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 STRUCTURE OF THE SYLLABUS

The subject is organised in two (2) Units. A Unit comprises three (3) Modules each requiring 50 hours.
The total time for each Unit, is therefore, expected to be 150 hours. Each Unit can independently
offer students a comprehensive programme of study with appropriate balance between depth and
coverage to provide a basis for further study in this field.

Unit 1: Chemical Principles and Applications I

Module 1 - Fundamentals in Chemistry
Module 2 - Kinetics and Equilibria
Module 3 - Chemistry of the Elements

Unit 2: Chemical Principles and Applications II

Module 1 - The Chemistry of Carbon Compounds
Module 2 - Analytical Methods and Separation Techniques
Module 3 - Industry and the Environment

It is recommended that of the approximately 50 contact hours suggested for each Module, a minimum
of about 20 contact hours be spent on laboratory related-activities, such as conducting experiments,
making field trips and viewing audio-visual materials.

 SUGGESTIONS FOR TEACHING THE SYLLABUS

It is recommended that Unit 1, Module 1 be taught first. However, in teaching each section, teachers
need not follow the sequence given. SI units and IUPAC conversion of nomenclature should be used
throughout. For each Module, there are general and specific objectives. The general and specific
objectives indicate the scope of the content, including practical work, on which the examination will
be based. However, unfamiliar situations may be presented as stimulus material in a question.
Explanatory notes are provided to the right of some specific objectives. These notes provide further
guidance to teachers as to the level of detail required. The Suggested Practical Activities indicate those
areas of the syllabus that are suitable for practical work. However, practical work should not
necessarily be limited to these activities.

Teachers are strongly encouraged to integrate ICT and use inquiry-based strategies to teach chemical
concepts. Teachers should ensure that their lessons stimulate the students’ curiosity and facilitate
critical thinking and problem-solving. This will help students view Chemistry as a dynamic and exciting
investigative process. The provision of cooperative and collaborative activities is encouraged to
facilitate the development of teamwork and the entrepreneurial spirit.

This syllabus caters to varying teaching and learning styles, with specific attention made to ensure the
interrelatedness of concepts. Whenever possible, a variety of teaching and learning strategies suitable
to varying learning needs of students should be employed with special attention given to the
identification of variables and the use of controls in chemical investigations. The need for repeated
investigations and observations to arrive at meaningful conclusions should be emphasised.

In addition to developing a solid foundation of factual information, teachers are encouraged to
emphasise the application of scientific concepts and principles and minimise memorisation and rote

CXC A11/U2/17 5