M I N I S T R Y O F E D U C AT I O N , S C I E N C E A N D S P O R T S

Republic of Ghana

TEACHING SYLLABUS FOR CHEMISTRY

(SENIOR HIGH SCHOOL 2-4)

Enquiries and comments on this syllabus should be addressed to:

The Director
Curriculum Research and Development Division (CRDD)
P. O. Box 2739
Accra, Ghana.

Tel: 021-683668
021-683651

September, 2008
RATIONALE FOR TEACHING CHEMISTRY
Chemistry is concerned with the study of matter and its changes. As such, it is about us and everything around us. Chemistry keeps living things alive
through the numerous changes that take place in their bodies. Around us, for example, there is chemistry in foods, clothing, medicine, shelter, making
our transportation system work and in the outer space. Household items like soap, plastics, books, radio, TV, video and computers would not exist
without chemistry. Chemistry enables us to understand, explain, control and prevent phenomena like bush fires, industrial pollution, corrosion of metals
and the depletion of ozone layer. It is therefore a subject we cannot ignore.

GENERAL AIMS

The learning of this chemistry syllabus is intended to:

i. provide knowledge, understanding and appreciation of the scientific methods, their possibilities and limitations.
ii. make the subject interesting and motivating through designing hand-on activities for students to enhance their understanding of the subject and
not to make it a collection of facts to be learnt by rote.
iii. train students to use their theoretical ideas to design experiments to solve practical chemistry problems.
iv. use facts, patterns, concepts and principles to solve personal, social and environmental problems.
v. report scientific activities properly and to distinguish between observation and inference.
vi. create the awareness of the interrelationship between chemistry and the other disciplines.
vii. appreciate and use the IUPAC system of naming compounds, physical quantities, terms and symbols, the SI units (international system of units)
and the mole concept.
viii. encourage chemistry project work in the schools, and field trips to chemical industries where chemistry can be appreciated on a larger scale.
ix. encourage investigative approach to the teaching and learning of chemistry and make chemistry lessons, problem solving in nature.
x. develop the ability to relate chemistry in the classroom to the chemistry in modern and traditional industries and the need to improve on them.
xi. practice maintenance culture; safety measures in the laboratory, home, industry and in the general environment.
xii. engender awareness of the social, economic and moral/ethical implications of using science and technology.

SCOPE OF CONTENT
The syllabus builds upon the science learnt at the Junior High School level, and is designed to offer the Senior High School level, the chemistry required
to promote an understanding of the chemical processes taking place all round us. The syllabus is also designed to provide enough chemistry to
students who:

i. will end their study of chemistry at the SSS level,

ii. require knowledge of chemistry in their vocational studies,
iii. wish to continue their studies at tertiary institutions.

In providing a course based on this syllabus, a wide range of activities including projects have been suggested to bring out the initiative and creativity of
both the teacher and the student.

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GENERAL OBJECTIVES OF THE COURSE

General objectives for each section of the syllabus have been listed at the beginning of each section.

PRE-REQUISITE SKILLS

The outline of the course requires

(A) . Proficiency in English language and a high level of achievement in JSS general science.

(B) Mathematical Knowledge in the following areas, is also required to facilitate the learning of the subject :
i. Arithmetical and algebraic addition, subtraction, multiplication, division, including fractions.
ii. Indices, reciprocals, standard forms, decimals, significant figures and approximations
iii. Variations, simple proportions and ratios.
iv. Squares, square roots and other roots.
v. Logarithms and antilogarithms to base 10 and base e
vi. Averages including weighted averages.
vii. Algebraic equations: linear, quadratic, simultaneous linear equations and their solutions.
viii. Graph drawing and their interpretations
ix. Equation of a straight line, slopes and intercepts.
x. Familiarization with the following shapes: triangles, squares, rectangles, circles, cubes, spheres, pyramids and other two and three-dimensional
structures.
xi. Basic calculus.
xii. Use of scientific calculators.
xiii. Knowledge in food and nutrition such as carbohydrates, fats and oils and proteins.

Duration of the course: Three (3) out of the four (4) years of Senior High School education.

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Period allocation per week
A total of six periods per week is allocated to the teaching of chemistry in SHS 2 with each period consisting of forty minutes. SSS3 and SHS4 have
eight periods a week. The teaching periods is divided as follows:

YEAR PRACTICAL THEORY TOTAL

2 3 3 6

3 3 5 8

4 3 5 8

Note:
1. Teachers should ensure that students are adequately prepared before each practical class.
2. Teachers should also ensure that practical classes are started in the second year alongside the theory classes.

ORGANIZATION OF THE SYLLABUS

The syllabus has been structured to cover three out of the four years of SHS Programme. Each year's work consists of a number of sections with each
section comprising a number of units. The composition is as follows:

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 STRUCTURE OF THE CHEMISTRY SYLLABUS

SHS 2 SHS 3 SHS 4

SECTION1 SECTION1 SECTION 1

INTRODUCTION TO CHEMISTRY(Pg 1-3) ENERGY AND ENERGY CHANGES(pg 21-24) CHEMISTRY INDUSTRY AND
ENVIRONMENT(pg 57-65)
Unit 1 : Chemistry as a discipline Unit 1 : Energy changes in Physical and Chemical
Unit 2 : Measurement of Physical Quantities Processes Unit 1 : Chemical Industry
Unit 3 : Basic Safety Laboratory Practices Unit 3 : Energy Cycles and Bond Enthalpies Unit 2 : Extraction of Metals
Unit 3 : Extraction of Crude Oil and Petroleum
SECTION2 Processing
ATOMIC STRUCTURE (Pg 4-6) SECTION 2 Unit 4 : Environmental Pollution
INORGANIC CHEMISTRY(pg 25-29) Unit 5 : Biotechnology
Unit 1 : Particulate Nature of Matter Unit 1 : Periodic Chemistry Unit 6 : Glass and its uses
Unit 2 : Structure of the Atom Unit 2 : Transition Chemistry Unit 7 : Cement and its uses
Unit 3 : Periodicity

SECTION 3 SECTION3
CHEMICAL BONDS(Pg 7-11) CHEMICAL KINETICS AND EQUILIBRIUM(pg 30- SECTION2
35) BASIC BIOCHEMISTRY(pg 66-71)
Unit 1 : Interatomic Bonding
Unit 2 : Intermolecular Bonding Unit 1 : Rate of Reactions Unit 1 : Proteins
Unit 3 : Hybridization and Shapes of Molecules Unit 2 : Equilibrium Unit 2 : Carbohydrates
Unit 3 : Fats and oils
Unit 4 : Synthetic polymers
SECTION4 SECTION4
CONSERVATION OF MATTER AND ACID AND BASES(pg 36-43)
STOICHIOMETRY(P12-17)
Unit 1 : The Concept of Acids and Bases
Unit 1 : Carbon-12 Scale Unit 2 : Properties of Acids and Bases
Unit 2 : Solutions Unit 3 : Classification of acids and bases
Unit 3 : Stoichiometry and Chemical Equations Unit 4 : Concept of pH and pOH
Unit 4 : Nuclear Chemistry Unit 5 : Buffer solutions
Unit 6 : Solubility of Substances
Unit 7 : Salt and Chemicals from Salt.

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 SHS 2 SHS 3 SHS 4

SECTION 5 SECTION5
STATES OF MATTER(pg18-20) REDOX REACTIONS AND ELECTROCHEMISTRY(pg
44-49)
Unit 1 : Solids and Liquids
Unit 2 : Gases and their properties Unit 1 : Oxidation – reduction processes and oxidizing –
reducing agents
Unit 2 : Balancing redox reaction equations
Unit 3 : Redox titrations
Unit 4 : Electrochemical Cells
Unit 5 : Electrolytic cells
Unit 6 : Corrosion of Metals

SECTION6
CHEMISTRY OF CARBON COMPOUNDS(pg 50-56)

Unit 1 : Bonding in Carbon

Unit 2 : classification of Organic Compounds.
Unit 3 : Identification of elements in Organic Compounds
Unit 4 : Separation and purification of Organic Compounds
Unit 5 : Alkanes
Unit 6 : Alkenes
Unit 7 : Alkynes
Unit 8 : Benzene
Unit 9 : Alkanol
Unit 10: Carbonyl compounds(Alkanals and Alkanones)
Unit 11: Alkanoic Acids
Unit 12 : Alkanoic Acids derivatives :Amides
Unit 13 : Alkanoic Acids derivatives: Alkylalkanoate(esters)

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SUGGESTIONS FOR TEACHING THE SYLLABUS

New concepts in the design and use of the syllabus General Objectives:

General Objectives have been listed at the beginning of each Section. The general objectives are a summary of the specific objectives of the various
units contained in that Section. Read the general objectives very carefully before you start teaching the section. After teaching all the units of the
section, go back and read the general objectives again to be sure you have covered the objectives adequately in the course of your teaching.

Sections and Units

The syllabus has been planned on the basis of Sections and Units. Each year‟s work is divided into sections. A section consists of a fairly homogeneous
body of knowledge within the subject. Within each section are units. A unit consists of a more related and homogeneous body of knowledge and skills.

Columns
The syllabus is structured in five columns: Units, Specific Objectives, Content, Teaching and Learning Activities and Evaluation. A description of the
contents of each column is as follows:

Column 1 - Units: The units in Column 1 are divisions of the major topics of the section. You are expected to follow the unit topics according to the
linear order in which they have been presented. However, if you find at some point that teaching and learning in your class will be more effective if you
branched to another unit before coming back to the unit in the sequence, you are free to do so.

Column 2 - Specific Objectives: Column 2 shows the Specific Objectives for each unit. The specific objectives begin with numbers such as 1.3.5 or
2.2.1. These numbers are referred to as “Syllabus Reference Numbers”. The first digit in the syllabus reference number refers to the section; the second
digit refers to the unit, while the third digit refers to the rank order of the specific objective. For instance, 1.3.5 means: Section 1, Unit 3 (of Section 1)
and Specific Objective 5. In other words, 1.3.5 refers to Specific Objective 5 of Unit 3 of Section 1. Similarly, the syllabus reference number 2.2.1 simply
means Specific Objective number 1 of Unit 2 of Section 2. Using syllabus reference numbers provide an easy way for communication among teachers
and other educators. It further provides an easy way for selecting objectives for test construction. Let‟s say for instance, that Unit 2 of Section 2 has five
specific objectives: 2.2.1 - 2.2.5. A teacher may want to base his/her test items/questions on objectives 2.2.3 and 2.2.4 and not use the other three
objectives. In this way, a teacher would sample the objectives within units and within sections to be able to develop a test that accurately reflects the
importance of the various skills taught in class.

You will note also that specific objectives have been stated in terms of the student i.e., what the student will be able to do after
instruction and learning in the unit. Each specific objective hence starts with the following, “The student will be able to.” This in effect, means that you
have to address the learning problems of each individual student. It means individualizing your instruction as much as possible such that the majority of
students will be able to master the objectives of each unit of the syllabus.

Column 3 - Content: The “content” in the third column of the syllabus presents a selected body of information that you will need to use in teaching the
particular unit. In some cases, the content presented is quite exhaustive. In some other cases, you could add more information to the content presented.
In a few cases the content space has been left blank for you to develop.

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Column 4 -Teaching and Learning Activities (T/L): T/L activities that will ensure maximum student participation in the lessons are presented in column
4. Try to avoid rote learning and drill-oriented methods and rather emphasize participatory teaching and learning, and also emphasize the cognitive,
affective and psychomotor domains of knowledge in your instructional system wherever appropriate. You are encouraged to re-order the suggested
teaching and learning activities and also add to them where necessary in order to achieve optimum student learning. As we have implied already, the
major purpose of teaching and learning is to make students able to apply their knowledge in dealing with issues both in and out of school. A suggestion
that will help your students acquire the habit of analytical thinking and the capacity for applying their knowledge to problems is to begin each lesson with
a practical problem. Select a practical problem for each lesson. The selection must be made such that students can use knowledge gained in the
previous lesson and other types of information not specifically taught in class. At the beginning of a lesson, state the problem, or write the problem on
the board. Let students analyse the problem, suggest solutions etc., criticize solutions offered, justify solutions and evaluate the worth of possible
solutions. There may be a number of units where you need to re-order specific objectives to achieve such required effects. The emphasis is to assist
your students to develop analytical thinking and practical problem solving techniques.

Column 5 - Evaluation: Suggestions and exercises for evaluating the lessons of each unit are indicated in Column 5. Evaluation exercises can be in
the form of oral questions, quizzes, class assignments, essays, structured questions, project work etc. Try to ask questions and set tasks and
assignments that will challenge your students to apply their knowledge to issues and problems as we have already said above, and that will engage
them in developing solutions, and positive scientific attitudes as a result of having undergone instruction in this subject. The suggested evaluation tasks
are not exhaustive. You are encouraged to develop other creative evaluation tasks to ensure that students have mastered the instruction and
behaviours implied in the specific objectives of each unit. For evaluation during class lessons, determine the mastery level you want students to achieve
in their answers and responses. If for instance, you take 80% as the mastery level, ensure that each student‟s answer to questions asked in class
achieve this level of mastery.

Profile Dimensions

A central aspect of this syllabus is the concept of profile dimensions that should be the basis for instruction and assessment. A „dimension‟ is a
psychological unit for describing a particular learning behaviour. More than one dimension constitute a profile of dimensions. A specific objective as
follows: The student will be able to describe...etc. contains an action verb “describe” that indicates what the student will be able to do after teaching and
learning have taken place. Being able to “describe” something after the instruction has been completed means that the student has acquired
“knowledge”. Being able to explain, summarize, give examples etc. means that the student has understood the lesson taught. Similarly, being able to
develop, plan, construct etc. means that the student can “apply” the knowledge acquired in some new context. You will note that each of the specific
objectives in this syllabus contains an “action verb” that describes the behaviour the student will be able to demonstrate after the instruction.
“Knowledge”, “Application” etc. are dimensions that should be the prime focus of teaching and learning in schools. Instruction in most cases has tended
to stress knowledge acquisition to the detriment of other higher level behaviours such as application, analysis etc. We are therefore attempting in this
syllabus and in all others, to move teaching and learning from the didactic acquisition of “knowledge” to a new position where students will be able to
apply their knowledge, develop analytical thinking skills, synthesize information, and use their knowledge in a variety of ways to deal with learning
problems, and with problems and issues in their lives. The new type of education simply aims at producing problem solving persons. Each action verb
indicates the underlying profile dimension of each particular specific objective. Read each objective carefully to know the profile dimension toward which
you have to teach.

Lastly, please bear in mind that the syllabus cannot be taken as a substitute for lesson plans. It is therefore, necessary that you develop a scheme of
work and lesson plans for teaching the units of this syllabus.

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DEFINITION OF PROFILE DIMENSIONS

As already stated, profile dimensions describe the underlying behaviours for teaching, learning and assessment. In Chemistry, the three profile
dimensions that have been specified for teaching, learning and testing are:

Knowledge and Comprehension 30%

Application of Knowledge 40%
Practical and Experimental Skills 30%

Each of the dimensions has been given a percentage weight that should be reflected in teaching, learning and testing. The weights, indicated on the
right of the dimensions, show the relative emphasis that the teacher should give in the teaching, learning and testing processes. The focus of this
syllabus is to get students not only to acquire knowledge but also be able to understand what they have learnt and apply them practically. Combining
the three dimensions in your teaching will ensure that Chemistry is taught not only at the factual knowledge level but that students will also acquire the
ability to apply scientific knowledge to issues and problems, and will also acquire the capacity for practical and experimental skills that are needed for
scientific problem solving. The explanation of the dimensions and the key action verbs associated with each profile dimension are as follows:

Knowledge and Comprehension (KC)

Knowledge The ability to:

remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts . Knowledge is simply the
ability to remember or recall material already learned and constitutes the lowest level of learning.

Comprehension The ability to:

explain, summarize, translate, rewrite, paraphrase, give examples, generalize, estimate or predict consequences based upon a
trend. Understanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.

Application of Knowledge (AK)

The ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of learning/behaviour levels. These levels include
application, analysis, synthesis, and evaluation. These may be considered and taught separately, paying attention to reflect each of them equally in your
teaching. The dimension “Application of Knowledge” is a summary dimension for all four learning levels. Details of each of the four sub levels are as
follows:

Application The ability to:

apply rules, methods, principles, theories, etc. to concrete situations that are new and unfamiliar.
It also involves the ability to produce, solve, operate, plan, demonstrate, discover etc.

Analysis The ability to:

break down a piece of material into its component parts; to differentiate, compare, distinguish, outline, separate, identify
significant points etc., recognize unstated assumptions and logical fallacies, recognize inferences from facts etc. Analytical
ability underlies discriminant thinking.

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Synthesis The ability to:
put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, suggest (an idea, possible
ways), plan, revise, design, organize, create, and generate new ideas and solutions. Ability to synthesize underlies convergent
thinking.

Evaluation The ability to:

appraise, compare features of different things and make comments or judgement, contrast, criticize, justify, support, discuss,
conclude, make recommendations etc. Evaluation refers to the ability to judge the worth or value of some material based on
some criteria.

A number of examination questions at the secondary school level begin with the word “Discuss”. Discuss belongs to the evaluation thinking skill and
implies the ability to analyze, compare, contrast, make a judgement etc. The word “discuss” asks for a variety of thinking skills and is obviously a higher
order thinking behaviour. Students consequently do poorly on examination questions that start with “Discuss”. For this reason, and also for the reason
that discussion of issues, discussion of reports etc., are some of the major intellectual activities students will be engaged in, in work situations and at
higher levels of learning after they have left secondary school, it will be very helpful if you would emphasize discussion questions etc. both in class and
in the tests you set.

You will note from the above that evaluation is generally the highest form of thinking and learning skill and is therefore the most important behaviour.
This, as implied already, accounts for the poor performance of students and people generally on tasks that call for evaluative thinking. Give your
students lots of chances to do evaluative thinking.

Practical and Experimental Skills (PES)

Practical skills: This involves the demonstration of manipulative skills using tools, machines and equipment for practical problem solving. The
teaching of practical skills should involve projects, case studies and field studies where students will be intensively involved in practical work and in the
search for practical solutions to problems and tasks.

Experimental Skills: This involve the demonstration of the inquiry processes in science and refer to skills in planning and designing of experiments,
observation, manipulation, classification, drawing, measurement, interpretation, recording, reporting, and conduct in the laboratory/field. Practical and
Experimental skills refer to the psychomotor domain. A summary of the skills required for effective practical and experimental work are the following:

1. Equipment Handling
2. Planning and designing of experiments
3. Observation
4. Manipulation
5. Classification
6. Drawing
7. Measuring
8. Interpretation
9. Recording
10. Reporting
11. Conduct in Laboratory/Field

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Equipment Handling: Proper handling and use of tools and equipment for practical and experimental work. The teacher should ensure that students
acquire a high level of proficiency in the use of tools and equipment for scientific work.

Planning and designing of Experiments: Development of hypotheses, planning and designing of experiments, persistence in the execution of
experimental activities, modification of experimental activities where necessary, in order to reach conclusions.

Research evidence shows that when confronted with a problem, scientists who excel in their respective fields of work, develop a number of hypotheses
within a short time, review and critique each hypothesis and then select the best one. Less ingenious scientists on the other hand, tend to focus on only
one or two hypotheses. The implication of this for the teacher of integrated science is to lead students to learn to generate a number of hypotheses for
every problem tackled in class; criticize each hypothesis generated before selecting the best one. Some of the critical characteristics to encourage in
students are:

 Hypotheses generation
 Ability to modify and change procedures when difficulties arise
 Creativity
 Persistence

Observation: Use of the senses to make accurate observations. The student for instance, should be able to tell the colour, form, texture and the
structure of specimens provided and be able to classify them.

Manipulation: Manipulation involves the skillful handling of scientific objects and tools for accomplishing specific tasks. It involves setting up
laboratory apparatus, preparing specimens and other material for observation.

Classification: Group specimens and objects according to their common properties or characteristics.

Drawing: Draw clearly and label specimens, objects etc.

Measuring: Refers to the accurate use of measuring instruments and equipment for measuring, reading and making observations.

Interpretation: The ability to

(I) evaluate data in terms of its worth: good, bad, reliable, unreliable etc.
(ii) make inferences and predictions from written or graphical data
(iii) extrapolate
(iv) derive conclusions

Interpretation is also referred to as “Information Handling”.

Recording: Draw or make graphical representation boldly and clearly, well labeled and pertinent to the issue at hand.

Reporting: Students should be able to present pertinent and precise reports on projects they undertake. Reports, oral or written, should be concise,
clear and accurate.

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Conduct in Laboratory/Field: Observation of safety measures in the laboratory; care and concern for the safety of one‟s self and for others; ability
to work alone and with others; good co-operative spirit, economical use of materials; maintenance of clean and orderly work area; persistence in
achieving results; creative use of materials

Attitudes : For success in any endeavour, the individual needs to cultivate attitudes relevant to that area of endeavour. The learning of chemistry
should aim at acquisition of the following attitudes by students:
i. Curiosity: The inclination or feeling toward seeking information about how things work in a variety of fields
ii. Perseverance : The ability to continuously pursue an investigation until results are achieved.
iii. Flexibility in ideas : Tolerance and willingness to change opinion in the face of more plausible evidence.
iv. Respect for evidence : Willingness to collect and use data in one's investigation and also have respect for data collected by
others and respect for the scientific conclusions others have arrived at.
v. Reflection : The habit of critically reviewing ways in which an investigation has been carried out to see possible faults and
other ways in which the investigation could be improved upon.

The action verbs and the definitions provided in the explanations of the three profile dimensions should help you to structure your teaching such as to
achieve the effects needed. Select from the action verbs provided for your teaching, in evaluating learning before, during and after the instruction. Use
the action verbs also in writing your test questions. This will ensure that you give your students the chance to develop good thinking skills, and the
capacity for excellent performance in integrated science and in examinations. Check the weights of the profile dimensions to ensure that you have given
the required emphasis to each of the dimensions in your teaching and assessment.

FORM OF ASSESSMENT
It must be emphasized again that it is important that both instruction and assessment be based on the profile dimensions of the subject. In developing
assessment procedures, try to select specific objectives in such a way that you will be able to assess a representative sample of the syllabus objectives.
Each specific objective in the syllabus is considered a criterion to be achieved by the student. When you develop a test that consists of items or
questions that are based on a representative sample of the specific objectives taught, the test is referred to as a “Criterion-Referenced Test”. In many
cases, a teacher cannot test all the objectives taught in a term, in a year etc. The assessment procedure you use i.e. class tests, home work, projects
etc. must be developed in such a way that it will consist of a sample of the important objectives taught over a period.

The example below shows an examination consisting of three papers, Paper 1, Paper 2, Paper 3 and Continuous assessment. Paper 1 will usually be
an objective-type paper; Paper 2 will consist of structured questions or essay questions, essentially testing “Application of Knowledge”, but also
consisting of some questions on “Knowledge and Understanding”. Paper 3 will be the practical test paper, and continuous assessment will be based on
all three dimensions as indicated. The distribution of
marks for the objective test items, essay type questions and the practical questions in the three papers and in the continuous
assessment should be in line with the weights of the profile dimensions already indicated and as shown in the last column of the table below.

The West African Examinations Council (WAEC) generally sets about 60 objective test items and some structured questions and essay questions at the
WASSCE (Paper 1). Try to emulate this. Paper 2 could consist of 3 practical questions.

In the examination structure presented below, Paper 1 is marked out of 60. Paper 2 is marked out of 90. Paper 3 is marked out of 60 marks and the
continuous assessment 90. The last row shows the weight of the marks allocated to each of the four test components. The three papers are weighted
differently. Paper 2 is a more intellectually demanding paper and is therefore weighted more than Papers 1 and 3.
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Distribution Of Examination Paper Weights And Marks
Continuous Total % Weight of
Dimensions Paper 1 Paper 2 Paper 3
Assessment Marks Dimension
Knowledge and 40 30 - 20 90 30
Comprehension

Application of 20 60 - 40 120 40
Knowledge

Practical and - -
Experimental Skills 60 30 90 30

Total Marks
60 90 60 90 300

% Contribution of 20 30 20 30 100
Papers

You will note that Paper 1 has a contribution of 20% to the total marks; Paper 2 has a contribution of 30% to the total marks; Paper 3 has a contribution
of 20%, and Continuous Assessment has a contribution of 30% to the total marks. The numbers in the cells indicate the marks to be allocated to the
items/questions that test each of the dimensions within the respective test papers.

The last but one column shows the total marks allocated to each of the dimensions. Note that the numbers in this column are additions of the numbers
in the cells and they agree with the profile dimension weights indicated in the last column.
Of the total marks of 300, 90 marks, equivalent to 30% of the total marks, are allocated to Knowledge and Comprehension. 120 marks, equivalent to
40% of the total marks, are allocated to each of Application of Knowledge and
Practical/Experimental Skills. The weight of each of the three dimensions are indicated in the last column. The ratio of theory to practice in chemistry is
70:30.

WAEC‟s examination structure at the WASSCE consists of two papers. Paper 1 includes the objective test and essay test components. Paper 2, the
practical test is separate. In the example above, we recommend three separate papers to give your students extended practice for adequate
examination preparation.

Item Bank: Obviously the structure of assessment recommended in this syllabus will need a lot of work on the part of the teacher. In preparation for
setting examination papers, try to develop an item bank. The term “item bank” is a general term for a pool of objective items, a pool of essay questions
or a pool of practical test questions. As you teach the subject, try to write objective test items, essay questions, structured essay questions and practical
test questions to fit selected specific objectives which you consider important to be tested. If you proceed diligently, you will realize you have written
more than 100 objective test items, and more than 30 essay questions in a space of one year. Randomly select from the item bank to compose the test
papers. Select with replacement. This means, as items/questions are selected for testing, new ones have to be written to replace those items/questions
already used in examinations. Items and questions that have been used in examinations may also be modified and stored in the item bank.

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An important issue in the preparation for a major examination such as the WASSCE, is the issue of test wiseness. To be test wise means that the
student knows the mechanics for taking a test. These mechanics include writing your index number and other particulars accurately and quickly on the
answer paper; reading all questions before selecting the best questions to answer; apportioning equal time to each question or spending more time on
questions that carry more marks; making notes on each question attempted before writing the answer; leaving extra time to read over one‟s work; finally
checking to see that the
personal particulars supplied on the answer sheet are accurate. Some good students sometimes fail to do well in major examinations because of
weakness in the mechanics of test taking; because they are not test wise. Take your students through these necessary mechanics so that their
performance in major examinations may not be flawed by the slightest weakness in test taking.

GRADING PROCEDURE
To improve assessment and grading and also introduce uniformity in schools, it is recommended that schools adopt the following grade boundaries for
assigning grades on students‟ test results.

Grade A: 80 - 100% - Excellent

Grade B: 70 - 79% - Very Good
Grade C: 60 - 69% - Good
Grade D: 45 - 59% - Pass
Grade E: 35 - 44% - Weak
Grade F: ≤ 34% - Very weak

In marking your class examination scripts, it is very important that you develop a marking scheme. A marking scheme, consists of the points for the best
answer you expect for each question, and the mark allocated for each point raised by the student as well as the total marks for the question. For
instance, if a question carries 20 marks, and you expect 6 points in the best answer, you could allocate 3 marks or part of it (depending upon the quality
of the points raised by the student) to each point , hence totalling 18 marks, and then give the remaining 2 marks or part of it for organization of answer.
For objective test papers you may develop an answer key to speed up the marking.

In assigning grades to students‟ test results, you may apply the above grade boundaries and the descriptors which indicate the meaning of each grade.
The grade boundaries are also referred to as grade cut-off scores. For instance, the grade cut-off score for a B grade is 65% in the example. When
you adopt a fixed cut-off score grading system as in this example, you are using the criterion-referenced grading system. By this system a student must
make a specified score to be awarded the requisite grade. This system of grading challenges students to study harder to earn better grades. It is hence
a very useful system for grading achievement tests.

GUIDELINES FOR CONTINUOUS ASSESSMENT

The different components of continuous assessment may be grouped as follows: projects, class tests, homework, terminal test and assessment of
laboratory and field work. Important considerations in each of the above continuous assessment components are as follows:

1. Laboratory Work:
Students will be required to keep laboratory notebook. It is of utmost importance that records be neatly and accurately kept by both student and
teacher.

2. Home Work: This is an assignment to be completed within a day or a couple of days. Homework may consist of essays, summaries, and other
problems to be solved.

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3. Class Tests: These will essentially consist of written assignments.

4. Projects/Field Work: These are tasks assigned to students to be completed over an extended time.

These will involve the following:

i) practical work
ii) experiment
iii) investigative study (including case study)
A report must be written for each project undertaken.

5. Terminal Examination: A terminal examination is a summative evaluation method for assessing the subject content, skills and the profile
dimensions taught. In developing the terminal test, please ensure that the test will have high content validity.

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 SENIOR HIGH SCHOOL - YEAR 2
SECTION 1

INTRODUCTION TO CHEMISTRY

General Objectives: The students will

1. recognize the centrality of chemistry among science subjects and the role it plays to solve the numerous problems facing society.
2. recognize that science depends heavily on measurement and that one‟s ability to measure accurately and precisely is a prerequisite for
learning chemistry.
3. understand that different forms of matter behave differently and know how to handle them.

UNIT
SPECIFIC OBJECTIVE CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to: Let students:

CHEMISTRY AS A 1.1.1 describe chemistry Chemistry as a subject and as a central Discuss what chemistry is about. Discuss some important
DISCIPLINE as a subject and as science discipline. things chemistry has done and what it can be used to do.
a central science Use examples mostly from the immediate environment.
discipline.
Discuss the centrality of chemistry as a science discipline
which relates with and help to explain many things in
other science and science related subjects.

1.1.2 describe the Chemistry and its branches Discuss the pure and applied branches of chemistry.
various branches of
chemistry. Division: Pure and Applied

Pure: Physical; Inorganic; Organic

Applied : Biochemistry, Biotechnology,

Geochemistry, Medicine,
Pharmacy, Petrochemistry,
Environmental chemistry,
Radiochemistry

1.1.3 outline some Some careers in chemistry Discuss some careers in chemistry, what they do and Identify two applied
careers in Chemist, Biochemist, Teacher chemist, their importance. chemistry professions
chemistry and their Geochemist, Pharmacist, Environment and explain the
importance. chemist, Phytochemist chemistry they practice.
 UNIT CONTENT EVALUATION
SPECIFIC OBJECTIVE TEACHING AND LEARNING ACTIVITIES

UNIT 2 The students will be able to: Let students:

MEASUREMENT OF 1.2.1 describe the Scientific Measurements and their Discuss the importance of scientific measurements to the
PHYSICAL importance of scientific importance in chemistry study of chemistry.
QUANTITIES measurements to the
study of chemistry.

1.2.2 measure some Measurement of physical quantities Demonstrate how to measure mass, length, time,
physical quantities temperature and volume and assign appropriate SI units
using appropriate and significant figures.
instruments. Discuss and demonstrate precision and accuracy in
measurement.

1.2.3 demonstrate the Correct handling and use of Practice the correct handling of laboratory equipment and
correct handling and laboratory equipment materials.
use of laboratory
equipment.

1.2.4 differentiate between Base and Derived Unit of Compare base and derived units of measurement using
base and derived units measurement specific physical quantities.
of measurement.

1.2.5 outline the scientific The Scientific Method Discuss the scientific method of inquiry; include
method. observation, hypothesis, experimentation, formulation of
laws and theories.

2
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 3 The students will be able to: Let students:

BASIC SAFETY 1.3.1 read and follow rules Rules and instructions in the Discuss rules and regulations that should be
LABORATORY and instructions in the laboratory followed in the chemistry laboratory.
PRACTICES laboratory.

1.3.2 explain what hazard Hazard symbols and their Discuss hazard symbols on chemical bottles, What is a hazard? Draw
symbols are and relate meanings glassware, electrical gadgets and other materials three hazard symbols and
their importance to the found in the laboratory and demonstrate how to explain what they mean.
handling and use of handle those materials safely.
laboratory chemicals
and equipment.

1.3.3 handle some minor Laboratory emergencies and Discuss and practice how to handle some minor
laboratory accidents First Aid laboratory accidents and give first aid.
and give first aid.

1.3.4 outline the need to have Personal protective List some personal protective equipment in the Outline the importance of
personal protective equipment chemistry laboratory and discuss their uses. using personal protective
equipment in the Examples of personal protective equipment are: equipment when working in a
chemistry laboratory.  Chemical goggles chemistry laboratory.
 Eyewash station
 Safety shower
 Gloves(corrosive resistant)
 Apron
 Sleeve gauntlets
 Respirator/gas mask
 Face shield
 Fume cupboard

Discuss and practice how to store chemicals and

1.3.5 explain why some Storage of chemicals.
explain why some chemicals should not be
chemicals should not be
stored alphabetically.
stored alphabetically.
Discuss and practice how to put out small fire
1.3.6 quench small fire in the Putting fire off
using fire blanket and fire extinguisher.
laboratory.

3
 SENIOR HIGH SCHOOL - YEAR 2
SECTION 2

ATOMIC STRUCTURE

General Objectives: The students will

1. recognize that atomic models are used to explain atoms and help us understand the interaction of elements and compounds observed on a macroscopic scale.
2. recognize discoveries from Dalton (atomic theory), Thomson (the electron), Rutherford (the nucleus) and Bohr (planetary model of atom) and understand how
these discoveries lead to the modern atomic theory.
3. understand how periodic properties like atomic radii, ionization energy and electron affinity change with atomic number and principal quantum number.
4. show understanding of both IUPAC and the North American ways of grouping elements on the periodic table.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to: Let students:

PARTICULATE 2.1.1 describe the Characteristics and Discuss the particles that make up matter: Atoms,
NATURE OF MATTER characteristics and nature of matter molecules, ions,
nature of matter.
demonstrate with an experiment to show that matter is
made up of tiny discrete particles

UNIT 2
STRUCTURE OF THE 2.2.1 explain Dalton‟s atomic Dalton and the atom Discuss Dalton‟s Atomic theory and state any limitations
ATOM theory. associated with the theory.

2.2.2 describe the various The Atomic Structure: Discuss J.J. Thompson, Rutherford and Bohr‟s Describe Rutherford‟s
experiments that were  J.J. Thompson contribution towards the development of atomic structure. contribution towards the
carried out to reveal the  Rutherford development of atomic
structure of the atom.  Bohr Draw the structure of the Bohr‟s model of the atom. structure.
Discuss the wave nature of the atom.
Discuss the quantum numbers:
 Principal quantum number
 Angular momentum quantum number/ Azimuthal
quantum number
 Magnetic quantum number
 Spin quantum number
Discuss the importance of quantum numbers to the
electronic structure of the atom.

Draw the shapes of s and p-orbital.

4
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 2 The students will be able to: Let students:

STRUCTURE 2.2.3 write detailed electron Electron Configuration Write detailed electron configuration for atoms of the first thirty Write detailed
OF THE ATOM configurations (s, p, d) elements in the periodic table. electron
(Cont) for atoms of the first State and discuss the three rules or principles (Aufbau, Pauli configurations for
thirty elements. Exclusion and Hund‟s rule of maximum multiplicity) used to 11 Na , 12 Mg and 21Sc
arrange electrons in the atom.
Explain the differences in stability between half filled, partially
filled and fully filled orbitals in sub-shells.

2.2.4 describe an isotope. Characteristics of isotopes. Discuss the meaning of the terms, nucleon, neutron number,
 Same atomic number nuclide, atomic number, mass number, atomic mass, relative
 Different mass numbers atomic mass and isotope and outline their importance to the
 Same chemical properties atom. How are the terms important to the study of isotopes?
Draw attention to the big changes in the mass of the isotopes of
hydrogen.

Determine the relative atomic mass of an atom from a given

data.

2.2.5 describe the operations Mass Spectrometer Discuss the operations of the mass spectrometer in the detection Describe how you will
of the mass of the isotopes of an element. determine the number
spectrometer. of isotopes, relative
Discuss the importance of the mass spectrometer in the atomic and molecular
determination of the relative molecular mass and hence masses and isotopic
molecular formula of a compound. Discuss how to determine the abundance from
relative atomic mass of an element from a mass spectrum data atomic and molecular
UNIT 3 spectrum.

PERIODICITY 2.3.1 relate the position of an Electron configuration and the Discuss how the electron configuration of an element relates to
element in the periodic position of elements in the its position in the periodic table and to its reactivity with other
table to its atomic periodic table elements in the table.
number and electron
configuration.

2.3.2 Use the periodic table to Identifying the different Discuss the different categories of elements, metals, semi-
identify metals, semi- categories of elements in the metals, nonmetals on the periodic table and within the metals,
metals, non-metals and periodic table: Metals, semi- identify alkali metals, alkaline earth metals and transition metals.
halogens. metals, and non-metals Identify halogens and noble gases as nonmetals.

2.3.3 describe the physical Physical and chemical Discuss the pattern in physical and chemical properties
properties of some properties of some elements: (hardness, density, melting point, boiling point and state) of the
representative Na, K, Mg, Al, Ca and alkali, alkaline Earth and the halogens. Discuss the reaction of
elements. halogens the elements with water. Data can be used.

5
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 3 The students will be able to: Let students:

PERIODICITY
2.3.4 distinguish between the Groups and periods of the Identify groups and periods of the periodic table. Explain why
terms „group‟ and periodic table the elements in the same group behave similarly although they
„period have differences in size and nucleon number.
Discuss the similarities in chemical nature of elements in the
same group.
Use the following reactions for your discussions:
Alkali metals, Li, Na and K with water

2.3.5 explain the periodic law Periodic Law Discuss the use of the periodic law in predicting the properties of
a given element.

2.3.6 identify trends in atomic Trends on the Periodic Discuss and explain the periodic trends in atomic size, ionic size, Describe how atomic
size, ionization energy, table: ionization energy, electron affinity and electronegativity for size, ionization energy,
electron affinity,  ionization energy, elements, Li  Cs , halogens and period 2 & 3 elements electron affinity,
electronegativity and  electron affinity, ( Li  Ne and Na  Ar ) electronegativity and
ionic size for elements  electronegativity ionic size vary across
on the periodic table.  relative size of atoms Account for any discrepancies in the periodic properties with periods and down the
and ions respect to beryllium, boron, oxygen and nitrogen. groups on the periodic
table.

2.3.7 describe the periodic Periodic gradation of Discuss the progression of the elements from metallic to non-
gradation of elements in elements in the third metallic and ionic to covalent compounds of the elements in
the third period. period period 3 ( Na  Ar ).

2.3.8 use the periodic table to The periodic table and Discuss the relationship between the position of an element on
determine the number chemical bonding. the periodic table and its atomic number, electron configuration,
of electrons available physical properties and the type of chemical bonding it can
for bonding. undergo.

6
 SENIOR HIGH SCHOOL - YEAR 2
S E C T I O N 3

CHEMICAL BONDS

General Objectives: The students will

1. understand that atoms combine to form molecules by sharing valence electrons to form covalent or metallic bonds or by exchanging
electrons to form ionic bond.
2. understand how electro negativity and ionization energy relate to chemical bond formation.
3. predict chemical formulas based on the number of valence electrons.
4. recognize the role of modelling, evidence and theory in explaining and understanding the structure, chemical bonding and properties of
ionic and molecular compounds.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: Let students:

INTERATOMIC 3.1.1 explain the meaning of a Chemical Bond. Review the terms atoms, molecules and ions(SHS 2, Section 2, Unit 1) Use electron dot
BONDING chemical bond. Discuss the term chemical bond. diagrams to show how
Discuss the differences in stability of atoms and their ions. NaCl is formed.

3.1.2 describe how ionic bond Formation of ionic Discuss the formation of ionic bond.
is formed between two bonds and ionic Identify the characteristics of the chemical species involved in ionic
chemical species. compounds. bond formation.

Discuss the formation of some ionic compounds.

e.g. NaCl, CaCO3, MgCl2, CaO.

3.1.3 draw Lewis dot structures Lewis dot structures for Write Lewis dot structures for simple binary ionic compounds.
for simple ionic simple ionic compounds
compounds.
Factors that influence Explain how the following factors influence the formation of ionic bonds:
the formation of ionic  ionization energy
bond.  electronegativity
 lattice energy

3.1.4 describe how covalent Covalent character in Discuss how covalent character is introduced into ionic bonds.
characters is introduced ionic bond.
into ionic.
3.1.5 name some binary and Names of ionic Name and write the chemical formulae for simple ionic compounds
ternary ionic compounds compounds. including those that contain the polyatomic ions, ammonium, hydroxide,
from their formulae and trioxocarbonate(IV), trioxonitrate(V), tetraoxophosphate(V),
write formulae from their tetraoxosulphate(VI) and trioxochlorate(V).
names.
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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: Let students:

INTERATOMIC 3.1.6 describe the properties of Properties of ionic Discuss and demonstrate some properties of binary ionic
BONDING some ionic compounds. compounds. compounds.
(Cont)  Solubility in polar and non-polar solvent
 Electrical conductivity
 Hardness
 Melting points.

3.1.7 describe how covalent Formation of covalent bond. Discuss the characteristics of the atoms and groups involved Differentiate between lone
bond is formed. in the formation of covalent bond. pair and bonding pair of
electron.
3.1.8 draw Lewis dot structures Lewis dot structures of Use the octet rule to draw Lewis dot structures for molecules
for some covalent covalent compounds and (H2, Cl2) and covalent compounds. e.g. H2O, NH3, H2S. Give examples of electron
compounds. molecules rich species and electron
deficient species.

Factors which influence the Discuss and explain the effect of the following factors on the
formation of covalent bond. formation of covalent bond.
 election affinity
 ionization energy
 atomic size
 electronegativity

Discuss dative covalent bonding and show the difference

between pure covalent bond and dative covalent bond.

Discuss the characteristics of the species involved in the

formation of dative covalent bond.

Polar covalent bonds Discuss ionic character (polarity) in covalent bonds based on
electronegativity difference between the species involved.

3.1.9 describe the properties of Properties of covalent Discuss properties of covalent compounds under
covalent compounds. compounds.  solubility in polar and non-polar solvents
 melting point
 boiling point
 electrical conductivity

8
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 (CONTD) The student will be able to: Let students:

Discuss the effect of covalent and ionic characters in ionic and Account for why Na2CO3
covalent bonds on the solubility, thermal stability and boiling is thermally stable but
points of ionic and covalent compounds. CaCO3 is not.

3.1.10 describe how metallic Metallic bonding Discuss the characteristics of the atoms and groups involved
bond is formed. in the formation of metallic bond.
Discuss the formation of metallic bond.

Factors that favour metallic Discuss the factors which influence the formation of metallic
bonding. bond and explain how the factors relate to the hardness and
softness of metals.

3.1.11 state and describe the Properties of metals. Discuss and explain some properties of metals. e.g
properties of metals.  heat and electrical conductivity What factors influence the
 hardness formation of metallic bond
 ductility
 malleability
 lustre
 sonority
UNIT 2 m

INTER- 3.2.1 describe the different Intermolecular forces in Discuss the different types of intermolecular forces in covalent
MOLECULAR types of intermolecular covalent compounds compounds. Include:
BONDING forces found in covalent  Hydrogen bond
compounds. Explain what is meant by
 Van der Waal‟s forces
hydrogen bonding.
 Dipole-dipole attraction
Describe the hydrogen
 Induced dipole- Induced dipole moment. bonding between two
water molecules.

3.2.2 explain how Relationship between Discuss the structures of the following molecules;
intermolecular forces intermolecular forces and H2O, H2S, NH3 , PH3, CH4, and CH3COOH
arise from the structural the structural features of
features of molecules. molecules. Discuss the importance of lone pairs of electrons in
intermolecular attraction and structures of molecules.

9
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 2 The student will be able to: Let students:

INTER- 3.2.3 describe how Effect of intermolecular Discuss using specific examples, the effect of intermolecular
MOLECULAR intermolecular forces forces on the properties of forces on the structural features and properties of molecules.
BONDING affect the solubility and molecular substances.
(Cont) boiling points of Discuss the effect of intermolecular forces on the solubility, What is viscosity? What
substances. boiling points and density/viscosity of named molecular is the relationship
compounds with comparable molecular masses. between intermolecular
forces and viscosity?
3.2.4 describe the formation Hydrogen bonding. Explain the formation of hydrogen bond.
of hydrogen bond. Discuss the effect of hydrogen bonding on the properties of
compounds. Use H2O and H2S as examples.

3.2.5 describe the existence Van de Waals forces. Discuss van de Waals forces of attraction between and within
of Van de Waals forces covalent molecules.
between covalent  Dipole-dipole
molecules.  dipole-induced dipole forces Give an example for each
 ion-dipole forces type of intermolecular
forces.
Discuss factors which influence the strength of van de Waals (a). Dipole-dipole
forces. Include: interaction.
 molar mass (b). dipole-induced dipole
 Size of molecule, interaction
 number of electrons per molecule. (c). ion-dipole interaction


Compare the melting and boiling points of noble gases,

halogens and an alkane homologous series.

10
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 3 The student will be able to: Let students:

HYBRIDIZATION 3.3.1 explain the term Hybridization of atomic Brainstorm to come out with the meaning of the term
AND SHAPES OF „hybridization‟. orbitals. hybridization.
MOLECULES Discuss the procedures for hybridizing atomic orbitals.

2 2 3 2 3 3 2
3.3.2 describe how sp, sp , Formation of sp, sp , sp Discuss how sp, sp , sp and sp d hybrid atomic orbitals are
3 3 2 3 2
sp and sp d hybrid and sp d orbitals. formed using carbon atom as an example.
2 3 3 2
orbitals are formed. Sketch the shapes of sp, sp and sp and sp d hybrid orbitals
using the following molecules:
 CH4, NH3, H2O
 BeCl2, CH  CH
 BCl3 , H 2 C  CH 2
 SF6

3.3.3 describe how sigma and Formation of sigma() and Discuss and sketch to show how sigma () and () pi-bonds Describe the bonding in
pi-bonds are formed. () pi-bonds. are formed in ethane ( H 2 C  CH 2 ) and ethyne ( CH  CH ). methanal (formaldehyde),
Account for the differences in bond strength between sigma CH2O, in terms of
and pi-bonds. sigma() and
() pi-bonding.
3.3.4 illustrate the shapes of Shapes of molecular Discuss and sketch the shapes (linear, planar, tetrahedral and
given molecular compounds. octahedral) for some molecular compounds e.g. BeCl2, BF3,
compounds. CH4, NH3, CO2. and SF6

11
 SENIOR HIGH SCHOOL - YEAR 2
S E C T I O N 4

C O N S E R V AT I O N O F M AT T E R A N D S T O I C H I O M E T R Y

General Objectives: The students will

1. understand that balanced chemical equations indicate the quantitative relationships between reactants and products involved in
chemical changes and use stoichiometry in quantitative analysis.
2. recognize that the introduction of the Carbon-12 scale was the beginning of the quantitative measurement of the amount of substance
contained in different materials.
3. recognize that the particles in the nucleus of an atom repel each other and that a strong force needs to be present to keep the nucleus.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: Let students:

CARBON-12 4.1.1 describe the Carbon- Carbon-12 Scale. Discuss the need for a reference scale for measurement of mass.
SCALE 12 scale of
measurement of Discuss the choice of Carbon - 12 isotope as against the use of oxygen as a Outline why oxygen was
mass reference scale for measurement of mass. rejected as a reference
Define the Carbon - 12 scales. scale for measurement
of mass.
Explain the atomic mass unit, u

Express atomic masses in terms of atomic mass unit, u

4.1.2 define relative atomic Relative atomic mass Illustrate with given relative atomic mass to show the understanding of the
and molecular mass. (Ar) and relative use of the Carbon - 12 scale.
molecular mass (Mr).
Review particulate nature of matter.

4.1.3 define the mole as a Amount of substance explain that a mole of any substance contains the same number of entities
unit of measurement (mole) as the number of atoms contained in 12g of Carbon-12
of amount of
substance. Avogadro constant, L. Explain that the number of atoms in 12g of Carbon - 12 is the Avogadro Calculate the number of
constant, L = 6.02  10 entities mol .
23 -1 atoms in 16g of Cu.

12
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

-1
4.1.4 identify molar quantities of Molar quantities. Note: Understand that molar quantity means per mol (mol ) of
substances. the quantity, e.g.
Molar mass (M)
Molar volume Vm
Avogadro constant, L
Faraday constant, F

4.1.5 calculate amount of Calculations involving amount Practice calculation involving amount of substance, number of How many moles are
substance, number of of substance, number of entities and molar quantities. there in 2.7g of Al?
entities and molar entities and molar quantities.
quantities from a given
data.

UNIT 2
SOLUTIONS 4.2.1 explain solute, solvent and Concept of solution. Discuss the formation of solution from solute and solvent Give one example each
solution and give of the following types of
examples Discuss the different types of solutions and give examples. For solutions.
example: 1. Gas-liquid solution
Gas-gas solution 2. Liquid-liquid solution
Gas-liquid solution 3. Liquid-solid solution
Liquid-liquid solution 4. Solid-solid solution
Liquid-solid solution
Solid-solid solution

4.2.2 prepare standard solutions Preparation of standard Discuss and prepare standard solutions from the following solid A sample of NaNO3
from solid solutes. solutions. solutes using water as solvent. e.g. Na2CO3, (COOH)2 .2H20/ weighing 0.38g is
(H2C2O4 .2H2O). placed in a 50.0ml
volumetric flask. The
Outline the steps involved in the preparation of standard flask is then filled with
solutions from solid solutes. water to the mark on the
neck. What is the
Note: molarity of the resulting
1 Concentration may be expressed as mass concentration, solution?
3 3
g/dm , and amount concentration, mol/dm , ppm.
2 Current IUPAC chemical terminologies, units, symbols
and conventions should be used.

13
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

UNIT 2
SOLUTIONS 4.2.3 demonstrate Preparing solutions Prepare solutions of known concentration from liquid solutes; HCl acid, You are given a solution of
(CONT) preparation of from liquid solutes by H2SO4 acid, HNO3 acid and NH3(aq) 14.8M NH3. How many
solutions from liquid the method of millimeters of this solution
solutes. dilution. Outline the steps involved in the preparation of solutions from liquid do you require to give
solutes. 100.0ml of 1.00M NH3
when diluted?
Explain and calculate dilution factor.

Determine the concentration of liquid solutes (stock solution) given

density { (w/v), (w/w)}, specific gravity, relative molecular mass or molar
mass, and % purity.

Practice the preparation of

3 3
i. 250cm and 500cm of dilute HCl solution(2.0M and 0.1M) from You are given HCl stock
3
36.5% stock solution, which has a density of 1.2g/cm . solution of % purity 36.5%
3 3 3
ii. 250cm and 500cm of dilute HNO3 solution(2.0M and 0.1M) from and density 1.2g/cm , what
3
63% stock solution of HNO3, which has a density of 1.4g/cm is the concentration of the
Keep the solutions for simple titration and qualitative analysis practical. acid?

4.2.4 explain the terms Primary standard, Brainstorm to come out with the meaning of the terms primary standard,
primary standard, secondary standard secondary standard and standardized solution and give examples in
secondary standard and standardized each case.
and standardized solution Discuss the uses of primary standards and explain why some solutions
solution. should be standardized before use.

UNIT 3

STOICHIOMETRY 4.3.1 write correct formula Writing formula for Write chemical formula for named binary and ternary compounds. Write the chemical formula
AND CHEMICAL for named chemical named chemical Write chemical formula for simple hydrocarbon compounds. for these compounds:
EQUATIONS compounds. compounds i. iron (ii) sulphate
ii. calcium hydroxide
4.3.2 write the name of a Naming chemical Write the IUPAC names for given binary and ternary compounds and iii. tetraoxosulphate (vi)
given compound compounds ions and also for simple hydrocarbon compounds. acid
correctly.
Determine the oxidation states or numbers of the chemical species in a Give the IUPAC names for
compound. the following compounds.
i. KMnO4
ii. Fe2O3
iii. NaClO
iv. CaCl2

14
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 3 The student will be able to: Let students:

STOICHIOMETRY 4.3.3 write and balance Writing and balancing write and balance chemical equations for: Balance the following
AND CHEMICAL chemical equations chemical equations  combustion reactions (including combustion of simple equations:
EQUATIONS hydrocarbons) i. Na 2 S 2 O 3  I 2 
(CONT)  synthesis
NaI  Na 2 S 4 O 6
 displacement or replacement
 decomposition ii.
 ionic reactions CaCl 2  Na 2 CO3 
CaCO 3  NaCl
4.3.4 explain the laws of Laws of chemical Discus the three laws of chemical combination.
chemical combination Apply the laws of chemical combination to balance given equations
combination. How many grams of
carbon are there in
4.3.5 demonstrate the Demonstration of the 83.5g of
Perform a simple experiment to show that mass is conserved in a chemical
principle of law of conservation of formaldehyde,
reaction.
conservation of mass mass CH2O?
Note: You can use the reaction between molar solutions of Na 2 CO 3 and (C=40.0%; H=6.73%;
through experiment.
CaCl 2 . Let students record what they see as the reaction goes O=53.3%)
on. Assist students weigh chemicals, prepare solutions and
manipulate equipment. A compound of
nitrogen and oxygen
4.3.6 identify and write Mole ratio and its Determine mole ratio of species in a chemical reaction. is analyzed, and a
mole ratios for applications. Use mole ratio to calculate the following quantities in chemical reactions: sample weighing
1.587g is found to
chemical species in  Number of entities
contain 0.483g N and
balanced chemical;  Amount of substance.
equation. 1.104g O. What is
 Mass of substance the empirical formula
 Concentration of the compound?
 Volume of substance
 Percentage yield of products etc.
4.3.7 determine the limiting Limiting and excess Determine the limiting and excess reagents in a chemical reaction by 4.0g of magnesium
and excess reagents reagents comparing the available moles of each reactant to the moles required for ribbon was burnt in
in a chemical excess oxygen.
complete reaction using the mole ratio.
reaction. What is the mass of
magnesium oxide
4.3.8 determine the formula Empirical and Molecular Discuss empirical and molecular formula determination that will be formed?
of compounds from formula Calculate % composition of elements from given formulae.
experimental and
given data. Determine the empirical and molecular formula for inorganic and organic
compounds and for compounds obtained from the combustion of inorganic
and organic compounds, e.g. hydrocarbons, amides, alkanols, Mg, Cu etc.

15
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 3 The student will be able to: Let students:

STOICHIOMETRY 4.3.9 determine the formula Determination of the formula Deduce the formula of magnesium oxide through experiment.
AND CHEMICAL of magnesium oxide of magnesium oxide Note:
EQUATIONS through experiment. 1. In this experiment, a known mass of magnesium ribbon is burnt
(CONT) in a crucible in contact with air. The mass of magnesium oxide
produced is found. Then, using mole concept the formula can
be determined.
2. Assist students in the skill of weighing materials.
UNIT 4

NUCLEAR 4.4.1 explain some terms Some terms associated with Discuss some terms associated with the nucleus of the atom as What is radioactivity?
CHEMISTRY associated with the the nucleus of the atom: stated in the content. What will cause a
nucleus of the atom.  Atomic number nucleus to emit
 Mass number radiation?
 Isotope
 Nucleon Write one equation
 nuclide each to show how
alpha (), beta()
4.4.2 explain radioactivity. Radioactivity Discuss the meaning of radioactivity. and gamma()
Distinguish between natural and artificial radioactivity. radiations are emitted
from the nucleus of a
Describe the main types of emissions that occur in radioactivity: radioactive nuclide.
alpha and beta particles and gamma radiation and how to detect
them using Geiger-Muller counter.

4.4.3 identify the types of Types and nature of Discuss the nature and properties of alpha, beta particles and
nuclear radiation and radiation: Alpha, beta gamma radiation in terms of:
describe their nature. particles and gamma 1. charge
radiation 2. relative mass
3. penetration power
4. ionising power
Write and balance equations for nuclear reactions that result in
alpha, beta and gamma radiation emission.

4.4.4 identify stable and Nuclear stability Discuss the stability of nuclides using the factors: binding energy, Explain why the
unstable nuclide. neutron –proton ratio, and half-life. nuclei of some atoms
Discuss and do calculations involving half-life from a given data. are stable but others
are not.
4.4.5 explain radioactive Radioactive decay Draw and discuss the decay curve from a given data.
decay. Relate half-life to the radioactive decay law.

16
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 4 The student will be able to: Let students:

NUCLEAR 4.4.6 differentiate between Nuclear fission and fusion Discuss nuclear fission and fusion reactions and support them with Explain why the lost
CHEMISTRY nuclear fission and reactions balanced equations. of a small mass of a
(Cont) fusion reactions. Discuss the differences between nuclear fission and fusion nuclide results in the
reactions release of enormous
amount of energy.
Discuss the development of atomic bomb from uncontrolled
nuclear fission reactions.

4.4.7 differentiate between Differences between nuclear Discuss the differences between nuclear and chemical reactions. Which releases more
nuclear and chemical and chemical reactions. Explain why matter is not conserved in nuclear reactions. energy, chemical or
reactions. nuclear reaction?
Explain your answer.
4.4.8 describe some Applications of nuclear Discuss some applications of radioactivity in;
applications of chemistry.  Agriculture and industry
nuclear chemistry.  Energy
 Health
 Archaeology
 Food processing and preservation
 Research
Hazards associated with Discuss some of the physiological effects of nuclear radiation.
nuclear radiations. Discuss the dangers associated with the applications of nuclear
chemistry, e.g. accidents, fall-outs, effects on biological processes
in plants and animals, and storage/disposal of nuclear waste.

17
 SENIOR HIGH SCHOOL - YEAR 2
SECTION 5
STATES OF MATTER
General objectives: The student will

1. understand that the characteristics, nature and properties of solids and liquids depend on the type of chemical bonds that exist
between the species forming the solid or liquid.
2. appreciate the domestic and industrial uses of some solids and liquids.
3. show understanding of the preparation, uses and behaviour of some gases under different conditions.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: Let students:

SOLIDS AND describe the Characteristics and nature of Discuss the characteristics of solids based on shape, volume, Draw to show the
LIQUIDS characteristics and solids. density, forces of attraction and repulsion, compressibility and arrangement of particles
nature of solids. melting point. in solids and liquids.
Discuss the arrangement of particles (atoms, ions and
molecules) in solids.

Discuss the different types of solids (ionic, molecular, metallic, Explain why some solids
covalent network/atomic solids) and give examples in each case. are hard, others are soft.

relate the properties of Properties of solids Identify the type of chemical bonds in Fe, NaCl, SiO2, I2, diamond Explain why solid NaCl
solids to the type of and graphite and account for the differences in the physical does not conduct
interatomic or properties (melting point, hardness, electrical conductivity) of the electricity but solid Fe
intermolecular bonding solids. does.
in the solids.

outline some uses of Uses of diamond and Discuss some uses of diamond and graphite and relate these
diamond and graphite. graphite. uses to their molecular structures.

Outline some uses of iodine in everyday life.

determine the melting Determination of melting Discuss and demonstrate how to determine melting point of
point of some covalent points of covalent solids covalent solids e.g. phenylmethanoic acid (benzoic acid),
solids. ethanedioic acid (oxalic acid) and ethanamide.

18
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: Let students:

SOLIDS AND describe the Characteristics and nature of Discuss the characteristics and nature of liquids based on
LIQUIDS characteristics and liquids. arrangement of particles, shape, volume, compressibility, density,
(cont) nature of liquids. viscosity and fluidity.

distinguish between Vapour and gases Discuss the concept of vapour, vapour pressure, saturated vapour Distinguish between
vapour and gas. pressure, boiling, evaporation and differentiate between vapour vapour and gas.
and gas.
Discuss the relationship between vapour pressure and boiling point
of liquids.
Discuss the effect of vapour pressure on boiling points of liquids.

Relate vapour pressure of a liquid to the temperature at which it

boils.

make a liquid boil at a Boiling at reduced pressure Perform a simple experiment to make water boil at a temperature
temperature below below its boiling point when vapour pressure is reduced.
its boiling point.
Use a given vapour pressure-temperature data to determine the
vapour pressure of a given liquid at a specific temperature.

UNIT 2

GASES AND 5.2.1 describe the Characteristics and nature of Discuss the characteristics and nature of gases: arrangement of
THEIR characteristics and gases particles, density, shape and compressibility.
PROPERTIES nature of gases.

5.2.2 describe the Laboratory preparation of Review the laboratory preparation and test for hydrogen, ammonia
laboratory gases and carbon dioxide gases (Integrated Science for SHS Year 2).
preparation of  hydrogen
hydrogen,  ammonia Discuss methods of collecting gases and explain why different
ammonia and  carbon dioxide gases have different methods of collection.
carbon dioxide.
Demonstrate how to dry gases (hydrogen, ammonia and carbon
dioxide) using appropriate drying agents.
Explain why different gases are dried with different drying agents.

19
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 2 The student will be able to: Let students ;

GASES AND 5.2.3 use the gas laws to Gas Laws and behaviour Discuss how Charles Law, Boyles law, Graham‟s law, Avogadro‟s A sample of SO2 gas at a
THEIR explain the behviour of gases law and Dalton‟s law of partial pressures have been used to pressure of 1.0atm
PROPERTIES of gases under explain the behaviour of gases at standard conditions of occupies a volume of
(cont) different conditions. temperature and pressure. 3.0L. What volume will it
Write equations to represent each law. occupy when the pressure
is changed to 1.5 atm?
Apply Dalton‟s law of partial pressures to describe the composition
of gases and Graham‟s law to predict the diffusion of gases.
Use the kinetic molecular theory to explain changes in gas
volumes, pressure, temperature and solve problems using
PV  nRT .
UNIT 3

THE KINETIC 5.3.1 explain the kinetic Kinetic theory of matter. Discuss the five postulates of the kinetic theory of matter and use
MODEL OF theory of matter. them to explain the processes of;
MATTER  Melting of solids,
 Boiling of liquids
 Evaporation of liquid
 Dissolution of solute
 Brownian motion
 Diffusion.
5.3.2 relate the speed at Experiment to
Discuss Graham‟s law of diffusion. Explain why diffusion
which different gas demonstrate the diffusion
Perform an experiment to show that, gases diffuse at different rates occurs more slowly in
particles move to the of two gases.
and depend on molecular masses of the gases. liquids than in gases.
masses of the
Note:
particles.
1. You can use conc. HCl vapour, conc. ammonia solution and a
long glass tube or any other chemicals or methods
convenient to do this experiment. Which diffuses faster in
2. Help students to acquire the skills of water, KI or Pb(NO3)2?
 Observing Explain your answer.
 Measuring
 Recording
 Analyzing and interpreting data
 Communicating results

5.3.3 demonstrate diffusion Experiment to Perform an experiment to show how different solute particles
in liquids. demonstrate the diffusion diffuse through a liquid e.g. water.
solute particles in liquids Note: You can use the reaction between KI and Pb(NO3)2. Or any
two convenient chemicals. You will also need deionised
water and a transparent bowl/plate.

20
 SENIOR HIGH SCHOOL - YEAR 3
SECTION 1
ENERGY AND ENERGY CHANGES
General objectives: The student will

1 understand, determine, interpret and communicate energy changes in chemical reactions.

2 recognize that reorganization of atoms in chemical reactions results in the release or absorption of heat energy.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: Let students:

ENERGY 1.1.1 explain the terms System and surrounding. Brainstorm to come out with the meaning of the terms system
CHANGES IN systems and and surrounding.
PHYSICAL AND surrounding.
CHEMICAL Distinguish among open, closed and isolated systems and Explain the terms close
PROCESS give examples. and open systems and
give one example in each
1.1.2 explain the terms Energy and enthalpy. Discuss the energy changes associated with chemical case.
energy and enthalpy. processes.

1.1.3 measure the enthalpy Experiment to estimate the Carry out experiment to estimate the heat change involved
change of a reaction heat change involved when when a sample of CaO (fresh) reacts with water to
using experiment. a sample of CaO reacts with give Ca OH2 .
water
Note: Similar experiments can be performed by dissolving
NaOH pellets, solid NH4Cl and conc. HCl acid
separately in water.

1.1.4 identify the type of Enthalpy changes Discuss chemical processes that take in heat (endothermic) or Explain why freezing is an
enthalpy change associated with a given give out heat (exothermic) and give examples. exothermic change of
associated with a given chemical process state.
chemical process. (Endothermic and Classify chemical reaction and /or phase changes as
Exothermic processes) exothermic or endothermic.

21
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Discuss the enthalpy change involved in the following processes:

 Combustion
 Atomization
 Sublimation
 Hydration/Solvation
 Dissolution

Analyze and label energy diagrams of a chemical reaction, including Draw energy profile
reactants, products, enthalpy change and activation energy. diagram for a reaction
that gives out heat.
Discuss activation energy and its effects on the reaction path of a Label the reactant,
chemical reaction. product, activation
energy and the enthalpy
Discuss catalysts and their effects on the reaction paths of chemical change.
reactions.
Explain the relationship
Energy in foods and in fuels. Discuss energy changes that occur when food and fuel items are between catalyst and
1.1.5 describe the enthalpy
used. the activation energy of
change associated with
a reaction.
burning of food and
fuels.
UNIT 2

1.2.1 define and use the Standard state and standard Discuss the terms standard state and standard enthalpy change of
   
ENERGY
enthalpy change of reactions
CYCLES AND terms standard state formation Hf , combustion Hc and neutralization.
BOND and standard enthalpy
ENTHALPIES change of formation
H  combustion

f

H  and

c
neutralization.

Enthalpy change of a Discuss the enthalpy change of reactions under the following factors
1.2.2 measure the enthalpy
change associated with reaction.  Specific quantities of reactants
chemical reaction.  Specific quantities of products
 Mass of substance
 Specific heat capacity
 Temperature change
Analyse experimental data for enthalpy changes in aqueous
solutions.

22
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 2 The student will be able to: Let students:

ENERGY 1.2.3 determine the heat Experiment to determine the Carry out a simple experiment to determine the heat of combustion
CYCLES AND of combustion of a heat of combustion of alcohol of a given mass of an alcohol.
BOND given fuel. Account for any difference between the experimental and
ENTHALPIES  
theoretical Hc of ethanol. State one assumption you will make.

Note:
A. You will need
 Spirit lamp
 Ethanol
 Metal can, water and thermometer
 Specific heat capacity of water

B. Help students to acquire the following skills:

 Experimental design
 Observation
 Recording
 Computation
 Communication of experimental results.

1.2.4 explain Hess‟s law Hess‟s law of heat summation Discuss Hess‟s law of heat summation using different energy
of constant heat and the Born- Haber cycle. cycles.
summation and its Apply Hess‟s law to calculate enthalpy changes using
application in the thermochemical equations, energy cycles/diagrams and given data
development of the
Born- Haber cycle. Determine the enthalpy change of a reaction involving two
chemical species. E.g. solid NaOH and HCl solution.

Use the Born-Haber cycle to demonstrate a pathway in which

elements in their natural state are converted first to gaseous
atoms, then to gaseous ions, and finally to the crystalline ionic
solid.

Example, 2Na(s)  Cl2(g)  2NaCl(s)

This should include:
 Heat of sublimation
 heat of atomization/dissociation
 ionization energy and electron affinity
 lattice energy

23
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

1.2.5 determine the Enthalpy of Determine the enthalpy of neutralization for the reaction between HCl and
enthalpy of neutralization of an NaOH. Account for the difference between the theoretical and the
neutralization for a acid-base reaction. experimental enthalpy values.
given acid-base
reaction. Note:
(A). You can use 1.0M solutions of both HCl and NaOH and a thermometer.
(B). Help students to acquire the following inquiry skills:
 Preparation of solution
 Manipulation of equipment
 Observation and recording
 Computation and communication

Bonds Energy Differentiate between bond energy (average value) and bond dissociation Explain the
1.2.6 explain bond
energy (for specified bonds). importance of bond
energy and bond
Discuss energy content (bond energy) as a measure of bond strength. enthalpy in the study
dissociation
Discuss chemical reactions in terms of the energy transfers associated with of chemical
energy.
making and breaking chemical bonds. compounds and
Perform calculations using summation of bond energies in reactant and chemical reactions.
products as a measure of enthalpy of reaction.

1.2.7 use Hess‟s law to Experimental Determine the heat of combustion of magnesium:
determine the heat application of Hess‟s Mg (s)  1 2 O 2(g)  MgO (s)
of reaction for law
Practically examine a series of reactions whose heats of reaction can easily be
reactions whose measured then use Hess‟s law to calculate the required heat of combustion of
energy cannot be magnesium.
easily measured Determine the heat of reaction for the following reactions:
directly.
1. MgO (s)  2HCl (aq )  MgCl 2(aq )  H 2 O (l)
2. Mg (s)  2HCl (aq )  MgCl 2(aq )  H 2 (g)
3. H 2 (g)  1 2 O 2 (g)  H 2 O (l)
Note:
1. You can use 1.0M HCl solution and 1.0g each of MgO and Mg ribbon
2. Show how equations 1, 2 and 3 above can be combined to give the
equation for the combustion of magnesium.
3. Use your experimental values for reactions 1 and 2, along with a value for
the heat of reaction for equation 3 found in chemistry books, to calculate
the heat of combustion for magnesium.

24
 SENIOR HIGH SCHOOL - YEAR 3
SECTION 2
INORGANIC CHEMISTRY
General objectives: The student will

1 understand the physical and chemical properties and uses of compounds formed by the elements on the periodic table.
2 recognize the colour production, catalytic properties and many applications of transition elements in industries.
3 use inorganic chemistry to explain the many processes that go in our environment.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to: Let students:

PERIODIC 2.1.1 describe the reactions Reactions between acids Discuss the products obtained when acids react with Which compounds are
CHEMISTRY between acids and and metals, their oxides the following elements (Na, K, Mg, Ca, and Al), their formed when dil HCl acid
metals, their oxides and and trioxocarbonate(iv)s. oxides and trioxocarbonate(iv)s. Write balanced reacts separately with
trioxocarbonate(iv)s. chemical equations to represent the reactions. calcium oxide and
calcium
Explain what happens when Litmus paper is dipped into trioxocarbonate(iv)?
the solutions of the soluble oxides and
trioxocarbonate(iv)s in water.

2.1.2 describe the acidic Acidic properties of the Discuss the reaction of oxygen with non-metals of C, N,
properties of the oxides oxides of non-metals S, P, and CI to form oxides.
of non-metals.
Explain what happens when litmus paper is dipped into
the solution of these oxides in water.

Write balanced chemical equations for each reaction.

2.1.3 describe the patterns in Physical and chemical Compare the physical and chemical properties of the
physical and chemical properties of some period 3 following compounds (hydrides, oxides, hydroxides and
properties of the Na  Cl compounds chlorides) of period 3 elements.
chlorides of period 3
metals.

25
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to: Let students:

PERIODIC 2.1.4 account for the Thermal stability of the Discuss the thermal stability of CO32 and NO3 of Li,
CHEMISTRY differences in thermal CO32 and NO3 of some Na, K, Mg and Ca and account for the differences.
(cont) stability of the
trioxocarbonate(IV) and metals
Write chemical equations where possible to show how the
trioxonitrate(V) of some compounds decompose on heating.
metals.

2.1.5 demonstrate the Experiment to compare the

Perform simple experiments to compare the thermal
thermal stabilities of thermal stabilities of some
trioxocarbonate(iv) of some stabilities of Na 2 CO3 and Li 2 CO3 / CuCO3 .
some
metals e.g. Test for any gas that evolves by passing it through lime
trioxocarbonate(iv) in
Na 2 CO 3 and water.
the laboratory.
Write balanced chemical equations for the reactions that
Li 2 CO 3 / CuCO3 take place.

2.1.6 describe the uses of Uses of Silicon Discuss the structures for Si02 and C02 and account for
Silicon. the differences between their physical and chemical
properties.

Discuss the uses of Silicon and its compounds. Include:

microchips, ceramics, glass and silica gel.

2.1.7 explain the physical Physical properties of Discuss the variations in the physical properties of the
properties of the Group 17 elements halogens:
halogens(Group 17  Physical State
elements).  Melting and Boiling points
 Interatomic bond energies
Discuss any anomalies in the physical properties.

2.1.8 relate the electron Electron configurations and Discuss the electron configurations and the exhibition of
configurations of the Variable Oxidation states of variable oxidation state of the halogens.
halogens to their halogens Link up the electron configurations of the halogens to their
chemical properties. chemical properties.

26
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

Discuss the similarities in chemical nature of the halogens. What will be the
Use the following reactions for your discussions: observation when
 Halogens ( Cl 2 , Br2 and I 2 ) with halide ions chlorine water is added
to a solution of sodium
( Cl , Br  and I  ). bromide?
 Halide ions ( Cl , Br  and I  ).with silver ions.

2.1.9 describe the reactions Reactions of halogens with Discuss the reagents, conditions and products formed when the
of the halogens with Water and Alkalis halogens react with water and alkalis
water and alkalis. Write balanced chemical equations to show how the reactions
occur.
State the uses of the above reactions

2.1.10 explain why there are Acid Strengths of hydrogen Discuss the acid strengths of hydrogen halides under the
differences in the acid halides following:
strengths of hydrogen  Relative bond strengths of HX, where X is F, Cl, Br and
halides. I.
 Ka values

UNIT 2

TRANSITION 2.2.1 write detail electron Electronic configuration of Discuss and list the names of the first row transition elements Explain why Sc and Zn
CHEMISTRY configuration of the first first row transition elements, and explain what transition elements are. are not considered to be
row transition elements. ( 21Sc  30 Zn ) typical of the d-block
Write the detailed electron configuration of the first row transition elements.
elements and discuss the existence of variable oxidation states
in the elements.

2.2.2 state and describe List and explain the characteristic properties of transition
Properties of transition
properties of transition elements:
elements
elements.  hardness
 variable oxidation states
 complex ion formation
 formation of coloured compounds
 catalytic properties
 paramagnetism

27
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The student will be able to: Let students:

2.2.3 demonstrate through Catalytic properties of Perform simple experiment(s) to show the catalytic behaviour of
experiment, the catalytic transition elements and their transition elements or their compounds. In the experiment, the
properties of transition compounds. speed of a reaction should be measured, where various
elements and their transition metals in solution are tested as possible catalysts.
compounds.
Note:
You can use the reaction between iron (iii) trioxonitrate(v) and
sodium thiosulphate solutions. This is similar to the sodium
thiosulphate and hydrochloric acid reaction.
Repeat the experiment but add one drop of catalyst to the iron
(iii) trioxonitrate(v) before mixing. Test the various catalysts and
fill in the table.

No Nickel (ii) Copper (ii) Iron (ii) Cobalt (ii)

catalyst tetraoxosu tetraoxosu tetraoxosu tetraoxosu
lphate(vi) lphate(vi) lphate(vi) lphate(vi)
catalyst catalyst catalyst catalyst

Time (s)

2.2.4 describe the type of Bonding in complex Discuss how complexes of d-block elements are formed. Discuss Define a ligand and give
bonding of complex compounds the characteristics of the chemical species involved in the two examples each of
compounds formation of coordination compounds. neutral and anionic
Explain the terms central ion and ligand and give examples. ligands.

2.2.5 name complex Nomenclature of complex Discuss and write systematic names and formulas for neutral,
compounds. compounds. cationic and anionic complex compounds.
Discuss the systematic names of some common ligands,
Cl , F , I , NO3 , NH3 , H2O and SO 42

28
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The students will be able to: Let students:

2.2.6 draw the shapes of Shapes of complex Draw the shapes of tetrahedral, planar and octahedral Draw the shapes of the
complex compounds. compounds. complex compounds from given formulae. following complexes:


Tetrahedral
Square planar
i. Fe(CN) 6 3
 Octahedral ii.  Cu( NH 3 ) 4 2
iii. Ag ( NH 3 ) 2 
2.2.7 outline the similarities Similarities and differences Discuss the similarities and differences between iv. Cu (CN) 4 2
and differences between transition metals transition metals and representative (main group)
between transition and representative (main metals in terms of
metals and group) metals.  Hardness
representative(main  Reactivity with water and acids
group) metals.  variable oxidation states
 complex ion formation
 formation of coloured compounds
 catalytic properties

29
 SENIOR HIGH SCHOOL - YEAR 3
SECTION 3
CHEMICAL KINETICS AND EQUILIBRIUM
General objectives: The student will

1. understand that chemical reactions proceed at different rates depending on the conditions set for the reaction to occur.
2. design simple experiments to determine the effects of the various factors on rate of reactions and systems in equilibrium.
3. show awareness of the application of the principles of rate of reaction and equilibrium systems in industrial processes.
4. recognize that there is a balance of opposing reactions in chemical equilibrium systems and that chemical changes eventually attain
equilibrium.
5. perform simple calculations based on rate and equilibrium laws.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: Let students:

RATE OF 3.1.1 explain rate of Meaning of rate of reaction Brainstorm to come out with the meaning of rate of reaction.
REACTIONS reaction.
Write a hypothetical equation to show the relationship between the Outline three physical
rate of reaction, concentration of reactants and time. changes that can be used
to monitor the progress of
Discuss observable physical changes that indicate the progress of a reaction.
chemical reactions. These should include:
 Colour change
 Disappearance of reactant and appearance of product
 Change in mass (e.g. a gas evolved causing a loss of
mass)
 Formation of precipitate
 Volume of gas evolved
 Time taken for a given mass of reagent to disappear
 Change in pH
 Change in Temperature
 Change in concentration and pressure

30
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: Let students:

RATE OF 3.1.2 monitor the speed of Monitoring the Perform a simple experiment to measure the rate of a chemical reaction.
REACTIONS a chemical reaction rate/speed of a Note:
(cont) using a simple chemical reaction (A).
experiment.  Use the reaction between HCl acid and Mg(s) and measure the
volume of hydrogen gas evolved with time.
 Determine how changes in the concentration of the acid and nature
of the magnesium metal affect the rate of the reaction.
 Plot a graph of volume of hydrogen gas collected at interval against
time.

(B). Assist students to acquire the following scientific inquiry skills:

 Design of experiment
 Observation
 Recording
 Handling and manipulation of equipment
 Graphing and communication.

3.1.3 describe the factors Factors that influence Discuss the factors that affect the rate of chemical reaction. Include: Explain how the rate of
that affect the rate of the rate of chemical  Concentration a given chemical
chemical reaction. reaction.  Particle size and nature of reactant reaction is dependent
 Pressure (for reactions involving gases) on temperature and
 Temperature activation energy.
 Light
 Presence of a catalyst

3.1.4 demonstrate Temperature change Perform a simple experiment to show how changes in temperature affect the
experiment to show and reaction rate. rate of a chemical reaction.
how changes in Note: You will need
temperature affect i. Alka-Seltzer tablets(should be fresh) or any antacid that fizzes
the rate of a in water
reaction. ii. Water: hot, room temperature and cold in three different
containers.
iii. Stop watch
Alka-Seltzer is an antacid that dissolves in water with violent evolution of
bubbles.
Dissolve one tablet in each of the three containers. Record the amount of
time it takes for the violent evolution of bubbles to cease.
Record and explain your observation.
How does the rate relate to changes in temperature?
Note: Other methods could be used to do the same experiment.

31
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: Let students:

RATE OF 3.1.5 analyse and interpret Deductions from Discuss graphs obtained from experimental data and make as
REACTIONS simple graphs on experimental data and many deductions from the data based on changes in the various
(cont) rates of reactions. graphs on rate of reaction factors that affect rate of reaction.

3.1.6 describe the collision Collision and effective Brainstorm to come out with the meaning of collision and effective
theory of reaction collision collision.
rates.

3.1.7 Relate the collision Collision theory and Use the collision theory to explain some of the factors that affect
theory to reaction reaction rate rate of reaction: concentration, temperature, pressure and nature of
rate. reactant.

3.1.8 identify the role of Transition State Theory and Draw and discuss energy profile diagrams to illustrate activated
activation energy in chemical reactions. complex or transition state and activation energy, Ea
chemical reactions. Use the energy profile to explain reaction rate with and without
catalysts

3.1.9 deduce the rate law The Rate Equation Discuss the rate law and show how it can be deduced from a given
from a given data. data.
Explain the terms rate constant and order of a reaction.

Derive the rate expression from experimentally determined rate

data.
i.e. r  kA B , where
x y

k  rate cons tan t

A  concentrat ion of A in moldm3
B  concentrat ion of B in moldm3
X = order of reaction with respect to concentration A
y = order of reaction with respect to concentration B
X + y = overall order of reaction.
3.1.10 draw and analyze Zero, first and second order Deduce, zero, first and second order reactions from a given data
graphical reactions. and graphs.
representation for Calculate quantities in the rate law given appropriate data of
nd
zero, first and 2 information.
order reactions.

32
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: Let students:

RATE OF 3.1.11 deduce half-life from Half-life of a reaction. Deduce the equation for a half-life of a reaction from first order
REACTIONS first order reaction. reactions and explain its significance.
(cont) Half-life, t 1  0.693 / k
2

3.1.12 describe the effect of The relationship between Discuss the qualitative effect of temperature and catalyst on rate
temperature and rate constant, temperature constant.
catalyst on the rate and catalyst
constant.

3.1.13 deduce the rate law Experimental determination Perform a simple rate experiment and use the data collected to
from an experiment. of the rate law. derive the rate law.

Note:
2
1. Use the thiosulphate S 2 O 3 (aq) and dilute HCl acid
reaction. The reaction proceeds with the formation of a
yellow precipitate of sulphur.
Monitor the progress of the reaction by changing the
concentration of the thiosulphate while maintaining the
concentration of the acid. Now maintain the initial
concentration of thiosulphate and change the concentration of
the acid.

2. Assist students to acquire skills in

 Solution preparation
 Observation
 Data collection
 Data analysis and interpretation
 Computation using the mole concept
 Communication of results.

3.1.14 identify the rate Rate determining step of a Discuss mechanism of reactions and the rate determining step.
determining step of a multi-step reaction Explain why the slowest step in a multi-step reaction is the rate
multi-step reaction. determining step.

33
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 2 The student will be able to: Let students:

EQUILIBRIUM 3.2.1 explain reversible and Reversible and Discuss reversible and irreversible reactions and give examples
irreversible reactions. irreversible reactions. and their chemical equations.

3.2.2 use experiment to Kinetic reversible reaction Perform a simple experiment to demonstrate reversible reaction.
demonstrate demonstration.
reversible reaction. Materials to be used include
100 mL of Solution A (0.20 M H2SO4, 0.088 M H2O2) and 100 mL
of Solution B (0.0016 M Na2S2O3, 0.052 M KI, starch solution).

Prepare the two solutions (A & B) and follow the instructions below.
1. add the two solutions and stir very well
2. wait to see what happens
3. explain your observation
4. write chemical equations to represent the reactions taking
place.
Note: This reaction is used to show the forward and backward
nature of reversible reaction. The forward and backward reactions
are different.
Other reactions can also be used for this demonstration. E.g.
Fe3  SCN ⇌ [FeSCN] 2 and K2Cr2O7/K2CrO4

3.2.3 explain that Chemical equilibrium and Discuss the characteristics of a reaction in a state of dynamic
equilibrium is the state of dynamic equilibrium for reversible reactions.
established when equilibrium Discuss how the concentrations of reactants and products at
forward and reverse equilibrium are determined.
reactions are
proceeding at the Equilibrium constant Write a mathematical expression for the determination of
same rate. equilibrium constant Kc and Kp for a given reactions.

3.2.4 describe how Le Le Chatelier‟s principle Identify the factors that can cause a shift in equilibrium.
Chatelier‟s principle and equilibrium
can be used to predict disturbance Discuss and predict the qualitative effect of changes in
the effect of changes in concentrations, pressure and temperature on the position of
concentration, equilibrium and the value of the equilibrium constant.
temperature and
pressure on equilibrium Use Le Chatelier‟s principle to predict the effect of change in
reaction. concentration, temperature, pressure and volume on a reaction at
equilibrium.

34
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 3 The student will be able to: Let students:

EQUILIBRIUM 3.2.5 identify the correct Equilibrium constant Write and calculate equilibrium constant Kc and Kp
(cont) equilibrium constant calculations Calculate quantities present at equilibrium given appropriate
expression and use it in data.
computation.

3.2.6 establish equilibrium for Experimental determination Perform a simple experiment to establish the concept of
a chemical reaction of equilibrium. equilibrium.
from an experiment. Note
A
Use a 0.2M K 2 CrO 4 solution, 2M HCl acid and 2M NaOH
solution.
The chemical reaction occurring is
2
2CrO 4 2 (aq )  2H  (aq ) ⇌ 2Cr2 O 7 (aq )  H 2 O (l)
(yellow) (orange)

B
Help students to acquire skills in
 Solution preparation
 Manipulating equipment
 Observation
 Data collection
 Timing an event
 Computation using the mole concept
 Communication of results.

35
 SENIOR HIGH SCHOOL - YEAR 3
SECTION 4

ACIDS AND BASES

General objectives: The student will

1. understand the behaviour of acid and base solutions based on their physical and chemical properties.
2. explore acidic and basic solutions qualitatively and quantitatively
3. describe acids and bases and classify substances as acids and bases based on Arrhenius, Bronsted-Lowry and Lewis concepts.
4. show knowledge of how to test for anions and cations.
5. use the principles and practice of titration to solve analytical problems.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to: Let students:

THE CONCEPTS OF 4.1.1 outline the Properties of Acids and Discuss the general properties of acids and bases. List the general
ACIDS AND BASES characteristic Bases Discuss the reactions of acids with bases and metals and properties of acids and
properties of acids trioxocarbonate(IV). bases.
and bases in Discuss the effects of acids on indicators.
aqueous solutions. Identify bases which are not hydroxide e.g. NH3 , soluble
trioxocarbonate(IV) and hydrogen trioxocarbonate(IV).

4.1.2 describe Arrhenius, Arrhenius and Bronsted- Discuss Arrhenius, Bronsted-Lowry and Lewis acids and Why are Bronsted-
Bronsted-Lowry and Lowry and Lewis acids and bases. Lowry‟s definitions more
Lewis acids and bases useful in describing acid-
bases. Arrhenius theory of acids and bases in terms of the base properties than
+ -
presence of H3O and OH ions in water. Arrhenius‟s?

Bronsted-Lowry theory of acids and bases in terms of

proton donor and proton acceptor.

Lewis theory as lone pair donor and acceptor.

Identify whether or not a compound could act as a

Bronsted-Lowry acid and base.
Identify the conjugate acid base pairs in a given acid-base
reaction.

Define and apply the terms Lewis acid and Lewis base.

36
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1(CONT’D) The students will be able to: Let students:

THE CONCEPTS OF 4.1.3 describe and explain Strong and weak Discuss weak and strong acids and differentiate between them.
ACIDS AND BASES the difference acids Explain what makes an acid or base strong or weak.
between weak acids Determine whether a given acid is strong or weak.
and bases in terms Note
of the extent of  Specify that strong acids include HCl, H2SO4 and HNO3
dissociation reaction  Specify that weak acids include trioxocarbonate(IV) acid and
with water and ethanoic acid acid.
conductivity.  Specify that group1 hydroxides and Ba(OH)2, are strong bases.
UNIT 2

PROPERTIES OF 4.2.1 state the physical Physical properties Discuss the physical properties of acids and bases under the
ACIDS AND BASES properties of Acids of Acids and bases. following: pH, feel, indicators/litmus papers (effect), taste
and bases.

4.2.2 explain the chemical Chemical Discuss the reaction of acids with metals such as Zn, Fe and Mg.
properties of acids properties of Acids Write balanced chemical equations for reactions that take place.
and bases and write and Bases
balanced equations Discuss the process of acid-base neutralization. For example;
for the reactions. i. the reaction of acids (HCl, HNO3, H2SO4) with
2- -
trioxocarbonate(iv), C03 or hydrogentrioxocarbonate(iv), HC03
2- -
or a mixture of C03 and HC03 .
ii. reactions of acids (HCl, HNO3, H2SO4) with bases: Na0H(aq),
KOH(aq), Ca(OH)2 (Neutralization)
Discuss titre values, end point, precise titre values and average titre.

4.2.3 determine the Acid-Base titration Perform acid-base titration experiments involving the acids (HCl,
quantity of an experiments 2-
HNO3, H2SO4) and bases (trioxocarbonate(IV), C03 ,
analyte in solution - 2- -
hydrogentrioxocarbonate(IV), HC03 , or a mixture of C03 and HC03 ,
using titration. Na0H(aq), KOH(aq), Ca(OH)2
using methyl orange and phenolphthalein as indicators.

From the data collected, determine mole ratios, concentrations,

volume of gas evolved, mass of salt produced, molar mass of
compounds, number of entities etc.

Perform double indicator titrations (continuous and discontinuous)

and back titration and learn the calculations that go with them e.g.
finding concentrations, composition and % purity, etc. of analytes.

Discuss also the reaction of bases with ammonium compounds and

test for the gas that evolves with the appropriate reagent.

37
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 2 (CONT’D) The students will be able Let students:

to:
PROPERTIES OF Note: Assist students to acquire the following skills:
ACIDS AND BASES Observation, manipulation of equipment and handling of reagents,
recording, analysis of data, calculation and communication of
results.

Provide examples of processes and products that use knowledge of

acid and base chemistry, e.g.
(1) air pollution analysis
(2) food and beverage analysis
(3) water quality and environmental analysis
(4) in the soap industry
(5) acidity of edible oils
UNIT 3 (6) analysis of antacids

CLASSIFICATION OF 4.3.1 classify acids Strength of acids Discuss the process of dissociation and ionization. Indicate how they Distinguish between the
ACIDS AND BASES and bases into and bases differ. following pairs:
Strong and Discuss the differences between strong and weak acids and bases in Weak and strong acids
Weak terms of the extent of dissociation, reaction with water and conductivity. Weak and dilute acids
Strong i.e. dissociate/ionize completely in an aqueous solution Strong and dilute acids
State examples of strong acids strong and concentrated
acids
Weak acid
Dissociate or ionize partially /incompletely. Equilibrium is established
between the ions in solution and unionized compound. Identify each of the
following substances as a
Examples of weak acids: H2CO3(aq) /aqueous carbon dioxide and strong electrolyte, weak
CH3COOH(aq) (Organic acids) electrolyte, or non-
electrolyte:
Strong bases: ionize or dissociate completely in aqueous solution. H 2O
Examples are NaOH(aq) and KOH(aq).
KCl
Weak bases: ionize or dissociate partially/incomplete e.g. NH3(aq). NH 3
Write appropriate equations for the lonization of the acids and bases. CH 3 COOH
4.3.2 explain the Conductivity of Discuss conduction of strong electrolytes: C12 H 22O11
conduction of solutions. More ions in solution for conduction. Give examples from strong acids
strong and and bases and salts.
weak
electrolytes. Discuss the conduction of weak electrolytes
i.e. solutions from weak acids and bases: few ions available for
conduction.

38
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 3 (CONT’D) The students will be able to: Let students:

CLASSIFICATION OF Perform simple experiments to distinguish between weak and

ACIDS AND BASES strong electrolytes:
Use lemon and lead-acid accumulator and electric bulb for the
experiment.

Review the following dilute and concentrated solutions from section

4 unit 2 of SHS 2.
UNIT 4

CONCEPT OF pH AND 4.4.1 distinguish between Acidic, neutral and Discuss the concept of pH, pOH and pKw
pOH solutions that are basic solutions; The pH Discuss the expression for the ionic product constant of water(Kw)
acidic, neutral or
basic using the pH
scale.   
K W  H  (aq ) OH  (aq )  1.0 10 14 mol 2 dm 6 at 298K

Deduce H  and OH  and hence the pH and pOH from

scale.
 
( aq ) (aq )
specified concentrations of acids and bases.
pH   log H O  3


Measure pH of solutions using pH meter, colorimetric methods, or What is the pH of 0.1M

universal indicator.

Discuss the significance of the values of pH in everyday life e.g.

acid rain and its effect, pH of soil, blood, urine and saliva;
shampoon and pharmaceutical products.

4.4.2 explain pKa and pKb Partial lionization of Discuss the incomplete or partial ionization of weak acids and
of weak acids and weak acids and bases bases
bases. e.g. Weak acids:
H 2 CO3(aq ) ⇌ H  (aq )  HCO3  (aq )
CH 3 COOH (aq ) ⇌ H  (aq )  CH 3 COO  (aq )

e.g. Weak bases

NH 3 (aq )  H 2 O (aq ) ⇌ NH 4  (aq )  OH  (aq )
Discuss acid and base ionization constants, Ka and Kb respectively.
Discuss pK a of weak acids and pK b of weak bases.
State and explain the relationship between Ka and pKa

39
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 5 The students will be able to: Let students:

BUFFER 4.5.1 describe a buffer Buffer Solutions Discuss what a buffer solution is and how it acts as a buffer.
SOLUTIONS solution in terms of Explain that a buffer resists change in pH when a small amount of
ite composition and base or acid is added.
behaviour.
Explain the role of common ion effect in buffer solution
Discuss the preparation of buffer solutions: Weak acid and weak
base and their conjugate bases and conjugate acids.
Examples of buffer, are NH 4 Cl / NH 3 solution,
CH 3 COOH / CH 3 COONa solution.
Calculate the pH of buffer systems
Give specific examples of the application of buffer in every day life.
UNIT 6

ACID-BASE 4.6.1 describe Acid-Base indicators Determine an appropriate indicator for a titration given the Which indicator is most
INDICATORS qualitatively how equivalence point for the titration. appropriate for the
acid-base Discuss the effects of acids and bases on indicators. reaction between
indicators work. Discuss some common laboratory acid-base indicators and their NaOH (aq )  CH 3 COOH (aq )
pH working ranges.
Discuss how to extract dyes from flowers as a way of preparing
indicators.
Discuss Phenolphthalein and methyl orange indicators and their
suitability for use as indicators for certain acid-base titrations.

4.6.2 draw graphs for Graphs for acids-Base Discuss the nature of the graph when the following pairs of
acids-Base reactions and their compounds are used:
titrations. indicators 1. strong acid and strong base ( NaOH (aq )  HCl (aq ) )
2. Strong acid and a weak base ( NH 3 (aq )  HCl (aq ) )
3. Strong base and a weak acid ( NaOH (aq )  CH 3 COOH (aq ) )

UNIT 7
SOLUBILITY OF 4.7.1 explain the term Solubility Brainstorm to come out with the meaning of the term solubility
SUBSTANCES solubility. Explain the solubility rules of common ionic compounds in water at
0
25 C.
Examples:
(i) soluble compounds. Compounds containing alkali metal ions
+ + + +
(Li , Na , K ) and ammonium ion (NH4 )
- - 2-
Nitrates (NO3 ), Halides (C1 ) Sulfates (S04 )

40
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 7(CONT) The students will be able to: Let students:

SOLUBILITY OF (ii) Insoluble compounds.


2+
SUBSTANCES Carbonales of Ca

3+ 2+
Hydroxides of A1 and Zn

2+
Halides of Ag+, Pb

2+ 2+
Sulfates of Ba , and Pb

4.7.2 describe factors Factors that affect Discuss factors that affect solubility of substances.
that affect solubility solubility of substances Discuss the drawing and uses of solubility curves.
of substances.

4.7.3 determine the Solubility and solubility 3 3

Discuss the determination of the solubility (in g/dm or mol/dm ) of A liter of a solution
o
solubility and product of sparingly sparingly soluble ionic compounds in solution at specified saturated at 25 C with
solubility product of soluble ionic compounds temperatures. calcium oxalate CaC2O4,
sparingly soluble Explain solubility products (Ksp) of sparingly soluble Ionic is evaporated to dryness,
substances. compounds. giving a 0.0061g residue
Calculate the solubility of a compound given the solubility product of CaC2O4. Calculate the
and also calculate the solubility products given the solubility solubility product
constant for this salt at
o
25 C.

4.7.4 describe an Experimental Perform a simple experiment to establish the solubility product Explain the term solubility
experiment to determination of the constant (Ksp) for Ca(OH)2 in water. product.
determine the
solubility product
solubility product constant
of Ca(OH)2 
Ksp  Ca 2 OH  
2 Explain why in the
solubility product
constant for constant expression for
Ca(OH)2. Note Ca(OH)2, the solid
1. You may use 0.05M solution of HCl or HNO3 acid. Titrate compound does not
3 appear in the expression.
against 25cm of a saturated solution of Ca(OH)2 using
phenolphthalein as indicator.
2. Help students to acquire skills in
 Solution preparation
 Observation
 Handling and manipulation of equipment and reagents
 Recording
 Computation
 Data analysis
 Communication

41
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 7(CONT) The students will be able to: Let students:

SOLUBILITY OF Crystallization and Discuss the processes of crystallization and recrystallization.

SUBSTANCES Recrystallization
Demonstrate how recrystallization can be used to obtain pure
samples of ionic compounds in suitable solvents.

Explain how lattice and Hydration energies affect the

processes of crystallization and recrystallization.

Explain how crystals can be obtained from a saturated solution

of ionic compounds such as CuS04.5H20, KNO3, NaCl and
C6H5-COOH

Discuss the drawing and uses of solubility curves.

Demonstrate how recrystallization can be used to obtain pure
samples of ionic compounds in suitable solvents.

4.7.5 describe the Precipitation of Discuss the use of precipitation reactions in the identification
2+ 2+ 2+ 3+ 2+ 2+ 3+
precipilation of insoluble salts. of cations (Pb , Ca , Zn , Al , Cu , Fe , Fe ,) and anions
- 2- 2- 2-
sparingle soluble (CI , S04 , SO3 and CO3 ) in solution using appropriate
substances. reagents.

Identification of Perform preliminary and confirmatory tests to qualitatively

2+ 2+ 2+ 3+ 2+ 2+ 3+
anions and cations identify the ions (Pb , Ca , Zn , Al , Cu , Fe , Fe ,) and
- 2- 2- - 2-
in solution (CI , S04 , SO3 , NO3 and CO3 ) in solution using
appropriate reagents( HCl(aq), NaOH(aq), NH3(aq), BaCl2(aq),
AgNO3(aq) etc. Test for any gas that evolves.

42
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 8 The students will be able to: Let students:

SALTS AND 4.8.1 explain the meaning Meaning of salt Brainstorm to come out with the meaning of salt.
CHEMICALS FROM of salt. Differentiate among normal, acidic, basic, double and complex
SALT. salts.

4.8.2 state and explain Salt hydrolysis Discuss salts formed from the four possible combinations of
how salt forms strong and weak acids and bases. Distinguish between
acidic, alkaline and Discuss the effect of charge density of some cations and anions hydrolysis and
neutral aqueous on the hydrolysis of their ions in aqueous solution. Use hydration.
solutions. examples from group1, group 2, group 3 and the d-block
elements Explain with the help of
equations why a
Write equilibrium equations to illustrate hydrolysis of cations and solution of NH4Cl is
anions to show the acidic, basic and neutral nature of salt acidic and that of
solutions. CH3COONa is basic.

4.8.3 describe the laboratory and industrial Discuss the production of salts in the laboratory and the Assuming iodized table
laboratory and production of salt Industrial Mining of Salts. salt contains 0.006%
industrial production For example mining of impure sodium chloride and its iodide by mass, how
of salt. conversion into pure granulated and iodated salts. much iodized salt
would a person need to
consume each day in
4.8.4 describe the process Chemicals from sodium Discuss the sources of NaCl in Ghana (coastal and inland) order to get the
of obtaining chloride solution Discuss chemicals obtained from concentrated sodium chloride recommended 150
chemicals from brine solution (brine) by electrolysis micrograms of iodine?
(sea water)
NB: Discuss the electrolysis of brine thoroughly in SHS 3 section
4 unit 5
Discuss the uses of NaCl. e.g.
 Food preservative
 Food flavouring agent
 Production of Cl2, H2, NaOH and Na metal
 Soap production
 Crude oil refining

Uses of NaOH
Soap, extraction of Al from bauxite, paper dyes and textiles

Uses of Cl2 : water purification, bleaching property, raw material

for variety of products e.g. PVC
Uses of H2(g) filling balloons for weather searchlight etc.

43
 SENIOR HIGH SCHOOL - YEAR 3
SECTION 5

REDOX REACTIONS

General objectives: The student will:

1. understand the nature of oxidation-reduction reactions and apply its principles to electrochemical cells.
2. show awareness of corrosion as an oxidation-reduction process and its economic cost.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to:

OXIDATION – 5.1.1 describe Oxidation Oxidation and Reduction Discuss oxidation number (or oxidation state) rules Define oxidation and
REDUCTION and Reduction process Discuss oxidation – reduction in terms of: reduction in terms of
PROCESSES Processes.  Addition and removal of hydrogen and oxygen electrons transferred
AND OXIDIZING  Loss and gain of electrons and in terms of
– REDUCING  Change in oxidation state (oxidation number) oxidation numbers.
AGENTS

5.1.2 describe the types of Types of Redox reactions Discuss some common oxidation-reduction reactions. These Why must oxidation
redox reactions. should include: and reduction occur
i) Combination reactions together in a reaction?
ii) Decomposition reactions
iii) Combustion reactions
iv) Displacement reactions such as:
 Hydrogen displacement
 Metal displacement
 Halogen displacement
5.1.3 describe half reactions. Half reactions Discuss the activity series of metals and anions.
Discuss oxidation reaction with reference to the half – reaction
that involves loss of electrons. For example.
Zn  Zn 2  2e 
2Cl   Cl 2  2e 
Discuss Reduction reaction with reference to the half reaction
that involves gain of electrons. For example
Cu 2  2e   Cu
Cl 2  2e   2Cl 

44
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to:

OXIDATION – 5.1.4 describe an experiment Reactivity of metals Perform an experiment to illustrate the reactivity of metals.
REDUCTION to illustrate reactivity of Note:
PROCESSES metals. A. You will need
AND OXIDIZING  Iron nails
– REDUCING  Copper metal
AGENTS  Aluminium
 Conc. HCl (6M HCl). Take 500ml and dilute to 1.0L

B. Help students to acquire the following skills:

 Collection of gases
 Observation
 Recording
 Timing an event
 measuring
 Computation
 Communication of experimental results.
C
 Avoid skin contact with conc. HCl acid
 Do not inhale the vapour of the acid

5.1.5 perform an experiment Reactivity of the halogens Carry out a simple experiment to illustrate the relative Give one example of a
to illustrate the reactivity of halogens (group 17) and the method of separating displacement reaction.
reactivity of halogens. them from solution. What is the oxidizing
agent? What is the
Note reducing agent?
Use the displacement reactions of the halogens. You will
need 0.1M solutions of NaCl, NaBr, NaI and Ca(NO3)2. You
will also need 3.0M NH3 (aq), chlorine water, silver nitrate and
chloroform.
Write equations for pair wise reactions e.g.
Cl 2  2Br   Br2  2Cl 
5.1.6 describe oxidizing Functions of oxidizing and
Discuss oxidizing agents as substances that accept electrons
and reducing agents. reducing agents.
or decrease in oxidation number during redox processes.
Examples should include:
KMnO4, K2Cr2O7, H2O2
3
CI2, I2 and Fe

45
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 (CONT’D) The students will be able to: Let students:

OXIDATION –
REDUCTION Discuss reducing agents as substances that donate electrons or
PROCESSES AND increase in oxidation number during redox processes. Examples
OXIDIZING – should include:
z+
REDUCING AGENTS SO2, H2S, halides, metals, Fe and H2

UNIT 2
BALANCING REDOX 5.2.1 explain the steps Steps involved in Discuss the steps involved in balancing Redox equations in both Balance the oxidation-
REACTIONS involved in balancing balancing redox acidic and basic solutions (rules). reduction reaction in
redox equations equations Emphasize the importance of mass and charge balance in redox acidic medium.
reactions
Cr2 O 7 2  Fe 2 
Discuss the techniques used to break equations into half Cr 3  Fe3
reactions.
Explain how the half reactions can be put together to give the What is a spectator
overall reaction. ion? Illustrate with a
full ionic equation.
Use the techniques studied above to balance sets of redox
UNIT 3 equations.

REDOX TITRATIONS 5.3.1 describe and explain Processes involved in Discuss the actions/internal indicator systems in some redox
the processes carrying out redox titrations. Such as in Potassium dichromate K 2 Cr2 O 7 and
involved in carrying titrations
out redox titrations. Potassium permanganate, KMnO 4 .

5.3.2 describe an Experiment on redox Perform an experiment to determine the end point of the
experiment to titrations following pairs of redox titrations
determine the end  MnO 4  versus Fe2+
point of redox
2
titration.  I2/KI versus S 2 O 3

Assist students to acquire the following skills;

 Design of redox titration
 Observation
 Recording
 Communication
Practice the computations involved in the titrations above.

46
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The students will be able to:

UNIT 4

ELECTROCHEMICAL 5.4.1 describe the Electrochemistry Discuss and demonstrate how a redox reaction can
CELLS interconversion of generate electrical energy and how electrical energy can
chemical energy and also be used to bring about redox reactions (electrolysis)
electrical energy in
redox reactions. Discuss the use of half equation to introduce redox
+
couples including H /H2 and a selection of couples from
the electrochemical series.

5.4.2 describe and explain Standard electrode potential Discuss how electrode potentials develop between an
the function of the
standard electrode
E 
θ element and its aqueous solution
Discuss and state the meaning of the standard electrode
potential in redox
reactions.
 
potential E θ
Discuss function of the standard hydrogen electrode.

5.4.3 describe how Electrochemical series and Discuss the term cell potential. Calculate cell potentials
standard electrode the E θ using E θ
potentials can be
used to produce the Relate the magnitude of E θ of ions to its position on the
electrochemical activity series and use it to predict the oxidizing and
series. reducing powers of a given series.

5.4.4 describe and explain Electrochemical cells Design a simple electrochemical cell and explain how to
the functions of a measure the emf.
simple
electrochemical cell. Draw a cell diagram and explain the cell notation of a
given cell.

Discuss the E θ sign and emf of an electrode and cell

Relate the sign of emf to the feasibility of a redox reaction.

Explain and write half and overall equations for an

electrochemical cell.

Discuss and indicate the direction of flow of electrons sign

and name of the electrode

47
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 4 (CONT’D) The students will be able to: Let students:

ELECTROCHEMICAL Solve problems on cell potential or emf from a given data Draw a cell diagram
CELLS Set up a simple electrochemical cell in the Laboratory involving and write the overall
2+ 2+
Zn /Zn and Cu /Cu with a salt bridge containing KCI(aq) cell equation for the
diagram. Show
5.4.5 explain some Applications of electro- Discuss the generation of electricity from the following: direction of flow of
applications of chemical cells (i) Lead acid battery (wet cell) electrons.
electrochemical cells (ii) Alkaline cells (dry)
(iii) Fuel cells
Primary and secondary Distinguish between a primary and a secondary cell and give
Cells examples of each. write simple half and overall reaction
equations for the cells above

UNIT 5

ELECTROLYTIC CELL 5.5.1 explain the operation Electrolytic cells Discuss the mechanism involved in electrolytic cells Draw a diagram
of electrolytic cells. Set up an electrolysis cell involving the following; electrolyte, showing the essential
electrodes, power source and connecting wires. components of an
Discuss the electrolysis of brine and copper(ii)tetraoxo- electrolytic cell.
sulphate(vi) solution. Describe how current
Discuss the factors that influence the discharge of species at the is conducted through
electrodes during electrolysis. the cell.

5.5.2 illustrate the Experimental illustration Carry out a simple experiment to illustrate the electrolysis of
electrolysis of brine of the electrolysis of brine in the laboratory.
experimentally. brine Note1 Concentrated solution
You will need the following materials: of sodium chloride is
 U-shaped test tubes/beakers electrolyzed using
 carbon electrodes carbon electrodes.
 sodium chloride salt Predict the products at
 deionized water/distilled water/tap water the cathode and anode
 9 volt batteries and the pH of the final
 Universal indicator (to help follow what happens during solution.
the reaction)
 Electrical leads with crocodile clips.
Note 2
Do not inhale any gas
Keep reaction away from naked fire
Wear eye protection.

Let student observe closely and explain the chemistry of what

happens. Predict the products of the reaction.

48
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 5 (CONT’D) The students will be able to: Let students:

ELECTROLYTIC CELL 5.5.3 distinguish between Comparison of electrolytic Compare the mechanisms involved in electrochemical
electrolytic and and electrochemical cells cells using specific examples.
electrochemical cells.

5.5.4 describe some uses of Applications of electrolysis Discuss the applications of electrolysis: extraction of
electrolysis in everyday reactive metals and purification and electroplating of
life. metals.
Perform an experiment to show electroplating e.g. using
Zn / Zn 2 // Cu 2 / Cu
5.5.5 demonstrate an
Perform experiment to demonstrate the process of
experiment to Electroplating
determine the quantity electroplating using CuSO4 solution.
of metal deposited on Note;
an electrode. Use electrolyte solution made of 200g CuSO4 .5H2O plus The electrolysis of molten
magnesium chloride is
25.0 ml conc. H 2 SO 4 acid in enough distilled water to
carried out with a current
make 1.00L of solution. Use pure copper metal as anode. 4
of 8.00 x 10 A. What
masses of magnesium
Assist students to design, measure and record masses and chlorine are
before and after the experiment and the current passed. produced in exactly
Compare masses. 1hour?

5.5.6 state and explain Faraday‟s Laws of Discuss the laws of electrolysis and use them to solve
Faraday‟s Laws of Electrolysis problems based on the laws.
Electrolysis .

UNIT 6

CORROSION OF 5.6.1 explain the concept Corrosion of metals Discuss the process of corrosion of metals in general. Explain why certain
METALS of corrosion of Explain corrosion as oxidation – reduction process; metals do not corrode but
metals. example rusting of iron. iron rusts.

Explain why steel is

5.6.2 state and describe Prevention of corrosion Discuss the methods of preventing corrosion: preferred to iron in many
methods of preventing galvanizing/electroplating, cathodic protection/sacrificial instances.
corrosion. protection and redox methods.
Painting, greasing/oiling and lamination with plastics are
non-redox methods.

49
 SENIOR HIGH SCHOOL - YEAR 3
SECTION 6

CHEMISTRY OF CARBON COMPOUNDS

1. show general awareness of source and preparation, structure and naming, physical properties and chemical reactions of carbon
compounds.
2. apply chemical principles learnt to explain observed properties.
3. demonstrate knowledge of the characteristic tests to detect functional groups.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to: Let students:

BONDING IN 6.1.1 describe the electron Electron structure of carbon Discuss the detailed electron configuration of carbon and use
CARBON structure of carbon. the Lewis dot structure to describe it.
2 3
Define hybrid orbital e.g. sp, sp and sp and discuss sigma
() and () pi-bond formation.

UNIT 2
CLASSIFICATION 6.2.1 classify organic Classification of organic Classify organic compounds into aliphatic, alicyclic, Give one example each
OF ORGANIC compounds. compounds heterocyclic and aromatic using specific examples from real of aliphatic, alicyclic,
COMPOUNDS life situation. heterocyclic and aromatic
compounds.

UNIT 3

IDENTIFICATION 6.3.1 determine the Components of organic Discuss and demonstrate the experimental determination of
OF ELEMENTS IN components of a compounds the elements: C, H, O, N, S and halogens in a given organic
ORGANIC given organic compound.
COMPOUNDS compound.
Use of a given data to determine the empirical and molecular
formulae of organic compounds.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 4 The students will be able to: Let students:

SEPARATION AND 6.4.1 describe the Separation and Demonstrate the separation of organic mixtures by the
PURIFICATION OF separation and purification of organic processes of distillation, solvent extraction crystallization
ORGANIC purification of an compounds chromatography melting point determination.
COMPOUNDS organic compound
from a mixture of Use the methods of recrystallisation, drying and distillation to
compounds. purify a given impure organic compound.

Use the methods of melting and boiling point to determine the

purity of given organic compounds.

UNIT 5
ALKANES 6.5.1 describe the Sources of alkanes Discuss the sources of alkanes.
sources and
characteristics of Discuss the physical properties of alkanes e.g. melting point,
Alkanes. boiling point, solubility volatility and states.

6.5.2 describe the Nomenclature of alkanes Discuss the steps involve in the naming of alkane compounds. Give the systematic
nomenclature and and isomerism. names for the following
isomerism of Define homologous series. compounds.
alkanes. Explain isomerism and write isomers for C4H10 and C5H12 1.
CH 3 CH 2 CH(CH 3 )CH 3
6.5.3 describe the Preparation and chemical Discuss the laboratory preparation of alkanes
preparation of and reactions alkanes Explain the terms, Free radicals, homolytic fission, heterolytic 2. CH 3 C(CH 3 ) 2 CH 3
chemical reactions fission, nucleophiles and electrophiles.
alkanes.
Discuss the; combustion, substitution and halogenation reactions Write the structures and
of alkanes. names of three
compounds with the same
6.5.4 identify the uses of Uses of alkanes Discuss the uses of alkanes in molecular formula C5H12.
alkanes and their  fuels
contribution to the  lubricating oil
greenhouse effect.  making of Vaseline
 plastic bowls
 surfacing roads (bitumen)
 wax
 protective coating on leaf surface
 contribution of alkanes to the greenhouse effect

51
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 6 The students will be able to: Let students:

ALKENES 6.6.1 describe the

sources and Sources and characteristics Discuss the sources of alkenes e.g. latex from rubber tree and
characteristics of of Alkenes. cracking of hydrocarbon compounds.
alkenes.
Discuss the physical properties of alkenes mpt, bpt, solubility
volatility, states.
6.6.2 describe the
nomenclature and Nomenclature and alkene Discuss homologous series of alkene and the steps involved in Write the structural
isomerism of isomers naming the structures of alkene compounds formula for 2-methylbut-
alkenes. Write the structures for named alkenes 2-ene.

Discuss isomerism in alkenes (structural and geometric

isomers) for butene and pentene

Write the names and structures for the isomers of given

alkenes.

6.6.3 describe the

preparation and Preparation and chemical Discuss the preparation of alkenes from alkanes, haloalkanes
chemical reactions reactions of alkenes and alkanols.
of alkenes.
Outline the reaction of symmetrical and unsymmetrical alkenes
with hydrogen, bromine, halogen halides and water

Hydrogenation is used in the production of margarine;

hydration of alkenes is used in the manufacture of ethanol.

Bromination can be used to distinguish between alkane and

alkene.
6.6.4 Outline the uses of
alkenes.
Uses of alkenes Discuss the uses of alkenes for
 fruit ripening
 flower maturation
 seed germination
 production of alkanols
 polymers synthesis
 production of antifreeze, ethylene glycol for use in
automobile radiators.

52
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 7 The students will be able to: Let students:

ALKYNES 6.7.1 describe the sources Sources and characteristic Discuss sources of alkynes. i.e. carbides
and characteristic properties of Alkynes
properties of alkynes.
Discuss the physical properties of alkynes, i.e. m.pt, b.pt,
solubility, volatility and states.

6.7.2 describe the Nomenclature and Discuss the steps involved in naming structures of alkyne
nomenclature and isomerism in alkynes compounds
isomerism in alkynes. Discuss the alkyne homologous series. Identify the hydrocarbons
Write the structures for named alkynes with the following general
Write the names for given alkyne structures formulae:
C n H 2n  2
Discuss isomerism in butyne and pentyne, i.e. terminal and
non-terminal alkynes. C n H 2n 2
C n H 2n

6.7.3 describe the Preparation and chemical Discuss the preparation of ethyne from calcium cabide and
preparation and reactions of alkynes. water.
chemical reactions of Discuss chemical reactions of alkynes
alkynes.  Halogenation
 Combustion of alkyne
 Hydration of alkynes in the presence of H2S04
 Halogenation of terminal alkynes
 Hydrogenation
 Na,-RX (alkylhalide)

Discuss the test for alkynes. Describe the test for

alkynes.
6.7.4 outline the uses of Uses of alkynes Discuss the uses of ethyne in welding.
alkynes.

53
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 8 The students will be able to: Let students:

BENZENE 6.8.1 describe the The structure and stability Discuss benzene as a hydrocarbon
structures and of benzene Discuss the special stability of the benzene ring
stability of benzene. Draw the structures of benzene (Kekule)

Explain the resonance structures of benzene by Kekule

6.8.2 describe the reactions Reactions of benzene Discuss the mono substituted reactions of benzene. i.e. Draw the structures of
of benzene. toluene, phenol, aniline, benzoic acid and nitrobenzene.  Amino benzene
Discuss the addition reactions of benzene with halogens and  Phenylmethanoic
hydrogen. acid
 Nitrobenzene
 Methylbenzene
6.8.3 explain the Comparison of reactions Discuss and perform simple tests with benzene, alkene with
differences between of benzene and alkenes the following reagents: acidified KMn04
the reactivity of
benzene and alkene
towards certain
reagents.

UNIT 9

ALKANOLS 6.9.1 describe the preparation and properties Discuss the preparation of alkanols from alkenes and
preparation and of alkanols haloalkanes, palm wine, sugar cane juice, cocoa, maize, millet
properties of and fruits.
alkanols. Physical properties of Discuss the physical properties of alkanols, i.e. boiling point
alkanol and solubility in water.

6.9.2 write the names and Nomenclature of alkanols Write the structure of the functional group, 0H
structures of given Write the structure of a named alkanol
alkanols.1` Primary, Secondary and Write the name for the structure of given alkanol
tertiary alkanol Classify alkanols as primary secondary and tertiary for given
alkanols

54
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 9 (CONT) The students will be able to:

ALKANOLS 6.9.3 describe the chemical Chemical reactions of Discuss the dehydration of alkanols to form alkenes.
reactions of alkanols. alkanols Determine the products formed by the oxidation of primary,
secondary and tertiary alcohols using acidified K 2 Cr2 O 7
solution.
6.9.4 state some uses of Uses of alkanols
Discuss the uses of ethanol in the home, hospital,
alkanols
pharmaceutical industries and research work in chemistry and
science related laboratories.
UNIT 10
CAARBONYL 6.10.1 identify the functional Alkanals and Alkanones Discuss the structures of the functional groups of alkanals and
COMPOUNDS groups and names of alkanones.
carbonyl Name alkanals and alkanones with 1-5 carbon atoms in their
compounds. molecule.

UNIT 11
Discuss and state the main sources of alkanoic acids, i.e.
ALKANOIC ACID 6.11.1 describe the sources, Sources, preparation and
methanoic acid from insects, ethanoic acid from vinegar, fruits,
preparation and properties of alkanoic
sugars and carbohydrates.
properties of alkanoic acids.
acids
Discuss the preparation of alkanoic acids e.g. oxidation of
Explain why alkanoic
alkanols and other examples.
acids have higher boiling
points than alkanes with
Discuss the physical properties of alkanoic acid i.e. b.pt and
comparable masses.
solubility
Discuss why alkanoic acids have higher boiling points than
alkanes with comparable masses

Discuss the chemical properties of alkanoic acid

Discuss the reactions of alkanoic acids with Na0H, NaHCO 3
and Na 2 CO 3 .

Discuss the structure of the functional group C00H (carboxyl

6.11.2 write the systematic Nomenclature of alkanoic group) acid.
names and structures acids Explain the terms mesomeric effect and resonance.
of given alkanoic Explain that functional groups can exist as isomers, for
acids.
example, ethanoic acid ( CH 3 COOH ) and ( HCOOCH 3 )
Write the systematic name for given structure of alkanoic acids

6.11.3 describe the uses of Uses of alkanoic acids Discuss the uses of alkanoic acids:
alkanoic acids. Ethanoic acid and phenylmethanoic acids.

55
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The students will be able to:

UNIT 12

ALKANOIC ACID 6.12.1 describe the Preparation and Discuss the formation of amides from the reaction of organic
DERIVATIVES preparation and properties of amides acids with amines and acids with a mmonia.
AMIDES properties of
amide. Discuss the physical properties of amides: melting point and
solubility.

Discuss the chemical reactions of amides: hydrolysis of

ethanamide and phenylmethanamide

Perform a simple experiment to test for the presence of

amides. You can use ethanamide or urea with Na0H to give
NH3 (g).

6.12.2 describe the Nomenclature and Discuss the nomenclature of amides. Write the structure for
structure and structure of amides. ethanamide.
names of amides.

UNIT 13

ALKANOIC ACID 6.13.1 describe the sources, preparation and Discuss the sources of alkylakanoates: flavours of fruits and
DERIVATIVE sources, properties of alkanoates flower.
ALKYLALKANOATE preparation and
(ESTERS) properties of Outline the condensation reaction of an alcohol with a
alkanoates. carboxylic acid to form an ester.

6.13.2 describe the Nomenclature and Discuss the nomenclature of alkyl alkanoates: RC00K
nomenclature and structure of alkanoates
structure of alkyl Discuss the physical properties: Solubility
alkanoates. Discuss the chemical/properties: hydrolysis with alkali

Discuss the test for alkanoates: a reaction between alkanol

and alkanoic acid in H2S04.

6.13.3 describe the uses Uses of alkanoates State the uses of esters in soap production, as flavouring
of alkanoates agent, plastcizers, as solvents and in perfumes.

56
 SENIOR HIGH SCHOOL - YEAR 4
SECTION 1

CHEMISTRY, INDUSTRY AND ENVIRONMENT

General Objectives: The students will

1. recognize the important role chemical industries play in the lives of people.
2. be aware of the chemical industries in Ghana and understand what they do.
3. be aware of the mineral resources in Ghana and understand how they are exploited and used.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to:

CHEMICAL 1.1.1 explain the terms Chemical Industry Brainstorm to come out with the meaning of the term „Industry, placing
INDUSTRY „industry‟ and emphasis on chemical industry.
„Chemical Industry‟.

1.1.2 explain what a Chemical plants Discuss chemical plants and distinguish between a chemical plant and
chemical plant is. chemical industry.

Discuss some chemical plants in Ghana and what they do.

For example.
 Crude Oil refinery
 Cement production
 Soap making
 Salt making
 Gold refinery
 Steel Production
 Aluminium production
 Brewing

Explore the raw materials they use and state their sources (local or
foreign)
Explain why some chemical plants in Ghana use foreign raw materials.

Discuss the major and by-products of the chemical plants listed above.

57
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 (CONT) Let students:

The students will be able to:
CHEMICAL Outline the basic chemical reactions or processes employed to
INDUSTRY transform raw materials to products, e.g.
 saponification,
 electrolysis,
 solvent extraction
 fermentation
 precipitation
 decomposition etc

Discuss continuous and batch operations and relate them to

chemical reactions in the school laboratory.

Visit a chemical industry plant in Ghana, write a report on the

kind and sources of raw materials; finished products, by-
product and the basic chemical process/or processes used to
convert raw materials into products, sources of energy to the
chemical plants and benefits the industry gives to the
community in which the plant is cited.

In groups present reports to class for discussion

UNIT 2

EXTRACTION OF 1.2.1 outline the properties Properties and Reactivity of Review properties and reactivity series of metals.
METALS and reactivity of metals metals.

1.2.2 explain the term Meaning of mineral or ore Brainstorm to come out with the meaning of the term „mineral
mineral/ore. or ore.
1.2.3 identify the different Mineral deposits in Ghana Discuss the various mineral deposits and their locations in
types of mineral Ghana.
deposits in Ghana e.g.
(1). Metallic minerals
 Gold
 Bauxite
 Manganese
 Iron ores
(2). Precious stones
 diamond
(3). Industrial minerals
 Limestone, clay, kaolin
 Solar salt

58
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 2 (CONT’D) The students will be able to: Let student:

EXTRACTION OF 1.2.4 identify ores for gold, Metals and their ores. Discuss the ores/minerals from which gold, aluminium, iron
METALS aluminium, iron and and manganese are extracted.
manganese.
Identify any elements or compounds that co-exist with the
elements in question and their compounds in the ore.

1.2.5 outline the extraction of Extraction of Gold and Review the extraction of Gold and Aluminium from Quartz and
gold and aluminium Aluminium. Bauxite respectively. (Integrated Science, SHS 3 pg.47).
from their ores. (A review from SHS Summarize the extraction processes using chemical
Integrated Science) equations.

1.2.6 describe the extraction Extraction of Iron Discuss the extraction of iron from haematite using the blast
of iron from its ore. furnace.

Write chemical equations to show how haematite is reduced to Explain with three
Iron in the blast furnace. chemical equations, the
kind of reactions that take
Discuss the importance of calcium trioxocarbonate(IV) in the place in the blast furnace
extraction process. during the extraction of
iron from haematite.
1.2.7 outline the economic Importance of Iron metal Discuss the domestic and industrial uses of iron and its alloys.
importance of Iron to the Discuss why steel an alloy of iron is preferred to the pure iron
people of Ghana. in many instances.

Review corrosion of metals and rusting of iron from oxidation-

Reduction reactions.

UNIT 3

EXTRACTION OF 1.3.1 identify the chemical Elements and compounds Discuss the chemical composition of crude oil.
GRUDE OIL AND elements and in Crude oil
PETROLEUM compounds found in  H, N, O, S
PROCESSING crude oil.  Hydrocarbons
 cycloalkanes
 aromatic
hydrocarbons
 asphaltenes

59
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 3 The students will be able to: Let students:

EXTRACTION OF 1.3.2 outline the formation of Formation of Crude Oil Discuss the theory of the formation of crude oil from
GRUDE OIL AND crude oil from zooplankton, algae, diatoms, foraminifera and radiolaria
PETROLEUM biological sources. millions of years ago.
PROCESSING
(Cont)
1.3.3 demonstrate Classification of crude oil by Discuss the classification of crude oil (on the world market) Explain why there are
understanding of the  Geographic location and explain why light and sweet crude oils are preferred to differences in price for
classification of crude  API gravity heavy and sour crude oils. the same quantity of
oil.  Light, heavy crude oil from different
 Sulphur content(sweet sources.
and sour)

1.3.4 describe how crude oil Extraction of crude oil from Discuss crude oil extraction from an oil well by the primary
is extracted from an oil an oil well. (natural gas pressure) and the secondary (Gas lift and gas
well. injection) recovery processes.

1.3.5 describe the fractional Distillation of crude oil Discuss the physical and chemical methods of separation of
distillation of crude oil. organic compounds in crude oil

1.3.6 explain cracking and Cracking and Reforming of Discuss cracking and reforming of organic compounds and What is cracking? How
reforming of organic organic compounds state their importance to the crude oil refining process. important is cracking to
compounds. the petroleum industry?

1.3.7 outline the uses of the Uses of crude oil fractions List and discuss the uses of the fractions obtained from
fractions obtained from crude oil distillation.
crude oil distillation.

1.3.8 outline the sources and Petrochemicals Discuss the term petrochemicals, their sources and uses (of Name three
uses of  Sources some named examples) as raw materials for many industrial petrochemicals and state
petrochemicals.  Uses processes. their sources.

1.3.9 explain octane number Octane number Discuss the term „Octane number‟ and its importance in the
and its importance to petroleum industry.
the petroleum industry. Discuss addition of organometallic compounds to enhance
octane number.

60
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 4 The students will be able to: Let students:

ENVIRONMENTAL 1.4.1 explain pollution. Pollution of the environment Discuss the various systems that can be polluted. For
POLLUTION example:
 Air
 Water
 Land

1.4.2 describe natural Air Natural Air Pollution Discuss the three types of natural air pollution as:
Pollution.  Wildfires – which increase CO2 in the air through
burning.
 Windblown dust or wind storms in certain part of the
world.
 Volcanic eruptions with the releases of N2, CO2, HCI,
HF, H2S and Water vapour.
1.4.3 describe human Human activities that cause Discuss the composition of Fossil fuels such as:
activities that cause air pollution.  burning of Octane, C8 H18 in an excess of oxygen to
air pollution. produce CO2 and H2O and limited amount of oxygen to
produce CO and H2O.
 combustion of sulfur containing substances to produce
SO2
 Oxidation of Nitrogen, which is also an impurity in fossil
fuel to produce NO2.

Discuss pollutants that results from roasting – heating an ore

in the presume of air for example, metal sulfides to produce
free metal and S02

Discuss air pollution that results from the release of Arsenic

oxide (As2O3) into the air from Gold mining processing plants.

Discuss Acid Rain in terms of the conversion of S02 and NO2 Explain why lakes with
1.4.4 describe atmospheric Acid Rain
into H2SO4 and HNO3 in the atmosphere and its subsequent limestone experience
events such as Acid
precipitation as acid rain onto the earth. less adverse effect
Rain, Greenhouse
from acid rain.
Effect and ozone
Discuss greenhouse effect as the trapping of heat near
depletion. Green house Effect
Earth‟s surface by gases in the atmosphere, particularly CO2

Discuss the conversion of Ozone to Oxygen by UV light.

Ozone Depletion
Discuss CFCs and their contribution to ozone depletion.

61
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 4 (CONT’D) The students will be able to: Let students:

ENVIRONMENTAL 1.4.5 describe the effects of Environmental effects of air Discuss the consequences of acid rain, Greenhouse effect and
POLLUTION air pollution. pollution. ozone depletion on vegetation, water, and general wellbeing of
humans.

1.4.6 describe the sources of Sources of Water Pollution Discuss the sources of water pollutants such as
water pollution.  Human Waste
 Industrial chemical waste
 Agricultural waste chemicals such as pesticides,
weedicides, insecticides
 Leaches from urban solid wastes
 Runoff from heavy rains and oil spillage
1.4.7 describe the sources of Common soil pollutant Discuss urban solid waste and its effect on land and humans.
land pollution. This should include;
 Degradable and
 Non-degradable substances
UNIT 5

BIOTECHNOLOGY 1.5.1 describe the concept The concept of Discuss the concept of Biotechnology and its applications in
of biotechnology. Biotechnology the following industries
 Food and drink
 Treatment of waste
 Genetic Engineering
 Medical Products/pharmaceuticals
 Mining
 Fuel

1.5.2 describe biotechnology Biotechnology products Discuss products obtained using biotechnology. This should
processes that gives include:
products for human (i) Food and Drink
use. New and traditional
 Single cell protein, e.g. mushroom.
 Diary products
 Baking and Cooking
 Brewing

62
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 5(CONT) The students will be able to: Let students:

BIOTECHNOLOGY (ii) Medical products

 Hormones e.g. insulin
 Drugs
 Antibiotics e.g. Penicillin
 Vaccines

(iii) Chemicals
 Ethanol
 Polymers

(iv) Agriculture and Horticulture

 Nitrogen fixation
 Genetic engineering in domestic animals and
crops.
Discuss the long term effect of genetically
modified foods on humans.

(v) Fuel
 Biogas (methane)
 Gasohol (ethanol-gasoline)

1.5.3 describe Biotechnology Services Discuss service delivery to humans using

biotechnology Biotechnology. This should include:
processes that (i) Mining
provide services to  Extraction of metals by bioleaching
humans.
(II) Treatment of Waste
 Oil spills
 Paper waste
 Domestic waste
 Toxic waste
 Agricultural waste
 Sewage treatment

(iii) Enzyme Technology

 Biological Washing powders
 Pectinase in fruit juices

63
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 5 (CONT) The students will be able to: Let students:

BIOTECHNOLOGY 1.5.4 visit a traditional Visit to a traditional Discuss and write report on the indigenous
(indigenous) industrial (indigenous) industrial facility technology visit.
facility. This should include:
Gari, kenkey, local gin  Raw materials and their chemical
(akpeteshie) production. composition
 Stages in the production process
 Source of energy
 Chemical transformation in the raw
material to products
 Main products and by-products and
their chemical composition
 Management of waste from the
production process
 Health risk factors and safety
precautions.

Visit some industries and observe how

1.5.5 describe an industrial visit. Industrial visit: mining, biotechnology is applied in extraction of gold,
brewery, drug production, brewery, drug production and food processing.
Food processing facility. Write a report and discuss in class.

UNIT 6

GLASS AND ITS USES 1.6.1 describe the raw materials Making Glass Discuss the raw materials for making glass and
used in making glass. outline how glass is made.
Discuss uses of glass in :
 Construction
 Decoration
 Fabric
 Glassware
 Mirrors
 Lenses etc

64
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 7 The students will be able to: Let students:

CEMENT AND ITS 1.7.1 describe Raw Raw Materials for Clinker Discuss the raw materials for Clinker production.
USES Materials used in Production This should include:
Clinker and  Limestone
Cement Production  Clay

Explain that the Limestone and Clay are mined and processed.
That is,
(i) Physical treatment:
 Crushing and grinding, drying of the Limestone,
 Drying and milling of the clay
 Mixing of the powdered Limestone and Clay
(ii) Chemical treatment
 Roasting of Clay-Limestone mixture in a Kiln at about
o
1600 C to produce clinker

Discuss the fuels used in the Kiln for clinker production

This include:
 Pulverized coal
 Fossil fuel
Let students brainstorm on the composition of the various raw
material (Limestone, Clay, Coal) used in making cement.
1.7.2 describe the Cement Production
Discuss the processes involved in Cement Production from
Process of Cement
Clinker. Explain that the raw materials are:
Production.
(i) Clinker
(ii) Gypsum
which are mixed, milled and packed for sale.
1.7.3 describe the Environmental impact of
Discuss the environmental pollution of Clinker/Cement
environment impact Cement Production.
production. This includes:
of Cement
(i) discharge of cement dust into the air
Production.
(ii) reaction with the skin on direct contact with cement
dust.
1.7.4 Describe the uses Uses of Cement
Discuss the uses of cement in the building and construction
of cement
industry: This includes
- Bridges
- Roads
- Buildings
- Asbestos

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 SENIOR HIGH SCHOOL - YEAR 4
SECTION 2

BASIC BIOCHEMISTRY AND SYNTHETIC POLYMERS

1. recognize important applications of functional group chemistry in the manufacture and use of organic compounds.
2. show awareness of the general impact of organic products on our lives and the environment e.g. medicines, clothing, shelter,
plastics and detergents.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to: Let students:

PROTEINS 2.1.1 describe the sources, Sources and properties of Discuss the sources of protein.
preparation and proteins Meat, Fish, Eggs, Beans, Milk, Groundnuts, Soya bean,
properties of proteins. peanuts, Cashew nut.

Discuss the physical properties e.g. solubility

Discuss the chemical properties of amino acids e.g. pH,

Hydrolysis

Basic and acid properties including the zwitterions PI

Discuss the lab test for proteins using the ninhydrin

reagent/Biuret reagent/Millons reagent.

2.1.2 describe the Nomenclature and Discuss the nomenclature and structures of some naturally
Nomenclature of structure of amino acids occurring amino acids using glycine, tyrosine as examples.
amino acids
Explain that there are approximately 20 common 2-amino
acids (alpha-amino acids) obtained from the proteins of
organisms.

2.1.3 describe proteins as a Protein as a Polymer Discuss formation of protein from Amino acids.
natural polymer Describe the condensation reaction of amino acids to form
polypeptides.
Explain the hydrolysis of peptides and the products that are
got from the processes.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The students will be able to: Let students:

2.1.4 describe the uses of Uses of proteins Discuss the uses of proteins for food.
proteins List the major functions of proteins in the human body, i.e.
structure, biological catalyst, genetic materials and energy
sources.

UNIT 2

CARBOHYDRATES 2.2.1 identify the sources Sources and properties of Discuss the sources of carbohydrates
and properties of carbohydrates Sugars, cereals, root tubers, fruits, honey etc.
carbohydrates.
Discuss the solubility of sugars.
Explain the hydrolysis of disaccharides into monosaccharide
or simple sugars.
Discuss the test for reducing sugars using sugar strips,
Fehling‟s or Benedicts solution Tollens‟ reagent.

2.2.2 describe the Nomenclature and Discuss the classes of carbohydrates as

nomenclature and Structure of carbohydrate  Monosaccharide
structure of  Disaccharides
carbohydrate.  Polysaccharides with examples.

Discuss the names and components of the various classes of

carbohydrates
Monosaccharide – glucose, galactose and fructose.
Disaccharides -- lactose, sucrose,
Polysaccharide – starch, cellulose, glycogen

2.2.3 describe Polymers of carbohydrate Discuss starch as a polymer made up of glucose units i.e. an
carbohydrate as a example of carbohydrate
polymer.
Discuss the condensation of monosaccharide to form
disaccharides and polysaccharides.

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 2 (CONT’D) The students will be able to: Let students:

2.2.4 describe the uses of Uses of carbohydrates Discuss the uses of carbohydrate.
carbohydrate Industrial, commercial, medicinal, domestic and
pharmaceutical uses.

List the major functions of polysaccharides in the body i.e.

energy sources, energy reserves (glycogen) and precursors
for other biologically important molecules.

UNIT 3

FATS AND OILS 2.3.1 identify sources and Sources and properties of Discuss the sources of Fats and Oils
properties of Fats and Fats and Oils  Plants, Animals
Oils Discuss the composition of fats and oils.
Discuss the physical properties such as solubility and states.

Discuss the acidic and alkaline hydrolysis of Fats and Oils

using Na0H, KOH and dilute acids
 Hydrogenation
 Margarine production
Discuss the test for fats and oils

2.3.2 describe fats and oils General Structure of Fats Discuss and write the general structure for fats and oils
as alkylalkanoates. and Oils  Palm oil, coconut oil
Discuss fats and oils as mono-, di-, and tri-esters of propan-
1,2,3-triol(glycerol)

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 3 (CONT’D) The students will be able to: Let students:

2.3.3 describe the Extraction of Fats and Oils Outline the steps involved in the extraction of oil from palm
extraction of Fats and fruits, peanuts, coconut, soybeans, sunflower and shear
Oils. butter.

2.3.4 describe the Preparation of soap Outline the saponification reaction for making soap using local Describe the preparation
preparation of soap (saponification) from Fats oils and fats and alkali from burnt cocoa husks, plantain of soap from plantain
from Fats and oils. and Oils peel/caustic soda. peel.
What is salting out in the
Describe the hydrolysis of fats and oils to form soap and the soap production
action of soap. process?

2.3.5 compare soapy and Soap and Soapless Discuss the difference between soapy and soapless
soapless detergents. detergents detergents in terms of
 Raw material sources
 Structure
 Effect on hard water

Demonstrate the test for soapy and soapless detergents on

hard water and soft water.

2.3.6 outline some uses of Fats and Oils Discuss the uses of oils as:
fats and oils.  Food preparation
 Cosmetics
 Lubrication of machine parts
 Medicinal use.
List the major functions of fats and oils in the body i.e. energy
sources, insulation and cell membrane.

UNIT 4

SYNTHETIC 2.4.1 describe synthetic Synthetic polymers Brainstorm to come out with the definition of the terms polymer
POLYMERS polymers. and polymerization
Classify synthetic polymers based on monomers and
comonomer units
 Polystyrene, rubber
 Polythene, PTFE, orlon, nylon etc

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 4 (CONT’D) The students will be able to: Let students:

SYNTHETIC 2.4.2 describe addition and Addition and condensation Outline the polymerization of alkenes. Polythene and polyvinyl Differentiate between
POLYMERS condensation polymerization chloride should be cited as addition polymers. addition and
polymerization. condensation polymers.
Outline condensation polymerization of e.g. – urethane to
polyurethane

Draw the structures of the monomer and the repeating unit of

a polymer.

2.4.3 describe how the Structural features of Discuss the properties of polymers as dependant on their
properties of polymers structural features. Include the:
polymers depend on Different amount of branching in low-and high-density
their structural polyethene.
features.  Formation of cross-links in phenol – methanal plastics
(compare thermoplastics and thermosets).

2.4.4 describe ways of Modification of properties Discuss ways of modifying properties of polymers.
modifying the of polymers Include the use of:
properties of  Plasticizers in Polyvinyl chloride
polymers.  Volatile hydrocarbons in the formation of expanded
polystyrene
 Air in the manufacture of Polyurethane foam.

2.4.5 describe plastics and Plastics and resins Discuss plastics and resins and differentiate between them
resins.

2.4.6 explain the chemical Chemical Tests on Discuss chemical tests on plastics using. Describe a simple
Tests for plastics. Plastics  heat chemical test for plastics.
 acids
 alkalis
2.4.7 state the uses of Uses of Polymers Discuss polymer chemistry as a part of the larger discipline of
polymers materials science, which involves creation of new materials to
replace metals, glass, ceramics, wood, cardboard and paper.

Discuss the advantages and disadvantages of polymers

Consider strength, density,insulation, lack of reactivity, use of
natural resources, disposal and biodegradability use
polyethene, polyurethane foams, polyvinyl chlroride and
phenol-methanal plastics as examples.

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REFERENCES:

1. S. Z. Haider, Introduction to Modern Inorganic Chemistry.

2. J. D. Lee, Concise Inorganic Chemistry.
3. Cotton, Wilkinson and Gaus, Basic Inorganic Chemistry.
4. Raymond, Chang General Chemistry.
5. D. Ebbing, General Chemistry.
6. S. Glasstone, Text book of Physical Chemistry
7. P. W. Atkins, Physical Chemistry
8. K.J. Laidler, Chemical Kinetics
9. K.J. Laidler, Reaction Kinetics
10. Eyring, Glasstone & Laidler, Theories of Rate Processes.
11. N. B. Hannay, Solid state chemistry
12. A.K. Galway, Chemistry of Solids.
13. Eyring & Eyring, Modern Chemical Kinetics.
14. Friedleander and Kennedy, Nuclear and Radiochemistry
15. Choppin, Nuclear and Radioactivity
16. Williams, Principles of nuclear Chemistry
17. Harvey, Introduction to Nuclear Physics and Chemistry.
18. Douglas, McDaniels and Alexander, Concepts and Models of Inorganic Chemistry
19. R. T. Morrison & R. N. Boyd ;Organic Chemistry
20. A.I. Vogel, A Text Book of Practical Organic Chemistry
21. Vogel, Qualitative Inorganic Analysis
22. A.I. Vogel, Elementary Practical Organic Chemistry (Part 1)
23. A. K. Dey, Environmental chemistry

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