GENERAL SCIENCE

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 MINISTRY OF BASIC EDUCATION

NAME OF ORGANISATION: DEPARTMENT OF CURRICULUM DEVELOPMENT AND EVALUATION

TITLE OF PROGRAMME: BOTSWANA SENIOR SECONDARY EDUCATION (BSSE)

LEARNING FIELD: EDUCATION AND TRAINING

DOMAIN: GENERAL SCIENCE

LEVEL: NCQF IV NOTIONAL HOURS: 420 TOTAL CREDITS: 42

DURATION: 2 YEARS DELIVERY MODE: FULL TIME/PART TIME

MONTH AND YEAR DEVELOPED: MARCH 2020 YEAR DUE FOR REVIEW: 2026

MINISTRY OF BASIC EDUCATION

DEPARTMENT OF CURRICULUM DEVELOPMENT AND EVALUATION
PRIVATE BAG 501
GABORONE
BOTSWANA
TELEPHONE: 3647500
REFERENCE: CDE
FAX: 3973842

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 Table of Contents

FOREWORD ............................................................................................................................................................................................................................................. 7

ACKNOWLEDGEMENTS ...................................................................................................................................................................................................................... 9

National Panel Members ........................................................................................................................................................................................................................... 9

General Science Ad-hoc committee........................................................................................................................................................................................................ 10

Quality Assurance Team ......................................................................................................................................................................................................................... 11

INTRODUCTION ................................................................................................................................................................................................................................... 12

RATIONALE FOR THE SYLLABUS................................................................................................................................................................................................................ 12

BSSE EXIT OUTCOMES ............................................................................................................................................................................................................................... 13

SYLLABUS STRUCTURE .............................................................................................................................................................................................................................. 17

DELIVERY MODE........................................................................................................................................................................................................................................ 20

Delivery Road Map.................................................................................................................................................................................................................................. 20

METHODOLOGY ........................................................................................................................................................................................................................................ 23

ASSESSMENT ............................................................................................................................................................................................................................................. 24

RESOURCES ............................................................................................................................................................................................................................................... 24

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MODULE GSCSL 1: APPLY PRINCIPLES OF MEASUREMENTS AND SCIENTIFIC PROCESSES.................................................................................... 25

Learning outcome GSCSL 1.1: Apply the scientific method ..................................................................... 26

Learning outcome GSCSL 1.2: Use scientific conventions ........................................................................ 27

Learning outcome GSCSL 1.3: Use fundamental and derived physical quantities and their units....... 28

Learning outcome GSCSL 1.4: Perform accurate measurement of different physical quantities accurately………………..29

MODULE GSCSL 2: EXPLORE PRINCIPLES OF MECHANICS ................................................................................................................................................. 30

Learning outcome GSCSL 2. 1: Demonstrate understanding of motion.................................................. 31

Learning outcome GSCSL 2.2: Explore effects of forces on shape and size of materials ....................... 32

MODULE GSCSL 3: DEMONSTARTE UNDERSTANDING OF ENERGY AND WAVES ........................................................................................................ 33

Learning outcome GSCSL 3. 1: Apply principles of energy, work and power........................................ 34

Learning outcome GSCSL 3. 2: Demonstrate understanding of general properties of waves ............... 35

MODULE GSCSL 4: EXPLORE MAGNETISM AND ELECTRICITY ......................................................................................................................................... 38

Learning outcome GSCSL 4.1: Apply concepts of magnetism.................................................................. 39

Learning outcome GSCSL 4.2: Demonstrate understanding of electricity .............................................. 40

Learning outcome GSCSL 4.3: Investigate applications of electromagnetic effects ............................... 41

MODULE GSCSL 5: EXPLORE CONTINUITY AND DIVERSITY OF LIFE .............................................................................................................................. 42

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Learning outcome GSCSL 5.1: Analyse cell processes and maintenance ................................................ 43

Learning outcome GSCSL 5.2: Evaluate the role of reproduction and continuity of life....................... 45

MODULE GSCSL 6: ANALYZE ENERGY FLOW IN ECOSYSTEMS ........................................................................................................................................ 47

Learning outcome GSCSL 6.1: Investigate interactions in an ecosystem ............................................... 48

Learning outcome GSCSL 6.2: Apply knowledge of nutrition in health and biological processes in humans……………………………….50

Learning outcome GSCSL 6.3: Investigate Energy Transformations in Living Organisms Systems……………………………………………..51

MODULE GSCSL 7: EVALUATE TRANSPORT OF SUBSTANCES IN PLANTS AND ANIMALS ......................................................................................... 52

Learning outcome GSCSL 7.1: Analyse transport systems in Animals ................................................... 53

MODULE GSCSL 8: EVALUATE REGULATION AND COORDINATION IN PLANTS AND ANIMALS ............................................................................. 54

Learning outcome GSCSL 8.1: Analyse homeostatic processes in humans ............................................. 55

Learning outcome GSCSL 8.2: Explore hormonal regulation in plants and animals ............................ 56

MODULE GSCSL 9: EVALUATE THE APPLICATION OF BIOLOGICAL PROCESSES IN REAL LIFE SITUATIONS .................................................. 57

Learning outcome GSCSL 9.1: Explore the uses and applications of Biotechnology in production and service industry……………………………………58

Learning outcome GSCSL 9.2: Investigate gene technology…………………………………………………………………………………………………………………………………….59

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MODULE GSCSL 10: EXPLORE MATTER ...................................................................................................................................................................................... 60

Learning outcome GSCSL 10.1: Demonstrate understanding of nature of matter in terms of kinetic particle theory…………………………..61

Learning outcome GSCSL 10.2 Demonstrate understanding of the structure of an atom in terms of particles……………………………………..62

Learning outcome GSCSL 10.3: Apply knowledge and understanding of the periodic table…………………………………………………………………..63

Learning outcome GSCSL 10.4: Apply knowledge of the structure of matter………………………………………………………………………………………….64

MODULE GSCSL 11: APPLY STOICHIOMETRY IN SOLVING PROBLEMS .......................................................................................................................... 65

Learning outcome GSCSL 11.1: Demonstrate understanding of the laws of conservation of mass and definite proportion…………………………..65

Learning outcome GSCSL 11.2: Demonstrate understanding of the mole concept……………………………………………………………………………………………66

MODULE GSCSL 12 EXPLORE REACTION KINETICS ............................................................................................................................................................... 67

Learning outcome GSCSL 12.1: Apply the investigative approach to explore chemical reactions and their nature………………………………………..67

Learning outcome GSCSL 12.2: Apply knowledge of chemical reactions in everyday life situations………………………………………………………………..69

Learning outcome GSCSL 12.3: Demonstrate understanding of acids, bases and salts……………………………………………………………………………………..70

MODULE GSCSL 13: DEMONSTRATE UNDERSTANDING OF METALS AND NON-METALS .......................................................................................... 71

Learning outcome GSCSL 13.1: Apply principles of metallurgy ............................................................. 72

Learning outcome GSCSL 13.2: Demonstrate knowledge of non-metals in everyday life ..................... 73

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MODULE GSCSL 14: APPLY CARBON CHEMISTRY IN EVERYDAY LIFE ........................................................................................................................... 74

Learning outcome GSCSL 14.1: Demonstrate understanding of carbon chemistry……………………………………………………………………………………………………….75

Learning outcome GSCSL 14.2: Apply knowledge of carbon chemistry in the uses of macromolecules…………………………………………………76

MODULE GSCSL 15: DEMONSTRATE UNDERSTANDING OF ENVIRONMENTAL CHEMISTRY ................................................................................... 77

Learning outcome GSCSL 15.1: Apply knowledge of environmental chemistry in everyday life…………………………………………………………………………………..78

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FOREWORD

The Ministry of Basic Education has undertaken a comprehensive review of Botswana’s General Education system to ensure provision of accessible, quality and
inclusive lifelong education for the creation of an educated citizenry. This education system will transform Botswana from an industrial resource based to a globally
competitive knowledge based economy. The review entails the adoption of outcome-based approach and the introduction of learning pathways to provide learners with
broad-based education. The new approach will enable attainment of knowledge, values, skills and competencies that meet the challenges and needs of the 21st century.

The ministry is therefore pleased to present the revised senior secondary school syllabus which marks a major milestone towards the attainment of quality education
in Botswana. It builds on the lower levels of basic education and seeks to provide quality-learning experiences. The syllabus puts more emphasis on Provider/School-
Based Assessment (PBA) and to a lesser extent on national examinations. This will ensure that there is genuine acquisition of the desired competencies by all learners.
Furthermore, the syllabus aims at creating and sustaining a conducive environment for learning and teaching that allows learners to excel within their own capabilities.

This syllabus sets out a transformational platform of the education system to encapsulate contemporary matters related to; environmental, socio-economic, political,
scientific and technological issues as drawn from various societal demands. A deliberate attempt has been made to infuse and integrate emerging issues that include;
Environmental Education, Sustainable Development, HIV/AIDS Education, Disaster Management, Anti-corruption, Culture, Gender Equity, Emotional Intelligence,
Botho, Civic Education, Societal Values and Patriotism. The syllabus prepares learners for the world of work, further education and lifelong learning. In addition, it
provides for the development of cultural and national identity including the inculcation of attitudes and values which nurture respect for self and for others.

Critical to the success of our secondary education programme is the recognition of individual talents, needs and learning styles, hence changing the role of the teacher
in the classroom. The teacher must become a proficient manager, facilitator and director of learning activities, who is conscious of the learners’ needs and guide them
to be accountable and responsible for their own learning. This requires active participation by all and the creation of rich and diverse learning environments.

It is important that we value the learners’ own experiences and build upon what they know as well as reward them for positive achievement. At the same time, we
must be prepared to offer learners guidance and counselling at all levels; assist them to make the best decisions in keeping with their own interests, career prospects
and preferences. The national ideals of democracy, development, self-reliance, botho, unity and social harmony, underpin our quest to deliver an educated citizenry.

This syllabus is the outcome of consultation and collaboration with various professionals and key stakeholders. On behalf of the Ministry, I wish to express my deep
appreciation and gratitude to all who contributed in the production of this syllabus, including: industry, teachers and academic researchers.

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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, development and production of this senior secondary General Science syllabus. The syllabus reflects the outcome of a genuinely
collaborative work across a broad educational spectrum. The Ministry acknowledges the following members of the subject national panel for their invaluable
contribution in the production of this syllabus:

National Panel Members

No TITLE. FIRSTNAME(S) SURNAME ORGANISATION

1. Mr. Kabelo Nick Moswetsi - Chairperson Botswana International University of Science and Technology – Pre University
Academic Programmes
2. Dr. Samuel Chimidza University of Botswana – Physics Department
3. Dr. Casper Nyamukondiwa Botswana International University of Science and Technology
4. Dr. Spar Mathews Department of Basic Education - In-service
5. Dr. Bareki Batlokwa Botswana International University of Science and Technology
6. Mr. Mooketsi Lanka University of Botswana – Department of Maths and Science Education
7. Dr. Sinvula Robert Masene University of Botswana – Department of Maths and Science Education
8. Mr. Leonard Puso Molepolole Education Center
9. Mrs. Violet Gadifele Balule Mater Spei College
10. Mrs Mokhobo Laletsang Gaborone Senior Secondary School
11. Mrs Mpho Tebele Department of Waste Management and Pollution Control
12. Mr Thuso Ditirafalo Molefi Senior Secondary School
13. Mr Geofrey Mokotedi Moeding College – BOSETU rep
14. Ms. Onalenna Masi Sithole - Secretary Nanogang JSS
15. Ms. Boitumelo Mojelane Boribamo Primary School
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 16. Mr. Mothusi Tsie Tlokweng College of Education
17 Ms Snowie Galaletsang Department of Special Support Services
18. Mr. Sedireng Ndolo Botswana Open University
20. Mrs. Dorcus S. Tau Tlokweng College of Education
21. Ms. Virginia Bojosi Botswana Qualifications Authority
22. Ms. Boikhutso Mokotedi- Paledi Museum and Monuments
23. Mr. Titoga Titose Mnindwa Curriculum Development and Evaluation
24. Ms. Sibongile Boy Curriculum Development and Evaluation

Furthermore, this ad-hoc committee is recognised for its selection and organisation of content in the development of the General Science syllabus:

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
10. Dr Spar Mathews Ministry of Basic Education

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 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

Quality Assurance Team

No TITLE. FIRST NAME(S) SURNAME ORGANISATION

1. Mr. Tathego Bolaane - Chairperson Botswana Examinations Council
2. Mrs. Tracy Inonge Chibua - Secretary University of Botswana
3. Prof. Modise Mosothwane Consultant-Retired University lecturer
4. Dr. Kelebogile Doreen Maabong-Tau University of Botswana – Physics Department
5. Mrs. Segametsi Shele Manyeula Kgari Sechele Senior Secondary School

The Department of Curriculum Development and Evaluation served as Secretariat to the panels. The Department further wishes to thank all the Education Officers,
Physicists, Biologists, Chemists, other experts and teachers, for their invaluable contribution made during consultative meetings

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INTRODUCTION
General Science is one of the subjects offered at BSSE. It is a natural science designed to facilitate growth in personal awareness of the environment and development
of adaptive and adoptive strategies for survival. General science provides opportunity for learners to apply scientific laws and principles, to everyday life to be able to
solve basic life challenges. It is thus offered with a view to cater for anybody who would want to venture into the science field at a later stage in life or feels some
basic scientific concepts are critical and enhance their navigation of the career path of their choice.

RATIONALE FOR THE SYLLABUS

General science is an integration of the three natural science in a manner that is less demanding and taxing on the learner yet equipping them with requisite scientific
concepts, principles and laws that help develop and strengthen critical thinking and problem solving skills in them. It is offered in response to the dictates of a number
of national legislative documents and policies, stakeholder consultations and international protocols. Amongst these are: The Education and Training Sector Strategic
Plan (ETSSP), the 2009 Botswana General Certificate of Secondary Education Evaluation report, the Botswana Human Resource Development Strategy, Vision 2036
of Botswana, the National Policy on Research, Science, Technology and Innovation, National Development Plans 10 and 11, Sustainable Development Goals (SDGs),
and benchmarks. Furthermore, General science is offered to facilitate upholding of the quest to understand the natural world, natural and man-made phenomena their
interactions and impact on humanity, in the process ensuring fulfilment of the educational statements proposed in the General Education Curriculum and Assessment
Framework (GECAF).

It is offered on the assumption that not all learners will require all the scientific concepts that exist but every learner might at some point in their lives require some
scientific concepts to navigate situations in life.

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BSSE EXIT OUTCOMES

Exit Outcomes for Senior Secondary level

21st Century Skills
At the end of Senior Secondary level:
1. Ways of Thinking and Learning Competency
Knowing how to use and develop:  Learners demonstrate broad knowledge of problem-solving strategies and apply them to situations
 Creativity and innovation. they encounter. They show creativity, innovation and demonstrate critical thinking and inquiry skills
 Critical thinking, problem solving, and with which they process information to solve a wide variety of problems in different contexts.
decision making. Learners at this level demonstrate potential for supervisory functions.
 Learning with others as well as Learners, are able to:
learning independently.  acquire, process, and interpret information critically to make complex informed decisions;
 use a variety of complex strategies and perspectives flexibly and creatively to solve problems;
 formulate complex tentative ideas, and question their own assumptions and those of others;

 solve problems individually and collaboratively;

 identify, describe, formulate, and reformulate problems;
 formulate and test hypotheses;
 ask questions, observe relationships, make inferences, and draw conclusions;
 Identify, describe, and interpret different points of view; distinguish facts from opinions.
 demonstrate the ability to be creative and come up with innovative ideas
 Apply study and research skills required for further education and training

2. Ways of Working Competency

Being productive by:  Learners can work effectively in groups and individually dealing with complex issues and are result
 Relating well to/with others. oriented. They demonstrate leadership skills and are able to manage and resolve conflicts.
 Cooperating and working in teams. Learners are able to:
 Managing and resolving conflicts. • Work and study purposefully, both independently and in cooperative groups.
• Respect, cooperate, communicate effectively in groups and relate well to others.
• take responsibility and accountability for what happens in the group and manage and resolve conflicts
that occur in their groups or teams and deal with group dynamics
• show some supervisory skills for own work and the work of others

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 • assess personal achievement and capabilities realistically in pursuit of appropriate
career/employment opportunities/possibilities and/or further education and training.
3. Tools for Working Competency
Effectively use and interact with: • Learners understand and use appropriate technologies, languages, symbols and texts to solve abstract
 Language, symbols and text. and unfamiliar problems in real life situations. They demonstrate understanding of the impact of
 Knowledge and information. technology in their lives, in society, and in the world at large.
 Varied forms of common technology. Learners are able to:
 Information and Communication • locate, evaluate, adapt, create, and share information using a variety of sources and technologies;
Technology. • Use technologies appropriately.
• Demonstrate understanding of the impact of technology on society and the world at large.
• Demonstrate understanding of ethical issues related to the use of technology in local and global
contexts.
• use language to communicate effectively and appropriately when conversing with others
4 Living in the World Competency
Showing effective: • Learners apply knowledge of the social, cultural, economic, and environmental development in the
• Self-management. local and global context.
• Cultural awareness and expression. Learners are able to:
• Social and civic competences. • Demonstrate knowledge and understanding of sustainable development and its implications for the
• Sense of initiative and entrepreneurship environment locally and globally.
• Community and global citizenship
• Apply the social, political, cultural, legal, entrepreneurial and economic, factors in real life situations.

• Examine issues of human rights.

• Recognise and react against forms of discrimination, violence, and anti-social behaviours.

• Demonstrate knowledge and understanding of their own cultural identity and heritage, and that of
others, as well as its contribution to the world.
• Use various forms of art as a means of communication and interpret them in various contexts.

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• Demonstrate knowledge and understanding of the relationship between health and lifestyle.

• Demonstrate the ability to interact with the global environment in a manner that is protective,
conserving and nurturing.
• Determine the principles and actions that characterise a just, peaceful, pluralistic, inclusive and
democratic society, and act accordingly.
• Apply knowledge and skills of the creative arts for economic development.

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SUBJECT OUTCOMES

LO 1 Apply process skills to investigate cause and effect and the interrelatedness of phenomena on earth and the universe.

LO 2Apply scientific concepts and knowledge in addressing health social, economic and environmental issues.

LO 3 Use scientific knowledge to develop technology for sustainable development.

LO 4 Demonstrate understanding of natural and artificial processes affecting all forms of life to ensure sustainability.

TARGET POPULATION AND ENTRY REQUIREMENTS

This Syllabus is meant for learners who have successfully completed level 2 in the NCQF or its equivalence and in some cases learners whose prior learning renders
them eligible for entry to the programme. These learners should be having at least an average aptitude for maths and science.

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SYLLABUS STRUCTURE

This syllabus comprises of fifteen (15) modules

PHYSICS COMPONENT

CODE NAME OF MODULE PURPOSE TYPE CREDITS

APPLY PRINCIPLES OF The purpose of the module is to highlight the importance of
GSCSL 1 MEASUREMENTS AND measurements in determining life process and activities. compulsory 2.0
SCIENTIFIC PROCESSES

GSCSL 2 EXPLORE PRINCIPLES OF To make learners appreciate the effect of force and its manifestations in compulsory 2.8
MECHANICS everyday life

DEMONSTRATE To provides learners with conceptual understanding and computational

GSCSL 3 UNDERSTANDING OF ENERGY skills that are crucial in handling and dealing with energy and waves. It compulsory 5.7
AND WAVES lays foundation for learners who would like to take up engineering along
the lines of energy and wave careers.

GSCSL 4 EXPLORE ELECTRICITY AND The purpose of this module is to make learners aware of the relationship
compulsory 4.0
MAGNETISM and effect of electricity on magnetism and vice versa.

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BIOLOGY COMPONENT

CODE NAME OF MODULE PURPOSE TYPE CREDITS

This module enables learners to appreciate fundamental theory of Compulsory 4.6
molecules building up living things and the role of genomic information
EXPLORE CONTINUITY AND
GSCSL 5 in diversifying living organisms, continuity of life and sustainability.
DIVERSITY OF LIFE.
The module lays a foundation for effective study of the entire syllabus.

The module provides learners an opportunity to gain understanding on Compulsory 3.7

principles of energy transfers through ecosystems and the impact of
ANALYZE ENERGY FLOW IN
GSCSL 6 certain human activities. Understanding of these concepts empowers
ECOSYSTEMS
learners to know how to positively interact with their environment in
order to ensure sustainability.

EVALUATE TRANSPORT OF This module enables learners to appreciate importance of transport Compulsory 1.3

GSCSL 7 SUBSTANCES IN PLANTS AND systems and biological mechanisms in distribution of substances in
ANIMALS. living things and understanding their role in metabolism.

EVALUATE REGULATION AND The module equips learners with knowledge and understanding of how Compulsory 2.7

GSCSL 8 COORDINATION IN PLANTS organisms respond to changes in external and internal environment.
AND ANIMALS

EVALUATE THE APPLICATION It enables learners to explore and gain understanding on the different Compulsory 2
OF BIOLOGICAL PROCESS IN applications of biological processes in various industries and sectors,
GSCSL 9 REAL LIFE SITUATIONS. with more inclination to health, food production, sustainable forests,
animal production, and waste management.

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CHEMISTRY COMPONENT

CODE NAME OF MODULE PURPOSE TYPE CREDITS

This module looks at the nature of matter with a view to explaining
macroscopic properties of substances. It is knowledge of the properties of
GSCSL 10 EXPLORE MATTER Compulsory 2
matter that will lay a foundation for innovation and economic activity of the
country.
APPLY STOICHIOMETRY IN This module equips learners with knowledge and understanding of
GSCSL 11 Compulsory 2.3
SOLVING PROBLEMS stoichiometry to enable them to carry out quantitative analysis in daily life.
This module equips learners with knowledge of various types of reactions
EXPLORE REACTION occurring in everyday life. The knowledge of reaction kinetics can be applied
GSCSL 12 Compulsory 5.5
KINETICS to solve problems such associated with the health sector, extraction of
minerals, and production of green energy.
DEMONSTRATE The module exposes learners to metals and non-metals. This covers their
GSCSL 13 UNDERSTANDING OF extraction, properties and uses both in their pure and derived forms for Compulsory 1.7
METALS AND NON-METALS economic gains.
The module gives learners an understanding of the chemistry of carbon
APPLY CARBON CHEMISTRY
GSCSL 14 including its synthetic products. The module further focuses the learners on Compulsory 1.7
IN EVERYDAY LIFE
assessing the impacts of synthetic materials on the environment.
DEMONSTRATE
This module equips learners with knowledge and understanding of
UNDERSTANDING OF
GSCSL 15 environmental issues associated with air, water and energy as a foundation for Compulsory 1
ENVIRONMENTAL
developing innovative technology for sustainable development.
CHEMISTRY

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DELIVERY MODE
Full time or Part time

Delivery Road Map

LEARNIG
MODULE OUTCOME CONTACT SUGGESTED SUGGESTED ASSESSMENT TIME SELF STUDY OTHER 5%
CODE CODE TIME 60% FACILITATION LEVEL 20% 15%
TERM
GSCSL 1 PHYSL 1.1
GSCSL 1.2
GSCSL 1.3 15 HRS 1 FORM 4 5 HRS 3.75 HRS 1.25 HRS
GSCSL 1.4

GSCSL 2 GSCSL 2.1

GSCSL 2.2 20 HRS 2 FORM 4 7 HRS 4.95 HRS 1.65 HRS

GSCSL 3 GSCSL 3.1

GSCSL 3.2 22 HRS 2 FORM 4 7.3 HRS 5.6 HRS 1.85HRS
GSCSL 3.3

GSCSL 4 GSCSL 4.1

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 GSCSL 4.2 22 HRS 1 FORM 5 7.3 HRS 5.6 HRS 1.85 HRS
GSCSL 4.3
GSCSL 4.4

GSCSL 5 GSCSL 5.1 18 HRS 1 FORM 4 6 HRS 4.5 HRS 1.5 HRS
GSCSL 5.2

GSCSL 6 GSCSL 6.1 2 FORM 4 10.6 HRS 7.76 HRS 2.6 HRS
GSCSL 6.2 31 HRS
GSCSL 6.3

GSCSL 7 GSCSL 7.1 7 HRS 2 FORM 4 2.3 HRS 1.76 HRS 0.59 HRS

GSCSL 8 GSCSL 8.1 10 HRS 3 FORM 4 3.3 HRS 2.5 HRS 0.84 HRS
GSCSL 8.2

GSCSL 9 GSCSL 9.1 18 HRS 1 FORM 5 6 HRS 4.5 HRS 1.5 HRS
GSCSL 9.2

GSCSL 10 GSCSL 10.1 12 HRS 2-3 FORM 5 4HRS 3 HRS 1 HRS

GSCSL 10.2
GSCSL 10.3
GSCSL 10.4

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GSCSL 11 GSCSL 11.1 14 HRS 1 FORM 4 4.6 HRS 3.45 HRS 1.2 HRS
GSCSL 11.2

GSCSL 12 GSCSL 12.1 32 HRS 1-2 FORM 4 10.6 HRS 7.95 HRS 2.65 HRS
GSCSL 12.2
GSCSL 12.3

GSCSL 13 GSCSL 13.1 10.2 HRS 2-3 FORM 4 3.4 HRS 2.55 HRS 0.85 HRS
GSCSL 13.2

GSCSL 14 GSCSL 14.1 10.2 HRS 1 FORM 5 3.4 HRS 2.55 HRS 0.85 HRS
GSCSL 14.2

GSCSL 15 GSCSL 15.1 6 HRS 2-3 FORM 5 2 HRS 1.5 HRS 0.5 HRS

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METHODOLOGY

The learning process should be learner centred to enable learners to actively construct their own knowledge albeit with necessary guidance from the teacher. General
science should be learnt through scientific enquiry methods which promote ideas and seek solutions to life challenges. The methodologies should allow the development
of science process skills in all learners. Learners should be given opportunity to manipulate or work with scientific equipment, plan and carry out investigation. An
effort should be made to ensure that all learners are given opportunity to work alone and/or in groups as they carry out investigations.

The recommended strategies and approaches include and are not limited to;

 Inquiry - based learning,

 Demonstrations
 Problem based learning,
 Technology aided learning / ICT integration,
 Individual and group Scientific Investigations
 Research,
 Project work
 Games
 Case study
 Field trips.

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ASSESSMENT

Assessment in General science focuses on the following observables: acquisition of knowledge and understanding of scientific concepts, ability to handle laboratory
apparatus, to conduct tests, planning and carrying out investigations to verify or clarify, and ability to apply scientific knowledge and skills to overcome day- to -day
life challenges.

Schools will use a diversity of assessment methods such as oral or written tests/quizzes, interviews and observations as learners interact. However, investigations and
presentations ought to be administered as well, and a portfolio should be kept as record of the learner’s performance. A learner’s final grade will be determined as per
the weightings.

The school based assessment will carry a 65% weighting while the final examination will carry a 35% weighting or as per the agreed assessment model between
Examination Authority and the Department of Curriculum Development and Evaluation (CDE).

RESOURCES

General science will be offered in an environment that is adequately resource to enable learners to express their intellectual, initiative and innovative abilities. A
fully equipped laboratory with the standard and relevant equipment to facilitate learning must be provided. The equipment meant to facilitate effective and
meaningful learning may include some, Audio – Visual, computers, CDs, smart boards etc.

A qualified laboratory technician is required to play a complementary role to the subject teachers.

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MODULE GSCSL 1: APPLY PRINCIPLES OF MEASUREMENTS AND SCIENTIFIC PROCESSES

MODULE 1 APPLY PRINCIPLES OF MEASUREMENTS AND CODE: GSCSL 1 Credits: 2.0 Notional Learning Hours: 20
SCIENTIFIC PROCESSES
PURPOSE: To train learners to be grounded on issues of measurements and scientific processes as well as their operationality.

LEARNING OUTCOMES FOR THE MODULE

GSCSL1.1: Apply the scientific method.

GSCSL 1.2: Use scientific conventions

GSCSL 1.3: Use fundamental and derived physical quantities and their units

GSCSL 1.4: Perform accurate measurement of different physical quantities accurately.

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Learning outcome GSCSL 1.1: Apply the scientific method

Performance criteria Content Facilitation/learning Assessment Strategies

strategies
1.1.1 Describe the steps taken in a scientific method  Observation  Experiential learning  Assessor administered
 Problem identification  Research test
 Hypothesis  Experiment  A mini-project
1.1.2 Apply the scientific method in problem solving  Experimentation  Research  Portfolio assessment
 Analysis of data  An assessor supervised
 conclusion practical test

Range statement

Evidence requirements 1.1.1 - 1.1.2Assessor marked scripts

1.1.2 Assessor marked mini-project report covering
Portfolio assessment – Documentation on the learners’ progress

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Learning outcome GSCSL 1.2: Use scientific conventions

Performance criteria (pc) Content Facilitation/learning Assessment

strategies Strategies

1.2.1 Use scientific notation & prefixes to represent measurements  scientific notation  Experiential learning  Assessor
 prefixes and their values  Group discussions administered test
1.2.2 Use significant figures and decimal places correctly in  significant figures and  Research (1.2.1 to 1.2.3)
calculations involving measured quantities  decimal places rules in  quiz
calculations
1.2.3 Use conventional symbols for physical quantities and units  conventional symbols

Range statement 1.2.1 prefixes: from pico- to tera-

1.2.3: Physical quantities: length, mass, time, density, volume
Evidence requirements 1.2.1 - 1.2.3 Assessor marked scripts .

27
Learning outcome GSCSL 1.3: Use fundamental and derived physical quantities and their units

Performance criteria Content Facilitation/learning Assessment

strategies strategies

1.3.1 Classify physical quantities into fundamental and  Fundamental physical Quantities (Mass,  Group discussions,
derived time, length, Luminous intensity, current,  Questions and  Assessor
amount of substance and temperature) and answers (Oral and/or administered test
derived physical quantities written),
1.3.2 State the SI and other units for fundamental and  Presentations
derived physical quantities.  Units of measurement

1.3.3 Convert between different units

Range statement

Evidence requirements 1.3.1 - 1.3.3 Assessor marked scripts

28
Learning outcome GSCSL 1.4: Perform accurate measurement of different physical quantities accurately.

Performance criteria Content Facilitation/learning Assessment strategies

strategies

1.4.1 Estimate the magnitude of common physical  Estimation  Experiential Learning, A written or oral assessor
quantities  Experiment, supervised test
 Observation
1.4.2 Use appropriate instruments to measure  Use of appropriate  Practical test
common physical quantities instruments to measure
physical quantities
1.4.3 Identify the accuracy and range of measuring  Accuracy and range of  Practical test
instruments measuring instruments  A written or oral assessor
supervised test

Range statement 1.4.1 Common physical quantities: Length, mass, time, temperature, volume, density
1.4.2 Appropriate instruments: (digital and/or analogue): bathroom scale, triple beam balance, digital
scale stop watch, thermometers, measuring cylinder, rule, Vernier callipers, micrometre screw gauge,
hydrometer

Evidence requirements 1.4.1 - 1.4.3 Assessor marked scripts

1.4.1 - 1.4.3 Assessor marked report
1.4.1 Interview guide
1.4.1 - 1.4.3 Completed assessor’s checklist ).

29
MODULE GSCSL 2: EXPLORE PRINCIPLES OF MECHANICS

MODULE 2 EXPLORE PRINCIPLES OF MECHANICS CODE: GSCSL 2 Credits: 2.8 Notional Learning Hours: 28

Purpose: To make learners appreciate the effect of force and its manifestations in everyday life

LEARNING OUTCOMES FOR THE MODULE

GSCSL 2.1: Demonstrate understanding of motion

GSCSL 2.2: Explore effects of forces on shape and size of materials

30
Learning outcome GSCSL 2. 1: Demonstrate understanding of motion

Performance criteria Content Facilitation/learning Assessment strategies

strategies

2.1.1 Plot displacement – time and Velocity – time graphs  Plotting of motion (velocity
 Mathematical modelling  A written assessor
using data from different sources and displacement) –time – (computer packages) supervised test
graphs  Question & answer covering (2.1.1 to
 Experiential learning 2.1.7)
2.1.2 Interpret displacement-time and velocity-time  Interpretation of motion-  Discussion
time graphs  Observation
graphs

2.1.3 Apply equations of uniformly accelerated motion to  Equations of motion

solve simple problems
2.1.4 Describe motion of a free falling object.  Acceleration due to gravity
 Terminal Velocity

2.1.5 Describe qualitatively ways in which the net force  Effect of force on motion
acting on a body affects its motion
2.1.6 Perform simple calculations using F= ma

2.1.7 Perform simple calculations using the formula  Moments

Moments = F.s
Range statement 2.1.4 Free falling: upwards, downwards motion
2.1.5 Motion: linear motion, pivotal motion
Evidence requirements 2.1.1 - 2.1.7 Marked scripts

31
 Learning outcome GSCSL 2.2: Explore effects of forces on shape and size of materials

Performance criteria Content Facilitation/learning Assessment Strategies

strategies

2.2.1 Determine the relationship between extension and  Hooke’s law Experiment  Practical test (2.2.1)
stretching force of elastic material.  Group discussion  A written assessor supervised
test (2.2.2 to 2.2.3)
 Questions and
2.2.2 Interpret graphs of extension against stretching force Answers
 Experiential learning
2.2.3 Use the equation F = ke in simple calculations
 Observation
 Simulation

Range statement

Evidence requirements 2.2.1 Assessor marked reports

2.2.2 - 2.2.3 Assessor marked scripts ,

32
MODULE GSCSL 3: DEMONSTARTE UNDERSTANDING OF ENERGY AND WAVES

MODULE 3 DEMONSTRATE UNDERSTANDING OF CODE:GSCSL 3 Notional Learning Hours: 57 Credits: 5.7

ENERGY AND WAVES

Purpose: This module is meant to make learners working or intending to work in areas where measurements and use of power and energy, and supply
and distribution of power and energy are key to their day to day operations It provides them with conceptual understanding and computational skills
that are crucial in energy and waves.

LEARNING OUTCOMES FOR THE MODULE

GSCSL 3.1: Apply principles of energy, work and power.

GSCSL 3.2 Demonstrate understanding of general properties of waves

33
Learning outcome GSCSL 3. 1: Apply principles of energy, work and power

Performance criteria Content Facilitation/learning Assessment strategies

strategies

3.1.1 Describe the environmental and socio-economic effects of the  environmental and socio-  Discussion  A written assessor
different sources of energy both locally and globally economic effects of the  Debate supervised test
sources of energy  Question and answer
3.1.2 Describe the potential of harnessing viable alternative energy  harnessing viable  Problem solving  Report (3.1.3)
sources available in Botswana alternative energy sources  Research
3.1.3 Develop a plan of a system that harnesses viable alternative  energy, work and power  Excursion
sources of energy in Botswana work-energy principle

3.1.4 Relate qualitatively the concepts of energy, work and power

3.1.5 Perform calculations involving energy, work and power using

the equations: E= mgh, E=1/2mv2, W = F.s, P=W/t and P=E/t

Range statement 3.1.2 energy sources: thermal, solar, wind, geothermal, and nuclear

Evidence requirements 3.1.1 – 3.1.5 Assessor marked scripts

3.1.3 Assessor marked report

34
Learning outcome GSCSL 3. 2: Demonstrate understanding of general properties of waves

Performance criteria Content Facilitation/learning Assessment strategies

strategies

3.2.1 Describe wave motion in terms of its properties  Wave motion and  Experiment  A written assessor
propagation  Question and answer supervised test
3.2.2 Interpret a displacement-distance graph of a wave.
 Electromagnetic waves  Experiential learning  Practical (3.2.9, 3.2.17,
3.2.3 Interpret a displacement-time graph of a wave  Reflection of light  Presentation 3.2.21 and 3.2.26)
3.2.4 Relate quantitatively wave speed, period, wavelength and  Formation of images by  Demonstration
frequency of a wave mirrors
3.2.5 Describe the common properties of electromagnetic waves.  Refraction of light
 Critical angle and total
3.2.6 Describe the components of the electromagnetic spectrum in
internal reflection
terms of their sources, special properties and methods of detection
 Convex lens
3.2.7 Explain applications of electromagnetic waves in real life
 Sound waves
situations
3.2.8 Identify the side effects associated with electromagnetic
waves
3.2.9 Demonstrate the law of reflection of light by performing an
experiment using a plane reflecting surface
3.2.10 Illustrate the formation of an image formed by a plane
mirror, using a ray diagram.
3.2.11 Describe the image formed by a plane mirror

3.2.12 Describe applications of the concept of reflection by plane

surfaces in real life situations.
3.2.13 Explain the concept of refraction of light

3.2.14 Perform simple calculations using equations: n1sini = n2sinr

and n1c1 = n2c2

35
3.2.15 Determine the refractive index of transparent materials
experimentally

3.2.16 Perform simple calculations using the equation n1real depth

= n2apparent depth
3.2.17 Determine the critical angle of a given material using a ray
box
3.2.18 Explain the concept of total internal reflection of light

3.2.19 Use the equation n2 = n1sinc in solving problems

3.2.20 Describe the applications of total internal reflection in

everyday life situation
3.2.21 Demonstrate the formation of an image by a convex lens for
an object placed at different positions experimentally
3.2.22 Illustrate the formation of an image formed by a convex lens,
using a ray diagram for an object placed at different positions
3.2.23 Describe the characteristics of the image formed by a convex
lens
3.2.24 Describe the use of convex lenses in single lens optical
instruments
3.2.25 Describe the longitudinal nature of sound waves

3.2.26 Determine the speed of sound in air experimentally

3.2.27 Describe the applications of ultrasonic and infrasonic sounds

in real life situations
3.2.28 Describe factors that influence the quality of sound

Range statement 3.2.1 Properties: Amplitude, frequency, wavelength, wave speed, wave front, propagation
3.2.15 Transparent Materials: including but not limited to- Glass, Perspex, water
3.2.21: different positions: beyond 2F, at 2F, between F and 2F,

36
 3.2.22: different positions: beyond 2F, at 2F, between F and 2F, at F, between F and lens
3.2.24 Optical instruments: magnifying glass, projector, camera, Bio viewer
Evidence requirements Assessor marked scripts for 3.2.1 to 3.2.8, 3.2.10 to 3.2.14, 3.2.16, 3.2.18 to 3.2.20, 3.2.22 to 3.2.25 and 3.2.27
Assessor marked report for 3.2.9, 3.2.17, 3.2.21 and 3.2.26

37
MODULE GSCSL 4: EXPLORE MAGNETISM AND ELECTRICITY

MODULE 4 EXPLORE MAGNETISM AND ELECTRICITY CODE: GSCSL 4 Credits: 4.0 Notional Learning Hours: 40

Purpose: The purpose of this module is to make learners aware of the relationship and effect of electricity on magnetism and vice versa.

LEARNING OUTCOMES FOR THE MODULE

GSCSL 4.1: Apply concepts of magnetism.
GSCSL 4.2 Demonstrate understanding of electricity
GSCSL 4.3 Investigate applications of electromagnetic effects

38
Learning outcome GSCSL 4.1: Apply concepts of magnetism

PERFORMANCE CRITERIA (PC) CONTENT Facilitation/learning Assessment strategies

strategies
4.1.1 Explain the concept of magnetisation  Magnetism  Demonstration  Assessor administered
 Magnetic  Simulation test
4.1.2 Investigate the shape and pattern of the magnetic field around two
fields  Experiential learning  Practical
bar magnets in different arrangements using iron fillings
 Question and answer
4.1.3 Investigate the direction of the magnetic field around a bar magnet
 Experiment
using plotting compass
4.1.4 Describe the stroking and electrical methods of magnetisation  Methods of
magnetisation
4.1.5 Investigate factors affecting the strength of an electromagnet

4.1.6 Identify applications of electromagnets in real life situations  Electro-

magnetism

Range statement 4.1.2: different arrangements: like poles facing each other, unlike poles facing each other, parallel magnets
with like poles facing same direction, parallel magnets with unlike poles facing same direction

Evidence requirements Assessor administered test for 4.1.1, 4.1.5, 4.1.6

Assessor provided worksheet for 4.1.3, 4.1.4, 4.1.6

39
Learning outcome GSCSL 4.2: Demonstrate understanding of electricity

Performance criteria Content Facilitation/learning Assessment

strategies strategies

4.2.1 Distinguish between static electricity and current electricity.  Current electricity  Question and  Assessor
 Ohm’s law answer administered test
4.2.2 Perform calculations using the equation Q=It
 Resistance  Experiment
4.2.3 Perform an experiment to show the relationship between current and voltage for  Electric circuits  Simulations
Ohmic conductors  Discussions
 Electrical power

4.2.4 Interpret I-V graphs for Ohmic conductors  Practical test

4.2.5 Calculate total resistance in a combined circuit for not more than three resistors

4.2.6 Perform calculations to find V, I and R for circuit consisting of resistors in series,
in parallel and in a combination of parallel and series

4.2.7 Perform calculations using the equations: P=VI and E=VQ

4.2.8 Wire a model house using a ring – main circuit wiring involving two sockets Assessor
administered test
Project
Range statement

Evidence requirements Assessor administered test for PC 5.2.1, 4.2.2, 4.2.3,4.2.8

Practical test for PC 4.2.4, 4.2.5, 4.2.5, 4.2.6, 4.2.7
Project for PC 4.2.8

40
 Learning outcome GSCSL 4.3: Investigate applications of electromagnetic effects

Facilitation/learning Assessment strategies

Performance criteria Content strategies

4.3.1 Demonstrate that a changing magnetic field on a conductor can induce  Electromagnetic  Experiment  Practical test (4.3.1,
current experimentally induction  Question & 4.3.3, 4.3.5)
4.3.2 Describe the principle of operation of an a.c. generator.  a.c. generator answer  Assessor administered
4.3.3 Demonstrate the principle of operation of a transformer experimentally  Transformer  Experiential learning test (4.3.2, 4.3.4,4.3.6
 d.c. motor  Excursion -7)
4.3.4 Identify uses of transformers in real life situations  Simulation
4.3.5 Demonstrate that a current carrying conductor across magnetic field  Discussion
experiences force experimentally
4.3.6 Describe the principle of operation of a d.c motor
4.3.7 Identify the application of the motor effect in real real life situations

Range statement 4.3.7 real life situations: loud speakers, electric fan, drilling machines

Evidence requirements Assessor marked scripts for 4.3.2, 4.3.4. 4.3.6 to 4.3.7
Assessor marked practical report for 4.3.1, 4.3.3 and 4.3.5

41
MODULE GSCSL 5: EXPLORE CONTINUITY AND DIVERSITY OF LIFE

MODULE 5 EXPLORE CONTINUITY AND DIVERSITY OF LIFE CODE GSCSL: 5 CREDIT: 4.5 NOTIONAL HOURS: 45

PURPOSE: This module enables learners to appreciate fundamental theories of/on living things; aligned to cellular, molecular and genomic structure and function
for continuity and sustainability of life/populations in the ecosystems/for biodiversity.

LEARNING OUTCOMES FOR THE MODULE

GSCSL 5.1 Analyse cell processes and maintenance
GSCSL 5.2 Evaluate the role of reproduction and continuity of life

42
Learning outcome GSCSL 5.1: Analyse cell processes and maintenance

Facilitation and learning Assessment

Performance criteria Content
strategies strategies
5.1.1 Manipulate a compound microscope to observe prepared  Parts and functions of compound  Practical work  Supervised timed
slides of plant and animal cells. microscope  Group work/ discussions and test
presentations.  Practical work
 Technology aided teaching.  Observations
 experimentation
5.1.2 Prepare slides of plant cells.  Scientific processes
5.1.3 Identify cellular components as seen in micrographs  Structure of the cell

5.1.4 Describe functions of the cellular components  Functions of cell components

5.1.5 Relate the number of organelles to the function of  Relationship between surface and
specific cells. function
5.1.6 Explain the importance of specialization of cells in  Functions of various types of cells
multicellular organisms using examples  Cell specialization
5.1.7 Investigate effects of osmosis in animal and plant tissues.  Movement of substances in and
out of cells
5.1.8 Explain the importance of movement of substances in  Relate movement of substances to
and out of cells. dehydration, wilting and
maintenance of processes
Range statement 5.1.5 Organelles: mitochondria and chloroplasts
5.1.3 and 5.1.4 Cellular components: cytoplasm, mitochondria, chloroplast, cell wall, nucleus, ribosomes

43
 5.1.8 Importance: removal of wastes. intake of nutrients and water,
Evidence requirement 5.1.2 Drawings of cells with structures labelled
5.1.2 – 5.1.7, 5.1.8 A marked assessor supervised written/ oral / test.
5.1.8 A completed planning sheet, approved by the assessor prior to investigations.
5.1.8 Completed assessor checklist having observed learner performing investigations or captured in video
recordings.
5.1.3, 5.1.4 and 5.1.6 A marked written laboratory /research report and rubrics.

44
Learning outcome GSCSL 5.2: Evaluate the role of reproduction and continuity of life

Facilitation and
Performance criteria Content Assessment strategies
learning strategies
5.2.1 Apply knowledge of mitosis in vegetative propagation for commercial  Sexual and asexual  Investigations  Supervised tests
purposes. reproduction in plants  Group work  Observation
5.2.2 Discuss significance of cross and self-pollination to a species.  Types of Pollination  Research  investigations
5.2.3 Describe the growth of pollen tube and its entry into ovule followed by  Fertilization in plants  Technology aided  Various stages in
fertilization.  Fruit and seed learning conducting
5.2.4 Explain the events leading to fruit and seed formation. formation in plants Research
5.2.5 Describe the processes taking place within a seed during germination.  Enzyme activity
5.2.6 Investigate the environmental conditions which affect germination of seeds  Germination
 Factors necessary for
seed germination
5.2.7 Describe the menstrual cycle in terms of hormonal control  Menstrual cycle

5.2.8 Describe fertilization and early development of zygote in terms of ball of cells  Stages from zygote
and its implantation. formation to birth
5.2.9 Discuss functions of placenta and umbilical cord during pregnancy. Sexual Reproduction in
5.2.10 Debate for and against the use of birth control. Humans
5.2.11 Discuss STIs in terms of causes, method of transmission, signs and  Menstrual Cycle
symptoms, effects, control and treatment.  Fertilisation
5.2.12 Discuss cancers associated with the reproductive systems in terms of cause,  Growth of Foetus
effects and treatment.  Diseases and
Infections

45
Range statement 5.2.11 STIs: gonorrhoea, syphilis, hepatitis B, candidiasis and HIV/AIDS.
5.2.12 Cancers: prostate, cervical, ovarian and breast cancer.
Evidence requirements 5.2.1 Live propagated /cloned plants or in pictures/ videos.
5.2.1 – 5.2.12 Marked assessor supervised written / oral test.
5.2.6 A completed planning sheet, approved by the assessor prior to investigation.
5.2.6 Marked laboratory / research report with rubrics.

46
MODULE GSCSL 6: ANALYZE ENERGY FLOW IN ECOSYSTEMS

MODULE 6 ANALYZE ENERGY FLOW IN ECOSYSTEMS CODE: GSCSL 6 CREDIT: 3.7 NOTIONAL HOURS: 37

Purpose: This module provides learners an opportunity to gain understanding on principles of energy transfers through ecosystems and the destruction caused by
certain human activities. Understanding of these concepts empowers learners to know how to positively interact with their environment in order to ensure sustainability.

LEARNING OUTCOMES FOR THE MODULE

GSCSL 6.1 Investigate interactions in an ecosystem.
GSCSL 6.2 Apply knowledge of nutrition in health and biological processes in humans.
GSCSL 6.3 Investigate energy transformations in living organisms’ systems.

47
Learning outcome GSCSL 6.1: Investigate interactions in an ecosystem

Facilitation and Assessment

Performance criteria Content
learning strategies strategies
6.1.1 Explain how organisms are adapted to their environment.  Population dynamics in an ecosystem:  Group work and  Supervised timed
6.1.2 Estimate population size of organisms in a given community - Immigration, birth rate, death rate, presentations tests
using sampling techniques. competition, emigration.  Research work  Investigations
6.1.3 Investigate population dynamics in an ecosystem.  Field trip  Oral
6.1.4 Outline the process of ecological succession on a piece of land.  Ecological succession presentations
6.1.5 Describe the flow of energy through food chains.  Energy flow
6.1.6 Interpret ecological graphs and diagrams.

6.1.7 Explain effects of climate change on ecosystem.  Climate change

6.1.8 Evaluate effects of veld fires on an ecosystem.  Effects of natural events on the
ecosystem.
6.1.9 Evaluate the effects of human activities on ecosystems.  Impact of Human activities on the
environment (electronic waste,
mercury, pesticides, fertilizers,
petroleum wastes, sewage and
plastic).
6.1.10 Outline advantages and disadvantages of biological pest  Pest control
control.
6.1.11 Evaluate consequences of loss of diversity in an ecosystem.

48
6.1.12 Outline hazards associated with improper disposal of clinical
 Conservation and waste management
waste.
6.1.13 Explain effects of use of Persistent Organic Pollutants on  Non Bio-degradable / recalcitrant
ecosystem. compounds.
6.1.14 Create useful products out of waste/ Introduce the 3Rs.  Recycling, reduce and reuse of waste
Sustainable production and consumption. material
Range statement 6.1.2 Sampling techniques: quadrant frame and capture recapture.
6.1.3 Population dynamics: population density, population growth, immigration, emigration, birth and death rate.
6.1.6 Diagrams: food chains, webs and pyramids
6.1.9 Human activities: improper disposal of industrial waste , household and clinical waste, poor agricultural practices,
deforestation, introduction of invasive species, farming,
Evidence requirements 6.1.1 - 6.1.14 A marked assessor supervised written/ oral / test.
6.1.3 A completed planning sheet, approved by the assessor.
6.1.3 Completed assessor checklist having observed learner performing investigations or captured in video recordings.

49
Learning outcome GSCSL 6.2: Apply knowledge of nutrition in health and biological processes in humans

Facilitation and learning Assessment

Performance criteria Content
strategies strategies
6.2.1 Determine amount of energy contained in food samples using calorimetry.  Energy content in food  Practical  Timed tests,
6.2.2 Relate diet to prevention and management of Non Communicable  Non communicable  Group work and  Practical work
Diseases (NCDs). diseases presentations
6.2.3 Describe assimilation of simple soluble food substances.  The liver  Research
6.2.4 Describe the functions of the liver.  Assimilation  Computer Simulations
Range statement 6.2.2 NCDs: diabetes, Hypertension and colon cancers
Functions: deamination, detoxification, bile production, storage
Evidence requirements 6.2.1 – 6.2.4 A marked assessor supervised written/ oral / test covering.
6.2.1 – 6.2.3 A completed planning sheet, approved by the assessor prior to investigations.
6.2.1 – 6.2.3 Completed assessor checklist having observed learner performing investigations or captured in video recordings.
6.2.1 – 6.2.3 A marked written laboratory research report and rubrics.

50
Learning outcome GSCSL 6.3: Investigate Energy Transformations in Living Organisms Systems

Facilitation and learning

Performance criteria Content Assessment strategies
strategies
6.3.1 Explain how plants convert light energy to chemical energy.  Photosynthesis: - Intake of  Group discussions  Practical work
Carbon dioxide, trapping of  Practical and
6.3.2 Investigate factors that affect rate of photosynthesis. light, breakdown of water,  Research observations
formation of carbohydrates,  Computer  Written/ Oral
conversion of energy). simulation tests
6.3.3 Distinguish between aerobic and anaerobic respiration.  Aerobic and anaerobic
6.3.4 Outline the production of lactic acid in muscles during exercise. respiration.
6.3.5 Carry out experiments to investigate fermentation of sugars and
aerobic respiration.
Range statement 6.3.2 Factors: carbon dioxide, light intensity and temperature
6.3.5 Fermentation: rate of carbon dioxide production using different sugars
Evidence requirements 6.3.1 -6.3.4 A marked assessor supervised written/ oral / test.
6.3.2, 6.3.5 A completed planning sheet, approved by the assessor prior to investigations.
6.3.2, 6.3.5 Completed assessor checklist having observed learner performing investigations or captured in video recordings.
6.3.2, 6.3.5 A marked written laboratory research report and rubrics.

51
MODULE GSCSL 7: EVALUATE TRANSPORT OF SUBSTANCES IN PLANTS AND ANIMALS

MODULE 7 EVALUATE TRANSPORT OF SUBSTANCES IN PLANTS AND CODE: GSCSL 7 CREDIT: 1.3 NOTIONAL HOURS: 13
ANIMALS
Purpose: This module enables learners to appreciate the importance of transport systems and biological mechanisms in the distribution of substances in living
things and understanding their role in metabolism.

LEARNING OUTCOMES FOR THE MODULE

GSCSL 7.1: Analyse Transport system in Animals

52
Learning outcome GSCSL 7.1: Analyse transport systems in Animals

Facilitation and learning

Performance criteria Content Assessment strategies
strategies
7.1.1 Describe exchange of substances between blood and cells.  Lymphatic system  Group work and  Timed and
7.1.2 Describe the functions of the lymphatic system. presentations supervised test
7.1.3 Relate structure of blood vessels to blood related diseases.  Blood vessels  Simulations of heart
7.1.4 Discuss the prevalence of any heart and/ or blood related diseases  Heart and blood related cycle
in local communities. diseases, their causes &  Research
prevention.
7.1.5 Explain the role of blood components in body defence Structure and function of:
mechanism  Platelets
 Lymphocytes
 Phagocytes
 Immunity
7.1.6 Describe the heart cycle (diastole, systole)  Diastole and systole

Range statement 7.1.3 and 7.1.4 Diseases: stroke, cardiac arrest, angina pectoris, hypertension
7.1.5 Defense mechanism: blood clotting mechanism, antibody production - natural immunity, artificial immunity and phagocytosis.
Evidence requirements 7.1.1 - 7.1.6 A marked assessor supervised written/ oral / test scripts.
7.1.5 A marked written research report with rubrics using ICT techniques and checklist for presentations.

53
MODULE GSCSL 8: EVALUATE REGULATION AND COORDINATION IN PLANTS AND ANIMALS

MODULE 8 EVALUATE REGULATION AND COORDINATION IN CODE: GSCSL 8 CREDIT:2.7 NOTIONAL HOURS: 27
PLANTS AND ANIMALS.
Purpose: This module equips learners with knowledge and understanding of how organisms respond to changes in external and internal stimuli, in order to
maintain quality life of organisms.

LEARNING OUTCOMES FOR THE MODULE

GSCSL 8.1: Analyse homeostatic processes in humans.
GSCSL 8.2 : Explore hormonal regulation in plants and animals.

54
Learning outcome GSCSL 8.1: Analyse homeostatic processes in humans

Facilitation and learning

Performance criteria Content Assessment strategies
strategies
8.1.1 Explain the importance of keeping a constant internal  Homeostasis  Group work and  Supervised timed test
environment in humans. presentation  Observation
 Simulations
8.1.2 Describe the structures of homeostatic organs.  Parts of the skin.
 Research

8.1.3 Describe negative feedback on homeostatic processes in  Temperature regulation

humans.  Regulation of blood glucose level

8.1.4 Describe kidney failure in terms of possible causes and  Kidney diseases
treatment.
8.1.5 Discuss the impact of the management of kidney failure
on economy of a country
Range statement 8.1.2 Homeostatic organs: skin
8.1.3 Homeostatic processes: temperature and blood sugar regulation.
8.1.4 Causes: diabetes, high blood pressure & drug abuse
Evidence requirements 8.1.1 – 8.1.5 A marked assessor supervised written/ oral / test scripts.
8.1.5 Completed assessor checklist having observed learner making a presentation.

55
Learning outcome GSCSL 8.2: Explore hormonal regulation in plants and animals

Facilitation and learning

Performance criteria Content Assessment strategies
strategies
8.2.1 Explain the role of animal hormones in metabolic processes in  Hormonal imbalance  Computer Aided L/T  Investigations and
humans. in humans  Group work and observations
8.2.2 Explain effects of hormonal imbalances on health in humans. presentations  Timed supervised tests
 Research

Range statement 8.2.1 Animal Hormones: adrenaline, thyroxine and cortisol.

8.2.2 Hormonal imbalances: thyroxine and cortisol.

Evidence requirements 8.2.1 - 8.2.4 A marked assessor supervised written/ oral / test.
8.2.2 A completed planning sheet, approved by the assessor prior to investigations.
8.2.2 Completed assessor checklist having observed learner captured in video recordings.
8.2.2 A marked written laboratory/research report and rubrics.

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

MODULE 9 EVALUATE THE APPLICATION OF BIOLOGICAL CODE: GSCSL 9 CREDIT: 2.0 NOTIONAL HOURS: 20
PROCESS IN REAL LIFE SITUATIONS.
Purpose: This module enables learners to explore and gain understanding on the different applications of biological processes in various industries and sectors, with
more inclination to health, food production, sustainable forests, animal production, and waste management.

LEARNING OUTCOMES FOR THE MODULE

GSCSL 9.1 Explore the uses and applications of Biotechnology in production and service industry.
GSCSL 9.2 Investigate gene technology.

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Learning outcome GSCSL 9.1: Explore the uses and applications of Biotechnology in production and service industry

Facilitation and Assessment

Performance criteria Content
learning strategies strategies
9.1.1 Explain reasons for use of micro-organisms in Biotechnology.  Biotechnology  Research work  Supervised and
9.1.2 Investigate the use of microbes in food and beverage production.  Food production  Practical work timed test
 Beverage production  Field trip  Investigations
 Use of pectinase and lactase.  Group work  Observations
9.1.3 Explain the role of micro-organisms in the production of medicine.  Production of medicines  Technology aided
9.1.4 Explain the role of viruses in the production of vaccines.  Production of vaccines learning
9.1.5 Explain the role of micro and macro - organisms in waste  Waste management
management.
9.1.6 Evaluate the impact of Biotechnology in a society.  Ethical considerations in relation
9.1.7 Analyse the social and ethical implications associated with use of biotechnology
Biotechnology.
Range statement 9.1.2 Food and beverages: traditional beer, bread, madila (sour milk), fruit juices, lactose free milk.
9.1.3 Medicines: antibiotics and vaccines.
9.1.5 Waste management: waste oil degradation, waste water management, composting, biogas.
Evidence requirements 9.1.1, 9.1.3 - 9.1.5, 9.1.7 A marked assessor supervised written/ oral / test covering.
9.1.2 A completed planning sheet, approved by the assessor prior to investigations.
9.1.2 Completed assessor checklist having observed learner performing investigations or captured in video recordings
9.1.2 A marked written laboratory research report and rubrics.

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Learning outcome GSCSL 9.2: Investigate gene technology

Facilitation and learning

Performance criteria Content Assessment strategies
strategies
9.2.1 Describe the stages of gene transfer.  Gene transfer  Group work and  Presentations and
9.2.2 Explain the role of gene technology in production of insulin.  Genetic engineering in presentations observations.
production of insulin.  Research work  Supervised timed
9.2.3 Explain the role of genetic engineering in correcting human  Genetic engineering in  Video and computer test.
disorders. other industries simulations  Investigations.
9.2.4 Discuss the impact of genetic engineering on bio diversity.  Gene therapy  Debate
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.  Ethical issues of genetic
technology
Range statement 9.2.3 Human disorders: cystic fibrosis, haemophilia.
9.2.6 Reproductive technologies: Artificial Insemination, Artificial pollination.
Evidence requirements 9.2.1 – 9.2.7 A marked assessor supervised written/ oral / test
9.2.7 A completed planning sheet, approved by the assessor prior to investigations
9.2.7 Completed assessor checklist having observed learner performing investigations or video recordings
9.2 A marked written laboratory research report and rubrics.

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MODULE GSCSL 10: EXPLORE MATTER

MODULE 10 EXPLORE MATTER CODE GSCSL 10 CREDIT: 2 NOTIONAL HOURS: 20

Purpose: This module looks at the nature of matter with a view to explaining macroscopic properties of substances. It is knowledge of the properties of matter that
will lay a foundation for innovation and economic activity of the country.

LEARNING OUTCOMES FOR THE MODULE

GSCSL 10.1 Demonstrate understanding of nature of matter in terms of kinetic particle theory.

GSCSL 10.2 Demonstrate understanding of the structure of an atom in terms of particles.

GSCSL 10.3 Apply knowledge and understanding of the periodic table.

GSCSL 10.4 Apply knowledge of the structure of matter.

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Learning outcome GSCSL 10.1: Demonstrate understanding of nature of matter in terms of kinetic particle theory

Facilitation and learning

Performance criteria Content Assessment strategies
strategies
10.1.1 Carry out experiments to demonstrate changes of states of matter Changes of state of Practical work Timed Experimental
matter discussion activity
Observation checklist
10.1.2 Explain the changes of state using the kinetic particle theory Kinetic particle theory Discussion Timed Test/
Assignment/ Test/ Quiz
10.1.3 Carry out experiments to explain the dependency of the rate of diffusion on Diffusion Practical work
molecular mass and temperature Molecular mass Presentations
Rate of diffusion

Range statement 10.1.1 - States of matter: Solid, liquid, gas

10.1.1 & 10.1.3. Planning sheet approved by assessor, Assessor completed observation check list, Recorded videos of laboratory
Evidence requirements sessions, Marked lab report
10.1.2. Marked, assessor supervised assessment (written/oral)

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Learning outcome GSCSL 10.2 Demonstrate understanding of the structure of an atom in terms of particles

Facilitation and learning Assessment

Performance criteria Content
strategies strategies
10.2.1 Describe the structure of an atom in terms of sub atomic particles and their  Atomic structure  Group/ class Timed Test/
characteristics  Atomic number discussions Assignment /
10.2.2 Identify atomic and mass numbers of a given atom of an element.  Mass number  Presentations Test/ Quiz
10.2.3 Show the arrangement of electrons in shells for the first 20 elements.  Isotopes  ICT integration
10.2.4 Describe isotopes

10.2.1 - Characteristics: Mass, charge, position in the atom

Range statement 10.2.4 - Isotopes: H, C, and Cl

10.2.1-10.2.4 Marked, assessor supervised Assessment scripts (written/oral)

Evidence requirements

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Learning outcome GSCSL 10.3: Apply knowledge and understanding of the periodic table

Facilitation and learning

Performance criteria Content Assessment strategies
strategies
10.3.1 Relate number of shells to period number. • Periodic and group Group/class discussion
10.3.2 Relate group number to valence electrons. trends
10.3.3 Deduce periodic trends from given data.
10.3.4 Deduce group trends from given data.
10.3.5 Describe physical and chemical properties of alkali metals/group I metals. • Reactions with Teacher demonstration
10.3.6 Describe the trend of reactivity of alkali metals/group I metals. water, oxygen discussion

10.3.7 Describe physical and chemical properties of halogens/group VII elements. Group properties Demonstration
Timed Test/
10.3.8 Describe the trend of reactivity of halogens/group VII elements. ICT integration
Assignment/ Quiz
10.3.9 Describe the typical properties of transition metals. Visual Presentations
• Transition metals
Group discussion
10.3.10 Explain the unreactive nature of group VIII elements • Noble gases
10.3.11 Relate uses of group VIII elements to their properties.

10.3.3 - Periodic trends: Change in metallic character, electronegativity, atomic radius

Range statement
10.3.4 - Group trends: Colour, melting and boiling points, density, physical states at RTP, Reactivity
Evidence requirements 10.3.1-10.3.11: Marked, assessor supervised Assessment scripts (written/oral)

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Learning outcome GSCSL 10.4: Apply knowledge of the structure of matter

Facilitation and learning

Performance criteria Content Assessment strategies
strategies
10.4.1 Describe the formation of ionic bonds between metals and non-metals • ionic bonding and Class/group discussion
10.4.2 Illustrate ionic bonding in ionic compounds of the form XY, XY2 and ionic compounds Experiments
X2Y,using dot and cross diagrams. • Properties of ionic Research
10.4.3 Describe physical properties of ionic compounds. compounds ICT integration
Timed Tests/
10.4.4 Describe the formation of covalent molecules with single covalent bonds. • Covalent bonds
Assignment/Test/Quiz
10.4.5 Illustrate covalent bonding using dot and cross diagrams. and covalent
10.4.6 Describe the physical properties of covalent compounds. compounds
10.4.7 Describe intra and inter molecular forces. • Properties
• Molecular forces
Range statement
Evidence requirements 10.4.1- 10.4.7. Marked, assessor supervised Assessment scripts (written/oral)

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MODULE GSCSL 11: APPLY STOICHIOMETRY IN SOLVING PROBLEMS

MODULE 11 APPLY STOICHIOMETRY IN SOLVING PROBLEMS CODE GSCSL 11 CREDIT: 2.3 NOTIONAL HOURS: 23

Purpose: This module equips learners with knowledge and understanding of stoichiometry to enable them to carry out quantitative analysis in daily life.

LEARNING OUTCOMES FOR THE MODULE

GSCSL 11.1 Demonstrate understanding of the laws of conservation of mass and definite proportion.
GSCSL 11.2 Demonstrate understanding of the mole concept.

Learning outcome GSCSL 11.1: Demonstrate understanding of the laws of conservation of mass and definite proportion

Facilitation and learning

Performance criteria Content Assessment strategies
strategies
11.1.1 Deduce the formulae of compounds from ions, models and/or diagrams. • Formulae of Group/ class discussion Timed Tests/
11.1.2 Construct balanced chemical equations including state symbols compounds Assignment/ Quiz
• Chemical
equations
Range statement
Marked, assessor supervised Assessment scripts (written/oral)
Evidence requirements

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Learning outcome GSCSL 11.2: Demonstrate understanding of the mole concept

Facilitation and learning

Performance criteria Content Assessment strategies
strategies
11.2.1 Define the mole • Mole concept
11.2.2 Calculate moles of substances • Mole conversions
11.2.3 Convert moles into other quantities • Percentage composition of Group/class discussion Timed Tests/
11.2.4 Calculate percentage composition compounds Assignment/ Quiz
11.2.3 - Quantities: mass, volume of gas, number of particles
Range statement

11.2.1-11.2.4 Marked, assessor supervised Assessment scripts (written/oral)

Evidence requirements

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 MODULE GSCSL 12 EXPLORE REACTION KINETICS

MODULE 12 EXPLORE REACTION KINETICS CODE GSCSL 12 CREDIT: 5.5 NOTIONAL HOURS: 55

Purpose: This module equips learners with knowledge of various types of reactions occurring in everyday life. This knowledge of reaction kinetics can be applied to
solve problems such associated with the health sector, extraction of minerals, and production of green energy.

LEARNING OUTCOMES FOR THE MODULE

GSCSL 12.1 Apply the investigative approach to explore chemical reactions and their nature.
GSCSL 12.2. Apply knowledge of chemical reactions in everyday life situations.
GSCSL 12.3 Demonstrate understanding of acids, bases and salts.

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

Facilitation and
Performance criteria Content Assessment strategies
learning strategies
12.1.1 Perform experiments to determine the nature of chemical reactions.  Exothermic and  Practical work  Timed Experiments
12.1.2 Describe exothermic and endothermic reactions endothermic  Group/ class  Timed Assignment/
12.1.3 Identify examples of endothermic and exothermic reactions reactions discussion Test/Quiz
 Presentations  Observations
12.1.4 Demonstrate the production of electrical energy from a simple cell.  Simple cell  Practical work  Timed Experiments

12.1.5 Explain the effect of different variables on the rate of a reaction in  Rate of chemical  Group/ class  Timed Assignment/ Test
terms of collision theory reactions discussion /Quiz
 Presentations

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12.1.6 Investigate the effect of concentration, temperature, surface area and  Practical work  Timed Assignment/
catalyst on the rate of a reaction  Group/ class Test/Quiz
12.1.7 Represent and interpret experimental data. discussion  Timed Experiments
 Presentations
12.1.8 Describe redox reactions in terms of electron transfer.  Redox reaction  Group discussion  Timed Assignment/
12.1.9 Identify oxidising and reducing agents using potassium iodide and  Reducing and  Practical Test/Quiz
potassium manganate (VII) oxidising agents
12.1.10 Identify everyday life examples of redox reactions

Chemical reactions: exothermic, endothermic reactions.

Variables: catalyst, surface area, temperature, concentration.
Range statement
Everyday life examples: rusting, combustion, reaction in breathalyser, respiration, electrolysis, extraction of metals,
preparation of chlorine from concentrated hydrochloric acid.
12.1.1-12.1.10; Marked, assessor supervised assessment scripts
Evidence requirements 12.1.1, 12.1.6, & 12.1.6; Planning sheet approved by assessor, completed assessor checklist or captured video recordings,
marked lab report.

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Learning outcome GSCSL 12.2: Apply knowledge of chemical reactions in everyday life situations

Facilitation and learning

Performance criteria Content Assessment strategies
strategies
12.2.1 Describe the process of electrolysis  Electrolysis  ICT  Timed Assignment/ Test/
 Electrolysis of molten  Group/ class Quiz
and aqueous discussions
electrolytes  Presentations
12.2.2 Construct an electrolytic cell  Practical work  Timed Experiments
 Observations
12.2.3 Carry out electrolysis of aqueous solutions using active  ICT  Timed Assignment/ Test/
and inert electrodes  Group/ class Quiz
12.2.4 Describe electrolysis of molten electrolytes discussions
12.2.5 Describe factors affecting preferential discharge of ions  Presentations
during electrolysis
12.2.6 Describe applications of electrolysis

12.2.3. Aqueous solutions: concentrated sodium chloride, dilute sulphuric acid and aqueous copper II sulphate
Range statement
12.2.6. Applications of electrolysis: electroplating, purification of copper
12.2.1 – 12.2.6: Marked, assessor supervised assessment scripts
Evidence requirements 12.2.2 & 12.2.3: Planning sheet approved by assessor, completed assessor checklist, captured video recordings, and marked
lab report.

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Learning outcome GSCSL 12.3: Demonstrate understanding of acids, bases and salts

Facilitation and learning

Performance criteria Content Assessment strategies
strategies
12.3.1 Describe acids and bases in terms of hydrogen ions • Acids and bases • Group/ class discussion • Timed Assignment/ Test/
• Application of acid/ Quiz
12.3.2 Investigate chemical properties of acids. base reactions • Practical work • Timed experiments
12.3.3 Investigate chemical properties of bases. • Application of acid • Group/ class discussion • Observations
12.3.4 Distinguish between a weak and a strong acid. base reactions • ICT • Timed Assignment/ Test/
12.3.5 Distinguish between a weak and a strong alkali. • Test for ions and gases Quiz
12.3.6 Determine the pH of solutions
12.3.7 Test for and identify gases
12.3.8 Investigate the effect of acids and alkalis on indicators
12.3.9 Apply acid/ base reactions in daily life situations. • Timed Assignment/ Test/
Quiz

12.3.10 Conduct tests to identify ions. • Experiments • Timed Assignment/ Test/

• discussions Quiz/ Experiments

12.3.7. Gases: Hydrogen, carbon dioxide, ammonia gas.

Range statement 12.3.8. Indicators: methyl orange, litmus, universal indicator
12.3.10. Ions: SO42-, Cl-, CO32-, I- ,Cu2+, Fe3+,Fe2+, Zn2+, NH4+, Ca2+
12.3.1-12.3.10: Marked, assessor supervised assessment scripts
Evidence requirements 12.3.1, 12.3.3, 12.3.7 – 12.3.8: Planning sheet approved by assessor, completed assessor checklist, captured video recordings, and
marked lab report.
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MODULE GSCSL 13: DEMONSTRATE UNDERSTANDING OF METALS AND NON-METALS

MODULE 13 DEMONSTRATE UNDERSTANDING OF METALS AND CODE: GSCSL 13 CREDIT: 1.7 NOTIONAL HOURS: 17
NON-METALS
Purpose: The module exposes learners to metals and non-metals. This covers their extraction, properties and uses both in their pure and derived forms for economic
gains.

LEARNING OUTCOMES FOR THE MODULE

GSCSL 13.1 Apply principles of metallurgy.
GSCSL 13.2 Demonstrate knowledge of non-metals in everyday life.

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Learning outcome GSCSL 13.1: Apply principles of metallurgy

Facilitation and learning

Performance criteria Content Assessment strategies
strategies
13.1.1 Describe the properties of metals  Properties of  Group/class  Observations
13.1.2 Deduce the reactivity series of metals using experimental data metals discussion  Timed Assignment/
13.1.3 Explain “apparent unreactivity” of aluminuium  Reactivity series  Presentations Test/ Quiz
13.1.4 Justify the position of carbon and hydrogen in the reactivity series
13.1.5 Investigate the action of heat on different carbonates of metals in  Metal carbonates  Practical work  Timed Experiments
the reactivity series
13.1.6 Explain the existence in nature of some metals as “free elements”  Metals  Group/class  Timed Assignment/
13.1.7 Identify important ores of metals  Extraction of discussion Test/ Quiz
13.1.8 Relate the method of extraction of a metal to its position in the metals  Presentations
reactivity series  Alloys
13.1.9 Describe chemical reactions involved in the extraction of iron
13.1.10 Relate the uses of metals to their properties
13.1.11 Relate the uses of alloys to their properties
13.1.12 Identify the constituent elements of alloys
13.1.1: Properties – Physical and chemical
13.1.2: Metals - K, Na, Ca, Mg, Al, Zn, Fe, Pb, Cu, Ag, Au
Range statement 13.1.7: Metals - Al, Fe, Cu
13.1.10: metals - Al, Zn, Cu, Fe
13.1.11 and 13.1.12: Alloys - mild steel, stainless steel, duralumin, solder, alnico, brass
Evidence requirements 13.1.1-13.1.12: Marked, assessor supervised assessment scripts

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 13.1.5 : Planning sheet approved by assessor, completed assessor checklist, captured video recordings, marked lab report.

Learning outcome GSCSL 13.2: Demonstrate knowledge of non-metals in everyday life

Facilitation and learning

Performance criteria Content Assessment strategies
strategies
13.2.1 Describe the test for chlorine  Chlorine; test and properties  Group/ class discussion  Timed Assignment/
13.2.2 Describe properties of chlorine.  Uses of Nitrogen  ICT Test/ Quiz
13.2.3 Identify uses of chlorine.  Excursions
13.2.4 Identify uses of nitrogen

Range statement
Evidence requirements 13.2.1 – 13.2.5: Marked, assessor supervised assessment scripts.

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MODULE GSCSL 14: APPLY CARBON CHEMISTRY IN EVERYDAY LIFE

MODULE 14 APPLY CARBON CHEMISTRY IN EVERYDAY LIFE CODE: GSCSL 14 CREDIT: 1.7 NOTIONAL HOURS: 17

Purpose: The module gives learners an understanding of the chemistry of carbon including its synthetic products. The module further focuses the learners on assessing
the impacts of synthetic materials on the environment.

LEARNING OUTCOMES FOR THE MODULE

GSCSL 14.1 Demonstrate understanding of carbon chemistry.
GSCSL 14.2 Apply knowledge of carbon chemistry in the synthesis and uses of macromolecules.

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Learning outcome GSCSL 14.1: Demonstrate understanding of carbon chemistry

Facilitation and
Performance criteria Content Assessment strategies
learning strategies
14.1.1 Explain the ability of carbon atoms to form chains, branches and rings.  Bonding of carbon  Group/ class • Timed
14.1.2 Describe the general characteristics of a homologous series.  The homologous series discussion Assignment/
14.1.3 Deduce names of straight chain organic compounds with up to 5  Nomenclature and  Worksheets/ Test/ Quiz
carbon atoms. structure of organic puzzles/games
14.1.4 Draw or construct using molecular models structures of the straight compounds  models
chain organic compounds with up to 5 carbon atoms.
14.1.5 Describe fractional distillation of petroleum.  Sources of alkanes  Presentations
14.1.6 Identify uses of fractions of petroleum.  Fractional distillation of
petroleum
14.1.7 Describe chemical reactions of alkanes.  Reactions of alkanes  Practical • Timed
14.1.8 Describe chemical reactions of alkenes and alkenes Experiments
14.1.9 Distinguish saturated from unsaturated hydrocarbons  Test for unsaturation
14.1.10 Describe production of ethanol by fermentation.  Ethanol - Production  Group
14.1.11 Identify uses of ethanol. and uses discussion
14.1.12 Identify sources and uses of alkanoic acids.  Alkanoic acids  Presentation
14.1.3: Organic compounds- alkanes, alkenes, alcohols.
14.1.7: Chemical reactions - burning, substitution reaction with Chlorine
Range statement
14.1.8: Chemical reactions – burning, polymerisation, addition reaction (with hydrogen, bromine and steam)
14.1.12: Alkanoic acids - ascorbic, tartaric, citric and ethanoic acids.
Evidence requirements 14.1.1 – 14.1.12 : Marked, assessor supervised assessment scripts

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Learning outcome GSCSL 14.2: Apply knowledge of carbon chemistry in the uses of macromolecules

Facilitation and learning

Performance criteria Content Assessment strategies
strategies
14.2.1 Relate uses of macromolecules to their properties.  Uses of  Group/ class  Timed Test/
14.2.2 Describe the pollution problems caused by synthetic polymers. macromolecules discussion Quiz
 Synthetic polymers  Assignment
and pollution

14.2.1 & 14.2.2: Macromolecules - nylon, terylene, polyethene, PVC and polystyrene,
Range statement

14.2.1 – 14.2.5: Marked, assessor supervised assessment scripts

Evidence requirements

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MODULE GSCSL 15: DEMONSTRATE UNDERSTANDING OF ENVIRONMENTAL CHEMISTRY

MODULE 15 DEMONSTRATE UNDERSTANDING OF CODE: GSCSL15 CREDITS: 1 NOTIONAL HOURS: 10

ENVIRONMENTAL CHEMISTRY

Purpose: This module equips learners with knowledge and understanding of environmental issues associated with air, water and energy as a foundation for developing
innovative technology for sustainable development.

LEARNING OUTCOMES FOR THE MODULE

GSCSL 15.1 Apply knowledge of environmental chemistry in everyday life

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

Facilitation and learning

Performance criteria Content Assessment strategies
strategies
15.1.1 Describe the process that results in hard water  Hard and soft water  Worksheet  Timed Test/
15.1.2 Distinguish temporary from permanent hardness  Water pollution  Practical Quiz
15.1.3 Describe methods of softening hard water  Group/ class  Timed
15.1.4 Describe the advantages and disadvantages of using hard water discussion experiment
15.1.5 Describe effects of pollutants in water  ICT aided  Assignment/
15.1.6 Describe the fractional distillation of air learning/teaching

15.1.7 Describe the effects of air pollutants  Air  Research

15.1.8 Describe methods of controlling air pollution.  Oxygen
15.1.9 Identify the uses of oxygen in health and in industry  Uses of oxygen
15.1.10 Explain the effect of increased concentration of greenhouse gases in  greenhouse effect
the atmosphere
15.1.5: Pollutants - Heavy metals, Persistent Organic Pollutants, detergents, fertilizers, sewage, oil
Range statement 15.1.7: Pollutants - lead compounds, CFCs, exhausts fumes, sulphur dioxide
15.1.10: Greenhouse gases – Carbondioxide, Methane
15.1.1 – 15.1.10: Marked, assessor supervised assessment scripts, marked lab reports
Evidence requirements

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