REPUBLIC OF BOTSWANA

BOTSWANA GENERAL CERTIFICATE OF SECONDARY EDUCATION TEACHING SYLLABUS CHEMISTRY

Ministry of Education

Department of Curriculum Development and Evaluation

FOREWORD

The Ministry of Education is pleased to authorize the publication of this senior secondary syllabus, which marks a watershed in the development of the public education system in Botswana. This represents another milestone of progress in fulfillment of the goals set by the Revised National Policy on Education, Government Paper No. 2 of 1994.

In this era of widespread and rapid technological change coupled with an increasingly interdependent global economy, it is essential that all countries foster human resources by adequately preparing children for their future. Survival in the coming millennium will depend on the ability to accommodate change and adapt to environmental needs and emerging socio-economic trends.

The government aims to prepare Batswana for future growth and adaptation to ongoing changes in the socio-economic context, specifically the transition from an agro-based economy to a more broadly based industrial economy. The senior secondary programme builds on the Ten Year Basic Education programme and seeks to provide quality learning experiences. This aims to prepare students for the world of work, further education, and lifelong learning.

Moreover, secondary education must pay attention to the all-round development of the individual. It should provide not only for the acquisition of skills needed for economic, scientific, and technological advancement but also for the development of cultural and national identity and inculcation of attitudes and values that nurture respect for oneself and for others.

Critical to the success of our secondary education programme is the recognition of individual talents, needs, and learning styles. The role of the teacher in the classroom has changed; they must be proficient managers and facilitators, directing learning activities while recognizing students’ varying abilities and aspirations. This necessitates active participation and the creation of rich, diverse learning environments.

It is important to value students’ experiences, build upon their prior knowledge, and reward positive achievements, while also providing guidance and counseling at all levels. This will assist students in making informed decisions based on their interests and career prospects.

In nurturing at the root of our education system the national ideals of democracy, development, self-reliance, unity, and social harmony, this syllabus document is produced through significant professional consultation and collaboration.

P. T. Ramatsui

Permanent Secretary
Ministry of Education

ACKNOWLEDGEMENTS

The Senior Secondary School Chemistry Syllabus underwent development with the assistance of the Senior Secondary Chemistry Task Force under the Curriculum Development Division in the Department of Curriculum Development and Evaluation. The members of the Task Force included:

  • Mr B. Ncaagae (Chairperson), Maikano Community Junior Secondary School
  • Mr H. Hlomani, Examinations, Research and Testing Division
  • Ms. C. Makobo, Regional Inservice Coordinator (Serowe)
  • Mr M. Mtonga, Madiba Senior Secondary School
  • Mr M. Kgosibodiba, Gaborone Senior Secondary School
  • Mr I. Baaitse, Naledi Senior Secondary School
  • Prof. A.A. Taiwo, University of Botswana (Dept. of Maths and Education)
  • Ms. R. Gabaitsekgosi, University of Botswana (Dept. of Chemistry)
  • Mr M. Motswiri, University of Botswana (Dept. of Maths and Education)
  • Mr E. Oommen, Legae Academy
  • Mr Daan van Alten, Molepolole College of Education
  • Mr G. Mokgabisi, Dept. of Secondary Education
  • Mr Z. Makhumalo, St. Joseph’s College
  • Mr M. Motlhabi, Ledumang Senior Secondary School
  • Mrs S. Makgothi, Curriculum Development Division

The Curriculum Development Division served as the secretariat to the Task Force and expresses gratitude to all members and Chemistry teachers for their contributions and involvement in this syllabus. The teachers' consultation assessed the syllabus’s relevance and addressed any possible challenges that may arise for both teachers and learners in interpreting the syllabus.

TABLE OF CONTENTS

  1. Introduction …………………………………………………………………. i
  2. Rationale …………………………………………………………………….. ii
  3. Aims of Senior Secondary Programme ……………………………. iii
  4. Aims of Senior Secondary Science ………………………………… iv
  5. Aims of Senior Secondary Chemistry …………………………….. v
  6. Recommended teaching methods ………………………………. vi
  7. Domains ………………………………………………………………………. vii
  8. Assessment ……………………………………………………………….. viii
  9. Organisation of the syllabus ………………………………………… ix
  10. Experimental/investigation skills …………………………… 1
  11. Matter ………………………………………………………………………. 4
  12. Chemical reactions …………………………………………………….. 7
  13. Stoichiometry …………………………………………………………… 8
  14. Metals and non-metals ……………………………………………… 11
  15. Chemistry in the environment …………………………………… 13
  16. Carbon chemistry ……………………………………………………… 15

INTRODUCTION

Senior Secondary Science is a two-year programme designed for learners who have completed Junior Secondary education. The programme aims to provide learners with scientific knowledge, skills, and attitudes necessary for understanding and responsible participation in society, also preparing them for tertiary education, vocational training, and providing foundational skills for employment.

Subjects for the Senior Secondary programme are organized into core and optional groups, with all Science subjects falling under one optional group labeled as Sciences. The four categories of Science offered are:

  • Single Science
  • Double Science
  • Pure Sciences (Biology, Physics, and Chemistry)
  • Human Social Biology (only offered to private candidates)

Each Science subject is allocated about 160 minutes per week, and the syllabus provides approximate time allocations for each module.

RATIONALE

The Science Programme over the two years of senior secondary education is designed to facilitate the holistic development of learners in a global context. It intends to instill an appreciation for science, ensuring learners can cope with a technologically evolving world.

The program allows exploration and application of scientific knowledge, skills, and attitudes to address environmental, social, economic, and political issues in their daily lives.

As an experimental discipline, science’s inquiry methods enable learners to appreciate its practical impact on their lives and society. The programme equips learners with long-term valuable skills, fostering creativity, critical thinking, innovative communication, analysis, observation, recording conclusions, and making judgments.

The syllabuses also expose learners to practical applications of Science, contributing to popularizing Science and developing interest and positive attitudes towards it among all learners.

The Senior Secondary Science syllabuses recognize the importance of presenting key concepts and principles of Physics, Chemistry, and Biology, providing learners with a unified view of the Sciences and awareness of their connections with technology.

AIMS OF SENIOR SECONDARY PROGRAMME

By the end of the two-year secondary programme, learners should have:

  1. Acquired knowledge, confidence, and the ability to assess their personal strengths and weaknesses to make realistic choices regarding career/employment opportunities or further education and training.
  2. Developed skills to assist them in solving technical and technological problems relating to daily life.
  3. Cultivated desirable attitudes and behaviors for environmentally protective, preserving, and nurturing interactions.
  4. Acquired attitudes and values, with foundational knowledge and skills for exercising rights and responsibilities as good citizens of Botswana and the world.
  5. Developed information technology skills and understanding of their influence in daily activities.
  6. Gained knowledge, attitudes, and practices ensuring good family health practices, awareness, and management of epidemics (like HIV/AIDS), preparing them for productive lives.
  7. Developed pre-vocational knowledge and practical skills applicable to content learned and attitudes and values shaped, relevant to life situations in the workforce.
  8. Acquired understanding and skills in business, general commercial transactions, and entrepreneurship.
  9. Developed foundational skills (problem-solving, critical thinking, communication, inquiry, teamwork/interpersonal) enabling productive and adaptive capabilities for survival in a changing environment.

AIMS OF SENIOR SECONDARY SCIENCE

Upon completing the two-year Senior Secondary Science Programme, each student is expected to have:

  1. Developed the ability to realistically assess personal achievement and capabilities in pursuit of career/employment opportunities or further education.
  2. Acquired manipulative skills to solve technical and technological issues in day-to-day life situations.
  3. Become confident citizens in a technological world, making informed decisions relating to scientific interests.
  4. Fostered favorable attitudes and behavioral patterns in their environmental interactions, prioritizing protection, preservation, development, and nurturing.
  5. Understood the applications of science, alongside the technological, economic, ethical, and social implications of these.
  6. Recognized the significance of information and communication technology in day-to-day situations and the job market.
  7. Gained knowledge and practices promoting healthy family life, including awareness and management of health issues like HIV/AIDS, preparing them for productive lives.
  8. Developed positive attitudes such as open-mindedness, inventiveness, concern for accuracy and precision, objectivity, integrity, and initiative regarding scientific skills.
  9. Developed an enjoyment and interest in science and related fields.
  10. Understood key scientific concepts and principles as experienced in daily life.
  11. Developed relevant abilities and skills for safe practice and application of science (experimenting and investigating).
  12. Cultivated problem-solving, critical thinking, communication, inquiry, and teamwork skills for productivity and adaptability in changing environments.
  13. Recognized the role of science in improving quality of life.
  14. Acknowledged the usefulness of science alongside its methodological limitations.
  15. Realized that science applications may yield both beneficial and adverse outcomes for individuals, communities, and the environment.

AIMS OF SENIOR SECONDARY CHEMISTRY

By the end of the two-year Chemistry course, each student is expected to have:

  1. Acquired a systematic body of scientific knowledge and a comprehensive understanding of Chemistry, including its strengths and limitations to enable:
    • 1.1 The ability to assess personal achievement realistically for career/employment opportunities and/or further education.
    • 1.2 Confidence as informed citizens in a technological world managing scientific interests.
    • 1.3 An understanding of the applications of chemistry, including its technological, economic, ethical, and social implications.
    • 1.4 Awareness of the usefulness and limitations of Chemistry and scientific methods.
  2. Developed understanding of key chemistry concepts and principles linked to daily life experiences, including:
    • 2.1 The significance of information and communication technology in everyday scenarios and job environments.
    • 2.2 The role of Chemistry in sustaining and enhancing the quality of life.
    • 2.3 The realization that Chemistry applications can be both beneficial and harmful to individuals, communities, and the environment.
  3. Acquired relevant abilities and skills vital to the study of Chemistry, assisting them in navigating a transformative world, such as:
    • 3.1 Safe practice
    • 3.2 Applying scientific skills (experimenting and investigating)
    • 3.3 Problem-solving skills
    • 3.4 Critical thinking skills
    • 3.5 Communication skills
    • 3.6 Inquiry abilities
    • 3.7 Teamwork/interpersonal skills
    • 3.8 Manipulative skills for solving technical and technological issues in daily life.
  4. Cultivated positive attitudes towards Chemistry, including:
    • 4.1 Open-mindedness
    • 4.2 Inventiveness
    • 4.3 Concern for accuracy and precision
    • 4.4 Objectivity
    • 4.5 Integrity
    • 4.6 Initiative
  5. Developed desirable attitudes and behaviors for interactions with the environment, ensuring protective, preserving, developmental, and nurturing conduct.

RECOMMENDED TEACHING METHODS

The syllabus promotes a learner-centered approach, as emphasized in the curriculum blueprint. This involves focusing on science process skills, problem-solving skills, and gaining hands-on experience, increasing participation and performance of all groups, including learners with special needs, and ensuring gender parity.

Teachers should embrace a variety of methods to accomplish this learner-centered approach, which includes inquiry, demonstration, practical work, project assignments, case studies, field trips, discussions, and computer-guided learning. Proper pre-planning of activities and adequate workspace is essential for accommodating these activities.

Teaching methods should expose learners to the practical applications of Chemistry in everyday life. Contextualizing Chemistry within the local environment is encouraged to make it interesting and challenging, thereby promoting it and motivating learners to pursue Chemistry-related fields.

DOMAINS

Chemistry experiences provided to learners should aim to cover the following domains:

  1. Knowledge and Understanding:
    • 1.1 Concepts, laws, theories, and principles of Chemistry.
    • 1.2 Scientific vocabulary, terminology, and conventions (including symbols, quantities, and units).
    • 1.3 Applications of science, including technological, economic, ethical, and social implications.
    • 1.4 Significance of information and communication technology in daily life and work environments.
    • 1.5 Good family health practices fostering productive lives.
  2. Handling Information, Application, and Solving Problems:
    • 2.1 Solve problems related to daily life situations, including quantitative aspects.
    • 2.2 Use information to identify patterns, report trends, draw inferences, make predictions, and propose hypotheses.
    • 2.3 Locate, select, organize, and present information from diverse sources.
    • 2.4 Translate information from one form to another.
    • 2.5 Manipulate numerical and other data.
    • 2.6 Present explanations for phenomena, patterns, and relationships.
  3. Investigation and Experimental Skills:
    • 3.1 Follow a sequence of instructions.
    • 3.2 Use suitable techniques, apparatus, and materials safely.
    • 3.3 Make and record observations, including qualitative and quantitative data.
    • 3.4 Interpret and evaluate observations and data.
    • 3.5 Plan investigations, evaluate methods, and suggest improvements.
    • 3.6 Create innovative solutions based on acquired skills.
  4. Attitudes in Chemistry:
    • 4.1 Open-mindedness, inventiveness, accuracy and precision, integrity, and initiative.
    • 4.2 Respect for life and awareness of environmental appreciation.
    • 4.3 Promotion of indigenous Chemistry and technology.
    • 4.4 Acknowledgment of Chemistry's usefulness and scientific method limitations.
    • 4.5 Mindfulness that Chemical applications can have beneficial and detrimental consequences.

ASSESSMENT

To ensure learners achieve the outlined aims, various continuous assessment techniques will be employed. These include projects, tests, experiments, and surveys, which help to improve instruction and guide progression.

At the end of the course, a terminal examination will be conducted, and continuous assessment, through coursework, will also contribute to certification. When coursework is not feasible, alternative papers testing the same knowledge, skills, and attitudes will be utilized.

Examination syllabuses will be developed by the examining body to provide teachers with guidelines on the objectives to be tested.

ORGANISATION OF THE SYLLABUS

The syllabus is organized into broad content areas, subdivided into topics. Each topic has general objectives leading to specific objectives which describe learners' expected activities. These objectives are separated into core and extended categories, with extended objectives highlighted in bold italics. All learners must follow core objectives, while extended objectives offer more challenging work for capable learners.

EXPERIMENTAL/INVESTIGATION SKILLS

General Objectives

Throughout the course, learners should be provided with opportunities to perform the following skills:

  • Apply basic skills for scientific investigation.
  • Using and organizing apparatus and materials.
  • Collect data and handle experimental observations and data.
  • Apply basic process skills to problem solving.
  • Acquire knowledge of techniques for separating mixtures and purifying substances.

Specific Objectives

  1. Scientific Investigation:
    • Follow a sequence of instructions.
    • Identify useful apparatus and materials.
    • Practice accepted safety procedures.
    • Apply appropriate techniques in manipulating laboratory equipment and materials.
    • Make observations using the senses.
    • Collect qualitative and quantitative data, accurately recording observations on tables or charts.
    • Predict outcomes based on previous observations.
    • Distinguish relationships among phenomena and interpolate or extrapolate conclusions based on data.
    • Identify influencing conditions and variables.
  2. Investigation Plan and Evaluation:
    • Identify problems and design investigations.
    • Evaluate investigations, including techniques like paper chromatography and interpreting chromatograms.
    • Apply methods of purification: using suitable solvents, filtration, crystallization, and distillation (including fractional distillation).
    • Identify substances and assess their purity from melting and boiling point information.
    • Solve problems using separation and purification techniques.

MATTER (4 weeks)

General Objectives

Learners should understand the particulate nature of matter encompassing its states, atomic structure, and classification through the periodic table, chemical bonding, and transformations related to chemical reactions.

Specific Objectives

  1. Particulate Nature of Matter

    • Explain states of matter in terms of particle arrangement and movement.
    • Describe changes of state according to the Kinetic Particle Theory.
    • Describe diffusion in fluids, emphasizing the dependence of the diffusion rate on molecular mass.
    • Demonstrate diffusion in gases.

  2. Atomic Structure

    • Describe atomic structure in terms of neutrons, protons, and electrons.
    • State relative charges and approximate relative masses of protons, neutrons, and electrons.
    • Define atomic number (proton number) and mass number (nucleon number).
    • Utilize symbols for elements, e.g., ^{12}_{6}C.
    • Illustrate the arrangement of electrons in shells and the significance of valency electrons and noble gas configuration.
    • Define isotopes with examples (e.g., hydrogen, carbon, chlorine).

  3. Periodic Table

    • Utilize the periodic table for classifying elements, converting between element names and symbols.
    • Describe periodic trends, including trends in metallic and non-metallic character, electronegativity, and atomic radius.
    • Describe patterns in element properties across groups, such as reactivity and state at room temperature and pressure.

  4. Chemical Bonding

    • Illustrate the significance of valency electrons.
    • Define ionic bonding as the electrostatic force between oppositely charged ions, exemplified in NaCl and CaCl₂.
    • Describe covalent bonding and its representation, including dot and cross diagrams, structural formulae, and electron pairs.
    • Explain properties and applications of ionic, covalent, and metallic bonds, addressing conductivity and malleability of metals.

CHEMICAL REACTIONS (9 Weeks)

General Objectives

Learners should understand the nature of chemical reactions through investigative approaches and examine energy changes, rates of reactions, reversible reactions, and electrolysis.

Specific Objectives

  1. Energy Changes

    • Acknowledge that substances contain energy stored in bonds.
    • Describe exothermic and endothermic reactions, providing examples such as respiration and combustion.
    • Conduct experiments demonstrating exothermic and endothermic reactions.
    • Explain the significance of bond breaking (endothermic) and formation (exothermic) with energy diagrams.
    • Define activation energy necessary for reactions.

  2. Rate of Reaction

    • Investigate variables influencing the rate of chemical reactions including concentration, temperature, surface area, catalysts, and pressure.
    • Explain these effects concerning particle collisions, including real-world examples like explosive combustions.
    • Assess enzyme applications as catalysts in various industries.

  3. Reversible Reactions

    • Understand that specific reactions can be reversed by altering conditions, defining oxidation/reduction processes.
    • Demonstrate redox reactions and identify oxidizing/reducing agents using relevant tests.
    • Explain equilibrium, predicting the effects of changing pressure, temperature, and concentration on reversible reactions.

  4. Electrolysis

    • Define electrolysis as decomposition of substances via electrical energy, identifying electrolytic cell components.
    • Carry out electrolysis on various substances, explaining factors influencing ion discharge at electrodes.
    • Illustrate the importance of electroplating and refining processes.

  5. Acids, Bases, and Salts

    • Define acids and bases concerning hydrogen ions, examining the properties of strong/weak counterparts.
    • Investigate indicators and reactions with metals/bases to characterize acids and bases.
    • Explain pH measurement and demonstrate practical applications of acid/base reactions in everyday life.
    • Classify oxides based on their acid-base properties.

STOICHIOMETRY (8 weeks)

General Objectives

Learners should grasp stoichiometric principles and their application in chemical calculations, including understanding formulae, the mole concept, and quantitative analysis.

Specific Objectives

  1. Chemical Formulae and Equations

    • Represent elements, ions, and compound formulae with symbols, and establish formulae based on ionic charges.
    • Interpret and construct balanced chemical equations, including state symbols and ionic equations.

  2. The Mole Concept

    • Define one mole of a substance as containing 6.02 imes 10^{23} particles (Avogadro’s number).
    • Explain relative atomic (Ar) and molecular mass (Mr).
    • Convert between moles and other units relevant to solids, liquids, and gases.

  3. Chemical Calculations

    • Calculate empirical and molecular formulae based on information provided.
    • Perform calculations involving percentages, composition, purity, and yield, including stoichiometric reacting masses and gas volumes.
    • Collect and measure gaseous products of chemical reactions.

  4. Quantitative Analysis

    • Measure liquid volumes accurately using volumetric devices; prepare solutions of specific concentrations.
    • Carry out simple acid-base titrations and related calculations, utilizing volumetric analysis for solving straightforward issues.

METALS AND NON-METALS (8 weeks)

General Objectives

Learners should develop practical skills and knowledge of the physical and chemical properties of metals and non-metals, encompassing extraction and their uses in daily life.

Specific Objectives

  1. Properties of Metals

    • Describe the general physical and chemical properties of metals.
    • Understand the reactivity series and demonstrate reactions of selected metals.
    • Examine displacement reactions to illustrate relative reactivity and justify the position of metals in nature.
    • Investigate thermal influences on the reactivity of metal oxides, hydroxides, carbonates, and nitrates, and account for aluminum’s apparent unreactivity due to its oxide film.
    • Explain the significance of alloys, exemplifying with steel, brass, etc.

  2. Extraction of Metals

    • Identify important ores of aluminum, zinc, iron, and copper, detailing extraction methods based on the reactivity series.
    • Describe the principles of steel-making alongside chemical reactions involved in aluminum and iron extraction.

  3. Uses of Metals and Alloys

    • Highlight common uses of metals like aluminum, zinc, copper, and various steel types, linking uses to respective properties.

CHEMISTRY IN THE ENVIRONMENT (7 weeks)

General Objectives

Learners should understand the interaction between chemistry and environmental changes, including properties of water, air pollution, waste recycling, and energy sources.

Specific Objectives

  1. Water

    • Investigate the physical and chemical properties of water, its significance, and properties influencing pollution and hardness.
    • Describe processes to soften hard water and test for pollutants.

  2. Air

    • Understand air composition and its quality, identifying common pollutants and explaining their origins and consequences.
    • Describe the importance of the ozone layer and the chemical processes involved in air quality management.

  3. Recycling

    • Indicate the necessity of recycling for conserving natural resources and mitigating pollution from the chemical industry.

  4. Sources of Energy

    • Discuss energy conservation methods, evaluate various energy sources and their impacts, and identify alternative energy sources.

CARBON CHEMISTRY (5 weeks)

General Objectives

Learners should understand the significance of carbon and organic compounds, including reactions and environmental impacts.

Specific Objectives

  1. Homologous Series

    • Clarify characteristics of homologous series and structures of unbranched alkanes, alkenes, alkanols, and organic acids with up to five carbons.

  2. Alkanes

    • Investigate burning and substitution reactions of alkanes, outlining their importance in everyday life, including fossil fuels and their applications.

  3. Alkenes & Alkanols

    • Describe the manufacturing process of alkenes via cracking and alkanols via fermentation.

  4. Synthetic Polymers

    • Understand condensation polymers' formation and highlight the pollution problems caused by non-biodegradable polymers.

  5. Natural Macromolecules

    • Discuss the roles of proteins, carbohydrates, and fats in food.
    • Highlight differences between naturally occurring macromolecules and synthetic alternatives.

EXPERIMENTAL AND INVESTIGATION SKILLS

Overview

Throughout the course, learners will undertake various scientific investigations, employing practical skills necessary for scientific inquiry, analysis, and experimental work.

Skills Development Topics Include:

  • Using laboratory equipment effectively.
  • Data collection and accurate recording of observations.
  • Conducting experiments with safety considerations.
  • Analyzing results and drawing conclusions based on scientific principles.