CHEMISTRY

MINISTRY OF BASIC EDUCATION

NAME OF ORGANISATION: DEPARTMENT OF CURRICULUM DEVELOPMENT AND EVALUATION

TITLE OF PROGRAMME: BOTSWANA SENIOR SECONDARY EDUCATION (BSSE)

LEARNING FIELD: EDUCATION AND TRAINING

DOMAIN: CHEMISTRY

LEVEL: 4 NOTIONAL HOURS: 420 TOTAL CREDITS: 42

DURATION: 2 YEARS DELIVERY MODE: FULL TIME/PART TIME

MONTH AND YEAR DEVELOPED: September 2019 YEAR DUE FOR REVIEW: 2026

MINISTRY OF EDUCATION AND SKILLS DEVELOPMENT

DEPARTMENT OF CURRICULUM DEVELOPMENT AND EVALUATION
PRIVATE BAG 501
GABORONE
BOTSWANA
TELEPHONE: 3647500
REFERENCE: CDE
FAX: 3973842

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 CONTENTS

FOREWORD ........................................................................................................................................................................................................................... iv
ACKNOWLEDGEMENTS ......................................................................................................................................................................................................... vi
Science National Panel ...........................................................................................................................................................................................................vi
Chemistry Standing Committee ............................................................................................................................................................................................vii
INTRODUCTION ...................................................................................................................................................................................................................... 1
RATIONAL FOR THE SYLLABUS ............................................................................................................................................................................................... 1
BSSE EXIT OUTCOMES ............................................................................................................................................................................................................ 2
TARGET POPULATION AND ENTRY REQUIREMENTS ............................................................................................................................................................. 5
SYLLABUS STRUCTURE ........................................................................................................................................................................................................... 5
DELIVERY MODE ..................................................................................................................................................................................................................... 6
METHODOLOGY ..................................................................................................................................................................................................................... 6
RESOURCES ............................................................................................................................................................................................................................ 7
ASSESSMENT .......................................................................................................................................................................................................................... 7
CHESL 1. EXPLORE MATTER .............................................................................................................................................................................................. 10
CHESL 2. APPLY STOICHIOMETRY IN SOLVING PROBLEMS .............................................................................................................................................. 14
CHESL 3. EXPLORE REACTION KINETICS ............................................................................................................................................................................ 17
CHESL 4. DEMONSTRATE UNDERSTANDING OF METALS AND NON-METALS ................................................................................................................. 22
CHESL 5. APPLY CARBON CHEMISTRY IN EVERYDAY LIFE ................................................................................................................................................. 26
CHESL 6. DEMONSTRATE UNDERSTANDING OF ENVIRONMENTAL CHEMISTRY ............................................................................................................. 29

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FOREWORD
The Ministry of Basic Education has since undertaken a comprehensive review of Botswana’s General Education System. This mammoth task has been
necessitated by among others, the advent of the National Human Resource Development Strategy and the embracing of the National Credit and
Qualifications Framework of the Botswana Qualifications Authority both of which provide a new basis upon which to build our envisaged education
system. There is a new paradigm shift as the focus is now on the development of competent citizens, who are able to develop both personally and
expertly so that they can meaningfully contribute to the prosperity of the Botswana nation. The nation has adopted an outcomes-based approach to
develop an education system that will enable development of skilful, competent and confident citizens.

The review has resulted in the development of this “new policy or blueprint” entitled General Education Curriculum and Assessment Framework
thereafter referred to as (GECAF), which endeavours to build on the current education system’s strengths and reform areas of weaknesses. This General
Education Curriculum and Assessment Framework has been developed in partnership with the European Union. The Framework is an invaluable guide
to both policy-makers and education practitioners. It sets out the 21st Century Skills that all the learners are to develop throughout their school-careers.
It also provides a renewed conceptualisation of the curriculum characterised by its learning areas and learning programmes for qualification.

The Framework further provides guidelines on the development of appropriate Provider-Based Assessment as well as National Examinations, which
together should ensure and provide evidence for the genuine acquisition of the desired competencies by all the learners.

The structure of the reformed education system constitutes Pre-Primary, Primary, Junior Secondary, Senior Secondary, Advanced General and Out-of-
School Education. Most notably is the envisaged introduction of Learning Pathways after Junior Secondary level. The Learning Pathways: Academic
and Vocational are expected to enhance access to appropriate and more relevant education for the youth as well as create high quality learning.

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The General Education Curriculum and Assessment Framework also highlights the need to; reform Teacher Education, enhance continuous professional
development for teachers and School Leaders as well as enhance school management policies and practices so that School Leadership focuses on
quality learning. The Framework further suggests ways of ensuring that the Monitoring and Evaluation of the school curriculum focuses on creating
and maintaining cycles of ever-improving learning quality rather than simply on compliance.

I therefore commit to you, the user, this comprehensive Framework which will guide both policy and practice for years to come, given that it provides
both a vision and a practical basis for continued education reform.

Permanent Secretary
Ministry of Basic Education

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ACKNOWLEDGEMENTS
The Ministry of Basic Education through the Department of Curriculum Development and Evaluation expresses its gratitude to all individuals who
contributed in different ways to the planning, development and production of this senior secondary Chemistry syllabus. The Ministry acknowledges
the following members of the subject national panel and standing committee for their valid contribution in the production of this syllabus:

Science National Panel

NO TITLE. FIRSTNAME(S) SURNAME ORGANISATION
1. Mr. Kabelo Nick Moswetsi BIUST – Pre University
2. Dr. Samuel Chimidza UB – Physics Department
3. Dr. Casper Nyamukondiwa BIUST
4. Dr. Spar Mathews DBE In-service
5. Dr. Bareki Batlokwa BIUST
6. Mr. Mooketsi Lanka UB - DMSE
7. Dr. Sinvula Robert Masene UB- DMSE
8. Mr. Leonard Puso Molepolole Education Center
9. Mrs. Violet Gadifele Balule Mater Spei College
10. Mrs Laletsang Mokhobo Gaborone Senior Secondary School
11 Mrs M. Tebele DWMPC
12. Mr Thuso Ditirafalo Molefi
13. Mr G. Mokotedi Moeding College – BOSETU rep
14. Ms. Onalenna Masi Sithole Nanogang JSS

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15. Ms. Boitumelo Mojelane Boribamo Primary School
16. Mr. Mothusi Tsie Tlokweng College of Education
17. Ms Snowie Galaletsang DSSS
18. Ms Virginia Bojosi Botwana Qualifications Authority
19. Mr. Sedireng Ndolo Botswana Open University
20. Mr. Titoga Titose Mnindwa CDE
21. Ms. Sibongile Boy CDE

Chemistry Standing Committee

NO TITLE FIRSTNAME(S) SURNAME ORGANISATION/DEPARTMENT
1. Mr. Leonard Puso Molepolole Education Center
2. Ms Thabiso Matsapa Botswana Qualifications Authority
3. Mr Keamogetse Ntshonyane Moshupa Senior Secondary School
4. Dr. Bareki Batlokwa BIUST
5. Dr. Lesego Tawana UB- DMSE
6. Dr Mompoloki S. Suping UB- DMSE
7. Mr Mothusi Tsie Tlokweng College of Education
8. Mr Unaye Masiya Tonota College of Education
9. Mr Kabomo Segwai Itekeng JSS
10. Mr Kananao Bosima Moshupa Senior SS
11. Mr Mothusi Sechi Lobatse Senior SS

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 12. Mr Otsisitswe Kootlole Mahupu Unified Secondary School
13. Mr Thuso Ditirafalo Molefi SSS
14. Ms Onalenna Mabuse Mogoditshane SSS
15. Mr Moribola Pharithi Botswana Examinations Council
16. Mr Boisi Mmolotsi Ledumang SSS
17. Ms Sophinah Bimbo Kgalagadi Region
18. Ms Eldah Tshabang Francistown SSS
19. Mr Keesi Ditshwaane Shakawe SSS

The Department of Curriculum Development and Evaluation officers served as the Secretariat to the committee. This Chemistry syllabus document
reflects the outcome of a genuinely collaborative work across a broad educational spectrum and the department would like to re-iterate its thanks to
all individuals and organisations who contributed in any way to produce this syllabus.

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INTRODUCTION
Chemistry subject together with other natural sciences subjects Physics and Biology seeks to develop scientific literacy by equipping learners with
relevant scientific knowledge, skills and attitudes. The learners are prepared to effectively participate in further education and in society, at a time
when Botswana is thriving to attain a knowledge based economy status.

The syllabus consists of six (6) modules, all of which are compulsory. Each module is broken down into demonstrable behaviours called Learning
outcomes. Learning outcomes are further broken down into performance criteria.

RATIONAL FOR THE SYLLABUS

The syllabus addresses the aspirations reflected in government policy documents. The General Education Curriculum and Assessment Framework
(GECAF) which is a consolidation of national and global policy documents such as; the National Development Plans (NDPs), Sustainable Development
Goals (SDGs), the National Vision 2036, BSSE Evaluation Reports amongst others informs the development of this syllabus.

The Chemistry subject contributes towards developing individuals with knowledge and understanding of the physical and biological world and
application of scientific concepts and principles to the health sector, food processing industries, extractive industries, petroleum and petrochemical
industries among others. The subject places strong emphasis on the learners’ understanding of how societies use natural resources, and how the
environment may be changed in ecologically sustainable ways.

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BSSE EXIT OUTCOMES
21st Century Skills
1. Ways of Thinking and Learning
Knowing how to use and develop:
• Creativity and innovation.
• Critical thinking, problem solving,
and decision making.
• Learning with others as well as
learning independently.
2. Ways of Working
Being productive by:
• Relating well to/with others.
Exit Outcomes for Senior Secondary level
At the end of Senior Secondary level:
Competency
• Learners demonstrate broad knowledge of problem-solving strategies and apply them to situations they encounter. They
show creativity, innovation and demonstrate critical thinking and inquiry skills with which they process information to
solve a wide variety of problems in different contexts. Learners at this level demonstrate potential for supervisory
functions.
Learners, are able to:
• acquire, process, and interpret information critically to make complex informed decisions;
• use a variety of complex strategies and perspectives flexibly and creatively to solve problems;
• formulate complex tentative ideas, and question their own assumptions and those of others;
• solve problems individually and collaboratively;
• identify, describe, formulate, and reformulate problems;
• formulate and test hypotheses;
• ask questions, observe relationships, make inferences, and draw conclusions;
• Identify, describe, and interpret different points of view; distinguish facts from opinions.
• demonstrate the ability to be creative and come up with innovative ideas
• Apply study and research skills required for further education and training
Competency
• Learners can work effectively in groups and individually dealing with complex issues and are result oriented. They
demonstrate leadership skills and are able to manage and resolve conflicts.
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• Cooperating and working in teams. Learners are able to:
• Managing and resolving conflicts. • work and study purposefully, both independently and in cooperative groups.
• respect, cooperate, communicate effectively in groups and relate well to others.
• take responsibility and accountability for what happens in the group and manage and resolve conflicts that occur in their
groups or teams and deal with group dynamics
• show some supervisory skills for own work and the work of others
• assess personal achievement and capabilities realistically in pursuit of appropriate career/employment
opportunities/possibilities and/or further education and training.
3. Tools for Working Competency
Effectively use and interact with: • Learners understand and use appropriate technologies, languages, symbols and texts to solve abstract and unfamiliar
• Language, symbols and text. problems in real life situations. They demonstrate understanding of the impact of technology in their lives, in society,
• Knowledge and information. and in the world at large.
• Varied forms of common Learners are able to:
technology. • locate, evaluate, adapt, create, and share information using a variety of sources and technologies;
• Information and Communication • use technologies appropriately.
Technology. • demonstrate understanding of the impact of technology on society and the world at large.
• demonstrate understanding of ethical issues related to the use of technology in local and global contexts.
• use language to communicate effectively and appropriately when conversing with others

4 Living in the World Competency

Showing effective: • Learners apply knowledge of the social, cultural, economic, and environmental development in the local and global
• Self-management. context.
• Cultural awareness and expression. Learners are able to:

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• Social and civic competences. • demonstrate knowledge and understanding of sustainable development and its implications for the environment locally
• Sense of initiative and and globally.
entrepreneurship • apply the social, political, cultural, legal, entrepreneurial and economic, factors in real life situations.
• Community and global citizenship • examine issues of human rights.
• recognize and react against forms of discrimination, violence, and anti-social behaviours.
• demonstrate knowledge and understanding of their own cultural identity and heritage, and that of others, as well as its
contribution to the world.
• use various forms of art as a means of communication and interpret them in various contexts.
• Demonstrate knowledge and understanding of the relationship between health and lifestyle.
• Demonstrate the ability to Interact with the global environment in a manner that is protective, conserving and nurturing.
• determine the principles and actions that characterise a just, peaceful, pluralistic, inclusive and democratic society, and
act accordingly.
• apply knowledge and skills of the creative arts for economic development.

SUBJECT OUTCOMES
At the end of their two year Chemistry syllabus, learners will be able to: -
• Apply process skills to investigate cause and effect and the interrelatedness of phenomena on earth and the universe.
• Apply scientific concepts and knowledge in addressing health, social, economic and environmental issues.
• Use scientific concepts and knowledge to develop technology for sustainable development.
• Demonstrate understanding of natural and artificial processes affecting all forms of life to ensure sustainability

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TARGET POPULATION AND ENTRY REQUIREMENTS
This syllabus is designed for learners who wish to pursue further studies in science at tertiary level, or those whose pathway needs Biology as a
supporting subject. The learners who access the syllabus must have successfully completed the Botswana Junior secondary Education, the National
Credit and Qualifications Framework level 2 or its equivalence. The learners are expected to have a basic knowledge of scientific principles and
concepts.

SYLLABUS STRUCTURE
The syllabus comprises six (6) modules
CODE NAME OF MODULE PURPOSE TYPE CREDITS
This module looks at the nature of matter with a view to explaining
macroscopic properties of substances. It is knowledge of the properties of
CHESL1 EXPLORE MATTER Compulsory 6
matter that will lay a foundation for innovation and economic activity of
the country.
This module equips learners with knowledge and understanding of
APPLY STOICHIOMETRY IN
CHESL 2 stoichiometry to enable them to carry out quantitative analysis in daily Compulsory 7
SOLVING PROBLEMS
life.
This module equips learners with knowledge of various types of reactions
occurring in everyday life. The knowledge of reaction kinetics can be
CHESL 3 EXPLORE REACTION KINETICS Compulsory 16
applied to solve problems such associated with the health sector,
extraction of minerals, and production of green energy.

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 The module exposes learners to metals and non-metals. This covers their
DEMONSTRATE UNDERSTANDING
CHESL 4 extraction, properties and uses both in their pure and derived forms for Compulsory 5
OF METALS AND NON-METALS
economic gains.
The module gives learners an understanding of the chemistry of carbon
APPLY CARBON CHEMISTRY IN
CHESL 5 including its synthetic products. The module further focuses the learners Compulsory 5
EVERYDAY LIFE
on assessing the impacts of synthetic materials on the environment.
This module equips learners with knowledge and understanding of
APPLY KNOWLEDGE OF
environmental issues associated with air, water and energy as a
CHESL 6 ENVIRONMENTAL CHEMISTRY IN Compulsory 3
foundation for developing innovative technology for sustainable
EVERYDAY LIFE.
development.

DELIVERY MODE
Two years full time programme. Where institutions have facilities allowing for part time, learners should be allowed to enrol for such.

METHODOLOGY
This syllabus encourages learner - centred methodologies to increase participation of all learners. Teachers are encouraged to use a variety of
strategies, approaches and methods to provide opportunities for learners with different needs, learning styles, learning paces and abilities. Learning
of Chemistry must be presented in contexts that are relevant and related to daily life situations to make the subject real and meaningful to life.

The recommended strategies and approaches include and are not limited to;

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 • Inquiry - based learning,
• Demonstrations
• Problem based learning,
• Technology aided learning / ICT integration,
• Individual and group Scientific Investigations
• Research,
• Project work
• Case study
• Field trips/ Excursions.

RESOURCES
In addition to fully furnished chemistry laboratories, it is recommended that one of the Chemistry laboratories should be converted into a full furnished
Audio – Visual (AV) Laboratory with equipment such as computers, smart board, digital Projector, Internet and various software with internet
connectivity. A comprehensive list of chemistry equipment is provided to schools to facilitate preparation of laboratories.

ASSESSMENT
School based assessment is an important part of the learning in Biology to ensure that learners achieve the expected outcome. Teachers are expected
to conduct both formal and informal assessment in order to continuously inform classroom instruction. A number of assessment strategies which are
suggested in the last column of the syllabus are to be used to inform and hence improve learning. Varying the strategies ensures all` learners are
given adequate opportunity to demonstrate their competences in different areas of the syllabus. Continuous and timely feedback should be given to
enable learners to continuously reflect on and improve their performance.

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Quizzes, exercises, presentations, tests are some of the recommended strategies for both informal and formal assessment. It is recommended that
formal tests be administered once end of every term.

Formal assessment of Investigative and experimental skills will be conducted through coursework assessment as follows;

SKILL NO. SKILLS NO. OF TIMES TO BE WEIGHT (%)

ASSESSED / YEAR
Manipulating
1 2 15
• Safety procedures, correct use of apparatus and techniques.
2 Measuring/Observation/recording/reporting 2 30
3 Analysis and Interpretation 2 25
Planning and designing
• Statement of problem
• Hypothesis
• Aim
• Materials and apparatus
4 1 30
• Method:
- Variables: controlled and measured
- possible sources of error
- expected results
- Limitations

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Schools will be expected to conduct summative assessment at end of modules. All learners will be profiled as a way of maintaining evidence on
achievement of intended outcomes. The assessed work will be subjected to both internal and external moderation to ensure reliability and validity of
the assessment process and also ascertain authenticity of the learners’ work.

The examining body will conduct terminal examinations towards the end of the programme for purposes of certification. Marks for school based
assessment will contribute to certification in the ratio of 70% school based to 30% terminal examinations.

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CHESL 1. EXPLORE MATTER

MODULE 1 Explore matter CODE CHESL 1 CREDIT: 6 NOTIONAL HOURS: 60

Purpose: This module looks at the nature of matter with a view to explaining macroscopic properties of substances. It is knowledge of the properties of matter that
will lay a foundation for innovation and economic activity of the country.
LEARNING OUTCOMES FOR THE MODULE
On successful completion of this module the learners are expected to:
CHESL 1.1 Demonstrate understanding of nature of matter in terms of kinetic particle theory.
CHESL 1.2 Demonstrate understanding of the structure of an atom in terms of particles.
CHESL 1.3 Apply knowledge and understanding of the periodic table.
CHESL 1.4 Apply knowledge of the structure of matter.

LEARNING OUTCOME: CHESL 1.1 DEMONSTRATE UNDERSTANDING OF NATURE OF MATTER IN TERMS OF KINETIC PARTICLE THEORY.
FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT
LEARNING STRATEGIES STRATEGIES
1.1.1 Carry out experiments to demonstrate changes of states of matter • Kinetic particle theory • Practical work • Timed Experiments
1.1.2 Explain the changes of state using the kinetic particle theory • Changes of states of matter • Discussion • Observations
1.1.3 Carry out experiments to explain the dependency of the rate of • Rate of diffusion • Presentations • Timed Test/ Quiz
diffusion on molecular mass and temperature • Assignment
RANGE STATEMENT 1.1.1 - States of matter: Solid, liquid, gas
1.1.1 & 1.1.3. Planning sheet approved by assessor, Assessor completed observation check list, Recorded videos of laboratory
EVIDENCE REQUIREMENTS sessions, Marked lab report
1.1.2. Marked, assessor supervised assessment (written/oral)

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LEARNING OUTCOME: CHESL 1.2 DEMONSTRATE UNDERSTANDING OF THE STRUCTURE OF AN ATOM IN TERMS OF PARTICLES.
FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT
LEARNING STRATEGIES STRATEGIES
1.2.1 Describe the structure of an atom in terms of sub atomic particles. • Atomic structure • Group/ class • Timed Test/ Quiz
1.2.2 Describe the characteristics of sub atomic particles. discussions • Assignment
1.2.3 Identify atomic and mass numbers of a given element. • Presentations
1.2.4 Show the arrangement of electrons in shells for the first 20 elements.
1.2.5 Describe isotopes • Isotopes
1.2.6 Calculate the average relative atomic mass of an element using the • Relative atomic
percentage abundance of its isotopes. mass
1.2.2 - Characteristics: Mass, charge, position in the atom
RANGE STATEMENT
1.2.5 - Isotopes: H, C, U and Cl
EVIDENCE REQUIREMENTS 1.2.1-1.2.6. Marked, assessor supervised Assessment scripts (written/oral)

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LEARNING OUTCOME: CHESL 1.3 APPLY KNOWLEDGE AND UNDERSTANDING OF THE PERIODIC TABLE.
FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT
LEARNING STRATEGIES STRATEGIES
1.3.1 Relate number of shells to period number. • Periodic trends • Group/class discussion • Timed Test/
1.3.2 Relate group number to valence electrons. and group trends Assignment/ Quiz
1.3.3 Deduce periodic trends given data.
1.3.4 Deduce group trends given data.
1.3.5 Describe physical and chemical properties of alkali metals/group I. • Group properties • Group/class discussion
1.3.6 Describe the trend of reactivity of alkali metals. (physical & • Teacher demonstration
1.3.7 Describe physical and chemical properties of halogens/group VII elements. chemical)
1.3.8 Describe the trend of reactivity of halogens.
1.3.9 Describe the typical properties of transition metals. • Group/class discussion
1.3.10 Explain the unreactive nature of group VIII elements/noble gases.
1.3.11 Relate uses of group VIII elements to their properties.

1.3.3 - Periodic trends: Change in metallic character, electronegativity, atomic radius

RANGE STATEMENT
1.3.4 - Group trends: Colour, melting and boiling points, density, physical states at RTP, Reactivity
EVIDENCE REQUIREMENTS 1.3.1-1.3.11: Marked, assessor supervised Assessment scripts (written/oral)

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LEARNING OUTCOME: CHESL 1.4 APPLY KNOWLEDGE OF THE STRUCTURE OF MATTER.
FACILITATION AND LEARNING
PERFORMANCE CRITERIA (KSC) CONTENT ASSESSMENT STRATEGIES
STRATEGIES
1.4.1 Describe the formation of ionic bonds between metals and • Formation of ionic bonds • Class/group discussion • Timed Tests/
non-metals • Experiments Assignment/Test/Quiz
1.4.2 Illustrate ionic bonding in ionic compounds of the form XY, • Research (ICT integration)
XY2, XY3, X2Y, X2Y3 and X3Y2using dot and cross diagrams.
i. Describe the lattice structure of sodium • Lattice structures of ionic
chloride. compounds
• Properties of ionic
ii. Describe the physical properties of ionic compounds
compounds.
iii. Describe the formation of covalent • Formation of covalent
molecules with single, double and triple bonds
covalent bonds.
iv. Illustrate covalent bonding using dot and
cross diagrams.
v. Describe the physical properties of covalent • Properties of covalent
compounds. compounds
vi. Describe intra and inter molecular forces.
vii. Describe the giant covalent structures of • Giant covalent structures
Diamond, graphite and silicon (IV) oxide.

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 viii. Relate the uses of carbon allotropes to their • Carbon allotropy
structures
ix. Describe metallic bonding. 5 Metallic bonding
x. Explain electrical conductivity of metals
RANGE STATEMENT 1.4.10 Carbon allotropes: Graphite, Diamond, fullerenes
EVIDENCE REQUIREMENTS 1.4.1- 1.4.11. Marked, assessor supervised Assessment scripts (written/oral)

CHESL 2: APPLY STOICHIOMETRY IN SOLVING PROBLEMS

MODULE 2 Apply stoichiometry in solving problems CODE CHESL 2 CREDIT: 7 NOTIONAL HOURS: 70
Purpose: This module equips learners with knowledge and understanding of stoichiometry to enable them to carry out quantitative analysis in daily life.
LEARNING OUTCOMES FOR THE MODULE
On successful completion of this module the learners are expected to:
CHESL 2.1 Demonstrate understanding of the laws of conservation of mass and definite proportions.
CHESL 2.2 Demonstrate understanding of the mole concept.
CHESL 2.3 Apply knowledge of mole concept in quantitative analysis.

LEARNING OUTCOME: CHESL 2.1 DEMONSTRATE UNDERSTANDING OF THE LAWS OF CONSERVATION OF MASS AND DEFINITE PROPORTIONS.
FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT
LEARNING STRATEGIES STRATEGIES
2.1.1 Deduce the formulae of compounds from ions, models and/or diagrams. • Formulae of • Group/ class discussion • Timed Tests/
compounds Assignment/ Quiz

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2.1.2 Construct balanced chemical equations including state symbols • Chemical
2.1.3 Deduce ionic equations from balanced chemical equations equations
RANGE STATEMENT
EVIDENCE REQUIREMENTS 2.1.1 -2.1.3 Marked, assessor supervised Assessment scripts (written/oral)

LEARNING OUTCOME: CHESL 2.2 DEMONSTRATE UNDERSTANDING OF THE MOLE CONCEPT.

FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT
LEARNING STRATEGIES STRATEGIES
2.2.1 Define the mole • Mole concept • Group/class • Timed Tests/
2.2.2 Calculate moles of substances • Mole conversions discussion Assignment/ Quiz
2.2.3 Convert moles into other quantities
2.2.4 Calculate percentage composition • Percentage composition of
compounds
2.2.5 Deduce empirical and molecular formula given relevant • Empirical and Molecular
information. formulae

RANGE STATEMENT 2.2.3 - Quantities: number of particles, mass, volume of gas and concentration of solution
EVIDENCE REQUIREMENTS 2.2.1-2.2.5 Marked, assessor supervised Assessment scripts (written/oral)

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LEARNING OUTCOME: CHESL 2.3 APPLY KNOWLEDGE OF MOLE CONCEPT IN QUANTITATIVE ANALYSIS.
FACILITATION AND LEARNING
PERFORMANCE CRITERIA (KSC) CONTENT ASSESSMENT STRATEGIES
STRATEGIES
2.3.1 Determine the formula of a binary compound by • Stoichiometric • Practical • Timed experiments
experimentation reacting quantities • Timed Test/Quiz
2.3.2 Calculate stoichiometric reacting masses and volumes of • Group/class discussions • Assignment
matter • Observation
2.3.3 Calculate percentage purity and yield • Percentage purity
and yield
2.3.4 Design and perform an experiment to determine the • Stoichiometric • Practical • Assignment
amount of reacting masses and volumes of matter. reacting quantities • Timed Test/Quiz
• Timed Experiments
2.3.5 Prepare solutions of different concentrations. • Acid-base and redox
• Observation
2.3.6 Perform acid-base and redox titrations. titrations
2.3.7 Perform volumetric analysis to solve problems

RANGE STATEMENT 2.3.1, binary compound: MgO, CuO

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 2.3.1, 2.3.4, 2.3.5, 2.3.6, 2.3.7; Planning sheet approved by assessor, completed assessor checklist or captured video recordings,
EVIDENCE REQUIREMENTS marked lab report.
2.3.2 & 2.3.3; Marked assessor supervised assessment scripts

CHSL 3: EXPLORE REACTION KINETICS

MODULE 3 Explore reaction kinetics CODE CHESL 3 CREDIT: 16 NOTIONAL HOURS: 160
Purpose: This module equips learners with knowledge of various types of reactions occurring in everyday life. This knowledge of reaction kinetics can be applied to
solve problems associated with the health sector, extraction of minerals, and production of green energy.
LEARNING OUTCOMES FOR THE MODULE
On successful completion of this module the learners are expected to:
CHESL 3.1 Apply the investigative approach to explore chemical reactions and their nature.
CHESL 3.2 Apply knowledge of chemical reactions in everyday life situations.
CHESL 3.3 Demonstrate understanding of acids, bases and salts.

LEARNING OUTCOME: CHESL 3.1 APPLY THE INVESTIGATIVE APPROACH TO EXPLORE CHEMICAL REACTIONS AND THEIR NATURE.
FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT
LEARNING STRATEGIES STRATEGIES
3.1.1 Design an experimental procedure that can be used to determine the • Practical • Timed Experiments
nature of chemical reactions • Observations

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3.1.2 Perform experiments to determine the nature of chemical reactions. • Exothermic and
endothermic
reactions
3.1.3 Describe exothermic and endothermic reactions • Group/ class discussion • Assignment
• Enthalpy change
3.1.4 Describe activation energy • Presentations • Timed Test/Quiz
3.1.5 Identify examples of endothermic and exothermic reactions • Observations
3.1.6 Describe bond breaking as endothermic
3.1.7 Describe bond formation as exothermic
3.1.8 Perform calculations involving energy changes
3.1.9 Illustrate energy changes using energy level diagrams
3.1.10 Demonstrate the production of electrical energy from a simple cell. • Simple cells • Practical • Timed experiments
• Observations
3.1.11 Explain the effect of different variables on the rate of a reaction in terms • Rate of chemical • Group/class discussion • Timed Assignment/
of the collision theory reactions Presentations Test/Quiz

3.1.12 Investigate the effect of concentration, temperature, surface area, catalyst • Practical • Timed experiments
and pressure on the rate of a reaction • Observations
3.1.13 Represent and interpret experimental data.
3.1.14 Describe everyday instances of speeding up or slowing down reactions • Group/class discussion • Timed Assignment/
3.1.15 Compare chemical catalysts with biological catalysts Presentations Test/Quiz
3.1.16 Identify uses of enzymes in everyday life
3.1.17 Describe redox reactions in terms of electron transfer and oxidation state. • Redox
3.1.18 Derive reduction and oxidation half equations reactions
3.1.19 Identify oxidising and reducing agents from chemical equations.

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3.1.20 Perform tests for oxidising using potassium iodide and reducing agents • Practical • Timed experiments
using and potassium manganate (VII) • Observations
3.1.21 Perform tests for reducing agents using potassium manganate (VII) or
potassium dichromate (VI)
3.1.22 Identify everyday life examples of redox reactions • Group/class discussion • Assignment
• Presentations • Test/Quiz
3.1.1 &3.1.2. Chemical reactions: exothermic, endothermic reactions.
RANGE STATEMENT 3.1.11. Variables: catalyst, surface area, pressure, temperature, concentration.
3.1.21. Everyday life examples: rusting, combustion, reaction in breathalyser, respiration, electrolysis, extraction of metals,
preparation of chlorine from concentrated hydrochloric acid.
3.1.1-3.1.19; Marked, assessor supervised assessment scripts
EVIDENCE REQUIREMENTS 3.1.1, 3.1.2, 3.1.9, 3.1.11 & 3.1.18; Planning sheet approved by assessor, completed assessor checklist or captured video recordings,
marked lab report.

LEARNING OUTCOME: CHESL 3.2 APPLY KNOWLEDGE OF CHEMICAL REACTIONS IN EVERYDAY LIFE SITUATIONS.
FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT
LEARNING STRATEGIES STRATEGIES
3.2.1 Describe a reversible reaction • Reversible reactions • Practical work • Assignment
3.2.2 Describe the concept of dynamic equilibrium • Le Chartilier’s • Computer aided • Timed Test/ Quiz
3.2.3 Predict the effect of changing pressure, concentration and principle teaching/ learning
temperature on a reversible reaction at equilibrium using Le • Haber process • Group/ class discussions
Chartilier’s principle • Contact process • Presentations
3.2.4 Describe the manufacture of ammonia by the Haber process
3.2.5 Describe the manufacture of sulphuric acid by the contact process
3.2.5 Describe the process of electrolysis • Group/class discussions
• Presentations

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3.2.6 Construct an electrolytic cell • Electrolysis of molten • Practical • Experiments
3.2.7 Carry out electrolysis of aqueous solutions using active and inert and aqueous • Observations
electrodes electrolytes
E- content • Calculations in
Topic: Electrolysis of dilute sulphuric acid electrolysis

Pre-requisite knowledge: Migration of ions to oppositely charged electrodes

electrodes and selective discharge (Click to complete the exercise)
1. Introduction: Introductory on electrolysis of dilute sulphuric acid (click
on the link to observe lecture video)(https://youtu.be/fbGr7bKVg5o)

2. Activities: Electrolysis of sulphuric acid (click on the worksheet to get

guidance on the experiment (Worksheet) (click on the link to observe
the experiment). ( https://youtu.be/CaJzRfNIiBg)
3. ( Clink to read summary on electrolysis of H2SO4) Conclusion
4. (Test your understanding) Exercise: Mark Scheme
5. Exam question: Mark Scheme

3.2.8 Describe electrolysis of molten electrolytes • Group/class discussions • Assignment

3.2.9 Describe factors affecting preferential discharge of ions during • Presentations • Timed Test/ Quiz
electrolysis
3.2.10 Describe applications of electrolysis
3.2.11 Calculate the value of E0 of a voltaic cell
3.2.12 Calculate the quantity of charge passed during electrolysis
3.2.13 Calculate the amount of substance produced during electrolysis

3.2.7. Aqueous solutions: Sulphuric acid, copper (II) sulphate and sodium chloride
RANGE STATEMENT
3.2.10. Applications of electrolysis: electroplating, purification of copper, extraction of reactive metals
3.2.1 – 3.2.13 : Marked, assessor supervised assessment scripts
EVIDENCE REQUIREMENTS
3.2.6 & 3.2.7: Planning sheet approved by assessor, completed assessor checklist, captured video recordings, and marked lab report.

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LEARNING OUTCOME: CHESL 3.3 DEMONSTRATE UNDERSTANDING OF ACIDS, BASES AND SALTS.
FACILITATION AND
PERFORMANCE CRITERIA (KSC) CONTENT ASSESSMENT STRATEGIES
LEARNING STRATEGIES
3.3.1 Describe acids and bases in terms of hydrogen ions • Acids and bases • Group/ class • Assignment
discussion • Timed Test/ Quiz
3.3.2 Investigate chemical properties of acids. • Practical work • Timed experiments
3.3.3 Investigate chemical properties of bases. • Group/ class • Observations
3.3.4 Distinguish between a weak and a strong acid. discussion • Assignment
3.3.5 Distinguish between a weak and a strong alkali. • Timed Test/ Quiz
3.3.6 Determine the pH of solutions
3.3.7 Test for and identify gases
3.3.8 Investigate the effect of acids and alkalis on indicators
3.3.9 Classify oxides as acidic, basic, neutral and amphoteric. • Group/ class • Assignment
discussion • Timed Test/ Quiz
3.3.10 Apply acid-base reactions in daily life situations. • Application of acid- • Practical work • Timed experiments
3.3.11.Prepare insoluble salts base reactions • Group/ class • Observations
E- content • Preparation of salts discussion • Assignment
Pre-requisite knowledge (click to understand solubility rule moving on to • Test/ Quiz
other aspects) solubility rule
1. Introduction: (click to understand the general procedure for preparing
insoluble salt) Introductory notes on preparation of insoluble salts
2. Activities: Preparation of insoluble salts
(a) Barium Sulphate (click to observe a video- experiment )
(https://youtu.be/CkXhZeqPhMU)

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 (b) Silver Chloride (click to observe a video- experiment
(https://youtu.be/7rr-d1CV8KE)
3. Lead (II) iodide (click to observe a video- experiment
(https://youtu.be/JJ3P5Q8Pg1o)
4. ( Clink to read summary on preparation of insoluble salts) Conclusion
5. ( test your understanding) Exercise: Mark Scheme
6. Exam question: Mark Scheme

3.3.13 Purify salts by filtration and crystallization

1. Conduct tests to identify ions. • Test for ions

3.3.7. Gases: Hydrogen, carbon dioxide, ammonia gas.

RANGE STATEMENT 3.3..8. Indicators: methyl orange, litmus, universal indicator
3.3.14. Ions: SO42-, Cl-, CO32-, I-, NO3- ,Cu2+, Fe3+,Fe2+, Zn2+, NH4+, Ca2+ ,Al3+
EVIDENCE REQUIREMENTS 3.3.1 – 3.2.14 : Marked, assessor supervised assessment scripts
3.3.2-- 3.3.14: Planning sheet approved by assessor, completed assessor checklist, captured video recordings, and marked lab report.
CHESL 4: DEMONSTRATE UNDERSTANDING OF METALS AND NON-METALS

MODULE 4 Demonstrate understanding of metals and non-metals CODE CHESL 4 CREDIT: 5 NOTIONAL HOURS: 50
Purpose: The module exposes learners to metals and non-metals. This covers their extraction, properties and uses both in their pure and derived forms for economic
gains.
LEARNING OUTCOMES FOR THE MODULE
On successful completion of this module the learners are expected to:
CHESL 4.1 Apply principles of metallurgy.
CHESL 4.2 Demonstrate knowledge of non-metals in everyday life.

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LEARNING OUTCOME: CHESL 4.1 APPLY PRINCIPLES OF METALLURGY.
FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT
LEARNING STRATEGIES STRATEGIES
4.1.1 Describe the properties of metals • Properties of metals • Group/class discussion • Assignment
4.1.2 Deduce the reactivity series of metals using experimental data • Reactivity series • Presentations • Timed Test/ Quiz
4.1.3 Explain “apparent unreactivity” of aluminuium
4.1.4 Justify the position of carbon and hydrogen in the reactivity series
4.1.5 Investigate the action of heat on different metal compounds • Practical work • Timed experiments
• Observations
4.1.6 Explain the existence in nature of some metals as “free elements” • Extraction of metals • Group/class discussion • Assignment
4.1.7 Identify important ores of metals • Presentations • Timed Test/ Quiz
4.1.8 Relate the method of extraction of a metal to its position in the
reactivity series
4.1.9 Describe chemical reactions involved in the extraction of metals
4.1.10 Describe the dangers of using mercury in artisanal gold mining
4.1.11 Relate the uses of alloys to their properties • Alloys
4.1.12 Relate the uses of metals to their properties
4.1.13 Describe the general principles of steel making.
4.1.14 Identify the constituent elements of alloys

4.1.1 : Properties – Physical and chemical

4.1.2 : Metals - K, Na, Ca, Mg, Al, Zn, Fe, Pb, Cu, Ag, Au
RANGE STATEMENT
4.1.5 : Compounds - hydroxides, oxides, nitrates and carbonates
4.1.7: Metals - Al, Fe, Zn,Ni, Ag,U, Mn, Cu

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 4.1.9: Metals - Al, Fe, Cu,
4.1.11: Alloys - mild steel, stainless steel, duralumin, solder, alnico, brass
4.1.12 : metals - Al, Zn, Cu, Fe, U
4.1.14 : Alloys - mild steel, stainless steel, brass, duralumin, solder, alnico, brass
4.1.1 – 4.1.14 : Marked, assessor supervised assessment scripts
EVIDENCE REQUIREMENTS
4.1.5 : Planning sheet approved by assessor, completed assessor checklist, captured video recordings, marked lab report.

LEARNING OUTCOME: CHESL 4.2 DEMONSTRATE KNOWLEDGE OF NON-METALS IN EVERYDAY LIFE.

FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT
LEARNING STRATEGIES STRATEGIES
4.2.1 Describe the preparation of chlorine • Chlorine; preparation, • Teacher • Assignment
4.2.2 Describe the test for chlorine test and properties demonstration • Timed Test/ Quiz

4.2.3 Describe properties of chlorine. • Group/ class

4.2.4 Identify uses of chlorine. discussion
• Computer aided
4.2.5 Identify sources of sodim chloride. • Extraction of sodium
learning/ teaching
4.2.6 Describe extraction of sodium chloride from Soda ash with reference chloride in Botswana
• Excursions
to Botswana
• Research
4.2.7 Describe manufacturing of sodium carbonate by the Solvay process • The Solvay process

4.2.8 Identify the uses of sodium carbonate and calcium carbonate • Uses of sodium carbonate
and calcium chloride

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4.2.9 Identify uses of nitrogen • Uses of Nitrogen
RANGE STATEMENT
EVIDENCE REQUIREMENTS 4.2.1 – 4.2.9: Marked, assessor supervised assessment scripts and Research scripts

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 CHESL 5: APPLY CARBON CHEMISTRY IN EVERYDAY LIFE

MODULE 5 Apply carbon chemistry in everyday life CODE CHESL 5 CREDIT: 5 NOTIONAL HOURS: 50
Purpose: The module gives learners an understanding of the chemistry of carbon including its synthetic products. The module further focuses the learners on
assessing the impacts of synthetic materials on the environment.
LEARNING OUTCOMES FOR THE MODULE
On successful completion of this module the learners are expected to:
CHESL 5.1 Demonstrate understanding of carbon chemistry.
CHESL 5.2 Apply knowledge of carbon chemistry in the synthesis and uses of macromolecules.

LEARNING OUTCOME: CHESL 5.1 DEMONSTRATE UNDERSTANDING OF CARBON CHEMISTRY.

FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT
LEARNING STRATEGIES STRATEGIES
5.1.1 Explain the ability of carbon atoms to form chains, branches and rings. • Bonding of organic • Group/ class • Assignment
5.1.2 Describe the general characteristics of a homologous series. compounds discussion • Timed Test/ Quiz
• The homologous series
5.1.3 Deduce names of organic compounds with up to 6 carbon atoms. • Structures and • Worksheets/
5.1.4 Construct structures of organic compounds with up to 6 carbons using nomenclature of puzzles/games
organic compounds
molecular models. • Construction of
5.1.5 Draw structures of organic compounds with up to 6 carbon atoms. molecular models
5.1.6 Identify structural isomers of alkanes and alkenes with up to six (6) • Structural isomerism
carbon atoms.
5.1.7 Relate structural isomerism to physical properties

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5.1.8 Describe fractional distillation of petroleum. • Fractional distillation of • Group/ class
5.1.9 Identify uses of fractions of petroleum. petroleum discussion
5.1.10 Describe chemical reactions of alkanes. • Chemical reactions of
5.1.11 Describe chemical reactions of alkenes. alkanes, alkenes and
alkanols
5.1.12 Describe chemical reactions of alkanols.
5.1.13 Distinguish saturated from unsaturated compounds. • Practical work • Timed experiments

5.1.14 Describe production of ethanol by fermentation. • Ethanol - Production • Group/ class • Assignment
5.1.15 Identify uses of alkanols. and uses discussion • Timed Test/ Quiz
• Dangers of abuse of
5.1.16 Describe dangers associated with consumption/ abuse of alcohols.
alcohol
5.1.17 Identify sources of alkanoic acids. • alkanoic acids
5.1.18 Identify uses of alkanoic acids.
5.1.3 -5.1.5: Organic compounds- alkanes, alkenes, alcohols, alkanoic acids and esters.
RANGE STATEMENT 5.1.15: Alkanols - methanol, ethanol propanol and butanol.
5.1.19: Alkanoic acids - ascorbic, tartaric, citric and acetic acid.
EVIDENCE REQUIREMENTS 5.1.1 – 5.1.19: Marked, assessor supervised assessment scripts

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LEARNING OUTCOME: CHESL 5.2 APPLY KNOWLEDGE OF CARBON CHEMISTRY IN THE SYNTHESIS AND USES OF MACROMOLECULES.
FACILITATION AND
PERFORMANCE CRITERIA (KSC) CONTENT ASSESSMENT STRATEGIES
LEARNING STRATEGIES
5.2.1 Describe formation of addition and condensation macromolecules. • Formation and uses of • Construct molecular • Assignment
5.2.2 Relate uses of the macromolecules to their properties. macromolecules models • Timed Test/ Quiz
5.2.3 Describe the hydrolysis of natural polymers. • Hydrolysis of natural • Practical work • Timed experiments
5.2.4 Identify products of hydrolysis of proteins and carbohydrates using polymers • Observations
chromatography
5.2.5 Describe the pollution problems caused by synthetic polymers. • Synthetic polymers • Group/ class discussion • Assignment
and pollution • Timed Test/ Quiz
RANGE STATEMENT 5.2.1 & 5.2.2 : Macromolecules - nylon, Terylene, polyethene, PVC and polystyrene
3.3.14 – 5.2.5 : Marked, assessor supervised assessment scripts
EVIDENCE REQUIREMENTS
5.2.4: Planning sheet approved by assessor, completed assessor checklist, captured video recordings, marked lab report.

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CHESL 6: APPLY KNOWLEDGE OF ENVIRONMENTAL CHEMISTRY

MODULE 6 Apply knowledge of environmental chemistry CODE CHESL 6 CREDIT: 3 NOTIONAL HOURS: 30
Purpose: This module equips learners with knowledge and understanding of environmental issues associated with air, water and energy as a foundation for
developing innovative technology for sustainable development.
LEARNING OUTCOMES FOR THE MODULE
On successful completion of this module the learners are expected to:
CHESL 6.1 Apply knowledge of environmental chemistry in everyday life.

LEARNING OUTCOME: CHESL 6.1 APPLY KNOWLEDGE OF ENVIRONMENTAL CHEMISTRY IN EVERYDAY LIFE.
FACILITATION AND ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT
LEARNING STRATEGIES STRATEGIES
6.1.1 Describe terms associated with water • Terminology of water • Practical • Assignment
6.1.2 Describe the process that results in hard water • Hard and soft water • Worksheet • Timed Test/ Quiz
6.1.3 Distinguish temporary from permanent hard water • Group/ class discussion
6.1.4 Describe methods of softening hard water • ICT aided learning/
6.1.5 Describe the advantages and disadvantages of using hard water teaching
6.1.6 Describe effects of pollutants in water • Water pollution • Research
6.1.7 Describe the fractional distillation of air • Air pollution
6.1.8 Describe the effects of air pollutants
6.1.9 Describe methods of controlling air pollution.
6.1.10 Identify the uses of oxygen in health and in industry • Uses of oxygen

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6.1.11 Explain the effect of increased concentration of greenhouse gases in • Air pollution
the atmosphere
6.1.12 Describe the importance of waste management. • Recycling, Reuse,
Reduction of waste
6.1.13 Evaluate the environmental implications of using the different energy • Sources of energy
sources.

6.1.1: Terms deliquescence, efflorescence, hygroscopic

RANGE STATEMENT
EVIDENCE REQUIREMENTS
6.1.6: Pollutants - Heavy metals, Persistent Organic Pollutants, detergents, fertilizers, sewage, oil
6.1.8: Pollutants - lead compounds, CFCs, exhausts fumes, sulphur dioxide
6.1.12: Waste management- reduce, reuse and recycling
6.1.13. Sources - solar, geothermal, hydro electric, wind, uranium, fossil fuels, biofuel, hydrogen cell.
6.1.1 – 6.1.13 : Marked, assessor supervised assessment scripts

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