Republic of Zambia
ZAMBIA HIGH SCHOOL EDUCATION
SCIENCE
HIGH SCHOOL SYLLABUS
GRADES 10 – 12
Prepared by:
Curriculum Development Centre
P.O. Box 50092
LUSAKA
© Curriculum Development Centre
All rights are reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means,
electronic, mechanical, photocopying recording or otherwise, without the prior consent of the copyright owners.
i
CONTENT
Preface....................................................................................................................................................................
Acknowledgements................................................................................................................................................
Introduction ...........................................................................................................................................................
v
vi
vii
1
Unit
1.0
1.1
1.2
1.3
1.4
1.5
1.6
1.7
GENERAL PHYSICS .........................................................................................................
Length and time .....................................................................................................................
Speed, velocity and acceleration ............................................................................................
Mass and weight ....................................................................................................................
Density ...................................................................................................................................
Forces .....................................................................................................................................
Simple Machines ....................................................................................................................
Energy work and power .........................................................................................................
1
1
1
2
2
3
3
Unit
2.0 THERMAL PHYSICS .........................................................................................................
2.1 Simple kinetic theory of matter..............................................................................................
2.2 Thermal properties ................................................................................................................
2.3 Transfer of thermal energy ...................................................................................................
5
5
5
6
Unit
3.0 PROPERTIES OF WAVES ................................................................................................
3.1 General wave properties, including light and sound ..............................................................
3.2 Light .......................................................................................................................................
7
7
7
ii
Unit
4.0
4.1
4.2
4.3
4.4
4.5
4.6
ELECTRICITY AND MAGNESTISM ............................................................................
Simple phenomena of magnetisms .......................................................................................
Electricity...............................................................................................................................
Electric circuits ......................................................................................................................
Practical electric circuits ........................................................................................................
Electromagnetic effects ..........................................................................................................
Introductory ............................................................................................................................
8
8
8
8
8
9
9
Unit
5.0 ATOMIC PHYSICS ............................................................................................................
5.1 Radioactivity ..........................................................................................................................
5.2 The nuclear atom ...................................................................................................................
11
11
11
Unit
6.0 PARTICULATE NATURE OF MATTER .......................................................................
6.1 Matter .....................................................................................................................................
6.1 Kinetic ....................................................................................................................................
12
12
12
Unit
7.0 EXPERIMENTAL TECHNIQUES ..................................................................................
7.1 Measurement .........................................................................................................................
7.2 Purity .....................................................................................................................................
13
13
13
Unit
8.0 ATOMS, ELEMENTS AND COMPOUND ......................................................................
8.1 Atomic structure and the periodic table .................................................................................
8.2 Bonding, the structure of matter ............................................................................................
8.3 Formulae and equations ........................................................................................................
14
14
14
15
Unit
9.0
9.1
9.2
16
16
16
ACIDS, BASES AND SALTS ............................................................................................
Acids and bases .....................................................................................................................
Types of oxides .....................................................................................................................
iii
Unit
10.0 THE PERIODIC TABLE ..................................................................................................
10.1 Periodic trends ....................................................................................................................
10.2 Group properties .................................................................................................................
10.3 Noble gases .........................................................................................................................
17
17
17
17
Unit
11.0
11.1
11.2
11.3
METALS .............................................................................................................................
Properties of metals ..............................................................................................................
Reactivity series ...................................................................................................................
Extraction and uses of metals ..............................................................................................
18
18
18
18
Unit
12.0 AIR AND WATER ...........................................................................................................
12.1 Water ...................................................................................................................................
12.2 Air ........................................................................................................................................
19
19
19
Unit
13.0
13.1
13.2
13.3
13.4
13.5
13.6
13.7
13.8
21
21
21
21
21
21
21
21
21
ORGANIC CHEMISTRY .................................................................................................
Name of compounds ............................................................................................................
Homologous series ...............................................................................................................
Fuels .....................................................................................................................................
Alkenes ................................................................................................................................
Alkenes ................................................................................................................................
Alcohol ................................................................................................................................
Acids ....................................................................................................................................
Macromolecules ...................................................................................................................
iv
PREFACE
The review of this Syllabus was necessitated by the need to improve the quality of education at High School Level as stipulated in the national
policy document “Educating Our Future - 1996”.
Quality education raises the standard of living for all. This leads to sustainable national development. The syllabus also addresses issues of
national concern such as Environmental Education, Gender and Equity, Health Education and HIV/AIDS, Family Life Education, Human
Rights, Democracy, Reproductive Health, Population Education, Entrepreneurship and Vocation Skills, Life and Values Education.
Another reason for revising this syllabus was to fully localize the High School Examinations which were formerly set by University of
Cambridge Local Examinations Syndicate, UK.
It is hoped that this syllabus will provide the users with a sound premise on the basis of which meaningful and effective learning experiences will
be developed in order to provide a good foundation for further study of this subject area.
James Mulungushi (Dr.)
PERMANENT SECRETARY
MINISTRY OF EDUCATION
LUSAKA-ZAMBIA
v
ACKNOWLEDGEMENTS
The Curriculum Development Centre wishes to pay tribute to various people, committees, institutions and organizations such as the Ministry of
Environment and Natural Resources through the Environmental Education Programme for Awareness (EEPA) for giving much valuable time
and generous financial support to facilitate the production of this syllabus.
vi
INTRODUCTION
This syllabus is designed for Grades 10-12. It is intended for pupils not taking Chemistry and Physics as separate subjects.
General Aims
The syllabus aims at providing, through well designed studies of experimental and practical science, a worthwhile educational experience for all
the pupils taking the course, whether or not they go on to study science beyond High School level, thereby, contributing to pupils’ general
education by using the impact of known applications of science concepts and principles on society. This is intended to enable pupils acquire
adequate understanding and knowledge so that they can:


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become confident citizens in a technological world, able to make appropriate decisions in scientific matters;
recognise the usefulness and limitations of the scientific method and, furthermore, appreciate its applicability in everyday life;
suitably prepare for studies beyond High School level in Science.
The course also aims at developing the following in the pupils:

abilities and skills that
- are relevant to the course and practice of science;
- are useful in everyday life;
- encourage efficient and safe practice;
- encourage effective communication;
-
attitudes relevant to science; for example
accuracy and precision;
objectivity;
integrity;
enquiry;
initiative; and
inventiveness.
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Furthermore, the course aims at stimulating interest in and care for the environment and promotes an awareness that the:


study and practice of science are co-operative and cumulative activities that are subject to social, economical, technological, ethical and
cultural influences and limitations;
applications of science can be both beneficial and detrimental to the individual, to the community, society and the environment.
In addition to the content objectives, objectives under the following should be achieved by pupils:
 Knowledge with understanding
They should demonstrate knowledge and understanding in relation to the following:
-
Scientific phenomena, facts, laws, definitions, concepts, theories;
Scientific vocabulary, terminology, conventions; symbols, quantities and units;
Scientific instruments and apparatus, including techniques of operations and aspects of safety;
Scientific quantities and their determination;
Scientific and technological applications with their social, economic and environmental implications.

Handling information and solving problems
In words or using symbolic, graphical and numerical forms they should be able to:
-
locate, select, organise and present information from a variety of sources;
translate information from one form to another;
manipulate numerical and other data;
use information to identify patterns, reports trends and draw inferences;
present reasonable explanations for phenomena, patterns and relationships;
make predictions and propose hypotheses; and
solve problems.
viii

Experimental skills and investigations
As the pupils study Science they should be able to:
-
follow a sequence of instructions;
use techniques, apparatus and materials;
make and record observations, measurements and estimates;
interpret and evaluate observations and experimental results;
plan an investigation, select techniques, apparatus and materials; and
evaluate methods and suggest possible improvements.
General Structure of the syllabus
This syllabus is divided into 13 units. The sequence of the Units is not intended to suggest a teaching order. It is hoped that teachers will be
flexible when planning their lessons.
Each of the units is described under the headings of “Content”, “Objectives” and “Notes”. The column headed “Notes” is intended as an
extension and illustration of the objectives and is not to be regarded as exhaustive. The teacher can extend it by relating the factual contents and
objectives of the syllabus to social, economic and industrial life at both national and local levels as appropriate as possible.
It is envisage that an experimental approach will be adopted and that pupils spend adequate time on individual experimental work.
Mathematical Requirements
The study of Science through this syllabus strengthens the applications of mathematical skills. It is assumed that the pupils are competent in the
following mathematical techniques:


taking accurate accounts of numerical work and handling calculations so that significant figures areneither lost unnecessarily nor carried
beyond what is justified;
making approximate evaluation of numerical expressions;
ix
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
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




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

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formulating simple algebraic equations as mathematical models and be able to solve them;
changing the subject of a formula;
expressing small changes or errors as percentages;
calculating areas of various shapes;
dealing with vectors in all simple forms;
plotting results graphically after selecting appropriate variables and scales;
interpreting, analysing and translating graphical information;
making calculations involving additions, subtraction, multiplication and division of quantities;
expressing small fractions as percentages and vice versa;
calculating an arithmetic mean;
transforming decimal notation to power of ten notation (standard form);
use tables or calculators to evaluate logarithms (for calculations), squares, square roots and reciprocals;
changing the subject of an equation. (these may involve simpler operations that may include positive and negative indices and square
roots);
substituting physical quantities into an equation using consistent units so as to calculate one quantity (e.g. the units of a rate constant K);
solving simple algebraic equations;
comprehending and using the symbols/notations;
testing tabulation pairs of values for direct proportionality by graphical method or by constancy of ratio;
Examination
Assessment objectives will be weighed as follows:


knowledge with understanding, approximately 65% and recall approximately 30% of the marks;
Handing information, approximately 35% of the marks.
x
Learners are expected to enter for Paper 1, 2 and 3
Paper
Type of Paper
Duration
Mark
1
Multiple-choice
1 hr
40
2
Theory (Physics)
1 hr 15 min
65
3
Theory (Chemistry)
1 hr 15 min
65
Paper 1 (h; 40 marks)
Paper 1 will contain forty multiple-choice questions. These will cover approximately equal parts of the Physics and Chemistry Sections of the
syllabus.
Paper 2 (11/4h; 65 marks)
Section A of this paper will contain a number of compulsory short-answer and structured questions.
Section B of this paper will contain three free-response questions of 10 marks each (Candidates will answer any two of these questions).
Part 3 (11/4h; 65 marks)
Section A of this paper will contain a number of compulsory short-answer and structured questions.
Section B of this paper will contain three free-response questions of 10 marks each (Candidates will answer any two of these questions).
xi
1.0 GENERAL PHYSICS
CONTENT
OBJECTIVES (Pupils should be able to)
1.1
Length and 1.1.1 state the basic unit for length and time.
time
1.1.2 use rules, micrometers, vernier scales and callipers
to determine lengths.
1.1.3 describe how to use rules, micrometers, vernier
scales and callipers to determine lengths.
1.1.4 use clocks and other devices for measuring an
interval of time, including the period of pendulum.
1.1.5 describe how to use clocks and other devices for
measuring an interval of time.
NOTES
Refer to metre and the second (SI units, symbols
their abbreviation; length, m, time, t).
1.2 Speed, velocity 1.2.1 state what is meant by distance, displacement,
and
speed, velocity and acceleration.
acceleration
1.2.2 recognise motion for which acceleration is
constant.
1.2.3 recognise motion for which the acceleration is not
constant.
1.2.4 interpret graphical representation of distance,
displacement, speed, velocity and acceleration.
1.2.5 recognise from the shape of a speed-time graph
when a body is:
(i) at rest;
(ii) moving with constant speed;
(iii) moving with constant acceleration.
1.2.6 solve problems of motion from first principles and
graphs.
1.2.7 use the three basic equations of uniformly
accelerated motion.
Include simple equations limited to uniform
acceleration (SI units, symbols; s, x, d, u, v, w, c, a,
g, -m, ms-1, ms-2.
Use of ticker-tape timer to show uniform and none
uniform motion.
1
Refer to length, m; time, s
use of clocks, millisecond timers including time
intervals of the pendulum.
Knowledge of graphical representations. Both
uniform and non uniform motions.
Refer to
solutions.
numerical
problems
and
graphical
CONTENT
OBJECTIVES (Pupils should be able to)
1.3
Mass
and 1.3.1 Explain that mass is a measure of the amount of
weight
substance in a body.
1.3.2 Explain the concept of weight.
1.4 Density
1.3.3 Demonstrate understanding that two weights, and
therefore masses, may be compared using a
balance.
1.3.4 use appropriate balances to measure mass and
weight.
1.3.5 determine centre of mass of an object.
1.3.6 describe qualitatively the effect of the position of
the centre of mass on the stability of an object.
1.4.1 Measure volume of liquids.
1.4.2 Measure volume of regular and irregular solids.
1.4.3 Determine densities of various substances including
air polluted substances.
1.4.4 Calculate densities of various substances including
air.
1.5 Forces
1.5.1 State that a force may produce a change in size and
shape of a body.
1.5.2 Plot, draw and interpret extension-load graphs, and
describe the associated experimental procedure.
1.5.3 Explain mass as a measure of inertia.
1.5.4 Describe the ways in which a force may change the
motion of a body.
1.5.5 Derive the relationship between force, mass and
acceleration.
1.5.6 Describe the effects of friction on the motion of the body.
2
NOTES
Refer to W and N.
As the effect of gravitational field
on mass.
Explain clearly the difference between mass and
weight..
By using measuring cylinder, pipette and burette for
liquids (SI units, Vv, m3).
Using displacement and calculation methods.
Use of density bottles.
Refer to change of density of polluted substances
e.g. air and water.
Qualitative treatment leading to equation F = ma.
Refer to methods of friction reducation.
CONTENT
OBJECTIVES (Pupils should be able to)
1.5.7
Describe qualitatively the motion in a curved
path due to a perpendicular force.
1.5.8 Describe the moment of a force in terms of its
turning effect and give everyday examples.
1.5.9 Perform and describe an experiment to verify the
principle of moments.
1.5.10 Make calculations involving the principle of
moments.
1.6 Simple
machines
1.6.1 Explain what is meant by a machine.
1.6.2 Describe the different types of simple machines
NOTES
F = MV2 is not required.
r
As many examples as possible.
Include levers, pulleys, inclined planes and gear
wheels.
1.6.3 Calculate mechanical advantage (MA), velocity
ratio (V.R) and efficiency of machines.
1.7 Energy, work
and power
1.7.1 Explain qualitatively and quantitatively the terms
gravitational potential and kinetic energy including
the conservation of energy.
1.7.3 Give examples of energy in different forms, its
conservation and conservation, and apply the
principles of energy conservation to simple
examples.
3
Include example from everyday life on work
done by and against force Work (W) = f x d (J),
energy (E) (J) PE (J), KE (J), Power (P) = E/t
(W).
CONTENT
OBJECTIVES (Pupils should be able to)
1.7.3 Describe and express a qualitative understanding of
processes by which energy is converted from one
form to another , including reference to:
(i) chemical/fuel ( a re-grouping of atoms),
NOTES
Refer to the release of toxic fuels on the
environment.
(ii) hydro-electric generation (emphasising the mechanical Refer to Kariba and Itezhi-tezhi and effects
energies involved),
on the environment.
(iii) Solar energy (nuclei of atoms in the sun),
(iv) nuclear energy.
Refer to constant exposure to radiation
(v) geothermal energy.
Refer to SADC countries.
(vi) wind energy.
Refer to wind.
Include green house effect and deforestation.
1.7.4 Discuss the effects of the use of energy sources on
Numerical problems involving mg and 1/2
the environment.
mv2.
1.7.5 Describe the effect of nuclear energy on human
Refer to nuclear materials like uranium.
beings.
4
2.0 THERMAL PHYSICS
2.1
CONTENT
Simple kinetic
theory of matter
OBJECTIVES (Pupils should be able to)
2.1.1 Explain the assumption of the kinetic theory.
2.1.2 Describe qualitatively the molecular model of matter.
2.1.3 Apply assumptions of the kinetic theory to explain rates of
diffusion, Brownian motion, evaporation and cooling
effect of evaporation.
2.1.4 Apply assumptions of the kinetic theory to explain gas
pressure.
2.1.5 Demonstrate the effect of varying pressure on volume
leading to Boyle’s law.
2.2
Thermal
properties
2.2.1 Describe qualitatively the thermal expansion of solids,
liquids and gases.
2.2.2 Identify and explain some of the everyday applications and
consequences of thermal expansion.
2.2.3 Explain how a physical property which varies with
temperature may be used for the measurement of
temperature and state examples of such properties.
5
NOTES
Structure of solids, liquids and gases in terms
of forces, motion and arrangement of
molecules (States of matter).
Applications of the kinetic theory.
Demonstrate experimentally diffusion and
Brownian motion.
Include relative rates in liquids and gases.
Include the dangers of diffusion of toxic
wastes from manufacturing industries.
Refer to the dangers of explosions of waste
gas carnisters (cylinders under pressure e.g.
spray cans fire extinguishers). Verify Boyle’s
law (PV = Const). experimentally.
Refer to linear, area and volume expansion.
Volcanoes and their impact on environment,
avalanches, road and building collapses in
Lusaka.
Change in density and convection currents.
Effects of expansion of water on aquatic life.
Volume increase and weight remain constant.
e.g. mercury and alcohol. Dangers of spilled
mercury and safer disposal.
- Refer to spilt mercury from mercury
thermometers.
- Proper disposal of mercury.
CONTENT
2.2.4
2.2.5
2.2.6
2.2.7
2.2.8
OBJECTIVES (Pupils should be able to)
NOTES
Recognise the need for, and identify, fixed points.
Show understanding of sensitivity and range.
Describe the structure and action of liquid-in-glass Refer to laboratory and clinical thermometers.
thermometers.
Deduce the relationship between temperature and volume. Verify Charles law
(V = Constant)
T
Explain the Kelvin scale from the relationship between By graphical extrapolation.
temperature and volume.
2.2.9 Apply the ideal gas equation to solve simple numerical PV/T = Constant
problems.
2.3 Transfer of thermal
energy
2.3.1 Describe experiments to distinguish good from bad
conductors of heat.
2.3.2 Relate convection in fluids to density changes and describe
experiments to illustrate convection.
2.3.3 Describe experiments to distinguish between good and bad
emitters and good and bad absorbers of infra-red radiation.
2.3.4 Identify and explain some of the everyday applications and
consequences of conduction, convection and radiation.
2.3.5 Discuss the effect of radiations on human population.
6
Refer to ozone depletion-global
warming.
Refer to global warming and ozone
depletion.
Refer to natural currents which causes
seasons.
Refer to radiations.
3.0 PROPERTIES OF WAVES
CONTENT
3.1
General
wave
properties including
light and sound
OBJECTIVES (Pupils should be able to)
3.1.1 Describe what is meant by wave motion.
NOTES
Refer to vibrations in ropes, strings.
Carry out experiments using a ripple
tank.
3.1.2 Give the meaning of speed, frequency, wave length and
amplitude and use the equation c = fʎ
3.1.3 Describe an experiment to determine the speed of sound in Refer to sound pollution as emitted
air and make necessary calculations.
by planes.
3.2
Light
3.2.1 Perform and describe experiments to illustrate the laws of
reflection.
3.2.2 Describe an experiment to find the position of an optical
image formed by a plane mirror.
3.2.3 Use the law i = r in reflection.
3.2.4 Perform simple constructions, measurements ad
calculations.
3.2.5 Describe and perform experiments to demonstrate
refraction of light through glass blocks.
3.2.6 Use the terminology for the angles i and r in refraction
and describe the passage of light through parallel-sided
transparent material.
3.2.7 Use the equation sin i/sin r = n (refractive index).
3.2.8 Give meaning of refractive index.
3.2.9 Describe the action of a thin converging lens on a beam of
light.
3.2.10 Describe the main components of the electromagnetic Refer to harmful effects of E.M. waves.
spectrum and state that all e.m. waves travel with the same
high speed in a vacuum and state the magnitude of this
speed.
7
4.0 ELECTRICITY AND MAGNETISM
CONTENT
4.1 Simple phenomena
of magnetism
4.2 Electricity
4.3 Electricity circuits
OBJECTIVES (Pupils should be able to)
NOTES
4.1.1 State the properties of magnets.
4.1.2 Give an account of induced magnetism.
Refer to dangers of lightening.
4.1.3 Distinguish between magnetic and non-magnetic materials.
4.1.4 Distinguish between the magnetic properties of iron and
steel.
4.1.5 Distinguish between the design and use of permanent
magnets and electromagnets.
4.2.1 Demonstrate that there are positive and negative charges.
4.2.2 Explain that unlike charges attract and that like charges
repel.
4.2.3 Show understanding that a current is a rate of flow of
charge and is measured in amperes.
4..2.4 Use the equation I = Q/t.
4..2.5 Use and describe the use of an ammeter.
4.2.6 Use the concept that the e.m.f. is measured by the energy
dissipated by a current in driving charge round the
complete circuit.
4.2.7 Show appreciation that the volt is given by J/C.
4.2.8 Explain that the potential difference across a circuit
component is measured in volts.
4.2.9 Use and describe the use of voltmeter.
4.2.10 State that resistance = p.d./current and use the equation R=V
T
4.3.1 Draw and interpret circuit diagrams containing sources,
switches, resistors (fixed and variable), ammeter, voltmeters.
4.3.2 Explain that the current at every point in a series circuit is
the same.
4.3.3 Use the fact that the sum of the p.d.’s in a series circuit is
equal to the p.d. across the whole circuit.
8
CONTENT
4.3.4
4.3.5
4.4 Practical electricity
circuits
4.4.1
4.4.2
OBJECTIVES (Pupils should be able to)
Calculate the combined resistance of two or more resistors
in series and in parallel.
Use the fact that the current from the source is the sum of
the currents in the separate branches of a parallel circuit, the
current from the source being larger than the current in each
branch.
Describe the uses of electricity in heating and lighting.
State the hazards of:
NOTES
Refer to dangers of farming along high
voltage power lines.
4.4.3
4.4.4
4.5 Electromagnetic
effects
4.4.5
4.4.6
4.4.7
4.5.1
4.5.2
4.5.3
4.5.4
(i) damaged insulation
(ii) overheating of cables
(iii)damp conditions
Explain the use of fuses and fuse ratings.
Explain the need for earthing metal cases and for double
insulation.
Give the meaning of the terms: live, neutral and earth.
Wire, and describe how to wire a mains plug.
Give the reasons for switches and fuses in live leads.
Describe an experiment which shows that a changing
magnetic field can induce an e.m.f. in a circuit.
State the factors affecting the magnitude of the induced e.m.f.
Show that the direction of the induced e.m.f. opposes the
change producing it.
Describe a simple form of generator.
4.5.5 Sketch a graph of voltage output against time for a simple
a.c. generator.
4.5.6 Describe the structure and principle of operation of a basic
iron-cored transformer.
9
Refer to damages caused by electrical fires.
Refer to, rotation coil or rotating magnet and
the use of slip rings.
Refer to voltage transformer.
CONTENT
4.6 Introductory
electronics
OBJECTIVES (Pupils should be able to)
4.6.1 Explain that electrons are emitted from hot metals.
4.6.2 Describe the deflection of electrons in electric and magnetic
fields.
4.6.3 Distinguish between the flow of electrons and conventional
current.
4.6.4 Describe in outline the basic structure and action of cathode
ray oscilloscope (CRO).
4.6.5 se and describe the use of CRO.
10
NOTES
Include thermionic emission.
Include display wave forms, measurement of
p.d. and time-intervals.
5.0 ATOMIC PHYSICS
CONTENT
5.1 Radioactivity
5.2 The nuclear atom
OBJECTIVES (Pupils should be able to)
NOTES
5.1.1 Describe the detection of a - particles ß - particles and
r - rays.
5.1.2 State for radioactive emissions:
(i) their nature
(ii) their relative ionising effects.
(iii)Their relative penetrating powers.
5.1.3 Describe radioactive decay in the composition of the
Use equations (involving
nucleus when particles are emitted.
represent changes.
5.1.4 Use the term half-life in simple calculations which might
involve information in tables or decay curves.
5.1.5 Describe how radioactive materials are handled, used, stored
and disposed of in a safe way.
5.1.6 Discuss the effects of radioactive materials on the
environment.
5.2.1 Describe the structure of an atom in terms of a nucleus and
electrons.
5.2.2 Describe the composition of the nucleus in terms of protons
and neutrons.
5.2.3 Use the term nucleon number (mass number), A.
5.2.4 Use the term proton number (atomic number), Z.
5.2.5 Use the term nuclide and nuclide rotation A
X
Z
11
symbols)
to
6.0 PARTICULATE NATURE OF MATTER
CONTENT
6.1 Matter
OBJECTIVES (Pupils should be able to)
6.1.1 Define matters.
NOTES
Refer to anything that has mass and occupies
spaces.
6.1.2 State the basic unit of matter.
6.1.3 Discuss the three states of matter.
6.2 Kinetic theory
6.2.1 Describe diffusion and dilution.
Refer to the diffusion of toxic gases and
effluents.
12
7.0 EXPERIMENTAL TECHNIQUES
CONTENT
OBJECTIVES (Pupils should be able to)
7.1 Measurement
7.1.1 Name and use appropriate apparatus for the measurement of
time, temperature, mass and volume, including burettes,
pipettes and measuring cylinders.
7.1.2 Design arrangements of apparatus, given information about
the substances involved.
7.2 Purity
7.2.1 Describe and use paper chromatography and interpret
chromatograms.
7.2.2 Identify substances and test their purity by melting point
and boiling point determination and by paper
chromatography.
7.2.3 Describe and use methods of purification by the use of
suitable solvent, filtration, crystallisation, distillation.
7.2.4 Suggest suitable purification techniques, given information
about the substances involved.
13
NOTES
Refer to fractional distillation of crude oil,
liquid air and fermented liquor include
description but not use of fractional
distillation.
8.0 ATOMS, ELEMENTS AND COMPOUNDS
CONTENT
OBJECTIVES (Pupils should be able to)
8.1. Atomic structure and 8.1.1 State the relative charges and approximate relative masses
the periodic table
of protons, neutrons and electrons.
8.1.2 Define proton number (atomic number) and nucleon number
(mass number).
8.1.3 Use and interpret such symbols as 12C
6
8.1.4 Use proton (atomic) number and the simple structure of
atoms to explain the Periodic Table, with special reference
to the elements of proton (atomic) number 1 to 20.
8.1.6 Describe the build-up of electrons in ‘shells’ and explain
the significance of valency electrons and the noble gas
electronic structures.
8.2 Bonding: the structure 8.2.1 Describe the difference between elements, compounds and
of matter
mixtures and between metals and non-metals.
8.2.2 Describe alloys, such as brass, as a mixture of a metal with
other elements.
8.2.3 Describe the information of ionic bonds between metallic
and non-metallic elements, e.g. in Na CI, Ca CI2.
8.2.4 Describe the formation of covalent bonds as the sharing of
pairs of electrons leading to the noble gas configuration.
8.2.5 Deduce the electron arrangement in other covalent
molecules.
8.2.6 Construct ‘dots and cross’ diagrams to show the valency
electrons in covalent molecules.
8.2.7 Describe the differences in volatility, solubility and
electrical conductivity between ionic and covalent
compounds.
NOTES
The ideas of the distribution of electrons in sand p-orbital and in d-block elements are not
needed.
Refer to H2, CI2, HCI, H20, CH4, CO2.
Refer to dangers of toxic, volatile,
inflammable and combustible substances.
CONTENT
8.3 Formulae and
equations.
OBJECTIVES (Pupils should be able to)
8.3.1 State the symbols of the elements and formulae of
compounds.
8.3.2 Deduce the formula of a simple compound from the relative
numbers of atoms and vice versa.
8.3.3 Determine the formula of an ionic compound from the
charge on the ions present and vice versa.
8.3.4 Construct equations with state symbols, including ionic
equations.
8.3.5 Deduce, from experimental results of the identity of the
reactants and products, the balanced chemical equation for a
chemical reaction.
8.3.6 Define relative atomic mass, Ar.
8.3.7 Define relative molecular mass, Mr.
8.3.8 Perform calculations concerning reacting masses using
simple proportions.
15
NOTES
Calculations are not required.
Calculations involving the mole concept are
not required.
9.0 ACIDS, BASES AND SALTS
CONTENT
9.1 Acids and bases
9.2 Types of oxides
OBJECTIVES (Pupils should be able to)
9.1.1 Describe the meaning of the terms acid and alkali in terms
of the ions they contain or produce in aqueous solution.
9.1.2 Describe the characteristic properties of acids as in their
reactions with metals, bases, carbonates and their effects on
indicator paper.
9.1.3 Describe the characteristics properties of bases as in their
reactions with acids and with ammonium salts and their
effects on indicator paper.
9.1.4 Describe neutrality and relative acidity and alkalinity in
terms of pH, measured using Universal Indicator..
9.1.5 Describe and explain the importance of controlling acidity
in soil.
9.2.1 Classify oxides as either acidic , basic, or amphoteric related
to metallic or non-metallic character.
9.2.2 Describe the preparation, separation and purification of
salts.
9.2.3 Suggest a method of preparing a given salt from suitable
starting materials, given appropriate information.
16
NOTES
Refer to whole numbers only.
Include the action of acids with insoluble
bases, and acids with insoluble carbonates.
10.0 THE PERIODIC TABLE
CONTENT
OBJECTIVES (Pupils should be able to)
NOTES
10.1 Periodic trends
10.1.1 Describe the Periodic Table as a method of classifying
elements and its use to predict properties of elements.
10.1.2 Describe change from metallic to non-metallic character
across a period.
10.1.3 Describe the relationship between Group number, number
of valency electrons and metallic or non-metallic character.
10.2 Group properties
10.2.1 Describe lithium, sodium and potassium in Group I as a
Refer to the alkali metals.
collection of relatively soft metals showing a trend in
melting point and in reaction with water and with chlorine.
10.2.2 Predict the properties of other elements in Group I, given
data, where appropriate.
10.2.3 Describe chlorine, bromine and iodine in Group VII as a
Refer to ozone layer depletion by halogens
collection of diatomic non-metals showing a trend in
and their compounds.
colour, state, and in their displacement reactions with
Group I halides.
10.2.4 Predict the properties of other elements in Group VII,
given data, where appropriate.
10.2.5 Identify trends in other Groups given information about the
elements concerned.
10.3 Noble gases
10.3.1 Describe the noble gases as being unreactive.
10.3.2 Describe the uses of the noble gases in providing an inert
atmosphere.
17
Refer to argon in lamps, helium for filling
balloons.
11.0 METALS
CONTENT
11.1 Properties of metals
11.2 Reactivity series
11.1.1
11.1.2
11.1.3
11.2.1
11.2.2
11.2.3
11.3 Extraction and uses
of metals
11.3.1
11.3.2
11.3.3
11.3.4
OBJECTIVES (Pupils should be able to)
NOTES
Describe the general physical properties of metals.
Explain why metals are often used in the form of alloys.
Identify representations of metals and alloys from diagrams
of structures.
Place in order of reactivity calcium, copper, hydrogen,
iron, magnesium, potassium, sodium and zinc by reference
to the reactions, if any, of the metals with water (or steam)
and dilute hydrochloric acid.
Account for the apparent unreactivity of aluminium in
terms of the presence of an oxide layer which adheres to
the metal.
Deduce an order of reactivity from a given set of
experimental results.
Describe the ease in obtaining metals from their ores by
relating the elements to the reactivity series.
Describe the essential reactions in the extraction of iron
Refer to toxic gases and effluents from iron
from haematite.
and copper extraction.
Describe the idea of changing the properties of iron by the
controlled use of additives to form alloys called steels.
State the uses of mild steel and stainless steel.
Refer to disposal of scrap metal as
contributing to land pollution.
Controlled use of additives to form alloys
called steels.
Refer to bodies, machines, chemical plant and
cutlery,
18
CONTENT
11.3.5
11.3.6
11.3.7
11.3.8
11.3.9
OBJECTIVES (Pupils should be able to)
Describe the extraction and purification of copper from its
ore.
State the uses of copper related to its properties.
State the uses of aluminium in air craft and food
containers.
State the uses of zinc for galvanising and for making brass
(with copper).
Describe the effect of aluminium on human beings.
19
NOTES
Refer to land degradation due to mining and
other hazards.
Refer to electrical wiring.
Refer to its strength weight, density and
resistance to corrosion.
Refer to effect on reasoning capacity.
12.0 AIR AND WATER
CONTENT
12.1 Water
12.1.1
12.1.2
12.1.3
12.1.4
12.2 Air
OBJECTIVES (Pupils should be able to)
Describe the formation of hydrogen as a product of the
reaction between:
(i) reactive metals and water.
(ii) metals and acids.
Describe the identification of hydrogen using a lighted
splint (water being formed).
Explain the use of hydrogen in the manufacture of
ammonia, and of margarine, and as a fuel in rockets.
Explain the effects of water pollutants.
12.1.5 Suggest ways of reducing water pollution.
12.1.6 Describe in outline the purification of water supply in
terms of filtration and chlorination.
12.1.7 State uses of water in industry and in the home.
12.1.8 Describe, in simple terms, the ideas of respiration,
combustion and rusting.
12.2.1 Describe the volume composition of clean air in terms of
79% nitrogen, 20% oxygen, with the remainder being
noble gases (with argon as the main constituent), carbon
dioxide and variable amounts of water vapour.
12.2.2 Describe the identification of oxygen using a glowing splint.
12.2.3 Describe the identification of carbon dioxide using lime water.
12.2.4 Name common pollutants of air.
20
NOTES
Refer to explosive nature of hydrogen.
Refer to sewage, oil spills, water weed
and chemical effluents.
Refer to correct quantity of chlorine even
at household level.
Equations are not required.
Refer to Carbon monoxide, sulphur
dioxide, oxides of nitrogen, lead
compounds, asbestor and cement dust.
CONTENT
12.2.5
12.2.6
12.2.7
12.2.8
12.2.9
12.2.10
12.2.11
12.2.12
12.2.13
12.2.14
12.2.15
OBJECTIVES (Pupils should be able to)
State the sources of each of the following pollutants:
(i) carbon monoxide.
(ii) sulphur dioxide.
(iii)oxides of nitrogen and lead.
State the adverse effects of acidic pollutants on buildings and
plants, and of carbon monoxide and lead compounds on
health.
Name the uses of oxygen in making steel, oxygen tents in
hospitals, and with acetylene (a hydrocarbon) in welding.
Describe methods of rust prevention.
Identify processes involving addition of oxygen as oxidation.
Define oxidation and reduction in terms of oxygen or
hydrogen gain or loss.
Describe the need for nitrogen, phosphorus and potassium
compounds in plant life.
Explain the use of nitrogen in the manufacture of ammonia.
Describe the essential conditions for the manufacture of
ammonia by the haber process.
Name the uses of ammonia in the manufacture of fertilisers
such as ammonium sulphate and nitrate.
Discuss the effect of chemical fertilizers on the soil.
21
NOTES
Refer to incomplete combustion of carbon
containing substances, combustion of
fossil fuels which contain sulphur
compounds and from car exhausts.
Refer to diseases.
Refer to paint and other coatings.
Refer to emissions and effluents from
manufacturing plants.
13.0 ORGANIC CHEMISTRY
CONTENT
13.1 Name of compounds
13.1.1
13.1.2
13.2 Homologous series
13.2.1
13.3 Fuels
13.3.1
13.3.2
13.3.3
13.3.4
OBJECTIVES (Pupils should be able to)
Name, and draw the structure of the unbranched alkanes,
alkenes, alchohols and acids containing up to four carbon
atoms.
State the compound present given a chemical name, ending
in –ane, -ene, -ol, and oic given moleculer structure.
Describe the general characteristics of any homologous
series.
Name natural gas and petroleum as sources of fuels e.g.
kerosene, gasoline.
Name methane as the main constituents of natural gas.
Describe petroleum as a mixture of hydrocarbons and its
separation into useful fractions by fractional distillation.
Name the uses of petroleum fractions:
(i) petrol (gasoline)
(ii) paraffin (kerosene)
(iii)diesel
(iv) oils
(v) bitumen
13.4 Alkanes
13.4.1 Describe the properties of alkanes (exemplified by
methane) as being generally unreactive.
13.5 Alkenes
13.5.1 Describe the manufacture of alkanes and hydrogen by
cracking.
13.5.2 Describe the properties of alkenes in terms of burning,
addition reactions with hydrogen and steam.
22
NOTES
(Not cis –trans).
Refer to volatile and inflammable fuels.
Refer to petrol as fuel in cars, paraffin for oil
stoves and aircraft fuel; diesel, for fuel in
diesel engines; oils for lubricants and making
waxes and polishes; bitumen, for making
roads.
Refer to burning and substitution reactions.
Refer to substitution reactions products as
sources poison and responsible for ozone layer
depletion.
CONTENT
13.6 Alcohol
13.7 Acids
OBJECTIVES (Pupils should be able to)
13.5.3 Distinguish between saturated and unsaturated
hydrocarbons:
(i) from molecular structures.
(ii) by using aqueous bromine.
13.5.4 Describe the formation of poly (ethane) as an example of
addition polymerisation of monomer units.
13.5.5 Name some uses of poly (ethane) as a typical plastic.
13.6.1 Describe the formation of ethanol by fermentation and by
the catalytic addition of steam to ethane.
13.6.2 Describe the properties of ethanol in terms of burning and
oxidation.
13.6.3 Name the uses of ethanol as a:
(i) solvent.
(ii) constituent of wine and beer.
(iii) fuel.
13.7.1 Describe the formation of ethanoic acid by the oxidation
of ethanol by:
(i) the action of atmospheric oxygen.
(ii) an oxidizing agent.
13.7.2 Describe ethanoic acid as an acid.
13.7.3 Describe the reaction of ethanoic acid with ethanol to give
an ester (ethyl ethanoate).
13.8 Macromolecules
13.8.1 Describe macromolecules in terms of large molecules built
up from small units, different macromolecules having
different units and/or different linkages.
23
NOTES
Refer to plastic bags.
Refer to ethanol (alcohol) as one of the most
abused drugs.
Refer to oxidising agents such as potassium
dichromate and potassium permanganate.
Refer to characteristic fruity smell of esters.
CONTENT
OBJECTIVES (Pupils should be able to)
13.8.2 Distinguish between synthetic and natural
macromolecules (polymers).
13.8.3 Deduce the structure of the polymer product from a given
alkene and vice versa.
13.8.4 Describe the formation of nylon ( a polyamide) and
Terylene (a polyester) by condensation polymerisation.
NOTES
the structure of nylon represented as
and the structure of Terylene
(Details of manufacture and mechanisms of
these polymerisations are not required.)
13.8.5 Name some typical uses of man-made fibres such as nylon
and Terylene, e.g. clothing.
13.8.6 Describe the pollution problems caused by nonbiodegradable plastics.
13.8.7 Name proteins, fats and carbohydrates as natural polymers
and as the main constituents of food.
13.8.8 Describe proteins as possessing the same (amide) linkages
as nylon but with different units.
13.8.9 Describe the hydrolysis of proteins to amino acids.
13.8.10 Describe fats as esters possessing the same linkages as
Terylene but with different units.
13.8.11 Describe soap as a product of hydrolysis of fats.
24
Structure and names not required.
CONTENT
OBJECTIVES (Pupils should be able to)
13.8.12 Describe the carbohydrate starch as a macromolecule.
NOTES
Represented as:
-O-
-O-
-O-
-O-
being
formed
by
the
condensation
polymerisation of smaller carbohydrate units
called sugars, represent as:
HO -
- OH
13.8.13 Describe the acid hydrolysis of carbohydrates such as
starch to give simple sugars.
13.8.14 Describe the fermentation of simple sugars to produce
Learners will not be expected to give the
ethanol, carbon dioxide and its importance to brewing and molecular formulae of sugars.
wine-making.
25