ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

O LEVEL CHEMISTRY
SYLLABUS

FORMS 3 - 4

2015 - 2022

Curriculum Development and Technical Services

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

ACKNOWLEDGEMENTS

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

contribution in the production of this syllabus:

• Panellists for Form 3 and 4 Chemistry syllabus

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

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Chemistry Syllabus Forms 3 - 4

CONTENTS

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

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

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

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

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

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

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

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

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

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

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

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

ii
Chemistry Syllabus Forms 3 - 4

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

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

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

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

• are familiar with laboratory apparatus

• are aware of laboratory safety precautions

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Chemistry Syllabus Forms 3 - 4

4.0 SYLLABUS OBJECTIVES - The Mole concept

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

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

5.2 Time Allocation

For adequate coverage of the syllabus, a time allocation

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

6.0 TOPICS
• Physical Chemistry:

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

2
 7.0 SCOPE AND SEQUENCE CHART
FORM 3 AND FORM 4
7.0 .0SCOPE AND SEQUENCE CHART
FORM 3 AND FORM 4
TOPIC
FORM 3
7.1.0 PHYSICAL CHEMISTRY:
7.1.1 Laboratory techniques
7.1.2 Matter
2.1.3 Atoms, Elements and Compounds
3
7.1.4 Chemical bonding
7.1.5 The Mole concept
7.1.6 Stoichiometry
7.1.7 Acids, Bases and Salts
7.1.8 Electrochemistry
7.1.9 Chemical energetics
FORM 4
 Measuring Instruments  Volumetric analysis
 Separation techniques  Separation techniques
-Filtration  Qualitative analysis
Chemistry Syllabus Forms 3 - 4
-Distillation
-Crystallisation
-Paper and thin layer chromatography
 Heating and cooling curves
 States of matter
 Atomic structure
 Elements and compounds
 Covalent bonding
 Ionic bonding
 Metallic bonding
 Mole concept  Percentage compositions
-Empirical and molecular formulae Molar
gas volume
 Chemical equations  Percentage yield and purity
 Properties of acids and bases
 Preparation of salts
 Redox reactions  Redox reactions
 Cells and batteries  Electrolytic purification of copper and
 Electrolysis of acidified water aluminium
 Endothermic and exothermic reactions  Enthalpy changes
 Energy profile diagrams
1
 7.0 SCOPE AND SEQUENCE CHART

FORM 3 AND FORM 4

7.1.10 Equilibria  Reversible reaction  Production of fertilisers

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

7.2.0 INORGANIC CHEMISTRY

7.2.0 INORGANIC CHEMISTRY

7.2.1 Periodic table  Periodic trends  Transition elements

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

4
Reactivity series Extraction of metals
 Lime in agriculture and construction  Processing of diamond and coal
  Liquefaction and fractional distillation of air

7.3.0 ORGANIC CHEMISTRY

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

7.3.6 Polymers 2  Synthetic polymers

 Natural polymers
 7.4.0 ENVIRONMENTAL CHEMISTRY
7.4.0 ENVIRONMENTAL CHEMISTRY
7.4.1 Waste management
7.4.2 Pollution
7.4.3 Water purification
7.4.4 Herbs
5
 Classification of waste
 Effects of waste on the environment
 quality of water from different sources
5
 Waste disposal methods
 Sources of pollutants
 Purification of water
 Herbs in health and agriculture
Chemistry Syllabus Forms 3 - 4
 FORM 3 SYLLABUS
8.0 COMPETENCY MATRIX
FORM 3 SYLLABUS
8.1.0 PHYSICAL CHEMISTRY
8.0.0 COMPETENCY MATRIX

8.1.1
8.1.0 LABORATORY
PHYSICAL TECHNIQUES
CHEMISTRY

8.1.1 LABORATORY TECHNIQUES

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES

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

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

6
- gas syringes
- stop watch

 use measuring  Measurement of:  Taking measurements of

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

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

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

conversion of states  Drawing and describing

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

7
done in a fume cupboard
since it is toxic

8.3.0 ATOMS, ELEMENTS AND COMPOUNDS

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURC-

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

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

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES AND SUGGESTED RESOURCES

Learners should be able to: SKILLS AND KNOWLEDGE) NOTES

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

given data bers

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

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

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

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to: SKILLS AND KNOWLEDGE) ACTIVITIES

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

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

 Relative molecular mass - mass from moles  Science kit

 Concentration of - relative molecular

Chemistry Syllabus Forms 3 - 4

solutions masses

 molar mass - concentration

8.5 STOICHIOMETRY
8.5.0 STOICHIOMETRY

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

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

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

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

 Calculating quantities
 Determine limiting from given data
11
reagents from given data  Limiting reagents
 8.6 ACIDS, BASES AND SALTS

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES AND SUGGESTED RESOURCES

Learners should be able to: SKILLS AND KNOWLEDGE) NOTES

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

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

nitrogen dioxide
and bases • lemons

• toothpaste

• ash

10
• household detergents

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

• preparing salts by precipitation

and displacement reactions

 8.7 ELECTROCHEMISTRY
TOPIC OBJECTIVES
Learners should be able to:
8.7.1 Redox reac- • define oxidation and reduction
tions in terms of electron transfer
and changes in oxidation
number
• identify oxidising and reducing
agents
8.7.2 Cells and • identify the composition of a
batteries simple cell
• describe the electrode reac-
tions in a simple cell
• describe the composition and
11
maintenance of a lead- acid
batteries
8.7.3 Electrolysis • describe the electrolysis of
acidified water
of acidified water
• identify the products of elec-
trolysis of water and their
uses
• deduce the formula of water
from the ratio of volumes of
products
CONTENT (ATTITUDES,
SKILLS AND KNOWLEDGE)
• Redox reactions
• Cells
• Batteries
- Electrolyte
-Electrodes
• Electrolysis of acidified water
• Uses of hydrogen and oxygen
• Formula for water
SUGGESTED ACTIVITIES AND SUGGESTED RESOURCES
NOTES
• Discussing redox reactions • Science kits
I• CT tools and Braille/Jaws
software
• Observing redox reactions
• Describing redox reactions
Chemistry Syllabus Forms 3 - 4
• Describing the composition of a • Science kits
simple cell • Lemon/dilute acids
• Constructing of Zinc/Copper cell • Torch bilbs
• Examining a car battery • Car battery
• Constructing electrolytic cell • Science kit
• Discussing electrode reactions
• Testing for hydrogen and oxygen
gases
• Calculating volume ratios of gases
 8.8 CHEMICAL ENERGETICS
8.8.0 CHEMICAL ENERGETICS

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES

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

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

N.B. sodium hydroxide

is corrosive, so must be

12
handled with care

8.8.2 Energy profile

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

15
 8.9 EQUILIBRIA
8.9.0 EQUILIBRIA

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES

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

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

8.9.3 Haber process

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

13
raw raw materials
of materials for the the
forHaber (refer (refer to electrolysis
to electrolysis ofof production
of water, ammonia of ammonia • Models
 Models
Haber process (nitrogen
process (nitrogen and water, liquefaction and
liquefaction •  Visiting
and fractional Visiting sites e.g. Sable
sites e.g. Sable • Protective
 Protectiveclothing
clothing
and hydrogen)
hydrogen) distillation
fractionalofdistillation
air) of Chemicals
Chemicals • Chart with danger warning
 Chart with danger
 explain the conditions
• explain the conditions for air) Making
•  Making models
models of of
thethe signswarning signs
thefor the Haber process
Haber process Haber process
Haber process plantplant • Ammonium
 Ammonium nitrate fertiliser
nitrate
• Uses of ammonia Discussing the uses of
•  Discussing the uses of fertiliser
• Household detergents
state
•  state thethe uses
uses of of
ammonia  Uses of ammonia ammonia
ammonia  Household
ammonia Discussing possible
•  Discussing possible haz- detergents
• observe safety during site • Safety hazards
ards of ammonia
of ammonia produc-
observe safety during
 visits  Safety production
tion
site visits Discussing
•  Discussing environmen-
talenvironmental impacts
impacts of ammonia
• describe environmental • Impacts of ammonia produc- production
impacts of ammonia pro- tion on the environment
duction
16
 7.9 EQUILIBRIA CONTD..
TOPIC OBJECTIVES
Learners should be able
to:
Contact process • identify sources of raw
materials for the contact
process
• explain the conditions for
the contact process
• describe the contact pro-
cess
• state the uses of sulphuric
acid
• describe environmental
14
impacts of sulphuric acid
production
Ostwald process • identify sources of raw
materials for the Ostwald
process
• explain the conditions for
the Oswald process
• describe the Ostwald pro-
cess
• state the uses of nitric acid
• describe environmental
impacts of nitric acid pro-
duction
CONTENT (ATTITUDES,
SKILLS AND KNOWLEDGE)
• Sources of raw materials
(refer to production of cop-
per, iron and coal)
• Contact process
• Uses of sulphuric acid
• Impacts of sulphuric acid
production on the environ-
ment
• Sources of raw materials
(refer to Haber process)
• Oswald process
• Uses of nitric acid
• Impacts of nitric acid
production on the environ-
ment
SUGGESTED ACTIVITIES AND SUGGESTED RE-
NOTES SOURCES
• Discussing the production of sulphuric • Flow charts
acid • Models
• Visiting sites e.g. Zimphos • Protective clothing
Chemistry Syllabus Forms 3 - 4
• Making models of the plant • Chart with danger warn-
• Discussing the uses of sulphuric acid ing signs
• Discussing possible hazards of sul- • Ammonium sulphate
phuric acid production fertiliser
• Discussing environmental impacts of • Household detergents
sulphuric acid production
• Discussing the production of nitric acid • Flow charts
• Visiting sites e.g Sable Chemicals • Models
• Making models of the plant • Protective clothing
• Discussing the uses of nitric acid • Charts with danger
warning signs
• Discussing possible hazards of nitric • Ammonium nitrate fer-
acid production tiliser
• Discussing environmental impacts of • Pictures of explosives
nitric acid production • Resource persons
 8.10 REACTION KINETICS

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

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

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

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

15
- Stirring

8.11.0 INORGANIC CHEMISTRY

8.11.1 PERIODIC TABLE

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

8.11.2 Periodic • describe the change from • Periodic trends (refer to • Analysing the periodic table • Periodic tables
trends metallic to non-metallic char- electronic configuration) • Making a model of the periodic table
acter across a period
• explain the relationship
between number of electron
shells and the period
 8.11.1 PERIODIC TABLE CONTD..
SUB TOPIC LEARNING OBJECTIVES
Learners should be able to:
8.11.3 Group trends • describe the relationship
(group II and VII) between group number and
number of valence electrons
• describe the reactions of
magnesium, calcium and
barium with oxygen and
water
• describe the trends in the
physical and chemical
properties of group (VII)
elements
16
8.12.0 METALS AND NON- METALS
SUB TOPIC LEARNING OBJECTIVES
Learners should be able to:
8.12.1 Physical proper- • compare the physical
ties of metals and properties of metals and
non-metals non-metals
• Explain the differences in
the physical properties of
metals and non-metals
CONTENT SUGGESTED NOTES AND ACTIVITIES SUGGESTED RESOURCES
(Attitudes, Skills and
Knowledge)
• Group trends (refer to • Analysing the periodic table • Periodic tables
electronic configuration) • Science kit
• ICT tools and Braille/Jaws
• Experimenting on reaction of calcium software
• Reactivity of group (II) and magnesium ribbon with cold water
elements • Discussing/simulating the reactions of
Chemistry Syllabus Forms 3 - 4
group (II) elements
• Discussing/simulating the reactions of
group (VII) elements
NB: Experiments involving pure bromine
• Trends in physical should be done in a fume cupboard
properties of group (VII) since it is poisonous
elements
- Colour
- Physical state
- Volatility
CONTENT SUGGESTED NOTES AND ACTIVITIES SUGGESTED RESOURCES
(Attitudes, Skills and
Knowledge)
• Physical properties • Collecting and classifying materials as • Samples of metals and
- Malleability metals or non-metals non-metals
- Ductility • Comparing the physical properties of
- Conductivity (ther- metals and non-metals
mal and electrical)
- Melting and boiling
points
- Density
- Lustre
 8.12.0 METALS AND NON- METALS CONTD..
SUB TOPIC LEARNING OBJECTIVES
Learners should be able to:
8.12.2 Reactivity series • demonstrate practically the • Reactivity series
reactivity of metals
• arrange elements in order of
reactivity
• use the reactivity series
to explain electroplating,
electrolytic cells and metal
extraction
Lime in agriculture and • describe the production of
17
construction calcium oxide (lime) from
calcium carbonate (lime-
stone)
• explain the use of calcium
oxide in agriculture and
construction
8.13.0 ORGANIC CHEMISTRY
8.13.1 FUELS
SUB TOPIC LEARNING OBJECTIVES
Learners should be able to:
8.13.2 Types of fuels • classify fuels according to
their physical states
CONTENT SUGGESTED NOTES AND ACTIVITIES SUGGESTED RESOURCES
(Attitudes, Skills and
Knowledge)
• Listing of elements in order of reactivity • Science kit
• Experimenting on reactions of metals
with water and dilute acids
• Reacting zinc and copper (II) sulphate
solution
• Comparing the voltages of different
Chemistry Syllabus Forms 3 - 4
• Displacement reac- combinations of elements in a simple
tions (refer to elec- cell
trochemistry and
metal extraction) NB: potassium, sodium and calcium
should be used in very small quantities
and never to be used with acids
• Lime in Agriculture • Demonstrating Lime as a base • Science kit
and construction • Reacting lime with dilute acids
CONTENT SUGGESTED NOTES AND ACTIVITIES SUGGESTED RESOURCES
(Attitudes, Skills and
Knowledge)
• Classification of • Discussing the Classification of fuels • Wood
fuels • Charcoal
- Solid fuels • Ethanol
 8.13 FUELS CONTD..

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

8.13.2 Types of fuels - Liquid fuels • Diesel

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

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

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

8.14.0 CLASSIFICATION AND NOMENCLATURE OF ORGANIC COMPOUNDS

8.14.0 CLASSIFICATION AND NOMENCLATURE OF ORGANIC COMPOUNDS

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES

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

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES

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

Pictures and films

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

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

8.16.0 WATER PURIFICATION

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

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

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

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

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

water residue

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

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

20
FORM 4 SYLLABUS
8.17.0 FORM 4 SYLLABUS

8.17.1 LABORATORY TECHNIQUES

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

8.17.2 Volumetric Analysis • carry out titration experi- • Acid-base titration • Assembling titration ap- • Science kit
ments • Moles paratus • ICT Tools and Braille/jaws
• complete titration tables • Concentration • Carrying out experiments software
• calculate moles and concen- on acid –base titrations
tration from titres
 8.17.1 LABORATORY TECHNIQUES CONTD..
SUB TOPIC LEARNING OBJECTIVES
Learners should be able to:
8.17.2 Volumetric Analysis
8.17.3 Separation Techniques • describe the principles of
fractional and steam distilla- - Fractional distillation
tion
21
• describe the concepts of
paper and thin layer chro-
matography
Qualitative analysis • carry out tests to identify
ions
• describe tests to identify
gases
CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES
(Attitudes, Skills and Knowl- ACTIVITIES
edge)
• Drawing titration tables
• Calculating moles and
concentration
Chemistry Syllabus Forms 3 - 4
• Separation Techniques • Separating ethanol from • Fractional distillation appa-
water ratus
- Steam distillation • Carrying out steam • Plant material
• Chromatography distillation to produce
• Rf values perfumes and flavours
• separating ink/chlorophyll
pigments by paper and
thin layer chromatogra- • Filter paper
phy • Ethanol
• Calculating Rf values • Thin layer plate
• Qualitative Analysis (Al3+, • Carrying out experiments • Science Kit
NH4+, Mg2+, Pb2+, Cu2+, to identify cations and • Delivery tube
Fe2+, Fe3+, Cr3+, Zn2+, anions(refer to qualitative • Lemon
Cl-, I-, NO3-, SO42-, analysis table )
CO32- N.B. Reagents must be 0.2
mol/dm3
• Tests for gases such as: • Testing for :
ammonia; carbon dioxide; - Oxygen
chlorine; hydrogen; oxygen - Hydrogen
and sulphur dioxide - Ammonia • Science kit
- Carbon dioxide
- Sulphur dioxide
 8.18.0 MATTER
8.18.0 MATTER

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES AND SUGGESTED

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

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

8.19.0 THE MOLE CONCEPT

8.19.0 THE MOLE CONCEPT

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES AND SUGGESTED

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

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

8.19.2 Molar gas volume
 explain the concept of  Molar gas volume  Collecting and measuring  Science kit
molar gas volume gases produced from
chemical reactions
 use the molar gas  Calculating volumes of
volume concept in gases
calculations. 29
N.B Use 24dm3/mole as molar
gas volume at rtp
 8.20.0 STOICHIOMETRY
8.20.0 STOICHIOMETRY
TOPIC
8.20.1 Percentage yield and
purity
8.21.0 ELECTROCHEMISTRY
8.21.0 ELECTROCHEMISTRY
TOPIC
23
8.21.1 Redox equations
8.21.2 Electrolytic purification
of copper
\
OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURSES
Learners should be able SKILLS AND KNOWLEDGE) AND NOTES
to:
 Calculate percentage  Percentage yield  Experimenting on  Science kit
purity and yield - actual yield, theoretical determining percentage
yield yield and purity
 Explain the difference  Percentage purity - Thermal decomposition
between actual and of calcium carbonate
theoretical yield. - destructive distillation of
Chemistry Syllabus Forms 3 - 4
coal and sawdust  Wood, coal, sawdust
 Calculating percentage
yields and purity
OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES
Learners should be able SKILLS AND KNOWLEDGE) AND NOTES
to:
 construct balanced redox  redox equations e.g.  Deducing electrode  ICT tools and Braille/Jaws
equations displacement reactions reactions software
 Balancing redox
equations
Visiting sites
- Sable Chemicals,
Chloride batteries
 describe the electrolytic  Electrolytic purification of  Assembling the  Science kit
cell on production of copper electrolytic cell  Resource persons
copper  uses of copper and by -  Analysing electroplating  ICT tools and Braille/Jaws
products of the electrolytic  Discussing the uses of software
process copper and by-products
 Visiting sites e.g. Empress
31
mine,
 8.22.0 CHEMICAL ENERGETICS
8.22.0 CHEMICAL ENERGETICS
TOPIC
8.22.1 Enthalpy changes
8.23.0 EQUILIBRIA
8.23.0 EQUILIBRIA
24
TOPIC
8.23.1 Production of
fertilisers
8.23.2 Industrial applications
of reaction kinetics and
equilibria
OBJECTIVES
Learners should be able
to:
 describe the concept of
enthalpy change
 determine experimentally changes
enthalpy change
 calculate enthalpy
changes using the
relationship,
 q = mc ∆T / VC∆T
OBJECTIVES
Learners should be able
to:
 describe the
manufacture of
ammonium nitrate and
ammonium sulphate
fertilisers
• link reaction conditions to
production costs for the
33
Haber, and contact process
• analyse the cost of produc-
tion in relation to the cost of
product
• justify the conditions for
Haber and contact process-
es
CONTENT (ATTITUDES,
SKILLS AND KNOWLEDGE)
 Enthalpy changes of :
- combustion
- neutralisation
- solution
CONTENT (ATTITUDES,
SKILLS AND KNOWLEDGE)
 Production of fertilisers
- ammonium nitrate
- ammonium
sulphate
• Industrial
Applications
• Effects of conditions on
yields and costs
• Alternative sources of raw
materials
SUGGESTED ACTIVITIES SUGGESTED RESOURCES
AND NOTES
 Carrying out experiments  Science kit
to determine enthalpy
changes of combustion,
neutralisation and
solution
 Calculating enthalpy
Chemistry Syllabus Forms 3 - 4
SUGGESTED ACTIVITIES SUGGESTED RESOURCES
AND NOTES
 experimenting on  science kit
production of fertilisers  Resource persons
by neutralising
ammonia with nitric
acid/ sulphuric acid
followed by
crystallisation
 visiting sites e.g. Sable
chemicals, ZimPhos
• Analysing reaction condi- • Resource persons
tions against productivity • ICT tools and Braille/Jaws
• Visiting sites software
• Analysing graphs showing • Charts
relationships between con-
ditions and yield
 8.24.0 INORGANIC CHEMISTRY
8.24.0 INORGANIC CHEMISTRY

8.24.1 PERIODIC TABLE

8.24.1 PERIODIC TABLE

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES

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

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

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

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

25
TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES
Learners should be able SKILLS AND AND NOTES
to: KNOWLEDGE)
8.25.1 Composition of Mineral  describe the composition  Composition of mineral  Visiting sites e.g.  Sample of mineral ores
ores of mineral ores ores of Zimbabwe school of mines,  ICT tools and Braille/Jaws
- Iron Bikita minerals, platinum software
- Copper mines, Arcturus mine  Resource persons
- Platinum  Analysing composition of
- Lithium samples of mineral ores
- Nickel
- Gold
8.25.2 Extraction of metals  describe the methods of  Methods of processing  Discussing the methods of  Sample of mineral ores
processing minerals minerals extracting minerals  ICT tools and Braille/Jaws
- Blast furnace  Discussing importance of software
36
- Purification of copper, value addition and  Resource persons
nickel, platinum, gold beneficiation on mineral
resources
 Value addition and  Visiting sites e.g.
beneficiation Zimbabwe School of
Mines, Bikita minerals,
Platinum mines, Arcturus
mine and other small scale
mines
 explain the uses of metals  Uses of metals and alloys  Discussing the formation of
and alloys in respect to alloys of copper, iron,
their properties aluminium
 Discussing uses of metals
 8.25.0 METALS AND NON - METALS CONTD..
SUB TOPIC LEARNING OBJECTIVES
Learners should be able to:
• explain the uses of metals
and alloys in respect to their
properties
TOPIC OBJECTIVES
Learners should be able to:
8.25.3 Processing of  describe the processing of
diamond and coal diamond and coal
26
8.25.4 Liquefaction and  describe the liquefaction  Composition of air
fractional distillation of air and fractional distillation of
air
 identify the uses of Oxygen, Carbon dioxide and noble chemicals, BOC gases
Nitrogen, Carbon dioxide gases
and noble gases
CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES
(Attitudes, Skills and Knowl- ACTIVITIES
edge)
Platinum mines, Arcturus
mine and other small
scale mines
• Uses of metals and alloys • Discussing the formation
of alloys of copper, iron,
aluminium
Chemistry Syllabus Forms 3 - 4
• Discussing uses of metals
CONTENT (ATTITUDES, SKILLS SUGGESTED and alloys ACTIVITIES SUGGESTED RESOURCES
AND KNOWLEDGE) AND NOTES
 Processing of diamond and  Discussing importance of  ICT tools and Braille/Jaws
coal value addition and software
 Destructive distillation of coal beneficiation on mineral  Coal
 Coal gasification resources  Resource persons
 Value addition and  Visiting sites
beneficiation - Hwange
- Zimchem
 Discussing the  Flow charts
 Liquefaction and fractional composition, liquefaction  ICT tools and Braille/Jaws
distillation of air and fractional distillation software
of air  Resource persons
 Uses of Oxygen, Nitrogen,  Visiting sites e.g. sable
 Simulating using ICT
tools and Braille/Jaws
software
 8.26.0 ORGANIC CHEMISTRY
8.26.0 ORGANIC CHEMISTRY

8.26.1 FUELS
8.26.1 FUELS

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES

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

others different efficiency

8.27.0 CLASSIFICATION AND NOMENCLATURE OF ORGANIC COMPOUNDS

8.27.0 CLASSIFICATION AND NOMENCLATURE OF ORGANIC COMPOUNDS

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES

Learners should be able SKILLS AND KNOWLEDGE) AND NOTES

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

8.28.0 HYDROCARBONS
8.28.0 HYDROCARBONS

TOPIC OBJECTIVES CONTENT (ATTITUDES, SUGGESTED ACTIVITIES SUGGESTED RESOURCES

Learners should be able SKILLS AND AND NOTES
to: KNOWLEDGE)
8.28.1Alkanes and Alkenes  describe the 39  Cracking of long  Making models of  Hydrocarbon
manufacture of chain alkanes alkenes and alkanes  Burner
alkanes and alkenes  Drawing structures of  Sand
 distinguish between  Combustion of alkanes and alkenes  Cooking oil
alkanes and alkenes alkanes and  Burning  Bromine water
 describe the alkenes  Experimenting with  Boiling tube
chemical properties  Reaction with cooking oil to  Delivery tubes
of alkanes as chlorine in the demonstrate cracking
exemplified by presence of UV  Hydrocarbons
methane light and in  Discussing the
 describe the darkness production of
chemical properties  Reaction with margarine and ethanol
of alkenes as bromine water
 8.28.0 HYDROCARBONS CONTD..
SUB TOPIC LEARNING OBJECTIVES
Learners should be able to:
chemical properties of
alkanes as exemplified by
methane
• describe the chemical prop- • Reaction with bromine
erties of alkenes as exempli-
fied by ethene
8.29.0
8.29.0 ALCOHOLS
ALCOHOLS
TOPIC OBJECTIVES
Learners should be able
to:
28
8.29.1 Fermentation  describe the conditions
necessary for the
fermentation process
 describe the industrial
production of ethanol by
fermentation
8.29.2 properties of ethanol  describe the properties
of ethanol
 describe the uses and
social effects of ethanol
CONTENT SUGGESTED NOTES AND SUGGESTED
(Attitudes, Skills and ACTIVITIES RESOURCES
Knowledge)
• Reaction with chlorine in cooking oil to demonstrate • Delivery tubes
the presence of UV light cracking
and in darkness • Hydrocarbons
• Discussing the production
water of margarine and ethanol
• Reaction of ethene with
Chemistry Syllabus Forms 3 - 4
steam and hydrogen
CONTENT SUGGESTED ACTIVITIES SUGGESTED RESOURCES
AND NOTES
 Conditions for  Discussing conditions  Glucose
fermentation necessary for  Yeast
fermentation  Sugarcane
 Fermentation  investigating the  Malt, hops, maize,
- ethanol conditions necessary for barley, rapoko, sorghum
- mahewu fermentation
- Indigenous beer  visiting sites e.g.
brewing breweries, ethanol
production plants
 Solubility  Burning of ethanol  Science kit
 Boiling point  Testing for ethanol using
 Combustion potassium dichromate
 Oxidation to carboxylic  Dehydrating ethanol
acids using concentrated
 Dehydration of ethanol sulphuric acid
to ethene
 Uses of ethanol  Discussing the uses and
- Solvents social effects of using
- Fuels (blend petrol) ethanol
- Perfumes
- Alcoholic beverages
 Social effects
 8.30.0 CARBOXYLIC
8.30.0 ACIDS
CARBOXYLIC ACIDS
TOPIC OBJECTIVES
Learners should be able
to:
8.30.1 Chemistry of  describe the formation of
carboxylic acids ethanoic acid
 describe the chemical
properties of carboxylic acids
acids
 describe the uses of
ethanoic acids
 describe the process of
saponification
29
8.31.0 POLYMERS
8.31.0 POLYMERS
TOPIC OBJECTIVES
Learners should be able
to:
8.31.1 Synthetic polymers  describe the formation of
polythene
 describe the formation of
nylon and terylene
 draw structures to
represent synthetic
43
polymers
 identify repeat units for
polymers
 deduce the structure of
the monomer from a given
polymer and vice-versa
 describe the uses of
synthetic polymers
8.31.2 Natural Polymers  name the type of linkages
in each of the polymers
 draw structures to
represent natural
CONTENT SUGGESTED ACTIVITIES SUGGESTED RESOURCES
AND NOTES
 Oxidation of ethanol  Experimenting on  Science kit
(refer to alcohols) chemical properties of  Perfume samples
 Properties of carboxylic ethanoic acid  Vinegar
- Esterification
- Reaction with
carbonates
 Uses of ethanoic acids  Discussing the uses of  Animal fat
Chemistry Syllabus Forms 3 - 4
- Manufacture of ethanoic acids  Sodium chloride
perfumes  Sodium hydroxide
- Food preservation
- Flavouring  Making soap in the
 Soap manufacturing laboratory
 Structure of soap
molecule
 Glycerine/glycerol
CONTENT SUGGESTED ACTIVITIES SUGGESTED RESOURCES
AND NOTES
 Addition polymerisation  Discussing  Models and images to
 Structures of: polymerisation represent structures of
- Polythene  Identifying and naming monomers
 Condensation linkages in synthetic  ICT tools and Braille/Jaws
polymerisation polymers software
- Nylon  Drawing repeat units for  Samples of different
- Terylene polymers polymers
 Drawing structures to  Resource persons
represent monomers and
 Uses of synthetic polymers
polymers  Discussing on the uses
N.B: Use block diagrams of synthetic polymers
to represent  Visiting sites
condensation polymers - Saltrama plastics
- Treger plastics
 Natural polymers  Discussing structures of  Science kit
- Starch natural polymers
- Proteins  Drawing structures of
natural polymers
 8.31.0 POLYMERS CONTD..
SUB TOPIC LEARNING OBJECTIVES
Learners should be able to:
• describe the uses of syn-
thetic polymers
8.31.2 Natural Polymers • name the type of linkages
in each of the polymers
• draw structures to repre-
sent natural polymers
• deduce structure of the
monomer from a given
polymer and vice-versa
30
• describe the hydrolysis of
natural polymers
8.32.0 ENVIRONMENTAL CHEMISTRY
8.32.0 ENVIRONMENTAL CHEMISTRY
8.32.1 WASTE MANAGEMENT
8.32.1 WASTE MANAGEMENT
TOPIC OBJECTIVES
Learners should be able
to:
8.32.2 Waste disposal  identify the waste
methods disposal methods
 describe the advantages
and disadvantages of
each of the methods of
waste disposal
 explain the concepts of
re-using and recycling of
waste
CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES
ACTIVITIES
- Nylon - Treger plastics
- Terylene
• Uses of synthetic poly-
mers
N.B: Use block diagrams
to represent con-
densation polymers
Chemistry Syllabus Forms 3 - 4
• Natural polymers • Discussing structures of • Science kit
- Starch natural polymers
- Proteins • Drawing structures of natu-
ral polymers
• Discussing hydrolysis of
natural polymers
• Hydrolysis of natural poly- • Experimenting on acid hy-
mers drolysis of natural polymers
CONTENT SUGGESTED ACTIVITIES SUGGESTED
AND NOTES RESOURCES
 Waste disposal methods:  Describing each of the  Incinerators
incineration, landfills, methods of waste  Landfills
activated sludge disposal  Sewage treatment
 Visiting sites e.g. bio- plants
 re-using and recycling of digesters, incinerators,  Composts
wastes landfills  Bio-digesters
 Resource persons
 8.33.0 POLLUTION
8.33.0 POLLUTION
TOPIC
8.33.1 Sources of pollutants
OBJECTIVES CONTENT SUGGESTED ACTIVITIES SUGGESTED RESOURCES
Learners should be able AND NOTES
to:
 list the sources of  Sources of pollutants  Discussing sources of  ICT tools and
pollutants - Industrial waste pollution Braille/Jaws software
- Exhaust fumes  Resource persons
- Domestic waste  Catalytic convertor
 explain the effects of  Effects of pollutants  Discussing effects of
pollution - Acid rain pollution
- Eutrophication  Visiting sites
- Global warming
Chemistry Syllabus Forms 3 - 4

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

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8.34.0 WATER PURIFICATION
8.34.0 WATER PURIFICATION

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

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Chemistry Syllabus Forms 3 - 4

8.0 ASSESSMENT

8.1 ASSESSMENT OBJECTIVES

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

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

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

1: Knowledge and understanding

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

1: Knowledge and understanding

Candidates should be able to demonstrate knowledge and understanding of:

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

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

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

3: Experimental skills, investigations and applications

Candidates should be able to:

• make and record observations and measurements

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

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Chemistry Syllabus Forms 3 - 4

8.2 SCHEME OF ASSESSMENT

The assessment scheme for Chemistry comprises of:

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

PAPER Type of paper Duration Marks Paper Weighting %

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

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

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

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

PAPER 3: PRACTICAL TEST

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

8.3 SPECIFICATION GRID

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

TOTAL 100% 100% 100%

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

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

terms.

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