REPUBLIC OF BOTSWANA

BOTSWANA GENERAL CERTIFICATE

OF
SECONDARY EDUCATION

TEACHING SYLLABUS

CHEMISTRY

Ministry of Education
Department of Curriculum Development and Evaluation
 FOREWORD
Critical to the success of our secondary
education programme is the recognition of
The Ministry of Education is pleased to individual talents, needs and learning styles.
authorise the publication of this senior Hence, the role of the teacher in the classroom
secondary syllabus which marks a watershed in has changed. S/he must be a proficient manager
the development of the public education system and facilitator; a director of learning activities.
in Botswana and signals another milestone of S/he should be conscious of students’ needs to
progress in fulfilment of the goals set by the take on board a measure of accountability and
Revised National Policy on Education, responsibility for their own learning. S/he must
Government Paper No. 2 of 1994. also take into account the widening range of
ability of the student body and the different
In this era of widespread and rapid levels of achievement which they aspire to. This
technological change and an increasingly inter- means active participation for all and the
dependent global economy, it is essential that creation of rich and diverse learning
all countries foster human resources by environments.
preparing children adequately for their future.
Survival in the coming millennium will depend It is important then that we value the students’
on the ability to accommodate change and to own experiences, build upon what they know
adapt to environmental needs and emerging and reward them for positive achievement. At
socio-economic trends. It is the wish of the same time, we must be prepared to offer
government to prepare Batswana for future them guidance and counselling at all levels;
growth and adaptation to ongoing change in the assisting them to make the best decisions in
socio-economic context; specifically the keeping with their own interests, career
transition from an agro-based economy to the prospects and preferences. In that way we shall
more broadly based industrial economy which prevail in nurturing at the roots of our system,
we are aiming at. the national ideals of democracy, development,
self-reliance, unity and social harmony.
The senior secondary programme builds on the
Ten Year Basic Education programme and This syllabus document is the outcome of a
seeks to provide quality learning experiences. It great deal of professional consultation and
aims to prepare our students for the world of collaboration. On behalf of the Ministry, I wish
work, further education and lifelong learning. to record my appreciation and thank sincerely
However, secondary education must also pay those who contributed to and were involved in
attention to the all round development of the the production of this syllabus.
individual. It should provide not only for the
acquisition of those skills needed for economic,
scientific and technological advancement. It
should also provide for the development of P. T. Ramatsui
cultural and national identity and the inculcation Permanent Secretary
of attitudes and values which nurture respect for Ministry of Education
one’s self and for others.

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 ACKNOWLEDGEMENTS

The Senior Secondary School Chemistry Syllabus was developed with assistance of the Senior Secondary
Chemistry Task Force which operated under the auspices of Curriculum Development Division in the
Department of Curriculum Development and Evaluation. Members of the Task Force were:

Mr B. Ncaagae (Chairperson) Maikano Community Junior Secondary School

Mr H. Hlomani Examinations, Research and Testing Division
Ms. C. Makobo Regional Inservice Co-ordinator (Serowe)
Mr M. Mtonga Madiba Senior Secondary School
Mr M. Kgosibodiba Gaborone Senior Secondary School
Mr I. Baaitse Naledi Senior Secondary School
Prof. A.A. Taiwo University of Botswana (Dept. of Maths and Education)
Ms. R. Gabaitsekgosi University of Botswana (Dept. of Chemistry)
Mr M. Motswiri University of Botswana (Dept. of Maths and Education)
Mr E. Oommen Legae Academy
Mr Daan van Alten Molepolole College of Education
Mr G. Mokgabisi Dept. of Secondary Education
Mr Z. Makhumalo St. Joseph’s College
Mr M. Motlhabi Ledumang Senior Secondary School
Mrs S. Makgothi Curriculum Development Division

The Curriculum Development Division served as secretariat to the Task Force. Curriculum Development
Division wishes to thank members of the Task Force for their role in the development of the syllabus.

The Curriculum Development Division also wishes to acknowledge the invaluable contribution from the
Chemistry teachers in all Senior Secondary Schools (government and private) and Education Officers who took
part in the review of the draft syllabus. The consultation with teachers was done to check the relevance of the
syllabus and identify problems teachers and learners might have with the interpretation of the syllabus.

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 TABLE OF CONTENTS

Content Page

Introduction ......................................................................................... i
Rationale .............................................................................................. i
Aims of Senior Secondary Programme.................................................. i
Aims of Senior Secondary Science........................................................ ii
Aims of Senior Secondary Chemistry .................................................... ii
Recommended teaching methods .......................................................... iii
Domains ............................................................................................... iv
Assessment ........................................................................................... v
Organisation of the syllabus .................................................................. v
Experimental/investigation skills ........................................................... vi

Matter .................................................................................................. 1
Chemical reactions ............................................................................... 4
Stochiometry ........................................................................................ 7
Metals and non-metals .......................................................................... 8
Chemistry in the environment ............................................................... 11
Carbon chemistry ................................................................................. 13

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Introduction

Senior Secondary Science is a two-year programme designed for learners who have completed Junior Secondary
education. It is designed to provide learners with scientific knowledge, skills and attitudes needed for
understanding and responsible participation in the society. It also prepares the learners for tertiary education,
vocational training and provides them with foundation skills for employment.
Subjects for the Senior Secondary programme are divided into groups: core and optional. All the Science
subjects fall into one optional group: Sciences. There are four categories of Science offered in the group and
learners are expected to choose one of these. These are:
 Single Science;
 Double Science;
 Pure Sciences (Biology, Physics and Chemistry);
 Human Social Biology (only offered to private candidates)
The syllabuses have been developed on the assumption that each Science will be allocated 160 minutes per week.
The syllabus gives the approximate time allocation in weeks for each module.

Rationale

The Science Programme for the two years of senior secondary education is expected to facilitate the holistic
development of the learner in a global context. The programme intends to instil a sense of appreciation for
science and to make sure that the learners can cope in a technologically changing world. The programme will
help learners to explore and apply the scientific knowledge, skills and attitudes acquired to address
environmental, social, economic and political issues in their day-to-day lives. Through this programme learners
will get an opportunity to explore and understand the natural world (life processes, physical phenomena and
nature of substances).
Science is an experimental discipline and its method of inquiry allows learners to appreciate the practical impact
of science on their lives and society as a whole. The Science programme will equip learners with skills that will
be of long term value and encourage them to participate in lifelong learning. In the process the learners will
exercise their creativity and develop skills such as critical thinking, innovativeness, communication, analysis,
observation, recording, drawing conclusions, making judgement etc.
The syllabuses will also expose learners to the practical applications of Science. This will contribute towards
popularising Science and developing an interest in, and positive attitudes towards Science among all learners.
The Senior Secondary Science syllabuses recognise the importance of offering key concepts and principles of
Science in Physics, Chemistry and Biology to provide learners with a more unified view of the Sciences and
awareness of the connections among them and technology.

Aims of Senior Secondary Programme

On completion of the two year secondary programme learners should have: -

1. acquired knowledge, developed confidence and ability to assess their personal strengths and weaknesses and
be realistic in choosing appropriate career/employment opportunities and/or further education and training.
2. developed skills to assist them in solving technical and technological problems as they relate to day-to-day
life situations.
3. developed desirable attitudes and behavioural patterns in interacting with the environment in a manner that
is protective, preserving and nurturing.
4. acquired attitudes and values, developed basic skills and understanding to allow for execution of rights and
responsibilities as good citizens of Botswana and the world.
5. developed information technology skills as well as an understanding and appreciation of their influence in
day-to-day activities.
6. acquired knowledge, attitudes and practices that will ensure good family and health practices, including
awareness and management of epidemics (such as HIV/AIDS), that prepare them for productive life.

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7. developed pre-vocational knowledge and manipulative skills that will enable them to apply content learnt
and attitudes and values developed to practical life situations in the world of work.
8. developed an understanding of and acquired basic skills in business, everyday commercial transactions and
entrepreneurship.
9. developed foundation skills such as problem solving, critical thinking, communication, inquiring, team work
/ interpersonal to help them to be productive and adaptive to survive in a changing environment.

Aims of Senior Secondary Science

On completion of the 2 year Senior Secondary Science Programme, each student is expected to have:
1. developed the ability to assess personal achievement and capabilities realistically in pursuit of appropriate
career/employment opportunities and/or further education.
2. developed manipulative skills to assist them in solving technical and technological problems as they relate to
day-to-day life situations.
3. become confident citizens in a technological world to make informed decisions in matters of scientific
interest.
4. developed desirable attitudes and behavioural patterns in interacting with the environment in a manner that
is protective, preserving, developmental and nurturing.
5. developed an understanding of the applications of science and of the technological, economic, ethical and
social implications of these.
6. developed an understanding of the significance of information and communication technology in the day-to-
day life situations and the world of work.
7. acquired knowledge, attitudes and practices that will promote good family life and health including
awareness and management of epidemics such as HIV/AIDS practices that prepare them for productive life.
8. developed positive attitudes such as open-mindedness, inventiveness, concern for accuracy and precision,
objectivity, integrity and initiative towards scientific skills
9. developed an interest in and an enjoyment of science and science related-work.
10. developed an understanding of key concepts and principles of science as they are experienced in everyday
life.
11. developed abilities and skills that are relevant to the study, safe practice and application of science (such as
experimenting and investigating).
12. developed problem solving, critical thinking, communication, inquiry and teamwork/interpersonal skills to
help them to be productive and adaptive to cope in a changing environment.
13. developed an appreciation of the role of science in improving the quality of life.
14. recognised the usefulness of science, and limitations of the scientific method.
15. promoted an awareness that the applications of science may be both beneficial and detrimental to the
individual, the community and the environment.

Aims of Senior Secondary Chemistry

On completion of the 2 year Chemistry Course, each student is expected to have:-

1. acquired a systematic body of scientific knowledge and developed an understanding of Chemistry

including its strengths and limitations in order to:
1.1 develop the ability to assess personal achievement and capabilities realistically in the pursuit of
appropriate career/employment opportunities and/or further education.
1.2 become confident citizens in a technological world, to make informed decisions on matters of scientific
interest.
1.3 develop an understanding of the applications of chemistry and of the technological, economic, ethical and
social implications of these.

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1.4 recognise the usefulness of Chemistry, and limitations of the scientific method.

2. developed an understanding of key concepts and principles of Chemistry as they relate to everyday
life experiences in order to:
2.1 develop an understanding of the significance of information and communication technology in the day-to-
day life situations and the world of work.
2.2 appreciate the role of Chemistry in improving and maintaining the quality of life.
2.3 develop an awareness that the applications of Chemistry may be both beneficial and detrimental to the
individual, the community and the environment.

3. developed abilities and skills that are relevant to the study of Chemistry to help them to be
productive and adaptive to cope in a changing world, such as:
3.1 safe practice
3.2 application of scientific skills such as experimenting and investigating
3.3 problem solving skills
3.4 critical thinking skills
3.5 communication skills
3.6 inquiry skills
3.7 team work/interpersonal skills
3.8 manipulative skills to assist them in solving technical and technological problems as they relate to day-to-
day life situations.

4. developed positive attitudes towards Chemistry such as:

4.1 open-mindedness
4.2 inventiveness
4.3 concern for accuracy and precision
4.4 objectivity
4.5 integrity
4.6 initiative

5. developed desirable attitudes and behavioural patterns in interacting with the environment in a
manner that is protective, preserving, developmental and nurturing.

Recommended teaching methods

The syllabus encourages a learner-centred approach as emphasised in the curriculum blueprint. This involves
laying emphasis on science process skills, problem-solving skills, and the acquisition of hands-on experience
which should increase the participation and performance of all groups e.g. groups of different abilities, learners
with special needs, girls and boys. Teachers should approach the teaching-learning process in a learner-centred
way. The teacher should use a variety of methods to achieve this e.g. inquiry, demonstration, practical work,
project work, case study, field trips, discussions, computer guided learning etc.
In order to facilitate a learner-centred approach there should be pre-planning of activities to be done and there
should be adequate working space to accommodate these activities.
Teaching methods should expose learners to practical applications of Chemistry in everyday life. The local
environment should be used to provide context to the syllabus. They should present Chemistry in an interesting
and challenging way that should popularise it and encourage learners to opt to pursue Chemistry and Chemistry-
related fields for careers.

Domains

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Chemistry experiences to be provided to learners should aim to cover the following domains: knowledge and
understanding; handling information, application and solving problems; investigation and experimental skills
and attitudes in Chemistry. These domains should provide guidance in assessment of learners.

Learners should be able to demonstrate:-

1. knowledge and understanding of

1.1 concepts, laws, theories and principles of Chemistry .
1.2 scientific vocabulary, terminology, convention (including symbols, quantities and units).
1.3 applications of science and of their technological, economic, ethical and social implications.
1.4 the significance of information and communication technology in the day-to-day life situations and the
world of work.
1.5 good family life and health practices that prepare them for productive life.

2. handling information, application and solving problems to

2.1. solve problems as they relate to day-to-day life situations including some of a quantitative nature
2.2. use information to identify patterns, report trends, draw inferences, make predictions and propose
hypotheses
2.3 locate, select, organise and present information from a variety of sources
2.4 translate information from one form to another
2.5 manipulate numerical and other data
2.6 present explanations for phenomena, patterns and relationships

3. investigation and experimental skills

3.1 follow a sequence of instructions
3.2 use appropriate techniques, apparatus and materials
3.3 handle instruments, apparatus and materials safely
3.4 make and record observations, measurements and estimates
3.5 interpret and evaluate observations and data
3.6 plan investigations and/or evaluate methods and suggest possible improvements
3.7 convert acquired skills into creative innovations

4. attitudes in Chemistry such as

4.1 open-mindedness, inventiveness, concern for accuracy and precision, objectivity, integrity and initiative
towards scientific skills
4.2 respect for life
4.3 awareness and appreciation for the environment
4.4 promotion of indigenous Chemistry and technology
4.5 recognition of the usefulness of Chemistry, and limitations of scientific method.
4.6 promotion of an awareness that the applications of Chemistry may be both beneficial and detrimental to
the individual, the community and the environment.

Assessment

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To ensure that learners attain the set aims, the course will be assessed through a variety of continuous assessment
techniques. Projects, tests, experiments, surveys etc. will be used. The outcome of these will be used to improve
instruction and guide progression.
At the end of the course a terminal examination will be administered. Continuous assessment in the form of
coursework will also contribute to certification. Where it is not possible to offer coursework, alternative papers
to test the same knowledge, skills and attitudes will be used.
Examination syllabuses will be developed by the examining body to provide teachers with guidelines on
objectives to be tested.

Organisation of the syllabus

The syllabus is organised around broad content areas subdivided into topics. Each topic consists of general
objectives which give rise to specific objectives. The specific objectives describe what learners are expected to
do. These objectives are divided into core and extended. The extended specific objectives are highlighted in
bold italics. All learners are expected to follow the core specific objectives. The extended objectives provide
more challenging work for those learners able to benefit from it.

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Experimental/Investigation Skills

Topic General Objectives Specific Objectives

(Through out the apply basic skills for scientific - follow a sequence of instructions
course learners investigation: - identify apparatus and materials useful for
should be given scientific activities
opportunities to
perform these skills) Using and organising - practise accepted safety procedures
apparatus and materials: - apply appropriate techniques in manipulating
laboratory equipment and materials

Collecting data - make observations using the senses

- collect qualitative and quantitative data
- measure and make estimations
- accurately record an observation
- record data on a table or chart

Handling experimental - predict outcome of an event based upon previous

observations and data observations
- identify relationships among phenomena
- draw and interpret graphs or tables
- interpolate or extrapolate conclusions when given
appropriate data
- identify conditions which cause or influence
change
- distinguish among independent, dependent or
controlled variables
- draw conclusions
- comment, recognise anomalies and make
modifications
- describe orally and in writing a sequence of
events occurring in an experiment or investigation

apply basic process skills to - identify a problem

problem solving - plan for an investigation
- carry out an investigation
- evaluate investigations

acquire some knowledge and - practise the techniques of paper chromatography

skills about the techniques for - interpret simple chromatograms
separating mixtures and - practise methods of purification by the use of a
purifying substances suitable solvent, filtration, crystallisation,
distillation (include fractional distillation)
- identify substances and assess their purity from
melting point and boiling point information
- solve a problem by correctly applying separation
and purification techniques

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 MATTER (4 weeks)

Topic General Objectives Specific Objectives

Learners should Learners should
Particulate nature understand the nature of - explain states of matter in terms of particle
of matter matter in terms of particles arrangement and movement
- explain changes of state of matter in terms of the
Kinetic Particle Theory
- describe diffusion of particles in fluids
- describe the dependence of rate of diffusion on
molecular mass
- demonstrate diffusion in gases
Atomic structure acquire an understanding of - describe the structure of an atom in terms of
the structure and neutrons, protons and electrons
characteristics of atoms - state the relative charges and approximate relative
masses of protons, neutrons and electrons
- define atomic number (proton number)
- define Mass number (nucleon number)
- use and interpret symbols such as 126 C
- describe the build up of electrons in “shells”
- draw the structure of atoms of elements 1 to 20 in
the periodic table showing the electron arrangement
and the nucleus
- explain the significance of valency electrons and
the noble gas configuration
- define isotopes (give examples of hydrogen, carbon
and chlorine isotopes)
Periodic Table be aware of the periodic table - extract information from the periodic table
as a method of classifying - translate from element name to symbol and vice
elements versa
- describe periodic trends like the change from
metallic to non metallic character, electronegativity
across a period (period III can be used to illustrate
this)
- state the relationship between period number and
number of main shells
- state the relationship between Group number and
number of valency electrons
- include trend of atomic radius across a period

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use trends in the periodic table - describe lithium, sodium and potassium in Group I
to acquire knowledge and as a collection of relatively soft metals showing a
understanding of properties of trend in melting point, density and in reaction with
elements water
- predict the properties of other elements in Group I,
given data, where appropriate
- describe chlorine, bromine and iodine in Group VII
as a collection of di-atomic non metals showing a
trend in colour, reactivity (as well as displacement
reactions) and physical state at room temperature
and pressure
- predict the properties of other elements in Group
VII, given data, where appropriate
- describe the transition elements as a collection of
metals having high densities, high melting points,
variable valencies, forming coloured compounds
and which, as elements and compounds, often act
as catalysts
- describe elements in Group VIII or 0 as being
unreactive
- describe the uses of the Noble Gases in providing
an inert atmosphere e.g. argon in lamps, helium for
filling balloons, etc.
- predict trends in Groups other than I, VII and VIII
or 0 given information about elements concerned

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Chemical Bonding acquire knowledge and - state the significance of valency electrons
understanding of the structure - describe the formation of ions by electron loss or
of matter in terms of bonding gain
between particles
- define an ionic bond as an electrostatic force of
attraction between oppositely charged ions
- describe the formation of ionic bonds between
metallic and non-metallic elements, e.g. in NaCl,
CaCl2,
- describe properties and find out uses of ionic
compounds
- describe the formation of covalent bonds between
non-metallic elements leading to the noble gas
configuration, e.g. H2, Cl2, N2, HCl, H2 O, CH4,
C2H4, CO2, etc.
- define a single covalent bond as a shared pair of
electrons
- deduce the electron arrangement in other covalent
molecules
- construct ‘dot’ and ‘cross’ diagrams to show the
valency electrons in covalent molecules
- represent an electron pair by a dash in structural
formulae
- describe properties of covalent compounds
- describe metallic bonding as a lattice of positive
ions in a ‘sea of electrons’
- explain electrical conductivity and malleability of
metals
- describe the lattice structure of Sodium Chloride
- distinguish between intra/inter molecular forces

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 CHEMICAL REACTIONS (9 Weeks)

Topic General Objectives Specific Objectives

Learners should Learners should
Energy changes understand chemical reactions - state that substances contain a certain amount of
and explore their nature using energy stored in bonds
the investigative approach - describe the meaning of exothermic and
endothermic reactions
- carry out experiments which show exothermic and
endothermic reactions
- describe examples of endothermic reactions e.g.
photosynthesis, use of silver salts in photography
- describe examples of exothermic reactions e.g.
respiration, combustion of fuels, reaction of
reactive metals with water
be familiar with the energy - make simple calculations involving energy
changes that take place during changes (including energy diagrams)
chemical reactions - describe bond breaking as endothermic ∆H (+ve)
- describe bond formation as exothermic ∆H (-ve)
- describe activation energy as the energy required
by some particles to break bonds for reactions to
occur
- demonstrate the production of electrical energy
from simple cells
Rate of reaction investigate the qualitative - investigate the effect of a given variable on the rate
effect of several variables on of reaction
the rate of chemical reaction. - represent and interpret data obtained from
experiments concerned with rate of reaction
- investigate effect of concentration, temperature,
surface area, use of catalyst and pressure on the rate
of chemical reaction
- explain the effects of the above factors in terms of
collisions between the reacting particles
- explain how explosive combustion with fine
powders (e.g. in flour mills) and combustible gases
(e.g. in mines) occur
- find out some everyday instances of speeding up or
slowing down reactions and identify the changing
variable in each of the reactions
- compare enzymes with other catalysts
- state uses of enzymes in baking, brewing, dairy
industry
- describe practical applications of the effect of
temperature on rates of enzyme-catalysed reactions
in food preservation e.g. freezing, refrigeration,
cooking
- conduct an experiment to illustrate catalysis
Reversible reactions understand that some reactions - define oxidation in terms of electron loss and
can be reversed by changing increase in oxidation number
reaction conditions - define reduction in terms of electron gain and
decrease in oxidation number
- define an oxidising agent as a substance that gains
electrons from another substance

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 - define a reducing agent as substance that losses
electrons to another substance
- use aqueous potassium iodide, acidified potassium
chromate (VI) and acidified potassium manganate
(VII) to test for oxidising and reducing agents
- identify and describe examples of commonly
occurring redox reactions e.g. rusting, respiration
- describe the concept of equilibrium
- state the idea that some reversible reactions
reach a state of dynamic equilibrium
- represent a reversible reaction using symbols
- predict the effect of changing pressure,
temperature and concentration on a reversible
reaction at equilibrium
Redox Reactions understand concept of - identify a redox reaction; reducing agent and an
oxidation and reduction oxidising agent in a redox reaction equation
Electrolysis understand the process of - describe electrolysis as a process of decomposition
electrolysis of compounds in of a substance using electrical energy
the molten state or in aqueous - identify electrodes (anode and cathode) and
solution electrolyte from an electrolytic cell
- explain electrolysis in terms of migration and
discharge of ions
- carry out electrolysis of the following: concentrated
hydrochloric acid, concentrated aqueous sodium
chloride, dilute sulphuric acid between inert
electrodes; aqueous copper (II) sulphate using
carbon electrodes and copper electrodes; molten
lead (II) bromide
- state importance of electroplating
- describe the factors influencing preferential
discharge of ions at the electrodes
- describe the electrolytic refining of copper and
gold.
- carry out simple electroplating of metals using
copper
- state and use Faraday constant
- calculate the quantity of charge passed during
electrolysis
- calculate the mass/volume of substance liberated
during electrolysis
Acids, bases and acquire information about - define an acid as an hydrogen ion, H+, donor
salts acids, bases and salts and - define a base as an hydrogen ion, H+, acceptor
investigate their properties
- describe the meaning of weak and strong acids and
alkalis
- investigate the properties of strong and weak acids
- investigate properties of strong and weak alkalis
- explain the difference between strength and
concentration
- investigate the effect of acids and alkalis on
indicators such as methyl orange, universal
indicator, litmus

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 - describe pH as a measure of the degree of acidity or
alkalinity of a solution
- determine the pH of a solution using universal
indicator
- investigate the characteristic properties of acids in
reactions with metals and bases (including alkalis
and carbonates)
- test for and identify hydrogen and carbon dioxide
- investigate the characteristic properties of bases in
reactions with acids and ammonium salts
- give applications of acid/base reactions in daily life
e.g. treatment of indigestion, treatment of acidic
soils, brushing teeth with toothpaste
- classify oxides as acidic, basic, neutral or
amphoteric
- prepare soluble from acid/base, acid/metal reactions
- prepare insoluble salts by precipitation
- purify salts by filtration and crystallisation
- suggest a method of preparing a given salt from
suitable starting materials, given appropriate
information
- conduct tests for the following ions: SO42-, Cl-,
CO32-, Cu2+, Fe2+, Fe3+, Zn2+, and NH4+
- conduct tests for the following ions: I-, NO3-,
Ca2+ and Al3+

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 STOICHIOMETRY (8 weeks)

Topic General Objectives Specific Objectives

Learners should Learners should
Chemical formulae understand the stoichiometry - represent elements, ions and the formulae of
and equations of chemical formulae and compounds with symbols
equations - determine formulae of compounds from the charges
of ions or from models and diagrams
- interpret symbolic equations
- construct balanced chemical equations with state
symbols including ionic equations.
The Mole understand the mole concept - define one mole of a substance as the amount of
that substance containing 6.02 x 1023 particles
(Avogadro’s number, NA)
- define the relative atomic mass, Ar, and the relative
molecular mass, Mr
- calculate the relative molecular mass of a
compound with known formula.
- convert moles into other units (and vice versa)
like grams (mostly for solids), cm3 (mostly for
liquids) and dm3 for gases (knowing that the
molar gas volume at room temperature and
pressure = 24 dm3
Chemical perform simple chemical - deduce empirical and molecular formulae, given the
calculations calculations relevant information
- calculate percentages like composition, purity and
yield
- calculate stoichiometric reacting masses and
volumes of matter
- collect and measure the volume of a gaseous
product of a chemical reaction
- carry out experiments to determine the formula
of a binary compound e.g. MgO, CuO
Quantitative perform simple quantitative - measure volumes of liquids using a volumetric
analysis analysis flask, pipette and burette
- make solutions of different concentrations by
dilution from a given standard solution
- calculate concentrations (mol/ dm3) in aqueous
solutions.
- calculate the amount of solute present in a solution
of given concentration
- carry out simple acid-base titrations and titration
calculations
- do calculations involving volumetric analysis
- use volumetric analysis to solve simple problems
- make standard solutions of different
concentrations using pipettes and/or graduated
flasks

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 METALS AND NON-METALS (8 weeks)

Topic General Objectives Specific Objectives

Learners should Learners should
Properties of metals acquire practical skills and - describe the general physical and chemical
knowledge of general physical properties of metals
and chemical properties of - describe the reactivity series as related to the
metals. tendency of a metal to form its positive ion
- carry out simple displacement reactions to
demonstrate the relative reactivities of metals
- place the common metals (potassium, sodium,
calcium, magnesium, aluminium, carbon, zinc,
iron, lead, hydrogen, copper, silver, gold) in order
of reactivity
- use the series to show the pattern in the reactions of
these metals with water or steam, dilute
hydrochloric acid
- justify the position of carbon and hydrogen in the
reactivity series
- explain the existence in nature of some metals as
“free elements” e.g. gold
- investigate the action of heat on the oxides,
hydroxides, carbonates and nitrates of the listed
metals
- account for the apparent unreactivity of aluminium
as it forms a film of oxide
- describe alloys as a mixture of metals or of metals
and non-metals
- explain why metals are often used in the form of
alloys by reference to steel, brass, duralumin,
solder, alnico and bronze
- name the constituent elements of the alloys listed
above
Extraction of metals acquire understanding and - name the important ores of the metals aluminium,
knowledge of the chemical zinc, iron and copper
processes involved in the - identify the methods of extraction of the metals
extraction of aluminium, zinc, listed above depending on their position in the
iron and copper. reactivity series
- describe the chemical reactions involved in the
extraction of iron and aluminium
- outline the general principles of steel making
- state percentages of constituent elements of the
alloys

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Uses of metals and be aware of the uses of - list the uses of aluminium e.g. in the manufacture
alloys common metals and alloys in of aircraft because of its strength and low density,
terms of their properties and in food containers because of its resistance to
availability. corrosion
- list the uses of zinc (galvanizing iron, in cells)
- list the uses of copper (electrical wires and cooking
utensils)
- list the uses of mild steel (car bodies and
machinery) and stainless steel (chemical plant and
cutlery)
Non-metals acquire an understanding of - describe the preparation of chlorine from
Chlorine the preparation, properties and concentrated hydrochloric acid using an oxidising
uses of chlorine agent
- state the test for chlorine
- state the uses of chlorine (sterilising water,
manufacturing plastics, making domestic bleaches
etc.
- describe properties of chlorine
- describe the bleaching action of chlorine
understand the uses of some - name some sources of sodium chloride e.g. sea
important compounds of water, salt pans (give examples of some places in
chlorine and its manufacture Botswana)
- describe the importance of sodium chloride as a
source for chlorine, sodium hydroxide and common
salt
- describe extraction of sodium chloride from soda
ash (focus on local process at Botswana Ash in
Sowa Town)
Sulphur acquire knowledge of sources - list the sources of sulphur
and uses of sulphur and - describe the preparation of sulphur dioxide
properties of its important
compounds - state the important uses of sulphur dioxide
(bleach in the manufacture of wood pulp, food
preservative by killing bacteria)
- describe the manufacture of sulphuric acid from
sulphur by Contact process (conditions and
reactions)
- describe the properties of dilute sulphuric acid
- state the important uses of sulphuric acid (in the
manufacture of detergent and fertilisers, car
batteries and as a dehydrating agent)

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Carbon and acquire knowledge of the - state diamond and graphite as allotropes of carbon
carbonates different forms of carbon - relate the structures of diamond and graphite to
their uses
- describe the processes involved in the extraction
and refining of diamond in Botswana
- compare the structure of graphite, diamond and
silica [silicon (IV) oxide]
- describe the similarity in structure of diamond
and silica [silicon (IV) oxide] and of their
properties related to their structures.
acquire knowledge of - list the uses of sodium carbonate and calcium
formation and uses of carbonate
important carbonates - describe the manufacture of sodium carbonate by
Solvay process
Nitrogen acquire knowledge of sources - name the sources of nitrogen and hydrogen in
and uses of nitrogen making ammonia
- state the uses of ammonia
- describe the essential conditions for making
ammonia by the Haber process
- describe the essential conditions for making
nitric acid by the Ostwald process

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 CHEMISTRY IN THE ENVIRONMENT(7 weeks)

Topic General Objectives Specific Objectives

Learners should Learners should
Water acquire knowledge about the - investigate physical properties of pure water
physical and chemical - carry out a chemical test for water
properties of water
- explain the following terms hydration, hydrolysis,
drying, dehydration deliquescence, efflorescence
and hygroscopic
- investigate the existence of water of crystallisation
appreciate the effect of - describe the process that results in hard water
dissolving property of water in (name salts causing hard water)
producing hard water and - distinguish temporary hardness of water and
pollution permanent hardness of water
- measure the hardness of water
- describe physical and chemical process of softening
hard water
- describe how a detergent works
- describe pollution of water in terms of dissolved
substances, accumulation of toxic substances and
effect of detergents
- investigate effects of pollutants in water
- explain the consequence of water pollution
- describe pollution of water in terms of biological
oxygen demand (BOD
Air appreciate the delicate balance - state the proportions of different components of
of air in volume and quality clean air by percentage volume
- describe the separation of oxygen and nitrogen
from air by fractional distillation
- explain the effect of increased carbon dioxide
concentration in the atmosphere
- name the uses of oxygen in health and in industry
- state the importance of the ozone layer

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 be aware that people's action - name the common pollutants in the air as carbon
on the environment can result monoxide, sulphur dioxide, oxides of nitrogen and
in air pollution and appreciate lead compounds
the need to control it - state the source of each of the common pollutants
- explain why it is dangerous to run a petrol engine
in a closed garage or use a coal fire in a closed
room
- explain the presence of oxides of nitrogen in car
exhausts
- explain the problems caused by burning coal
- describe the adverse effects (include chemical
reactions) of common pollutants on buildings,
health, vegetation, ozone layer, etc.
- describe methods controlling pollution such as acid
rain, toxic waste, etc.
- state uses of catalytic converters and unleaded
petrol in reducing pollution from car exhausts
Recycling appreciate the role of recycling - describe some of the problems caused by the
in conservation of natural chemistry industry
resources and reducing the - explain the importance of recycling
problem of pollution
- identify methods of recycling of various substances
(e.g. paper, metals, glass, water)
- find out advantages of using recyclable materials
Sources of energy be aware of the chemical - state that fuel releases energy when it is burnt
processes taking place when - state that fuel burning is an exothermic reactions
fuels are burned
- state that energy released was stored in the bonds of
the fuel molecules
- state that carbon monoxide is produced when
carbon-containing fuels burn in a limited supply of
oxygen
- describe how charcoal can be made from wood
- use data and information to compare two fuels
appreciate the finite nature of - explain energy conservation methods used in the
fossil fuels and the need to home
find alternative sources of - discuss the advantages and disadvantages of various
energy energy sources
- describe one use of plants in producing a fuel
- describe the use of plant and animal waste in
producing fuel
- relate the structure of silicon to its ability to trap
solar energy

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 CARBON CHEMISTRY (5 weeks)

Topic General Objectives Specific Objectives

Learners should Learners should
Homologous Series understand the importance of - explain the ability of carbon atoms to form chains,
carbon and organic compounds branched chains and rings
- describe the general characteristics of an
homologous series
- name and draw the structures of unbranched
alkanes, alkenes, alkanols and organic acids
containing up to five carbon atoms
- identify alkanes, alkenes, alkanols and organic
acids given their structural formulae
- identify structural isomerism up to five carbon
alkanes
- relate structural isomerism to physical properties
Alkanes be aware of the sources of - describe burning and substitution reaction with
alkanes and their impact in our chlorine of alkanes (exemplified by methane) and
every day life name the products
- name fossil fuels, natural gas and petroleum as the
main sources of alkanes
- describe fractional distillation of petroleum
- name the main alkane constituents in the fractions
- name the uses of the fractions as: petrol fraction as
fuel in cars; paraffin/kerosene fraction as fuel in
stoves, lamps, diesel fraction for fuel in engines,
kerosene as fuel in aircraft , lubricating fraction for
lubricants and making waxes and polishes and
bitumen/asphalt for making roads
Alkenes know uses of alkenes and how - describe the manufacture of alkenes by cracking
they are manufactured - describe properties of alkenes in terms of burning,
polymerisation, addition reactions with bromine,
hydrogen and steam.
- distinguish unsaturated hydrocarbons e.g. alkenes
from saturated hydrocarbons e.g. alkanes by
molecular structures and by using aqueous bromine
- describe the formation of poly(ethene) as an
example of addition polymerisation of monomer
units
- list some uses of poly(ethene) e.g. plastic bags

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Alkanols acquire basic knowledge about - describe the fermentation of simple sugars to
alkanols including formation, produce ethanol (and carbon dioxide) and its
properties and uses importance in brewing and baking
- prepare ethanol by fermentation
- describe formation of ethanol by catalytic addition
of steam to ethene
- relate physical properties of alkanols to number of
C atoms e.g. boiling point
- describe the properties of ethanol in terms of
burning and oxidation
- list some uses of alcohols as solvents, as fuels and
as constituents of alcoholic beverages
Alkanoic acids acquire basic knowledge about - describe the formation of alkanoic acids
organic acids including [exemplified by the formation of ethanoic acid by
properties and uses the oxidation of ethanol by atmospheric oxygen and
by acidified potassium chromate (VI)/potassium
manganate (VII)]
- explain properties of ethanoic acid as a typical
weak acid
- name some commonly occurring alkanoic acids,
their sources and uses e.g. tartaric acid, ethanoic
acid, ascorbic acid, citric acid
- describe the reaction of ethanoic acid with
ethanol to give an ester (ethyl ethanoate
Macromolecules be aware of macromolecules as - explain that different macromolecules have
large molecules built from different units and/or different linkages
small units - describe formation of macromolecules from small
units (monomers)
Synthetic be aware of the formation of - list some typical uses of condensation polymers and
condensation synthetic polymers and their link their properties to uses
polymers impact in everyday life - describe the pollution problems caused by non-
biodegradable polymers e.g. plastics, nylon
- list some typical uses of man-made fibres
- investigate advantages and disadvantages of
synthetic and natural fibres
- describe uses of different macromolecules as
related to their general structure and properties
e.g. PVC, Polystyrene, Polypropene
- interpret polymerisation reactions in terms of
simple graphical formulae
- describe the formation of nylon and terylene
using simplified structure

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Natural understand the impact of - name proteins, fats and carbohydrates as the main
macromolecules natural macromolecules in our constituent of food
daily life - describe the hydrolysis of proteins to amino acids
- prepare soap by hydrolysis of fats
- describe complex carbohydrates as macromolecules
formed by the condensation polymerisation of
smaller carbohydrate units called sugars
- describe the hydrolysis of complex carbohydrates
(e.g. starch) to give simple sugars
- describe proteins as possessing the same linkage
(amide) as nylon but with different units
- describe fats as esters possessing the same
linkage as Terylene but with different units
- demonstrate how chromatography techniques
can be applied to colourless substances by
exposing chromatograms to substances called
locating agents (refer to Rf factor) or UV light
- describe, in outline, the usefulness of
chromatography in separating and identifying
the products of hydrolysis of carbohydrates and
proteins

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