DAWOOD PUBLIC SCHOOL SCIENCE SYLLABUS 2014-15 …DAWOOD PUBLIC SCHOOL SCIENCE SYLLABUS 2014-15...

DAWOOD PUBLIC SCHOOL

SCIENCE SYLLABUS 2014-15

CLASS: VII

Book:

Ho Peck Leng 2009 International lower secondary science book 2,

AIMS The Science Syllabus aims to: Provide students with experiences which build on their interest in and stimulate their curiosity about their

environment. Provide students with basic scientific terms and concepts to help them understand themselves and the

world around them. provide students with opportunities to develop skills, habits of mind and attitudes necessary for scientific

inquiry prepare students towards using scientific knowledge and methods in making personal decisions help students appreciate how science influences people and the environment OVERVIEW Monthly Syllabus

• August • The cell (Diffusion and Osmosis)

• September • Food and Digestion • Elements and Compounds

• October • Mixture • Forces and their effects

Types of Energy[ Kinetic ,Potential, Thermal ]

• November • Revision for Mid Term Exams

• December • MID TERM EXAMS

• January • Atoms, Molecules and Ions • The Particle Model Of Matter

• February • Solutions • Classification of Plants and Animals

• March • Electrical Circuit • Role of Microorganism as a Decomposer • Energy resources

• April/ May • Revision For Final Exams • FINAL EXAMS

The cell In this unit, pupils build on their previous knowledge the characteristics common to all living things to develop their knowledge of

Living things different from non-living objects.

Structure and functions of animal and plant cells.

The level of organization of cells into tissues.

Movement of substances within living organisms by diffusion and osmosis

Scientific Enquiry work focuses on:

Making predictions using scientific knowledge and understanding

Discussing and controlling risks to themselves and others

Presenting results as appropriate in tables and graphs

Identifying trends and patterns in results

Discussing explanations for results using scientific knowledge and understanding. Communicate these clearly to others

Comparing results with predictions

Presenting conclusions to others in appropriate ways

Recommended Vocabulary for this unit: Exomosis, Endosmosis’, Solute, solvent, permeable, semi permeable, isotonic, turgor, hypotonic, hypertonic

Contents Learning Objectives Activity Resource

Levels of organization

Relate the structure of the following to their functions:

o root hair cells – absorption o xylem vessels – conduction

and support o muscle cells – contraction o red blood cells – transport

Students will investigate the appearance of plant cell when placed in (a) Distilled water (b) Concentrated salt solution

PowerPoint presentation – Diffusion:

Diffusion Osmosis

Define:

Tissue as a group of cells with similar structures, working together to perform a shared function

Organ as a structure made up of a group of tissues, working together to perform specific functions

Organ system as a group of organs

Define diffusion as the net movement of molecules from a region of their higher

concentration to a region of their lower concentration down a concentration gradient as a result of their random movement

Describe the importance of gaseous and solute diffusion and of water as solvent.

Define osmosis as the diffusion of water molecules from a region of their higher concentration to a region of their lower concentration, through a partially permeable membrane

Describe the importance of osmosis in the uptake of water by plants and effects on plant and animal tissues.

Using potato cube. Investigation of changes in mass or length of potato chips or of dried raisins placed in a range of different concentrations of sugar solution provides good opportunity for quantitative treatment of results, as well as

enhancing understanding Of osmosis. Use a simple demonstration of diffusion, for example a potassium magnate VII crystal in a gas jar of water or a drop of methylene dye on gelatin solidified in a test tube(diffusion of a solute), or ammonia and hydrochloric acid placed at opposite ends of a long glass tube, or simply a perfume container opened in one corner of the room.

Bromine in a gas jar (carried out in a fume cupboard) can

Quickly show diffusion (gaseous diffusion). Recognize the importance of

diffusion to living things for

transporting substances

Observe and infer that Osmosis is involved in the transport system

www.biologyresources.com/biology-CD.html Experiments in biology Diffusion: www.biologyresources.Com/biologyexperiments2.

Food and digestion In this unit, pupils build on their previous knowledge the characteristics common to all living things to develop their knowledge of

The constituents of a balanced diet and the functions of various nutrients

The effects of nutritional deficiencies

The relationship between diet and fitness

The organs and functions of the alimentary canal

The function of enzymes

Recommended Vocabulary for this unit:

Nutrition, diet, deficiency, alimentary canal, peristalsis, digestion, enzyme, photosynthesis.


Nutrients in food Protein, carbohydrate, fats.

Energy value

Identify the constituents of a balanced diet and the functions of various nutrients.

Understand the relationship between diet and fitness


Understand the relationship between diet and fitness.

Appreciate that food contains different kinds of nutrients Collect and study food labels from cans etc to discover how foodstuffs are divided into carbohydrates, proteins, lipids, vitamins and minerals. Identify the foods with the highest energy content (for growth, movement and keeping warm) and discuss whether they think these are the most ‘healthy’ foods.

Starchy food e.g. bread, Sugary food e.g. glucose, sugar. Thermometer,

Bunsen burner,

heat resistant

test-tube, iodine

solution,

Benedicts

solution (or

clinistix Biuret

Elements, Mixtures and Compounds In this unit, pupils build on their previous knowledge of the particle theory of matter and how this can explain the properties of solids, liquids and gases, to develop their knowledge of

Changes of state, gas pressure and diffusion.

The chemical symbols for the first twenty elements of the Periodic Table.

Elements, compounds and mixtures.


of food. A balance diet Digestion The human digestive system.

Discuss and control risks to themselves and others.

Present results as appropriate in tables and graphs.

Make simple calculations.

To recognized that a healthy diet contains a balance of food stuffs.


Recognise the organs of the alimentary canal and know their functions.

Recognise the organs of the alimentary canal and know their functions.

Understand the function of enzymes as biological catalysts in breaking down food to simple chemicals

Summarize the working of the alimentary canal. Mechanical and chemical breakdown of food should be discussed

Visit. www.biologyinmotion.com/minilec/wrench.html to learn about enzymes http://health.howstuffworks.com/question464.htm

Students will test for starch in food using iodine solution or for sugars using Benedict’s reagent. Obesity as a result of overeating of energy foods will be included, Know that protein is used for growth and repair. Investigate which foods contain protein using the Burette test on a few samples. Include non-animal sources of protein and be able to suggest a group of people who need a lot of protein. Identify and place the organs of the digestive system .mouth, esophagus/gullet, stomach, small intestine, large intestine. Complete and label a diagram of the organs. Include the liver and pancreas. In groups, investigate the functions of the organs of the alimentary canal using secondary sources. Report findings to the whole class. Chew a piece of bread for a few minutes and notice the changes that take place. Investigate the effect of the enzyme amylase on starch solution Discuss why food needs to be chewed and also that saliva contains an enzyme for breaking down some foods.

sol, NaOH

protein

containing foods

e.g. milk, lentils,

meat /fish

Fatty food, eg butter, cooking oil, filter paper

A model body will be used for a three-dimensional understanding of the digestive system. Student will make crude model from a soft bag of about 6 m of flexible tubing. A flow chart can be displayed on large outlines of the involved organs linked by tubes. Amylase solution, starch solution, iodine solution, Benedict’s solution, heating apparatus.

Particles, diffusion, element, atom, chemical symbol, Periodic Table, compounds.

Forces and their Effects


What is an element? Classifying Elements Uses of Elements What is compound? Properties of compounds Formation of compounds What is a mixture? Distinguishing Among Elements, Compounds and Mixtures Separating Mixtures

Understand that elements are made of atoms.

Give chemical symbols for the first twenty elements of the Periodic Table.

Explain that the simplest form of particle is the atom.

Give chemical symbols for the first twenty elements of the Periodic Table

Describe compounds as substance consisting of two or more elements chemically combined together;

Describe common properties of compounds and how compounds are formed.

Recognize that substances can be classified as elements, compounds and mixtures

Distinguish between elements, compounds and mixtures.

Describe mixtures as two or more elements and / or compound that are not chemically combined together;

Distinguish between elements ,compounds and mixtures;

Explain about some separation techniques .

Recognize that elements ,compounds melt and boil at particular temperature but mixtures don’t

Show an awareness of the

application of separation

techniques in everyday life and

industries

Demonstrate the spherical model of the atom. Explain that elements contain only one type of atom and therefore cannot be split into different substances. They have only one name. Provide sealed containers or photos of the first twenty elements of the Periodic Table. Students will describe each element in a sentence e.g. hydrogen is a colorless gas. The first twenty symbols must be learnt, students can test each other as a team game. e.g. “my symbol is the end of my footwear” Ans. sock = K = potassium “my symbol is a lot of water and a note” Ans. C and a = calcium Alternatively will make up words using just the chemical symbols e.g. SOCK or can Alternatively they can make up crosswords or Word searches. Distinguish between elements, compounds and mixtures. Distinguish elements, compounds and mixtures by a circus of samples of substances with associated information e.g. name of substance, formula, can it be separated, can it be broken down into elements. Students will identify if the substance is an element, compound or mixture and explaining their answer by selecting the best evidence provided.

Model of the atom as the simplest particle in the particle theory. Sealed samples or photos of the first 20 elements of the Periodic Table Iron filings, sulfur powder, heat-proof test-tubes, heating apparatus Various samples of elements, mixtures and compounds with their chemical names.

The substances can be in sealed containers or photographs with a card with some information e.g. bottle of copper chloride could have label copper chloride is a blue solid with a formula of CuCl2. Copper chloride cannot be separated into other substances.

In this unit, pupils build on their previous knowledge of pushes and pulls to develop their knowledge of

The effects of forces on movement, including friction and air resistance.

The effects of gravity on objects.


Force, motion, gravity, friction, air resistance.

November Revision for Mid Term Exams

December Mid Term Examinations

Atoms, Molecules and Ions


What is a force Measuring forces Gravitational force and weight Up thrust and density Frictional force

Describe the effects of forces on motion, including friction and air resistance

Make careful observations including measurements.

Present results in the form of tables.

Describe the effect of gravity on objects.

Choose appropriate apparatus and use it correctly.

Describe the effects of forces on motion, including friction and air resistance.

Make predictions referring to previous scientific knowledge and understanding.

Consider explanations for predictions using scientific knowledge and understanding and communicate these.

The existence of a centripetal force will be shown by swinging a small object (a bung) around the head on a string. Releasing it shows the direction of travel of the object. Show a model of the solar system and discuss how the planets are held in place by the gravitational pull of the Sun

Find out that forces change the speed and direction of objects. Pupils will try out activities to show the effect on speed of pushing and pulling forces. Examples include kicking a squashy football. Measuring forces using various force meters. Use bathroom scales for pushing against a wall or squeezing with the hands. The relationship between gravity and weight. Hang kilogram masses on Newton meters to find their weight. This can be described as the pulling force of the earth. Other weights can be found to familiarize students with Newton Discuss air resistance and explain in terms of forces what happens to a parachutist when they jump from an aero plane until they land. Investigate the motion of different parachutes e.g. changing surface area, weight Consider gravity and the planets. .

Squashy football, raft, large bowl of water, roller skate etc Force meters, bathroom scales. You could use a strong spring for stretching (it can be calibrated against known weights). Homemade parachutes from handkerchiefs/tissue and thread with a bob weight. Small bung, string.

In this unit, pupils build on their previous knowledge of, an atom and molecules to develop their knowledge of

The structure of an atom.

The structures of the first twenty elements

Chemical formulae of molecular Elements and compounds

Formation of ions


Nucleus, proton, neutron, electron, electronic shell (orbit), atomic (proton) number, prediction, evaluation, reactants, products, carbonates, sulfates, nitrates, chlorides

The Particle Model of Matter In this unit, pupils build on their previous knowledge of materials and their properties to develop their knowledge of how the particle theory of matter and how this can explain the properties of solids, liquids and gases, including changes of state.


What is an atom? What is a molecule? Chemical formulae of molecular elements and compounds. What is an Ion?

Compare the structures of the first twenty elements of the Periodic Table

Describe the structure of an atom and learn about the methods and discoveries of Rutherford.

Describe an atom as an electrically neutral entity made up of positively charged nucleus (protons and neutrons) with negatively charged electrons moving around the nucleus.

State those atoms of the same element contain the same number of protons and those of different elements contain different number of protons.

Distinguish between atoms and molecules;

That molecule of an element consist of a fixed number of the same type of atoms chemically combined together;

By giving chemical formula of compounds, determine the types and number atoms.

Recognize that an ion is formed when an atom gain Or loses electrons.

Revise the symbols for the first twenty elements. Each group of students will make a poster of the structure of a chosen element. Diagrams show the arrangement of electrons in their shells around the nucleus. Pupils will learn to build them up with increasing atomic number.

Blank Periodic Tables, sets of cards of first 20 elements (including atomic numbers draw the atomic structure of first twenty elements showing electron distribution


Melting, boiling, freezing, condensing, evaporating

Classifying Animals and Plants In this unit, pupils build on their previous knowledge of living things with similar properties and characteristics to develop their knowledge of

Classify animals and plants into major groups, using some locally occurring examples.

Understand what is meant by a species.

The need of classification

Dichotomous key


Species, vertebrates, invertebrates, microbes, fungi, bacteria, arthropods


The particle model of matter Particle models for solids, liquids and gases Changes in physical states

Explain the particle model of matter;

Explain diffusion and Brownian motion and how these provide evidence for the existence of particles;

Show in outline how the particle theory of matter can be used to explain the properties of solids, liquids and gases, including changes of state.

Present results in the form of tables, bar charts or line graphs.

Show in outline how the particle theory of matter can be used to explain the properties of solids, liquids and gases, including changes of state.

Observe the diffusion of potassium per magnate in water. Students will discuss samples of everyday solids, liquids and gases, considering their shape and volume. They will tabulate their identifying properties. Consider tomato sauce (liquid or solid?) and how it could be made more solid or more liquid. Observe changes of state such as:

Melting ice, butter, sulphur, wax

Freezing water, sulfur, wax, saturated copper sulfate solution.

Boiling water (kettle), alcohol in hot water, salt solution.

Condensing water, alcohol. Show ice in a test tube and try account for the condensation on the outside of the tube.

Sublimation of iodine.

Card, ice, cake, lemonade, boiling water, Oil, fat, stick, soap, detergent, perfumed candle, jelly, sand, blown up balloons etc. Butter, flowers of sulphur, ice, wax, alcohol (optional). Heating apparatus (e.g. bunsen burner) solid iodine.


The Need to Classify living Organisms Classifying plants Classifying Animals




Classify living things plants (food producers), animals (food consumers) and other living things including microbes. Students will make a poster of, e.g. 20, varied animals, ideally locally occurring; put them into groups in a number of different ways.

A field trip sea shore to collect plant and animal specimens and study their morphology and habitat.

Solution In this unit, pupils build on their previous knowledge of acids to develop their knowledge of

How to tell if a solution is an acid or an alkali.

Using a pH scale.

Neutralization and some of its applications.


Acidic, alkali, alkaline, base, neutral, indicator, pH scale, Solute, solvent, solubility.

Using Keys to identify and Classify Living things

Recognize that plants can be divided in to those with vascular bundle and those without;

To construct a dichotomous key.

Present conclusions using different methods.

Will evaluate the groupings and decide which way is the most useful, for instance, where they live, what type of food they eat, number of legs, etc. Group into vertebrates and invertebrates and will discuss why animals are sorted in this way.

Poster/photos/living specimens of about 20 various animals e.g. earthworm, snail, different types of fish etc.


Solutes, Solvents and Solutions Solubility Acids and Alkalis

Distinguish among solute , solvent and solution;

Distinguish between a saturated and an unsaturated solution ;

State about concentrated and dilute solution;

Explain about solubility and factors which affect the solubility of a solute in a solvent.

Use indicators to distinguish acid and alkaline solutions.


Use a PH scale.

Use indicators to distinguish acid and alkaline solutions.

Investigate the effect of a variety of acidic, alkaline and neutral solutions on Universal Indicator paper and neutral indicators.

Will use an indicator to show the color changes of different indicators in acids and alkalis using Litmus paper, phenolphthalein, methyl orange and universal indicator Will compare different acids. Provide a display of acids (vinegar, lemon juice, canned drink, laboratory acids) with hazard labels where appropriate. Discuss the meaning of the hazard labels. Student’s will discuss and draw a hazard label seen on a sack of chemicals or on a chemical transporter. They will use the prepared indicator on some acids and alkalis as the chemical opposite of an acid. Will define acids, alkalis and a neutral solution in terms of pH. Students will demonstrate the scale of colours (pH) shown by Universal Indicator (mixture of plant dyes).

Different acids e.g. vinegar, lemon juice, canned drink, laboratory acids Hazard labels. Use dilute hydrochloric acid as the acidic solution and dilute sodium hydroxide as the alkaline solution.

Electrical Circuit In this unit, pupils build on their previous knowledge of different types of energy and energy transfers to develop their knowledge of

Simple series and parallel circuits.

How common types of component, including cells (batteries), affect current.

How current divides in parallel circuits.

Measuring current and voltage.


Charge, positive, negative, insulator, attraction, repulsion, ammeters, voltmeters, parallel circuits, series circuits, circuit diagrams.


Electrical Circuits Electric Current A Cell or battery as a Source of Electrical Energy Electrical Resistance Using Electricity Safely

Interpret and draw simple parallel circuits.

Model and explain how common types of components, including cells (batteries), affect current.

Test explanations by using them to make predictions and then evaluate these against evidence

Measure current using ammeters and voltage using voltmeters, including digital meters

Decide which apparatus to use and assess any hazards in the laboratory, field or workplace.

Use a range of materials and equipment and control risks.

Draw conclusions.

They will make a simple series electric circuit with switch, bulb and battery. Draw the circuit diagram. Discuss the advantages of circuit diagrams. Students will make a simple parallel circuit by including a second bulb. Draw the circuit diagram. They will give a variety of circuit diagrams or circuits and decode if they are parallel or series circuits. Will Investigate the flow of charge in a circuit. Emphasize that batteries produce charge which flows from one end to the other round a circuit. Students will suggest ways of increasing the rate of flow of charge (more batteries, easier path). Pupil will test this explanation by using a variable resistor to dim / brighten a bulb. Investigate the current in series and parallel circuits using a number of identical lamps.

Role of Microorganisms as decomposer In this unit, pupils build on their previous knowledge of health, the characteristics of living things and cells to develop their knowledge of

How some microorganisms can be useful to humans but others are harmful.

The use of microorganisms in food production.

How microorganisms breakdown can cause decay.


Microscope microscopic fungi bacteria virus pasteurization

Energy Resources In this unit, pupils build on their previous knowledge of energy and the environment to develop their knowledge of

Factors affecting the size of populations.

Some effects of human influences on the environment.

The world’s energy needs.


Environment, solar, hydroelectric, nuclear fuel, fossil fuel, renewable and non-renewable sources.

Contents Learning Objectives Activity Resource What are Microorganism

Are microorganism useful

Know about the role of micro-organisms in the breakdown of organic matter, food production and disease

Know about the role of micro-organisms in the breakdown of organic matter, food production and disease

Recognize micro organism are useful

study the decomposition by bacteria

and fungi

They will research on the role of bacteria and fungi as decomposers and present findings to whole class. They will Plan and carry out an investigation about the activity of yeast under different conditions. Will relate this to the use of yeast in bread making. Will research the role of bacteria and fungi as decomposers and present findings to whole class.

Secondary sources Yeast (dried or fresh), glucose /sugar, flour Thermometers, water baths.


Fuels and Energy

Fossil fuel

Recognize different energy types and energy transfers

Understand that energy cannot be created or destroyed and that energy is always conserved.

Recognize different energy types and energy transfers.

Recognize that coal, crude oil, and

natural gas are examples of fossil

fuels;

Recognize the need for fuel

conservation

Use knowledge of energy sources including fossil fuels and renewable

Students will brainstorm their own ideas about what is meant by ‘energy’. Examples to illustrate their definition need to be given in their explanation. Will discuss on what energy is used for in the modern world and what alternatives for each use (if any) were available say, 100 years ago. Will Illustrate ideas with examples. Electric light compared with oil lamps, cars compared with carts etc. The alternatives available in 100 years time might also be considered.

As reference book use Science Matters volume B

April Revision for Final Exams May Final Examinations Teaching Support Documentaries, multimedia, presentations, slides, lab will be used.

Resource List New Lower Secondary Science1, 2 by Tho Lai Hoong, EPB Fong, J. et al.2008, Lower Secondary Science Matters Volume B ,Singapore; Marshall Cavendish Education.

GLOSSARY OF TERMS

Term Description of meaning

1. Classify to group things based on common characteristics

2. compare to identify similarities and differences between objects, concepts or processes

3. construct to put a set of components together, based on a given plan

4. describe to state in words (using diagrams where appropriate) the main points of a topic

5. Discuss to reflect on and explore a topic in speech or writing

6. differentiate to identify the differences between objects, concepts or processes

7. identify to select and/or name the object, event, concept or process

8. Infer to draw a conclusion based on observations

9. investigate to find out by carrying out experiments

10. List to give a number of points or items without elaboration

11. manipulate to control an object in order to explore and discover its behavior

12. measure to obtain a reading from a suitable measuring instrument

13. recognize to identify facts, characteristics or concepts that are critical to the understanding of a situation, event, process or phenomenon

14. Relate to identify and explain the relationships between objects, concepts or processes

15. show an understanding

to recall information (facts, concepts, models, data), translate information from one form to another, explain information and summarise information

16. State to give a concise answer with little or no supporting argument

17. Trace to follow a path

What are Renewable Energy Resources? How do living things use energy?

energy resources to consider the world’s energy needs, including research from secondary source.

Recognize that renewable energy

resources include wind, wave

,running water, sunlight, biomass

and geothermal sources and they

can be used to generate electricity;

Relate the use of energy resource to

its effects on the environment;

Recognize that all living things need

energy for every activity and food is

the energy source of living things;

Recognize that sun is the energy source of almost all of the Earth’s energy resources

They will explain why fossil fuels are non-renewable fuels and explain why there might be an energy crisis. They will Investigate the problem of atmospheric pollution caused by the combustion of fossil fuels e.g. the effects of acid (rain) on limestone or chalk (buildings).

DAWOOD PUBLIC SCHOOL SCIENCE SYLLABUS 2014-15 …DAWOOD PUBLIC SCHOOL SCIENCE SYLLABUS 2014-15...

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