BECE JUNIOR HIGH SCIENCE SYLLABUS GHANA: August 2017

JHS-1 Syllabus - Ecosystems

5.1.1 explain the meaning of ecosystem

5.1.2 describe the characteristics of different habitats.

Meaning of habitat. Types of Habitats

- discuss the characteristics of different types of habitats
- select an ecosystem to be studied as a project

NOTE: Records of types of plants and animals found in the area to be kept.

5.1.3 explain/ discuss the relationship between plants, animals and the chosen habitat.

Adaptations of organisms to the environment

Protective mechanisms of living organisms.

- collect and examine animals and plants found on land, in water and air and discuss how they are adapted for life in these environments,

NOTE: Shape, body structure, movement, reproduction, feeding habits, structural modifications for life in the environments of the following organisms: fish, frog, common water- plants, rabbits, bats, birds, to be studied.

5.1.4 explain the Interdependence of plants and animals.

Interdependence of living organisms in habitats.

- discuss devices employed by living organisms for protection.
- discuss how plants and animals depend on each other for food (e.g. herbivores, carnivores and omnivorous) and shelter to maintain a balance in nature.

- discuss the importance of the balance in nature.

5.1.5 describe how the energy derived from the sun is used by organisms in an ecosystem.

Energy transfer in an ecosystem.

- demonstrate through a food chain and food web how energy from the sun is used in an ecosystem.

5.1.6 describe the activities that disrupt the balance in the ecosystem and the effects of the disruption in the balance.

Effects of the disruption of balance in nature.

- discuss how the balance in nature may be disrupted.
- discuss effects of the disruption of the balance in nature.
- discuss ways to maintain balance in nature.

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JHS-1 Syllabus - Light energy

4.4.1 group light sources into natural or artificial lights.

4.4.2 distinguish among transparent, translucent and opaque
materials

4.4.3 demonstrate that light travels in a straight line.

Rectilinear propagation of light

4.4.4 describe the operation of the Pin Hole Camera

4.4.5 describe the formation of shadows

4.4.6 demonstrate the formation of eclipse

4.4.7 demonstrate the reflection and refraction of light

4.4.8 demonstrate the reflection and refraction of light.
- discuss the characteristics of images formed by a plane mirror.

- demonstrate the change in path of light as it travels from one medium to another.
- Explain why an object at the bottom of a pond appears closer to the surface.

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JHS-1 Syllabus - Basic electronics

4.3.1 describe the composition and types of transistors

Composition of transistors
Emitters, Base and Collector

- identify two P-N functions of the transistors
- identify the Emitter lead, Base lead and Collector lead.
- Investigate how the transistor is turned on and off
- Identify the types of transistors.

4.3.2 describe the characteristics of transistors.

Characteristics of transistors.
- connect the transistor with Base Emitter junction forward biased and base Collector junction reversed biased

- investigate the effect on an LED connected between the collector and the emitter.
- connect transistor with both junction forward biased and investigate the effect of the collector emitter path.

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JHS-1 Syllabus - Conversion of energy

4.2.1 state the various forms of energy

- list various forms of energy.
discuss expressions for potential and kinetic energy

4.2.2 demonstrate how various forms of energy can be transformed.

- explain the energy transformation as shown by
the following activities:

i. use torch battery to produce light in a bulb
ii. using electric iron
ii. using public address system
iii. dissolving Calcium Carbide in water

4.2.3 give reasons for conserving energy.

- discuss the effects of increase in human population on the demand for energy
- discuss various ways of conserving energy.
- discuss the effects of using old electrical gadgets.

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JHS-1 Syllabus - Sources and forms of energy

4.1.1 describe the various sources of renewable and non-renewable energy.
classify the sources of energy into renewable and non renewable.

4.1.2 demonstrate the production of some renewable forms of energy.

Design and construct any of the following:
i. Biogas digester
ii. Solar Heater
iii. Wind Mill for Pumping water

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JHS-1 Syllabus - Farming systems

3.2.1 differentiate between various farming systems.

Farming Systems:
- shifting cultivation
- land rotation
- crop rotation
- mixed cropping
- mixed farming
- extensive
- intensive
- pastoral farming
- monoculture
- monocropping
- ecological farming ( eco farming)

- discuss the various farming systems and note the differences between them.
- discuss the advantages and disadvantages of each farming system

3.2.2 draw a plan for a crop rotation programme.

draw up a 3-year rotation programme using the crops that grow in their locality and discuss e.g. yam, maize, millet, tomatoes, cowpea.

JHS-1 Syllabus - Human Respiration

3.1.1 draw and label the human respiratory system

- explain the meaning of respiration
- identify the organs that form the respiratory system using charts.
- draw and label the respiratory system using charts

NOTE: Structure of individual organs not required.

3.1.2 distinguish between the two types of respiration.— (external, internal respiration)

- discuss what happens to the chest as they breathe in and out.
NOTE: Tissue respiration should be limited to burning of food to release energy , water and carbon dioxide

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JHS-1 Syllabus - Fish culture

2.3.1 identify main parts of a fish – and their functions

2.3.2 outline the importance of fish farming.
2.3.3 describe the conditions suitable for rearing Tilapia.

2.3.4 perform some of the activities involved in rearing Tilapia.
Activities in rearing Tilapia.
- discuss activities involved in rearing Tilapia (pond stocking, feeding, harvesting, processing, packaging and marketing.

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JHS-1 Syllabus - Vegetable crop production

2.2.1 state the importance of vegetable crops to humans.
Meaning and importance of vegetable crops

2.2.2 explain the factors influencing vegetable crop production.
- discuss the factors in vegetable crop production: climatic factors, soil factors, nearness to source of water, nearness to markets, etc.

NOTE: Teacher to explain to pupils that a successful vegetable crop production process takes into consideration all the stages and factors affecting the life cycle of a particular crop.

2.2.3 describe and perform cultural practices in vegetable production

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JHS-1 Syllabus - Life cycle of flowering plants

2.1.1 classify crop plants according to their growth cycle and uses

2.1.2 describe the life cycle of flowering plants

– Stages in the life cycle of flowering plants.

2.1.3 demonstrate the conditions necessary for germination of a
seed and sustained growth of the seedling.

2.1.4 explain how knowledge about life cycle of flowering plants is important in vegetable crop production.

Importance of factors affecting the life cycle of flowering plants.

2.1.5 describe the principles in crop production.
- describe how the knowledge about factors affecting life cycle of flowering plants is used in crop production.
- discuss the principles in crop production: land selection, selection of varieties, method of propagation, cultural practices, pests and disease control, harvesting, processing and marketing

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JHS-1 Syllabus – Hazards

1.5.1 explain the term hazard –

Meaning of hazard

Causes of hazards encountered in teaching and learning science.

Effects of hazards
Warning and safety signs in science.

1.5.2 identify and interpret warning and safety signs in science.

1.5.3 safety precautions to prevent hazards.

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JHS-1 Syllabus - Nature of soil

1.4.1 describe the nature and importance of soil.

Meaning, composition and soil types.

Functions and uses of soil.

Industry
- Clay for ceramics, tiles, pots etc. Physical properties of soils and their importance: soil texture and structure.

- brainstorm to explain the term ‘soil’

- discuss the various ways by which soil helps plants to grow and other uses of soil.

show and discuss the importance of living organisms in the soil.

1.4.2 explain the importance of soil profile in crop production – Soil Profile, meaning, description and importance.

i – perform an experiment to demonstrate soil texture by the feel method.
ii- perform experiments to demonstrate Water-holding Capacity and Drainage of sandy, loamy and clayey soils.
iii. perform experiment to demonstrate the capillarity of sandy, loamy and clayey soils.
- note the effects of physical properties of soils on crop growth.

- dig a pit or visit a dugout pit, examine and identify the different horizons of the soil profile.
- describe each horizon under the following headings: Colour, Texture, Porosity, Depth, and Organic Matter Content.

- discuss the importance of the soil profile in crop production.

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JHS-1 Syllabus – Measurement

1.3.1 distinguish between base and derived units of measurement.

- list the base units of measurement.
- explain why these are referred to as base units of measurement.

- list derived units of measurement.
- explain why volume, density and area are referred to as derived units.

1.3.2 measure length, time, mass and temperature using appropriate instruments.

1.3.3 measure area, and volume using appropriate instruments.

1.3.4 measure the densities of regular and irregular objects.
Definition of Density. Densities of regular and irregular objects.

1.3.5 demonstrate sinking and floating

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JHS-1 Syllabus - Matter

1.2.1 explain matter

1.2.2 describe the nature and states of matter.
use models or digital content to explain the nature of matter
discuss the fact that the particles which make up matter are atoms, molecules or ions.

1.2.3 demonstrate how matter can be changed from one state to another.
Outline the differences between plants and animals (in terms of – feeding and movement.)

1.2.4 distinguish between plant and animal cells (Cell structure - components of the cells
- Functions of components/parts of the typical cell)
- examine models and charts of plant and animal cells.
- explain and define what a living cell is.

Teacher to assist pupils to draw and label a typical cell.
- mention the various parts of the typical cell as in content.
- state the functions of the parts of the cell labelled in the drawing.
- observe cells from the onion epidermis, and from the inside of the cheek under a microscope.

1.2.5 differentiate between unicellular and multi-cellular organisms.
- examine a unicellular (amoeba) organism using microscope
- mention organisms which are made of one cell and those made of many cells.
- examine a multi-cellular organism (e.g. human being)

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INTRODUCTION TO INTEGRATED SCIENCE

The pupil should be able to:

1.1.1 explain what ‘science’ is. – (Meaning of Integrated Science)
Integrated science involves teaching and learning several fields of science in a holistic manner such that none of the fields stands out on its own.

1.1.2 explain the differences between Natural Science and Social Science (Differences between Natural Science and Social Science.

1.1.3 describe the Scientific Method.

1.1.4 give reasons to support the importance of the scientific method.

1.1.5 distinguish between science and technology
- discuss the differences between science and technology.

1.1.6 explain how science and technology affect society.

1.1.7 outline some instances where science and technology have been misused.
- give examples of areas of life where science and technology have brought improvements in life.
- discuss some of the applications of science and technology in
fields as listed in content.
- discuss how science helps us to obtain knowledge and also to explain superstitions, beliefs and taboos.
- discuss how science and technology are misused in e.g. warfare, etc.

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