SHS-2 Syllabus – Acids, bases and salts

1.1.1 define acids and bases and state their properties.

Acids as proton donors Bases as proton acceptors.

Physical and chemical properties of acids and bases.

Brainstorm to bring out the definitions of acids and bases.

Discuss the properties and uses of acids and bases.

perform the following chemical tests to show the properties of acids and bases:
(a) Reaction of acid and base (neutralization reaction).
(b) Dilute acid + metal (production of H2 gas)
(c) Acid + trioxocarbonate (IV) compounds (production of CO2 gas).
(d) Reaction of a base and an ammonium salt (production of NH3 gas)

Test for hydrogen, carbon dioxide and ammonia gases.

Write word equation for reactions between a named:
i. Acid and metal.
ii. Base and ammonium salt.

Describe the laboratory preparation of NH3 gas. How would you test for Ammonia.

1.1.2 identify common chemical substances as acids or bases and classify them according to their sources and uses.

Acids and bases, e.g. Organic acids – vinegar,
Organic bases - ammonia,
Inorganic acids – dilute HCl
Inorganic base – milk of magnesia

Perform chemical tests to classify each chemical substance listed under the content as an acid or a base.

Discuss the uses of acids and bases in everyday life and in industry, e.g. sodium hydroxide and tetraoxosulphate(VI) acid.

Give two uses each of sodium Hydroxide (NaOH) and tetraoxosulphate (VI) acid (H2SO4) aq.

1.1.3 prepare salts.

Methods of preparation of salts.

prepare salts using any of the following methods:
neutralization, precipitation, acid decomposition of trioxocarbonate (IV) salt.

Visit a salt/chemical industry and write a group report on the activities observed. Present your report to the class.

1.1.4 describe the effect of acid – base indicators.

describe the colours developed by phenolphthalein, litmus and methyl orange in aqueous solutions of dilute acids, dilute bases, dilute sodium chloride, distilled water and common fruit juice, e.g. citrus.

1.1.5 use universal indicators and the pHmeter to determine the pH of given solutions.

Determination of pH of given solutions.

Determination of soil pH.

discuss the use of the universal indicator and the pH-meter in the determination of the pH of common household chemicals, e.g. vinegar, palm oil, shampoo and local soap.

use colours developed by the universal indicator to deduce the pH of acidic, neutral and basic solutions.

NOTE:
Point out the limitations of the use of the pH scale for highly dilute/concentrated solutions: Their pH are outside pH = 0 to pH = 14.

1. Explain how to determine the pH of a given solution.
2. Which is more acidic: a solution of pH = 1 or a solution of pH = 9
3. Explain why the use of universal indicator in determining the pH of solution does not work well with coloured solutions?

PREVIOUS

NEXT

Home | Useful links

Some BECE exams supervisors at Ambassador School of Excellence, Trinity School, E.P. Basic School and Martyrs of Uganda Basic School in Dansoman and Mamprobi Accra arrested for exam malpractice.

SHS-1 Syllabus - Nitrogen Cycle

2.2.1 describe the nitrogen cycle.

Draw and discuss the Nitrogen cycle.

discuss the importance of the nitrogen cycle to plants and animals e.g. improvement of soil fertility.

Explain the following processes involved in the nitrogen cycle:
- nitrification
- denitrification 

PREVIOUS

NEXT

Useful links

SHS-1 Syllabus - Air movement

2.1.1 explain the formation of land and sea breezes.

Design models to demonstrate convectional current during the formation of land and sea breezes.

NOTE:
Examples of models that could be designed are the smoke box and heated water with crystals of KMnO₄.

Explain why sea breeze occurs during the day and land breeze during the night.

2.1.2 identify the various types of air masses and describe their pattern of movement.

Trade winds: Easterlies and Westerlies.

Design models and discuss the direction of movement of major air masses on the earth‟s surface.

NOTE: Description of pattern of air movement should be limited to air masses affecting seasons in the West African sub-region.

2.1.3 describe the effect of moving air masses.

Effect of moving air masses: Formation of storms/cyclones.

Precautions against the effects of storms.

Discuss differences between air masses and storms.
Discuss early warning signs of approaching storms.
Discuss some effects of moving air masses: Spread of pollutants, effect on climate etc.

NOTE:
Tornadoes, hurricanes, typhoons are terms which describe cyclones in different parts of the world.

PROJECT:
Students in groups of two or three to use search engines from the internet or local newspapers or international news stations to gather information and write a report on storms around the world, forecasting procedures, early warning signs etc.
Students make a presentation of report in class for discussion and award of marks.

Mention two warning signs of approaching storms and two precautions to be taken to ensure safety.

Draw a future's wheel to show
the consequences of the spread of pollutants by moving air masses around the earth.

Explain how pollutants from one country could lead to problems in another country.

PREVIOUS

NEXT