NSSCO Chemistry Syllabus

Republic of Namibia
MINISTRY OF EDUCATION, ARTS AND CULTURE
NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)
CHEMISTRY SYLLABUS
ORDINARY LEVEL
SYLLABUS CODE: 6117
GRADE 10 - 11
FOR IMPLEMENTATION IN 2019

FOR FIRST EXAMINATION IN 2020
Ministry of Education, Arts and Culture
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia
© Copyright NIED, Ministry of Education, Arts and Culture, 2018

Chemistry Syllabus Ordinary Level Grade 10-11
ISBN: 978-99916-66-57-0
Printed by NIED
Website: http://www.nied.edu.na
Publication date: 2018

TABLE OF CONTENTS
1. Introduction .................................................................................................................... 1
2. Rationale ...................................................................................................................... 2
3. Aims ...................................................................................................................... 2
4. Additional information .................................................................................................... 3
5. Learning content ............................................................................................................ 4
6. Assessment objectives ................................................................................................ 38
7. Scheme of assessment................................................................................................ 39
8. Specification grid ......................................................................................................... 40
9. Grade descriptions ....................................................................................................... 41
10. Glossary of terms ......................................................................................................... 42
Annexe A: Assessment criteria for Paper 3, Alternative to Practical Paper ........................ 44
Annexe B: Notes for use in qualitative analysis.................................................................. 46
Annexe C: Data sheet: The Periodic Table of the elements ............................................... 47
Annexe D: Units of physical quantities ............................................................................... 48

1. INTRODUCTION
The Namibia Senior Secondary Certificate Ordinary (NSSCO) level syllabus is designed as a
two-year course leading to examination after completion of the Junior Secondary phase. The
syllabus is designed to meet the requirements of the National Curriculum for Basic Education
(NCBE) and has been approved by the National Examination, Assessment and Certification
Board (NEACB).
The Namibia National Curriculum Guidelines, applicable at the stage of senior secondary
education (Grades 10 and 11) and at equivalent stages of non-formal education, as a part of
life-long learning, recognise the uniqueness of the learner and adhere to the philosophy of
learner-centred education.
The Namibia National Curriculum Guidelines:

 recognise that learning involves developing values and attitudes as well as
knowledge and skills
 promote self-awareness and an understanding of the attitudes, values and beliefs of
others in a multilingual and multicultural society
 encourage respect for human rights and freedom of speech
 provide insight and understanding of crucial “global” issues in a rapidly changing
world which affects quality of life: the AIDS pandemic, global warming, environmental
degradation, distribution of wealth, expanding and increasing conflicts, the
technological explosion and increased connectivity
 recognise that as information in its various forms becomes more accessible, learners
need to develop higher cognitive skills of analysis, interpretation and evaluation to
use information effectively
 seek to challenge and to motivate learners to reach their full potential and to
contribute positively to the environment, economy and society
Thus the Namibia National Curriculum Guidelines should provide opportunities for
developing essential skills across the various fields of study. Such skills cannot be developed
in isolation and they may differ from context to context according to a field of study. The skills
marked with an * are relevant to this syllabus.
The skills are:

 communication skills*
 numeracy skills*
 information skills*
 problem-solving skills*
 self-management and competitive skills*
 social and cooperative skills
 physical skills
 work and study skills*
 critical and creative thinking*
NSSCO Chemistry Syllabus, NIED 2018

1
2. RATIONALE
This syllabus describes the intended learning and assessment for Chemistry in the NSSC
phase. As a subject, Chemistry is within the natural science area/areas of learning in the
curriculum, but has thematic links to other subjects across the curriculum.
The subject Chemistry places strong emphasis on the learners’ understanding of the physical
and biological world around them at the local, regional and international levels. It thus
includes how societies use natural resources to satisfy their needs, and how the environment
may be changed in ecologically sustainable ways. At this phase and subject area, the
application of scientific knowledge and attitudes to health is of special relevance for the
individual, the family, and society as a whole as well as the environment around us including
the sustainability of our natural resources. Critical thinking, investigating phenomena,
interpreting data, and applying knowledge to practical (experimental and investigative) skills
and abilities are essential to understanding the value and limitations of natural scientific
knowledge and methods, and their application to daily life. This requires advanced
technology through the efficient and effective usage of equipment, materials and processes.
Modern technology is required in order to assist our learners and society to solve problems
through planning, design, realisation, and evaluation of activities and goals.
3. AIMS
The aims of the syllabus are the same for all learners. These are set out below and describe
the educational purposes of a course in Chemistry for the NSSCO examination. They are
not listed in order of priority.
Chemistry promotes the following aims in the curriculum:

1. Provide, through well designed studies of theoretical and practical science, a worthwhile
educational experience for all learners, whether or not they go to study science beyond
this level and, in particular, to enable them to acquire sufficient understanding and
knowledge to:
 become confident citizens in a technological world
 take or develop an informed interest in matters of scientific importance
 recognise the usefulness and limitations of scientific method and to appreciate its
applicability in other disciplines and in everyday life
 be suitably prepared for studies beyond the NSSCO level in pure sciences, in
applied sciences or in science-dependent vocational courses
2. Develop abilities and skills that:

 are relevant to the study and practice of Chemistry
 are useful in everyday life
 encourage efficient and safe practice
 encourage effective communication
3. Develop attitudes relevant to Chemistry such as: concern for accuracy and precision;
objectivity, integrity, enquiry, initiative and inventiveness.
4. Stimulate interest in, and care for, the environment.

2
5. Promote an awareness that:
 scientific theories and methods have developed, and continue to do so, as a result
of the co-operative activities of groups and individuals
 the study and practice of science is subject to social, economic, technological,
ethical and cultural influences and limitations
 the applications of science may be both beneficial and detrimental to the individual,
the community and the environment
 science transcends national boundaries and that the language of science, correctly
and rigorously applied, is universal
4. ADDITIONAL INFORMATION
4.1 Guided learning hours

The NSSCO level syllabuses are designed on the assumption that learners have about 130
guided learning hours per subject over the duration of two years, but this is for guidance only.
The number of hours required to gain the qualification may vary according to local conditions
and the learners’ prior experience of the subject. The National Curriculum for Basic
Education (NCBE) indicates that this subject will be taught for 8 periods of 40 minutes each
per 7-day cycle, or 6 periods of 40 minutes each per 5-day cycle, over two years.
4.2 Prior learning

It is recommended that learners who are beginning this course should have previously
studied Physical Science at Junior Secondary (JS) level.
4.3 Progression
NSSCO levels are general qualifications that enable learners to progress either directly to
employment, or to proceed to further qualifications. Learners who are awarded grades C to
A* in NSSCO are well prepared to follow courses leading to Namibia Senior Secondary
Certificate Advanced Subsidiary (NSCCAS) level Chemistry.
4.4 Grading and reporting

NSSCO results are shown by one of the grades A, B, C, D, E, F or G indicating the standard
achieved, grade A being the highest and grade G the lowest. ‘Ungraded’ indicates that the
candidate has failed to reach the minimum standard required for a pass at NSSCO level.
4.5 Support materials and approved textbooks

NSSCO syllabuses, question papers and examiners reports are sent to all schools.
Assessment manuals in subjects, where applicable are sent to schools. Approved learning
support materials are available on the Senior Secondary Textbook Catalogue for Schools.
The Senior Secondary Textbook Catalogue is available on the institution’s (NIED) website
(http://www.nied.edu.na).

3
5. LEARNING CONTENT
The content is divided into topics and sub-topics as follow:
Topic 1: Scientific processes

1.1 Mathematical requirements
1.2 Scientific skills
1.2.1 Planning and conducting investigations
1.2.2 Recording data
1.3 Basic units and derived units
1.4 Error, accuracy and uncertainty
1.5 Experimental techniques
Topic 2: Matter
2.1 Atoms, elements, molecules and compounds
2.1.1 The particle nature of matter
2.1.2 Atomic structure
2.2 Isotopes
2.3 Periodic table
2.3.1 Groups and periods
2.3.2 Periodicity
2.3.3 Group properties
2.4 Bonding: the structure of matter
2.4.1 Building blocks of matter
2.4.2 Ionic bonding / electrovalent bonds
2.4.3 Molecules and covalent bonds
2.4.4 Giant covalent structures
2.4.5 Metallic bonding
2.4.6 Writing and balancing equations
Topic 3: Materials
3.1 Types of materials
3.2 Building materials
3.3 Cleaning materials
3.4 Nano-materials
Topic 4: Stoichiometry
4.1 The mole concept
4.2 Mole calculations
Topic 5: Electrochemistry
5.1 Electrodes and electrolytes
Topic 6: Chemical reactions

6.1 Chemical and physical changes
6.2 Energetics of a reaction
6.3 Production of energy
6.4 Rate of reaction
6.5 Reversible reactions
6.6 Redox
Topic 7: Acids, bases and salts

7.1 The characteristic properties of acids and bases
7.2 Types of oxides
7.3 Neutralisation
7.4 Preparation of salts

4
Topic 8: Qualitative analysis
8.1 Identification of ions in solution
8.2 Identification of gases
Topic 9: Metals
9.1 Properties of metals
9.2 Reactivity series
9.3 Extraction of metals
9.4 Uses of metals
Topic 10: Organic chemistry

10.1 Names of compounds
10.2 Hydrocarbons
10.2.1 Fractional distillation of petroleum
10.2.2 Homologous series
10.3 Alkanes
10.4 Alkenes
10.5 Alcohols
10.6 Carboxylic acids
10.7 Esters
10.8 Polymers
10.8.1 Synthetic polymers
10.8.2 Natural macromolecules
10.8.3 Properties and uses of fibres
Topic 11: Environmental and industrial chemistry

11.1 Water
11.1.1 Physical and chemical properties of water
11.1.2 Availability, distribution and purification of water in Namibia
11.2 The air around us
11.3 The commercial preparation and uses of gases
11.4 Pollution of the air
11.5 Chemical industrial plants

5
TOPIC GENERAL OBJECTIVES SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
1 Scientific processes
1.1 Mathematical  know mathematical  add, subtract, multiply and divide
requirements procedures which are  use averages, decimals, fractions, percentages, ratios and reciprocals
required throughout the  use direct and inverse proportion
syllabus  use positive and negative, whole number indices and exponents in calculations
 make approximate evaluations of numerical expressions
 solve equations of the form x = yz for any one term when the other two are known
1.2 Scientific skills

1.2.1 Planning and  know the scientific ways  make observations accurately; use appropriate techniques; handle
conducting of planning and apparatus/materials competently and have due regard to safety
investigations conducting an  distinguish between independent, dependent and control variables
investigation  predict the hypothesis and state the aim of the investigation
 explain how to make a test fair (reliable and accurate) by identifying appropriate
controls and the importance of a zero reading
1.2.2 Recording data  know the scientific ways  locate, select and organise information from a variety of sources
of presenting data  record results of experimental investigations in a logical manner (tables or graphs) and
explain the importance of units and recording results of experimental investigations
 present each column of a table by heading it with the physical quantity and the
appropriate unit, e.g. time/s (units should be in the heading of the column and not in
the measurements in the column)
 use column headings of a table to create the axes of a graph

6
1.3 Basic units and derived  understand scientific  explain and use the relationships between length, surface area and volume and their
units notation, prefixes and units on metric scales
significant figures  identify the correct SI unit, derived units and use the metric prefixes (tera, giga, mega,
kilo, deci, centi, milli, micro, nano, pico) to convert between quantities
 use standard (scientific) notation
 use acceptable methods of stating units, e.g. metres per second or m per s be written
as m/s or m s-1 (Note: The solidus (/) will be used for a quotient and also to indicate
units in labels of tables and graphs e.g. distance/cm)
 state the concept of absolute zero and the Kelvin scale of temperature
 use the information that Celsius temperature is given by T/ºC + 273.15 = T/K
(example: to convert 20ºC to K: 20ºC + 273.15 = 293.15 K)
1.4 Error, accuracy and  understand errors,  state and use the relationship between precision, accuracy and uncertainty of
uncertainty sources of error, their measurement and the appropriate number of significant figures used to record
rectification, accuracy, measurements and present calculated data
precision and  handle and process experimental observations and data, including dealing with
uncertainty anomalous (inconsistent) results
 evaluate presented results or experimental data by applying scientific knowledge and
interpret and draw appropriate conclusions from practical observations and data in
relation to the hypotheses
 analyse anomalous (inconsistent) results, discuss trends in results, identify sources of
error and their margin of error (random and systematic errors)
 suggest possible improvements to reduce errors

7
1.5 Experimental  understand the  name appropriate apparatus for the measurement of time, temperature, mass and
techniques principles of volume, including burettes, pipettes and measuring cylinders
experimental technique  indicate that mixtures melt and boil over a range of temperatures
 identify pure substances by distinctive melting and boiling points
 outline the importance of purity in substances in everyday life, e.g. foodstuffs and
drugs
 describe methods of purification by the use of a suitable solvent, filtration,
crystallisation, re-crystallisation, paper chromatography of coloured substances and
distillation (including use of a fractionating column). (Refer to the fractional distillation
of crude oil in section 10.2.1 and products of fermentation in section 10.5)
 suggest suitable purification techniques, given information about the substances
involved
 suggest suitable apparatus, given relevant information, for a variety of simple
experiments, including collection of gases and measurements of rates of reaction
 outline how paper chromatography techniques can be applied to colourless
substances by exposing chromatograms to substances called locating agents
(knowledge of specific locating agents is not required)
 interpret simple chromatograms including Rf values
The practical activities, approaches or demonstrations required for Topic 1 Scientific processes are listed below. These are considered
basic and all learners should be exposed to them as a minimum requirement.
 carry out crystallisation of a salt solution (cross reference to 7.4)
 carry out distillation of fermented fruits/juice
 carry out filtration e.g. muddy river water, water and sand mixture, filtration of an insoluble salt (precipitate) from solution (cross reference to 7.4)
 investigate the components of coloured mixtures e.g. food colouring, OHP pens, ink, leaf or flower petal colour

8
2 Matter
2.1 Atoms, Elements, Molecules and Compounds
2.1.1 The particle nature of  know the kinetic particle  state and describe the distinguishing properties of solids, liquids and gases
matter theory and diffusion  describe the structure of solids, liquids and gases in terms of particle separation
(spaces), arrangement and types of motion
 describe changes of state in terms of melting, boiling, evaporation, freezing,
condensation and sublimation
 explain diffusion in liquids and gases
 describe evidence for the movement of particles in gases and liquids
 describe dependence of rate of diffusion on molecular mass and temperature
 explain everyday effects of diffusion in terms of particles e.g. the spread of perfumes
and cooking aromas, tea and coffee in water
2.1.2 Atomic structure  know the development  outline the development of the atomic model from the ancient Greek times, Dalton,
of the atomic model Thomson, Rutherford, Bohr and Chadwick
leading to the  use proton (atomic) number and the simple structure of atoms to explain the basis of
understanding of the the Periodic Table, with special reference to the elements of proton (atomic) number
atomic structure within 1 to 20
the Periodic Table  state the relative charge and approximate relative mass of a proton, a neutron and an
electron and their positions in the atom
 define proton (atomic) number (Z) of an element as the number of protons in the
nucleus of each atom of that element
 define nucleon (mass) number (A) of an element as the sum of the number of protons
and neutrons (together called nucleons) in the nucleus
 use the notation 𝐴𝑍𝑋 for an atom
 describe the build-up of electrons in ‘shells’ and draw the Bohr structure of the first 20
elements
 analyse the structures of the first 20 elements in terms of:
 proton (atomic) and nucleon (mass) numbers
 electronic structures (electrons orbiting the nucleus and their arrangement)
 the relative charges and masses of the protons, neutrons and electrons
 deduce the structure of atoms and ions from given proton (atomic) and nucleon
(mass) numbers and vice versa
9
2.2 Isotopes  know about isotopes  define isotopes as atoms with the same proton (atomic) number but different nucleon
and radioactive isotopes (mass) numbers
and give examples of  outline radioactive decay as the emission of radioactive particles (no need to identify
isotopes of the elements particles) from unstable nuclei to make the nuclei more stable
carbon, hydrogen,  discuss isotopes and radioactive isotopes and give examples of isotopes of the
chlorine and uranium elements carbon, hydrogen, iodine, chlorine and uranium
 relate isotopes to the different nucleon numbers of atoms of the same element
 state some uses of radioactive isotopes e.g. in carbon-14 dating; radiotherapy
(treatment of cancer); determination of thickness of material (e.g. the use of a beta-
emitter to measure the thickness of aluminium foil during production); power
generation
2.3 Periodic Table
2.3.1 Groups and periods  understand the  describe the build-up of electrons in ‘shells’ and analyse their structures in terms of:
relationship between the  the relationship between group number of the Periodic Table and number of
Periodic Table and electrons in the outer shell
atomic structure  the relationship between period number of the Periodic Table and number of
shells in atoms
 explain the significance of the noble gas electron arrangements and of outer electrons
(The ideas of the distribution of electrons in s- and p-orbitals and in d-block elements
are not required. Note that a copy of the Periodic Table will be provided in Papers 1, 2
and 3)
2.3.2 Periodicity  understand trends in  describe the changes that occur in the electron arrangement of elements in Period 3
electron and atomic and relate that to the change from metallic to non-metallic character of the elements
structure of elements in across the period, and to the trend in atomic radius
Period 3 and in Groups  describe the electron arrangement, especially the outer electron arrangement, of
on the Periodic Table elements of a group on the Periodic Table and use the information to explain the
similarity in chemical properties of the elements in a group

10
2.3.3 Group properties  know the nature,  interpret the Periodic Table as a method of classifying elements according to their
properties and uses of properties (metallic and non-metallic, groups and periods)
the elements in the  deduce and/or describe the trends in chemical and physical properties of elements in
groups of the Periodic groups (when given data about the elements concerned)
Table  melting point, density, colour and state
 reactivity (e.g. with water)
 describe lithium, sodium and potassium in Group I as a collection of relatively soft
metals showing trends in melting point, density, their reactions with water and their
identification by flame tests
 state that Group I metals form soluble hydroxides with water that cannot be
precipitated
 describe chlorine, bromine and iodine in Group VII as a collection of diatomic non-
metals showing a trend in colour, reactivity, state of matter
 state the reactions of Group VII elements with other halide ions
 describe the transition elements as a collection of metals having high densities, high
melting points, forming coloured compounds, and which, as elements and
compounds, often act as catalysts
 describe the noble gases (group VIII) as being unreactive
 describe the use of the noble gases in providing an inert atmosphere (argon in lamps
and helium for filling weather balloons)

11
2.4 Bonding: the structure of matter
2.4.1 Building blocks of  understand the different  explain that atoms, molecules and ions are the building blocks of all material (an
matter building blocks of matter extension of the particle model) (NOTE: the term “molecule” will be used only for
electrically neutral groups of atoms held together by covalent bonds, including
macromolecules)
 distinguish between elements, mixtures and compounds
 explain that atoms combine to form molecules, or (compound) ions
 explain that atoms, ions and molecules can form crystal lattices that are either
molecular or giant
 explain that giant lattices can be ionic, metallic or covalent
 describe alloys, such as brass, bronze and steel, as mixtures of a metal with other
metals or carbon
2.4.2 Ionic bonding /  understand and know  describe how the reaction between a metal and a non-metal results in the transfer of
electrovalent bonds how to illustrate ionic electrons from metal atoms to non-metal atoms so that both achieve full outer shells
bonding, as the and form positive ions (cations) and negative ions (anions) respectively
attraction between  explain ionic bonding as the electrostatic attraction between the oppositely charged
positive and negative ions formed
ions after electrons have  differentiate between the naming of atoms versus ions (e.g. chlorine and chloride)
been transferred  predict the positive and negative charges of ions (in terms of the attained noble gas
between atoms electron arrangements)
 describe the lattice of an ionic compound as a regular arrangement of alternating
positive and negative ions

12
2.4.3 Molecules and covalent  understand and know  describe how non-metal atoms combine with other non-metal atoms by sharing
bonds how to illustrate electrons in their outer shells with the result that both atoms achieve full outer shells
covalent bonding as the  explain covalent bonding as the electrostatic attraction between the nuclei of a pair of
sharing of electrons atoms and the shared electrons between those atoms
when atoms bind  state that molecules of elements are made up of atoms of the same kind and are
 understand inter and called homonuclear molecules (examples H2, Cl2, F2, Br2, I2 O2, N2, O3)
intra molecular forces  state that molecules of compounds are made up of atoms of different kinds and are
called heteronuclear molecules (examples H2O, CH4, NH3, HCl, C2H4, CH3OH, CO2)
 describe the formation of single covalent bonds in H2, Cl2, H2O, CH4, NH3 and HCl as
the sharing of pairs of electrons leading to a noble gas configuration
 describe the electron arrangement in more complex covalent molecules such as N2,
C2H4, CH3OH, CO2
 use Bohr, Lewis and Couper notations to illustrate ionic and covalent bonding
(NOTE: Bohr and Lewis notations involve the use of dot-and-cross diagrams)
 state the names of the shapes of the molecules: water, H2O (V-shaped); methane
CH4 (tetrahedral); ammonia, NH3 (pyramidal) and carbon dioxide, CO2 (linear)
H
H
O H C H N H O C O
H H
H H
(diagrams of the shapes of these molecules may be required, using the style shown)
 state that the forces between atoms in covalent molecules are stronger than the
intermolecular forces between molecules
 compare the differences in volatility, solubility, melting/boiling points and electrical
conductivity between ionic and covalent compounds, in terms of their bonding and
structure
 state that Buckministerfullerene, C60, is a (homonuclear) molecular allotrope of
carbon

13
NOTE (for 2.4.3)
- atoms which exist as single atoms are referred to as monoatoms (examples: Group VIII elements)
- diatomic molecules are made up of two atoms bonded together covalently
- diatomic molecules can either be homonuclear or heteronuclear
- homonuclear diatomic molecules are made up of two atoms of the same element bonded together covalently (e.g. H2, O2, N2, F2, Cl2, Br2, I2)
- heteronuclear diatomic molecules are made up of two atoms of different kinds bonded together covalently (e.g: HF, HCl, CO)
- polyatomic molecules are made up of more than two atoms bonded together covalently
- polyatomic molecules such as CO2 , CH4 , NH3 and NH3 are heteronuclear
- polyatomic molecules such as O3 and S8 are homonuclear (Details of the structures of O3 and S8 are not required)
2.4.4 Giant covalent  know the structures of  describe the structures of the common allotropes of carbon, graphite and diamond, as
structures graphite, diamond and giant covalent lattices with high melting points
silicon(IV) oxide  relate the structures to the use of graphite as a lubricant and of diamond in cutting
 describe the giant covalent structure of silicon(IV) oxide (silicon dioxide)
 describe the similarity in properties between diamond and silicon(IV) oxide, in terms
of the similarity in their structures
2.4.5 Metallic bonding  know about metallic  describe metallic bonding as a lattice of positive ions in a ‘sea’ of delocalised
bonding electrons
 describe and explain the electrical conductivity, melting point, and malleability/ductility
of metals in terms of their structure and bonding
 sketch the generalised structure of a typical metal
 distinguish between covalent, ionic and metallic bonding as different types of bonding
and relate the type of bonding to the position (group) of elements in the Periodic
Table

14
2.4.6 Writing and balancing  know how to write word  use the symbols of the elements to write the formulae of simple compounds
equations equations and balance  deduce the formula of a simple compound from the relative numbers of atoms
simple equations present
 determine the formula of an ionic compound from the charges on the ions present
 deduce the formula of simple compounds from a model
 construct word equations and simple balanced chemical equations (including simple
ionic equations)
 deduce the formulae of compounds, molecules and compound ions
 see hydroxides, phosphates, nitrate, (hydrogen) carbonate and sulfate as
oxyanions that bond in the same ratios as anions of elements in Groups V, VI and
VII
 see the ammonium ion as a compound cation bonding in the same ratio as
cations of metals in Group I
The practical activities, approaches or demonstrations required for Topic 2 Matter are listed below. These are considered basic and all
learners should be exposed to them as a minimum requirement.
 investigate the rate of diffusion between hydrogen chloride gas and ammonia gas in a glass tube
 investigate everyday examples of diffusion in terms of particles e.g. the spread of perfumes and cooking aromas, tea and coffee grains in hot
and cold water
 build models of atoms, mixtures, compounds (including giant covalent structures) by using little spheres of various sizes and colour
 investigate reactions of lithium, sodium and potassium with water
 investigate how Group I metals form soluble hydroxides with water and cannot be precipitated
 test for the pH of the hydroxides of Group I metals (cross reference to 6.1, 6.2)
 test for the hydrogen gas evolved from reactions of lithium and Group II metals with water (cross reference to 6.7)
 identification of lithium, sodium and potassium by flame tests (cross reference to 8.1)
 investigate the trend in reactivity of Cl, Br and I
 investigate the reaction of Cl, Br and I with other halide ions
 investigate the coloured nature of compounds of transition elements (eg. CuSO4)
 investigate the differences between elements, compounds and a mixtures (e.g. using iron filings and sulfur; table salt solution) (see 1.5)
 investigate the differences in volatility, solubility, melting/boiling points, electrical conductivity between ionic and covalent compounds
 investigate electrical conductivity, melting/boiling points, malleability/ductility of metals

15
3 Materials
3.1 Types of materials  know the differences  classify materials into categories such as wood, metals, glasses, ceramics, concrete,
between materials such plastics and fibres and identify examples of these materials in the local environment
as wood, metals,  distinguish between materials that occur naturally and those that are synthetic
glasses, ceramics,  identify the types of bonding in different materials:
concrete, plastics and - metallic bonding in metals
fibres and realise that - concrete as a mixture containing both ionic and covalent bonds
some materials occur - glass as a giant structure with mainly covalent bonds
naturally and others are - cellulose as a natural polymer in wood (covalent bonding)
synthetic - polythene, nylon, polyurethane and melamine as examples of synthetic polymers
(covalent bonding)
3.2 Building materials  know that a building is  describe the use of different building materials in the local environment: bricks (mud
made of a number of or ceramic), concrete, wood, metal, thatch and glass
different materials:  explain how their uses depend on the properties of the materials
bricks (mud or  explain how concrete is made using cement, crushed stones and sand by adding
ceramic), concrete, water
wood, metal, thatch  state that cement is made from clay and limestone
and glass
 understand how the
use of materials
depends on their
properties

16
3.3. Cleaning materials  understand how the  outline and sketch the generalised structure of a soap or detergent
properties of soaps and  explain how the structure allows the soap or detergent to act as an emulsifying agent
detergents are related  identify common cleaning materials such as soaps or detergents
to their generalised  outline the preparation of soap through hydrolysis of fat or oil
structures and  interpret the meanings of the terms biodegradable and non-biodegradable in relation
understand their impact to the impact on the environment
on the environment  outline the advantages and disadvantages of the use of soaps and detergents
3.4 Nano-materials  know the role of  state that nanotechnology is used to produce nano-materials such as graphene and
nanotechnology in the fullerenes
formation of nano-  state that nano-materials are materials in which the particle sizes range between
materials approximately 1 and 100 nanometers (nm), in one dimension
 know some of the  state that the small size of the particles in nano-materials gives these materials
applications of nano- properties that are different to those of bulk materials or of individual atoms or
materials in modern molecules e.g. silver nanoparticles have anti-microbial properties
technology  state some examples of the applications of nanotechnology such as in medicine,
electronics, environment, consumer products, and sporting goods
The practical activities, approaches or demonstrations required for Topic 3 Materials are listed below. These are considered basic and all
 design and conduct experiments to investigate the compressive and tensile strength of different building materials
 carry out surveys in the local environment to identify the uses of different building materials
 design and carry out an experiment to investigate the insulating properties of different roofing materials
 investigate emulsifying effects of soaps and detergents
 prepare soap through hydrolysis of fat or oil

17
4 Stoichiometry
4.1 The mole concept  know the terminology  define relative atomic mass, Ar , of an element as the ratio of the average mass of the
used in the mole atoms of the naturally occurring element to 1/12 of the mass of a carbon-12 atom
concept  define relative formula mass, Mr, of a molecule or chemical compound as the sum of
the relative atomic masses of all atoms present in that molecule or compound
 state that ‘a mole’ is an amount of substance containing approximately 6.022 x 1023
particles
 state that the number of particles in one mole of any substance
(approx. 6.022 x 1023) is called the Avogadro constant
 state that one mole of any substance has a mass equal to the relative mass in grams
of that substance
 state that the empirical formula is the simplest whole number ratio of the elements in
a compound
 define empirical formula mass as the relative formula mass, Mr, of a molecule or
chemical compound in its simplest form
 define concentration as mass per volume or moles per volume (in gdm3 and
moldm3) (Note: The word molarity expresses the concentration of a solution only in
moldm3 and is no longer in use)
4.2 Mole calculations  know and apply  calculate stoichiometric reacting masses of pure substances
calculations used in  carry out calculations involving the concentrations and volumes of solutions, solution
quantitative chemistry concentrations may be expressed in either g/dm3 or mol/dm3 (calculations based on
limiting reactants may be set )
 use the molar gas volume, taken as 24 dm3 at room temperature and pressure, in
calculations of stoichiometric reacting masses and volumes of gases (questions on
the gas laws and the conversion of gaseous volumes to different temperatures and
pressures will not be set)
 calculate empirical formulae, using composition by mass data
 use empirical formulae and relative formula mass to calculate molecular formulae
 calculate % composition, % yield and % purity

18
5 Electrochemistry
5.1 Electrodes and  know the process of  describe the terms electrodes, electrolytes, anodes and cathodes in electrolysis
electrolytes electrolysis  draw diagrams of electrolytic cells
 understand  describe the reactions at the electrodes during electrolysis of molten and aqueous
electroplating electrolytes (the oxidation and reduction reactions) using half equations
(cross reference to 6.6)
 state the general principle that metals or hydrogen are formed at the negative
electrode (cathode), and that non-metals (other than hydrogen) are formed at the
positive electrode (anode)
 describe the electrode products, using inert electrodes, in the electrolysis of:
 molten lead(II) bromide
 dilute sulfuric acid
 concentrated hydrochloric acid
 concentrated aqueous sodium chloride
 predict the products of the electrolysis of a specified binary compound in the molten
state
 recall the different anode reactions and the products of electrolysis during the
electrolysis of copper(II) sulfate, using carbon or copper as the electrodes (cross
reference to 9.3)
 describe the electroplating of metals
 name the uses of electroplating
 outline the manufacture of
 aluminium from pure aluminium oxide in molten cryolite (cross reference to 9.3)
 chlorine and sodium hydroxide from concentrated aqueous sodium chloride
(Starting materials, essential conditions and equations for electrode reactions
should be given but not technical details or diagrams.)
The practical activities, approaches or demonstrations required for Topic 5 Electrochemistry are listed below. These are considered basic
and all learners should be exposed to them as a minimum requirement.
 investigate the conductivity of a salt solution such as table salt (NaCl) and an acidic solution such as a lemon juice
 carry out the electroplating of zinc with copper sulfate solution

19
6 Chemical reactions
6.1 Chemical and physical  recall the distinction  distinguish between chemical and physical changes
changes between chemical and  recall that chemical reactions involve an energy change
physical changes and
that chemical reactions
involve an energy
change
6.2 Energetics of a  understand energetics  explain the meanings of the terms exothermic and endothermic
reaction of reactions  describe the meaning of enthalpy change in terms of exothermic (∆H negative) and
endothermic (∆H positive) reactions (including the use of simple energy level diagrams
– labelled to show energy change and activation energy)
 describe bond breaking as endothermic and bond forming as exothermic
 calculate energy changes for reactions using simple calorimetry and q = mcΔT
 calculate energy changes for simple reactions using bond energies
 state that light can provide the energy needed for a chemical reaction to occur
(e.g. photosynthesis and formation of silver from silver chloride)
 state that photosynthesis leads to the production of glucose from carbon dioxide and
water in the presence of chlorophyll and sunlight (energy)
6.3 Production of energy  understand the  describe the production of heat energy by burning fuels
production of heat  describe radioactive isotopes, such as 235 92𝑈, as a source of energy (cross reference to
energy from fuels and 2.2)
electrical energy from  describe the production of electrical energy from simple cells, i.e. two electrodes in an
simple cells electrolyte (cross reference to 5.1; 8.2)
 describe sources of clean energy
 state that electrical energy can be produced from sunlight using solar cells
 describe the use of hydrogen as a fuel reacting with oxygen to generate electricity in a
fuel cell (details of the construction and operation of a fuel cell are not required)

20
6.4 Rate of reaction  know the factors  explain the meaning of the term rate of reaction
affecting rate of  define a catalyst as a substance that increases the rate of a chemical reaction. (The
reaction catalyst participates in the reaction but is chemically unchanged at the end of it,
although it may change physically)
 state that a catalyst increases the rate of reaction by reducing the activation energy of a
reaction
 define an inhibitor as a substance that reduces the rate of a chemical reaction
 describe, in terms of collision theory, the effects of
- concentration
- pressure
- particle size (surface area)
- catalysts (including inorganic or organic)
- temperature
- light
on the rate of reactions
(NB: an increase in temperature causes an increase in collision rate and more of the
colliding molecules have sufficient energy – activation energy - to react whereas an
increase in concentration only causes an increase in collision rate)
 state that proteins that catalyse organic reactions are called enzymes
 describe the application of the effect of surface area to the danger of explosive
combustion with fine powders (e.g. flour mills, coal mines)
 describe experiments for the investigation of the effects of given variables on the rate of
reaction
 interpret data obtained from experiments concerned with rate of reaction
6.5 Reversible reactions  understand reversible  describe the idea that some chemical reactions can be reversed by changing the
reactions reaction conditions (including the effects of heat on hydrated salts, e.g. hydrated
copper(II) sulfate and hydrated cobalt(II) chloride (cross reference to 11.1.1)
 define dynamic equilibrium
 describe that reversible reactions can reach dynamic equilibrium in a closed system
 predict the effect of changing the conditions (concentration, temperature and pressure)
on equilibria

21
6.6 Redox  know simple redox  define oxidation and reduction in terms of oxygen gain/loss and in terms of the transfer
reactions of electrons
 identify redox reactions by changes in ionic charge
 identify reducing and oxidising agents (including in the context of the extraction of
metals)
The practical activities, approaches or demonstrations required for Topic 6 Chemical reactions are listed below. These are considered basic and
all learners should be exposed to them as a minimum requirement.
 investigate how much energy can be obtained from the burning of methylated spirits
 investigate factors determining rate of reaction between metal or metal carbonate and diluted acid
 investigate the dehydration of hydrated copper(II) sulfate and hydrated cobalt(II) chloride
 Investigate the decomposition of H2O2 using MnO2 as the catalyst; and the decomposition of tartaric acid (C4H6O6) using Co salt as the catalyst
 Investigate the decomposition of AgCl in the presence of light

22
7 Acids, bases and salts
7.1 The characteristic  understand  define acids and bases in terms of proton transfer (limited to aqueous solutions)
properties of acids and characteristics and  explain the difference between alkalis and bases
bases properties of acids and  compare the properties of acids and bases (alkalis) such as their effects on indicators
bases e.g. litmus and Universal Indicator (liquid or paper)
 describe neutrality and relative acidity and alkalinity in terms of pH (whole numbers
only) measured using Universal Indicator (liquid or paper)
 distinguish between weak alkalis such as soap water and limewater and strong alkalis
such as sodium hydroxide, using Universal Indicator and by referring to the pH scale
(range from 0 to 14)
 distinguish between weak acids such as lemon juice and strong acids such as
hydrochloric acid, using Universal Indicator and by referring to the pH scale (range
from 0 to 14)
 describe the characteristic properties of acids as in their reactions with metals, bases
and carbonates
 use these ideas to explain given reactions as acid-base
 explain the difference between weak/strong acids and alkalis in terms of the
dissociation into ions
 explain the difference between concentrated/dilute acids and alkalis in terms of the
number of 𝐻 + or 𝑂𝐻 − ions in 1 dm3 of solution
 explain that the pH value depends on the strength of the acid or the alkali as well as
on its concentration
7.2 Types of oxides  recognise the different  classify oxides as basic (e.g. Na2O and MgO), acidic (e.g. SO2, SO3 and NO2) or
types of oxides amphoteric (e.g. Al2O3), related to the metallic, non-metallic or metalloid character of
the element forming the oxide

23
7.3 Neutralisation  understand neutralisation as  describe the reaction of a base/alkali with an acid as neutralisation
a reaction between bases  describe the neutralisation reaction of an acid with an alkali as H+ + OH–  H2O
(metal oxides, metal  describe neutralisation as one method of preparing soluble salts, e.g. sodium chloride
hydroxides, metal  suggest methods of preparation of examples of well-known soluble salts (such as
carbonates, ammonia) and copper(II) sulfate or sodium chloride) by neutralisation reactions
acids and test any gas  describe the reactions of acids with metal oxides and metal hydroxides
released  describe the reaction of acids with metal carbonates and the test for the carbon dioxide
evolved
 write word and balanced equations for the neutralisation reactions:
- between metal oxides and acids
- between metal (Group I and II) hydroxides and acids
- between metal carbonates and acids

24
7.4 Preparation of salts  know the preparation  describe the preparation, separation and purification of soluble and insoluble salts as
methods of common examples of the application of some of the techniques specified in section 1.5 and the
salts reactions specified in section 7.3
 recall and apply solubility rules:
 all common sodium, potassium and ammonium salts are soluble
 all nitrates are soluble
 lead compounds are insoluble (except the nitrate and ethanoate)
 hydroxides are insoluble (except for Group I hydroxides and barium hydroxide.
Calcium hydroxide is slightly soluble)
 carbonates are insoluble (except for sodium, potassium and ammonium
carbonates)
 common chlorides are soluble (except silver and lead chloride)
 common sulfates are soluble (except barium sulfate, lead sulfate)
 suggest a method of making a given salt from suitable starting materials, given
appropriate information, including precipitation
The practical activities, approaches or demonstrations required for Topic 7 Acids, bases and salts are listed below. These are considered
 measure the pH of a variety of solutions and place them on a pH scale
 use solutions of equal concentration to classify them as strong or weak acids or alkalis by measurement of pH
 investigate the reactions of acids with metal oxides, metal hydroxides and carbonates and test any gas released
 observe with a magnifying glass the crystals of the salt formed after crystallisation
 carry out titration of an acid and an alkali using a suitable indicator to determine the end-point as a method of salt preparation
 prepare NaCl and CuSO4 salts through neutralisation
 prepare insoluble salts

25
8 Qualitative analysis
(NOTE: From Topic 8, flame tests and the tests for gases may be tested in Papers 1, 2 and 3.
Tests for cations with sodium hydroxide or ammonia and tests for anions will only be tested in Paper 3.
The notes for use in qualitative analysis (Annexe B) will NOT be supplied with Paper 3).
8.1 Identification of ions in  realise the importance  describe the use of the following tests to identify:
solution of chemical aqueous cations:
identifications of ions in  ammonium, aluminium, zinc, calcium, copper(II), iron(II) and iron(III) using
solution aqueous sodium hydroxide and aqueous ammonia as appropriate (formulae of
complex ions are not required)
 lithium, sodium, potassium, calcium, barium by flame tests
aqueous anions:
carbonate (by reaction with dilute acid and then with limewater),
chloride (by reaction under acidic conditions with aqueous silver nitrate),
bromide (by reaction under acidic conditions with aqueous silver nitrate),
iodide (by reaction under acidic conditions with aqueous silver nitrate),
nitrate (by reduction with aluminium to ammonia),
sulfate (by reaction under acidic conditions with aqueous barium ions)
8.2 Identification of gases  know the identification  describe the use of the following tests to identify: ammonia (using damp red litmus
of gases paper), carbon dioxide (using limewater), chlorine (using damp litmus paper),
hydrogen (using a lighted splint), oxygen (using a glowing splint)
The practical activities, approaches or demonstrations required for Topic 8 Qualitative analysis are listed below. These are considered
 obtain samples of carbon dioxide, oxygen and hydrogen in the laboratory
 carry out all tests as listed in annexe B of the syllabus
 carry out some tests to identify the cation and anion in an unknown sample of a soluble salt
 carry out all tests to identify the unknown gas released in a certain reaction

26
9 Metals
9.1 Properties of metals  know the properties of  compare the general physical and chemical properties of metals and non-metals
metals  identify metals and alloys from diagrams
 represent metals and alloys using diagrammatic representations
9.2 Reactivity series  place the metals in  place in order of reactivity: potassium, sodium, calcium, magnesium, aluminium,
order of their reactivity (carbon), zinc , iron, tin, lead, (hydrogen), copper, silver, gold and platinum by
by using experimental reference to the reactions, if any and where relevant, of the metals with:
data  water or steam (Note potassium and sodium should only be placed in cold water)
 dilute hydrochloric acid (Note potassium and sodium must not be added to dilute
acids)
 the aqueous ions of other metals
 deduce an order of reactivity from a given set of experimental results
9.3 Extraction of metals  know that most metals  state that most metals occur combined with other elements in compounds, as part of
occur combined with mixtures known as ores
other elements in  identify ores of copper, zinc, uranium and tin as important ores that occur in Namibia
compounds known as and name the uses of the metals extracted from these ores (cross reference to 9.4)
ores and know the  name metals that occur ‘native’ e.g. gold, platinum
methods of extraction of  explain how the method of extraction of a metal from its ore depends on the position
aluminium (electrolysis), of the metal in the reactivity series
copper, zinc and iron  name the main ores of aluminium (Bauxite) and iron (Haematite)
(reduction with carbon)  name the main Namibian ores of copper (Chalcopyrite), lead (Galena) and uranium
(uranium oxide)
 describe the essential reactions in the extraction of iron from Haematite in the Blast
Furnace
 describe the conversion of iron into steel by basic oxygen steelmaking (using molten
iron from a Blast Furnace) and by using an electric arc furnace (using scrap iron and
steel)
 explain that the properties and uses of steel depend on the amount of carbon or other
elements in it

27
9.3 Extraction of metals  know that most metals  describe the extraction of zinc from zinc blende (zinc sulfide)
(continued) occur combined with  describe the methods of extraction of aluminium (electrolysis) and copper
other elements in (reduction/roasting)
compounds known as  describe metal ores as a finite resource and hence the need to recycle metals
ores and know the  discuss the advantages and disadvantages of recycling metals (iron/steel and
methods of extraction of aluminium)
aluminium (electrolysis),
copper, zinc and iron
(reduction with carbon)
9.4 Uses of metals  know the uses of metal  explain that alloys are mixtures of metals and that the properties of metals can be
changed, often to make them more useful
 describe the idea of changing the properties of iron by the controlled use of additives
to form steel alloys
 name the uses of mild steel (car bodies and machinery) and stainless steel (chemical
plant and cutlery)
 state the uses of zinc in galvanising and making brass
 state the uses of tin in tin-plating and making bronze
 name the uses, related to their properties, of copper (electrical wiring and in cooking
utensils) and of aluminium (aircraft parts and food containers)
 name the uses of uranium (in nuclear power stations and nuclear weapons)
 describe methods of rust prevention: paint and other coatings to exclude oxygen,
galvanising (with zinc), plating (with tin) and sacrificial protection (with reference to the
reactivity series)
 account for the apparent unreactivity of aluminium and zinc in terms of the oxide layer
adhering to the metal
The practical activities, approaches or demonstrations required for Topic 9 Metals are listed below. These are considered basic and all
 investigate the reaction of the metals with water, steam or dilute acid in order to place them in order of reactivity
NB: Li, Na, K and Ca should only be tested with cold water, Mg and Zn with dilute acid, Fe, Pb and Cu can be used with more concentrated acid.
NB: For Li, Na, and K only small, freshly cut pieces should be added to a trough of cold water behind safety screens
 investigate the displacement reaction between aqueous metal ions and metals
28
10 Organic chemistry
10.1 Names of compounds  know the names of simple  use the International Union of Pure and Applied Chemistry (IUPAC) system to
organic compounds name and draw the structures of the unbranched alkanes, alkenes (not cis and
trans), alcohols and carboxylic acids containing up to four carbon atoms per
molecule and ethyl ethanoate and the products of the reactions stated in
section 10.4 to 10.5
 state the type of compound (functional group) present given a chemical name,
ending in –ane, -ene, -ol, or –oic acid or a molecular structure
10.2 Hydrocarbons
10.2.1 Fractional distillation  know the names and uses of  name the fuels coal, natural gas and petroleum (crude oil)
of petroleum fractional distillation  name methane as the main constituent of natural gas
 describe petroleum as a mixture of hydrocarbons and its separation into useful
fractions by fractional distillation
 name the uses of the fractions as:
- refinery gas for bottled gas for heating and cooking
- gasoline fraction for fuel (petrol) in cars
- naphtha fraction for making chemicals
- kerosene/paraffin fraction for jet fuel
- diesel oil/gas oil for fuel in diesel engines
- fuel oil fraction for fuel for ships and home heating systems
- lubricating fraction for lubricants, waxes and polishes
- bitumen for making tar for roads
10.2.2 Homologous series  understand the naming and  describe the concept of homologous series as a ‘family’ of similar compounds
basic chemistry of homologous with similar chemical properties due to the presence of the same functional
series and isomers group and a trend in physical properties
 recall that all members of a homologous series have the same general formula
 identify and describe structural isomerism (restricted to):
- isomers of C4H10: butane and (2-)methyl propane
- isomers of C5H12: pentane, 2-methylbutane and 2-2 dimethylpropane
- isomers of C3H7OH: propan-1-ol and propan-2-ol

29
10.3 Alkanes  understand the basic chemistry  describe alkanes as saturated hydrocarbons with the general formula CnH2n+2
of alkanes  describe the properties of alkanes (exemplified by methane) as being
generally unreactive, except in terms of combustion (both complete and
incomplete reaction) to produce CO2 and CO)
 describe substitution reactions of alkanes with chlorine (details of the
mechanism of reaction are not required)
10.4 Alkenes  understand the basic chemistry  describe alkenes as unsaturated hydrocarbons with the general formula CnH2n
of alkenes  describe the properties of alkenes in terms of addition reactions with bromine,
hydrogen and steam (details of the mechanism of reaction are not required)
 describe the manufacture of alkenes by catalytic cracking
 distinguish between saturated and unsaturated hydrocarbons from molecular
structures and by simple chemical tests (bromine water and potassium
manganate (VII))
10.5 Alcohols  understand the basic chemistry  describe alcohols as saturated compounds with a hydroxyl functional group
of alcohols and the general formula CnH2n+1OH
 describe the formation of ethanol by fermentation and by the catalytic addition
of steam to ethene (details of the mechanism of reaction are not required)
 describe the properties of ethanol in terms of burning
 name the uses of ethanol as a solvent, as a fuel and as a constituent of
alcoholic drinks
10.6 Carboxylic acids  understand the basic chemistry  describe carboxylic acids as compounds with the carboxyl functional group
of carboxylic acids (COOH)
 describe the formation of ethanoic acid by the oxidation of ethanol by
fermentation or with acidified potassium manganate(VII) (details of
mechanisms and equations are not required)
10.7 Esters  understand the basic chemistry  describe the formation of ethyl ethanoate by the reaction of ethanoic acid with
of esters ethanol
 state uses of esters (e.g. flavours and fragrances)

30
10.8 Polymers
10.8.1 Synthetic polymers  understand polymers in terms  describe polymers in terms of large molecules built up from small units
of large molecules built up from (monomers), different polymers having different units and/or different linkages
monomers  describe the two different types of polymerisation (addition and condensation)
 know the names, uses and  deduce the structure of the polymer product from a given alkene monomer
formation of plastics (e.g. and vice versa
poly(ethene)) and other man-  describe the formation of poly(ethene) as an example of addition
made-fibres polymerisation of monomer units
 describe the formation of nylon (a polyamide) and Terylene (a polyester) by
condensation polymerisation, the structure of nylon being represented as:
and the structure of Terylene as:
(Details of manufacture and mechanisms of these polymerisations are not

required.)
 outline some uses of plastics

31
10.8.2 Natural  know the names, structures and  name proteins, fats and carbohydrates as the main constituents of food
macromolecules formation of proteins, fats and  describe proteins as possessing the same (amide) linkages as nylon but with
carbohydrates different units
 describe the structure of proteins as:
 describe the hydrolysis of proteins to amino acids (structures and names are
not required)
 describe fats as esters possessing the same linkage as Terylene but with
different units
 describe complex carbohydrates in terms of a large number of sugar units,
considered as , joined together by condensation

polymerisation, e.g.
 describe the acid hydrolysis of complex carbohydrates (e.g. starch) to give

simple sugars
 describe, in outline, the usefulness of chromatography in separating and
identifying the products of hydrolysis of carbohydrates and proteins

32
10.8.3 Properties and  know the properties and uses of  classify fibre polymers as natural or synthetic, give examples of both and
uses of fibres natural and synthetic fibres observe the different types of fibres used in the home
 outline that fibres are made into fabrics/textiles and that fabrics/textiles
have properties which are useful (e.g. insulation, water absorption)
 describe the pollution problems caused by non-biodegradable plastics and
man-made fibres
The practical activities, approaches or demonstrations required for Topic 10 Organic chemistry are listed below. These are considered
 carry out fractional distillation of a sample of wine/ fermented sugar solution/ fruit juice (cross reference to 1.5)
 prepare a sample of soap from an alkali and a fat or oil
 investigate saturated and unsaturated hydrocarbons by simple chemical tests (bromine water and potassium manganate (VII))
 carry out an experiment to investigate the properties of fibres (e.g. insulation, water absorption)

33
11 Environmental and industrial chemistry
11.1 Water
11.1.1 Physical and  know the physical and  describe a chemical test for the presence of water using (anhydrous copper(II) sulfate
chemical properties chemical tests for water or cobalt(II) chloride)
of water  describe how to test the purity of water using physical test (melting/boiling points or
density)
11.1.2 Availability,  know the distribution,  discuss the distribution and availability of water in Namibia, such as in dams,
distribution and availability, purification, underground rivers and lakes
purification of water pollution and value of  evaluate soft and hard water in terms of the ease with which they form a lather with
in Namibia water in Namibia soap
 define scum as a product of soap and the calcium and magnesium salts in water
 identify hard water as containing dissolved salts of calcium and magnesium
 explain that temporary hardness of water is caused by the presence of calcium and/or
magnesium hydrogen carbonate
 explain that permanent hardness is caused by the presence of calcium and/or
magnesium sulfate
 describe the softening of permanent and temporary hard water by washing soda or
ion exchange
 describe the softening of temporary hard water by boiling and the formation of ‘scale’
in hot water kettles and geysers
 describe the removal of scale from a kettle by reaction with dilute acid
 state the sources of temporary and permanent hardness

34
11.1.2 Availability,  know the distribution,  describe the need for nitrogen-, phosphorus- and potassium-containing fertilisers
distribution and availability, purification,  discuss the dangers of over use of fertilisers with reference to the effect on water
purification of water pollution and value of resources (eutrophication)
in Namibia water in Namibia  discuss water pollution from sewage and landfill leachate
(continued)  describe, in outline, the purification of the water supply (including treatment of water
from sewage) in terms of filtration and chlorination
 discuss the implications of an inadequate supply of safe water for drinking and water
for irrigating crops in Namibia (NB: the process of desalination of sea water is
expensive therefore is not a solution to water scarcity problem in Namibia)
11.2 The air around us  know the composition of  interpret the composition of dry air (78% N2; 21% O2; 1% other gases) with special
dry air reference to the high concentration of nitrogen
 know how carbon  recall that combustion involves reaction with oxygen in the air
dioxide is formed  describe the formation of carbon dioxide:
- as a product of complete combustion of carbon-containing substances (cross
reference to 10.3)
- as a product of aerobic respiration
- as a product of fermentation
- as a product of the reaction between an acid and a carbonate
- from the thermal decomposition of a carbonate
11.3 The commercial  know the commercial  describe the commercial preparation of oxygen, nitrogen (from liquid air by fractional
preparation and uses of preparation and uses of distillation) and carbon dioxide
gases oxygen, nitrogen and  describe the uses of:
carbon dioxide - oxygen e.g. for breathing in hospitals, for welding and for steel production
- carbon dioxide e.g. as “dry ice”, in carbonated drinks, baking soda, fire
extinguishers and as a cooling agent

35
11.4 Pollution of the air  know the formation of  investigate and describe the pollution of air by gases such as carbon monoxide, sulfur
carbon monoxide and its dioxide and nitrogen oxides
dangers to humans  explain the incomplete combustion of carbon to form carbon monoxide as a particular
 understand that non- problem in confined spaces and its dangers to humans
metal oxides are acidic  describe sulfur dioxide and nitrogen oxides as acidic oxides which combine with
oxides, some of which water in the air to form acid rain
form acid rain, which in  outline the consequences of acid rain for the environment (cross reference to 7.3,
turn can have a serious 7.4)
impact on the  state that carbon dioxide and methane are greenhouse gases and contribute to
environment climate change when in excess
 state the sources of methane, including decomposition of vegetation and waste gases
from digestion in animals
 describe the main pollutants resulting from vehicle exhausts: unburned hydrocarbons,
carbon monoxide, nitrogen oxides
 discuss the dangers of lead pollution and the use of unleaded petrol as one measure
to reduce lead pollution of the air
 describe the use of catalysts in the exhaust systems of vehicles to reduce the
emission of harmful gases
 describe the pollution of air by solid particles, such as smoke and dust (refer to mica
dust in Namibia) using data of the emission of gases in both industrial and developing
countries
 identify the causes of air pollution in your area
 discuss why air pollutants are of a global concern

36
11.5 Chemical industrial  know the manufacturing,  describe the manufacture of calcium oxide (lime) from calcium carbonate (limestone)
plants chemistry and uses of in terms of the chemical reactions involved
lime and limestone  state some uses of lime and calcium hydroxide (slaked lime) e.g. in treating acidic soil
 know the processes of and neutralising acidic industrial waste products (e.g. flue gas desulfurisation)
other chemical industrial  state the uses of calcium carbonate (e.g. Marble Mining at Karibib), and in the
plants manufacturing of iron and of cement (e.g. Ohorongo Cement Works)
 describe the extraction of salt and table salt in salt works (Swakopmund and Walvis
Bay)
 describe the essential conditions for the manufacture of ammonia by the Haber
process (cross reference to 6.5) including the sources of the hydrogen and nitrogen,
i.e. hydrocarbons or steam and air
 state the uses of sulfur dioxide as a bleach in the manufacture of wood pulp for paper
and as a food preservative (by killing bacteria)
 describe the manufacture of sulfuric acid by the Contact process, including essential
conditions and raw materials (sulfur, air and water)
 state the use of sulfuric acid in the manufacture of detergents and fertilisers and as a
battery acid
The practical activities, approaches or demonstrations required for Topic 11 Environmental and industrial chemistry are listed below.
These are considered basic and all learners should be exposed to them as a minimum requirement.
 investigate the chemical properties of limestone, lime and slaked lime
 carry out tests for the presence of water
 investigate hard water and soft water by mixing soap solutions with a variety of salt solutions, including solutions of calcium and magnesium salts
to show that the lathers are not easily formed with these solutions
 investigate the presence of carbon dioxide in exhaled air (aerobic respiration)
 investigate the presence of carbon dioxide in fermented fruit juice/sugar (anaerobic respiration/fermentation)
 analyse the water consumption of your family and your area due to spillage, leaking water pipes and taps
 determine by experiments that temporary hardness can be removed by boiling the water
 investigate the removal of scale from kettles and pots

37
6. ASSESSMENT OBJECTIVES
The assessment will include, wherever appropriate, personal, social, environmental, economic and
technological applications of Chemistry in modern society. Learners are required to demonstrate the
Assessment Objectives in the context of the content and skills prescribed. Within each of the
Assessment Objectives the assessment must take account of the learners’ ability to communicate
clearly and logically and apply conventions where appropriate.
The three Assessment Objectives in Chemistry are:

A Knowledge with understanding
B Handling information, application and solving problems
C Practical (experimental and investigative) skills and abilities
Following is a description of each Assessment Objective:
A Knowledge with understanding

Learners should be able to demonstrate knowledge and understanding in relation to:
A1 scientific phenomena, facts, laws, definitions, concepts and theories
A2 scientific vocabulary, terminology and conventions, (including symbols, quantities, units)
A3 scientific instruments and apparatus, including techniques of operation and aspects of safety
A4 scientific quantities and their determination
A5 scientific and technological applications with their social, economic and environmental
implications
The Learning Content defines what learners may be required to recall and explain. Questions testing
assessment objectives will often begin with one of the following words: define, name, list, indicate,
give examples, state, describe, compare, explain, distinguish, outline and give reasons.
B Handling information, application and solving problems

Learners should be able to, in word or using other written forms of presentation (i.e. symbolic,
graphical and numerical) to:
B1 locate, select, organise and present information from a variety of sources
B2 translate information from one form to another
B3 manipulate numerical and other data
B4 use information to identify patterns, report trends and draw inferences
B5 present reasoned explanations for phenomena, patterns and relationships
B6 make predictions and hypotheses
B7 solve quantitative and qualitative problems as they relate to everyday life
These skills cannot be precisely specified in the Learning Content, because questions testing such
skills are often based on information that is unfamiliar to the learner. In answering such questions,
learners are required to use principles and concepts that are within the syllabus and apply them in a
logical, deductive manner to a novel situation. Questions testing these objectives will often begin with
one of the following words: discuss, deduce, compare and discuss, find, estimate, interpret, evaluate,
sketch, predict, identify, relate, suggest and calculate or determine.

38
C Practical (experimental and investigative) skills and abilities
Learners should be able to:
C1 demonstrate knowledge of how to safely use techniques, apparatus and materials (including
following a sequence of instructions where appropriate)
C2 plan experiments and investigations
C3 make and record observations, measurements and estimates
C4 interpret and evaluate experimental observations and data, including dealing with anomalous or
inconsistent results
C5 evaluate methods and suggest possible improvements
7. SCHEME OF ASSESSMENT
All learners should be entered for Papers 1, 2 and 3 which are compulsory papers.
Paper Description of paper and types of Duration of Marks

questions paper
Paper 1: This paper will consist of forty multiple-choice 45 minutes 40
Theory: Multiple items of the four-choice type. The questions
choice questions will be based on the content described in the
specific objectives and will test abilities in
assessment objectives A and B. Learners
should attempt all questions
Paper 2: This paper will consist of compulsory short- 1 hour 30 80

Theory: Structured answer, structured and free-response minutes
questions questions. The questions will test skills and
abilities in Assessment Objectives A and B
Paper 3: The purpose of this component is to test 1 hour 15 40
Alternative to appropriate skills in Assessment Objective C. minutes
practical:
Assessment of This paper is a written paper of compulsory
practical skills and questions designed to test familiarity with
abilities practical laboratory procedures and will test
skills in assessment objective C. This implies
that learners must be exposed to practical
work and demonstrations
The notes for use in qualitative analysis

(annexe B) will NOT be supplied with paper 3.
TOTAL 160

39
Weighting of papers
All learners will be entered for Papers 1, 2 and 3 specified below.

Learners will be graded from A* - G depending on their abilities and achievements.
Weighting of papers
Paper 1 30%
Paper 2 50%
Paper 3 (Alternative to Practical Paper) 20%
8. SPECIFICATION GRID
The approximate weightings allocated to each of the Assessment Objectives across the papers are
summarised in the table below:
Assessment Objective Weighting across Paper 1 Paper 2 Paper 3

all components
A Knowledge with 50% 25 marks 50 marks 0 marks

understanding (not more than 25%
recall)
B Handling 30% 15 marks 30 marks 0 marks

information,
application and
solving problems
C Practical 20% 0 marks 0 marks 40 marks

(experimental and
investigative) skills
and abilities
40 marks 80 marks 40 marks
160 marks

40
9. GRADE DESCRIPTIONS
The scheme of assessment is intended to encourage positive achievement by all learners. Grade
descriptions are therefore provided for judgmental Grades A, C and F to give a general indication of
the standards of achievement likely to have been shown by learners awarded particular grades. The
description must be interpreted in relation to the content specified by the Chemistry syllabus but are
not designed to define that content. The grade awarded will depend in practice upon the extent to
which the learner has met the assessment objective overall. Shortcomings in some aspects of the
assessment may be balanced by better performance in others. Grade descriptions for Science
Subjects will range from A, C and F.
At Grade A the learner is expected to:

 recall a wide range of knowledge from all areas of the syllabus
 use detailed scientific knowledge and understanding in a range of applications relating to scientific
systems or phenomena
 use a wide range of scientific and technical vocabulary throughout their work
 explain how theories can be changed by new evidence and identify some areas of uncertainty in
science
 select and collate information from a number of sources and present it in a clear, logical form
 solve problems in situations that may involve a wide range of variables
 process data from a number of sources to identify patterns or trends
 generate a hypothesis to explain facts, or find facts to support a hypothesis.
At Grade C the learner is expected to:

 recall a range of scientific information from all areas of the syllabus
 use and apply scientific knowledge and understanding in some general contexts
 use appropriate scientific and technical vocabulary in a range of contexts
 explain how scientific theories can be modified by new scientific evidence
 select a range of information from a given source and present it in a clear, logical form
 identify patterns or trends in given information
 solve problems involving more than one step, but with a range of variables
 generate a hypothesis to explain a given set of facts or data
At Grade F the learner is expected to:

 recall and communicate limited knowledge and understanding of scientific phenomena, facts,
laws, definitions, concepts and theories
 apply a limited range of scientific facts and concepts to give basic explanations of familiar
phenomena, to solve straightforward problems and make simple predictions
 communicate and present simple scientific ideas, observations and data using a limited range of
scientific terminology and conventions
 select a single piece of information from a given source, and use it to support a given conclusion,
and to make links between scientific information and its scientific, technological, social, economic
or environmental implications
 solve problems involving more than one step if structured help is given
 analyse data to identify a pattern or trend
 select, describe and evaluate techniques for a limited range of scientific operations and laboratory
procedures.

41
10. GLOSSARY OF TERMS
Define (the is intended literally. Only a formal statement or equivalent paraphrase is
term(s)...). required
What do you normally implies that a definition should be given, together with some
understand relevant comment on the significance or context of the term(s) concerned,
by/What is especially where two or more terms are included in the question. The
meant by (the amount of supplementary comment intended should be interpreted in the
term(s)...) light of the indicated mark value.
State implies a concise answer with little or no supporting argument, e.g. a
numerical answer that can be obtained ‘by inspection’.
List requires a number of points with no elaboration. If a specific number of
points is requested, this number should not be exceeded.
Explain may imply reasoning or some reference to theory, depending on the
context.
Describe requires candidates to state in words (using diagrams where appropriate)
the main points of the topic. It is often used with reference either to
particular phenomena or to particular experiments.
For particular phenomena, the term usually implies that the answer should
include reference to (visual) observations associated with the phenomena.
In other contexts, describe and give an account of should be interpreted
more generally, i.e. the candidate has greater discretion about the nature
and the organisation of the material to be included in the answer. Describe
and explain may be coupled in a similar way to state and explain.
Discuss requires candidates to give a critical account of the points involved in the
topic.
Outline implies brevity, i.e. restricting the answer to giving essentials.
Deduce/ implies that the candidate is not expected to produce the required answer
predict by recall but by making a logical connection between other pieces of
information. Such information may be wholly given in the question or may
depend on answers extracted in an earlier part of the question.
Comment is intended as an open-ended instruction, inviting candidates to recall or
infer points of interest relevant to the context of the question, taking
account of the number of marks available.
Suggest is used in two main contexts. It may imply either that there is no unique
answer (e.g. in chemistry, two or more substances may satisfy the given
conditions describing an ‘unknown’), or that candidates are expected to
apply their general knowledge to a new situation (one that may not
formally be in the syllabus).
Find is a general term that may variously be interpreted as calculate, measure,
determine, etc.

42
Calculate is used when a numerical answer is required. In general, working should be
shown, especially where two or more steps are involved.
Measure implies that the quantity concerned can be directly obtained from a suitable
measuring
instrument, e.g. length, using a rule, or angle, using a protractor.
Determine often implies that the quantity concerned cannot be measured directly but
is obtained by calculation, substituting measured or known values of other
quantities into a standard formula, e.g.
relative molecular mass.
Estimate implies a reasoned order of magnitude statement or calculation of the
quantity concerned. Candidates should make any necessary simplifying
assumptions about points of principle and about the values of quantities not
otherwise included in the question.
Sketch when applied to graph work, implies that the shape and/or position of the
curve need only be qualitatively correct, but candidates should be aware
that, depending on the context, some quantitative aspects may be looked
for, e.g. passing through the origin, having an intercept, asymptote or
discontinuity at a particular value. In diagrams, sketch implies that a simple,
freehand drawing is acceptable though care should be taken over
proportions and the clear exposition of important details.
Construct is often used in relation to chemical equations where a candidate is
expected to write a balanced equation, not by factual recall but by analogy
or by using information in the question.
Compare requires candidates to provide both the similarities and differences between
things or concepts.
Classify requires candidates to group things based on common characteristics.

43
ANNEXE A: Assessment criteria for Paper 3, Alternative to Practical Paper
Scientific subjects are, by their nature, experimental. It is, accordingly, important that an assessment
of a learner’s knowledge and understanding of Chemistry should contain a component relating to
practical work and experimental skills (as identified by assessment objective C).
1. Experimental contexts
Candidates may be asked questions on the following experimental contexts:
(a) simple quantitative experiments involving the measurement of volumes and/or masses
(b) rates (speeds) of reaction
(c) measurement of temperature based on a thermometer with 1°C graduations
(d) problems of an investigatory nature, possibly including suitable organic compounds
(e) filtration
(f) electrolysis
(g) identification of ions and gases (NB: Notes for use in qualitative analysis (Annexe B) will NOT
be provided in the question paper)
2. Experimental skills and investigations requirements

Candidates may be required to do the following:
(a) take and record readings from apparatus, including:
(i) reading a scale with appropriate accuracy and precision
(ii) interpolating between scale divisions
(iii) taking repeated measurements, where appropriate
(b) describe, explain or comment on experimental arrangements and techniques
(c) complete tables of data, and process data, using a calculator where necessary
(d) draw, complete and/or label diagrams of apparatus
(e) draw an appropriate conclusion, justifying it by reference to the data and using an appropriate
explanation
(f) interpret and evaluate observations and experimental data
(g) plot graphs and/or interpret graphical information
(h) identify sources of error and suggest possible improvements in procedures
(i) plan an experiment or investigation, including making reasoned predictions of expected results
and
suggesting suitable apparatus and techniques.
(j) determine a gradient, intercept or intersection on a graph
(k) identify and/or select, with reasons, items of apparatus to be used for carrying out practical
procedures
(l) explain, suggest and/or comment critically on precautions taken and/or possible improvements
to techniques and procedures
(m) describe the tests for gases and ions, and/or draw conclusions from such tests

44
3. Teaching experimental skills
We expect you to look for suitable opportunities to embed practical techniques and investigative work
throughout the course.
The best way to prepare candidates for these papers is to integrate practical work fully into the
course so that it becomes a normal part of your teaching. Practical work helps candidates to:
 develop a deeper understanding of the syllabus topics
 learn to appreciate the way in which scientific theories are developed and tested
 develop experimental skills and positive scientific attitudes such as objectivity, integrity,
cooperation, enquiry and inventiveness.
4. Apparatus list
This list contains the items you will need for teaching the experimental skills needed. It is not
exhaustive. As far as possible, teachers should improvise and use easily accessible and familiar
materials from the local environment.
 a burette, 50cm3
 a pipette, 25cm3
 a pipette filler
 two conical flasks, within the range 150cm3 to 250cm3
 measuring cylinder, 50cm3 , 25cm3 , 10cm3
 a filter funnel
 beaker, squat form with lip, 250cm3 and 100cm3
 a thermometer, –10°C to + 110°C at 1 °C graduations
 a polystyrene or other plastic beaker of approximate capacity 150cm3
 clocks (or wall-clock) to measure to an accuracy of 1 s (where clocks are specified, candidates
may use their own wrist-watch if they prefer)
 wash bottle
 test-tubes (Pyrex or hard glass), approximately 125mm × 16mm
 boiling tubes, approximately 150mm × 25mm
 stirring rod

45
ANNEXE B: Notes for use in qualitative analysis
Tests for anions
anion test test result
carbonate (CO32-) add dilute acid effervescence,
carbon dioxide produced
chloride (Cl-) acidify with dilute nitric acid, then add white ppt. (soluble in dilute
[in solution] aqueous silver nitrate ammonia)
bromide (Br-) acidify with dilute nitric acid, then add cream ppt. (insoluble in dilute
[in solution] aqueous silver nitrate ammonia)
iodide (I-) acidify with dilute nitric acid, then add
yellow ppt.
[in solution] aqueous silver nitrate
nitrate (NO3-) add aqueous sodium hydroxide, then ammonia produced
[in solution] aluminium foil; warm carefully
sulfate (SO42-) acidify with dilute nitric acid, then add white ppt.
[in solution] aqueous barium nitrate
Tests for aqueous cations

cation effect of aqueous sodium hydroxide effect of aqueous ammonia
white ppt., soluble in excess, giving a
aluminium (Al3+) white ppt., insoluble in excess
colourless solution
calcium (Ca2+) white ppt., insoluble in excess no ppt., or very slight white ppt.
ammonium (NH4+) ammonia produced on warming
copper(II) (Cu2+) light blue ppt., insoluble in excess light blue ppt., soluble in excess,
giving a dark blue solution
iron(II) (Fe2+) green ppt., insoluble in excess green ppt., insoluble in excess
iron(III) (Fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in
excess
zinc (Zn2+) white ppt., soluble in excess, giving a white ppt., soluble in excess,
colourless solution giving a colourless solution
Flame Tests
cation flame colour
Li+ red
Na+ bright yellow
K+ lilac
Ca2+ brick-red
Ba2+ green
Tests for gases
gas test and test result

ammonia (NH3) turns damp red litmus paper blue
carbon dioxide (CO2) turns limewater milky
chlorine (Cl2) bleaches damp litmus paper
hydrogen (H2) ‘pops’ with a lighted splint
oxygen (O2) relights a glowing splint

46
ANNEXE C: Data sheet: the Periodic Table of the elements
Group
I II III IV V VI VII 0
1 4
H He
Hydrogen Helium
1 2
7 9 11 12 14 16 19 20
Li Be B C N O F Ne
Lithium Beryllium Boron Carbon Nitrogen Oxygen Fluorine Neon
3 4 5 6 7 8 9 10
23 24 27 28 31 32 35.5 40
Na Mg Al Si P S Cl Ar
Sodium Magnesium Aluminium Silicon Phosphorus Sulfur Chlorine Argon
11 12 13 14 15 16 17 18
39 40 45 48 51 52 55 56 59 59 64 65 70 73 75 79 80 84
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
Potassium Calcium Scandium Titanium Vanadium Chromium Manganese Iron Cobalt Nickel Copper Zinc Gallium Germanium Arsenic Selenium Bromine Krypton
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
85 88 89 91 93 96 - 101 103 106 108 112 115 119 122 128 127 131
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
Rubidium Strontium Yttrium Zirconium Niobium Molybdenum Technetium Ruthenium Rhodium Palladium Silver Cadmium Indium Tin Antimony Tellurium Iodine Xenon
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
133 137 139 178 181 184 186 190 192 195 197 201 204 207 209 - - -
Cs Ba La Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
Caesium Barium Lanthanum Hafnium Tantalum Tungsten Rhenium Osmium Iridium Platinum Gold Mercury Thallium Lead Bismuth Polonium Astatine Radon
55 56 57 * 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
- 226 227
Fr Ra Ac
Francium Radium actinium
87 88 89 †
*58-71 Lanthanoid series
†90-103 Actinoid series
140 141 144 - 150 152 157 159 163 165 167 169 173 175
Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
Cerium Praseodymium Neodymium Promethium Samarium Europium Gadolinium Terbium Dysprosium Holmium Erbium Thulium Ytterbium Lutetium
58 59 60 61 62 63 64 65 66 67 68 69 70 71
232 - - - - - - - - - - - - -
Ar
Ar = relative atomic mass Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
X X = atomic symbol Thorium Protactinium Uranium Neptunium Plutonium Americium Curium Berkelium Californium Einsteinium Fermium Mendelevium Nobelium Lawrencium
Key Z Z = proton (atomic) number 90 91 92 93 94 95 96 97 98 99 100 101 102 103
3
The volume of one mole of any gas is 24 dm at room temperature and pressure (r.t.p.).
46
ANNEXE D: Units of physical quantities
1. Numbers
The decimal point will be placed on the line, e.g. 52.35.
Numbers from 1000 to 9999 will be printed without commas or spaces.
Numbers greater than or equal to 10 000 will be printed without commas. A space will be
left between each group of three whole numbers, e.g. 4 256 789.
2. Units
Learners should be able to state the symbols for the following physical quantities and where
indicated, state the units in which they are measured. The acceptable methods of stating
units (e.g. metres per second or m per s) will be written as m/s or m s-1 (Note: the solidus (/)
will be used for a quotient and indicate units in labels of tables and graphs e.g. distance/cm).
Quantity Name of unit Symbol for unit

length kilometre km
metre m
centimetre cm
millimetre mm
mass tonne (1000 kg) Mg
kilogram kg
gram g
milligram mg
weight newton N
time year y
day d
hour h
minute min
second s (not sec)
amount of substance mole mol
square metre m2
square decimetre dm2
square centimetre cm2
square millimetre mm2
volume cubic kilometre km3
cubic metre m3
cubic decimetre (preferred dm3
to litre)
litre dm3 (not l)
cubic centimetre cm3 (not ml or cc)
cubic millimetre mm3
density kilogram per cubic metre kg/m3
gram per cubic centimetre g/cm3

48
The National Institute for Educational Development
P/Bag 2034
Okahandja
NAMIBIA
Telephone: +264 62 509000

Facsimile: +264 62 509073
E-mail: [email protected]
Website: http://www.nied.edu.na
© NIED 2018

NSSCO Chemistry Syllabus

Uploaded by

Copyright:

Available Formats

NSSCO Chemistry Syllabus

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

NSSCO Chemistry Syllabus

Uploaded by

Copyright:

Available Formats

Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)

FOR IMPLEMENTATION IN 2019

© Copyright NIED, Ministry of Education, Arts and Culture, 2018

Publication date: 2018

4. Additional information .................................................................................................... 3

5. Learning content ............................................................................................................ 4

6. Assessment objectives ................................................................................................ 38

8. Specification grid ......................................................................................................... 40

9. Grade descriptions ....................................................................................................... 41

10. Glossary of terms ......................................................................................................... 42

Annexe A: Assessment criteria for Paper 3, Alternative to Practical Paper ........................ 44

Annexe B: Notes for use in qualitative analysis.................................................................. 46

Annexe C: Data sheet: The Periodic Table of the elements ............................................... 47

Annexe D: Units of physical quantities ............................................................................... 48

The Namibia National Curriculum Guidelines:

The skills are:

NSSCO Chemistry Syllabus, NIED 2018

Chemistry promotes the following aims in the curriculum:

2. Develop abilities and skills that:

4. Stimulate interest in, and care for, the environment.

NSSCO Chemistry Syllabus, NIED 2018

4.1 Guided learning hours

4.2 Prior learning

4.4 Grading and reporting

4.5 Support materials and approved textbooks

NSSCO Chemistry Syllabus, NIED 2018

Topic 1: Scientific processes

Topic 6: Chemical reactions

Topic 7: Acids, bases and salts

NSSCO Chemistry Syllabus, NIED 2018

Topic 10: Organic chemistry

Topic 11: Environmental and industrial chemistry

NSSCO Chemistry Syllabus, NIED 2018

1.2 Scientific skills

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

NSSCO Chemistry Syllabus, NIED 2018

and the structure of Terylene as: