integrated science year 1

8/3/2019 Integrated Science Year 1

1/45

INTEGRATEDSCIENCESYLLA

SENIORHIGHSCHOOLYEAR1


2/45

1

Y E A R O N E

SECTION 1: DIVERSITY OF MATTERGeneral Objectives: The students will:

1. appreciate the variety of living and non-living things and their interconnectedness.

2. develop a scientific approach to problem solving.3. develop safety skills required to work with laboratory apparatus.4. recognize the importance of measurement in science.5. understand the nature of matter in its various forms.6. be aware of the existence of geological diversity

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT: 1INTRODUCTIONTO INTEGRATEDSCIENCE

The student will be able to:

1.1.1 explain that thereare various

branches ofscience which areinterrelated andrelevant to theworld of life.

1.1.2 apply the scientificmethod to arrive atscientific solutions toeveryday problems.

Concept of integratedscience

The scientific method:identification of the problem,hypothesis formulation,experimentation/datacollection, analysis andconclusion.

Let students:

discuss the following:- science as an interrelated body of

knowledge consisting of various branchesof science.

- why the need for science specialist toacquire all round knowledge in all scienceareas namely Chemistry, Biology, Physics,Geology, Astronomy, Agriculture, etc.

- careers in Science and Technology.- prominent Ghanaian and international

scientists.

GROUP ACTIVITY: Students in groupsdesign and draw diagrams to show the inter-relationship between the various branches of

Science and Technology. Groups to displaywork in class for award of marks.

apply scientific concepts andprinciples in everyday life activities such astreatment of drinking water; finding cure fordiseases.

discuss scientific method and explain howscientists solve problems.

Discuss the relevance of thestudy of chemistry, Biology and

Physics to a soil scientist


3/45

2


UNIT 1 (CONTD)

UNIT 2MEASUREMENT


1.1.3 follow basic safetyprecautions in thelaboratory.

1.2.1 use SI units in allmeasurements.

Safety precautions in thelaboratory.

Basic units and Derivedunits.

Let students:

NOTE:1. Explanation of scientific method shouldinclude identification of the problem,

hypothesis, experimentation (observation,collection, recording and analysis of data) andconclusion.

2. The discovery of penicillin, radioactivity andthe law of floatation may be used to illustratethe scientific method.

3. Explain to students that quest forknowledge and curiosity are necessary toarrive at the truth, facts and solutions toproblems.

PROJECT WORK:Teacher to assist students in small groups to

investigate a common problem in thecommunity e.g. frequent flooding, and applyscientific method to arrive at a solution to theproblem.Students can also select problems of interestto them and investigate.

Carry out demonstrations on safetyprecautions in the use of the Laboratory;laboratory equipment, chemicals etc.

Discuss the following basic units of scientificmeasurements:

Length (m), mass (kg), Time (s), Temperature(K), Current (A), Amount of substance (mol),Luminous intensity (cd)

Discuss the following derived quantities andtheir units: Volume (m

3), Density (kg m

-3),

Velocity (ms-1

), Force (N), Work and Energy(J), Quantity of electricity (C), electricresistance (), Potential d ifference(V), Power(W)

There is malariaoutbreak in your

community.Outline the scientificmethod you wouldfollow to control theoutbreak.

Suggest four (4) safetymeasures to be taken in aScience Laboratory

Derive the formula for finding:i. the density of a substanceii. velocity of a body in motion.


4/45

3


UNIT 2 (CONTD)

UNIT: 3DIVERSITY OFLIVING AND NON-LIVING THINGS


1.2.2 use scientificmeasuringinstruments

accurately.

1.2.3 measure density andrelative density.

1.3.1 differentiate betweenliving and non-livingthings.

Using scientific measuringinstruments.

Truthful and accuraterecording of data.

Concept of replication ofresults.

Sources of errors inscientific experiments.

Density and relative density.

Life processes:Movement, nutrition, growth,respiration, excretion,reproduction, response tostimulus.

Let students:

use instruments such as ruler, balances, stopwatches, thermometer, ammeter, measuringcylinder, calipers, pipettes, burette,

hydrometer etc. to measure quantities invarious units.

Teacher to assist students to acquire skills inusing eyes, hands and judgment when takingmeasurement.

discuss the importance of replication andchecking of results by different scientists usingthe same procedure to ensure accuracy andconsistency of results; to arrive at hypothesis;to make better predictions; to add to scientificknowledge.

NOTE: Teacher to remind students that

values such as honesty, integrity andtruthfulness can be developed throughmeasuring and recording of data accurately.

review topic on densityfrom JHS Syllabus.Carry out experiments to determine thedensity of equal volumes of water and saltsolution. Compare densities of water and saltsolution.

review characteristic features and examples ofliving and non-living things from JHS syllabus.

explore the school environment to observeand record diverse ways living organisms

move, feed, grow, respire, reproduce andrespond to stimuli.

discuss their observations in class and relatethem to the existence of biodiversity.

NOTE: Detailed treatment of the lifeprocesses not required at this stage.

Give three reasons whyquantities should be measuredaccurately and honestly.

Mention six human values thatare of importance to thescientist

Describe an experiment todetermine the density of a pieceof stone.

Outline five basic life processeswhich unite all living organisms.

Explain the term biodiversity.


5/45

4


UNIT 3: (CONTD)


1.3.2 classify living andnon-living things.

1.3.3 outline the generalcharacteristics of thefive kingdoms ofliving things.

Classification schemes ofliving and non-living things:

a) Living Things:Kingdom, division/phylum,class, order, family, genusspecies.

b) Non-living things:Elements: metals and non-

metals.

General characteristics ofthe following kingdoms:

Monera/Prokaryote (Blue-green algae and bacteria)Protoctista/Protista(Protoctists)FungiPlantae (Plants)Animalia (Animals)

Let students:

discuss the following:Classification schemes of living and non-livingthings.

History and importance of classification.

Important personalities such as the followingshould be mentioned:Aristotle (early classification),Linnaeus (binomial system of classifying livingthings)NOTE:Include naming of organisms using theBinomial System of nomenclature (Linnaeussystem of classification)

Mendeleev (Periodic table of elements andclassification of living societies)

NOTE:The 1

stto the 18

thelement in the period table

should each be classified as metal or non-metal.

Discuss the general characteristic of Monera,Protoctista ,Fungi, Plantae and Animalia withexamples.

FIELD TRIP:organize a field trip to herbaria, seashore,zoological museums, botanical gardens andzoos to observe and record the externalfeatures of members of each kingdom ofplants and animals.

PROJECT:engage in a project to collect and preserveplants and animal species (from the fivekingdoms) and keep them in the ScienceLaboratory.

Outline the order ofclassification of livingorganisms.

Put each of the followingorganisms into their respectivekingdoms;

i. mushroomii. tilapiaiii. bacteriaiv. Hibiscusv. Plasmodium

State two characteristics ofeach of the kingdoms you havementioned.


6/45

5


UNIT 4MATTER

The student will be able to:1.4.1 describe the

different buildingblocks of matter.

1.4.2 differentiate betweenelements, compoundsand mixtures.

1.4.3 describe theformation of covalent

and ioniccompounds.

1.4.4 relate atomicnumbers, massnumbers, isotopesand relative atomicmass among eachother.

Particulate nature of matter:atoms, molecules and ions.

Elements, compounds andmixtures.

Ionic and covalentcompounds.

Atomic number, massnumber, isotopes andrelative atomic mass ofgiven elements.

Let students:review the nature, state and properties ofmatter through discussion.

NOTEDiagrammatic representation is necessary foratoms and molecules of the 1

stto 18

th

elements of the periodic table.

discuss and bring out the differences betweenelements, compounds and mixtures.

prepare simple mixtures and compounds inclass.e.g. solid-solid mixturessolid-liquid mixturesliquid-liquid mixtures.gas-gas mixtures

use models or diagrams to assist the studentsto discuss:

1. Ionic bond formation as a result oftransfer of electrons from one atomto another resulting in the formationof cations and anions.

2. Electrostatic attractions betweencations and anion to give ionic bond.

3. Covalent bond formation betweenatoms or groups to give covalentcompound

4. characteristic properties of ionicand covalent compounds

NOTE:IUPAC names of common compounds should

be taught.discuss the items listed under the content.

write down mass number of a given elementbased on given number of protons orelectrons and number of neutrons.

explain relative atomic masses using theperiodic table.NOTE:Carbon-12 isotope should be mentioned asthe reference scale.

Draw and label the followingatoms:Oxygen, Hydrogen andChlorine

Classify the following materialsinto elements, compounds andmixtures: water, salt, iron filingssea water, sulphur, air andglass.

Describe the formation ofsodium chloride (NaCl) and

ammonia (NH3)

Explain the term isotopes andgive three examples ofelements that exhibit isotopy.


7/45

6


UNIT 4 (CONTD) The student will be able to:

1.4.5 perform calculationsusing the moleconcept.

1.4.6 prepare solutions ofgiven

concentrations.

Mole, molar mass andformula mass.

Relationship between gramsand moles

Preparation of solutions ofgiven concentrations.

Let students:

calculate the following:1. Formula mass and molar mass using givenrelative atomic masses.2. Amount of substance in moles given itsmass

NOTE: Mention should be made of the moleas a unit of the physical quantity, amount ofsubstance.L = 6.02 x 10

23particles as the Avogadro

constant;use of n =

m/M relationship to calculate

amount of substance wherenis the symbol for amount o f substance,mis the mass,Mis the molar mass.

brainstorm to define the concentration of asolution in units of moldm

-3; gdm

-3; part per

million (ppm) and percentage.

carry out simple calculations with therelationship

)v(solutionofvolume

)n(cetansubsofamountc =

prepare solutions of a given concentratione.g. IM solution ofa) NaOH (b) NaCl (c) sugar

dilute solutions of given concentrations anddiscuss everyday application of dilutione.g. food preparation, drug preparation.

Calculate the amount ofsubstance in 9g of aluminum(Al = 27 g/mol)


8/45

7


UNIT: 5CELLS AND CELLDIVISION

UNIT:6ROCKS

The student will be ableto:1.5.1 describe the

structure andfunction of plant andanimal cells.

1.5.2 explain theprocess

of cell division.

1.6.1 describe the majortypes of rocks, theirformation andcharacteristics.

1.6.2 explain theprocess ofweathering of rocks.

Plant and animal cells.

Types of plant and animal

cells

Specialized cells.

Cell division: mitosis andmeiosis.

Rocks: Types (igneous,sedimentary andmetamorphic), formation andcharacteristics.

Weathering of rocks:physical,biological,chemical.

Let student:

review the structure and function of plant andanimal cells in a discussion.

observe prepared slides of different types of

plant and animal cells. e.g. red blood cell,nerve cell, leaf epidermal cell, sperm cell, leafpalisade cell, lymphocyte, phagocyte.

discuss the functions of cell organelles.draw and label plant and animal cells

NOTE:1. Electron micrographs can be obtained frombooks.2. Mention should be made of stem cells.

discuss the process of cell division and bringout the differences between mitosis and

meiosis

explore the school environment/community toidentify different types of rocks.

discuss the formation of igneous, sedimentaryand metamorphic rocks and theircharacteristics

discuss physical, biological and chemicalweathering of rocks.

NOTE: Explanation of the effect of hydration,hydrolysis, carbonation and oxidation on rocksis required.

1. State six d ifferences betweenplant and animal cells.

2. State one function of each of

the following organelles:(i) Mitochondrion.(ii) Chloroplast.(iii) Nucleus.(v) Endoplasmic reticulum(vi) Vacuole.

State three importance ofmitosis and two importance of

meiosis.

State two characteristics eachof the following rock types:(i) Sedimentary rocks.(ii) Igneous rocks.

Investigate and write a reporton types of weatheringprocesses occurring in theschool community.


9/45

8

SECTION 2

CYCLESGeneral Objectives: The students will:

1. recognise that there are repeated patterns of change in nature and understand how these patterns arise.2. understand the pattern of air movements around the earth, their effects and the necessary precautions to take when storms occur.3. appreciate the cyclic movement of nitrogen between the soil and the atmosphere.

.


UNIT 1AIR MOVEMENT


2.1.1 explain the formationof land and seabreezes.

2.1.2 identify the varioustypes of air masses

and describe theirpattern of movement.

2.1.3 describe the effect ofmoving air masses.

Land and sea breezes.

Types of air masses andtheir movements.Trade winds: Easterlies andWesterlies

Effect of moving air masses:Formation ofstorms/cyclones.

Precautions against theeffects of storms.

Let students:

design models to demonstrate convectionalcurrent during the formation of land and seabreezes.NOTE:Examples of models that could be designedare the smoke box and heated water withcrystals of KMnO4.

design models and discuss the direction ofmovement of major air masses on the earth ssurface.

discuss differences between air masses andstorms.discuss early warning signs of approachingstorms.discuss some effects of moving air masses:Spread of pollutants, effect on climate etc.NOTE:Tornadoes, hurricanes, typhoons are termswhich describe cyclones in different parts ofthe world.PROJECT:

Students in groups of two or three to usesearch engines from the internet or localnewspapers or international news stations togather information and write a report on stormsaround the world, forecasting procedures,early warning signs etc.Students make a presentation of report inclass for discussion and award of marks.

Explain why sea breezeoccurs during theday and land breeze duringthe night.

Mention two warning signs ofapproaching storms and twoprecautions to be taken toensure safety.

Draw a futures wheel to showthe consequences of thespread of pollutants by movingair masses around the earth.

Explain how pollutants fromone country could lead toproblems in another country.


10/45

9


UNIT: 2NITROGEN CYCLE

The student will be ableto:

2.2.1 describe thenitrogen cycle.

2.2.2 explain theimportance ofnitrogen cycle toplants and animals.

Nitrogen cycle.

Importance of nitrogencycle.

Let students:

Draw and discuss the Nitrogen cycle.

discuss the importance of the nitrogen cycle toplants and animals e.g. improvement of soilfertility.

Explain the following processesinvolved in the nitrogen cycle:1. nitrification2. denitrification


11/45

10

YEAR 1

SECTION 3: SYSTEMS

General Objectives: The student will

1. recognize that a system is a whole, consisting of parts that work together to perform a function.2. recognize that the mammalian skeleton consists of many different bones which work together.3. understand the different parts of a plant and how they function together for plant growth and reproduction.4. be aware of the parts of the body which operate to perform respiratory and digestive functions5. recognize the process of transportation of substances in living organism as life system.


UNIT: 1SKELETAL SYSTEM

UNIT: 2REPRODUCTIONAND GROWTH INPLANTS


3.1.1 describe thestructure andfunctions of themammalianskeleton.

3.2.1 identify parts of aflower and variationsin flower structure.

Major parts of themammalian skeleton andtheir functions.

Axial skeleton:Skull and vertebral column.

Appendicular skeleton:Limbs and the limb girdles.

Structure of flowers

Let students:

use a model of a mammalian skeleton todiscuss major parts of the mammalianskeleton and their functions.

NOTE:1. Discussion to include types of joints.2. Detailed treatment of the structure of

individual bones not needed.

examine the following:Complete flower and also half flower withfree parts.Bi-sexual flower, e.g. Flamboyant or Prideof Barbados or Hibiscus.Uni-sexual flower with free parts e.g. watermelon, gourd, pawpaw and Paretusa.

PROJECT:1. make a collection of about ten

different flower specimens.

2. open fully to locate the main parts.3. mount each flower on a separate

sheet of paper and the partsseparated out and labeled.

4. enclose each flower with a plasticsheet and transparent tape.

5. display work by groups on abulletin board or science table foraward of marks.

Outline five functions of themammalian skeleton.

Make a half-flower drawing of abi-sexual flower and label theparts.


12/45

11


UNIT 2 (CONTD) The student will be ableto:

3.2.2 describe theprocessesof pollination andfertilization.

3.2.3 describe differenttypes of fruits.

3.2.4 describe the

structure of seedsand state thefunctions of theirparts.

3.2.5 describe themechanisms of seedand fruit dispersal.

Mechanisms of pollinationand fertilization.

Formation of fruits andseeds.

Types of fruits:dry fruits andfleshy or succulent fruits.

Seed structure:

Endospermous (monocots)and non-endospermous(dicots) seeds.

Seeds and fruits dispersal

Let students:

Refer to JHS syllabus to review the processof pollination and fertilization.Formation of fruits and seeds should bediscussed.

watch digitized or video version ofpollination and fertilization.

collect different types of fruits and groupthem into dry and fleshy or succulent fruits.

draw a section of a drupe and a berry.

GROUP ACTIVITY:

1. make a collection of differentseeds from the community.2. Study the features, draw and label

the longitudinal section of two ofthe seeds.

3. list the functions of the parts.4. keep information on each seed

including name of collector, date ofcollection, differences in size,shape, colour and uses.

study and discuss the structure ofseeds/fruits and how they are adapted totheir mode of d ispersal; agents for

dispersal.

discuss the explosive mechanism in fruits ofBalsam and Pride of Barbados.

discuss the advantages and disadvantagesof fruit and seed dispersal.

Draw and label a named

endospermous seed and give thefunctions of each labeled part.

Relate the structure of the seedsof Balsam and Pride of Barbadosto their mode of dispersal


13/45

12


UNIT: 3RESPIRATORYSYSTEM

The student will be ableto:3.2.6 describe the process

and conditionsnecessary forgermination.

3.2.7 describe vegetative(asexual)reproduction inplants.

3.3.1 define respirationand explain itsimportance.

3.3.2 distinguish betweenaerobic andanaerobicrespiration.

3.3.3 identify the

respiratory organs ofthe respiratorysystem of a mammaland describe theirfunctions.

Process and conditions ofgermination.

Types of seed germination:Hypogeal,Epigeal.

Methods of vegetativereproduction in plants andtheir importance.

Respiration as a source ofenergy for body p rocesses.

Aerobic and anaerobicrespiration.

Structure and functions of

the respiratory system inmammals.

Let students:

review the process and conditions forgermination of seeds in JHS syllabus.

sow different types of seeds and identify thetype of germination of each. e.g.maize hypogealcowpea, groundnut (peanut)- epigeal.

bring samples of propagatory materials toexamine and discuss how new plants areproduced from corms, setts, bulbs,rhizomes, cuttings, stolons runners, -

discuss budding and grafting.

discuss the meaning of respiration and howenergy is released from food substances forliving organisms.

NOTE:Teacher, using controlled experiments,should demonstrate the release of heatenergy and carbon dioxide duringrespiration of germinating seeds, smallanimals and yeast (fermentation of corndough).

discuss aerobic and anaerobic respiration.

examine a dissected small mammal (e.g.

guinea pig, rabbit)

draw and label the respiratory organs ofhumans.discuss the functions of the trachea, lungs,ribs, intercostal muscles and diaphragm.

identify the respiratory organs in humansusing labeled diagrams/charts/models.

Use diagrams to explain epigealand hypogeal germination.

Outline two advantages and twodisadvantages of vegetativepropagation of plants.

Distinguish between budding andgrafting.

Differentiate between aerobic andanaerobic respiration.


14/45

13



3.3.4 explain themechanism ofinhalation and

exhalation inhumans.

3.3.5 enumerate someproblems anddisorders associatedwith the respiratorysystem in humans.

3.3.6 explain howrespiratory gasesare taken in and outof plants.

.

Inhalation and exhalation.

Problems and disordersassociated with therespiratory system inhumans.

Exchange of respiratorygases in plants.

Let students:

Use an illustration to demonstrate breathing inhumans.

discuss the mechanism of inhalation andexhalation in humans.

compare the composition of inhaled and exhaledair using simple experiments

mention and discuss briefly some problems anddisorders associated with the respiratory systeme.g. Lung cancer, Asthma, T.B., W hooping Cough,Pneumonia etc.

discuss how they can be prevented andcontrolled.

discuss how respiratory gases, e.g. oxygen andcarbon (IV) oxide are taken in and out of plants.

NOTE:Cell (tissue) respiration to be mentioned as achemical process that produces energy for lifeactivities of organisms (glycolysis and Krebsscycle not required).

Describe the mechanism bywhich air is taken in and out ofthe lungs.

Describe how respiratory gasesenter and leave plant tissues.


15/45

14


UNIT 4FOOD ANDNUTRITION

UNIT 5DENTITION, FEEDINGAND DIGESTION INMAMMALS


3.4.1 outline the differentclasses of food and

describe a balanceddiet.

3.4.2 state the effects ofmalnutrition.

3.5.1 identify the differenttypes of teeth inmammals and relatethem to theirfunctions.

3.5.2. enumerate variousways of preventingdental problems.

Classes of food and foodsubstances and their

importance: carbohydrates,proteins, lipids, vitamins,mineral salts and water.

Balanced diet.

Effects of malnutrition.

Structure of different typesof teeth in relation to theirfunctions.

Care of the teeth in humans.

Let students:

review topic on classes of food and foodsubstances from the JHS syllabus

test for starch, proteins and lipids in different typesof foods.

discuss the importance of food substances to thehuman body

discuss the importance of a balanced diet.

discuss malnutrition and its effects

NOTE:1. Relationship between diet and certain diseases

and disorders such as Night blindness, High BloodPressure, Diabetes, Obesity, Lactose intoleranceand Kwashiorkor should be stressed.

2. Importance of roughage should be included inthe discussion.

review structure and functions of the teeth.

draw and label the vertical section of a tooth.

discuss differences in dentition in humans andother mammals.

NOTE:Relate dentition to diet.

demonstrate proper ways of caring for the teeth toprevent dental problems, e.g.

1. cleaning the teeth daily2. visiting the dentist at least twice a year3. feeding on mineral-rich food.

Students to match the followingnutrients and their functions

i. starchii. proteiniii. lipids.

Explain the followingterminologiesi. balanced dietii. malnutrition.

Draw the structure of molar andcanine teeth and label the parts.


16/45

15


UNIT 5 (CONTD)

UNIT: 6TRANSPORT DIFFUSION,OSMOSIS ANDPLASMOLYSIS


3.5.3 draw and label thedigestive system ofmammals

3.5.4 describe the processof digestion,absorption andassimilation inmammals.

3.5.5 mention somediseases anddisorders associatedwith the digestivesystem of humans.

3.6.1 explain theprocesses of

diffusion, osmosisand plasmolysis.

Structure and functions ofthe digestive system ofmammals; humans,

monogastrics farm animalsand ruminants.

Digestion, absorption andassimilation in mammals.

Disorders and diseasesassociated with the digestivesystem of humans.

Diffusion, osmosis andplasmolysis

Let students:

examine a dissected small mammal (e.g. guineapig, rabbit) ,draw and label parts of the alimentarycanal, the glands and organs associated with

digestion.discuss the functions of the parts of the digestivesystem of mammals..

discuss the digestive system of humans, aruminant and a non-ruminant.

discuss the process of digestion, absorption,egestion and uses of digested food.

NOTE:Digestion system of mammals to be compared tothat of birds.

discuss some disorders and diseases of thedigestive system. e.g. jaundice, hepatitis, cirrhosis,stomach ulcer, lactose intolerance and indigestion.

NOTE:Effects of some drugs, food additives,preservatives and alcoholic drinks should bediscussed.

review topics in JHS syllabus on diffusion andosmosis.

perform simple experiments to demonstratediffusion in air and in liquids.

perform experiments to demonstrate osmosis in aliving tissue using yam/cassava/cocoyam and in anon-living tissue using cellophane sheet.

record and discuss their observation.

give examples of life processes in which diffusionand osmosis occur e.g. absorption in the smallintestine, reabsorption of water in the kidney.

Draw and label the digestivesystem of a named ruminant

1 a. Define the following terms(i) hypertonic solution(ii) hypotonic solution(iii) isotonic solution

b. Explain the effect of

introducing a plant cell and ananimal cell into hypotonic,isotonic and hypertonicsolutions.


17/45

16



6.2.2 state the importanceof the xylem andphloem tissues inplants.

Importance of xylem andphloem tissues.

Let students:

NOTE:Discussion to include the process oftranspiration which also involves diffusion.

PROJECT:Groups of students to apply the principle ofosmosis in the following activities:i. salting of fish for preservation e.g. Tilapiakoobi)ii. preservation of liquid produces e.g. foodconcentrates

demonstrate plasmolysis using epidermalcells of Rheo discolor. Record and discuss

their observations.

dip the roots of a plant with transparent steme.g. balsam into a red dye (eosin) solution.Cut and examine the transverse section ofthe stem. Record and discuss theobservations.

discuss how water and mineral salts aretransported up the stem of a plant throughthe xylem.

perform the ring experiment and discusshow food substances are transported by

the phloem.

NOTE:Detailed structure of xylem and phloem notrequired.

Draw a transverse section of adicot stem and label the xylemand phloem tissues.


18/45

17

YEAR 1SECTION 4: ENERGY

General Objectives: The students will:

1. recognize that energy has a source, and can be transferred and transformed into other forms2. understand the application of solar energy in daily activities and in the manufacture of plant food.3. Be aware of the behaviour of discrete electron ic components


UNIT: 1FORMS OF ENERGYAND ENERGYTRANSFORMATION

The student will be ableto:4.1.1 Distinguish between

various forms ofenergy and modesof transformation.

4.1.2 discuss theconservation ofenergy andefficiency of energy

conversion.

Forms of energy andenergy transformation.

Conservation of energy andefficiency of energyconversion

Let students:

refer to JHS syllabus for a review on formsof energy.

Illustrate with flow charts to show thefollowing energy transformations:

1. solar energy to chemical energy inphotosynthesis.

2. chemical energy to electricalenergy in voltaic cells

3. solar energy to electrical energy insolar cells.

4. chemical energy in fossil fuel intothermal energy/electrical energy

5. potential energy to kinetic energy infalling object.

6. electrical energy to light energy inbulbs.

7. chemical energy is release fromglucose during cellular respiration.

discuss the principle of conservation ofenergy.

demonstrate the principle transformation of

energy by considering the transformation ofpotential energy to kinetic energy using afalling objectdiscuss the efficiency (E) of energyconversion using the expression

%100inputenergy

outputenergyE =

With the aid of diagrams showthe energy transformation in

(i) photosynthesis(ii) respiration.

Students to describe threeactivities to show how energy isconserved.

Explain why the efficiency ofenergy converters is not 100%


19/45

18


UNIT: 2SOLAR ENERGY


4.2.1 identify the uses ofsolar energy.

4.2.2. document theuse of solarenergy in dailyactivities.

4.2.3. model solarheater and dryer.

Uses of solar energy:

Generation of electricity fromsolar panel/solar cells.

Drying.

Solar heaters

Application of solar energyin practical daily activities.

Models of solar heater anddryer.

Let students:

discuss the main applications of solarenergy: generating electricity, dryingmaterials and heating substances, reducingpollution.

Carry out practical activities to demonstratethe application of solar energy to:

1. dry clothes2. heat water for bathing3. dry crops for preservation4. cook, e.g. corn, sausages, hot dog,

fish and ripe plantain

5. boil an egg.

model solar heater and dryer usingappropriate materials e.g. curve shinyaluminium sheet.

PROJECT:Construction of a solar heater,Students to use curved shiny aluminiumsheet to construct solar heater to boil anegg.

Describe the process involved inthe generation of electricity fromsolar panel.


20/45

19


UNIT: 3

PHOTOSYNTHESIS

UNIT 4:ELECTRONICS


4.3.1 describe the processof photosynthesis.

4.3.2. explain the processof the transformationof energy thatoccurs duringphotosynthesis.

4.4.1 observe thebehaviour of discreteelectroniccomponents in a d.c.and a.c. electroniccircuit.

The process ofphotosynthesis.

Conditions fo rphotosynthesis:Light,Chlorophyll,carbon dioxide,water.

Conversion of light energy tochemical energy.

Behaviour of discreteelectronic components:resistor, capacitor andinductor in a d.c and a.c.electronic circuits.

Let students:

carry out control experiments to show thenecessity of light, chlorophyll and carbondioxide for photosynthesis.

discuss the conditions of photosynthesis.

use word and symbol equations to showhow light energy is trapped during theprocess of photosynthesis and converted toglucose.

Test for starch in food.

connect a simple electronic circuitcomprising a d.c. source, a resistor and anLight Emitting Diode (LED) in series.

observe the behaviour of the LEDwhen:1. the switch is closed

2. switch is opened

3. resistor is replaced with capacitor.

4. capacitor is replaced with inductor or

coil.

repeat the experiment by replacing the d.c.source with a 12V a.c. source.PROJECT:Design and construct an electronic mosquitorepellant using the capacitor, inductor andtransistor arrangement.

Outline the conditions necessaryfor photosynthesis

Describe an experiment todemonstrate that light isessential for photosynthesis.

Compare the behaviour of anLEDwhen a capacitor is in a d.cor a.c electronic circuit.


21/45

20

YEAR 1SECTION 5: INTERACTIONS OF MATTER

General Objectives: The student will:

1. appreciate that the interaction between and within matter helps humans to better understand the environment and their role in it.2. recognize the effect of changing climatic conditions on the environment.3. be aware of movements of the earth and the effects of these movements.4. recognize the harmful effects of disease-causing organisms and the need to control them.


UNIT: 1ECOSYSTEM

The student will be ableto:5.1.1 define basic

ecological terms.

5.1.2 classify ecosystemsand identify theircomponents.

Basic biological terms:Ecology, Species,population, community,ecosystem, ecosphere etc.

Types of ecosystem andcomponents.

Natural: fresh water, marine,

estuarine, lake, rainforest,savanna and desert

Artificial: farmland, man-made lakes, roads.

Components of ecosystem:Biotic/living componentincluding plants andanimals.

Abiotic / non-livingcomponent including soil, airand water.

Ecological factors:Biotic - predation,competition,symbiosis, epiphytism.Abiotic climatic (rainfall,humidity, temperature)salinity, altitude, slope ofland etc.

Let students:

brainstorm to bring out the meaning ofecosystem, species, population, community,ecosystem, ecosphere.

Classify the various ecosystems: terrestrial,fresh water, marine etc.

identify the components of an ecosystemand discuss how they affect each other.

classify ecological factors (biotic and abiotic)and how they affect plants and animals(humans).

discuss appropriate instruments used tomeasure abiotic factors.

Differentiate between thefollowing ecological terms:

i. ecosystem andecology

ii. ecosystem andecosphere

iii. species andpopulation

iv. population andcommunity

Describe the interaction betweenthe components of a namedecosystem.


22/45

21


UNIT: 1 (CONTD)ECOSYSTEM

UNIT: 2ATMOSPHERE ANDCLIMATE CHANGE

The student will be ableto:5.1.3 explain food chain

and food web andidentify thecomponents.

5.2.1 describe the variousregions of theatmosphere.

5.2.2 outline the effects ofhuman activities on

the atmosphere.

5.2.3 describe the majorpollutants of theatmosphere andtheir effects.

Components of a food chainand food web.

Regions of the atmosphere:Troposphere, stratosphere,mesosphere andthermosphere.

Human activities and theireffects on the atmosphere

Major atmospheric pollutantssources and their effects.

Let students:

explain and describe food chain and foodweb and identify the components:1. Producers (green plants).

2. Primary consumers (plant eaters orherbivores)

3. Secondary consumers (flesh eaters/carnivores).

NOTE:1 Omnivores are grouped with primary andsecondary consumers

2. Decomposers/detritivores must bementioned as indispensable in anecosystem.

FIELD TRIP:Students to visit natural habitat or relevanteco-centres e.g. National Parks.

brainstorm to bring out the layers of theatmosphere

describe the characteristics of each layer interms of thickness, temperature, air qualityand composition, pressure and support forhuman activities

gather information from the internet andscientific journals on the effects of human

activities on the atmosphere i.e.air transport, defense, industrialization,agriculture etc.

discuss the sources and the effects of thefollowing pollutants: Oxides of lead, nitrogenand sulphur; ozone, halons (carbon andhalogen compounds etc).

Show how efficient the energytransfer between producers andconsumers is

Draw a simple food chain in anamed ecosystem.

Use the following organisms toconstruct a food web; greengrass, lizard, hawk, locust,butterfly, frog, tiger and antelope.

Differentiate between thetroposphere and stratosphere interms of the following:temperature, air composition andpressure


23/45

22


UNIT: 2(CONTD)ATMOSPHERE AND

CLIMATE CHANGE

The student will be ableto:5.2.4 explain Greenhouse

effect on c limate

change.

5.2.5 explain the causes

and effects of thedepletion of theozone layer.

5.2.6 explain the causesand effects of acidrain.

Greenhouse effect andclimate change

Desertification, droughtMelting of ice and polar icecaps, rising sea levelsIncrease in number andintensity of hurricanes(cyclones), effects onbiodiversity resources, etc.

Causes and the effects of

the depletion of the ozonelayer

Acid rain and its effects:Damage to buildings, paintsand forests.

Let students:

give examples of Greenhouse gases e.g.Carbon(IV) oxide, methane.

discuss what a greenhouse is and its effect:Global warming and climate change.

discuss possible factors to address the problem ofglobal warming.

PROJECT:Students to interview people in the community tofind out and report on climate change in thecommunity over the past thirty to fifty years and itseffect on the community.

state what the ozone layer is and discuss how it

protects living organisms.

relate the sources and effects of CFCs on theozone layer.

identify acidic pollutants which cause acid rain.

discuss the effects of acid rain the environment(damage to buildings, forests etc)

Outline five effects of c limatechange on biodiversity

resources.

Mention two effects of the

supersonic air transport on theozone layer.

Mention three examples ofacidic pollutants and how theyaffect forests and buildings


24/45

23

UNIT SPECIFIC OBJECTIVES CONTENTTEACHING AND LEARNING ACTIVITIES

EVALUATION

UNIT: 3TECTONICMOVEMENTS


5.3.1 identify the layersof the earth.

5.3.2 describe thesignificance of platetectonics.

5.3.3 explain how platetectonics cause

earth tremors,earthquakes,volcanoes and

Tsunamis.

5.3.4 give examples ofrecent landformations andsubmerging lands.

Layers of the earth: crust,mantle and core.

Plate tectonics

Effects of plate tectonics:earth tremors, earthquakes,volcanoes and Tsunamis

Recent land formations andsubmerging lands.

Let students:

use drawings /charts to describe various layersinside the earth:the crust, mantle and core (inner core and outercore)

examine charts and photographs of major andminor earth plates.

ACTIVITY:Students crush the shell of half cooked egg andcompare to continental plates

examine charts and photographs of the aftermathof volcanoes, earthquakes and Tsunamis.

discuss the effects of volcanoes, earthquakes andTsunamis .

map out earthquake zones in Ghana. A resourceperson from Geological Survey Department may beinvited.

discuss the roles of agencies which monitor platetectonics in Ghana.

PROJECT:Students to model a map of Ghana and a map ofAfrica with plasticine or paper mach and indicateearthquake p rone zones.Students to give reasons why those areas areprone to earthquakes.

Use internet search engines or scientific journals tofind out some of the recent land formations andsubmerging lands and report on them.

Why is an expert on earthmovement important for theconstruction industry?

What are the reasons why weshould not build in earthquakeprone zones?

Check internet sites to find outlatest information on:1. Formation of new lands as a

result of tectonicmovements.

2. Prediction of earthquakesand report in class.


25/45

24


UNIT: 4INFECTIONS ANDDISEASES

The student will be ableto:5.4.1 describe the causes

of diseases.

5.4.2 describe the modesof transmission,symptoms andmodes of control ofcommon diseases.

Pathogenic: bacteria, virus,fungi, protozoa.

Non-pathogenic: nutritional,

genetic, stress.

Modes of transmission.

Symptoms and modes ofcontrol of diseases whichare:Air borne,Water related,Insect borne (vectors),Food contaminated (foodpoisoning),Nutrition related,Sexually transmittedCommunicable,Zoonotic diseases.

Let students:

discuss the causes of pathogenic diseasesunder the following headings: bacteria, virus,fungi, protozoa and rickettsia.

describe the causes of non-pathogenic

diseases under the following headings:poor nutrition, genetic, stress conditions, poorsanitation etc.

discuss modes of transmission, symptoms,method of prevention and control of at least twoexamples of pathogenic and non-pathogenicdiseases.

give examples of the diseases mentioned underthe content, their modes of transmission,symptoms and method of control.

NOTE:Detailed treatment of individual diseases notneeded.

Discuss the causes, symptoms,mode of transmission,prevention and control of thefollowing common diseases:anthrax, Newcastle, avian flu,

CSM.

1. Outline two common diseasesthat result from infections due to(a) bacteria(b) fungi(c) virus(d) protozoa

2 State five life-styles that makepeople prone to HIV/AIDSinfection.


26/45

25

YEAR 2

SECTION 1: DIVERSITY OF MATTERGeneral Objectives: The students will:

1. appreciate the diversity of chemical substances and their effect on matter2. recognize the variety of substances that improve soil for optimum productivity.


UNIT: 1ACIDS, BASES ANDSALTS

The student will be ableto:1.1.1 define acids, bases

and salts and statetheir properties.

1.1.2 identify commonchemical substancesas acids, bases orsalts and classifythem according totheir sources.

1.1.3 prepare salts.

Simple definitions of acidsand bases in terms of protontransfer (Bronsted- Lowryconcept) and definition ofsalts.

Physical and chemicalproperties of acids, basesand salts.

Acids, bases and salts, e.g.Organic acids vinegar,Organic bases - ammonia,Salts - common salt.Inorganic acids dilute HClInorganic base milk ofmagnesia

Methods of p reparation ofsalts.

Let students:

brainstorm to bring out the definitions of acids,bases and salts.

discuss the properties and uses of ac ids, basesand salts.

perform the following chemical tests to show theproperties of acids, bases and salts:

(a) Reaction of acid and base (neutralizationreaction).

(b) Dilute acid + metal (production of H2(g))(c) Acid + trioxocarbonate (IV) compounds

(production of CO2 gas).(d) Test for hydrogen, carbon dioxide and

ammonia gases.

perform chemical tests to classify each chemicalsubstance listed under the content as an acid, abase or a salt.

discuss the uses of acids, bases and salts ineveryday life and in industry, e.g. sodiumhydroxide and tetraoxosulphate(VI) acid.

visit a salt/chemical industry and write a report onthe activities observed.

prepare salts using any of the following methods:neutralization,precipitation,acid + salt.

Describe the laboratorypreparation of NH3 gas.How would you test forAmmonia.


27/45

26


UNIT 1 (CONTD)

UNIT: 2SOILCONSERVATION.

The student will be ableto:1.1.4 describe the effect of

acid baseindicators.

1.1.5 use universalindicators and thepH-scale todetermine the pH ofgiven solutions.

1.2.1 explain theprinciples of soil andwater conservation.

1.2.2 distinguish betweenmacro and micronutrients.

Acid base indicators

Determination of pH of givencolourless solutions.

Determination of soil pH.

Principles of soil and waterconservation.

Conserving soil moisture

Maintaining soil fertility

Classification of soilnutrients into:

Macro (major) nutrients:Nitrogen (N), potassium (K),phosphorus (P), calcium(Ca), magnesium (Mg),sulphur (S).

Micro (minor) nutrients:boron (B), molybdenum(Mo), manganese (Mn),chlorine (Cl), zinc (Zn),copper (Cu) and iron (Fe).

Let students:

describe the colours developed byphenolphthalein, litmus and methyl orange in diluteacids and dilute bases.

discuss the nature and use of the universalindicator and the pH-scale.

use colours developed by the universal indicator todeduce the pH of acidic, neutral and basicsolutions and vice versa.NOTE:Point out the limitations of the use of the pH scalefor highly dilute/concentrated solutions: Their pHare outside pH = 0 to pH = 14.

describe activities to conserve soil water andmaintain soil fertility e.g.; irrigation, mulching,addition of organic matter and crop rotation

group soil nutrients into macro (major) nutrientsand micro (minor) nutrients.

discuss sources of nutrients, e.g. nitrogen fromnitrogenous fertilizers such as urea and organicmanure.

Explain how to determine thepH of a colourless solution.

Which is more acidic: a solutionof pH = 1 or a solution of pH = 9

Give two uses each of sodiumHydroxide (NaOH) andtetraoxosulphate (VI) acid(H2SO4) aq.

1. Explain the concept of soilconservation.

2. Outline five activities thatfarmers can undertake toenhance soil productivity.


28/45

27


UNIT 2: (CONTD) The student will be ableto:

1.2.3 state the functions ofsoil nutrients andtheir deficiencysymptoms.

1.2.4 describe methods ofmaintaining soilfertility.

1.2.5 classify fertilizersinto organic andinorganic fertilizers.

Functions and deficiencysymptoms of N, P, K, Ca,Mg, Mn, Fe, B, Mo.

Maintenance of soil fertility:application of organic andinorganic manures/fertilizers, crop rotation,cover cropping,liming, green maturing.

Organic and inorganicfertilizers.Methods of applyingfertilizers.

Let students:

Identify and discuss plants having nutrientdeficiency symptoms.

NOTE: Students to refer to Nitrogen Cycle in SHSand the Carbon Cycle in JHS syllabuses andrelate them to the maintenance of soil fertility.

demonstrate ways of improving soil fertility.

demonstrate ways of preparing planting medium,compost, soil mixtures, etc.

identify and classify organic and inorganicfertilizers.

classify inorganic fertilizers as straight (single) orcompound fertilizers with examples.

demonstrate the various ways of applying fertilizer.

PROJECT:Students prepare compost and an earth box anduse them to make vegetable or flower gardens.They keep record of the procedure in a farm diary.

Describe the deficiencysymptoms of the followingnutrients in plants:nitrogen, potassium andphosphorus.

Outline the factors that shouldbe considered during fertilizerapplication.


29/45

28


UNIT 2: (CONTD) The student will be ableto:

1.2.6 outline factors whichlead to the depletionof soil resources.

Factors which lead to thedepletion of soil resources:1. Erosion2. Overgrazing

3. Poor farming and tillagemethods,

4. Dumping of non-biodegradable waste onland

5. Improper irrigation anddrainage practices.

6. Surface mining andquarrying.

7. Deforestation.8. Excessive use of fertilizer

Let students:

discuss how the factors listed under content leadto the depletion of soil resources.

NOTE:

Detailed discussion of erosion is requiredDiscussion should cover types of erosion, effectand control.

PROJECTDesign a model of a farm to illustrate theharvesting of runoff water for irrigation.

Outline three effects of soilerosion on soil productivity


30/45

29


UNIT: 3WATER

The student will be ableto:1.3.1 describe the

physical andchemical propertiesof water.

1.3.2 distinguish betweenhard and soft water.

1.3.3 demonstrate howto soften water.

1.3.4 describe the

steps involved inthe treatment ofwater for publicconsumption.

Physical and chemicalproperties of water.

Hardness and softness ofwater.

Advantages anddisadvantages of hard andsoft water.

Softening hard water.

Treatment of water for public

consumption

Let students:

refer to JHS syllabus for a review of sources ofwater, physical and chemical properties of waterand the treatment of hard and soft water.

perform experiments to investigate properties of

water:(i) determine boiling point of water.(ii) demonstrate the solvent action of

water on a variety of substances.(iii) determine the presence of dissolved

substances in some sources of water(iv) demonstrate the polar nature of

water.NOTE:discussion should include uses of water.

discuss the advantages and the disadvantages ofhard and soft water.

collect water from different sources and determinetheir hardness using the same brand of soap.

demonstrate through an activity any one of thefollowing processes to soften hard water:addition of washing soda, ion exchange, boilingand d istillation.

draw a flow chart to show the steps involved in the

treatment of water for public consumption

discuss the importance of water as well as the roleof the Ghana Water Company in public watersupply.

PROJECT:Organise a visit to local water treatment plant andwrite a report on the visit.

Explain what an aqueoussolution is and give threeexamples.

Name two compoundswhich cause permanenthardness of water and twocompounds which causetemporary hardness ofwater.

Name two advantages andtwo disadvantages of hardand soft water.

Describe one method by whichhard water can be softened.

Perennial water shortage andfrequent disruptions in watersupply in most communities in

Ghana can be traced to erosionof human values. Discuss.

Outline the role of Ghana WaterCompany in the control of watersupplies in cities, towns andvillages.


31/45

30

YEAR 2

SECTION 2: CYCLES

General Objectives: The students will:1. recognize that there are repeated patterns of change in nature and understand how these patterns arise.2. understand how the attraction between the sun, earth and moon leads to the formation of tides.3. be aware of the natural distribution of the earths water and the need to conserve water for plant and animal use.


UNIT: 1WATER MOVEMENT

UNIT: 2HYDROLOGICALCYCLE


2.1.1 explain the causesof high and lowtides.

2.1.2 outline the effects oftidal waves.

2.2.1 explain thedistribution of theearths water.

Causes of tides:Spring tides and Neap tides.

Effects of tidal waves.

Distribution of the earthswater:Groundwater

Surface water (fresh watersaline water)

Let the students:

discuss the formation of Spring and Neap tides.

use illustrations to explain that when the sun,moon and earth are in straight line they producemaximum gravitational pull on the earth.

explain that when the sun, earth and moon are at

right angles there is minimum gravitational pull onthe earth.

discuss the effects of tidal waves on coastal landsto include Keta, Ada and Elmina.

use search engines from the internet to gatherinformation on tides/tidal waves for grouppresentation in class.

discuss where earths water is located and howmuch of it is available for human use.

NOTE:Percentage distribution of water on the earth ssurface to be mentioned

1. Discuss the causes of highand low tides each day.

2. Define:(i) Ebb tides(ii) incoming tides


32/45

31


The student will be ableto:2.2.2 explain the

relevance of thehydrological cycle toplants and animals.

2..2.3 outline the mainsources of watercontamination andthe effects onhumans

2.2.4 describe householdwater conservationmethods.

Hydrological cycle

Main sources of watercontamination:domestic waste, tradewaste, industrial and miningwaste, agricultural waste,radioactive waste, andspecial waste such aswaste from hospitals.

Effects of watercontamination water-related

diseases, infections, etc.

Water conservation methods

Let students:

discuss the processes involved in the hydrologicalcycle using appropriate diagrams.

discuss the various sources of watercontamination to include items listed undercontent.

discuss the effects such as water-relateddiseases under the following headings:water-borne, water-washed, water-based andinsect based diseases.

gather more information on the topic using search

engines from internet sites

discuss household water treatment, waste watertreatment, safe water storage, modern andtraditional rainwater harvesting systems.

PROJECT:1. Gather information on modern and traditionalrainwater harvesting system from the followingsources:i. interviewing people in the community,

ii. library, websites and scientific journals

2. Design a simple water harvesting technique or a

domestic water reuse system.

Draw a hydrological cycle andcomment on its importance toplants and animals.

Give one example each of thefollowing water-relateddiseases:(i) water-washed(ii) water-borne(iii) water-based

Discuss the importance ofrainwater harvesting.


33/45

32

YEAR 2

SECTION 3: SYSTEMS

General Objectives: The students will:1. recognize that a system is a whole consisting of parts that work together to perform a function.2. recognize the processes of excretion, reproduction, and transportation of substances in living organisms as life systems.


UNIT: 1EXCRETORYSYSTEM

The student will be ableto:3.1.1 explain the meaning

of excretion.

3.1.2 identify organs of theexcretory systemand their productsin mammals.

3.1.3 mention somedisorders of theurinary system inhumans and theirremedies.

3.1.4 state excretoryproducts of floweringplants and explainhow they are

excreted.

Excretion in mammals

Organs of excretory systemand their products.

Disorders of urinary systemin humans.

Excretion in flowering plants

Let students:

brainstorm to bring out the meaning of excretion.

discuss to bring out the differences betweenexcretion and egestion

discuss the main organs of excretory system(lungs, skin, and kidneys) and match them againsttheir products

NOTE

Discussion to include:1. How the products are eliminated from the body.2. Structure of the skin and kidneys.

discuss the disorders of the human urinary systeme.g. bed wetting, urine retention, kidney stonesand their remedies.

discuss the waste products of respiration andphotosynthesis and how they are excreted inflowering plants.

mention other excretory products in plants e.g.excess salt, gums, latex, resin and lignin

Distinguish between excretionand egestion in humans.

Draw and label the parts of thenephron.

Explain how plants excrete theirwaste products.


34/45

33


UNIT: 2REPRODUCTIVESYSTEM ANDGROWTH INMAMMALS

The student will be ableto:3.2.1 identify the

reproductive organsof a mammal andtheir functions.

3.2.2 state the advantagesand disadvantagesof male and femalecircumcision.

3.2.3 outline theprocesses leading tofertilization, zygotedevelopment andbirth in humans.

3.2.4 describe the processof birth in mammalsand ways to care forthe young ones.

3.2.5 analyse problemsassociated withreproduction in

humans.

Structure and function of themammalian reproductivesystem.

Male and femalecircumcision.

Fertilization, development ofthe zygote (pregnancy) andbirth in humans.

The process of birth andcare of the young.

Problems associated withreproduction in humans:Miscarriage,

ectopic pregnancy,infertility,impotence,fibroid,disease infectionsovarian cyst.

Let students:

examine a dissected small mammal (e.g. guineapig, rabbit); draw and label the male and femalereproductive systems.

discuss the advantages and disadvantages ofcircumcision.

NOTE:Pay particular attention to the dangers of femalecircumcision.

discuss the p rocess of fertilization, development ofzygote (pregnancy) and birth using charts, modelsand diagrams.

NOTE:1. Discussion to include: formation of twins:Identical, fraternal and Siamese.

2. Details of cell division and anatomy of theembryo not required.

discuss the process of birth in mammals, includingpre-natal, postnatal and parental care.

NOTE: Students to refer to JHS syllabus on thecauses and effects of teenage pregnancy.

discuss problems associated with reproduction inhumans as listed under content. Causes ofinfertility in both males and females to be

discussed as well as illegal abortion.

CASE STUDY:A childless couple thinks their problem is due towitchcraft. Use scientific method and reasoning toexplain the possible cause of the infertility.

Draw and label the male andfemale reproductive systems ofhumans.

Explain the formation ofidentical, fraternal and Siamesetwins.

State one cause of each of thefollowing:

1. ectopic pregnancy

2. infertility3. fibroid4. impotence


35/45

34


UNIT 2 (CONTD)

UNIT: 3THE CIRCULATORYSYSTEM


3.2.6 mention types ofSTIs includingHIV/AIDS, how theyare transmitted and

their effects.

3.2.7 identify the phasesof growth anddevelopment inhumans and theassociated changes.

3.3.1 describe thestructure and

functions of thecirculatory system.

Sexually transmittedinfections (STIs):HIV/AIDS, gonorrhea,herpes, Chlamydia.

Mode of transmission

Effects:prolonged sickness,infertility.

Phases of growth anddevelopment in humans.

structure and functions ofthe circulatory system.

Let students:

discuss various sexually transmitted diseases andtheir modes of transmission.

analyse the effects of STIs including HIV/AIDS on

the health and reproduction in humans.

discuss the various phases of growth and thephysical and behavioural changes associated witheach phase of human development.

NOTE:The changes may include losing milk teeth anddevelopment of permanent teeth, increase in

mass, height, development of secondary sexualcharacters, e.g. menstruation in girls (pre-menstrual syndrome (PMS) in some women-accompanied by violent moods or depression), wetdreams in boys. Changes in old age shouldinclude menopause and its associated problems.

invite a psychologist and gynaecologist to talkabout changes during adolescence and symptomsassociated with menopause.

use a dissected small mammal to study organsconcerned with blood circulation.

use charts/models/diagrams to trace the flow ofblood through the heart, the lungs and the body ofhumans.

NOTE:Detailed structure of the cellular components ofthe blood vessels not required

Discuss the effects of HIV/AIDSon the family and the society.

Discuss the development ofsecondary sexualcharacteristics in males andfemales.

Discuss the functions of theheart, the veins and the arteries

in the circulatory system.


36/45

35



3.3.2 describe thecomposition andfunctions of blood

and lymph.

3.3.3 identify disordersassociated withblood and the bloodcirculatory system.

Composition and functionsof blood and lymph

Disorders associated withblood and the bloodcirculatory system:high blood pressure, lowblood pressure, hole-in-heart

Let students:

discuss the composition and functions of the bloodand lymph.

NOTE:Discussion should include the mechanism of bloodclotting.

CLASS ACTIVITY:Carry out activities using the appropriateequipment and chemicals to measure their ownblood pressure and to determine their own bloodgroups.

explain the causes of disorders of blood and bloodcirculatory system.

NOTE:Invite a resource person/haematologist to assist in

the activity.

Explain the term haemophilia.State the various stages ofblood clotting.


37/45

36

YEAR 2

SECTION 4: ENERGY

General Objectives: The student will:

1. recognize that energy has a source, can be transferred and can be transformed into various forms2. become aware of the various forms of energy such as electrical and sound energy and their uses3. appreciate the behaviour of the components of an electronic circuit.


UNIT 1ELECTRICALENERGY

The student will be able to

4.1.1 describe static andcurrent electricity.

4.1.2 mention the variouscomponents o felectric circuits andand state theirfunctions.

Nature of static andcurrent electricity.

Sources of currentelectricity.

Electric circuits:Series and parallelarrangements ofcomponents.

Let students:

comb dry hair with plastic comb and use it tocollect bits of t issue paper and explain thephenomenon.

explain that the formation of lightning is based onelectrostatics.

discuss protection of buildings and installations

from lightning strikes using lightning arrestors

mention sources of current electricity.

discuss differences between a.c and d.c and theirlimitations.

draw an electric circuit and discuss the functions ofeach component.

connect the components of a circuit in series andparallel and explain their advantages and

disadvantages.

investigate the ability of various materials toconduct electricity.

Explain in terms of electronmovement what happens whena plastic comb is used to rub thehair.

Discuss the functions of thefollowing components of anelectric circuit;

1. Battery2. Switch

3. Resistor


38/45

37


UNIT 1 (CONTD) The student will be able to:

4.1.3 calculate resistance,current, potentialdifference andpower.

4.1.4 demonstrate theprocesses involvedin electric powergeneration.

4.1.5 describe the stagesof electric power

transmission.

Resistance (R),current (I),potential difference (V)and power (P)

Electric power generation.

Power transmission:Transformers

(step up and step downtransformers).

Wiring a plugHousehold wiringStabilizers, fuses andEarthing.

Let students:

state Ohms law and carry out simple calculationsusing the relation V = IR

carry out simple calculations for electric power.

R

VRIIVP

22

===

mention power ratings (wattage) of some electricaldevices, e.g. stove 750W and bulbs 40W, 60W,

discuss the importance of power ratings of electricappliances.

discuss the importance of power rationing ofelectric appliances.

discuss sources of electric power generation:Hydro, thermal, nuclear, solar, wind, tidal andbiogas.

discuss the basic principles underlying theproduction of electricity e.g. relative motionbetween a coil and magnet.

PROJECT:i. Students to apply the principle to design andconstruct a miniature electric power plant togenerate electricity from any of the above listedpower sources.ii. Visit a thermal/hydro-electric power station andwrite report.

discuss the gadgets and processes involved in thetransmission of power under the followingheadings:

1. Use of step up and step downtransformer.

2. Wiring of a plug.3. Household wiring.4. Use of stabilizers.5. Use of fuse.6. Use of earthing.

Resistors 2 and 6 areconnected in (i) parallel and(ii) series to a 1.5 V cell.Calculate the current flowing ineach arrangement

An electric appliance is rated240V, 750W. Calculate(i) the current(ii) the resistance

Discuss how electric powerreaches your home from a

hydro-electric power station(Akosombo).


39/45

38


UNIT: 2ELECTRONICS

UNIT: 3SOUND ENERGY


4.2.1 connect an amplifiercircuit and observethe behaviour of thecomponents.

4.3.1 explain the sourcesand nature of sound.

4.3.2 describe musicalnotes anddistinguish musicalnotes from noise.

Amplifier circuits.

Sources of sound.

Nature of sound:velocity, reflection,

refraction.

Musical notes and noise.

Let students:

connect a simple biased transistor amplifier circuitand observe the behaviour of the componentssuch as microphone, ear phone and loud speakerunder different conditions.

NOTE:Circuit should comprise a 12V d.c. source, tworesistors, an NPN transistor and two couplingcapacitors.

PROJECT:Students to construct a simple amplifier for use ina public address system in the school.

produce sound from different instruments (pipes,rods or strings and percussions)

demonstrate the nature and sources of sound

demonstrate differences in velocity of sound indifferent media (gas, liquid, solid and vacuum)

NOTE:1. Determination of the velocity of sound is

not required.2. Discussion should include formation of

echoes.

produce different sounds and classify them asnoise or musical notes.explain pitch, loudness and quality of musicalnotes.

NOTE:1. Teacher to b riefly explain Doppler effect.2. Measurement of loudness of sound in decibels

should be mentioned

compare notes produced by different types ofmusical instruments in terms of pitch, loudnessand quality.

Describe the behaviour of aloud speaker in an amplifiercircuit when(i) the switch is closed(ii) the switch is opened.

How is sound produced by thefollowing:(i) pipes,(ii) strings,

(iii) percussion.

State five facts about the natureof sound energy.

Explain how the following affectthe frequency of vibration of astring.(i) length(ii) tension(iii) thickness


40/45

39


The student will be ableto:4.2.3 identify the parts of

the human ear anddescribe theirfunctions.

Structure and functions ofthe human ear.

Let students:

describe the human ear and the functions of eachpart.

discuss the effect of loudness and pitch onhumans e.g. sound pollution.

discuss the importance of ear muffs.

What is the effect of high pitchsound on humans

GROUP EXERCISE:Explore and write a report onthe principle on which thefollowing operate.

1. Line phone2. Cell (mobile) phone


41/45

40

YEAR 2SECTION 5: INTERACTIONS OF MATTER

General Objectives: The Students will:1. appreciate that interaction between and within matter helps humans to better understand the environment and their role in it2, understand the principles of operation of magnets, forces and motion of objects3. recognise the importance of proper sanitation in communities for healthy living4. be aware of safety precautions at the community and to prevent hazards


UNIT: 1MAGNETISM

The student will be ableto:5.1.1 distinguish between

magnetic and nonmagnetic materials.

5.1.2 explain magneticfield.

5.1.3 outline the

processes ofmagnetization anddemagnetization.

Magnetic and non-magneticmaterials.

Magnetic field.

Processes of magnetization

and demagnetisation

Let students:

move magnets closer to various kinds of materialsand classify them as: magnetic and non-magneticmaterials.

discuss permanent and temporary magnet

explain the functions of magnets in the followinggadgets:Telephone earpieceLoud speakersMicrophones

Magnetic compassGeneration of electricityFridge doorsElectricity meters

brainstorm to bring out the meaning of a magneticfielduse a compass or iron fillings to demonstratemagnetic fields around a bar magnet, then arounda wire carrying an electric current.

demonstrate the use of magnetic compass infinding the direction of the north pole.

discuss the magnetization of a steel bar using

single/double stroke method.

discuss the magnetization of a steel bar usingelectrical (d.c.) method

discuss the production and use of electromagnets

discuss complete demagnetization of a permanentmagnet.

Draw magnetic fields around:

(ii) a bar magnet

(ii) a wire carrying an electriccurrent (d.c)

Describe how you would

magnetize a steel bar byelectrical method.


42/45

41


UNIT 2

FORCE, MOTIONAND PRESURE


5.2.1 define force andoutline varioustypes.

5.2.2 state theArchimedesPrinciple and the lawof floatation.

Force:Definition and types:

Frictional,

Viscous,Gravitational,Electrostatic,Magnetic,Upthrust

Archimedes Principle andlaw of floatation.

brainstorm to define force.

investigate the effect of force by:

1. stretching a piece of elastic string2. by pushing a wall..

Explain the various types of forces as listed in thecontent and carry out activities to demonstrateeach one of them.

discuss Archimedes principle and the law offloatation and use them to explain the followingphenomena:

1. the flight of birds2. the flight of aeroplanes3. why boats float in water4. floatation of ships and submarines

GROUP ACTIVITY:1. Observe and record what happens when

different metallic and wooden objects areplaced in water.

2. Place an egg first in water and then insalt solution and explain the observationin each case.

State three effects of force on abody.

Explain the term upthrust.


43/45

42


UNIT 2 (CONTD)The student will be ableto:

5.2.3 explain the termsdistance,displacement,speed, velocity,

acceleration andmomentum.

5.2.4 explain types ofmotion and theNewtons laws ofmotion.

Distance, displacement,speed, velocity, accelerationand momentum.

Types of motion.- linear- circular- rotational- vibrational- random

Newtons laws of motion- inertia- momentum- balanced and

unbalanced force

Let students:

define distance, displacement, speed, velocity,acceleration and momentum

takentime

travelledcetandisspeed)i( =

takentime

ntdisplacemevelocity)ii( =

takentime

velocityinchangeonaccelerati)iii( =

(iv) momentum = mass x velocity.

demonstrate different types of motion: linear,rotational, circular. e.g.

1. a stone tied to a thread circular2. a toy car pushed on a floor-linear3. the movement of a wheel rotational4. a crown cork carrying two holes and a

string vibrational

explain the term inertia

demonstrate that to every action there is an equaland opposite reaction.

investigate the forces at play in the following:(i) an object is placed on a table(ii) a passenger jerking forward when a

moving car comes to a sudden stop.(iii) a passenger steps out of a moving

vehicle.

NOTE:

1. Centripetal force should be mentioned.2. Discussion of Newtons second law of motionshould lead to the relation:

Force = mass x acceleration.

discuss that the force of gravity or the weight (W)of an object = mg, where g is the acceleration dueto gravity, m is the mass of object.

An object of mass 4kg movingwith initial velocity of 20ms

-1

accelerates for 10s and attainsa final velocity of 60ms

-1.

Calculate:i. the accelerationii. initial momentum.

Explain why passengers lurchforward or are thrownbackwards whenever thevehicle changes motion e.g.braking and rounding curves.

Explain the importance of theuse of seat belt in vehicles


44/45

43



5.2.5 define centre ofgravity anddistinguish between

stable, unstable andneutral equilibrium.

5.2.6 explain moment of aForce.

5.2.7 define pressure anddescribe the effectsand application ofpressure in solids,liquids and gases.

Centre of gravity andstability of objects.

Stability of objects:stable, unstable and neutralequilibrium.

Moment of a force

Pressure; definition andeffects.

Let students:

use the plumb line or knife edge (wedge) methodto determine the centre of gravity of rectangular,triangular and circular cardboards.

demonstrate the three types of equilibrium using acone on a flat surface.

discuss stability based on the following activities:(i) walking on stilts(ii) acrobats walking on ropes(iii) spinning a pan with fingers or stick

brainstorm to define moment of a force.

discuss the principle of moment of a force about apoint.

demonstrate the principle of moment of a force

using a see-saw.

perform simple calculations on the principle ofmoment.

brainstorm to define pressure

use a rectangular block of wood on a table todemonstrate pressure exerted by solids

use a tall container with three holes at differentheights to demonstrate pressure in liquids.

use bicycle pump to demonstrate the transmissionof pressure.

observe the operation of water pump, siphons andhydraulics .

CLASS PROJECT:Students to design a simple fountain or sprinklersystem.

Explain the terms stable,unstable and neutral equilibriumand give example of each type

of equilibrium.

State the principle of moment

A boy of weight 80.0N sits at adistance of 2.0m from the pivotof a see-saw. What distancefrom the other end should

another boy of weight 40.0N sitto keep the see-saw inequilibrium?

A cement block of weight 50.0Nand one side of area 0.2m

2

rests on a table. Calculate thepressure exerted on the table bythe cement block.


45/45

44


UNIT 3SAFETY IN THECOMMUNITY

The student will be ableto:5.3.1 identify appliances

used at homeand how to use themproperly.

5.3.2 use first aid methodsto treat accidents athome.

5.3.3 identify hazardoussubstances at thework place and theireffects on humans.

Safe use of appliances atthe home.

First Aid methods

Hazardous substances andtheir effect.

Let students:

discuss proper use or handling of householdappliances to prevent accidents at home:avoidance of overloading of electric sockets,extreme care in using the heating coil inmetal/plastic containers, use of gas stoves.

NOTE: Precautions to include:1. Keeping hands dry before touching electrical

gadgets.2. Viewing television from a distance.

demonstrate the following using models:1. mouth-to-mouth resuscitation method.2. methods extinguishing different fires.3. treatment of burns, cuts and electric

shocks.invite a Fire Service Officer or Red CrossPersonnel to talk to class on accidents preventionand first aid.ACTIVITY: Students to make a first aid box for the

class.

discuss possible hazards that can occur in anyworking environment, e.g. dust, fumes, toxicgases, corrosive substances, fire, foodcontamination, harmful radiation (x-rays),poisonous chemicals e.g. dioxins from heated orfrozen plastics.

discuss the effects of hazardous substances onthe human body, e.g. blindness, burns, nausea,vomiting, and allergies.

discuss various hazards, warning labels oncontainers and other places, and appraise theiradequacy.

discuss the proper storage of some hazardoussubstances and other safety measures at workplaces, e.g. protective clothing.

discuss the techniques involved in preventing firesdue to electrical and chemical causes, and bushfires.

State two methods ofextinguishing

1. electric fire2. gas fire

Illustrate three safety symbolsand state their meanings.

integrated science year 1

Documents