CHEMISTRY TEACHING SYLLABUS FOR SECONDARY GENERAL

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 1

REPUBLIC OF CAMEROONPeace – Work - Fatherland

REPUBLIQUE DU CAMEROUNPaix – Travail – Patrie

MINISTRY OF SECONDARY EDUCATIONMINISTERE DES ENSEIGNEMENTS SECONDAIRES

INSPECTORATE GENERAL OF EDUCATIONINSPECTION GENERALE DES ENSEIGNEMENTS

Observing the environment in order to make informed choices on training options for a successful future.

INSPECTORATE OF PEDAGOGY IN CHARGE OF SCIENCESINSPECTION DE PEDAGOGIE CHARGEE DE L’ENSEIGNEMENT DESSCIENCES December 2014

CHEMISTRY TEACHING SYLLABUS FOR SECONDARY GENERAL EDUCATION

Forms 3, 4 and 5




FIRST CYCLE SYLLABUS REVIEW

A PARTICIPATORY AND INNOVATIVE APPROACH

The syllabuses that were drawn up by the Inspectorate General of Education in the Ministry of Secondary Education since2012 are in accordance with the major guidelines for education in general and secondary education in particular as theyare enshrined both in the 1998 law to lay down guidelines for education in Cameroon and in the 2009 Growth andEmployment Strategy Paper(DSCE) .

These orientations could be summarised, amongst others, to train within the framework of an emerging Cameroon in the year2035, citizens that will have a good mastery of the two official languages (English and French), deeply rooted in their culturesbut open to a world in search for sustainable development and dominated by Information and Communication Technologies.

Conceived in the various Inspectorates of Pedagogy, and later introduced for trialling in secondary and high schools during the2012/2013 school year, these syllabuses were developed with the contributions of classroom teachers and teacher tradeunionists.

The new syllabuses had to undergo many changes:

- a shift from a skill based approach to a competence based approach through real life situations;- a shift from a school cut off from society to one that prepares citizens for a smooth insertion into socio-

cultural and economic activities ;- a shift from an evaluation of knowledge to that of competences necessary to sustainable development.

When these new changes and orientations were taken into account, they naturally led to a shift of paradigm within thecurriculum reform process. The option we have adopted is the competence based approach through real life situations.

The syllabuses of the first cycle of Secondary General Education are broken down into 5 areas of learning, each of themcontaining a given number of disciplines as shown in the table below.


Areas of learning Disciplines

1- Languages and Literature - French- English- Living Languages II- Ancient Languages- Literature(in English and in French)

2- Science and Technology - Mathematics- The Sciences( Physics, Chemistry,

Technology, Life and Earth Sciences)- Computer Science

3- Social Sciences/Humanities - History- Geography- Citizenship Education

4- Personal Development - Sports and Physical Education- Manual Labour

5- Arts and National Cultures - National Languages- National Cultures- Arts



END - OF - FIRST CYCLE LEARNER’S EXIT PROFILE

The first cycle of Secondary General Education admits young graduates from primary schools aged between tenand fourteen. Its general objectives are not only to build intellectual, civic and moral skills in these children but alsocompetences and fundamental knowledge which will either enable them to foster their education in the secondcycle, or to prepare them for a smooth insertion into the job market after professional training.

Thus, within the framework of these new syllabuses, the learner is expected , after the first cycle of secondaryeducation, to be able to use his/her competences to solve problems through family of situations relating to domainsof life as indicated in the table below:

N° Domains/Areas of life Families of situations to be treated in the 1st cycle

1 Family and social life Participation in family life Healthy professional relationships Social integration

2 Economic life Discovery of income generating activities Discovery of the job market, social roles, jobs and professions Self confidence, aspirations, talents, self potential Practising healthy eating habits

3 Environment , health and well being Preservation of the Environment Quest for a healthy life style Choosing and practising a healthy life style

4 Citizenship Mastery of rules and regulations governing the Camerooniansociety

Discovery of cultural values and customs of the Camerooniansociety

5 Media and Communications Discovery of the media world Discovery of Information and Communication Technologies


In order to achieve these objectives, the learner should be able to mobilise , within the various disciplines andconstructive areas of learning of the syllabuses, all the pertinent resources in terms of knowledge, know how andattitudes.

The next table gives you a general overview of the afore-mentioned objectives, while the syllabus for each subjectunfolds, in details, all the expected competences per level and at the end of the 1st cycle.

Areas of Learning Disciplines Expected outcomes at the end of the 1st cycles

1-Languages andLiterature

Living languages:

English,

French ,

German,

Italian,

Spanish,

Chinese,

Etc.

French and English , L1

Receptive skills: reading and listening

Read in an autonomous way, different types of texts relatedto areas of life as defined in the syllabus;

Listen and understand various texts related to the abovementioned areas of life

Productive skills: speaking and writing

Produce various types of texts , of average length related tothese areas of life;

Language tools: appropriate use of various language toolsin order to produce and read types of texts related to thatlevel;

English to Francophonelearners

French to Anglophone learners

Communicate accurately and fluently using all four basicskills in language learning;

Be able to transfer knowledge learnt in class to real lifesituations out of the classroom;

Be able to cope and survive in problem solving situations;


Living languages II

Receptive skills: reading and listening

Read and understand simple texts on social life, citizenship,the environment, well being and health, media etc..

Listen and get oral information in order to simply interactduring communication situations related the variousdomains of life.

Productive skills: speaking and writing

Sing, recite, dramatise , orally answer questions related tothe various domains of life as defined in the syllabus;

Write short passages on various familiar topics.

Ancient languages:Latin,

Greek

National languages

Literature

Cameroon Literature;French Literature;

Francophone Literature;

Other literatures

Develop general knowledge through ancient languages andcultures; know the origins of the French language forlinguistic mastery;

Carry out elementary tasks in translation.

2-Science and Mathematics, Use mathematic knowledge skills and values withconfidence to solve real life problems within the different


Technology The Sciences

Computer Science

domains of life;

Communicate concisely and unambiguously and developpower of mathematical reasoning (logical thinking, accuracyand spatial awareness).

The Sciences:

Acquire the fundamentals of sciences in order tounderstand the functioning of the human body, the livingworld, the earth and the environment;

Acquire methods and knowledge to understand and masterthe functioning of technical objects made by man to satisfyhis needs;

Demonstrate attitudes to protect his/her health andenvironment.

Computer Science :

Master the basics of Information and CommunicationTechnologies;

Exploit and use ICTs to learn.

3- SocialSciences/Humanities

History

Geography

Citizenship Education

Possess cultural references to better locate events in timeand space within a democratic system and become aresponsible citizen.

History:

Acquire a common culture ; be aware of heritage from thepast and current challenges;

Geography :


Develop one’s curiosity and knowledge of the world;

Get acquainted with landmarks to find your way and fit in theworld.

Citizenship Education:

Possess essential knowledge in rights and duties in order tofulfil his/her citizenship.

4- PersonalDevelopment

Moral Education;

Home Economics;

Sports and PhysicalEducation

Health Education

Develop his / her physical abilities/skills ;

Get ready for physical challenges , save and regain energyafter physical efforts;

Identify risk factors; possess basic knowledge and principlesin hygiene and health education;

Demonstrate a sense of self control and appreciate theeffect of physical activities.

Conceive and draw up sports and cultural animationprojects;

Acquire methods and develop a high sense of efforts;

Conceive, draw up and implement projects that will enableone to project his/her image and feel the well being inspiredby self-confidence.

5- Arts andNational Cultures

Arts/Artistic Education;

National Cultures

Artistic Education:

Observe and appreciate works of art;

Carry out an artistic activity;

Gradually acquire the love for personal expression and


creativity;Possess a mastery of creativity in music, plastic arts and theperforming arts.Dramatise, recite texts (poems, tales, proverbs, etc.) relatingto various areas of society;Practise the different dramatic genres: sketches, comedy,tragedy, drama, etc.National languages and CulturesDemonstrate a mastery of Cameroon cultures;Visit the various cultural areas of the country in order todiscover their characteristics;Demonstrate a mastery of basic rules in writingCameroonian languages as well as basic grammaticalnotions applied to these languages;Demonstrate a mastery of one of the national languages at3 levels: morpho-syntax, reception and production of simpleoral and written texts.

Even though the learners acquires skills in different disciplines, these competences are accompanied byother skills known as cross curricular competences related to intellectual, methodological, social andpersonal areas of learning.

6- Cross curricularcompetences

Intellectual andMethodological domains

Solve Problem in a given situation;

Use knowledge skills and values with confidence in order tosolve real life problems within the different domains of life;

With confidence, find useful information to solve problemshe/she is faced with;

Give his/her opinion ;

Support his/her opinion with strong arguments ;


Assess him/herself with a view to remediation;

Demonstrate basic knowledge in note taking ;

Conceive and realise individual projects;

Analyse and summarise information, give feedback andreport orally or in writing.

Develop problem solving approaches;

Exploit and use ICTs in his/her activities.

Social and PersonalDomains

Interact positively and assert his/her personality whilerespecting that of other people;

Join team work, fit in a common initiative project /group;

Demonstrate interest in cultural activities ;

Develop a sense of effort, love for work, perseverance intasks or activities carried out ;

Understand and accept others in intercultural activities;

Accept group assessment.

The resources to be mobilised by the learner are found in many disciplines and areas of learning. So it is importantto implement these syllabuses not in isolation but as interrelated subjects. These remarks hold both for subject andcross curricular competences. They are so called to show that they should be developed through teaching/learningactivities of the different subjects. The development of subject and cross curricular competences concern the entireeducation family as they are capable of inspiring an educative project and the putting in place of extra curricularactivities. The ultimate training goal of these syllabuses, at the end of the first cycle, is to enable the learner to beself reliant, to be able to keep on learning through out his/her life, to contribute to sustainable development andbecome a responsible citizen.


TABLE OF CONTENTS

General statement

The goals

Time allocation

Profile of learner at the end of the first cycle

Evaluation

General presentation of modules

Module II: Matter: Properties and transformation

Module III: Energy: Applications and uses

Module VI: Environmental education and sustainable development

Comprehensive table showing the modules for Form 3, 4 and 5

Comprehensive table showing Competencies to be acquired at the end of each topic

Matrix of Form 3 topics




General Statement:This Chemistry Teaching Syllabus is a statement of a defined course work to educate young Cameroonians in the third, fourth and fifth years ofChemistry in Secondary Education. It has been developed as an integrated course which aims to contribute towards a mixing of new and oldmaterials so that the new concepts permeate the whole.This syllabus also aims at creating awareness in the student of the importance of chemistry in the society in which he/she lives. It is conceived toprovide a smooth transition from the daily realities of chemistry in the student’s life to more concrete concepts without creating a barrier.

It caters for the student whose previous education in Chemistry is based on the aspects of chemistry studied in Form 1 and Form 2 and preparesthe student to the acquisition of the Ordinary Level Certificate and/or vocational training. It therefore covers the requirements of the CameroonG.C.E. Board Examination Syllabus.

The GoalsThe general aims and objectives for the whole Chemistry course are broken down to specific goals and aims which are progressive. For Forms 3, 4and 5, they are as follows:

1. Identify patterns in the physical and chemical behaviour of substances;2. Use experimental techniques and design of experiments;3. Understand and apply Principles of Chemistry;4. Handle problems in everyday life by using ideas, concepts and skills developed in the Chemistry course;5. Create an awareness of chemistry in the Cameroonian society and the world and an application of the social and environmental aspect of

chemistry.

The entire syllabus is done based on the Competency-Based Approach with daily life situations as the focal point, using the student-centredexperimental approach to the teaching of the subject in each of the classes. The experimental resources to be used at all levels of the teachingsyllabus include:

simple materials in the environment; conventional laboratory chemicals and equipment; microchemistry equipment.

Time allocationTo cover this syllabus, the recommended weekly time allocation for each of Forms 3, 4 & 5 is:

CLASS TIME ALLOCATION (A period is 50 minutes) Theory, demonstrations, experiments.

Form 3 One double period and one single period 50 min. x 3




Profile of learner at the end of the first cycleBy the end of the first cycle the programme of study is expected to inculcate (promote) in the learner responsible behaviour, knowledge andcompetencies, which should enable him/her to be able to:

explain natural phenomena ; meet with the challenges of life, through the use of scientific approach in problem solving; manage the environment in a sustainable manner; safeguard his/her health and that of all others in his/her surrounding; imbibe the scientific method; use process skills to acquire knowledge; read security notices; communicate his/her results. apply scientific reasoning to solve real life situations.

EvaluationThe evaluation of this syllabus will aim to test the knowledge and competencies (skills, abilities) in different areas:

Ability to apply the understanding in solving problems, the ability to use the scientific information given, for example in graphical or tabularform.

Ability to organize material and present ideas in a clear and logical manner. Ability to handle patterns in chemical knowledge and show critical, imaginative and inferential thinking skills.

All forms of evaluation will place emphasis on the specific aptitudes outlined at the beginning of each topic. Practical skills will be evaluated with respect to: Use of and care for equipment Design and use of experiments Quantitative and/or qualitative analyses.

By the end of the three years of studies in Forms 3, 4 and 5, the learner will be required to have shown proof of the acquisition of a specifiednumber of competencies. See Table on minimum expected competencies below to guide you.

All forms of evaluation will place emphasis on the specified competencies/aptitudes outlined for each topic/module.


GENERAL PRESENTATION OF MODULESMODULE II: MATTER: PROPERTIES AND TRANSFORMATION

1. TIME ALLOCATION: 177 (75 + 60 + 42) PERIODS

2. GENERAL PRESENTATION:

Most of the core content of Chemistry in Forms 3 to Form 5 comprises matter, its characteristics and some reactions (i.e. transformation).Thismodule consists of the following topics:

Atoms. Structure of the atom in relation to the Periodic Table. Structure and Bonding. Acidic and alkaline solutions. Chemistry of the elements: The Halogens. Chemistry of the elements: Oxygen. Chemistry of the elements: Sulphur. Chemistry of the elements: Nitrogen. Chemistry of the elements: Phosphorus. Chemistry of the elements: Carbon. Chemistry of the elements: Hydrogen. Principles of Chemistry: Formulae, Moles and Equations. Principles of Chemistry: Electrochemistry and Redox reactions. Principles of Chemistry: Solutions and acid-base titration. Chemistry of the elements: Alkali metals and alkaline earth metals. Chemistry of the elements: Transition metals. Chemistry of the elements: Identification of ions. Salts. Organic Chemistry. Principles of Chemistry: Gaseous state. Principles of Chemistry: Energetics. Principles of Chemistry: Rates of reaction. Principles of Chemistry: Reversible reactions Chemistry in society: Extraction of metals. Chemistry in society: Heavy chemical industries.

After looking at some basic notions of matter in Form 1 and Form 2, more emphasis is laid on the properties and transformation of matter. In thisregard the atom is studied in more detail, the periodic table is introduced and the chemistry of the elements is then treated. Notions of quantity


chemistry (mole concept) and organic chemistry are introduced with transformations being represented by appropriate equations; withoutminimizing chemistry in society. To achieve this, the teacher has to sharpen the curiosity of the learner in such a way as to permit him/her torecognise, describe and interpret some phenomena that occur in his/her environment on a daily basis, and to use the knowledge acquired to solvedaily-life challenges; and also to carryout, observe and interpret simple chemical reactions.

3. CONTRIBUTION OF THE MODULE TO THE GOALS AND OBJECTIVES OF THE CURRICULUM

This module seeks to help learners improve their relationship with and knowledge of the material world by deepening their knowledge acquired inthe primary school and latter on during the first two years of secondary education.

4. CONTRIBUTION OF THE MODULE TO THE CURRICULUM AND TO AREAS OF LIFE.

To enable learners improve on their relationship with the material world, the teacher should stimulate the learner so as to tap from him/her the abilityto read, calculate, manipulate, estimate and interpret.

To achieve this, the learner needs skills in languages (English and French), Mathematics, Chemistry, Physics, Technology and Biology.

In this module, the learner is required to take decisions that affect his/her health, physical and social environments.

MODULE III: ENERGY: APPLICATIONS AND USES

1. TIME ALLOCATION: 24 PERIODS

2. GENERAL PRESENTATION:

This module presents basic concepts in energy based on the Principles of Chemistry already introduced Form 1 and Form 2, with emphasis on heatand electricity. It is subdivided into two topics as follows:

Principles of Chemistry: Electrochemistry. Principles of Chemistry: Energetics.

3. CONTRIBUTION OF THE MODULE TO THE GOALS AND OBJECTIVES OF THE CURRICULUM

The study of energy helps in the construction of reasoning and familiarity with resources around us. The study of energy will enable the learner todevelop the ability to visualize, interpret, justify, classify, clarify, appreciate, quantify, project, and describe the world through the availability of thedifferent energy resources, their location, and relationships. This will also develop in the learner the spirit of initiative, creativity and enterprise. Allthese competencies enable the learner to become autonomous and independent to carryout different activities in the environment.


4. CONTRIBUTION OF THE MODULE TO THE PROGRAMME OF STUDY AND TO THE AREAS OF LIFE.

The content of this module has as objective to reinforce the capacity of the learner in carrying research and integrating himself/herself into the socialmilieu. On the other hand, this module initiates the learner into project development and enables him/her to acquire knowledge of technological andmethodological approaches. The acquisition of this scientific knowledge will need aspects of Mathematics, Geography, Information / Computertechnology, etc.

In this module the basic notions of energy are given, how it is handled and used. This calls on the learner to make reference to daily actions vis-a-vis the energy in the following areas of life: media and communication, social and family life, citizenship, health care, environmental protection,welfare and economic life.

MODULE VI: ENVIRONMENTAL EDUCATION AND SUSTAINABLE DEVELOPMENT

1. TIME ALLOCATION: 30 PERIODS2. GENERAL PRESENTATION:

This module takes into consideration the notion of chemistry in the society and handles extraction of metals and heavy chemical industries;and comprises two topics as follows:

Chemistry in society: Extraction of metals. Chemistry in society: Heavy chemical industries.

The industrial preparation processes involved eliminate various waste products and the disposal of these products needs to be handled with care,as waste disposal has become a serious environmental hazard within the last few years. It is necessary to create awareness in learners as to thepresence of these waste products and to sensitize them on the challenges of their sustainable management.

The treatment of the proposed family of situations in this module should help learners acquire investigative skills, refine their observationskills, implement techniques of data collection and organization, as well as methods of quantitative and qualitative data analysis, to help them adoptresponsible behavior concerning the protection of their environment. The treatment of the families of situations also ought to help learners to takenote of the evolving nature of solutions related to the challenges faced in our environment.

3. CONTRIBUTION OF THE MODULE TO THE GOAL AND OBJECTIVES OF THE CURRICULUM:

The skills the learner will acquire in this module will better equip him/her to sustainably manage his/her environment. This module would also invoke the love for careerslike medicine, agronomy, teaching environmental education etc.


4. CONTRIBUTION OF THE MODULE TO THE PROGRAMME OF STUDY AND TO AREAS OF LIFE.

This module will develop in the learner skills linked to communication and interpersonal relations, decision making, critical thinking, scientific mind,self esteem. These skills are indispensible in all the science subjects and other areas of learning.

This module also provides essential resources for the appropriation of the content on environmental education and sustainable development, andhealth education.

The importance of this module lies in the fact that the learner who permanently lives in a more or less hostile environment whereby the differentnatural resources are a source of socio-economic challenges, should know that only sustainable management of these resources can lead not onlyto a comfortable life but also to social peace. The family, social and economic life, the environment, well-being and health depend on man’sbehavior in his environment.


COMPREHENSIVE TABLE SHOWING THE MODULES FOR FORM 3, FORM 4 AND FORM 5The Competency-Based Approach (CBA) paradigm requires that the syllabus be written in modules. The syllabus for these three years of

secondary education in Chemistry comprises three of the six modules in Science and Technology (Matter: Properties and Transformation, Energyand Environmental Education); having eleven topics in Form 3,eight in Form 4 and five in Form 5.

a) The modules.

Cycle Level Title of module Topic Family of situations Duration/(Periods)

First Cycle

Form 3

Matter: Properties andTransformation

1. Atoms. Structure of the atom.Identification of tiny invisible subatomic particles

06

2. Structure of the atom in relation to thePeriodic Table.

Understanding the structure of the atom.Significance of valence electrons

06

3. Structure and Bonding. Identification of the forces holding particles together andthe structures of substances.

11

4. Acidic and alkaline solutions. Classification of solutions based on their behavior withindicators.

05

5. Chemistry of the elements: The Halogens. Chemistry of the elements 13

6. Chemistry of the elements: Oxygen. Chemistry of the elements 067. Chemistry of the elements: Sulphur. Chemistry of the elements 088. Chemistry of the elements: Nitrogen. Chemistry of the elements 099. Chemistry of the elements: Phosphorus Chemistry of the elements 0110. Chemistry of the elements: Carbon. Chemistry of the elements 0811. Chemistry of the elements: Hydrogen. Chemistry of the elements 06-80

Form 4Matter: Properties andTransformation

1. Principles of Chemistry: Formulae, Molesand Equations.

Amounts of substances 12

Energy 2. Principles of Chemistry: Electrochemistry.Redox reactions

Action of electricity 15

Matter: Properties andTransformation

3. Principles of Chemistry: Solutions and acid-base titration.

Volumetric analysis 09

4. Chemistry of the elements: Alkali metals andalkaline earth metals.

Chemistry of the elements 07

5. Chemistry of the elements: Transitionmetals.


6. Chemistry of the elements: Identification ofions.


7. Salts. Salts 068. Organic Chemistry. Organic compounds 17

Form 5 1. Principles of Chemistry: Gaseous state. Principles of Chemistry 06Energy 2. Principles of Chemistry: Energetics. Principles of Chemistry 10Matter: Properties andTransformation

3. Principles of Chemistry: Rates of reaction.Reversible reactions

Principles of ChemistryPrinciples of Chemistry

060303

EnvironmentalEducation

4. Chemistry in society: Extraction of metals. Chemistry in Society 085. Chemistry in society: Heavy chemical

industries.Chemistry in Society 22

6. General revision ≥ 23


b) The matrix : The table is made up of three major columns:

o The Contextual framework embodies the families of situations and examples of real life situations where the knowledge and skills(competencies) can be applied.

o The Competencies are made up of categories of actions and examples of actions: These are groups of some actions which are relatedto the mastery of the competencies expected for the module.

o The Resources have the essential or core knowledge which gives all the set of cognitive and affective resources which the learnerneeds to mobilize to successfully treat a family of situations. It is divided into four components: the subject content, the aptitude (skills orknow-how), attitudes to be disposed or displayed as well as other resources (material, human, finances, etc.) necessary for theacquisition of the competencies.

c) Competencies: The table below shows the various competencies to be acquired at the end of each topic and consequently by the end ofthe Sub-cycle. The teacher is expected to use the resources available in his/her local environments to impact these competencies unto thelearners.

Cycle Level Title of module Topic Competencies

First Cycle

Form 3 Matter: Propertiesand Transformation

1. Atoms. Demonstrate Brownian motion and diffusion. Identify, locate andcharacterise subatomic particles. Calculate RAM from isotopicabundances.

2. Structure of the atom in relation to thePeriodic Table.

Write the shell electronic configuration of the first twenty elements.Determine the period and group of an element from its electronicconfiguration. Relate valence electrons and chemical properties.

3. Structure and Bonding. Illustrate ionic, covalent and metallic bond formation using suitableexamples. Use molecular models to illustrate shapes of simplemolecules. State the properties of each bond type.

4. Acidic and alkaline solutions. Identify common indicators and their colour changes in differentmediums. Use indicators to verify and classify simple solutions.React acids with alkalis, metals, metal oxides and carbonates.Prepare indicator from plant extract.

5. Chemistry of the elements: TheHalogens.

Give the colour of the halogens as well as their physical states atroom temperature. Prepare halogens and hydrogen halides fromsuitable reagents. Identify/distinguish halide ions using AgNO3.

6. Chemistry of the elements: Oxygen. Prepare and test for oxygen. Prepare oxides of some commonelements, dissolve the oxides in distilled water and test solutionswith blue and red litmus papers.

7. Chemistry of the elements: Sulphur. Identify yellow stones in the local market as sulphur. Describe thelaboratory preparation of H2S, S2-, SO2, H2SO4 and state theiruses and that of sulphur. Add dilute HCl to FeS and smell the gasproduced. Carry out a simple chemical test for the sulphate ions.

8. Chemistry of the elements: Nitrogen. State the physical properties of nitrogen. Describe the laboratory



First Cycle

Form 3preparation and manufacture of ammonia and state its properties;do same for nitric acid. State uses of nitrogen and its compounds.

9. Chemistry of the elements: Phosphorus State the physical properties of white and red phosphorus.Describe the reaction of phosphorus with air, oxygen and chlorine.State some uses of phosphorus and its compounds.

10. Chemistry of the elements: Carbon. Identify the different structural forms of carbon and relateproperties to the structure. Draw and state the uses of eachallotrope of carbon. Produce CO2 from varied carbon compoundsand test the gas using lime water. Give uses of carbon compounds.

11. Chemistry of the elements: Hydrogen. State the physical properties of hydrogen. Prepare hydrogen in thelaboratory, and test using a glowing splint. Titrate dil. HCl againstNaOH(aq). Pass H2 gas over CuO on heating and observe.Describe the reaction of hydrogen with oxygen and chlorine.

Form 4

Matter: Propertiesand Transformation

1. Principles of Chemistry: Formulae,Moles and Equations.

Memorize simple definitions and statements of laws. Carry out anexperiment to determine formula of a simple binary compound;CuO or MgO. Write and balance simple chemical equations anddo calculations involving aspects of the mole concept. Weigh amass equivalent to a mole of a substance.

Energy 2. Principles of Chemistry:Electrochemistry. Redox reactions

Memorize definitions of terms and state laws. Establish theelectrochemical series using displacement reactions inelectrochemical cells. Set up simple electrolytic cells forelectrolysis of molten NaCl, PbBr2, NaCl(aq), CuSO4(aq) ( using inertand reactive electrodes), acidified H2O.Write and balance ionicequations. Do calculations involving Faraday’s laws. State someuses of electrolysis. Describe the use of aqueous KI, acidifiedKMnO4 and K2Cr2O7 to test for oxidizing and reducing agents fromthe resulting colour changes


3. Principles of Chemistry: Solutions andacid-base titration.

Memorize definitions of terms. Prepare standard solutions. Carryout acid-base titrations. Write balanced equations for acid-basetitration reactions. Do calculations using titre values and equations.

4. Chemistry of the elements: Alkali metalsand alkaline earth metals.

List at least three members of each group. Carry out the reactionsof metals with cold water and oxygen. Prepare and investigate theeffect of heat and water on hydroxides, halides, sulphates,nitrates, carbonates of Li, Na, K. Carry out reactions of Mg, Cawith cold water and steam and acid. Use reactions to comparereactivity and derive trends. Prepare and investigate properties ofoxides, hydroxides, carbonates, chlorides of Ca and Mg.Use soap to distinguish hard and soft water. State the types andexplain causes and effects of hardness.Carry out simple procedures to soften hard water.

5. Chemistry of the elements: Transitionmetals.

Investigate physical properties of Fe and Cu. State characteristicproperties of transition metals. Study some reactions of the abovemetals and/or their compounds.



Form 4

6. Chemistry of the elements: Identificationof ions.

Carry out flame tests. Carry out test tube reactions using NaOH,NH3 and other reagents to identify and distinguish betweenvarious ions.

7. Salts. Prepare salts using various methods. Heat salts and observe.Draw and use solubility curves. Memorize definitions of the termsdeliquescence, hygroscopy and efflorescence and cite a concreteexample of their respective compounds.

8. Organic Chemistry. Memorize definitions of basic terms. Construct models to showcovalent bonding in simple alkanes (C1-C3) and alkenes (C2-C3).Investigate physical properties of organic compounds. Describefractional distillation of crude oil. Test for unsaturation and for –OHgroup. Prepare ethanol from ethene and starchy food. Investigatephysical and chemical properties of ethanol. Prepare an ester froman alcohol and an organic acid.

Form 5

1. Principles of Chemistry: Gaseous state. State the kinetic theory. Carry out experiments to demonstrateBrownian motion and diffusion. State Boyle’s law and Charles’law. Explain these laws in terms of the kinetic theory. Use gas lawexpressions and combined gas law expression in calculations.Define molar heat of evaporation and molar heat of fusion. Usemolar heat of evaporation and fusion to predict structures.

Energy 2. Principles of Chemistry: Energetics. Define heats of combustion, neutralization, solution, reaction andprecipitation. Construct simple energy level diagrams. Carry outexperiments to determine the heat of combustion of ethanol ormethanol; heat of neutralization of HCl by NaOH. Calculate heatchanges. State Hess’s law.


3. Principles of Chemistry: Rates ofreaction.

4. Reversible reactions

Define rate of reaction. Investigate the effect of Temperature,concentration, surface area, catalyst and light on the rate of areaction, e.g. HCl/Mg; CaCO3(s)/dilute HCl; KClO3/MnO2,HCl(aq)/S2O3

2-(aq), etc.Predict the effect of changing reaction conditions on the yield ofproducts e.g production of ammonia and sulphuric acid

EnvironmentalEducation

5. Chemistry in society: Extraction ofmetals.

Describe the Extraction Al, Fe, Cu and titanium from their typicalores. State some physical properties of these metals. Stateeconomic uses of the metals and relate the use to properties.

6. Chemistry in society: Heavy chemicalindustries.

Describe the industrial preparation of ammonia, nitric acid,sulphuric acid, sodium hydroxide etc. Produce soap anddetergents. Identify different types of fertilizers and theirconstituents. NPK composition and calculation of fertilizercomponents. Identify sources of energy for industries (coal, oil,electricity, etc). Know the products arising from the fractionaldistillation of crude oil and their uses. Identify natural polymers(carbohydrates and proteins). Bring some common syntheticpolymers to class (polythene, nylon polystyrene, Perspex, etc.).


FORM 3GENERAL CHEMISTRY

CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OFSITUATIONS

EXAMPLES OFSITUATIONS

CATEGORIESOF ACTIONS

EXAMPLES OFACTIONS

CONTENT(CORE KNOWLEDGE )

APTITUDES(SKILLS)

ATTITUDES OTHERRESOURCES

Structure ofthe atom.

Identificationof tinyinvisiblesubatomicparticles

-Properties andcomposition ofthe atom.

-Drawing thestructures ofsimple atoms

-DistinguishingbetweenBrownianmotion andDiffusion.

-Identifyingisotopes.

-Finding theaverage mass ofisotopes ofelements

-Defining terms-Identifyingsubatomicparticles-Writing thenotation ofisotopes.-Calculations.-Experimentation-Carry outexperiment toillustrate diffusionof gases andcrystals insolutions.-Explaining thecharacteristics ofsub-atomicparticles. -Representingisotopes using

-Carry out experimentsto demonstrate Brownianmotion and diffusion.-Draw an atom, locateproton, neutron andelectrons and identifytheir properties.Identify isotopes andcalculate RAM.-Grind chalk or sugar.-Describe experiments toshow that matter is madeof very tiny particles-Perceive the smell ofany smelling substance(e.g. perfume).-Drop a crystal ofKMnO4 or “BLUE” in aglass of water andobserve.-Draw and fill a table ofname, mass and chargeof the sub-atomicparticles.- Represent specificatoms using the

notation.-Use percentage relativeabundances of isotopesto calculate the RAM ofelements e.g. Chlorine.

Topic 1: Atoms1.1 Revision of the simple

structure of an atom.Simple experiments toillustrate diffusion (mixing oftwo gases – HCl and NH3 e.g.dilution of colouredsubstances).Brownian motion: Explanationin terms of simple kinetictheory.

1.2 Charge and approximate massof: a proton, a neutron and anelectron.Definition of atomic number ofan element and the massnumber of an atom.Isotopy: definition andexamples.Conventional representation ofan isotope where A is the massnumber and Z atomic number.Examples.Isotopic abundances.Calculation of atomic mass ofchlorine from its isotopicabundances.Definition of relative atomicmass of an element on thehydrogen scale and on thecarbon-12 ( ) scale.

1.3 A mole of atoms: explanationof the Avogadro’s constant L.

Definition of a mole of particles.

-Recall the compositionand structure of an atom interms of protons, neutronsand electrons.-Carry out experiments andexplain diffusion and thesimple kinetic theory, theBrownian motion.-Appreciate the smallnessof particles and theirmotion-Give the charge andappropriate mass of aproton, neutron and anelectron.-Define the atomic numberof an element, and themass number of an atom.-Explain what is known byisotopes of an element.-Use and interpret theconventional symbolismfor representing an isotope.-Calculate the atomic massof an element from itsisotopic abundance.-Define the relative atomicmass of an element withrespect to the hydrogenscale; scale.-Explain what is meant byAvogadro’s constant.-Explain what a mole ofatoms or particles means.

- Awarenessof existence ofAtoms.- Awarenessof theexistence ofsubatomicparticles.-Care whenhandlingsmelling gasesand chemicals.

-Sulphurpowder,-water -microscope,-perfume-KMnO4(s),

-Picture chart ofthe atom.-Chalk,-Sugar.-Mortar &pestle-Blue-Volatile liquids(perfume,ammonia, etc.)-odorous gasese.g. H2S-Beaker or glasscups.-Pollen grains.-The periodicchart.






EXAMPLES OFACTIONS


APTITUDES(SKILLS)


Understandingthe structureof the atom.

-Significanceof valenceelectrons

-Atomicstructure and theperiodic table.

-Drawing thestructures ofatoms.

-Distinguishingbetween core,valence andnon-valenceelectrons.

-Identifyingelectrons thattake part duringchemicalreactions

-Drawingrepresentativestructures ofatoms.Distribution ofelectrons in shellsand writing shellelectronicconfiguration.-Relatingchemicalproperties ofelements toelectronicconfiguration-Using valenceelectrons todetermine thechemicalproperties ofelements

-Draw an atom.-Use number of valenceelectron to classifyelements in groups.-Draw concentric circleson a card board torepresent shells or energylevels (1,2,3… or K, L,M…).-Roll Plasticins intosmall balls to representelectrons and place themon the circles.-Write the electronicconfiguration of the first20 elements on thePeriodic Table.-Identify the core andvalence electrons.-Use the energy level todetermine the period ofthe element and thevalence electrons todetermine the group towhich the elementbelongs in the PeriodicTable.-Explain the linkbetween valenceelectrons and chemicalproperties.

Topic 2: Structure of the atom inrelation to the Periodic Table.2.1 Structure of the atom:

Nucleus and electrons; theatom as a neutral particle(balanced charge of protonsand electrons).Energy levels (n = 1, 2, 3…)Definition of valence electrons,core electrons and non-valenceelectrons.Building up the Periodic Tablefor the first twenty elements onthe basis of the energy levels.The electronic configuration ofthe first twenty elements.

2.2 Valence electrons and thePeriodic Table.Valence electrons and theposition of the element in thePeriodic Table e.g. chlorine has7 electrons and is in Group VII.

2.3 Electronic configuration andchemical properties (use alkalimetals and halogens to bringout the relationship).

-Describe the structure ofthe atom. Describe, withthe aid of diagrams, thestructure of an atom ascontaining protons andneutrons(nucleons) in the nucleusand electrons arranged inshells-Deduce the numbers ofprotons, neutrons andelectrons in atoms and ionsfrom proton and nucleonnumbers-Write and explain theelectron arrangement(configuration) of the atomin terms of principalenergy levels (n = 1, 2,3…).-Identify core electrons,valence electrons and non-valence electrons andexplain.-Write the electronicconfiguration of the firsttwenty elements (2: 8: 8etc.)-Describe how the numberof valence electrons in anatom relates to the positionof the element in thePeriodic Table.-Describe how thevalencies of atoms of theelements vary with theposition of the element inthe Periodic Table.-Relate electronicconfiguration to chemicalproperties.

-Awareness ofelectronicstructure ofatoms.-Devotedness,steadiness andkeenness.

-The Periodicchart of theelements.-Plasticines-Bold makers.-A pair ofcompass.-Pencil anderaser.-Pins-Card board orA4 paper.-etc.






EXAMPLES OFACTIONS


APTITUDES(SKILLS)


Identificationof the forcesholdingparticlestogether andthe structuresof substances.

-Differentiatingbetween thevarious forcesholding particlestogether insubstances.

-Explaining theproperties ofsubstances(compounds andmetals).

Demonstration ofthe formation of thedifferent types ofchemicalcombinations.Drawing andnaming shapes ofmolecules andcrystals

-Choosing twoelements on thePeriodic Tablethat can formionic bonds.

-Selecting twoelements on thePeriodic Tablethat can formcovalent bonds.

-Selectingelements on thePeriodic Tablethat can formmetallic bonds.

Use diagrams andmodels to explain theformation of ionic,covalent and metallicbonding.Use models to showvarious shapes of simplemolecules or molecularcrystals.

*Illustrate the following:-Ionic bonding betweenSodium and Chlorine-Covalent bondingbetween carbon andhydrogen atoms in amethane molecule.

*Demonstrate theconductivity of:-ionic compounds (e. g.in solid, aqueous andmolten states)-covalently formedcompounds.

*Heat: ice, NaCl andcopper wire and note theeffect of heat on them.

-Use molecular modelsto illustrate shapes ofsimple molecules.

-Identify forces that holdparticles together inionic, molecular, atomicand metallic crystals.

Topic 3: Structure and Bonding3.1 The chemical bond:

The significance of the noblegas configuration.Definition of the chemicalbond.Formation of chemical bondand the noble gas configuration(the octet rule); valenceelectrons and the chemicalbond. Effect of bond type onproperties of compound

3.2 The ionic bond:Formation of ions by loss orgain of electrons.Formation of ionic crystals asshown by sodium chloride.The attraction betweenoppositely charged ions leadingto the ionic crystal as a giantthree-dimensional structure.Properties of ionic compounds.

3.3 The covalent bond.Formation of molecules bysharing electrons; illustrated byCl2,CH4, NH3, H2O,HCl, N2,CO2, C2H4

Shapes of these simplemoleculesGiant molecules e.g. SiO2

Simple molecular crystals: ice,solid carbon dioxide, iodine.Weak forces betweenmolecules leading to lowmelting and boiling points.Giant molecular covalentcrystals: diamond and graphite.Strong covalent bonds and highmelting point.

3.4 The metallic bond: Formationand properties of metals.

-Explain what a chemicalbond is.-Give the reason forformation of a chemicalbond.-Describe the role of thevalence electrons in theformation of a chemicalbond.-Describe and illustrate theformation of an ionic bond.-State the properties ofionic compounds.-Describe and illustrate theformation of a covalentbond.-State some properties ofcovalent compounds.-Illustrate ionic andmolecular compounds by“dot and cross” diagrams.-Draw the shapes of somesimple molecules.-Give examples of simplemolecular crystals.-Relate the melting pointsand boiling points ofmolecular substances tothe weak forces betweenmolecules.-Give examples of giantmolecular covalentcrystals.Describe the metallic bondand relate it to propertiesof metals (conductivity:heat & electricity,malleability etc.)-Types of crystals: ionic,covalent crystals (giantmolecular covalent

-Knowledgeof howcompoundsare formed.-Awareness ofcompositionof compounds.-Care inhandlingglass ware.-Care inhandling heatsource

-PeriodicTable-Atomic models-Manila paper-Bold makers-Plasticines.-Water.-Ice-NaCl-Iron or Cuwire.-Diamond-Heat source-beaker-Matches-Kerosene-Iodine crystal.-Molecularmodels.Pens andpencils.






EXAMPLES OFACTIONS


APTITUDES(SKILLS)


3.5 Crystals: Definition and types. crystals: diamond andgraphite), metallic crystals.-Relation to bond typesand structure.

Classificationof solutionsbased on theirbehavior withindicators.

Acids and Basesin everyday lifeand in thelaboratory

-Preparing anindicator usingred cabbage.

-Use theindicator andother indicatorsto test theirbehavior insolution likevinegar, water,lemon juice,limestonesolution, soapywater etc.

-Defining terms-Identifyingsolutions-Writing chemicalequations.-Experimentation

-Using indicatorsto verify acidityand alkalinity ofcommonsolutions.-Using indicatorsto classify varioussolutions asacidic, alkaline orneutral solutions.-Using the pHscale to classifysome solutions asacidic, alkaline orneutral solutions-Reacting acidswith alkalis andother substances.

Identify commonindicators and theircolour changes indifferent mediums.Use indicators to verifyand classify simplesolutions.React acids with alkalis,metals, metal oxides andcarbonates-Prepare dilute solutionsof HCl, H2SO4, & NaOH-Squeeze lemon juice.-Prepare limestonesolution.-Prepare indicator fromplant extract.-Put blue and red litmuspapers in varioussolutions and note orobserve the change incolour of the litmuspaper.-Read and interpret thepH scale

Topic 4: Acidic and alkalinesolutions.4.1 Some acid-base indicators

Litmus, phenolphthalein,methyl orange as indicators.Simple definition of anindicator.

4.2 Acids, alkalis andneutralisationUse the universal indicator toclassify the following as acidic,alkaline and neutral solutions:aqueous ammonia, sodiumhydroxide, sodium chloride,vinegar (white), water.

4.3 Neutralisation reaction: simpledefinition, example: sodiumhydroxide with hydrochloricacid. Some properties of acidicsolutions:Action on metalsAction on metal oxides

Action on carbonates4.4 Classify oxides as acidic, basicor amphoteric, based onmetallic/non-metallic character

-Give examples of acid-base indicators. Identifythose properties that placethe elements in the samegroup.-State a simple definitionof acid-base indicator-Classify some simplesolutions as acidic,alkaline or neutral.-Define acidic, alkalineand neutral solutions basedon the pH scale.-Describe qualitatively thedifference between strongand weak acids in terms ofthe extent of ionisation-Describe some propertiesof acidic solutions.-Describe neutralizationreaction.-Describe the importanceof controlling the pH insoils and how excessacidity can be treated usingcalcium hydroxide,calcium/magnesiumcarbonate

- Great care inhandling acidsand alkalinesolutions.- care inhandlingequipment.-Keenobservation.-Care whenhandlingsolutions andchemicals inthe laboratory.-Never tastesolution in thelaboratory.-Use onlysmallquantities ofsolutions andindicators.

-Orange,lime,grape,lemon andtomatoes juice.-H2SO4,-sour milk,-HCl(aq).-Baking powder-tooth paste,-NaOH, NH3(aq).

Distilled waterNaCl.Litmus, methylorange,phenolphthalein-Red cabbage-HCl, H2SO4,ethanoic acids.-Litmus papers.-Universalindicator.-beakers,-CaCO3, CuO.-pH scale.-Vinegar,-Soap. etc.

Chemistry ofthe elements

-Properties ofthe halogens

-Preparation,properties anduses of somehalogens.

-Writing theelectronicconfigurations ofthe halogens.-Explaining thechange in colour,physical states,

Compare the physicalstates of the halogens.Prepare Chlorine-Hydrogen chloride andalkali metal halide.Use appropriate reagentsto test for halide ions.

Topic 5: Chemistry of theelements: The Halogens.5.1 The elements fluorine,

chlorine, bromine, iodine.The melting and boiling points,colour and state at roomtemperature.Exist as diatomic molecules at

-Identify the elements,their symbols and physicalproperties.-Identify those propertiesthat place the elements inthe same group.-Describe chlorine,bromine and iodine in

-Care inhandlingpoisonoussubstanceslike halogens.Care inhandlinglaboratory

Periodic Tableof elements.-Round and flatbottom flasks,Delivery tubes-Gas jar,-test tubes,-KMnO4,






EXAMPLES OFACTIONS


APTITUDES(SKILLS)


-Preparation,properties anduses of somecompounds ofhalogens.

-Identificationof halide ions

-Uses ofhalogens andtheircompounds.

melting & boilingpoints as thegroup isdescended.

-Preparation andreactions ofchlorine andhydrogen halides.

-Displacementreactions of thehalogens.

-Testing forhalide ions.

-Write the electronicconfiguration of thehalogens, and give thegroup to which thebelong using the numberof valence electrons.

-Give the colour of thehalogens as well as theirphysical states at roomtemperature.

-Produce Chlorine from amixture of KMnO4 &conc. HCl; or a mixtureof NaCl, MnO2, andconc. H2SO4 acid.

-Combine HCl acid withNaOH, K2CO3, or CaOto obtain thecorresponding metalhalides.

-Pass chlorine gasthrough solutions ofNaBr and NaI andobserve.

- Pass bromine gasthrough solution of KIand observe.

-Pass bromine or iodinesolutions through NaCl

room temperature.High reactivity (Not found freein nature).Electronic configuration of theelements.

5.2 Preparation and properties ofchlorine:Preparation by reaction ofconcentrated hydrochloric acidwith potassium permanganateor manganese (IV) oxide.Reaction with:

- Hydrogen,- Metals (sodium,

magnesium and iron),- Non-metals (sulphur,

iodine andphosphorus),

- Iodides and bromides.- Bleaching action.

5.3 Preparation and properties ofhydrogen chloride:Preparation by reaction ofsodium chloride with conc.sulphuric acid.Properties and reactions:Physical properties: state,smell, colourReaction with: ammonia (gas);waterAqueous solution of hydrogenchloride i.e. hydrochloric acid.Reaction with metals,carbonates, and hydrogencarbonates.

5.4 Obtaining chlorine fromsodium chloride and sodiumchloride from chlorine.Simple description of theprocess of electrolysis.Electrolysis of aqueous sodium

Group VII (the halogens)as a collection of diatomicnonmetalsshowing a trend in colour,state and theirdisplacement reactionswith solutions of otherhalide ions-Describe and explainpreparation and propertiesof chlorine and hydrogenchloride.-Describe how chlorinecan be obtained fromsodium chloride andsodium chloride fromchlorine.-Describe preparation ofchlorides of commonelements and other halidesof alkali metals.-Describe the displacementreaction of one halogen byanother.-Describe a simplechemical test to identifythe presence of chloride,bromide and iodide ions.-State some uses ofhalogen-containingcompounds.

equipment.Great care inhandlingreagents.Keenness inobservation

-Great care inhandlingglassware.

- Carry out allreaction in afumecupboard.

-Put on safetygoggles

- MnO2

-HCl,-NaCl,-KI,-KBr/ NaBr-AgNO3,-HNO3

-conc. H2SO4 &HCl.-Water-bromine water,-Iodine.- heat source-HNO3 acidsolution.NH3(aq)

-etc.






EXAMPLES OFACTIONS


APTITUDES(SKILLS)


solution and observe.

-Add some acidifiedAgNO3 into a test tubecontaining solutions ofNaCl, KBr and KIseparately; and thenobserve.

chloride solution (brine) toobtain chlorine.Obtaining sodium chloridefrom reaction of chlorine withsodium metal.

5.5 Preparation of other halides ofthe alkali metals (reactionssimilar to preparation ofchlorides).

5.6 Displacement reaction of onehalogen by another. Fluorinewill displace chlorine, bromineand iodine from aqueoussolutions of correspondinghalides.Chlorine and bromine will dosimilarly to the halogens belowthem. The displacementreaction indicates the decreaseof reactivity down the group.

5.7 Tests for chlorides, bromidesand iodides in:

-solid state by reaction withsulphuric acid

-aqueous solutions withaqueous silver nitrate andaqueous ammonia

5.8 Some uses of halogens andtheir compounds.Uses in the home, medicine,agriculture and industry.

Chemistry ofthe elements.

-Preparation andtest for oxygen.

-Identifying thephysical andchemicalproperties ofoxygen.

-Reacting

Preparation ofoxygen usingappropriateequipment.Burn or heat somemetals and nonmetals in air.

Reactions ofoxides with water,

Set up simple apparatusand prepare oxygen fromKClO3.HeatH2,Na,Mg,Al,C,S,Fe,Cu,Zn in air.Place oxides in water,observe and test withlitmus.

Topic 6: Chemistry of theelements: Oxygen.6.1 Physical properties: state,

colour, odour and solubility.6.2 Simple description of a

laboratory preparation ofoxygen from potassiumchlorate (V) or some commonreagent.Chemical test for oxygen.

-State the physicalproperties of oxygen.-Describe a laboratorypreparation of oxygen.-Describe the preparationof oxides of commonelements.-Describe the reactions ofcommon oxides withwater.

Care inhandlinglaboratoryglassware andchemicals; andwhen heating.Awareness ofpresence ofoxygen in air.Be keen in

-KClO3, MnO2

-conc. H2SO4

-H2O2,-H2, Na, Mg, Al,C, S, Fe, Cu,Zn, etc-Water.-Boiling tube,-Bunsen burner-Clamp & stand






EXAMPLES OFACTIONS


APTITUDES(SKILLS)


oxygen withsome commonmetals and non-metals.-Reduction ofsome oxidesusing somereducing agents.

hydrogen andcarbon

-DecomposingKClO3 or H2O2 inthe laboratory.

-Testing thepresence ofoxygen.

-Reacting oxideswith water.

- Classifyingoxides as soluble,insoluble, acidic,basic or neutral.

-Reacting oxideswith CO, coke, orhydrogen.

-Heat a mixture of MnO2

and KClO3 to produceoxygen.-Mix H2O2 and MnO2 toproduce oxygen.-Dry the gas usingConc.H2SO4 or fusedCaCl2.-Insert a glowing splintinto the gas jar of oxygenand observe.

-Burn H2, Na, Mg, Al, C,S, Fe, Cu, Zn in oxygento obtain their respectiveoxides.-React the oxides withwater; and use red andblue litmus papers to testthe resulting solutions.

-Use CO and H2 toreduce ZnO and PbOrespectively.-Use hot coke to reduceH2O to water gas.

6.3 Preparation of oxides ofcommon elements and theirreaction with water:- Preparation of oxides of:

hydrogen, sodium,magnesium, aluminium,carbon, sulphur, iron,copper, zinc by directcombination. Defineoxidation as addition ofoxygen.

- Through experiments onmethods of preparationestablish order ofreactivity of elements inreacting with oxygen.

- Physical states of oxides.- Reaction of oxides with

water and classification assoluble or insoluble and asacidic, neutral or basic.

6.4 Reduction of oxides ofcommon elements: withhydrogen or carbon.Definition of reduction asremoval of oxygen.

-Identify the order ofreactivity of commonelements based on theirreactions with oxygen.-Identify an oxidationreaction as addition ofoxygen.-Identify a reductionreaction as a loss ofoxygen.-Describe the reduction ofthe oxides of commonelements.

observation. -delivery tube,-glass trough-gas jar,-crucibles-Flat bottom -flask,-U-tube-Fused CaCl2,-beaker

-Periodic Tableof elements.-Hazardoussigns.-Matches-etc.


-Extractingsulphur from itsores.

-Identifying thephysical andchemicalproperties ofsulphur.

-Identifying thedifferentallotropes ofsulphur.

-Extractingsuphur fromundergrounddeposits by theFlasch Process.

-Stating thephysical andchemicalproperties ofsulphur.

-Reacting sulphurwith other

-Identify yellow stones inthe local market assulphur.

-Draw the sulphur pumpused in the Fraschprocess.

-Draw and distinguishbetween rhombic andmonoclinic sulphur.

-Give the colour, meltingpoint and boiling point of

Topic 7: Chemistry of theelements: Sulphur.7.1 Occurrence: extraction of

sulphur by the Frasch process.Allotropes of sulphur. Physicaland chemical properties ofsulphur. Structural forms ofsulphur allotropes.

7.2 Sulphur dioxidea) Preparation from

(i) Sulphites(ii) Burning sulphur

b) Properties:(i) Physical:

-Describe the extractionand state properties anduses of sulphur.-Identify the differentstructural forms of sulphur.-Describe a simplechemical test to identifysulphur dioxide.-Describe the preparationof sulphides of sodium andiron.-Describe the effect ofacids on sulphides.-Identify the products on

-Keenness inobservation.-Care inhandlingequipment andchemicals,especiallyacids.-Ability todescribe.-Care inhandlingpoisonous

Chart of Fraschprocess,S,air,O2,Fe,Zn,NaOH,CuCO3,C,H2,Acids water,sugar, fumecupboard

-Yellow stones-Sulphur powder-Periodic chartof elements.






EXAMPLES OFACTIONS


APTITUDES(SKILLS)


-Preparing thesulphides ofmetals and non-metals.

-Identifying thechemicalproperties ofsulphides.

substances,

-Distinguishingbetween thecrystalline formsof sulphur.

-Preparing SO2,H2S, FeS, CuS,ZnS & MgS.

sulphur.

-Compare the solubilityof sulphur in water withthat in liquid CS2.

-Describe the laboratorypreparation of H2S, S2-,SO2, H2SO4 and statetheir uses and that ofsulphur.( e.g. in thetreatment of ring worm,eczema)

-Smell a rotten egg.

-Add dilute HCl to FeSand smell the gasproduced.

-Heat a mixture of diluteHCl and Na2SO3 and testgas evolved withacidified dichromatepaper.

-Mix dilute HCl acid andBaCl2 with CuSO4

solution and describe theprecipitate. formed.

-React dilute H2SO4 acidwith Mg, Fe & Zn.

-React conc. H2SO4 withCu.

Colour, smell, density(method of collectionof SO2)

(ii) Chemical:-acid character,reaction with alkaliand indicators-reaction withacidifiedpermanganate-combination withoxygen (oxidation).

7.3 Sulphides and hydrogensulphide.a) Preparation of sulphides of

sodium and ironb) Properties:(i) Physical: state and colour(ii) Chemical reaction with

dilute acid to producehydrogen sulphide.Identification of H2S(smell).

c) Burning hydrogen sulphidein air.

7.4 Reactions of sulphuric acid:a) Concentrated acid:

(i) Dilution(ii) Reaction with

copper(iii) Action of sulphur

b) dilute acid:(i) reaction with

copper(ii) reaction with

basic oxides orcarbonates

(iii) reaction withmagnesium, iron,zinc.

c) Uses: food and clothe

burning hydrogen sulphidein oxygen.-Describe the effect ofacids on sulphites-Describe the dilution ofconcentrated sulphuricacid to obtain the dilutedone.-Describe a simplechemical test for sulphateions.-Describe a laboratorypreparation of commonsulphates.State uses of sulphur andsome compounds ofsulphur.

gases.-Waft gastowardsnostrils tosmell.-Care whenhandlingglassware.

-Chart of theFrasch Process-Rotten egg.-HCl acid- FeS-Flat & round-bottom flasks.-Source of heat-Gas jar,-Conc. H2SO4

-Copper-Na2SO3

-BaCl2

-Fe , Zn, Mg, Na-etc.






EXAMPLES OFACTIONS


APTITUDES(SKILLS)


industry. Drugs andagriculture.


-Identifyingnitrogen as themost abundantcomponent ofair.-Identifyingtechniques ofpreparingnitrogen and itscompounds.-Differentiatingthe physical andchemicalproperties ofnitrogen and itscompounds.-Stating the usesof nitrogen andits compounds.

-Identify Nitrogenas the inert part ofair.-Carry outexperiments onthe laboratorypreparation ofnitrogen and itscompounds.-Reactingcompounds ofnitrogen preparedwith acids ,alkalis,other substancesand elements.-Manufacturingsome nitrogencompounds onlarge scale.-Explaining thephysical andchemicalproperties ofnitrogen and itcompounds.-Heating nitrates

-Recall the inactive partof air and its percentagecomposition.-Draw laboratory set upsand describe thelaboratory methods forthe preparation of N2 ,NH3, HNO3, NO, NO2.-Pass some NH3 gas overheated CuO and test gasevolved.-Heat NH4NO2 todecompose.-State the physicalproperties of nitrogen.-React nitrogen with Mg,Li, or oxygen.-Heat a mixture ofCa(OH)2 & NH4Cl solidto obtain NH3.-State the physicalproperties of NH3.-Carry out reaction ofNH3 with othersubstances like oxygen,dilute HCl, H2SO4,HNO3 CuO & H2O.-Describe the industrialmanufacture of NH3 andthe importance of the useof finely divided iron.-Heat a mixture ofKNO3& Conc. H2SO4

acid to get HNO3 acid.-React Cu with dilute &Conc.HNO3 and observethe gas evolved in eachcase.

Topic 8: Chemistry of theelements: Nitrogen.8.1 Physical properties of nitrogen:

density and solubility; mainsource of air

8.2 Ammonia :Laboratory preparation andproperties of ammonia.Collection, solubility in water,reaction with hydrogenchloride, reaction with oxygen(catalysed and uncatalysed)Action on indicators anddiluted acids.

8.3 Nitric acid: laboratorypreparation and properties ofnitric acid.a) Preparation from

potassium nitrate andconcentrated sulphuricacid.

b) Properties:(i) Dilution of concentrated

nitric acid(ii) Action on indicators and

metals(iii) Action on bases,

carbonates and metaloxides.

8.4 Action of heat on nitrates ofsome common elements.Action of heat on sodiumnitrate, lead nitrate, magnesiumand copper nitrates.

8.5 Preparation and properties ofnitrogen oxide and nitrogendioxide.a) Preparation of: nitrogen

-State and physicalproperties of nitrogen-Describe the laboratorypreparation of ammoniaand state its properties.-Describe the reaction ofammonia with simpleacids-Describe the preparationand properties of nitricacid-Describe the action ofheat on some nitrates ofcommon elements-Describe and stateproperties of nitrogendioxide and nitrogenoxides-Describe the nitrogencycle.-State uses of nitrogen andits compounds.

-Care inhandlinglaboratoryequipment .-Keenobservationcare inhandling andusingchemicals.-Awareness ofnitrogenousproducts inagriculture.-Care whenheating.

-Laboratoryequipments forthe preparationof nitrogen,NH3,HNO3,NO,NO2.-Heat source

-NaNO3,Pb(NO3)2,Mg(NO3)2,Cu(NO3)2,-Acids, alkaliswater, air.-NH3, CuO,-Clamp & stand,-Gas jar,-round & flat

bottom flasks,-litmus papers,-CaO, U-tube,-Conc. H2SO4

- CuSO4(s),-Pyrex test tubes-test tubeholders.-A splint,-Nitrogenfertilizers,-HNO3 acid,

-NaOH, CaCO3

-FeSO4,-Cu, Ca, NH4Cl,Mg, Ca(OH)2,KNO3

-Charts for theindustrialpreparation ofammonia.






EXAMPLES OFACTIONS


APTITUDES(SKILLS)


-Heat NaNO3,Pb(NO3)2,Mg(NO3)2, Cu(NO3)2.Identify importance ofnitrogen in agriculture.-Explain the nitrogencycle.-State uses of nitrogen,HNO3, NH3, NH4NO3

etc.

oxide (NO); nitrogendioxide (NO2)

b) Properties: physical andchemical properties.

8.6 The nitrogen cycle.Uses of nitrogen and itscompounds in agriculture.

-etc.


-Observing thestructural formsof phosphorus.

-Reactions anduses ofphosphorus andits compounds.

Identification ofthe differentforms ofphosphorus.Setup equipmentto carry outreactionsinvolvingphosphorus.Identifying usesof phosphorus.

-State the physicalproperties of white andred phosphorus.-Burn phosphorus inlimited and excessoxygen and observe thegas evolved in each case.-Carry out a reactionbetween phosphorus andchlorine.-State some uses ofphosphorus and itscompounds.

Topic 9: Chemistry of theelements: Phosphorus9.1 Structural forms of

phosphorus: white, red, black.9.2 Reactions of phosphorus with:

air, oxygen and chlorine.Uses of phosphorus and itscompounds.

-Identify the differentstructural forms ofphosphorus-Describe the reaction ofphosphorus with air,oxygen and chlorine.-State some uses ofphosphorus and itscompounds.

-Care inhandlingdangeroussubstance likephosphorus.-Keenobservation-Care whenhandling glassware.

-Red, white andblackphosphorus.-Oxygen, air-Chlorine.-Glassware-Source ofchlorine gas.


-Identifying thecrystallineforms of carbon,their structureand properties.

-Preparing theoxides ofcarbon.- Identifying thephysical andchemicalproperties of theoxides ofcarbon.-Preparing

-Distinguishingbetween diamondand graphite interms of structureand properties.-Explaining thelaboratorypreparation ofCO2 and CO.-Describing thephysical andchemicalproperties of CO2

and CO.- Explaining theuses of CO2 and

-Draw the structures ofdiamond and graphite.-Explain the physicalproperties of diamondand graphite.-State the uses of eachallotrope.-Carryout the reactionsbetween Fe2O3 and coke;CuO and carbon or coke.-React CaCO3 (marblechips) with dilute HClacid.-Heat CaCO3, CuCO3 orKHCO3 and observeeffect of gas evolved on

Topic 10: Chemistry of theelements: Carbon10.1 Structural forms of carbon:

graphite, diamond, charcoal…Structure, physical propertiesand uses.

10.2 Reaction of carbon with metaloxides: carbon acting asreduction agent.

10.3 Preparation, properties andreactions of carbon dioxide:

a) Preparation in thelaboratory, properties andtest for CO2.

b) Reactions of carbondioxide

-Identify the differentstructural forms of carbon(polymorphism) and relateproperties to the structure.-Describe the reaction ofcarbon with metal oxides.-Describe the preparationand properties of carbondioxide.-Describe the reactionbetween carbon and caExplain the physical andchemical properties ofcarbon monoxide.-Describe preparation andreactions of carbonates.

-Awareness ofthe importanceof protectingtheenvironment.-Awareness ofhazards of COand CO2.-Keenobservation.-Care handlingchemicals,glassware,burning andheatingsubstances.

-Diamond,-Graphite-Wood,

-Charcoal,-Soot,

-Kerosene, ,-Heat source-ZnO- Fe2O3

-CO2

-Steam-Paper-glassware.-CaCO3.-NaOH-CH3COOH.






EXAMPLES OFACTIONS


APTITUDES(SKILLS)


carbonates andexplaining theirchemicalproperties.

CO.-Heating carbonwith some metaloxides: ZnO,Fe2O3, CO2,steam.-Preparingcarbonates andgiving theirreactions.

limewater.-Pass CO2 over hot cokeand test gas evolved.-Use conc. H2SO4 acid todehydrate oxalic(H2C2O4) acid.-React CO with Cl2,Fe2O3, PbO or CuO.-Pass CO2 into KOH orNaOH and observe.-Heat NaHCO3 andidentify the products.-Give the advantages anddisadvantages of CO2 inthe environment.

- with alkali- with carbon.

10.4 Preparation and properties ofcarbon monoxidea) Preparation by

-reaction of carbon andcarbon dioxide

-reaction ofconcentrated sulphuricacid on formic acid

b) Properties:-physical properties,-chemical properties.

10.5 Preparation of carbonates andreaction of carbonates.a) Preparation of:

-soluble carbonates,-insoluble carbonates.

b) reaction of carbonates:-reaction with acids-action of heat.

10.6 Uses of:-carbon dioxide (soft drinks,

cooling, fire extinguishing,etc.)-carbon monoxide (fuel,reduction action, etc.)Hazards of :

-carbon monoxide(poisonous)

-carbon dioxide (greenhouse effect).

-State the more commonuses of carbon dioxide andcarbon monoxide.

-Use of fumecupboardwhenpreparingtoxic gases.

-Conc. H2SO4

-Water.-Lime water.(Ca(OH)2)-Litmus papers.-HCl acid.-Charcoal.-Coke.-Soot-Marble chips-pyrex test-tubes-etc.


-Preparing andidentifying theproperties ofhydrogen.

- Identifying thereaction ofHydrogen withOxygen &

-Explaining thelaboratorypreparation ofHydrogen.-Stating theproperties ofHydrogen.-Describing thereaction of

-Prepare hydrogen in thelaboratory.-React dilute HCl withZn, Mg, Fe, Al, Cu etc.-Bring a lighted splintnear the gas and obtain apop sound confirming H2

-The gas(H2) is passedover CuO, colour

Topic 11: Chemistry of theelements: Hydrogen11.1 Laboratory preparation of

hydrogen and propertiesa) Preparation from action of

either dilutedhydrochloric or sulphuricacid on zinc, magnesium,iron, …

-Describe the laboratorypreparation of hydrogen-Describe the effect ofdiluted acids and alkalis onsome metals.-Describe acid-basereactions and titration-Describe the reactions ofhydrogen with oxygen and

-Great carewhen handlingchemicalsespeciallyacids andalkalis,- Care whenhandlingglassware.

Lab. equipmentfor preparationof H2.-Dil. HCl/H2SO4

-Dilute NaOHor KOH-Zn, Mg, Fe,Cu,Al, etc. powder-steam






EXAMPLES OFACTIONS


APTITUDES(SKILLS)


Chlorine.

-Identifying theeffect of acids &alkalis onmetals.

Hydrogen withChlorine and withOxygen.-Describe thereaction of diluteacid on somemetals.-Describe thereaction of dilutealkali on somemetals.

changes from black tobrown.-Pass H2 over oxygenand chlorine.-Titrate dil. HCl againstNaOH(aq)

-State the physicalproperties of Hydrogen.-Describe the chemicalproperties of Hydrogen.-Describe the reaction ofHydrogen with Chlorine.-Use litmus to test forHCl gas.-React hydrogen withoxygen and test productformed with red and bluelitmus papers.-React dilute HCl,H2SO4, or HNO3 withCu, Zn, Fe, Al,-React dilute NaOH orKOH with Mg, Zn, Fe,Cu and Al.-Mix dilute HCl andNaOH and test resultingsolution with blue andred litmus papers.-Define an acid, a base, asalt, and neutralisation

b) Properties of hydrogen:(i) Physical(ii) Chemical.

11.2 Effect of diluted acids andalkalis on some metalsa) Effect of diluted acids on:

copper, zinc, iron,aluminium.

b) Effect of diluted alkalis on:magnesium, zinc, iron,copper, aluminium.

c) Amphoteric metals from(b).

11.3 Acid-base reactionsa) Definition of:

-an acid,-a base,-a salt.

b) Definition of aneutralisation reaction.

11.4 Reaction of hydrogen withoxygen and chlorine.

a) Reaction with oxygento give water

b) Reaction withchlorine to givehydrogen chloride(gas).

chlorine. -Care inhandlinglaboratoryequipment .-Keenobservation

-splint orbroomstick-Fe filings-water.-source of heat.-Combustiontube.-Fused CaCl2.-etc.


FORM 4PRINCIPLES OF CHEMISTRY : PART 2





EXAMPLES OFACTIONS


APTITUDE(SKILLS)


Amounts ofsubstances

Measuringquantities ofsubstances

-Defining terms-Writing chemicalequations-Calculations-Experimentation

-Memorize simpledefinitions andstatements of laws.-Carry out an experimentto determine formula of asimple binary compound;copper oxide ormagnesium oxide.-Write and balancesimple chemicalequations using the moleconcept.-Do calculationsinvolving aspects of themole concept.-set up and carry outsimple experiments todemonstrate the gaslaws.-Weigh a massequivalent to a mole of asubstance.-Balance equations.-Carry out calculationsbased on chemicalequations.- Calculate limitingreagent and theoreticalyield

Topic 1: Principles of Chemistry:Formulae, Moles and Equations1.1 Definition of the mole and its

application to atoms, moleculesand ions.The Avogadro’s number, L, andwhat it represents.

1.2 Experimental determination of:a) Formula of water by

electrolysis,b) Formula of copper oxide or

magnesium oxide by massdifferences.

1.3 Definitions: relative atomicmass, relative molecular mass,molecular mass, molecularvolume

1.4 Boyle’s law; the combined gaslaw and application. Avogadro’slaw and application.

1.5 Calculations involving:a) Percentage composition by

massb) Determination of empirical

and molecular formulaec) Limiting reagentsd) Theoretical and percentage

yielde) Molecular volumes

1.6 Balancing chemical equationsusing the mole concept.Stoichiometry of chemicalreactions; full formula equation.

Write equations including statesymbols.

-Recall the mole, theAvogadro’s number,L, and what itrepresents-Determineexperimentally theformula of a simplebinary compound.-Define relative atomicmass, relativemolecular mass andmolecular mass.-Determine molecularmass (molecularweight and formulaweight)-Apply the combinedgas law.-State the Avogadro’slaw (principle) anddefine molecularvolume.-Determine thepercentagecomposition ofsubstances by use offormula.-Derive the rightformulae from either aknown percentagecomposition or fromknown amounts ofconstituent elements.-Write balancedequation, using molesrelationship includingstate symbols for

Curiosity-Observelaboratorysafety rules.

-Curiosity-Observelaboratorysafety rules.-Diligence inbalancingequations andin calculations.

-Balance-Calculators-Copper oxide-MagnesiumoxideMg ribbon

-Combustiontube-syringes-balloon orball-source of heat-Crucible-etc.






EXAMPLES OFACTIONS


APTITUDE(SKILLS)


liquid, solid, gases andaqueous solutions.

Action ofelectricity

Electrolysis -Defining terms-Writing andbalancing ionicequations-Calculations.-Experimentation

-Memorize definitions ofterms and state laws

-Establish theelectrochemical seriesusing displacementreactions inelectrochemical cells.

-Set up simpleelectrolytic cells forelectrolysis of moltenNaCl, PbBr2, NaCl(aq),CuSO4(aq) ( using inertand reactive electrodes),acidified H2O.

-Write and balance ionicequations.

-Do calculationsinvolving Faraday’slaws.

-State some uses ofelectrolysis.

Topic 2: Principles of Chemistry:Electrochemistry2.1 Formation of ions: Revision.

Define electrolyte, non-electrolyte electrolysis,electrodes, anode, cathode,anion, cation, electrolytic cell.

2.2 Electrolysis of:a) Molten electrolyte

- Sodium chloride or leadbromide

- Cathode reaction: reduction- Anode reaction: oxidation- Overall reaction

b) An aqueous electrolyte(i) copper sulphate solution

with inert electrodes(platinum, graphite). coppersulphate solution with activeelectrodes (copper)

(ii) acidified water (dil. H2SO4)with inert electrodes.

Indication of direction of flow ofelectrons and current. The role ofwater in electrolysis. Explain thepreferential discharge of H2 gasand O2 gas from electrolysis ofaqueous H2SO4 and aqueousNaCl. Factors influencingpreferential discharge of ions.

2.3 Quantitative treatment ofelectrolysis. Faraday’s laws.Statement of laws; mathematicalexpression, related calculations.

2.4 Electrochemical series.Definition of electrochemicalcell, description of a simpleelectrochemical cell; halfreaction.

-Recall the formationof ions-Define electrolyte andnon-electrolyte,electrolysis,electrodes, anode,cathode, anion, cation,electrolytic cell(voltammeter)-Describe theelectrolysis of anelectrolyte in themolten state.-Describe theelectrolysis of anaqueous electrolyte.-Explain the reactionsat the electrodes.-Identify the directionof flow of electronsand current.-State Faraday’s lawsof electrolysis andcarry out calculations.Establish the activityseries (electrochemicalseries) fromdisplacement reactionsof metal/metal ions.-Explain anelectrochemical cell interms of electrontransfer processes.-Establish anelectrochemical seriesfrom cells.-Uses of electrolysis.- Describe the use ofaqueous potassium

-Curiosity-Keenobservation-Diligence inhandlingequipment andhot objects.-Infer fromobservations.

-Heat source-Electricitysource-electrodes(Cu, Pt, C)-CuSO4, NaCl,H2SO4, PbBr2

-Battery-Cu wire-Crocodileclips/cellotape-etc.






EXAMPLES OFACTIONS


APTITUDE(SKILLS)


Displacement reactions as amethod of establishingelectrochemical series.Electrochemical series attainedfrom electrochemical cells.

Uses of electrolysis: electroplating.2.5 Redox reactions. Define andidentify redox reactions in termsof oxygen/hydrogen, and/orelectron gain/loss.

iodide, and acidifiedpotassiummanganate(VII) andacidifiedpotassiumdichromate(VI) intesting for oxidisingand reducing agentsfrom the resultingcolour changes

Volumetricanalysis

Standardsolutions,mineral acids,titration

-Defining terms-Preparingsolutions-Titratingsolutions.-Calculations

-Memorize definitions ofterms.-Prepare standardsolutions-Carry out acid-basetitrations-Write balancedequations for acid-basetitration reactions.-Do calculations basedon titre values- Calculations ofconcentration fromamount and volume;amount fromconcentration andvolume; andconcentration from massof solute and volume.

Topic 3: Principles of Chemistry:Solutions and acid-base titration.3.1 Definitions: standard solution,

molar solution, acid, base, weakacid, strong acid, weak base,strong base (acid as protondonor, base as proton acceptor).

3.2 Preparation of standard solutionsfrom solid; from liquid; bydilution; concentration expressedin mol. dm-3.

3.3 Titration technique: burette,pipette, volumetric flask, conicalflask, acid-base indicator.Calculations based on titrationresults for monobasic and dibasicacids. Acid salts: preparation ofNaHSO4 and NaHCO3 bytitration.

3.4 Calculations:a) concentration from amount

and volume.b) amount from concentration

and volume.c) concentration from mass of

solute and volume.

-Define standardsolution, molarsolution, acids: weakand strong, bases:weak and strong.-Explain the differencebetween solutions ofstrong and weak acids,strong and weak bases.-Prepare standardsolutions-Determine theconcentration ofsolutions by titrationCalculate:concentration fromamount and volume,amount fromconcentration andvolume, concentrationfrom mass of soluteand volume.

-Care inhandlingchemicals andequipmentespeciallyglassware .-Curiosity.-Keenobservation.-Observinglaboratorysafety rules.- Accuracy inpreparingstandardsolutions andin titrating.

-Volumetricflask-Balance- Weighingbottles- Salts (bases).- Distilledwater- Stirrer-Indicators(methyl orange,phenolphthalein)-Burette-Pipette-Conical flask-Clamp andstand-Acidsolutions;HCl, H2SO4.

CHEMISTRY OF THE ELEMENTSChemistry ofthe elements

Alkali metalsand alkalineearth metals.

-Testing/Experimenting-Preparation

-Carry out the reactionsof Li, Na, K with coldwater and oxygen

Topic 4: Chemistry of theelements: alkali metals andalkaline earth metals.

-Establish the alkalielements as a family ofelements from their

-Care inhandlingChemicals and

-PeriodicTable chart-Chemicals






EXAMPLES OFACTIONS


APTITUDE(SKILLS)


-Description -Prepare hydroxides,halides, sulphates,nitrates and carbonates ofLi, Na, K-Investigate the effect ofheat and water onhydroxides, halides,sulphates, nitrates,carbonates of Li, Na, K-Carry out reactions ofMg, Ca with cold waterand steam and acid-Use reactions tocompare reactivity andderive trends-Prepare MgO andMg(OH)2

-Prepare CaO, Ca(OH)2,CaCl2, CaCO3

-Investigate properties ofoxides, hydroxides,carbonates, chlorides ofCa and Mg-Use soap to distinguishhard and soft water.-State types of hardness.-Explain causes andeffects of hardness.-Carry out simpleprocedures to soften hardwater.

4.1 Group I: alkali metals (lithium,sodium, potassium).a) Action of metal on water

and oxygen.b) Preparation of hydroxides,

halides, sulphates, nitratesand carbonates.

c) Properties (solubility andstability to heat) ofhydroxides, halides,sulphates, nitrates andcarbonates.

4.2 Group II: alkaline earth metals(magnesium and calcium).a) Action of metals on water

and action of magnesium onacid.

b) Preparation of oxide,hydroxide, carbonate andchloride.

c) Properties of oxide,hydroxide of magnesium;and oxide, hydroxide,carbonate and chloride ofcalcium.

d) Hardness of water:Causes, effects, methods ofremoval (boiling,distillation, precipitation,washing soda and use of ionexchange.

Industrial uses of calcium carbonate.

reactivity with oxygenand water.-Establish the alkalineearth metals as afamily of elementsfrom their reactivitywith water and acid.-State qualitatively thetrends in reactivitywithin the family.-State simplepreparation andproperties ofhydroxides, halides,sulphates, nitrates,carbonates of thealkaline earth metals.-State simplepreparation andproperties of oxidesand hydroxides ofmagnesium; andoxides, hydroxides,carbonates andchlorides of calcium.-Explain the causes ofhardness of water andits removal.State some industrialuses of calciumcarbonate.

equipment-Keenobservation.-Respect of labsafety rules-Accuracy inmakinginferences anddrawingconclusions.-Awareness ofthe preferentialuse of softwater forwashing.

(Li, Na, K,Mg, Ca)-Cold water-Oxygen-HCl, HNO3,H2SO4,H2CO3,-Spring water-Soap-Rain water-Heat source-Distillationapparatus-Beakers-Test tubes-etc.


Transitionmetals

-Experimenting-Preparation-Description

-Investigate physicalproperties of Fe andCu-State characteristicproperties of transitionmetals.-React Fe with steam,hydrogen chloride andchlorine.

Topic 5: Chemistry of theelements: Transition metals.5.1 Position of transition metals in

the Periodic Table, as apart frommain group elements.

5.2 Physical properties of iron andcopper. Properties that settransition metals apart from maingroup elements (metals with

-Identify the positionof the transition metalson the Periodic Table.-State the specificproperties of transitionmetals which placethese metals together.-Describe the reactionof iron with steam,

-Care inhandlingChemicals andequipment-Keenobservations.-Respect of labsafety rules.-Accuracy in

-PeriodicTable chart-Piece of Fe,Cu-Source ofheat and-Electricity-Simpleelectrical






EXAMPLES OFACTIONS


APTITUDE(SKILLS)


-Prepare Fe(OH)2 andFe(OH)3 using NaOH(aq)

and NH3(aq)

-React HNO3 with Cumetal and Cu(OH)2

-Prepare nitrate, oxide,sulphate, carbonate andhydroxide of Cu(II).-Reduce Cu(II) to Cu(I)using Iodide or boilingan acidic CuCl2 and Cumetal.

variable valency, colouredcompounds, act as catalysts:restricted examples on iron andcopper).a) Reaction of iron with steam,

hydrogen chloride andchlorine. Preparation of iron(II) hydroxide and iron (III)hydroxide with alkali andammonia.

b) Reaction of nitric acid withcopper, type of reaction.Preparation of oxide, nitrate,sulphate, chloride, carbonateand hydroxide of copper(II). Reduction of copper (II)to copper (I) compounds.

hydrogen chloride andchlorine.-Describe thepreparation of thehydroxides of iron.-Describe and explainthe action of nitric acidon copper metal andhydroxide of copper(II).-Describe thereduction of copper(II) to copper (I)compounds

makinginferences anddrawingconclusions.

circuit-CuSO4

-FeSO4

-FeCl3

-HNO3

-H2SO4

-NaOH-HCl-Oxygen-KI


Identificationof ions.

-Testing/Experimentation

-Carry out flame tests-Carry out test tubereactions using NaOHand NH3 to identify anddistinguish betweenvarious ions.

Topic 6: Chemistry of theelements: Identification of ions.

Use the flame test, physicalproperties and appropriatereagents. The observationsand inferences should lead tothe identification of the ions:lithium, sodium, potassium,calcium, barium,ammonium, copper (II), iron(II), iron (III), chloride,bromide, iodide, sulphate,nitrate, carbonate andsulphite.

-Identify the followingcations: lithium,sodium, potassium,calcium, barium,ammonium, copper(II), iron (II), iron (III)using simplelaboratory tests.-Identify the followinganions: chloride,bromide, iodide,sulphate, nitrate,carbonate and sulphiteby simple laboratorytests.

-Keenobservation.-Accuracy inmakinginferences anddrawingconclusions.-Diligence inrespect oflaboratorysafety rules.

- Heat source-Nichromewire/pencillead-Conc. HCl-Saltscontainingions: Li+, K+,Na+

, Ca2+,Ba2+, NH4

+,Cu2+, Fe2+,Fe3+, Cl-, Br-,I-, SO4

2-, NO3-,

CO32-, SO3

2-.-NaOH-NH3

-etc.

Salts Preparation ofsoluble andinsoluble salts

-Preparing-Heating-Experimenting-Explaining-Separation

-Prepare salts byneutralization, directcombination, doubledecomposition/precipitation, action ofacid on metal and metal

Topic 7: Salts.7.1 Preparation of salts

a) Soluble salts by action ofacids on metals, metalhydroxides, metal oxidesand metal carbonates.

-Identify soluble andinsoluble salts.-Select an appropriatemethod of preparing asoluble and aninsoluble salt.

-Care inhandlingChemicals andequipment.-Keenobservation

-Na, Cl2, Zn,HCl, NaOH,CaCO3, CuO,HNO3, H2SO4,AgNO3, NaCl,etc.






EXAMPLES OFACTIONS


APTITUDE(SKILLS)


oxide and metalcarbonate-Heat salts and observe- State and explain terms-Draw and use solubilitycurves-Memorize definitions ofthe terms deliquescence,hygroscopy andefflorescence and cite aconcrete example of theirrespective compounds.

b) Insoluble salts byprecipitation.

7.2 Solubility of some salts,sulphates, chlorides, nitrates,carbonates. Solubility curves.

7.3 Action of heat on salts:carbonates, nitrates sulphates,hydrated salts and ammoniumsalts.Definitions and examples ofdeliquescent, hygroscopic andefflorescent compounds.

-Explain the termssaturated solution,crystallisation andprecipitation.-Establish and usesolubility curves.-Explain the termsdeliquescence,hygroscopy,efflorescence.Describe and explain,from experimentalobservation, the actionof heat on varioussalts.

-Respect oflaboratorysafety rules.-Correct use ofseparationtechniques.-Correct use ofappropriatelanguage.

-Heat source-FeCl3

-CaCl2

-etc.

Organiccompounds

-Fractionation-Cracking

-Describing-Experimenting/testing-Drawing-Preparing

-Memorize definitions ofterms.-construct models toshow covalent bondingin simple alkanes (C1-C2)-Investigate physicalproperties of organiccompounds.-Describe fractionaldistillation of crude oil.-Draw fractionatingcolumn.-State fractions and usesof each fraction.-Prepare ethane.-Investigate physical andchemical properties ofethane.-Test for unsaturation.-Prepare ethanol fromethene and starchy food.-Test for –OH group.-Investigate physical andchemical properties ofethanol.-Prepare an ester from an

Topic 8: Organic Chemistry.8.1 Definition of organic chemistry.

Formation of covalent bond inmethane, tetrahedral distributionof bonds and use of models toconstruct structure of alkanes upto four carbons. Names andtrends in physical properties:state, melting point, boilingpoint, solubility in water.Definition of a homologousseries and general physicalproperties.

8.2 Fractional distillation of crudeoil, physical properties ofproducts, uses of products,combustion of products.Cracking.

8.3 Alkanes: Saturated hydrocarbonswith General formula CnH2n +2.(C1 to C4). Methane and ethaneas generally unreactivecompounds except halogenation(chlorination) and burning,Changes in physical state ofhomologous series. Isomerism in

-Define what organicchemistry is.-Recall the formationof covalent bonds.-Name and draw thestructure of simpleorganic compounds.-State the mainfeatures of ahomologous series andexamples ofhomologous series.-Draw the structures ofbranched andunbranched alkanes,C1 to C4 and name theunbranchedalkanes, methane tobutane-Describe ahomologous series as agroup of compoundswith a generalformula, similarchemicalproperties and

-Awareness ofpetroleumproducts anduses.-Care inhandlingequipment andchemicals.-Keenobservation.-Observelaboratorysafety rules.

-Chart offractionatingcolumn-Soda lime-Sodiumethanoate-Heat source-Water-Ethanol-H2SO4

-Brominewater-PCl5

-Cotton wool-Al2O3

-etc.






EXAMPLES OFACTIONS


APTITUDE(SKILLS)


alcohol and an organicacid.

butane.8.4 Alkenes: General formula CnH2n

preparation of ethene. Additionof bromine and hydrogenchloride. Test of unsaturation.Addition polymerization andimportance of products.Unsaturation. Burning: acetylene(ethyne) and its local use.

8.5 Alcohols: physical properties,gradual change in physicalproperties of the homologousseries of primary alcohols (C1 toC4). Identify the – OH functionalgroup.Preparation of ethanol:combustion, reaction withphosphorus pentachloride,oxidation to ethanoic acid.Esterification.Polyesters asexamples of polymerization ofesters.Importance of ethanol in society.Industrial production of ethanol(fermentation and cracking ofpetroleum).

Formation of ethanol by thecatalysed addition of steam toethene and by fermentationof glucose.

8.6 Carboxylic acids (C1 to C4)carboxylic acids as ahomologous series containing the–CO2H group. Structures ofcarboxylic acids, methanoic acidto butanoic acid and name theunbranchedacids, methanoic to butanoicacids. formation of ethanoic acid

showing a gradation inphysical properties asa result of increase inthe size and massof the molecules, e.g.melting and boilingpoints; viscosity;flammability

-Describe distillationof crude oil and givephysical properties,uses and combustionof products.State that the naphthafraction from crude oilis the main source ofhydrocarbons used asthe feedstockfor the production of awide range of organiccompounds. Describethe issues relating tothe competing uses ofoil as an energy sourceand as a chemicalfeedstock

-Describe and explainthe physical andchemical properties ofalkanes, alkenes,alcohols.-Describe themanufacture ofalkenes and hydrogenby crackinghydrocarbons andrecognise thatcracking is essential tomatch the demand for






EXAMPLES OFACTIONS


APTITUDE(SKILLS)


by the oxidation of ethanol byatmospheric oxygen oracidified potassiumdichromate(VI) . Carboxylicacids as weak acids, reactingwith ethanol, carbonates, basesand some metals

fractions containingsmaller moleculesfrom therefinery process. Statesome uses of ethanol,e.g. as a solvent; as arenewable fuel; as aconstituent ofalcoholicbeverages

-Explain the conceptof isomerism inalkanes and alcohols.-Give an example ofadditionpolymerization anduse of product.Identify a functionalgroup.


FORM VPRINCIPLES OF CHEMISTRY





EXAMPLES OFACTIONS


APTITUDE(SKILLS)


Principles ofChemistry

-Kinetic theoryof matter-Brownianmotion-Gas laws

-Defining terms-Stating the gaslaws-Calculations-Experimentation

-State the kinetic theory-Carry out experimentsto demonstrateBrownian motion anddiffusion.-State Boyle’s law andCharles’ law.- Explain these laws interms of the kinetictheory.-Use gas law expressionsand combined gas lawexpression incalculations.-Define molar heat ofevaporation and molarheat of fusion.-Use molar heat ofevaporation and fusionto predict structures.

Topic 1: Principles of Chemistry:Gaseous state.1.1 Changes of state: solid, liquid,

gas. Kinetic theory (particletheory, diffusion and Brownianmotion explained in terms ofkinetic theory).

1.2 Molar enthalpies of evaporationand fusion. Use of values tocompare energy needed toseparate molecules ofsubstances. Molar enthalpies andstructure.

1.3 Boyle’s and Charles’ laws.Calculations on the combinedgas law:

=

-State the kinetictheory.-Explain the diffusionand Brownian motionin terms of the kinetictheory.-Describe melting andevaporation in terms ofthe kinetic theory.-Define molar heats ofevaporation and fusionand use these tocompare the energyneeded to separate thesame number ofdifferent molecules.-Use molar heat valuesto predict structures.-State Boyle’s law andCharles’ law andexplain these in termsof the kinetic theory.Carry out simplecalculations on gaslaws.

-Keenobservation.

-Perfume-Sulphur-KMnO4

-Water-Microscope-etc.


Determinationof enthalpychanges.

-Calculationsinvolvingenergy changes

-Defining terms-Stating somelaws-Calculations-Experimentation

-Define heats ofcombustion,neutralization, solution,reaction and precipitation-Construct simple energylevel diagrams.

-Carryout experiments todetermine the heat ofcombustion of ethanol ormethanol; heat ofneutralization of HCl by

Topic 2: Principles of Chemistry:Energetics.2.1 Latent heat: molar heat of fusion

and evaporation as evidence ofinter-particle forces. Enthalpynotation ( H) for exothermic andendothermic reactions.

2.2 Heat of reaction and calculations.Quantitative determination ofenthalpies of:

a) Combustion e.g. ethanoland methanol

-Define exothermic andendothermic reactions.-Explain that energychanges in reactions aredue to bond formationand bond breaking.-Define standard heatchanges for a reactionand energy changes fordifferent types ofreaction.-Carry out experiments

-Care inhandlingequipment.-Keenobservation.

-Spirit lamp-windshield-water bath-thermometer-plastic cups-ethanol-methanol-HCl/H2SO4

-NaOH-NaCl-AgNO3

-etc






EXAMPLES OFACTIONS


APTITUDE(SKILLS)


NaOH.-Calculate heat changes.-State Hess’s law.

b) Neutralisationc) Solutiond) Reactione) Precipitation

2.3 Simple energy level diagrams.Hess’s law. (Principle ofconservation of energy)

to determine the heat ofcombustion and heat ofneutralization.-Calculate orgraphically determineenthalpy changes.


-Rates ofreaction- Factorsaffecting ratesof reactions.

-Defining rate ofreaction.-Stating andexplaining factorsaffecting rates ofreactions.-Measuring therate of a reaction.

-Define rate of reaction.

-Investigate the effect ofTemperature,concentration, surfacearea, catalyst, light onthe rate of a reaction, e.g.HCl/Mg;CaCO3(s)/dilute HCl;KClO3/MnO2,HCl(aq)/S2O3

2-(aq), etc.

Topic 3: Principles of Chemistry:Rates of reaction.3.1 Factors which affect rate of

reaction: surface area,concentration, temperature,catalyst.Examples of specific reactionswith corresponding factors.Homogeneous andheterogeneous reactions.

3.2 Experiments to show effects offactors:a) Surface area

(i) Reaction of aqueoushydrochloric acid withmagnesium chips (orribbon) and powderedmagnesium (zinc, iron).

(ii) Reaction of aqueoushydrochloric acid withmarble chips andpowdered calciumcarbonate.

b) Concentration: aqueoushydrochloric acid onaqueous thiosulphate.

c) Temperature: acidifiedpotassium permanganate andoxalate ions.

d) Catalyst: heating potassiumchlorate(V) withmanganese(IV) oxide.

-State the factors whichinfluence the rate ofreaction.-Identify homogeneousand heterogeneousreactions.-Carry out experimentsto show the influence ofeach factor on the ratesof reactions.-Describe the idea thatsome chemicalreactions can bereversed by changingthe reaction conditions,-Describe the idea thatsome reversiblereactions can reachdynamic equilibriumand predict the effectof changing theconditions:concentration/pressure,temperature: e.g.manufacture ofammonia (Haberprocess) and sulphuricacid (Contact process).

-Care inhandlingequipment.-Keenobservation

-Dilute HCl-Dilute H2SO4

-Mg ribbon-Mg powder-CaCO3 chips-CaCO3

powder-KClO3/MnO2

-thermometer-Na2S2O3

-KMnO4

-C2O42-.

Chemistry inSociety

Extraction ofsome metals

- State some Describe the ExtractionAl, Fe, Cu and titanium

Topic 4: Chemistry in society:Extraction of metals.

-Name the chief oresfrom which the metals

Care of thedifferent

Charts






EXAMPLES OFACTIONS


APTITUDE(SKILLS)


methods used inextracting metals.-Explain somemethods used inextracting metals.

from their ores. 4.1 General methods of extraction:electrolysis, chemical reductionand thermal decomposition(chemical reduction – relate toelectrochemical series).

4.2 The electrolytic production ofaluminium, extraction of iron,copper and titanium. Relate theextraction to local industries(aluminium: Alucam; Titanum:Akonolinga; Iron: localblacksmith).

4.3 Physical properties ofaluminium, iron, titanium,copper and related uses.Uses of these metals and theiralloys.

iron, aluminium, copperand titanium areextracted.-Describe and explainthe general methodsused in the extraction ofmetals from their ores.-Select and describe asuitable method for theextraction of iron,aluminium, copper andtitanium from thecorresponding ore.State some physicalproperties of the metals.-State economic uses ofthe metals and relate theuse to properties.

methodsinvolved.

Chemistry insociety

-Sources of rawmaterials usedto produce someheavy chemicals

-Industrialpreparations ofsomecompounds.

-Fertilizers.

-Fractionaldistillation ofcrude oil.

-Polymers.

-Description ofsome industrialprocesses.

-Identification ofsome processesand products.

-Production ofsome productse.g. soap anddetergents.

-Describe the industrialpreparation of ammonia,nitric acid, sulphuricacid, sodium hydroxideetc.

-Produce soap anddetergents.

-Identify different typesof fertilizers and theirconstituents. NPKcomposition andcalculation of fertilizercomponents.

-Identify sources ofenergy for industries(coal, oil, electricity, etc)

-Know the productsarising from the

Topic 5: Chemistry in society:Heavy chemical industries.5.1 Sources of material: air, water,

the sea, nitrates, limestone, ironoxides, sulphur, silicates,phosphates.

5.2 Industrial preparation ofammonia, nitric acid, sulphuricacid, sodium hydroxide,chlorine, soap and detergents.Uses and effect on environment.Coal, oil and electricity assources of energy for obtainingindustrial products.

5.3 Fertilizers: nitrogenous andphosphatic, composition andcalculation of components.

5.4 Fractional distillation of crudeoila) Propane, butane, petrol and

paraffin as fractions.b) Cracking and

-Identify the localindustrial products thatcan be obtained fromthe raw material air,water, the sea, rock salt,nitrates, limestone,sulphur, silicates,phosphates and crudeoil.-Identify coal, oil andelectricity as sources ofenergy for industries.-Describe the industrialproduction of ammonia,nitric acid, sulphuricacid, sodium hydroxide,chlorine, soap anddetergents and stateuses.-Identify different typesof fertilizers and theirconstituents.

Curiosity -Charts-Fertilizer bag-Syntheticpolymers-etc.






EXAMPLES OFACTIONS


APTITUDE(SKILLS)


fractional distillation ofcrude oil and their uses.

-Identify naturalpolymers (carbohydratesand proteins).

-Bring some commonsynthetic polymers toclass (polythene, nylonpolystyrene, Perspex,etc.).

dehydrogenation to obtainethene.

c) Uses of ethene for theproduction of polythene,ethanol and ethane-1,2-diol.

5.5 Synthetic polymers: polystyrene,Perspex, polythene and nylon.a) Monomers and their

structuresb) Linkages in nylon and

terylenec) Depolymerisation

(i) polystyrene(ii) Perspex

Naturally occurring polymers(macromolecules) carbohydratesand proteins. Breakdown ofcarbohydrates, yielding starchand glucose. carbohydrates,proteins and fats as naturalmacromolecules. Hydrolysis of proteins to aminoacids and carbohydrates (e.g.starch) to simple sugars.

-Identify products offractional distillation ofpetroleum (crude oil).-Describe how ethene isobtained from distillationproduct of petroleum(crude iol).-State some important usesof ethene.-Identify monomers, blockdiagrams and state uses ofsynthetic polymers.-Identify carbohydratesand proteins as naturalpolymers.-State some typical usesof man-made fibres suchas nylon and Terylene,e.g. clothing; curtainmaterials; fishing line;parachutes; sleeping bags-Describe the pollutionproblems caused by thedisposal of non-biodegradable plasticsIdentify carbohydrates,proteins and fats as naturalmacromolecules -Describeproteins as possessing thesame amide linkages asnylon but with differentmonomer units-Describe fats as esterspossessing the samelinkages as Terylene butwith different monomerunits


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CHEMISTRY TEACHING SYLLABUS FOR SECONDARY GENERAL