Republic of Malawi

Syllabus for

Chemistry

Forms 3 and 4

Ministry of Education, Science and Technology

 Syllabus for

Chemistry

Forms 3 and 4

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi
Malawi

Email: [email protected]

© Malawi Institute of Education 2013

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form by any means, electronic, mechanical, photocopying, recording or
otherwise, without the permission of the copyright owner.

First edition 2013

Acknowledgements

The Ministry of Education, Science and Technology and the Malawi Institute of Education
would like to thank all those who participated in various capacities, stages and levels in the
development, refinement and final production of this syllabus. The Ministry is particularly
indebted to the following for their contributions at various stages of the development of the
syllabus for chemistry:

Mr Sakayi M Musopole - Central East Education Division

Mr Samuel Chibwana - Ministry of Education, Science & Technology –
Secondary School Directorate
Dr Timothy Bizwick - Chancellor College
Dr Davies Mweta - Domasi College of Education
Mr Moses Kamiyango - College of Medicine
Mr Joshua TB Nkhata - Likuni Girls Secondary School
Mr Elijah Wanda - Mzuzu University
Mr Cedric Mpaso - Department of Teacher Education and
Development
Mr Richard Webster Chirwa - Chinsapo Secondary School
Ms Liviness M Phiri - Malawi Institute of Education

Special thanks also go to the Director of Department of Inspectorate and Advisory Services
(DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of Education, Dr William
Susuwele-Banda, and his staff, the head of Department for Curriculum Development (DCD),
Coordinator of secondary school curriculum, Mrs Enia Ngalande and her Team (Naireti
Molande, Dr Ezekiel Kachisa and Austin Kalambo) for coordinating the process of reviewing
the syllabuses.

MoEST and MIE would also like to thank Frazer Kumwenda, Patrick Luntha and Esther
Nthumbu who helped in the refining of the syllabus. Finally, thanks should also go to Pius
Ng’omang’oma, Andrew Mkwezalamba,Daniel Chilembo, Russel Chidya, Jacob Nyasulu, Dr
Wilfred Kadewa and Dr Dorothy Lakudzala for providing expert advice on the syllabus during
its development.

Production team

Editing: Austin B Kalambo

Typesetting and
layout: Bridget Mwangala
Editor-In-Chief: Max J Iphani
 Contents

Page
Acknowledgements .. ........................................................................................................ iii
Foreword ............................................................................................................................. v
The secondary school curriculum in Malawi ................................................................. vii
Developmental outcomes ..... ........................................................................................... viii
Rationale for chemistry...................................................................................................... xi
Scope and sequence chart for Forms 1 to 4 .................................................................... 1
Teaching syllabus for Forms 3 and 4 ............................................................................. 12
References ........................................................................................................................... 73
Foreword
Education is the vehicle through which every citizen can realise his or her potential and
contribute to national development. The vision of the education sector in Malawi is to be a
catalyst for socio-economic development, industrial growth and an instrument for empowering
the poor, the weak and the voiceless. Its mission is to provide quality and relevant education to
Malawians. As a catalyst for the development, education should equip the individual with
knowledge, skills, values and attitudes to enable one to perform one’s roles effectively, in an
attempt to promote and sustain the social-economic development of a nation.

It is the conviction of the Ministry of Education, Science and Technology that primary education
alone is not sufficient for achieving socio-economic development. As argued in the NESP (2008-
2017), ‘In an evolving and changing world of education, there is no way basic education can be
taken as a complete transformer of our society when the world at large is getting more complex
and sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the complex and
sophisticated socio-economic and political environment of the global village to which Malawi
belongs. Specifically, secondary education is:
● a human right, and important for achieving gender equity

● important for improving the health and quality of life for individuals, families and
communities
● important for the socio-economic and political development of the nation

● necessary for reaching the Millennium Development Goals (MDGs), Education For All
(EFA) and for promoting Universal Primary Education (UPE)

Against this background, the Malawi Government through the Ministry of Education, Science
and Technology has reviewed the secondary school curriculum with a view to improving its
quality and relevance, and to align it with the primary curriculum which has since been
reviewed and emphasises continuous assessment as a tool for learning.

The rationale for reviewing the secondary school curriculum is contained in the NESP (2008-
2017), and PIF (2000). The documents clearly state that the purpose of secondary education is to
provide students with the academic basis for gainful employment in formal, private and public
sectors. They further state that secondary education will prepare students for further education
according to their abilities and aptitudes. However, it is important to note that for the majority
of the children in Malawi, secondary education is terminal. Consequently, the curriculum has
put emphasis on practical skills that enable them to achieve self-employment.

It is also clear that a good secondary school curriculum enables a student to develop into an
adult with sound intellectual, moral, physical, and emotional abilities. Therefore the curriculum
needs to address the whole range of students’ abilities and interests. In addition, it should aim
at equipping the student to become an independent learner in order to promote personal,
family, community and national development. The new curriculum has therefore been

5
deliberately designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.
I would like to thank all those who were directly or indirectly involved in the preparation of the
syllabuses. Key among the stakeholders are the Director and staff of the Department of
Inspectorate and Advisory Services (DIAS) in the Ministry of Education, Science and
Technology (MoEST), for facilitating the development of the syllabuses in collaboration with the
Director and staff of the Malawi Institute of Education (MIE). I would also like to extend my
gratitude to university colleges (both public and private), teachers from secondary schools (both
public and private), members of different religious groups and officers representing special
interest groups such as the Malawi Revenue Authority (MRA), Reserve Bank of Malawi (RBM),
Malawi Bureau of Standards (MBS), Anti-Corruption Bureau (ACB) and Malawi Blood
Transfusion Services (MBTS) for their valuable contribution to and participation in the
preparation of these syllabuses.

Most of all, I would like to express my hope that teachers will implement this curriculum
diligently and in the best interest of the students so that the goals for reviewing the curriculum
are achieved.

Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)

6
 The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align it with the
primary school curriculum. This curriculum puts emphasis on student-centred teaching and
learning approaches, including continuous assessment.

This curriculum focuses on student achievement. To achieve the outcomes, students must be
introduced to new knowledge, skills, attitudes and values in the context of their existing
knowledge, skills, attitudes and values so that they develop a deeper understanding as they
learn and apply the knowledge. In this way, the process of learning is integral to the final
product. The final products are the outcomes, that is, what students are expected to achieve in
terms of knowledge, skills, attitudes and values, which must be clearly stated before teaching
and learning begin. The achievements made at school, however, are only truly beneficial when
the students transfer them to life beyond the school and view learning as a lifelong process. This
is essential to keep pace with the changing social environment of home and work.

The figure below illustrates the structure and major elements of Malawi’s secondary school
curriculum, which are elaborated in the text below.

TEACHING LEARNING

Developmental outcomes

Secondary education
outcomes

Assessment
standards

Success
criteria

ASSESSMEN
T

The developmental structure of the secondary school curriculum in Malawi

7
Developmental outcomes
The developmental outcomes are over-arching; they are what the student is expected to achieve
by the end of the secondary school cycle both in and out of school. These outcomes apply to
subject areas and they have been derived from the Constitution of the Republic of Malawi,
Malawi Growth and Development Strategy (MGDS), National Education Sector Plan (NESP),
Education Act and other education policy documents, including global policies and multilateral
agreements to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:

1 demonstrate appropriate moral and ethical behaviour in accordance with the accepted
norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in an
appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic, environmental, scientific,
and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative and innovative
way to identify problems and develop appropriate solutions, so as to participate
productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in their
communities and the wider environment, with particular attention to prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for lifelong
learning, personal advancement, employment, and the development of society
9 use Information and Communication Technology (ICT) responsibly and productively
10 demonstrate an understanding of the functioning of the economy and the contribution of
agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights, democracy,
gender, governance, and other emerging issues

Secondary education outcomes

The secondary education outcomes are categorised into seven sets of essential skills to be
acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills

8
Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility

Ethical and socio-cultural skills

14 demonstrate moral, spiritual and ethical attitudes and values
15 appreciate Malawi’s diverse cultures and their respective practices
16 appreciate existing national institutions and cultural heritage
17 appreciate the value of the relationship between the individual and society
18 respect one’s own and other people’s cultures
19 identify beliefs which promote or retard national development
20 evaluate beliefs, taboos and superstitions in relation to national development
21 uphold beliefs which promote national development

Economic development and environmental management skills

22 understand Malawi’s economy and economic structure
23 demonstrate entrepreneurial and/or vocational skills for formal or informal employment
24 exploit economic opportunities stemming from agriculture
25 demonstrate an interest in land husbandry, animal husbandry and aquaculture
26 apply appropriate agricultural practices and methods
27 acquire positive attitudes and skills, and apply them to the sustainable development of the
natural and physical environment
28 understand the importance of diversified agriculture for Malawi’s economy
29 understand the impact of technologies on economic productivity
30 apply relevant technologies to various economic activities
31 apply value addition practices to agricultural and environmental resource utilisation and
management
32 appreciate Malawi’s environmental resources
33 understand the impact of rapid population growth on natural resources and the delivery of
social services
34 apply a variety of measures to conserve Malawi’s natural resources
35 apply ICT skills to improve intellectual growth, personal enhancement and communication
36 demonstrate the ability to adapt to climate change and mitigate its impact on the economy
and environment
9
37 appreciate the importance of energy in economic development
38 understand the importance of diversifying the economy through sectors such as tourism,
mining and manufacturing

Occupational and entrepreneurial skills

39 demonstrate the spirit of self-reliance through vocational and entrepreneurial activities
40 apply appropriate vocational, occupational and entrepreneurial skills to individual and
national advancement
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and management to
promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual, community and the
nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge, skills,
attitudes and values, and apply them to personal intellectual growth and national
development
45 use vocational, occupational and entrepreneurial skills for the creation of economic
opportunities in agriculture and other sectors

Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-employment

Creativity and resourcefulness

52 demonstrate a spirit of inquiry and creative, critical and lateral thinking
53 use problem-solving techniques to solve practical problems
54 demonstrate an imaginative and creative mind
55 exploit creative potential
56 understand personal strengths and weaknesses and use strengths to promote healthy
self-esteem
57 maximise the use of available resources

Scientific and technological skills

58 apply appropriate scientific, technological and vocational skills to improve economic
productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills

10
Rationale for chemistry

Chemistry enables students to acquire knowledge of fundamental theoretical and practical

principles of science, which are useful in the understanding of the technological world and
development of a positive attitude towards science and scientific developments.

Through the investigative approach, chemistry equips students with essential skills for effective
communication of scientific information, problem-solving and pursuit of further education.

Chemistry provides students with awareness and understanding of environmental and natural
resource management that leads to safe and efficient management of local resources for
sustainable national development.

Core elements and their outcomes

Analytical skills in Chemistry

The students will be able to demonstrate an understanding of the appropriate use of
scientific methods, techniques and materials to solve problems in their daily lives.

Inorganic compounds
The students will be able to appreciate properties of various inorganic substances, their
uses in the manufacturing industry and the dangers they pose on the environment.

Chemical composition of matter

The students will be able to appreciate the composition and properties of various
natural and synthetic substances which form their environment.

Chemical reactions
The students will be able to demonstrate an understanding reaction of dynamics and
chemical energetics essential for the advancement of the chemical and manufacturing
industry.

Organic chemistry
The students will be able to demonstrate creative use of knowledge and skills on the
composition and reactivity of organic compounds for safe and efficient utilization of
resources around them.

Environmental chemistry
The students will be able to demonstrate an understanding of the applications of
chemistry in solving real life problems and the potential harmful effects of chemicals
and chemical processes on the environment and human health

11
 Scope and sequence chart for Forms 1 to 4

Core element Form 1 Form 2 Form 3 Form 4

Analytical skills Introduction to chemistry (15 Experimental techniques (12
in chemistry periods) periods)
● chemistry and society ● ways of disposing off

● laboratory safety chemical wastes in the

laboratory
measures
● designing experiments for
● units of measurements
scientific investigations
● basic scientific
● determining the purity of
instruments and
substances
apparatus
● simple tests for water,
● scientific method of
investigations ions and gases

Essential mathematical skills

for chemistry (9 periods)
● handling numbers
‒ scientific notation
‒ significant figures
● accuracy and precision

● presentation and
manipulation of
numerical data

1
Core element Form 1 Form 2 Form 3 Form 4
Chemical Composition and classification Chemical bonding (15 Chemical bonding and
composition of of matter (24 periods) periods) properties of matter (20 periods)
matter ● particulate nature of matter ● types of bonding ● properties of ionic and

● atoms, elements and ‒ covalent covalent compounds

‒ ionic ● bond polarity
compounds
‒ metallic
● chemical symbols and ● effects of intermolecular
● chemical formulae for
formulae forces
ionic and covalent
● pure substances and compounds ● allotropy and allotropes
mixtures ● cross and dot ● properties and uses of
● solutions diagrams allotropes of carbon
● separating mixtures ● properties and uses of
‒ chromatography metallic substances
‒ filtration ● properties and uses of alloys
‒ distillation
‒ sedimentation
‒ decantation
‒ centrifuge
‒ crystallization

2
3
Core element Form 1 Form 2 Form 3 Form 4
Inorganic Atomic structure (12 periods) Elements and the Nitrogen, sulphur and
chemistry ● atomic structure periodic Table (15 phosphorus (16 periods)
periods) ● properties and uses of
● electron configuration
● trends in the periodic nitrogen, sulphur,
● atomic numbers (A) and
table phosphorus and their
mass numbers (Z) compounds
● properties of groups
● isotopes
I,II,VII and VIII
● average atomic masses ● uses of group I,II,VII
and VIII elements
The periodic table (9 periods)
● definition of periodic table

● arrangement of the first

twenty elements in the
periodic table
● family of elements

4
Core element Form 1 Form 2 Form 3 Form 4
Chemical Physical and chemical Acids and bases (15 Chemical reactions I: Chemical reactions II:
reactions changes (12 periods) periods) stoichiometry (28 periods) rates of reactions (8
● introduction to physical ● properties of acids and ● balancing chemical periods)

and chemical changes bases equations ● definition of rate of

● acid – base indicators ● relative formula masses reaction

● chemical reactions
● factors affecting rate
● strength of acids and ● the mole concept
● balancing chemical
of reaction
bases in terms of pH ● the percentage of water in
equations
value ● measuring rates of
● reacting masses molecular and hydrated
● uses of acids and bases reactions
ionic compounds
● percentage composition by ● interpreting graphs
● neutralisation reactions ● empirical and molecular
mass on rates of reactions
and their applications formula
● reversible and
● concentration of solutions
irreversible reactions
● preparation of standard
● chemical equilibrium
solutions
● titrations

● percentage yield

5
6
Core element Form 1 Form 2 Form 3 Form 4
Heats of reactions (10 periods) Acids and bases (16
● endothermic and periods)
exothermic reactions ● definition of acids
● temperature change in and bases according
chemical reactions to Bronsted-Lowry
theory conjugate
● energy level diagrams
acid- base pairs
● bond energies
● strength of acids and
● preparation of soluble and base in terms of
insoluble salts ionisation
● separation and purification ● concentration versus
of salts strength of acids and
● applications of bases
precipitation reactions ● ways of controlling
pH in different
environments
● classification of metal
oxides and non-metal
oxides as acidic and
basic

7
8
Core element Form 1 Form 2 Form 3 Form 4
Reduction and oxidation
reactions (16 periods)
● definition of oxidation and
reduction oxidation
states/numbers
● half and overall equations

● oxidizing and reducing

agents
● displacement reactions

● activity series

● voltage series

● corrosion and its

prevention

Electrolysis (12 periods)

● definition of electrolysis

● uses of electrolysis

● purification of copper

● electroplating and its uses

9
10
Core element Form 1 Form 2 Form 3 Form 4
Organic chemistry Introduction to organic Organic families I: Organic families II: Isomerism (8 periods)
compounds (9 periods) hydrocarbons Alkanols (12 periods) ● definition of isomers
● historical background of (15 periods) ● functional group
● structures and
(alkanes, alkenes )
organic compounds ● structure and nomenclature of
● nomenclature of
● uses of organic compounds nomenclature isomers (alkanes,
alkanes and alkenes
● fractions of petroleum and ● molecular and general alkenes, alkanols
● molecular, condensed, alkanals, alkanones
their uses formulae
structural and skeletal and alkanoic acids)
● classification
formulae of alkanes ● effects of branching
and alkenes ● preparation
on physical
● saturated and ● physical, and chemical properties of organic
unsaturated properties compounds
hydrocarbons ● uses
● physical and chemical
properties of alkanes Alkanals and alkanones
and alkenes (aldehydes and ketones ) (8
● uses of alkanes and periods)
alkenes ● functional group

● structure and
nomenclature
● sources

● tests

● uses

11
Core element Form 1 Form 2 Form 3 Form 4
Alkanoic (carboxylic) acids Polymerisation (8
(12 periods) periods)
● functional group ● definition of

● structure and polymers

nomenclature ● types of polymers

● molecular and general ● types of

formulae polymerisation
● sources ● properties and uses

● physical, and chemical of polymers

properties ● thermosoftening and

● uses thermosetting plastics

● ways of moulding
plastics

12
13
Core element Form 1 Form 2 Form 3 Form 4

Alkanoates ( esters) (8
periods)
● functional group

● structure and
nomenclature
● sources

● properties

● uses

● saponification

Identification of unknown
organic compounds (4
periods)
● deducing class and
formulae of unknown
organic compounds
● construction of flow
diagrams

14
Core element Form 1 Form 2 Form 3 Form 4
Environmental Air (12 periods) Water (18 periods)
chemistry ● composition of dry air ● natural sources

● separation of air into its ● water cycle

components ● properties of water
● properties and uses of
● importance of water
gases in air
● hard and soft water
● common pollutants of
air ● water pollutants

● sources of air ● dangers of polluted

pollutants water
● purification and
Soil (9 periods)
treatment of water
● chemical composition
● prevention of water
of soil
pollution
● chemical properties of
● international and
soil
national standards on
● sources and effects of
water quality
soil pollution
● impact of human
● ways of controlling soil
activities on the
pollution atmosphere

15
16
Core element Form 1 Form 2 Form 3 Form 4
Greenhouse gases and
the ozone layer (8
periods)
● greenhouse gases

● ozone layer

● standards on air
quality

Waste management (8
periods)
● types of wastes

● sources

● treatment and
disposal of wastes
● minimization of
wastes
● social and economic
importance of
recycling wastes

17
18
 Teaching syllabus for Forms 3 and 4
Form 3
Core element Analytical skills in chemistry
Outcome The students will be able to show an understanding of appropriate use of scientific methods,
techniques and materials to solve problems in their daily lives.

Assessment Success criteria Topic/theme Suggested teaching Suggested teaching, Suggested teaching
standard and learning learning and and learning
activities assessment methods resources
We will know this Students must be
when the able to:
students are able 1 describe safe Experimental ● identifying ● group discussions ● textbooks
to: ways of techniques
examples of waste ● written exercises ● laboratory
● demonstrat disposing
products from
chemical ● written reports manuals
e an chemical reactions
wastes in the ● activity sheets
understanding ● discussing ways of ● observations
laboratory
of techniques ● charts
disposing chemical ● demonstrations
for the
wastes in the ● computer
purification and
laboratory ● tests
analysis of simulations
different ● demonstrating safe ● experimentations
● videos
substances ways of disposing
● question and
chemical wastes in ● laboratory safety
answer
the laboratory kits (gloves,
● field/industrial visits laboratory coats,
● reading assignments goggles)
● glassware
● projects

19
Assessment Success criteria Topic/theme Suggested teaching Suggested teaching, Suggested teaching
standard and learning learning and and learning
activities assessment methods resources
● anhydrous copper
sulphate
● sodium hydroxide

● aqueous ammonia

● funnels
Assessment Success criteria Topic/theme Suggested teaching Suggested teaching, Suggested teaching
standard and learning learning and and learning
activities assessment methods resources

2 design ● identifying ● anhydrous cobalt

scientific
techniques and chloride
investigation
suitable apparatus ● gas syringes
for a variety of
simple ● thermometers
experiments ● ink
● presenting
● filter paper/cloth
experimental data
from observations ● distilled or
and measurements deionised water
3 carry out an
● ethanol
investigation ● determining the
to determine ● mortars
purity of
20
Assessment Success criteria Topic/theme Suggested teaching Suggested teaching, Suggested teaching
standard and learning learning and and learning
activities assessment methods resources
the purity of substances using ● pestles
substance melting and
boiling points or ● sources of heat
paper ● centrifuges
chromatography
● computers
● interpreting paper
chromatograms ● scientific
using known calculators
samples and
relative flow
values
4 describe
simple tests
for water, ● identifying
ions and aqueous cations
gases using aqueous
sodium hydroxide
and aqueous
ammonia
● discussing tests for
identifying
aqueous anions
(sulphates, halides
and nitrates)
● discussing simple

21
Assessment Success criteria Topic/theme Suggested teaching Suggested teaching, Suggested teaching
standard and learning learning and and learning
activities assessment methods resources
tests for
identifying
common gases
such as ammonia,
carbon dioxide,
hydrogen,
chlorine, oxygen,
and sulphur
dioxide

● testing for the

presence of water
using anhydrous
copper sulphate or
anhydrous cobalt
chloride

22
Assessment Success criteria Topic/theme Suggested teaching Suggested teaching, Suggested teaching
standard and learning learning and and learning
activities assessment methods resources

Core element Inorganic compounds

Outcome The students will be able to appreciate properties of various inorganic substances, their uses in the
manufacturing industry and the dangers they pose on the environment.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching

standard and learning teaching, learning and learning
activities and assessment resources
methods
We will know Students must be
this when the able to:
students are able 1 describe sources Nitrogen, ● discussing sources ● group ● charts
to: of nitrogen sulphur and
of nitrogen discussions ● pictures
● demonstrate phosphorus

23
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
an 2 describe ● explaining the inert ● written exercises ● posters
understandin properties of
character of ● written reports ● matches
g of nitrogen
nitrogen and its
properties ● observations ● ammonia
reactivity under
and uses of
specific conditions ● demonstrations ● nitric acid
some selected
elements and ● discussing
● tests ● textbooks
their properties of
compounds 3 explain uses of nitrogen gas ● question and ● molecular
nitrogen and its answer models
compounds ● discussing uses of ● field/industrial ● tooth paste
nitrogen in visits ● activity sheets
providing an inert
● reading
atmosphere, as a ● samples of
assignments
coolant and food fertilizers
packaging
● sulphur
● describing the
● fire works
preparation of
ammonia and nitric ● used tyres
acid
● sulphuric acid
● discussing uses of
● sugar
ammonia and nitric
acid in the ● students’

24
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
manufacture of experiences
ammonium nitrate
4 describe sources fertilisers
and properties
of sulphur
● discussing sources
of sulphur
● explaining the
5 explain the uses properties of
of sulphur and sulphur
its compounds
● Discussing the uses
of sulphur
including the
manufacture of
rubber tyres, dyes
and matches
● discussing the
preparation of
sulphuric acid
● discussing use of
6 describe sources
and properties sulphuric acid in
the manufacture of

25
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
of phosphorus inorganic fertilizers

● discussing sources
of phosphorous
7 describe uses of
phosphorus and ● discussing
its compounds properties of
phosphorous

● discussing uses of
phosphorous in
manufacturing of
products such as
toothpaste, matches
baking soda and
detergents
● discussing uses of
phosphoric acid in the
manufacture of
inorganic fertilizers
and food additives

26
Core element Chemical composition of matter
Outcome The students will be able to appreciate the composition and properties of various natural and synthetic
substances which form their environment.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching

standard and learning teaching, learning and learning
activities and assessment resources
methods
We will know this Students must
when the students be able to:
are able to:
● demonstrat 1 describe Chemical ● investigating the ● role plays ● textbooks
properties of bonding and
e an physical properties ● practical work ● activity sheets
ionic and properties of
understanding of ionic and
covalent matter ● group ● charts
of how bonding covalent
compounds
relates to compounds based discussions ● posters
properties of on ● question and
chemical - solubility ● molecular
answer
substances - melting and models
boiling points ● written
● bottle tops
- volatility exercises
- electrical ● circuit boards
● experimentatio
conductivity in
n ● bulbs
solid and molten
states ● demonstrations ● ammeters

● reading ● carbon rods

assignments ● thermometer

27
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
● observations ● tripod stand

● tests ● NaCl

● MgCl2,

● glassware

● CaO
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods

● sugar

● water

● alcohol

2 explain ● dry cells

● comparing
structural
strength of
differences
electrostatic forces ● spatulas
between ionic
in covalent and
and covalent ● gas burners
ionic compounds by
compounds
heating sugar and ● crucibles

28
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
common salt ● metals eg Al
● relating the and Cu
physical properties ● diamond and
such as melting
graphite
point and
conductivity of ● heating
ionic and covalent blocks (hot plates)
compounds to their ● pieces of cutlery
structure (lattice)
and bonding

3 differentiate
between polar
and non-polar ● explaining the
covalent difference between
bonds pure covalent bond
and dative covalent
bond in terms of
electron sharing
● discussing polarity
of covalent bonds
based on
eletronegativity

29
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
differences
between the
4 relate bonded atoms
intermolecula
r forces to ● discussing
properties of
types of
covalent
intermolecular
compounds
forces: hydrogen
bonding and Van
der Waal’s forces
● discussing the
effect of
intermolecular
forces on physical
5 define the properties of
term allotropy covalent
compounds

● explaining the
meaning of
allotropy
6 relate the ● discussing
properties of

30
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
allotropes of allotropy using
carbon to examples of oxygen,
their uses carbon and sulphur

● discussing the
structure and
physical properties
of graphite and
7 explain diamond
similarities
● discussing the
between
uses of graphite and
diamond and
diamond in relation
silicon
to their structure
dioxide

● explaining the
structure of silicon
dioxide
● comparing

8 describe the properties of

uses of diamond and
metals in silicon dioxide
relation to - hardness
- conductivity

31
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
their - melting and
properties boiling points

● discussing and
demonstrating the
properties of metals
such as conductivity
of heat and
electricity, hardness,
ductility,
malleability and
lustre
9 explain the
physical ● relating the
properties of properties of metals
alloys to their uses

● brainstorming
the meaning of the
term alloy

32
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
● listing
10 state the uses examples of alloys
of alloys such as brass and
stainless steel
● discussing the
properties of alloys
● comparing the
physical properties
of alloys to those of
their constituent
elements

● discussing
some of the uses of
alloys eg in the
manufacture of food
cans, electric cables,
aircraft bodies,
surgical
instruments,
cutlery, and car
bodies
Core element Chemical reactions

33
 Outcome: The students will be able to demonstrate an understanding of aspects of reaction dynamics and
chemical energetics essential for the advancement of the chemical and manufacturing industry.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching

standard and learning teaching, learning and learning
activities and assessment resources
methods
We will know this Students must be
when the able to:
students are able
to: 1 write balanced Stoichiometry ●writing chemical ● role plays ● charts
● demonstrat chemical
formulae of ● demonstrations ● posters
equations
e an compounds
understanding ● group ● molecular models
●writing chemical
of the discussions ● balances
equations
quantitative ● brainstorming
relationships ● balancing ● textbooks
between chemical ● question and
● scientific
reacting species equations answer
2 work out the calculators
in a chemical
relative ● written exercises
reaction ● activity sheets
formula mass ●discussing the term
● experimentation
of a compound relative formula ● spatulas
mass ● reading
● stirring rods
●calculating relative assignments
● sodium hydroxide
formula mass (Mr) ● tests
using relative ● hydrochloric
● observations
atomic masses (Ar) acid/acetic acid

34
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
● glass ware

● syringes

● distilled water
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods

3 define the ●discussing the term ● role plays ● white tiles

mole of a
mole (Avogadro’s ● demonstrations ● phenolphthalein
substance
constant)
● group indicator

discussions ● clamps and

4 convert moles
●calculating the ● brainstorming stands
into other units
of number of moles ● magnesium
● question and
measurements and mass of ribbon
answer
compounds given
relevant ● written exercises
● wash bottles
information
● experimentation
● hydrous copper
●discussing molar
● reading sulphate
volume of gases at

35
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
s.t.p and r.t.p assignments ● sugar
●use Avogadro’s ● tests
● sources of heat
constant to find the ● observations
number of particles ● mutton cloth
of a substance (waster)
given relevant ● protective wear
information

5 determine the
percentage of
water in
molecular and ●heating sugar to
hydrated ionic investigate loss of
compounds water
●heating hydrous
copper sulphate to
investigate loss of
water of
crystallisation
6 deduce
empirical and ●discussing water of
molecular crystallisation
formulae from

36
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
relevant data ● defining empirical
formulae
●working out
empirical and
molecular
formulae from
relevant data such
as the mass of a
7 calculate compound or
concentration percentage
of solutions composition by
mass

●discussing ways of
expressing
concentration of a
solution
(moles/dm3, g/ cm3
and percentage)
●discussing the
meaning of
molarity (M)

37
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
8 prepare ●calculating
standard
concentration of
solutions
solutions given
relevant
information

●
defining the term
standard solution
●
9 determine the
discussing steps for
concentration
preparing a
of a solution
standard solution
using titration
●
preparing solutions
of known
10 determine the concentration by
yield in a dissolution and
chemical dilution
reaction
●defining the terms
titration

38
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
●determining the
concentration of a
solution by
titration

●determining the
limiting and excess
reagents in a given
chemical reaction
●calculating the
theoretical yield
and percentage
yield of a given
chemical reaction

39
Core element Chemical reactions
Outcome The students will be able to demonstrate an understanding of reaction dynamics and chemical
energetics essential for the advancement of the chemical and manufacturing industry.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching

standard and learning teaching, learning and learning
activities and assessment resources
methods
We will know this Students must be
when the able to:
students are able ● activity sheets
to: 1 define the Heats of ● discussing the ● question and
terms reactions ● textbooks
● demonstrate an terms exothermic answer
exothermic and ● charts
understanding and endothermic in ● written exercises
endothermic in
of energy relation to heat ● dilute
relation to heat ● experimentation
changes that changes in
changes hydrochloric acid
occur in chemical reactions s
chemical and processes ● silver nitrate
● demonstrations
reactions and ● discussing ● barium hydroxide
processes ● observations
examples of
● ammonium
exothermic and ● group
chloride
endothermic discussions
processes in ● ammonium
● tests
everyday life nitrate
2 describe ● brainstorming
● sodium
temperature ● investigating ● reading hydroxide
changes in
temperature assessments

40
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
exothermic changes in the ● glass ware
and dissolution of silver
endothermic nitrate or ● posters
reactions and ammonium nitrate ● thermometers
processes and sodium
hydroxide ● calorimeters
● investigating ● computer
temperature simulations
changes in
● scientific
neutralization
calculators
reactions
3 draw energy
● protective wear
level
diagrams for ● identifying
exothermic exothermic and
and endothermic
endothermic reactions from
reactions thermo-chemical
equations
● drawing energy
level diagrams for
exothermic and
endothermic
reactions showing

41
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
enthalpy change
4 describe (ΔH)
energy
changes ● defining bond
involved in
energy
bond breaking
and bond ● explaining the
formation energy changes
processes involved in bond
breaking and bond
5 determine formation
whether the
reaction is
exothermic or ● calculating the
endothermic
overall energy
using bond
change of reactions
energies
using bond
energies
● analysing energy
level diagrams

42
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods

43
Core element Organic chemistry
Outcome The students will be able to demonstrate creative use of knowledge and skills on the composition and
reactivity of organic compounds for safe and efficient utilization of resources around them.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching

standard and learning teaching, learning and learning
activities and assessment resources
methods
We will know this Students must be
when the students able to:
are able to: 1 identify the Alkanols ● charts
● discussing the ● written exercises
● demonstrate functional
group of functional group of ● reading ● posters
an understanding alkanols
alkanols assignments ● molecular models
of the structure,
● writing functional
properties, ● written reports ● textbooks
sources and uses groups of alkanols
2 draw and name ● brainstorming
of alkanols ● activity sheets
the structures of
● drawing the ● demonstrations
the first ten ● distilled or
unbranched structural and skeletal ● experimentation deionised water
alkanols formulae of the first
ten alkanols ● tests ● glassware

● naming the first ten ● field trips ● sugar

alkanols using IUPAC ● yeast
3 write the rules
● question and
molecular answer ● distillation
formula of apparatus
alkanols given
● writing the molecular ● group
and condensed ● sodium metal
the number of discussions
carbon atoms formulae of the first
● observations

44
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
ten alkanols
● role playing
● deducing the general
formulae of alkanols

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching

standard and learning teaching, learning and learning
activities and assessment resources
methods

● discussing how to ● ethanol

use the general
formulae to come ● methylated spirits
up with a ● butanol
molecular formula
of any alkanol ● propanol
given the number
of carbon atoms ● octanol
4 classify
alkanols as ● pictures
● writing and naming
primary,
● computer
secondary and branched chain
alkanols simulations
tertiary
● discussing types of ● resource persons
alkanols (primary,
secondary and

45
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
tertiary)
● identifying primary,
secondary and
tertiary alkanols
given different
5 describe
structures
methods of
preparing
alkanols ● discussing
indigenous ways of
preparing ethanol
● investigating
preparation of
ethanol through
fermentation of sugar
by yeast
● discussing the
formation of ethanol
by hydration of
ethene ( consider the
6 explain the
exothermic nature
physical and reversibility of
properties of the reaction)
alkanols

● discussing the

46
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
polarity of alkanol
● investigating the
trends in solubility,
melting points and
boiling points,
7 describe the
densities, volatility
chemical
and viscosity of
reactions of
alkanols
alkanols

● discussing reactions
of alkanols with alkali
metals
● discussing the
dehydration of
ethanol to form
8 explain uses of ethene
ethanol ● discussing the
oxidation of alkanols
to alkanals, alkanones
and alkanoic acids

●discussing uses of
ethanol as a solvent,

47
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
as constituent of
alcoholic beverages
and medicine, as an
antiseptic, as a raw
material in industry
and as fuel for
vehicles
●discussing dangers of
excessive
consumption of
alcoholic drinks and
medicines on human
health

48
Core element Organic chemistry
Outcome The students will be able to demonstrate creative use of knowledge and skills on the composition and
reactivity of organic compounds for safe and efficient utilization of resources around them.

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know this Students must be
when the students able to:
are able to:
1 identify the Alkanals
● demonstrate ● discussing the functional ● brainstorming ● textbooks
functional
an and group of alkanals and
groups of ● demonstrations ● charts
understandin alkanones alkanones
alkanals and
g of the ● experimentations ● molecular
alkanones ● discussing the structural
structure, ● tests models
difference between
sources, 2 draw and name alkanals and alkanones ● activity sheets
● group discussions
importance, the structures of
● drawing the structures ● propanone
and the first five ● question and
properties of alkanals and of the first five alkanals answer ● butanone
alkanals and alkanones and alkanones
● written exercises ● distilled water
alkanones ● writing the molecular
● reading ● Fehling’s
formulae for the first
five alkanals and assignments solution
alkanones ● observations ● Benedict’s
● naming the first five solution
straight chain alkanals ● glassware
and alkanones using

49
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources
IUPAC rules (including ● source of heat
3 describe the position of functional
sources and group) ● 2, 4-DNPH
properties of ● propanal
alkanals and ● discussing the oxidation
alkanones ● butanal
of alkanols to alkanals
and alkanones ● protective wear
● discussing the trends in ● Tollen’s reagents
physical properties of
alkanals and alkanones
such as solubility,
melting and boiling
points
4 carry out a test ● discussing the chemical
to distinguish
properties of alkanals
alkanals from
and alkanones
alkanones

● distinguishing alkanals
from alkanones using the
5 describe the uses oxidation reaction
of alkanals and ● carrying out Fehling’s,
alkanones
Brady’s and Tollen’s
(silver mirror) tests

50
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources
discussing the uses of
alkanals and alkanones as
solvents and preservatives

51
Core element Organic chemistry
Outcome The students will be able to demonstrate creative use of knowledge and skills on the composition and
reactivity of organic compounds for safe and efficient utilization of resources around them.

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know this Students must be
when the students able to:
are able to:
● demonstrate an 1 identify the Alkanoic ● discussing the functional ● question and ● textbooks
functional
understanding acids group of alkanoic acids answer
group of ● charts
of the structure,
alkanoic acids ● written exercises
sources, ● distilled water
properties and ● reading
2 name the first ● ethanoic acid
importance of ● discussing the assignments
ten (vinegar)
alkanoic acids
unbranched nomenclature of alkonoic ● brainstorming
alkanoic acids ● activity sheets
acids
● demonstrations
● naming the first ten ● acid-base
● experimentations indicators
alkanoic acids using
IUPAC rules ● tests ● conductivity
3 draw the
● field trips apparatus
structures of
● drawing the structural ● bulbs/ammeters
first ten
formulae of the first ten ● group
unbranched
alkanoic acids ● sodium metal
alkanoicacids discussions
● draw skeletal formulae of ● observations ● sodium
the first ten alkanoic acids hydroxide

52
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources
● written reports ● sodium
hydrogen
carbonate
● sulphuric acid

● ethanol
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources
●
4 write the ● writing the molecular and ● glassware
molecular
condensed formulae of the
formula of ● burners
first ten alkanoic acids
alkanoic acids ● orange juice
given the ● deducing the general
number of formulae ● lemon juice
carbon atoms
● grape juice

5 describe the ● carbon electrodes

sources of ● discussing how to use ● nails
alkanoic acids
general formulae to come
● natural dyes
up with the molecular
formula of any alkanoic ● sodium chloride
acid given the number of

53
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources
carbon atoms ● molecular
● discussing the natural models
sources of alkanoic acids ● protective wear
such as citrus fruits, sour
milk and vinegar
● discussing the preparation
of alkanoic acids from
oxidation of alkanols and
alkanals
● investigating the
formation of ethanoic acid
6 explain the
using reaction of ethanol
physical
with oxygen
properties of
alkanoic acids
● discussing the physical
properties of alkanoic
acids
● investigating the trends in

7 explain the solubility, melting points,

chemical boiling points, densities
properties of and viscosity of alkanoic
alkanoic acids acids

54
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources
8 describe the ● investigating
uses of
conductivity of aqueous
alkanoic acids
ethanoic acid
● investigating the
effect of alkanoic acids on
different acid base
indicators

● investigating the
reactions of alkanoic acids
with
– alkali metals
– hydroxides
– carbonates
– alkanols
● discussing the uses of
alkanoic acids as solvents
and food preservatives

55
Core element Organic chemistry
Outcome The students will be able to demonstrate creative use of knowledge and skills on the composition and
reactivity of organic compounds for safe and efficient utilization of resources around them.

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know this Students must be
when the students able to:
are able to:
● demonstrat 1 identify the Alkanoates ● discussing the functional ● question and ● sulphuric acid
functional
e an group of alkanoates answer ● ethanol
group of
understanding of ● representing functional ● written exercises
alkanoates ● glass ware
the structure,
(esters) groups of alkanoates ● reading
sources, ● sodium
properties and assignments
2 name and draw hydroxide
importance of ● brainstorming
the structures of ● discussing the
alkanoates ● potassium
alkanoates
nomenclature of ● demonstrations hydroxide
alkanoates ● experimentations ● molecular
● drawing the structure of models
● tests
alkanoates formed from a ● vegetable
given alkanoic acid and ● field trips
oil/animal fat
alkanol
● group ● sweet smelling
● deducing the reactants of
discussions fruits such as
esterification given the
● observations bananas and pine
structure of the product
apples
of the reaction

56
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources
● written reports ● night queen
flowers
● reporting in
● rose flowers
plenary
● perfumes
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources

3 describe the ● discussing the sources of ● activity sheets

sources of
alkanoates as ● sodium
alkanoates
- natural such as fruits
hydroxide
and flowers
- synthetic through
condensation ● computer
reaction of alkanoic simulations
acids and alkanols
● investigating the
formation of an ester
(ethyl ethanoate) using
the reaction of ethanol
with ethanoic acid
4 describe the
properties of ● discussing the properties

57
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources
alkanoates of alkanoates
- solubility
- sweet smell
- melting and boiling
points
- hydrolysis with
sodium hydroxide
5 state uses of
alkanoates ● discussing the uses of
esters as solvents,
flavourings and
fragrances
6 describe the
process of soap
making ● discussing fats and oils as
(saponification) esters
● explaining the process of
soap making
● investigating the reaction
of fats or oils with
alcalihydroxides such as
NaOH and KOH

58
 Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources

Core element Organic chemistry

Outcome The students will be able to demonstrate creative use of knowledge and skills on the composition and
reactivity of organic compounds for safe and efficient utilization of resources around them.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment learning
methods resources
We will know Students must be
this when the able to:
students are able
to: 1 deduce the Identification ● discussing how to deduce ● question and ● molecular
family and

59
● demonstrate structural of unknown the family and structural answer models
formula of an organic formula of an unknown ● written exercises ● activity sheets
an
unknown compounds organic compound given
understanding ● tests ● textbooks
organic relevant information
of aspects of
compound - structural formula,
organic ● group discussions ● charts
- general formulae
chemistry by
- products of chemical ● demonstrations ● chemicals and
solving
reactions
problems ● experimentations reagents
- physical and chemical
associated with ● glassware
properties,
properties of 2 distinguish ● observations
organic organic ● plastic
● discussing tests that can be ● written reports
compounds compounds containers
used to classify organic
basing on their
compounds ● scientific
properties
● constructing flow diagrams calculators
and using them to identify ● protective wear
alkanes, alkenes, alkanols,
alkanals, alkanones and
alkanoic acids
Form 4
Core element Chemical reactions
Outcome The students will be able to demonstrate an understanding of reaction dynamics and chemical
energetics essential for the advancement of the chemical and manufacturing industry.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment learning
methods resources
We will know Students must be

60
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment learning
methods resources
this when the able to:
students are
able to: 1 describe factors Rates of ● defining the term rate of ● group ● activity sheets
● demonstrate that affect rates reactions
reaction discussions ● textbooks
of reactions
an under- ● discussing factors that ● written exercises
standing that ● charts
affect rates of reactions ● tests
rates of ● posters
reactions are ● investigating the effects
● demonstrations
determined of temperature, surface ● graph paper
by conditions area, catalysts, and ● experimentations
● gas syringes
under which concentration on rates of ● quizzes
reactions take reactions ● digital balances
place ● observations
● glassware
● question and
●
answer
computer
● role plays simulations
● source s of heat

● stop watches

● hydrochloric
2 describe acid
methods for
● marble chips

61
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment learning
methods resources
measuring ● discussing how to (calcium
rates of carbonate)
measure the rate of
reactions ● markers
reaction by monitoring
changes of mass of ● clamp stand
reactants or volume of
gas produced per unit
time ● anhydrous

● plotting and interpreting copper (II)

sulphate
3 explain volume or mass against
reversible and time graphs ● hydrated
irreversible copper (II)
reactions ● discussing reversible and sulphate

irreversible reactions ● videos

● investigating reversible ● protective

reactions by hydration wear
and dehydration of
copper sulphate
● investigating irreversible
reaction by decomposing
CaCO3

Core element Chemical reactions

62
 Outcome The students will be able to demonstrate an understanding of aspects of reaction dynamics and
chemical energetics essential for the advancement of the chemical and manufacturing industry.

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching and
and assessment learning resources
methods
We will know Students must be
this when the able to:
students are
able to: 1 define acids Acids and ● discussing the ionisation ● brainstorming ● charts
● demonstrate and bases bases
of acids and bases in ● question and ● textbooks
appropriate water
answer ● activity sheets
knowledge ● discussing acids and
and skills in ● written exercises
bases according to the ● universal
interpreting ● group
Bronsted-Lowry theory indicator
observations
2 identify discussions
from acid- ● litmus paper
conjugate acid- ● discussing conjugate
base reactions ● experimentation
base pairs from ● pH scale charts
and their acid-base pairs from
given ● reading
applications given equations ● pH meters
equations assignments
in everyday ● isolating acid-base pairs ● acids and bases
life ● demonstrations
from given reactions
● phenolphthalein
● tests
indicator
● observations

● written reports

63
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning resources
methods
● role play

64
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources

3 explain the ●investigating the relative ● conductivity

difference
strengths of acids and apparatus
between
bases using conductivity ● metal oxides
strength and
and pH
concentration ● metal
of an acid or a ●discussing the strength of
hydroxides
base acids and bases in terms of
extent of ionisation ● non-metal

●discussing the difference oxides

between concentration ● filter

and strength of acids and paper/cloth
bases ● filter funnel
4 explain ways
of regulating
● crucibles
pH in different ●discussing the use of lime
environments in treating soil and water ● tripod stand
acidity
● source of heat
●discussing the use of
● glassware
magnesium hydroxide
(milk of magnesia) in ● stirring rods
treating stomach upsets
● pipettes
●discussing the importance
● protective wear

65
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources
of maintaining suitable
5 classify oxides pH in the human digestive
as acidic, basic system, soils and water
or amphoteric
●discussing acidic, basic
and amphoteric
characteristics of metallic
and non-metallic oxides
6 describe
●
different ways
carrying out experiments on
of preparing
the reaction of oxides with
salts
acids and bases

●discussing salts formation

in a neutralisation reaction
●discussing other ways of
preparing salts such as
7 design an - precipitation
experiment to - reaction of acids with
prepare and metals, insoluble
purify a salt bases and carbonates
●discussing solubility rules

66
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources

8 state ●discussing different ways

applications of
of obtaining and purifying
precipitation
soluble and insoluble salts
●carrying out an
experiment to prepare and
purify a salts

● discussing the
applications of
precipitation reactions
such as treating effluents
and water for domestic
use

67
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources

Core element Chemical reactions

Outcome The students will be able to demonstrate an understanding of aspects of reaction dynamics and
chemical energetics essential for the advancement of the chemical and manufacturing industry.

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know Students must be
this when the able to:
students are able
to: 1 define the Oxidation - ● defining oxidation and ●brainstorming ● activity sheets
● demonstrate terms of reduction
reduction in terms of: ●question and ● textbooks
oxidation and reactions
an - removal/addition of
reduction answers ● charts
understanding oxygen
of oxidation- - removal/addition of ●quizzes

68
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources
reduction hydrogen ●demonstrations ● copper
reactions and - loss/gain of electrons
●group sulphate
their - increase or decrease
solutions
applications of oxidation discussions
number/state ● zinc sulphate
●experimentation
solutions
●tests
● zinc metal
● role play
● copper metal
●written reports
● iron metal
●observations
● magnesium
●reading
● iron sulphate
assignments
solutions
● magnesium
sulphate
solutions
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested teaching
standard learning activities teaching, learning and learning
and assessment resources
methods

2 assign an

69
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested teaching
standard learning activities teaching, learning and learning
and assessment resources
methods
oxidation ● brainstorming the ● table of reactivity
number to
meaning of the term series
an atom in
oxidation number ● stoppers
an element,
ion or ● discussing rules for
● glass ware
compound assigning oxidation
numbers ● distilled water

● working out the ● silver nitrate

oxidation number of an ● iron oxide
atom present in an
element, ion or ● computer
compound simulations
● discussing the significance ● scientific
of oxidation numbers in calculators
- naming of inorganic
● protective wear
compounds
3 identify - writing formulae of
reducing and inorganic compounds
oxidizing
agents
● defining reducing and
oxidizing agents
● identifying oxidizing and

70
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested teaching
standard learning activities teaching, learning and learning
and assessment resources
methods
reducing agents from a
given equation
● identifying reduced and
4 write half
oxidised species based on
and overall
changes in oxidation
redox
numbers
equations

● discussing half equations

5 deduce the for reduction and
order of oxidation reactions
reactivity of ● writing and balancing
metals
overall redox equations

● conducting an experiment
6 predict the on the reaction of metals
spontaneity with water and
of a reaction hydrochloric acid
● arranging metals in order
of their reactivity

● explaining displacement

71
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested teaching
standard learning activities teaching, learning and learning
and assessment resources
methods
reaction using reactions of
metals with metal ions in
solution

7 describe
corrosion
● discussing the reactivity
of metals in terms of the
ease with which they lose
electrons

● using the activity series to

predict whether a reaction
will take place or not for
given reactants
● explaining the potential
difference between
different metals using
voltage series
● Calculating the potential
difference between
8 state different metals using

72
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested teaching
standard learning activities teaching, learning and learning
and assessment resources
methods
conditions voltage series
necessary
for
corrosion
and
methods of
prevention

● explaining the process of

corrosion as a reduction-
oxidation reaction of
metals
● discussing corrosion of
iron (rusting) in terms of
half reaction equations
● conducting an experiment
on conditions necessary
for rusting to take place
● discussing methods of
preventing corrosion

73
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested teaching
standard learning activities teaching, learning and learning
and assessment resources
methods

Core element Chemical reactions

Outcome The students will be able to demonstrate an understanding of reaction dynamics and chemical
energetic essential for the advancement of the chemical and manufacturing industry.

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know Students must be
this when the able to:
students are
able to: 1 describe ● defining electrolysis ● brainstorming ● activity sheets
● demonstrate electrolysis
● discussing the process of ● question and ● computer
an
electrolysis and answer simulations
understanding

74
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources
of the process components of an ● written exercises ● text books
and electrolytic cell
applications of (voltmeter) ● experimentation ● charts
electrolysis 2 write ● group ● lead bromide
electrolytic ● writing and balancing discussions ● copper(II)
half and
half equations at the ● demonstrations
overall sulphate
cathode and the anode
equations
● observations ● sodium iodide
● adding cathode and
anode half equations to ● tests ● graphite
form overall equations electrodes
● reading
assignments ● copper

● role play electrodes

● sources of heat

● glassware

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching and
and assessment learning
methods resources

3 predict of ● discussing the ions ● conductivity

75
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources
products of present in the molten apparatus
the state of an electrolyte ● cotton wool
electrolysis of and products that are
molten and formed at the electrodes ● nails
aqueous ionic ● discussing the ions ● cooking oil
compounds
present in aqueous ● water
solution and the
products formed at the ● anhydrous
electrodes calcium
● demonstrating chloride
preferential discharge ● bulbs/ammeter
using very reactive
● protective wear
metals and non-metals
● conducting an
experiment on the
electrolysis of molten
lead bromide and
aqueous sodium iodide

4 explain some

76
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources
uses of ● investigating the
electrolysis
electrolysis of copper (II)
sulphate using inert
(graphite) and copper
electrodes
● discussing the uses of
electrolysis such as
extraction and
purification of metals,
electroplating,
production of chemicals
and lead batteries
● Describing the process
of the purification of
5 explain the
copper
applications
of
electroplating ● discussing applications
of electroplating and its
benefits to society
● designing and
conducting an
experiment to exemplify

77
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources
electroplating
Core element Organic chemistry
Outcome The students will be able to demonstrate creative use of knowledge and skills on the composition and
reactivity of organic compounds for safe and efficient utilization of resources around them.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment learning
methods resources
We will know Students must be
this when the able to:
students are able
to: 1 define isomers Isomerism ● discussing isomers as ● written exercises ● charts
● demonstra compounds with the same ● reading ● textbooks
te an molecular formula but
assignments
understanding different structures ● activity sheets
of isomerism of ● group discussions
● discussing structural and ● molecular
organic ● brainstorming
compounds position of functional models
group isomerism ● tests ● computers
● discussing and ● observations animations
illustrating the difference ● question and ● samples of
between isomers and
answer different
conformers
organic

78
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment learning
methods resources
● written reports compounds

● role plays

2 draw the
structures of
isomers of
● drawing isomers of
alkanes, alkenes
alkanols, molecules (of up to five
alkanals, carbon atoms) from the
alkanones and specified families of
alkanoic acids organic compounds
● discussing and naming
constituent branches of
alkanes using IUPAC
naming system
3 describe the
● naming isomers given their
effect of
branching on structures
physical
properties in ● discussing the polarity of
different different organic
organic families compounds

79
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment learning
methods resources
● relating the differences in
structure of isomers to
boiling and melting points
and densities

Core element Organic chemistry

Outcome The students will be able to demonstrate creative use of knowledge and skills on the composition and
reactivity of organic compounds for safe and efficient utilization of resources around them.

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching and
and assessment learning resources
methods
We will know Students must be
this when the able to:
students are able
to: 1 define a Polymerisation ● defining the terms ● written exercises ● textbooks
polymer
● demonstrate monomers and polymers
● reading ● charts
an ● listing examples of

80
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning resources
methods
understandin – natural polymers such assignments ● activity sheets
g of polymers as proteins, DNA and ● group discussions
carbohydrates ● videos
and their
– synthetic polymers ● brainstorming
social and ● plastic materials
such as PVC, nylon and ● tests
environmenta
terlyene ● hair mesh
l effects
2 state types of ● field trips
● molecular models
polymerisation ● discussing addition and ● role play ● pictures
condensation
polymerisation ● question and ● sources of heat
● listing examples of answer
● posters
addition and ● demonstrations
condensation ● computer
polymerisation ● observations simulations
● written reports ● protective wear
3 describe
properties and ● experimentations
uses of synthetic ● discussing properties of
polymers
synthetic polymers
4 explain the ● discussing the uses of
difference synthetic polymers
between
thermosoftening
● discussing the differences
and
between thermosoftening
thermosetting

81
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning resources
methods
plastics and thermosetting
plastics
● investigating differences
between thermosoftening
and thermosetting
plastics

Core element Environmental chemistry

Outcome The students will be able to demonstrate an understanding of the applications of chemistry in solving
real life problems and the potential harmful effects of chemicals and chemical processes on the
environment and human health.

82
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning resources
methods
We will know Students must be
this when the able to:
students are
able to: 1 identify Water ● brainstorming natural ● question and ● resource persons
● demonstrate natural answer
sources of water ● rain water
sources of
an ● discussing different ● written exercises
water ● river water
understandin
natural sources of water ● reading
g of sources, ● tap water
(underground, surface assignments
properties,
and atmospheric) ● written reports ● bore hole water
uses and
2 explain the
pollution of ● brainstorming
water cycle ● pond water
water ● discussing the water
● demonstrations
cycle ● calcium
● experimentation hydroxide
● drawing the water cycle
● group discussion ● aqueous
● tests ammonia
● observations ● charts

● field trips ● sources of heat

● distillation
apparatus
● sodium

83
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning resources
methods
carbonate
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning resources
methods

3 describe the ● investigating the ● posters

physical
physical properties of ● textbooks
properties of
water (boiling point,
water ● thermometers
density, surface tension)
● discussing the ● glass ware
importance of water as a ● balances
- reactant
- coolant ● needles
- solvent
● soap
4 explain the
importance of ● pictures
● brainstorming the
water
meaning of hard and ● internet
soft water
● activity sheets
● investigating the
● video
hardness and softness of
5 describe water water using soap ● mathematical

84
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning resources
methods
hardness and instruments
its effects ● describing the process ● scientific
that results in hard calculators
water and naming salts ● radio jingles
that cause hard water
● bottled water
● discussing the difference
between temporary and
permanent hardness of
water
● discussing the effects of
6 describe
water hardness
methods used
to remove
water
hardness ● discussing physical and
chemical processes of
softening hard water
7 describe
● conducting experiments
sources,
on moving water
effects and
hardness
prevention of
water
pollution ● defining water pollution

85
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning resources
methods
● discussing the sources of
water pollution;
domestic, industrial and
agricultural wastes
● discussing the effects of
water pollution
● discussing ways of
preventing water
pollution

86
 Core element Environmental chemistry
Outcome The students will be able to demonstrate an understanding of the applications of chemistry in solving
real life problems and the potential harmful effects of chemicals and chemical processes on the
environment and human health.

Assessment Success Theme/ Suggested teaching Suggested Suggested

standard criteria topic and learning teaching, teaching and
activities learning and learning
assessment resources
methods
We will know Students must
this when the be able to:
students are
able to: 1 explain the Greenhouse ● discussing effects of ● written exercises ● computer
● demonstr effects of gases and
natural disasters such as ● written reports simulations
natural ozone layer
ate volcanoes and bush fires ● resource persons
disasters and ● observations
understanding ● discussing the effects of
human ● videos
of the causes ● demonstrations
activities on extensive burning of
and effects of ● posters
the organic fuels and
changes in the ● field trips
atmosphere deforestation
atmosphere ● news papers
● group
and how to ● discussing the effects of
discussion ● charts
manage them using CFCs
to make the ● reading ● textbooks
2 explain the
world a better ● discussing the meaning assignments
effects ● activity sheets
living place for
greenhouse of greenhouse gases ● brainstorming
all ● pictures
gases
● discussing the ● question and
● internet

87
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning teaching, teaching and
activities learning and learning
assessment resources
methods
greenhouse gases and answer ● MBS brochures/
their sources ● tests booklets
● discussing the
● World Health
contribution of carbon
Organisation
(WHO) booklets
● WHO website
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning teaching, teaching and
activities learning and learning
assessment resources
methods

dioxide and methane to MBS website

global warming

3 describe ways ● brainstorming on ways

of mitigating
of mitigating global
the effects of
warming
global
warming ● discussing the role of
disaster risk
management
institutions in

88
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning teaching, teaching and
activities learning and learning
assessment resources
methods
mitigating the effects of
global warming
● discussing
standards on air quality
4 describe the
importance of
ozone layer ● describing the
position of ozone layer
in the atmosphere
● explaining the
importance of ozone
layer

5 explain the
depletion of
ozone layer
and its ● discussing the
associated depletion of ozone layer
problems by action of
chlorofluorocarbons
(CFCs)
● discussing problems

89
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning teaching, teaching and
activities learning and learning
assessment resources
methods
associated with
depletion of ozone layer

Core element Environmental chemistry

Outcome The students will be able to demonstrate an understanding of the applications of chemistry in solving
real life problems and the potential harmful effects of chemicals and chemical processes on the
environment and human health.

90
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning teaching, teaching and
activities learning and learning
assessment resources
methods
We will know Students must be
this when the able to:
students are
able to:
1 classify Waste ● written exercises
● demonstr ● identifying different ● resource persons
different management ● written reports
ate an types of wastes and ● videos
types of
understanding classifying different ● observations
wastes ● charts
of sources and types of waste based on:
management - physical state ● demonstrations
● textbooks
of wastes as - degradability ● field trips
well as their ● activity sheets
social and ● group discussion
2 state major ● discussing the major ● pictures
environmental ● reading
sources of sources of wastes:
effects ● computer
wastes - domestic assignments
simulations
- industrial ● brainstorming
- agricultural ● samples of
- medical ● question and plastics
- laboratory answer
● scrap metals
● displaying pictures of ● tests
wastes at source

91
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning teaching, teaching and
activities learning and learning
assessment resources
methods

3 describe ● discussing the physical

environmenta
and chemical
lly friendly
characterisation of
ways of
wastes
treating and
disposing ● discussing ways of
wastes treating wastes
- physical
- chemical
- biological
- thermal eg
incineration
● describing the different
ways of waste disposal
such as landfills and
damp-site
● discussing the
advantages and
disadvantages of the
different ways of waste
treatment and disposal
such as landfills,

92
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning teaching, teaching and
activities learning and learning
assessment resources
methods
incineration and
recycling

4 state ways of
minimising
wastes ● describing ways of
waste minimization such
as reusing, recycling and
reduction at source
● summarising waste
5 describe the minimisation reports
social and from print media
economic
importance ● explaining the
of recycling
process of recycling
metals and
metals and plastics
plastics
● discussing the
benefits of recycling
metals and plastics

93
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning teaching, teaching and
activities learning and learning
assessment resources
methods

94
References
Atkninson, A and Saleh, Z (1988). Complete certificate chemistry. Longhorn Publishers (K) Ltd,
Kenya.
Cambridge IGCSE Chemistry syllabus for examination in June and November 2013. University of
Cambridge.
Cambridge O-Level Chemistry syllabus for examination in June and November 2013. University
of Cambridge.
Earl, Band Wilford, L. D. R (2001). GCSE Chemistry, 2nd Edition. Hodder Education: London.
Gallagher, R. M (2000). Complete chemistry. Oxford: Oxford University Press.
Grime, R, Saunders, N and Stirrup, N, (2011). AQA GCSE Chemistry. Pearson Education
Limited, Edinburgh, UK.
High Secondary School Chemistry Examination Syllabus (2009). Chemistry classes XI-XII.
Aga Khan University Examination Board, Pakistan.
London Examinations GCE O-Level Chemistry, May/June 2005 and January 2006. London
Qualifications Limited.
Ministry of Education. Ordinary level chemistry curriculum. Republic of Rwanda
Ministry of Education, Science and Sports (2008). Teaching syllabus for chemistry, Senior high
school Form 2-4. Republic of Ghana.
Ministry of Education, Science and Technology (2001). Malawi senior secondary teaching
syllabus, Physical science form 3-4. Malawi Institute of Education (MIE), Domasi,
Zomba.
Ministry of Education, Science and Technology (2012). Secondary school curriculum and
assessment frame work (draft).
Ministry of Education, Sports and Culture (1998). Malawi junior secondary teaching syllabus.
physical science Form 1 – 2. Malawi Institute of Education (MIE). Domasi, Zomba.
Ministry of Education: Department of Curriculum Development and Evaluation. Botswana
general certificate secondary education teaching syllabus. Chemistry. Republic of
Botswana. Available online.
Napwora, J N, Waweru, M, and Ogari,D. N (2007). K.C.S.E Golden tips chemistry. Macmillan
Kenya (Publishers) Ltd.
Wallis, K (2007). Chanco physical science for Malawi, MSCE Book 1 3rd Edition. Chancellor
College Publication.

95