CHEMISTRY
SYLLABUS FORM 5-6
Chemistry
course Objectives
This course is designed to respond to Tanzania's present aspiration to produce
more creative scientists by encouraging greater participation in science and
technology in all walks of life. The main objectives of the course are to enable
learners to:
- Cultivate an understanding and appreciation
of the role, influence and importance of science in Everyday life, at work and
in society in general;
-
Develop in the fundamental concepts, principles and skills of
Chemistry and use these to best utilize
their natural heritage and raise their standard of living;
-
Apply their knowledge and skills in proper use of and management of the
environment;
-
Analyse the behaviours of people involved in the abuse and misuse
of the environment and make informed judgment in as far as making amendments is
concerned;
-
Prepare themselves for
further studies and training in chemistry and related fields.
Organization of the Syllabus
In
designing this syllabus, due consideration has been made to both the learners
and the teacher's needs. Some topics have been omitted for example soil
chemistry' and qualitative analysis. Some topics have been added for example
environmental chemistry.
The
content has been carefully selected and organized so as to promote interest and
motivation throughout the course. All topics and sub-topics are blocky organized
in progressive manner such that acquisition of knowledge and skills is
synchronized with the learning level of
the learner. The topics fall under 5 blocks:
General
Chemistry; Physical Chemistry; Inorganic Chemistry;
Organic Chemistry. and Environmental Chemistry.
In the format of
the syllabus are also included instructional objectives for each sub-topic.
Choice
and use of Instructional Materials
With
the new book production policy, the science book market will have more and more
up to date science books.
The chemistry teacher is therefore expected to be well informed about books
which best meet the requirements of the syllabus. Teachers will also be expected
to use their academic and professional knowledge and skills to guide and advise
learners on how best to use books and other non-textual instructional materials
available in schools and libraries.
Methods
of Teaching and Learning
The
syllabus has proposed teaching/learning strategies for each topic. These are
just proposals. The chemistry teacher will be free to use any teaching/learning
method considered effective in promoting concept formation, skill development
and internalization of knowledge in general. It is worth bearing in mind that,
it is generally agreed among science schools that using the active methods of
instruction learns science better. However the content under the column of
teaching learning strategies is compulsory.
Assessment
of Students Progress and Performance
It
is normal practice for teachers to assess student's progress and performance on
continuous bases. It is expected that every teacher will periodically assess his
or her students in order to identify their strengths and weaknesses and so as to
help the weak and encourage the good ones as appropriate. Assessment of
student's progress and achievement does not only measure student's academic
improvement but also the effectiveness of the course, the teacher's methods and
teaching styles. Assessment and evaluation also enable the teacher to give his
or her professional views and recommendations for improving the curriculum and
methods of learning in this discipline.
At
the end of Form VI students are expected to do an overall achievement
examination intended to determine the extent to which the objectives of the
course have been attained. It is also on the basis of the results of this
examination that selection for further studies will be made.
Instructional
Time
The
teacher is advised to make maximum use of the allocated time per week for this
subject. Lost instructional time for whatever cause should be compensated for
through the teacher's own local arrangement with the school administration. It
should be remembered that this course of study is designed to be covered in two
years.
TOPICS
1.1.
ATOMIC STRUCTURE
1.2. ATOMIC SPECTRUM (Hydrogen
Spectrum)
1.3. MODERN QUANTUM THEORY
a.
Quantum Numbers and
Electronic Configuration
1.4.BONDING
a.
Types of Bonds
b.
Hybridisation of atomic orbitals
2.1.
GAS LAWS
2.1. RELATIVE MOLECULAR MASSES AND DENSITIES OF GASES
2.3. RELATIVE MOLAR MASSES IN SOLUTIONS
2.4. TWO COMPONENT LIQUID MIXTURE
a.
Immiscible Liquids
b.
Completely Miscible Liquids
c.
Distribution Law
2.5. ENERGETICS
a.
Heat changes in Chemical Reactions
2.6. CHEMICAL EQUILIBRIUM
a.
Law of mass action
2.7. CHEMICAL KINETICS
a.
Order of Reaction
b.
Catalysis
2.8. OXIDATION REDUCTION AND ELECTRO CHEMISTRY
a.
Oxidation reduction
b.
Electrolytes in solution
2.9.
ACIDS BASES AND SALTS
a.
Acids and bases
b.
Ionic Equilibrium of Electrolytes
c.
Ionic product of water and pH.
d.
Buffer Solutions
e.
Salt Hydrolysis
2.10. SOLUBILITY AND SOLUBILITY PRODUCT
a.
Solubility product, ksp, and Ionic Product, Q.
b.
Precipitation
3.1.
PERIODICITY
a.
Periodicity
b.
Periodic Trends in Physical Properties
c.
Period Trends in Chemical Properties
d.
Diagonal Relationship
3.2.
CHEMISTRY OF SELECTED ELEMENTS
a.
Electronic configuration and oxidation states
b.
Uses of selected Elements and their compounds
c.
Hazards of selected elements and compound
3.3.
TRANSITION ELEMENTS
a.
Characteristics of Transition Elements
(Reference to atomic Nos 21-30
b.
Complex formation and ligands
4.
ORGANIC CHEMISTRY
4.1.
ORGANIC COMPOUNDS
a.
Occurrence of Organic Compounds
b.
Sources of organic compounds
4.2.
HYDRO CARBONS
a.
Classification
b.
Alkanes
c.
Alkenes
d.
Alkynes
e.
Benzene and Homologue
f.
Hazards of Hydrocarbons
g.
Substituted Benzene
4.3.
DERIVATIVES OF HYDROCARBONS
a.
Halogen derivatives
4.4.
HYDROXYL COMPOUNDS
a.
Properties of hydroxyl compounds
b.
Synthesis of hydroxyl compounds
c.
Uses of Hydroxyl compounds
d.
Hazards of Hydroxyl Compound
4.5.
CARBONYL COMPOUNDS
a.
Structure and Nomenclature
b.
Physical Properties
c.
Preparation
