ZIMBABWE SCHOOL EXAMINATIONS COUNCIL (ZIMSEC)

[Pages:34]ZIMBABWE SCHOOL EXAMINATIONS COUNCIL (ZIMSEC)

ZIMBABWE GENERAL CERTIFICATE OF EDUCATION (ZGCE)

For Examination in November 2013 ? 2017

O-Level Syllabus

CHEMISTRY (5071)

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CONTENTS

Information for Teachers Regulations

GCE Ordinary Level ? Chemistry ? 5071

AIMS ASSESSMENT OBJECTIVES SCHEME OF ASSESSMENT SUBJECT CONTENT MATHEMATICAL REQUIREMENTS DATA SHEET PRACTICAL SYLLABUS PRACTICAL TECHNIQUES APPARATUS LIST REAGENT LIST QUALITATIVE ANALYSIS NOTES TEXTBOOKS FOR O LEVEL CHEMISTRY GLOSSARY OF TERMS

SS12(1) Page 4 4

5 6 8 10 25 26 27 27 28 28 30 31 32

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NOTES

Information for Teachers

This booklet relates to examinations taken in the year printed on the cover. It is the normal practice of ZIMSEC to print and distribute a new version of this booklet each period as changes occur. Centres should receive copies well in advance of them being required for teaching purposes.

Teachers who have not previously taught syllabus in this booklet are advised to obtain and study the relevant past examination papers and Subject Reports.

Units, significant figures

Candidates should be aware that misuse of units and/or significant figures, i.e. failure to quote 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.

REGULATIONS

Subject 5071 may not be taken with 5009.

The International Syllabus Synopses booklet should be consulted for a full list of subject exclusions.

DESPATCH OF EARLY MATERIALS

Centres, not entering through Ministry, who are likely to enter candidates in the November sessions and would like to ensure early receipt of Instructions of the practical examinations, should contact Question Paper Despatch before 1 June.

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CHEMISTRY

5071

GCE ORDINARY LEVEL

SCHOOL CERTIFICATE

INTRODUCTION

This syllabus is designed to place less emphasis on factual material and greater emphasis on the understanding and application of scientific concepts and principles. This approach has been adopted in recognition of the need of students to develop skills that will be of long term value in an increasing technological world rather than focusing on large quantities of actual material which may have only short term relevance.

AIMS

These are not listed in order of priority.

The aims are to:

1. Provide, through well designed studies of experimental and practical chemistry, a worthwhile educational experiment for all students, whether or not they go on the study science beyond this level and, in particular, to enable them to acquire sufficient understanding and knowledge to:

1.1. become confident citizens in a technological word, able to take or develop an informed interest in matters of scientific import;

1.2. recognise the usefulness, and limitations, of scientific methods and to appreciate its applicability in other disciplines and in everyday life;

1.3. be suitably prepared for studies beyond O/SC level in chemistry, in applied sciences or in science-dependant vocational courses.

2. develop abilities and skills that:

2.1. are relevant to the study and practice of science;

2.2. are useful in everyday life;

2.3. encourage efficient and sage practice;

2.4. encourage effective communication.

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3. Develop attitude relevant to science such as: 3.1. accuracy and precision; 3.2. objectivity; 3.3. integrity; 3.4. enquiry; 3.5. initiative; 3.6. inventiveness.

4. Stimulate interest in and care for the environment.

5. Promote an awareness that: 5.1. the study and practice of science are co-operative and cumulative activities, and are subject to social, economic, technological, ethical and cultural influences and limitations; 5.2. the applications of science may be both beneficial and detrimental to the individual, the community and the environment.

ASSESSMENT OBJECTIVES A. Knowledge with understanding

Students should be able to demonstrate knowledge and understanding in relation to: 1 scientific phenomena, facts, laws, definitions, concepts, theories; 2 scientific vocabulary, terminology, conventions (including symbols, quantities

and units) 3 scientific instruments and apparatus, including techniques of operation and

aspects of safety; 4 scientific quantities and their determination; 5 scientific and technological applications with their social, economic and

environmental implications.

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The Subject Content defines the factual knowledge that candidates may be required to recall and explain. Questions testing those objectives will often being with one of the following words: define, state, describe, explain or outline. (See the Glossary of Terms on page 97.)

B Handling information and solving problems

Students should be able ? in orders or by using symbolic graphical and numerical forms of presentation ? to:

1 locate, select, organise and present information from a variety of sources;

2 translate information from one form to another;

3 manipulate numerical and other data;

4 use information to identify patterns, report trends and draw inferences;

5 present reasoned explanations of phenomena, patterns and relationships;

6 make predictions propose hypothesis;

7 solve problems;

These assessment objectives cannot be precisely specified in the Subject Content because questions testing such skills may be based on information which is unfamiliar to the candidate. In answering such questions, candidates are required to use principles and concepts that are within the syllabus and apply them in a logical, reasoned or deductive manner to a novel situation. Questions testing these objectives will often begin with one of the following words: predict, suggest, construct, calculate or determine. (See the Glossary of terms on page 32.)

C Experimental skills and investigations

Students should be able to:

1 follow a sequence of instructions;

2 use techniques, apparatus and materials;

3 make and record observations, measurements and estimates;

4 interpret and evaluate observations and experimental results;

5 plan and investigation, select techniques, apparatus and materials;

6 evaluate methods and suggest possible improvements.

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The apparatus and techniques that candidates should be familiar with are given in Section 2 of the Subject Content and in the descriptions of Papers 3 and 4 below, see also page 27.

SCHEME OF ASSESSMENT

Candidates are required to enter for Papers 1, 2 and one other paper.

Paper Type of Paper

Duration

Marks

1

Multiple Choice

1h

40

2

Theory

1? h

75

3

Practical Test

1? h

30

4

Alternative To Practical

1h

30

Paper 1 Theory

(1h, 40 marks)

A paper consisting of 40 compulsory multiple-choice items of the simple `direct choice' type. A copy of the data sheet (p.26) will be printed as part of this paper.

Paper 2 Theory

(1?h, 75 marks)

A written paper consisting of two sections. Section a will carry 45 marks and will consist of a small number of compulsory, structured questions of variable mark value. Section B will carry 30 marks and will consist of 4 questions each of 10 marks with candidates being required to attempt 3 questions. A copy of the sheet (p.26) will be as part of this Paper.

Paper 3 Practical Test

(1?h, 30 marks)

This paper will be marked out of 40 and the scaled to a mark out of 30. Details of the syllabus and requirements for this paper are given on pages 27-30. Candidates are NOT allowed to refer to notebooks, text books or any other information in the practical examination.

Paper 4 Alternative to Practical (1h, 30 marks)

This paper will be marked out of 60 and then scaled to a mark out of 30. A written paper of compulsory short-answer and structured questions designed to test familiarity with laboratory practical procedures.

Questions may be set requiring candidates to:

(a) record readings from diagrams of apparatus; (b) describe, explain, comment on or suggest experimental arrangements,

techniques and procedures;

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(c) complete table of data and/or plot graphs; (d) interpret, draw conclusions from and evaluate observations and

experimental (including graphical) data; (e) describe tests for gases, ions, oxidising and reducing agents and/or draw

conclusions from such tests.

Candidates may also be required to perform simple calculations.

WEIGHTINGS OF ASSESSMENT OBJECTIVES

Theory Papers (Papers 1 and 2)

A Knowledge with understanding, approximately 65% of the marks with approximately half allocated to recall.

B Handling information, approximately 35% of the marks.

Practical Assessment (Papers 3 and 4)

This is designed to test appropriate skills in C, Experimental Skills and Investigation, and carries about 25% of the marks for the subject.

SUBJECT CONTENT

It is important that, throughout the course, attention should be drawn to:

(i) the finite life of the world's economic considerations in the chemical industry, such as the availability and cost of raw materials and energy;

(ii) resources and hence the need for recycling and conservation;

(iii) the importance of chemicals in industry and in everyday life.

1 THE PARTICULATE NATURE OF MATTER

Candidates should be able to-

(a) describe the states of matter and explain their inter-conversion in terms of the kinetic particle theory;

(b) describe evidence for the movements of particles in gases and liquids (the treatment of Brownian motion is not required);

(c) describe and explain diffusion;

(d) describe the dependence of rate of diffusion on molecular mass (treated qualitatively).

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