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Chemistry Syllabus Forms 1-2

The document outlines the Chemistry syllabus for Forms 1 and 2 in Malawi, developed by the Ministry of Education, Science and Technology and the Malawi Institute of Education. It emphasizes the importance of secondary education in equipping students with essential knowledge and skills for socio-economic development, and includes a rationale for the study of chemistry, detailing its relevance to understanding the technological world and environmental management. The syllabus aims to foster student-centered learning and continuous assessment, aligning with national educational goals.

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0% found this document useful (0 votes)
52 views61 pages

Chemistry Syllabus Forms 1-2

The document outlines the Chemistry syllabus for Forms 1 and 2 in Malawi, developed by the Ministry of Education, Science and Technology and the Malawi Institute of Education. It emphasizes the importance of secondary education in equipping students with essential knowledge and skills for socio-economic development, and includes a rationale for the study of chemistry, detailing its relevance to understanding the technological world and environmental management. The syllabus aims to foster student-centered learning and continuous assessment, aligning with national educational goals.

Uploaded by

wostmuyao
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Republic of Malawi

Syllabus for

Chemistry

Forms 1 and 2

Ministry of Education, Science and Technology


Syllabus for

Chemistry

Forms 1 and 2

Ministry of Education, Science and Technology


Prepared and published by

Malawi Institute of Education


PO Box 50
Domasi
Malawi

Email: [email protected]

© Malawi Institute of Education 2013


All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted in any form by any means, electronic, mechanical,
photocopying, recording or otherwise, without the permission of the copyright
owner.

First edition 2013


Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of
Education would like to thank all those who participated in various capacities,
stages and levels in the development, refinement and final production of this
syllabus. The Ministry is particularly indebted to the following for their
contributions at various stages of the development of the syllabus for chemistry:

Mr Sakayi M Musopole - Central East Education Division


Mr Samuel Chibwana - Ministry of Education, Science &
Technology – Secondary School Directorate
Dr Timothy Bizwick - Chancellor College
Dr Davies Mweta - Domasi College of Education
Mr Moses Kamiyango - College of Medicine
Mr Joshua TB Nkhata - Likuni Girls Secondary School
Mr Elijah Wanda - Mzuzu University
Mr Cedric Mpaso - Department of Teacher Education and
Development
Mr Richard Webster Chirwa - Chinsapo Secondary School
Ms Liviness M Phiri - Malawi Institute of Education

Special thanks also go to the Director of Department of Inspectorate and Advisory


Services (DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of
Education, Dr William Susuwele-Banda, and his staff, the head of Department for
Curriculum Development (DCD), Coordinator of secondary school curriculum, Mrs
Enia Ngalande and her Team (Naireti Molande, Dr Ezekiel Kachisa and Austin
Kalambo) for coordinating the process of reviewing the syllabuses.

MoEST and MIE would also like to thank Frazer Kumwenda, Patrick Luntha and
Esther Nthumbu who helped in the refining of the syllabus. Finally, thanks should
also go to Pius Ng’omang’oma, Andrew Mkwezalamba,Daniel Chilembo, Russel
Chidya, Jacob Nyasulu, Dr Wilfred Kadewa and Dr Dorothy Lakudzala for providing
expert advice on the syllabus during its development.

Production team

Editing: Austin B Kalambo


Typesetting and
layout: Bridget Mwangala
Editor-In-Chief: Max J Iphani
Contents

Page
Acknowledgements .. ............................................................................................
............ iii
Foreword .....................................................................................................................
........ v
The secondary school curriculum in Malawi
................................................................. vii
Developmental outcomes .....
........................................................................................... viii
Rationale for
chemistry......................................................................................................
xi
Scope and sequence chart for Forms 1 to
4 .................................................................... 1
Teaching syllabus for Forms 1 and 2
............................................................................. 12
References ...... ......................................................................................................
............... 45
Foreword
Education is the vehicle through which every citizen can realise his or her
potential and contribute to national development. The vision of the education
sector in Malawi is to be a catalyst for socio-economic development, industrial
growth and an instrument for empowering the poor, the weak and the voiceless. Its
mission is to provide quality and relevant education to Malawians. As a catalyst for
the development, education should equip the individual with knowledge, skills,
values and attitudes to enable one to perform one’s roles effectively, in an attempt
to promote and sustain the social-economic development of a nation.

It is the conviction of the Ministry of Education, Science and Technology that


primary education alone is not sufficient for achieving socio-economic
development. As argued in the NESP (2008-2017), ‘In an evolving and changing
world of education, there is no way basic education can be taken as a complete
transformer of our society when the world at large is getting more complex and
sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the
complex and sophisticated socio-economic and political environment of the global
village to which Malawi belongs. Specifically, secondary education is:
 a human right, and important for achieving gender equity
 important for improving the health and quality of life for individuals, families
and communities
 important for the socio-economic and political development of the nation
 necessary for reaching the Millennium Development Goals (MDGs), Education
For All (EFA) and for promoting Universal Primary Education (UPE)

Against this background, the Malawi Government through the Ministry of


Education, Science and Technology has reviewed the secondary school curriculum
with a view to improving its quality and relevance, and to align it with the primary
curriculum which has since been reviewed and emphasises continuous assessment
as a tool for learning.

The rationale for reviewing the secondary school curriculum is contained in the
NESP (2008-2017), and PIF (2000). The documents clearly state that the purpose
of secondary education is to provide students with the academic basis for gainful
employment in formal, private and public sectors. They further state that
secondary education will prepare students for further education according to their
abilities and aptitudes. However, it is important to note that for the majority of the
children in Malawi, secondary education is terminal. Consequently, the curriculum
has put emphasis on practical skills that enable them to achieve self-employment.

It is also clear that a good secondary school curriculum enables a student to


develop into an adult with sound intellectual, moral, physical, and emotional
abilities. Therefore the curriculum needs to address the whole range of students’
abilities and interests. In addition, it should aim at equipping the student to
become an independent learner in order to promote personal, family, community
and national development. The new curriculum has therefore been deliberately
designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.
I would like to thank all those who were directly or indirectly involved in the
preparation of the syllabuses. Key among the stakeholders are the Director and

v
staff of the Department of Inspectorate and Advisory Services (DIAS) in the
Ministry of Education, Science and Technology (MoEST), for facilitating the
development of the syllabuses in collaboration with the Director and staff of the
Malawi Institute of Education (MIE). I would also like to extend my gratitude to
university colleges (both public and private), teachers from secondary schools
(both public and private), members of different religious groups and officers
representing special interest groups such as the Malawi Revenue Authority (MRA),
Reserve Bank of Malawi (RBM), Malawi Bureau of Standards (MBS), Anti-
Corruption Bureau (ACB) and Malawi Blood Transfusion Services (MBTS) for their
valuable contribution to and participation in the preparation of these syllabuses.

Most of all, I would like to express my hope that teachers will implement this
curriculum diligently and in the best interest of the students so that the goals for
reviewing the curriculum are achieved.

Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)

vi
The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align
it with the primary school curriculum. This curriculum puts emphasis on student-
centred teaching and learning approaches, including continuous assessment.

This curriculum focuses on student achievement. To achieve the outcomes,


students must be introduced to new knowledge, skills, attitudes and values in the
context of their existing knowledge, skills, attitudes and values so that they
develop a deeper understanding as they learn and apply the knowledge. In this
way, the process of learning is integral to the final product. The final products are
the outcomes, that is, what students are expected to achieve in terms of
knowledge, skills, attitudes and values, which must be clearly stated before
teaching and learning begin. The achievements made at school, however, are only
truly beneficial when the students transfer them to life beyond the school and view
learning as a lifelong process. This is essential to keep pace with the changing
social environment of home and work.

The figure below illustrates the structure and major elements of Malawi’s
secondary school curriculum, which are elaborated in the text below.

TEACHING LEARNING

Developmental outcomes

Secondary education
outcomes

Assessment
standards

Success
criteria

ASSESSMEN
T
The developmental structure of the secondary school curriculum in Malawi

Developmental outcomes
The developmental outcomes are over-arching; they are what the student is
expected to achieve by the end of the secondary school cycle both in and out of
school. These outcomes apply to subject areas and they have been derived from

vii
the Constitution of the Republic of Malawi, Malawi Growth and Development
Strategy (MGDS), National Education Sector Plan (NESP), Education Act and other
education policy documents, including global policies and multilateral agreements
to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:

1 demonstrate appropriate moral and ethical behaviour in accordance with the


accepted norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in
an appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic,
environmental, scientific, and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative
and innovative way to identify problems and develop appropriate solutions, so
as to participate productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in
their communities and the wider environment, with particular attention to
prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable
manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for
lifelong learning, personal advancement, employment, and the development of
society
9 use Information and Communication Technology (ICT) responsibly and
productively
10 demonstrate an understanding of the functioning of the economy and the
contribution of agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national
development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights,
democracy, gender, governance, and other emerging issues

Secondary education outcomes


The secondary education outcomes are categorised into seven sets of essential
skills to be acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills

Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service

viii
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility

Ethical and socio-cultural skills


14 demonstrate moral, spiritual and ethical attitudes and values
15 appreciate Malawi’s diverse cultures and their respective practices
16 appreciate existing national institutions and cultural heritage
17 appreciate the value of the relationship between the individual and society
18 respect one’s own and other people’s cultures
19 identify beliefs which promote or retard national development
20 evaluate beliefs, taboos and superstitions in relation to national development
21 uphold beliefs which promote national development

Economic development and environmental management skills


22 understand Malawi’s economy and economic structure
23 demonstrate entrepreneurial and/or vocational skills for formal or informal
employment
24 exploit economic opportunities stemming from agriculture
25 demonstrate an interest in land husbandry, animal husbandry and aquaculture
26 apply appropriate agricultural practices and methods
27 acquire positive attitudes and skills, and apply them to the sustainable
development of the natural and physical environment
28 understand the importance of diversified agriculture for Malawi’s economy
29 understand the impact of technologies on economic productivity
30 apply relevant technologies to various economic activities
31 apply value addition practices to agricultural and environmental resource
utilisation and management
32 appreciate Malawi’s environmental resources
33 understand the impact of rapid population growth on natural resources and the
delivery of social services
34 apply a variety of measures to conserve Malawi’s natural resources
35 apply ICT skills to improve intellectual growth, personal enhancement and
communication
36 demonstrate the ability to adapt to climate change and mitigate its impact on
the economy and environment
37 appreciate the importance of energy in economic development
38 understand the importance of diversifying the economy through sectors such
as tourism, mining and manufacturing

Occupational and entrepreneurial skills


39 demonstrate the spirit of self-reliance through vocational and entrepreneurial
activities
40 apply appropriate vocational, occupational and entrepreneurial skills to
individual and national advancement

ix
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and
management to promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual,
community and the nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge,
skills, attitudes and values, and apply them to personal intellectual growth and
national development
45 use vocational, occupational and entrepreneurial skills for the creation of
economic opportunities in agriculture and other sectors

Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-
employment

Creativity and resourcefulness


52 demonstrate a spirit of inquiry and creative, critical and lateral thinking
53 use problem-solving techniques to solve practical problems
54 demonstrate an imaginative and creative mind
55 exploit creative potential
56 understand personal strengths and weaknesses and use strengths to promote
healthy
self-esteem
57 maximise the use of available resources

Scientific and technological skills


58 apply appropriate scientific, technological and vocational skills to improve
economic productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills

Rationale for chemistry

Chemistry enables students to acquire knowledge of fundamental theoretical and


practical principles of science, which are useful in the understanding of the
technological world and development of a positive attitude towards science and
scientific developments.

Through the investigative approach, chemistry equips students with essential skills
for effective communication of scientific information, problem-solving and pursuit
of further education.

x
Chemistry provides students with awareness and understanding of environmental
and natural resource management that leads to safe and efficient management of
local resources for sustainable national development.

Core elements and their outcomes

Analytical skills in Chemistry


The students will be able to demonstrate an understanding of the
appropriate use of scientific methods, techniques and materials to solve
problems in their daily lives.

Inorganic compounds
The students will be able to appreciate properties of various inorganic
substances, their uses in the manufacturing industry and the dangers they
pose on the environment.

Chemical composition of matter


The students will be able to appreciate the composition and properties of
various natural and synthetic substances which form their environment.

Chemical reactions
The students will be able to demonstrate an understanding reaction of
dynamics and chemical energetics essential for the advancement of the
chemical and manufacturing industry.

Organic chemistry
The students will be able to demonstrate creative use of knowledge and
skills on the composition and reactivity of organic compounds for safe and
efficient utilization of resources around them.

Environmental chemistry
The students will be able to demonstrate an understanding of the
applications of chemistry in solving real life problems and the potential
harmful effects of chemicals and chemical processes on the environment
and human health

xi
Scope and sequence chart for Forms 1 to 4

Core element Form 1 Form 2 Form 3 Form 4


Analytical Introduction to Experimental
skills in chemistry (15 periods) techniques (12 periods)
chemistry
 chemistry and society  ways of disposing off
 laboratory safety chemical wastes in the
measures laboratory
 units of measurements  designing experiments
 basic scientific for scientific
instruments and investigations
apparatus
 determining the purity
 scientific method of
of substances
investigations
 simple tests for water,
Essential mathematical ions and gases
skills for chemistry (9
periods)
 handling numbers
‒ scientific notation
‒ significant figures
 accuracy and precision
 presentation and
manipulation of
numerical data

1
Core element Form 1 Form 2 Form 3 Form 4
Chemical Composition and Chemical bonding Chemical bonding and
composition of classification of matter (15 periods) properties of matter (20
matter (24 periods) periods)
 types of bonding
 particulate nature of ‒ covalent  properties of ionic and
matter ‒ ionic covalent compounds
 atoms, elements and ‒ metallic  bond polarity
compounds  chemical formulae  effects of intermolecular
for ionic and forces
 chemical symbols and
covalent  allotropy and allotropes
formulae
compounds  properties and uses of
 pure substances and  cross and dot allotropes of carbon
mixtures diagrams  properties and uses of
 solutions metallic substances
 properties and uses of
 separating mixtures alloys
‒ chromatography
‒ filtration
‒ distillation
‒ sedimentation
‒ decantation
‒ centrifuge
‒ crystallization

2
Core element Form 1 Form 2 Form 3 Form 4
Inorganic Atomic structure (12 Elements and the Nitrogen, sulphur and
chemistry periods) periodic Table (15 phosphorus (16 periods)
periods)
 atomic structure  properties and uses of
 electron configuration  trends in the nitrogen, sulphur,
 atomic numbers (A) and periodic table phosphorus and their
mass numbers (Z)  properties of compounds
 isotopes groups I,II,VII and
 average atomic masses VIII
 uses of group
The periodic table (9 I,II,VII and VIII
periods) elements
 definition of periodic
table
 arrangement of the first
twenty elements in the
periodic table
 family of elements

3
Core element Form 1 Form 2 Form 3 Form 4
Chemical Physical and chemical Acids and bases (15 Chemical reactions I: Chemical reactions
reactions changes (12 periods) periods) stoichiometry (28 II: rates of
periods) reactions (8 periods)
 introduction to physical  properties of acids
and chemical changes and bases  balancing chemical  definition of rate
 chemical reactions  acid – base equations of reaction
 balancing chemical indicators  relative formula masses  factors affecting
equations  strength of acids rate of reaction
 the mole concept
 reacting masses and bases in terms  measuring rates of
 percentage of pH value  the percentage of reactions
composition by mass  uses of acids and water in molecular and  interpreting
bases hydrated ionic graphs on rates of
 neutralisation compounds reactions
reactions and their  empirical and  reversible and
applications molecular formula irreversible
reactions
 concentration of  chemical
solutions equilibrium
 preparation of standard
solutions
 titrations
 percentage yield

4
5
Core element Form 1 Form 2 Form 3 Form 4
Heats of reactions (10 Acids and bases (16
periods) periods)
 endothermic and  definition of acids
exothermic reactions and bases
 temperature change in according to
chemical reactions Bronsted-Lowry
 energy level diagrams theory conjugate
 bond energies acid- base pairs
 preparation of soluble  strength of acids
and insoluble salts and base in terms
 separation and of ionisation
purification of salts
 concentration
 applications of
versus strength of
precipitation reactions
acids and bases
 ways of controlling
pH in different
environments
 classification of metal
oxides and non-metal
oxides as acidic and
basic

6
Core element Form 1 Form 2 Form 3 Form 4
Reduction and
oxidation reactions (16
periods)
 definition of oxidation
and reduction
oxidation
states/numbers
 half and overall
equations
 oxidizing and reducing
agents
 displacement reactions
 activity series
 voltage series
 corrosion and its
prevention

Electrolysis (12 periods)


 definition of
electrolysis
 uses of electrolysis
 purification of copper
 electroplating and its
uses

7
8
Core element Form 1 Form 2 Form 3 Form 4
Organic Introduction to organic Organic families I: Organic families II: Isomerism (8
chemistry compounds (9 periods) Alkanols (12 periods) periods)
hydrocarbons
 functional group
 historical background (15 periods)  definition of
 structure and
of organic compounds (alkanes, alkenes ) isomers
nomenclature
 uses of organic  nomenclature of  structures and
compounds alkanes and alkenes  molecular and general nomenclature of
 molecular, formulae isomers (alkanes,
 fractions of petroleum
condensed, alkenes, alkanols
and their uses  classification
structural and alkanals,
skeletal formulae of  preparation alkanones and
alkanes and alkenes  physical, and chemical alkanoic acids)
 saturated and properties  effects of
unsaturated  uses branching on
hydrocarbons physical properties
of organic
 physical and Alkanals and alkanones
compounds
chemical properties (aldehydes and
of alkanes and ketones ) (8 periods)
alkenes  functional group
 structure and
 uses of alkanes and nomenclature
alkenes  sources
 tests
 uses

Core element Form 1 Form 2 Form 3 Form 4

9
Alkanoic (carboxylic) Polymerisation (8
acids (12 periods) periods)
 functional group  definition of
 structure and polymers
nomenclature  types of polymers
 molecular and general  types of
formulae polymerisation
 sources  properties and
uses of polymers
 physical, and chemical
properties  thermosoftening
and thermosetting
 uses
plastics
 ways of moulding
plastics

10
Core element Form 1 Form 2 Form 3 Form 4

Alkanoates ( esters) (8
periods)
 functional group
 structure and
nomenclature
 sources
 properties
 uses
 saponification

Identification of
unknown organic
compounds (4 periods)
 deducing class and
formulae of unknown
organic compounds
 construction of flow
diagrams

Core element Form 1 Form 2 Form 3 Form 4

11
Environmental Air (12 periods) Water (18 periods)
chemistry  composition of dry
 natural sources
air
 water cycle
 separation of air
into its components  properties of
 properties and uses water
of gases in air  importance of
 common pollutants water
of air
 sources of air  hard and soft
pollutants water
 water pollutants
Soil (9 periods)
 chemical  dangers of
composition of soil polluted water
 chemical properties  purification and
of soil treatment of water
 sources and effects
of soil pollution  prevention of
 ways of controlling water pollution
soil pollution  international and
national standards
on water quality
 impact of human
activities on the
atmosphere

12
Core element Form 1 Form 2 Form 3 Form 4
Greenhouse gases
and the ozone layer
(8 periods)
 greenhouse gases
 ozone layer
 standards on air
quality

Waste management
(8 periods)
 types of wastes
 sources
 treatment and
disposal of wastes
 minimization of
wastes
 social and economic
importance of
recycling wastes

13
Teaching syllabus for Forms 1 and 2
Form 1
Core element Analytical skills in chemistry
Outcome The students will be able to show an understanding of appropriate uses of scientific methods,
techniques and materials to solve problems in their daily lives.

Assessment Success Theme/ Suggested teaching Suggested Suggested


standard criteria topic and learning activities teaching, teaching, learning
learning and and assessment
assessment resources
methods
We will know this Students must
when the students be able to:
 resource persons
are able to:
 various industrial
 demonstrate an 1 define Introductio  brainstorming the  field/industrial products such as
understanding chemistry n to meaning of chemistry visits soap, pesticides,
of chemistry as chemistry  discussing the meaning  question and  cosmetics and
a field of study of chemistry answer cooking oils
and its  discussions  textbooks
applications 2 describe  discussing branches of  reading  newspaper articles
various chemistry as assignments  activity sheets
branches ‒ physical  written exercises  charts
of ‒ environmental  demonstrations  pictures
chemistry ‒ analytical  brainstorming  internet
‒ industrial  practical work  videos
‒ Inorganic  experimentation  protective
‒ Organic  role plays equipment eg
goggles, gloves
 triple beam
balances

Assessment Success Theme/ Suggested teaching Suggested Suggested

14
standard criteria topic and learning activities teaching, teaching, learning
learning and and assessment
assessment resources
methods

3 explain the  discussing applications  digital balances


importance of of chemistry such as  rulers
chemistry in water treatment,  thermometers
every day life making a cup of tea,  stop watches
cooking nsima, soap  tripod stands
making,  glassware
pharmaceutical,  fire extinguishers
pesticide and food
industries
 naming areas where
4 outline chemistry is applied
careers in
chemistry  discussing some
and their careers in chemistry
importance (biochemist, teacher
chemist, geochemist,
pharmacist,
environmental chemist,
food chemist, quality
control and assurance
personnel,
photochemist)
 discussing their
importance in society

15
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning activities teaching, teaching, learning
learning and and assessment
assessment resources
methods

5 observe  discussing the role of a


laboratory laboratory in the study
safety rules of chemistry
 discussing the
importance of
maintaining cleanliness
of the laboratory
 discussing general
laboratory safety rules
 discussing the proper use of
protective equipment in the
chemistry laboratory eg
goggles, eye wash station,
safety shower, gloves, lab
coats, respirator/gas mask,
fume hood and fire
extinguisher

16
Assessme Success Theme/ Suggested teaching Suggested Suggested
nt criteria topic and learning activities teaching, teaching, learning
standard learning and and assessment
assessment resources
methods

6 relate the  discussing and


hazard interpreting hazard
symbols to symbols
dangers  demonstrating safe ways
associated of handling laboratory
with handling chemicals and apparatus
laboratory  discussing potential
chemicals hazards associated with
and laboratory activities such
equipment as heating and handling
of chemicals and
apparatus

7 describe  listing common units of


common units measurements and their
of symbols such as mass,
measurement length, time, volume and
s and their temperature
symbols  discussing the
importance of units of
measurements to the
study of chemistry
 discussing SI prefixes
including micro-, nano-,
mega- and giga

17
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning activities teaching, teaching, learning
learning and and assessment
assessment resources
methods

8 differentiate  converting experimental


between basic data from one form of
and derived measurement to another
units of  compare basic and
measurement derived units of
measurement using
specific physical
9 measure quantities
some physical
quantities  graduating scientific
using instruments
appropriate  demonstrating how to
instruments measure mass, length,
time, temperature and
volume
 assigning appropriate SI
10 describe the units
scientific
method of  discussing the steps in a
investigation scientific inquiry
 discussing how
scientific inquiry leads
to formulation of laws
and theories

18
Core element Analytical skills in chemistry
Outcome The students will be able to show an understanding of the appropriate use of scientific methods,
techniques and materials to solve problems in their daily lives.

Assessment Success Theme/ Suggested teaching Suggested Suggested


standard criteria topic and learning activities teaching, teaching, learning
learning and and assessment
assessment resources
methods
We will know Students must
this when the be able to:
students are able
to: 1 write Essential  expressing numbers in  demonstrations  textbooks
 demonstrate experimental mathemati standard form and  group  scientific
an data using cal skills scientific notation discussions calculators
understandin standard form for  discussing guidelines  brainstorming  charts
g of different and scientific chemistry for writing significant  written exercises  pencils
ways of notation figures  question and  graph paper
manipulating  expressing the answer
and numerical results to the  tests
presenting correct number of  practical work
experimental significant figures  experimentations
data 2 present result
with  propagating units and
appropriate presenting the result
units of with appropriate units
measurement of measurements
s

19
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

3 define  discussing accuracy


accuracy and and precision
precision  demonstrating
precision and
accuracy in
measurements

4 present  discussing different


experimental types of graphs eg bar
data in a graphs, pie charts,
graphical form line graphs
 plotting graphs from
given experimental
data
 interpreting graphs
(including
extrapolation and
interpolation)

20
Core element Chemical composition of matter
Outcome The students will be able to appreciate the composition and properties of various natural and
synthetic substances which form their environment.

Assessment Success Theme/ Suggested teaching Suggested Suggested


standard criteria topic and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this Students must
when the students be able to:
are able to: 1 define Compositio  brainstorming the  practical work  pieces of chalk
 demonstrate matter n and definition of matter  written exercises  paper
an classificati  discussing the three  demonstration  water
understanding on of states of matter  question and  charts
of the matter answer  pencils
particulate  investigating the  observations  potassium
2 explain that existence of small
nature of  role plays permanganate
matter is particles using
matter and its  reading  beakers/
made up of - bricks for building a
classification assignments containers
atoms house  quizzes  stirrings
- breaking up some  puzzles  rods
substances until  brainstorming  textbooks
one can no longer  experimentations  paraffin
break them further  group  clamped stands
 discussing the meaning discussions  stoppers
of atom as the smallest  field visits  perfume
particle of matter

21
 coffee
 brainstorming the  cooking aromas
3 give meaning of diffusion (spices)
evidence of  computer
the  investigating the simulations
particulate particulate nature of  sugar and salt
nature of matter using the  beans and maize
matter using concept of diffusion of  molecular models
the concept spread of perfumes and  markers
of diffusion cooking aromas in air;  naphthalene
and coffee grains in  thistle funnel
water as examples  grease
 cooking oil
 defining an element
 burner
 discussing and writing
 distillation
4 differentiate chemical symbols of
apparatus
between an atoms of elements
 filtration
element and  illustrating the
apparatus
a compound formation of different
 centrifuge
molecules of
 bar magnets
substances using
 chromatograms
diagrams or models
 discussing the
differences between an
element and a
compound in terms of
atoms presents
 identifying substances
from the chemical
symbols of their atoms
5 name  naming substances
substances given their chemical
given their formulae
chemical
formulae or

22
symbols
6 determine
the type and  identifying types of
number of atoms present in a
atoms in the molecule
chemical  working out the
formula of a number of each type of
given atoms present in a
substance given chemical formula
 working out the total
number of atoms
7 differentiate present in a given
between a chemical formula
pure  brainstorming the
substance meaning of pure
and a substance and mixture
mixture  identifying a pure
substance and a
mixture given different
substances
 discussing different
types of mixtures
- homogeneous
8 describe - heterogeneous
different  brainstorming the
types of meanings of the terms
solutions solutions, solvents and
solutes
 discussing the meaning
of an aqueous solution

 explaining different
types of solutions
- solid in solid

23
- liquid in liquid
- solid in liquid
- gas in liquid
- gas in gas

9 state the  discussing the


factors that difference between
affect saturated and
solubility unsaturated solutions
 conducting
experiments to
determine factors
which affect solubility
 discussing ways of
making a saturated
10 describe solutions unsaturated
suitable or vice versa
apparatus
and method  brainstorming
for separation techniques
separation of at household level
mixtures  discussing different
ways of separating
mixtures
 conducting
experiments on
distillation (simple and
fractional), filtration,
decantation,
evaporation and
chromatography and
magnetism

24
Core element Inorganic compounds
Outcome The students will be able to appreciate properties of various inorganic substances, their uses in
the manufacturing industry and the dangers they pose on the environment.

Assessment Success Topic/ Suggested teaching Suggested Suggested


standard criteria theme and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students must
when the students be able to:
are able to:
 demonstrate an 1 describe an Atomic  discussing the  written exercises  molecular models
understanding atom structure composition of an  question and  charts
of the structure atom in terms of answer  posters
and protons, neutrons and  demonstrations  textbooks
composition of electrons  group work  activity sheets
atoms  drawing the structure  observations  periodic table
of an atom  written reports  scientific
2 state the  role plays calculators
characterist  discussing the mass  tests  mathematical
ics of the and charge of a  reading instrument
particles proton, neutron and an assignments  round coins bottle
that make electron tops
up an atom  discussing the location
of particles (ie
protons, neutrons and
3 describe the electrons) in an atom
arrangemen
t of  discussing the filling in
electrons in of electrons in shells
shells of an of an atom
atom  discussing the
meaning of electron

25
4 use atomic configuration
and mass
 discussing the
numbers to
meaning of mass
calculate
number (A) and atomic
the number
number (Z)
of protons,
 interpreting and using
neutrons or
nuclide symbols in the
electrons in
form A X
a given
atom Z
 working out the
number of sub-atomic
particles in an atom
given relevant
5 explain,
information
with
relevant
 discussing the
examples,
meaning of isotopes
the meaning
 writing nuclide
of an
symbols of different
isotope
isotopes
 calculating the
average mass of an
element given masses
of its isotopes

26
Core element Inorganic compounds
Outcome The students will be able to appreciate properties of various inorganic substances, their uses in
the manufacturing industry and the dangers they pose to the environment.

Assessment Success Topic/ Suggested teaching Suggested Suggested


standard criteria theme and learning activities teaching, teaching, learning
learning and and assessment
assessment resources
methods
We will know this Students must
when the students be able to:
are able to:
 demonstrate an 1 describe The  brainstorming the  molecular models
understanding the periodic periodic meaning of periodic  charts
of the periodic table table table  posters
table as an  discussing main  textbooks
arrangement of features of the periodic  internet
elements table:  activity sheets
according their - groups  periodic tables
characteristic - periods  scientific
properties  discussing the general calculators
distribution of the  mathematical
elements in the periodic instruments
table  computer
- metals simulations
2 relate the - non-metals  round coins/ bottle
electron tops
configurati  writing electron
on to configurations of 20
periods and elements from the
groups of periodic table
the periodic  discussing the
table relationship between
number of electrons in

27
the outermost shell
(valence electrons) and
group number of the
element
 establishing the
relationship between
periods and number of
3 state the shells
family
name of  discussing special
elements names of some groups
like.
in the
- alkali metals
periodic - alkaline earth
table metals
- halogens
- noble gases

28
Core element Chemical reactions
Outcome The students will be able to demonstrate an understanding of reaction dynamics and chemical
energetics essential for the advancement of the chemical and manufacturing industry.

Assessment Success Theme/ Suggested teaching Suggested Suggested


standard criteria topic and learning teaching, learning teaching,
activities and assessment learning and
methods assessment
resources
We will know this Students must
when the be able to:
students are able
to: 1 explain the Physical  investigating the  practical work  candle wax
 demonstrate difference and changes that take  demonstration  matches
an between chemical place during  experimentation  pieces of wood
understanding physical and changes - the heating and  group discussion  molecular models
of physical chemical cooling of candle  brainstorming  paper
and chemical changes wax  written exercises  posters
changes and - the burning of  question and  activity sheets
the law of wood and paper answer  burners
conservation - the dissolving of  reading  magnesium
of matter sugar in water assignments ribbons
 discussing properties  observations  sodium metal
of physical and  tests  water
2 define chemical changes  charts
chemical  glass ware
reaction  brainstorming the  textbooks
meaning of a chemical  sugar
reaction  computer
simulations
 demonstrating  periodic table
examples of chemical
reactions such as  scientific
burning of magnesium calculators

29
ribbon in air and  internet
reacting sodium metal
with water
3 express a  discussing the
chemical reactants and
reaction in products of a chemical
form of an reaction
equation
 expressing simple
chemical reactions
4 determine using word and
masses of chemical equations
reactants  balancing simple
and chemical equations
products in
a chemical  calculating formula
reaction masses of given
substances in a
balanced chemical
equation
 comparing masses of
reactants to those of
5 work out product(s)
the
percentage  discussing the law of
composition conservation of matter
by mass of
elements in  calculating the
a compound percentage by mass of
a particular element
in a given compound

30
Core element Organic chemistry
Outcome The students will be able to demonstrate creative use of knowledge and skills on the
composition and reactivity of organic compounds for safe and efficient utilization of resources
around them.

Assessment Success Theme/ Suggested teaching Suggested Suggested


standard criteria topic and learning teaching, teaching, learning
activities learning and and assessment
assessment resources
methods
We will know this Students must
when the students be able to:
are able to:
 demonstrate an 1 define Organic  brainstorming the  question and  pictures
understanding organic compound definition of organic answer  charts
of organic compounds s compound  written exercises  activity sheets
compounds as  discussing the  reading  textbooks
sources of fuels historical background assignments  petroleum jelly
to the current  written reports  paraffin
understanding of  brainstorming  coal
organic compounds  tests  crude oil
 discussing natural  field trips  diesel
sources of organic  demonstration  grease
compounds (plants,  group discussion  fractional
animals and fossils) distillation
apparatus
2 describe the  naming different  methylated spirits
use of substances used as
organic fuels in homes
compounds  discussing uses of
as fuels organic compounds as
fuels
- bio fuels (biogas,
ethanol, and

31
biodiesel)
- fossil fuels (coal,
petroleum, and
natural gas)
3 describe the
composition  discussing the
of petroleum composition of
petroleum as a mixture
of organic compounds
(hydrocarbons)
 discussing separation
of petroleum into
useful fractions by
fractional distillation
4 state the
uses of  discussing uses of
fractions of fractions of petroleum
petroleum - petrol
- diesel
- bitumen
- paraffin
- lubricants

32
Form 2
Core element Inorganic compounds
Outcome The students will be able to appreciate properties of various inorganic substances, their uses
in the manufacturing industry and the dangers they pose on the environment.

Assessment Success Theme/ Suggested teaching Suggested Suggested


standard criteria topic and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students must
when the students be able to:
are able to:
 demonstrate an 1 describe the Elements  identifying blocks of  written exercises  charts
understanding patterns in and the elements in the  question and  pictures
of properties properties periodic periodic table (metals, answer  posters
and uses of of elements table metalloids and non-  group discussion  toothpaste
elements in the in the metals)  reading  text books
periodic table periodic  discussing the trends assignments  molecular models
table in the periodic table in  observations  activity sheets
terms of:  demonstration  students’
- radii of atoms  experimentation experiences
- ionisation energy  tests  water
- electron affinity  brainstorming  sodium
- eletronegativity
 discussing, using
specific examples, the
patterns in physical
and chemical
properties of elements
in group I, II, VII and
VIII

33
2 state uses of
group I, II,
VII and VIII  discussing the uses of
elements in elements of group I, II,
the periodic VII and VIII
table  listing products that
uses the elements

34
Core element Chemical composition of matter
Outcome The students will be able to appreciate the composition and properties of various natural and
synthetic substances which form their environment.

Assessment Success Theme/ Suggested teaching Suggested Suggested


standard criteria topic and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this Students must
when the students be able to:
are able to:
 demonstrate an 1 define a Chemical  defining a chemical  role play  textbooks
understanding chemical bonding bond as combination of  group discussion  internet
of how atoms bond atoms to attain stability  brainstorming  activity sheets
chemically  illustrating bonding  written exercises  computers
combine to using molecular models  demonstration  molecular models
form new  question and  bottle tops of
substances  stating the three types answer different colours
2 name the of bonds as ionic,  practical work  charts
three types covalent and metallic  observation  posters
of chemical  experimentation  mathematical
bonds instruments
 explaining the  common salt
3 describe formation of ions by (NaCl)
ionic losing/gaining electrons  magnesium oxide
bonding to obtain an inert (MgO),
character  calcium chloride
 discussing the (CaCl2)
formation of ionic
bonds between metals
and non metals using
NaCl, MgCl2, and CaO
as examples

35
 writing formulae for
ionic compounds from
given symbols and ionic
charges
4 describe
covalent  discussing the
bonding formation of covalent
bonds between non-
metallic elements using
H2, Cl2, O2, N2, H2O and
CO2 as examples
 writing formulae for
simple covalent
compounds using
5 draw cross valencies
and dot
structures  writing cross and dot
showing diagrams to illustrate
ionic and bonding for:
covalent - ionic compounds eg
bonding NaCl, CaO, and
MgCl2
- diatomic molecules
eg H2, and Cl2
- compound
6 describe molecules eg H2O,
metallic NH3 and CH4
bonding
 explaining bonding in
metals resulting from
electrostatic attraction
between positive ions
and delocalised
electrons

36
Core element Chemical reactions
Outcome The students will be able to demonstrate an understanding of aspects of reaction dynamics and
chemical energetics essential for the advancement of the chemical and manufacturing industry.

Assessment Success Theme/ Suggested teaching Suggested Suggested


standard criteria topic and learning activities teaching, teaching, learning
learning and and assessment
assessment resources
methods
We will know this Students must
when the students be able to:
are able to:
 demonstrate an 1 describe the Acids and  investigating the  experimentations  citrus fruits
understanding properties bases properties of acids and  demonstrations  tamarind
of the basic of acids and bases  group (bwemba)
concepts of bases - tasting given discussions  malambe
acids and bases samples of food  brainstorming  conductivity
and how they stuffs  written exercises apparatuses
are applied in - corrosion  question and  litmus paper
real life - conductivity answer  litmus solution
situations - changing colour of  practical work  universal indicator
indicators  tests and pH charts
2 prepare acid - reaction with metals  reading  Sodium
–base assignments bicarbonate (soda)
indicators  preparing different  observations  water
from local acid-base indicators  mortars
materials from selected leaves  pestles
and flowers  strainers/sieves
- tomatoes leaves  phenolphthalein
- hibiscus flowers indicator
- acacia leaves  textbooks

37
 discussing how a  sulphuric acid
universal indicator  hydrochloric acid
3 determine chart is used to  magnesium ribbon
the strength determine the pH value  chidulo
of an acid of an acid or a base  sodium chloride
and a base  aluminium foil
using  distinguishing acids  sodium hydroxide
universal and bases using  lime
indicator universal indicator and  tomato leaves
and pH noting their strength  hibiscus flowers
scale  comparing strength of
acids of the same  acacia leaves
concentration by
4 describe the reacting with
uses of Magnesium ribbon
acids and
bases  discussing the uses of
- acids
5 describe - bases
neutralizatio
n reaction  brainstorming
neutralization reaction
 conducting experiments
to show neutralization
6 explain the reaction
applications
of  discussing applications
neutralizatio of neutralization
n reaction reaction eg
- drinking of milk by
people with ulcers
- taking of anti-acid
- such as milk of

38
magnesia and
sodium bicarbonate
(soda)
- addition of lime to
acidic soils
- insect bite
neutralisation
 use of tooth paste for
mouth cleaning

Core element Organic chemistry


Outcome The students will be able to demonstrate creative use of knowledge and skills on the
composition and reactivity of organic compounds for safe and efficient utilization of resources
around them.

39
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning activities teaching, teaching, learning
learning and and assessment
assessment resources
methods
We will know this Students must
when the students be able to:
are able to:
 demonstrate an 1 classify Hydrocarbo  discussing families of  question and  pictures
understanding organic ns organic compounds answer  charts
of the sources, compounds (hydrocarbons and  written exercises  posters
properties and oxycarbons)  reading  activity sheets
uses of  discussing the two assignments  textbooks
hydrocarbons homologous series of  written reports  candles
hydrocarbons (alkanes  brainstorming  paraffin
and alkenes)  demonstrations  gas burners
 experimentation  petroleum jelly
2 name and  naming alkanes and  tests  bromine solution
draw the alkenes containing up  field trips  distilled water
formulae of to ten carbon atoms  group  glassware
alkanes and  drawing structural and discussions  internet
alkenes up skeletal formulae of  observations  molecular models
to ten alkanes and alkenes  role plays  cyclohexene
carbon  cooking oil
atoms  discussing the  computer
difference between simulations
saturated and  conductivity
unsaturated apparatus
hydrocarbons
3 write the
molecular  writing the molecular
and and condensed
condensed formulae of alkanes

40
formulae of and alkenes
alkanes and  deducing the general
alkenes formulae of alkanes
given the and alkenes
number of  discussing how to use
carbon the general formulae to
atoms come up with a
molecular formula of
any alkane or alkene
given the number of
carbons

4 explain  discussing sources of


sources of alkanes and alkenes
alkanes and - fossil fuels
alkenes (fractional
distillation of
petroleum)
- cracking of long-
chain alkanes
- natural gas
5 describe
physical  investigating the
properties physical properties of
of alkanes alkanes and alkenes
and alkenes - solubility in water
- melting points and
boiling points
- density
- viscosity
- electrical
6 describe conductivity
combustion
of alkanes  discussing types of
and alkenes combustion

41
 writing balanced
equations for the
combustion
 investigating the
combustion of alkanes
7 describe and alkenes of different
substitution chain sizes
reactions of
alkanes  discussing the meaning
of substitution reaction

 discussing the reaction


of methane with
8 describe the bromine and chlorine in
addition the presence of heat
reactions of and ultra-violet light
alkenes
 discussing the
following addition
reactions of alkenes:
- bromination
- catalytic
hydrogenation
- hydration
9 state the
uses of
alkanes and
alkenes
 discussing the uses of
alkanes and alkenes
- alkenes (fruit
ripening, flower
maturation, seed
germination,
production of

42
alkanols, polymer
synthesis)
- alkanes (fuels for
automobiles,
lubricants,
surfacing roads,
heating , lighting,
storage of reactive
metals)

43
Core element Environmental chemistry
Outcome The students will be able to demonstrate an understanding of the applications of chemistry in
solving real life problems and the potential harmful effects of chemicals and chemical processes
on the environment and human health.

Assessment Success Theme/ Suggested teaching Suggested Suggested


standard criteria topic and learning teaching, teaching, learning
activities learning and and assessment
assessment resources
methods
We will know this Students must
when students are be able to:
able to:
 demonstrate an 1 describe the Air  discussing the major  written exercises  computer
understanding composition components of dry air  written reports simulations
of the of gases and their percentage  observations  resource persons
important present in composition  demonstrations  videos
gases in air and dry air  explaining how the  field trips  charts
the effects of components of dry air  group discussion  textbooks
air pollution on can be separated by  reading  activity sheets
human health fractional distillation assignments  pictures
and the  experiments  posters
environment 2 state the  discussing the uses of  brainstorming  internet
uses of the nitrogen, carbon  question and  MBS
gases dioxide and the noble answer brochures/booklet
present in gases  tests s
dry air  World Health
Organisation
 (WHO) booklets
3 describe the  discussing the physical  WHO website
importance properties of oxygen  MBS website
of oxygen

 discussing the chemical

44
properties of oxygen
 reaction with metals
and non metals
 test for oxygen
 discussing uses of
oxygen
4 describe
common  naming some common
atmospheric pollutants (eg CO, CH4,
pollutants NO2, SO2, O3, NO, and
and their unburned hydrocarbon)
sources  discussing sources of
common indoor and
outdoor air pollutants

5 explain the  discussing the reactions


effects of of the common
pollutants atmospheric pollutants
on human  describing effects of
health and pollutants on health and
the the environment
environment

Core element Environmental chemistry


Outcome The students will be able to demonstrate an understanding of the applications of chemistry in
solving real life problems and the potential harmful effects of chemicals and chemical
processes on the environment and human health.

45
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this Students must
when the students be able to:
are able to: 1 describe the Soil  discussing the  question and  activity sheet
 demonstrate components composition of soil (air, answer  textbooks
an of soil water, organic and  written exercises  charts
understanding inorganic matter)  tests  chemicals and
of composition, 2 describe the  group reagents
properties and chemical  discussing chemical discussions  glassware
pollution of soil properties of properties of soil (ion  demonstrations  plastic containers
soil exchange capacity, soil  experimentations  scientific
pH, salinity, organic  observations calculators
matter) and their  written reports  samples of soil
importance  role plays  balances
3 describe  discussing the  reading  pH meters
sources of importance of assignment  computer
soil controlling acidity of simulations
pollutants soil  conductivity
and their  defining soil pollution apparatuses
effects  discussing sources of  protective wear
soil pollutants and their
4 explain ways effects
of
preventing
soil pollution  discussing ways of
preventing soil pollution

46
References
Atkninson, A and Saleh, Z (1988). Complete certificate chemistry. Longhorn
Publishers (K) Ltd, Kenya.
Cambridge IGCSE Chemistry syllabus for examination in June and November
2013. University of Cambridge.
Cambridge O-Level Chemistry syllabus for examination in June and
November 2013. University of Cambridge.
Earl, Band Wilford, L. D. R (2001). GCSE Chemistry, 2nd Edition. Hodder
Education: London.
Gallagher, R. M (2000). Complete chemistry. Oxford: Oxford University
Press.
Grime, R, Saunders, N and Stirrup, N, (2011). AQA GCSE Chemistry.
Pearson Education Limited, Edinburgh, UK.
High Secondary School Chemistry Examination Syllabus (2009). Chemistry
classes XI-XII. Aga Khan University Examination Board, Pakistan.
London Examinations GCE O-Level Chemistry, May/June 2005 and January
2006. London Qualifications Limited.
Ministry of Education. Ordinary level chemistry curriculum. Republic of
Rwanda
Ministry of Education, Science and Sports (2008). Teaching syllabus for
chemistry, Senior high school Form 2-4. Republic of Ghana.
Ministry of Education, Science and Technology (2001). Malawi senior
secondary teaching syllabus, Physical science form 3-4. Malawi
Institute of Education (MIE), Domasi, Zomba.
Ministry of Education, Science and Technology (2012). Secondary school
curriculum and assessment frame work (draft).
Ministry of Education, Sports and Culture (1998). Malawi junior secondary
teaching syllabus. physical science Form 1 – 2. Malawi Institute of
Education (MIE). Domasi, Zomba.
Ministry of Education: Department of Curriculum Development and
Evaluation. Botswana general certificate secondary education
teaching syllabus. Chemistry. Republic of Botswana. Available online.
Napwora, J N, Waweru, M, and Ogari,D. N (2007). K.C.S.E Golden tips
chemistry. Macmillan Kenya (Publishers) Ltd.
Wallis, K (2007). Chanco physical science for Malawi, MSCE Book 1 3rd
Edition. Chancellor College Publication.

47

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