CBE · Senior School
Grade 11 Chemistry Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Chemistry scheme of work for Grade 11 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 11
- Subject
- Chemistry
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 11 Chemistry scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
INORGANIC CHEMISTRY
The Mole · The Mole - Relative atomic mass. · The Mole - Conversion of mass to moles. · The Mole - Conversion of moles to mass. · The Mole - number of particles Determination of formulae · The Mole - Empirical formula. · The Mole - Molecular formula. Molar Solutions · The Mole - Preparation. · The Mole - Concentration and dilution. · The Mole - Acid – base titrations. · The Mole - redox titrations. · The Mole - mole ratios · The Mole - molar gas volume · Non-metals · Non-metals - General methods of gas collection · Non-metals - Laboratory preparation (oxygen, hydrogen, and nitrogen). · Non-metals - Industrial isolation of oxygen and nitrogen (Fractional distillation of liquid air). · Non-metals - Physical and Chemical properties (oxygen, hydrogen, nitrogen) · Non-metals - Physical properties (odour, colour, effect on moist litmus paper, effect on burning and/or glowing wooden splint and solubility in water). · Non-metals - Chemical properties: - oxygen (reactions with metals, carbon and sulphur), - nitrogen (reactions with magnesium, hydrogen and oxygen), - hydrogen (reactions with metal oxides and oxygen). · Non-metals - Uses of oxygen, hydrogen and nitrogen.
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | INORGANIC CHEMISTRY | The Mole | By the end of the lesson, the learner should be able to: describe the mole as a unit of measurement. | The learner is guided to: carry out activities to demonstrate the concept of mole as a unit of measurement. | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | INORGANIC CHEMISTRY | The Mole - Relative atomic mass. | By the end of the lesson, the learner should be able to: determine the empirical and molecular formula of compounds. | The learner is guided to: discuss the relationship between the Avogradro’s number, the mole and the molar mass of a substance. | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | INORGANIC CHEMISTRY | The Mole - Conversion of mass to moles. | By the end of the lesson, the learner should be able to: prepare standard solutions from solid and liquid substances. | The learner is guided to: practice calculations involving amount of substances, number of particles, (atoms, molecules, ions...) and molar quantities. | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | INORGANIC CHEMISTRY | The Mole - Conversion of moles to mass. | By the end of the lesson, the learner should be able to: determine the concentration of solutions. | The learner is guided to: carry out activities to determine the empirical formula of compounds (MgO, CuO). | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | INORGANIC CHEMISTRY | The Mole - number of particles Determination of formulae | By the end of the lesson, the learner should be able to: determine the amount of substances in chemical reactions. | The learner is guided to: practice calculations involving determination of empirical and molecular formula of compounds. | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | INORGANIC CHEMISTRY | The Mole - Empirical formula. | By the end of the lesson, the learner should be able to: appreciate the applications of redox titrations in industry. | The learner is guided to: perform experiments to prepare standard solutions from solid and liquid substances. | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | INORGANIC CHEMISTRY | The Mole - Molecular formula. Molar Solutions | By the end of the lesson, the learner should be able to: describe the mole as a unit of measurement. | The learner is guided to: carry out titrations and solve problems involving molar solutions. | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | INORGANIC CHEMISTRY | The Mole - Preparation. | By the end of the lesson, the learner should be able to: determine the empirical and molecular formula of compounds. | The learner is guided to: work out amount of substances, number of particles and molar quantities using chemical equations (mole ratios and molar gas volume). | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | INORGANIC CHEMISTRY | The Mole - Concentration and dilution. | By the end of the lesson, the learner should be able to: prepare standard solutions from solid and liquid substances. | The learner is guided to: observe safety precautions while carrying out titrations and dispose waste responsibly. | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | INORGANIC CHEMISTRY | The Mole - Acid – base titrations. | By the end of the lesson, the learner should be able to: determine the concentration of solutions. | The learner is guided to: discuss the applications of redox titrations in industry. | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | INORGANIC CHEMISTRY | The Mole - redox titrations. | By the end of the lesson, the learner should be able to: determine the amount of substances in chemical reactions. | The learner is guided to: carry out activities to demonstrate the concept of mole as a unit of measurement. | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | INORGANIC CHEMISTRY | The Mole - mole ratios | By the end of the lesson, the learner should be able to: appreciate the applications of redox titrations in industry. | The learner is guided to: discuss the relationship between the Avogradro’s number, the mole and the molar mass of a substance. | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | INORGANIC CHEMISTRY | The Mole - molar gas volume | By the end of the lesson, the learner should be able to: describe the mole as a unit of measurement. | The learner is guided to: practice calculations involving amount of substances, number of particles, (atoms, molecules, ions...) and molar quantities. | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | INORGANIC CHEMISTRY | The Mole | By the end of the lesson, the learner should be able to: determine the empirical and molecular formula of compounds. | The learner is guided to: carry out activities to determine the empirical formula of compounds (MgO, CuO). | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | INORGANIC CHEMISTRY | The Mole | By the end of the lesson, the learner should be able to: prepare standard solutions from solid and liquid substances. | The learner is guided to: practice calculations involving determination of empirical and molecular formula of compounds. | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | INORGANIC CHEMISTRY | The Mole | By the end of the lesson, the learner should be able to: determine the concentration of solutions. | The learner is guided to: perform experiments to prepare standard solutions from solid and liquid substances. | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | INORGANIC CHEMISTRY | The Mole | By the end of the lesson, the learner should be able to: determine the amount of substances in chemical reactions. | The learner is guided to: carry out titrations and solve problems involving molar solutions. | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | INORGANIC CHEMISTRY | The Mole | By the end of the lesson, the learner should be able to: appreciate the applications of redox titrations in industry. | The learner is guided to: work out amount of substances, number of particles and molar quantities using chemical equations (mole ratios and molar gas volume). | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | INORGANIC CHEMISTRY | The Mole | By the end of the lesson, the learner should be able to: describe the mole as a unit of measurement. | The learner is guided to: observe safety precautions while carrying out titrations and dispose waste responsibly. | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | INORGANIC CHEMISTRY | The Mole | By the end of the lesson, the learner should be able to: determine the empirical and molecular formula of compounds. | The learner is guided to: discuss the applications of redox titrations in industry. | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | INORGANIC CHEMISTRY | The Mole | By the end of the lesson, the learner should be able to: prepare standard solutions from solid and liquid substances. | The learner is guided to: carry out activities to demonstrate the concept of mole as a unit of measurement. | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | INORGANIC CHEMISTRY | The Mole | By the end of the lesson, the learner should be able to: determine the concentration of solutions. | The learner is guided to: discuss the relationship between the Avogradro’s number, the mole and the molar mass of a substance. | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | INORGANIC CHEMISTRY | The Mole | By the end of the lesson, the learner should be able to: determine the amount of substances in chemical reactions. | The learner is guided to: practice calculations involving amount of substances, number of particles, (atoms, molecules, ions...) and molar quantities. | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | INORGANIC CHEMISTRY | The Mole | By the end of the lesson, the learner should be able to: appreciate the applications of redox titrations in industry. | The learner is guided to: carry out activities to determine the empirical formula of compounds (MgO, CuO). | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | INORGANIC CHEMISTRY | The Mole | By the end of the lesson, the learner should be able to: describe the mole as a unit of measurement. | The learner is guided to: practice calculations involving determination of empirical and molecular formula of compounds. | How is a mole a real quantity? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 11 Chemistry scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
INORGANIC CHEMISTRY
Non-metals
PHYSICAL CHEMISTRY
Salts · Salts - Solubility of salts in water (chlorides, nitrates, sulphates, carbonates). · Salts - Solubility and solubility curves (NaCl, KNO3, KClO3, CaSO4, Na2CO3). · Salts - Fractional crystallisation. · Salts - complex ions · Salts - Tests for cations and anions ( Pb2+, Ca2+ , Mg 2+ , Ba2+ Zn2+ , Al3+, Cu2+, Fe2+ , Fe3+,) and (CI- , SO3 2- SO4 2- , NO3 - CO3 2- ) in solution using appropriate reagents. · Salts - Tests for any gas evolved. · Salts - Flame tests (Li+ , Na+ , K + , and Ca2+, Ba2+). · Gas Laws · Gas Laws - Combined gas law equation. · Gas Laws - Graham’s law of diffusion. · Gas Laws - Gay Lussac’s law. · Gas Laws - Avogadro’s law.
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | INORGANIC CHEMISTRY | Non-metals | By the end of the lesson, the learner should be able to: identify sources of selected gases; prepare selected gases in the laboratory; describe the industrial isolation of oxygen and nitrogen from liquid air; investigate the physical and chemical properties of selected gases; outline uses of selected gases; appreciate the importance of gases in day-to-day life. | The learner is guided to: brainstorm on the sources of oxygen, nitrogen and hydrogen; discuss the ways of collecting and drying gases in the laboratory; carry out activities to prepare hydrogen, nitrogen and oxygen gases in the laboratory; discuss the large scale (industrial)isolation of oxygen and nitrogen from liquid air; use print or non print media to search for information on fractional distillation of liquid air; carry out experiments to investigate the physical properties of hydrogen, oxygen and nitrogen; carry out activities to investigate chemical properties of oxygen, nitrogen and hydrogen; brainstorm on the uses of the selected gases and their compounds. | How do gases affect our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | PHYSICAL CHEMISTRY | Salts | By the end of the lesson, the learner should be able to: investigate the effect of heat on salts. | The learner is guided to: carry out activities to investigate the action of heat on salts. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | PHYSICAL CHEMISTRY | Salts - Solubility of salts in water (chlorides, nitrates, sulphates, carbonates). | By the end of the lesson, the learner should be able to: explain the solubility of salts in water. | The learner is guided to: discuss the effect of thermal decomposition of salts to the environment. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | PHYSICAL CHEMISTRY | Salts - Solubility and solubility curves (NaCl, KNO3, KClO3, CaSO4, Na2CO3). | By the end of the lesson, the learner should be able to: determine the mass of salt that crystallises from a saturated solution. | The learner is guided to: carry out experiments to investigate the solubility of different salts in water. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | PHYSICAL CHEMISTRY | Salts - Fractional crystallisation. | By the end of the lesson, the learner should be able to: explain the process of preparation of insoluble salts by precipitation reactions. | The learner is guided to: perform experiments to investigate the effect of temperature change on solubility of salts. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | PHYSICAL CHEMISTRY | Salts - complex ions | By the end of the lesson, the learner should be able to: analyse the ions present in a given salt. | The learner is guided to: draw solubility curves and use them to estimate the mass of salt that crystallises when a saturated solution is cooled. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | PHYSICAL CHEMISTRY | Salts - Tests for cations and anions ( Pb2+, Ca2+ , Mg 2+ , Ba2+ Zn2+ , Al3+, Cu2+, Fe2+ , Fe3+,) and (CI- , SO3 2- SO4 2- , NO3 - CO3 2- ) in solution using appropriate reagents. | By the end of the lesson, the learner should be able to: appreciate the importance of salts in day -to - day life. | The learner is guided to: brainstorm on the industrial applications of fractional crystallisation. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | PHYSICAL CHEMISTRY | Salts - Tests for any gas evolved. | By the end of the lesson, the learner should be able to: investigate the effect of heat on salts. | The learner is guided to: carry out experiments to demonstrate precipitation reactions. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | PHYSICAL CHEMISTRY | Salts - Flame tests (Li+ , Na+ , K + , and Ca2+, Ba2+). | By the end of the lesson, the learner should be able to: explain the solubility of salts in water. | The learner is guided to: practise writing stoichiometric and ionic equations for precipitation reactions. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | PHYSICAL CHEMISTRY | Salts | By the end of the lesson, the learner should be able to: determine the mass of salt that crystallises from a saturated solution. | The learner is guided to: use appropriate reagents to carry out qualitative analysis to investigate ions present in various salts. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | PHYSICAL CHEMISTRY | Salts | By the end of the lesson, the learner should be able to: explain the process of preparation of insoluble salts by precipitation reactions. | The learner is guided to: carry out flame tests to identify some metallic ions (Li+ , Na+ , K+ , and Ca2+, Ba2+). | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | PHYSICAL CHEMISTRY | Salts | By the end of the lesson, the learner should be able to: analyse the ions present in a given salt. | The learner is guided to: carry out activities to investigate the action of heat on salts. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | PHYSICAL CHEMISTRY | Salts | By the end of the lesson, the learner should be able to: appreciate the importance of salts in day -to - day life. | The learner is guided to: discuss the effect of thermal decomposition of salts to the environment. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | PHYSICAL CHEMISTRY | Salts | By the end of the lesson, the learner should be able to: investigate the effect of heat on salts. | The learner is guided to: carry out experiments to investigate the solubility of different salts in water. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | PHYSICAL CHEMISTRY | Salts | By the end of the lesson, the learner should be able to: explain the solubility of salts in water. | The learner is guided to: perform experiments to investigate the effect of temperature change on solubility of salts. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | PHYSICAL CHEMISTRY | Salts | By the end of the lesson, the learner should be able to: determine the mass of salt that crystallises from a saturated solution. | The learner is guided to: draw solubility curves and use them to estimate the mass of salt that crystallises when a saturated solution is cooled. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | PHYSICAL CHEMISTRY | Salts | By the end of the lesson, the learner should be able to: explain the process of preparation of insoluble salts by precipitation reactions. | The learner is guided to: brainstorm on the industrial applications of fractional crystallisation. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | PHYSICAL CHEMISTRY | Salts | By the end of the lesson, the learner should be able to: analyse the ions present in a given salt. | The learner is guided to: carry out experiments to demonstrate precipitation reactions. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | PHYSICAL CHEMISTRY | Salts | By the end of the lesson, the learner should be able to: appreciate the importance of salts in day -to - day life. | The learner is guided to: practise writing stoichiometric and ionic equations for precipitation reactions. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | PHYSICAL CHEMISTRY | Salts | By the end of the lesson, the learner should be able to: investigate the effect of heat on salts. | The learner is guided to: use appropriate reagents to carry out qualitative analysis to investigate ions present in various salts. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | PHYSICAL CHEMISTRY | Salts | By the end of the lesson, the learner should be able to: explain the solubility of salts in water. | The learner is guided to: carry out flame tests to identify some metallic ions (Li+ , Na+ , K+ , and Ca2+, Ba2+). | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | PHYSICAL CHEMISTRY | Salts | By the end of the lesson, the learner should be able to: determine the mass of salt that crystallises from a saturated solution. | The learner is guided to: carry out activities to investigate the action of heat on salts. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | PHYSICAL CHEMISTRY | Salts | By the end of the lesson, the learner should be able to: explain the process of preparation of insoluble salts by precipitation reactions. | The learner is guided to: discuss the effect of thermal decomposition of salts to the environment. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | PHYSICAL CHEMISTRY | Salts | By the end of the lesson, the learner should be able to: analyse the ions present in a given salt. | The learner is guided to: carry out experiments to investigate the solubility of different salts in water. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | PHYSICAL CHEMISTRY | Salts | By the end of the lesson, the learner should be able to: appreciate the importance of salts in day -to - day life. | The learner is guided to: perform experiments to investigate the effect of temperature change on solubility of salts. | How are salts important in our day-to-day life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 11 Chemistry scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
PHYSICAL CHEMISTRY
Reaction Rates · Reaction Rates - Physical changes that indicate the progress of a chemical reaction (colour, change in mass, formation of precipitates, volume of gas evolved, change in pH, change in temperature, change in concentration). · Reaction Rates - Factors affecting reaction rates (concentration, catalyst, surface area, light, pressure and temperature). · Reaction Rates - Reversible reactions (heating zinc oxide, candle wax, iodine, hydrated copper (II) sulphate). · Reaction Rates - Equilibrium. (Le Chatelier’s principle). · Reaction Rates - Factors affecting chemical equilibrium position and yield (concentration, pressure, temperature). · Reaction Rates - Industrial applications of chemical equilibrium (Haber, Ostwald’s and Contact process).
ORGANIC CHEMISTRY
Hydrocarbons · Hydrocarbons - Fractional distillation of crude oil. · Hydrocarbons - Bonding in hydrocarbons. · Hydrocarbons - Homologous series · Hydrocarbons - Classification of hydrocarbons.(Saturate d and unsaturated hydrocarbons). · Hydrocarbons - General molecular formula. · Hydrocarbons - Nomenclature of hydrocarbons (alkanes, alkenes and alkynes up to 10 carbon atoms). · Hydrocarbons - Isomerism (positional and structural up to 6 carbon atoms). · Hydrocarbons - Methods of preparing hydrocarbons (alkanes, alkenes and alkynes). · Hydrocarbons - Physical properties of hydrocarbons (colour, odour, density, melting point, boiling point, solubility). · Hydrocarbons - Chemical properties of alkanes (cracking of alkanes, combustion, substitution (consider methane and ethane) alkenes (combustion, addition, polymerisation and oxidation of alkenes). · Hydrocarbons - Uses of hydrocarbons.
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | PHYSICAL CHEMISTRY | Reaction Rates | By the end of the lesson, the learner should be able to: explain the collision theory in chemical reactions. | The learner is guided to: review kinetic theory of matter. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | PHYSICAL CHEMISTRY | Reaction Rates - Physical changes that indicate the progress of a chemical reaction (colour, change in mass, formation of precipitates, volume of gas evolved, change in pH, change in temperature, change in concentration). | By the end of the lesson, the learner should be able to: determine the rate of reactions in chemical processes. | The learner is guided to: discuss the relationship between collision theory and rate of reaction. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | PHYSICAL CHEMISTRY | Reaction Rates - Factors affecting reaction rates (concentration, catalyst, surface area, light, pressure and temperature). | By the end of the lesson, the learner should be able to: examine the factors that affect the rate of chemical reaction. | The learner is guided to: carry out activities to illustrate observable physical changes that indicate the progress of a chemical reaction. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | PHYSICAL CHEMISTRY | Reaction Rates - Reversible reactions (heating zinc oxide, candle wax, iodine, hydrated copper (II) sulphate). | By the end of the lesson, the learner should be able to: assess the factors that affect the position of equilibrium. | The learner is guided to: discuss factors affecting rates of reaction using the collision theory. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | PHYSICAL CHEMISTRY | Reaction Rates - Equilibrium. (Le Chatelier’s principle). | By the end of the lesson, the learner should be able to: appreciate the role of equilibrium in industrial processes. | The learner is guided to: carry out experiments to investigate the effect of various factors on the rate of reaction. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | PHYSICAL CHEMISTRY | Reaction Rates - Factors affecting chemical equilibrium position and yield (concentration, pressure, temperature). | By the end of the lesson, the learner should be able to: explain the collision theory in chemical reactions. | The learner is guided to: use graphs to illustrate the effects of various factors on the rate of chemical reactions. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | PHYSICAL CHEMISTRY | Reaction Rates - Industrial applications of chemical equilibrium (Haber, Ostwald’s and Contact process). | By the end of the lesson, the learner should be able to: determine the rate of reactions in chemical processes. | The learner is guided to: use the energy profile diagrams to explain rate of reactions with and without catalysts. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | PHYSICAL CHEMISTRY | Reaction Rates | By the end of the lesson, the learner should be able to: examine the factors that affect the rate of chemical reaction. | The learner is guided to: carry out activities to demonstrate reversible and irreversible reactions and write their chemical equations. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | PHYSICAL CHEMISTRY | Reaction Rates | By the end of the lesson, the learner should be able to: assess the factors that affect the position of equilibrium. | The learner is guided to: perform experiments to determine how concentration, pressure and temperature affect the position of equilibrium in a system. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | PHYSICAL CHEMISTRY | Reaction Rates | By the end of the lesson, the learner should be able to: appreciate the role of equilibrium in industrial processes. | The learner is guided to: discuss the characteristics of reactions in a state of dynamic equilibrium. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | PHYSICAL CHEMISTRY | Reaction Rates | By the end of the lesson, the learner should be able to: explain the collision theory in chemical reactions. | The learner is guided to: carry out experiments to investigate how change in concentration, pressure and temperature affect a dynamic equilibrium. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | PHYSICAL CHEMISTRY | Reaction Rates | By the end of the lesson, the learner should be able to: determine the rate of reactions in chemical processes. | The learner is guided to: use Le Chatelier’s principle to predict the effect of changes in concentration, pressure and temperature on a reaction at equilibrium. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | PHYSICAL CHEMISTRY | Reaction Rates | By the end of the lesson, the learner should be able to: examine the factors that affect the rate of chemical reaction. | The learner is guided to: discuss the applications of Le Chatelier's Principle in industrial processes. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | PHYSICAL CHEMISTRY | Reaction Rates | By the end of the lesson, the learner should be able to: assess the factors that affect the position of equilibrium. | The learner is guided to: review kinetic theory of matter. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | PHYSICAL CHEMISTRY | Reaction Rates | By the end of the lesson, the learner should be able to: appreciate the role of equilibrium in industrial processes. | The learner is guided to: discuss the relationship between collision theory and rate of reaction. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | PHYSICAL CHEMISTRY | Reaction Rates | By the end of the lesson, the learner should be able to: explain the collision theory in chemical reactions. | The learner is guided to: carry out activities to illustrate observable physical changes that indicate the progress of a chemical reaction. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | PHYSICAL CHEMISTRY | Reaction Rates | By the end of the lesson, the learner should be able to: determine the rate of reactions in chemical processes. | The learner is guided to: discuss factors affecting rates of reaction using the collision theory. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | PHYSICAL CHEMISTRY | Reaction Rates | By the end of the lesson, the learner should be able to: examine the factors that affect the rate of chemical reaction. | The learner is guided to: carry out experiments to investigate the effect of various factors on the rate of reaction. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | PHYSICAL CHEMISTRY | Reaction Rates | By the end of the lesson, the learner should be able to: assess the factors that affect the position of equilibrium. | The learner is guided to: use graphs to illustrate the effects of various factors on the rate of chemical reactions. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | PHYSICAL CHEMISTRY | Reaction Rates | By the end of the lesson, the learner should be able to: appreciate the role of equilibrium in industrial processes. | The learner is guided to: use the energy profile diagrams to explain rate of reactions with and without catalysts. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | PHYSICAL CHEMISTRY | Reaction Rates | By the end of the lesson, the learner should be able to: explain the collision theory in chemical reactions. | The learner is guided to: carry out activities to demonstrate reversible and irreversible reactions and write their chemical equations. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | PHYSICAL CHEMISTRY | Reaction Rates | By the end of the lesson, the learner should be able to: determine the rate of reactions in chemical processes. | The learner is guided to: perform experiments to determine how concentration, pressure and temperature affect the position of equilibrium in a system. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | PHYSICAL CHEMISTRY | Reaction Rates | By the end of the lesson, the learner should be able to: examine the factors that affect the rate of chemical reaction. | The learner is guided to: discuss the characteristics of reactions in a state of dynamic equilibrium. | Why do some reactions happen in seconds while others take days or even years? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | ORGANIC CHEMISTRY | Hydrocarbons | By the end of the lesson, the learner should be able to: identify sources of organic compounds in nature. | The learner is guided to: explore occurrence of organic compounds in nature. | How are organic compounds important in our lives? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | ORGANIC CHEMISTRY | Hydrocarbons - Fractional distillation of crude oil. | By the end of the lesson, the learner should be able to: classify hydrocarbons as saturated or unsaturated. | The learner is guided to: review components of crude oil as obtained through fractional distillation. | How are organic compounds important in our lives? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
More Grade 11 schemes of work
Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 11 Chemistry so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
How do I download a whole term as a PDF?
The first 5 weeks of each term are free to read on this page. Open the term you need, pay KES 30 by M-Pesa, then use Print / Save PDF — the sheet is laid out for A4 landscape.
Can I adapt it for my own school calendar?
Every scheme is generated from the curriculum taxonomy, so you can rebuild it with your own week count, strands and pacing on the Generate screen and keep the result as your own document.