0570 Chemistry

Effective for examination from
Effective for examination from 2020
BGCSE Chemistry Assessment Syllabus Page 1

Changes to Syllabus effective from 2020
The changes in this Assessment Syllabus are;
Syllabus Content
The syllabus content has not changed but the core and extended objectives have been combined
to make the specific objectives.
Structure of Assessment
The assessment structure has not changed, however, the Theory paper and the Alternative to
Practical paper have been renumbered. The papers are now:
Paper 1: Multiple Choice
Paper 2: Theory
Paper 3: Practical Test
Paper 4: Alternative to Practical Test
Reporting
The Grade descriptors have been revised to make them communicate better.
The grade descriptors for F have been replaced by grade descriptors for E.
Assessment Grid
The relationship between the assessment objectives and components is more detailed showing the
number of marks for each assessment objective per component.
The Periodic Table

The Periodic Table has been revised to improve its relevance.

CONTENTS PAGE
1. INTRODUCTION 4
2. SCHEME OF ASSESSMENT 5
2.1 THE COMPONENTS 5
2.2 AVAILABILITY 6
2.3 COMBINING THIS SYLLABUS WITH OTHER SYLLABUSES 6
3 SYLLABUS AIMS AND ASSESSMENT OBJECTIVES 7
3.1 AIMS 7
3.2 ASSESSMENT OBJECTIVES 8
3.3 RELATIONSHIP BETWEEN ASSESSMENT OBJECTIVES AND COMPONENTS 10
4 CONTENT 11
5 OTHER INFORMATION 27
5.1 GRADING AND REPORTING 27
5.2 ASSESSMENT CRITERIA FOR PRACTICAL SKILLS 27
5.3 GRADE DESCRIPTORS 30
6 APPENDICES 33
A: MATHEMATICAL SKILLS 33
B: PHYSICAL QUANTITIES SYMBOLS AND UNITS 34
C: GLOSSARY OF TERMS 34
D: PRESENATTION OF DATA 36
E: NOTES FOR USE IN QUALITATIVE ANALYSIS 37
F: PERIODIC TABLE 38

1. Introduction
As part of the Botswana General Certificate of Secondary Education, this Chemistry Assessment
Syllabus is designed to assess the outcome of instruction for candidates who have completed a
course based on the Senior Secondary Chemistry Teaching Syllabus.
This syllabus aims to assess positive achievement at all levels of ability. Candidates will be
assessed in ways that encourage them to show what they know, understand and can do, and
which provide opportunities to articulate their insights, perceptions and responses.
This Chemistry Assessment Syllabus should be read in conjunction with the Senior Secondary
Chemistry Teaching Syllabus
Progression
The BGCSE is a general qualification that enables candidates to progress either directly to
employment or to proceed to further qualifications.

2. Scheme of Assessment
All candidates must take three papers; Paper 1, Paper 2 and Paper 3 or Paper 4, which are
described below.
The questions will be based on the whole syllabus.
2.1 The components
All candidates must take:
Paper 1 1 hour Paper 2 1 hour 15 minutes

Multiple Choice Theory
A multiple-choice paper consisting of 40 items A written paper consisting of short-answer and

each with 4 options. structured questions.
The questions will test skills in Assessment The questions will test skills in Assessment
Objectives 1 (AO 1) and 2 (AO 2) and will be of Objectives 1 (AO 1) and 2 (AO 2) and will be
a difficulty appropriate to grades A to G. of a difficulty appropriate to grades A to G.
The paper will be weighted at 30% of the final 70 marks.

total mark
The paper will be weighted at 50% of the final
total marks
either: or:
Paper 3 1 hour Paper 4 1 hour

Practical Test Alternative to Practical Test
This paper will test Assessment Objective 3 This paper will test Assessment Objective 3
(AO 3). It is a laboratory based paper with (AO 3). It is designed to test familiarity with
questions covering experimental and laboratory equipment and procedures.
observational skills.
The paper will be of difficulty appropriate to
The paper will be of difficulty appropriate to grades A to G.
grades A to G.
40 marks.
30 marks.
The paper will be weighted at 20% of the final
The paper will be weighted at 20% of final total total mark.
mark

2.2 Availability
This syllabus is available to both school candidates and private candidates.
2.3 Combining this syllabus with other syllabuses
Candidates may not combine this syllabus in an examination series with the following:
 0568 Science Single Award
 0569 Science Double Award

3. Syllabus Aims and Assessment Objectives
3.1 Aims
According to the Chemistry Teaching Syllabus, candidates following the syllabus should:
1. develop manipulative skills to assist them in solving technical and technological problems as
they relate to day-to-day life situations.
2. become confident citizens in a technological world to make informed decisions in matters of

scientific interest.
3. develop desirable attitudes and behavioural patterns in interacting with the environment in a
manner that is protective, preserving, developmental and nurturing.
4. develop an understanding of the applications of science and of the technological, economic,

ethical and social implications of these.
5. develop an understanding of the significance of information and communication technology in

the day-to-day life situations and the world of work.
6. acquire knowledge, attitudes and practices that will promote good family life and health
including awareness and management of epidemics such as HIV/AIDS practices that prepare
them for productive life.
7. develop positive attitudes such as open-mindedness, inventiveness, concern for accuracy and
precision, objectivity, integrity and initiative towards scientific skills
8. develop an interest in and an enjoyment of science and science related-work.
9. develop an understanding of key concepts and principles of science as they are experienced
in everyday life.
10. develop abilities and skills that are relevant to the study, safe practice and application of
science (such as experimenting and investigating).
11. develop problem solving, critical thinking, communication, inquiry and teamwork / interpersonal
skills to help them to be productive and adaptive to cope in a changing environment.
12. develop an appreciation of the role of science in improving the quality of life.
13. recognise the usefulness of science, and limitations of scientific method.
14. promote an awareness that the applications of science may be both beneficial and detrimental
to the individual, the community and the environment.

3.2 Assessment Objectives
The main Assessment Objectives are:

AO1 Knowledge with Understanding
AO2 Handling Information and Problem Solving
AO3 Experimental Skills and Investigations
A description of each assessment objective is:
AO1 Knowledge with Understanding
Candidate should be able to demonstrate knowledge and understanding of:
1. the concepts, laws, theories and principles of Science;
2. the vocabulary, terminology and conventions of Science, including symbols, quantities and
units;
3. applications of Science and of their technological, economic, environmental and social

implications;
4. the significance of information and communication technology in the day-to-day life and in the
world of work.
Questions assessing these objectives will often begin with words such as define, state, describe,
outline, etc.
AO2 Handling Information and Solving Problems
Candidates should be able to:
1. solve problems as they relate to day-to-day life, including some of a quantitative nature;
2. use information to identify patterns, report trends, draw inferences, make predictions and
propose hypotheses;
3. locate, select, organise and present information from a variety of sources;
4. translate information from one form to another;
5. manipulate numerical and other data;
6. present explanations for phenomena, patterns and relationships.
Questions assessing these objectives may contain information which is unfamiliar to candidates.
In answering such questions, candidates are required to take principles and concepts in the
syllabus and apply them to the situations described in the questions.
Questions assessing these objectives will often begin with words such as discuss, predict, suggest,
calculate, determine, etc.

AO3 Experimental Skills and Investigations
Candidates should be able to:
1. follow a sequence of instructions;
2. use appropriate techniques, apparatus and materials;
3. handle instruments, apparatus and materials safely;
4. make and record observations, measurements and estimates;
5. interpret and evaluate observations and data;
6. plan investigations and / or evaluate methods and suggest possible improvements;
7. convert acquired skills into creative innovations;
8. apply knowledge and draw conclusions in practical situations.

3.3 Relationship between Assessment Objectives and Components
The table shows the raw marks and the weighting of each skill area by component as well as the
total for each skill area in the overall assessment.
Marks for Skill Areas and Weightings in Paper Weighting of

Assessment Objectives AO in
Paper 1 Paper 2 Paper 3 Paper 4 qualification
recall 12 ± 2 (30 %) 22 ± 2 (30 %) – –

AO1: Knowledge
50 %
with Understanding
understanding 13 ± 2 (33 %) 22 ± 2 (33 %) – –
AO2: Handling Information and

15 (37 %) 26 (37 %) – – 30 %
Problem Solving
AO3: Experimental Skills – – 100 % 100% 20 %
Total Marks 40 70 30 40
Weighting of paper in overall

30 % 50 % 20 % 20 % 100 %
qualification

4. CONTENT
This section presents the content as prescribed in the Chemistry Teaching Syllabus.
EXPERIMENTAL / INVESTIGATION SKILLS
TOPIC GENERAL OBJECTIVES SPECIFIC OBJECTIVES

Learners should Learners should
Experimental / apply basic skills for scientific investigation: - follow a sequence of instructions
Investigation
Skills  using and organising apparatus and - identify apparatus and materials useful for scientific activities
materials: - practise accepted safety procedures
- apply appropriate techniques in manipulating laboratory equipment and materials
- make observations using the senses

 collecting data - collect qualitative and quantitative data
- measure and make estimations
- accurately record an observation
- record data on a table or chart or graphs
-- predict outcome of an event based upon previous observations
- identify relationships among phenomena
- draw and interpret graphs or tables
 handling experimental observations and - interpolate or extrapolate conclusions when given appropriate data
data - identify conditions which cause or influence change
- distinguish among independent, dependent or controlled variables
- draw conclusions
- comment, recognise anomalies and make modifications
- describe orally and in writing a sequence of events occurring in an experiment or
investigation
- identify a problem
 apply basic process skills to problem - plan for an investigation
solving - carry out an investigation
- evaluate investigations

1. MATTER
General Objectives Specific Objectives

Topic
Candidates should be able to: Candidates should be able to:
1.1. Particulate 1.1.1 understand the nature 1.1.1.1. explain states of matter in terms of particle arrangement and movement
nature of of matter in terms of 1.1.1.2. explain changes of state of matter in terms of the Kinetic Particle Theory
matter particles 1.1.1.3. describe diffusion of particles in fluids
1.1.1.4. describe the dependence of rate of diffusion on molecular mass (treated quantitatively)
1.1.1.5. demonstrate diffusion in gases
1.2. Atomic 1.2.1. acquire an 1.2.1.1. describe the structure of an atom in terms of neutrons, protons and electrons
structure understanding of the 1.2.1.2. state the relative charges and approximate relative masses of protons, neutrons and electrons
structure and 1.2.1.3. define atomic number (proton number).
characteristics of 1.2.1.4. define Mass number (nucleon number).
atoms
1.2.1.5. use and interpret symbols such as
1.2.1.6. describe the build up of electrons in “shells”
1.2.1.7. draw the structure of atoms of elements 1 to 20 in the periodic table showing the electron
arrangement and the nucleus
1.2.1.8. explain the significance of valency electrons and the noble gas configuration
1.2.1.9. define isotopes (give examples of hydrogen, carbon and chlorine isotopes)
1.3. Periodic Table 1.3.1. be aware of the 1.3.1.1. extract information from the periodic table
periodic table as a 1.3.1.2. translate from element name to symbol and vice versa
method of classifying
1.3.1.3. describe periodic trends like the change from metallic to non-metallic character, electronegativity
elements
across a period (use period III to illustrate this), include trend of atomic radius across a period
1.3.1.4. state the relationship between Group number and number of valency electrons
1.3.1.5. state the relationship between period number and number of main shells

1.3. Periodic Table 1.3.2. use trends in the 1.3.2.1. describe lithium, sodium and potassium as a collection of relatively soft metals showing a trend
periodic table to in melting point, density and in reaction with water
acquire knowledge 1.3.2.2. predict the properties of other elements in Group I, given data, where appropriate
and understanding of 1.3.2.3. describe chlorine, bromine and iodine as a collection of di-atomic non metals showing a trend in
properties of elements colour, reactivity (as well as displacement reactions) and physical state at room temperature and
pressure
1.3.2.4. predict the properties of other elements in Group VII, given data, where appropriate
1.3.2.5. describe the transition elements as a collection of metals having high densities, high melting
points, variable valencies, forming coloured compounds and which, as elements and
compounds, often used as catalysts
1.3.2.6 describe elements in Group VIII or 0 as being unreactive
1.3.2.7 describe the uses of the Noble Gases in providing an inert atmosphere e.g. argon in lamps,
helium for filling balloons, etc.
1.3.2.8 predict trends in Groups other than I, VII and VIII or 0 given information about elements
concerned
1.4. Chemical 1.4.1. acquire knowledge 1.5.1.1. state the significance of valency electrons
Bonding and understanding of 1.5.1.2. describe the formation of ions by electron loss or gain
the structure of matter
1.5.1.3. define an ionic bond as an electrostatic force of attraction between oppositely charged ions
in terms of bonding
1.5.1.4. describe the formation of ionic bonds between metallic and non-metallic elements, e.g. in NaCl,
between particles
CaCl2,
1.5.1.5. describe properties and uses of ionic compounds
1.5.1.6. describe the formation of covalent bonds between non-metallic elements leading to the noble
gas electron configuration, e.g. . H2, Cl2, HCl, H2O, CH4, C2H4, N2, CO2, CH3OH etc
1.5.1.7. define a single covalent bond as a shared pair of electrons
1.5.1.8. deduce the electron arrangement in other covalent molecules
1.5.1.9. construct ‘dot’ and ‘cross’ diagrams of other covalent molecules
1.5.1.10. represent an electron pair by a dash in structural formulae
1.5.1.11. describe properties of covalent compounds
1.5.1.12. describe metallic bonding as a lattice of positive ions in a ‘sea of electrons’
1.5.1.13. explain electrical conductivity and malleability of metals
1.5.1.14. describe the lattice structure of sodium chloride
1.5.1.15. distinguish between intra/inter molecular forces

2 CHEMICAL REACTIONS
Topic
2.1. Energy 2.1.1 understand chemical 2.1.1.1. state that substances contain a certain amount of energy stored in bonds
changes reactions and explore 2.1.1.2. describe the meaning of exothermic and endothermic reactions
their nature using the 2.1.1.3. carry out experiments which show exothermic and endothermic reactions (including chemical
investigative approach equations)
2.1.1.4. describe examples of endothermic reactions e.g. photosynthesis and the use of silver salts in
photography
2.1.1.5. describe examples of exothermic reactions e.g. respiration, combustion of fuels, reaction of
reactive metals with water
2.1.2. be familiar with the 2.1.2.1. make simple calculations involving energy changes (including energy diagrams)
energy changes that 2.1.2.2. describe bond breaking as endothermic ∆H (+ve)
take place during 2.1.2.3. describe bond formation as exothermic ∆H (-ve)
chemical reactions 2.1.2.4. describe activation energy as the energy required by some particles to break bonds for reactions
to occur
2.1.2.5. demonstrate the production of electrical energy from simple cells
2.2 Rate of 2.2.1. investigate the 2.2.1.1. devise a suitable method of investigating the effect of a given variable on the rate of a chemical
reaction qualitative effect of reaction
several variables on 2.2.1.2. represent and interpret data obtained from experiments concerned with rates of reaction
the rate of chemical 2.2.1.3. describe and explain the effect of concentration, temperature, surface area, use of catalyst and
reaction. pressure on the rate of chemical reactions
2.2.1.4. explain the effects of the above factors in terms of collisions between the reacting particles
2.2.1.5. explain how explosive combustion with fine powders (e.g. in flour mills) and combustible gases
(e.g. in mines) occur
2.2.1.6. list some everyday instances of speeding up or slowing down reactions and identify the changing
variable in each of the reactions
2.2.1.7. compare enzymes with other catalysts
2.2.1.8. state uses of enzymes in baking, brewing, dairy industry
2.2.1.9. describe practical applications of the effect of temperature on rates of enzyme-catalysed reactions
in food preservation e.g. freezing, refrigeration, cooking
2.2.1.10. conduct an experiment to illustrate catalysis

2.3. Reversible 2.3.1. understand that some 2.3.1.1. describe the concept of equilibrium
reactions reactions can be 2.3.1.2. state the idea that some reversible reactions reach a state of dynamic equilibrium
reversed by changing
2.3.1.3. represent a reversible reaction using symbols
reaction conditions
2.3.1.4. predict the effect of changing pressure, temperature and concentration on a reversible reaction at
equilibrium
2.4. Redox 2.4.1 understand concept of 2.4.1.1. define oxidation in terms of electron loss and increase in oxidation number
Reactions oxidation and 2.4.1.2. define reduction in terms of electron gain and decrease in oxidation number
reduction 2.4.1.3. define an oxidising agent as a substance that gains electrons from another substance
2.4.1.4. define a reducing agent as substance that losses electrons to another substance
2.4.1.5. use the test for oxidising agents and reducing agents using aqueous potassium iodide, acidified
potassium chromate(VI) and acidified potassium manganate(VII), including chemical equations
2.4.1.6. identify and describe examples of commonly occurring redox equations
2.4.1.7. identify a redox reaction; reducing agent and an oxidising agent in a redox reaction equation

2.5. Electrolysis 2.5.1. understand the 2.5.1.1. describe electrolysis as a process of decomposition of a substance using electrical energy
process of electrolysis 2.5.1.2. identify electrodes (anode and cathode) and electrolyte from an electrolytic cell
of compounds in the 2.5.1.3. explain electrolysis in terms of migration and discharge of ions
molten state or in
2.5.1.4. carry out electrolysis of the following: concentrated hydrochloric acid, concentrated aqueous
aqueous solution
sodium chloride, dilute sulphuric acid between inert electrodes; aqueous copper(II) sulphate using
carbon electrodes and copper electrodes; molten lead(II) bromide
2.5.1.5. state importance of electroplating
2.5.1.6. describe the factors influencing preferential discharge of ions at the electrodes
2.5.1.7. describe the electrolytic refining of copper and gold.
2.5.1.8. carry out simple electroplating of metals using copper
2.5.1.9. state and use Faraday constant
2.5.1.10. calculate the quantity of charge passed during electrolysis
2.5.1.11. calculate the mass/volume of substance liberated during electrolysis

2.6. Acids, bases 2.6.1. acquire information +
and salts about acids, bases 2.6.1.1. define an acid as an hydrogen ion, H , donor
+
and salts and 2.6.1.2. define a base as an hydrogen ion, H , acceptor
investigate their 2.6.1.3. describe the meaning of weak and strong acids and alkalis
properties 2.6.1.4. investigate the properties of strong and weak acids
2.6.1.5. investigate properties of strong and weak alkalis
2.6.1.6. explain the difference between strength and concentration
2.6.1.7. describe the effect of acids and alkalis on indicators such as methyl orange, universal indicator,
litmus
2.6.1.8. describe pH as a measure of the degree of acidity or alkalinity of a solution
2.6.1.9. describe how the pH of a solution is measured using universal indicator
2.6.1.10. investigate (including equations) the characteristic properties of acids in reactions with metals and
bases (including alkalis and carbonates)
2.6.1.11. test for and identify hydrogen using a lighted splint and carbon dioxide using lime water
2.6.1.12. investigate the characteristic properties of bases in reactions with acids and ammonium salts
(including reaction equations)
2.6.1.13. give applications of acid/base reactions in daily life e.g. treatment of indigestion, treatment of
acidic soils, brushing teeth with toothpaste
2.6.1.14. classify and give examples of oxides as acidic, basic, neutral or amphoteric
2.6.1.15. prepare soluble from acid/base, acid/metal reactions
2.6.1.16. prepare insoluble salts by precipitation
2.6.1.17. purify salts by filtration and crystallisation
2.6.1.18. suggest a method of preparing a given salt from suitable starting materials, given appropriate
information
2+ 2+ 3+ 2+ + 2+ 3+
2.6.1.19. conduct tests for the following cations: Cu , Fe , Fe , Zn , NH4 , Ca and Al using aqueous
sodium hydroxide and aqueous ammonium hydroxide (include equations)
2-
2.6.1.20. conduct tests for the following anions: SO4 ,(by reaction under acidic conditions with barium ions);
- 2- -
Cl , (by reaction under acidic conditions with silver ions); CO3 , (by reaction with dilute acid and
-- --
then with lime water); I ,(by reaction under acidic conditions with lead (II) nitrate), NO3 ,(by
reaction with aluminium)

3. STOICHIOMETRY

Topic
3.1. Chemical 3.1.1. understand the 3.1.1.1. represent elements, ions and the formulae of compounds with symbols
formulae and stoichiometry of 3.1.1.2. determine formulae of compounds from the charges of ions or from models and diagrams
equations chemical formulae and
3.1.1.3. interpret symbolic equations
equations
3.1.1.4. construct balanced chemical equations with state symbols including ionic equations.
23
3.2 The Mole 3.2.1. understand the mole 3.2.1.1. define one mole of a substance as the amount of that substance containing 6.02 x 10 particles
concept (Avogadro’s number, NA)
3.2.1.2. define the relative atomic mass, Ar, and the relative molecular mass, Mr
3.2.1.3. calculate the relative molecular mass of a compound with known formula.
3
3.2.1.4. convert moles into other units (and vice versa) like grams (mostly for solids), cm (mostly for
3
liquids) and dm for gases (knowing that the molar gas volume at room temperature and pressure
3
= 24 dm
3.3 Chemical 3.3.1. perform simple 3.3.1.1. deduce empirical and molecular formulae, given the relevant information
calculations chemical calculations 3.3.1.2. calculate percentages like composition, purity and yield
3.3.1.3. calculate stoichiometric reacting masses and volumes of matter
3.3.1.4 collect and measure the volume of a gaseous product of a chemical reaction
3.3.1.5 carry out experiments to determine the formula of a binary compound e.g. MgO, CuO
3.4. Quantitative 3.4.1. perform simple 3.4.1.1. measure volumes of liquids using a volumetric flask, pipette and burette
analysis quantitative analysis 3.4.1.2. make solutions of different concentrations by dilution from a given standard solution
3
3.4.1.3. calculate concentrations (mol/ dm ) in aqueous solutions.
3.4.1.4 calculate the amount of solute present in a solution of given concentration
3.4.1.5. carry out simple acid-base titrations and titration calculations (including volumetric analysis to
solve simple problems)
3.4.1.6. prepare standard solutions of different concentrations using pipettes and/or graduated flasks

4. METALS AND NON-METALS

Topic
4.1. Properties 4.1.1. acquire practical skills 4.1.1.1. describe the general physical and chemical properties of metals
of metals and knowledge of general 4.1.1.2. describe the reactivity series as related to the tendency of a metal to form its positive ion
physical and chemical
4.1.1.3. describe the reactivity series of metals in relation to displacement reactions (including chemical
properties of metals.
equations)
4.1.1.4. place the common metals (potassium, sodium, calcium, magnesium, aluminium, carbon, zinc,
iron, lead, hydrogen, copper, silver, gold) in order of reactivity
4.1.1.5. use the series to show the pattern in the reactions of these metals with water or steam, dilute
hydrochloric acid (including chemical equations)
4.1.1.6. explain the position of carbon and hydrogen in the reactivity series
4.1.1.7. explain the existence in nature of some metals as “free elements” e.g. gold
4.1.1.8. investigate the action of heat on the oxides, hydroxides, carbonates and nitrates of the listed
metals (including chemical equations)
4.1.1.9. account for the apparent unreactivity of aluminium as it forms a film of oxide
4.1.1.10. describe alloys as a mixture of metals or of metals and non-metals
4.1.1.11. explain why metals are often used in the form of alloys by reference to steel, brass, duralumin,
solder, alnico and bronze
4.1.1.12. name the constituent elements of the alloys listed above
4.1.1.13. state percentages of constituent elements of the alloys
4.2. Extraction 4.2.1. acquire understanding 4.2.1.1. name the important ores of the metals aluminium, zinc, iron and copper
of metals and knowledge of the 4.2.1.2.- identify the methods of extraction of the metals listed above depending on their position in the
chemical processes reactivity series
involved in the extraction
4.2.1.3.- describe the chemical reactions involved in the extraction of iron and aluminium
of aluminium, zinc, iron
4.2.1.4.- outline the general principles of steel making
and copper.

4.3. Uses of 4.3.1. be aware of the uses of 4.3.1.1. list the uses of aluminium e.g. in the manufacture of aircraft because of its strength and low density,
metals and common metals and in food containers because of its resistance to corrosion
alloys alloys in terms of their 4.3.1.2. list the uses of zinc (galvanizing iron, in cells)
properties and
4.3.1.3. list the uses of copper (electrical wires and cooking utensils)
availability.
4.3.1.4. list the uses of mild steel (car bodies and machinery) and stainless steel (chemical plant and
cutlery)
4.4. Chlorine 4.4.1. understand the concept 4.4.1.1. describe the preparation of chlorine from concentrated hydrochloric acid using an oxidising agent
of electro-motive force 4.4.1.2. state the test for chlorine as bleachine a litmus paper
4.4.1.3. state the uses of chlorine (sterilising water, manufacturing plastics, making domestic bleaches etc.
4.4.1.4. describe properties of chlorine
4.4.1.5. describe the bleaching action of chlorine
4.4.2. understand the uses of 4.4.2.1. name some sources of sodium chloride e.g. sea water, salt pans (give examples of some places in
some important Botswana)
compounds of chlorine 4.4.2.2.- describe the importance of sodium chloride as a source for chlorine, sodium hydroxide and common
and its manufacture salt
4.4.2.3.- describe extraction of sodium chloride from soda ash (focus on local process at Botswana Ash in
Sowa Town)
4.5. Sulphur 4.5.1. acquire knowledge of 4.5.1.1. list the sources of sulphur
sources and uses of 4.5.1.2. describe the preparation of sulphur dioxide
sulphur and properties
4.5.1.3. state the important uses of sulphur dioxide (bleach in the manufacture of wood pulp, food
of its important
preservative by killing bacteria)
compounds
4.5.1.4. describe the manufacture of sulphuric acid from sulphur by Contact process (conditions and
reactions)
4.5.1.5. state the important uses of sulphuric acid (in the manufacture of detergent and fertilisers, car
batteries and as a dehydrating agent

4.5. Carbon and 4.5.1. acquire knowledge of 4.2.6.1. state and identify diamond and graphite as allotropes of carbon
carbonates the different forms of 4.2.6.2. relate the structures of diamond and graphite to their uses
carbon
4.2.6.3. describe the processes involved in the extraction and refining of diamond in Botswana
4.2.6.4. describe the similarity in structure of graphite, diamond and silica [silicon (IV) oxide] and of their
properties related to their structures.
4.5.2. acquire knowledge of 4.5.2.1. list the uses of sodium carbonate and calcium carbonate
formation and uses of
important carbonates
4.6. Nitrogen 4.6.1. acquire knowledge of 4.6.1.1. name the sources of nitrogen and hydrogen in making ammonia
sources and uses of 4.6.1.2. state the uses of ammonia
nitrogen 4.6.1.3. describe the essential conditions for making ammonia by the Haber process

5. CHEMISTRY IN THE ENVIRONMENT

Topic
5.1. Water 5.1.1. acquire knowledge 5.1.1.1. describe physical properties of pure water
about the physical and 5.1.1.2. carry out a chemical test for water
chemical properties of
5.1.1.3. explain the following terms hydration, hydrolysis, drying, dehydration deliquescence,
water
efflorescence and hygroscopic
5.1.1.4. investigate the existence of water of crystallisation
5.1.2. appreciate the effect of 5.1.2.1. describe the process that results in hard water (name salts causing hard water)
dissolving property of 5.1.2.2. distinguish temporary hardness of water and permanent hardness of water
water in producing hard
5.1.2.3. measure the hardness of water
water and pollution
5.1.2.4. describe physical and chemical process of softening hard water
5.1.2.5. describe how a detergent works
5.1.2.6. describe pollution of water in terms of dissolved substances, accumulation of toxic substances
and effect of detergents
5.1.2.7. investigate effects of pollutants in water
5.1.2.8. explain the consequence of water pollution
5.1.2.9. describe pollution of water in terms of biological oxygen demand (BOD)
5.2. Air 5.2.1. appreciate the delicate 5.2.1.1. state the proportions of different components of clean air by percentage volume
balance of air in volume 5.2.1.2. describe the separation of oxygen and nitrogen from air by fractional distillation
and quality
5.2.1.3. explain the effect of increased carbon dioxide concentration in the atmosphere
5.2.1.4. name the uses of oxygen in health and in industry
5.2.1.5. state the importance of the ozone layer

5.2.2. be aware that people's 5.2.2.1. name the common pollutants in the air as carbon monoxide, sulphur dioxide, oxides of nitrogen
action on the and lead compounds
environment can result 5.2.2.2. state the source of each of the common pollutants
in air pollution and
5.2.2.3. explain why it is dangerous to run a petrol engine in a closed garage or use a coal fire in a
appreciate the need to
closed room
control it
5.2.2.4. explain the presence of oxides of nitrogen in car exhausts
5.2.2.5. explain the problems caused by burning coal
5.2.2.6. describe the adverse effects (include chemical reactions) of common pollutants on buildings,
health, vegetation, ozone layer, etc.
5.2.2.7. describe methods controlling pollution such as acid rain, toxic waste, etc.
5.2.2.8. state uses of catalytic converters and unleaded petrol in reducing pollution from car exhausts
5.3. Recycling 5.3.1. appreciate the role of 4.5.2.1. describe some of the problems caused by the chemistry industry
recycling in 4.5.2.2.- explain the importance of recycling
conservation of natural
4.5.2.3.- identify methods of recycling of various substances (e.g. paper, metals, glass, water)
resources and reducing
4.5.2.4.- find out advantages of using recyclable materials
the problem of pollution
5.4. Sources of 5.4.1. be aware of the 5.4.1.1. state that fuel releases energy when it is burnt
energy chemical processes 5.4.1.2. state that fuel burning is an exothermic reactions
taking place when fuels
5.4.1.3. state that energy released was stored in the bonds of the fuel molecules
are burned
5.4.1.4. state that carbon monoxide is produced when carbon-containing fuels burn in a limited supply of
oxygen
5.4.1.5. describe how charcoal can be made from wood
5.4.1.6. use data and information to compare two fuels
5.4.2. appreciate the finite 5.4.2.1. explain energy conservation methods used in the home
nature of fossil fuels 5.4.2.2. discuss the advantages and disadvantages of various energy sources
and the need to find 5.4.2.3. describe one use of plants in producing a fuel
alternative sources of
5.4.2.4. describe the use of plant and animal waste in producing fuel
energy
5.4.2.5. relate the structure of silicon to its ability to trap solar energy

6. CARBON CHEMISTRY

Topic
6.1. Homologous 6.1.1. understand the 6.1.1.1. explain the ability of carbon atoms to form chains, branched chains and rings
Series importance of carbon 6.1.1.2. describe the general characteristics of an homologous series
and organic compounds
6.1.1.3. name and draw the structures of unbranched alkanes, alkenes, alkanols and organic acids
containing up to five carbon atoms
6.1.1.4. identify alkanes, alkenes, alkanols and organic acids given their structural formulae
6.1.1.5. identify structural isomerism in molecules containing up to five carbon alkanes and relate it to
their physical properties
6.2. Alkanes 6.2.1. be aware of the sources 6.2.1.1. describe burning and substitution reaction with chlorine of alkanes (exemplified by methane) and
of alkanes and their name the products (including reactions equations)
impact in our every day 6.2.1.2. name fossil fuels, natural gas and petroleum as the main sources of alkanes
life
6.2.1.3. describe fractional distillation of petroleum
6.2.1.4. name the main alkane constituents in the fractions
6.2.1.5. name the uses of the fractions as: petrol fraction as fuel in cars: paraffin/kerosene fraction as fuel
in stoves, lamps; diesel fraction for fuel in engines; kerosene as fuel in aircraft; lubricating
fraction for lubricants and making waxes and polishes; bitumen/asphalt for making roads
6.3. Alkenes 6.3.1. know uses of alkenes 6.3.1.1. describe the manufacture of alkenes by cracking
and how they are 6.3.1.2. describe properties of alkenes in terms of burning, polymerisation, addition reactions with
manufactured bromine, hydrogen and steam (including reaction equations)
6.3.1.3. distinguish unsaturated hydrocarbons e.g. alkenes from saturated hydrocarbons, alkanes by
molecular structures and by using aqueous bromine
6.3.1.4. describe the formation of poly(ethene) as an example of addition polymerisation of monomer
units
6.3.1.5. list some uses of poly(ethene) e.g. plastic bags

6.4. Alkanols 6.4.1. acquire basic 6.4.1.1. describe the fermentation of simple sugars to produce ethanol and carbon dioxide and its
knowledge about importance in brewing and baking (including symbol equations)
alkanols including 6.4.1.2. describe formation of ethanol by catalytic addition of steam to ethene
formation, properties
6.4.1.3. relate physical properties of alkanols to number of carbon atoms e.g. boiling point
and uses
6.4.1.4. describe the properties of ethanol in terms of burning and oxidation
6.4.1.5. list some uses of alcohols as solvents, as fuels and as constituents of alcoholic beverages
6.5. Alkanoic acids 6.5.1. acquire basic 6.5.1.1. describe the formation of alkanoic acids [exemplified by the formation of ethanoic acid
knowledge about during the oxidation of ethanol by atmospheric oxygen and by acidified potassium
organic acids including
chromate(VI) / potassium manganate(VII)]
properties and uses
6.5.1.2. explain properties of ethanoic acid as a typical weak acid
6.5.1.3. name some commonly occurring alkanoic acids, their sources and uses e.g. tartaric acid,
ethanoic acid, ascorbic acid, citric acid
6.5.1.4. describe the reaction of ethanoic acid with ethanol to give an ester (ethyl ethanoate (include
reaction equations)
6.6. Macro- 6.6.1. be aware of 6.6.1.1. explain that different macromolecules have different units and/or different linkages
molecules macromolecules as 6.6.1.2. describe formation of macromolecules from small units (monomers)
large molecules built
from small units

6.7. Synthetic 6.7.1. be aware of the 6.7.1.1. list some typical uses of condensation polymers and link their properties to uses
condesation formation of synthetic 6.7.1.2. describe the pollution problems caused by non-biodegradable polymers e.g. plastics, nylon
polymers polymers and their
6.7.1.3. list some typical uses of man-made fibres
impact in everyday life
6.7.1.4. investigate advantages and disadvantages of synthetic and natural fibres
6.7.1.5. describe uses of different macromolecules as related to their general structure and
properties e.g. PVC, Polystyrene, Polypropene
6.7.1.6. interpret polymerisation reactions in terms of simple graphical formulae
6.7.1.7. describe the formation of nylon using simplified structure:
and for terylene
6.8. Natural 6.8.1. understand the impact 6.8.1.1. name proteins, fats and carbohydrates as the main constituent of food
macromolecules of natural 6.8.1.2. describe the hydrolysis of proteins to amino acids
macromolecules in our
6.8.1.3. prepare soap by hydrolysis of fats
daily life
6.8.1.4. describe complex carbohydrates as macromolecules formed by the condensation
polymerisation of smaller carbohydrate units called sugars
6.8.1.5. describe the hydrolysis of complex carbohydrates (e.g. starch) to give simple sugars
6.8.1.6. describe proteins as possessing the same linkage (amide) as nylon but with different units
6.8.1.7. describe fats as esters possessing the same linkage as Terylene but with different units
6.8.1.8. demonstrate how chromatography techniques can be applied to colourless substances by
exposing chromatograms to substances called locating agents (refer to R f factor) or UV light
6.8.1.9. describe, in outline, the usefulness of chromatography in separating and identifying the
products of hydrolysis of carbohydrates and proteins

5. OTHER INFORMATION
5.1 GRADING AND REPORTING

BGCSE results are reported on a scale of A* – G, A* being the highest and G the lowest.
Ungraded (U) indicates that the candidate’s performance fell short of the standard required for
grade G. Ungraded (U) will be reported on the statement of results but not on the certificate. The
letters Q (result pending) and X (no result) may also appear on the statement of results.
5.2 ASSESSMENT CRITERIA FOR PRACTICALS SKILLS
By its nature Chemistry is an experimental discipline. Accordingly, it is important that the practical
work and experimental skills, identified in Assessment Objective 3, are made a central part of the
assessment. However, it is recognised that, in certain circumstances, it will not be possible for
some centres to provide the facilities and materials required for a laboratory-based experiment.
Thus, at present, this syllabus provides two methods of assessing practical skills.
Paper 3: A practical test, administred in the centre and externally marked.
Or, for candidates in those centres which do not have the facilities properly to administer Paper 4
and which have been granted written permission to it,
Paper 4: An alternative to pratical test, a written paper, administered in the centre and
externally marked.
Criteria for Assessing Practicals Skills
These criteria describe what a candidate will be expected to do and will provide the basis for
making the papers.
Paper 3, Practical test
This paper is designed to assess a candidate’s familiarity with appropriate chemistry laboratory
apparatus and techniques. The candidate will be required to perform given tasks, which will be
based on the requirements of Assessment Objective 3.
Questions in this paper may include
(a) A volumetric analysis problem, based on one set of tirations. Knowledge of acid/alkali
titrations using methyl orange or screened methyl orange will be assumed. Simple titrations
involving other reagents may be set but full instructions and other necessary information will
be given.
(b) An experiment that may involve the determination of some quantity e.g. temperature change
and rate/speed of reactions. Such experiments will depend on the use laboratory apparatus.

(c) An observation problem in which the candidate will be asked to investigate, by specified
experiments an unknown substance or mixture. The exercise may include simple
chromatorgraphy, tests of oxidising and reducing agents and filtration.
(d) Systematic analysis will not be required but it will assumed that candidates will be familiar with
reactions of identifying gases as specified in the Curriculum. The question papers will include
notes on qualitative analysis for the use by candidates see appendix.
(e) Exercise involving organic substances and ions not in the Curriculum may be set but
candidates will only be required to record observations and draw general conclusions.
(f) Candidates will not be required to carry out any weighing during the practical test.
(h) Candidates can take notebooks, textbooks or any other information for reference during the
practical test.
(i) Candidates may also be required to carry out simple calculations as determined in the
Curriculum.
Practical Test Techniques
The following notes are intended to give schools and candidates indication of accuracy that is
expected in quantitative exercises and general instructions for qualitative exercises.
(a) Candidates should normally record burette readings to the nearest 0.1 cm3 and they should
ensure that they have carried sufficient number of titrations, e.g. in an experiment with a good
end-point, two titres within 0.2 cm3.
(b) Candidates should normally record temperatures to the nearest ten and times to the nearest
second.
(c) In qualitative analysis candidates should use approximately 1 cm depth of a solution (1-2 cm)
for each test and add reagents slowly, ensuring good mixing, until no further change is seen.
Candidates should indicate at what stage a change occurs. Answers should include details of
colour changes and precipitates formed and the names and chemical tests of any gases
evolved. Equations are not required and marks for deductions or conclusions can only be
gained if the appropriate observations are recorded.
Apparatus list
The list given below has been drawn up in order to give guidance to schools concerning the
apparatus that is expected to be generally available for examinations purposes. The list is not
intended to be exhaustive in particular, items (such as Bunsen burners, tripods) that are commonly
regarded as standard equipment in a chemical laboratory are not included. The rate of allocation
is per candidate.
One burette, 50 cm3

One pipette, 25 cm3
A pipette filler
Two conical flasks with the range of 150 cm3 to 250 cm3
A measuring cylinder, 50 cm3 or 25 cm3
A filter funnel
A beaker, squat form with lip
A thermometer, -100 C to + 1100 C t 10 C
A polystyrene, or other plastic beaker of approximate capacity 150 cm3
Clocks (or a wall clock) to measure the accuracy of about 1 s. Candidates can use their own wrist
watches
Wash bottle
Test tubes (a mixture of pyrex and hard glass) approximately 125 mm X 16 mm
Boiling tubes, approximately 150 mm X 25 mm
String rod
Reagents List
The list given has been drawn up in order to give guidance to schools concerning the standard
reagents that are expected to be available for examination purposes. The list is not intended to be
exhaustive and the Instructions to the Supervisors issued several weeks in advance of the
examination will give a full list of all the reagents that are required for each practical examination.
These instructions also contain advise about colour blind candidates.
Aqueous sodium hydroxide (approximately 1.0 mol dm-3)

Aqueous ammonia ) approximately 1.0 mol dm-3)
Hydrochloric acid (approximately 1.0 mol dm-3)
Nitric acid (approximately 1.0 mol dm-3)
Sulphuric acid (approximately 0.5 mol dm-3)
Aqueous silver nitrate (approximately 0.05 mol dm-3)
Aqueous barium nitrate or aqueous barium chloride (approximately 0.2 mol dm-3)
Aqueous lead (ii) nitrate (approximately 0.2 mol dm-3)
Lime water (a saturated solution of calcium hydroxide)
Aqueous potassium dichromate (approximately 0.1 mol dm-3)

5.3 GRADE DESCRIPTORS
As a guide to what might be expected of a candidate, Grade Descriptors are given as follows.
A Grade A candidate should be able to:
• recall a wide range of scientific facts, concepts, principles and theories and use complex
scientific knowledge
• understand the relationship between complex scientific concepts and relate them to scientific
principles and theories in real life situations
• apply appropriate scientific knowledge and understanding, identify complex patterns, and
report trends from given information and draw appropriate conclusions and give
recommendations to novel situations
• translate abstract information from one form to another: process information from graphs,
tables and charts; represent information in the form of graphs, tables and charts
• make concise and complete experimental procedures (plan); critically discuss the plan;
generate hypotheses to solve a scientific problem, identify and deal with a wide range of
variables
• use appropriate apparatus and techniques safely and correctly; follow all given instructions to
perform an experiment
• make accurate observations; decide the level of precision needed in measurements and
record detailed experimental data; process data, make appropriate conclusions and
generalisations; identify and explain anomalous observation

A Grade C candidate should be able to:
• recall a range of scientific facts, concepts, principles and theories and use scientific knowledge
• understand the relationship between scientific concepts and relate them to scientific principles
and theories in real life situations
• apply scientific knowledge and understanding, identify patterns, and report trends from given
information and draw relevant conclusions and give recommendation to simple situations
• translate information from one form to another: process information from graphs, tables and
charts; represent information in the form of graphs, tables and charts
• make concise and complete experimental procedures (plan); generate hypotheses to solve a
scientific problem and identify some key factors to vary and control
• use appropriate apparatus and techniques safely and correctly; follow most given instructions
to perform an experiment
• make accurate observations, measurements and record experimental data; process data,
make conclusions and generalisations; recognise when it is necessary to repeat observation
and measurement
A Grade E candidate should be able to:
• recall simple scientific facts, concepts, principles and theories and use simple scientific
knowledge
• understand the relationship between simple scientific concepts and relate them to simple
scientific principles and theories in real life situations
• apply simple scientific knowledge and understanding, identify patterns, and report trends from
given information and draw conclusions and give recommendation to familiar situations
• translate simple information from one form to another: process information from graphs, tables
and charts with some assistance; represent information in the form of graphs, tables and
charts
• make simple and complete experimental procedures (plan); devise a fair test which only
involves a few factors, generate hypotheses
• use basic apparatus and techniques safely and correctly; follow a few given instructions to
perform an experiment involving a few steps
• make simple observations; measurements and record experimental data; process data, make
conclusions where appropriate

A Grade G candidate should be able to:
• recall basic scientific facts, concepts, principles and theories and use simple scientific
knowledge
• understand the relationship between basic scientific concepts and relate them to basic
scientific principles and theories in real life situations
• apply basic scientific knowledge and understanding, identify simple patterns, and report trends
from given information on familiar situations
• translate basic information from one form to another: process information from graphs, tables
and charts with some assistance; represent information in the form of graphs, tables and
charts
• make simple experimental procedures (plan); devise a test which only involves a few factors,
generate hypotheses
• use basic apparatus and techniques; follow a few given instructions to perform an experiment
• make simple observations; measurements and record experimental data.

6. Appendices
A. MATHEMATICAL SKILLS
Candidates will be required to perform quantitative work, including calculations. They should be
able to use scientific calculators and mathematical instruments.
The mathematical requirements, which form part of this syllabus, are listed below.
add, subtract, multiply and divide numbers
recognize and use expression in decimal form
use simple formulae
make approximations and estimates to obtain reasonable answers
understand and use averages
read, interpret and draw simple inferences from tables and statistical diagrams
find fractions or percentages of quantities
construct and interpret pie-and bar charts
calculate with fractions, decimals, percentage or ratios
manipulate and solve simple equations
substitute numbers in simple equations
recognize and use expressions in standard form
interpret and use graphs

choose by simple inspection and then draw the best smooth curve through a set of points on a
graph
select appropriate axes and scales for plotting a graph
determine the intercept of a linear graph
understand and use direct and indirect proportion

B. PHYSICAL QUANTITIES, SYMBOLS AND UNITS
Candidates will be required to demonstrate an understanding of the physical quantities, and their
corresponding SI units, listed below. They will be required to use them in quantitative work and
calculations.
physical quantity symbols SI unit(s) other unit(s)

length l, h metre (m) kilometre(km); centimetre (cm); millimetre (mm)
mass M, m kilogram (kg) gram (g); milligram (mg)
time t seconds (s) milliseconds (ms), minutes (min), hours (h)
temperature θ, T Kelvin (K) degree Celsius (oC)
current I ampere (A) milliampere (mA)
NOTE
Units, significant figures. Candidates would be advised in each question on the number of
significant figures or decimal places they have to express their answers to. If there is no advice on
such, answers can be given to any number of significant figures. Candidates should be aware that
misuse of units that is, failure to code units where necessary or the inclusion of units in quantities
defined as ratios is liable to be penalised.
Conventions (e.g. signs, symbols, terminology and nomenclature)

Syllabuses and question papers will conform to generally accepted international practice
C. GLOSSARY OF TERMS
Learning objectives in the content section of the syllabus are expressed in terms of what
candidates know, understand and can do. The words used on the examination papers in
connection with the assessment of these learning outcomes are contained in this glossary. This is
neither exhaustive nor definitive but is meant to provide some useful guidance.
1. Writing questions about what candidates are expected to know
About 25 % of the marks are involved with recall. Words used on examination papers in connection
with such questions may include:
“State...”, “List...”, “Give...”, “Name....”, “Define...”, “Draw…”,

“Write…”, “What…”, “How….”, What is meant by…..”
State or Name… implies a concise answer with little or no supporting argument.
List… requires a number of points generally each of one word, with no elaboration.
Define… is intended literally, only a formal statement or equivalent paraphrase being required.

What is meant by... normally implies that a definition should be given together with some relevant
comment on the significance or context of the term(s) concerned, especially when two or more
terms are included in the question. The amount of supplementary comment intended should be
interpreted in the light of the indicated mark value.
2. Writing questions about understanding
“Understand” may be associated with simple factual recall. In this sense the candidate is required
to recall the relevant part of the defined syllabus and to use this recalled information to amplify,
extend or expand this in a wider context. This wider context will include situations or materials with
which the candidates are familiar.
Questions may include such words as:
“Explain…” “Complete...” “Why.”, “Construct...”, “Which…
Explain… may imply reasoning or some of reference to theory, depending on the context.
“Understand” may also be associated with skills other than factual recall. It can be used to assess
the candidate’s abilities in problem solving, interpretation and evaluation, data handling and in
communication of scientific ideas, principles and concepts. Words such as “Suggest...”, “Work
out…”, “How would you know that…” may be used in questions.
Suggest… Is used in two main contexts: either to imply that there is no unique answer or to imply
that candidates are expected to apply their general knowledge to a situation that may not formally
be in the syllabus. This would be related to the Assessment Objective 2.
3. Writing questions about “be able to”.
The use of this phrase is always associated with higher-order skills of interpretation, evaluation,
calculation and communication. It involves the ability to recall the appropriate material from the
content and apply this knowledge.
Questions may include “Be able to…”, “deduce…”, “relate….”, “interpret…”, “explain…”, “carry
out…”, “evaluate…” “predict….”, “discuss…”, “construct…”, “suggest…”, “calculate…”, “find…”,
“demonstrate…”, “estimate…”, “determine..”.
deduce… is used in a similar way as predict except that some supporting statement is required,
e.g., reference to a law or principle, or the necessary reasoning to be included in the answer.
predict… implies that the candidate is not expected to produce the required answer 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 early part of the question.
calculate… is used when a numerical answer is required. In general, working should be shown
when two or more steps are involved.
find… is general term that may be interpreted as calculate, measure, determine, etc.

measure… implies that the quantity concerned can be directly obtained from suitable measuring
instruments.
estimate… implies a reasoned order of magnitude statement or calculation of the quantity
concerned making such implying assumptions as may be necessary about points of principle and
about the values of quantities not otherwise used in the question.
discuss… requires the candidates to give critical account of the points involved in the topic.
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 standard formula.
D. PRESENTATION OF DATA
Tables
 Each column of a table will be headed with the physical quantity and the appropriate SI units,
e.g., time / s, rather than time (s)
There are two acceptable methods of stating units, e.g., m / s or ms–1
 Candidates should use the number of significant figures appropriate to the precision of the
measuring instrument.
 The column headings of the table can then be directly transferred to the axes of a constructed
graph.
Graphs
 The independent variable will be plotted on the x-axis (horizontal axis) and the dependent
variable plotted on the y-axis (vertical axis).
 The graph is the whole diagrammatic presentation. It may have one or several curves / lines
plotted on it.
 Points on the curve / line should be clearly marked as crosses (×) or encircled dot (‫)סּ‬.
If a further curve / line is included, vertical crosses (+) may be used to mark the points.
 Plots of points should have an accuracy of better than 1mm and all read-offs.
Plots should be made with a sharp pencil.

E. NOTES FOR USE IN QUALITATIVE ANALYSIS
anion test test result

2– effervescence, carbon dioxide
carbonate (CO3 ) add dilute acid
produced
chloride (Cl–) acidify, then add aqueous lead(II) nitrate
white precipitate
[in solution] or aqueous silver nitrate
add iron(II) sulphate, then add brown ring forms at the junction
-
concentrated sulphuric acid or of the two liquids or
nitrate (NO3 )
add sodium hydroxide, then aluminium foil
ammonia gas produced
and warm gently
2–
sulphate (SO4 ) acidify, then add aqueous barium chloride
white precipitate
[in solution] or aqueous barium nitrate
–
iodide (I ) acidify, then add aqueous lead(II) nitrate
yellow precipitate
[in solution] or aqueous silver nitrate
cation effect of aqueous sodium hydroxide effect of aqueous ammonia
3+ white precipitate, soluble in excess giving

aluminium (Al ) white precipitate, insoluble in excess
a colourless solution
+ smelly ammonia released, damp red

ammonium (NH4 ) -
litmus turns blue
2+
calcium (Ca ) white precipitate, insoluble in excess no change
2+ light blue precipitate, soluble in

copper (Cu ) light blue precipitate, insoluble in excess
excess, giving a dark blue solution
2+ dirty green precipitate, insoluble in

iron(II) (Fe ) dirty green precipitate, insoluble in excess
excess
3+ red-brown precipitate, insoluble in
iron(III) (Fe ) red-brown precipitate, insoluble in excess
excess
2+ white precipitate, soluble in excess, white precipitate, soluble in excess,
zinc (Zn )
giving a colourless solution giving a colourless solution
gas test and test result
ammonia (NH3) turns damp red litmus paper blue
carbon dioxide (CO2) turns lime-water milky
chlorine (Cl2) bleaches damp litmus paper
hydrogen (H2) ‘pops’ with a lighted splint
oxygen (O2) relights a glowing splint

F. The Periodic Table
The Periodic Table of Elements
Group
I II III IV V VI VIII 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 Sulphur 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
Technetium
Ru Rh Pd Ag Cd In Sn Sb Te I Xe
Rubidium Strontium Yttrium Zirconium Niobium Molybdenum 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 †
140 141 144 150 152 157 159 162 165 167 169 173 175
*58-71 Lanthanoid series Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
†90-103 Actinoid series 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
a a = relative atomic mass 232 238

Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
Key
X X = atomic symbol Thorium Protactinium Uranium Neptunium Plutonium Americium Curium Berkelium Californium Einsteinium Fermium Mendelevium Nobelium Lawrencium
90 91 92 93 94 95 96 97 98 99 100 101 102 103
b b = proton ( atomic ) number
3
The volume of one mole of any gas is 24 dm at room temperature and pressure (r.t.p.).

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BGCSE Chemistry Assessment Syllabus Page 1

The changes in this Assessment Syllabus are;

The Periodic Table

BGCSE Chemistry Assessment Syllabus Page 2

2.1 THE COMPONENTS 5

2.3 COMBINING THIS SYLLABUS WITH OTHER SYLLABUSES 6

3 SYLLABUS AIMS AND ASSESSMENT OBJECTIVES 7

3.2 ASSESSMENT OBJECTIVES 8

3.3 RELATIONSHIP BETWEEN ASSESSMENT OBJECTIVES AND COMPONENTS 10

5.1 GRADING AND REPORTING 27

5.2 ASSESSMENT CRITERIA FOR PRACTICAL SKILLS 27

5.3 GRADE DESCRIPTORS 30

B: PHYSICAL QUANTITIES SYMBOLS AND UNITS 34

E: NOTES FOR USE IN QUALITATIVE ANALYSIS 37

BGCSE Chemistry Assessment Syllabus Page 3

BGCSE Chemistry Assessment Syllabus Page 4

2.1 The components

All candidates must take:

Paper 1 1 hour Paper 2 1 hour 15 minutes

A multiple-choice paper consisting of 40 items A written paper consisting of short-answer and

The paper will be weighted at 30% of the final 70 marks.

Paper 3 1 hour Paper 4 1 hour

BGCSE Chemistry Assessment Syllabus Page 5

This syllabus is available to both school candidates and private candidates.

2.3 Combining this syllabus with other syllabuses

BGCSE Chemistry Assessment Syllabus Page 6

2. become confident citizens in a technological world to make informed decisions in matters of

4. develop an understanding of the applications of science and of the technological, economic,

5. develop an understanding of the significance of information and communication technology in

8. develop an interest in and an enjoyment of science and science related-work.

13. recognise the usefulness of science, and limitations of scientific method.

BGCSE Chemistry Assessment Syllabus Page 7

The main Assessment Objectives are:

A description of each assessment objective is:

AO1 Knowledge with Understanding

Candidate should be able to demonstrate knowledge and understanding of:

1. the concepts, laws, theories and principles of Science;

3. applications of Science and of their technological, economic, environmental and social

AO2 Handling Information and Solving Problems

Candidates should be able to:

3. locate, select, organise and present information from a variety of sources;

4. translate information from one form to another;

5. manipulate numerical and other data;

6. present explanations for phenomena, patterns and relationships.

BGCSE Chemistry Assessment Syllabus Page 8

1. follow a sequence of instructions;

2. use appropriate techniques, apparatus and materials;

3. handle instruments, apparatus and materials safely;

4. make and record observations, measurements and estimates;

5. interpret and evaluate observations and data;

6. plan investigations and / or evaluate methods and suggest possible improvements;

7. convert acquired skills into creative innovations;

8. apply knowledge and draw conclusions in practical situations.

BGCSE Chemistry Assessment Syllabus Page 9

Marks for Skill Areas and Weightings in Paper Weighting of

recall 12 ± 2 (30 %) 22 ± 2 (30 %) – –

AO2: Handling Information and

AO3: Experimental Skills – – 100 % 100% 20 %