REPUBLIC OF REPUBLIQUE DU CAMEROUN

CAMEROON Paix – Travail – Patrie

Peace – Work - Fatherland

MINISTRY OF SECONDARY EDUCATION

MINISTERE DES ENSEIGNEMENTS
SECONDAIRES
INSPECTORATE GENERAL OF
EDUCATION
INSPECTION GENERALE DES
CHEMISTRY TEACHING SYLLABUS FOR SECONDARY
ENSEIGNEMENTS GENERAL EDUCATION
Forms 3, 4 and 5

Observing the environment in order to make informed choices on training options for a successful future.

INSPECTORATE OF PEDAGOGY IN CHARGE OF SCIENCES

INSPECTION DE PEDAGOGIE CHARGEE DE L’ENSEIGNEMENT DESSCIENCES December 2014

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 1
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 2
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 3
 FIRST CYCLE SYLLABUS REVIEW

A PARTICIPATORY AND INNOVATIVE APPROACH

The syllabuses that were drawn up by the Inspectorate General of Education in the Ministry of Secondary Education since
2012 are in accordance with the major guidelines for education in general and secondary education in particular as they
are enshrined both in the 1998 law to lay down guidelines for education in Cameroon and in the 2009 Growth and
Employment Strategy Paper(DSCE) .

These orientations could be summarised, amongst others, to train within the framework of an emerging Cameroon in the year
2035, citizens that will have a good mastery of the two official languages (English and French), deeply rooted in their cultures
but open to a world in search for sustainable development and dominated by Information and Communication Technologies.

Conceived in the various Inspectorates of Pedagogy, and later introduced for trialling in secondary and high schools during the
2012/2013 school year, these syllabuses were developed with the contributions of classroom teachers and teacher trade
unionists.

The new syllabuses had to undergo many changes:

- a shift from a skill based approach to a competence based approach through real life situations;
- a shift from a school cut off from society to one that prepares citizens for a smooth insertion into socio-
cultural and economic activities ;
- a shift from an evaluation of knowledge to that of competences necessary to sustainable development.

When these new changes and orientations were taken into account, they naturally led to a shift of paradigm within the
curriculum reform process. The option we have adopted is the competence based approach through real life situations.

The syllabuses of the first cycle of Secondary General Education are broken down into 5 areas of learning, each of them
containing a given number of disciplines as shown in the table below.

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 4
Areas of learning Disciplines

1- Languages and Literature - French

- English
- Living Languages II
- Ancient Languages
- Literature(in English and in French)
2- Science and Technology - Mathematics
- The Sciences( Physics, Chemistry,
Technology, Life and Earth Sciences)
- Computer Science
3- Social Sciences/Humanities - History
- Geography
- Citizenship Education
4- Personal Development - Sports and Physical Education
- Manual Labour
5- Arts and National Cultures - National Languages
- National Cultures
- Arts

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 5
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 6
 END - OF - FIRST CYCLE LEARNER’S EXIT PROFILE

The first cycle of Secondary General Education admits young graduates from primary schools aged between ten
and fourteen. Its general objectives are not only to build intellectual, civic and moral skills in these children but also
competences and fundamental knowledge which will either enable them to foster their education in the second
cycle, or to prepare them for a smooth insertion into the job market after professional training.

Thus, within the framework of these new syllabuses, the learner is expected , after the first cycle of secondary
education, to be able to use his/her competences to solve problems through family of situations relating to domains
of life as indicated in the table below:
N° Domains/Areas of life Families of situations to be treated in the 1st cycle

1 Family and social life  Participation in family life

 Healthy professional relationships
 Social integration
2 Economic life  Discovery of income generating activities
 Discovery of the job market, social roles, jobs and professions
 Self confidence, aspirations, talents, self potential
 Practising healthy eating habits
3 Environment , health and well being  Preservation of the Environment
 Quest for a healthy life style
 Choosing and practising a healthy life style
4 Citizenship  Mastery of rules and regulations governing the Cameroonian
society
 Discovery of cultural values and customs of the Cameroonian
society
5 Media and Communications  Discovery of the media world
 Discovery of Information and Communication Technologies

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 7
In order to achieve these objectives, the learner should be able to mobilise , within the various disciplines and
constructive areas of learning of the syllabuses, all the pertinent resources in terms of knowledge, know how and
attitudes.

The next table gives you a general overview of the afore-mentioned objectives, while the syllabus for each subject
unfolds, in details, all the expected competences per level and at the end of the 1 st cycle.
Areas of Learning Disciplines Expected outcomes at the end of the 1st cycles

1-Languages and Living languages: French and English , L1

Literature
English, Receptive skills: reading and listening

French , Read in an autonomous way, different types of texts related

to areas of life as defined in the syllabus;
German,
Listen and understand various texts related to the above
Italian,
mentioned areas of life
Spanish,
Productive skills: speaking and writing
Chinese,
Produce various types of texts , of average length related to
Etc. these areas of life;

Language tools: appropriate use of various language tools

in order to produce and read types of texts related to that
level;

English to Francophone Communicate accurately and fluently using all four basic
learners skills in language learning;

French to Anglophone learners Be able to transfer knowledge learnt in class to real life
situations out of the classroom;

Be able to cope and survive in problem solving situations;

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 8
 Living languages II

Receptive skills: reading and listening

Read and understand simple texts on social life, citizenship,

the environment, well being and health, media etc..

Listen and get oral information in order to simply interact

during communication situations related the various
domains of life.

Productive skills: speaking and writing

Sing, recite, dramatise , orally answer questions related to

the various domains of life as defined in the syllabus;

Write short passages on various familiar topics.

Ancient languages: Develop general knowledge through ancient languages and
Latin, cultures; know the origins of the French language for
linguistic mastery;
Greek
Carry out elementary tasks in translation.
National languages

Literature

Cameroon Literature;
French Literature;

Francophone Literature;

Other literatures

2-Science and Mathematics, Use mathematic knowledge skills and values with
confidence to solve real life problems within the different
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 9
Technology The Sciences domains of life;

Computer Science Communicate concisely and unambiguously and develop

power of mathematical reasoning (logical thinking, accuracy
and spatial awareness).

The Sciences:

Acquire the fundamentals of sciences in order to

understand the functioning of the human body, the living
world, the earth and the environment;

Acquire methods and knowledge to understand and master

the functioning of technical objects made by man to satisfy
his needs;

Demonstrate attitudes to protect his/her health and

environment.

Computer Science :

Master the basics of Information and Communication

Technologies;

Exploit and use ICTs to learn.

3- Social History Possess cultural references to better locate events in time

Sciences and space within a democratic system and become a
/Humanities responsible citizen.
Geography History:

Acquire a common culture ; be aware of heritage from the

Citizenship Education past and current challenges;

Geography :

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 10
 Develop one’s curiosity and knowledge of the world;

Get acquainted with landmarks to find your way and fit in the
world.

Citizenship Education:

Possess essential knowledge in rights and duties in order to

fulfil his/her citizenship.
4- Personal Moral Education; Develop his / her physical abilities/skills ;
Development
Get ready for physical challenges , save and regain energy
Home Economics; after physical efforts;

Identify risk factors; possess basic knowledge and principles

Sports and Physical in hygiene and health education;
Education
Demonstrate a sense of self control and appreciate the
effect of physical activities.
Health Education
Conceive and draw up sports and cultural animation
projects;

Acquire methods and develop a high sense of efforts;

Conceive, draw up and implement projects that will enable

one to project his/her image and feel the well being inspired
by self-confidence.

5- Arts and Arts/Artistic Education; Artistic Education:

National Cultures
Observe and appreciate works of art;
National Cultures
Carry out an artistic activity;

Gradually acquire the love for personal expression and

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 11
 creativity;
Possess a mastery of creativity in music, plastic arts and the
performing arts.
Dramatise, recite texts (poems, tales, proverbs, etc.) relating
to various areas of society;
Practise the different dramatic genres: sketches, comedy,
tragedy, drama, etc.
National languages and Cultures
Demonstrate a mastery of Cameroon cultures;
Visit the various cultural areas of the country in order to
discover their characteristics;
Demonstrate a mastery of basic rules in writing
Cameroonian languages as well as basic grammatical
notions applied to these languages;
Demonstrate a mastery of one of the national languages at
3 levels: morpho-syntax, reception and production of simple
oral and written texts.
Even though the learners acquires skills in different disciplines, these competences are accompanied by
other skills known as cross curricular competences related to intellectual, methodological, social and
personal areas of learning.
6- Cross curricular Intellectual and Solve Problem in a given situation;
competences Methodological domains
Use knowledge skills and values with confidence in order to
solve real life problems within the different domains of life;

With confidence, find useful information to solve problems

he/she is faced with;

Give his/her opinion ;

Support his/her opinion with strong arguments ;

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 12
 Assess him/herself with a view to

remediation; Demonstrate basic knowledge in

note taking ; Conceive and realise individual

projects;

Analyse and summarise information, give feedback and

report orally or in writing.

Develop problem solving approaches;

Exploit and use ICTs in his/her activities.

Social and Personal Interact positively and assert his/her personality while
Domains respecting that of other people;

Join team work, fit in a common initiative project /group;

Demonstrate interest in cultural activities ;

Develop a sense of effort, love for work, perseverance in

tasks or activities carried out ;

Understand and accept others in intercultural activities;

Accept group assessment.

The resources to be mobilised by the learner are found in many disciplines and areas of learning. So it is important
to implement these syllabuses not in isolation but as interrelated subjects. These remarks hold both for subject and
cross curricular competences. They are so called to show that they should be developed through teaching/learning
activities of the different subjects. The development of subject and cross curricular competences concern the entire
education family as they are capable of inspiring an educative project and the putting in place of extra curricular
activities. The ultimate training goal of these syllabuses, at the end of the first cycle, is to enable the learner to be
self reliant, to be able to keep on learning through out his/her life, to contribute to sustainable development and
become a responsible citizen.
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 13
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 14
TABLE OF CONTENTS
General statement
The goals
Time allocation
Profile of learner at the end of the first cycle
Evaluation
General presentation of modules

Module II: Matter: Properties and transformation

Module III: Energy: Applications and uses

Module VI: Environmental education and sustainable development

Comprehensive table showing the modules for Form 3, 4 and 5
Comprehensive table showing Competencies to be acquired at the end of each topic

Matrix of Form 3 topics

Matrix of Form 4 topics

Matrix of Form 5 topics

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 15
General Statement:
This Chemistry Teaching Syllabus is a statement of a defined course work to educate young Cameroonians in the third, fourth and fifth years of
Chemistry in Secondary Education. It has been developed as an integrated course which aims to contribute towards a mixing of new and old
materials so that the new concepts permeate the whole.
This syllabus also aims at creating awareness in the student of the importance of chemistry in the society in which he/she lives. It is conceived to
provide a smooth transition from the daily realities of chemistry in the student’s life to more concrete concepts without creating a barrier.

It caters for the student whose previous education in Chemistry is based on the aspects of chemistry studied in Form 1 and Form 2 and prepares
the student to the acquisition of the Ordinary Level Certificate and/or vocational training. It therefore covers the requirements of the Cameroon
G.C.E. Board Examination Syllabus.

The Goals
The general aims and objectives for the whole Chemistry course are broken down to specific goals and aims which are progressive. For Forms 3, 4
and 5, they are as follows:
1. Identify patterns in the physical and chemical behaviour of substances;
2. Use experimental techniques and design of experiments;
3. Understand and apply Principles of Chemistry;
4. Handle problems in everyday life by using ideas, concepts and skills developed in the Chemistry course;
5. Create an awareness of chemistry in the Cameroonian society and the world and an application of the social and environmental aspect of
chemistry.

The entire syllabus is done based on the Competency-Based Approach with daily life situations as the focal point, using the student-centred
experimental approach to the teaching of the subject in each of the classes. The experimental resources to be used at all levels of the teaching
syllabus include:
 simple materials in the environment;
 conventional laboratory chemicals and equipment;
 microchemistry equipment.

Time allocation
To cover this syllabus, the recommended weekly time allocation for each of Forms 3, 4 & 5 is:

CLASS TIME ALLOCATION (A period is 50 minutes) Theory, demonstrations, experiments.

Form 3 One double period and one single period 50 min. x 3

Form 4 One double period and one single period 50 min. x 3

Form 5 One double period and one single period 50 min. x 3

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 16
Profile of learner at the end of the first cycle
By the end of the first cycle the programme of study is expected to inculcate (promote) in the learner responsible behaviour, knowledge and
competencies, which should enable him/her to be able to:
 explain natural phenomena ;
 meet with the challenges of life, through the use of scientific approach in problem solving;
 manage the environment in a sustainable manner;
 safeguard his/her health and that of all others in his/her surrounding;
 imbibe the scientific method;
 use process skills to acquire knowledge;
 read security notices;
 communicate his/her results.
 apply scientific reasoning to solve real life situations.

Evaluation
The evaluation of this syllabus will aim to test the knowledge and competencies (skills, abilities) in different areas:
 Ability to apply the understanding in solving problems, the ability to use the scientific information given, for example in graphical or tabular
form.
 Ability to organize material and present ideas in a clear and logical manner.
 Ability to handle patterns in chemical knowledge and show critical, imaginative and inferential thinking skills.
All forms of evaluation will place emphasis on the specific aptitudes outlined at the beginning of each topic.
 Practical skills will be evaluated with respect to:
 Use of and care for equipment
 Design and use of experiments
 Quantitative and/or qualitative analyses.

 By the end of the three years of studies in Forms 3, 4 and 5, the learner will be required to have shown proof of the acquisition of a specified
number of competencies. See Table on minimum expected competencies below to guide you.

All forms of evaluation will place emphasis on the specified competencies/aptitudes outlined for each topic/module.

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 17
GENERAL PRESENTATION OF MODULES
MODULE II: MATTER: PROPERTIES AND TRANSFORMATION

1. TIME ALLOCATION: 177 (75 + 60 + 42) PERIODS

2. GENERAL PRESENTATION:

Most of the core content of Chemistry in Forms 3 to Form 5 comprises matter, its characteristics and some reactions (i.e. transformation).This
module consists of the following topics:
 Atoms.
 Structure of the atom in relation to the Periodic Table.
 Structure and Bonding.
 Acidic and alkaline solutions.
 Chemistry of the elements: The Halogens.
 Chemistry of the elements: Oxygen.
 Chemistry of the elements: Sulphur.
 Chemistry of the elements: Nitrogen.
 Chemistry of the elements: Phosphorus.
 Chemistry of the elements: Carbon.
 Chemistry of the elements: Hydrogen.
 Principles of Chemistry: Formulae, Moles and Equations.
 Principles of Chemistry: Electrochemistry and Redox reactions.
 Principles of Chemistry: Solutions and acid-base titration.
 Chemistry of the elements: Alkali metals and alkaline earth metals.
 Chemistry of the elements: Transition metals.
 Chemistry of the elements: Identification of ions.
 Salts.
 Organic Chemistry.
 Principles of Chemistry: Gaseous state.
 Principles of Chemistry: Energetics.
 Principles of Chemistry: Rates of reaction.
 Principles of Chemistry: Reversible reactions
 Chemistry in society: Extraction of metals.
 Chemistry in society: Heavy chemical industries.

After looking at some basic notions of matter in Form 1 and Form 2, more emphasis is laid on the properties and transformation of matter. In this
regard the atom is studied in more detail, the periodic table is introduced and the chemistry of the elements is then treated. Notions of quantity

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 18
chemistry (mole concept) and organic chemistry are introduced with transformations being represented by appropriate equations; without
minimizing chemistry in society. To achieve this, the teacher has to sharpen the curiosity of the learner in such a way as to permit him/her to
recognise, describe and interpret some phenomena that occur in his/her environment on a daily basis, and to use the knowledge acquired to solve
daily-life challenges; and also to carryout, observe and interpret simple chemical reactions.

3. CONTRIBUTION OF THE MODULE TO THE GOALS AND OBJECTIVES OF THE CURRICULUM

This module seeks to help learners improve their relationship with and knowledge of the material world by deepening their knowledge acquired in
the primary school and latter on during the first two years of secondary education.

4. CONTRIBUTION OF THE MODULE TO THE CURRICULUM AND TO AREAS OF LIFE.

To enable learners improve on their relationship with the material world, the teacher should stimulate the learner so as to tap from him/her the ability
to read, calculate, manipulate, estimate and interpret.

To achieve this, the learner needs skills in languages (English and French), Mathematics, Chemistry, Physics, Technology and Biology.

In this module, the learner is required to take decisions that affect his/her health, physical and social environments.

MODULE III: ENERGY: APPLICATIONS AND USES

1. TIME ALLOCATION: 24 PERIODS

2. GENERAL PRESENTATION:

This module presents basic concepts in energy based on the Principles of Chemistry already introduced Form 1 and Form 2, with emphasis on heat
and electricity. It is subdivided into two topics as follows:

 Principles of Chemistry: Electrochemistry.

 Principles of Chemistry: Energetics.

3. CONTRIBUTION OF THE MODULE TO THE GOALS AND OBJECTIVES OF THE CURRICULUM

The study of energy helps in the construction of reasoning and familiarity with resources around us. The study of energy will enable the learner to
develop the ability to visualize, interpret, justify, classify, clarify, appreciate, quantify, project, and describe the world through the availability of the
different energy resources, their location, and relationships. This will also develop in the learner the spirit of initiative, creativity and enterprise. All
these competencies enable the learner to become autonomous and independent to carryout different activities in the environment.
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 19
4. CONTRIBUTION OF THE MODULE TO THE PROGRAMME OF STUDY AND TO THE AREAS OF LIFE.

The content of this module has as objective to reinforce the capacity of the learner in carrying research and integrating himself/herself into the social
milieu. On the other hand, this module initiates the learner into project development and enables him/her to acquire knowledge of technological and
methodological approaches. The acquisition of this scientific knowledge will need aspects of Mathematics, Geography, Information / Computer
technology, etc.

In this module the basic notions of energy are given, how it is handled and used. This calls on the learner to make reference to daily actions vis-a-
vis the energy in the following areas of life: media and communication, social and family life, citizenship, health care, environmental protection,
welfare and economic life.

MODULE VI: ENVIRONMENTAL EDUCATION AND SUSTAINABLE DEVELOPMENT

1. TIME ALLOCATION: 30 PERIODS

2. GENERAL PRESENTATION:
This module takes into consideration the notion of chemistry in the society and handles extraction of metals and heavy chemical industries;
and comprises two topics as follows:

 Chemistry in society: Extraction of metals.

 Chemistry in society: Heavy chemical industries.

The industrial preparation processes involved eliminate various waste products and the disposal of these products needs to be handled with care,
as waste disposal has become a serious environmental hazard within the last few years. It is necessary to create awareness in learners as to the
presence of these waste products and to sensitize them on the challenges of their sustainable management.

The treatment of the proposed family of situations in this module should help learners acquire investigative skills, refine their observation
skills, implement techniques of data collection and organization, as well as methods of quantitative and qualitative data analysis, to help them adopt
responsible behavior concerning the protection of their environment. The treatment of the families of situations also ought to help learners to take
note of the evolving nature of solutions related to the challenges faced in our environment.

3. CONTRIBUTION OF THE MODULE TO THE GOAL AND OBJECTIVES OF THE CURRICULUM:

The skills the learner will acquire in this module will better equip him/her to sustainably manage his/her environment. This module would also invoke the love
for careers like medicine, agronomy, teaching environmental education etc.

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 20
4. CONTRIBUTION OF THE MODULE TO THE PROGRAMME OF STUDY AND TO AREAS OF LIFE.

This module will develop in the learner skills linked to communication and interpersonal relations, decision making, critical thinking, scientific mind,
self esteem. These skills are indispensible in all the science subjects and other areas of learning.

This module also provides essential resources for the appropriation of the content on environmental education and sustainable development, and
health education.

The importance of this module lies in the fact that the learner who permanently lives in a more or less hostile environment whereby the different
natural resources are a source of socio-economic challenges, should know that only sustainable management of these resources can lead not only
to a comfortable life but also to social peace. The family, social and economic life, the environment, well-being and health depend on man’s
behavior in his environment.

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 20
COMPREHENSIVE TABLE SHOWING THE MODULES FOR FORM 3, FORM 4 AND FORM 5
The Competency-Based Approach (CBA) paradigm requires that the syllabus be written in modules. The syllabus for these three years of
secondary education in Chemistry comprises three of the six modules in Science and Technology (Matter: Properties and Transformation, Energy
and Environmental Education); having eleven topics in Form 3,eight in Form 4 and five in Form 5.
a) The modules.

Cycle Level Title of module Topic Family of situations Duration/

(Periods)
Matter: Properties and 1. Atoms. Structure of the atom. 06
Transformation Identification of tiny invisible subatomic particles
2. Structure of the atom in relation to Understanding the structure of the atom. 06
the Periodic Table. Significance of valence electrons
Form 3 3. Structure and Bonding. Identification of the forces holding particles together and 11
the structures of substances.
4. Acidic and alkaline solutions. Classification of solutions based on their behavior with 05
indicators.
5. Chemistry of the elements: The Halogens. Chemistry of the elements 13

6. Chemistry of the elements: Oxygen. Chemistry of the elements 06

First Cycle 7. Chemistry of the elements: Sulphur. Chemistry of the elements 08
8. Chemistry of the elements: Nitrogen. Chemistry of the elements 09
9. Chemistry of the elements: Phosphorus Chemistry of the elements 01
10. Chemistry of the elements: Carbon. Chemistry of the elements 08
11. Chemistry of the elements: Hydrogen. Chemistry of the elements 06-80
Matter: Properties and 1. Principles of Chemistry: Formulae, Amounts of substances 12
Form 4 Transformation Moles and Equations.
Energy 2. Principles of Chemistry: Action of electricity 15
Electrochemistry. Redox reactions
Matter: Properties and 3. Principles of Chemistry: Solutions and acid- Volumetric analysis 09
Transformation base titration.
4. Chemistry of the elements: Alkali metals Chemistry of the elements 07
and alkaline earth metals.
5. Chemistry of the elements: Transition Chemistry of the elements 06
metals.
6. Chemistry of the elements: Identification of Chemistry of the elements 03
ions.
7. Salts. Salts 06
8. Organic Chemistry. Organic compounds 17
Form 5 1. Principles of Chemistry: Gaseous state. Principles of Chemistry 06
Energy 2. Principles of Chemistry: Energetics. Principles of Chemistry 10
Matter: Properties and 3. Principles of Chemistry: Rates of reaction. Principles of Chemistry 0603
Transformation Reversible reactions Principles of Chemistry 03
Environmental 4. Chemistry in society: Extraction of metals. Chemistry in Society 08
Education 5. Chemistry in society: Heavy Chemistry in Society 22
chemical industries.
6. General revision ≥ 23

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 21
 b) The matrix : The table is made up of three major columns:

o The Contextual framework embodies the families of situations and examples of real life situations where the knowledge and skills
(competencies) can be applied.
o The Competencies are made up of categories of actions and examples of actions: These are groups of some actions which are related
to the mastery of the competencies expected for the module.
o The Resources have the essential or core knowledge which gives all the set of cognitive and affective resources which the learner
needs to mobilize to successfully treat a family of situations. It is divided into four components: the subject content, the aptitude (skills or
know-how), attitudes to be disposed or displayed as well as other resources (material, human, finances, etc.) necessary for the
acquisition of the competencies.

c) Competencies: The table below shows the various competencies to be acquired at the end of each topic and consequently by the end of
the Sub-cycle. The teacher is expected to use the resources available in his/her local environments to impact these competencies unto the
learners.
Cycle Level Title of module Topic Competencies
1. Atoms. Demonstrate Brownian motion and diffusion. Identify, locate and
Form 3 Matter: Properties characterise subatomic particles. Calculate RAM from isotopic
and Transformation abundances.
2. Structure of the atom in relation to the Write the shell electronic configuration of the first twenty elements.
Periodic Table. Determine the period and group of an element from its electronic
configuration. Relate valence electrons and chemical properties.
3. Structure and Bonding. Illustrate ionic, covalent and metallic bond formation using suitable
examples. Use molecular models to illustrate shapes of simple
molecules. State the properties of each bond type.
4. Acidic and alkaline solutions. Identify common indicators and their colour changes in different
First Cycle mediums. Use indicators to verify and classify simple solutions.
React acids with alkalis, metals, metal oxides and carbonates.
Prepare indicator from plant extract.
5. Chemistry of the elements: The Give the colour of the halogens as well as their physical states at
Halogens. room temperature. Prepare halogens and hydrogen halides from
suitable reagents. Identify/distinguish halide ions using AgNO 3.
6. Chemistry of the elements: Oxygen. Prepare and test for oxygen. Prepare oxides of some common
elements, dissolve the oxides in distilled water and test solutions
with blue and red litmus papers.
7. Chemistry of the elements: Sulphur. Identify yellow stones in the local market as sulphur. Describe the
laboratory preparation of H2S, S2-, SO2, H2SO4 and state their
uses and that of sulphur. Add dilute HCl to FeS and smell the gas
produced. Carry out a simple chemical test for the sulphate ions.
8. Chemistry of the elements: Nitrogen. State the physical properties of nitrogen. Describe the laboratory

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 22
Cycle Level Title of module Topic Competencies
preparation and manufacture of ammonia and state its properties;
Form 3 do same for nitric acid. State uses of nitrogen and its compounds.
9. Chemistry of the elements: Phosphorus State the physical properties of white and red phosphorus.
First Cycle Describe the reaction of phosphorus with air, oxygen and chlorine.
State some uses of phosphorus and its compounds.
10. Chemistry of the elements: Carbon. Identify the different structural forms of carbon and relate
properties to the structure. Draw and state the uses of each
allotrope of carbon. Produce CO2 from varied carbon compounds
and test the gas using lime water. Give uses of carbon compounds.
11. Chemistry of the elements: Hydrogen. State the physical properties of hydrogen. Prepare hydrogen in the
laboratory, and test using a glowing splint. Titrate dil. HCl against
NaOH(aq). Pass H2 gas over CuO on heating and observe.
Describe the reaction of hydrogen with oxygen and chlorine.
Matter: Properties 1. Principles of Chemistry: Formulae, Memorize simple definitions and statements of laws. Carry out an
and Transformation Moles and Equations. experiment to determine formula of a simple binary compound;
CuO or MgO. Write and balance simple chemical equations and
Form 4 do calculations involving aspects of the mole concept. Weigh a
mass equivalent to a mole of a substance.
Energy 2. Principles of Chemistry: Memorize definitions of terms and state laws. Establish the
Electrochemistry. Redox reactions electrochemical series using displacement reactions in
electrochemical cells. Set up simple electrolytic cells for
electrolysis of molten NaCl, PbBr2, NaCl(aq), CuSO4(aq) ( using inert
and reactive electrodes), acidified H2O.Write and balance ionic
equations. Do calculations involving Faraday’s laws. State some
uses of electrolysis. Describe the use of aqueous KI, acidified
KMnO4 and K2Cr2O7 to test for oxidizing and reducing agents from
the resulting colour changes
Matter: Properties 3. Principles of Chemistry: Solutions Memorize definitions of terms. Prepare standard solutions. Carry
and Transformation and acid-base titration. out acid-base titrations. Write balanced equations for acid-base
titration reactions. Do calculations using titre values and equations.
4. Chemistry of the elements: Alkali metals List at least three members of each group. Carry out the reactions
and alkaline earth metals. of metals with cold water and oxygen. Prepare and investigate the
effect of heat and water on hydroxides, halides, sulphates,
nitrates, carbonates of Li, Na, K. Carry out reactions of Mg, Ca
with cold water and steam and acid. Use reactions to compare
reactivity and derive trends. Prepare and investigate properties of
oxides, hydroxides, carbonates, chlorides of Ca and Mg.
Use soap to distinguish hard and soft water. State the types and
explain causes and effects of hardness.
Carry out simple procedures to soften hard water.
5. Chemistry of the elements: Transition Investigate physical properties of Fe and Cu. State characteristic
metals. properties of transition metals. Study some reactions of the above
metals and/or their compounds.

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 23
Cycle Level Title of module Topic Competencies
6. Chemistry of the elements: Identification Carry out flame tests. Carry out test tube reactions using NaOH,
of ions. NH3 and other reagents to identify and distinguish between
various ions.
Form 4 7. Salts. Prepare salts using various methods. Heat salts and observe.
Draw and use solubility curves. Memorize definitions of the terms
deliquescence, hygroscopy and efflorescence and cite a concrete
example of their respective compounds.
8. Organic Chemistry. Memorize definitions of basic terms. Construct models to show
covalent bonding in simple alkanes (C1-C3) and alkenes (C2-C3).
Investigate physical properties of organic compounds. Describe
fractional distillation of crude oil. Test for unsaturation and for –OH
group. Prepare ethanol from ethene and starchy food. Investigate
physical and chemical properties of ethanol. Prepare an ester from
an alcohol and an organic acid.
1. Principles of Chemistry: Gaseous state. State the kinetic theory. Carry out experiments to demonstrate
Brownian motion and diffusion. State Boyle’s law and Charles’
Form 5 law. Explain these laws in terms of the kinetic theory. Use gas law
expressions and combined gas law expression in calculations.
Define molar heat of evaporation and molar heat of fusion. Use
molar heat of evaporation and fusion to predict structures.
Energy 2. Principles of Chemistry: Energetics. Define heats of combustion, neutralization, solution, reaction and
precipitation. Construct simple energy level diagrams. Carry out
experiments to determine the heat of combustion of ethanol or
methanol; heat of neutralization of HCl by NaOH. Calculate heat
changes. State Hess’s law.
Matter: Properties 3. Principles of Chemistry: Rates of Define rate of reaction. Investigate the effect of Temperature,
and Transformation reaction. concentration, surface area, catalyst and light on the rate of a
4. Reversible reactions reaction, e.g.2-HCl/Mg; CaCO3(s)/dilute HCl; KClO3/MnO2,
HCl(aq)/S2O3 (aq), etc.
Predict the effect of changing reaction conditions on the yield of
products e.g production of ammonia and sulphuric acid
Environmental 5. Chemistry in society: Extraction of Describe the Extraction Al, Fe, Cu and titanium from their typical
Education metals. ores. State some physical properties of these metals. State
economic uses of the metals and relate the use to properties.
6. Chemistry in society: Heavy chemical Describe the industrial preparation of ammonia, nitric acid,
industries. sulphuric acid, sodium hydroxide etc. Produce soap and
detergents. Identify different types of fertilizers and their
constituents. NPK composition and calculation of fertilizer
components. Identify sources of energy for industries (coal, oil,
electricity, etc). Know the products arising from the fractional
distillation of crude oil and their uses. Identify natural polymers
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 24
 (carbohydrates and proteins). Bring some common synthetic
polymers to class (polythene, nylon polystyrene, Perspex, etc.).

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 25
 FORM 3
GENERAL CHEMISTRY
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDES ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
Structure of -Properties and -Defining terms -Carry out experiments Topic 1: Atoms -Recall the composition - Awareness -Sulphur
the atom. composition of -Identifying to demonstrate Brownian 1.1 Revision of the simple and structure of an atom in of existence of powder,
the atom. subatomic motion and diffusion. structure of an atom. terms of protons, neutrons Atoms. -water -
Identification particles -Draw an atom, locate Simple experiments to and electrons. - Awareness microscope,
of tiny -Drawing the -Writing the proton, neutron and illustrate diffusion (mixing of -Carry out experiments and of the -perfume
structures of notation of electrons and identify two gases – HCl and NH3 e.g. explain diffusion and the existence of -KMnO4(s),
invisible
isotopes. their properties. dilution of coloured simple kinetic theory, the subatomic -Picture chart of
subatomic simple atoms
-Calculations. Identify isotopes and substances). Brownian motion. particles. the atom.
particles -Experimentation calculate RAM. Brownian motion: Explanation -Appreciate the smallness -Care when -Chalk,
-Distinguishing
between -Carry out -Grind chalk or sugar. in terms of simple kinetic of particles and their handling -Sugar.
experiment to -Describe experiments to theory. motion smelling gases -Mortar &pestle
Brownian
illustrate diffusion show that matter is made 1.2 Charge and approximate mass -Give the charge and and chemicals. -Blue
motion and of very tiny particles of: a proton, a neutron and an appropriate mass of a -Volatile liquids
of gases and
Diffusion. crystals in -Perceive the smell of electron. proton, neutron and an (perfume,
solutions. any smelling substance Definition of atomic number of electron. ammonia, etc.)
-Identifying (e.g. perfume). an element and the mass -Define the atomic number -odorous gases
-Explaining the
isotopes. characteristics of -Drop a crystal of number of an atom. of an element, and the e.g. H2S
sub-atomic KMnO4 or “BLUE” in a Isotopy: definition and mass number of an atom. -Beaker or glass
-Finding the particles. - glass of water and examples. -Explain what is known by cups.
average mass of Representing observe. Conventional representation of isotopes of an element. -Pollen grains.
isotopes of isotopes using -Draw and fill a table of an isotope where A is the mass -Use and interpret the -The periodic
elements name, mass and charge number and Z atomic number. conventional symbolism chart.
of the sub-atomic Examples. for representing an isotope.
particles. Isotopic abundances. -Calculate the atomic mass
- Represent specific Calculation of atomic mass of of an element from its
atoms using the chlorine from its isotopic isotopic abundance.
notation. abundances. -Define the relative
-Use percentage relative Definition of relative atomic mass of an element
abundances of isotopes atomic mass of an element with respect to the
to calculate the RAM of on the hydrogen scale and hydrogen scale; scale.
elements e.g. Chlorine. on the carbon-12 ( ) -Explain what is meant by
scale. Avogadro’s constant.
1.3 A mole of atoms: explanation -Explain what a mole of
of the Avogadro’s constant L. atoms or particles means.
Definition of a mole of particles.

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 26
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDES ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
Understanding -Atomic -Drawing -Draw an atom. Topic 2: Structure of the atom in -Describe the structure of -Awareness of -The Periodic
the structure structure and the representative -Use number of valence relation to the Periodic Table. the atom. Describe, with electronic chart of the
of the atom. periodic table. structures of electron to classify 2.1 Structure of the atom: the aid of diagrams, the structure of elements.
atoms. elements in groups. Nucleus and electrons; the structure of an atom as atoms. -Plasticines
-Significance -Drawing the Distribution of -Draw concentric circles atom as a neutral particle containing protons and -Devotedness, -Bold makers.
structures of electrons in shells on a card board to (balanced charge of protons neutrons steadiness and -A pair of
of valence
atoms. and writing shell represent shells or energy and electrons). (nucleons) in the nucleus keenness. compass.
electrons electronic levels (1,2,3… or K, L, and electrons arranged -Pencil and
Energy levels (n = 1, 2, 3…)
-Distinguishing configuration. M…). Definition of valence electrons, in shells eraser.
between core, -Relating -Roll Plasticins into core electrons and non-valence -Deduce the numbers of -Pins
valence and chemical small balls to represent electrons. protons, neutrons and -Card board or
non-valence properties of electrons and place them Building up the Periodic Table electrons in atoms and ions A4 paper.
elements to on the circles. for the first twenty elements on from proton and nucleon -etc.
electrons.
electronic -Write the electronic the basis of the energy levels. numbers
-Identifying configuration configuration of the first The electronic configuration of -Write and explain the
electrons that -Using valence 20 elements on the the first twenty elements. electron arrangement
electrons to Periodic Table. 2.2 Valence electrons and (configuration) of the atom
take part during
determine the -Identify the core and the Periodic Table. in terms of principal
chemical chemical valence electrons. Valence electrons and the energy levels (n = 1, 2,
reactions properties of -Use the energy level to position of the element in the 3…).
elements determine the period of Periodic Table e.g. chlorine has -Identify core electrons,
the element and the 7 electrons and is in Group VII. valence electrons and non-
valence electrons to 2.3 Electronic configuration and valence electrons and
determine the group to chemical properties (use explain.
which the element alkali metals and halogens to -Write the electronic
belongs in the Periodic bring out the relationship). configuration of the first
Table. twenty elements (2: 8: 8
-Explain the link etc.)
between valence -Describe how the number
electrons and chemical of valence electrons in an
properties. atom relates to the position
of the element in the
Periodic Table.
-Describe how the
valencies of atoms of the
elements vary with the
position of the element in
the Periodic Table.
-Relate electronic
configuration to chemical
properties.
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 26
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDES ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
Identification -Differentiating Demonstration of Use diagrams and Topic 3: Structure and Bonding -Explain what a chemical -Knowledge -PeriodicTable
of the forces the formation of the models to explain the 3.1 The chemical bond: bond is. of how -Atomic models
between the
holding different types of formation of ionic, The significance of the noble -Give the reason for compounds -Manila paper
various forces chemical
particles covalent and metallic gas configuration. formation of a chemical are formed. -Bold makers
holding particles combinations.
together and Drawing and
bonding. Definition of the chemical bond. -Awareness of -Plasticines.
the structures together in Use models to show bond. -Describe the role of the composition -Water.
naming shapes of
of substances. substances. molecules and various shapes of simple Formation of chemical bond valence electrons in the of compounds. -Ice
crystals molecules or molecular and the noble gas configuration formation of a chemical -Care in -NaCl
-Explaining the crystals. (the octet rule); valence bond. handling -Iron or Cu
properties of electrons and the chemical -Describe and illustrate the glass ware. wire.
substances -Choosing two *Illustrate the following: bond. Effect of bond type on formation of an ionic bond. -Care in -Diamond
(compounds and elements on the -Ionic bonding between properties of compound -State the properties of handling -Heat source
metals). Sodium and Chlorine 3.2 The ionic bond: ionic compounds. heat source -beaker
Periodic Table
that can form -Covalent bonding Formation of ions by loss or -Describe and illustrate the -Matches
ionic bonds. between carbon and gain of electrons. formation of a covalent -Kerosene
hydrogen atoms in a Formation of ionic crystals as bond. -Iodine crystal.
-Selecting two methane molecule. shown by sodium chloride. -State some properties of -Molecular
The attraction between covalent compounds. models.
elements on the
*Demonstrate the oppositely charged ions leading -Illustrate ionic and Pens and
Periodic Table to the ionic crystal as a giant molecular compounds by pencils.
conductivity of:
that can form three-dimensional structure. “dot and cross” diagrams.
-ionic compounds (e. g.
covalent bonds. Properties of ionic compounds. -Draw the shapes of some
in solid, aqueous and
molten states) 3.3 The covalent bond. simple molecules.
-Selecting Formation of molecules by -Give examples of simple
-covalently formed
elements on the compounds. sharing electrons; illustrated by molecular crystals.
Periodic Table Cl2,CH4, NH3, H2O,HCl, N2, -Relate the melting points
that can form CO2, C2H4 and boiling points of
*Heat: ice, NaCl and
metallic bonds. Shapes of these simple molecular substances to
copper wire and note the
molecules the weak forces between
effect of heat on them.
Giant molecules e.g. SiO2 molecules.
Simple molecular crystals: ice, -Give examples of giant
-Use molecular models solid carbon dioxide, iodine. molecular covalent
to illustrate shapes of Weak forces between crystals.
simple molecules. molecules leading to low Describe the metallic bond
melting and boiling points. and relate it to properties
-Identify forces that hold Giant molecular covalent of metals (conductivity:
particles together in crystals: diamond and graphite. heat & electricity,
ionic, molecular, atomic Strong covalent bonds and high malleability etc.)
and metallic crystals. melting point. -Types of crystals: ionic,
3.4 The metallic bond: Formation covalent crystals (giant
and properties of metals. molecular covalent
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 27
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

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3.5 Crystals: Definition and types. crystals: diamond and
graphite), metallic crystals.
-Relation to bond types
and structure.

Classification Acids and Bases -Defining terms Identify common Topic 4: Acidic and alkaline -Give examples of acid- - Great care in -
of solutions in everyday life -Identifying indicators and their solutions. base indicators. Identify handling acids Orange,lime,grape
based on their and in the solutions colour changes in 4.1 Some acid-base indicators those properties that place and alkaline ,lemon and
-Writing chemical tomatoes juice.
behavior with laboratory different mediums. Litmus, phenolphthalein, the elements in the same solutions.
-H2SO4,
indicators. equations. Use indicators to verify methyl orange as indicators. group. - care in -sour milk,
-Preparing an -Experimentation and classify simple Simple definition of an -State a simple definition handling -HCl(aq).
indicator using solutions. indicator. of acid-base indicator equipment. -Baking powder
red cabbage. -Using indicators React acids with alkalis, 4.2 Acids, alkalis and -Classify some simple -Keen -tooth paste,
to verify acidity metals, metal oxides and neutralisation solutions as acidic, observation. -NaOH, NH3(aq).
and alkalinity of carbonates Use the universal indicator to alkaline or neutral. -Care when Distilled water
-Use the NaCl.
common -Prepare dilute solutions classify the following as acidic, -Define acidic, alkaline handling
indicator and Litmus, methyl
solutions. of HCl, H2SO4, & NaOH alkaline and neutral solutions: and neutral solutions solutions and
other indicators orange,
-Using indicators -Squeeze lemon juice. aqueous ammonia, sodium based on the pH scale. chemicals in
to test their phenolphthalein
to classify various -Prepare limestone hydroxide, sodium chloride, -Describe qualitatively the the laboratory. -Red cabbage
behavior in
solutions as solution. vinegar (white), water. difference between strong -Never taste
solution like -HCl, H2SO4,
acidic, alkaline or -Prepare indicator from 4.3 Neutralisation reaction: simple and weak acids in terms of solution in the
vinegar, water, ethanoic acids.
neutral solutions. plant extract. definition, example: sodium the extent of ionisation laboratory.
lemon juice, -Litmus papers.
-Using the pH -Put blue and red litmus hydroxide with hydrochloric -Describe some properties -Use only
limestone -Universal
scale to classify papers in various acid. Some properties of of acidic solutions. small
solution, soapy indicator.
some solutions as solutions and note or acidic solutions: -Describe neutralization quantities of -beakers,
water etc.
acidic, alkaline or observe the change in Action on metals reaction. solutions and -CaCO3, CuO.
neutral solutions colour of the litmus Action on metal oxides -Describe the importance indicators. -pH scale.
-Reacting acids paper. Action on carbonates of controlling the pH in -Vinegar,
with alkalis and -Read and interpret the 4.4 Classify oxides as acidic, soils and how excess -Soap. etc.
other substances. pH scale basic or amphoteric, based on acidity can be treated using
metallic/non-metallic character calcium hydroxide,
calcium/magnesium
carbonate
Chemistry of -Properties of -Writing the Compare the physical Topic 5: Chemistry of the -Identify the elements, -Care in Periodic Table
the elements the halogens electronic states of the halogens. elements: The Halogens. their symbols and handling of elements.
configurations of Prepare Chlorine 5.1 The elements fluorine, physical properties. poisonous -Round and flat
-Preparation, the halogens. -Hydrogen chloride and chlorine, bromine, iodine. -Identify those properties substances bottom flasks,
properties and -Explaining the alkali metal halide. The melting and boiling points, that place the elements in like halogens. Delivery tubes
uses of some change in colour, Use appropriate reagents colour and state at room the same group. Care in -Gas jar,
halogens. physical states, to test for halide ions. temperature. -Describe chlorine, handling -test tubes,
Exist as diatomic molecules at bromine and iodine in laboratory -KMnO4,

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 28
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDES ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
-Preparation, melting & boiling room temperature. Group VII (the halogens) equipment. - MnO2
properties and points as the -Write the electronic High reactivity (Not found free as a collection of diatomic Great care in -HCl,
uses of some group is configuration of the in nature). nonmetals handling -NaCl,
compounds of halogens, and give the Electronic configuration of the showing a trend in colour, reagents. -KI,
descended.
halogens. group to which the elements. state and their Keenness in -KBr/ NaBr
-Preparation and 5.2 Preparation and properties of displacement reactions observation -AgNO3,
-Identification belong using the number
chlorine: with solutions of other -HNO3
of halide ions reactions of of valence electrons. Preparation by reaction of halide ions -Great care in -conc. H2SO4 &
chlorine and concentrated hydrochloric acid -Describe and explain HCl.
-Uses of hydrogen halides. -Give the colour of the handling
with potassium permanganate preparation and properties -Water
halogens and halogens as well as their glassware.
or manganese (IV) oxide. of chlorine and hydrogen -bromine water,
their -Displacement physical states at room Reaction with: chloride. -Iodine.
compounds. reactions of the temperature. - Hydrogen, -Describe how chlorine - Carry out all - heat source
halogens. - Metals (sodium, can be obtained from reaction in a -HNO3 acid
-Produce Chlorine from a magnesium and iron), sodium chloride and fume solution.
-Testing for mixture of KMnO4 & - Non-metals (sulphur, sodium chloride from cupboard. NH3(aq)
halide ions. conc. HCl; or a mixture iodine and chlorine. -etc.
phosphorus), -Describe preparation of -Put on safety
of NaCl, MnO2, and
- Iodides and bromides. chlorides of common goggles
conc. H2SO4 acid.
- Bleaching action. elements and other halides
-Combine HCl acid with 5.3 Preparation and properties of of alkali metals.
hydrogen chloride: -Describe the
NaOH, K2CO3, or CaO
Preparation by reaction of displacement reaction of
to obtain the
sodium chloride with conc. one halogen by another.
corresponding metal sulphuric acid. -Describe a simple
halides. Properties and reactions: chemical test to identify
Physical properties: state, the presence of chloride,
-Pass chlorine gas smell, colour bromide and iodide ions.
through solutions of Reaction with: ammonia (gas); -State some uses of
NaBr and NaI and water halogen-containing
observe. Aqueous solution of hydrogen compounds.
chloride i.e. hydrochloric acid.
- Pass bromine gas Reaction with metals,
through solution of KI carbonates, and hydrogen
and observe. carbonates.
5.4 Obtaining chlorine from
-Pass bromine or iodine sodium chloride and sodium
solutions through NaCl chloride from chlorine.
Simple description of the
process of electrolysis.
Electrolysis of aqueous sodium
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 29
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDES ATTITUDES OTHER

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solution and observe. chloride solution (brine) to
obtain chlorine.
-Add some acidified Obtaining sodium chloride
AgNO3 into a test tube from reaction of chlorine with
containing solutions of sodium metal.
NaCl, KBr and KI 5.5 Preparation of other halides of
separately; and then the alkali metals (reactions
observe. similar to preparation of
chlorides).
5.6 Displacement reaction of one
halogen by another. Fluorine
will displace chlorine, bromine
and iodine from aqueous
solutions of corresponding
halides.
Chlorine and bromine will do
similarly to the halogens below
them. The displacement
reaction indicates the decrease
of reactivity down the group.
5.7 Tests for chlorides,
bromides and iodides in:
-solid state by reaction with
sulphuric acid
-aqueous solutions with
aqueous silver nitrate
and aqueous ammonia
5.8 Some uses of halogens and
their compounds.
Uses in the home,
medicine, agriculture and
industry.
Chemistry of -Preparation and Preparation of Set up simple apparatus Topic 6: Chemistry of the -State the physical Care in -KClO3, MnO2
the elements. test for oxygen. oxygen using and prepare oxygen from elements: Oxygen. properties of oxygen. handling -conc. H2SO4
appropriate KClO3. 6.1 Physical properties: state, -Describe a laboratory laboratory -H2O2,
-Identifying the equipment. Heat colour, odour and solubility. preparation of oxygen. glassware and -H2, Na, Mg, Al,
physical and Burn or heat some H2,Na,Mg,Al,C,S,Fe,Cu, 6.2 Simple description of a -Describe the preparation chemicals; and C, S, Fe, Cu,
chemical metals and non Zn in air. laboratory preparation of of oxides of common when heating. Zn, etc
properties of metals in air. Place oxides in water, oxygen from potassium elements. Awareness of -Water.
oxygen. observe and test with chlorate (V) or some -Describe the reactions of presence of -Boiling tube,
Reactions of litmus. common reagent. common oxides with oxygen in air. -Bunsen burner
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 30
-Reacting oxides with water, Chemical test for oxygen. water. Be keen in -Clamp & stand

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 31
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDES ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
oxygen with hydrogen and -Heat a mixture of MnO2 6.3 Preparation of oxides of -Identify the order of observation. -delivery tube,
some common carbon and KClO3 to produce common elements and their reactivity of common -glass trough
metals and non- oxygen. reaction with water: elements based on their -gas jar,
metals. -Mix H2O2 and MnO2 to - Preparation of oxides reactions with oxygen. -crucibles
-Reduction of -Decomposing produce oxygen. of: hydrogen, sodium, -Identify an oxidation -Flat bottom -
some oxides KClO3 or H2O2 in -Dry the gas using magnesium, aluminium, reaction as addition of flask,
using some Conc.H2SO4 or fused carbon, sulphur, iron, oxygen. -U-tube
the laboratory. copper, zinc by direct
reducing agents. CaCl2. -Identify a reduction -Fused CaCl2,
-Testing the -Insert a glowing splint combination. Define reaction as a loss of -beaker
presence of into the gas jar of oxygen oxidation as addition of oxygen. -Periodic Table
and observe. oxygen. -Describe the reduction of of elements.
oxygen.
- Through experiments on the oxides of common -Hazardous
-Burn H2, Na, Mg, Al, C, methods of preparation elements. signs.
-Reacting oxides
S, Fe, Cu, Zn in oxygen establish order of -Matches
with water. reactivity of elements in
to obtain their respective -etc.
oxides. reacting with oxygen.
- Classifying - Physical states of oxides.
-React the oxides with
oxides as soluble, - Reaction of oxides with
water; and use red and
insoluble, acidic, blue litmus papers to test water and classification as
basic or neutral. the resulting solutions. soluble or insoluble and as
acidic, neutral or basic.
-Reacting oxides 6.4 Reduction of oxides of
-Use CO and H2 to
with CO, coke, or common elements: with
reduce ZnO and PbO
hydrogen. hydrogen or carbon.
respectively.
-Use hot coke to reduce Definition of reduction as
H2O to water gas. removal of oxygen.
Chemistry of -Extracting -Extracting -Identify yellow stones in Topic 7: Chemistry of the -Describe the extraction -Keenness in Chart of Frasch
the elements sulphur from its suphur from the local market as elements: Sulphur. and state properties and observation. process,
ores. underground sulphur. 7.1 Occurrence: extraction of uses of sulphur. -Care in S,
deposits by the sulphur by the Frasch process. -Identify the different handling air,O2,Fe,Zn,Na
-Identifying the Flasch Process. -Draw the sulphur pump Allotropes of sulphur. Physical structural forms of sulphur. equipment OH,CuCO3,C,
physical and used in the Frasch and chemical properties of -Describe a simple and H2,Acids water,
chemical -Stating the process. sulphur. Structural forms of chemical test to identify chemicals, sugar, fume
properties of physical and sulphur allotropes. sulphur dioxide. especially cupboard
sulphur. chemical -Draw and distinguish 7.2 Sulphur dioxide -Describe the preparation acids.
properties of between rhombic and a) Preparation from of sulphides of sodium and -Ability to
-Identifying the sulphur. monoclinic sulphur. (i) Sulphites iron. describe. -Yellow stones
different (ii) Burning sulphur -Describe the effect of -Care in -Sulphur powder
allotropes of -Reacting sulphur b) Properties: acids on sulphides. handling -Periodic chart
-Give the colour, melting
sulphur. with other (i) Physical: -Identify the products on poisonous of elements.
point and boiling point of
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 32
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FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDES ATTITUDES OTHER

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substances, sulphur. Colour, smell, density burning hydrogen sulphide gases. -Chart of the
-Preparing the (method of collection in oxygen. -Waft gas Frasch Process
sulphides of -Distinguishing -Compare the solubility of SO2) -Describe the effect of towards -Rotten egg.
metals and non- between the of sulphur in water with (ii) Chemical: acids on sulphites nostrils to -HCl acid
metals. crystalline forms that in liquid CS2. -acid character, -Describe the dilution of smell. - FeS
of sulphur. -Describe the laboratory reaction with alkali concentrated sulphuric -Care when -Flat & round-
-Identifying the preparation of H2S, S2-, and indicators acid to obtain the diluted handling bottom flasks.
chemical -Preparing SO2, SO2, H2SO4 and state -reaction with one. glassware. -Source of heat
properties of H2S, FeS, CuS, their uses and that of acidified -Describe a simple -Gas jar,
sulphides. ZnS & MgS. sulphur.( e.g. in the permanganate chemical test for sulphate -Conc. H2SO4
treatment of ring worm, -combination with ions. -Copper
eczema) oxygen (oxidation). -Describe a laboratory -Na2SO3
7.3 Sulphides and hydrogen preparation of common -BaCl2
-Smell a rotten egg. sulphide. sulphates. -Fe , Zn, Mg, Na
a) Preparation of sulphides of State uses of sulphur and -etc.
-Add dilute HCl to FeS sodium and iron some compounds of
and smell the b) Properties: sulphur.
gas produced. (i) Physical: state and colour
(ii) Chemical reaction with
-Heat a mixture of dilute dilute acid to produce
HCl and Na2SO3 and test hydrogen sulphide.
gas evolved with Identification of H2S
acidified dichromate (smell).
paper. c) Burning hydrogen sulphide
in air.
-Mix dilute HCl acid and 7.4 Reactions of sulphuric acid:
BaCl2 with CuSO4 a) Concentrated acid:
solution and describe the (i) Dilution
precipitate. formed. (ii) Reaction with
copper
-React dilute H2SO4 acid (iii) Action of sulphur
with Mg, Fe & Zn. b) dilute acid:
(i) reaction with
-React conc. H2SO4 with copper
Cu. (ii) reaction with
basic oxides or
carbonates
(iii) reaction with
magnesium, iron,
zinc.
c) Uses: food and clothe
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 32
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDES ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
industry. Drugs and
agriculture.

Chemistry of -Identifying -Identify Nitrogen -Recall the inactive part Topic 8: Chemistry of the -State and physical -Care in -Laboratory
the elements nitrogen as the as the inert part of of air and its percentage elements: Nitrogen. properties of nitrogen handling equipments for
most abundant air. composition. 8.1 Physical properties of nitrogen: -Describe the laboratory laboratory the preparation
component of -Carry out -Draw laboratory set ups density and solubility; main preparation of ammonia equipment . of nitrogen,NH3,
air. experiments on and describe the source of air and state its properties. -Keen HNO3,NO, NO2.
-Identifying the laboratory laboratory methods for 8.2 Ammonia : -Describe the reaction of observation -Heat source
techniques of preparation of the preparation of N2 , Laboratory preparation and ammonia with simple care in -NaNO3,
preparing nitrogen and its NH3, HNO3, NO, NO2. properties of ammonia. acids handling and Pb(NO3)2,
nitrogen and its compounds. -Pass some NH3 gas over Collection, solubility in water, -Describe the preparation using Mg(NO3)2,
compounds. -Reacting heated CuO and test gas reaction with hydrogen and properties of nitric chemicals. Cu(NO3)2,
-Differentiating compounds of evolved. chloride, reaction with oxygen acid -Awareness of -Acids, alkalis
the physical and nitrogen prepared -Heat NH4NO2 to (catalysed and uncatalysed) -Describe the action of nitrogenous water, air.
chemical with acids ,alkalis decompose. Action on indicators and heat on some nitrates of products in -NH3, CuO,
properties of ,other substances -State the physical diluted acids. common elements agriculture. -Clamp & stand,
nitrogen and its and elements. properties of nitrogen. 8.3 Nitric acid: laboratory -Describe and state -Care when -Gas jar,
compounds. -Manufacturing -React nitrogen with Mg, preparation and properties of properties of nitrogen heating. -round & flat
-Stating the uses some nitrogen Li, or oxygen. nitric acid. dioxide and nitrogen bottom flasks,
of nitrogen and compounds on -Heat a mixture of a) Preparation from oxides -litmus papers,
its compounds. large scale. Ca(OH)2 & NH4Cl solid potassium nitrate and -Describe the nitrogen -CaO, U-tube,
-Explaining the to obtain NH3. concentrated cycle. -Conc. H2SO4
physical and -State the physical sulphuric acid. -State uses of nitrogen and - CuSO4(s),
chemical properties of NH3. b) Properties: its compounds. -Pyrex test tubes
properties of -Carry out reaction of (i) Dilution of -test tube
nitrogen and it NH3 with other concentrated nitric acid holders.
compounds. substances like oxygen, (ii) Action on indicators -A splint,
-Heating nitrates dilute HCl, H2SO4, and metals -Nitrogen
HNO3 CuO & H2O. (iii) Action on bases, fertilizers,
-Describe the industrial carbonates and metal -HNO3 acid,
manufacture of NH3 and oxides. -NaOH, CaCO3
the importance of the use 8.4 Action of heat on nitrates of -FeSO4,
of finely divided iron. some common elements. -Cu, Ca, NH4Cl,
-Heat a mixture of Action of heat on sodium Mg, Ca(OH)2,
KNO3& Conc. H2SO4 nitrate, lead nitrate, magnesium KNO3
acid to get HNO3 acid. and copper nitrates. -Charts for the
-React Cu with dilute & 8.5 Preparation and properties of industrial
Conc.HNO3 and observe nitrogen oxide and nitrogen preparation of
the gas evolved in each dioxide. ammonia.
case. a) Preparation of: nitrogen
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 33
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDES ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
-Heat NaNO3,Pb(NO3)2, oxide (NO); nitrogen -etc.
Mg(NO3)2, Cu(NO3)2. dioxide (NO2)
Identify importance of b) Properties: physical and
nitrogen in agriculture.- chemical properties.
Explain the nitrogen 8.6 The nitrogen cycle.
cycle. Uses of nitrogen and its
-State uses of nitrogen, compounds in agriculture.
HNO3, NH3, NH4NO3
etc.

Chemistry of -Observing the Identification of -State the physical Topic 9: Chemistry of the -Identify the different -Care in -Red, white and
the elements structural forms the different properties of white and elements: Phosphorus structural forms of handling black
of phosphorus. forms of red phosphorus. 9.1 Structural forms of phosphorus dangerous phosphorus.
phosphorus. -Burn phosphorus in phosphorus: white, red, -Describe the reaction of substance like -Oxygen, air
-Reactions and Setup equipment limited and excess black. phosphorus with air, phosphorus. -Chlorine.
uses of to carry out oxygen and observe the 9.2 Reactions of phosphorus with: oxygen and chlorine. -Keen -Glassware
phosphorus and reactions gas evolved in each case. air, oxygen and chlorine. -State some uses of observation -Source of
its compounds. involving -Carry out a reaction Uses of phosphorus and its phosphorus and its -Care when chlorine gas.
phosphorus. between phosphorus and compounds. compounds. handling glass
Identifying uses chlorine. ware.
of phosphorus. -State some uses of
phosphorus and its
compounds.
Chemistry of -Identifying the -Distinguishing -Draw the structures of Topic 10: Chemistry of the -Identify the different -Awareness of -Diamond,
the elements crystalline between diamond diamond and graphite. elements: Carbon structural forms of carbon the importance -Graphite
forms of carbon, and graphite in -Explain the physical 10.1 Structural forms of carbon: (polymorphism) and of protecting -Wood,
their structure terms of structure properties of diamond graphite, diamond, charcoal… relate properties to the the -Charcoal,
and properties. and properties. and graphite. Structure, physical properties structure. environment. -Soot,
-Explaining the -State the uses of each and uses. -Describe the reaction of -Awareness of -Kerosene, ,
-Preparing the laboratory allotrope. 10.2 Reaction of carbon with carbon with metal oxides. hazards of CO -Heat source
oxides of preparation of -Carryout the reactions metal oxides: carbon acting -Describe the preparation and CO2. -ZnO
carbon. CO2 and CO. between Fe2O3 and coke; as reduction agent. and properties of carbon -Keen - Fe2O3
- Identifying the -Describing the CuO and carbon or coke. 10.3 Preparation, properties and dioxide. observation. -CO2
physical and physical and -React CaCO3 (marble reactions of carbon dioxide: -Describe the reaction -Care handling -Steam
chemical chemical chips) with dilute HCl a) Preparation in the between carbon and ca chemicals, -Paper
properties of the properties of CO2 acid. laboratory, properties and Explain the physical and glassware, -glassware.
oxides of and CO. -Heat CaCO3, CuCO3 or test for CO2. chemical properties of burning and -CaCO3.
carbon. - Explaining the KHCO3 and observe b) Reactions of carbon carbon monoxide. heating -NaOH
-Preparing uses of CO2 and effect of gas evolved on dioxide -Describe preparation and substances. -CH3COOH.
reactions of carbonates.
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 34
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDES ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
carbonates and CO. limewater. - with alkali -State the more common -Use of fume -Conc. H2SO4
explaining their -Heating carbon -Pass CO2 over hot coke - with carbon. uses of carbon dioxide and cupboard -Water.
chemical with some metal and test gas evolved. 10.4 Preparation and properties of carbon monoxide. when -Lime water.
properties. oxides: ZnO, -Use conc. H2SO4 acid to carbon monoxide preparing (Ca(OH)2)
Fe2O3, CO2, dehydrate oxalic a) Preparation by toxic gases. -Litmus papers.
steam. (H2C2O4) acid. -reaction of carbon and -HCl acid.
-Preparing -React CO with Cl2, carbon dioxide -Charcoal.
carbonates and Fe2O3, PbO or CuO. -reaction of -Coke.
giving their -Pass CO2 into KOH concentrated sulphuric -Soot
reactions. or NaOH and observe. acid on formic acid -Marble chips
-Heat NaHCO3 and b) Properties: -pyrex test-tubes
identify the products. -physical properties, -etc.
-Give the advantages and -chemical properties.
disadvantages of CO2 in 10.5 Preparation of carbonates
the environment. and reaction of carbonates.
a) Preparation of:
-soluble carbonates,
-insoluble carbonates.
b) reaction of carbonates:
-reaction with acids
-action of heat.
10.6 Uses of:
-carbon dioxide (soft drinks,
cooling, fire extinguishing,
etc.)
-carbon monoxide (fuel,
reduction action, etc.)
Hazards of :
-carbon monoxide
(poisonous)
-carbon dioxide (green
house effect).
Chemistry of -Preparing and -Explaining the -Prepare hydrogen in the Topic 11: Chemistry of the -Describe the laboratory -Great care Lab. equipment
the elements identifying the laboratory laboratory. elements: Hydrogen preparation of hydrogen when handling for preparation
properties of preparation of -React dilute HCl with 11.1 Laboratory preparation of -Describe the effect of chemicals of H2.
hydrogen. Hydrogen. Zn, Mg, Fe, Al, Cu etc. hydrogen and properties diluted acids and alkalis on especially -Dil. HCl/H2SO4
-Stating the -Bring a lighted splint a) Preparation from action of some metals. acids and -Dilute NaOH
- Identifying the properties of near the gas and obtain a either diluted -Describe acid-base alkalis, or KOH
reaction of Hydrogen. pop sound confirming H2 hydrochloric or sulphuric reactions and titration - Care when -Zn, Mg, Fe,Cu,
Hydrogen with -Describing the -The gas(H2) is passed acid on zinc, magnesium, -Describe the reactions of handling Al, etc. powder
Oxygen & reaction of over CuO, colour iron, … hydrogen with oxygen and glassware. -steam
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 35
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDES ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
Chlorine. Hydrogen with changes from black to b) Properties of hydrogen: chlorine. -Care in -splint or
Chlorine and with brown. (i) Physical handling broomstick
-Identifying the Oxygen. -Pass H2 over oxygen (ii) Chemical. laboratory -Fe filings
effect of acids & -Describe the and chlorine. 11.2 Effect of diluted acids equipment . -water.
alkalis on reaction of dilute -Titrate dil. HCl against and alkalis on some -Keen -source of heat.
metals. acid on some NaOH(aq) metals observation -Combustion
metals. -State the physical a) Effect of diluted acids tube.
-Describe the properties of Hydrogen. on: copper, zinc, iron, -Fused CaCl2.
reaction of dilute -Describe the chemical aluminium. -etc.
alkali on some properties of Hydrogen. b) Effect of diluted alkalis
metals. -Describe the reaction of on: magnesium, zinc,
Hydrogen with Chlorine. iron, copper, aluminium.
-Use litmus to test for c) Amphoteric metals from
HCl gas. (b).
-React hydrogen with 11.3 Acid-base reactions
oxygen and test product a) Definition of:
formed with red and blue -an acid,
litmus papers. -a base,
-React dilute HCl, -a salt.
H2SO4, or HNO3 with b) Definition of a
Cu, Zn, Fe, Al, neutralisation
-React dilute NaOH or reaction.
KOH with Mg, Zn, Fe, 11.4 Reaction of hydrogen with
Cu and Al. oxygen and chlorine.
-Mix dilute HCl and a) Reaction with oxygen
NaOH and test resulting to give water
solution with blue and b) Reaction with
red litmus papers. chlorine to give
-Define an acid, a base, a hydrogen chloride
salt, and neutralisation (gas).

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 36
 FORM 4
PRINCIPLES OF CHEMISTRY : PART 2
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
Amounts of Measuring -Defining terms -Memorize simple Topic 1: Principles of Chemistry: -Recall the mole, the Curiosity -Balance
substances quantities of -Writing chemical definitions and Formulae, Moles and Equations Avogadro’s number, -Observe -Calculators
substances equations statements of laws. 1.1 Definition of the mole and its L, and what it laboratory -Copper oxide
-Calculations -Carry out an experiment application to atoms, molecules represents safety rules. -Magnesium
-Experimentation to determine formula of a and ions. -Determine oxide
simple binary compound; The Avogadro’s number, L, and experimentally the -Curiosity Mg ribbon
copper oxide or what it represents. formula of a simple -Observe -Combustion
magnesium oxide. 1.2 Experimental determination of: binary compound. laboratory tube
-Write and balance a) Formula of water by -Define relative atomic safety rules. -syringes
simple chemical electrolysis, mass, relative -Diligence in -balloon or
equations using the mole b) Formula of copper oxide or molecular mass and balancing ball
concept. magnesium oxide by mass molecular mass. equations and -source of heat
-Do calculations differences. -Determine molecular in calculations. -Crucible
involving aspects of the 1.3 Definitions: relative atomic mass (molecular -etc.
mole concept. mass, relative molecular mass, weight and formula
-set up and carry out molecular mass, molecular weight)
simple experiments to volume -Apply the combined
demonstrate the gas 1.4 Boyle’s law; the combined gas gas law.
laws. law and application. -State the Avogadro’s
-Weigh a mass Avogadro’s law and law (principle) and
equivalent to a mole of a application. define molecular
substance. 1.5 Calculations involving: volume.
-Balance equations. a) Percentage composition by -Determine the
-Carry out calculations mass percentage
based on chemical b) Determination of composition of
equations. empirical and molecular substances by use of
- Calculate limiting formulae formula.
reagent and theoretical c) Limiting reagents -Derive the right
yield d) Theoretical and formulae from either a
percentage yield known percentage
e) Molecular volumes composition or from
1.6 Balancing chemical equations known amounts of
using the mole concept. constituent elements.
Stoichiometry of chemical -Write balanced
reactions; full formula equation, using moles
equation. relationship including
Write equations including state state symbols for
symbols.
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 37
 CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
liquid, solid, gases and
aqueous solutions.
Action of Electrolysis -Defining terms -Memorize definitions of Topic 2: Principles of Chemistry: -Recall the formation -Curiosity -Heat source
electricity -Writing and terms and state laws Electrochemistry of ions -Keen -Electricity
balancing ionic 2.1 Formation of ions: Revision. -Define electrolyte and observation source
equations -Establish the Define electrolyte, non- non-electrolyte, -Diligence in -electrodes
-Calculations. electrochemical series electrolyte electrolysis, electrolysis, handling (Cu, Pt, C)
-Experimentation using displacement electrodes, anode, cathode, electrodes, anode, equipment and -CuSO4, NaCl,
reactions in anion, cation, electrolytic cathode, anion, cation, hot objects. H2SO4, PbBr2
electrochemical cells. cell. electrolytic cell -Infer from -Battery
2.2 Electrolysis of: (voltammeter) observations. -Cu wire
-Set up simple a) Molten electrolyte -Describe the -Crocodile
electrolytic cells for - Sodium chloride or lead electrolysis of an clips/cellotape
electrolysis of molten bromide electrolyte in the -etc.
NaCl, PbBr2, NaCl(aq), - Cathode reaction: reduction molten state.
CuSO4(aq) ( using inert - Anode reaction: oxidation -Describe the
and reactive electrodes), - Overall reaction electrolysis of an
acidified H2O. b) An aqueous electrolyte aqueous electrolyte.
(i) copper sulphate solution -Explain the reactions
-Write and balance ionic with inert electrodes at the electrodes.
equations. (platinum, graphite). copper -Identify the direction
sulphate solution with active of flow of electrons
-Do calculations electrodes (copper) and current.
involving Faraday’s (ii) acidified water (dil. H2SO4) -State Faraday’s laws
laws. with inert electrodes. of electrolysis and
Indication of direction of flow of carry out calculations.
-State some uses of
electrons and current. The role of Establish the activity
electrolysis.
water in electrolysis. Explain the series (electrochemical
preferential discharge of H2 gas series) from
and O2 gas from electrolysis of displacement reactions
aqueous H2SO4 and aqueous of metal/metal ions.
NaCl. Factors influencing -Explain an
preferential discharge of ions. electrochemical cell in
2.3 Quantitative treatment of terms of electron
electrolysis. Faraday’s laws. transfer processes.
Statement of laws; mathematical -Establish an
expression, related calculations. electrochemical series
2.4 Electrochemical series. from cells.
Definition of -Uses of electrolysis.
electrochemical cell, - Describe the use of
description of a simple aqueous potassium
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 38
 electrochemical cell; half
reaction.

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 39
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
Displacement reactions as a iodide, and acidified
method of establishing potassium
electrochemical series. manganate(VII) and
Electrochemical series attained acidified
from electrochemical cells. potassium
Uses of electrolysis: electroplating. dichromate(VI) in
2.5 Redox reactions. Define and testing for oxidising
identify redox reactions in terms and reducing agents
of oxygen/hydrogen, and/or from the resulting
electron gain/loss. colour changes

Volumetric Standard -Defining terms -Memorize definitions of Topic 3: Principles of Chemistry: -Define standard -Care in -Volumetric
analysis solutions, -Preparing terms. Solutions and acid-base titration. solution, molar handling flask
mineral acids, solutions -Prepare standard 3.1 Definitions: standard solution, solution, acids: weak chemicals and -Balance
titration -Titrating solutions molar solution, acid, base, and strong, bases: equipment - Weighing
solutions. -Carry out acid-base weak acid, strong acid, weak weak and strong. especially bottles
-Calculations titrations base, strong base (acid as -Explain the difference glassware . - Salts (bases).
-Write balanced proton donor, base as proton between solutions of -Curiosity. - Distilled
equations for acid-base acceptor). strong and weak acids, -Keen water
titration reactions. 3.2 Preparation of standard solutions strong and weak bases. observation. - Stirrer
-Do calculations based from solid; from liquid; by -Prepare standard -Observing -Indicators
on titre values dilution; concentration expressed solutions laboratory (methyl orange,
- Calculations of in mol. dm-3. -Determine the safety rules. phenolphthalein)
concentration from 3.3 Titration technique: burette, concentration of - Accuracy in -Burette
amount and volume; pipette, volumetric flask, conical solutions by titration preparing -Pipette
amount from flask, acid-base indicator. Calculate: standard -Conical flask
concentration and Calculations based on titration concentration from solutions and -Clamp and
volume; and results for monobasic and amount and volume, in titrating. stand
concentration from mass dibasic acids. Acid salts: amount from -Acid
of solute and volume. preparation of NaHSO4 and concentration and solutions;
NaHCO3 by titration. volume, concentration HCl, H2SO4.
3.4 Calculations: from mass of solute
a) concentration from and volume.
amount and volume.
b) amount from
concentration and volume.
c) concentration from mass
of solute and volume.
CHEMISTRY OF THE ELEMENTS
Chemistry of Alkali metals -Testing/ -Carry out the reactions Topic 4: Chemistry of the -Establish the alkali -Care in -Periodic
the elements and alkaline Experimenting of Li, Na, K with cold elements: alkali metals and elements as a family of handling Table chart
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 40
earth metals. -Preparation water and oxygen alkaline earth metals. elements from their Chemicals and -Chemicals

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 41
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
-Description -Prepare hydroxides, 4.1 Group I: alkali metals (lithium, reactivity with oxygen equipment (Li, Na, K,
halides, sulphates, sodium, potassium). and water. -Keen Mg, Ca)
nitrates and carbonates of a) Action of metal on water -Establish the alkaline observation. -Cold water
Li, Na, K and oxygen. earth metals as a -Respect of lab -Oxygen
-Investigate the effect of b) Preparation of family of elements safety rules -HCl, HNO3,
heat and water on hydroxides, halides, from their reactivity -Accuracy in H2SO4,
hydroxides, halides, sulphates, nitrates and with water and acid. making H2CO3,
sulphates, nitrates, carbonates. -State qualitatively the inferences and -Spring water
carbonates of Li, Na, K c) Properties (solubility trends in reactivity drawing -Soap
-Carry out reactions of and stability to heat) of within the family. conclusions. -Rain water
Mg, Ca with cold water hydroxides, halides, -State simple -Awareness of -Heat source
and steam and acid sulphates, nitrates and preparation and the preferential -Distillation
-Use reactions to carbonates. properties of use of soft apparatus
compare reactivity and 4.2 Group II: alkaline earth hydroxides, halides, water for -Beakers
derive trends metals (magnesium and sulphates, nitrates, washing. -Test tubes
-Prepare MgO and calcium). carbonates of the -etc.
Mg(OH)2 a) Action of metals on water alkaline earth metals.
-Prepare CaO, Ca(OH)2, and action of magnesium on -State simple
CaCl2, CaCO3 acid. preparation and
-Investigate properties of b) Preparation of oxide, properties of oxides
oxides, hydroxides, hydroxide, carbonate and and hydroxides of
carbonates, chlorides of chloride. magnesium; and
Ca and Mg c) Properties of oxide, oxides, hydroxides,
-Use soap to distinguish hydroxide of magnesium; carbonates and
hard and soft water. and oxide, hydroxide, chlorides of calcium.
-State types of hardness. carbonate and chloride of -Explain the causes of
-Explain causes and calcium. hardness of water and
effects of hardness. d) Hardness of water: its removal.
-Carry out simple Causes, effects, methods of State some industrial
procedures to soften hard removal (boiling, uses of calcium
water. distillation, precipitation, carbonate.
washing soda and use of ion
exchange.
Industrial uses of calcium carbonate.
Chemistry of Transition -Experimenting -Investigate physical Topic 5: Chemistry of the -Identify the position -Care in -Periodic
the elements metals -Preparation properties of Fe and elements: Transition metals. of the transition metals handling Table chart
-Description Cu 5.1 Position of transition metals in on the Periodic Table. Chemicals and -Piece of Fe,
-State characteristic the Periodic Table, as apart from -State the specific equipment Cu
properties of transition main group elements. properties of transition -Keen -Source of
metals. 5.2 Physical properties of iron and metals which place observations. heat and
-React Fe with steam, copper. Properties that set these metals together. -Respect of lab -Electricity
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 40
 hydrogen chloride and transition metals apart from main -Describe the reaction safety rules. -Simple
chlorine. group elements (metals with of iron with steam, -Accuracy in electrical

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 41
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
-Prepare Fe(OH)2 and variable valency, coloured hydrogen chloride and making circuit
Fe(OH)3 using NaOH(aq) compounds, act as catalysts: chlorine. inferences and -CuSO4
and NH3(aq) restricted examples on iron and -Describe the drawing -FeSO4
-React HNO3 with Cu copper). preparation of the conclusions. -FeCl3
metal and Cu(OH)2 a) Reaction of iron with steam, hydroxides of iron. -HNO3
-Prepare nitrate, oxide, hydrogen chloride and -Describe and explain -H2SO4
sulphate, carbonate and chlorine. Preparation of iron the action of nitric acid -NaOH
hydroxide of Cu(II). (II) hydroxide and iron (III) on copper metal and -HCl
-Reduce Cu(II) to Cu(I) hydroxide with alkali and hydroxide of copper -Oxygen
ammonia.
using Iodide or boiling (II). -KI
b) Reaction of nitric acid with
an acidic CuCl2 and Cu copper, type of reaction. -Describe the
metal. Preparation of oxide, nitrate, reduction of copper
sulphate, chloride, carbonate (II) to copper (I)
and hydroxide of copper compounds
(II). Reduction of copper (II)
to copper (I) compounds.

Chemistry of Identification -Testing/ -Carry out flame tests Topic 6: Chemistry of the -Identify the following -Keen - Heat source
the elements of ions. Experimentation -Carry out test tube elements: Identification of ions. cations: lithium, observation. -Nichrome
reactions using NaOH sodium, potassium, -Accuracy in wire/pencil
and NH3 to identify and Use the flame test, physical calcium, barium, making lead
distinguish between properties and appropriate ammonium, copper inferences and -Conc. HCl
various ions. (II), iron (II), iron (III) drawing -Salts
reagents. The observations
using simple conclusions. containing
and inferences should lead to -Diligence in
laboratory tests. ions: Li+, K+,
the identification of the ions: respect of Na2+
-Identify the following , Ca ,
+ 2+

lithium, sodium, potassium, anions: chloride, laboratory Ba , NH 4+,

calcium, barium, bromide, iodide, safety rules. Cu2+, Fe2+,
ammonium, copper (II), iron sulphate, nitrate, Fe 3+
, Cl -
, Br-,-
carbonate and sulphite I , SO4 , NO 3,
- 2-
(II), iron (III), chloride,
by simple laboratory CO32-, SO 32-.
bromide, iodide, sulphate,
tests. -NaOH
nitrate, carbonate and -NH3
sulphite. -etc.

Salts Preparation of -Preparing -Prepare salts by Topic 7: Salts. -Identify soluble and -Care in -Na, Cl2, Zn,
soluble and -Heating neutralization, direct 7.1 Preparation of salts insoluble salts. handling HCl, NaOH,
insoluble salts -Experimenting combination, double a) Soluble salts by action of -Select an appropriate Chemicals and CaCO3, CuO,
-Explaining decomposition/ acids on metals, metal method of preparing a equipment. HNO3, H2SO4,
-Separation precipitation, action of hydroxides, metal oxides soluble and an -Keen AgNO3, NaCl,
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 42
 acid on metal and metal and metal carbonates. insoluble salt. observation etc.

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 43
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
oxide and metal b) Insoluble salts by -Explain the terms -Respect of -Heat source
carbonate precipitation. saturated solution, laboratory -FeCl3
-Heat salts and observe 7.2 Solubility of some salts, crystallisation and safety rules. -CaCl2
- State and explain terms sulphates, chlorides, nitrates, precipitation. -Correct use of -etc.
-Draw and use solubility carbonates. Solubility -Establish and use separation
curves curves. solubility curves. techniques.
-Memorize definitions of 7.3 Action of heat on salts: -Explain the terms -Correct use of
the terms deliquescence, carbonates, nitrates sulphates, deliquescence, appropriate
hygroscopy and hydrated salts and ammonium hygroscopy, language.
efflorescence and cite a salts. efflorescence.
concrete example of their Definitions and examples of Describe and explain,
respective compounds. deliquescent, hygroscopic and from experimental
efflorescent compounds. observation, the action
of heat on various
salts.
Organic -Fractionation -Describing -Memorize definitions of Topic 8: Organic Chemistry. -Define what organic -Awareness of -Chart of
compounds -Cracking -Experimenting/ terms. 8.1 Definition of organic chemistry. chemistry is. petroleum fractionating
testing -construct models to Formation of covalent bond in -Recall the formation products and column
-Drawing show covalent bonding methane, tetrahedral distribution of covalent bonds. uses. -Soda lime
-Preparing in simple alkanes (C1-C2) of bonds and use of models to -Name and draw the -Care in -Sodium
-Investigate physical construct structure of alkanes up structure of simple handling ethanoate
properties of organic to four carbons. Names and organic compounds. equipment and -Heat source
compounds. trends in physical properties: -State the main chemicals. -Water
-Describe fractional state, melting point, boiling features of a -Keen -Ethanol
distillation of crude oil. point, solubility in water. homologous series and observation. -H2SO4
-Draw fractionating Definition of a homologous examples of -Observe -Bromine
column. series and general physical homologous series. laboratory water
-State fractions and uses properties. -Draw the structures of safety rules. -PCl5
of each fraction. 8.2 Fractional distillation of crude branched and -Cotton wool
-Prepare ethane. oil, physical properties of unbranched alkanes, -Al2O3
-Investigate physical and products, uses of products, C1 to C4 and name the -etc.
chemical properties of combustion of products. unbranched
ethane. Cracking. alkanes, methane to
-Test for unsaturation. 8.3 Alkanes: Saturated butane
-Prepare ethanol from hydrocarbons with General -Describe a
ethene and starchy food. formula CnH2n +2. (C1 to C4). homologous series as a
-Test for –OH group. Methane and ethane as generally group of compounds
-Investigate physical and unreactive compounds except with a general
chemical properties of halogenation (chlorination) and formula, similar
ethanol. burning, Changes in physical chemical
-Prepare an ester from an state of properties and
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 44
 homologous series. Isomerism in

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 45
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
alcohol and an organic butane. showing a gradation in
acid. 8.4 Alkenes: General formula CnH2n physical properties as
preparation of ethene. Addition a result of increase in
of bromine and hydrogen the size and mass
chloride. Test of unsaturation. of the molecules, e.g.
Addition polymerization and melting and boiling
importance of products. points; viscosity;
Unsaturation. Burning: flammability
acetylene (ethyne) and its local
use. -Describe distillation
8.5 Alcohols: physical properties, of crude oil and give
gradual change in physical physical properties,
properties of the homologous uses and combustion
series of primary alcohols (C1 to of products.
C4). Identify the – OH functional State that the naphtha
group. fraction from crude oil
Preparation of ethanol: is the main source of
combustion, reaction with hydrocarbons used as
phosphorus pentachloride, the feedstock
oxidation to ethanoic acid. for the production of a
Esterification.Polyesters as wide range of organic
examples of polymerization of compounds. Describe
esters. the issues relating to
Importance of ethanol in society. the competing uses of
Industrial production of ethanol oil as an energy source
(fermentation and cracking of and as a chemical
petroleum). feedstock
Formation of ethanol by the
catalysed addition of steam to -Describe and explain
ethene and by fermentation the physical and
of glucose. chemical properties of
alkanes, alkenes,
8.6 Carboxylic acids (C1 to C4) alcohols.
carboxylic acids as a -Describe the
homologous series containing manufacture of
the alkenes and hydrogen
–CO2H group. Structures of by cracking
carboxylic acids, methanoic acid hydrocarbons and
to butanoic acid and name the recognise that
unbranched cracking is essential to
acids, methanoic to butanoic match the demand for
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 46
 acids. formation of ethanoic acid

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 47
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
by the oxidation of ethanol by fractions containing
atmospheric oxygen or smaller molecules
acidified potassium from the
dichromate(VI) . Carboxylic refinery process. State
acids as weak acids, reacting some uses of ethanol,
with ethanol, carbonates, bases e.g. as a solvent; as a
and some metals renewable fuel; as a
constituent of
alcoholic
beverages

-Explain the concept

of isomerism in
alkanes and alcohols.
-Give an example of
addition
polymerization and
use of product.
Identify a functional
group.

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 48
 FORM V
PRINCIPLES OF CHEMISTRY
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
Principles of -Kinetic theory -Defining terms -State the kinetic theory Topic 1: Principles of Chemistry: -State the kinetic -Keen -Perfume
Chemistry of matter -Stating the gas -Carry out experiments Gaseous state. theory. observation. -Sulphur
-Brownian laws to demonstrate 1.1 Changes of state: solid, liquid, -Explain the diffusion -KMnO4
motion -Calculations Brownian motion and gas. Kinetic theory (particle and Brownian motion -Water
-Gas laws -Experimentation diffusion. theory, diffusion and Brownian in terms of the -Microscope
-State Boyle’s law and motion explained in terms of kinetic theory. -etc.
Charles’ law. kinetic theory). -Describe melting and
- Explain these laws in 1.2 Molar enthalpies of evaporation evaporation in terms of
terms of the kinetic and fusion. Use of values to the kinetic theory.
theory. compare energy needed to -Define molar heats of
-Use gas law expressions separate molecules of evaporation and fusion
substances. Molar enthalpies and use these to
and combined gas law
and structure. compare the energy
expression in 1.3 Boyle’s and Charles’ laws. needed to separate the
calculations. Calculations on the same number of
-Define molar heat of combined gas law: different molecules.
evaporation and molar = -Use molar heat values
heat of fusion. to predict structures.
-Use molar heat of -State Boyle’s law and
Charles’ law and
evaporation and fusion
explain these in terms
to predict structures. of the kinetic theory.
Carry out simple
calculations on gas
laws.
Principles of Determination -Defining terms -Define heats of Topic 2: Principles of Chemistry: -Define exothermic and -Care in -Spirit lamp
Chemistry of enthalpy -Stating some combustion, Energetics. endothermic reactions. handling -windshield
changes. laws neutralization, solution, 2.1 Latent heat: molar heat of fusion -Explain that energy equipment. -water bath
-Calculations reaction and precipitation and evaporation as evidence of changes in reactions are -Keen -thermometer
-Calculations -Experimentation -Construct simple energy inter-particle forces. Enthalpy due to bond formation observation. -plastic cups
involving level diagrams. notation ( H) for exothermic and and bond breaking. -ethanol
endothermic reactions. -Define standard heat -methanol
energy changes
-Carryout experiments to 2.2 Heat of reaction and changes for a reaction -HCl/H2SO4
determine the heat of calculations. Quantitative and energy changes for -NaOH
combustion of ethanol or determination of enthalpies of: different types of -NaCl
methanol; heat of a) Combustion e.g. ethanol reaction. -AgNO3
neutralization of HCl by and methanol -Carry out experiments -etc
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 49
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
NaOH. b) Neutralisation to determine the heat of
-Calculate heat changes. c) Solution combustion and heat of
-State Hess’s law. d) Reaction neutralization.
e) Precipitation -Calculate or
2.3 Simple energy level diagrams. graphically determine
Hess’s law. (Principle of enthalpy changes.
conservation of energy)
Principles of -Rates of -Defining rate of -Define rate of reaction. Topic 3: Principles of Chemistry: -State the factors which -Care in -Dilute HCl
Chemistry reaction reaction. Rates of reaction. influence the rate of handling -Dilute H2SO4
- Factors -Stating and -Investigate the effect of 3.1 Factors which affect rate reaction. equipment. -Mg ribbon
affecting rates explaining factors Temperature, of reaction: surface area, -Identify homogeneous -Keen -Mg powder
of reactions. affecting rates of concentration, surface concentration, temperature, and heterogeneous observation -CaCO3 chips
reactions. area, catalyst, light on catalyst. reactions. -CaCO3
-Measuring the the rate of a reaction, e.g. Examples of specific reactions -Carry out experiments powder
rate of a reaction. HCl/Mg; with corresponding factors. to show the influence of -KClO3/MnO2
CaCO3(s)/dilute HCl; Homogeneous and each factor on the rates -thermometer
KClO3/MnO2,2- heterogeneous reactions. of reactions. -Na2S2O3
HCl(aq)/S2O3 (aq), etc. 3.2 Experiments to show effects of -Describe the idea that -KMnO 4

factors: some chemical -C2O 42-.

a) Surface area reactions can be
(i) Reaction of aqueous reversed by changing
hydrochloric acid with the reaction conditions,
magnesium chips (or -Describe the idea that
ribbon) and powdered some reversible
magnesium (zinc, iron). reactions can reach
(ii) Reaction of aqueous dynamic equilibrium
hydrochloric acid with and predict the effect
marble chips and of changing the
powdered calcium conditions:
carbonate. concentration/pressure,
b) Concentration: temperature: e.g.
aqueous hydrochloric manufacture of
acid on aqueous ammonia (Haber
thiosulphate. process) and sulphuric
c) Temperature: acidified acid (Contact process).
potassium permanganate and
oxalate ions.
d) Catalyst: heating potassium
chlorate(V) with
manganese(IV) oxide.
Chemistry in Extraction of - State some Describe the Extraction Topic 4: Chemistry in society: -Name the chief ores Care of the Charts
Society some metals Al, Fe, Cu and titanium Extraction of metals. from which the metals different
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 46
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
methods used in from their ores. 4.1 General methods of extraction: iron, aluminium, copper methods
extracting metals. electrolysis, chemical reduction and titanium are involved.
-Explain some and thermal decomposition extracted.
methods used in (chemical reduction – relate to -Describe and explain
extracting metals. electrochemical series). the general methods
4.2 The electrolytic production of used in the extraction of
aluminium, extraction of iron, metals from their ores.
copper and titanium. Relate the -Select and describe a
extraction to local industries suitable method for the
(aluminium: Alucam; Titanum: extraction of iron,
Akonolinga; Iron: local
aluminium, copper and
blacksmith).
4.3 Physical properties of titanium from the
aluminium, iron, corresponding ore.
titanium, copper and State some physical
related uses. properties of the metals.
Uses of these metals and their -State economic uses of
alloys. the metals and relate the
use to properties.

Chemistry in -Sources of raw -Description of -Describe the industrial Topic 5: Chemistry in society: -Identify the local Curiosity -Charts
society materials used some industrial preparation of ammonia, Heavy chemical industries. industrial products that -Fertilizer bag
to produce some processes. nitric acid, sulphuric 5.1 Sources of material: air, water, can be obtained from -Synthetic
heavy chemicals acid, sodium hydroxide the sea, nitrates, limestone, iron the raw material air, polymers
-Identification of etc. oxides, sulphur, silicates, water, the sea, rock salt, -etc.
-Industrial some processes phosphates. nitrates, limestone,
preparations of and products. -Produce soap and 5.2 Industrial preparation of sulphur, silicates,
some detergents. ammonia, nitric acid, sulphuric phosphates and crude
compounds. -Production of acid, sodium hydroxide, oil.
some products -Identify different types chlorine, soap and detergents. -Identify coal, oil and
-Fertilizers. e.g. soap and of fertilizers and their Uses and effect on electricity as sources of
detergents. constituents. NPK environment. Coal, oil and energy for industries.
-Fractional composition and electricity as sources of energy -Describe the industrial
distillation of calculation of fertilizer for obtaining industrial production of ammonia,
crude oil. components. products. nitric acid, sulphuric

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 47
-Polymers. 5.3 Fertilizers: nitrogenous and acid, sodium hydroxide,
-Identify sources of phosphatic, composition and chlorine, soap and
energy for industries calculation of components. detergents and state
(coal, oil, electricity, etc) 5.4 Fractional distillation of crude uses.
oil -Identify different types
-Know the products a) Propane, butane, petrol of fertilizers and their
arising from the and paraffin as fractions. constituents.
b) Cracking and

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 48
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
fractional distillation of dehydrogenation to obtain -Identify products of
crude oil and their uses. ethene. fractional distillation of
c) Uses of ethene for the petroleum (crude oil).
production of polythene, -Describe how ethene is
obtained from distillation
-Identify natural ethanol and ethane-1,2- product of petroleum
polymers (carbohydrates diol. (crude iol).
and proteins). 5.5 Synthetic polymers: polystyrene, -State some important uses
Perspex, polythene and nylon. of ethene.
-Bring some common a) Monomers and -Identify monomers, block
their structures diagrams and state uses of
synthetic polymers to synthetic polymers.
class (polythene, nylon b) Linkages in nylon
and terylene -Identify carbohydrates
polystyrene, Perspex, and proteins as natural
etc.). c) Depolymerisation
polymers.
(i) polystyrene -State some typical uses
(ii) Perspex
of man-made fibres such
Naturally occurring polymers
(macromolecules) carbohydrates as nylon and Terylene,
and proteins. Breakdown of e.g. clothing; curtain
carbohydrates, yielding starch materials; fishing line;
and glucose. carbohydrates, parachutes; sleeping bags
proteins and fats as natural -Describe the pollution
macromolecules problems caused by the
. Hydrolysis of proteins to amino disposal of non-
acids and carbohydrates (e.g. biodegradable plastics
starch) to simple sugars. Identify carbohydrates,
proteins and fats as natural
macromolecules -Describe
proteins as possessing the
same amide linkages as
nylon but with different
monomer units
-Describe fats as esters
possessing the same
linkages as Terylene but
with different monomer
units

CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 49
CHEMISTRY TEACHING SYLLABUS FOR THE FIRST CYCLE: FORM 3, FORM 4 AND FORM 5 50