BOTSWANA SENIOR SECONDARY ASSESSMENT SYLLABUS

FOR CHEMISTRY
BECOMES EFFECTIVE FOR EXAMINATION IN 2009

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 TABLE OF CONTENTS

Section Page

FOREWORD ........................................................................................................................ iii

ACKNOWLEDGEMENTS ................................................................................................... IV
1. INTRODUCTION ........................................................................................................... 1
2 AIMS ............................................................................................................................. 1
3. ASSESSMENT OBJECTIVES ...................................................................................... 2
4. SCHEME OF ASSESSMENT ........................................................................................ 3
5. CONTENT ..................................................................................................................... 5
6. ASSESSMENT OF PRACTICAL SKILLS ................................................................... 22
7. GRADE DESCRIPTORS ............................................................................................. 26
8. APPENDICES ............................................................................................................. 28
A. MATHEMATICAL SKILLS .............................................................................................. 28
B. PHYSICAL QUANTITIES, SYMBOLS AND UNITS .............................................................. 29
C. GLOSSARY OF TERMS ................................................................................................ 29
D. PRESENTATION OF DATA............................................................................................ 31
E. NOTES FOR USE IN QUALITATIVE ANALYSIS ................................................................. 32
F. THE PERIODIC TABLE................................................................................................. 33

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FOREWORD

The Botswana Examinations Council is achievement. It also calls for the

pleased to authorise the publication of
this revised assessment Syllabus for the
senior secondary programme. It marks a
watershed in the development of the
public education system in Botswana
and signals another milestone of
progress in fulfilment of the goals set by
the Revised National Policy on
Education, Government Paper No. 2 of
1994.
The purpose of this revised syllabus is
to further guide schools, teachers and
other educational institutions on what
will be assessed in the subject area and
how the assessment will be carried out
for certification of students completing
the course. The syllabus, therefore,
should be used as a source of
information on the examination.
Critical to the success of the secondary
education programme, is the recognition
of individual talents, needs and learning
styles of students. Hence, the role of
teachers in the classrooms has to adapt
to the changed environment. They must
be able managers, facilitators, and
proficient in planning and directing a
variety of learning activities. They
should be conscious of the need for the
students to be accountable and
responsible for their own learning to
some extent. They must also take into
account the widening different levels of
achievement which they aspire to. This
implies active participation by both
students and teachers, the creation of
rich and diverse learning environments
and the use of relevant assessment
procedures to monitor the development
of each learner.
demonstration of what each candidate
knows, understands and can do.
It is important then that we value the
student’s own experiences, build upon
what they know and reward them for
positive achievement. At the same time,
we must be prepared to offer them
guidance and counselling at all levels;
assist them to make the best decisions
in keeping with their own interests,
career prospects and ability. In that way
we shall prevail in nurturing at the roots
of our system, the national ideals of
democracy, development, self-reliance,
unity and social harmony.
This syllabus document is the outcome
of a great deal of professional
consultation and collaboration. On
behalf of the Botswana Examinations
Council, I wish to record my appreciation
for the input received from Cambridge
International Examinations and thank
sincerely all those who contributed to
and were involved in the production of
this syllabus.
Dr. S Moahi
Executive Secretary
Botswana Examinations Council

In pursuit of the above principles, the

examination emphasises the
assessment of students across a broad
ability range and different levels of

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ACKNOWLEDGEMENTS

Botswana Examinations Council would like to acknowledge the following Task Force
members for their contribution in the preparation of the Chemistry Syllabus:

Mr B. Ncaagae (Chairperson) Maikano Community Junior Secondary School

Mr H. Hlomani Examinations, Research and Testing Division
Ms. C. Makobo Regional Inservice Co-ordinator (Serowe)
Mr M. Mtonga Madiba Senior Secondary School
Mr M. Kgosibodiba Gaborone Senior Secondary School
Mr I. Baaitse Naledi Senior Secondary School
Prof. A.A. Taiwo University of Botswana (Dept. of Maths and Education)
Ms. R. Gabaitsekgosi University of Botswana (Dept. of Chemistry)
Mr M. Motswiri University of Botswana (Dept. of Maths and Education)
Mr E. Oommen Legae Academy
Mr Daan van Alten Molepolole College of Education
Mr G. Mokgabisi Dept. of Secondary Education
Mr Z. Makhumalo St. Joseph’s College
Mr M. Motlhabi Ledumang Senior Secondary School
Mrs S. Makgothi Curriculum Development Division

Botswana Examinations Council acknowledges contributions submitted by the different

Departments of the Ministry of Education. The Council would also like to acknowledge the
technical support by University of Cambridge Local Examination Syndicate (UCLES)
towards the production of this syllabus.

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1. INTRODUCTION

As part of the Botswana Senior Secondary Education Programme, this Chemistry

Assessment Syllabus is designed to assess candidates who have completed a two-year
course based on the Senior Secondary School Chemistry Teaching Syllabus.

This syllabus aims to assess positive achievement at all levels and candidates will be
assessed in ways that encourage them to show what they know, understand and can do.

Candidates will be assessed on either the core syllabus or the extended syllabus. Both the
core syllabus and the extended syllabus are examined by two written papers and course
work. The papers are described in the Scheme of Assessment.

This syllabus leads to the separate, pure Science award: Chemistry.

Candidates who have been entered for assessment on this syllabus may not be entered for
Senior Secondary School Science: Single Award, Science: Double Award or Human and
Social Biology.

This syllabus should be read in conjunction with:

(a) the BSSSC Chemistry Teaching Syllabus;

(b) the specimen question papers and marking schemes.

Syllabus-specific requirements and any further information are given in the Appendices.

2 AIMS

Candidates following this syllabus should acquire and develop:

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(a) an appreciation and an enjoyment of chemistry and chemistry-related work in
improving the quality of life;
(b) skills to assist them in solving technical and technological problems as they relate to
day-to-day life situations;
(c) abilities and skills that are relevant to the study, safe practice and application of
chemistry;
(d) an understanding of the applications of chemistry and of the technological , economic
ethical and social implications of these;
(e) an understanding of the significance of information and communication technology in
day-to-day life situations and the world of work;
(f) desirable habits and behavioural patterns in interacting with the environment in a
manner that is protecting, preserving, developmental and nurturing;
(g) knowledge, attitudes and practices that will promote the awareness of practices that
prepare them for a productive life;
(h) positive attitudes, such as open-mindedness, inventiveness, concern for accuracy
and precision, objectivity, integrity and initiative towards chemistry skills;
(i) confidence as citizens, with desirable attitudes and behavioural patterns necessary in
interacting with a technologically changing world that that is protective to the
environment;
(j) an understanding of the key concepts and principles of chemistry as experienced in
everyday life;
(k) an awareness that the applications of science may be both beneficial and detrimental
to the individual, the community and the environment.

As far as possible, the Aims will be reflected in the Assessment Objectives; however some
Aims cannot readily be assessed.

3. ASSESSMENT OBJECTIVES

The three assessment objectives in Chemistry are:

A Knowledge with understanding
B Handling information and solving problems

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C Experimental skills and investigations.
A description of each assessment objective follows.
A KNOWLEDGE WITH UNDERSTANDING

Candidate should be able to demonstrate knowledge and understanding of:

1 the concepts, laws, theories and principles of Chemistry;
2 the vocabulary, terminology, conventions of Chemistry, including symbols, quantities
and units;
3 applications of Chemistry and of their technological, economic, environmental and social
implications;
4 the significance of information and communication technology in the day-to-day life and
in the world of work.
Questions assessing these objectives will often begin with words such as define, state,
describe, outline, etc.

B HANDLING INFORMATION AND SOLVING PROBLEMS

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

C EXPERIMENTAL SKILLS AND INVESTIGATIONS.

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

4. SCHEME OF ASSESSMENT

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Candidates may be assessed on the core syllabus or the extended syllabus. All candidates
must enter for three Papers.
Core Syllabus:
Candidates will sit two written papers (Papers 1 and 2) and one practical skills assessment
(Papers 4, 5 or 6). Candidates will be graded on a scale C – G. Candidates failing to
achieve grade G will be unclassified (U) and no grade will appear on the certificate.
Extended Syllabus:
Candidates will sit two written papers (Papers 1 and 3) and one practical skills assessment
(Papers 4, 5 or 6 ). Candidates will be graded on a scale A* – G. Candidates failing to
achieve grade G will be unclassified (U) and no grade will appear on the certificate.

All candidates in Government Schools must take Paper 6 (School-based Assessment of

Practical Skills) except in those schools which have been granted exemption by the
Botswana Examinations Council. Private candidates and candidates in Private Schools
must take Paper 5 (Alternative Paper to Practical)

CORE SYLLABUS EXTENDED SYLLABUS

Grades C to G available Grades A* to G available

Paper 1 (1 hour)
A compulsory paper taken by all candidates.
A multiple-choice paper consisting of 40 items each with 4 options.
The questions will be based on the Core curriculum, will be of a difficulty appropriate to
grades C to G, and will test skills mainly in Assessment Objectives A and B.
The paper will be weighted at 30% of the total final available marks.

Either:
Paper 2 (1 hour 15 minutes)
This paper is taken only by candidates
who are entered for the Core option.
The paper consists of short-answer and
structured questions based on the Core
curriculum. The difficulty of the questions
will be appropriate to Grades C to G, and
will test skills mainly in Assessment
Objectives A and B.
The total mark for the paper will be 70, and
the paper will be weighted at 50% of the
total final available marks.
Or:
Paper 3 (1 hour 15 minutes)
This paper is taken only by candidates who
are entered for the Extended option.
The paper consists of short-answer and
structured questions designed to discriminate
between grades A* to D. The questions will
test skills mainly in Assessment Objectives A
and B.
About 20% of the marks available will be
based on the Core curriculum and the
remainder on the Extended curriculum.
The total mark for the paper will be 70, and
the paper will be weighted at 50% of the total
final available marks.

Practical Assessment A compulsory component taken by all candidates.

The purpose of this component is to test appropriate skills in Assessment Objective C.
Candidates will not be required to use knowledge outside the Core curriculum.
Candidates must be entered for one of the following components:
Paper 4 Practical Test (1 hour) with questions covering experimental and observational
skills. The total mark of the paper is 30.
Paper 5 Alternative paper to Practical (1 Hour). This is a written paper designed to test

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 familiarity with laboratory procedures. The total mark for the paper will be 40.
Paper 6 Coursework (School-based assessment of Practical Skills). The total mark for
the paper will be 48. This component is compulsory for all candidates in full-time
attendance at Government Schools.
The practical assessment will be weighted at 20% of the total final available marks.

Availability of Practical Components

(a) Paper 4 will be available only in Government Schools which have been granted
exemption on Paper 6 by the Botswana Examinations Council. After year 2010,
Paper 4 will no longer be available.

(b) Paper 5 is available only to Private Candidates and to candidates in Private Schools.
The component is not available to candidates who are in full-time attendance at
Government Schools.

(c) Once a Government School has adopted Paper 6 (Coursework), this component will
be compulsory for all candidates in full-time attendance at the school. For Schools
where there are candidates with Special needs, please liaise with the Botswana
Examinations Council on how they can be assessed.

Weighting of Papers

Weighting (%)
Core Extended
Paper 1 Multiple 30% 30% Assessment
Choice Objectives are shown
Paper 2 50% below
Paper 3 50%
Papers 5 and 6 20% 20%

SPECIFICATION GRID

Assessment Objective Weighting

A Knowledge with understanding 50% (not more than 25%

recall)
B Handling Information and Problem Solving 30%

C Experimental Skills and Investigations 20%

5. CONTENT

The syllabus content is arranged in four columns:

(a) Topics
(b) General Learning Objectives
(c) Specific Learning Objectives: Core
(d) Specific Learning Objectives: Extended

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 (a) Topics, in the first column, are those strands of the subject which candidates should
have studied

(b) Each topic is then defined in the second column in terms of General Learning
Objectives – knowledge, understanding and skills on which candidates may be
assessed.

(c) The Specific Learning Objectives: Core in the third column lists the content for
candidates following the core syllabus.

(d) The Specific Learning Objectives: Extended in the fourth column lists the
additional content for candidates following in the extended syllabus.

Thus, once a topic has been identified in the first column, the second, third and fourth
columns show, in increasing detail, what aspects of that likely tom be assessed.

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Experimental/Investigation Skills
Topic General Objectives
Learners should
(Through out the apply basic skills for
course learners scientific investigation:
should be given
opportunities to
perform these Using and organising
skills) apparatus and materials:
Collecting data
Handling experimental
observations and data
apply basic process skills to
problem solving
CORE EXTENDED
Specific Objectives Specific Objectives
Learners should Learners should
- follow a sequence of instructions
- identify apparatus and materials useful for
scientific activities
- practise accepted safety procedures
- apply appropriate techniques in manipulating
laboratory equipment and materials
- make observations using the senses
- collect qualitative and quantitative data
- measure and make estimations
- accurately record an observation
- record data on a table or chart
- predict outcome of an event based upon
previous observations
- identify relationships among phenomena
- draw and interpret graphs or tables
- interpolate or extrapolate conclusions when
given appropriate data
- identify conditions which cause or influence
change
- distinguish among independent, dependent
or controlled variables
- draw conclusions
- comment, recognise anomalies and make
modifications
- describe orally and in writing a sequence of
events occurring in an experiment or
investigation
- identify a problem
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 - plan for an investigation
- carry out an investigation
- evaluate investigations
acquire some knowledge
and skills about the - practise the techniques of paper
techniques for separating chromatography
mixtures and purifying - interpret simple chromatograms
substances - practise methods of purification by the use of
a suitable solvent, filtration, crystallisation,
distillation (include fractional distillation)
- identify substances and assess their purity
from melting point and boiling point
information
- solve a problem by correctly applying
separation and purification techniques

CORE EXTENDED

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Topic General Objectives
Learners should
1 Particulate understand the nature of
nature of matter matter in terms of particles
Specific Objectives
Learners should
- explain states of matter in terms of particle
arrangement and movement
- explain changes of state of matter in
terms of the Kinetic Particle Theory
- describe diffusion of particles in fluids
Specific Objectives
Learners should
- describe the dependence of rate of diffusion
on molecular mass(treated quantitatively)
- demonstrate diffusion in gases

2 Atomic acquire an understanding - describe the structure of an atom in terms of

structure of the structure and
characteristics of atoms
3 Periodic Table be aware of the periodic
table as a method of
classifying elements
neutrons, protons and electrons
- state the relative charges and approximate
relative masses of protons, neutrons and
electrons
- define atomic number (proton number)
- define Mass number (nucleon number)
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- use and interpret symbols such as 6C
- describe the build up of electrons in “shells”
- draw the structure of atoms of elements with
proton number 1 to 20 in the periodic table
showing the electron arrangement and the
nucleus
- explain the significance of valency electrons
and the noble gas configuration
- define isotopes (give examples of hydrogen,
carbon and chlorine isotopes)
- extract information from the periodic table - include trend of atomic radius across a period
- translate from element name to symbol and
vice versa
- describe periodic trends like the change from
metallic to non metallic character, across a
period (use period III to illustrate this)
- state the relationship between period number
and number of main shells
- state the relationship between Group number

3
 and number of valency electrons
use trends in the periodic - describe lithium, sodium and potassium as a - predict trends in Groups other than I, VII and
table to acquire knowledge collection of relatively soft metals showing a VIII or 0 given information about elements
and understanding of trend in melting point, density and in reaction concerned
properties of elements with water
- predict the properties of other elements in
Group I, given data, where appropriate
- describe chlorine, bromine and iodine as a
collection of di-atomic non metals showing a
trend in colour, reactivity (as well as
displacement reactions) and physical state at
room temperature and pressure
- predict the properties of other elements in
Group VII, given data, where appropriate
- describe the transition elements as a
collection of metals having high densities, high
melting points, variable valencies, forming
coloured compounds and which, as elements
and compounds, often used as catalysts
- describe elements in Group VIII or 0 as being
unreactive
- describe the uses of the Noble Gases in
providing an inert atmosphere e.g. argon in
lamps, helium for filling balloons, etc.

CORE EXTENDED
Topic General Objectives Specific Objectives Specific Objectives
Learners should Learners should Learners should

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4 Chemical acquire knowledge and
Bonding understanding of the
structure of matter in terms
of bonding between
particles
Topic General Objectives
Learners should
5. Energy understand chemical
changes reactions and explore their
- state the significance of valency electrons - describe the formation of covalent bonds
- describe the formation of ions by electron loss between non-metallic elements leading to the
or gain noble gas configuration, e.g. N2, C2H4, CO2,
- define an ionic bond as an electrostatic force CH3OH etc
of attraction between oppositely charged ions - describe the lattice structure of Sodium
- describe the formation of ionic bonds between Chloride
metallic and non-metallic elements, e.g. in - distinguish between intra/inter molecular
NaCl, CaCl2, forces
- describe properties and find out uses of ionic
compounds
- describe the formation of covalent bonds
between non-metallic elements leading to the
noble gas configuration, e.g. H2, Cl2, HCl, H2O,
CH4, C2H4, etc.
- define a single covalent bond as a shared pair
of electrons
- deduce the electron arrangement in other
covalent molecules
- construct ‘dot’ and ‘cross’ diagrams of other
covalent molecules
- represent an electron pair by a dash in
structural formulae
- describe properties of covalent compounds
- describe metallic bonding as a lattice of
positive ions in a ‘sea of electrons’
- explain electrical conductivity and malleability
of metals
CORE EXTENDED
Specific Objectives Specific Objectives
Learners should Learners should
- state that substances contain a certain amount
of energy stored in bonds
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 nature using the
investigative approach
be familiar with the energy
changes that take place
during chemical reactions
6. Rate of reaction investigate the qualitative
effect of several variables
on the rate of chemical
reaction.
- describe the meaning of exothermic and
endothermic reactions
- carry out experiments which show exothermic
and endothermic reactions (including chemical
equations)
- describe examples of endothermic reactions
e.g. photosynthesis and the use of silver salts
in photography
- describe examples of exothermic reactions
e.g. respiration, combustion of fuels, reaction
of reactive metals with water
- make simple calculations involving energy
changes (including energy diagrams)
- describe bond breaking as endothermic ∆H
(+ve)
- describe bond formation as exothermic ∆H (-
ve)
- describe activation energy as the energy
required by some particles to break bonds for
reactions to occur
- demonstrate the production of electrical
energy from simple cells
- devise a suitable method of investigating the - conduct an experiment to illustrate catalysis
effect of a given variable on the rate of a
chemical reaction
- represent and interpret data obtained from
experiments concerned with rates of reaction
- describe and explain the effect of
concentration, temperature, surface area, use
of catalyst and pressure on the rate of
chemical reactions
- explain the effects of the above factors in
terms of collisions between the reacting
particles
- explain how explosive combustion with fine
powders (e.g. in flour mills) and combustible
gases (e.g. in mines) occur
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 - list some everyday instances of speeding up
or slowing down reactions and identify the
changing variable in each of the reactions
- compare enzymes with other catalysts
- state uses of enzymes in baking, brewing,
dairy industry
- describe practical applications of the effect of
temperature on rates of enzyme-catalysed
reactions in food preservation e.g. freezing,
refrigeration, cooking

7. Reversible understand that some - describe the concept of equilibrium

reactions reactions can be reversed - state the idea that some reversible reactions
by changing reaction reach a state of dynamic equilibrium
conditions - represent a reversible reaction using symbols
- predict the effect of changing pressure,
temperature and concentration on a reversible
reaction at equilibrium
8. Redox understand concept of - define oxidation in terms of electron loss and - identify a redox reaction; reducing agent and
Reactions oxidation and reduction increase in oxidation number an oxidising agent in a redox reaction equation
- define reduction in terms of electron gain and
decrease in oxidation number
- define an oxidising agent as a substance that
gains electrons from another substance
- define a reducing agent as substance that
losses electrons to another substance
- use the test for oxidising and reducing agents
using aqueous potassium iodide, acidified
potassium chromate (VI) and acidified
potassium manganate (VII) to test for
oxidising and reducing agents
- identify and describe commonly occurring
redox reactions equations
9. Electrolysis understand the process of - describe electrolysis as a process of - describe the factors influencing preferential
electrolysis of compounds decomposition of a substance using electrical discharge of ions at the electrodes

7
 in the molten state or in
aqueous solution
energy
- identify electrodes (anode and cathode) and
electrolyte from an electrolytic cell
- explain electrolysis in terms of migration and
discharge of ions
- carry out electrolysis of the following:
concentrated hydrochloric acid, concentrated
aqueous sodium chloride, dilute sulphuric acid
between inert electrodes; aqueous copper (II)
sulphate using carbon electrodes and copper
electrodes; molten lead (II) bromide
- state importance of electroplating
- describe the electrolytic refining of copper and
gold.
- carry out simple electroplating of metals using
copper
- state and use Faraday constant
- calculate the quantity of charge passed during
electrolysis
- calculate the mass/volume of substance
liberated during electrolysis

10. Acids, bases acquire information about
and salts acids, bases and salts and
investigate their properties
+
- define an acid as an hydrogen ion, H , donor - explain the difference between strength and
- define a base as an hydrogen ion, H+, concentration
acceptor - conduct tests for the following ions: I--,(by
- describe the meaning of weak and strong reaction under acidic conditions with lead (II)
--
acids and alkalis nitrate), NO3 ,(by reaction with aluminium),
2+
- investigate the properties of strong and weak Ca and Al3+ by using aqueous sodium
acids hydroxide and aqueous ammonium hydroxide
(include equations)
- investigate properties of strong and weak
alkalis
- describe the effect of acids and alkalis on
indicators such as methyl orange, universal
indicator, litmus
- describe pH as a measure of the degree of
acidity or alkalinity of a solution
- describe how the pH of a solution is measured
using universal indicator
- investigate (including equations) the
characteristic properties of acids in reactions
with metals and bases (including alkalis and
carbonates)
- test for and identify hydrogen using a lighted
splint and carbon dioxide using lime water
- investigate the characteristic properties of

8
 bases in reactions with acids and ammonium
salts (including reaction equations)
- give applications of acid/base reactions in
daily life e.g. treatment of indigestion,
treatment of acidic soils, brushing teeth with
toothpaste
- classify oxides as acidic, basic, neutral or
amphoteric
- prepare soluble from acid/base, acid/metal
reactions
- prepare insoluble salts by precipitation
- purify salts by filtration and crystallisation
- suggest a method of preparing a given salt
from suitable starting materials, given
appropriate information
2+
- conduct tests for the following cations: Cu ,
2+ 3+ 2+ +
Fe , Fe , Zn , and NH4 using aqueous
sodium hydroxide and aqueous ammonium
hydroxide (include equations)
2-
- conduct tests for the following anions: SO4
,(by reaction under acidic conditions with
barium ions) Cl-, (by reaction under acidic
2- -
conditions with silver ions) CO3 , (by reaction
with dilute acid and then with lime water)

CORE EXTENDED
Topic General Objectives Specific Objectives Specific Objectives
Learners should Learners should Learners should
11. Chemical understand the - represent elements, ions and the formulae of
formulae and stoichiometry of chemical compounds with symbols
equations formulae and equations - determine formulae of compounds from the
charges of ions or from models and diagrams
- interpret symbolic equations

9
 - construct balanced chemical equations with
state symbols including ionic equations.
12. The Mole understand the mole - define one mole of a substance as the amount
concept of that substance containing 6.02 x 1023
particles (Avogadro’s number, NA)
- define the relative atomic mass, Ar, and the
relative molecular mass, Mr
- calculate the relative molecular mass of a
compound with known formula.
- convert moles into other units (and vice versa)
like grams (mostly for solids), cm3 (mostly for
3
liquids) and dm for gases (knowing that the
molar gas volume at room temperature and
pressure = 24 dm3

13. Chemical perform simple chemical
calculations calculations
14. Quantitative perform simple quantitative
analysis analysis
15. Properties of acquire practical skills and
metals knowledge of general
physical and chemical
properties of metals.
- deduce empirical and molecular formulae, - collect and measure the volume of a gaseous
given the relevant information product of a chemical reaction
- calculate percentages like composition, purity
and yield
- calculate stoichiometric reacting masses and
volumes of matter
- carry out experiments to determine the
formula of a binary compound e.g. MgO, CuO
- measure volumes of liquids using a volumetric - make standard solutions of different
flask, pipette and burette concentrations using pipettes and/or
- make solutions of different concentrations by graduated flasks
dilution from a given standard solution
3
- calculate concentrations (mol/ dm ) in
aqueous solutions.
- calculate the amount of solute present in a
solution of given concentration
- carry out simple acid-base titrations and
titration calculations (including volumetric
analysis to solve simple problems)
- describe the general physical and chemical - investigate the action of heat on the nitrates
properties of metals of the listed metals (including chemical
- describe the reactivity series as related to the equations)
tendency of a metal to form its positive ion - explain why metals are often used in the form
- describe the reactivity series of metals in of alloys by reference to duralumin, solder and
relation to displacement reactions (including alnico

10
 chemical equations) - state percentages of constituent elements of
- place the common metals (potassium, sodium, the alloys
calcium, magnesium, aluminium, carbon, zinc,
iron, lead, hydrogen, copper, silver, gold) in
order of reactivity
- use the series to show the pattern in the
reactions of these metals with water or steam,
dilute hydrochloric acid (include chemical
equations)
- explain the position of carbon and hydrogen in
the reactivity series
- explain the existence in nature of some metals
as “free elements” e.g. gold
- investigate the action of heat on the oxides,
hydroxides and carbonates of the listed metals
(including chemical equations)
- account for the apparent unreactivity of
aluminium as it forms a film of oxide
- describe alloys as a mixture of metals or of
metals and non-metals
- explain why metals are often used in the form
of alloys by reference to steel, brass and
bronze
- name the constituent elements of the alloys
listed above
16. Extraction of acquire understanding and - name the important ores of the metals
metals knowledge of the chemical aluminium, zinc, iron and copper
processes involved in the - identify the methods of extraction of the metals
extraction of aluminium, listed above depending on their position in the
zinc, iron and copper. reactivity series
- describe the chemical reactions involved in the
extraction of iron and aluminium
- outline the general principles of steel making

17. Uses of be aware of the uses of - list the uses of aluminium e.g. in the
common metals and alloys manufacture of aircraft because of its strength

11
metals and alloys in terms of their properties
and availability.
18. Non-metals acquire an understanding
Chlorine of the preparation,
properties and uses of
chlorine
understand the uses of
some important compounds
of chlorine and its
manufacture
19. Sulphur acquire knowledge of
sources and uses of
sulphur and properties of its
important compounds
and low density, in food containers because of
its resistance to corrosion
- list the uses of zinc (galvanizing iron, in cells)
- list the uses of copper (electrical wires and
cooking utensils)
- list the uses of mild steel (car bodies and
machinery) and stainless steel (chemical plant
and cutlery)
- describe the preparation of chlorine from - describe the bleaching action of chlorine
concentrated hydrochloric acid using an
oxidising agent
- state the test for chlorine as bleaching a litmus
paper
- state the uses of chlorine (sterilising water,
manufacturing plastics, making domestic
bleaches etc.
- describe properties of chlorine
- name some sources of sodium chloride e.g.
sea water, salt pans (give examples of some
places in Botswana)
- describe the importance of sodium chloride as
a source for chlorine, sodium hydroxide and
common salt
- describe extraction of sodium chloride from
soda ash (focus on local process at Botswana
Ash in Sowa Town)
- list the sources of sulphur
- describe the preparation of sulphur dioxide
- state the important uses of sulphur dioxide
(bleach in the manufacture of wood pulp, food
preservative by killing bacteria)
- describe the manufacture of sulphuric acid
12

20. Carbon and acquire knowledge of the
carbonates different forms of carbon
acquire knowledge of uses
of important carbonates
21. Nitrogen acquire knowledge of
sources and uses of
nitrogen
22. Water acquire knowledge about
the physical and chemical
properties of water
appreciate the effect of
dissolving property of water
in producing hard water
and pollution
from sulphur by Contact process (conditions
and reactions)
- describe the properties of dilute sulphuric acid
- state the important uses of sulphuric acid (in
the manufacture of detergent and fertilisers,
car batteries and as a dehydrating agent)
- state and identify diamond and graphite as - describe the similarity in structure of diamond
allotropes of carbon and silica [silicon (IV) oxide] and of their
- relate the structures of diamond and graphite properties related to their structures.
to their uses
- describe the processes involved in the
extraction and refining of diamond in
Botswana
- list the uses of sodium carbonate and calcium
carbonate
- name the sources of nitrogen and hydrogen in - describe the essential conditions for making
making ammonia ammonia by the Haber process
- state the uses of ammonia
- describe physical properties of pure water - explain the following terms deliquescence,
- carry out a chemical test for water efflorescence and hygroscopic
- explain the following terms hydration,
hydrolysis, drying, dehydration
- investigate the existence of water of
crystallisation
- describe the process that results in hard water - measure the hardness of water
(name salts causing hard water) - describe pollution of water in terms of
- distinguish temporary hardness of water and biological oxygen demand (BOD
permanent hardness of water
- describe physical and chemical process of
softening hard water
13

23. Air appreciate the delicate
balance of air in volume
and quality
be aware that people's
action on the environment
can result in air pollution
and appreciate the need to
control it
- describe how a detergent works
- describe pollution of water in terms of
dissolved substances, accumulation of toxic
substances and effect of detergents
- investigate effects of pollutants in water
- explain the consequence of water pollution
- state the proportions of different components - describe the separation of oxygen and
of clean air by percentage volume nitrogen from air by fractional distillation
- explain the effect of increased carbon dioxide
concentration in the atmosphere
- name the uses of oxygen in health and in
industry
- state the importance of the ozone layer
- name the common pollutants in the air as - state uses of catalytic converters and
carbon monoxide, sulphur dioxide, oxides of unleaded petrol in reducing pollution from car
nitrogen and lead compounds exhausts
- state the source of each of the common
pollutants
- explain why it is dangerous to run a petrol
engine in a closed garage or use a coal fire in
a closed room
- explain the presence of oxides of nitrogen in
car exhausts
- explain the problems caused by burning coal
- describe the adverse effects (include
chemical reactions) of common pollutants on
buildings, health, vegetation, ozone layer, etc.
- describe methods controlling pollution such
as acid rain, toxic waste, etc.
14
24. Recycling appreciate the role of
recycling in conservation of
natural resources and
reducing the problem of
pollution
25. Sources of be aware of the chemical
energy processes taking place
when fuels are burned
appreciate the finite nature
of fossil fuels and the need
to find alternative sources
of energy
26. Homologous understand the importance
Series of carbon and organic
compounds
- describe some of the problems caused by the
chemistry industry
- explain the importance of recycling
- identify methods of recycling of various
substances (e.g. paper, metals, glass, water)
- list advantages of using recyclable materials
- state that fuel releases energy when it is
burnt
- state that fuel burning is an exothermic
reactions
- state that energy released was stored in the
bonds of the fuel molecules
- state that carbon monoxide is produced when
carbon-containing fuels burn in a limited
supply of oxygen
- describe how charcoal can be made from
wood
- use data and information to compare two
fuels
- describe energy conservation methods used - relate the structure of silicon to its ability to
in the home trap solar energy
- discuss the advantages and disadvantages of
various energy sources
- describe one use of plants in producing a fuel
- describe the use of plant and animal waste in
producing fuel
- explain the ability of carbon atoms to form - identify structural isomerism in molecules
chains, branched chains and rings containing up to five carbon atoms and relate
- describe the general characteristics of an it to their physical properties
homologous series
- name and draw the structures of unbranched
alkanes, alkenes, alkanols and organic acids
containing up to five carbon atoms
- identify alkanes, alkenes, alkanols and
15

27. Alkanes be aware of the sources of
alkanes and their impact in
our every day life
28. Alkenes know uses of alkenes and
how they are manufactured
29. Alkanols acquire basic knowledge
about alkanols including
formation, properties and
organic acids given their structural formulae
- describe burning and substitution reaction
with chlorine of alkanes (exemplified by
methane) and name the products (including
reaction equations)
- name fossil fuels, natural gas and petroleum
as the main sources of alkanes
- describe fractional distillation of petroleum
- name the main alkane constituents in the
fractions
- name the uses of the fractions as: petrol
fraction as fuel in cars; paraffin/kerosene
fraction as fuel in stoves, lamps, diesel
fraction for fuel in engines, kerosene as fuel
in aircraft , lubricating fraction for lubricants
and making waxes and polishes and
bitumen/asphalt for making roads
- describe the manufacture of alkenes by
cracking
- describe properties of alkenes in terms of
burning, polymerisation, addition reactions
with bromine, hydrogen and steam (including
reaction equations)
- distinguish unsaturated hydrocarbons e.g.
alkenes from saturated hydrocarbons e.g.
alkanes by molecular structures and by using
aqueous bromine
- describe the formation of poly(ethene) as an
example of addition polymerisation of
monomer units
- list some uses of poly(ethene) e.g. plastic
bags
- describe the fermentation of simple sugars to
produce ethanol (and carbon dioxide) and its
importance in brewing and baking (including
16
 uses
30. Alkanoic acids acquire basic knowledge
about organic acids
including properties and
uses
31. be aware of
Macromolecules macromolecules as large
molecules built from small
units
32. Synthetic be aware of the formation
condensation of synthetic polymers and
polymers their impact in everyday life
symbol equations)
- describe formation of ethanol by catalytic
addition of steam to ethene
- relate physical properties of alkanols to
number of C atoms e.g. boiling point
- describe the properties of ethanol in terms of
burning and oxidation
- list some uses of alcohols as solvents, as
fuels and as constituents of alcoholic
beverages
- explain properties of ethanoic acid as a - describe the formation of alkanoic acids
typical weak acid [exemplified by the formation of ethanoic acid
- name some commonly occurring alkanoic by the oxidation of ethanol by atmospheric
acids, their sources and uses e.g. tartaric oxygen and by acidified potassium chromate
acid, ethanoic acid, ascorbic acid, citric acid (VI)/potassium manganate (VII)]
- describe the reaction of ethanoic acid with
ethanol to give an ester, ethyl ethanoate
(include reaction equation)
- explain that different macromolecules have
different units and/or different linkages
- describe formation of macromolecules from
small units (monomers)
- list some typical uses of condensation - describe uses of different macromolecules as
polymers and link their properties to uses related to their general structure and
- describe the pollution problems caused by properties e.g. PVC, (Polystyrene,
non-biodegradable polymers e.g. plastics, Polypropene)
nylon - interpret polymerisation reactions in terms of
- list some typical uses of man-made fibres simple graphical formulae
- investigate advantages and disadvantages of - describe the formation of nylon using
synthetic and natural fibres simplified structure:
and for terylene
17
33. Natural understand the impact of - name proteins, fats and carbohydrates as the - describe the hydrolysis of proteins to amino
macromolecules natural macromolecules in main constituent of food acids
our daily life - prepare soap by hydrolysis of fats
- describe complex carbohydrates as
macromolecules formed by the condensation
polymerisation of smaller carbohydrate units
called sugars
- describe the hydrolysis of complex
carbohydrates (e.g. starch) to give simple
sugars
- describe proteins as possessing the same
linkage (amide) as nylon but with different
units
- describe fats as esters possessing the same
linkage as Terylene but with different units
- demonstrate how chromatography techniques
can be applied to colourless substances by
exposing chromatograms to substances
called locating agents (refer to Rf factor) or
UV light
- describe, in outline, the usefulness of
chromatography in separating and identifying
the products of hydrolysis of carbohydrates
and proteins

18
6. ASSESSMENT OF PRACTICAL SKILLS

By its nature, Chemistry is an experimental discipline. Accordingly, it is important that the

practical work and experimental skills, identified in Assessment Objective 3, are made a
central part of the assessment. However, it is recognised that, in certain circumstances, it
will not be possible for some centres to provide the facilities and materials required for
laboratory-based experiment. Thus, at present, this syllabus provides two methods of
assessing practical skills.

Paper 5 An alternative to the practical test: written paper, administered in the centre
and externally marked.

Paper 6 Course work: A continuous centre-based form of assessment of practical

work. The administration and marking is done at the centre and there is
internal (school based) and external moderation of the paper.

6.1 Criteria for Assessing Practical Skills

These criteria describe what a candidate will be expected to do and will provide the basis for
marking the papers.

Paper 5

This paper is designed to test candidates’ familiarity with laboratory practice and procedure.
It is recognized that this paper cannot test directly those parts of Assessment Objective 3
associated with manipulative skills and practical work. However, the questions set will be
based on the assumption that candidates taking the paper will have had appropriate direct
experience of applying their skills to such work.

Candidates will be required to:

• describe in simple terms how they would carry out practical procedures
• explain and/or comment critically on described procedures or points of practical detail
• follow instructions for drawing diagrams
• draw complete and/or label diagrams of apparatus
• take readings from their own diagrams, draw as instructed, and/or from printed
diagrams including
- reading a scale with appropriate precision / accuracy with consistent use of
significant figures and with appropriate units
- interpolating between scale divisions
- taking repeat measurements to obtain an average value
• process data as required
• present data graphically, using suitable axis and scales (appropriately labelled) and
plotting the points accurately
• take readings from a graph by interpolation and extrapolation
• determine a gradient, intercept or intersection on a graph
• draw and report a conclusion or result clearly
• identify and/or select, with reasons, items of apparatus to be used for carrying out
practical procedures

22
 explain, suggest and/or comment critically on the precautions taken and/or possible
•
improvements to techniques and procedures
• apply knowledge and draw conclusions in practical situations
Paper 6

This paper is designed to assess a candidates’ familiarity with appropriate Physics

laboratory apparatus and techniques. The candidates will be required to perform given
tasks and plan an investigation for a given task and/or candidates’ own task based on the
requirements of Assessment Objective 3.

Candidates should be able to:

• follow written instructions for the assembly and use of apparatus provided
• select, from given items, the measuring device suitable for the task
• carry out the specified manipulation of the apparatus, e.g.,
- when determining a (derived) quantity such as the extension per load for a
spring
- when verifying the relationship between two variables, such as between
potential difference across a wire and its length.
• take readings from a measuring device, including
- reading a scale with appropriate precision/ accuracy
- consistent use of significant figures
- interpolation between scale divisions
- allowing for zero errors, where appropriate
- taking repeated measurements to obtain an average value
• record their observations systematically, with appropriate units
• process their data as required
• present their data graphically, using suitable axes and scales ( appropriately labelled)
and plotting the points accurately
• take readings from the graph by interpolation or extrapolation
• determine a gradient, intercept or intersection on a graph
• plan and carry out experiments using the scientific approach
• draw and report clearly a conclusion or result
• indicate how they carried out a required instruction
• describe precautions taken in carrying out a procedure
• give reasons for making choice of items or apparatus
• comment on a procedure used in an experiment and suggest an improvement
• apply knowledge and draw conclusions in practical situations

6.2 Criteria for Assessment

23
 Each Skill is assessed on a six-point scale. For each Skill, the criteria which have to
be met are defined for the award of 2, 4 and 6 marks respectively. The criteria, which
are common to all science syllabuses, are defined as follows:

Skill 1 Using and organising techniques, apparatus and materials

1
2 Follows written, diagrammatic or oral instructions to perform a single practical
operation.
Uses familiar apparatus and materials adequately, needing reminders on points of
safety.
3
4 Follows written, diagrammatic or oral instructions to perform an experiment involving
a series of step-by-step practical operations.
Uses familiar apparatus, materials and techniques adequately and safely.
5
6 Follows written, diagrammatic or oral instructions to perform an experiment involving
a series of practical operations where there may be a need to modify or adjust one
step in the light of the effect of a previous step.
Uses familiar apparatus, materials and techniques safely, correctly and methodically.

Skill 2 Observing, measuring and recording

1
2 Makes observations or readings given detailed instructions.
Records results in an appropriate manner given a detailed format.
3
4 Makes relevant observations or measurements given an outline format or brief
guidelines.
Records results in an appropriate manner given an outline format.
5
6 Makes relevant observations or measurements to a degree of accuracy appropriate
to the instruments or techniques used
Records results in an appropriate manner given no format.

Skill 3 Handling experimental observations and data

24
 1
2 Processes results in an appropriate manner given a detailed format.
Draws an obvious qualitative conclusion from the results of an experiment.
3
4 Processes results in an appropriate manner given an outline format.
Recognises and comments on anomalous results.
Draws qualitative conclusions which are consistent with obtained results, and
deduces patterns in data.
5
6 Processes results in an appropriate manner given no format.
Deals appropriately with anomalous or inconsistent results.
Recognises and comments on possible sources of experimental error.
Expresses conclusions as generalisations or patterns where appropriate.

Skill 4 Planning investigations

1
2 Suggests a simple experimental strategy to investigate a given practical problem.
Attempts trial and error modification in the light of the experimental work carried out.
3
4 Specifies a sequence of activities to investigate a given practical problem.
In a situation where there are two variables, recognises the need to keep one of
them constant while the other is being changed.
Comments critically on the original plan, and implements appropriate changes in the
light of the experimental work carried out.
5
6 Analyses a practical problem systematically and produces a logical plan for an
investigation.
In a given situation, recognises that there are a number of variables, and attempts to
control them.
Evaluates chosen procedures, suggests or implements modifications where
appropriate and shows a systematic approach in dealing with unexpected results.

25
7. GRADE DESCRIPTORS
A Grade A candidate should be able to:

• use scientific vocabulary, recall a wide range of scientific facts, concepts, principles
and theories
• relate a wide range of scientific concepts to scientific principles and theories and
recognise scientific relationships
• apply scientific knowledge and understanding, identify patterns, and report trends
from given information and draw appropriate conclusions and give recommendation
to new situations
• translate information from one form to another: process information from graphs,
tables and charts; represent information in the form of graphs, tables and charts with
ease
• make concise and complete experimental procedures (plan); critically discuss the
plan; generate hypotheses to solve a scientific problem, which may involve a wide
range of variables
• use appropriate apparatus and techniques safely and correctly; follow given
instructions to perform an experiment involving a series of steps
• make accurate observations; decide the level of precision needed in measurements
and record experimental data; process data, make conclusions and generalisations
where appropriate with ease; identify and explain anomalous observation

A Grade C candidate should be able to:

• use scientific vocabulary, recall a wide range of scientific facts, concepts, principles
and theories with some assistance
• relate a wide range of scientific concepts to scientific principles and theories and
recognise scientific relationships with some assistance
• apply scientific knowledge and understanding, identify patterns, and report trends
from given information and draw appropriate conclusions and give recommendation
to simple situations
• translate information from one form to another: process information from graphs,
tables and charts; represent information in the form of graphs, tables and charts with
some assistance
• make concise and complete experimental procedures (plan); generate hypotheses to
solve a scientific problem and identify some key factors to vary and control
• use appropriate apparatus and techniques safely and correctly; follow given
instructions to perform an experiment involving a few steps
• make accurate observations; measurements and record experimental data; process
data, make conclusions and generalisations where appropriate with some
assistance; recognise when it is necessary to repeat observation and measurement

26
A Grade F candidate should be able to:

• use scientific vocabulary, recall basic scientific facts, concepts, principles and
theories with some assistance
• relate basic scientific concepts to scientific principles and theories and recognise
scientific relationships with some assistance
• apply basic scientific knowledge and understanding, identify patterns, and report
trends from given information and draw conclusions and give recommendation to
familiar situations
• translate information from one form to another: process information from graphs,
tables and charts; represent information in the form of graphs, tables and charts with
assistance all the way
• make simple and complete experimental procedures (plan); devise a fair test which
only involves a few factors, generate hypotheses to solve a scientific problem with
assistance all the way
• use basic apparatus and techniques safely and correctly; follow given instructions to
perform an experiment involving a few steps with some assistance
• make simple observations; measurements and record experimental data; process
data, make conclusions and generalisations where appropriate with assistance all
the way

27
8. APPENDICES

A. Mathematical Skills

Candidates will be required to perform quantitative work, including calculations. They should
be able to use scientific calculators and mathematical instruments.

The mathematical requirements, which form part of this syllabus, are listed below.

add, subtract, multiply and divide numbers

recognize and use expression in decimal form
use simple formulae
understand and use averages
read, interpret and draw simple inferences from tables and statistical diagrams
find fractions or percentages of quantities
construct and interpret pie-charts
calculate with fractions, decimals, percentage or ratios
manipulate and solve simple equations
substitute numbers in simple equations
recognize and use expressions in standard form
interpret and use graphs
choose by simple inspection and then draw the best smooth curve through a
set of points on a graph
select appropriate axes and scales for plotting a graph
determine the intercept of a linear graph
understand and use direct and indirect proportion

28
B. Physical Quantities, Symbols and Units

Candidates will be required to demonstrate an understanding of the physical quantities, and

their corresponding SI units, listed below. They will be required to use them in quantitative
work and calculations.

Physical quantity Symbols SI unit(s) Other unit(s)

length l, h metre (m) kilometre(km); centimetre (cm);
millimetre (mm)
mass M, m kilogram (kg) gram (g); milligram (mg)
time t seconds (s) milliseconds (ms), minutes (min), hours
(h)
temperature θ, T
current I ampere (A) milliampere (mA)

NOTE

Units, significant figures. Candidates should be aware that misuse of units and/ or
significant figures, that is, failure to code units where necessary, the inclusion of units in
quantities defined as ratios or quoting answers to an inappropriate number of significant
figures is liable to be penalised.

Conventions (e.g. signs, symbols, terminology and nomenclature)

Syllabuses and question papers will conform to generally accepted international practice

C. Glossary of Terms

Learning objectives in the content section of the syllabus are expressed in terms of what
candidates know, understand and can do. The words used on the examination papers in
connection with the assessment of these learning outcomes are contained in this glossary.
This is neither exhaustive nor definitive but is meant to provide some useful guidance.

1. Writing questions about what candidates are expected to know

About 25% of the marks are involved with recall. Words used on examination papers in
connection with such questions may include:
“State...”, “List...”, “Give...”, “Name....”, “Define...”, “Draw…”,
“Write…”, “What…”, “How….”, What is meant by…..”

State and Name… implies a concise answer with little or no supporting argument.
List requires a number of points generally each of one word, with no elaboration
Define… is intended literally, only a formal statement or equivalent paraphrase being
required
What is meant by…. Normally implies that a definition should be given together with some
relevant comment on the significance or context of the term(s) concerned, especially when
two or more terms are included in the question. The amount of supplementary comment
intended should be interpreted in the light of the indicated mark value.

29
2. Writing questions about understanding

“Understand” may be associated with simple factual recall. In this sense the candidate is
required to recall the relevant part of the defined syllabus and to use this recalled information
to amplify, extend or expand this in a wider context. This wider context will include situations
or materials with which the candidates are familiar.
Questions may include such words as; “Explain…” “Complete….” “Why….”,
“Construct….”, “Which……”

Explain… may imply reasoning or some of reference to theory, depending on the context.

“Understand” may also be associated with skills other than factual recall. It can be used to
assess the candidate’s abilities in problem solving, interpretation and evaluation, data
handling and in communication of scientific ideas, principles and concepts. Words such as
“Suggest….”, “Work out….”, “How would you know that…” may be used in questions.

Suggest…. Is used in two main contexts: either to imply that there is no unique answer or to
imply that candidates are expected to apply their general knowledge to a situation that may
not formally be in the syllabus. This would be related to the Assessment Objective 2.

3. Writing questions about “be able to”.

The use of this phrase is always associated with higher-order skills of interpretation,
evaluation, calculation and communication. It involves the ability to recall the appropriate
material from the content and apply this knowledge.
Questions may well include “Be able to…”, “deduce….”, “relate….”, “interpret…”,
“explain…”, “carry out…”, “evaluate…” “predict….”, “discuss…”, “construct…”,
“suggest…”, “calculate…”, “find…”, “demonstrate…”, “estimate…”, “determine..”.

deduce… is used in a similar way to predict except that that some supporting statement is
required, e.g., reference to a law or principle, or the necessary reasoning to be included in
the answer.
predict… implies that the candidate is not expected to produce the required answer by
recall but by making a logical connection between other pieces of information. Such
information may be wholly given in the question or may depend on answers extracted in an
early part of the question.
calculate… is used when a numerical answer is required. In general, working should be
shown when two or more steps are involved.
find… is general term that may be interpreted as calculate, measure, determine, etc
measure… implies that the quantity concerned can be directly obtained from suitable
measuring instruments.
estimate… implies a reasoned order of magnitude statement or calculation of the quantity
concerned making such implying assumptions as may be necessary about points of principle
and about the values of quantities not otherwise used in the question.
discuss… requires the candidates to give critical account of the points involved in the topic.
determine…. often implies that the quantity concerned cannot be measured directly but is
obtained by calculation, substituting measured or known values of other quantities into
standard formula.

30
D. Presentation of Data

Tables

• Each column of a table will be headed with the physical quantity and the appropriate
SI units, e.g., time/s, rather than time (s)
There are three acceptable methods of stating units, e.g., m/s or ms-1
• Candidates should use the number of significant figures appropriate to the precision
of the measuring instrument.
• The column headings of the table can then be directly transferred to the axes of a
constructed graph

Graphs

• The independent variable will be plotted on the x-axis (horizontal axis) and the
dependent variable plotted on the y-axis (vertical axis)
• The graph is the whole diagrammatic presentation. It may have one or several
curves / lines plotted on it.
• Points on the curve / line should be clearly marked as crosses (×) or encircled dot ().
If a further curve / line is included, vertical crosses (+) may be used to mark the
points.
• Plots of points should have an accuracy of better than 1mm and all read-offs. Plots
should be made with a sharp pencil.

31
E. Notes for use in Qualitative Analysis

anion test test result

carbonate (CO32-) add dilute acid effervescence, carbon
dioxide produced
chloride (Cl-) acidify, then add aqueous white precipitate
[in solution] lead (II) nitrate or aqueous
silver nitrate
sulphate (SO42-) acidify, then add aqueous white precipitate
[in solution] barium chloride or aqueous
barium nitrate

cation effect of aqueous sodium effect of aqueous

hydroxide ammonia
Copper (Cu2+) light blue precipitate, insoluble light blue precipitate,
in excess soluble in excess giving a
dark blue solution
Iron (II) (Fe2+) dirty green precipitate, dirty green precipitate,
insoluble in excess insoluble in excess
Iron (III) (Fe3+) red brown precipitate, red brown precipitate,
insoluble in excess insoluble in excess
Zinc (Zn2+) white precipitate, soluble in white precipitate, soluble
excess forming colourless in excess forming
solution colourless solution

gas test and test result

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

32
F. The Periodic Table

33