JHS-2 Syllabus - Climate

2.2.1 distinguish between weather and climate.
Meaning of weather and climate
Elements of Climate.
- brainstorm to bring out the meaning of weather and climate.
- discuss the differences between weather and climate
- identify the elements of climate, and discuss how each element affects agriculture.
2.2.2 explain that weather and climate change do occur in a cyclic manner.
Cyclic nature of weather and climate:
Incidences of weather and climatic changes - The 1983 drought, 1969 Heavy rains, 1963 Heavy rains, etc.
- collect information on the incidences and effects of weather and climatic changes that occurred over the past 30 – 50 years from
people, libraries, internet and scientific journals.
- discuss the effects that these changes had on the environment (agriculture, vegetation, water cycle, etc).
How have climatic changes affected your daily activities?
Explain why the climate of Tamale is different from that of Axim.
2.2.3 use weather measuring equipment.
Weather Measuring Equipment: rain gauge, wind vane, sun dial, thermometer etc.
- visit a Meteorological Station, observe various weather measuring equipment and satellite images and how they are used.
- list the various weather measuring equipment and discuss how each one is used.
- practise the use of some of the equipment.
2.2.4 prepare a weather chart.
- collect data by using the equipment and make a simple weather chart.
- relate the weather charts to activities undertaken by humans in the locality.
2.2.5 relate climate to vegetation zones.
Relationship between climate and vegetation zones.
- collect information on the climate of the various vegetation zones in Ghana from libraries and the Internet
- compare the information on climate to the vegetation zones and note the differences
- draw the map of Ghana showing the vegetation zones and the distribution of crops and animals.
-list agencies involved in providing weather and climatic information to the public and discuss their roles.
Give reasons why sorghum thrives best in Northern Ghana while cocoa does well in the rain forest belt.

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JHS-2 Syllabus - Carbon cycle

2.1.1 describe how carbon is cycled in nature.
- discuss and illustrate the carbon cycle
- identify and explain the stages in the carbon cycle
- draw the carbon cycle
Teacher to design a role-play for pupils to perform showing the relationships between the various stages of the cycle.
Pupils to explain how the carbon cycle is disrupted by humans.
2.1.2 outline/ discuss the importance of the carbon cycle.
describe ways the carbon cycle is disrupted.
- gather information from library and the internet on human activities which disrupt the carbon cycle
-describe ways by which the activities disrupt the cycle.
List and discuss three ways the carbon cycle is disrupted.
2.1.3 explain the effects of the disruption of the carbon cycle on the environment.
- list and explain the effects of the disruption of the cycle on the
atmosphere and the environment.
2.1.4 outline ways to maintain the carbon cycle
- suggest ways to maintain the carbon cycle.

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JHS-2 Syllabus - Water

1.5.1 describe the composition and properties of water.
- brainstorm and describe the chemical components of water
- describe the properties of water
- collect water from difference sources and compare them in terms of appearance, odour, taste and any other characteristics
perform activities to demonstrate the properties of water.
What are the chemical elements in water?
Describe three properties of water.
1.5.2 distinguish between hard and soft water.
- compare the lathering abilities of various samples of unboiled water with soap
- use their observations to group the samples into hard and soft water.
- use the activities to define hard and soft water
- discuss the importance of soft and hard water
- discuss the properties of good drinking water.
Why it is advisable to wash clothes with soft water?
1.5.3 demonstrate various ways of softening hard water.
- perform various activities for softening hard water e.g. boiling, addition of washing soda, distilling.
- discuss the importance of purified and treated water.
Describe how to make hard water soft.

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JHS-2 Syllabus - Mixtures

1.4.1 define a mixture and give examples.
Definition of mixture.
- brainstorm to bring out the meaning of a mixture.
- discuss examples of mixtures
- assemble and identify different types of mixtures.
Explain the term ‘mixture’. Mention four examples of mixtures.
1.4.2 prepare salt solution
- put salt in water
- stir for the salt to dissolve
- taste and discuss their observation
1.4.3 define solute, solvent, solution.
Types of solvents and their uses.
- list some solvents in the home and discuss their uses.
- list some common solutes and name their appropriate solvents.
Explain why it is not possible to find water which is completely pure in the environment.
1.4.4 explain the importance of shaking or stirring some mixtures well before using them.
Importance of shaking or stirring mixtures before use.
- obtain some paints (e.g. lime) mix with water and stir .
- leave for some time and observe.
deduce from their observations of mixtures the need to stir or agitate paints and some liquid medicines before use.
Explain what will happen if a baker does not mix the dough well enough before baking.
1.4.5 demonstrate some methods of separating mixtures.
- discuss methods of separating mixtures.
- use appropriate methods to separate different types of mixtures e.g. salt from salt solution.
How will you separate salt when it is mixed with sand.
1.4.6 demonstrate the difference between a mixture and a compound.
Differences between mixtures and compounds.
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JHS-2 Syllabus - Chemical compounds

1.3.1 define a chemical compound
- brainstorm the definition of a compound
- list and discuss the composition of some compounds
- write the formulae of compounds. .
NOTE: Binary Compounds only required.
Write down the formulae of three simple compounds.
1.3.2 write the formulae of some compounds.
- discuss the systematic names of binary compounds
1.3.3 write the systematic names of simple compounds
- write word equations for some simple reactions.
1.3.4 write word equations for some simple reactions
1.3.5 balance simple chemical equations.


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JHS-2 Syllabus - Metals and non-metals

1.2.1 group the first twenty elements of the periodic table into metals and non-metals.
Properties of metals.
Chemical Properties of metals: Reactivity of metals
- group the first twenty elements on the periodic table into metals and non-metals.
NOTE: Use the position of the elements in the Periodic Table to group them into metals and non- metals.
- drop a small piece of a metal into dilute acid solution/lime juice. state their observations in each case and draw conclusion.
List four physical properties of metals.
1.2.2 explain why non-reactive metals are preferred in making ornaments and jewelry.
Differences between metals and non-metals.
Meaning of alloy:
- discuss why certain metals are used to make jewelry and ornaments.
- discuss the differences between metals and non-metals.
Name three metals that are: reactive, non-reactive
1.2.3 outline the composition of some common alloys and their uses.
- discuss the composition of some common alloys.
Uses of alloys.
Name four alloys and state their composition.
1.2.4 define and outline the effects of corrosion
Effects of rusting.
- perform activities to demonstrate the process of rusting using water, iron nails/steel sponge.
- discuss the effect of rusting on objects.
Explain the effects of corrosion of metals in buildings
Explain how rusting takes place.
1.2.5 describe ways for preventing rusting.
- discuss how surfaces of metals can be protected to prevent rusting.
- mention examples of iron – containing materials used in the home.
- bring some metallic items and use different processes for rust prevention on the items.

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JHS-2 Syllabus - Elements, Compounds and Mixtures

1.1.1 classify materials into elements, compounds and mixtures.
Meaning of elements, compounds and mixtures
- prepare a list of elements, compounds and mixtures.
- give the definition of an element with examples.
1.1.2 write the chemical symbols for the first twenty elements of the periodic table correctly.
Chemical substances are represented by symbols such as the following:
Sodium – Na
Calcium – Ca
Potassium – K
1.1.3 draw and label the structure of an atom.
- use models to explain the structure of an atom.
- draw the structure of an atom and label its parts
- mention the sub-atomic particles
- draw the distribution of electrons in the atoms of the first twenty elements of the periodic table.
- label the shells of the atoms.
NOTE: Detailed electronic structure not required.
1.1.4 state the electrical charges on the sub-atomic particles.
- show that atoms are electrically neutral.
- demonstrate that atoms gain electrons to become negatively charged and lose electrons to become positively charged
1.1.5 explain the formation of ions.

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