GENERAL SCIENCE SYLLABUS GUIDE

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Table of Contents

1. Acknowledgements ................................................................................................................................................................................................................ 4

General Science Ad-hoc committee .............................................................................................................................................................................................. 4

2. Acronyms and Abbreviations ................................................................................................................................................................................................... 5

3. Description of Key Terms.......................................................................................................................................................................................................... 6

4. Introduction ................................................................................................................................................................................................................................ 7

5. Rationale ..................................................................................................................................................................................................................................... 7

6. The Scientific Method ................................................................................................................................................................................................................ 8

7. Assessment:............................................................................................................................................................................................................................... 10

8. Tasks Development .................................................................................................................................................................................................................. 11

MODULE GSCSL 1: APPLY PRINCIPLES OF MEASUREMENTS AND SCIENTIFIC PROCESSES ........................................................................ 13

Learning outcome GSCSL 1.4: Perform accurate measurement of different physical quantities ............................................................................................. 13

MODULE GSCSL 2: EXPLORE PRINCIPLES OF MECHANICS ..................................................................................................................................... 16

Learning outcome GSCSL 2. 2: Demonstrate understanding of motion ................................................................................................................................... 16

MODULE GSCSL 5: EXPLORE CONTINUITY AND DIVERSITY OF LIFE .................................................................................................................. 19

Learning Outcome GSCSL 1.1: Analyse cell processes and maintenance ................................................................................................................................ 19

MODULE GSCSL 9: EVALUATE THE APPLICATION OF BIOLOGICAL PROCESS IN REAL LIFE SITUATIONS. ......................................... 23

Learning Outcome GSCSL 9.2: Investigate gene technology ................................................................................................................................................... 23

MODULE GSCSL 11: APPLY STOICHIOMETRY IN SOLVING PROBLEMS ............................................................................................................... 28

Learning Outcome GSCSL 11.2: Demonstrate understanding of the mole concept.............................................................................................................. 28

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MODULE GSCSL 12: EXPLORE REACTION KINETICS .................................................................................................................................................. 30

Learning Outcome GSCSL 12.1: Apply the investigative approach to explore chemical reactions and their nature ............................................................... 30

MODULE GSCSL 14: APPLY CARBON CHEMISTRY IN EVERYDAY LIFE ................................................................................................................ 33

Learning Outcome GSCSL 14.1: Demonstrate understanding of carbon chemistry ............................................................................................................. 33

MODULE GSCSL 15: APPLY KNOWLEDGE OF ENVIRONMENTAL CHEMISTRY ................................................................................................. 36

Learning Outcome GSCSL 15.1: Apply knowledge of environmental chemistry in everyday life ......................................................................................... 36

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 1. Acknowledgements

The Ministry of Basic Education through the Department of Curriculum Development and Evaluation expresses its gratitude to all individuals
who contributed in different ways to the planning and development of this Senior Secondary General Science syllabus guide. The Ministry
acknowledges the following General Science Ad-hoc Committee members for their valid contributions in the development of this guide.

General Science Ad-hoc committee

No TITLE FIRST NAME SURNAME ORGANISATION

1. Mrs Mokhobo Victoria Laletseng Gaborone Senior Secondary School

2. Dr Samuel Chimidza University of Botswana-Physics Department

3. Mr Mooketsi Vista Lanka University of Botswana-Department of Maths and Science Education

4. Mr Ofentse Johannes Phale Tlokweng Education Centre

5. Mr Rebaone Keloneilwe Naledi Senior Secondary School

6. Mr Titoga Titose Mnindwa Curriculum Development and Evaluation

7. Ms Sibongile Boy Curriculum Development and Evaluation

8. Mr Simon Thabo Chan Kgaodi Ledumang Senior Secondary School

9. Mrs Kabelo Onneile Maripe Molepolole College of Education

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10. Dr Spar Mathews Ministry of Basic Education

11. Mr Leonard Puso Molepolole Education Centre

12. Mr Thuso Ditirafalo Molefi Senior Secondary School

13. Mr Keamogetse Ntshonyane Moshupa Senior secondary School

14. Mr Mbiganyi Alson Tibone Gaborone Senior secondary School

15. Dr Mompoloki Shanah Suping University of Botswana-Department of Mathematics and Science Education

16. Dr Moipolai Joseph Motswiri University of Botswana-Department of Mathematics and Science Education

17. Dr Robert Sinvula Masene University of Botswana-Department of Mathematics and Science Education

2. Acronyms and Abbreviations

BEC Botswana Examinations Council

DCDE Department of Curriculum Development and Evaluation
DMSE Department of Mathematics and Science Education
LOs Learning Outcomes
PCs Performance Criteria
UB University of Botswana

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3. Description of Key Terms

i) Module Title
Module title describes an outcome of learning and/or work/activity that needs to be achieved and formally recognised for a specific
purpose of learning. It is meant to describe a meaningful outcome attributable to an individual.

ii) Learning Outcome

A Learning Outcome (LO) is a statement of an intended result of learning and teaching. It describes the knowledge, skills and attitudes
that learners should demonstrate at the end of a programme. (LOs) gives an elaborate explanation of the outcome expressed in the
Module Title. LOs also make assessment of the Module outcome more manageable and valid.

iii) Performance Criteria (PCs)

Performance Criteria describe what is expected from the candidate in order to satisfy the expectations of the LO. All PCs will be covered
and hence assessed as a means of assessing learners’ achievement.

iv) Range statement

The range statement describes the context or scope in which the performance is required. It guides the content that the learner and
facilitator should incline towards in order to satisfy the expectations of the different PCs and or LOs

v) Evidence Requirement
This is a yardstick to verify work reported to have been covered and or done. It is meant to support and serve as a performance quality
assurance monitoring tool. The evidence is restricted to the scope of PCs and LOs. The evidence must be filled for future reference. Part
of the evidence will be used as part of provider based assessment needed for certification of learners at the end of the
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4. Introduction

The General Science syllabus outlines the relevant content covered by each module. It also outlines assessment strategies to be carried out to
achieve the Learning Outcomes (LOs). The syllabus guide emphasises learner-centred approaches under the ideology of Outcomes Based
Education. The exemplar learning and assessment tasks provided are premised on this approach. However, it should be noted that not all LOs
and their PCs have been covered in this guide.

5. Rationale

The outcome based approach is a new education reform adopted by the Ministry of Basic Education with the main aim/goal of achieving a
knowledge based economy characterised by the use of knowledge, skills, innovation, creativity and technology as envisioned by the Botswana
National Vision 2036. It is against this backdrop that the General Science Syllabus Guide has been developed to provide guidance on the
implementation of the syllabus.

The guide intends to provide direction, suggestions and an understanding of the outcome based syllabus approach and contents for effective
delivery of instructional tasks. It supplements and promotes a shift from content-based, lecture-centred, transmission teaching and learning to an
outcomes based, learner-centred, activity or task-based approach. Its emphasis is on the strategies that could be applied for the learners’
acquisition of the desired knowledge, skills, attitudes and competencies.

It must however be emphasised that this guide is not prescriptive and therefore, facilitators are encouraged to respond with flexibility and design
learning and assessment tasks taking into account the learner’s characteristics, abilities, needs, interests and contexts. This guide must be used in
conjunction with the syllabus.

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6. The Scientific Method

The Scientific method is a process for experimentation that is used by scientists to explain certain natural phenomena, in order to have a better
understanding of the world around them. Learners will need a good understanding of the Scientific Method in order to be able to apply it to solve
problems, design solutions throughout the study of the subject. The method is summarised in below.

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 7. Assessment:

Assessment is a continuous process of identifying, gathering and interpreting information on learners’ performance. It is a vital and integral part
of classroom instruction and serves several purposes; it gives feedback to schools, teachers, learners and parents, on effectiveness of instruction
and on students’ strengths and weaknesses in learning, and also provide feedback to stakeholders.
Assessment of Chemistry measures learners’ achievement of the learning outcomes described in the syllabus, using a range of strategies
indicated. Schools will be required to ensure that all the learning outcomes are assessed internally.

Scientific investigations are common activities in the learning and teaching of science subjects where learners work individually or in groups to
identify issues or problems, and plan and design experiments and collect data. During such sessions, teachers can observe students’ practical
and/or investigative skills and provide feedback. Learners may present the final investigation for assessment in a variety of forms, including one
or a combination of the following: a written scientific report, an oral presentation and multimedia video or audio recording. Marking students’
laboratory reports can provide teachers with a good picture of students’ understanding of the chemistry concepts and principles involved, as well
as their ability to handle and interpret data obtained in investigations.

The feedback given to learners can be informal or indirect: such as verbal feedback in the classroom to the whole class, or it can also be formal
or direct such as checklists or written comments to individual learners.

Feedback given to learners should be:

• Constructive so that students can feel encouraged and motivated to improve
• Timely so that students can use it for subsequent learning
• Focused on achievement, not effort. Assess the work, not the student
• Specific to the learning outcomes, so that assessment is clearly linked to learning

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Moderation will be conducted to make sure that facilitators are interpreting the performance criteria correctly when assessing their learners, it is
important to undertake moderation of learners’ work within the school and where possible at cluster and regional level. To moderate learners
work, a common assessment task must be used and a marking scheme developed so that all learners complete the same task under the same
conditions, and all facilitators use the same marking scheme. Facilitators can then compare (moderate) the learners’ work and come to a common
understanding of the performance standards and the requirements for a particular mark or level of achievement.

8. Tasks Development

This section provides exemplar learning and assessment tasks. The tasks presented here are not prescriptive but are given as a guide to help
facilitators to develop their own for the learning sessions. Facilitators will be expected to develop own tasks with flexibility taking into account
the varied needs, interests, abilities and learning styles of their learners.

Learning tasks are designed to engage learners hence keep them actively involved during the learning sessions. Tasks are developed to facilitate
acquisition of the desired knowledge, skills, and attitudes including the 21st century skills in learners by keeping them hands or minds on the
learning process. The tasks spell out activities learners will be engaged in and the roles of the facilitators during a learning session to ensure rich
learning does take place Tasks should be relevant, aligned to learning outcomes and connect to learners’ experiences. Facilitators as experts in
the subject will be guiding and supporting the learner to achieve the learning outcomes. This role requires the facilitator to be able to judge what
kind of assistance learners need during their learning sessions.

Assessment tasks on the other hand are used to determine whether learners have achieved the intended outcomes and to what extent have they
achieved used to collect evidence that a student has mastered specific course or unit outcomes. Assessment tasks can take many forms. Some of
the more common assessment tasks are exams, tests and essays; however, there is a wide variety of other types, both formal and informal.

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Please note that it is not practical to have learners engaged in ‘explorations’ all the time but some teaching should also happen where it is most
‘natural’ and effective to facilitate rich learning. The facilitator is expected to strike a reasonable balance between teaching and learner
explorations in order to enhance learning.

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MODULE GSCSL 1: APPLY PRINCIPLES OF MEASUREMENTS AND SCIENTIFIC PROCESSES

Learning outcome GSCSL 1.4: Perform accurate measurement of different physical quantities

Performance Criteria

1.4.2 : Use appropriate instruments to measure common physical quantities

CONTENT FOCUS RESOURCES:

 Length Strings, stones, measuring tape, meter rule, Vernier callipers,

micrometre screw gauge

SUGGESTED LEARNING TASKS

As a pre-task activity, learners must research about the different length measuring instruments they have seen or heard about

Session 1 (60 minutes)

Teacher directs class discussion around the topic of length.

1. List any length measuring instrument that you have seen or heard about

2. Discuss/Assess the effectiveness of different instruments in different applications e.g. field/masimo, poles, pencil, laboratory, etc.

3. Compare the home instruments to the ones in the laboratory

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 4. Discuss advantages and disadvantages of both home and laboratory instruments

Session 2 (40 minutes)

Work in groups to determine the most appropriate instrument for a given situation(s)

1. State the situation(s)

2. Produce a list of instruments that can be used in the situation(s).

3. Pick the most appropriate instruments for the situations and apply them.

As learners interact with learning materials, facilitators move around to assist them.

Lesson materials have to be availed to learners prior to the beginning of the lesson.

SUGGESTED ASSESSMENT

Learners are presented with situations e.g. (diameter of a pin, lengths of the classroom, dimensions of a prism, etc.)

(i) Practical work

Instructions to Learners

(i) You are provided with a situation (s)

(ii) As a group brainstorm and come up with a list of not more than four (4) measuring instruments that can be used in the given situations
(iii) Pick the most appropriate and use it in determining the measurements
(iv) Make a table and record all the measurements
(v) Submit your work to the facilitator/teacher.

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(ii) Test

(i) Test items will be based on the PCs included at the beginning of the task sheet.
(ii) Reasonable time allocated for the test (30 minutes)
(iii) End of module tests will be standardised in schools and internal moderation conducted.

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MODULE GSCSL 2: EXPLORE PRINCIPLES OF MECHANICS

Learning outcome GSCSL 2. 2: Demonstrate understanding of motion

Performance Criteria
2.2.7 Define acceleration due to gravity

2.2.8 Apply equations of uniformly accelerated motion to solve simple problems of free falling bodies.

2.2.9 Carry out an experiment to verify the value of g (acceleration due to gravity)

CONTENT FOCUS RESOURCES

 Definition of acceleration due to gravity  Photogates

 Application of equations of motion to solve problems of free falling  Electronic timers
bodies  Metre rules
 Metal balls
 Multi-flash Photography equipment
 Computers
 Video players
 Internet
SUGGESTED LEARNING TASKS

Session 1 (80 minutes)

 Teacher facilitates a class discussion on the concepts of gravity and free-falling motion.

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 Teacher demonstrates free-falling motion experimentally, for example, using Multiflash Photography. Example Experiment:
https://spark.iop.org/collections/acceleration-due-gravity#multiflash-photographs-free-fall
 Teacher leads learners to deduce and define the concept of acceleration of free-falling motion, acceleration due to gravity (g)
 Learners work independently to solve teacher given problems on free-falling motion using equations of motion (Use g=10 m/s^2)

Session 2 (120 minutes)

 Teacher provides learners with a structured experimental procedure to determine the value of acceleration due to gravity using photo-gates
 Teacher demonstrates the use of the experimental equipment where necessary. Alternatively play ready-made video demonstrating the
experiment. Example Video: https://youtu.be/dAxR7eGXGiQ
 Learners work independently to perform the experiment to determine the value of gravitational acceleration

SUGGESTED ASSESSMENT

 A short test is administered covering all PCs.

 Practical test on determination of value of gravitational acceleration, g.

Test

i. Test items will be based on the PCs included at the beginning of the task sheet.
ii. Reasonable time allocated for the test. (60 minutes)
iii. Reliability to be ensured.
iv. Authenticity of the learner’s work must be ensured.
v. End of module tests will be standardised in schools and internal moderation conducted.

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Practical test

 Practical type will depend on the relevant apparatus available

 Examples of types of practical can be found in various online Physics learning sites like those suggested in the Learning Activities
section

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MODULE GSCSL 5: EXPLORE CONTINUITY AND DIVERSITY OF LIFE

Learning Outcome GSCSL 1.1: Analyse cell processes and maintenance

Performance Criteria
5.1.1 Manipulate a compound microscope to observe prepared slides of plant and animal cells.
5.1.2 Prepare wet mount slides of plant cells.
5.1.3 Identify cellular components as seen in micrographs.
5.1.4 Describe functions of the cellular components.
5.1.5 Relate the number of organelles to the function of specific cells.

CONTENT FOCUS RESOURCES

Introducing learners to the study of microscopic structures.  Access to internet and Educational technology devices
 Parts and uses of the Microscope.  Light microscopes
 Preparation of wet- mounts  Slides and cover slips
 Observe specimens on slides using microscopes  Scalpels.
 Identify cell components  Cutting surfaces e.g. white tiles
 Staining dyes
Learners present observations in forms of drawing.  A variety of prepared slides of plant and animal tissues,
bacteria, fungi etc.

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  Printed worksheets
 Charts
 Instruction Sheet
 Text books (hard or soft)
 Videos
SUGGESTED LEARNING TASKS SUGGESTED ASSESSMENT TASKS
Task 1

 Teacher brings a variety of learning material/resources such as audio  Assessment (teacher observes learners manipulate
visual & print material on microscopes and provides an instruction microscope correctly
sheet for the different tasks (Refer to Appendix 1)
 Teacher provides learners with a worksheet
 Teacher instructs learners to go into set stations where there are
microscopes (in groups)
 Teacher directs class discussion around the topic on microscopes.
 Learners listen, observe and visualise the technological resources
available.
 Learners physically manipulate the microscopes
 Each group completes the worksheet on the parts and functions
of the microscope

TASK 2
 Teacher demonstrates or show visual demonstration on preparation of  Learners prepare slides and examine them under the light

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 fresh slides microscope.
 Teacher assign individual learner to prepare slides (refer to  Leaners present observations in drawings.
instruction sheet) [Teacher observation: refer to rubrics given. Guide teachers on
 Learners independently prepare slides (of given specimens), how to use rubrics/ checklist]
make observations and draw.

TASK 3
 Teacher provides prepared slides and/or photomicrographs of plant
and animal tissues showing cell wall, cell membrane, vacuole,
nucleus, ribosomes, mitochondria, chloroplasts and cytoplasm in cells
and instructs them to examine
 Learners individually examine prepared slides and
photomicrographs of plant and animal tissues to identify cell
wall, cell membrane, vacuole, nucleus, ribosomes, mitochondria,
chloroplasts and cytoplasm in cells
 Learners compare the observations made from freshly prepared
slides and prepared slides
 Learners examine microscopes and electron photomicrographs to
compare the structure of prokaryotic and eukaryotic cells.
Task 4  Teacher is linked to all interactive/online groups for
 Teacher assigns learners, in groups, to research on relationship his/her class. Assess group discussions and comments by
between structure and function of selected organelles each individual member of each group for collaboration
 Learners research on information and share through  Group presentations by a member representative of each

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 presentations. group

 A short test is administered covering all PCs.

 Slides and drawings will be submitted as evidence of
learners’ individual work

 At the end of Module Learners will undertake a

summative Provider Based Assessment task
FOCUS 21st Century Skills: Include skills and their assessment
 Creativity and innovation.
 Critical thinking
 problem solving
 Decision making.
 Cooperating and working in teams.
 Managing and resolving conflicts

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MODULE GSCSL 9: EVALUATE THE APPLICATION OF BIOLOGICAL PROCESS IN REAL LIFE SITUATIONS.

Learning Outcome GSCSL 9.2: Investigate gene technology

Performance Criteria
9.2.1 Describe the stages of gene transfer.
9.2.2 Explain the role of gene technology in production of insulin.
9.2.3 Explain the role of genetic engineering in correcting human disorders.
9.2.4 Discuss the impact of genetic engineering on bio diversity.
9.2.5 Explain the significance of genetic engineering in crop and livestock production.
9.2.6 Compare the processes and outcomes of reproductive technologies
9.2.7 Discuss ethical issues in the use of gene technology.

CONTENT FOCUS RESOURCES

 Gene transfer  Access to internet and computers

 Genetic engineering in production of insulin.  Printed worksheets, charts
 Ethical issues of genetic technology  Text books
 Cloning  Online resources, CDs, computer simulations,
 Artificial insemination & artificial pollination diagrams, charts, micrographs, and illustrations.
 Recombinant DNA.
 Gene manipulation (transfer of genes from one organism to another).

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  Properties of plasmids.
 Use of microarrays in the analysis of genomes and in detecting mRNA.
 Principles of Polymerase Chain Reaction (PCR) in cloning and
amplifying DNA.
 Gel electrophoresis.
 Bioinformatics.
 Production of human proteins by recombinant DNA technology.
 Genetic technology applied to medicine: genetic screening, and treatment
of genetic diseases by gene therapy.
 Significance of genetic engineering in improving the quality and yield of
crop plants and livestock.
 Ethical and social implications of using genetically modified organisms
(GMOs) in food production.
SUGGESTED LEARNING ACTIVITIES SUGGESTED ASSESSMENT

TASK 1 (80 minutes)

 Teacher directs class discussion on gene technology through introductory
videos and simulations
 Interpret a chart on the transfer of DNA from a eukaryotic cell to a
bacterial cell using a plasmid.
 Using diagrams, learners show how a transgenic organism and a
clone are produced.
 In groups, students discuss how biotechnologists might transform

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 harmless bacteria to pathogenic forms in the course of their studies.
 Learners analyse the different gene technologies, application and
processes in day-to-day life.
 Discussion on gene transfers, take homework (group work).

TASK 2 Research (4 weeks, 360 minutes)

 Work in groups to develop experimental/research designs (open and Learners present research findings
guided inquiry approach), that can be used to address the following: A test is administered covering all PCs.
i. a named human disorder Reports submitted by each individual as evidence of research
ii. ecological diversity analysis and or work done
iii. evolution
iv. crop and livestock production Instructions to Learners (Facilitated Field
Work/Research)
Guiding points being: (vi) You are provided with videos/simulations on gene
 role of genetic engineering, application, effects, impact, significance, technology.
processes involved, and ethical implications (vii) In groups of two design and conduct an
 Blended learning approach (face-to-face, online collaboration with experimental/research on the area assigned to you by
different learners across the region/globe) the teacher.
 Research presentations shared (viii) Share your design, data collection, data
 Teacher creates links and platforms for blended learning approach, analysis, collaborative presentations and final report
including physical and virtual sites visit for assessment
 Using computer animations students observe the gel electrophoresis (ix) Submit your work with all your full names on the
used to analyse proteins and nucleic acids to distinguish between report.

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 alleles of a gene. (Alternatively, visit a local university, health centre
or forensic lab) Test
 In groups, learners discuss the mechanisms of artificial DNA (iv) Test items will be based on the PCs included at the
synthesis. beginning of the task sheet.
 Research non-biological methods of gene transfer. (v) Reasonable time allocated for the test (at least 1 hour)
 In groups discuss the role of bioinformatics in the sequencing of (vi) Reliability to be ensured by facilitator and/or
genomes. technician/assistant.
 Discuss the social and ethical considerations of using gene testing and (vii) Authenticity of the learners’ work must be
gene therapy in medicine. ensured through clear standardized
 Using the internet, students read articles, journals, and publications tools/measures.
on the research underway in agriculture e.g. improvement of crop (viii) End of module tests will be standardized at school
varieties and animal breeds. level
 Students visit an agricultural centre or research stations available in (ix) School based internal moderation will be
the area and find out how gene technology is applied in the conducted.
modernisation of agriculture. Focus on the following crops varieties:
maize, Irish potatoes, beans, tomatoes, oranges, mangoes, and NB:
avocado. Focus on the following animals: poultry, cattle, goats, sheep,  The checklists used for observations/ assessment of
and pigs). report should have been availed to learners before
observations are made.
TASK 3 (160 minutes)  Constructive Feedback should be given to learners
 Teacher discuss cloning in relation to the rest of the PCs timely, at each stage of the study, to enable them to
 Learners interact with gene cloning processes, application and effects use it to improve on their performance.
in simulations, videos and make comprehensive analytical  Learners who did not do well on the assessment

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 presentations should be given another chance in future to
 Students visit and discuss the ethical and social implications of demonstrate achievement of the intended LOs.
using genetically modified organisms (GMOs) in food production.  Tests scripts and report will be filed in portfolios for
 Research the benefits, hazards and implications of gene technology future reference, moderation, placement etc.
and DNA fingerprinting.
 Teacher assumes summation of the module
21st Century Skills:
 Creativity and innovation.
 Critical thinking
 problem solving
 Decision making.
 Cooperating and working in teams.
 Managing and resolving conflicts

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MODULE GSCSL 11: APPLY STOICHIOMETRY IN SOLVING PROBLEMS

Learning Outcome GSCSL 11.2: Demonstrate understanding of the mole concept

11.2.1 Define the mole

11.2.2 Calculate moles of substances
11.2.3 Convert moles into other quantities

CONTENT FOCUS (It covers all the identified PCs) RESOURCES

 Mole concept Apparatus: Conical flask, delivery tube,

 Mole conversions gas syringe, measuring cylinder, electronic
balance

Reagents: zinc granules/powder,

Hydrochloric acid.

SUGGESTED LEARNING TASKS SUGGESTED ASSESSMENT TASKS

Worksheet

TASK 1: MOLE CONCEPT

 Teacher observe as learners handle
 Teacher divides students into groups and provides the necessary resources. and manipulate apparatus correctly

 Teachers instruct learners to perform an experiment involving a known mass of zinc  Learners record their observations
(excess) and known volume of hydrochloric acid, collect and measure the gas produced.  Teacher supervises students and
collect lab reports for marking

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  Students carry out the experiment in groups following the instructions given

Instructions
 Weigh ___g of zinc powder/granules(excess) and place it in a conical flask
connected to a gas syringe
 Measure ___ml of ___mol/dm3 dilute hydrochloric acid in a measuring cylinder
 Pour the acid in the conical flask. Close conical flask with a rubber stopper.
 Read and record the volume of gas produced.

TASK 2 – MOLE CONCEPT  Learners write a supervised

assignment on converting between
 Teacher ask students to refer to the observations from the previous experiment
moles and other substances
 Teacher ask students to give explanations for the observations made  Teacher supervises learners and
 Learners write explanations to the observations they made collect the work for marking

 Expected Observations - zinc dissolves, bubbles, some zinc remain

 Explanation for the observations - chemical reaction taking place/reactants turned to
products
 Teacher introduces the mole and reacting quantities to learners
 Learners use the quantities from their experiment to calculate moles of reacting
substances and products formed

FOCUS 21ST CENTURY SKILLS Suggested assessment strategies:

 Critical thinking  Experiment

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  Cooperating and working in teams.  Observation
 Managing and resolving conflicts

MODULE GSCSL 12: EXPLORE REACTION KINETICS

Learning Outcome GSCSL 12.1: Apply the investigative approach to explore chemical reactions and their nature

12.1.1 Perform experiments to determine the nature of chemical reactions.

12.1.2 Describe exothermic and endothermic reactions
12.1.3 Identify examples of endothermic and exothermic reactions

CONTENT FOCUS (It covers all the identified PCs) RESOURCES (Resources needed to carry
out tasks for all the identified PCs)
 Exothermic and endothermic reactions
Apparatus: test tubes

Reagents: Ammonium chloride, distilled

water

TASK 1 SUGGESTED ASSESSMENT TASKS

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Teacher leads discussion on exothermic and endothermic reactions using the following idea;

 Students give experiences when sitting around a fire.  Learners write a supervised class
- Bring out the chemistry involved when wood burns exercise on the nature of chemical
reactions
- Asking students to name reacting substances and come up with the chemical
equation (word/symbol equation).  The teacher supervises learners and
collect their work for marking
 Students give examples of endothermic and exothermic reactions

 Students to name reacting substances and come up with the chemical equation
(word/symbol equation).

 Asking students to compare/tell (by holding) the difference between two test tubes; one  Teacher supervises learners as they
containing water and the other NH4Cl + Water handle and manipulate apparatus
 Students to compare (by holding)/tell the difference between two test tubes using the provided rubric
 Learners complete a worksheet to
 Leaners explain their observations using the concept of exothermic and
write their observations and
endothermic reactions
explanations to their results
 Teacher supervises learners and
TASK 2 collects worksheets for marking

 Teacher gives a scenario involving an exothermic/endothermic reaction

 Scenario 1: A student carried out a reaction between magnesium and hydrochloric

acid and detects that the test tube containing the reaction mixture is gradually getting
hot. The student concludes that the reaction is exothermic.

FOCUS 21ST CENTURY SKILLS Suggested assessment strategies:

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 Creativity and innovation.  Experiment
 Critical thinking  Observation
 problem solving
 Decision making.
 Cooperating and working in teams.
 Managing and resolving conflicts

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MODULE GSCSL 14: APPLY CARBON CHEMISTRY IN EVERYDAY LIFE

Learning Outcome GSCSL 14.1: Demonstrate understanding of carbon chemistry

14.1.1 Explain the ability of carbon atoms to form chains, branches and rings.
14.1.2 Describe the general characteristics of a homologous series.
14.1.3 Deduce names of organic compounds with up to 5 carbon atoms.
14.1.4 Draw or construct using molecular models structures of the organic compounds with up to 5 carbon atoms.

RESOURCES
CONTENT FOCUS
Molecular models
 Bonding of carbon
 The homologous series
 Structures and nomenclature of organic compounds

SUGGESTED LEARNING TASKS

Task 1;

 Teacher guides the discussion on;

 Learners write a quiz about the
 the important role played by carbon in life
homologous series and
 the unique properties of carbon
nomenclature of organic compounds

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  Meaning of homologous and series.  The teacher supervises learners and
 The IUPAC nomenclature of organic compounds (Count to 6 in chemistry using collects the papers for marking
prefixes meth-, eth-, prop-, but-, pent- and hex-)

 Learners draw the atomic structure of a carbon atom and describe its ability to  Learners write a quiz about

bond with various other elements nomenclature, drawing structures of

organic compounds and general
 Learners give names of organic compounds shown to them
characteristics in a homologous
series

Task 2;

 Teacher gives learners molecular models to construct molecules with up to 5 carbon

atoms for alkanes, alkenes, alcohols and alkanoic acids
 Teacher supervises learners collect
 Learners construct molecules of organic compounds containing up to 5 carbon their papers for marking.
atoms

 Teacher gives learners a worksheet to work on the following;

 Drawing, naming and deducing structural formula of constructed molecules with up to 6

carbon atoms for alkanes, alkenes, alcohols and alkanoic acids
 Deducing the general formula of the organic compounds.
 Relating the length of molecules to physical properties
 Learners complete the worksheet

FOCUS 21ST CENTURY SKILLS Suggested assessment strategy

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 Creativity and innovation.  Practical
 Critical thinking  observation
 Decision making.
 Cooperating and working in teams.
 Managing and resolving conflicts

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MODULE GSCSL 15: APPLY KNOWLEDGE OF ENVIRONMENTAL CHEMISTRY

Learning Outcome GSCSL 15.1: Apply knowledge of environmental chemistry in everyday life

15.1.1 Describe the process that results in hard water

15.1.2 Distinguish temporary from permanent hard water
15.1.3 Describe methods of softening hard water
15.1.4 Describe the advantages and disadvantages of using hard water

CONTENT FOCUS RESOURCES

Hard water Apparatus: Bunsen burner, beaker, Test tube rack,

test tubes, droppers, stoppers, ion exchange resin
Softening hard water
bottles

Reagents: Conc. Sulphuric acid, Conc.

Hydrochloric acid, Sodium hydroxide, Coffee,
Copper (II) Nitrate, Calcium Chloride, Cement,
Calcium Oxide, Sodium Nitrate, Copper (II) Oxide,
Sucrose, hydrated Sodium Carbonate, Iron (II)
Sulphate, liquid soap

SUGGESTED LEARNING TASKS SUGGESTED ASSESSMENT TASKS

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TASK 1
 Teacher observe learners as they handle and
Teacher guides class discussion around the following points; manipulate apparatus using the provided
rubric
 Why water from different sources from around the country tastes differently
 Learners complete a worksheet to write
 What makes the water taste different?
their observations and explanations to their
 Learners engage in a discussion about presence of salts in water
results
Practical activity 1 – Teacher ask students to test different water samples with soap
solution  Teacher observe learners as they handle and

 Learners carry out tests on different water samples using soap manipulate apparatus using the provided
rubric
 Compare amount of lather formed in different samples
 Learners complete a worksheet to write
 Account for/explain the observations their observations and explanations to their
results
Practical activity 2 – Teacher asks students to boil the different samples of water, then
to test the water using soap solution.

 Learners boil different samples of water and

 Teacher observe learners as they handle and
 carry out tests on the boiled water samples using soap manipulate apparatus using the provided

 Discussion of results rubric

 Learners complete a worksheet to write
their observations and explanations to their
Practical activity 3 – Teacher asks students to pass the different samples of water
results

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through the ion exchange resins, then to test the water using soap solution.

 Learners pass the different water samples through an ion exchange resin and

 carry out tests on these water samples using soap

 Discussion of results

Practical activity 4 – Teacher ask students to test for ions present in the different water
samples
 Learners test for ions present in the different water samples  Teacher observe learners as they handle and
manipulate apparatus using the provided
 Discussion of results
rubric
 The teacher guides discussion on the presence of salts causing hardness in water,
 Learners complete a worksheet to write
advantages and disadvantages of hard water.
their observations and explanations to their
results
 Learners write a quiz on water

 Teacher supervises learners and collects

worksheets for marking

FOCUS 21ST CENTURY SKILLS Suggested assessment strategy

 Collaboration  Practical
 Negotiation  Observation
 Cooperating and working in teams.
 Managing and resolving conflicts

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