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ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

O LEVEL CHEMISTRY
SYLLABUS

FORMS 3 - 4

2015 - 2022

Curriculum Development and Technical Services


P. O. Box MP 133
Mount Pleasant
Harare
© All Rights Reserved
2015
Chemistry Syllabus Forms 3 - 4

ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued

contribution in the production of this syllabus:

• Panellists for Form 3 and 4 Chemistry syllabus


• Zimbabwe School Examinations Council (ZIMSEC)
• Government Departments
• Ministry of Higher and Tertiary Education, Science and Technology Development:
• United Nations Children’s Fund (UNICEF)
• United Nations Educational Scientific and Cultural Organisation (UNESCO)

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Chemistry Syllabus Forms 3 - 4

CONTENTS

ACKNOWLEDGEMENTS.....................................................................i

CONTENTS...........................................................................................ii

1.0. PREAMBLE....................................................................................1

2.0 PRESENTATION OF THE SYLLABUS....................................1

3.0 AIMS..........................................................................................1

4.0 SYLLABUS OBJECTIVES........................................................2

5.0 METHODOLOGY AND TIME ALLOCATION.............................2

6.0 TOPICS.......................................................................................2

7.0 SCOPE AND SEQUENCE CHART............................................3

FORM 3 SYLLABUS................................................................................6

FORM 4 SYLLABUS...............................................................................20

8.0 ASSESSMENT............................................................................33

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Chemistry Syllabus Forms 3 - 4

1.0. PREAMBLE • have successfully completed Form 1 and 2 Com-


bined Science syllabus
• are computer literate and have a good mathemat-
ics background
1.1. Introduction

This two year syllabus is designed to put greater em- 1.5 Cross- Cutting Themes
phasis on the understanding, application of chemistry
concepts and principles in an environmental friendly and
The Chemistry learning area encompasses the cross
sustainable manner. It makes learners identify and solve
cutting themes listed below:
problems practically in a scientific manner. The Form 3
and 4 Chemistry syllabus is inclusively made to cater for
• Inclusivity
all categories of learners in an increasingly technological
• Life skills
world. • HIV/ AIDS
• Team work
• Food security
• Enterprise Education
1.2. Rationale • Environmental issues
• Safety and health issues
Chemistry plays an important role in the technological • Indigenous knowledge system
development of any country since it is embedded in ev- • Disaster and risk management
eryday life. The study of Chemistry enables learners to be
creative and innovative in society, promoting the applica-
tion of Chemistry in industrial processes for value addi- 2.0 PRESENTATION OF THE
tion, beneficiation of natural resources and harnessing of
SYLLABUS
available opportunities for entrepreneurship.
The Form 3 and 4 Chemistry syllabus is a single docu-
The Chemistry syllabus enables learners to develop the
ment covering Forms 3 - 4.
following skills:

• Problem solving
• Critical thinking 3.0 AIMS
• Decision making
• Conflict resolution The syllabus aims are to:
• Self-management
• Communication 3.1 appreciate the usefulness and limitations of the
• Psychomotor scientific methods
• Leadership 3.2 inculcate in learners the need for safety and
• Enterprise protection of the environment.
• Technology and innovation 3.3 create opportunities for learners to acquire
research, experimental, practical, enterprising
and technological skills.
1.3. Summary of Content 3.4 enable learners to develop fundamental princi-
ples of Chemistry for application in life and as
Form 3 and 4 Chemistry syllabus will cover theory and a basis for further studies in Chemistry and
related disciplines.
practical activities in the following areas: Physical Chem-
3.5 stimulate in learners the desire to apply Chem-
istry, Inorganic Chemistry, Organic Chemistry and Envi- istry for the benefit of society as guided by the
ronmental Chemistry principles of Unhu/Ubuntu/Vumunhu
3.6 promote awareness that the applications of
Chemistry may be both beneficial and detri-
mental to the individual and the community.
1.4 Assumptions 3.7 develop, in learners the appreciation of the use
of Chemistry in value creation, addition and
beneficiation.
It is assumed that learner:

• are familiar with laboratory apparatus


• are aware of laboratory safety precautions

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Chemistry Syllabus Forms 3 - 4

4.0 SYLLABUS OBJECTIVES - The Mole concept


- Stoichiometry
- Acids, Bases and Salts
Learners should be able to: - Electrochemistry
- Chemical energetics
4.1 follow instructions in practical work - Equilibria
4.2 make and record observations - Reaction kinetics
4.3 use ICT to simulate Chemistry phenomena
4.4 apply safety measures in all practical work • Inorganic Chemistry:
4.5 present, analyse and interpret data to establish
relationships
- Periodic table
4.6 demonstrate knowledge of facts, laws, defini-
tions and concepts in Chemistry - Metals
4.7 measure and express quantities to a given - Non metals
level of accuracy and precision
4.8 design a practical solution to a real life prob- • Organic Chemistry:
lem using knowledge of Chemistry
- Fuels
5.0 METHODOLOGY AND TIME - Classification and naming of organic compounds
- Hydrocarbons
ALLOCATION - Alcohols and carboxylic acids
- Polymers
5.1 Methodology • Environmental Chemistry
- Waste management
Some of the learner centred and multi-sensory methodol- - Pollution
ogies used in the teaching and learning of Chemistry are - Water purification
suggested below. The principles of team work, concrete- - Herbs
ness, totality, stimulation and self-activity should guide
the teachers as they employ the suggested methods:

• models
• site visits
• research
• seminars
• discovery
• simulations
• discussions
• demonstrations
• experimentation

5.2 Time Allocation

For adequate coverage of the syllabus, a time allocation


of eight 35-minute periods per week are recommended.
Double periods to accommodate practical work are rec-
ommended.

6.0 TOPICS
• Physical Chemistry:

- Laboratory techniques
- Matter
- Atoms, Elements and Compounds
- Chemical bonding

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7.0 SCOPE AND SEQUENCE CHART

FORM 3 AND FORM 4


7.0 .0SCOPE AND SEQUENCE CHART

FORM 3 AND FORM 4


TOPIC
FORM 3 FORM 4
7.1.0 PHYSICAL CHEMISTRY:

7.1.1 Laboratory techniques  Measuring Instruments  Volumetric analysis


 Separation techniques  Separation techniques
-Filtration  Qualitative analysis
Chemistry Syllabus Forms 3 - 4

-Distillation
-Crystallisation
-Paper and thin layer chromatography
 Heating and cooling curves
7.1.2 Matter  States of matter
2.1.3 Atoms, Elements and Compounds  Atomic structure
 Elements and compounds

3
7.1.4 Chemical bonding  Covalent bonding
 Ionic bonding
 Metallic bonding
7.1.5 The Mole concept  Mole concept  Percentage compositions
-Empirical and molecular formulae Molar
gas volume
7.1.6 Stoichiometry  Chemical equations  Percentage yield and purity

7.1.7 Acids, Bases and Salts  Properties of acids and bases


 Preparation of salts
7.1.8 Electrochemistry  Redox reactions  Redox reactions
 Cells and batteries  Electrolytic purification of copper and
 Electrolysis of acidified water aluminium
7.1.9 Chemical energetics  Endothermic and exothermic reactions  Enthalpy changes
 Energy profile diagrams

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7.0 SCOPE AND SEQUENCE CHART

FORM 3 AND FORM 4

7.1.10 Equilibria  Reversible reaction  Production of fertilisers


 Dynamic Equilibria
-Haber process
-Contact process
-Ostwald process
7.1.11 Reaction kinetics  Rates of reaction  Industrial applications
 Factors affecting rates of reaction
Chemistry Syllabus Forms 3 - 4

7.2.0 INORGANIC CHEMISTRY


7.2.0 INORGANIC CHEMISTRY

7.2.1 Periodic table  Periodic trends  Transition elements


 Group trends
7.2.2 Metals and non-metals  Properties of metals and non-metals  Composition of mineral ores
 

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Reactivity series Extraction of metals
 Lime in agriculture and construction  Processing of diamond and coal
  Liquefaction and fractional distillation of air

7.3.0 ORGANIC CHEMISTRY


7.3.0 ORGANIC CHEMISTRY
7.3.1 Fuels  Types of fuels  Fuel efficiency
 Production of fuels
7.3.2 Classification and Nomenclature of organic  Homologous series  Isomerism
compounds - hydrocarbons
- alcohols
- carboxylic acids
7.3.3 Hydrocarbons  Alkanes and alkenes
7.3.4 Alcohols  Fermentation
 Properties of ethanol
7.3.5 Carboxylic acids  Chemistry of carboxylic acids

7.3.6 Polymers 2  Synthetic polymers


 Natural polymers
7.4.0 ENVIRONMENTAL CHEMISTRY
7.4.0 ENVIRONMENTAL CHEMISTRY
7.4.1 Waste management  Classification of waste  Waste disposal methods
 Effects of waste on the environment
7.4.2 Pollution  Sources of pollutants

7.4.3 Water purification  quality of water from different sources  Purification of water
7.4.4 Herbs  Herbs in health and agriculture
Chemistry Syllabus Forms 3 - 4

5
5
FORM 3 SYLLABUS
8.0 COMPETENCY MATRIX
FORM 3 SYLLABUS
8.1.0 PHYSICAL CHEMISTRY
8.0.0 COMPETENCY MATRIX

8.1.1
8.1.0 LABORATORY
PHYSICAL TECHNIQUES
CHEMISTRY

8.1.1 LABORATORY TECHNIQUES

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES


Learners should be able to: SKILLS AND KNOWLEDGE) AND NOTES
Chemistry Syllabus Forms 3 - 4

8.1.2 Measuring Instruments  identify suitable  Apparatus for  Naming apparatus used in  Science Kit
apparatus used in measuring: measurement of time,
measurement of - thermometer temperature, mass, volum
- time - balance, e, distance
- temperature - burettes,
- mass - pipettes,
- volume - measuring
- distance cylinders

6
- gas syringes
- stop watch

 use measuring  Measurement of:  Taking measurements of


apparatus correctly - time temperature, mass,
. - temperature volume, distance, time
- mass
- volume
8.1.3 Separation techniques  identify different  Methods of separation  Discussing on methods of  Cheese cloth
methods of separating such as: separating mixtures  Science Kit
mixtures  Thin layer chromatogram
- filtration  Making sand filters
- distillation,
 Suggest suitable - crystallization,  Experimenting on
separation techniques, - evaporation, separating mixtures
given the nature of the - paper and thin layer
mixture. chromatography

6
8.2.0 MATTER
8.2.0 MATTER
TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED NOTES AND SUGGESTED
Learners should be able to: SKILLS AND ACTIVITIES RESOURCES
KNOWLEDGE)

Matter  state the three states  States of matter  Discussing states of  Ice
of matter matter
 explain the states of  Kinetic theory  Science Kit
matter using the  Experimenting on the
 Change of states of changes of states of
kinetic theory.
matter matter
 explain the inter-
Chemistry Syllabus Forms 3 - 4

conversion of states  Drawing and describing


 Diffusion of matter
in terms of energy arrangement of particles in
and arrangement of solids, liquids and gases
particles Demonstrating diffusion
 describe and explain using perfume, ammonia
diffusion and Hydrochloric acid,
potassium permanganate
NB: use of Bromine must be

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done in a fume cupboard
since it is toxic

8.3.0 ATOMS, ELEMENTS AND COMPOUNDS

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURC-

Learners should be able to: SKILLS AND KNOWL- AND NOTES ES

EDGE)
8.3.1 Atomic Structure • describe the sub- atomic parti- • Atomic Structure • Drawing diagrams to illustrate • Atomic models
cles of an atom - Protons structure of atoms
8 - Electrons
- Neutrons
8.3 ATOMS, ELEMENTS AND COMPOUNDS CONTD..

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES AND SUGGESTED RESOURCES

Learners should be able to: SKILLS AND KNOWLEDGE) NOTES

8.3.2 Elements • represent elements using • Elements • Representing elements using • periodic tables
chemical symbols • Atomic Number chemical symbols and nuclide • models of elements
• use and interpret nuclide • Mass Number notation • text books
notation • Nuclide notation • Calculating number of protons, • ICT tools
• deduce the electronic config- • Electronic configuration of the electrons and neutrons from • Moulding clay/ plasticine
uration of an element from first 20 elements mass numbers and atomic num-
Chemistry Syllabus Forms 3 - 4

given data bers


• explain the concept of an • Isotopes • Drawing electronic structures of
isotope elements using dots and crosses

8.3.3 Chemical • describe the formation of • Valence Theory • Drawing dot and cross diagrams • Text books
bonding ionic bonds between metals • Ionic bonding to show ionic and covalent bond-
and a non-metals ing in the following:

8
• covalent bond - NaCl, MgO, Al2O3, • Molecular models
• describe the formation of a • Science kits
covalent bond - H2; Cl2; O2; HCl ;N2; ,
• deduce chemical formula of • Properties of ionic and cova- H2O; CH4, CO2, NH3, • Sodium chloride
a compound from dot and lent compounds • Candle wax
cross diagrams • metallic bonding • Constructing models to represent • Burner
• Differentiate ionic from cova- compounds • Circuit boards
lent compounds. • Water
• describe metallic bonding as • Experimenting on: • ICT tools and Braille/Jaws
a lattice of positive ions in a - melting points software
‘sea of delocalised electrons’ • refer to Properties of Metals - boiling points • Textbooks
• relate the physical properties - electrical conductivity
of metals to metallic bonding - solubility
• discussing metallic bonding
• simulations
• drawing metallic bond model
8.4.0 THE MOLE CONCEPT
8.4.0 THE MOLE CONCEPT

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED NOTES AND SUGGESTED RESOURCES


Learners should be able to: SKILLS AND KNOWLEDGE) ACTIVITIES

8.4.1 Mole  describe the mole  Mole  Calculating:  periodic table


concept
Concept  Relative atomic mass - moles from mass  Balance

 Relative molecular mass - mass from moles  Science kit

 Concentration of - relative molecular


Chemistry Syllabus Forms 3 - 4

solutions masses

 molar mass - concentration

8.5 STOICHIOMETRY
8.5.0 STOICHIOMETRY

9
TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED NOTES AND SUGGESTED RESOURCES
Learners should be able to: SKILLS AND KNOWLEDGE) ACTIVITIES

8.5.1 Chemical Equations  Write balanced chemical  Balancing chemical  Writing balanced chemical  Science kits
equations equations equations

 Calculate quantities of  Masses and volumes of  Experimenting with


products given the reactants and products neutralisation,
quantities of reactants and precipitation and
vice versa decomposition reactions

 Calculating quantities
 Determine limiting from given data
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reagents from given data  Limiting reagents
8.6 ACIDS, BASES AND SALTS

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES AND SUGGESTED RESOURCES

Learners should be able to: SKILLS AND KNOWLEDGE) NOTES

8.6.1 Properties • Identify properties of acids and • Acids, bases, pH scale, ac- • Experimenting to identify acidic • Science kit
of Acids and bases id-base indicators
Bases and basic substances • ICT tools
• classify oxides as acidic, basic • Calcium oxide, sodium oxide,
or amphoteric aluminium oxide, sulphur • acid-base indicators
Chemistry Syllabus Forms 3 - 4

trioxide, carbon dioxide, • Describing properties of acids • vinegar


nitrogen dioxide
and bases • lemons

• toothpaste

• ash

10
• household detergents

8.6.2 Preparation of • describe the methods of pre- • methods of preparing salts • preparing salts by reacting acids • Science kits
salts paring salts - neutralisation
- displacement with alkalis, carbonates, metals, • ICT tools and Braille/ Jaws
- precipitation
metal oxides software

• preparing salts by precipitation

and displacement reactions


8.7 ELECTROCHEMISTRY

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES AND SUGGESTED RESOURCES

Learners should be able to: SKILLS AND KNOWLEDGE) NOTES

8.7.1 Redox reac- • define oxidation and reduction • Redox reactions • Discussing redox reactions • Science kits
tions in terms of electron transfer I• CT tools and Braille/Jaws
and changes in oxidation software
number • Observing redox reactions
• identify oxidising and reducing • Describing redox reactions
Chemistry Syllabus Forms 3 - 4

agents

8.7.2 Cells and • identify the composition of a • Cells • Describing the composition of a • Science kits
batteries simple cell • Batteries simple cell • Lemon/dilute acids
• describe the electrode reac- - Electrolyte • Constructing of Zinc/Copper cell • Torch bilbs
tions in a simple cell -Electrodes • Examining a car battery • Car battery
• describe the composition and

11
maintenance of a lead- acid
batteries

8.7.3 Electrolysis • describe the electrolysis of • Electrolysis of acidified water • Constructing electrolytic cell • Science kit
acidified water • Discussing electrode reactions
of acidified water • Uses of hydrogen and oxygen
• identify the products of elec- • Testing for hydrogen and oxygen
trolysis of water and their • Formula for water gases
uses
• Calculating volume ratios of gases
• deduce the formula of water
from the ratio of volumes of
products
8.8 CHEMICAL ENERGETICS
8.8.0 CHEMICAL ENERGETICS

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES


Learners should be able to: SKILLS AND KNOWLEDGE) AND NOTES
8.8.1 Endothermic and  describe endothermic and  Endothermic and  Burning of fuels  Washing powder
Exothermic reactions exothermic reactions in exothermic reactions  e.g. ethanol, sugar, saw  Science kit
terms of bond formation dust, mealie-meal  Sugar
and bond breaking  Dissolving washing  Saw dust
 differentiate between powders in water  Mealie-meal
endothermic and  Reacting acids and
exothermic reactions bases
 Dissolving ammonium
Chemistry Syllabus Forms 3 - 4

nitrate/fertiliser, sodium
hydroxide, potassium
iodide, copper (II)
sulphate plus zinc powder
in water

N.B. sodium hydroxide


is corrosive, so must be

12
handled with care

8.8.2 Energy profile


8.8.2 Energy profilediagrams
diagrams •  draw
draw energy
energy profile
profile dia-  Energy
• Energy profileprofile
diagrams  Drawing
• Drawing energyenergy
profile ICT Tools and
•  ICT Tools and Braille/Jaws
diagrams
grams to represent
to represent endo- diagrams profile diagrams
diagrams Braille/Jaws software
software
endothermic
thermic and
and exothermic  Analysing
• Analysing energy
energy profile
exothermic reactions
reactions profile diagrams
diagrams
•  interpret
interpret energy
energy profile
profile dia-
diagrams
grams

15
8.9 EQUILIBRIA
8.9.0 EQUILIBRIA

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES


Learners should be able SKILLS AND KNOWLEDGE) AND NOTES
to:
8.9.1 Reversible reactions  explain the term  Reversible reactions  Dipping litmus paper in  Science kit
reversible reaction acid and in base
 use the reversible sign  Experimenting on the
in equations ( chromate (VI)/
 analyse reversible dichromate (VI)
reactions conversions in dilute
 predict the effect of acids and bases
Chemistry Syllabus Forms 3 - 4

change of conditions of
reversible reactions at
equilibrium
8.9.2 Dynamic equilibrium  explain the term  dynamic equilibrium  Experimenting on the  Iodine
dynamic equilibrium sublimation of iodine in  Sealed tube
a sealed tube  Water bath

8.9.3 Haber process


8.9.3 Haber process •  describe
describe production
thethe production of •  Haber process
Haber process •  Discussing the production
Discussing the • Flow charts
 Flow charts

13
raw raw materials
of materials for the the
forHaber (refer (refer to electrolysis
to electrolysis ofof production
of water, ammonia of ammonia • Models
 Models
Haber process (nitrogen
process (nitrogen and water, liquefaction and
liquefaction •  Visiting
and fractional Visiting sites e.g. Sable
sites e.g. Sable • Protective
 Protectiveclothing
clothing
and hydrogen)
hydrogen) distillation
fractionalofdistillation
air) of Chemicals
Chemicals • Chart with danger warning
 Chart with danger
 explain the conditions
• explain the conditions for air) Making
•  Making models
models of of
thethe signswarning signs
thefor the Haber process
Haber process Haber process
Haber process plantplant • Ammonium
 Ammonium nitrate fertiliser
nitrate
• Uses of ammonia Discussing the uses of
•  Discussing the uses of fertiliser
• Household detergents
state
•  state thethe uses
uses of of
ammonia  Uses of ammonia ammonia
ammonia  Household
ammonia Discussing possible
•  Discussing possible haz- detergents
• observe safety during site • Safety hazards
ards of ammonia
of ammonia produc-
observe safety during
 visits  Safety production
tion
site visits Discussing
•  Discussing environmen-
talenvironmental impacts
impacts of ammonia
• describe environmental • Impacts of ammonia produc- production
impacts of ammonia pro- tion on the environment
duction
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7.9 EQUILIBRIA CONTD..

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES AND SUGGESTED RE-

Learners should be able SKILLS AND KNOWLEDGE) NOTES SOURCES

to:

Contact process • identify sources of raw • Sources of raw materials • Discussing the production of sulphuric • Flow charts
materials for the contact (refer to production of cop- acid • Models
process per, iron and coal) • Visiting sites e.g. Zimphos • Protective clothing
Chemistry Syllabus Forms 3 - 4

• explain the conditions for • Contact process • Making models of the plant • Chart with danger warn-
the contact process • Discussing the uses of sulphuric acid ing signs
• describe the contact pro- • Uses of sulphuric acid • Discussing possible hazards of sul- • Ammonium sulphate
cess phuric acid production fertiliser
• state the uses of sulphuric • Impacts of sulphuric acid • Discussing environmental impacts of • Household detergents
acid production on the environ- sulphuric acid production
ment
• describe environmental

14
impacts of sulphuric acid
production

Ostwald process • identify sources of raw • Sources of raw materials • Discussing the production of nitric acid • Flow charts
materials for the Ostwald (refer to Haber process) • Visiting sites e.g Sable Chemicals • Models
process • Oswald process • Making models of the plant • Protective clothing
• explain the conditions for • Discussing the uses of nitric acid • Charts with danger
the Oswald process warning signs
• describe the Ostwald pro- • Discussing possible hazards of nitric • Ammonium nitrate fer-
cess • Uses of nitric acid acid production tiliser
• state the uses of nitric acid • Discussing environmental impacts of • Pictures of explosives
nitric acid production • Resource persons
• describe environmental • Impacts of nitric acid
impacts of nitric acid pro- production on the environ-
duction ment
8.10 REACTION KINETICS

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES AND SUGGESTED RE-

Learners should be able to: SKILLS AND KNOWLEDGE) NOTES SOURCES

8.10.0 Rate of reac- • describe methods of measur- • Rate of reactions such as • Measuring rate of reactions e.g. using • Science kit
tions ing reaction rates changes in volume, mass, magnesium and hydrochloric acid, • ICT tools and Braille/
• deduce from graphs the rate colour with time sodium thiosulphate and hydrochloric Jaws software
of reaction acid/ sulphuric acid
• calculate reaction rates from
given information
Chemistry Syllabus Forms 3 - 4

8.10.2 Factors • describe factors affecting • Factors affecting rate of • Experimenting on factors affecting rate • Science kit
affecting rate rate of reactions reactions of reaction • potato/ liver
of reactions - Temperature
- Concentration
- Surface area
- Catalyst
- Pressure

15
- Stirring

8.11.0 INORGANIC CHEMISTRY

8.11.1 PERIODIC TABLE

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES AND ACTIVITIES SUGGESTED RESOURC-
Learners should be able to: (Attitudes, Skills and Knowl- ES
edge)

8.11.2 Periodic • describe the change from • Periodic trends (refer to • Analysing the periodic table • Periodic tables
trends metallic to non-metallic char- electronic configuration) • Making a model of the periodic table
acter across a period
• explain the relationship
between number of electron
shells and the period
8.11.1 PERIODIC TABLE CONTD..

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES AND ACTIVITIES SUGGESTED RESOURCES
Learners should be able to: (Attitudes, Skills and
Knowledge)

8.11.3 Group trends • describe the relationship • Group trends (refer to • Analysing the periodic table • Periodic tables
(group II and VII) between group number and electronic configuration) • Science kit
number of valence electrons • ICT tools and Braille/Jaws
• describe the reactions of • Experimenting on reaction of calcium software
magnesium, calcium and • Reactivity of group (II) and magnesium ribbon with cold water
barium with oxygen and elements • Discussing/simulating the reactions of
Chemistry Syllabus Forms 3 - 4

water group (II) elements


• Discussing/simulating the reactions of
group (VII) elements
• describe the trends in the
physical and chemical NB: Experiments involving pure bromine
properties of group (VII) • Trends in physical should be done in a fume cupboard
elements properties of group (VII) since it is poisonous
elements

16
- Colour
- Physical state
- Volatility

8.12.0 METALS AND NON- METALS

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES AND ACTIVITIES SUGGESTED RESOURCES
Learners should be able to: (Attitudes, Skills and
Knowledge)

8.12.1 Physical proper- • compare the physical • Physical properties • Collecting and classifying materials as • Samples of metals and
ties of metals and properties of metals and - Malleability metals or non-metals non-metals
non-metals non-metals - Ductility • Comparing the physical properties of
• Explain the differences in - Conductivity (ther- metals and non-metals
the physical properties of mal and electrical)
metals and non-metals - Melting and boiling
points
- Density
- Lustre
8.12.0 METALS AND NON- METALS CONTD..

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES AND ACTIVITIES SUGGESTED RESOURCES
Learners should be able to: (Attitudes, Skills and
Knowledge)

8.12.2 Reactivity series • demonstrate practically the • Reactivity series • Listing of elements in order of reactivity • Science kit
reactivity of metals • Experimenting on reactions of metals
• arrange elements in order of with water and dilute acids
reactivity • Reacting zinc and copper (II) sulphate
solution
• Comparing the voltages of different
Chemistry Syllabus Forms 3 - 4

• use the reactivity series • Displacement reac- combinations of elements in a simple


to explain electroplating, tions (refer to elec- cell
electrolytic cells and metal trochemistry and
extraction metal extraction) NB: potassium, sodium and calcium
should be used in very small quantities
and never to be used with acids

Lime in agriculture and • describe the production of • Lime in Agriculture • Demonstrating Lime as a base • Science kit

17
construction calcium oxide (lime) from and construction • Reacting lime with dilute acids
calcium carbonate (lime-
stone)
• explain the use of calcium
oxide in agriculture and
construction

8.13.0 ORGANIC CHEMISTRY


8.13.1 FUELS

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES AND ACTIVITIES SUGGESTED RESOURCES
Learners should be able to: (Attitudes, Skills and
Knowledge)

8.13.2 Types of fuels • classify fuels according to • Classification of • Discussing the Classification of fuels • Wood
their physical states fuels • Charcoal
- Solid fuels • Ethanol
8.13 FUELS CONTD..

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES
Learners should be able to: (Attitudes, Skills and Knowl- ACTIVITIES
edge)

8.13.2 Types of fuels - Liquid fuels • Diesel


- Gaseous fuels • Petrol
• Biogas
• Coal
• Coke
• Biodiesel
Chemistry Syllabus Forms 3 - 4

8.13.3 Production of fuels • describe the process of • Fermentation • Experimenting on pro- • Models of biogas
fermentation duction of fuels by: • Digester
• outline the fractional distilla- • Fractional distillation of - fermentation of carbohy- • Science kit
tion of crude oil petroleum drates • ICT Tools/ Braille/Jaws soft-
• Destructive distillation of - destructive distillation of ware
• describe the destructive coal and wood coal/ wood
distillation of coal and wood • Biodiesel production • Visiting sites e.g. Green

18
• describe the production of Fuels, Mutoko Jatropha
biodiesel from Jatropha oil plant

8.14.0 CLASSIFICATION AND NOMENCLATURE OF ORGANIC COMPOUNDS


8.14.0 CLASSIFICATION AND NOMENCLATURE OF ORGANIC COMPOUNDS

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES


Learners should be able to: SKILLS AND AND NOTES
KNOWLEDGE)
8.14.1 Homologous series  define the term  homologous series  Making molecular  Plasticine
homologous series - hydrocarbons models up to six carbon  Molecular model kits
- alcohols atoms
 name systematically - carboxylic acids  Models of organic
organic compounds  Drawing structures of molecules
organic molecules up to
 classify organic six carbon atoms  ICT Tools/Braille Jaws
compounds as  Simulations of software
hydrocarbons, organic molecules
alcohols and
carboxylic acids up to
six carbon atoms
8.15 ENVIRONMENTAL CHEMISTRY
8.15.0 ENVIRONMENTAL CHEMISTRY
8.15.1 WASTE MANAGEMENT
8.15.1 WASTE MANAGEMENT

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES


Learners should be able to: SKILLS AND KNOWLEDGE) AND NOTES
8.15.2 Classification of waste  identify solid, liquid  Classification of  Discussing and  Refuse from shops
and gaseous waste waste classifying waste and residential areas
 identify biodegradable  Household and material  Industrial wastes
and non- industrial waste such  Discussing sources  Environmental policies
biodegradable waste as: of waste material and Acts
 identify the different - Food left overs  Visiting sites 
Chemistry Syllabus Forms 3 - 4

Pictures and films


sources of waste - Waste gases  Resource persons
- gold processing
- oils from soap making
- tyre industries
- dust from cement
industry  Burning of papers
 describe methods of  Methods of and an explanation
identifying wastes controlling wastes on observable

19
from industries changes
 suggest ways of
controlling waste
8.15.3 Effect of waste on the  describe the effects of  Eutrophication  Visiting sites  Magazine articles
environment waste on the  Acid rain  Researching and  Resource persons
environment  Global warming discussing the  ICT tools and
 Health effects effects Braille/Jaws software
 Ozone layer  Case studies
depletion

8.16.0 WATER PURIFICATION

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES
Learners should be able to: (Attitudes, Skills and Knowl- ACTIVITIES
25 edge)

8.16.1 Composition of water • describe the composition of • Composition of water from • Colleting water samples • Water samples
from different sources water from different sources different sources such as from different sources • pH meter
dam, borehole, river and and analysing
8.16.0 WATER PURIFICATION CONTD..

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES
Learners should be able to: (Attitudes, Skills and Knowl- ACTIVITIES
edge)

• distinguish between hard and rain following: colour, smell • burners


and soft water and pH • matches
• science kit
• hard and soft water • testing for hardness of
water using foam, boiling
• describe the effects of hard water and analysing the
Chemistry Syllabus Forms 3 - 4

water residue

• effects of hard water on: • desalting using an acid /


boilers, electric jug, gey- vinegar, lemon juice • heating elements
sers, water pipes, solubility • soap
of soap

20
FORM 4 SYLLABUS
8.17.0 FORM 4 SYLLABUS

8.17.1 LABORATORY TECHNIQUES

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES
Learners should be able to: (Attitudes, Skills and Knowl- ACTIVITIES
edge)

8.17.2 Volumetric Analysis • carry out titration experi- • Acid-base titration • Assembling titration ap- • Science kit
ments • Moles paratus • ICT Tools and Braille/jaws
• complete titration tables • Concentration • Carrying out experiments software
• calculate moles and concen- on acid –base titrations
tration from titres
8.17.1 LABORATORY TECHNIQUES CONTD..

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES
Learners should be able to: (Attitudes, Skills and Knowl- ACTIVITIES
edge)

8.17.2 Volumetric Analysis • Drawing titration tables


• Calculating moles and
concentration
Chemistry Syllabus Forms 3 - 4

8.17.3 Separation Techniques • describe the principles of • Separation Techniques • Separating ethanol from • Fractional distillation appa-
fractional and steam distilla- - Fractional distillation water ratus
tion - Steam distillation • Carrying out steam • Plant material
• Chromatography distillation to produce
• Rf values perfumes and flavours

21
• describe the concepts of • separating ink/chlorophyll
paper and thin layer chro- pigments by paper and
matography thin layer chromatogra- • Filter paper
phy • Ethanol
• Calculating Rf values • Thin layer plate

Qualitative analysis • carry out tests to identify • Qualitative Analysis (Al3+, • Carrying out experiments • Science Kit
ions NH4+, Mg2+, Pb2+, Cu2+, to identify cations and • Delivery tube
Fe2+, Fe3+, Cr3+, Zn2+, anions(refer to qualitative • Lemon
Cl-, I-, NO3-, SO42-, analysis table )
CO32- N.B. Reagents must be 0.2
mol/dm3
• describe tests to identify • Tests for gases such as: • Testing for :
gases ammonia; carbon dioxide; - Oxygen
chlorine; hydrogen; oxygen - Hydrogen
and sulphur dioxide - Ammonia • Science kit
- Carbon dioxide
- Sulphur dioxide
8.18.0 MATTER
8.18.0 MATTER

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES AND SUGGESTED


Learners should be able to: SKIILS AND NOTES RESOURSES
KNOWLEDGE)

 interpret heating and  Heating and cooling  Experimenting on heating  Science kit
8.18.1 Heating and cooling cooling curves curves and cooling of ice, stearic  ice
curves  describe the effects of  Melting and boiling acid, wax and naphthalene. .
impurities on boiling and points  Drawing heating and
melting points  Effects of impurities on cooling curves
melting and boiling  Interpreting heating and
points cooling curves
Chemistry Syllabus Forms 3 - 4

8.19.0 THE MOLE CONCEPT


8.19.0 THE MOLE CONCEPT

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES AND SUGGESTED


Learners should be able to: SKIILS AND NOTES RESOURSES
KNOWLEDGE)

22
8.19.1 Percentage composition  calculate percentage  Percentage  Calculating percentage  Balances
composition of elements composition composition of given  Text books
in compounds and ores (haematite, copper elements in given  Science kit
pyrite, fertilizers, compounds and ores.  Ore samples
bauxite, platinum group  Resource people
of metals (PGMs)  Calculating empirical formula
 calculating empirical and
 empirical and and molecular formula.
molecular formulae
molecular formula

8.19.2 Molar gas volume  explain the concept of  Molar gas volume  Collecting and measuring  Science kit
molar gas volume gases produced from
chemical reactions
 use the molar gas  Calculating volumes of
volume concept in gases
calculations. 29
N.B Use 24dm3/mole as molar
gas volume at rtp
8.20.0 STOICHIOMETRY
8.20.0 STOICHIOMETRY

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURSES


Learners should be able SKILLS AND KNOWLEDGE) AND NOTES
to:

8.20.1 Percentage yield and  Calculate percentage  Percentage yield  Experimenting on  Science kit
purity purity and yield - actual yield, theoretical determining percentage
yield yield and purity
 Explain the difference  Percentage purity - Thermal decomposition
between actual and of calcium carbonate
theoretical yield. - destructive distillation of
Chemistry Syllabus Forms 3 - 4

coal and sawdust  Wood, coal, sawdust


 Calculating percentage
yields and purity

8.21.0 ELECTROCHEMISTRY
8.21.0 ELECTROCHEMISTRY

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES

23
Learners should be able SKILLS AND KNOWLEDGE) AND NOTES
to:
8.21.1 Redox equations  construct balanced redox  redox equations e.g.  Deducing electrode  ICT tools and Braille/Jaws
equations displacement reactions reactions software
 Balancing redox
equations
Visiting sites
- Sable Chemicals,
Chloride batteries

8.21.2 Electrolytic purification  describe the electrolytic  Electrolytic purification of  Assembling the  Science kit
of copper cell on production of copper electrolytic cell  Resource persons
copper  uses of copper and by -  Analysing electroplating  ICT tools and Braille/Jaws
products of the electrolytic  Discussing the uses of software
process copper and by-products
 Visiting sites e.g. Empress
31
mine,

\
8.22.0 CHEMICAL ENERGETICS
8.22.0 CHEMICAL ENERGETICS

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES


Learners should be able SKILLS AND KNOWLEDGE) AND NOTES
to:
8.22.1 Enthalpy changes  describe the concept of  Enthalpy changes of :  Carrying out experiments  Science kit
enthalpy change - combustion to determine enthalpy
- neutralisation changes of combustion,
- solution neutralisation and
solution
 Calculating enthalpy
 determine experimentally changes
enthalpy change
Chemistry Syllabus Forms 3 - 4

 calculate enthalpy
changes using the
relationship,
 q = mc ∆T / VC∆T

8.23.0 EQUILIBRIA
8.23.0 EQUILIBRIA

24
TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES
Learners should be able SKILLS AND KNOWLEDGE) AND NOTES
to:
8.23.1 Production of  describe the  Production of fertilisers  experimenting on  science kit
fertilisers manufacture of - ammonium nitrate production of fertilisers  Resource persons
ammonium nitrate and - ammonium by neutralising
ammonium sulphate sulphate ammonia with nitric
fertilisers acid/ sulphuric acid
followed by
crystallisation
 visiting sites e.g. Sable
chemicals, ZimPhos
8.23.2 Industrial applications • link reaction conditions to • Industrial • Analysing reaction condi- • Resource persons
of reaction kinetics and production costs for the Applications tions against productivity • ICT tools and Braille/Jaws
33
equilibria Haber, and contact process • Effects of conditions on • Visiting sites software
• analyse the cost of produc- yields and costs • Analysing graphs showing • Charts
tion in relation to the cost of • Alternative sources of raw relationships between con-
product materials ditions and yield
• justify the conditions for
Haber and contact process-
es
8.24.0 INORGANIC CHEMISTRY
8.24.0 INORGANIC CHEMISTRY

8.24.1 PERIODIC TABLE


8.24.1 PERIODIC TABLE

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES


Learners should be able SKILLS AND KNOWLEDGE) AND NOTES
to:
8.24.2 Transition elements  describe the properties  Transition elements  Discussing properties of  Periodic table
of transition elements (copper, iron, manganese, transition elements  Salts
cobalt, chromium, nickel,  Experimenting to  metals
vanadium) investigate the colours and  Science kit
 Physical properties catalytic properties of  Resource persons
Chemistry Syllabus Forms 3 - 4

transition elements iron (II),  iron (II), iron (III),


 Industrial and biological iron (III), Cu2+,MnO4-, Cu2+,MnO4-,
 explain the industrial significance of transition MnO2,Cr3+,Cr2O72, CrO42- MnO2,Cr3+,Cr2O72, CrO42-
and biological elements (catalysis,  visiting sites
significance of haemoglobin and alloys)
transition elements

8.25.0 METALS
8.25.0 AND NON
METALS METALS
AND -NON - METALS

25
TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES
Learners should be able SKILLS AND AND NOTES
to: KNOWLEDGE)
8.25.1 Composition of Mineral  describe the composition  Composition of mineral  Visiting sites e.g.  Sample of mineral ores
ores of mineral ores ores of Zimbabwe school of mines,  ICT tools and Braille/Jaws
- Iron Bikita minerals, platinum software
- Copper mines, Arcturus mine  Resource persons
- Platinum  Analysing composition of
- Lithium samples of mineral ores
- Nickel
- Gold
8.25.2 Extraction of metals  describe the methods of  Methods of processing  Discussing the methods of  Sample of mineral ores
processing minerals minerals extracting minerals  ICT tools and Braille/Jaws
- Blast furnace  Discussing importance of software
36
- Purification of copper, value addition and  Resource persons
nickel, platinum, gold beneficiation on mineral
resources
 Value addition and  Visiting sites e.g.
beneficiation Zimbabwe School of
Mines, Bikita minerals,
Platinum mines, Arcturus
mine and other small scale
mines
 explain the uses of metals  Uses of metals and alloys  Discussing the formation of
and alloys in respect to alloys of copper, iron,
their properties aluminium
 Discussing uses of metals
8.25.0 METALS AND NON - METALS CONTD..

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES
Learners should be able to: (Attitudes, Skills and Knowl- ACTIVITIES
edge)

Platinum mines, Arcturus


mine and other small
scale mines
• explain the uses of metals • Uses of metals and alloys • Discussing the formation
and alloys in respect to their of alloys of copper, iron,
properties aluminium
Chemistry Syllabus Forms 3 - 4

• Discussing uses of metals


TOPIC OBJECTIVES CONTENT (ATTITUDES, SKILLS SUGGESTED and alloys ACTIVITIES SUGGESTED RESOURCES
Learners should be able to: AND KNOWLEDGE) AND NOTES
8.25.3 Processing of  describe the processing of  Processing of diamond and  Discussing importance of  ICT tools and Braille/Jaws
diamond and coal diamond and coal coal value addition and software
 Destructive distillation of coal beneficiation on mineral  Coal
 Coal gasification resources  Resource persons
 Value addition and  Visiting sites

26
beneficiation - Hwange
- Zimchem

8.25.4 Liquefaction and  describe the liquefaction  Composition of air  Discussing the  Flow charts
fractional distillation of air and fractional distillation of  Liquefaction and fractional composition, liquefaction  ICT tools and Braille/Jaws
air distillation of air and fractional distillation software
of air  Resource persons
 Uses of Oxygen, Nitrogen,  Visiting sites e.g. sable
 identify the uses of Oxygen, Carbon dioxide and noble chemicals, BOC gases
Nitrogen, Carbon dioxide gases  Simulating using ICT
and noble gases tools and Braille/Jaws
software
8.26.0 ORGANIC CHEMISTRY
8.26.0 ORGANIC CHEMISTRY

8.26.1 FUELS
8.26.1 FUELS

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES


Learners should be able SKILLS AND KNOWLEDGE) AND NOTES
to:
8.26.2 Fuel efficiency  determine,  Types of fuels  Experimenting with fuels  Fuels
experimentally, the to determine their  Thermometer
heating values of fuels heating values  Beaker
 explain why some fuels  Fuel efficiency  Discussing the reasons  Burners
are more efficient than why the fuels have  Science kit
Chemistry Syllabus Forms 3 - 4

others different efficiency

8.27.0 CLASSIFICATION AND NOMENCLATURE OF ORGANIC COMPOUNDS


8.27.0 CLASSIFICATION AND NOMENCLATURE OF ORGANIC COMPOUNDS

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES


Learners should be able SKILLS AND KNOWLEDGE) AND NOTES

27
to:
8.27.1 Isomerism  describe the term  structures of isomers  discussing  models
isomerism of alkanes up to 6 isomerism  ICT tools and
 identify structural carbon atoms  making models of Braille/Jaws software
isomers of alkanes isomers of alkanes
 draw the structures of  simulating
the isomers isomerism

8.28.0 HYDROCARBONS
8.28.0 HYDROCARBONS

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES


Learners should be able SKILLS AND AND NOTES
to: KNOWLEDGE)
8.28.1Alkanes and Alkenes  describe the 39  Cracking of long  Making models of  Hydrocarbon
manufacture of chain alkanes alkenes and alkanes  Burner
alkanes and alkenes  Drawing structures of  Sand
 distinguish between  Combustion of alkanes and alkenes  Cooking oil
alkanes and alkenes alkanes and  Burning  Bromine water
 describe the alkenes  Experimenting with  Boiling tube
chemical properties  Reaction with cooking oil to  Delivery tubes
of alkanes as chlorine in the demonstrate cracking
exemplified by presence of UV  Hydrocarbons
methane light and in  Discussing the
 describe the darkness production of
chemical properties  Reaction with margarine and ethanol
of alkenes as bromine water
8.28.0 HYDROCARBONS CONTD..

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED


Learners should be able to: (Attitudes, Skills and ACTIVITIES RESOURCES
Knowledge)

chemical properties of • Reaction with chlorine in cooking oil to demonstrate • Delivery tubes
alkanes as exemplified by the presence of UV light cracking
methane and in darkness • Hydrocarbons
• describe the chemical prop- • Reaction with bromine • Discussing the production
erties of alkenes as exempli- water of margarine and ethanol
fied by ethene • Reaction of ethene with
Chemistry Syllabus Forms 3 - 4

steam and hydrogen

8.29.0
8.29.0 ALCOHOLS
ALCOHOLS

TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED RESOURCES


Learners should be able AND NOTES
to:

28
8.29.1 Fermentation  describe the conditions  Conditions for  Discussing conditions  Glucose
necessary for the fermentation necessary for  Yeast
fermentation process fermentation  Sugarcane
 describe the industrial  Fermentation  investigating the  Malt, hops, maize,
production of ethanol by - ethanol conditions necessary for barley, rapoko, sorghum
fermentation - mahewu fermentation
- Indigenous beer  visiting sites e.g.
brewing breweries, ethanol
production plants
8.29.2 properties of ethanol  describe the properties  Solubility  Burning of ethanol  Science kit
of ethanol  Boiling point  Testing for ethanol using
 Combustion potassium dichromate
 Oxidation to carboxylic  Dehydrating ethanol
acids using concentrated
 Dehydration of ethanol sulphuric acid
to ethene
 describe the uses and  Uses of ethanol  Discussing the uses and
social effects of ethanol - Solvents social effects of using
- Fuels (blend petrol) ethanol
- Perfumes
- Alcoholic beverages
 Social effects
8.30.0 CARBOXYLIC
8.30.0 ACIDS
CARBOXYLIC ACIDS

TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED RESOURCES


Learners should be able AND NOTES
to:
8.30.1 Chemistry of  describe the formation of  Oxidation of ethanol  Experimenting on  Science kit
carboxylic acids ethanoic acid (refer to alcohols) chemical properties of  Perfume samples
 describe the chemical  Properties of carboxylic ethanoic acid  Vinegar
properties of carboxylic acids
acids - Esterification
- Reaction with
carbonates
 describe the uses of  Uses of ethanoic acids  Discussing the uses of  Animal fat
Chemistry Syllabus Forms 3 - 4

ethanoic acids - Manufacture of ethanoic acids  Sodium chloride


perfumes  Sodium hydroxide
- Food preservation
- Flavouring  Making soap in the
 describe the process of  Soap manufacturing laboratory
saponification  Structure of soap
molecule
 Glycerine/glycerol

29
8.31.0 POLYMERS
8.31.0 POLYMERS

TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED RESOURCES


Learners should be able AND NOTES
to:
8.31.1 Synthetic polymers  describe the formation of  Addition polymerisation  Discussing  Models and images to
polythene  Structures of: polymerisation represent structures of
- Polythene  Identifying and naming monomers
 Condensation linkages in synthetic  ICT tools and Braille/Jaws
 describe the formation of polymerisation polymers software
nylon and terylene - Nylon  Drawing repeat units for  Samples of different
 draw structures to - Terylene polymers polymers
represent synthetic  Drawing structures to  Resource persons
43
polymers represent monomers and
 identify repeat units for  Uses of synthetic polymers
polymers polymers  Discussing on the uses
 deduce the structure of N.B: Use block diagrams of synthetic polymers
the monomer from a given to represent  Visiting sites
polymer and vice-versa condensation polymers - Saltrama plastics
 describe the uses of - Treger plastics
synthetic polymers

8.31.2 Natural Polymers  name the type of linkages  Natural polymers  Discussing structures of  Science kit
in each of the polymers - Starch natural polymers
 draw structures to - Proteins  Drawing structures of
represent natural natural polymers
8.31.0 POLYMERS CONTD..

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES
Learners should be able to: ACTIVITIES

• describe the uses of syn- - Nylon - Treger plastics


thetic polymers - Terylene
• Uses of synthetic poly-
mers
N.B: Use block diagrams
to represent con-
densation polymers
Chemistry Syllabus Forms 3 - 4

8.31.2 Natural Polymers • name the type of linkages • Natural polymers • Discussing structures of • Science kit
in each of the polymers - Starch natural polymers
• draw structures to repre- - Proteins • Drawing structures of natu-
sent natural polymers ral polymers
• deduce structure of the • Discussing hydrolysis of
monomer from a given natural polymers
polymer and vice-versa

30
• describe the hydrolysis of • Hydrolysis of natural poly- • Experimenting on acid hy-
natural polymers mers drolysis of natural polymers

8.32.0 ENVIRONMENTAL CHEMISTRY


8.32.0 ENVIRONMENTAL CHEMISTRY
8.32.1 WASTE MANAGEMENT
8.32.1 WASTE MANAGEMENT
TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED
Learners should be able AND NOTES RESOURCES
to:
8.32.2 Waste disposal  identify the waste  Waste disposal methods:  Describing each of the  Incinerators
methods disposal methods incineration, landfills, methods of waste  Landfills
 describe the advantages activated sludge disposal  Sewage treatment
and disadvantages of  Visiting sites e.g. bio- plants
each of the methods of  re-using and recycling of digesters, incinerators,  Composts
waste disposal wastes landfills  Bio-digesters
 explain the concepts of  Resource persons
re-using and recycling of
waste
8.33.0 POLLUTION
8.33.0 POLLUTION
TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED RESOURCES
Learners should be able AND NOTES
to:
8.33.1 Sources of pollutants  list the sources of  Sources of pollutants  Discussing sources of  ICT tools and
pollutants - Industrial waste pollution Braille/Jaws software
- Exhaust fumes  Resource persons
- Domestic waste  Catalytic convertor
 explain the effects of  Effects of pollutants  Discussing effects of
pollution - Acid rain pollution
- Eutrophication  Visiting sites
- Global warming
Chemistry Syllabus Forms 3 - 4

- Health hazards
- Ozone layer
depletion
 describe methods of  Methods of controlling  Discussing methods of
controlling pollution pollution controlling pollution
- Catalytic convertors
- Recycling
- shakers

31
8.34.0 WATER PURIFICATION
8.34.0 WATER PURIFICATION

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES
TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED
Learners
Learners should
should be able to:
be able ACTIVITIES
AND NOTES RESOURCES
to:
8.34.1 Water purification  describe the process of  Water purification  Experimenting on  Resource persons
large scale water - Filtration sedimentation and  Models of Sand filters
purification - Flocculation filtration  Water guard
- Sedimentation  Visiting sites e.g.  Aluminium sulphate
- Chlorination - Water works  Chloride tablets
 role of aluminium sulphate  Discussing the roles of  Potassium Chlorate (V)
 explain the role of and chlorine aluminium sulphate and
aluminium sulphate and chlorine
chlorine in the treatment46  problems associated with
of water water purification
8.35.0 HERBS
8.35.0 HERBS
TOPIC OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED RESOURCES
Learners should be able AND NOTES
to:
8.35.1 Herbs  describe the uses of herbs  Uses of herbs  Listing of herbs found in the  Herbs
- Health and local environment  Resource persons
 describe advantages and agriculture  Visiting herbal gardens
disadvantages of using  Advantages and  Discussing on the
herbs disadvantages of herbs advantages and
disadvantages of using
herbs
Chemistry Syllabus Forms 3 - 4

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48
Chemistry Syllabus Forms 3 - 4

8.0 ASSESSMENT

8.1 ASSESSMENT OBJECTIVES


The scheme of assessment is grounded in the principle of inclusivity and equalisation of opportunities hence does not
condone direct or indirect discrimination of learners.

Modifications of arrangements to accommodate candidates with special needs must be put in place in both continu-
ous and summative assessments. These modifications must neither give these candidates an undue advantage over
others nor compromise the standards being assessed.

NB: For further details on arrangements, accommodations and modifications refer to the assessment procedure book-
let.
The three assessment objectives in ‘O’ Level Chemistry are:

1: Knowledge and understanding


2: Handling information and problem solving
3: Experimental skills, investigations and applications

1: Knowledge and understanding

Candidates should be able to demonstrate knowledge and understanding of:


• scientific quantities and their determination
• scientific phenomena, facts, laws, definitions, concepts, theories
• scientific vocabulary, terminology, conventions (including symbols, quantities and units)
• scientific instruments and apparatus, including techniques of operation and aspects of safety
•scientific and technological applications with their social, economic and environmental implications.

2: Handling information, problem solving, synthesis, analysis and evaluation

Using words or other written forms of presentation (e.g. symbolic, graphical and numerical), candidates should be able
to:
• make predictions and hypotheses
• manipulate numerical and other data
• solve problems quantitatively and qualitatively.
• translate information from one form to another.
• use information to identify patterns, report trends and draw inferences.
• locate, select, organise and present information from a variety of sources.
• present reasoned explanations on phenomena, patterns and relationships.

3: Experimental skills, investigations and applications

Candidates should be able to:

• make and record observations and measurements


• interpret and evaluate experimental observations and data
• Use the knowledge of chemistry to solve everyday life challenges, acquire and enhance enterprising skills
• demonstrate correct use of techniques, apparatus, and materials (including following a sequence of instructions,
where appropriate)
• plan investigations, evaluate methods and suggest possible improvements (including the selection of techniques,
apparatus and materials).
.

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Chemistry Syllabus Forms 3 - 4

8.2 SCHEME OF ASSESSMENT

The assessment scheme for Chemistry comprises of:


a) Continuous assessment, and
b) Summative assessment.
The final grade in Chemistry is 30% continuous assessment and 70% summative assessment.
The assessment shall be administered as follows:
Continuous Assessment/Profile
Summative assessment
- Paper 1: Multiple choice questions
- Paper 2: Structured theory questions
- Paper 3: Practical Examination

PAPER Type of paper Duration Marks Paper Weighting %


1 Multiple choice 1 hr 40 20
2 Theory 2 hrs 100 40

PAPER 1: THEORY: the paper consists of 40 compulsory multiple choice items of the direct choice type. A copy of the
periodic table will be printed as part of this paper. Each question shall have 4 response items.

PAPER 2: THEORY. The paper has 2 sections, Section A and B.


Section A will carry 40 marks and will consists of five compulsory structured questions of 8 marks each.
Section B carries 60 marks and will consist of 5 structured questions .Each question will carry 15 marks. Candidates
will be required to answer any 4 questions. A copy of the periodic table will be printed as part of this paper

PAPER 3: PRACTICAL TEST


This paper will consist of 2 compulsory questions each carrying 20 marks. Learners will be assessed as they carry out
the practical examination.

8.3 SPECIFICATION GRID


SKILL Paper 1 Paper 2 Paper 3
Knowledge and Understanding 15% 15%
Handling of information and Problem solving 40% 50%
Analysis, Synthesis and Evaluation 45% 45%
Experimental, 100%
Investigative and application

TOTAL 100% 100% 100%

CONTINUOUS ASSESSMENT
Level Assessment Tasks Frequency Weighing
Form 3 • Practical test • 2 per term 10%
• Theory test • 3 per term
• Project • 1 per year

This component will consist of standardised tests in Practical, Theory and Projects administered during the first 5

terms.

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