ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

CHEMISTRY SYLLABUS

FORMS 5 - 6

2024 - 2030

Curriculum Development and Technical Services

P. O. Box MP 133
Mount Pleasant
Harare

© All Rights Reserved

2024
Chemistry Syllabus Forms 5 - 6

ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued
contribution in the production of this syllabus:

• Chemistry Learning Area Panel

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

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Chemistry Syllabus Forms 5 - 6

CONTENTS
ACKNOWLEDGEMENTS .....................................................................................................................i

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

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

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

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

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

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

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

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

FORM 5 AND FORM 6 .........................................................................................................................3

FORM 5 SYLLABUS ............................................................................................................................8

8.0 COMPETENCY MATRIX ................................................................................................................8

FORM 6 SYLLABUS ............................................................................................................................23

8.3 PHYSICAL CHEMISTRY ...............................................................................................................23

9.0 ASSESSMENT ................................................................................................................................41

10.0 GLOSSARY/APPENDICES ..........................................................................................................43

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Chemistry Syllabus Forms 5 - 6

1.4 Assumptions
1.0 PREAMBLE
It is assumed that learner:
1.1 Introduction
• have passed ‘O’ level Chemistry
This two-year Heritage-based Chemistry syllabus is • are familiar with ICT Tools and Braille/Jaws soft-
designed to put greater emphasis on the understanding ware
and application of chemistry concepts and principles in • have passed ‘O’ level Mathematics syllabus A or B
an environmentally friendly and sustainable manner. It • are familiar with laboratory apparatus
makes learners identify and solve problems practically in • are aware of laboratory safety precautions
a scientific manner. The Form 5 and 6 Chemistry
syllabus is inclusively made to cater for all categories of
learners in an increasingly technological world
1.5 Cross - cutting issues
1.2 Rationale The Heritage-based Chemistry learning area encompasses
the cross-cutting themes listed below:
Chemistry plays a pivotal role in the technological
• Environmental Management
development of any country since it is embedded in our
• Indigenous knowledge system
everyday life.
• Business enterprise skills
• Health and wellbeing
The study of Chemistry enables learners to be creative
• Disaster and risk management
and innovative in industry and society by promoting the
• Climate Change
application of Chemistry in industrial processes for value
addition, beneficiation of natural resources and harness-
ing of available opportunities for entrepreneurship.
2.0 PRESENTATION OF
SYLLABUS
1.3 Summary of Content
The Form 5 and 6 Heritage-based Chemistry syllabus is a
Form 5 and 6 Chemistry syllabus will cover theory and single document covering Forms 5 and 6.
practical activities in the following areas:

• Physical Chemistry
3.0 AIMS
• Inorganic Chemistry
The aims are to:
• Organic Chemistry
• Applied Chemistry
• enable learners to develop fundamental principles
of Chemistry for application in life and as a basis for
further studies in Chemistry and related disciplines.
• inculcate in learners the need for safety and
protection of the environment in the study of
Chemistry.
• create opportunities for learners to acquire research,
experimental, practical, enterprising and
technological skills in Chemistry.
• appreciate the usefulness and limitations of the
scientific method in the study of Chemistry.
• stimulate in learners the desire to apply Chemistry for
the benefit of society as guided by the principles of
Ubuntu/ Unhu/Vumunhu.

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Chemistry Syllabus Forms 5 - 6

• promote awareness that the applications of For adequate coverage of the syllabus, a time allocation
Chemistry may be both beneficial and of 5 theory 60 minutes periods and a block of 4 practical
detrimental to the individual and the periods per week is recommended. Learners should be
community. engaged in at least one Educational Tour per term, one
• develop in learners the appreciation of the use exhibition per year, and an attachment of one week in
of Chemistry in value creation, addition and any chemical related industry during the course
beneficiation.

6.0 TOPICS
4.0 SYLLABUS OBJECTIVES 6.1 Physical Chemistry:
Learners should be able to:
- Atoms, Molecules and Stoichiometry
- Atomic structure
• follow instructions in practical work
- Chemical bonding
• make and record observations
- States of matter
• use ICT Tools and Braille/Jaws software to
- Chemical energetics
simulate Chemistry phenomena
- Electrochemistry
• apply safety measures in all practical work
- Equilibria
• present, analyse and interpret data to establish
- Reaction kinetics
relationships
• demonstrate knowledge on facts, laws, definitions
and concepts of Chemistry
6.2 Inorganic Chemistry:
• measure and express quantities to a given level of
accuracy and precision - Chemical Periodicity of period 3
• design a practical solution to a real- life problem - Chemistry of Group II elements
using knowledge of Chemistry - Chemistry of Group IV elements
- Chemistry of Group VII elements

5.0 METHODOLOGY AND TIME 6.3 Organic Chemistry:

ALLOCATION
- Hydrocarbons
5.1 Methodology - Halogen derivatives
- Hydroxy compounds
Some of the learner centred and multi-sensory method- - Carbonyl compounds
ologies used in the teaching and learning of Chemistry - Carboxylic acids and derivatives
are suggested below. The principles of individualisation, - Nitrogen compounds
concreteness, totality and wholeness, stimulation and - Polymerisation
hands-on experience should guide the teachers as they
employ the suggested methods: 6.4 Applied Chemistry
• Demonstrations - Transition Elements
• Experimentation - Phase Equilibria
• Research - Environmental Chemistry
• Models - Nano Chemistry
• Site visits - Chemistry of Nitrogen and Sulphur
• Simulations
• Seminars
• Discovery
• Exhibitions
• Work related learning

5.1.2 Time Allocation

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Chemistry Syllabus Forms 5 - 6

7.0 SCOPE AND SEQUENCE CHART

FORM 5 AND FORM 6

TOPIC FORM 5 FORM 6

7.1 PHYSICAL CHEMISTRY:

Atoms, Molecules and Stoichiometry • Relative masses of atoms and molecules • Stoichiometric reaction ratios
• Mass spectra • Titration
• The mole and Avogadro constant • Percentage yield and percentage purity
• Empirical and molecular formulae
• Stoichiometric calculations
Atomic structure • Sub-atomic particles
• Electronic configurations
• Ionisation energy
Chemical bonding • Ionic bonding
• Covalent bonding
• Bond reactivity
• Dative bonding
• Shapes of molecules
• Metallic bonding

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Chemistry Syllabus Forms 5 - 6

States of matter • Intermolecular forces

• Gaseous state
• Liquid state
• Solid state
Chemical energetics • Enthalpy changes
• Hess’ Law and Born-Haber cycles
• Charge density
Electrochemistry • Redox processes • Redox titration
• Electrode potentials • Fuel cells
• Electrolysis of acidified water • Quantitative electrolysis
• Electrolytic purification of copper/nickel
• Extraction of aluminium
• Production of chlorine from brine
Equilibria • Chemical Equilibria • Buffer solutions
• Equilibrium constants • Solubility products
• Factors affecting equilibrium
• Ionic Equilibria
• Bronsted-Lowry theory of acids and bases
• pH and pOH
• Acid and base dissociation constants
• Choice of indicators
• Titration curves

Reaction kinetics • Rate equations • Catalysis

• Mechanism of reactions
• Factors affecting rates of reactions

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7.2 INORGANIC CHEMISTRY

Chemical Periodicity of period 3 • Variation in Physical properties

• Variation in Chemical properties

Chemistry of Group II elements • Trends in Physical properties

• Trends in Chemical properties
• Properties and uses of Group II compounds
Chemistry of Group IV elements • Trends in Physical properties
• Trends in Chemical properties
• Properties and uses of Group IV elements and
compounds
Chemistry of Group VII elements • Trends in Physical properties
• Trends in Chemical properties
• Properties and uses of Group VII elements and
compounds
Chemistry of Nitrogen and Sulphur • Chemical properties of Nitrogen
• Chemical properties of Sulphur
• Haber Process
• Contact Process
• Environmental impacts of Nitrogen and Sulphur
compounds

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Chemistry Syllabus Forms 5 - 6

7.3 ORGANIC CHEMISTRY:

Hydrocarbons • Nomenclature
• Isomerism
• Preparation and occurrence
• Physical properties
• Chemical properties
• Reaction mechanisms
Halogen derivatives • Nomenclature
• Isomerism
• Preparation
• Physical properties
• Chemical properties
• Reaction mechanisms
Hydroxy compounds • Nomenclature
• Isomerism
• Manufacture
• Preparation and occurrence
• Physical properties
• Chemical properties
• Reaction mechanisms
Carbonyl compounds • Nomenclature
• Isomerism
• Preparation
• Physical properties
• Chemical properties

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Chemistry Syllabus Forms 5 - 6

Carboxylic acids and derivatives • Nomenclature

• Preparation and occurrence
• Physical properties
• Chemical properties
• Reaction mechanisms
Nitrogen compounds • Preparation and occurrence
• Chemical properties
Polymerisation • Types of Polymerisation
- addition
- condensation
• Uses of polymers

7.4 APPLIED CHEMISTRY

Transition Elements • Characteristic properties

• Occurrence and extraction
• Chemical properties and uses
Phase Equilibria • Steam Distillation
• Distribution between phases
• Chromatography and electrophoresis
Environmental Chemistry • Pollution
• Waste management
Nano Chemistry • Properties of nanomaterials
• Applications of nanomaterials

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Chemistry Syllabus Forms 5 - 6

FORM 5 SYLLABUS

8.0 COMPETENCY MATRIX

8.1 PHYSICAL CHEMISTRY

TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)
Atoms, Molecules and • explain the terms relative • Relative masses of atoms • Defining the terms relative • A Level Science
Stoichiometry atomic, isotopic, molecular and molecules atomic, isotopic, molecular Kit
and formula masses. and formula masses. • Periodic table
charts
• analyse mass spectra in • Mass spectra • Analysing mass spectra • Mass spectra
terms of isotopic • Calculating relative atomic charts
abundances and molecular mass from given mass
fragments. spectra and isotopic
abundances.
• relate a mole to Avogadro • Calculating number of moles
constant. • The mole and Avogadro in relation to Avogadro
constant constant.
• Analysing combustion and
• determine empirical and • Empirical and molecular composition data to deduce • Dilute
molecular formulae using formulae empirical and molecular hydrochloric acid
combustion data or formulae. and sodium
composition by mass. • Conducting practical analysis hydroxide
• construct balanced of stoichiometric relationships
equations involving acid-base titrations
• perform calculations • Stoichiometric and combustion
including the use of mole calculations
concept involving reacting
masses, volumes of gasses,

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Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)
volumes and concentrations
of solutions
Atomic structure • describe the behaviour of • Sub-atomic particles • Explaining the behavior of • A -level science
sub-atomic particles in an sub-atomic particles and ions kit
electric field. in an electric field. • Periodic table
• describe electronic • Electronic configurations • Deducing electronic • Graph papers
configuration of elements in configuration of atoms and • ICT Tools and
terms of s, p and d orbitals ions. Braille/Jaws
for 1, 2, and 3 quantum • Drawing and describing software
numbers. shapes of orbitals.
• describe the shapes of s and
p orbitals.
• explain the term ionisation • Ionisation energy (IE) • Analyzing successive
energy. ionization energies to deduce
• deduce the electronic configuration.
configuration from
successive Ionisation energy
(IE) data.

Chemical bonding • Describe ionic bonding as in • Ionic bonding • Discussing ionic bonding • Form 5 and 6
sodium chloride, magnesium • Drawing ‘dot and cross’ Science Kit
oxide and aluminium oxide. diagrams. • ICT Tools and
• describe covalent bonding • Discussing covalent bonding. Braille/Jaws
as in hydrogen, oxygen, • Covalent bonding • Drawing ‘dot and cross’ software
chlorine, carbon dioxide, diagrams.
hydrogen chloride, ethane,
ethene and benzene in
terms of orbital overlap.
• compare the reactivity of • Relating bond reactivity to
covalent bonds in terms of • Bond reactivity bond energy, bond length and
bond length, bond energy bond polarity.
and bond polarity.
• describe dative bonding as

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Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)
in the formation of
ammonium ion and
aluminium chloride (Al2Cl6) • Dative bonding • Discussing dative bonding
• explain the shapes of and • Drawing ‘dot and cross’
bond angles in molecules diagrams
using electron pair repulsion;
Valency Shell Electron Pair • Shapes of molecules • Illustrating bonding and
Repulsion) (VSEPR) theory. shapes using models.
• describe metallic bonding in
terms of a lattice of positive
ions that are surrounded by • Metallic bonding
mobile electrons.
• describe, interpret or predict • Intermolecular bonds
the effects of type of bonding
on physical properties.
States of matter • describe intermolecular • Intermolecular forces: • Experimenting to show bond • Jet of water
forces based on permanent - Van der Waals polarity. • Paraffin
and induced dipoles. - Hydrogen bonding • Plastic ruler
- Permanent dipole – • Polythene rod
permanent dipole • Perspex rod
• outline the importance of interaction • Ice
hydrogen bonding to • Experimenting with ice and • Copper wire
physical properties of water to show Hydrogen- • Tungsten wire
substances. bonding.
• Discussing the importance of
intermolecular forces to
properties of substances.
• state the basic assumptions
of the kinetic theory as • Gaseous state • Discussing the assumptions
applied to an ideal gas. of the kinetic theory as
• explain the validity of the applied to ideal gases.
kinetic theory of gases as • Calculating using general gas
applied to real gases equation.
• use the general • Illustrating the behavior of

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Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)
gas. Equation pV=nRT, in particles using a molecular • Models
calculations model.
• describe using a kinetic
molecular model, the liquid
state, solid state and the • Liquid state
interconversion of states. • Solid state
• describe the lattice structure • Discussing the lattice
of a crystalline solid which is structures of sodium chloride,
ionic, simple molecular, giant iodine, ice, copper, silicon
molecular, hydrogen bonded dioxide, diamond and
and metallic. graphite.

Chemical Energetics • explain that chemical • Enthalpy changes of: • Experimenting to show • Form 5 and 6
reactions are accompanied - Reaction energy changes (exothermic Science Kit
by energy changes mostly in - Formation and endothermic). • ICT Tools and
the form of heat energy. - Combustion • Discussing the various Braille/Jaws
• explain the terms - Neutralisation enthalpy changes software
• enthalpy changes, - Hydration • Experimenting to make
• standard enthalpy changes, - Solution fertilizer and calculating heat
• bond energy and lattice - lattice changes.
energy - electron affinity • Carrying out thermometric
• calculate enthalpy changes titrations.
using vc∆𝑇 • Plotting graphs of quantity
• apply Hess Law to construct • Hess Law and Born-Haber against temperature.
energy cycles and Born- cycles • Constructing and analyzing
Haber cycles. Born-Haber cycles.
• calculate enthalpy changes • Charge density
using energy cycles and
Born-Haber cycles.
• explain the factors affecting • Discussing factors affecting
the size of lattice energy. lattice energy.
Electrochemistry • describe redox processes in • Redox processes • Discussing reduction and • Form 5 and 6
terms of electron transfer oxidation in terms of electron Science Kit

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Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)
and changes in oxidation transfers.
state. • Experimenting on redox
reactions.
• describe the terms standard • Electrode potentials
electrode potential and
standard cell potential.
• describe the measurement • Drawing the standard
of electrode potentials using hydrogen electrode.
the standard hydrogen
electrode.
• predict the feasibility of the
reaction from standard cell
potential. • Calculating standard cell
• describe the production of potentials.
hydrogen, oxygen, • Electrolysis of acidified • Experimenting on electrolysis
aluminium, copper, nickel water of acidified water and copper
and chlorine by electrolysis. • Electrolytic purification of sulphate.
copper/nickel • Discussing electrolytic
• Extraction of aluminium production of aluminum and
• Production of chlorine chlorine.
from brine

• predict the identity of the

substance liberated during
electrolysis from the state of
electrolyte, position in the
redox series and
concentration.
Equilibria • explain the terms reversible • Chemical equilibria • Discussing reversible • Form 5 and 6
reaction and dynamic • Equilibrium constants reactions and dynamic Science Kit
equilibrium. equilibria.
• deduce expressions for • Deducing equilibrium
equilibrium constants in expressions.
terms of concentrations (Kc)

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Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)
and partial pressures (Kp)
• calculate the values of Kc,
Kp and the quantities
present at equilibrium
• state Le Chatelier’s principle • Calculating the values ofKc,
and apply it to deduce Kp and quantities present at
effects of changes in equilibrium
temperature, concentration • Le Chatelier’s principle • Deducing direction of shift of
or pressure on a system at and factors affecting equilibrium position using Le
equilibrium. equilibrium Chatelier’s principle.
• apply the Bronsted-Lowry
theory to define acids and
bases
• Distinguish between strong • Ionic equilibria
and weak acids and bases in • Bronsted-Lowry theory of
terms of extent of acids and bases • Discussing the Bronsted-
dissociation Lowry theory, strengths of
• Calculate [H+(aq)] and pH acids and bases.
values for strong and weak • Citrus fruits
acids and bases • Vinegar
• Explain the terms pH, Ka, • pH and pOH • Calculating pH, Ka, pKa, pOH, • Flowers
pKa, pOH, Kb, pKb, Kw, pKw • Acid and base dissociation Kb, pKb, Kw, pKwvalues of • Soft drinks
and apply them in constants acids and bases
calculations. • Ashes
• Explain the choice of • Discussing the choice of • Household
suitable indicators for acid- suitable indicators for acid- detergent
base titrations given • Choice of indicators base titrations.
appropriate data.
• Describe graphically the • Drawing titration curves from
changes in pH during acid- experimental data.
base titrations. • Titration curves

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Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)
Reaction Kinetics • device suitable experimental • methods of measuring • Experimenting on techniques • Form 5 and 6
techniques for studying the reaction rates for studying the rate of Science Kit
rate of reaction from given reaction. • ICT Tools and
information. • Rate equations Braille/Jaws
• Discussing the terms: rate of software
reaction, activation energy,
• explain the terms: rate of rate equation order of
reaction, activation energy, reaction; rate constant, half-
rate equation, order of life rate, determining step and
reaction, rate constant, half- catalysis.
life; rate determining step • Factors affecting rates of • Experimenting on factors
and catalysis. reactions affecting rates of reactions.

• explain in terms of collisions • Drawing Boltzmann

the effect of concentration distribution curves and
changes and temperature on reaction profile diagrams.
the rate of a reaction.
• explain effect of temperature
change in terms of the
Boltzmann distribution on
the rate of reaction
• explain that in the presence • Graph books
of a catalyst a reaction has a
different mechanism i.e. one
of lower activation energy.
• construct rate equations of • Constructing rate equations
the form rate =k[A]m[B]n for from experimental data
which m and n are 0, 1 or 2.
• calculate initial rate, half-life
and rate constant
• deduce the order of reaction
using initial rate method and • Calculating initial rate,
concentration time graphs. half-life and rate constant.
• show graphically, that the half

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Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)
–life of a first order reaction • Deducing the order of
is constant. reaction using initial rate
• deduce a mechanism from method and concentration
the order of reaction and time graphs.
vice versa.

• Constructing reaction
• Mechanism of reactions mechanisms.

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Chemistry Syllabus Forms 5 - 6

8.2 INORGANIC CHEMISTRY

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED

Learners should be able to: (knowledge, skills, values and ACTIVITIES RESOURCES
attitudes)
Chemical Periodicity • describe the variations in atomic • Variation in Physical properties • Discussing trends in • Graphs
of period 3 radius, ionic radius, ionisation physical properties.
energy, melting point and • Data booklets
electrical. conductivity of period 3
elements. • ICT Tools and
• Analysing data and Braille/Jaws
• explain the variation in atomic
sketching graphs on software
radius, ionic radius and first variations in physical
ionisation energy. properties.
• interpret the variation in melting
point and electrical conductivity
in terms of bonding and
structure.
• describe the reactions if any, of • Variation in Chemical properties
elements with oxygen, chlorine
and water.
• explain the variation in oxidation
number of oxides and chlorides.
• describe the acid base behaviour
• Burning magnesium
of oxides ribbon. • Form 5 and 6
• describe the reactions of oxides
Science Kit
and chlorides with water. • Reacting sodium and
• suggest the type of bonding magnesium with cold
present in chlorides and oxides water
from their physical and chemical
properties. • *NB: Sodium explodes in

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Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED

Learners should be able to: (knowledge, skills, values and ACTIVITIES RESOURCES
attitudes)
water

• Dissolving oxides and • Sodium chloride

chlorides in water and
testing their pH. • Magnesium
chloride
• Relating physical
properties to bonding. • Aluminium oxide

• Aluminium chloride

Chemistry of Group • interpret the trends in physical • Trends in Physical properties • Justifying trends in • Data booklet
II elements properties. physical properties using
data booklet values.
• describe the reactions of the
• Trends in Chemical properties • Experimenting on the
elements with oxygen and water.
reactions of elements with
water and oxygen. • A level Science kit
• describe the behaviour of oxides • Dissolving oxides in water
with water. and testing for pH.
• pH meter
• explain the variation in thermal • Heating carbonates and
decomposition of the carbonates nitrates; testing products
and nitrates. produced.

• explain the variation in solubility • Dissolving magnesium

of the sulphates. sulphate, calcium
sulphate and barium

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Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED

Learners should be able to: (knowledge, skills, values and ACTIVITIES RESOURCES
attitudes)
sulphate in water.

• state the properties and uses of • Properties and uses of Group II • Discussing uses of • magnesium oxide,
compounds magnesium oxide, calcium oxide,
group II compounds.
calcium oxide, calcium calcium carbonate,
carbonate, magnesium, magnesium
sulphate, calcium sulphate, calcium
sulphate, barium sulphate, barium
sulphate, magnesium sulphate,
hydroxide and magnesium
magnesium trisilicate hydroxide and
(MMT) magnesium
trisilicate (MMT)

• Site visits

Chemistry of Group • explain the variations in melting • Trends in Physical properties • Discussing trends in • Form 5 and 6
IV elements and in electrical conductivity of physical properties. Science Kit
the elements.
• explain the variations in bonding, • Experimenting with Lead • Lead (IV) oxide
acid-base nature and thermal (IV) oxide, charcoal and
stability of the oxides of oxidation
coal. • ICT Tools and
Braille/Jaws
states II & IV.
software
• describe the bonding, molecular
shape and volatility of the • Constructing molecular
tetrachlorides. shapes using models.
• explain reactions of the • Site visits
• Trends in Chemical properties
tetrachlorides with water in terms • Discussing the behaviour

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Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED

Learners should be able to: (knowledge, skills, values and ACTIVITIES RESOURCES
attitudes)
of structure and bonding. of tetrachlorides with
• describe the relative stability of water and organic
higher and lower oxidation states solvents.
of the elements in their oxides
• Experimenting with Lead
and aqueous solutions.
(IV) oxide.
• recognise the properties and
uses of the elements and their
compounds. • Properties and uses of Group
IV elements and compounds

• Discussing properties and

uses of elements and
compounds such as
glass, ceramics, tooth
filler, diamond, graphite,
carbon-tetrachloride.

• describe the trends in volatility • Trends in Physical properties • Discussing the trends in • Form 5 and 6
and colour of chlorine, bromine volatility and colour of Science Kit
and iodine. chlorine, bromine and
• interpret the volatility of elements iodine. • ICT Tools and
• Trends in Chemical properties Braille/Jaws
in terms of Van der Waal forces.
software
• explain the relative reactivity of
Chemistry of Group elements as oxidising agents
• Site visits
VII elements with reference to E0 values.
• explain the reactions of elements • Calculating E0 cell values
and changes in oxidation

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Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED

Learners should be able to: (knowledge, skills, values and ACTIVITIES RESOURCES
attitudes)
with hydrogen states for the reactions
• explain the relative thermal between halogens and
stabilities of the hydrides in terms sodium thiosulphate.
of bond energies. • Discussing the reactions
• Properties and uses of Group
• describe the reactions of the VII elements and compounds of elements with hydrogen
halide ions with silver ions and relative thermal
followed by aqueous ammonia stabilities of resulting
and with concentrated sulphuric hydrides.
acid • Testing for halide ions
• describe the reaction of chlorine
with cold and hot aqueous
sodium hydroxide.
• explain the industrial importance
and environmental significance
of the halogens and their
compounds.

• Discussing the industrial

importance and
environmental
significance of halogens
and their compounds (e.g.
bleaches, PVC,
halogenated
hydrocarbons as solvents,
refrigerants, aerosols and

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Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED

Learners should be able to: (knowledge, skills, values and ACTIVITIES RESOURCES
attitudes)
chlorine in purification of
water).
Chemistry of • explain the lack of reactivity of • Chemical properties of Nitrogen • Discussing the chemical • Form 5 and 6
Nitrogen and nitrogen. properties of nitrogen. Science Kit
Sulphur
• describe the formation and • Discussing the formation • ICT Tools and
structure of the ammonium ion and structure of the Braille/Jaws
ammonium ion. software
and its reaction with alkalis.
• Experimenting on the • Site visits
• explain the manufacture of laboratory preparation of
ammonia by the Haber process • Haber Process ammonia. • Resource persons
in terms of the principles of
kinetics and equilibria.

• explain the manufacture of • Discussing the Haber

• Contact Process process and the Contact
sulphuric acid by the Contact
process in terms of the principles process (the kinetics
and equilibria).
of kinetics and equilibria.

• recognise the industrial • Preparing ammonium

importance of sulphuric acid and sulphate in the laboratory.
ammonia.
• recognise the environmental • Environmental impacts of • Discussing the
consequences of compounds of Nitrogen and Sulphur environmental
nitrogen and sulphur compounds consequences of nitrates,
nitrogen oxides, sulphur

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Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED

Learners should be able to: (knowledge, skills, values and ACTIVITIES RESOURCES
attitudes)

• explain the catalytic removal of oxides.

oxides of nitrogen.
• describe the use of sulphur • Discussing the removal of
dioxide in food preservation. oxides of nitrogen from
car exhausts and use of
sulphur dioxide.

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FORM 6 SYLLABUS

8.3 PHYSICAL CHEMISTRY

TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURSES
and attitudes)
Atoms, Molecules • calculate, using the mole concept • Stoichiometric reaction • Computing reacting masses, • Form 5 and 6
and Stoichiometry the reacting masses, volumes of ratios volumes of gases, volumes and Science Kit
gases, volumes and • Titration concentrations of solution from • ICT Tools and
concentrations of solution. given data Braille/Jaws
• Performing acid-base titrations. software
• determine stoichiometric • Deducing stoichiometric
relationships from calculations. relationships from titration
results.
• calculate percentage yield and • Percentage yield and
percentage purity. percentage purity • Constructing balanced equations.

Electrochemistry • use redox titration results in • Redox titration • Performing redox titrations • Form 5 and 6
quantitative analysis. • Discussing the composition and Science Kit
• describe how the hydrogen electrode reactions of fuel cells. • ICT Tools and
oxygen fuel cell operates. Braille/Jaws
• deduce electrode reactions from • Citing advantages and software
a given fuel cell. • Fuel cells disadvantages of fuel cells over
• compare fuel cells with conventional cells.
conventional cells.
• Determining the quantity of
• calculate the quantity of charge, • Quantitative electrolysis charge, mass and or volume of
mass and or volume of substance substance liberated during
liberated during electrolysis using electrolysis
the relationship, F=Le (Faraday
constant, the Avogadro constant
and the charge on the electron)
• describe how to determine a

23
Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURSES
and attitudes)
value of Avogadro constant by an • determining experimentally the
electrolytic method. value of the Avogadro constant.

Equilibria • explain how buffer solutions • Buffer solutions • Discussing buffer solutions • Form 5 and 6
control pH. including their role in controlling Science Kit
• calculate the pH and/or pOH of blood and soil pH. • ICT Tools and
buffer solutions. • Preparing buffer solutions Braille/Jaws
• apply the concept of solubility • Solubility products • Determining pH and pOH of software
product, Ksp buffer solutions
• calculate Ksp from concentrations • Calculating solubility products
and vice versa from concentrations and vice
• explain the common ion effect versa including common ion
effect

Reaction kinetics • Outline the different modes of • Catalysis • Discussing the different modes of • Form 5 and 6
action of homogeneous and - Homogeneous action of homogeneous and Science Kit
heterogeneous catalysis as - Heterogeneous heterogeneous catalysis such as • ICT Tools and
exemplified in the Haber process, Fe in the Haber process and Fe2+ Braille/Jaws
catalytic removal of oxides of in I-and S2O82- reaction. software
nitrogen in the exhaust gases • Carrying out experiments on
from car engines, the redox decomposition of hydrogen
reaction between I- and S2O82- peroxide catalysed by
and catalytic role of NOxin the manganese (IV) oxide.
oxidation of atmospheric sulphur
dioxide.

24
Chemistry Syllabus Forms 5 - 6

8.4 ORGANIC CHEMISTRY

TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURSES
and attitudes)
Hydrocarbons • use the nomenclature, structural • Nomenclature • Discussing nomenclature, • Form 5 and 6
formulae and displayed formulae general formula and displayed Science Kit
for hydrocarbons from C1 to C10 formulae for hydrocarbons from • ICT Tools and
C1 to C10 Braille/Jaws
• describe the forms of isomerism • Isomerism • Illustrating forms of isomerism software
found in hydrocarbons using molecular models • Molecular models
• Cooking oil
• explain the use of crude oil and • Preparation and • Discussing the process of • Paraffin
natural gas as sources of occurrence fractional distillation of crude oil
hydrocarbons
• Discussing the physical
• explain the decrease in volatility • Physical properties properties of hydrocarbons
with increasing carbon chain
• Experimenting with cooking oil
or paraffin to demonstrate
cracking
• describe the chemical reactions of • Chemical properties • Discussing the chemistry of
alkanes, alkenes and arenes alkanes as exemplified by the
following reactions of ethane:

• Combustion
• describe the mechanism of free • Reaction mechanisms
radical substitution, electrophilic • Free radical substitution by
addition and electrophilic chlorine and its mechanism
substitution • Discussing the chemistry of
alkenes as exemplified by the
following reactions of ethene:
• Electrophilic addition of steam,
hydrogen halides and halogens
including mechanism

25
Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURSES
and attitudes)

• Catalytic addition of hydrogen

• Oxidation by cold dilute
manganate (VII) ions to form
diol
• Oxidation by hot concentrated
manganate (VII) ions
• Polymerisation
• Discussing the chemistry of
arenes as examplified by the
following reactions of benzene
and methyl benzene :
• Electrophilic substitution with
bromine including mechanism
• Nitration including mechanism
• Oxidation of the side chain
• Predicting whether halogenation
will occur on the side chain or
on the aromatic nucleus in
arene

Halogen • use the nomenclature and • Nomenclature • Drawing displayed structures • Form 5 and 6
derivatives displayed formula of and naming them Science Kit
halogenoalkanes and • ICT Tools and
halogenoarenes Braille/Jaws
• describe the isomerism associated • Isomerism • Discussing isomerism software
with halogen derivatives associated with halogen • Journals
derivatives • Bromoethane
• Chemical properties • Silver nitrate
• describe the following nucleophilic • Experimenting with • Aerosols
substitution reactions of bromoethane, silver nitrate and • Plastics
halogenoalkanes as exemplified hot water to show substitution

26
Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURSES
and attitudes)
by the reactions of bromoethane:
hydrolysis, formation of nitriles
and formation of primary amines
by reaction with ammonia
• describe the mechanism of • Writing equations and formulae
nucleophilic substitution in of products from nucleophilic
halogenoalkanes substitution

• Describing the mechanism of

nucleophilic substitution in
terms of SN1 and SN2

• explain the elimination of hydrogen • Experimenting with ethanolic

bromide from 2-bromopropane sodium hydroxide and
bromopropane to show
elimination
• interpret the different reactivities of
halogen alkanes and • Comparing the strengths of the
chlorobenzene with particular C-Hal bonds and relating them
reference to hydrolysis and to the to reactivity
relative strengths of the C-Hal
bonds

• explain the uses of fluoroalkanes • Uses and environmental • Discussing the uses of
and fluoro halogen alkanes in impact fluoroalkanes and fluoro
terms of their relative chemical halogen alkanes and their
inertness effects on the environment
• recognise the concern about the
effect of chlorofluoro alkanes on
the ozone layer

27
Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURSES
and attitudes)
Hydroxy • use the nomenclature and • Nomenclature • Discussing the structure, • Form 5 and 6
compounds displayed formulae to describe the nomenclature and classification Science Kit
structure of primary, secondary of alcohols • ICT Tools and
and tertiary alcohols Braille/Jaws
• describe the isomerism associated • Isomerism • Drawing structures of optical software
with alcohols and structural isomers

• describe the manufacture of • Manufacture of ethanol • Preparing of ethanol by • Marula

ethanol using fermentation fermentation using locally • Baobab Fruits
process available resources • Grapes
• Discussing the solubility and
• explain the physical properties of • Physical properties volatility of alcohols
hydroxy compounds in terms of
bonding

• describe the reactions of alcohols • Chemical properties of • Discussing reactions of alcohols • Ethanol
as exemplified by ethanol during alcohols • Distinguishing between primary, • Acidified
combustion, substitution to give secondary and tertiary alcohols potassium
halogenoalkanes, reaction with by oxidation reactions dichromate
sodium, oxidation to carbonyl • Propan – 2-ol
compounds and carboxylic acids, • 2methylpropan –
dehydration and ester formation 2-ol

• describe the reaction of the methyl • Deducing the presence of CH3

secondary alcohol with alkaline CH (OH) – group in an alcohol
iodine using alkaline aqueous iodine

• describe the reactions of phenol • Discussing the reactions of

with bases, sodium and during phenol
nitration and bromination of the

28
Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURSES
and attitudes)
aromatic ring • Chemical properties of
phenols
• explain the relative acidities of • Comparing the acidity of water,
water, phenol and ethanol phenol and ethanol

Carbonyl • use the nomenclature and • Nomenclature • Discussing the nomenclature • Form 5 and 6
compounds displayed formulae to describe the and displayed formulae of Science Kit
structure of aldehydes and aldehydes and ketones • ICT Tools and
ketones Braille/Jaws
software
• Drawing structures to illustrate
• explain the isomerism associated • Isomerism the isomerism in carbonyl
with aldehydes and ketones compounds
• Ethanol
• describe the formation aldehydes • Preparing aldehydes and • Acidified
and ketones from primary and • Preparation ketones from respective potassium
secondary alcohols respectively alcohols dichromate
• Propan – 2-ol
• outline the mechanism of • Chemical properties • Analysing the mechanism of
nucleophilic addition reaction of nucleophilic addition reaction of
hydrogen cyanide with aldehydes hydrogen cyanide with
and ketones aldehydes and ketones
• describe the reduction of • Discussing the reactions of
aldehydes and ketones using carbonyl compounds, with
NaBH4 NaBH4, 2.4-DNPH, Fehling’s
• suggest a suitable test for a given solution, alkaline iodine and
carbonyl compound Tollens reagent

29
Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURSES
and attitudes)
Carboxylic acids • interpret the nomenclature and • Nomenclature • Drawing displayed formulae for • Form 5 and 6
and derivatives formulae of carboxylic acids and carboxylic acids and their Science Kit
their derivatives derivatives • ICT Tools and
Braille/Jaws
software
• describe the formation of • Preparation and • Preparing carboxylic acids and
carboxylic acids from alcohols, occurrence esters
aldehydes and nitriles
• recall the reactions of carboxylic
acids in the formation of salts, • Chemical properties • Constructing equations for the
esters and acyl chlorides reactions of carboxylic acids

• explain the acidity of carboxylic

acids and of chlorine substituted • Comparing the acidity of
ethanoic acids in terms of their carboxylic acids and substituted
structures carboxylic acids
• describe the reactions of acyl
chlorides with water, alcohols,
phenols and primary amines • Discussing the reactions of acyl • Vinegar
chlorides with water, alcohols,
• explain the relative ease of phenols and primary amines
hydrolysis of acyl chlorides, alkyl • Discussing the relative ease of
chlorides and aryl chlorides hydrolysis of acyl chlorides,
alkyl chlorides and aryl
• illustrate the formation of esters chlorides
from carboxylic acids or acyl
chlorides using ethyl ethanoate • Preparing esters from carboxylic
and phenyl benzoate as examples acids or acyl chlorides

30
Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURSES
and attitudes)

• describe the acid and base • Manufacturing soap from fats • Fats
hydrolysis of esters and oils • Oils
• Ash

• state the uses of carboxylic acids • Uses of carboxylic acids • Investigating uses of carboxylic
and esters and esters acids and esters

Nitrogen • describe the formation of • Preparation and • Discussing the formation of • Form 5 and 6
compounds ethylamine by reduction of nitrile occurrence ethylamine by reduction of nitrile Science Kit
and of phenylamine by reduction and of phenylamine by • ICT Tools and
of nitrobenzene reduction of nitrobenzene Braille/Jaws
software
• Comparing the relative basicity
• explain the relative basicity of • Chemical properties of ammonia, alkylamines and
ammonia, alkylamines and phenylamines in terms of their
phenylamines in terms of their structures
structures
• Discussing the reactions of
phenylamine with aqueous
• describe the reaction of bromine and with nitrous acid
phenylamine with: • Discussing the hydrolysis of
- aqueous bromine diazonium salt to give phenol
- nitrous acid • Synthesizing dyestuff

• describe the coupling of • Dyestuff

benzenediazonium chloride and • Nitrous Acid
phenol and the use of similar
reactions in the formation of
dyestuff

31
Chemistry Syllabus Forms 5 - 6

TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURSES
and attitudes)

• describe the formation of amides

from the reaction between RNH2
and R’COCl

• describe acid-base hydrolysis of • amides • Discussing the formation and

amides hydrolysis of amides
• Deducing the product of
hydrolysis of amides
• investigate the acid/base • Analysing the acid/base
properties of amino acids and the properties of amino acids i.e.
formation of zwitterions from titration curves
• illustrate the formation of peptide • Constructing equations to show
bonds in protein and polypeptide formation of peptide bonds
formation • Drawing structures of the
• describe the hydrolysis of proteins products of hydrolysis

Polymerisation • Describe the characteristics of • Types of Polymerisation • Classifying polymers • Samples of

addition polymers as exemplified - addition polymers
by polythene and PVC - condensation
• explain condensation • ICT Tools and
polymerisation as in polyesters Braille/Jaws
and polyamides software
• predict the type of polymerisation • Drawing repeat units from
reaction for a given monomer or given monomers or sections of • Molecular models
pair of monomers polymers and vice versa
• deduce the repeat unit of a
polymer obtained from a given
monomer or pair of monomers
• identify the monomer(s) present in • Building models of polymers
a given section of a polymer
molecule
• recognise the uses of polymers • Uses of polymers • Discussing uses of polymers

• Visiting sites

32
Chemistry Syllabus Forms 5 - 6

8.5 APPLIED CHEMISTRY

TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURSES
and attitudes)

Transition Elements • explain what is meant by • Characteristic • Discussing characteristic • Form 5 and 6
transition, in terms of d-block properties properties of transition elements Science Kit
element forming one or more
stable ions with incomplete d- • ICT Tools and
orbitals • Working out the electronic Braille/Jaws software
• analyse the electronic configuration of the first-row
configuration of the first-row transition elements and their
transition elements and their ions
ions
• recognise that the atomic radii, • Analyzing atomic radii, ionic
ionic radii and first ionisation radii and first ionisation
energies of the transition metals energies data of the transition
are relatively invariant metals
• contrast qualitatively the melting • Comparing the melting points,
point, density, atomic radius, densities, atomic radii, first
first ionisation energy and ionisation energies and
conductivity of the transition conductivities of the transition
elements with those of calcium elements with those of calcium
as a typical s-block element as a typical s-block element
• describe the tendency of
transition elements to have • Experimenting to show variable
variable oxidation states oxidation states
• explain the formation of
complexes in terms of co- • Discussing formation of
ordinate bonds and the splitting complexes
of d orbitals
• describe the shape of four-fold • Variable oxidation state
and six - fold complexes

33
Chemistry Syllabus Forms 5 - 6

• explain the types of isomerism • Complex formation • Drawing shapes of complexes

that complexes may exhibit and showing isomerism
• explain ligand exchanges in • Experimenting on ligand
terms of competing equilibria exchange
and stability constants

• explain redox reactions of • Calculating E0 cells to predict

complexes in terms of E0 values feasibility of reactions

• interpret the effect of ligand

exchange on E0 values

• explain, in terms of d orbital • Discussing the splitting of d-

splitting, why transition element orbitals in colour formation of
complexes are usually coloured complexes

• explain changes in colour of • Colour concept

complexes as a result of ligand • Catalysis
exchange

• explain the magnetic properties • Experimenting on magnetic

• Magnetism
of transition metals and their properties of transition metals
complexes in terms of paired and their complexes
and unpaired d electrons. • Deducing magnetic properties
from electronic configurations
• describe the occurrence, • investigating the occurrence
relative stability and colour of relative stability and colour of
vanadium ions and its vanadium ions and compounds
compounds

• describe the uses of vanadium • discussing the uses of

and its compounds vanadium and compounds

34
Chemistry Syllabus Forms 5 - 6

• describe the occurrence, • Chromium • investigating the occurrence

relative stability and colour of • occurence relative stability and colour of
chromium aqueous ions and chromium ions and its
compounds containing the compounds
metal in the +3 and +6 oxidation
states.
• discussing the uses of
• explain uses of chromium and • chemical properties and chromium and its compounds
its compounds its uses • testing for alcohol and for
sulphur dioxide using
• describe the use of dichromate dichromate (VI)
(VI) as an oxidising agent
• demonstrating the • Ammonium vanadate
• describe the chromate (VI) to interconversion of chromate (VI) (V),
dichromate (VI) interconversion to dichromate (VI) using dilute
acids and alkalis
• Investigating the occurrence
• describe the occurrence and • manganese relative stability and colour of
relative stability and colour of • occurrence manganese compounds
manganese ions and
compounds containing the
metal in the +2, +4, +6 and +7
oxidation states
• Experimenting on the • Manganese dioxide
• demonstrate redox reactions • chemical properties and
disproportionation of MnO42- • Hydrogen peroxide
involving MnO2, MnO42- and uses
• Sodium hydroxide
MnO-4
• Investigating the occurrence
• iron relative stability and colour of
• describe the occurrence, iron compounds
• occurrence and
relative stability and colour of
extraction • Experimenting on the effect of
iron compounds, pH on stability of iron and its
ions
• describe the effect of pH and

35
Chemistry Syllabus Forms 5 - 6

the cyanide ligand on stability of • Discussing the biochemical

iron and its ions importance of iron in
• explain the biochemical • chemical properties and haemoglobin and in cytochrome
importance of iron in uses • Investigating conditions for iron
haemoglobin and in cytochrome to rust and its prevention • Iron nails
• analyse the rusting of iron and • Testing for Fe2+ (aq) and Fe3+
• Magnesium ribbon
its prevention (aq) using Fe(CN)63- (aq) and
• Potassium
SCN -(aq), respectively
hexacyanoferrate
• distinguish between Fe2+ (aq) (III)
and Fe3+ (aq) using Fe(CN)63- • Discussing the use of iron and • Potassium
(aq) and SCN -(aq), respectively its compounds Thiocyanate

• describe the use of iron and its

compounds

• Describe the occurrence,

• cobalt
relative stability and colour of • Investigating the occurrence
cobalt ions and compounds • Occurrence relative stability and colour of
containing the metal in its +2 cobalt compounds
and +3 oxidation states,

• explain the effect of ligands

and/or temperature on the • Experimenting on the effects of
stability and geometry of cobalt • Chemical properties temperature on stability of
complexes, using as examples and uses cobalt complexes
• [Co(H2 O)6]2+ [CoCl4]2 , and
[Co(NH3)6]2+ [Co(NH3)6]3+

• explain the uses of cobalt as in

alloys, anhydrous cobalt (II)
ions as a test for water and its • Discussing the uses of cobalt
biochemical importance and its compounds

36
Chemistry Syllabus Forms 5 - 6

• describe the occurrence, • Nickel • Discussing the occurrence,

production and purification of • Occurrence and production and purification of
nickel from its sulphide ore extraction nickel from its sulphide ore
• explain the use of nickel in • Chemical properties • Discussing the use of nickel in
alloys (e.g. alnico) and as and uses alloys
a hydrogenation catalyst
• Discussing the occurrence,
• describe the occurrence, • copper
production and purification of
production and purification of • Occurrence and copper,
extraction
copper, • Investigating the occurrence,
relative stability and colour of
• describe the occurrence and copper compounds
• Chemical properties
relative stability of ions and
and uses • Experimenting on the reaction
compounds containing the of Cu2+(aq) with I-(aq)
metal in the +1 and +2 oxidation • Discussing the uses of copper
states, including the and its compounds
disproportionation and
stabilisation of Cu+ (aq)
• describe the reaction of
Cu2+(aq) with I-(aq)
• explain uses of copper and its
compounds as in brass,
bronze, other alloys, and in the
test for aldehydes
• describe the occurrence and • Platinum group metals • Investigating the occurrence
extraction of platinum (PGM) and extraction of platinum
• identify elements which occur - occurrence • Visiting sites
together with platinum - extraction
- uses
• suggest the uses of platinum
group metals

37
Chemistry Syllabus Forms 5 - 6

Phase Equilibria • explain steam distillation of two • Steam Distillation • experimenting on steam • Form 5 and 6
immiscible liquids distillation Science Kit
• demonstrate an awareness of • discussing methods of • ICT Tools and
the applications of steam distillation Braille/Jaws software
distillation
• explain the term partition
coefficient • Distribution between • working out partition coefficient
phases for a system
• calculate partition coefficient for
a system in which the solute is
in the same molecular state in
the two solutions • carrying out solvent extraction
• explain solvent extraction
• explain: paper, high- • Chromatography • Performing thin layer, column • Chromatography kit
performance liquid, ion and paper chromatography and chromatograms
exchange, thin layer, column • Discussing industrial and • Resource persons
and gas/liquid chromatography medical applications of
in terms of absorption and/or chromatography
partition, based on appropriate
practical experience
• demonstrate an awareness of
the applications of these
methods of chromatography in
industry and medicine
• describe the process of • electrophoresis
electrophoresis, and the effect
of pH
• describe the hydrolysis of
proteins, separation and • genetic fingerprinting • Discussing electrophoresis and
detection of the products by genetic fingerprinting
electrophoresis
• outline the process of analysis
of genes and genetic
fingerprinting

38
Chemistry Syllabus Forms 5 - 6

Environmental • outline the main industrial • Air Pollution and • Discussing the main causes of • ICT Tools and
Chemistry methods of controlling sulphur Control air pollution Braille/Jaws software
dioxide emission (flue gas • Resource persons
desulphurisation, alkaline
scrubbing, use of limestone-
based fluidised beds)

• recognise the use of lean-burn

engines and catalytic converters
• Discussing the methods of
in reducing pollutant emissions
controlling pollution
from petrol-driven cars

• deduce environmental
considerations related to the
usage and generation of power • Discussing environmental
(with particular reference to impact of power generation
fossil fuels and nuclear energy) • Visiting sites

• identify other potential power

sources
• recognise the hazards • Case studying
associated with random
emission from uranium-bearing
rocks and with nuclear
accidents

• recognise the potential • applications of • Discussing the concepts of

application and risks of nanomaterials nanoscience and
nanomaterials - medicine nanotechnology
- water purification • Predicting the potential
- environmental applications and risks of
pollution control and nanomaterial
remediation

39
Chemistry Syllabus Forms 5 - 6

• outline the use of ion exchange • Resource persons

in the treatment of industrial
waste

• recognise the potential • Waste management

consequence of the use of land- • Ion exchange
filling and incineration (including • Incineration
the importance of temperature • Land filling
control and the possible release • Recycling
of dioxins) for the disposal of
solid waste
• Discussing the various methods
• outline the advantages and of waste management
disadvantages of dumping • Discussing advantages and
waste at sea and in rivers disadvantages of different
(including sewage and the methods of waste management
problems associated with oil
spillages)

• recognise the problems • Case studying

associated with heavy metals in
the environment, e.g. lead,
mercury and chromium

• recognise the problems • Visiting sites

associated with the disposal of
radioactive waste and mine
waste

40
 Chemistry Syllabus Forms 5 - 6

9.0 ASSESSMENT

The Heritage-based Chemistry syllabus learning area for form 5 and 6 shall be assessed through School Based
Continuous Assessment (SBCA) and Summative Assessment (SA). These assessments shall be guided by the principles of
inclusivity, practicability, authenticity, transparency, flexibility, validity and reliability. The principles are crucial for creating a
supportive and effective learning environment that fosters growth and development in learners at secondary school level.
Arrangements, accommodations and modifications shall be visible to enable candidates with special needs to access
assessments.

This section covers the assessment objectives, the assessment model, the scheme of assessment, and the specification grid.

9.1 Assessment Objectives

By the end of the Heritage-based Chemistry Syllabus learning area for form 5 and 6 learners will be assessed on their
ability to:
9.1.1 follow instructions in practical work
9.1.2 make and record observations
9.1.3 use ICT Tools and Braille/Jaws software to simulate Chemistry phenomena
9.1.4 apply safety measures in all practical work
9.1.5 present, analyse and interpret data to establish relationships
9.1.6 demonstrate knowledge on facts, laws, definitions and concepts of Chemistry
9.1.7 measure and express quantities to a given level of accuracy and precision
9.1.8 design a practical solution to a real-life problem using knowledge of Chemistry

9.2 Assessment Model

Assessment of learners at Upper Secondary School Level for Heritage-based Chemistry Syllabus shall be both
Continuous and Summative as illustrated in Figure 1. School Based Continuous Assessment shall include recorded
activities from the School Based Projects done by the learners. The mark shall be included on learners’ end of term
and year reports. Summative assessment at school level shall include terminal examinations which are at the end of
the term and year.

41
 Chemistry Syllabus Forms 5 - 6

Assessment Of Learner
Performance in Chemistry

School Based Continuous

Assessment Summative Assessment
20% 80%

School
Based (Paper 1)
Project (Paper 2)
Profiling Multiple
20% Choice Structured Paper
Questions

Exit Continuous Assessment Summative

Mark (20%) Assessment Mark
Profile (80%)
Certificate

Final Mark (Continuous +

Summative = 100%)

Fig. 1 Assessment Model

In addition, learners shall be profiled and learner profile records established. Learner profile certificates shall be issued for
checkpoints assessment in schools as per the dictates of the Teacher’s Guide to Learning and Assessment. The aspects
to be profiled shall include learner’s prior knowledge, values and skills, and subsequently the new competences acquired
at any given point.

9.3 Scheme of Assessment

The Assessment Model shows that learners shall be assessed using both School Based Continuous Assessment and
Summative Assessment for both School and ZIMSEC assessments.

The table shows the Scheme of Assessment where 20% is allocated to School Based Continuous Assessment and 80% to
School or ZIMSEC Summative Assessment.
FORM OF ASSESSMENT WEIGHTING
School Based Continuous Assessment 20%
Summative Assessment 80%
Total 100%

9.3.1 Description of School Based Continuous Assessment

Learners shall do one school-based project per form which contributes to 20% of the end of year final mark. The end of year
summative assessment shall then contribute 80%. However, for ZIMSEC public examinations, two (2) school-based projects
shall be considered as School Based Continuous Assessment at form 5 and 6. The two School Based Projects shall include
those done during form 5 and 6 sessions. Each will contribute 10%.

42
 Chemistry Syllabus Forms 5 - 6

9.3.1.1: School – Based Project Continuous Assessment Scheme

The Table given below shows the Learning and Assessment Scheme for the School Based Project.
Project Execution Stages Project Stage Description Timelines Marks
1 Problem Identification January 5
2 Investigation of related ideas to February 10
the problem/innovation
3 Generation of possible solutions March 10
4 Selecting the most suitable April-May 5
solution
5 Refinement of selected solution June 5
6 Presentation of the final solution July 10
7 Evaluation of the solution and August-September 5
Recommendations
TOTAL 50

42
9.3.2 Description of the ZIMSEC Summative Assessment

ZIMSEC Summative Assessment shall be a public examination at Form 6. The examination shall consist of four (4) papers
of different weighting.

- Paper 1: Multiple choice questions

- Paper 2: Structured theory questions
- Paper 3: Free response, short essay type questions
- Paper 4: Practical examination

43
Paper 1: Theory: the paper consists of 40 compulsory multiple-choice items. 30 items will be of the direct choice type
and 10 of the multiple completion type. Each question shall have 4 response items.

Paper 2: Theory. The paper consists of 6 compulsory structured questions, 10 marks each. Learners answer all the
questions on the Question Paper

Paper 3: Theory

This paper will consist of 4 sections, Section A, B, C and D

Section A, based mainly on the Physical Chemistry Section
Section B, based mainly on Inorganic Chemistry
Section C, based mainly on Organic Chemistry
Section D, based mainly on the Applications of Chemistry
Leaners will be required to answer a total of 6 questions, 2 questions from Section A, 1 question from Section B, 2
questions from Section C and 1 question from Section D. The paper will be marked out of 90 and scaled down to a
mark of 50.

Paper 4: Practical Examination

The paper consists of 3 compulsory structured questions based on qualitative analysis, quantitative analysis and
planning/design. The paper will be marked out of 50 marks.

SKILL Paper 1 Paper 2 Paper 3 Paper 4

Knowledge, Under- 45% (18marks) 42% (25marks) 40% (40marks)
standing and Han-
dling of information

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Chemistry Syllabus Forms 5 - 6

Problem solving 55% (22marks) 58% (35 marks) 60% (60marks

Analysis, Synthesis
and Evaluation
Practical skills 100%(50marks)

Learners are required to enter for all the 4 papers

Paper Type of paper Duration Marks Paper Weighting %

1 Multiple choice 1hr 40 11
2 Structured Theory 1hr 30mins 60 17
questions
3 Free Response short essay 2hrs 30mins 90 28
type questions
4 Practical examination 2hrs 30mins 50 14

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Chemistry Syllabus Forms 5 - 6

10.0 GLOSSARY/APPENDICES

10.1 GLOSSARY OF TERMS USED IN SYLLABUS/SCIENCE PAPERS

It is hoped that the glossary (which is relevant only to science subjects) will prove helpful to candidates as a guide,
i.e. it is neither exhaustive nor definitive. The glossary has been deliberately kept brief not only with respect to the
number of terms included but also to the descriptions of their meanings. Candidates should appreciate that the
meaning of a term must depend in part on its context.

1 Define (the term(s)…) is intended literally. Only a formal statement or equivalent paraphrase being required.

2 What do you understand by/What is meant by (the term(s)…) normally implies that a definition should be
given, together with some relevant comment on the significance or context of the term(s) concerned, especially
where two or more terms are included in the question. The amount of supplementary comment intended should be
interpreted in the light of the indicated mark value.

3 State implies a concise answer, with little or no supporting argument, e.g. a numerical answer that can be
obtained ‘by inspection’.

4 List requires a number of points, generally each of one word, with no elaboration. Where a given number of
points is specified, this should not be exceeded.

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Chemistry Syllabus Forms 5 - 6

5 Explain may imply reasoning or some reference to theory, depending on the context.

6 Describe requires candidates to state in words (using diagrams where appropriate) the main points of the
topics. It is often used with reference either to particular phenomena or to a particular experiment. In the former
instance the term usually implies that the answer should include reference to (visual) observations associated with the
phenomena.

In other contexts, describe and give an account of should be interpreted more generally, i.e. the candidate has greater
discretion about the nature and the organisation of the material to be included in the answer. Describe and explain
may be coupled in a similar way to state and explain.

7 Discuss requires candidates to give a critical account of the points involved in the topic.

8 Outline implies brevity, i.e. restricting the answer to giving essentials.

9 Predict or deduce implies that the candidate is not expected to produce the required answer by recall but
by making a logical connection between other pieces of information. Such information may be wholly given in the
question or may depend on answers extracted in an earlier part of the question.

10 Comment is intended as an open-ended instruction, inviting candidates to recall or infer points of interest
relevant to the context of the question, taking account of the number of marks available.
11 Suggest is used in two main contexts, i.e. either to imply that there is no unique answer (e.g. in chemistry,
two or more substances may satisfy the given conditions describing an ‘unknown’), or to imply that candidates are
expected to apply their general knowledge to a ‘novel’ situation, one that may be formally ‘not in the syllabus’.

12 Find is a general term that may variously be interpreted as calculate, measure, determine etc.

13 Calculate is used when a numerical answer is required. In general, working should be shown, especially
where two or more steps are involved.

14 Measure implies that the quantity concerned can be directly obtained from a suitable measuring instrument,
e.g. length, using a rule, or angle using a protractor.

15 Determine often implies that the quantity concerned cannot be measured directly but is obtained by calcula-
tion, substituting measured or known values of other quantities into a formula, e.g. relative molecular mass.

16 Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned, making
such simplifying assumptions as may be necessary about points of principle and about the values of quantities not
otherwise included in the question.

17 Sketch, when applied to graph work, implies that the shape and/or position of the curve need only be qual-
itatively correct, but candidates should be aware that, depending on the context, some quantitative aspects may be
looked for, e.g. passing through the origin, having an intercept, asymptote or discontinuity at a particular value.

In diagrams, sketch implies that a simple, freehand drawing is acceptable: nevertheless, care should be taken over
proportions and the clear exposition of important details.

18 Construct is often used in relation to chemical equations where a candidate is expected to write a balanced
equation, not factual recall but by analogy or by using information in the question.

19 Compare requires candidates to provide both the similarities and differences between things or concepts.

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Chemistry Syllabus Forms 5 - 6

20 Classify requires candidates to group things based on common characteristics.

PRACTICAL GUIDELINES (PAPER 4)

The practical paper may include the following:

(i) A volumetric analysis problem, based on one set of titrations;

A knowledge of the following volumetric determination will be assumed: acids and alkalis using suitable indicators; iron
(II), ethanedioic acid (and its salts), by potassium manganate (VII); iodine and sodium thiosulphate. Simple titrations
involving other reagents may also be set but, where appropriate, sufficient working details will be given.

(ii) Candidates may be required to carry out an experiment that involves the determination of some quantity, e.g.
the enthalpy change of a reaction or, the rate of a reaction. Such experiments will depend on the simple manipulation
of usual laboratory apparatus.

(iii) An observational problem in which the candidate will be asked to investigate, by specified experiments, an
unknown substance. The substance may be an element, a compound or a mixture.

It will be assumed that candidates will be familiar with

(i) the reactions of the following cations: NH4+; Mg2+; Al3+; Ca2+; Cr3+; Mn2+; Fe2+; Fe3+; Cu2+; Zn2+; Ba2+;
Pb2+;
(ii) the reactions of the following anions: CO32-; NO3-; NO2-; SO42-; SO32-; Cl-; Br-; I-; CrO42-;
(iii) tests for the following gases: NH3; CO2; Cl2; H2; O2; SO2, as detailed in the qualitative analysis notes which
will be included in the question paper.

The substances to be investigated may contain ions not included in the above list: in such cases, candidates will not
be expected to identify the ions but only to draw conclusions of a general nature.

Candidates should not attempt tests, other than those specified, on substances, except when it is appropriate to test
for a gas.
Exercises requiring a knowledge of simple organic reactions, e.g. test-tube reactions indicating the presence of
unsaturated hydrocarbons, alcoholic, phenolic and carboxylic groups, may also be set, but this would be for the testing
of observation skills and drawing general conclusions only.

Candidates are NOT allowed to refer to note books, text books or any other information in the Practical examination.

Practical Techniques

The following notes are intended to give schools and candidates an indication of the accuracy that is expected in
quantitative exercises and general instructions for qualitative exercises.

(a) Candidates should normally record burette readings to the nearest 0.05cm3 and they should ensure that they
have carried out a sufficient number of titrations, e.g. in an experiment with a good end-point, at least two titres within
0.10cm3.

(b) Candidates should normally record: weighings to the nearest 0.01g,

temperature readings to the nearest 0.1oC when using a thermometer with a precision of 0.2oC.

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Chemistry Syllabus Forms 5 - 6

(c) In qualitative analysis exercises, candidates should use approximately 1cm depth of a solution (1-2 cm3) for each
test and add reagents gradually, ensuring good mixing, until no further change is seen. Candidates should indicate
at what stage a change occurs, writing any deductions alongside the observation on which they are based. Answers
should include details of colour changes, precipitates formed, the names and chemical tests for any gases evolved
(equations are not required).

Marks for deductions or conclusions can only be gained if the appropriate observations are recorded.
10.2 APPARATUS FOR FORM 5 - 6 SCIENCE KIT

This list given below has been drawn up in order to give guidance to schools concerning the apparatus that are
expected to be generally available for examination purposes. The list is not intended to be exhaustive: in particular,
items (such as Bunsen burners, tripods and glass-tubing) that are commonly regarded as standard equipment in a
chemical laboratory are not included. Unless otherwise, the allocation is “per candidate”.

Two 50cm3burettes,
Two 25 cm3pipettes,
One 10 cm3pipette,
Teat pipette
One pipette filler
Three 250 cm3Conical flasks
Volumetric flasks, 100cm3 and 150 cm3
Measuring cylinders,10cm3 25 cm3, 50 cm3 and100cm3
500cm3Wash bottle
Two medium size filter funnels
Porcelain crucible, approximately 15 cm3, with a lid
Evaporating basin, at least 30 cm3
Beakers, squat form lip: 100 cm3, 250 cm3
Thermometers: -10oC to +110oC at 1oC; at 0.2oC precision
-5oC to +50oC at 0.2oC
Plastic beaker, e.g. polystyrene, of approximate capacity 150 cm3
Test-tubes (some of which should be Pyrex or hard glass) approximately 125 mm x 16 mm Boiling tubes, approxi-
mately 150 mm x 25 mm
Clocks (or wall-clock) to measure to an accuracy of about 1s. (Where clocks are specified, candidates may use their
own wrist watches if they prefer).
Balance, single-pan, direct reading, 0.01g or better (1 per 8-12 candidates).

Details of the requirements for a particular examination are given in the Instructions for Supervisors which are sent to
Centres several weeks prior to the examination. These Instructions also contain advice about colour-blind candidates.

Supervisors are reminded of their responsibilities for supplying the Examiners with the information specified in the
Instructions. Failure to supply such information may cause candidates to be unavoidably penalised.

The attention of Centres is drawn to the Handbook for Centres which contain a section on Science Syllabi which
includes information about arrangements for practical examinations.

QUALITATIVE ANALYSIS NOTES

[Key: ppt = precipitate; sol. = soluble; insol = insoluble; xs = excess.]

1 Reactions of aqueous cations

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Chemistry Syllabus Forms 5 - 6

[Key: ppt = precipitate; sol. = soluble; insol = insoluble; xs = excess.]

1 Reactions of aqueous cations

cation
reaction with

NaOH(aq) NH3(aq)

aluminium, Al3+(aq) white ppt. sol. white ppt. insol.

in xs in xs

ammonium, ammonia produced on heating

NH4+(aq)

barium Ba2+(aq) no ppt. no ppt.

(if reagents are pure)

calcium, Ca2+(aq) white. Ppt. with high [Ca2+(aq)] no ppt.

chromium (III), grey-green ppt. sol. in xs giving grey-green ppt.

Cr3+(aq) dark green solution insol. in xs

copper(II), Cu2+(aq), blue ppt. pale blue ppt. sol. in xs

insol. in xs giving dark blue solution

iron (II), Fe2+(aq) green ppt. insol. green ppt. insol.

in xs in xs

iron (III), red-brown ppt. red-brown ppt.

Fe3+(aq) insol. in xs insol. in xs

lead (II), Pb2+(aq) white ppt. sol. white ppt. insol.

in xs in xs

magnesium, Mg2+(aq) White ppt. insol. white ppt. insol.

in xs in xs

manganese (II), off-white ppt. insol. off-white ppt. insol.

Mn2+(aq) in xs in xs

zinc, White ppt. sol. white ppt. sol.

Zn2+(aq) in xs in xs

[Lead (II) ions can be distinguished from aluminium ions by the insolubility of lead (II) chloride].

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 Chemistry Syllabus Forms 5 - 6

Reactions of anions

Ion Reaction

carbonate, CO2 liberated by dilute acids

CO32-

chromate (VI) yellow soln turns orange with H+(aq);

CrO42-(aq) gives yellow ppt. with Ba2+(aq);
gives bright yellow ppt. with Pb2+(aq)

gives white ppt. with Ag+(aq) (sol. in NH3(aq))

chloride, Cl-(aq) gives white ppt. with Pb2+(aq)

bromide, gives pale cream ppt. with Ag+(aq) (partially sol. in NH3(aq));
Br-(aq) gives yellow ppt. with Pb2+(aq)

iodide, gives yellow ppt. with Ag+(aq) (insol. in NH3(aq));

I-(aq) gives yellow ppt. with Pb2+(aq)

nitrate, NO3-(aq) NH3 liberated on heating with OH-(aq) and Al foil

nitrite, NO2-(aq) NH3 liberated on heating with OH-(aq) and Al foil;

NO liberated by dilute acids
(colourless NO – (pale) brown NO2 in air)

sulphate, gives white ppt. with Ba2+(aq) or with Pb2+(aq) (insol. in xs dilute
SO42-(aq) strong acids)

sulphite, SO2 liberated with dilute acids;

SO32-(aq) gives white ppt. with Ba2+(aq) (sol. in dilute strong acids)

3 Test for gases

Gas Test and test result

ammonia, turns damp red litmus paper blue;

NH3
carbon dioxide, gives a white ppt. with limewater (ppt.
CO2 dissolves with xs CO2)
chlorine, bleaches damp litmus paper
Cl2

hydrogen, “pops” with a lighted splint

Chemistry Syllabus Forms 5 - 6

H2
oxygen, relights a glowing splint
O2
sulphur dioxide, turns aqueous potassium dichromate (VI) from orange to green
SO2

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