Republic of Zambia

SCIENCE
SENIOR SECONDARY SCHOOL SYLLABUS
GRADES 10 – 12

Prepared by:
Curriculum Development Centre
P.O. Box 50092
LUSAKA
2012
© 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.

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CONTENT

Preface..................................................................................................................................................................... iv
Acknowledgements................................................................................................................................................ v
Introduction ............................................................................................................................................................ Vi

Unit 1.0 General Physics ............................................................................................................................ 1

Unit 2.0 Thermal Physics………………………………………………………………………………… 7
Unit 3.0 Properties of Waves……………………………………………………………………………. 10
Unit 4.0 Electricity and Magnetism……………………………………………………………………… 14
Unit 5.0 Atomic physics…………………………………………………………………………………. 19
Unit 6.0 Introduction to Chemistry ……………………………………………………………………... 22
Unit 7.0 Particulate Nature of Matter ………………………………………………………………….. 23
Unit 8.0 Experimental Techniques ……………………………………………………………………… 25
Unit 9.0 Atoms, Elements And Compounds …………………………………………………………….. 27
Unit 10.0 Acids, Bases and Salts ………………………………………………………………………… 34
Unit 11.0 The Periodic Table ……………………………………………………………………………... 38
Unit 12.0 Metals …………………………………………………………………………………………... 40
Unit 13.0 Environmental Chemistry ……………………………………………………………………… 43
Unit 14.0 Organic Chemistry ……………………………………………………………………………... 47
Qualitative analysis notes………………………………………………………………………. 53

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PREFACE

The review of this Syllabus was necessitated by the need to improve the quality of education at Senior Secondary 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 provide linkages with the Junior Secondary School level science which serves to be a
prerequisite for senior school science.

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.

Miriam C. Chinyama (Mrs)

PERMANENT SECRETARY
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION
LUSAKA-ZAMBIA

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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.

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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:

 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 or creative thinking
 Critical thinking.

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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.

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 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 are neither lost unnecessarily nor
carried beyond what is justified;
 making approximate evaluation of numerical expressions;
 formulating simple algebraic equations as mathematical models and be able to solve them;
 changing the subject of a formula;
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 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;

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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.

Learners are expected to enter for Paper 1, 2 and 3

Paper Type of Paper Duration Marks

1 Multiple-choice 1 hr 40
2 Theory (Physics) 1 hr 15 min 65
3 Theory (Chemistry) 1 hr 15 min 65

Paper 1 (1hr; 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).

Paper 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).

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