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The document outlines a chemistry syllabus focused on mole calculations and chemical equations, detailing learning outcomes, suggested activities, and assessment strategies. It emphasizes the understanding of the mole concept, atomic masses, isotopic data, and the construction of balanced chemical equations. The curriculum is structured over 51 periods, divided into sub-topics that encourage collaborative learning and problem-solving.
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0% found this document useful (0 votes)
4 views6 pages

SUB

The document outlines a chemistry syllabus focused on mole calculations and chemical equations, detailing learning outcomes, suggested activities, and assessment strategies. It emphasizes the understanding of the mole concept, atomic masses, isotopic data, and the construction of balanced chemical equations. The curriculum is structured over 51 periods, divided into sub-topics that encourage collaborative learning and problem-solving.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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SUB-TOPIC 1.

2: Amount of Substance, Mole Calculations Duration: 12 Periods


Learning Outcomes
The learner should be able to:

Suggested Learning
Activities

Sample Assessment
Strategies

a) analyse the concept of the


mole as a fundamental unit
of measurement for
chemical substances and
perform complex mole
calculations in chemical
reactions. (u, s)

a) In groups, learners use prior


knowledge to discuss
Avogadro’s number and
the mole concept using
visuals to illustrate these
ideas.
b) In pairs, learners will
complete worksheets with
tasks involving the
calculation of moles in
chemical reactions.

a) Check learners’ confidence


and collaboration in the
group discussion.
b) Engage learners in a
discussion to assess their
reasoning about strategies
used in calculations.
c) Assess the accuracy of
calculations.

b) formulate strategies for


calculating moles in
compounds and reactions.
(u, s)

a) In pairs, learners use a


problem-based approach
to solve multi-step mole
calculation exercises in
different contexts
(emphasise correct units).

a) Check learners’
participation activities
involving solving problems
on the mole concept.
b) Probe learners to assess
their reasoning regarding
the methodology in
solving problems on mole
concepts.
c) Evaluate learners’ accuracy
and the coherence of
written responses.

1
12
2.0 DETAILED SYLLABUS
SENIOR FIVE TERM 1
TOPIC 1: Moles and Equations Duration: 51 Periods
Competency: The learner analyses stoichiometric relationships, evaluates experimental
methods, and synthesises solutions to complex chemical problems.
SUB-TOPIC 1.1: Masses of Atoms and Molecules, Accurate Relative Atomic
Masses Duration: 09 Periods
Learning Outcomes
The learner should be able to:

Suggested Learning
Activities

Sample Assessment Strategy

a) evaluate the relationship


between atomic masses
and isotopic abundances in
calculating accurate
relative atomic masses. (u,
s)

a) In groups, learners
discuss atomic masses,
isotopes, and relative
atomic masses. Use real
examples from the
Periodic Table.

a) Observe the learners' group


discussion session to assess
their levels of interaction,
confidence, and respect for
one another’s opinions.
b) Ask learners to find their level
of understanding of the
relationship between the
atomic masses and isotopic
masses of an element.
c) Review learners' written
responses to assess their
coherence in explaining how
to obtain relative atomic mass
from isotopic masses.

b) synthesise methods to
determine accurate relative
atomic mass using given
isotopic data. (u, s)

a) As a whole class,
learners watch a video
on the working of a
mass spectrometer or
individually, search for
information about the
working of the
spectrometer and its
application in daily life,
discuss their findings in
groups, and make
presentations.
b) In groups, learners carry
out activities to
interpret isotopic data
such as isotope masses
and relative abundance
and use it to calculate
relative atomic masses.

a) Observe learners’ level of


attention and participation in
group discussions and
presentations.
b) Engage the learners in
discussions to assess their
comprehension of the working
of the mass spectrometer and
interpretation of data.
c) Evaluate learners' written
calculations for accuracy when
determining relative atomic
masses from isotopic masses.

12
2.0 DETAILED SYLLABUS
SENIOR FIVE TERM 1
TOPIC 1: Moles and Equations Duration: 51 Periods
Competency: The learner analyses stoichiometric relationships, evaluates experimental
methods, and synthesises solutions to complex chemical problems.
SUB-TOPIC 1.1: Masses of Atoms and Molecules, Accurate Relative Atomic
Masses Duration: 09 Periods
Learning Outcomes
The learner should be able to:

Suggested Learning
Activities

Sample Assessment Strategy

a) evaluate the relationship


between atomic masses
and isotopic abundances in
calculating accurate
relative atomic masses. (u,
s)

a) In groups, learners
discuss atomic masses,
isotopes, and relative
atomic masses. Use real
examples from the
Periodic Table.

a) Observe the learners' group


discussion session to assess
their levels of interaction,
confidence, and respect for
one another’s opinions.
b) Ask learners to find their level
of understanding of the
relationship between the
atomic masses and isotopic
masses of an element.
c) Review learners' written
responses to assess their
coherence in explaining how
to obtain relative atomic mass
from isotopic masses.

b) synthesise methods to
determine accurate relative
atomic mass using given
isotopic data. (u, s)

a) As a whole class,
learners watch a video
on the working of a
mass spectrometer or
individually, search for
information about the
working of the
spectrometer and its
application in daily life,
discuss their findings in
groups, and make
presentations.
b) In groups, learners carry
out activities to
interpret isotopic data
such as isotope masses
and relative abundance
and use it to calculate
relative atomic masses.

a) Observe learners’ level of


attention and participation in
group discussions and
presentations.
b) Engage the learners in
discussions to assess their
comprehension of the working
of the mass spectrometer and
interpretation of data.
c) Evaluate learners' written
calculations for accuracy when
determining relative atomic
masses from isotopic masses.

14

CHEMISTRY SYLLABUS

14

SUB-TOPIC 1.3: Chemical Formulae and Chemical Equations Duration: 09 Periods


Learning Outcomes
The learner should be able to:

Suggested Learning
Activities

Sample Assessment
Strategies

a) construct balanced
chemical equations for
given reactions, including
synthesis, decomposition,
and combustion reactions.
(u, s)

a) In pairs, learners use prior


knowledge to practice and
demonstrate balancing
equations with correct
formulae and state
symbols.

a) Monitor learners’ level of


involvement in completing
tasks on writing balanced
equations.
b) Question learners to
evaluate their reasoning in
writing balanced
equations.
c) Review the accuracy of the
balanced equations and
the correctness of
formulae.

b) critically examine the


relationships between
empirical and molecular
formulae in representing
compounds. (u, s)
a) In groups, learners perform
experiments to determine
the empirical formula of
magnesium oxide.
b) In groups, learners use
worksheets to determine
empirical and molecular
formulae through a series
of problem sets and
contextual applications.

a) Evaluate learners’ ability to


organise, plan and
manipulate apparatus
during laboratory
activities.
b) Probe learners’ reasoning
to assess the level of
understanding of the
relationship between
empirical and molecular
formulae.
c) Assess learners’ solutions
to problems on formulae
for accuracy.

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