CBE · Senior School
Grade 12 Chemistry Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Chemistry scheme of work for Grade 12 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 12
- Subject
- Chemistry
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 12 Chemistry scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
INORGANIC CHEMISTRY
Industrial manufacture of inorganic chemicals · Industrial manufacture of inorganic chemicals - Nitric Acid (HNO3)-The Ostwald Process. (raw materials, processes, uses, environmental effects) · Industrial manufacture of inorganic chemicals - Sodium carbonate (Na2CO3)- Solvay Process. (raw materials, processes, uses, environmental effects) · Industrial manufacture of inorganic chemicals - Sulphuric Acid (H2SO4)- Contact Process. (raw materials, processes, uses, environmental effects) · Carbon and extraction of metals · Carbon and extraction of metals - Properties of carbon (combustion and reducing property) · Carbon and extraction of metals - Oxides of carbon (preparation, properties and uses) · Carbon and extraction of metals - Extraction of metals (Iron (Fe) and Copper (Cu) · Carbon and extraction of metals - Uses of iron and copper · Carbon and extraction of metals - Environmental effects of extraction of metals
PHYSICAL CHEMISTRY
Energy Changes in physical and chemical processes · Energy Changes in physical and chemical processes - Energy and Enthalpy · Energy Changes in physical and chemical processes - Endothermic and exothermic processes · Energy Changes in physical and chemical processes - Bond breaking and bond formation · Energy Changes in physical and chemical processes - Quantitative determination of enthalpy changes (formation, solution, displacement, neutralisation, combustion,) · Energy Changes in physical and chemical processes - Standard conditions for measuring enthalpy changes · Energy Changes in physical and chemical processes - Hess’s law · Energy Changes in physical and chemical processes - Relationship between heat of solution, hydration and lattice energy · Energy Changes in physical and chemical processes - Fuels · Energy Changes in physical and chemical processes - Factors influencing choice of fuels (heating values, cost, availability and environmental impact) · Electrochemistry
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | INORGANIC CHEMISTRY | Industrial manufacture of inorganic chemicals | By the end of the lesson, the learner should be able to: identify the raw materials for industrial production of the inorganic chemicals. | The learner is guided to: search and brainstorm on the raw materials used in the manufacture of ammonia. | How do the chemicals that power the farms shape the environment?; Why are some industrial chemicals so essential in modern life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | INORGANIC CHEMISTRY | Industrial manufacture of inorganic chemicals - Nitric Acid (HNO3)-The Ostwald Process. (raw materials, processes, uses, environmental effects) | By the end of the lesson, the learner should be able to: describe the physical and chemical processes involved in industrial production of the inorganic chemicals. | The learner is guided to: discuss the physical and chemical processes involved in industrial manufacture of ammonia. | How do the chemicals that power the farms shape the environment?; Why are some industrial chemicals so essential in modern life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | INORGANIC CHEMISTRY | Industrial manufacture of inorganic chemicals - Sodium carbonate (Na2CO3)- Solvay Process. (raw materials, processes, uses, environmental effects) | By the end of the lesson, the learner should be able to: identify the applications of the inorganic chemicals. | The learner is guided to: discuss the conditions required for maximum yield of ammonia. | How do the chemicals that power the farms shape the environment?; Why are some industrial chemicals so essential in modern life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | INORGANIC CHEMISTRY | Industrial manufacture of inorganic chemicals - Sulphuric Acid (H2SO4)- Contact Process. (raw materials, processes, uses, environmental effects) | By the end of the lesson, the learner should be able to: assess the environmental effects in the production of inorganic chemicals. | The learner is guided to: illustrate the industrial processes using flow charts, animations, simulations among others. | How do the chemicals that power the farms shape the environment?; Why are some industrial chemicals so essential in modern life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | INORGANIC CHEMISTRY | Industrial manufacture of inorganic chemicals | By the end of the lesson, the learner should be able to: advocate for environmental protection in production and use of inorganic chemicals. | The learner is guided to: brainstorm on safety precautions involved in production and handling of the inorganic chemicals. | How do the chemicals that power the farms shape the environment?; Why are some industrial chemicals so essential in modern life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | INORGANIC CHEMISTRY | Industrial manufacture of inorganic chemicals | By the end of the lesson, the learner should be able to: identify the raw materials for industrial production of the inorganic chemicals. | The learner is guided to: discuss the uses of ammonia. | How do the chemicals that power the farms shape the environment?; Why are some industrial chemicals so essential in modern life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | INORGANIC CHEMISTRY | Industrial manufacture of inorganic chemicals | By the end of the lesson, the learner should be able to: describe the physical and chemical processes involved in industrial production of the inorganic chemicals. | The learner is guided to: search from print or non-print media the effects of the industrial processes on the environment. | How do the chemicals that power the farms shape the environment?; Why are some industrial chemicals so essential in modern life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | INORGANIC CHEMISTRY | Industrial manufacture of inorganic chemicals | By the end of the lesson, the learner should be able to: identify the applications of the inorganic chemicals. | The learner is guided to: brainstorm on measures of controlling environmental pollution from industrial processes. NOTE: The prescribed learning experiences apply to all the industrial processes (Nitric Acid, Sodium carbonate and Sulphuric Acid). | How do the chemicals that power the farms shape the environment?; Why are some industrial chemicals so essential in modern life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | INORGANIC CHEMISTRY | Industrial manufacture of inorganic chemicals | By the end of the lesson, the learner should be able to: assess the environmental effects in the production of inorganic chemicals. | The learner is guided to: search and brainstorm on the raw materials used in the manufacture of ammonia. | How do the chemicals that power the farms shape the environment?; Why are some industrial chemicals so essential in modern life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | INORGANIC CHEMISTRY | Industrial manufacture of inorganic chemicals | By the end of the lesson, the learner should be able to: advocate for environmental protection in production and use of inorganic chemicals. | The learner is guided to: discuss the physical and chemical processes involved in industrial manufacture of ammonia. | How do the chemicals that power the farms shape the environment?; Why are some industrial chemicals so essential in modern life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | INORGANIC CHEMISTRY | Industrial manufacture of inorganic chemicals | By the end of the lesson, the learner should be able to: identify the raw materials for industrial production of the inorganic chemicals. | The learner is guided to: discuss the conditions required for maximum yield of ammonia. | How do the chemicals that power the farms shape the environment?; Why are some industrial chemicals so essential in modern life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | INORGANIC CHEMISTRY | Industrial manufacture of inorganic chemicals | By the end of the lesson, the learner should be able to: describe the physical and chemical processes involved in industrial production of the inorganic chemicals. | The learner is guided to: illustrate the industrial processes using flow charts, animations, simulations among others. | How do the chemicals that power the farms shape the environment?; Why are some industrial chemicals so essential in modern life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | INORGANIC CHEMISTRY | Industrial manufacture of inorganic chemicals | By the end of the lesson, the learner should be able to: identify the applications of the inorganic chemicals. | The learner is guided to: brainstorm on safety precautions involved in production and handling of the inorganic chemicals. | How do the chemicals that power the farms shape the environment?; Why are some industrial chemicals so essential in modern life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | INORGANIC CHEMISTRY | Industrial manufacture of inorganic chemicals | By the end of the lesson, the learner should be able to: assess the environmental effects in the production of inorganic chemicals. | The learner is guided to: discuss the uses of ammonia. | How do the chemicals that power the farms shape the environment?; Why are some industrial chemicals so essential in modern life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | INORGANIC CHEMISTRY | Industrial manufacture of inorganic chemicals | By the end of the lesson, the learner should be able to: advocate for environmental protection in production and use of inorganic chemicals. | The learner is guided to: search from print or non-print media the effects of the industrial processes on the environment. | How do the chemicals that power the farms shape the environment?; Why are some industrial chemicals so essential in modern life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | INORGANIC CHEMISTRY | Industrial manufacture of inorganic chemicals | By the end of the lesson, the learner should be able to: identify the raw materials for industrial production of the inorganic chemicals. | The learner is guided to: brainstorm on measures of controlling environmental pollution from industrial processes. NOTE: The prescribed learning experiences apply to all the industrial processes (Nitric Acid, Sodium carbonate and Sulphuric Acid). | How do the chemicals that power the farms shape the environment?; Why are some industrial chemicals so essential in modern life? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | INORGANIC CHEMISTRY | Carbon and extraction of metals | By the end of the lesson, the learner should be able to: describe the forms of carbon in nature. | The learner is guided to: search and brainstorm on the occurrence of carbon. | Why is carbon suitable for extracting certain metals?; How are metals obtained? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | INORGANIC CHEMISTRY | Carbon and extraction of metals - Properties of carbon (combustion and reducing property) | By the end of the lesson, the learner should be able to: investigate the physical and chemical properties of carbon, carbon monoxide and carbon dioxide. | The learner is guided to: carry out experiments to demonstrate the chemical properties of carbon. | Why is carbon suitable for extracting certain metals?; How are metals obtained? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | INORGANIC CHEMISTRY | Carbon and extraction of metals - Oxides of carbon (preparation, properties and uses) | By the end of the lesson, the learner should be able to: outline the uses of carbon and its oxides in day-to-day life. | The learner is guided to: prepare carbon dioxide in the laboratory and examine its physical and chemical properties. | Why is carbon suitable for extracting certain metals?; How are metals obtained? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | INORGANIC CHEMISTRY | Carbon and extraction of metals - Extraction of metals (Iron (Fe) and Copper (Cu) | By the end of the lesson, the learner should be able to: describe the extraction of iron and copper from their ores. | The learner is guided to: discuss preparation and properties of carbon monoxide (theoretical approach only). | Why is carbon suitable for extracting certain metals?; How are metals obtained? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | INORGANIC CHEMISTRY | Carbon and extraction of metals - Uses of iron and copper | By the end of the lesson, the learner should be able to: identify the uses of iron and copper in day-to-day life. | The learner is guided to: discuss the uses of carbon, carbon monoxide and carbon dioxide. | Why is carbon suitable for extracting certain metals?; How are metals obtained? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | INORGANIC CHEMISTRY | Carbon and extraction of metals - Environmental effects of extraction of metals | By the end of the lesson, the learner should be able to: advocate for safety precautions when extracting metals. | The learner is guided to: discuss the process of extracting iron and copper from their ores. | Why is carbon suitable for extracting certain metals?; How are metals obtained? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | INORGANIC CHEMISTRY | Carbon and extraction of metals | By the end of the lesson, the learner should be able to: describe the forms of carbon in nature. | The learner is guided to: illustrate the extraction of metals (iron and copper) using flow charts, animations, simulations etc. | Why is carbon suitable for extracting certain metals?; How are metals obtained? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | INORGANIC CHEMISTRY | Carbon and extraction of metals | By the end of the lesson, the learner should be able to: investigate the physical and chemical properties of carbon, carbon monoxide and carbon dioxide. | The learner is guided to: brainstorm on the applications of iron and copper. | Why is carbon suitable for extracting certain metals?; How are metals obtained? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | INORGANIC CHEMISTRY | Carbon and extraction of metals | By the end of the lesson, the learner should be able to: outline the uses of carbon and its oxides in day-to-day life. | The learner is guided to: discuss safety precautions in industrial extraction of metals. | Why is carbon suitable for extracting certain metals?; How are metals obtained? | 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 12 Chemistry scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
PHYSICAL CHEMISTRY
Electrochemistry · Electrochemistry - Electrochemical cell · Electrochemistry - Standard electrode potentials · Electrochemistry - Electrolysis (preferential discharge of ions for binary and aqueous solutions) · Electrochemistry - Applications of electrolysis (purification of metals, electroplating, manufacture of chemicals (chlorine, hydrogen and sodium hydroxide), extraction of reactive metals (sodium and aluminium) · Electrochemistry - Quantitative treatment of electrolysis · Nuclear Chemistry · Nuclear Chemistry - Chemical and nuclear reactions · Nuclear Chemistry - Radioactivity · Nuclear Chemistry - Types and properties of radiations (alpha, beta and gamma) · Nuclear Chemistry - Radioactive decay and half-life (t 1⁄2) · Nuclear Chemistry - Nuclear fission and nuclear fusion · Nuclear Chemistry - Applications of nuclear chemistry (agriculture, medicine, industry) · Nuclear Chemistry - Dangers associated with nuclear radiations
ORGANIC CHEMISTRY
Alkanols · Alkanols - Classification of alkanols (Primary, secondary and tertiary) · Alkanols - Nomenclature (consider primary alkanols up to 10 carbon atoms) · Alkanols - Preparation of primary alkanols (fermentation, hydrolysis of alkenes) · Alkanols - physical properties of primary alkanols (m.p, b.p, solubility, density) · Alkanols - Chemical properties of alkanols (combustion, oxidation, reaction with metals, dehydration, esterification) · Alkanols - Uses of alkanols Alkanoic acids · Alkanols - Introduction to alkanoic acids · Alkanols - Nomenclature (up to 10 carbon atoms) · Alkanols - Preparation of alkanoic acids · Alkanols - Physical properties of alkanoic acids(m.p, b.p, solubility, density) · Alkanols - Chemical properties of alkanoic acids (reaction with metals, alkalis, esterification)
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | PHYSICAL CHEMISTRY | Electrochemistry | By the end of the lesson, the learner should be able to: explain reduction and oxidation in terms of gain and loss of electrons. | The learner is guided to: search and brainstorm on redox reactions in terms of gain and loss of electrons. | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | PHYSICAL CHEMISTRY | Electrochemistry - Electrochemical cell | By the end of the lesson, the learner should be able to: construct electrochemical cells for redox reactions. | The learner is guided to: discuss the rules of assigning oxidation numbers and identify oxidising and reducing agents in redox reactions. | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | PHYSICAL CHEMISTRY | Electrochemistry - Standard electrode potentials | By the end of the lesson, the learner should be able to: predict the feasibility of redox reactions using standard electrode potentials. | The learner is guided to: carry out an experiment to demonstrate redox reactions. | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | PHYSICAL CHEMISTRY | Electrochemistry - Electrolysis (preferential discharge of ions for binary and aqueous solutions) | By the end of the lesson, the learner should be able to: investigate the effect of electric current on electrolytes. | The learner is guided to: carry out experiments to demonstrate the reactivity of metals and halogens. | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | PHYSICAL CHEMISTRY | Electrochemistry - Applications of electrolysis (purification of metals, electroplating, manufacture of chemicals (chlorine, hydrogen and sodium hydroxide), extraction of reactive metals (sodium and aluminium) | By the end of the lesson, the learner should be able to: relate quantity of electricity to the amount of substance liberated during electrolysis. | The learner is guided to: set up a simple voltaic cell (e.g., zinc-copper cell) to demonstrate generation of electrical energy from redox reaction. | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | PHYSICAL CHEMISTRY | Electrochemistry - Quantitative treatment of electrolysis | By the end of the lesson, the learner should be able to: describe extraction of reactive metals using electrolysis. | The learner is guided to: draw cell diagrams and explain the cell notations. | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | PHYSICAL CHEMISTRY | Electrochemistry | By the end of the lesson, the learner should be able to: appreciate the importance of electrolysis in day to day life. | The learner is guided to: discuss the meaning of standard electrode potential and its functions. | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | PHYSICAL CHEMISTRY | Electrochemistry | By the end of the lesson, the learner should be able to: explain reduction and oxidation in terms of gain and loss of electrons. | The learner is guided to: discuss the E° values and relate them to the feasibility of a redox reactions. | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | PHYSICAL CHEMISTRY | Electrochemistry | By the end of the lesson, the learner should be able to: construct electrochemical cells for redox reactions. | The learner is guided to: practice writing half and overall equations for electrochemical cells. | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | PHYSICAL CHEMISTRY | Electrochemistry | By the end of the lesson, the learner should be able to: predict the feasibility of redox reactions using standard electrode potentials. | The learner is guided to: set up an electrolytic cell and discuss how it works. | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | PHYSICAL CHEMISTRY | Electrochemistry | By the end of the lesson, the learner should be able to: investigate the effect of electric current on electrolytes. | The learner is guided to: discuss the factors that affect preferential discharge of ions at the electrodes during electrolysis. | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | PHYSICAL CHEMISTRY | Electrochemistry | By the end of the lesson, the learner should be able to: relate quantity of electricity to the amount of substance liberated during electrolysis. | The learner is guided to: carry out activities to demonstrate electrolysis of different substances in the laboratory. | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | PHYSICAL CHEMISTRY | Electrochemistry | By the end of the lesson, the learner should be able to: describe extraction of reactive metals using electrolysis. | The learner is guided to: predict and test the products of electrolysis for different electrolytes. | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | PHYSICAL CHEMISTRY | Electrochemistry | By the end of the lesson, the learner should be able to: appreciate the importance of electrolysis in day to day life. | The learner is guided to: perform an experiment to determine the quantity of substances formed during electrolysis. | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | PHYSICAL CHEMISTRY | Electrochemistry | By the end of the lesson, the learner should be able to: explain reduction and oxidation in terms of gain and loss of electrons. | The learner is guided to: use Faraday’s law of electrolysis to determine quantity of charge and amount of substances during electrolysis. | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | PHYSICAL CHEMISTRY | Electrochemistry | By the end of the lesson, the learner should be able to: construct electrochemical cells for redox reactions. | The learner is guided to: carry out an experiment to demonstrate electroplating and purification of metals. | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | PHYSICAL CHEMISTRY | Electrochemistry | By the end of the lesson, the learner should be able to: predict the feasibility of redox reactions using standard electrode potentials. | The learner is guided to: discuss extraction of reactive metals (sodium and aluminium). | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | PHYSICAL CHEMISTRY | Electrochemistry | By the end of the lesson, the learner should be able to: investigate the effect of electric current on electrolytes. | The learner is guided to: discuss large scale production of sodium hydroxide. | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | PHYSICAL CHEMISTRY | Electrochemistry | By the end of the lesson, the learner should be able to: relate quantity of electricity to the amount of substance liberated during electrolysis. | The learner is guided to: illustrate extraction of metals and production of sodium hydroxide. using flowcharts, simulations, videos among others. | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | PHYSICAL CHEMISTRY | Electrochemistry | By the end of the lesson, the learner should be able to: describe extraction of reactive metals using electrolysis. | The learner is guided to: use print or non-print media to search for information and discuss other applications of electrolysis. | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | PHYSICAL CHEMISTRY | Electrochemistry | By the end of the lesson, the learner should be able to: appreciate the importance of electrolysis in day to day life. | The learner is guided to: search and brainstorm on redox reactions in terms of gain and loss of electrons. | What is the importance of electrolysis in day to day life?; How can the movement of invisible electrons be harnessed to power everything from flashlights to factories? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | PHYSICAL CHEMISTRY | Nuclear Chemistry | By the end of the lesson, the learner should be able to: identify stable and unstable nuclides of isotopes. | The learner is guided to: review the atomic characteristics. | How does radioactive decay impact the environment and human health?; What responsibilities come with using the enormous power released from changes in an atom’s nucleus?; Why is it important to control the use of nuclear energy, given its potential to both power cities and cause destruction? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | PHYSICAL CHEMISTRY | Nuclear Chemistry - Chemical and nuclear reactions | By the end of the lesson, the learner should be able to: describe the characteristics and properties of radiations in nuclear reactions. | The learner is guided to: discuss the stability of nuclides using neutron-proton ratio. | How does radioactive decay impact the environment and human health?; What responsibilities come with using the enormous power released from changes in an atom’s nucleus?; Why is it important to control the use of nuclear energy, given its potential to both power cities and cause destruction? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | PHYSICAL CHEMISTRY | Nuclear Chemistry - Radioactivity | By the end of the lesson, the learner should be able to: determine half-life of radioactive isotopes. | The learner is guided to: explore the periodic table of elements to identify stable and unstable nuclides based on neutron-proton ratios. | How does radioactive decay impact the environment and human health?; What responsibilities come with using the enormous power released from changes in an atom’s nucleus?; Why is it important to control the use of nuclear energy, given its potential to both power cities and cause destruction? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | PHYSICAL CHEMISTRY | Nuclear Chemistry - Types and properties of radiations (alpha, beta and gamma) | By the end of the lesson, the learner should be able to: distinguish between nuclear fission and fusion in nuclear reactions. | The learner is guided to: discuss the differences between chemical and nuclear reactions. | How does radioactive decay impact the environment and human health?; What responsibilities come with using the enormous power released from changes in an atom’s nucleus?; Why is it important to control the use of nuclear energy, given its potential to both power cities and cause destruction? | 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 12 Chemistry scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
ORGANIC CHEMISTRY
Alkanols · Alkanols - Classification of alkanols (Primary, secondary and tertiary) · Alkanols - Nomenclature (consider primary alkanols up to 10 carbon atoms) · Alkanols - Preparation of primary alkanols (fermentation, hydrolysis of alkenes) · Alkanols - physical properties of primary alkanols (m.p, b.p, solubility, density) · Alkanols - Chemical properties of alkanols (combustion, oxidation, reaction with metals, dehydration, esterification) · Alkanols - Uses of alkanols Alkanoic acids · Alkanols - Introduction to alkanoic acids · Alkanols - Nomenclature (up to 10 carbon atoms) · Alkanols - Preparation of alkanoic acids · Alkanols - Physical properties of alkanoic acids(m.p, b.p, solubility, density) · Alkanols - Chemical properties of alkanoic acids (reaction with metals, alkalis, esterification) · Alkanols - Uses of alkanoic acids · Detergents · Detergents - Preparation of detergents (Soapy and soapless) · Detergents - Mode of action of detergents · Detergents - Comparison between soapy and soapless detergents · Detergents - Environmental effects of detergents Polymers Types of polymers (Natural and synthetic) · Detergents - Polymerization process (Addition; Polyethene, polypropene, Polyvinyl chloride and Polystyrene) and for condensation (Nylon 6,6 and polyester-alkanols and alkanoic acids up to 4 carbon atoms) · Detergents - Uses of polymers (Polyethene, polypropene, Polyvinyl chloride, polychloroethene, Polystyrene Nylon 6,6 and polyester, perspex, terylene) · Detergents - Environmental effects of polymers.
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | ORGANIC CHEMISTRY | Alkanols | By the end of the lesson, the learner should be able to: apply IUPAC rules to name alkanols. | The learner is guided to: search and brainstorm on general formula and classes of alkanols. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols - Classification of alkanols (Primary, secondary and tertiary) | By the end of the lesson, the learner should be able to: describe the preparation of alkanols by fermentation and hydrolysis of alkenes. | The learner is guided to: use IUPAC rules to name primary alkanols. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols - Nomenclature (consider primary alkanols up to 10 carbon atoms) | By the end of the lesson, the learner should be able to: investigate the physical and chemical properties of alkanols. | The learner is guided to: carry out experiments to prepare ethanol in the laboratory. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols - Preparation of primary alkanols (fermentation, hydrolysis of alkenes) | By the end of the lesson, the learner should be able to: outline the uses of alkanols in day-to-day life. | The learner is guided to: discuss the industrial production of ethanol. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols - physical properties of primary alkanols (m.p, b.p, solubility, density) | By the end of the lesson, the learner should be able to: examine the effects of alcohol abuse to human health. | The learner is guided to: carry out experiments to investigate the physical and chemical properties of alkanols. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols - Chemical properties of alkanols (combustion, oxidation, reaction with metals, dehydration, esterification) | By the end of the lesson, the learner should be able to: advocate for responsible use of alkanols. By the end of the sub strand, the learner should be able to:. | The learner is guided to: discuss the uses of alkanols. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols - Uses of alkanols Alkanoic acids | By the end of the lesson, the learner should be able to: apply IUPAC rules to name alkanoic acids. | The learner is guided to: model structures of alkanols. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols - Introduction to alkanoic acids | By the end of the lesson, the learner should be able to: describe laboratory preparation of alkanoic acids. | The learner is guided to: brainstorm on the effects of alcohol abuse. The learner is guided to:. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols - Nomenclature (up to 10 carbon atoms) | By the end of the lesson, the learner should be able to: investigate the physical and chemical properties of alkanoic acids. | The learner is guided to: search and brainstorm on general formula alkanoic acids. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols - Preparation of alkanoic acids | By the end of the lesson, the learner should be able to: outline the uses of alkanoic acids in day-day life. | The learner is guided to: draw structures of alkanoic acids. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols - Physical properties of alkanoic acids(m.p, b.p, solubility, density) | By the end of the lesson, the learner should be able to: appreciate the importance of alkanoic acids in day-to - day life. | The learner is guided to: practice IUPAC naming of alkanoic acids. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols - Chemical properties of alkanoic acids (reaction with metals, alkalis, esterification) | By the end of the lesson, the learner should be able to: apply IUPAC rules to name alkanols. | The learner is guided to: prepare ethanoic acid in the laboratory. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols - Uses of alkanoic acids | By the end of the lesson, the learner should be able to: describe the preparation of alkanols by fermentation and hydrolysis of alkenes. | The learner is guided to: carry out experiments to investigate the physical and chemical properties of alkanoic acids. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols | By the end of the lesson, the learner should be able to: investigate the physical and chemical properties of alkanols. | The learner is guided to: search for uses of alkanoic acids from print or non-print media. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols | By the end of the lesson, the learner should be able to: outline the uses of alkanols in day-to-day life. | The learner is guided to: model structures of alkanoic acids. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols | By the end of the lesson, the learner should be able to: examine the effects of alcohol abuse to human health. | The learner is guided to: search and brainstorm on general formula and classes of alkanols. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols | By the end of the lesson, the learner should be able to: advocate for responsible use of alkanols. By the end of the sub strand, the learner should be able to:. | The learner is guided to: use IUPAC rules to name primary alkanols. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols | By the end of the lesson, the learner should be able to: apply IUPAC rules to name alkanoic acids. | The learner is guided to: carry out experiments to prepare ethanol in the laboratory. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols | By the end of the lesson, the learner should be able to: describe laboratory preparation of alkanoic acids. | The learner is guided to: discuss the industrial production of ethanol. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols | By the end of the lesson, the learner should be able to: investigate the physical and chemical properties of alkanoic acids. | The learner is guided to: carry out experiments to investigate the physical and chemical properties of alkanols. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols | By the end of the lesson, the learner should be able to: outline the uses of alkanoic acids in day-day life. | The learner is guided to: discuss the uses of alkanols. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Alkanols | By the end of the lesson, the learner should be able to: appreciate the importance of alkanoic acids in day-to - day life. | The learner is guided to: model structures of alkanols. | What health, environmental and economic impacts are associated with the use of alkanols?; How can alkanols be both essential to modern life and dangerous to human health and the environment? Why are alkanoic acids important in 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 | ORGANIC CHEMISTRY | Detergents | By the end of the lesson, the learner should be able to: draw structures of soapy and soapless detergents. | The learner is guided to: search and brainstorm on the meaning of detergents. | Why are detergents important in day to day life?; What environmental problems can arise from the use of detergents?; Why are polymers important in day to day life?; How do polymers transform day-to-day life while simultaneously creating global environmental challenges? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | ORGANIC CHEMISTRY | Detergents - Preparation of detergents (Soapy and soapless) | By the end of the lesson, the learner should be able to: prepare detergents in the laboratory. | The learner is guided to: illustrate the structures of soapy and soapless detergents. | Why are detergents important in day to day life?; What environmental problems can arise from the use of detergents?; Why are polymers important in day to day life?; How do polymers transform day-to-day life while simultaneously creating global environmental challenges? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | ORGANIC CHEMISTRY | Detergents - Mode of action of detergents | By the end of the lesson, the learner should be able to: describe the mode of action of soapy and soapless detergent. | The learner is guided to: prepare soapy and soapless detergents in the laboratory. | Why are detergents important in day to day life?; What environmental problems can arise from the use of detergents?; Why are polymers important in day to day life?; How do polymers transform day-to-day life while simultaneously creating global environmental challenges? | 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
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