Chemistry Syllabus s4-s6

CHEMISTRY SYLLABUS
FOR ASSOCIATE NURSING PROGRAM

SENIOR 4, 5 & 6
Kigali, 2022
Copyright
©2022 Rwanda Basic Education Board
All Rights Reserved
This syllabus is the property of The Government of Rwanda
Credit must be provided to REB when the content is quoted.
FOREWORD
Dear Teacher,
Rwanda Basic Education Board (REB) is honoured to avail the Citizenship Syllabus as one of the subjects of the Associate Nursing
Program. This document serves as an official guide to the teaching and learning of Citizenship subject in the Associate Nursing
Program. The document ensures consistency and coherence in the delivery of quality education for the Associate Nurse that Rwanda
desired.
The Ministry of Education through Rwanda Basic Education Board (REB) has undertaken the task to introduce the Associate
Nursing Program in the second cycle of secondary education level. The underlying principle behind the introduction of this program
is to ensure that the curriculum responds to the needs of the learners, the society, and the labour market.
Citizenship is one of the subjects of Competence-Based Curriculum that emphasizes on equipping the learners with required
knowledge, skills, attitudes and values which enable learners to be accountable, committed, responsible and patriotic citizen.
Citizenship and other subjects aim at producing a well-trained professional for quality nursing care improvement. High Quality
Health Care is an important component of Health and Well-being of the Rwanda Vision 2050,“The Rwanda We Want” that aims
at transforming the country’s socio-economic status. It is only the healthy people who can significantly play a major role in this
socioeconomic transformation journey. Citizenship subject teaches the theories, principles, values and procedures on which
dependents the qualities of a good and patriotic citizen.
I wish to sincerely appreciate all the people who contributed to the development of this syllabus, particularly the Human Resources
for Health Secretariat (HRHS), in partnership with REB, who organized the whole process right from its inception. Any comments
or contribution towards the improvement of this syllabus for the next edition are welcome.
Dr. MBARUSHIMANA Nelson

Director General, REB
CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 iii

ACKNOWLEDGEMENTS
I wish to sincerely express my special appreciation to the people who played a role in the development of this book. The
process would not have been successful without the support from different stakeholders. My thanks first go to the Human
Resources for Health Secretariat (HRHS) who initiated this activity.
I would also like to express my appreciation to the people who contributed to the development of this book until it was
completed. These are the HRH Secretariat, Rwanda Basic Education Board (REB), University of Rwanda (UR), College of
Medicine and Health Sciences, Kibogora Polytechnic (KP), Ruli Higher Institute of Health Sainte Rose de Lima (RHIH), King
Faisal Hospital Rwanda (KFHR), Kigali University Teaching Hospital (CHUK), Butare University Teaching Hospital (CHUB),
Rwanda Military Hospital ( RMH), Nemba District Hospital, the National Council of Nurses and Midwives (NCNM), the
Rwanda Nurses and Midwives Union (RNMU), who availed their staff at various stages of the development of this associate
nurse student book.
Furthermore, I owe gratitude to different partners more especially the Ministry of Health, and the Ministry of Education for
their guidance, and the Clinton Health Access Initiative (CHAI) for its contribution to financial support.
MURUNGI Joan
Head of Curriculum, Teaching and Learning Resources Department / REB
iv CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6

TABLE OF CONTENTS
FOREWORD�� iii
ACKNOWLEDGEMENTS�� iv
1. GENERAL INTRODUCTION��1
1.1. Background on the introduction of the Associate Nursing Program in secondary schools ��1
1.2. Associate nurse leaver’s profile��2
2. TEACHING AND LEARNING CHEMISTRY��3
2.1. Rationale of teaching and learning Chemistry��3
2.1.1. Chemistry And Society��3
2.1.2. Chemistry and learners��3
2.2. Competences��4
2.2.3. Chemistry and developing the competences��6
2.3. Pedagogical approach��6
2.3.1. Role of the learner��6
2.3.2. Role of the teacher��7
2.3.3. Special needs education and inclusive approach��8
2.4. Assessment approach��8
2.4.1. Types of assessment��9
2.4.2. Record keeping��10
2.4.3. Item writing in summative assessment��10
CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 v

2.4.4. Structure and format of the examination��11
2.5. Reporting to parents��12
2.6. Resources��12
2.6.1. Material resources��12
2.6.2. Human resource��12
3. SYLLABUS UNITS��13
3.1. Presentation of Syllabus units��13
3.2. Chemistry subject for Senior four��14
3.2.1. Key competences at the end of Senior four��14
3.2.2. Senior four units��16
3.3. Chemistry Subject for Senior five��56
3.3.1. Key competences by the end of Senior Five��56
3.3.2. Senior five units��57
3.4. Senior six��86
3.4.1. Key competences by the end of Senior six��86
3.4.2 Senior six units��87
4. REFERENCES��116
5. APPENDIX: Weekly Time Allocation for Associate Nursing Program��117
vi CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6

1. GENERAL INTRODUCTION
1.1. Background on the introduction of the Associate Nursing Program in secondary schools
Since a long time ago, nursing education around the world has taken different steps from the traditional apprenticeship, vocational,
and hospital-based training model to a higher education academic model of teaching and learning (Gaberson & Oemann, 2010).
This paradigm shift was driven by the increased demand of the professionalization of nursing, the changing illness patterns, and the
expansion of the knowledge-based society requiring more improved and innovative education preparation of nursing professionals
that is adapted to the context and specific health needs (Yam, 2004).
In Rwanda, the above-mentioned transformations in nursing education evolved overtime. Healthcare education in general started in
1933 with medical assistants “Assistants Médicaux” program, followed by the assistant midwives “Auxiliaires accoucheuses” in 1949
(Harelimana, et., 2015). From 1954 up to 1979, there was the program at secondary level “A2 and A3”. From the academic year 1979
to 2004, the program of nursing education was exclusively “A2” secondary level (Kabgayi School of Nursing and Midwifery, 2013).
Nurses were mostly prepared for hospitals and health centers, leaving out the community, which was later addressed by introduction
of the Community Health Workers (CHWs) in 1995 (MoH, 2012).
The Cabinet resolution of October 27th, 2004 phased out the A2 nursing program. A transition period was decided upon to move
from nursing program A2 to Nursing Program A1 up to 2007. This was in the purpose to train more nursing professionals at a
tertiary level in order to produce highly-qualified professionals, thus improving the quality health care delivery. However, gaps in
providing basic nursing care at different levels were continually observed.
Fourteen years later after the closure of “A2” nursing program the Government of Rwanda has decided to introduce Associate
Nursing Program, as provided by the Article 58 of the Rwandan Law Determining Organisation of Education No 10/2021 of
16/02/2021 (MoE, 2021).
Associate Nursing Program is being introduced to provide the support needed in basic nursing care provision, with capacity to
progress in different advanced health care professions. This decision aims to meet the current and contextual health needs that
present high demand to provide the basic nursing care at different levels of the healthcare system, particularly in the community.
CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 1

Therefore, nursing is based on science. The hard sciences like general chemistry, general biology (Biology, microbiology, human
anatomy, physiology and nutrition) physics and mathematics are required by this Associate Nursing Program as prerequisites for
cornerstone preparing at earlier age of the future nurses.
1.2. Associate nurse leaver’s profile

Upon completion of the Associate Nursing Program, learner should have acquired knowledge, skills and attitudes to:
1. Provide support to individuals, families, and communities when faced with unwelcome news and life changing diagnoses;
2. Provide health education within her/his scope of practice;
3. Demonstrate understanding of the determinants of health that affect individuals, families, groups, and communities;
4. Demonstrate understanding of basic common health conditions affecting individuals of all age groups and their basic
nursing care;
5. Assess individuals, families, groups and community needs and provide basic nursing care using evidence-based practice;
6. Collaborate effectively with multidisciplinary team members, clients and stakeholders in provision of basic nursing care;
7. Demonstrate values of responsibility, accountability, commitment and patriotism in serving the nation
8. Ensure the privacy, dignity and safety of individuals is maintained at all times;
9. Provide support on basic care in reproductive, maternal, neonatal and child health
10. Explain scientific phenomena using correct scientific terminologies;
11. Demonstrate knowledge and skills required to progress to higher learning education;
12. Express themselves fluently, and with confidence, in speaking and writing using correct vocabulary and grammar
appropriately;
13. Perform experiments using a range of scientific and medical tools and equipment and draw appropriate conclusions;
14. Demonstrate ability to manage data (collect, recording, processing, analysis, synthesis, reporting).
2 CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6

2. TEACHING AND LEARNING CHEMISTRY
2.1. Rationale of teaching and learning Chemistry
The chemical science can help to improve global health care from basic research that helps to understand the mechanisms underlying
disease, through the development of improved means of diagnosis and through optimizing the development of drugs. Chemistry
education equips students with basic knowledge to produce intensive good and services to mean human needs for food, health care
products and other materials aimed at improving the quality of life. To study chemistry teaches useful skills such as logic, reasoning
and problem solving.
2.1.1. Chemistry And Society

Chemistry, one of the natural science subjects, is an important discipline that has contributed significantly to the global socioeconomic
transformation through discoveries on the part of the chemists. This has led to new technologies in the production of small scale and
industrial products that are beneficial to the people and the environment.
Application of the knowledge of chemistry is evident in medicine, pharmaceutical, textile, petrochemical and food processing
industries. Chemistry has played a role in the harmonisation of man’s needs with the conservation of nature and environment in
particular.
Chemistry plays a role in the Rwandan ambition to develop a knowledge-based society and to promote science and technology
competitiveness in regional and global job market, and to address the issues of lack of appropriate skills in Rwandan education
system.
2.1.2. Chemistry and learners

Chemistry is a worthwhile subject because it prepares students for the real world of work through career pathways like medicine,
agriculture, pharmacy, chemical engineering, food science, environmental studies and many others. Chemistry provides skills that
guide the construction of theories and laws that help to explain the natural phenomenon and manage the people and the environment.

It provides answers to the problems faced by our modern society by empowering students to be creative, innovative and to use
independent approaches to solve problems. The students learn and explore the properties of substances as well as the processes in
which those substances take part, and of materials obtained through modern industry.
2.2. Competences
A competence is defined as the ability to use appropriate combination of knowledge, skills, attitudes, values and behaviour
to accomplish a particular task successfully. That is the ability to apply learning with confidence in a range of situations. Basic
competences are addressed in the stated broad subject competences, and in objectives it is highlighted year on year basis and in each
of units of learning. The generic and basic competences that must be emphasised and reflected in the learning process are briefly
described below and the teachers will ensure that the learners are exposed to the tasks that help them acquire the skills.
2.2.1. Generic competences

Critical and problem-solving skills: The acquisition of such skills will help the learners to think imaginatively, innovatively and
broadly to evaluate and find solutions to the problems encountered in our surrounding.
Creativity and innovation: The acquisition of such skills will help the learners to take initiatives and use imagination beyond
knowledge provided in the classroom to generate new ideas and construct new concepts.
Research: This will help the learners to find answers to questions based on existing information and concepts, and use it in explaining
phenomena from the gathered information.
Communication: The teachers, irrespective of being language teachers, will ensure the proper use of the language of instruction by
the learners. The teachers should communicate clearly and confidently, and convey ideas effectively through spoken and written, by
applying appropriate language and relevant vocabulary.
Co-operation, inter personal management and life skills: This will help the learner to co-operate as a team in whatever task assigned
and to practice positive ethical moral values while respecting the rights, feelings and views of others. Perform practical activities

related to the environmental conservation and protection. Advocate for personal, family and community health, hygiene and
nutrition and respond creatively to a variety of challenges encountered in life.
Lifelong learning: The acquisition of such skills will help the learners to update knowledge and skills with minimum external sup-
port. The learners will be able to cope with evolution of knowledge advances for personal fulfilment in the areas that are relevant
to their improvement and development.
2.2.2. Broad Chemistry competences
During the learning process, the learner should be able to:

• Analyse and explain the scientific phenomena relating to real life experience.
• Use and experiment with a range of scientific and technological tools and equipment and draw appropriate conclusions.
• Demonstrate curiosity, research skills and creativity.
• Observe, analyse, evaluate and interpret without prejudice and make reasonable decisions.
• Make record and interpret observations, measurements and estimates.
• Use principles of scientific methods and experimental techniques to solve specific problems in daily life.
• Develop attitudes on which the scientific investigations depend, such as honesty, persistence, critical thinking and tolerance
of uncertainty.
• Appreciate the scientific, social, economic, environmental and technological implications of Chemistry.
• Acquire sufficient understanding and knowledge to become confident citizens in a technological world.
• Provide a foundation in the Chemistry subject matter that would enable the learner to develop attitudes relevant to science
such as accuracy, precision and objectivity.

2.2.3. Chemistry and developing the competences
The national policy documents based on national aspirations, identify some “Basic Competences” alongside the “Generic Competences’’
that will develop high order thinking skills which will help subject learning and application of what has been learnt in real life
situation.
Through experimentation, observations and presentation of information during the learning process, the learner develops not only
deductive and inductive skills but also communication, critical thinking and problem-solving skills in trying to make inferences and
conclusions.
The manipulation of numerical and other data and doing practical experiments, and undertaking project assignment involves not
only analytical and problem-solving skills but also innovation, creativity and research.
Group work and co-operative learning of chemistry promotes interpersonal relations and teamwork. Learning chemistry prepares
responsible citizens who are aware of the power, impact and influence which chemistry has in a modern scientific world. The syllabus
emphasises the development of values and positive attitudes, so that what the learner learns is used for the good of the society and
for the preservation of the environment.
2.3. Pedagogical approach

The learners learn best when they are actively involved in the learning process through a high degree of participation, contribution
and production. At the same time, each learner is an individual with their own needs, pace of learning, experiences and abilities.
Teaching strategies must therefore be varied but flexible within well-structured sequences of lessons. The learner-centred education
does not mean that the teacher no longer has the responsibility of facilitating and guiding so that the learning takes place.
2.3.1. Role of the learner

The activities of the learner are indicated against each learning unit and they all reflect appropriate engagement of the learner in the
learning process. The learning processes will be tailored towards creating a learner friendly environment based on the capabilities,
needs, experiences and the interests.

The learning activities will be organised in a way that encourages the learners to construct the knowledge either individually or in
groups in an active way. The learners work on one competency at a time in form of concrete units with specific learning outcomes
broken down into knowledge, skills, attitude and values. In practical lessons, the learners will work in groups or individually
depending on the nature, intended objective of the activity and the availability of the apparatus. However, the learners are encouraged
to do simple project work individually.
2.3.2. Role of the teacher

The competence-based curriculum is about transforming learning, ensuring that learning is deep, enjoyable and habit- forming.
Therefore, lessons should be engaging and should stimulate students’ curiosity, critical thinking and problem solving.
The teachers ought to shift from the traditional method of instruction and play the role of a facilitator in order to value the learners’
individual needs and expectations. The teacher must identify the needs of each individual learner, the nature of the learning to be
done, and the means to shape learning experiences accordingly.
The teacher’s role is to organise the learners in the classroom or outside and engage them through participatory and interactive
methods through the learning processes as individuals, in pairs or in groups. This ensures that the learning is personalised, active,
participative and cooperative.
The teacher will design and introduce the tasks to the class to perform or for immediate discussion. The role of the teacher will be
to guide the learners in constructing their own knowledge. The learners are taught how to use the textbooks and other resource
materials in different ways: to search for and make use of information in writing their own notes.
The teacher must select and develop appropriate materials like teaching models and charts for the learners to use in their work. In
practical lessons, the teacher first demonstrates the handling of the apparatus, and the way the experiment should be carried out,
before exposing to the learners the task that can be dangerous. The teacher ought to demonstrate how to mix the reagents in the
correct proportions before leaving the learners to do it on their own.
The teacher must devise remedial strategies in and outside the classroom, to address the issue of low achievers and those with
learning difficulties, to ensure they keep pace with the rest in acquiring the required competencies.

To make learning relevant, real life examples should be given to make connections between chemistry and their environment. In
addition to emphasising on the application of the scientific concepts and principles and minimising memorisation, the teacher
should also facilitate students’ learning accuracy and unbiased information that will contribute to a more scientifically literate citizen
that is capable of making educated decisions regarding the world in which we live.
The teacher has to ensure that the cross-cutting issues are addressed in teaching and learning process.
2.3.3. Special needs education and inclusive approach

All Rwandans have the right to access education regardless of their different needs. The underpinnings of this provision would
naturally hold that all citizens benefit from the same menu of educational programs. The possibility of this assumption is the focus
of special needs education. The critical issue is that, we have persons/ learners who are totally different in their ways of living and
learning as opposed to the majority. The difference can either be emotional, physical, sensory or intellectual learning, challenged
traditionally, known as mental retardation.
These learners equally have the right to benefit from the free and compulsory basic education in the nearby ordinary/mainstream
schools. Therefore, the schools’ role is to enrol them and also set strategies to provide relevant education to them. The teacher
therefore is requested to consider each learner’s needs during teaching and learning process. Assessment strategies and conditions
should also be standardised to the needs of these learners. Detailed guidance for each category of the learners with special education
needs is provided in the guidance for teachers.
2.4. Assessment approach

Assessment is the process of evaluating the teaching and learning processes through collecting and interpreting evidence of an
individual learner’s progress in learning, and to make a judgment about a learner’s achievements measured against defined standards.
Assessment is an integral part of teaching learning processes. In the new competence-based curriculum, assessment must also be
competence-based; whereby a learner is given a complex situation related to his/her everyday life and asked to try to overcome the
situation by applying what he/she has learned.

Assessment will be organised at the following levels: School-based assessment, District-based assessment , National-based
assessmentand examinations.
2.4.1. Types of assessment
a) Formative and continuous assessment (assessment for learning)

Continuous assessment involves formal and informal methods used by schools to check whether learning is taking place. When a
teacher is planning a lesson, he/she should establish criteria for performance and behaviour changes at the beginning of a unit. Then,
at the of end of every unit, the teacher should ensure that all the learners have mastered the stated key unit competences based on the
stated criteria, before going to the next unit. The teacher will assess how well each learner masters both the subject and the generic
competences described in the syllabus, and from this, the teacher will gain a picture of the all-round progress of the learner. The
teacher will use one or a combination of the following: (a) observation (b) pen and paper (c) oral questioning.
b) Summative assessment (assessment of learning)

When assessment is used to record a judgment of a competence or performance of the learner, it serves a summative purpose.
Summative assessment gives a picture of a learner’s competence or progress at any specific moment. The main purpose of summative
assessment is to evaluate, whether learning objectives have been achieved, and to use the results for the ranking or grading of the
learners, for deciding on progression, for selection into the next level of education and for the certification. This assessment should
have an integrative aspect whereby a student must be able to show mastery in all the competences. It can be an internal school-based
assessment or external assessment in the form of national examinations. School based summative assessment should take place once
at the end of each term and once at the end of the year.
School summative assessment average scores for each subject will be weighted and included in the final national examination’s grade.
School based assessment average grade will contribute a certain percentage, as the teachers gain more experience and confidence in
assessment techniques, and in the third year of the implementation of the new curriculum it will contribute 10% of the final grade,

and will progressively increase. The districts will be supported to continue their initiative to organise a common test per class for all
the schools, to evaluate the performance and the achievement level of the learners in individual schools. This subject will be part of
the external national summative assessment. This summative assessment will be done at the end of the S6.
2.4.2. Record keeping

This is gathering facts and evidence from the assessment instruments, and using them to judge the student’s performance by assigning
an indicator against the set criteria or standard. Whatever assessment procedures used, shall generate data in the form of scores,
which will be carefully recorded and stored in a portfolio. This will contribute for remedial actions, for alternative instructional
strategy and feed back to the learner and to the parents to check the learning progress, and to advice accordingly on the final
assessment of the students.
This portfolio is a folder (or binder or even a digital collection) containing the student’s work as well as the student’s evaluation on
the strengths and weaknesses of his/her work. Portfolios reflect not only work produced (such as papers and assignments), but also
it is a record of the activities undertaken over time as part of student’s learning. The portfolio output (formative assessment) will be
considered for a maximum of three years of Advanced level. Besides, it will serve as a verification tool for each learner, that, he/she
attended the whole learning, before he/she undergoes the summative assessment for the subject.
2.4.3. Item writing in summative assessment

Before developing a question paper, a plan or specification of what is to be tested or examined must be elaborated to show the units
or topics to be tested on, the number of questions in each level of Bloom’s taxonomy and the marks allocation for each question. In a
competence-based curriculum, questions from higher levels of Bloom’s taxonomy should be given more weight than those from the
knowledge and comprehension level.

Before developing a question paper, the item writer must ensure that the test or examination questions are tailored
towards competence-based assessment by doing the following:
• Identify topic areas to be tested on from the subject syllabus.
• Outline subject matter content to be considered as the basis for the test.
• Identify learning outcomes to be measured by the test.
• Prepare a table of specifications.
• Ensure that the verbs used in the formulation of questions do not require memorisation or recall answers only, but testing
broad competencies as stated in the syllabus.
2.4.4. Structure and format of the examination

There will be three papers in chemistry subject at advanced level. Paper 1: measures knowledge and understanding, paper 2 measures
skills from higher levels of Bloom’s taxonomy and paper 3 will measure practical/experimental skills. Time will depend on the
paper’s items, weight of the paper and learner’s special education needs.
Paper Component Weight
Paper 1 The paper will measure both knowledge of the subject matter and acquisition of competences. The paper will 30%
assess the first two (low) levels of Bloom’s taxonomy, which is Knowledge and understanding.
Paper 2 The paper will assess skills, it will consist questions from higher levels of Bloom’s taxonomy (application, 40%
analysis, evaluation and synthesis).
Paper 3 Practical skills: The paper to measure practical/experimental skills (Observation, Recording & report writing, 30%
Manipulation, Measurement, Planning & designing) The experiments should be drawn from different topic
areas of the syllabus.

2.5. Reporting to parents
The wider range of learning in the new curriculum means, that it is necessary to think again about how to share learners progress
with the parents. A single mark is not sufficient to convey the different expectations of learning, which are in the learning objectives.
The most helpful reporting is to share where the students are doing well and where they need to improve. A simple scale of meeting
expectations very well, meeting expectations, and not meeting expectations for each of the knowledge/understanding the subject
skills and the competences in a subject, will convey more than a single mark. For the school-based assessments, these scores do not
need to be added up.
2.6. Resources
2.6.1. Material resources
Teaching and learning of chemistry, necessitates practical activities and experiments for better understanding of the facts. The
successful implementation of this curriculum requires a chemistry laboratory, textbooks, charts and ICT tools like computers and
projectors. However, there are some chemistry concepts that cannot be easily explained and some experiments that cannot be done
in our school laboratories due to safety reasons. Thus, the use of ICT in teaching and learning is vital. With ICT, these concepts can
be concretised by the use of animations and simulations. Similarly, both, the teachers and the learners are encouraged to use internet
for research as well as the other ICT tools for teaching and learning purposes.
2.6.2. Human resource

The effective implementation of this curriculum needs a joint collaboration of educators at all levels. Given the material requirements,
the teachers are expected to accomplish their noble role as stated above. The following are some of the skills required for the teacher:
engage the students in a variety of learning activities; use multiple teaching and assessment methods; adjust instructions to the level
of the learner; creativity and innovation; make connections/relations with other subjects; should have a high level of knowledge of
the content; effective discipline skills; good classroom management skills; good communicator; a guide and a counsellor and have
passion for children in teaching and learning. In addition, school head teachers and directors of studies are requested to follow-up
and assess the teaching and learning of this subject due to its important contribution to the profile, future careers and lives of the
learners as well as the development of the country.

3. SYLLABUS UNITS
3.1. Presentation of Syllabus units
Chemistry is taught and learned in upper secondary education as a core subject, i.e. in S4, S5 and S6. At every grade, the syllabus is
structured in Topic areas, Sub-topic areas where applicable and then further broken down into Units. The units have the following
elements:
• Unit is aligned with the number of lessons.
• Each unit has a Key Unit Competence whose achievement is pursued by all teaching and learning activities undertaken by
both the teacher and the learners.
• Each Key unit Competence is broken into three types of Learning Objectives as follows:
a) Type I: Learning objectives related to Knowledge and Understanding (also known as Lower Order Thinking Skills or
LOTS).
b) Type II and Type III: These Learning objectives relate to acquisition of Skills, Attitudes and Values (also known as
Higher Order Thinking Skills or HOTS). These Learning objectives are actually considered to be the ones targeted by
the present reviewed curriculum.
• Each unit has a content, which indicates the scope of coverage of what a teacher should teach and the learner should learn in
line with stated learning objectives.
• Each unit suggests learning activities that are expected to engage the learners in an interactive learning process as much as
possible (learner-centred and participatory approach).
• Finally, each unit is linked to other subjects, its assessment criteria and the materials (or resources) that are expected to be
used in the teaching and learning process.

In all, the syllabus of chemistry for Advanced level has got 9 Topic areas (Atomic and electronic structure, structure
and bonding, the Periodic Table, organic chemistry, equilibrium, solutions and solubility, electrochemistry, chemical
energetic and reaction kinetics). As for the units, there are 18 in S4, 15 in S5 and 15 in S6.
3.2. Chemistry subject for Senior four

3.2.1. Key competences at the end of Senior four
• Interpret simple mass spectra and use them to calculate R.A.M of different elements.
• Relate Bohr’s model of atom with hydrogen spectrum and energy levels, practice writing electronic configurations using s, p,
d, f orbitals and interpret graphical information in relation to the ionization energy.
• Demonstrate how properties of ionic compounds and metals are related to their nature of bonding.
• Demonstrate how the nature of bonding is related to the properties of covalent compounds and molecular structures.
• Use atomic structure and electronic configuration to explain the trends in the physical properties of the elements.
• Compare and contrast the chemical properties of group I elements and their compounds in relation to their position in the
Periodic table.
• Compare and contrast the chemical properties of group II elements and their compounds in relation to their position in the
Periodic table
• Compare and contrast the chemical properties of the Group 13 elements and their compounds in relation to their position in
the Periodic Table.
the Periodic Table.

• Compare and contrast the properties of the Group 15 elements and their compounds in relation to their position in the
Periodic Table.
the Periodic Table.
the Periodic Table.
• Compare and contrast the properties of the Group 18 elements in relation to their position in the Periodic Table
• Compare and contrast the properties of period 3 elements and their compounds in relation to their electronic configuration/
charge.
• Deduce how concentration, pressure, catalyst and temperature affect chemical processes in the industry.
• Explain the acid-base theories (Arrhenius acid Bronsted-Lowry and Lewis theory).
• Explain the concept of reduction and oxidation reactions and balance the redox reaction.
• Explain the concept of energy changes and energy profile diagrams for exothermic and endothermic reactions.

3.2.2. Senior four units
TOPIC AREA: Atomic and electronic structure SUB-TOPIC AREA: Atomic structure
S4 Chemistry Unit 1: Structure of an atom and mass spectrum No. of periods: 18
Key unit competence: Interpret simple mass spectra and use them to calculate R.A.M. of different elements.
Learning objectives
Knowledge and Skills Attitudes and Content Learning Activities
Understanding Values
– Outline the discovery – Interpret different – Develop the approach – The constituents of an – Research work: carry
of the sub-atomic mass spectra. of team work in the atom, their properties out research and
particles. – Draw and label the research and group and the outline of their make presentations
– Compare the mass spectrometer. activities. discovery. on the history of the
properties of sub- – Appreciate the – Concept of atomic discovery of the atom
– Calculate the
atomic particles. contribution of number, mass number, and its constituent
relative atomic mass
different scientists to isotopic mass and particles and their
– Explain the of an element, given
the discovery of the relative atomic mass. properties.
fundamental isotopic masses and
processes that occur abundances. sub- atomic particles. – Calculations involving – Watch a video about
in the functioning of relative atomic mass. the discovery of sub-
a mass spectrometer. atomic particles and
Mass spectrometer: write a report.
– State the uses of the
mass spectrometer. • Description of the – Watch videos clips
mass spectrometer on the structure
and functions of each of an atom and its
component of the constituent particles
spectrometer. and make a report.

• Interpretation of mass – Group work: the
spectra. – learners do research
• Uses of the mass about the steps
spectrometer. involved in the
functioning of a
– Calculations of the
mass spectrometer
relative atomic masses of
and present the
elements.
findings. A labelled
diagram of the mass
spectrometer is
required.
– Watch video on the
functioning of mass
spectrometer and
make a report.
– Individual work:
each learner
interprets different
massspectra and does
various exercises
of calculations of
the relative atomic
masses for different
elements.
Link to other subjects: Physics (atomic physics, magnetic and electric fields).
Assessment criteria: The learners can analyze different mass spectra and use them to determine the RAM.
Materials: Computer, projector, internet..

TOPIC AREA: Atomic and electronic structure SUB-TOPIC AREA: Electronic structure
S4 Chemistry Unit 2: Electron configurations of atoms and ions No. of periods: 18
Key unit competence: Relate Bohr’s model of the atom with hydrogen spectrum and energy levels, practice writing electronic
configurations using s, p, d, f orbitals and interpret graphical information in relation to ionization energy of elements.
Learning objectives
Knowledge and Skills Attitudes and Values Content Learning Activities
Understanding
– Explain how the – Simple – Recognise the value – Bohr’s atomic model: – Research and make
data from emission interpretation of of analysis when concept of energy levels. presentations
spectra provide spectral line series interpreting the – Absorption and about the atomic
evidence for discrete of hydrogen atom. graphs. emission of spectra and models, according to
energy levels within – Relate information – Appreciate the energy associated, ΔE Rutherford, Bohr and
the atom. of ionization contributions of = hν. quantum theory.
– Describe the atomic energies to other scientists – Hydrogen spectrum – Watch video clips on
orbitals. electronic such as Bohr and and spectral line series Rutherford, Bohr’s
– Determine configurations of the Rutherford in the (Lyman and Balmers model of atom and
the electronic elements. description of series: Line spectra as quantum theory.
configurations of the – Interpret the graphs atomic structure, evidence for discrete Make a report.
atoms and ions in of first ionization Lyman and Balmer energy levels). – Research and make
terms of s, p, d and f energies against the in atomic spectra, a presentation on
– Quantum theory of the
orbitals. atomic number. Pauli and Hund in atomic spectra and
atom.
writing electronic spectral series.
– Derive the electronic – Determine – Include quantum
configurations.
configuration of an the electronic numbers to explain
element from data on configuration of energy levels, sub-
successive ionization elements and ions energy levels and
– energies. in terms of s, p, and orbitals.
dorbitals.

– Explain the factors – Derive the – Number and shape of ‘s’ – Watch a video clip on
which influence the electronic and ‘p’ orbitals. atomic spectra and
first ionization energy configuration of – Rules governing – spectral series and
of the elements. an element from the electronic make a report.
data on successive configurations: Aufbau – Exercises in groups
ionization energies. principle, Pauli of writing electronic
Exclusion Principle and configurations for
Hund’s rule. elements and ions in
terms of s, p, d.
– Electronic configuration
and stability (half and – Watch video clips on
completely filled orbital quantum numbers
configurations are and shapes of orbitals.
stable) – Discussions about
the graphs of
– The graphs of ionization
ionization energies
energy versus the
versus the number
number of electrons of electrons removed
removed. from the same
– Interpretation of a atom and present
graph of first ionization the information
energy versus the atomic obtained from the
numbers of elements. interpretation of the
– Factors influencing the graphs.
magnitude of ionization – Watch a video clip
energy (atomic radii, on Aufbau principle,
nuclear charge, shielding Pauli Exclusion
effect). Principle and Hund’s
rules’ of filling
orbitals.

– Group activity to
interpret the graphs
which show the
changes of the first
ionization energy
against the atomic
number of elements.
The learners should
present their
conclusions.
– - Research and
make a group
discussion about the
factors influencing
the magnitude of
ionization energy
(atomic radii, nuclear
charge, shielding
effect) and present
your findings.
Link to other subjects: Physics (atomic physics).
Assessment criteria: The learners can relate Bohr’s model of atom with hydrogen spectrum and energy levels/orbitals, practice writing
electronic configuration using s, p, d and f orbitals and interpret the graphical information in relation to the ionization energy of the
elements.
Materials: Computer, projector, internet.

Topic Area: Structure And Bonding Sub-Topic Area: Ionic and Metallic Bonding
S4 Chemistry Unit 3: Formation of Ionic and Metallic Bonds No. Of Periods: 7
Key unit competence: Demonstrate how properties of ionic compounds and metals are related to the nature of their bonding.
Learning objectives
Knowledge and Content Learning Activities
Skills Attitudes and Values
Understanding
– Explain the – Predict whether – Show respect for – Explanations of why – Group discussion
mechanisms by bonding between other’s opinion atoms of elements form on how the atoms of
which atoms of specified elements during discussions bonds. elements can gain
different elements will be primarily and research. – Gain of stability by their stabilities by
attain stability. ionic or not. – Develop a culture of losing and gaining either loosing or
– Explain the formation – Relate physical working in a team. electrons to acquire gaining electron(s) on
of ionic bonds. properties of matter octet or doublet of the valence shells and
– Respect of procedure
to differences in electrons in the outer make a presentation.
– Describe the in experiment to
properties of ionic strength of forces of determine electrical energy level. – Group work: draw
compounds. attraction between and thermal – The concept of ionic diagrams to illustrate
the particles. conductivity and bonding as the the formation of ionic
– State the factors
– Relate the lattice solubility. electrostatic forces of compounds (e.g. in
that influence the
structure of metals attraction between sodium chloride,
magnitude of lattice – Appreciate that
to their physical oppositely charged ions. magnesium oxide,
energy. solubility alone is not
properties. – Formation of ions in the magnesium chloride,
– Describe the conclusive evidence
– Represent ionic ionic bonding process. sodium peroxide,
formation of metallic that a compound is
bonding by dot and – The concept of lattice iron
bonds. ionic.
cross diagrams. energy and the factors – (III) chloride and
– State that the forces sodium sulphide) and
– Perform that influence the
of attraction hold make a presentation.
experiments to show magnitude of the lattice
atoms together.
properties of energy.

ionic compounds. – Physical properties – Carry out experiments
of ionic compounds: to show properties of
(melting and boiling ionic compounds (e.g.
points, solubility in solubility of sodium
polar and non- polar chloride, potassium
chloride in water,
solvents, conductivity
electrical conductivity
of electricity, brittleness of aqueous solution
of the ionic lattice of sodium chloride,
structures). brittleness of ionic
– Formation of metallic compound) and
bonding. prepare an appropriate
scientific report.
– Sea of electrons and the
relationship between – Research in groups
and discuss the factors
metallic bonding and
that influence the
physical properties of magnitude of lattice
metals: energy and make a
• Conductivity of presentation.
electricity and heat. – Groups discussion
on the formation of
• Malleability. metallic bond and
• Ductility. physical properties of
metals and
• Shininess. – make a presentation.
Link to other subjects: Physics (electricity).
Assessment criteria: The learners can demonstrate how the properties of ionic compounds and metals are related to the nature
of their bonding.
Materials: Molecular models of some ionic compounds, electric wires, distilled water,metallic plates, sodium chloride, potassium
chlorides computers, projectors.

SUB-TOPIC AREA: Covalent bonding - intermolecular and intra-
TOPIC AREA: Structure and bonding
molecular forces
Unit 4: Covalent bond and molecular
S4 Chemistry No. of periods: 28
structures
Key unit Demonstrate how the nature of the bonding is related to the properties of covalent compounds and molecular
structures.
Learning objectives Content Learning Activities
Knowledge and Skills Attitudes and
– Define octet rule as – Apply octet rule – Develop culture of – Overlap of atomic – Group discussion and
applied to covalent to draw Lewis working in groups orbitals to form presentation about the
compounds. structures of different during research and covalent bonds. overlapping of atomic
– Explain the compounds. discussion sessions. – Lewis structures orbitals to form covalent
formation of – Make structures – Appreciate the using octet rule (dot bond.
covalent bonds of molecules using importance of and cross structures). – Group exercises to
and describe models. Lewis structures in – Lewis structures of write Lewis structure
the properties – Apply the VSEPR chemical reactivity unusual compounds of different compounds
of covalent theory to predict the of elements. that do not obey (e.g. water, hydrogen
compounds. shapes of different – Develop orderliness octet rule. chloride, methane,
– Describe how molecules/ions. in research and data nitrate ion, sulphate
– Coordinate or dative
the properties presentation. ion, carbon dioxide,
– Predict whether the covalent bond (e.g.
of covalent ammonia, phosphorus
bonding between – Respect of hydroxonium ion,
compounds depend trichloride, boron
specified elements will procedure in ammonium ion,
on their bonding. trifluoride, sulphur
be primarily covalent experiment. aluminium chloride
hexafluride) and make a
– Explain the VSEPR or ionic. and the combination
presentation.
theory. – Relate the shapes of of boron trifluoride
and ammonia). – Watch video clips on
molecules to the type
the formation of dative
of hybridisation.
covalent bonds

– Describe simple – Relate the structure – The concept of – les with simple – covalent bond and make
and giant covalent of simple and giant valence bond theory structure (e.g. a report.
molecular molecular covalent and carbon dioxide, – Group work: illustrate
structures. compounds to their – formation of (σ) and carbon sulphide, how atomic orbitals
– Explain the properties. (π) bonds. phosphine) and overlap to form sigma
formation of dative – Differentiate sigma giant molecules with and pi bonds in multiple
– Types of
covalent bonds in from pi bonds in terms giant structures (e.g. bonds.
– hybridization diamond, graphite
different of orbital overlap and – In groups, design a
(sp,sp2 sp3, sp3d, silicon dioxide),
– molecules. formation. project to demonstrate
sp3d2). (Melting and boiling
– Describe the – Write structures of how atomic orbitals
– VSEPR theory points, solubility
concept of valence some compounds that overlap to form single
to explain the in polar and non-
bond theory. do not obey octet rule. and multiple bonds and
formation of polar solvents and
– Compare the display the models made
– Describe the origin shapes of covalent conductivity of
formation of dative in the class.
of inter-molecular molecules electricity).
forces. covalent to normal (geometry) and – Discuss in groups to
– Intra molecular
covalent bonding. bond angles (linear, explain hybridisation of
– Describe the effect forces:
– Relate the physical trigonal planar, atomic orbitals, types
of inter and intra – Definition.
properties to type tetrahedral, of hybridisation and
molecular forces
of inter and intra – Types and origin shapes of molecules, do
on the physical – , trigonal
molecular forces in of intermolecular a display of molecular
properties of certain bipyramidal,
molecules. forces (Van der models and make a
molecules. octahedral).
Waals forces/ presentation.
– Describe the – Compare inter and – Polarity of the London dispersion – compared to the normal
effect of hydrogen intra molecular covalent bond in forces, dipole-dipole Carry out experiments
bonding in forces of attraction in relation to difference interactions and to investigate whether
the biological different molecules. in electronegativity hydrogen bonding). unknown compounds
molecules. (polar and non polar
are ionic or covalent,
bonds).
write an appropriate
scientific report.

– Physical properties – Effect o f inter and – Research in groups
of covalent intra molecular to explain how
molecules: simple forces on physical electronegativity of
molecu properties of certain – elements affects the
molecules (e.g. polarity of molecules
biological molecules and make a presentation.
DNA, water, R
proteins).
– esearch; do a group
discussion and make
a presentation on the
physical properties
of simple and giant
covalent molecules.
– Research in groups and
make a presentation
about effects of inter and
intra molecular forces on
certain molecules and
their origin in different
molecul es.
Link to other subjects: Physics (electricity), Biology (genetics and cell division), Mathematical (Geometry).
Assessment criteria: The learners can demonstrate how the properties of covalent compounds and intermolecular forces are related to
the nature of the bond.
Materials: Projector, computer, atomic models. Distilled water, Covalent compounds, ionic compounds

TOPIC AREA: The periodic table SUB-TOPIC: Periodicity of properties of elements
S4 Chemistry Unit 5: Variation in trends of the physical No. of periods: 14
properties
Key unit competence: Use atomic structure and electronic configuration to explain the trends in the physical properties of the
elements.
Learning objectives
Understanding
– Outline the – Classify the elements – Show respect for – Historical – Research work: research
historical back into respective other’s opinion background of the and make a presentation
ground of the groups and periods during group Periodic Table of on the historical back
Periodic Table. using electronic discussions. Elements. ground of the modern
– Explain the trends configuration. – Appreciate the – Comparison of Periodic Table.
in the physical – Relate trends in contributions of – Mendeleev’s table – Activity to arrange
properties of the physical properties scientists to the with the modern elements in increasing
elements across a of the elements to classification of Periodic Table of order of their relative
period and down a their electronic the elements in elements. atomic masses
group. configuration. the Periodic Table and compare that
– Location of the
– Classify the elements such as Mendeleev, arrangement to the
elements in the
into blocks (s, p, d, f- Dobereiner, modern Periodic
Periodic Table based
block). Newlands, Moseley Table. Take note of the
on the electronic
and Bohr. differences.
configuration:
– Appreciate valence electrons – Group exercises: to
the aspect of (group), number classify the elements
orderliness in the of energy levels in groups, periods
classification of (period), last sub- and blocks from their
the elements in the energy levels (block). electronic configurations.
Periodic Table of – Group discussion about
elements.

– Classification of the – the factors that influence
elements into blocks the physical properties
(s, p, d, f-block). of the elements and draw
– Factors that influence appropriate conclusions.
the change of each – Group discussions about
physical property of the trends of the physical
the elements properties across the
– across a period and Periodic Table (i.e. trends
down a group. across a period and
down a group) and draw
– Variation of the
appropriate conclusions.
physical properties
down the group and
across the period:
Atomic radius,
electronegativity,
electro- positivity,
ionization energy,
electron affinity,
boiling and melting
points, density,
electrical and the
thermal conductivity
and metallic
character.
Link to other subjects: Physics (electrical conductivity, density).
Assessment criteria: The learners can use valence electrons to determine the position of elements in the Periodic Table and trends in
their properties using atomic orbitals (s, p, d and f).
Materials: Periodic table, computer, projector, internet.

Unit 6: Trends in chemical properties of Group 1 elements and their
compounds
Key unit competence: Compare and contrast the chemical properties of the Group 1 elements and their compounds in relation to
their position in the Periodic Table.
Learning objectives
Understanding
– Describe and – Compare the reactivity – Develop care – Occurrence and – The learners research
explain the physical of Group 1 elements. when dealing with physical properties and make presentation
properties of Group – Interpret the trends extremely reactive of Group 1 elements: on the occurrence of
1 elements in in the thermal Group 1 elements. physical state, Group 1 elements and
terms of metallic decomposition of – Appreciate the metallic character, their physical properties.
character and Group 1 carbonates and uses of Group 1 physical appearance – Carry out an experiment
strength of metallic nitrates. elements and their and melting point. to compare the reactivity
bond. compounds in our – Reactivity of Group of sodium and potassium
– Perform experiments
– Describe and to test the alkalinity of daily life. 1 elements with: with water and report
explain the Group 1 hydroxides. oxygen (formation of the observations or
reactivity of the monoxides, peroxides watch video clips on
– Carry out the flame
Group 1 elements and superoxides), the reactions of Group
tests for the presence of
with oxygen, water water and the 1 elements with water
Group 1 metal cations
and the halogens. halogens. and explain the trend in
in solution.
– State and explain – Properties of their reactivity down the
the properties of Group 1 oxides and group.
Group 1 oxides and hydroxides. – Do experiments to show
hydroxides. – Effect of heat on the alkaline character of
Group 1 carbonates sodium oxide and the
and nitrates.

– Explain the trends – Solubility of Group 1 – alkalinity of Group 1
in the solubility compounds. hydroxides and take
of Group 1 – Flame tests for Na+, note of the observations
compounds. K+. made.
– State the uses – Uses of Group1 – Heat Group 1 carbonates
of Group 1 elements and their and nitrates. Identify the
elements and their compounds e.g. products formed using
compounds. manufacture of appropriate reagent (e.g.
soaps, detergents carbon dioxide using
and bleaching lime water)
agents (sodium – Carry out experiments
hydroxide, potassium on the solubility of
hydroxide), Group 1 compounds.
manufacture of – Carry out experiments
lithium batteries, to identify Group
common table 1 cations, write an
salt, production of appropriate report and
photoelectric cells , make conclusions.
baking powder, etc.
– Research and make
presentation on the uses
of Group 1 elements and
their compounds based
– on their properties.
Link to other subjects:

Assessment criteria: The leaners can compare and contrast the properties of Group 1 elements and their compounds in relation to
Materials: Weighing balance, appropriate chemicals and apparatus, water, gas, computer, projector.

Unit 7: Trends in chemical properties of Group 2 elements and their
compounds
Key unit competence: Compare and contrast the properties of the Group 2 elements and their compounds in relation to their
position in the Periodic Table.
Learning objectives
Understanding
– Describe the – Perform experiments to – Appreciate the – Occurrence and – Research and
physical properties compare and contrast logic underlying physical properties presentation on the
of Group 2 the reactivity of Group the position of of Group 2 elements occurrence and physical
elements. 2 elements. elements in the (physical state, properties of the Group
Periodic Table, metallic character and 2 elements.
– Describe the – Write balanced their electronic physical appearance).
properties of equations of the structure and the – Carry out experiments
– Reactivity of Group 2
Group2 oxides and reactions of Group properties. elements with oxygen, to compare the
hydroxides. 2 elements and their – Appreciate the water, halogens and reactions of magnesium
– Explain the trends compounds. importance of dilute acids. and calcium with water
in the thermal – Illustrate practically the qualitative analysis – Properties of Group 2 and with dilute acids
decomposition trends in solubility and in assuring the compounds: (e.g. dilute HCl) and
of Group 2 thermal decomposition quality of different make reports.
industrial products. – Ionic and covalent
carbonates, and of Group 2 compounds. character of oxides – Perform experiments
nitrates. – Test the alkaline – Appreciate the and halides to explain the alkaline
application of the character of Group 2
– Explain the trends character of Group 2 chemistry of Group – Alkaline nature of
in the solubility hydroxides. oxides and hydroxides oxides and hydroxides
2 elements and and take note of the
of Group 2 their compounds in – Trends in thermal
compounds. the social economic stability ofcarbonates, observations made.
– State the uses development. hydroxides and – Practical activity: heat
nitrates.

• o Trends in – Group 2 carbonates,
solubility of nitrates and identify the
hydroxides, products formed using
carbonates, appropriate reagents.
hydrogen- – Carry out experiments
carbonates and and make report about
sulphates. the solubility of Group 2
– Anomalous properties compounds.
of beryllerium – Practical activities to
compounds. chemically test Group 2
– Identification test for cat ions in solution and
Ba2+ ions in aqueous report the observations
solutions made.
– Uses of Group 2 – Research and make
elements and their presentation on the uses
compounds: of Group 2 elements and
• Magnesium metal: their compounds based
flash light of on their properties.
cameras
• Magnesium
hydroxide : Ant-
acids
– Uses of calcium
carbonate:
• Extraction of iron.
• Manufacture
of tiles, plates,
laboratory mortar
and pestle.

– of Group 2 – Be aware that the – Develop the • Use in agriculture – Field visit:
elements and their compounds of beryllium teamwork to reduce the
compounds. are different from the approach while • Visit tiles factory in
acidity of soil:
compounds of the other performing Nyagatare district
– Describe industrial process of
manufacture of the Group 2 elements. experiments and making slake lime • Visit the nearby
cement. – Perform chemical writing field – factories of slake
“ishwagara” from
test for the presence study reports. lime “ishwagara”.
– Discuss the limestone.
environmental of Group 2 cations in – Develop the
and health issues solution. attitude of • Manufacture • Visit nearby cement
associated with the – - Suggest preventive sustainable of cement: industry and see
manufacturing of measures for exploitation of raw materials, how cement is
the cement. environmental and natural resources. manufacturing manufactured (e.g.
health issues associated – Stimulate the Bugarama in Rusizi
with the manufacture of culture of • Process, types and
and Ruyenzi in
the cement. entrepreneurship environmental
Kamonyi districts).
in the area of and health issues
Then make
chemistry. related
appropriate field
report.
Assessment criteria: The learners can compare and contrast the chemical properties of Group 2 elements and their compounds in
relation to their position in the Periodic Table.
Materials: Appropriate apparatus and chemicals.

S4 Chemistry Unit 8: Trends of chemical properties of Group 13 elements and their compounds No. of periods: 10
Key unit competence: Compare and contrast the chemical properties of the Group 13 elements and their compounds in relation
to their position in the Periodic Table.
Learning objectives
Understanding
– State the physical – Compare and contrast – Develop attitude – Physical properties – Make a group
properties of the reactivity of Group of orderliness of Group 13 elements discussion on the
Group13 elements. 13 elements with when performing (physical state, physical properties of
– Explain the oxygen, water, halogens, experiments. metallic character, Group 13 elements and
reactivity of Group dilute acids and sodium – Develop a team physical appearance). present the results.
13 elements with hydroxide. approach and – Reactions of group 13 – Carry out experiment
oxygen, water, – Perform experiments to respect diverse elements with oxygen, of the reaction between
halogens, dilute show the solubility of opinions during water, halogens, dilute aluminium with
acids and sodium Group 13 compounds. group discussions acids and sodium different acids and
hydroxide. – Practically illustrate the and practical hydroxide. sodium hydroxide and
– Describe the amphoteric properties activities. – Amphoteric character report observations
properties of of aluminium oxides – Appreciate the of aluminium and made.
oxides, hydroxides and hydroxides. uses of Group 13 gallium oxides and – Perform experiments
and chlorides of – Identify theanomalous elements in daily their hydroxides. on the reaction of
Group 13 elements. properties of boron and life. – Anomalous aluminium oxide and
– State the uses its compounds. properties of boron hydroxide with acids
of Group 13 and its compounds and bases and report the
– Perform chemical tests
elements and their conclusion.
for the presence of – Identification of
compounds. aluminium ion in the Al3+ ion in aqueous – Carry out chemical test
solution. solution. for the presence of Al3+
ion in the solutions.

• Boron: making – Research work on
electronic devices. the uses of Group 13
elements and their
• Aluminium: compounds and make
electric cables, presentation of the
kitchen utensils, findings.
construction,
packaging.
– Uses of Group 13
elements and their
compounds:
Link to other subjects: Physics (electricity).
Assessment criteria: The learners can compare and contrast the chemical properties of Group 13 elements and their compounds in
Materials: Appropriate chemicals and apparatus.

S4 Chemistry Unit 9: Trends in chemical properties of Group 14 elements and their No. of periods: 15
compounds
Learning objectives
Understanding
– State physical – Compare and contrast – Respect of – Comparative study – Students do research
properties of Group the physical properties procedures during of physical properties and make presentation
14 elements. of Group 14 elements. experiments. of the Group 14 on the physical
– State the chemical – Compare the relative – Develop a team elements: physical properties of Group 14
properties of Group stabilities of the higher approach and state, metallic elements.
14 elements. and lower oxidation respect diverse character, electrical – Carry out experiments
states in oxides. opinions during conductivity. of the reaction of
– Distinguish
between the – Illustrate practically the group discussions – Reactions of C, carbon, tin, lead with
chemical reactions reactivity of Group14 and practical Sn, Pb, Si with oxygen, dilute acids/
of the oxides and oxides and chlorides. activities. oxygen, hydrogen, concentrated acids
chlorides of Group – Appreciate the chlorine, dilute acids/ and hydroxides and
– Perform chemical
14 elements. uses of Group 14 concentrated acids interpret results.
test for the presence
elements in daily and hydroxides. – Perform experiments
– Explain the trends of Sn2+, Pb2+ and
in thermal stability hydrogen-carbonate life. – Comparative study of to explain the reactions
of the halides and (HCO3- ) carbonate compounds of Group of Group 14 oxides and
hydrides of Group (CO32- ) ions in the 14 elements: chlorides with water,
14 elements. solutions. acids and bases and
analyse the results with
appropriate report.

– Explain the – - Analyse the similarities • Reaction of oxides, – Perform chemical tests
variation in stability and differences among chlorides with water, for Sn2+, Pb2+, HCO3-
of oxidation states the elements of Group acids and strong and CO32- ions and
of +2 and +4 down 1, 2, 13 and 14 due to alkaline solutions. report the results
the Group 14 diagonal relationship. appropriately.
elements. • Thermal stability of
oxides, halides and – The learners will do
– Mention the uses of
Group 14 elements. hydroxides. research and make
• o SiO2 as a giant a report about the
– Define diagonal
relationship. structured covalent extraction process
compound. of tin metal from its
– Chemical tests for the oxide.
presence of Sn , Pb , – Research work:
2+ 2+
HCO3- , CO32- ions in research and make a

the solutions. presentation on the
– Trends in stability of diagonal relationship
oxidation states: +2 among elements and
and+4 as a result of compounds of Groups
inert pair effect. 1, 2, 13 and 14 of the
– Uses of Group 14 Periodic Table.
elements.
– Diagonal relationship
of Groups 1, 2, 13 and
14: similarities and
differences.
Assessment criteria: The learners can compare and contrast the chemical properties of Group 14 elements and their compounds
in relation to their position in the Periodic Table.

Topic area: The periodic table Sub-topic: Periodicity of properties of elements
S4 Chemistry Unit 10: Trends in chemical properties of Group 15 elements and their compounds No. of periods: 12
Key unit competence: Compare and contrast the properties of the Group 15 elements and their compounds in relation to their
position in the Periodic Table.
Knowledge and Skills Attitudes and Values
Understanding
– Describe the – Show the acidic – Develop self – Physical properties – The learners do research
physical properties character of nitrogen confidence in of the Group 15 and make presentations
of the Group 15 and phosphorus oxides. presenting reports elements: physical on the variation of
elements. – Distinguish between and in handling state, metallic physical properties of
– Describe the the chemical properties chemicals and the character. the Group15 elements.
variation in the of nitrogen and apparatus. – The relative inertness – Carry out the
metallic and non- phosphorus. – Appreciate the of nitrogen. experiments groups
metallic character – Compare the reactions dangers caused – Reactions of the on the reactions of
of the Group 15 of nitric acid and by nitrogen Group 15 elements phosphorus with
elements. phosphoric acid with compounds to the with oxygen, water, oxygen, water and write
– Recall the physical the metals. environment. chlorine, hydrogen, a scientific a report.
properties of – Prepare ammonia in the – Appreciate the and metals (e.g. – Research in groups the
the allotropes of laboratory. contribution of magnesium). environmental issues
phosphorus. Haber and Oswald’s – Ammonia and nitric of nitrogen oxides
– Perform an experiment
– Describe the processes to the acid: and suggest adequate
on the reaction of
chemical reactions social economic solutions and make a
phosphates with – Laboratory
of nitrogen development. presentation.
sulphuric acid. preparation of
compounds. ammonia and nitric
– Identify experimentally
– Be aware of the phosphate and nitrate acid.
increasing oxidizing
power of nitric acid

– with the – ions in solution. – Industrial production – The learners research
concentration. – - Develop observation, of ammonia (Haber and make presentation
– Describe the impact interpretation, reporting process) and of on industrial
of nitrogen oxides skills and draw valid nitric acid (Ostwald’s preparation of ammonia
to the environment. conclusions. process). gas and nitric acid.
– Describe the • Environmental – Perform experiments
industrial impact of their on the reaction of
preparation of nitric acid with metals
industrial production
ammonia and nitric (e.g. magnesium, lead,
(effects of nitrogen copper, aluminium) and
acid.
oxides on the ozone non-metals (e.g. carbon,
– Explain the layer and production sulphur, iodine), make
reactions of nitric
of acid rain). report of the findings.
acid with metals
and non-metals. • Uses of ammonia – Group discussion on the
and nitric acid at properties of allotropes
– Describe the
large scale. of phosphorus.
chemical properties
of phosphorus • Properties of nitric – Perform experiment
compounds. acid: on the reaction of
phosphorus oxides and
– State the uses of the • Reaction with metals chlorides with water and
group 15 elements (magnesium, zinc, make an appropriate
and its compounds
lead, copper) and scientific report.
with dilute and – Perform experiments
concentrated nitric on the reactions of
acid. phosphoric acid with
• Reaction with non- metals: (magnesium,
lead, copper and
metals (carbon,
aluminium) and bases
sulphur, phosphorus,
iodine)
• Oxidizing power.

– Allotropes of and compare the
phosphorus. reactivity of phosphoric
– Chemical properties acid with that of nitric
of phosphorous acid and make an
compounds: appropriate scientific
report.
• P2O3 with water.
• P2O5 with water.
in groups on the
• PCl3 with water, reaction of phosphates
oxygen, chlorine. with sulphuric acid and
• H3PO4: with write an appropriate
metals and bases. scientific report.
– Laboratory – Perform an
preparation of the identification test for
phosphoric acid. phosphate and nitrate
– Identification of ions and write an
PO43- and NO3- appropriate scientific
ions. report.
– Uses of the group – Discuss the uses of
15 elements and phosphorus and its
compounds: compounds and make
• Phosphorus. – presentations.
• Nitrogen and
its compounds
(fertilizers,
explosives,
textile industry,
pharmaceuticals).
• Arsenic: electronic
• devices.

Assessment criteria: The learners can compare and contrast the properties of the Group 15 elements and their compounds in
relation to their position in the Periodic Table,

S4 Chemistry Unit 11: Trends of chemical properties of Group 16 elements and their No. of periods: 12
compounds
Understanding values
– Describe the – Compare the acidity and – Develop – Physical properties of – Research in groups and
physical properties volatility of hydrogen carefulness the Group 16 elements present on the physical
of the Group 16 sulphide and water. and patience in (physical state, properties of the Group
elements. – Show experimentally performing the metallic character) and 16 elements.
– Describe the the dehydrating and experiments. allotropes of oxygen – Research work and
reactions between oxidising properties of – Appreciate the and sulphur. make presentation
sulphur and oxygen. sulphuric acid. use of oxygen in – Comparison of acidity about the industrial
– Describe the steps – Perform experiments everyday life and and volatility of the preparation of sulphuric
and conditions to show how sulphuric uses of sulphur Group 16 hydrides. acid.
applied in acid reacts with metals in manufacture Emphasis on hydrogen
the industrial and non- metals. of antibiotics, bonds between water
preparations of skin lotions and molecules.
sulphuric acid. vulcanization of
rubber.

– Describe the – Identify sulphite – Appreciate – Sulphuric acid: – Discuss in groups to
chemical properties and sulphate ions in the impact of • Industrial explain the volatility
of sulphuric acid. solutions. contact process to preparation (contact and acidity of hydrides
– Describe the socio-economic of the Group 16
process) and its
properties of development. elements and make
environmental presentation.
oxoanions.
impact.
– State uses of the – Carry out experiments
• Properties: oxidising on the reaction of
Group 16 elements
and dehydrating concentrated sulphuric
and compounds.
agent, reaction with acid with sugar and
metals (zinc, copper, potassium bromide;
iron and magnesium) make an interpretation
and non- metals and present results
(carbon, sulphur, appropriately.
phosphorous). – Carry out experiments
– Oxoanion: reducing to show:
action of S2O32--, • How sulphuric acid
reaction of SO32- with react with metals and
acids, action of heat on
non-metals.
sulphates (SO42-).
• How sulphite ions
– Identification of react with dilute
sulphite and sulphate
acids.
ions.
• Action of heat on
– Uses of the Group
certain sulphate (e.g.
16 elements andtheir
compounds. hydrated copper (II)
sulphate, hydrated
iron (II) sulphate;
make an appropriate
report.

– Perform experiments on
the reactions of sulphur
oxoanions (reduction
of iodine by S2O32-,
reaction of SO32- with
hydrochloric acid) and
make reports.
– Carry out identification
tests for sulphite and
sulphate ions and make
an appropriate report.
Assessment criteria: The leaners can compare and contrast the properties of the Group 16 elements and their compounds in
Materials: Appropriate chemicals and apparatus

Topic area: The periodic table Sub-topic: Periodicity of properties of element
S4 Chemistry Unit 12: Trends of chemical properties of Group 17 elements and their No. of periods: 14
compounds
– State the natural – Prepare and test – Develop – Natural occurrence and – Research and make
occurrence of halogens. halogens. carefulness in extraction of halogens. presentation on the
– Describe the extraction – Relate the oxidising handling harmful – Comparative study of extraction and physical
halogen gases. properties of halogens.
methods of halogens. power of the the physical properties
Group17 elements – Appreciate of halogens: physical – Perform experiments
– Explain the trends of to prepare and test
physical and chemical to their reactivity. the uses of state, volatility, and
chlorine, bromine
properties of the Group – Relate the acidity halogens in the colour. and iodine. Make an
17 elements down the strength of manufacture – Laboratory preparation appropriate report.
group. oxoacids to the of insecticides, and test of halogens. – Experiment to show
number of oxygen bleaching the displacement of the
– Describe the trends – Comparative study of
atoms combined reagents and iodide ion by chlorine
in strength of acidity, the chemical properties
with the halogen. organic solvents. and bromine, and
volatility and reducing of halogens:
power of halogen – Test for the – Develop the the bromide ion by
culture of • Reactions with chlorine and make an
hydrides. presence of halide oxygen, water,
protecting the appropriate report.
– Describe the chemical ions in aqueous
environment sodium hydroxide – Carry out reactions
properties of chlorates, solution.
from harmful (both dilute and cold of chloride, bromide
iodates, perchlorates and – Compare the and iodide ions with
halogen or hot concentrated).
periodates. reactions of the concentrated sulphuric
compounds.
– State the uses of halogens halogens with cold acid and make an
and their compounds. dilute sodium appropriate report.

hydroxide and hot • Trends in oxidising – Discuss in groups
concentrated sodi- power down the the reaction of
um hydroxide solu- group (displacement halogens with sodium
tions. reactions). hydroxides and make a
• Reaction with metals presentation.
and non- metals. – Research work: in
– Preparation and groups research and
behaviour of hydrides make presentation
of halogens with about the trends in
regard to: acid acid strength, volatility
strength, volatility and and reducing power of
their reducing power. hydrogen halides.
– Tests for halide ions – Carry out an
aqueous solution. experiment to test for
halide ions in given
– Properties of oxoacids
solutions and make an
(variation of the acidity
appropriate report.
strength of HClO,
HClO2 , HClO3 , – Group discussion:
HClO4) discuss the variation of
the acidity strength of
– Properties of
oxoacids in accordance
chlorates and iodates,
of the number of oxygen
perchlorates and
atoms and suggest a
periodates.
valid explanation.
– Uses and hazards of
halogens and their
compounds.

– Group discussion:
discuss in groups and
present about the
oxidising/ reducing
power and thermal
stability of chlorates and
iodates, perchlorates
and periodates.
– Research work: in
groups research and
make presentations on
the uses of halogens and
their derivatives.

Assessment criteria: The learners can compare and contrast the properties of Group 17 elements and their compounds in relation to

TOPIC AREA: THE PERIODIC TABLE SUB-TOPIC: PERIODICITY OF PROPERTIES OF ELEMENTS
S4 Chemistry Unit 13: Properties and uses of Group 18 elements No. of periods: 2
Key unit competence: Compare and contrast the properties of the Group 18 elements in relation to their position in the Periodic
Table
– State the physical – Associate chemical – Recognise – Noble gases. – Research and make
properties of the inertia of the Group 18 importance – Occurrence. presentation of the
Group 18 elements. elements to their full of noble gases discovery and isolation
– Physical properties.
– Explain the lack valence shell. or Group 18 of the Group18
elements in the – Reactivity: inertness elements.
of reactivity of the
daily life. which decreases down
Group 18 elements. – In groups, the learners
the group (e.g: reaction
– State the uses of the should explain why
of xenon).
Group18 elements. elements of the Group
– Brief mention of the 18 are important even
discovery of first if their reactivity is very
compound in 1962. limited.
– Uses.

Assessment criteria: The learners can compare and contrast the properties of Group 18 elements in relation to their position in the
Periodic Table.

TOPIC AREA: The periodic table Sub-topic: Periodicity of properties of elements
S4 Chemistry Unit 14: Trends in chemical properties of Period 3 elements and their compounds No. of periods: 9
Key unit competenc: Compare and contrast the properties of the Period 3 elements and their compounds in relation to their
positions in the Periodic Table.
Learning objectives
– Compare the physical – Relate the physical – Develop the – Properties of the – Group work: discuss
properties of the Period properties of the sense of analysis Period 3 elements the variation of physical
3 elements. Period 3 elements while comparing – Physical properties properties across Period
– Describe the nature of to their position in the properties e.g. melting and 3 and suggest convincing
the oxides of the Period Periodic Table. of elements and boiling points, atomic explanations.
3 elements and the type – Relate the physical compounds radius, physical – Discuss and make
of bonding in their properties of across the state, polarisability, presentation about the
chlorides, oxides and compounds of the period. ionization energy, reducing/oxidising
hydrides. Period 3 elements to – Develop the conductivity, power, alkalinity and
their nature of bonds culture of a team electronegativity and acidity of their oxides
across the period. work during metallic character. and bonding in halides
discussion of the Period 3 elements.
sessions and – Discuss the influence
presentations. of nature of bonding on
the physical properties
of compounds of the
Period 3 elements and
make presentation.

– Chemical properties:
reaction with
hydrogen. trends in
oxidising/reducing
power across the
period. Properties
of the Period
3 compounds:
Alkalinity and acidity
of oxides. Ionic and
covalent character
of the compounds
(chlorides, hydrides
and oxides).

Assessment criteria: Compare and contrast the chemical properties of the Period 3 elements and their compounds in relation to their
positions in the Periodic Table.
Materials: Appropriate chemicals, apparatus, computer, projector.

TOPIC AREA: Equilibrium SUB-TOPIC: Chemical equilibrium
S4 Chemistry Unit15: Factors that affect chemical No. of periods: 10
equilibrium
Key unit competence: Deduce how concentration, pressure, catalyst and temperature affect the chemical processes in industry.
Learning Objectives Content Learning Activities
– Distinguish between – Apply Le Chatelier’s – Develop the – Difference between – Carry out experiments
complete and reversible principle to explain culture of complete and to show that some
reactions. the effects of changes working as a reversible reactions. chemical reactions are
– Explain dynamic in the temperature, team, mutual – The concept reversible e.g.
equilibrium. concentration and help and care equilibrium (dynamic • Addition of acid
pressure on a system while performing equilibrium). to chromate (IV)-
– State the characteristics
in equilibrium. the experiments.
of dynamic equilibrium. – Characteristics of a solution (forward
– Compare and – Appreciate the system in dynamic reaction), Warming
contrast theoretical importance of equilibrium. cobalt(II) chloride
and actual optimal Le Chatelier’s
– Factors that affect solution (forward
conditions in the principle in
equilibrium position reaction), then
industrial processes. Haber and
(concentration, cooling the solution
– Relate the effect Contact
temperature, pressure favours the backward
of concentration, processes.
and catalyst). Use Le
temperature, – Respect of reaction.
Chatelier’s principle.
pressure and catalyst procedure in the • Addition of hydroxide
– Application of those
to the amount of experiments. to dichromate (VII)
factors on industrial
products in the solution (backward
processes (contact
manufacturing reaction) and then
process and Haber
industries. process) present the findings.

– Discuss in groups and
make presentation
about the effect of
concentration, pressure,
temperature and
catalyst on equilibrium
position. Include their
applications to Haber
and contact processes.
– Research in groups
and make presentation
about the effect of
different conditions on
the yield of product in
industries.
Links to other subjects: Economics (finance).
Assessment criteria: The learners can deduce how concentration, pressure, catalyst and temperature affect chemical processes in the
industry.
Materials: Computers, projectors, appropriate chemical sand apparatus.

TOPIC AREA: Equilibrium SUB-TOPIC: Ionic equilibrium
S4 Chemistry Unit 16: Acids and bases No. of periods: 3

Key unit competence: Explain the acid-base theories (Arrhenius, Bronsted–Lowry, Lewis).
– Explain the acids and – Classify the acids – Develop the – Acids and bases – Research and make
bases using different and bases as strong culture of team (Arrhenius-Ostwald presentations on
theories. and weak, depending work; develop theory, Bronsted- acid- base theories.
– Explain the differences on their dissociation self-confidence Lowry theory and Equations to support
in behaviour of strong in aqueous solutions. during group Lewis theory). the explanations are
and weak acids and – Distinguish between discussions and – Differences between required.
bases using Bronsted- Lewis and Bronsted- presentations of strong and weak acids – Discussions and
Lowry theory. Lowry theory of the findings. and bases. presentations of the
acids. – Explanation of acid- findings about the
– Write the base conjugate pairs dissociation of strong
dissociation of using Bronsted-Lowry and weak acids and
acids and bases and theory. bases. Include the acid-
identify acid-base base conjugate pairs.
conjugate pairs.
Links to other subjects: Biology (digestion, enzymes).

Assessment criteria: The learners can explain acids and bases according to different theories.
Materials: Computers, projector, internet.

TOPIC AREA: Electrochemistry SUB-TOPIC: Electrolysis and electrochemical cells
S4 Chemistry Unit17: Reduction and oxidation reactions No. of periods: 22
Key unit competence: Explain the concept of reduction and oxidation and balance equations for redox reactions.
– Explain the redox – Work out the – Develop the – Definition of – Group activities to
reactions in terms of oxidation numbers culture of electrochemistry. work out the oxidation
electron transfer and of elements in the inquiring in – Relationship between numbers of element
changes in oxidation compounds. order to continue electrochemistry and in the compounds
state (number). – Perform simple the search for redox reactions. and balancing various
– Explain the concept of displacement new concepts of oxidation- reduction
– Definitions of
disproportionation. reactions to order redox reactions. reactions and make a
reduction and
elements in terms – Respect of presentation.
– Differentiate the oxidation reactions.
reducing agent from of oxidising or procedure during – Experiments to
– Rules used to
the oxidising agent in a reducing ability. the experiment. show that oxidation-
determine oxidation
redox reaction. – Apply half-reaction – Appreciate the reduction reactions
number of elements.
method to balance reactivity of have taken place and
– Determination of the they are followed by
redox reactions. elements in daily
oxidation numbers change in oxidation
– Deduce balanced lives in terms
of elements in the numbers (e.g.: reduction
equations for of chemical
compounds. of acidified potassium
redox reactions phenomenon.
– Oxidation – reduction dichromate (VII) and
from relevant half
reactions (reduction potassium magnate
equations.
half reaction and (VII) by sulphur dioxide
oxidation half or ethanol), addition of
reaction). zinc metal to a solution
of copper (II) sulphate).

– Explanation of – Write an appropriate
oxidising and reducing report.
agents. – - Practical activities that
– Disproportionation will help the learners
reactions. to arrange elements in
– Balancing oxidation- order of oxidising and
reduction reactions. reducing ability (e.g.:
displacement reactions
– Reactivity series of
of halogens, different
metals.
metals and acids).
Links to other subjects: Operations in mathematics (linear algebra).

Assessment criteria: The learners can explain the concept of reduction and oxidation reaction and balance the equations
for redox reactions.
Materials: Appropriate chemicals, apparatus, computers, projector.

TOPIC AREA: Chemical energetics SUB-TOPIC AREA: Enthalpy change of chemical reactions
S4 Chemistry Unit 18: Energy changes and energy profile diagrams for chemical No. of periods: 15
reactions
Key unit competence: Explain the concept of energy changes and energy profile diagrams for the exothermic and endothermic
reactions.
Learning Objectives
– Define the term – Interpret – Carefully deal – Definition of – Perform group
thermochemistry. experimental with reactions thermochemistry. discussions about
– State the first law of results about energy that can produce – The concept of a the characteristics
thermodynamics changes during a lot of heat system. of different types of
chemical reactions. energy. systems and heat
– Define standard – Types of systems
– Relate the energy – Appreciate the transfer (examples
enthalpy of reactions (open, closed and
changes: the bond use of chemical of flask, calorimeter,
(formation, combustion, isolated systems).
breaking and bond energy in boiling water in an
neutralisation, and – Heat energy and
making. daily life like open container and
atomisation). temperature.
combustion of cooling water in closed
– Explain the differences – Relate the type
fuels. – Internal energy of a container may be used).
between exothermic and of reaction to its
chemical compound Present the findings.
endothermic reactions energy profile – Develop the
(kinetic + potential – Experiments to verify
using energy profile diagrams. culture of
energy). energy changes during a
diagrams. working in a
team during the – First law of chemical reaction e.g.:
experiments. thermodynamics. • Displacement reaction
– Respect of using zinc and copper
procedure during
the experiments.

– Standard – Exothermic and • (II) sulphate solution.
enthalpy change endothermic reactions. • Burning ethanol).
of chemical – Energy profile • Presentation of
reactions diagrams (for the observations is
(enthalpy of both exothermic required.
formation, and endothermic – Interpretation of the
combustion, reactions). energy profile diagrams
neutralization, for exothermic and
atomization.). endothermic reactions.
Links to other subjects: Physics (heat), Mathematics (linear functions) , Biology (homeostasis).
Assessment criteria: The learners can explain the concept of energy changes and energy profile diagrams for exothermic and endo-
thermic reactions.

3.3. Chemistry Subject for Senior five
3.3.1. Key competences by the end of Senior Five

• Apply IUPAC rules to name the organic compounds and explain the types of isomers for organic compounds.
• Relate the physical and chemical properties of alkanes to their reactivity and uses, tpreparation methods of alcanes and
isomerism in organic compounds.
• Relate the physical and chemical properties of alkenes and alkynes to their reactivity and uses.
• Relate the physical and chemical properties of halogenoalkanes to their reactivity and uses.
• Compare the physical and chemical properties of alcohols and ethers to their preparation methods, reactivity and uses.
• Compare the chemical nature of carbonyl compounds to their reactivity and uses, the chemical nature of carboxylic acids and
acid halides to their reactivity.
• Relate the functional groups of esters, acid anhydrides, amides and nitriles to their reactivity, preparation methods and uses.
• Relate the chemical nature of amines and amino acids to their properties, uses and reactivity.
• Interpret phase diagrams for different compounds.
• Prepare standard solutions and use them to determine concentration of other solutions by titration.
• Explain the effect of different factors on the molar conductivity of different electrolytes and the applications of conductivity
measurements.
• Predict the products of given electrolytes during electrolysis and work out quantitatively to determine how much is liberated
at a given electrode using Faraday’s law.
• Design an experimental procedure to verify the enthalpy changes of chemical reactions.
• Deduce how Hess’s law is applied to Born-Haber cycle.
• Predict the feasibility of chemical reactions.

3.3.2. Senior five units
TOPIC AREA: Organic chemistry SUB-TOPIC AREA: Aliphatic compounds
S5 Chemistry Unit 1: Introduction to organic chemistry No. of periods: 7
Key unit competence: Apply IUPAC rules to name organic compounds and explain the types of isomers for organic compounds.
Understanding
– Name organic – Use IUPAC rules – Develop a sense – Classification of organic – Make a group discussion
compounds. to name different team approach and compounds as aliphatic, to classify compounds
– Describe the organic compounds. self- confidence in alicyclic and aromatic. as aliphatic, alicyclic or
group discussions aromatic) and make a
isomers of organic – Classify organic – Types of formulae for presentation.
compounds. compounds as and presentations organic compounds
of the findings. – Do exercises to determine
aliphatic, alicyclic (empirical, molecular,
different formulae of
and aromatic. structural, displayed and organic compounds.
– Determine different skeletal formulae).
– Do exercises in groups
formulae for given – General rules of to name some organic
organic compounds. nomenclature of organic compounds using
compounds according IUPAC rules and make a
to IUPAC. presentation.
– Isomerism in organic – Research, discuss and
compounds (structural present about different
isomers, stereoisomers). types of isomerism and
write the isomers of
– Functional group and different compounds.
homologous series.
Links to other subjects: Biology (chemicals of life).
Assessment criteria: The learners can relate the physical and chemical properties of alkanes to preparation methods, uses and
isomerism in organic compounds.
Materials: Atomic models, computer, projector.

S5 Chemistry Unit 2: Alkanes No. of periods: 10
Key unit competence: Relate the physical and chemical properties of the alkanes to their reactivity and uses, preparation
methods and isomerism.
Learning Objectives
Attitudes and Values
Undemanding
– Name straight chain – Write the structural – Appreciate the – Nomenclature – Exercise in groups to
alkanes up to carbon formula of given importance of the of straight chain name straight chain
-20. alkanes. alkanes in daily life. hydrocarbon alkanes alkanes up to carbon-20
– Name the branched – Scientific report – Appreciate the (up to carbon-20) and and make a presentation.
hydrocarbons using writing skills dangers caused by branched hydrocarbons – Do a research in groups
IUPAC system. in the practical the alkanes to the using IUPAC system. to recognise alkanes and
experiments. environment as – Definition of make a presentation.
– Define homologous
– Prepare, collect and major sources of air homologous series.
series. – Do exercises in groups
test methane gas. contaminants.
– Be aware of the – Homologous series of to name some branched
– Write reaction
dangers associated – Develop orderliness the alkanes. alkanes using IUPAC
mechanisms for
with combustion and confidence in – Physical properties of system and make a
a photochemical
reactions of the presentation. straight and branched presentation.
reaction.
alkanes. – Use IUPAC system – Respect of alkanes (e.g. physical – Carry out experiment
– Describe and to name straight and procedure in state, solubility in water, to prepare alkanes
explain the trend in branched alkanes. experiment to carry boiling and melting (methane gas or ethane
physical properties – Develop out preparation points).
of homologous practical skills of methane or – Preparation of the
series of alkanes. and interpreting propane. alkanes (e.g. methane,
results in making ethane and propane)
appropriate decarboxylation and
deductions. other methods.

– Describe a photo- – Uses of the alkanes as – gas), interpret and make
chemical reaction source of: fuel, organic an appropriate scientific
and free radical products in daily life report.
mechanism. (e.g. cosmetics, soap- – - Do a research and
– Describe the less detergents and make a presentation
preparation derivatives of food on properties of
methods of the preservatives). alkanes both physical
alkanes. – Chemical properties and chemical (e.g.
– State the physical of the alkanes melting and boiling
properties and uses (e.g. combustion, points, solubility
of the alkanes. halogenations and in water, physical
photochemical state, combustion
– State the chemical
reaction). halogenation).
properties of the
alkanes.
Assessment criteria: The learners can relate the physical and chemical properties of the alkanes to preparation methods,
uses and isomerism.
Materials: Atomic models, flip charts, computer, projector.

TOPIC AREA: ORGANIC CHEMISTRY SUB-TOPIC AREA: ALIPHATIC COMPOUNDS
S5 Chemistry Unit 3: Alkenes and alkynes No. of periods: 22
Key unit competence: Relate the physical and chemical properties of the alkenes and alkynes to their reactivity and uses.
Undemanding
– Explain the – Apply IUPAC rules – Appreciate the – Definition of alkenes – Make a group discussion
reactivity of alkenes to name alkenes and combustion and homologous series. and do an exercise on
in comparison to alkynes. reaction as source – Nomenclature and writing the structural
alkanes. – Carry out an of fuels. structure of the alkenes: formulae of isomers of
– Explain the experiment to – Appreciate the uses straight and branched the alkenes and their
existence of prepare and test and dangers of (C5- C10). names. Exchange work
geometrical ethene and ethyne addition polymers – Structural and sheets for marking.
isomerism in the gas. Outline the (polythene used geometrical isomerism – Carry out an experiment
alkenes. mechanisms for polythene bags, in the alkenes. to prepare and test
– Describe the for electrophilic polypropene for – Preparation methods of ethene gas from
industrial process addition reactions plastic bottles etc.). alkenes. dehydration of ethanol
of preparing the for the alkenes and – Develop a team – Laboratory preparation and make a report.
alkenes and alkynes. alkynes. approach and of ethane. – Research in groups and
– State physical – Write the structural confidence in – Testing for unsaturation make a presentation
properties and uses formulae of straight group activities and using (bromine water, about physical
of alkenes. chain alkenes and presentations. potassium manganite properties of alkenes
– Describe the test of alkynes. (VII) solution or and alkynes and their
insaturation – Apply potassium dichromate uses.
Markovnikov’s (VII) solution). – Research in groups and
rule to predict – Physical properties and make a presentation
the product of uses of the alkenes. about the reactions of
hydrohalogenation the alkenes and alkynes.
of the alkenes.

– Classify the alkynes – Chemical reactions – Outline their reaction
as terminal and of the alkenes mechanisms.
non- terminal (addition reactions, – Research in groups and
alkynes using their combustion reaction, make a presentation
different structures. oxidation of alkenes, about the industrial
ozonolysis in alkenes, preparation process of
hydroformylation, the alkenes and alkynes
addition and their uses.
polymerization). – Do exercises in groups
– Definition of to identify whether
the alkynes and the alkyne is terminal
homologous series. or non- terminal and
– Structure and exchange work sheets for
nomenclature of marking.
straight and branched
chain alkynes (C5-
C10).
– Physical properties and
uses of the alkynes.
– Industrial preparation
method of the alkynes.
– Chemical properties
of the alkynes
(electrophilic addition
reactions and reactions
of terminal and non-
terminal alkynes with
metals or metal salts).
Links to other subjects: Biology (endocrinology, chemicals of life)
Assessment criteria: The leaners can relate the physical and chemical properties of the alkenes and alkynes to their reactivity and uses.

S5 Chemistry Unit 4: Halogenoalkanes (alkyl halides) No. of periods: 17
Key unit competence: Relate the physical and chemical properties of halogenoalkanes to their reactivity and uses.
Undemanding Values
– Define halogenoalkanes – Draw the displayed – Appreciate – Definition of – Make a group discussion
and the homologous structural formulae the uses and halogenoalkane and and a presentation
series. of halogenoalkanes dangers of homologous series. on nomenclature,
– Explain the reactivity of and give names Nomenclature of classification, physical
halogenoalkanes. using IUPAC system. halogenoalkanes, properties and reactivity
– Explain the physical – Classify isomerism and of halogenoalkanes.
properties of halogenoalkanes classification (as – Do exercises on
halogenoalkanes. according to a primary, secondary writing and naming
– Describe the developed formula and tertiary halogenoalkanes.
preparation methods as primary, halogenoalkanes). – Make a group discussion
for halogenoalkanes. secondary and – Physical properties on preparations of
– Explain different tertiary. of halogenoalkanes halogenoalkanes and test
mechanisms in – Write reaction (solubility, smell, for their presence using
halogenoalkane. mechanisms of volatility). silver nitrate solution
– Explain the uses and halogenoalkanes as – Preparation of in ethanol. Write an
dangers associated with SN1, SN2, E1 and halogenoalkanes. appropriate report.
halogenoalkanes. E2. – Chemical reactions – Discuss in groups and
– Test for the presence of halogenoalkanes make presentations on
of halogenoalkanes (substitution reactions the structural isomers in
in a given sample and elimination halogenoalkanes.
organic compound. reactions). – Discuss in groups the
– Uses of SN1and SN2, E1 and E2
halogenoalkanes (e.g. mechanisms for primary,
chlorofluorocarbons

– (CFCs) in fluids in the secondary and tertiary
refrigerator and aerosol halogenoalkanes and
sprays, as solvents for factors considered for
organic substances, as a particular compound
fire extinguishers). to undergo SN1
– Dangers associated and SN2, E1 and E2
with CFCs on mechanisms and make a
destruction of ozone presentation.
layer and increasing the – Research and make
global warming. presentations on the
uses and dangers
of halogenoalkanes
and their derivatives
(put emphasis on
chlorofluorocarbons
on the environmental
pollution).
Links to other subjects: Biology (ecology), Geography (people and the environment), General studies (environment).
Assessment criteria: The learners can relate the physical and chemical properties of halogenoalkanes to their reactivity and uses.

TOPIC AREA: ORGANIC CHEMISTRY SUB-TOPIC AREA: ALIPHATIC COMPOUNDS
S5 Chemistry Unit 5: Alcohols and Ethers No. of periods: 22
Key unit competence: Compare the physical and chemical properties of alcohols and ethers to their preparation methods,
reactivity and uses.
Learning Objectives
Undemanding
– Explain isomers in – Write and name – Appreciate the – Definition of alcohols – Make group discussion
alcohols from C-4 alcohols according uses and dangers and the homologous to do exercises on
to C-6. to IUPAC system. of alcohols to the series. naming and writing
– Describe the – Classify alcohols as society. – Nomenclature, isomers for different
physical properties primary, secondary – Develop a culture isomerism and the alcohols. Exchange work
and uses of alcohols. and tertiary. of working as a classification of sheets for marking.
– Explain the – Carry out an team during group alcohols. – Make group discussion
mechanism of experiment to activities. – Physical properties of to explain the physical
compare the properties of alcohols
dehydration of – Appreciate the uses alcohols (boiling point,
oxidation reactions and make a presentation.
alcohols and the of primary, ethers as non-polar volatility, solubility – Carry out an experiment
reaction with secondary and solvents. and state at room to compare the oxidation
hydrogen chloride. tertiary alcohol. temperature). reactions of primary,
– Recall the steps – Perform iodoform – Uses of alcohols as secondary and tertiary
involved in test to distinguish drinks, solvents and alcohols and write an
fermentation between the methyl motor fuels. appropriate report.
process. and non- methyl – Preparations of alcohols – Do more exercises on
– Describe the alcohols. (e.g. ethanol). writing and naming
physical and – Carry out – Local preparation of alcohols and ethers.
chemical properties experiments to ethanol by fermentation – Visit breweries to
and preparation distinguish between (urwagwa. ikigage). assess the industrial
methods of ethers. primary, secondary production of alcohol by
and tertiary alcohols. fermentation and

– State the uses of – Prepare ethanol at – Chemical properties of write an appropriate
ethers. school. alcohols (e.g. oxidation, field report.
– Describe the local esterification, reaction – Carry out experiments
process of making with sodium metal, to distinguish between
alcohol. reaction with sodium primary, secondary
– Explain the effect hydroxide, reaction with and tertiary alcohols.
of oxidation on concentrated sulphuric (Lucas test) and write an
urwagwa when it acid at different appropriate report.
overstays. (urwagwa temperatures).
to distinguish between
rushaje). – Nomenclature, physical the methyl and
properties, isomers and non- methyl alcohols
uses of ethers as non- (iodoform test) and
polar solvents write an appropriate
– Preparation reactions report.
and chemical properties – Debate the uses of
of ethers. alcohols and dangers
associated with unsafe
use of different types of
alcohols on our health,
family and society.
– Carry out a research and
make presentations on
the physical properties,
chemical properties,
uses and preparation
reactions of ethers.
Assessment criteria: The learners can deduce the physical and chemical properties of alcohols and ethers to their preparation
methods, reactivity and uses.

S5 Chemistry Unit 6: Carbonyl compounds No. of periods: 22
Key unit competence: Compare the chemical nature of carbonyl compounds to their reactivity and uses.
Undemanding
– Describe the – Prepare ketones – Appreciate the – Nomenclature and – Do exercises on naming
reactivity from secondary importance and isomerism in carbonyl and drawing isomers of
of carbonyl alcohols by dangers associated compounds. carbonyl compounds
compounds. oxidation reaction. with carbonyl – Physical properties of and exchange work
– State the physical – Compare aldehydes compounds in daily aldehydes and ketones sheets for marking.
properties of and ketones by life. (volatility, solubility and – In groups, the
aldehydes and using – Develop a culture boiling point). learners discuss and
ketones. – Fehling’s solution of working in – Uses of carbonyl make presentations
– Describe the and Tollens’ reagent. groups, develop compounds. on the reactivity
preparation – Write and self- confidence – Preparation methods of and mechanisms of
reactions of ketones name carbonyl in making ketones and aldehydes. nucleophilic, addition of
and aldehydes. compounds and presentation. – Chemical reactions of carbonyl compounds.
– Explain the isomers of ketones – Respect of carbonyl compounds – Group discussion and
mechanisms and aldehydes. procedure in (nucleophilic addition, presentation about the
of nucleophilic – Write equations performing an oxidation, iodoform physical properties and
addition reactions for the reactions experiment on reactions, and chemical uses of aldehydes and
of carbonyl of carbonyl distinguishing test). ketones.
compounds. compounds with carbonyl – Carry out experiment
other substances. compounds from to distinguish
other organic between carbonyl
compounds. compounds and other
organic compounds
by using 2, 4-

– Compare the – ketones from other – Carry out an
physical properties ketones by using the experiment to prepare
of carbonyl iodoform test. ethanol and acetone
compounds to those – Carry out an by oxidising ethanol
of alcohols and experiment and propan-2-ol under
alkenes. to distinguish controlled conditions
– Differentiate the between carbonyl and report the findings.
methyl compounds and – Carry out an
other organic experiment to
compounds. distinguish between
– Carry out an ketones and aldehydes
experiment to using Fehling’s solution
distinguish between and Tollens’ reagent and
ketones and write an appropriate
aldehydes. report.
– Carry out an – Carry out iodoform test
experiment to to distinguish methyl
prepare ethanol and ketones from aldehydes
propan-2-one. and other ketones and
report.
Assessment criteria: The learners can deduce the chemical nature of carbonyl compounds to their reactivity and uses.

S5 Chemistry Unit 7: Carboxylic acids and acyl halides No. of periods: 17
Key unit competence: Compare the chemical nature of the carboxylic acids and acid halides to their reactivity.
Learning Objectives
Undemanding
– Explain the physical – Apply the IUPAC – Develop a culture of – Nomenclature and – Make a group
properties and uses rules to name working as a team isomers of carboxylic discussion on naming
of the carboxylic different carboxylic in group activities acids. the carboxylic acids;
acids and acyl acids acyl chlorides. and develop – Physical properties and write the structures
chlorides. – Write the structural self- confidence uses of carboxylic acids. and their isomers.
– Describe the formula and isomers in making – Acidity of carboxylic Exchange work sheets
inductive effect on of the carboxylic presentation. acids. for marking.
the acidity of the acids and acyl – Appreciate – Preparation methods of – Do exercises of writing
carboxylic acids. halides. the uses of the the carboxylic acids and and naming the
– Explain the – Distinguish between carboxylic acids as acyl halides. carboxylic acids and
reactions of the the carboxylic the intermediate – Reactions of the make a report.
carboxylic acids and acids from other compounds in carboxylic acids – Research and make
acyl chlorides. organic compounds the industrial with (metals, presentations on
using appropriate processes such as sodium hydroxide, physical properties of
chemical test. aspirin, vinegar and sodium carbonate/ the carboxylic acids,
– Prepare carboxylic perfumes. hydrogencarbo acyl chlorides and their
acids from oxidation nate, phosphorus uses.
of aldehydes or pentachloride/ thionyl – Discuss in groups, the
primary alcohols. chloride, halogens) - preparation reactions of
– Compare the – Esterification and the carboxylic acids and
physical properties reduction reactions, acyl halides and make a
of the carboxylic presentation.
acids to those of
alcohols.

– Outline the – Nomenclature and – Research and make a
mechanisms of physical properties of presentation on the
esterification and acyl chlorides. chemical reactions of
those of reaction of – Reactions of acyl carboxylic acids and
acyl chlorides with chlorides with (water, acyl chlorides.
ammonia, amines strong base, Grignard – Carry out an
and alcohols. reagents, alcohols, experiment to
ammonia and amines, distinguish the
salts of the carboxylic carboxylic acids
acid) from other organic
– -Reduction of acyl compounds using
halides. sodium carbonate/
hydrogencarb onate and
report.
– Carry out an
experiment to prepare
a carboxylic acid
by oxidation of an
aldehyde or a primary
alcohol using acidified
potassium manganate
– (VII) and write an
appropriate report.
Assessment criteria: The learners can deduce the chemical nature of the carboxylic acids and acyl halides to their reactivity.

TOPIC AREA: Organic chemistry SUB-TOPIC: Aliphatic chemistry
S5 Chemistry Unit 8: Esters, acid anhydrides, amides and nitriles No. of periods: 22
Key unit competence: Relate the functional groups of esters, acid anhydrides, amides and nitriles to their reactivity, preparation
methods and uses.
Learning Objectives
Undemanding
– Describe the – Apply IUPAC rules – Appreciate the – Nomenclature and – Research and group
chemical properties to name esters, acid importance of structure of esters. discussions to write the
of esters, acid anhydrides, amides esters in the – Physical properties of structures and names of
anhydrides, amides and nitriles. manufacture of esters and its uses. esters, acid anhydrides,
and nitriles. – Compare the soap. – Chemical properties of amides and nitriles.
– Describe the process physical properties – Appreciate the esters. Exchange work sheets
of urea manufacture of esters to those importance of – Saponification and the for marking.
and its uses. of alcohols and esters and amides detergents. – Do exercises on wiring
– Describe the carboxylic acids. as intermediate – Structure and and naming esters, acid
formation of the – Make a soap compounds in nomenclature of acid anhydrides, amides and
detergents. and compare its the manufacture anhydrides. nitriles.
properties with of polyesters and – Preparations of acid – Research in groups and
those of soapless polyamides such anhydrides. discuss the properties of
detergents. as terylene and – Chemical properties of acid anhydrides, amides
– Compare the nylon in the textile acid anhydrides. and nitriles.
reactivity of acid industries. – Uses of acid anhydrides. – In groups, discuss the
anhydrides with – Appreciate the – Structure and chemical reactions of
those of acyl importance of nomenclature of amides. esters, acid anhydrides,
chlorides. acid anhydrides in – Physical properties of amides and nitriles.
– Prepare aspirin from the manufacture amides. Make presentations.
appropriate reagents. of drugs such
as aspirin and
paracetamol.

– Appreciate the – Preparations of amides – Carry out a field study
importance of urea – Chemical properties at a nearby soap and
as a fertiliser in of amides (reduction detergent making
agriculture. reaction, reaction with factory to observe the
– Appreciate the water /acid (hydrolysis), process of saponification
importance of Hoffman degradation and write an appropriate
the detergents in reaction and reaction report.
comparison to with nitrous acid, – Carry out an
soaps. dehydration reaction ). experiment to make
– Uses of amides like soap in the laboratory
urea in the chemical and write an appropriate
industry, medicine, report.
niche, agriculture. – Carry out an
– Structures and experiment to prepare
nomenclature of some aspirin using acetic
nitriles. anhydride and salicylic
– Physical properties acid and write an
and the preparation appropriate report.
methods of nitriles. – Research in groups and
– Reactions of nitriles make a presentation
(hydrolysis and about the industrial
reduction). manufacture of urea and
its uses.
Links to other subjects: Agriculture (fertilizers), Biology (homeostasis).

Assessment criteria: The learners can relate the functional groups of esters, acid anhydrides, amides and nitriles to their
reactivity, preparation methods and their uses.

TOPIC AREA: Organic chemistry SUB-TOPIC AREA: Aliphatic chemistry
S5 Chemistry Unit 9: Amines and amino acids No. of periods: 11
Key unit competence: Relate the chemical nature of the amines and amino acids to their properties, uses and reactivity.
Learning Objectives
Knowledge and Attitudes and Content Learning Activities
Skills
Undemanding Values
– Explain the – Apply IUPAC rules to – Appreciate the – Name and classify – Discuss in groups to
zwitterion forms name the amines and importance of amines. classify the amines as
in the solution of amino acids. the amines as – Physical properties, primary, secondary
different pH. – Classify amines as intermediate natural occurrence and tertiary and name some
– Explain the primary, secondary compounds uses of the amines. amines. Then compare
isoelectric point in and tertiary amines. in making – Preparation reactions of the classification of
amino acids. – Write the optical polyamides in the the amines (reduction amines to that of
– Describe the isomers of zwitterion textile, drugs and of amides, Hoffman alcohols.
physical properties forms of the amino dyes industries. degradation reaction, – Do exercises on writing,
and uses of amines. acids. – Appreciate the reduction of nitriles, naming and classifying
– Describe the – Compare and importance of alkylation of ammonia, the amines.
preparation contrast the physical amino acids as the reduction of nitro – In groups, discuss the
methods of the properties of the building blocks compounds). physical properties of
amines. amino acids to those for proteins in our – Chemical reactions of the amines and those of
– Describe the of the carboxylic bodies. the amines with: dilute amino acids then make
reactions of acids and amines. – Develop a team acids, nitrous acid, a presentation.
amino acids and – Test the presence of approach and derivatives of carboxylic – Research and discuss on
amines with other amines and amino self - confidence acids, Grignard reagents, the natural occurrence,
substances. acids in the solution. in group activities alkyl halides. solubility of amines in
and presentations. – General structure of water and behaviour
amino acids and some as bases in comparison
common examples. with ammonia. Make an
– Comparison of the appropriate report.

physical properties of – Do a group
amino acids to those of discussion and make
the carboxylic acids and a presentation, to
amines. compare and contrast
– Chemical properties the physical properties
of the amino acids of amino acids to those
(reaction with of the carboxylic acids
hydrochloric acid, and amines.
nitrous acid, sodium – Research in groups and
hydroxide and sodium make a presentation
carbonate). about the preparation
– Optical isomers of the methods of the amines
amino acids. and their chemical
– Peptides and reactions with
polypeptides: substances.
• Formation and – Carry out an
structure. experiment to test the
presence of the amines
• Uses of amino acids in a solution and write
as building blocks of an appropriate report.
proteins. – Carry out an
experiment to test for
the presence of amino
acid in a solution and
report.

– Do a research, discuss
in groups and make a
presentation on how
amino acids react with:
hydrochloric acid,
sodium hydroxide and
sodium carbonate.
– Research in groups
on the uses of amino
acids and make a
presentation.
Links to other subjects: Biology (nutrition in animals, cytology)
Assessment criteria: The learner can deduce the chemical nature of the amines and amino acids to their properties, uses and
reactivity.

TOPIC AREA: Equilibrium SUB-TOPIC AREA: Physical equilibrium
S5 Chemistry Unit 10: Phase diagrams No. of periods: 11
Key unit competence: Interpret the phase diagrams for different compounds.
Knowledge and Under- Skills Attitudes and Values
standing
– Define a phase. – Relate the physical – Develop analysis – Definition of a phase. - Group discussion
– Explain the term properties of skills, team work, – Explanation of the about interpretations
phase equilibrium. compounds to their and attentiveness concept of the phase of the phase diagrams
– Explain the effect of phase diagrams. in interpreting the equilibrium. (for water and carbon
change of state on – Locate triple point, phase diagrams – Heterogeneous and dioxide) using charts
changing pressure critical point, normal and in practical homogeneous equilibria. and present their ob-
and temperature. boiling and melting activities. – The phase diagrams servations.
– Define points on the phase (water and carbon
heterogeneous diagrams. dioxide). - Practical activities and
and homogeneous – Compare the phase – Explanations of triple examples to discuss in
equilibria. diagrams of water point, critical point, groups that [water ex-
– Define triple point, with the carbon normal boiling and pands on freezing (e.g.
critical point, dioxide. melting points. glass breaks when wa-
normal boiling and – Comparison of the phase
ter in it freezes and ice
melting points of diagrams for substances
floats on water, carbon
substances. which expand on freezing
and those that contract dioxide contracts on
on freezing. freezing]. Present the
– Applied aspects of the findings for every ac-
phase diagrams. tivity.

– Conditions under
which substances
states are stable. e.g.:
carbon dioxide in fire
extinguishers is kept at
high pressure.
– Explanation of why ice
floats on liquid water.
Links to other subjects: Mathematics (function and graphs), Physics (heat).
Assessment criteria: The learners can interpret the phase diagrams of water and carbon dioxide.
Materials: Charts, refrigerator, fire extinguisher, computers.

TOPIC AREA: Solutions and solubility SUB-TOPIC AREA: Determination of concentration of solutions
S5 Chemistry Unit11: Solutions and titration No. of periods: 28
Key unit competence: Prepare standard solutions and use them to determine concentration of other solutions by titration.
Knowledge and Skills Attitudes and values
Understanding
– - Define the terms – Prepare solutions – Develop a – Definition of standard – Carry out practical
standard solution with different team approach solution and primary activities to prepare
and primary concentrations. and a sense of standard solution. solutions of different
standard solution. – Properly use the responsibility in – Properties of a primary concentrations (e.g.:
– Explain the burettes, pipettes performing the standard solution. 0.5M of sodium
properties of a during titration. experiments of – Preparation of standard carbonate solution, 1M
standard primary Interpret the titration. solutions with different of sulphuric acid.). The
solution. experimental data – Respect of concentrations (e.g.: presentation of results is
– Explain the titration obtained by titration procedure 0.5M, 1M, 2M). required.
process, emphasising and report. in practical – Acid–base titrations – Carry out experiments
the need for precise – Carry out acid-base, experiment. (e.g. hydrochloric acid of titration to determine
measurements. redox base titrations – Develop a culture and sodium hydroxide the concentration of
and do calculations of orderliness solution, hydrochloric solution, number of
involved. in performing acid and sodium water crystallization,
practical carbonate solution). percentage of purity
experiments. – Redox titrations (e.g. of an impure sample
– Appreciate the potassium manganate and relative atomic
use of appropriate (VII) solution and mass of an element,
measurements in Fe2+ ions, potassium find the percentage
daily life. manganate(VII) solution by mass of potassium
and oxalic acid). hydroxide in a given
sample of banana peel
an appropriate report of
findings is required.

– Back titrations (e.g. – Do calculation exercises
hydrochloric acid and related to acid–base
sodium hydroxide titrations, redox
solution hydrochloric titrations and back
acid and calcium titrations.
carbonate, aqueous
ammonia, hydrochloric
acid and sodium
hydroxide solution).
– Applications of
titration to determine
concentrations of
a solution whose
concentration is not
known, number of
water crystallisation,
percentage purity of
impure sample and
relative atomic mass of
elements.
Links to other subjects: Mathematics (statistics: data analysis and interpretation).
Assessment criteria: The learners can prepare standard solution and use them to determine the concentration of other
solutions by titration.
Materials: Appropriate chemicals, apparatus, computers, projector, internet.

TOPIC AREA: Electrochemistry SUB-TOPIC AREA: Conductance and conductivity
S5 Chemistry Unit12: Conductivity of solutions No. of periods: 11
Key unit competence: Explain the effect of different factors on the molar conductivity of different electrolytes and the applications
of conductivity measurements.
Learning Objectives
Skills
– Explain the – Use Kohlrausch’s law – Develop a team – Conductance of – In groups, discuss the
conductivity of to calculate the molar approach and electrolytic solutions. working of conductivity
solutions. conductivity of an responsibility – Measurement of cell (use a labelled
– State and explain the electrolyte. in performing conductivity of solutions. diagram) and make a
factors that affect – Interpret a graph of experiments. – Specific conductivity of presentation.
molar conductivity molar conductivity – Appreciate the solutions. – Research in groups and
of solutions. against concentration contributions of – Molar conductivity make presentations
– for both weak and other scientists of solutions (molar about the factors
– State Kohlrausch’s strong electrolytes. like conductivity of strong that affect molar
law of individual – Compare and contrast – Kohlrausch’s law and weak electrolytes). conductivity.
molar conductivity. metallic conductivity in calculation – Factors that affect – Carry out an
– Explain the use of and electrolytic of molar molar conductivity of experiment to verify
molar conductivity conductivity. conductivity of solutions (temperature, the conductivity of
in the acid-base solutions. concentration, type of solutions (e.g. sugar
titration. – Respect the electrolytes, ionic charge and salts). Write
procedure in and size). a report about the
performing – Kohlrausch’s law of observations made.
experiments. individual molar
conductivity.

– Relation between molar – With the help of
conductivity, degree of examples, do exercises
ionisation and ionisation of calculations using
constant. Kohlrausch’s law of
– Use of conductivity individual molar
measurement in titration conductivity and
and solubility product. exchange work sheets
– Difference between for marking.
metallic conductivity – Carry out an
and electrolytic experiment to compare
conductivity. the electrolytic
conductivity and
metallic conductivity
and make an
appropriate report.
Links to other subjects: Physics (electricity).
Assessment criteria: The learners can explain the effect of concentration, temperature, viscosity of the solvent, ionic charge and size
on the molar conductivity of different electrolytes and the applications of conductivity measurements.
Materials: Appropriate chemicals, apparatus, computers, projectors, internet.

TOPIC AREA: Electrochemistry SUB-TOPIC AREA: Electrolysis and electrochemical cells
S5 Chemistry Unit13: Electrolysis No. of periods: 16
Key unit competence: Predict the products of given electrolytes during electrolysis and work out quantitatively to determine how
much is liberated at a given electrode using Faraday’s law.
– Define electrolysis, – Develop practical – Develop a team – Definition of electrolysis. – Carry out a practical
cathode and anode. experimental skills approach, sense of – Description of activity to explain
– Explain the related to electrolysis, responsibility and electrolytic cells. the phenomenon
electrolysis of interpret results self-confidence – Electrolysis of of electrolysis
different substances. and draw valid in performing concentrated and (concentrated and
– State Faraday’s law conclusions. experiments. dilute sodium chloride dilute sodium chloride
and define Faraday’s – Carry out a practical – Respect other’s solution, water, copper solution, water and
constant. activity to explain opinion during (II) sulphate solution. copper
– Describe the the phenomenon of group discussions. – Use Faraday’s law of – (II) sulphatesolution).
industrial electrolysis. – Appreciate the electrolysis to calculate A report of the
applications of the – Compare the work of Faraday. the mass and volume of observations is
electrolysis. electrolysis of – Respect of substances liberated at required.
dilute solutions procedure during electrodes. – With the help of
and concentrated an experiment. – Factors affecting examples, do exercises
solutions. electrolysis [nature of of calculations using
– Calculate the masses electrodes (inert and Faraday’s law to
and volumes of active electrodes), determine the mass and
substances liberated concentration volume of substances
during electrolysis. (concentrated and dilute liberated at different
solutions), position in electrodes.
the electrochemical
series].

– Relate the nature – Applications of – Research and discuss
of electrode, electrolysis: in groups, and make
reactivity of metal • Extraction and presentations about
ion in solution, refining of metals. the factors that affect
to the products of electrolysis.
electrolysis. • Electroplating. – Research and make a
– Perform presentation about the
electroplating of • Preparations of industrial applications
graphite by copper chemicals (e.g. of electrolysis.
metal. sodium hydroxide, – Carry out
chlorine, hydrogen). electroplating of
graphite by copper and
report the observation.
Links to other subjects: Physics (electricity).
Assessment criteria: The learners can predict the products of given electrolytes during electrolysis and work out quantita-
tively to determine how much is liberated at a given electrode using Faraday’s law.
Materials: Computers, projector , internet, appropriate chemicals and apparatus for electrolysis.

TOPIC AREA: Chemical energetics SUB-TOPIC AREA: Enthalpy Change Of Chemical Reactions
S5 Chemistry Unit 14: Enthalpy change of reactions No. of periods: 25
Key Unit Competence: Design an experimental procedure to verify the enthalpy changes in a chemical reaction.
Learning Objectives
Skills
Undemanding Values
– Define heat of – Develop practical – Develop a – Definition of standard – Carry out practical
reaction, standard experimental skills team approach enthalpy of reaction activities to determine
enthalpy change about enthalpy and sense of (enthalpy change of enthalpy change of
of combustion, changes of reactions, responsibility in combustion, enthalpy reactions (enthalpy
enthalpy of interpreting results performing the change of neutralisation, change of combustion
neutralisation, and drawing valid experiments. enthalpy change of of ethanol, enthalpy
enthalpy of conclusions. – Have confidence solution, enthalpy of change of neutralisation
solution, enthalpy of – Carry out practical in handling the hydration and lattice of hydrochloric acid
hydration and lattice activities to determine chemicals and the enthalpy). with sodium hydroxide
enthalpy. enthalpy change of apparatus during – Relationship between solution and enthalpy
– Describe an reactions (enthalpy practical activities. temperature and heat: Q of dissolution of
experimental change of combustion – Respect of = mc∆T sodium hydroxide in
procedure in of ethanol; procedure during – Experimental methods water). Presentation
determination of enthalpy change of experiments of for finding the standard of the observations is
heat of combustion. neutralisation). combustion and enthalpy of reaction required.
– Explain the – Calculate the neutralisation. (enthalpy change of – In groups, do exercises
relationship enthalpy change – Respect of other’s combustion, enthalpy of calculations about
between quantity of of combustion, opinion during change of neutralisation, enthalpy change
heat produced and neutralisation and group discussions. enthalpy change of of reactions (e.g.
mass of substance dissolution from dissolution). combustion and
in a combustion experimental data. neutralisation).
reaction.

– State Hess’ law – Deduce how Hess’s law is – Appreciate the – Hess’s law. – With the help Hess’
of constant heat applied to Born- Haber contributions – Applications of Hess’s law, do exercises about
summation. cycle. of other law to calculate standard calculations of enthalpy
– State and explain the – Construct Hess’s energy scientists such enthalpy changes of changes of reactions
factors that affect cycles and Born-Haber as Hess, Born reactions. and exchange work
the magnitude of cycles from the data and Haber’s – Hydration and lattice sheets for marking.
lattice energy. obtained experimentally works. energies (factors – With the help of
– Describe the or been provided. affecting the magnitude examples, do exercises
bond breaking as – Calculate the enthalpy of the lattice energy). of calculations
endothermic and changes of reactions – Born-Haber cycle. about Born Haber
the bond making as using Hess’s law. – Calculations of the cycles, standard
exothermic. – Use the standard bond average standard bond average bond energy
energy to determine the enthalpy. using data obtained
standard enthalpy of experimentally or been
reactions. provided.
– Relate the heat of – In groups, discuss
hydration and lattice and present about the
energy to heat of solution. factors affecting the
hydration energy and
lattice energy.
Links to other subjects: Physics (thermodynamics), Mathematics (vectors).

Assessment criteria: The learners can design an experimental procedure to verify the enthalpy changes in a chemical reaction.

TOPIC AREA: CHEMICAL ENERGETIC SUB-TOPIC AREA: Spontaneity of chemical reactions
S5 Chemistry Unit15: Entropy and free energy No. of periods: 11
Key unit competence: Predict the feasibility of chemical reactions.
Understanding
– Explain the term – Relate the entropy – Develop a – Definition of entropy. – Discuss in groups, if the
entropy. changes to the team approach, – Change in entropy. entropy of the reaction
– State the second law changes in degree of responsibility and – Second law of will be positive or
of thermodynamics. disorder. self- confidence thermodynamics. negative. Then present
– State, if the value – Predict the in group activities – Free energy, the deciding the conclusions.
of free energy for spontaneity of and presentations. factor: ∆G0= ∆H0- – Group activities for
a reaction will be reactions using the – Respect of other’s T∆S0. the learners to decide
positive or negative. Gibbs free energy opinion during – Feasibility of chemical whether given reactions
values. group discussions. reactions. are thermodynamically
possible or not. Then
present the conclusions.
Links to other subjects: Physics (thermodynamics), Mathematics (functions).

Assessment criteria: The learners can predict the feasibility of chemical reactions.

3.4. Senior six
3.4.1. Key competences by the end of Senior six
• Explain the properties and uses of transition metals.
• Relate the properties of metals to their methods of extraction and uses, and suggest preventive measures to dangers associated
with their extraction.
• Analyse the components of quality fertilizers and their benefits, effects of misuse and dangers associated with the substandard
fertilizers.
• Relate the chemistry and uses of benzene and its derivatives to their nature and the structures.
• Relate the types of polymers to their structural properties and the uses.
• Apply partition and Raoult’s law to separate the mixtures and determine the molecular and formula mass of compounds,
using colligative properties.
• Write expressions and calculate the values of equilibrium constant, interpret the values of Kc in relation to the yield of the
products in the reversible reactions.
• Prepare solutions, measure their pH and calculate the pH of acidic and alkaline solutions.
• Explain the concept of buffer solution, hydrolysis of salts and discuss its applications in manufacturing industry and biological
processes.
• Relate titration curves to the type of acid and base titrated, properly choose and use indicators in acid-base titrations.
• Calculate the solubility product, constant of sparingly soluble salts and deduce the applications of common ion effect in the
industry.
• Explain the working and the industrial applications of electrochemical and electrolytic cells.
• Measure the rates of reaction and formulate simple rate equations using experimental results.
• Explain the factors that affect the rate of chemical reaction and use Arrhenius equation to calculate the ratio of rate constant
and activation energy with the change in temperature.
• Explain the importance and dangers of radioisotopes in everyday life.

3.4.2 Senior six units
TOPIC AREA: The periodic table SUB-TOPIC AREA: Transition metals
S6 Chemistry Unit 1: Properties and uses of transition metals No. of periods: 22
Key unit competence: Explain the properties and uses of transition metals.
Understanding
– Discuss qualitatively – Relate the electronic – Show respect for – Definition of transition – Do exercises in
the properties of configurations to other’s opinion metals. groups and exchange
transition elements special properties of during group – Electronic configuration work sheets for
when compared to the transition metals. discussion. of transition metals (1st marking about
those of calcium – Relate the electronic – Develop a team series). writing the electronic
as a typical s-block configuration to work in group – Properties of the configuration of
metal. the definition of a discussion. transition metals the elements from
– Explain the transition metal/ – Respect procedure (melting and boiling scandium to zinc.
principle of ligand element as d-block in experiments. points, metallic and – Discuss in groups, the
exchange. elements. – Appreciate the ionic radii, ionization properties of transition
– State the rules of – Compare the use of transition energy, variable metals and make a
naming complex physical properties of metals in biological oxidation states, presentation.
ions and stereo transition metals to processes. complex formation, – Group discussion:
isomerism. those of s-block and formation of coloured discuss about the
– Describe reactions p-block elements. compounds, catalytic nomenclature,
of transition metals. properties of transition isomerism and shapes
– State the uses of – metals and magnetic of complex ions
transition metals. properties). (octahedral, tetrahedral
and square planar) and
make a presentation by
displaying the models.

– Explain why – The anomalous – Perform experiments
scandium and zinc properties of Zn and Sc. to demonstrate ligand
are not considered – Naming of complex exchange and write an
as true transition ions and isomerism appropriate scientific
metals. in compounds of report (e.g. addition of
– Predict the shape transition elements ammonia solution to a
of the complex (stereoisomerism). solution of copper (II)
compounds of – The chemistry of ions or concentrated
transition metal cat individual metals hydrochloric acid and
ions. (scandium, titanium, vice-versa).
– Observe the colours vanadium, chromium, – Research and do a
of transition metal manganese, iron, cobalt, group discussion and
solutions. nickel, copper and zinc): make a presentation
– Perform the about the reactions of
confirmatory tests for • Reactions. individual transition
transition metal ions. • Uses. elements (with other
– Apply the rules in substances and their
naming the complex Identification of transition uses.
ions. metal ions in the aqueous – Carry out the
solutions. experiments in groups
for the preliminary and
confirmatory tests for
transition metal ions
(Ni2+, Fe2+, Fe3+,
Mn2+, Cr3+, Zn2+,
Co2+, Cu2+) and write
an
– appropriate report.
Link to other subjects: Biology (respiration, blood circulation).
Assessment criteria: The learner can explain the properties and uses of transition metals.

TOPIC AREA: The periodic table SUB-TOPIC AREA: Transition metals
S6 chemistry Unit 2: Extraction of metals No. of periods: 14
Key unit competence: Relate the properties of metals to their methods of extraction and uses, and suggest preventive measures to
the dangers associated with their extraction.
– Describe the – - Relate the – Appreciate the – Methods of extraction – In groups, discuss
extraction of copper, properties of metals use of transitional of copper, iron, sodium, on extraction of
iron, sodium, to their methods of metals. aluminium, tin, copper, iron, sodium,
tantalum, zinc, extraction. – Appreciate the tantalum, zinc, wolfram aluminium, tantalum,
wolfram, aluminium cost or difficulties (tungsten). zinc, wolfram and write
and tantalum. related to the – Uses of copper, iron, a report.
– Outline and explain extraction of tantalum, zinc, tin, – Research in groups and
the uses copper, copper, iron, wolfram. present about the uses
iron, tantalum, zinc, tantalum, zinc, – Dangers associated with of copper, zinc, iron,
wolfram, tin ore wolfram. the extraction of metals tantalum and wolfram.
(cassiterite). – Develop (e.g. pollution). – Visit the nearby mining
orderliness in work sites of tantalum and
– Explain the issues – Preventive measures
to present. wolfram and make a
associated with the associated with metal
– Develop culture of field report.
extraction of metals working in groups. extraction. – Research and make a
and preventive – Appreciate the presentation on the
measures. dangers associated measures to minimise
with the extraction dangers associated with
of different metals. the metal extraction.
Links to other subjects: Physics (electricity) ,Geography (mining), Biology (nutrition), Environmental Science (pollution).
Assessment criteria: The learners can relate the properties of metals to their methods of extraction and uses and suggest preventive
measures to dangers associated with their extraction.
Materials: Wall charts illustrating metal extraction processes.

TOPIC AREA: The periodic table SUB-TOPIC AREA: Periodicity of properties of elements
S6 Chemistry Unit 3: NPK as components of fertilizers No. of periods: 7
Key unit competence: Analyse the components of quality fertilizers and their benefits, effects of misuse and dangers
associated with the substandard fertilizers.
– State the major – Interpret the labels – Develop sense – Types of fertilizers. – The learners do
constituents of the on the fertilizer of responsibility – Components of a research and make
fertilizers. containers. in using the fertilizer. presentation to identify
– Identify the – Classify the fertilizers. – Characteristics of a good types of fertilizers,
characteristics of a fertilizers in terms of – Choose the fertilizer. their components in
good fertilizer. composition. effective ways – The manufacture of their correct ratios and
– State the chemical of applying the the fertilizers e.g. the standard quality
reactions involved fertilizers. ammonium sulphate, requirements.
in the manufacture – Appreciate the use potassium sulphate, – Discuss the advantages
of the fertilizers. of the fertilizers in ammonium nitrate, and disadvantages of
– Briefly describe the increasing the crop urea and phosphate the use of organic and
manufacture of the production. fertilizers: raw materials inorganic fertilizers and
fertilizers. used and chemical make an appropriate
– State the advantages reactions involved. report.
or disadvantages of – Advantages/ – Design a project of
using the fertilizers. disadvantages of the making compost
– Identify the use of an organic and manure and test its
effects of misuse inorganic fertilizers. impacts using a control
of the fertilizers – Dangers of the use of the experiment and write a
and the dangers substandard fertilizers. report.
of substandard
fertilizers.

– Using a case study, the – suggest suitable
learners debate on the solutions and then
environmental issues of make a presentation.
the misuse of fertilizers
and
Links to other subjects: Agriculture (fertilization).
Assessment criteria: The learners can analyse the components of quality fertilizers and their benefits, effects of misuse and dangers
associated with the substandard fertilizers.
Materials: Appropriate chemicalsand apparatus.

TOPIC AREA: Organic chemistry SUB-TOPIC AREA: Aromatic compounds
S6 Chemistry Unit 4: Benzene No. of periods: 14
Key unit competence: Relate the chemistry and uses of benzene to its nature and structure.
Learning Objectives
Skills
– State the physical – Relate the conditions – Appreciate the uses – Structure of benzene. – Do a research and
properties of for reactions of of benzene in the – Physical properties, uses make a presentation
benzene. benzene to its industries and in and toxicity of benzene. about the structure,
– Describe the uses of chemical stability. daily life. – Preparation of benzene. chemical stability
benzene. – Illustrate the – Develop a team – Chemical stability of and uses of benzene.
– Outline the mechanism of work approach, benzene: – Discuss the
preparations of electrophilic self- confidence • Π-bonds mechanisms
benzene. substitutions on in group activities delocalisation in involved in the
– Describe the benzene. and presentations. electrophilic
benzene ring.
chemical properties – Develop substitution
of benzene (include carefulness while • Stabilisation energy. reactions of benzene
mechanisms handling toxic • Reactions of and name the
involved in chemicals like benzene: product formed in
electrophilic benzene. each case.
substitution • Combustion – Group discussion
reactions). reaction, to compare the
– - State the conditions • Electrophilic electrophilic
required for different addition reactions addition in benzene
reactions. (addition of chlorine to electrophilic
and hydrogenation). addition in
unsaturated aliphatic
compounds.

• Electrophilic
substitution
reactions
and their
mechanisms
(chlorination,
bromination,
nitration,
sulphonation,
acylation and
alkylation).
– Nomenclature and
positional isomerism
in the derivatives of
benzene.

Assessment criteria: The learners can relate the chemistry and uses of benzene to its nature and structure.
Materials: Iron (III) chloride solution, sodium hydroxide solution.

TOPIC AREA: Organic chemistry SUB-TOPIC AREA: Aromatic compounds
S6 Chemistry Unit 5: Derivatives of benzene No. of periods: 21
Key unit competence: Relate aromatic ketones, aldehydes, carboxylic acids and amines to their chemical activity.
Learning Objectives Learning Activities
Knowledge and Attitudes and Values
Undemanding
– Explain the effects of – Test and compare – Develop team – Effect of substituent groups – Group discussions
substituent groups the acidity of phenol work approach on the benzene ring: and presentations
on the benzene ring. with alcohols and and self- • Deactivating and on why some
– Give systematic carboxylic acids. confidence in substituents
activating substituent.
names of aromatic – Test for the presence group discussions activate while
compounds. of phenol in a given and presentations. • Directing the others deactivate
– Describe the solution. – Appreciate the incoming substituent the benzene ring
preparation and – Compare and uses of phenols at ortho, meta and and why some
reactions of phenol, contrast the alkalinity as analgesics, para positions. direct at ortho/para
benzoic acid, of phenylamines with antiseptics, – Phenol: while others direct
benzaldehyde, aliphatic amines and opium- based at meta positions.
phenyl ethanone and ammonia. painkiller and in • Sources and – Group research
phenylamine. – Test and compare photography. preparations of work on the
– State the uses of the alkalinity of – Appreciate the use phenol. importance and
phenols. phenylamine, of salts of aromatic • Reactions of phenols sources of phenols.
– Describe the reaction ammonia and carboxylic acids (breaking of O-H – Practical activity
of phenol, aromatic aliphatic amines. in the food bond): to test the acidity
carbonyl compounds – Perform experiments preservatives. of phenol in
and carboxylic acids. on the reactions of • Acidity of phenols comparison to
– Describe the phenol and phenyl compared to alcohols and
chemical properties acidity of alcohols carboxylic acids.
of phenylamines. and acidity of
carboxylic acids.

– - Explain the azo- . – Appreciate the • Reaction of phenol – Carry out an
coupling reactions importance of with sodium experiment to test
of phenylamine in aromatic amines hydroxide, ethanoyl for the presence of
manufacture of dyes as the starting chloride, acid phenol in a given
and indicators. material in the anhydrides and solution.
manufacture of – State the
indicators.
azo-dyes and observations made
amine • phosphorous and write a report.
– Appreciate the use pentachloride. – Experiments on the
of diazonium salts – Reactions of phenol: reactions of phenol
(electrophilic substitutions: with bromine,
as intermediate
nitration, sulphonation, sodium hydroxide.
compounds in halogenation, reduction, – Research about the
the preparation ethylation and uses of phenol and
of other organic hydrogenation). its derivatives and
compounds. – Test and uses of phenol present the findings.
(e.g. antiseptics, analgesics, – Exercises on
some opium-based killers naming aromatic
and photography). hydrocarbons
– Aromatic hydrocarbons, alcohols, ketones,
carbonyl compounds, aldehydes, carboxylic
carboxylic acids and acids and amines.
amines. – Practical activity to
– Structure and test and compare
nomenclature of aromatic alkalinity of phenyl
alkanes, alkenes, alcohols, amines, aliphatic
ketones, aldehydes, amines and
carboxylic acids and ammonia.
amines.
– Reactions of alkylbenzene:

• Oxidation of the side – Experiments on
chain. reaction of phenyl
• Radical substitution amines with water,
on alkylbenzene hydrochloric acid
(chlorination). and phenol. Make
– Preparations and reactions appropriate report.
of aromatic carbonyl – Group discussion
compounds and carboxylic about the formation
acids. of azo- dyes (azo-
– Preparation methods of coupling reaction)
phenylamine and the uses of as sources of dyes
its derivatives. and indicators.
– Alkalinity of phenylamine Make presentations.
compared to aliphatic
amines and ammonia.
– Reactions of phenylamine
with water, hydrochloric
acid, nitrous acid, ethanoyl
chloride/ benzoyl chloride,
phenol, halogenations and
acid anhydrides.
– Reactions of diazonium
salts as an intermediate
compound in the
preparation of the other
substances and formation of
azo-dyes (azo- coupling).
Links to other subjects:
Assessment criteria: The learner can relate the structure of aromatic carbonyl compounds, carboxylic acids and amines to their
chemical reactivity.
Materials: Phenylamine, aliphatic amines, benzoic acid, other appropriate chemicals and apparatus.

TOPIC AREA: Organic chemistry SUB-TOPIC AREA: Polymerisation
S6 chemistry Unit 6: Polymers and polymerisation No. of periods: 14
Key unit competence: Relate the types of polymers to their structural properties and uses.
– Define the terms – Use equations to – Develop the – Definition of – Research and make
monomer, polymer distinguish between culture of working monomer, polymer and a presentation about
and polymerisation. condensation in groups. polymerisation. the polymers, their
– Describe the and addition – Develop – Types of polymerisation: properties and their
formation of polymerisation. orderliness in the – Addition polymerisation uses in daily life.
polymers. – Write equations to presentation of (e.g.of addition – Carry out an
– Describe addition show how nylon-6, research work. polymerspolythene, PVC, experiment to
and condensation of 6, polyester, Dacron, – Respect others’ rubber) prepare phenol-
polymerisation. Kevlar, natural rubber, opinions – Condensation methanol polymer
– Explain the terms PVC and Bakelite are during debate, polymerisation (e.g. of (Bakelite) using
thermosetting and formed. discussions and condension polymers: (phenol, formalin
thermo-softening of – Prepare phenol- presentations. nylons, terylene, 37% solution of
the plastics. methanol polymer – Appreciate the polyethene, Kevlar methanol in water),
– Discuss the (Bakelite). socioeconomic polymer, proteins, concentrated
advantages and – Relate the structure importance of cellulose, Bakelite and its ethanoic acid,
disadvantages of and properties of polymers. preparation) aluminium foil
both natural and polymers to their – Develop the sense – Classes of polymers: and concentrated
synthetic polymers. uses in the plastic and of responsibility – Natural polymers (e.g. sulphuric acid.
– Explain the textile industries. to protect the cellulose, proteins, cotton, – The learners debate
biodegradability – Reduce polymer environment silk, natural rubber). on the use of plastics
property of wastes by reusing, against the – Synthetic polymers (e.g. versus metals in daily
polymers hazards of polythene, nylons, life.
plastics.

– based on their – recycling and – terylene, polystyrene, PVC).– A field visit
chemical structure. appropriate disposal. – Types of polymers (rubbers, to any nearby
– - Develop observation, fibres and plastics). plastic industries,
research and report – Properties of polymers: textile industries
writing skills during o Thermosetting and plastic
the field visits and and thermosoft- recycling plant to
survey. ening polymers study about the
processes involved
o Biodegradable (e.g. Rwanda
and non-biode- plastic industry,
gradable polymers SONATUBE,
recycling plant
– Importance of vulcanisation in Mageragere,
in rubber processing. Nyarugenge
– Uses of polymers and their district).
effect on the environment. – - Discussion on
– Management of old polymer the advantages and
materials (reuse, recycling disadvantages of
and disposal). using natural and
synthetic polymers.
Links to other subjects: Geography (environment), General studies (environment).

Assessment criteria: The learners can relate the types of polymers to their properties and uses.
Materials: Flip charts, makers, computer, internet.

TOPIC AREA: Equilibrium SUB-TOPIC AREA: Physical equilibrium
S6 Chemistry Unit 7: Solvent extraction and colligative properties No. of periods: 21
Key unit competence: Apply partition and Raoult’s law to separate mixtures and determine the molecular and formula masses of
compounds using colligative properties.
Learning Objectives
Understanding
– Define partition – Carry out simple – Develop a culture of – Definition of partition – Perform experiments
coefficient separation working in a team coefficient (distribution on the solvent
(distribution experiments during experiment. law) and solvent extraction (e.g:
law) and solvent based on the – Respect of procedure in extraction. extraction of
extraction. solute partitioning experiments. – Raoult’s law and ideal ammonia from water
– State the Raoult’s between two – Appreciate the solutions. by ethoxyethane)
law. immiscible importance of partition – Solutions that do not and then make an
– State and explain solvents. coefficient in solvent obey Raoult’s law appropriate report.
the advantages – Calculate the extraction as a (positive deviation and – Referring to the
of carrying out amount of the separation technique. negative deviation). examples, do
distillation processes solute extracted – Appreciate the – Applications of exercises involving
under reduced from the solvent. importance of fractional Raoult’s law (fractional partition coefficient
pressures. – Interpret boiling distillation in separation distillation of miscible (KD) calculations
– Discuss the chemical point and of miscible liquids. liquids). and exchange work
principles upon vapour pressure – Appreciate the – Definition of steam sheets for marking.
which simple composition importance of distillation and its – The learners do
distillation, curves of both colligative properties application. calculations to
fractional distillation ideal and non- in determination of – Definition of colligative apply Raoult’s law to
and steam ideal mixtures. molecular masses of the properties (vapour determine the vapour
distillation are polymers. pressure lowering, pressure and mole
based. boiling point elevation, fraction of
freezing

– State examples of the – Calculate the – point depression and ideal solutions and
applications of the molecular mass of osmotic pressure). exchange their work
distillation methods substances using – - Applications of sheets for correction.
used in various steam distillation. colligative properties – Discuss and make
industries. – Calculate molecular to determining presentations on curves
– Describe the effect of mass of polymers molecular mass and for ideal solutions (obey
the solute on vapour using colligative molecular formula of Raoult’s law) and non-
pressure, boiling and properties and steam the solute. ideal solutions (show
freezing points of the distillation. – deviations from Raoult’s
solvent. – Interpret the boiling law).
– Explain colligative point composition – The learners do
properties. curves of azeotropic exercises on the
mixtures. determination of
– Apply Raoult’s law relative molecular mass
to calculate vapour using steam distillation.
pressure of given – Carry out the
solutions and mole experiments to explain
fractions. colligative properties
– Carry out experiments and make a valid report.
to explain colligative – Referring to the
properties. examples, do exercises
– Apply colligative of calculations
properties to related to colligative
determine the properties and present
molecular mass of the the solutions to the
solute in a solution. exercises.
Links to other subjects: Biology (osmosis), Mathematics (functions, algebra).
Assessment criteria: The learners can explain and apply Raoult’s law in calculations, determine the molecular mass of solute using
colligative properties, interpret curves for ideal and non- ideal solutions.
Materials: Computers, projector, appropriate chemicals, apparatus.

TOPIC AREA: Equilibrium SUB TOPIC AREA: Chemical equilibrium
S6 Chemistry Unit 8: Quantitative chemical equilibrium No. of periods: 14
Key unit competence: Write expressions and calculate the values of equilibrium constant, interpret the values of Kc in relation to
the yield of the products in reversible reactions.
Learning Objectives
Understanding
– Explain how the – Derive equilibrium – Develop a culture of – Definition of – In group, discuss and
temperature affects constant Kc. working in a team equilibrium constant derive the equilibrium
the magnitude of – Interpret the Kc while discussing and Kc. constant expression Kc
equilibrium constant values in relation presenting. – Deriving equilibrium and make a presentation.
Kc. to the yield of – Appreciate the constant Kc (from – Using examples do
– Derive the the reversible values of Kc in thermodynamic exercises of writing
relationship between reactions. relation to the approach and kinetic expressions for
Kc and Kp. – Compare the Kc completion of approach). equilibrium constants in
– Write expression for value with Qc different reactions. – Mass action law and terms of concentrations
Kc and Kp. value and predict equilibrium constant and partial pressures
if a reaction is at expression. of different reversible
equilibrium or not. – Definition of reactions and exchange
– Compare and equilibrium constant work sheets for marking.
interpret the values in terms of partial – The learners do exercises
of Kc and Kp of pressures Kp. to determine the
different reactions. – Derivation of the relationship between Kc
relationship between and Kp and exchange
Kc and Kp. work sheets for
– Calculations on Kc and corrections.
Kp.

– Perform – Comparison between – Perform different
calculations reaction quotient exercises on calculations
involving Qc and equilibrium of equilibrium
equilibrium constant Kc. concentrations and
constants in terms equilibrium constant
of concentration values and exchange
(Kc) and partial work sheets for marking.
pressure, (Kp). – The learners do exercises
to compare the values
of Kc and Qc exchange
work sheets for
correction.
Links to other subjects: Mathematics (quadratic equations).
Assessment criteria: The learners can write expressions and calculate the values of equilibrium constant, interpret the values of Kc in
relation to the yield of products in the reversible reactions.
Materials: Computers, projectors.

TOPIC AREA: Equilibrium SUB-TOPIC AREA: Ionic equilibrium
S6 Chemistry Unit 9: pH of acidic and alkaline solutions No. of periods: 28
Key unit competence: Prepare solutions, measure their pH and calculate the pH of acidic and alkaline solutions. Explain the
concept of buffer solution, hydrolysis of salts and discuss its applications in manufacturing industry and biological processes.
Understanding
– Define the degree of – Perform – Develop a culture – Degree of ionisation in – With the help of
ionization (α). calculations of working in a relation to the strength examples, do exercises
– Define the terms Ka, involving pH, Ka, team and self- of acids and bases (αa on calculations of the
pH, pKa, Kb, pKb pKa, Kw, Kb and confidence while and αb). degree of ionisation. Use
and Kw. pKb. discussing exercises, – Explanation of acid α-values to predict the
– Write equations – Interpret the values performing and base dissociation strength of the acids and
for salt hydrolysis of Ka and Kb in experiments and constants (Ka and Kb). base.
reactions and the relation to the presenting the – The relationship – Do calculations on acid
expression for the strength of acids findings. between Ka and Kb. and base dissociation
hydrolysis constant. and bases. – Care about corrosive – Use Ka or pKa and Kb constants and use the
– Define the term – Interpret results, chemicals like or pKb to explain the values to compare the
buffer solution. draw valid concentrated strong strength of the acids strength of acids and
– Explain how buffer conclusions and acids and alkalis. and bases. bases.
solutions control pH. report about the – Respect the – Explanation of ionic – Carry out experiments
– Explain the buffer preparation of procedure of product of water (Kw). to prepare different
capacity in relation solutions with experiments. – Definition and solutions and measure
to buffer range. different pH. – Appreciate the calculations of pH and their pH, present the
– Prepare different achievements of pOH of acidic and report of the findings.
solutions and Henderson and alkaline solutions. – Discuss and make
appropriately Hasselbalch in – Definition of salt presentation on the pH
use pH- meter to calculation of hydrolysis. scale in relation to the
measure their pH. the pH of buffer concentration in H+ and
solution. OH- ions.

– Describe the – Compare the – - Appreciate the – Salt hydrolysis – Do exercises on the
applications of strength of importance of (hydrolysis of salts that calculations of pH of
buffer solution in acids and bases buffer solutions yield acidic and alkaline acidic and alkaline
domains such as of the same in pharmaceutical solutions). solutions.
biological processes, concentration, industries, – Definition of buffer – Perform experiments
agriculture, natural using the values of agriculture and solution. to show that hydrolysis
system (e.g. lakes) Ka and Kb. biological processes. – pH of buffer solution of some salts results
and industrial – Relate the values of (include the derivation in acidic and alkaline
manufacture of pH and pOH. of Henderson- solutions (sodium
cosmetics and drugs. – Calculate the pH Hasselbalch’s relation). chloride, ammonium
and hydrolysis – Preparation of buffer chloride, sodium
constant of aqueous solutions of different ethanoate). Report of the
solutions of salts. pH. findings is required.
– Perform – Explanation of the – Perform experiments to
experiments working of buffer prepare and demonstrate
to show that solutions. the properties of a buffer
hydrolysis of some – Definition of buffer solution. Then present
salts results in capacity and buffer the results.
neutral, acidic and range. – In groups, do exercises
alkaline solutions. – Applications of buffer on the calculations of
– Prepare buffer solutions in biological pH for buffer solutions.
solutions of processes, agriculture Exchange worksheets for
different pH values. natural system (e.g. marking.
– Derive Henderson lakes) and in industrial – With the help of
– Hasselbalch manufacture of examples, discuss the
relation and use it cosmetics and drugs. working of a buffer
to calculate the pH solution when acids or
of buffer solution. bases are added and
make conclusions.

– Research in groups and
make presentations
about the applications of
buffer solution.
Links to other subjects: Mathematics (logarithm, operations), Biology (transport in animals), Agriculture (soil).
Assessment criteria: The learners can prepare solutions and measure their pH, calculate the pH of acidic and alkaline solutions,
can explain the concept of buffer solution, hydrolysis of salts and discuss its applications in the manufacturing industry and
biological processes.
Materials: Appropriate chemicals, apparatus, computers, projectors.

TOPIC AREA: Solutions and solubility SUB-TOPIC AREA: Determination of concentration of solutions
S6 Chemistry Unit 10: Indicators and titration curves No. of periods: 7
Key unit competence: Relate titration curves to the type of acid and base titrated, properly choose and use indicators in acid-base
titrations.
Learning Objectives
Understanding
– Define the term – Perform – Develop a culture – Definition of acid-base – Perform experiments
indicator. experiments to of working in indicator. to show that the
– Explain how the show that the groups, develop – Explanation of the effectiveness of different
indicators work. effectiveness of self- confidence working of indicators, indicators is related to
– Explain what is different indicators while discussing the pH range of the pH changes which
meant by the pH is related to the and performing indicators and choice of occur during titration
range of indicator. pH changes which experiments of indicators in titration. and report the findings.
– State the criteria for occur during titration. – Acid–base titration – Discuss the working
the selection of titration. curves (titration of and appropriate choice
– acid-base indicator – Draw and interpret strong base into strong of indicators during
for the use in titration curves for acid, titration of strong acid-base titration (table
various acid-base of indicators and the
titrations. base into a weak acid,
titrations. pH range can be used).
– Describe the changes – Match the titration titration of weak base Draw valid conclusions.
in pH during acid/ curve to the type into strong acid and – Group activities to plot
base titrations. of acid and base titration of weak base and interpret different
titrated. into weak acid). titration curves from
– Interpret pH curves the experimental results
of different titration and then present the
reactions. information obtained.
Links to other subjects: Mathematics (functions).
Assessment criteria: The learners can relate titration curve to the type of acid and base titrated, properly choose and use indicators in titrations.
Materials: Computers, projectors, indicators, charts of titration curves, appropriate chemicals and apparatus.

TOPIC AREA: Solutions and solubility SUB-TOPIC AREA: Solubility and solubility product
S6 Chemistry Unit 11: Solubility and solubility product for sparingly soluble salts No. of periods: 18
Key unit competence: Calculate the solubility product, constant of sparingly soluble salts, and deduce the applications of common
ion effect in the industry.
Understanding
– Define the term – Perform a simple – - Develop a culture – Definition of solubility – Perform a simple
solubility product experiment to of working in a and molar solubility. experiment to determine
Ksp. determine the team and self- – Unsaturated, saturated the solubility product of a
– State and explain solubility product of confidence while and super saturated sparingly soluble salt (e.g.
the factors that a sparingly soluble discussing in solutions. magnesium hydroxide)
affect solubility of salt. groups, performing – Equations of the – In groups, do exercises of
sparingly soluble – Write the equations practical activities dissociation of writing the equations of
salts. of dissociation and and presentations sparingly soluble salts dissociation for sparingly
– State and explain Ksp expression for of findings. in water. soluble salts and do
the applications of sparingly soluble – - Appreciate – Definition of the calculations involving
solubility product. salts. the importance solubility product solubility and solubility
– Explain common – Calculate the molar of solubility Ksp and writing product Ksp.
ion effect on concentration of and solubility expressions for Ksp. – Based on calculations,
the solubility of ions and Ksp values products in the – Relationship between predict whether the
sparingly soluble for the sparingly manufacturing solubility and solubility mixture of solutions
salts. soluble salts. industries and product Ksp. leads to formation of a
– Explain the effect of – Relate the solubility analysis of some – Calculations, involving precipitate or not.
pH on the solubility product principle ions in solution. solubility product.
of sparingly soluble to the selective – Definition and
salt. precipitation of calculation of ionic
substances. product (Qc).

– Explain the – Use the values of – Predicting – Practical activities to
relationship Ksp and Qc to precipitation reactions discuss the common ion,
between kidney predict if a mixture using Qc and Ksp complex formation and
stone formation of solutions will values. pH change effect on the
and solubility form a precipitate – Separation of solubility of sparingly
and the solubility or not. ions by fractional soluble salts. Then report
product. Explain the – Relate the common precipitation. the findings.
applications of the ion effect to – Common ion effects – Research and make
solubility product the solubility of and solubility. presentations about the
and the common ion sparingly soluble – pH change and applications of solubility
effect. salt solubility. product (inorganic
– Complex ion qualitative analysis,
formation and purification of sodium
solubility. chloride, salting out the
– Applications of soap, manufacture of
solubility product baking soda, quantitative
(inorganic qualitative analysis of salts).
analysis, purification
of sodium chloride,
salting out the soap,
manufacture of baking
soda, quantitative
analysis of salts, kidney
stone formation).
Links to other subjects: Biology (physiology-urinary system).
Assessment criteria: The learners can carry out the calculations related to the solubility product; apply the knowledge of solubility
and solubility product to other domain.
Materials: Computer, projector, appropriate chemicals, apparatus.

TOPIC AREA: Electrochemistry SUB-TOPIC AREA: Electrolysis and electrochemical cells
S6 Chemistry Unit 12: Electrochemical cell and applications No. of periods: 24
Key unit competence: Explain the working and industrial applications of electrochemical and electrolytic cells.
Understanding
– Define the term – Construct a simple – Develop a culture – Definition of – Carry out practical
electrochemical. galvanic cell. of team work, sense electrochemical cell. activities to discuss the
– Describe the – Use the e.m.f. of of responsibility in – Description of standard working of the galvanic
standard hydrogen the galvanic cell to group activities and hydrogen electrode cell (e.g. with copper
electrode. predict if the cell experiments. as used to determine and zinc electrodes) and
– Explain the working will generate current – Appreciate the standard electrode make a presentation.
of galvanic cells or not. contributions of potentials. – In groups, do exercises
using the fully – Record the results electrochemistry – Description of involving calculations
labelled diagram. of a measurement, to the social electrochemical about the galvanic cells
– Describe industrial accurately using a and economic cells. Include the cell (e.g. using standard
applications of voltmeter. development of the reactions and e.m.f. of electrode potentials
electrochemical – Calculate the society. the galvanic cells. and Nernst equation).
cells. standard cell – Prediction of Report the information
potentials from spontaneity of redox obtained.
standard electrode reactions. – Research in groups and
potentials of two – Explanation of the make presentations
half cells. effect of concentration about the applications
– Properly use on e.m.f. of the cell (use of electrochemistry
electrolytic cell Nernst equation). (e.g. observe dry cells,
to carry out – Explanation of car battery, telephone
electroplating of the corrosion and its effects batteries).
graphite by copper. on metallic objects.

– Use the standard – Applications of - In groups, differentiate
electrode potentials electrochemical cell: between he electro-
of cells to determine batteries (dry cells, chemical cell and elec-
the direction of storage batteries and trolytic cell and present
electron flow and fuel cells). the findings.
feasibility of a – Comparison between
reaction. the electrochemical cell
– Predict how the and the electrolytic cell.
value of an electrode
potential varies with
the concentration
using Le Chatelier’s
Principle.
– Apply the principles
of redox processes
to energy storage
devices.
– Compare
electrochemical cell
with electrolytic cell.
Links to other subjects: Physics (electricity), Mathematics (operations and logarithmic functions).
Assessment criteria: The learners can construct and explain the working of galvanic cells, appreciate the applications of electro-
chemistry.
Materials: Computer, projector, internet, appropriate chemicals, apparatus.

TOPIC AREA: Reaction kinetics SUB-TOPIC AREA: Rate equations, orders and molecularity
S6 Chemistry Unit 13: Factors that affect the rate of reactions No. of periods: 7
Key unit competence: Explain the factors that affect the rate of chemical reaction and use Arrhenius equation to calculate the
ratio of rate constant and activation energy with change in the temperature.
Learning Objectives
Skills Attitudes and values
understanding
– Explain the concept – - Carry out – Appreciate the – Concept of reaction – Perform practical
of reaction kinetics. experiments to show importance of kinetic activities to show how
– Explain the effect of how different factors reaction kinetics. – Factors that affect different reactions have
different conditions affect the rate of – Appreciate the the rates of reactions different rates (e.g.
on the rate of chemical reactions. importance of (temperature, burning ethanol and
reaction. Predict the effect of different conditions concentration, surface rusting of iron). Then
changing conditions on the reaction area, catalyst, pressure report the findings.
on the rate of rates. and light). – Carry out experiments
reactions. – Explanation of effect to show how different
of change of factors on factors (concentration,
reaction rates. temperature, particle
size and catalyst) affect
the rate of chemical
reactions. Write valid
report.
Contribution to literacy: Reaction kinetics, activation energy, activated complex, collision frequency.
Assessment criteria: The learners can explain the factors that affect the rate of chemical reaction and use Arrhenius equation to
calculate the ratio of rate constant and activation energy with change in temperature.

TOPIC AREA: Reaction kinetics SUB-TOPIC AREA: Factors that affect the rate of reaction
S6 Chemistry Unit 14: Rate laws and measurements No. of periods: 23
Key unit competence: Measure the rates of reaction and formulate simple rate equations using the experimental results.
Understanding
– State and explain – Deduce the order – Develop a spirit of – Theories of reaction – Research, discuss
kinetic conditions of reaction from team work, analysis, rates (collision theory in groups and make
for a chemical appropriate and self-confidence and transition state presentations about
reaction to take experimental data. while discussing theory). Include theories of reaction rates
place. – Calculate the exercises and the energy profiles’ (collision theory and
– Explain the effect initial rates and the performing the diagrams and transition state theory).
of the temperature rate constants of experiments. Arrhenius’ equation. – Perform practical
and catalysts on the reactions from the – Appreciate the – Measuring the rates of activities to measure
rate of the reaction experimental data. contributions of reaction by observing the rates of reaction
using Boltzmann – Perform practical Arrhenius and the mass changes, by observing the
distribution of activities to show Boltzmann on the colour changes and colour changes
energies (and of how different effect temperature volume changes. (reaction between
collision frequency). reactions have and activation – Experimental sodium thiosulphate
– Differentiate different rates. energy of different determination of orders and hydrochloric
between SN1 and – Interpret the graphs substances of reactions and rate acid), volume changes
SN2 mechanisms. which show the and number of laws (Rate = k{A}n). (reaction of hydrochloric
– State and explain the change in activation molecules. – Relation between acid with marble chips)
rate determining the energy with the reactant concentrations and mass changes
steps for multi-step catalyst. and time for zero order (marble chips and
reactions. – Calculate the half- reaction, first order hydrochloric acid). The
life of chemical reaction (half- life of report of the findings is
reaction. reaction) and second required.
– Perform practical order reaction.

activities to measure – Difference between – Do exercises of
the rates of reaction order of reaction and calculations about
by observing the molecularity. writing rate equations,
changes in physical – Reaction mechanisms rate constant and
quantities (e.g. and kinetics. Include half- life of reactions.
volume, mass and the rate determining Exchange the
colour change). step for multi-step worksheets for marking.
– Use collision theory reactions, SN1 and SN2 – Discuss and present a
to predict if the mechanisms. report about collision
reaction will go theories (simple
faster or slower. treatment only),
– Construct rate catalysis and reaction
equations of the mechanisms. Include
form (Rate = k [A] interpretations of the
n[B]m) limited related graphs.
to simple cases
involving zero, first
and second order
reactions.
– Interpret graphs
of concentration
against time
and those of
concentration
against rate for
zero and first order
reactions.
Links to other subjects: Biology (enzymatic catalysis).
Assessment criteria: The learner can measure the rates of reaction and formulate simple rate equations.
Materials: Appropriate chemicals and apparatus chronometer, …)

TOPIC AREA: Atomic and electronic structure SUB-TOPIC AREA: Atomic structure
S6 Chemistry Unit 15: Radioactivity No. of periods: 18
Key unit competence: Explain the importance and dangers of radioisotopes in everyday life.
Learning Objectives
Understanding
– Explain the process – Compare and – Develop awareness – Define radioisotopes – Research on the
of radioactivity. contrast chemical of the dangers and radioactivity. historical background
– Explain the and nuclear of radioactive – Stability and instability of the discovery of
properties of alpha, reactions. substances and the of nuclei of atoms. radioactivity and the
beta and gamma – Write and balance nuclear weapons. – Emission of alpha, types of radioactivity.
rays. nuclear reaction – Appreciate the beta and gamma rays Present the findings.
– Explain half-lives equations. importance of and their properties – Discuss the hazards
of radioactive – Perform calculations radioactivity in (relative mass, relative of the radioactive
radioisotopes. involving the half- the electricity charge, speed, energy, substances and suggest
– Explain the life of radioactive production, penetrating power preventive measures.
applications of substances. diagnosis and and their effect on – Do exercises to write
radioisotopes – Apply the treatment of photographic plate). the equations for the
in medicine, calculations of half- diseases. – Effect of electric and nuclear reactions.
agriculture and life to determine the magnetic fields on the Exchange the
industries. age of the fossils. radioactive rays. worksheets for marking.
– Health hazards of the – Do research and make
radioactive substances. a presentation on the
– Nuclear equations and applications of the radio
radioactive decay series. isotopes.

– Fission and fusion – Research and make
and their applications presentations on the
(production of applications of nuclear
electricity, hydrogen and fission and fusion.
atomic bombs). Also discuss the
– Comparison between probable health and
the chemical and environmental hazards
nuclear reactions. that they may cause.
– Rate of decay of – Discuss and make
radioactive substances. a presentation on
– Half-life of radioactive the differences and
substances and similarities between the
calculations involved. chemical and nuclear
– Uses of some reactions.
radioisotopes e.g. 14C, – Determine the half-life
32P, 60Co, 131I. of some elements by
calculations and show
how the calculated
values can be used for
the age determination of
the fossils.
Links to other subjects: Mathematics (logarithms), Physics (nuclear physics).

Assessment criteria: The learners can explain the importance and dangers of radioisotopes in everyday life.
Materials: Computer, projector.

4. REFERENCES
Addison- wesley chemistry. (2000). Addison - wesley chemistry Fifith edition. New York: Prentice Hall,inc.
NCDC. (2013). Uganda advanced certificate of education teaching syllabi biology, chemistry, agriculture Volume 1. Kampala:
NCDC Arthur Atikson and All. (2004). New chemistry s1 s2 s3. Longman.
Brown L Theodore, LeMay Eugene H, Busten E Bruce and Murphy Catherine. (2009). Chemistry The central science. Upper
sandle river: Pearson Education.
Cambridge International Examinations. (2013). Syllabus Cambridge As A level 9701 chemistry for examination in 2015,
England: Cambridge International Examinations
Daniel Iyamuremye and Mutumoy Riziki. (2013). Senior secondary certificate chemistry for Rwanda. Nairobi: East African
educational publishers Ltd.
Jim Clark and Ray Oliver. (2007). Longman chemistry for IDCSE. England: Pearson Education Limited.
Martin, S. S. (2003). Chemistry The moleculas nature and change Third edition. New York: McGraw-Hill Higher Education.
Mathews, P. (2003). Advanced chemistry. Cambridge university.
Peter Cann and Peter Hughes. (2002). Chemistry for advanced level. Manchester: Film setting Ltd. Ramsden, E. (2000). A-
Level chemistry fourtth edition. Delta Place: Nelthone thornes.

5. APPENDIX: Weekly Time Allocation for Associate Nursing Program
WEEKLY TIME ALLOCATION

No Subjects Weight
S4 S5 S6
1 Fundamentals of Nursing * 11 7 7 7
2 Biology* 11 7 7 7
3 Chemistry* 11 7 7 7
4 Mathematics* 5 3 3 3
5 Physics* 10 6 6 6
6 Ethics and professional code of conduct 1 1 1 0
7 Medical Pathology 2 0 3 1
8 Surgical Pathology 1 0 1 1
9 Pharmacology 4 3 2 2
10 Maternal and Child health 7 4 4 4
11 Individual learning 5 3 1 5
12 Clinical attachment* 13 6 7 10
13 Kinyarwanda 3 2 2 0
14 English* 6 4 4 4

15 French 2 1 1 1
16 Entrepreneurship 2 2 1 0
17 Citizenship 2 2 1 0
18 ICT 2 1 1 1
19 Sports/ Clubs 2 1 1 1
Total periods / week 100 60 60 60
Total number of contact/years 2340 2340 2340
Total number of contact hours/year (39 weeks) 1560 1560 1560

Chemistry Syllabus s4-s6

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CHEMISTRY SYLLABUS

FOR ASSOCIATE NURSING PROGRAM

Dr. MBARUSHIMANA Nelson

CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 iii

iv CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6

CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 v

vi CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6

CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 1

1.2. Associate nurse leaver’s profile

2 CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6

2.1.1. Chemistry And Society

2.1.2. Chemistry and learners

CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 3

2.2.1. Generic competences

4 CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6

2.2.2. Broad Chemistry competences

During the learning process, the learner should be able to:

CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 5

2.3. Pedagogical approach

2.3.1. Role of the learner

6 CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6

2.3.2. Role of the teacher

CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 7

2.3.3. Special needs education and inclusive approach

2.4. Assessment approach

8 CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6

2.4.1. Types of assessment

a) Formative and continuous assessment (assessment for learning)

b) Summative assessment (assessment of learning)

CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 9

2.4.2. Record keeping

2.4.3. Item writing in summative assessment

10 CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6

2.4.4. Structure and format of the examination

Paper Component Weight

CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 11

2.6.2. Human resource

12 CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6

CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 13

3.2. Chemistry subject for Senior four

14 CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6

CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 15

S4 Chemistry Unit 1: Structure of an atom and mass spectrum No. of periods: 18

16 CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6

CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 17

18 CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6

CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 19

Link to other subjects: Physics (atomic physics).

Materials: Computer, projector, internet.

20 CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6

CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 21

22 CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6

CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 23

24 CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6

CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 25

26 CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6

CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 27

28 CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6

Link to other subjects:

CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 29

30 CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6

CHEMISTRY SYLLABUS | SENIOR 4, 5 & 6 31

Link to other subjects: