Chemistry IX-X Syllabus 2022 (S2)

Published by
Aga Khan University Examination Board

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

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

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

Annual and Re-sit Examination sessions from
Annual Examinations 2023
Table of Contents Page No.
Preface 5
Understanding of AKU-EB Syllabi 7
Subject Rationale 8
Concept Map 10
Student Learning Outcomes 11
Scheme of Assessment 38
Annex A: Practical Activities 43
Acknowledgements 48
For queries and feedback
Address: Aga Khan University Examination Board

Block - C, IED - PDC, 1-5/B-VII
Federal B. Area, Karimabad, Karachi, Pakistan.
Phone: (92-21) 3682-7011
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Aga Khan University Examination Board Chemistry SSC Syllabus 2022 4

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

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

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

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

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

Moreover, students on acquiring the knowledge of Chemistry are expected to be able to
pursue tertiary education in various fields including:
• Engineering
• Medicine
• Pharmacy
• Dentistry
• Nursing
• Veterinary
• Environmental science
• Biotechnology
• Geology
• Biochemistry
• Polymer engineering
• Textile engineering
• Chemical engineering
• Microbiology
How to approach the syllabus?
The concept map of the syllabus gives an overview of the entire syllabus. The topics and the
student learning outcomes (SLOs) guide regarding the details about what has to be achieved.
And finally, the exam specification guides regarding what will be expected in the
examination.
What is the concept map telling you?
Chemistry is the study of different types of elements and their combinations which give rise
to new substances. One such substance is coordination compounds which are found
everywhere in nature as well as in industries. These compounds are formed by applying many
concepts that are part of this syllabus – literally – for example, Lewis acid-base reactions
(Hope you have fun looking for more!).
In the coordination compound of SSC Chemistry syllabus, the central atom (or ion) is the
Foundation of Chemistry. This foundation is made stronger and stable by the donor atoms,
i.e. the major themes of Chemistry. Each theme has its own importance, like an individual
atom, molecule or ion with a specific property, but, when these are joined together, their
properties change. Hence, the themes are interdependent, i.e. each theme builds upon the
other, helping to understand the cycling of material in the world and the changes the matter
undergoes. Each atom or theme tells, in the dialogue bubbles surrounding them, the key
concepts that will be studied in it. The volume, i.e. size, of these bubbles represents the
weightage of each concept in the syllabus.

Student Learning Outcomes of AKU-EB SSC Chemistry Syllabus
Part I (Grade IX)
Cognitive Level1
Topics and Sub-topics Student Learning Outcomes
K U A
1. Fundamentals of Chemistry Students should be able to:
1.1 Chemistry and its Branches 1.1.1 define chemistry and its various branches (organic, inorganic, *
physical, analytical, nuclear, biochemistry, industrial and
environmental);
1.1.2 discuss the significance of the branches of chemistry mentioned *
in SLO 1.1.1;
1.2 Basic Definitions and 1.2.1 define the terms: *

Comparison of Essential a. atoms
Terminologies b. elements
c. compounds
d. mixtures
e. molecules;
1.2.2 differentiate among elements, compounds and mixtures; *
1.2.3 differentiate between: *
a. atoms and molecules
b. atoms and ions
c. molecules and molecular ions
d. ions and free radicals;
1
K = Knowledge, U = Understanding, A= Application and other higher-order cognitive skills

Cognitive Level
K U A
Students should be able to:
1.2.4 define the terms: *
a. atomic number
b. mass number
c. isotopes
d. atomic mass
e. atomic mass unit;
1.2.5 calculate the relative atomic masses of chlorine and boron by *
using mass number and natural abundance of their isotopes;
1.2.6 define the term ‘relative atomic mass’ based on C-12 scale; *
1.2.7 define the terms ‘molecular mass’ and ‘formula mass’ of a *
substance;
1.2.8 classify the chemical species into elements, mixtures, *
compounds, ions, molecular ions and free radicals;
1.2.9 define the term ‘valency’; *
1.2.10 recognise valencies of common elements and ions (radicals) *
independently or in compounds;
1.2.11 determine the formula of a compound based on the valencies *
of elements and ions (radicals);
1.3 Avogadro's Number and Mole 1.3.1 define the terms: *

a. gram atomic mass
b. gram molecular mass
c. gram formula mass
d. formula unit
e. mole
f. Avogadro’s number;
1.3.2 relate gram atomic mass, gram molecular mass and gram *
formula mass to mole and Avogadro’s number;
1.3.3 calculate the number of moles, atoms and molecules of *
substances;

Cognitive Level
K U A
1.4 Empirical and Molecular Formulae 1.4.1 define the terms ‘empirical formula’ and ‘molecular formula’; *
1.4.2 calculate empirical formula using the percentages of elements; *
1.4.3 calculate the molecular formula using molecular mass and *
empirical formula;
1.5 Chemical Reactions and 1.5.1 define the terms ‘chemical reaction’ and ‘chemical equation’; *
Calculations 1.5.2 describe the formation and characteristics of chemical *
equations;
1.5.3 exemplify the following types of chemical reactions: *
a. displacement
a. decomposition
b. addition/ synthesis/ combination
c. combustion
d. double displacement
e. neutralisation
f. hydrolysis;
1.5.4 construct balanced chemical equations for chemical reactions; *
1.5.5 balance the chemical equations by inspection or trial and error *
method;
1.5.6 calculate the following based on balanced chemical equation *
of combustion analysis:
a. mass
b. number of moles
c. number of molecules
d. mole ratio.

Cognitive Level
K U A
2. Atomic Structure Students should be able to:
2.1 Features of an Atom 2.1.1 describe the structure of an atom including the location *
and electric charges of proton, electron and neutron;
2.1.2 calculate the mass (nucleon) number, number of *
electrons, protons and neutrons of atoms and ions;
2.1.3 draw the atomic structure of the first twenty elements of *
the periodic table and their ions using their mass number
and atomic number;
2.2 Isotopes 2.2.1 determine the number of protons, neutrons and electrons in *
different isotopes of H, C, O, Cl and U;
2.2.2 draw the atomic structures of different isotopes of H, C, O, and *
Cl using their mass number and atomic number;
2.2.3 discuss the importance of isotopes in various fields of life; *
2.3 Models to Understand the 2.3.1 describe Rutherford’s experiment leading to the discovery of *
Structure of an Atom atomic nucleus;
2.3.2 discuss the defects of Rutherford’s atomic model; *
2.3.3 describe the main points (postulates) of Bohr’s atomic model; *
2.4 Shells and Sub-shells 2.4.1 differentiate between shells and sub-shells of an atom; *
2.5 Electronic Configuration 2.5.1 determine the electronic arrangement (K, L, M) and electronic *
configuration (s, p) of the first twenty elements and their ions
using their atomic number.

Cognitive Level
K U A
3. Periodic Table and Periodicity Students should be able to:
3.1 Periodic Table 3.1.1 state the modern periodic law; *
3.1.2 differentiate between a period and a group in the *
periodic table;
3.1.3 deduce the groups and periods of elements on the basis of *
electronic configuration;
3.1.4 describe the shape of the periodic table (s, p, d, f blocks); *
3.1.5 determine the location of families on the periodic *
table based on their characteristics and electronic
configuration;
3.1.6 discuss the physical and chemical properties of: *
a. group I
b. group II
c. group VII
d. group VIII;
3.2 Periodic Properties 3.2.1 compare the chemical and physical properties (metallic *
character, physical states, conductivity, density, melting and
boiling points) of elements in the same family of elements;
3.2.2 define the terms with reference to elements: *
a. shielding effect
b. electronegativity
c. atomic radii
d. electron affinity
e. ionisation energy;
3.2.3 explain the periodic trend of the following within a group and *
a period of the periodic table:
a. shielding effect
b. electronegativity
c. atomic radii
d. electron affinity
e. ionisation energy.

Cognitive Level
K U A
4. Structure of Molecules Students should be able to:
4.1 Formation of Chemical Bond 4.1.1 determine the number of valence electrons in an atom using *
the periodic table and electronic configuration;
4.1.2 discuss the importance of noble gas electronic configuration in *
the formation of an ion;
4.1.3 state octet and duplet rules; *
4.1.4 describe the ways in which chemical bonds are formed; *
4.1.5 describe the formation of: *
a. cations from an atom of a metallic element;
b. anions from an atom of a non-metallic element;
4.2 Ionic Bond 4.2.1 describe the formation of an ionic bond; *
4.2.2 identify a compound as having ionic bond; *
4.2.3 draw electron dot and cross structure of an ionic compound, *
for example NaCl, MgO, K2O and CaCl2;
4.2.4 describe the characteristics of ionic compounds; *
4.3 Covalent Bond 4.3.1 describe the formation of a covalent bond between two *
non-metallic elements;
4.3.2 exemplify single, double and triple covalent bonds; *
4.3.3 draw electron dot and cross structures for simple covalent *
molecules containing single, double and triple bonds;
4.3.4 describe the characteristics of covalent compounds; *
4.3.5 exemplify polar and non-polar covalent compounds; *
4.3.6 describe the properties of polar and non-polar covalent *
compounds;
4.3.7 differentiate between ionic and covalent compounds with *
examples;

Cognitive Level
K U A
4.4 Coordinate Covalent Bond 4.4.1 describe the formation of coordinate covalent bond by *
donation of an electron pair from one element to the other
element;
4.4.2 draw electron dot and cross structure of coordinate *
covalent compounds, for example ammonium ion,
oxonium (hydronium) ion, aluminium tetrachloride anion,
adduct (addition product) of ammonia and boron
trifluoride;
4.4.3 compare the formation and characteristics of coordinate *
covalent compounds with covalent compounds;
4.5 Metallic Bond 4.5.1 describe the formation of metallic bonding; *

4.5.2 describe the physical properties of metals, i.e. malleability, *
ductility, melting and boiling points, lustre, tensile strength,
electrical and thermal conductivity based on the structure of
metals and mobility of electrons;
4.6 Intermolecular Forces 4.6.1 explain weak forces of interactions such as dispersion forces, *
dipole-dipole interaction and hydrogen bonding with their
significance.

Cognitive Level
K U A
5. States of Matter Students should be able to:
5.1 Physical States of Matter 5.1.1 compare the physical states of matter with regard to *
intermolecular forces present between their molecules;
5.2 Gaseous State 5.2.1 explain the properties of gases: *

a. diffusion
b. effusion
c. condensation
d. density
e. compressibility;
5.3 Laws Related to Gases 5.3.1 discuss the pressure and volume changes in a gas using *
Boyle’s law;
5.3.2 discuss the temperature and volume changes in a gas using *
Charles’s law;
5.4 Liquid State 5.4.1 explain the properties of liquids and the factors that affect *
them:
a. evaporation
b. vapour pressure
c. boiling point
d. freezing point
e. diffusion
f. density
g. compressibility;
5.4.2 explain the effect of temperature and external pressure on *
vapour pressure and boiling point of liquids;

Cognitive Level
K U A
5.5 Solid State 5.5.1 describe the physical properties of solids: *
a. melting point
b. sublimation
c. density
d. compressibility;
5.5.2 exemplify amorphous and crystalline solids; *
5.6 Types of Solid 5.6.1 define the term ‘allotropes’; *

5.6.2 explain allotropic forms of carbon and sulphur. *

Cognitive Level
K U A
6. Solutions Students should be able to:
6.1 Introduction to Solutions 6.1.1 exemplify solution, aqueous solution, solute and solvent; *
6.2 Types of Solution According to 6.2.1 classify different types of solutions according to phases, i.e. *
Phases gas into gas, gas into liquid, gas into solid, liquid into gas,
liquid into liquid, liquid into solid, solid into liquid, solid into
solid, solid into gas;
6.2.2 define the term ‘alloy’; *
6.2.3 describe the composition of different alloys (brass, bronze, *
nichrome);
6.3 Types of Solution According to 6.3.1 differentiate among saturated, unsaturated and supersaturated *
Concentration solutions;
6.3.2 differentiate between dilute and concentrated solutions; *
6.4 Concentration Units and Dilution 6.4.1 define concentration of solution in terms of proportion or ratio *
of Solutions of solute to solvent/ solution;
6.4.2 define the term ‘molarity’; *
6.4.3 solve problems based on molarity of a solution; *
6.4.4 define the term ‘percentage’ as unit of concentration; *
6.4.5 calculate percentage composition of different solutions *
(% m/m, % m/v, % v/m, % v/v);
6.4.6 solve problems based on dilution of solutions from *
concentrated solutions of known molarity;

Cognitive Level
K U A
6.5 Factors Affecting Solubility 6.5.1 define the term ‘solubility’; *
6.5.2 explain the factors which affect solubility, i.e. temperature, *
pressure and nature of solute and solvent;
6.5.3 determine the effect of temperature (referring to absorption, *
release or no change in heat) on solubility of different salts,
for example, KNO3, KCl, Li2SO4, Ce2(SO4)3 and NaCl in
water;
6.5.4 predict the solubility of one substance into another using the *
rule of ‘like dissolves like’;
6.6 Methods for Separating Mixtures 6.6.1 define the term ‘crystallisation’; *
6.6.2 describe the process of crystallisation; *
6.6.3 exemplify the use of crystallisation for purifying impure *
substances;
6.6.4 define the term ‘chromatography’; *
6.6.5 apply chromatography as a separation technique and for the *
isolation of compounds from a mixture;
6.7 Comparison of Solution, 6.7.1 differentiate among solution, suspension and colloid with *
Suspension and Colloid examples.

Cognitive Level
K U A
7. Electrochemistry Students should be able to:
7.1 Oxidation and Reduction 7.1.1 define oxidation and reduction in terms of loss or gain of *
Reactions oxygen, hydrogen or electrons;
7.2 Oxidation States and Rules for 7.2.1 define oxidation state; *
Assigning Oxidation States 7.2.2 state the common rules used for assigning oxidation numbers to *
free elements, ions (simple and complex), molecules and
atoms;
7.2.3 deduce the oxidation number of an atom of any element in a *
compound;
7.3 Oxidising and Reducing Agents 7.3.1 define oxidising and reducing agents in a redox reaction; *
7.3.2 determine oxidising and reducing agents in a redox reaction; *
7.4 Electrochemical Cells 7.4.1 define electrolyte, weak electrolyte, non-electrolyte and *
electrolysis;
7.4.2 define an electrochemical cell and its two types (Galvanic or *
voltaic cell and electrolytic cell);
7.4.3 describe the nature of electrochemical processes; *
7.4.4 identify the components of an electrolytic cell; *
7.4.5 deduce the direction of movement of cations and anions *
towards respective electrodes in an electrolytic cell;
7.4.6 infer the solutions that conduct electricity in a given set of *
solutions with reference to the dissociation of substances into
ions;
7.4.7 identify the reactivity of elements using the reactivity series; *
7.4.8 describe metal displacement reactions in an aqueous medium; *
7.4.9 discuss the uses of an electrolytic cell in daily life; *
7.4.10 identify the components and direction of flow of electrons in a *
Daniel cell;

Cognitive Level
K U A
7.4.11 describe the production of electrical energy in a dry cell; *
7.4.12 determine the half-cell in which oxidation occurs and the half- *
cell in which reduction occurs in given voltaic cells;
7.4.13 differentiate between electrolytic and voltaic (Galvanic) cells; *
7.5 Electrochemical Industries 7.5.1 describe the manufacturing of sodium metal from fused NaCl; *
7.5.2 describe the manufacturing of sodium hydroxide from aqueous *
solution of NaCl;
7.6 Corrosion and its Prevention 7.6.1 define the term ‘corrosion’; *
7.6.2 describe the rusting of iron as an example of corrosion; *
7.6.3 explain the methods used to prevent corrosion; *
7.6.4 explain electroplating of metals on iron and steel using *
examples of silver, zinc, tin and chromium plating.

Cognitive Level
K U A
8. Chemical Reactivity Students should be able to:
8.1 Differences Between Metals and 8.1.1 differentiate between metals and non-metals based on *
Non-Metals physical and chemical properties;
8.2 Metals 8.2.1 identify elements as an alkali metal or an alkaline earth metal; *
8.2.2 explain the occurrence of alkali and alkaline earth metals *
in combined state in nature;
8.2.3 differentiate between ionisation energies of alkali and *
alkaline earth metals;
8.2.4 describe the physical and chemical properties of sodium, *
calcium and magnesium with respect to their position on the
periodic table;
8.2.5 discuss the uses of sodium, magnesium and calcium in daily *
life;
8.2.6 differentiate between soft and hard metals (sodium, iron); *
8.2.7 describe the inertness of noble metals; *
8.2.8 describe the commercial importance of silver, gold and *
platinum;
8.3 Non-Metals 8.3.1 discuss reactions of halogens with group I and II elements and *
their compounds;
8.3.2 identify non-metals which are found in free state in nature. *

Part II (Grade X)
Cognitive Level
K U A
9. Chemical Equilibrium Students should be able to:
9.1 Reversible Reactions and 9.1.1 define chemical equilibrium in terms of a reversible reaction; *
Dynamic Equilibrium 9.1.2 define the term ‘dynamic equilibrium’; *
9.1.3 show both forward and reverse reactions using chemical *
equations;
9.1.4 describe the macroscopic characteristics of: *
a. forward and reverse reactions
b. dynamic equilibrium;
9.2 Law of Mass Action and Thermal 9.2.1 state the law of mass action; *
Reactions 9.2.2 differentiate between exothermic and endothermic reactions *
with examples;
9.2.3 draw an energy profile diagram for exothermic and *
endothermic reactions;
9.3 Equilibrium Constant Expression 9.3.1 derive an expression for the equilibrium constant and its units; *
and Le Chatelier’s Principle 9.3.2 determine the equilibrium constant expression of a *
reaction and its unit;
9.3.3 predict the direction and extent of reversible reactions *
using reaction quotient QC and equilibrium constant KC;
9.3.4 predict the direction of a reversible reaction using molar *
concentration of reactants and products through the calculation
of QC;
9.3.5 describe the necessary conditions for equilibrium and the ways *
through which equilibrium can be recognised;
9.3.6 state Le Chatelier’s principle; *
9.3.7 determine the effect of catalyst, temperature, pressure and *
concentration on a reversible reaction at equilibrium.

Cognitive Level
K U A
10. Acids, Bases and Salts Students should be able to:
10.1 Concepts of Acids and Bases 10.1.1 exemplify Arrhenius acids and bases; *
10.1.2 state Brønsted-Lowry theory; *
10.1.3 classify substances as acids or bases or as proton donors or *
proton acceptors using Brønsted-Lowry theory;
10.1.4 discuss the limitations of Arrhenius and Brønsted-Lowry *
theory;
10.1.5 state Lewis concepts of acids and bases; *
10.1.6 classify substances as Lewis acids or bases; *
10.1.7 describe the amphoteric nature of water using the equation of *
its self-ionisation;
10.2 Properties of Acids and Bases 10.2.1 describe the physical properties of acids and bases; *
10.2.2 describe the chemical properties of: *
a. acids (reactions with bases, active metals, metal
oxides, metal carbonates, metal bicarbonates and metal
hydroxides)
b. bases (reactions with non-metallic oxides, acids,
solutions of metal salts and ammonium salts);
10.3 Strengths of Acids and Bases 10.3.1 exemplify acidity of bases and basicity of acids; *
10.3.2 exemplify strong and weak acids and bases; *
10.4 Applications of Acids and Bases 10.4.1 describe the uses of acids and bases in home and industries; *
10.4.2 describe the process of glass and metal etching in art and *
industry;

Cognitive Level
K U A
10.5 pH Scale 10.5.1 define pH; *
10.5.2 discuss the use of pH paper and pH meter in measuring the pH *
of body fluids, secretions and fruit juices;
10.5.3 classify a solution as neutral, acidic or basic based on *
hydrogen ion or hydroxide ion concentration;
10.5.4 calculate the pH and pOH of solutions by using hydrogen or *
hydroxide ion concentration;
10.6 Acid Base Titration 10.6.1 solve problems based on acid-base titrations; *
10.6.2 write and balance equations of a neutralisation reaction; *
10.7 Salts 10.7.1 define the term ‘salts’; *

10.7.2 describe the properties of salts; *
10.7.3 describe the methods of preparing soluble and insoluble salts; *
10.7.4 exemplify the different types of salts, i.e. acidic, basic, *
normal, double, mixed and complex.
10.7.5 discuss the uses of salts in daily life and industries. *

Cognitive Level
K U A
11. Organic Chemistry Students should be able to:
11.1 Organic Compounds 11.1.1 discuss general characteristics of organic compounds; *
11.1.2 explain the diversity and magnitude of organic compounds; *
11.1.3 list sources of organic compounds; *
11.1.4 recognise the uses of organic compounds in daily life; *
11.2 Classification of Organic 11.2.1 classify organic compounds into acyclic and cyclic compounds *
Compounds with examples;
11.2.2 identify straight chain hydrocarbons up to ten carbon *
atoms on the basis of their structural, condensed and
molecular formulae;
11.3 Alkanes and Alkyl Groups 11.3.1 list the names of straight chain alkanes up to decane; *
11.3.2 illustrate the formation of alkyl groups by the removal of *
hydrogen atom from their corresponding alkanes (up to
five carbon atoms);
11.4 Homologous Series and 11.4.1 describe the homologous series and its characteristics; *
Isomerism 11.4.2 define the term ‘isomerism’ and its types, i.e. ‘structural *
isomerism’ and ‘sterioisomerism’;
11.4.3 describe chain isomerism as a type of structural isomerism; *
11.4.4 draw possible structures of the chain isomers of given alkanes *
up to five carbon atoms;

Cognitive Level
K U A
11.5 Functional Groups 11.5.1 define the term ‘functional group’; *
11.5.2 classify various organic compounds i.e. alkane, alkene, *
alkyne, alkyl halide, alcohol, amine, ether, aldehyde, ketone,
carboxylic acid, acid amide, ester and nitro compounds on the
basis of their functional groups,;
11.5.3 identify a molecule's functional group using structural *
formula and systematic names of compounds up to five
carbon atoms;
11.5.4 determine carboxylic acids, phenols, amines, aldehydes and *
ketones using different chemical tests.

Cognitive Level
K U A
12. Hydrocarbons Students should be able to:
12.1 Nomenclature 12.1.1 discuss the need for a systematic method of naming chemical *
compounds;
12.1.2 apply IUPAC system in naming compounds (alkanes, alkenes *
and alkynes) up to seven carbon atoms;
12.2 Saturated and Unsaturated 12.2.1 define the term ‘hydrocarbons’; *

Hydrocarbons 12.2.2 distinguish between saturated and unsaturated *
hydrocarbons (including test with iodine, bromine and
potassium permanganate);
12.2.3 differentiate between alkynes and alkenes with reference to *
unsaturation;
12.3 Structural and Electronic 12.3.1 draw structural and electronic (dot and cross) formulae of *
Formulae alkanes, alkenes and alkynes up to five carbon atoms;
12.4 Uses of Hydrocarbons 12.4.1 explain the use of hydrocarbons as: *

a. fuel
b. feedstock in industry;
12.5 Alkanes 12.5.1 describe the structure of alkane with reference to the four *
bonds of each carbon atom directed to the corners of a
tetrahedron;
12.5.2 describe the preparation, physical properties, chemical *
properties and uses of methane;
12.5.3 describe that the combustion of alkanes provide energy for *
heating and cooking;
12.5.4 show the preparation of alkanes from hydrogenation of alkenes *
and alkynes and reduction of alkyl halides using chemical
equations;

Cognitive Level
K U A
12.6 Alkenes 12.6.1 describe the plane and angles formed by carbon atoms in *
alkenes;
12.6.2 describe the physical properties of ethene (ethylene); *
12.6.3 show the preparation of alkenes from dehydration of alcohols *
and dehydrohalogenation of alkyl halides using chemical
equations;
12.7 Alkynes 12.7.1 describe the preparation, properties and uses of ethynes *
(acetylene);
12.7.2 explain: *
a. ethyne as an acid on the basis of its chemical reaction
with silver nitrate,
b. ethyne as more energy producing than ethane and
ethene using the process of combustion;
12.7.3 show the preparation of alkynes from dehalogenations of *
1,2-dihalides and tetrahalides using chemical equations;
12.8 Reactions of Alkanes, Alkenes 12.8.1 show halogenations of alkanes, alkenes and alkynes using *
and Alkynes chemical equations;
12.8.2 show oxidation of alkenes and alkynes with KMnO4 using *
chemical equations;
12.8.3 differentiate between ethene and ethyne using silver nitrate test. *

Cognitive Level
K U A
13. Biochemistry Students should be able to:
13.1 Carbohydrates 13.1.1 define the term ‘carbohydrates’; *
13.1.2 classify carbohydrates into mono-, oligo- and polysaccharides *
with examples;
13.1.3 compare the solubility of starch and glucose in water; *
13.1.4 describe the medicinal use of dextrose; *
13.2 Proteins 13.2.1 define the term ‘proteins’; *

13.2.2 describe peptide linkage between amino acids in a polypeptide *
chain;
13.2.3 describe the primary, secondary and tertiary structural features *
of protein molecule;
13.2.4 explain the denaturing of proteins; *
13.3 Enzymes 13.3.1 define the term ‘enzymes’; *

13.3.2 describe the commercial uses of enzymes; *
13.4 Lipids 13.4.1 define the term ‘lipids’ *

13.4.2 differentiate between fats and oil; *
13.4.3 explain hydrogenation of vegetable oil; *
13.5 Nucleic Acids 13.5.1 define the term ‘nucleic acids’; *

13.5.2 describe the importance of nucleic acids; *
13.5.3 describe the basic structural features of deoxyribonucleic acid *
(DNA) and ribonucleic acid (RNA);

Cognitive Level
K U A
13.6 Vitamins 13.6.1 describe vitamins; *
13.6.2 classify vitamins on the basis of solubility; *
13.6.3 list the sources, functions and deficiency diseases of vitamin *
A, B complex, C, D, E and K;
13.7 Biologically Important Minerals 13.7.1 exemplify micro and macro-minerals; *

13.7.2 describe the role of calcium and zinc as nutrients; *
13.8 Sources and Uses 13.8.1 list the sources of carbohydrates, proteins, lipids and nucleic *
acids;
13.8.2 discuss the importance of carbohydrates, proteins, lipids and *
nucleic acids for humans;
13.8.3 discuss the importance of agricultural and nutritional sciences. *

Cognitive Level
K U A
14. Environmental Chemistry I: Atmosphere Students should be able to:
14.1 Environmental Spheres 14.1.1 define the term ‘environmental chemistry’; *
14.1.2 differentiate among environmental spheres (lithosphere, *
hydrosphere, biosphere and atmosphere);
14.2 Layers of Atmosphere 14.2.1 state the composition of atmosphere; *

14.2.2 describe the different layers of atmosphere; *
14.2.3 differentiate between stratosphere and troposphere; *
14.3 Air Pollutants 14.3.1 list major (primary and secondary) air pollutants; *
14.3.2 describe sources and effects of air pollutants; *
14.3.3 exemplify the problem of air pollution due to the incineration *
of waste material;
14.3.4 recommend strategies that the governments adopt to control air *
pollution;
14.4 Acid Rain and its Effects 14.4.1 describe acid rain and its effects; *
14.5 Ozone Depletion and its Effects 14.5.1 explain ozone formation; *
14.5.2 describe ozone depletion and its effects; *
14.5.3 list the uses of ozone; *
14.6 Global Warming and its Effects 14.6.1 define the term ‘greenhouse effect’; *
14.6.2 explain global warming and its effects. *

Cognitive Level
K U A
15. Environmental Chemistry II: Water Students should be able to:
15.1 Properties of Water 15.1.1 describe the composition, physical and chemical properties of *
water;
15.1.2 describe the occurrence of water in the environment; *
15.1.3 explain the importance of water in the environment and *
industry;
15.2 Water as Solvent 15.2.1 describe the unique properties of water that makes it a universal *
solvent;
15.3 Soft and Hard Water 15.3.1 differentiate among soft, temporary and permanent hard *
water;
15.3.2 describe methods for eliminating temporary and permanent *
hardness of water;
15.3.3 explain the reason that hard water hampers the cleansing *
action of soap;
15.4 Water Pollution 15.4.1 recognise water pollutants (agricultural, industrial and *
household wastes);
15.4.2 describe the effects of agricultural, industrial and household *
wastes on life;
15.4.3 explain the importance of water treatment; *
15.4.4 compare the processes of raw water treatment and sewage *
treatment;
15.4.5 explain the use of chlorine in maintaining cleanliness of *
swimming pool;
15.5 Water Borne Diseases 15.5.1 describe the causes, symptoms and preventive measures of *
various types of water borne diseases, i.e. diarrhoea, cholera,
dysentery, cryptosporidiosis, fluorosis, jaundice, hepatitis,
typhoid and hookworm infection.

Cognitive Level
K U A
16. Chemical Industries Students should be able to:
16.1 Industries and Basic Metallurgical 16.1.1 relate the study of chemistry to careers in industry; *
Operations 16.1.2 describe metallurgical operations; *
16.2 Extraction of Metals 16.2.1 describe the extraction of iron; *

16.2.2 differentiate between iron and steel; *
16.2.3 describe the extraction and refining of copper; *
16.2.4 describe the extraction of aluminium; *
16.3 Manufacturing of Mineral Acids 16.3.1 describe the manufacturing of sulphuric acid by Contact *
process;
16.3.2 describe the manufacturing of nitric acid by Ostwald process; *
16.4 Solvay Process 16.4.1 describe the basic reactions for the manufacturing of sodium *
carbonate by Solvay process;
16.4.2 explain Solvay process using a flow sheet diagram; *
16.5 Ammonia and its Uses 16.5.1 describe the manufacturing of ammonia by Haber process; *
16.5.2 state the composition and uses of urea; *
16.5.3 explain the manufacturing of urea using a flow sheet diagram; *
16.5.4 discuss advantages and disadvantages of using synthetic *
fertilisers versus natural fertilisers;

Cognitive Level
K U A
16.6 Petroleum Industry 16.6.1 define the term ‘petroleum’; *
16.6.2 state the composition of petroleum and natural gas; *
16.6.3 explain the formation of petroleum and natural gas; *
16.6.4 describe the fractional distillation of petroleum; *
16.6.5 discuss the need for different methods and materials to put out *
(extinguish) different types of fire (wood, oil, electric).

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

Topics Total
No. Sub-topics K U A
1. Fundamentals of Chemistry 5 9 8 8 25
2. Atomic Structure 5 0 6 5 11
3. Periodic Table and Periodicity 2 2 5 2 09
4. Structure of Molecules 6 1 17 4 22
5. States of Matter 6 1 9 0 10
6. Solutions 7 7 9 6 22
7. Electrochemistry 6 7 13 5 25
8. Chemical Reactivity 3 0 11 0 11
Total 40 27 78 30 135
Percentage 20 58 22 100

Table 2: Exam Specifications
Topic
Topics Marks Distribution Total
No.
Marks
MCQs CRQs ERQs
1. Fundamentals of Chemistry 5 6 Marks

Choose any ONE 16
6. Solutions 5 from TWO
Total 3 Marks
2. Atomic Structure 5 8
(1 CRQ)
Total 3 Marks
3. Periodic Table and Periodicity 5 8
(1 CRQ)
Total 3 Marks
5. States of Matter 5 8
(1 CRQ)
4. Structure of Molecules 5 6 Marks
Choose any ONE 16
7. Electrochemistry 5 from TWO
Total 4 Marks
8. Chemical Reactivity 5 9
(1 CRQ)
Total 40 13 12 65
Practical* 10
Total 75

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

Topics Total
No. Sub-topics K U A
9. Chemical Equilibrium 3 4 3 7 14
10. Acids, Bases and Salts 7 4 17 3 24
11. Organic Chemistry 5 4 9 3 16
12. Hydrocarbons 8 1 12 7 20
13. Biochemistry 8 7 17 0 24
14. Environmental Chemistry I: Atmosphere 6 5 9 1 15
15. Environmental Chemistry II: Water 5 0 13 0 13
16. Chemical Industries 6 3 16 0 19
Total 48 28 96 21 145
Percentage 20 66 14 100

Table 4: Exam Specifications
Topic
Topics Marks Distribution Total
No.
Marks
MCQs CRQs ERQs
Total 4 Marks
9. Chemical Equilibrium 5 9
(1 CRQ)
10. Acids, Bases and Salts 5 6 Marks

Choose any ONE 16
12. Hydrocarbons 5 from TWO
Total 3 Marks
11. Organic Chemistry 5 8
(1 CRQ)
Total 3 Marks
13. Biochemistry 5 8
(1 CRQ)
Environmental Chemistry II: Total 3 Marks
15. 5 8
Water (1 CRQ)
Environmental Chemistry I:
14. 5 6 Marks
Atmosphere
Choose any ONE 16
16. Chemical Industries 5 from TWO
Total 40 13 12 65
Practical* 10
Total 75
• Multiple Choice Question (MCQ) requires candidates to choose one best/ correct answer
from four options for each question. Each MCQ carries ONE mark.
• Constructed Response Question (CRQ) requires students to respond with a short text (few
phrases/ sentences), calculations or diagrams.
• Extended Response Question (ERQ) requires students to answer in a more descriptive form.
The answer should be in paragraph form, with diagrams where needed, and address all parts
of the question.

• Tables 1 and 3 indicate the number and nature of SLOs in each topic in grades IX and X
respectively. This will serve as a guide in the construction of the examination paper. It also
indicates that more emphasis has been given to the Understanding (58% in IX and 66% in
X), Application and higher order skills (22% in IX and 14% in X) to discourage rote
memorisation. Tables 1 and 3, however, do not translate directly into marks.
• There will be two examinations, one at the end of grade IX and one at the end of
grade X.
• In each grade, the theory paper will be of 3 hours and will consist of two parts: paper I and
paper II.
• Paper I theory will consist of 40 compulsory, multiple choice items. These questions will
involve four response options.
• Paper II theory will carry 25 marks and consist of a number of compulsory, structured
questions and a number of extended response questions. Each extended response question
will be presented in an either/or form.
• All constructed response questions will be in a booklet which will also serve as an answer
script.
*Practical:
• In each grade, practical examination will be conducted separate from the theory paper and
will consist of 10 marks.
• Practical examination will be based on the list of practical activities given in the examination
syllabus. Schools may design their own practical manuals based on these activities.
• Practical journal/ portfolio should be developed by students and endorsed by a figure of

authority, such as a teacher or principal, and submitted at the time of the practical
examination.
• It is essential for each school to equip its laboratories with chemicals, instruments, apparatus,
specimens etc. according to the requirements of the practical activities. Each school will be
responsible to make sure that each student is provided the opportunity to do the practical
activities.

Annex A: Practical Activities
Grade IX
SLO
S. No. PRACTICAL ACTIVITY EQUIPMENT CHEMICAL
No.
Topic 1: Fundamentals of Chemistry
1. 1.2.8 Separate the mixture of iron fillings, China dish, funnel, magnet, watch Fe (iron filings), alum, sand, water
sand and alum by physical method. glass, fitter paper, funnel stand, Bunsen
burner or spirit lamp, glass rod, beaker,
match box, tripod stand
Topic 5: States of Matter

2. 5.4.1 Determine the boiling point of ethyl Beaker, iron stand, clamp, glass rod Sample of ethyl alcohol and water
alcohol. thermometer, fusion tube, tripod stand,
capillary tube, wire gauze, matchbox,
Bunsen burner or spirit lamp
3. 5.5.1 Determine the melting point of wax/ Beaker, iron stand, clamp, glass rod Sample of wax/ naphthalene and water
naphthalene. thermometer, capillary tube, tripod
stand, wire gauze, match box, Bunsen
burner or spirit lamp, thread
4. 5.5.1 Demonstrate sublimation using solid Test tube, cotton, test tube holder, Ammonium chloride
ammonium chloride. match box, Bunsen burner or spirit
lamp

SLO
No.
Topic 6: Solutions
5. 6.4.3 Prepare 250 cm3/ 1 litre of 0.1 M Beaker, glass rod, spatula, balance Oxalic acid, distilled water
oxalic acid solution. (physical/ digital), funnel, pipette, filter
paper/ watch glass (for weighing),
weight box, volumetric flask 250 cm3/
1 litre)
6. 6.4.6 Prepare 100 cm3 of 0.01 M Na2CO3 Beaker, volumetric flask, stirrer, Distilled water, 0.1 M Na2CO3 solution
solution from the given 0.1 M graduated cylinder or pipette
solution.
7. 6.5.3 Demonstrate that temperature affects Beaker, glass rod, Bunsen burner or Sucrose and water
solubility. spirit lamp, tripod stand, wire gauze,
match box
8. 6.6.3 Prepare crystals of copper sulphate. Beaker, tripod stand, wire gauze, filter Impure copper sulphate and distilled
paper, china dish, funnel, filter stand, water
stirrer, match box, Bunsen burner or
spirit lamp
Topic 7: Electrochemistry
9. 7.4.6 Demonstrate the conductivity of Beakers, wires, battery, electrodes, Distilled water, sugar, NaCl, vinegar,
different solutions. bulb, crocodile clips, bulb holder, HCl, NaOH, CuSO4 solution
stirrer
10. 7.4.8 Demonstrate the electroplating of Iron and copper strips, beaker, battery, Copper sulphate solution
copper metal on iron strip using wires, bulb, bulb holder, crocodile clips
copper sulphate solution.

SLO
No.
Topic 8: Chemical Reactivity
11. 8.1.1 Demonstrate that two elements Test tubes, test tube holder, Bunsen Iron and sulphur
combine to form a binary compound. burner or spirit lamp
12. 8.2.4 Demonstrate that compounds can be Test tubes, mortar pestle, safety Calcium carbonate, lime water (solution
the products of a decomposition goggles, match box, Bunsen burner or of calcium hydroxide)
reaction. spirit lamp, test tube holder, one holed
stopper with glass tube and rubber
tubing or bent tube

Grade X
SLO
No.
Topic 10: Acids, Bases and Salts
1. 10.5.2 Determine the pH of different Beakers, pH paper, pH scale, watch Baking soda, HCl, soap solution, curd,
solutions by the help of pH paper. glass, stirrer garden soil, table salt, caustic soda,
vinegar, lemon juice, apple juice, orange
juice, oxalic acid etc.
2. 10.6.1 Standardise the given solution of Burette, iron stand, funnel, clamp, Sodium hydroxide solution, standard
sodium hydroxide volumetrically. pipette, beakers, conical flasks, dropper solution of hydrochloric acid,
phenolphthalein
3. 10.6.1 Determine the exact molarity of a Burette, iron stand, funnel, clamp, Standard solution of NaOH, oxalic acid
solution of oxalic acid pipette, beakers, conical flasks, dropper solution, phenolphthalein
volumetrically.
4. 10.7.2 Identify Cl − , Br − , I − ions in NaCl, Test tube, test tube stand, stirrer NaI, NaBr, NaCl and AgNO3, H2SO4,
NaBr and NaI solutions, respectively. MnO2 and NH4OH
5. 10.7.2 Identify sodium, calcium, strontium, Platinum wire/ glass rod, match box, Salt each of sodium, strontium,
barium, copper and potassium ions watch glass, Bunsen burner or spirit potassium, barium, copper, calcium,
by flame test. lamp concentrated HCl
Topic 11: Organic Chemistry

6. 11.5.4 Identify ketones using 2,4- Test tubes, test tube holder, test tube Fructose solution, distilled water, 2,4-
dinitrophenyl hydrazine test. stand, Bunsen burner or spirit lamp, dinitrophenyl hydrazine solution
match box, dropper, water bath

SLO
No.
7. 11.5.4 Identify aldehydes using Fehling’s Test tubes, test tube holder, test tube Formaldehyde, Tollen’s reagent,
and Tollen’s test. stand, Bunsen burner or spirit lamp, Fehling’s solution, glucose solution
match box, water bath, dropper
8. 11.5.4 Identify carboxylic acids using Test tubes, test tube holder, test tube Lime water, carboxylic acid, solid
sodium carbonate test (C.T lime stand, delivery tube, dropper sodium carbonate, distilled water
water test for evolution of CO2).
9. 11.5.4 Identify phenol using ferric chloride Test tubes, test tube holder, test tube Phenol solution, freshly prepared ferric
test. stand, dropper chloride solution, distilled water
Topic 12: Hydrocarbons

10. 12.2.2 Identify saturated and unsaturated Test tubes, test tube holder, test tube Cinnamic acid solution, ghee, vegetable
organic compounds by KMnO4 test. stand, dropper oil, KMnO4 solution
Topic 13: Biochemistry

11. 13.1.1 Demonstrate that sugar decomposes China dish or beaker, Bunsen burner or Sugar
into elements or other compounds. spirit lamp, tripod stand, wire gauze,
match box, spatula, watch glass, safety
goggles.
Topic 15: Environmental Chemistry II: Water

12. 15.3.2 Demonstrate the softening of Beaker, test tubes, china dish, funnel, Water sample (beakers containing two
permanent and temporary hard water. iron stand, filter paper, Bunsen burner or types of hard water), lime water, small
spirit lamp soap bar, sodium carbonate solution,
sodium zeolite

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

Aga Khan Higher Secondary School, Karachi
• Mahwish Kanwal
Aga Khan Higher Secondary School, Karachi
• Sabeen Ahmed
Habib Girls School, Karachi
• Ghazanfar Sultan
BVS Parsi High School, Karachi
We also thank the following post-revision reviewers for their feedback on relevance of the
content, skills and resources of the syllabus:
• Mairaj Kamran
Mama Parsi Girls’ Secondary School, Karachi
• Salma Nasir
Mariam Siddiqa Girls Higher Secondary School, Chenab Nagar
Furthermore, we thank External Reviewer, institution for reviewing the syllabus for higher
education preparedness, ensuring that the syllabus includes adequate skills and content to
effectively prepare students for the next level of education.
• Dr Rehana Ifzal
Professor
St. Joseph's College for Women, Karachi
• Dr Iftikhar Imam Naqvi

Professor
University of Karachi

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

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

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

Manager, Curriculum Development
• Syllabi Review Facilitators:

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

Manager, Examination Development
• Learning Resources Reviewer:

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

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

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

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All rights and entitlements reserved.

This syllabus will be examined in both

Understanding of AKU-EB Syllabi 7

Student Learning Outcomes 11

Annex A: Practical Activities 43

For queries and feedback

Address: Aga Khan University Examination Board

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 4

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

• Ensure the readiness of students for higher education.

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 5

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 6

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 7

What will you learn in AKU-EB Chemistry?

Where will it take you?

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 8

How to approach the syllabus?

What is the concept map telling you?

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 9

1.2 Basic Definitions and 1.2.1 define the terms: *

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 11

1.3 Avogadro's Number and Mole 1.3.1 define the terms: *

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 12

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 13

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 14

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 15

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 16

4.5 Metallic Bond 4.5.1 describe the formation of metallic bonding; *

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 17

5.2 Gaseous State 5.2.1 explain the properties of gases: *

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 18

5.6 Types of Solid 5.6.1 define the term ‘allotropes’; *

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 19

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 20

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 21

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 22

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10.7 Salts 10.7.1 define the term ‘salts’; *

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Aga Khan University Examination Board Chemistry SSC Syllabus 2022 28

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 29

12.2 Saturated and Unsaturated 12.2.1 define the term ‘hydrocarbons’; *

12.4 Uses of Hydrocarbons 12.4.1 explain the use of hydrocarbons as: *

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 30

Aga Khan University Examination Board Chemistry SSC Syllabus 2022 31

13.2 Proteins 13.2.1 define the term ‘proteins’; *

13.3 Enzymes 13.3.1 define the term ‘enzymes’; *

13.4 Lipids 13.4.1 define the term ‘lipids’ *

13.5 Nucleic Acids 13.5.1 define the term ‘nucleic acids’; *

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13.7 Biologically Important Minerals 13.7.1 exemplify micro and macro-minerals; *

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