UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION AND …danmcintyre.net/tumaini_science/CHEMISTRY-Academic.pdf · Portfolio 2 05% 4. Terminal examinations 3 10% 5. Final examination

UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

CHEMISTRY ACADEMIC SYLLABUS FOR DIPLOMA IN

SECONDARY EDUCATION

2009

i

All rights reserved. No part of this syllabus may be reproduced, reported, stored in any

retrieval system or transmitted in any form or by any means, electronic, mechanical,

photocopying, recording or otherwise without the prior permission of the copyright owner.

© Ministry of Education and Vocational Training, 2009

Designed and prepared by: Tanzania Institute of Education

P.O. Box 35094

Dar-es-Salaam

Tanzania

Tel: +255 222 773006, 2774420

Fax: +255 222 774420

E-mail: [email protected]

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DECLARATION

Secondary Education Diploma is a two years course which has been designed to prepare

professional teachers who will teach at ordinary level secondary schools. A student teacher

will be recognized as a teacher when he/she successfully completes a secondary education

diploma course for two years within which he/she successfully performed and pass teaching

practice.

This document is hereby declared as the Chemistry Syllabus for Diploma in Secondary

Education Course 2009.

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TABLE OF CONTENTS

Pages

Introduction ………………………………………………………………………… iv

Subject description……………………………………………………………………. iv

Subject Rationale…………………………………………………………………… v

Goals for the subject ………………………………………………………………… v

Competences to be developed………………………………………………………. v

Subject Objectives ………………………………………………………….………. vi

Organization of the syllabus and subject description……………………………….. vi

Assessment of the subject ……………………………….…………………………. vi

Topics

1.0 General Chemistry……………………………………………………………… 1

2.0 Chemical Kinetics energetic and equilibrium.………………………………… 4

3.0 Volumetric Analysis……………………………….………………………… 7

4.0 Electrochemistry…………………….………….…..………………………. 10

5.0 Transition Metal Elements.…………………………………………………. 12

6.0 Organic Chemistry……………….…………………………………………. 15

7.0 Environmental Chemistry…………………………………………………… 19

Reading List ………………………………………………………………………… 23

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Introduction

This Chemistry diploma course in secondary education syllabus is a revised version of that of

2007. It has been developed to give capacity to diploma teacher education colleges to

prepare confident and competent teachers equipped with academic competences to handle the

ordinary level Chemistry syllabus.

The revised syllabus places more emphasis on developing skills and competences to student

teachers; participatory teaching and learning processes as well as assessment procedures.

The syllabus is equipped with content pertinent to the current requirements in science,

technology and globalization process. Cross-cutting issues have been added.

The syllabus has suggested teaching and learning strategies, resources and assessment

procedures. Tutors are advised to be innovative and creative in using the strategies, resources

and assessment procedures by modifying or inventing new ones where necessary depending

on their local conditions.

The syllabus is arranged in a linear format so as to give the tutor enough freedom to be

creative and innovative in planning and executing classroom instructions.

Subject description

This syllabus covers the academic part of Chemistry course in diploma teacher training. It

emphasises the building of competences in the student –teacher rather than concentrating on

purely theoretical work.

Seven topics have been selected for this course which include; General Chemistry, Chemical

Kinetics Energetic and Equilibrium, Volumetric Analysis, Electrochemistry, Transition Metal

Chemistry, Organic Chemistry and Environmental Chemistry.

Student centred principles of teaching and learning have been emphasised, hopping that the

student-teachers will emulate them. The learners are supposed to be responsible for their

own learning.

The teaching and learning strategies and T/L resources suggested in this syllabus are not

necessarily binding. The tutor may come up with his/her own strategies of instruction.

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A number of assessment procedures have been suggested. However, the tutor may decide to

use other appropriate procedures for assessing the desired academic achievement and the

expected competences.

Subject rationale

This Chemistry syllabus for Diploma in Secondary Education has been revised in order to

address the current challenges in the Tanzania society. These challenges include the

introduction of:

a) A competence-based secondary education curriculum which emphases learner-

centred teaching and learning

b) New teaching-learning innovations which include constructivism and cooperative

learning

c) Cross-cutting issues in chemistry teaching and learning

d) New science and technology innovations in the teaching-learning of chemistry

e) New approaches in assessing students’ academic achievements.

Goals of the subject

This Diploma course for Chemistry teachers intends to achieve the following goals:

To have Chemistry teachers who:

a) Have the required academic knowledge, skills and attitudes needed for teaching

Chemistry at Ordinary level Secondary Education

b) Can incorporate cross-cutting issues in the teaching of Chemistry

c) Can inculcate entrepreneurial skills in chemistry learners

d) Can apply managerial and organizational skills in the teaching of chemistry

e) Have the skills to teach Chemistry to learners with special learning needs.

Competences

By the end of this course the student- teacher should have the ability to:

a) Solve daily life problems using Chemistry knowledge, principles and skills

b) Design and carry-out basic Chemistry experiments to verity theories and/or other

scientific phenomena

c) Use media and technology in the facilitation of teaching and learning of Chemistry

d) Communicate effectively in the language and symbols of Chemistry

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e) Assessing and evaluating student’s achievement tin Chemistry

f) Address cross-cutting issues using Chemistry knowledge.

Subject Objectives

By the end of the course the student- teacher should be able to:

a) Apply creative ideas and critical thinking skills in solving problems related to

Chemistry in life situations.

b) Apply scientific processes and procedures to acquire knowledge and skills in

Chemistry.

c) Assess and suggest solutions to the contemporary cross-cutting issues affecting the

society using the Chemistry knowledge and procedures.

d) Use the language of instruction properly as well as the symbolic language inherent

in the Chemistry subject.

Organization of the Syllabus

a) The syllabus starts with the preliminary materials which include: Cover page,

Copyright page, Table of contents, Introduction, Course description, Course

rationale, Competences to be developed, Course objectives, Organization of the

syllabus and Assessment of the course.

b) The academic content in this syllabus appears in seven major topics which are

General Chemistry, Chemical Kinetics and Equilibrium, Volumetric Analysis,

Electrochemistry, Transitional Metals Chemistry, Organic Chemistry and

Environmental Chemistry. Each major topic has been divided into several sub-

topics. Each sub-topic is presented under the following sub-headings: Estimated

time for covering the sub-topic, Specific objectives, Teaching/learning strategies,

Teaching/learning resources, Assessment procedures.

A reference list is included at the end of the content section.

Assessment of the Subject

Some assessment procedures have been suggested along with specific objectives. The tutor is

advised to adopt these procedures and weighting of marks. Continuous assessment will

contribute 50% and the final examination will contribute 50% to the final score.

The assessment scheme for student’s achievement in this Chemistry Course is shown below:

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Sr/No Assessment type Frequency Weight

1. Test 4 05%

2. Projects/practicals/microteaching 3 05%

3. Portfolio 2 05%

4. Terminal examinations 3 10%

5. Final examination 1 25%

Total 50%

1

1.0 GENERAL CHEMISTRY

1.1 Atomic Theory

Estimated Time: 2 hour

Specific Objectives

By the end of this sub-topic the student- teacher should be able to:

a) Explain the meaning of particulate nature of matter.

b) Explain the Atomic Theories.

c) Compare and contrast modern atomic theory and Dalton atomic theory.

Teaching and Learning Strategies

a) Group discussions and presentation

b) Think-pair-share on the modern atomic theory in comparison with the

Dalton’s theory.

Teaching and Learning Resources

a) A model of a carbon atom.

b) The periodic table.

c) Flip charts.

Assessment Procedures

a) Quizzes and tests.

b) Presentation from group discussions.

.

1.2 Atomic Structure and Bonding


Specific Objectives


a) Describe the atomic models (Rutherford and Bohr)

b) Draw the electronic configuration up to 20 elements.

c) Explain the quantum theory.

d) Draw and explain the hydrogen specturum and energy levels.

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Group discussions and presentation


a) Bottle tops to make models

b) Wall chart to show atomic models of Rutherford and Bohr.

c) Picture of mass of spectrometer.



b) Presentation from group discussions.

c) Project on the atomic structures of the selected heavy metals.

1.3 Hybridization of Atomic Orbitals

Estimated Time: 5hr

Specific Objectives


a) Explain the meaning of hybridization of atomic orbitals

b) Describe the formation of sp, sp2, and sp3 hybrid orbitals

c) Draw the shapes of the sp, sp2, and sp

3 hybrid orbitals

d) Explain the formation of molecular orbitals from hybrid atomic orbitals.


a) Think pair share

b) Discussion and presentation

Learning Resources

Wall chart with a drawing of the structures of sp, sp2 and sp

3 hybrid orbitals.



b) Portfolio.

c) Project on the mechanism of hybrid orbital formation.

.

3

1.4 Periodicity

Estimated Time: 4 hr

Specific Objectives


a) State the Periodic Law.

b) Describe properties of elements down group one and seven.

c) Explain the diagonal relationship in the periodic table.


a) Question and answer.

b) Group discussion on periodicity.

c) KWL to show prior knowledge of periodic properties.

d) Interactive lecture on the significance of periodicity.


a) The long form of the periodic table,

b) Flip chart to show the short form of the periodic table.


a) Quizzes and tests

b) Written reports from group discussions.

4

2.0 CHEMICAL KINETICS ENERGETICS AND EQUILIBRIUM

2.1 Factors Affecting the Rate of Chemical Reaction


Specific Objectives


a) Mention the effect of the temperature and concentration on the rate of

b) the chemical reaction

c) Describe the concept of activation energy

d) Determine experimentally the effect of particle size, concentration and

temperature on the rate of chemical reaction.


a) Question and answer

b) Experimentation to determine the effect of the named factors on the rate of

chemical reaction.

c) Group discussion followed by presentation


Sample chemicals, source of heat, stop watch, beakers, test tubes


Written reports from experimental work

2.2 Reversible and Equilibrium Reactions


Specific Objectives


a) Describe the reversible reactions.

b) State the law of mass action.

c) Explain the effect of changing the concentration of reactants and products on

the equilibrium

d) Solve equations related to the equilibrium. Kc,Kp and Ksp

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b) Problem solving

c) Assignments followed by group presentation.


Library materials, On-line materials.



b) Take home assignments

c) Project on the effect of pressure, and quantity of reactants on the rate of

chemical reaction.

2.3 Energetics

Estimated Time: 5hr

Specific Objectives


a) Explain exothermic and endothermic reactions in terms of heats of reactions

b) Explain the Hess’s Law

c) Use the Born-Harber cycle to find out different heats of reactions.



b) Group discussion

c) Problem solving


Wall charts, Library materials.


The tutor is free to use any of these assessment procedures or others of his/her choice.


b) Written reports from group discussion

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c) Project on finding out different heats of reactions

2.4 Order and Molecularity of a Chemical Reaction


Specific Objectives


a) Describe the mechanism of a chemical reaction

b) Explain the meaning of the order of a chemical reaction

c) Derive the expressions for the 1st and 2

nd order chemical reactions in

d) Relation to molecularity.



b) Discussion

c) Experimentation to determine the 1st, 2

nd order reactions


a) Relevant chemicals for 1st and 2nd order chemical reactions,

b) Relevant apparatus.

c) Stop clock.

d) Graph paper.



b) Written reports from group discussions

c) Observation schedule of the student teacher performing experiments

d) Written experiment reports and student teacher portfolio on experiment

reports.

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3.0 VOLUMETRIC ANALYSIS

3.1 Application of the mole Concept


Specific Objectives


a) Measure molar quantities of different substances

b) Carry out stoichiometric calculations based on the mole concept

c) Prepare molar solutions of various substances.


a) Group discussions and plenary presentations

b) Preparation of molar solutions and doing calculations based on the mole concept

c) Solve stoichiometric calculations

.

Teaching and Learning Resources:

Manila sheets, flip charts, relevant chemicals, balances, chemistry practical manual.


a) Written reports on the meaning of the mole concept.

b) Quizzes and Tests

3.2 Standard Solutions


Specific Objectives


a) Give the meaning and examples of standard solutions

b) Prepare standard solutions of common laboratory reagents.

c) Differentiate primary standard solutions from secondary standard solutions.


a) Brainstorming

b) Demonstrations on the preparations of standard solutions.

8


Watch glasses, beakers, spatula, titration flask, pipettes, burettes, wash bottles,

chemical balance, steering rod, desiccators, filter funnel, relevant chemicals and

chemistry practical manual.

Assessment Procedure

a) Tests

b) Project work on preparing bench solutions

3.3 Titrations

Estimated Time: 8hr

Specific Objectives


a) A normal acid-base titration experiments and solve related calculations

b) Acid-base titrations using the double indicator method

c) Redox titrations and solve related calculations.


a) Demonstration on the preparation of standard Na2CO3, and HCL solution

b) Group demonstrations on acid-base titration experiments

c) Experimentation on redox titrations by reducing KMnO4 ; K2Cr2O4 using the

proper reducing agents.

d) Iodimetry


Titration flasks, beakers, filter funnel, white tiles, retort stands, burette, pipettes

relevant chemicals, indicators.


a) Direct observations of group demonstrations on redox and acid-base titrations

using observation schedule.

b) Written tests on calculations involving acid- base and redox titrations.

9

4.0 ELECTROCHEMISTRY

4.1 Ionic Theory

Estimated Time: 7 hours

Specific Objectives


a) Describe the ionization of weak and strong electrolytes.

b) Perform calculations involving the ionization of weak and strong

electrolytes.

c) Demonstrate ionic migrations in dilute solutions of strong electrolytes.


a) Question / answer method

b) Group discussions to differentiate a strong electrolyte from a concentrated

solution.

c) Experiments on the electric conductivity of weak and strong electrolytes.


Wall charts and pictures, flip charts, marker pens, concentrated ammonia, acetic acid,

mineral acids, common salt, solid bases




b) Written reports from group discussions on the ionic theory

c) Exercises and homework on how different substances ionize when they are

dissolved in water.

4.2 Electrolysis


Specific Objectives


a) Demonstrate the Faraday’s first and second laws of electrolysis and solve

related calculations

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b) Demonstrate the application of electrolysis in real life

c) Use the Nernst’s equation to obtain the e.m.f. of a concentration cell.


a) Brainstorming

b) Group discussions and presentations

c) Experiments to prepare electrolytic cells of different electrolytes.


3V bulb, 12VDC sources, carbon electrodes, wires, rheostat, ammeter, balance,

beaker, hydrochloric acid, copper (II) chromate, urea zinc chloride solution copper

(II) sulphate solution.


a) Reports on the migrations of ions during electrolysis, the preferential

discharge of ions at electrodes and electrical conduction of the electrolyte

solution

b) Observation of student teachers conducting experiments on redox reactions

c) Portifolio work on the electrolysis of different electrolytes, where the

products are specified.

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5.0 TRANSITION METAL CHEMISTRY

5.1 Properties of Transition Metals


Specific Objectives

By the end of this sub-topic the student-teacher should be able to:

a) Explain the formation of coloured compounds by transition elements

b) Describe the magnetic properties of transition elements

c) Explain the tendency of transition elements to form complex compounds.


a) Question and answer.

b) Think-pair-share

c) Group discussions on the effects of ligands on the colour of complex

compounds.

d) Experimentation on the displacement of ligands in complex compounds.


a) The periodic table showing the transition elements,

b) Samples of transition metals.



a) Quizzes and tests on the meaning of transition chemistry.

b) Exercises and home assignments on the properties of transition metals.

c) Written reports from group discussion.

d) Summary made by students from the web search.

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5.2 Complex compounds


Specific Objectives


a) Give the meaning of complex compounds

b) Analyze the process of formation of complexes

c) Describe the effects of ligands on complexes

d) Demonstrate displacement reactions in complex compounds.


a) Question and answer to introduce the concept of complex formation.

b) Small group discussions on how complex compounds are formed.

c) Experimentation to demonstrate colour changes in complex compounds.


Wall charts and pictures, flip charts, marker pens; relevant chemicals, Simulation




b) Written reports from group discussion;

c) Exercises and homework

5.3 Inorganic Nomenclature


Specific Objectives


a) Outline the IUPAC system of naming of inorganic compounds.

b) Name transition compounds and other inorganic compounds using IUPAC

rules.

c) Identify exceptions to IUPAC nomenclature rules, e.g. the names of H2O and

NH3

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a) Question / answer to introduce the concept of nomenclature.

b) Small group discussions on the IUPA system of nomenclature.

c) KWL (Know, Want to know, Learnt) to find out prior knowledge on the

nomenclature of inorganic compounds.


a) Manual for IUPAC rules for inorganic nomenclature.

b) Test-books for inorganic chemistry.


a) Quizzes and Tests

b) Written reports from group discussions

c) Exercises and homework.

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6.0 ORGANIC CHEMISTRY

6.1 Aliphatic Hydrocarbons

6.1.1 Saturated Hydrocarbons

Estimated Time:4 hour

Specific Objectives


a) Use models to show structural differences among different homologues of the

parafins

b) Describe physical and chemical properties of the parafins

c) Describe laboratory preparations of methane

d) Write and name the isomers of alkanes up to six carbon atoms.


a) Preparing methane in the laboratory

b) Discussion on the homologous series of parafines

c) Gallery walk to view the physical and chemicals properties of alkanes posted on

charts.

d) Experimental work on the preparation and properties of methane.


a) Structural models and drawings of some saturated organic compounds, video

cassettes.

b) Textbooks of orgnic chemistry.


a) Presentation from group discussions

b) Exercises and homework

c) Reports from the experiments on properties of saturated hydrocarbon

d) Direct observation to assess experimental work.

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6.1.2 Unsaturated Hydrocarbon


Specific Objectives


a) Use models to show structural differences among different homologues of the

olefines and acetylenes

b) Describe physical and chemical properties of the olefines and acetylenes

c) Describe laboratory preparations of methane

d) Write and name the isomers of alkenes and alkynes up to six carbon atoms.


a) Demonstration of structural models,

b) Gig saw followed by plenary discussion

c) Laboratory experiments


a) Structural models and drawings of some unsaturated organic compounds,

b) Textbooks of organic chemistry.


a) Presentation from group discussions

b) Assignments

c) Reports from the experiments on properties of unsaturated hydrocarbon.

6.2 Aromatic Hydrocarbons

a) Benzene and Its Derivatives


Specific Objectives


a) Mention the sources of benzene

b) Describe the resonance stability of benzene and its derivatives

c) Compare the physical and chemical properties of benzene and its derivatives.

16


a) Group discussion

b) Library search

c) Question and answer

d) Problem solving on the electrophilic substitution reactions of benzene.


a) Charts showing resources structures of benzene and its derivatives.

b) Model of the benzene ring.


a) Library search report on the history of the structure, sources and properties

of benzene and its derivatives.

b) Group discussion reports on addition and substitution reactions of benzene.

6.3 Organic Reaction Mechanisms


Specific Objectives


a) Solve problems related to substitution reactions

b) Solve problems related to elimination reactions.

c) Differentiate substitution from elimination reaction mechanisms.


a) Question and answer on the types of orgnic reaction mechanisms.

b) Project on the chemical properties of aromatic hydrocarbon

c) Group discussions on the resonance stability of organic anions and cations.


Flip charts, marker pens, library, internet


a) Quizzes and Tests

b) Written reports from group discussion


17

7.0 ENVIRONMENTAL CHEMISTRY

7.1 Soil Formation


Specific Objectives


a) Explain the effects of acid rain on limestone rock and soils

b) Describe the effects of climatic conditions on soil formation.

c) Differentiate soil structure from soil texture.


a) Brainstorming on the meaning of soil formation on local contexts.

b) KWL on the prior knowledge about environmental chemistry.

c) Interactive lecture on the global effects of acid rain.


a) The soil kit

b) Samples of different soils

c) Limestone rocks

d) Dilute acids.



a) Reports from group discussion

b) Quizzes and Tests


7.2 Soil Reaction


Specific Objectives


a) Explain the chemical causes of soil pH

b) Demonstrate experimentally how to control soil pH

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c) Use a Soil Kit to test for soil pH.



b) Field trip to areas of difference soil types

c) Experimentation

d) Project work on testing chemical properties of soils from different areas.


Flip charts, marker pens, complete Soil Kit, relevant chemicals and apparatus



b) Reports from group discussion

c) Exercises and homework

7.3 Fertilizers


Specific Objectives


a) Explain the advantages and disadvantages of industrial fertilizers.

b) Compare the advantages and disadvantages of natural fertilizers (manures)

versus industrial fertilizers.

c) Explain the effects of industrial fertilizers on the soil.


a) Question / answer

b) Field trip to areas of difference soil types to find out how they have been

affected by the se of fertilizers.

c) Experimentation on the effects of using fertilizers on plant growth.

d) Project on effects of industrial fertilizers on the soil at the local environment

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a) Sample of animal manures.

b) Samples of industrial fertilizers.



a) Exercises and homework on types of fertilizers.

b) Quizzes and Tests on the properties of particular fertilizers.

c) Reports from group discussion/ field trips

d) Portfolio on the experiments on the long term use of particular fertilizers and

its effects.

7.4 Pollution


Specific Objectives


a) Explain the causes of aquatic; terrestrial and aerial pollution

b) Describe the effects of aquatic; terrestrial and aerial pollution

c) Suggest the effective control of aquatic; terrestrial and aerial pollution.


a) Question and answer on the meaning and significance of pollution.

b) Field trip to areas experiencing chemical pollution to assess the effect of its

detrimental effects.

c) Imaginary visit to a highly polluted area.

d) Project on identifying areas affected by chemical discharges and how to

rectify the situation.

e) Jig saw

f) KWL


a) Soil Kit

b) Pictures showing aquatic, terrestrial an aerial pollution.

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b) Exercises and homework

c) reports from group discussion

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READING LIST

Afolayan S.A., and Sinclair M. (1985). O’Level Chemistry for East Africa, MacMillan,

Malaysia.

Ddungu M.L.M, Mihigo J.B.A., Mkayula, L.L., Mkwizu A.B.S. and Schiess, M. (1998).

Physical Chemistry, Tanzania Publishing House, Tanzania.

Earl B. & Wilford L.D.R. (1995). GCSE Chemistry, John Murry, London.

Holderness and Lambert (1987). A New Certificate Chemistry, Heinemann Educational

Publisher, Oxford.

Mathews, P. (2003). Advanced Chemistry, University Press, Cambridge.

Ramsden E.N. (2000). A-Level Chemistry, Nelson Thornes Ltd., London

On-line materials from different Websites using different Search engines

Documents

UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION AND …danmcintyre.net/tumaini_science/CHEMISTRY-Academic.pdf · Portfolio 2 05% 4. Terminal examinations 3 10% 5. Final examination