UNITED REPUBLIC OF TANZANIA
MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
CHEMISTRY ACADEMIC SYLLABUS FOR DIPLOMA IN
SECONDARY EDUCATION
2009
All rights reserved. No part of this syllabus may be reproduced, reported, stored in any
retrieval system or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise without the prior permission of the copyright owner.
© Ministry of Education and Vocational Training, 2009
Designed and prepared by:
Tanzania Institute of Education
P.O. Box 35094
Dar-es-Salaam
Tanzania
Tel: +255 222 773006, 2774420
Fax: +255 222 774420
E-mail: director@tie.go.tz
i
DECLARATION
Secondary Education Diploma is a two years course which has been designed to prepare
professional teachers who will teach at ordinary level secondary schools. A student teacher
will be recognized as a teacher when he/she successfully completes a secondary education
diploma course for two years within which he/she successfully performed and pass teaching
practice.
This document is hereby declared as the Chemistry Syllabus for Diploma in Secondary
Education Course 2009.
ii
TABLE OF CONTENTS
Pages
Introduction …………………………………………………………………………
iv
Subject description…………………………………………………………………….
iv
Subject Rationale……………………………………………………………………
v
Goals for the subject …………………………………………………………………
v
Competences to be developed……………………………………………………….
v
Subject Objectives ………………………………………………………….……….
vi
Organization of the syllabus and subject description………………………………..
vi
Assessment of the subject ……………………………….………………………….
vi
Topics
1.0
General Chemistry………………………………………………………………
1
2.0
Chemical Kinetics energetic and equilibrium.…………………………………
4
3.0
Volumetric Analysis……………………………….…………………………
7
4.0
Electrochemistry…………………….………….…..……………………….
10
5.0
Transition Metal Elements.………………………………………………….
12
6.0
Organic Chemistry……………….………………………………………….
15
7.0
Environmental Chemistry……………………………………………………
19
Reading List …………………………………………………………………………
23
iii
Introduction
This Chemistry diploma course in secondary education syllabus is a revised version of that of
2007. It has been developed to give capacity to diploma teacher education colleges to
prepare confident and competent teachers equipped with academic competences to handle the
ordinary level Chemistry syllabus.
The revised syllabus places more emphasis on developing skills and competences to student
teachers; participatory teaching and learning processes as well as assessment procedures.
The syllabus is equipped with content pertinent to the current requirements in science,
technology and globalization process. Cross-cutting issues have been added.
The syllabus has suggested teaching and learning strategies, resources and assessment
procedures. Tutors are advised to be innovative and creative in using the strategies, resources
and assessment procedures by modifying or inventing new ones where necessary depending
on their local conditions.
The syllabus is arranged in a linear format so as to give the tutor enough freedom to be
creative and innovative in planning and executing classroom instructions.
Subject description
This syllabus covers the academic part of Chemistry course in diploma teacher training. It
emphasises the building of competences in the student –teacher rather than concentrating on
purely theoretical work.
Seven topics have been selected for this course which include; General Chemistry, Chemical
Kinetics Energetic and Equilibrium, Volumetric Analysis, Electrochemistry, Transition Metal
Chemistry, Organic Chemistry and Environmental Chemistry.
Student centred principles of teaching and learning have been emphasised, hopping that the
student-teachers will emulate them. The learners are supposed to be responsible for their
own learning.
The teaching and learning strategies and T/L resources suggested in this syllabus are not
necessarily binding. The tutor may come up with his/her own strategies of instruction.
iv
A number of assessment procedures have been suggested. However, the tutor may decide to
use other appropriate procedures for assessing the desired academic achievement and the
expected competences.
Subject rationale
This Chemistry syllabus for Diploma in Secondary Education has been revised in order to
address the current challenges in the Tanzania society.
These challenges include the
introduction of:
a)
A competence-based secondary education curriculum which emphases learnercentred teaching and learning
b)
New teaching-learning innovations which include constructivism and cooperative
learning
c)
Cross-cutting issues in chemistry teaching and learning
d)
New science and technology innovations in the teaching-learning of chemistry
e)
New approaches in assessing students’ academic achievements.
Goals of the subject
This Diploma course for Chemistry teachers intends to achieve the following goals:
To have Chemistry teachers who:
a)
Have the required academic knowledge, skills and attitudes needed for teaching
Chemistry at Ordinary level Secondary Education
b)
Can incorporate cross-cutting issues in the teaching of Chemistry
c)
Can inculcate entrepreneurial skills in chemistry learners
d)
Can apply managerial and organizational skills in the teaching of chemistry
e)
Have the skills to teach Chemistry to learners with special learning needs.
Competences
By the end of this course the student- teacher should have the ability to:
a)
Solve daily life problems using Chemistry knowledge, principles and skills
b)
Design and carry-out basic Chemistry experiments to verity theories and/or other
scientific phenomena
c)
Use media and technology in the facilitation of teaching and learning of Chemistry
d)
Communicate effectively in the language and symbols of Chemistry
v
e)
Assessing and evaluating student’s achievement tin Chemistry
f)
Address cross-cutting issues using Chemistry knowledge.
Subject Objectives
By the end of the course the student- teacher should be able to:
a)
Apply creative ideas and critical thinking skills in solving problems related to
Chemistry in life situations.
b)
Apply scientific processes and procedures to acquire knowledge and skills in
Chemistry.
c)
Assess and suggest solutions to the contemporary cross-cutting issues affecting the
society using the Chemistry knowledge and procedures.
d)
Use the language of instruction properly as well as the symbolic language inherent
in the Chemistry subject.
Organization of the Syllabus
a)
The syllabus starts with the preliminary materials which include: Cover page,
Copyright page, Table of contents, Introduction, Course description, Course
rationale, Competences to be developed, Course objectives, Organization of the
syllabus and Assessment of the course.
b)
The academic content in this syllabus appears in seven major topics which are
General Chemistry, Chemical Kinetics and Equilibrium, Volumetric Analysis,
Electrochemistry,
Transitional Metals
Chemistry,
Organic
Chemistry and
Environmental Chemistry. Each major topic has been divided into several subtopics. Each sub-topic is presented under the following sub-headings: Estimated
time for covering the sub-topic, Specific objectives, Teaching/learning strategies,
Teaching/learning resources, Assessment procedures.
A reference list is included at the end of the content section.
Assessment of the Subject
Some assessment procedures have been suggested along with specific objectives. The tutor is
advised to adopt these procedures and weighting of marks. Continuous assessment will
contribute 50% and the final examination will contribute 50% to the final score.
The assessment scheme for student’s achievement in this Chemistry Course is shown below:
vi
Sr/No
Assessment type
Frequency
Weight
1.
Test
4
05%
2.
Projects/practicals/microteaching
3
05%
3.
Portfolio
2
05%
4.
5.
Terminal examinations
Final examination
Total
3
1
10%
25%
50%
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1.0 GENERAL CHEMISTRY
1.1 Atomic Theory
Estimated Time: 2 hour
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a)
Explain the meaning of particulate nature of matter.
b)
Explain the Atomic Theories.
c)
Compare and contrast modern atomic theory and Dalton atomic theory.
Teaching and Learning Strategies
a) Group discussions and presentation
b) Think-pair-share on the modern atomic theory in comparison with the
Dalton’s theory.
Teaching and Learning Resources
a) A model of a carbon atom.
b) The periodic table.
c) Flip charts.
Assessment Procedures
a) Quizzes and tests.
b) Presentation from group discussions.
.
1.2 Atomic Structure and Bonding
Estimated Time: 5 hour
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a) Describe the atomic models (Rutherford and Bohr)
b) Draw the electronic configuration up to 20 elements.
c) Explain the quantum theory.
d) Draw and explain the hydrogen specturum and energy levels.
1
Teaching and Learning Strategies
Group discussions and presentation
Teaching and Learning Resources
a) Bottle tops to make models
b) Wall chart to show atomic models of Rutherford and Bohr.
c) Picture of mass of spectrometer.
Assessment Procedures
a) Quizzes and tests.
b) Presentation from group discussions.
c) Project on the atomic structures of the selected heavy metals.
1.3
Hybridization of Atomic Orbitals
Estimated Time: 5hr
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a) Explain the meaning of hybridization of atomic orbitals
b) Describe the formation of sp, sp2, and sp3 hybrid orbitals
c) Draw the shapes of the sp, sp2, and sp3 hybrid orbitals
d) Explain the formation of molecular orbitals from hybrid atomic orbitals.
Teaching and Learning Strategies
a) Think pair share
b) Discussion and presentation
Learning Resources
Wall chart with a drawing of the structures of sp, sp2 and sp3 hybrid orbitals.
Assessment Procedures
a) Quizzes and tests.
b) Portfolio.
c) Project on the mechanism of hybrid orbital formation.
.
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1.4
Periodicity
Estimated Time: 4 hr
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a) State the Periodic Law.
b) Describe properties of elements down group one and seven.
c) Explain the diagonal relationship in the periodic table.
Teaching and Learning Strategies
a) Question and answer.
b) Group discussion on periodicity.
c) KWL to show prior knowledge of periodic properties.
d) Interactive lecture on the significance of periodicity.
Teaching and Learning Resources
a) The long form of the periodic table,
b) Flip chart to show the short form of the periodic table.
Assessment Procedures
a) Quizzes and tests
b) Written reports from group discussions.
3
2.0
CHEMICAL KINETICS ENERGETICS AND EQUILIBRIUM
2.1
Factors Affecting the Rate of Chemical Reaction
Estimated Time: 3 hour
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a) Mention the effect of the temperature and concentration on the rate of
b) the chemical reaction
c) Describe the concept of activation energy
d) Determine experimentally the effect of particle size, concentration and
temperature on the rate of chemical reaction.
Teaching and Learning Strategies
a) Question and answer
b) Experimentation to determine the effect of the named factors on the rate of
chemical reaction.
c) Group discussion followed by presentation
Teaching and Learning Resources
Sample chemicals, source of heat, stop watch, beakers, test tubes
Assessment Procedures
Written reports from experimental work
2.2
Reversible and Equilibrium Reactions
Estimated Time: 5 hour
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a) Describe the reversible reactions.
b) State the law of mass action.
c) Explain the effect of changing the concentration of reactants and products on
the equilibrium
d) Solve equations related to the equilibrium. Kc,Kp and Ksp
4
Teaching and Learning Strategies
a) Question and answer
b) Problem solving
c) Assignments followed by group presentation.
Teaching and Learning Resources
Library materials, On-line materials.
Assessment Procedures
a) Quizzes and tests.
b) Take home assignments
c) Project on the effect of pressure, and quantity of reactants on the rate of
chemical reaction.
2.3
Energetics
Estimated Time: 5hr
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a) Explain exothermic and endothermic reactions in terms of heats of reactions
b) Explain the Hess’s Law
c) Use the Born-Harber cycle to find out different heats of reactions.
Teaching and Learning Strategies
a) Question and answer
b) Group discussion
c) Problem solving
Teaching and Learning Resources
Wall charts, Library materials.
Assessment Procedures
The tutor is free to use any of these assessment procedures or others of his/her choice.
a) Quizzes and tests.
b) Written reports from group discussion
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c) Project on finding out different heats of reactions
2.4
Order and Molecularity of a Chemical Reaction
Estimated Time: 6 hour
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a) Describe the mechanism of a chemical reaction
b) Explain the meaning of the order of a chemical reaction
c) Derive the expressions for the 1st and 2nd order chemical reactions in
d) Relation to molecularity.
Teaching and Learning Strategies
a) Question and answer
b) Discussion
c) Experimentation to determine the 1st, 2nd order reactions
Teaching and Learning Resources
a) Relevant chemicals for 1st and 2nd order chemical reactions,
b) Relevant apparatus.
c) Stop clock.
d) Graph paper.
Assessment Procedures
a) Quizzes and tests
b) Written reports from group discussions
c) Observation schedule of the student teacher performing experiments
d) Written experiment reports and student teacher portfolio on experiment
reports.
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3.0
VOLUMETRIC ANALYSIS
3.1
Application of the mole Concept
Estimated Time: 6 hour
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a) Measure molar quantities of different substances
b) Carry out stoichiometric calculations based on the mole concept
c) Prepare molar solutions of various substances.
Teaching and Learning Strategies
a) Group discussions and plenary presentations
b) Preparation of molar solutions and doing calculations based on the mole concept
c) Solve stoichiometric calculations
.
Teaching and Learning Resources:
Manila sheets, flip charts, relevant chemicals, balances, chemistry practical manual.
Assessment Procedures
a) Written reports on the meaning of the mole concept.
b) Quizzes and Tests
3.2 Standard Solutions
Estimated Time: 6 hour
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a) Give the meaning and examples of standard solutions
b) Prepare standard solutions of common laboratory reagents.
c) Differentiate primary standard solutions from secondary standard solutions.
Teaching and Learning Strategies
a) Brainstorming
b) Demonstrations on the preparations of standard solutions.
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Teaching and Learning Resources
Watch glasses, beakers, spatula, titration flask, pipettes, burettes, wash bottles,
chemical balance, steering rod, desiccators, filter funnel, relevant chemicals and
chemistry practical manual.
Assessment Procedure
a) Tests
b) Project work on preparing bench solutions
3.3 Titrations
Estimated Time: 8hr
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a) A normal acid-base titration experiments and solve related calculations
b) Acid-base titrations using the double indicator method
c) Redox titrations and solve related calculations.
Teaching and Learning Strategies
a) Demonstration on the preparation of standard Na2CO3, and HCL solution
b) Group demonstrations on acid-base titration experiments
c) Experimentation on redox titrations by reducing KMnO4 ; K2Cr2O4 using the
proper reducing agents.
d) Iodimetry
Teaching and Learning Resources
Titration flasks, beakers, filter funnel, white tiles, retort stands, burette, pipettes
relevant chemicals, indicators.
Assessment Procedures
a) Direct observations of group demonstrations on redox and acid-base titrations
using observation schedule.
b) Written tests on calculations involving acid- base and redox titrations.
8
4.0
ELECTROCHEMISTRY
4.1
Ionic Theory
Estimated Time: 7 hours
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a)
Describe the ionization of weak and strong electrolytes.
b)
Perform calculations involving the ionization of weak and strong
electrolytes.
c)
Demonstrate ionic migrations in dilute solutions of strong electrolytes.
Teaching and Learning Strategies
a) Question / answer method
b) Group discussions to differentiate a strong electrolyte from a concentrated
solution.
c) Experiments on the electric conductivity of weak and strong electrolytes.
Teaching and Learning Resources
Wall charts and pictures, flip charts, marker pens, concentrated ammonia, acetic acid,
mineral acids, common salt, solid bases
Assessment Procedures
The tutor is free to use any of these assessment procedures or others of his/her choice.
a) Quizzes and tests
b) Written reports from group discussions on the ionic theory
c) Exercises and homework on how different substances ionize when they are
dissolved in water.
4.2 Electrolysis
Estimated Time: 8 hour
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a) Demonstrate the Faraday’s first and second laws of electrolysis and solve
related calculations
9
b) Demonstrate the application of electrolysis in real life
c) Use the Nernst’s equation to obtain the e.m.f. of a concentration cell.
Teaching and Learning Strategies
a) Brainstorming
b) Group discussions and presentations
c) Experiments to prepare electrolytic cells of different electrolytes.
Teaching and Learning Resources
3V bulb, 12VDC sources, carbon electrodes, wires, rheostat, ammeter, balance,
beaker, hydrochloric acid, copper (II) chromate, urea zinc chloride solution copper
(II) sulphate solution.
Assessment Procedures
a) Reports on the migrations of ions during electrolysis, the preferential
discharge of ions at electrodes and electrical conduction of the electrolyte
solution
b) Observation of student teachers conducting experiments on redox reactions
c) Portifolio work on the electrolysis of different electrolytes, where the
products are specified.
10
5.0
TRANSITION METAL CHEMISTRY
5.1
Properties of Transition Metals
Estimated Time: 5 hour
Specific Objectives
By the end of this sub-topic the student-teacher should be able to:
a) Explain the formation of coloured compounds by transition elements
b) Describe the magnetic properties of transition elements
c) Explain the tendency of transition elements to form complex compounds.
Teaching and Learning Strategies
a) Question and answer.
b) Think-pair-share
c) Group discussions on the effects of ligands on the colour of complex
compounds.
d) Experimentation on the displacement of ligands in complex compounds.
Teaching and Learning Resources
a) The periodic table showing the transition elements,
b) Samples of transition metals.
Assessment Procedures
The tutor is free to use any of these assessment procedures or others of his/her choice.
a) Quizzes and tests on the meaning of transition chemistry.
b) Exercises and home assignments on the properties of transition metals.
c) Written reports from group discussion.
d) Summary made by students from the web search.
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5.2
Complex compounds
Estimated Time: 7 hours
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a)
Give the meaning of complex compounds
b)
Analyze the process of formation of complexes
c)
Describe the effects of ligands on complexes
d)
Demonstrate displacement reactions in complex compounds.
Teaching and Learning Strategies
a) Question and answer to introduce the concept of complex formation.
b) Small group discussions on how complex compounds are formed.
c) Experimentation to demonstrate colour changes in complex compounds.
Teaching and Learning Resources
Wall charts and pictures, flip charts, marker pens; relevant chemicals, Simulation
Assessment Procedures
The tutor is free to use any of these assessment procedures or others of his/her choice.
a) Quizzes and tests.
b) Written reports from group discussion;
c) Exercises and homework
5.3
Inorganic Nomenclature
Estimated Time: 5 hour
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a) Outline the IUPAC system of naming of inorganic compounds.
b) Name transition compounds and other inorganic compounds using IUPAC
rules.
c) Identify exceptions to IUPAC nomenclature rules, e.g. the names of H2O and
NH3
12
Teaching and Learning Strategies
a) Question / answer to introduce the concept of nomenclature.
b) Small group discussions on the IUPA system of nomenclature.
c) KWL (Know, Want to know, Learnt) to find out prior knowledge on the
nomenclature of inorganic compounds.
Teaching and Learning Resources
a) Manual for IUPAC rules for inorganic nomenclature.
b) Test-books for inorganic chemistry.
Assessment Procedures
a) Quizzes and Tests
b) Written reports from group discussions
c) Exercises and homework.
13
6.0 ORGANIC CHEMISTRY
6.1 Aliphatic Hydrocarbons
6.1.1 Saturated Hydrocarbons
Estimated Time:4 hour
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a) Use models to show structural differences among different homologues of the
parafins
b) Describe physical and chemical properties of the parafins
c) Describe laboratory preparations of methane
d) Write and name the isomers of alkanes up to six carbon atoms.
Teaching and Learning Strategies
a) Preparing methane in the laboratory
b) Discussion on the homologous series of parafines
c) Gallery walk to view the physical and chemicals properties of alkanes posted on
charts.
d) Experimental work on the preparation and properties of methane.
Teaching and Learning Resources
a)
Structural models and drawings of some saturated organic compounds, video
cassettes.
b)
Textbooks of orgnic chemistry.
Assessment Procedures
a) Presentation from group discussions
b) Exercises and homework
c) Reports from the experiments on properties of saturated hydrocarbon
d) Direct observation to assess experimental work.
14
6.1.2 Unsaturated Hydrocarbon
Estimated Time: 3 hours
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a) Use models to show structural differences among different homologues of the
olefines and acetylenes
b) Describe physical and chemical properties of the olefines and acetylenes
c) Describe laboratory preparations of methane
d) Write and name the isomers of alkenes and alkynes up to six carbon atoms.
Teaching and Learning Strategies
a) Demonstration of structural models,
b) Gig saw followed by plenary discussion
c) Laboratory experiments
Teaching and Learning Resources
a) Structural models and drawings of some unsaturated organic compounds,
b) Textbooks of organic chemistry.
Assessment Procedures
a) Presentation from group discussions
b) Assignments
c) Reports from the experiments on properties of unsaturated hydrocarbon.
6.2
Aromatic Hydrocarbons
a) Benzene and Its Derivatives
Estimated Time: 5 hours
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a) Mention the sources of benzene
b) Describe the resonance stability of benzene and its derivatives
c) Compare the physical and chemical properties of benzene and its derivatives.
15
Teaching and Learning Strategies
a) Group discussion
b) Library search
c) Question and answer
d) Problem solving on the electrophilic substitution reactions of benzene.
Teaching and Learning Resources
a) Charts showing resources structures of benzene and its derivatives.
b) Model of the benzene ring.
Assessment Procedures
a) Library search report on the history of the structure, sources and properties
of benzene and its derivatives.
b) Group discussion reports on addition and substitution reactions of benzene.
6.3
Organic Reaction Mechanisms
Estimated Time: 5 hour
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a) Solve problems related to substitution reactions
b) Solve problems related to elimination reactions.
c) Differentiate substitution from elimination reaction mechanisms.
Teaching and Learning Strategies
a) Question and answer on the types of orgnic reaction mechanisms.
b) Project on the chemical properties of aromatic hydrocarbon
c) Group discussions on the resonance stability of organic anions and cations.
Teaching and Learning Resources
Flip charts, marker pens, library, internet
Assessment Procedures
a) Quizzes and Tests
b) Written reports from group discussion
c) Exercises and homework.
16
7.0
ENVIRONMENTAL CHEMISTRY
7.1
Soil Formation
Estimated Time: 3 hour
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a) Explain the effects of acid rain on limestone rock and soils
b) Describe the effects of climatic conditions on soil formation.
c) Differentiate soil structure from soil texture.
Teaching and Learning Strategies
a) Brainstorming on the meaning of soil formation on local contexts.
b) KWL on the prior knowledge about environmental chemistry.
c) Interactive lecture on the global effects of acid rain.
Teaching and Learning Resources
a) The soil kit
b) Samples of different soils
c) Limestone rocks
d) Dilute acids.
Assessment Procedures
The tutor is free to use any of these assessment procedures or others of his/her choice.
a) Reports from group discussion
b) Quizzes and Tests
c) Exercises and homework.
7.2
Soil Reaction
Estimated Time: 4 hour
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a) Explain the chemical causes of soil pH
b) Demonstrate experimentally how to control soil pH
17
c) Use a Soil Kit to test for soil pH.
Teaching and Learning Strategies
a) Question and answer
b) Field trip to areas of difference soil types
c) Experimentation
d) Project work on testing chemical properties of soils from different areas.
Teaching and Learning Resources
Flip charts, marker pens, complete Soil Kit, relevant chemicals and apparatus
Assessment Procedures
a) Quizzes and tests
b) Reports from group discussion
c) Exercises and homework
7.3
Fertilizers
Estimated Time: 5 hour
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a) Explain the advantages and disadvantages of industrial fertilizers.
b) Compare the advantages and disadvantages of natural fertilizers (manures)
versus industrial fertilizers.
c) Explain the effects of industrial fertilizers on the soil.
Teaching and Learning Strategies
a) Question / answer
b) Field trip to areas of difference soil types to find out how they have been
affected by the se of fertilizers.
c) Experimentation on the effects of using fertilizers on plant growth.
d) Project on effects of industrial fertilizers on the soil at the local environment
18
Teaching and Learning Resources
a) Sample of animal manures.
b) Samples of industrial fertilizers.
Assessment Procedures
The tutor is free to use any of these assessment procedures or others of his/her choice.
a) Exercises and homework on types of fertilizers.
b) Quizzes and Tests on the properties of particular fertilizers.
c) Reports from group discussion/ field trips
d) Portfolio on the experiments on the long term use of particular fertilizers and
its effects.
7.4
Pollution
Estimated Time: 5 hour
Specific Objectives
By the end of this sub-topic the student- teacher should be able to:
a) Explain the causes of aquatic; terrestrial and aerial pollution
b) Describe the effects of aquatic; terrestrial and aerial pollution
c) Suggest the effective control of aquatic; terrestrial and aerial pollution.
Teaching and Learning Strategies
a) Question and answer on the meaning and significance of pollution.
b) Field trip to areas experiencing chemical pollution to assess the effect of its
detrimental effects.
c) Imaginary visit to a highly polluted area.
d) Project on identifying areas affected by chemical discharges and how to
rectify the situation.
e) Jig saw
f) KWL
Teaching and Learning Resources
a) Soil Kit
b) Pictures showing aquatic, terrestrial an aerial pollution.
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Assessment Procedures
a) Quizzes and tests
b) Exercises and homework
c) reports from group discussion
20
READING LIST
Afolayan S.A., and Sinclair M. (1985). O’Level Chemistry for East Africa, MacMillan,
Malaysia.
Ddungu M.L.M, Mihigo J.B.A., Mkayula, L.L., Mkwizu A.B.S. and Schiess, M. (1998).
Physical Chemistry, Tanzania Publishing House, Tanzania.
Earl B. & Wilford L.D.R. (1995). GCSE Chemistry, John Murry, London.
Holderness and Lambert (1987). A New Certificate Chemistry, Heinemann Educational
Publisher, Oxford.
Mathews, P. (2003). Advanced Chemistry, University Press, Cambridge.
Ramsden E.N. (2000). A-Level Chemistry, Nelson Thornes Ltd., London
On-line materials from different Websites using different Search engines
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