SHS-2 Syllabus – Reproductive system & growth in mammals

3.2.1 identify the reproductive organs of a mammal and their functions.

Structure and function of the mammalian reproductive system.

Annotate a diagram of a dissected small male and female mammal (e.g. guinea pig, rabbit); showing the reproductive systems.

Identify a diagram of the organs of the male and female reproductive systems of humans on a chart.

3.2.2 state the advantages and disadvantages of male and female circumcision.

Discuss the advantages and disadvantages of circumcision.

NOTE:
Pay particular attention to the dangers of female circumcision.

3.2.3 outline the processes
leading to fertilization, zygote development and birth in humans.

Fertilization, development of the zygote (pregnancy) and birth in humans.

Discuss the process of fertilization, development of zygote (pregnancy) and birth using charts, models and diagrams.

NOTE:
Discussion to include: formation of twins:
1. Identical, fraternal and Siamese.
2. Details of cell division and anatomy of the embryo not required.

Explain the formation of identical, fraternal and Siamese twins.

3.2.4 identify the problems associated with reproduction in humans.

Problems associated with reproduction in humans: Miscarriage, ectopic pregnancy, infertility, impotence, fibroid, disease infections ovarian cyst.

discuss problems associated with reproduction in humans as listed under content. Causes of infertility in both males and females to be discussed as well as illegal abortion.

CASE STUDY:
A childless couple thinks their problem is due to witchcraft. Use scientific method and reasoning to explain the possible causes of the infertility.

State one cause of each of the following: 1. ectopic pregnancy
2. infertility
3. fibroid
4. impotence

3.2.5 mention types of STIs including HIV/AIDS, how they are transmitted and their effects.

Sexually transmitted infections (STIs):
HIV/AIDS, gonorrhea, herpes, Chlamydia, syphilis candidiasis (white/trash).

Mode of transmission
Effects: prolonged sickness, infertility.

Discuss various sexually transmitted diseases and their modes of transmission.

Analyse the effects of STIs including HIV/AIDS on the health and reproduction in humans.

Discuss the effects of HIV/AIDS on the family and the society.

3.2.6 identify the phases of growth and development in humans and the associated changes.

Phases of growth and development in humans.

Discuss the various phases of growth and the physical and behavioural changes associated with each phase of human development.

NOTE:
The changes may include losing milk teeth and development of permanent teeth, increase in mass, height, development of secondary sexual characters, e.g. menstruation in girls (premenstrual syndrome (PMS) in some women- accompanied by violent moods or depression), wet dreams in boys. Changes in old age should include menopause and its associated problems.

invite a psychologist and gynaecologist to talk about changes during adolescence and symptoms associated with menopause.

Discuss the development of secondary sexual characteristics in males and females.

SHS-2 Syllabus - Excretory systems

3.1.1 explain the meaning of excretion.

Excretion in mammals.

Brainstorm to bring out the meaning of excretion.

discuss to bring out the differences between excretion and egestion.

Distinguish between excretion and egestion in humans.

3.1.2 identify organs of the excretory system and their products in mammals.

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

NOTE:
1. Excretory products of liver should include bile pigment, urea and cholesterol.
2. Discussion to include:
i. Structure of the skin and kidneys (Structure of nephron not required)
ii. How the products of excretion (sweat and urine) are eliminated from the body after their formation.
iii. Excretory product of liver should include bile, cholesterol and pigment.

List three excretory organs and their respective products.

3.1.3 mention some disorders of the urinary system in humans and their remedies.

Discuss the disorders of the human urinary system e.g. bed wetting, urine retention, kidney stones and their remedies.

SHS-2 Syllabus – General principles of farm animal production

2.2.1 outline the main activities involved in the production of farm animals.

Main activities involved in farm animal production.

Selection of suitable breeds.

Choice of management system: Breeding systems and care of the young.

Management practices including animal health care and feeding.

Finishing, processing and marketing of produce.

Visit a nearby livestock farm or a commercial livestock enterprise to investigate and report on the following: i. Main activities carried out ii. Management system in use. iii. Breeding/animal improvement procedures iv. Feeding procedures
v. Pest, parasite and disease control vi. Marketing of animal products.

Outline five management practices used on a poultry farm.

2.2.2. describe ruminant production.

Ruminant production: cattle/goats/sheep.

discuss goat/cattle/sheep production under the items listed under SRN 2.2.1:

Types of breeds and their characteristic, management practices,
breeding systems, common pests and diseases, marketing of products etc.

Describe three different
management systems for keeping farm animals.
List one advantage and one disadvantage of each system.

2.2.3 describe non ruminant production.

Production of non-ruminants: poultry/pigs/rabbits.

Explain three management practices that are used to control and prevent diseases and pests in farm animals.

SHS-2 Syllabus – Hydrological cycle

2.1.1 explain the distribution of the earth's water.

Distribution of the earth's water:
Groundwater
Surface water (fresh water, marine water)

discuss where earth's water is located and how much of it is available for human use.

NOTE:
Percentage distribution of water on the earth's surface to be mentioned.

Draw a hydrological cycle and comment on its importance to plants and animals.

2.1.2 explain the relevance of the hydrological cycle to plants and animals.

Relevance of hydrological cycle.

discuss the processes involved in the hydrological cycle using appropriate diagrams.

2.1.3 outline the main sources of water contamination and the effects on humans.

Main sources of water contamination: domestic waste, commercial waste, industrial and mining waste, agricultural waste, radioactive waste, and “special” waste such as waste from hospitals.

Effects of water contamination:
water-related diseases and infections.

discuss the various sources of water contamination to include items listed under content.

discuss the effects such as water-related diseases under the following headings: water-borne, water-washed, water-based and insect based diseases.

gather more information on the topic using search engines on the internet.

Give one example each of the following water related diseases:
(i) water-washed
(ii) water-borne
(iii) water-based

2.1.4 describe household water conservation methods.

Discuss household water treatment, waste water treatment, safe water storage, modern and traditional rainwater harvesting systems.

PROJECT:
1. Gather information on modern and traditional rainwater harvesting system from the following sources:
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.

Discuss the importance of rainwater harvesting

SHS-2 Syllabus – Water

1.3.2 distinguish between hard and soft water.

Advantages and disadvantages of hard and soft water.

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

perform experiments to investigate properties of water:
(i) demonstrate the solvent action of water on a variety of substances.
(ii) determine the presence of dissolved substances in some sources of water
(iii) demonstrate the polar nature of water.
NOTE: discussion should include uses of water.

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

discuss the advantages and the disadvantages of hard and soft water.

Explain what an aqueous solution is and give three examples.

Name two compounds which cause permanent hardness of water and two compounds which cause temporary hardness of water.

Name two advantages and two disadvantages of hard and soft water.

1.3.3 demonstrate how to soften water.

demonstrate through an activity any one of the following processes to soften hard water: addition of washing soda, ion exchange, boiling and distillation.

1.3.4 describe the steps involved in the treatment of water for public consumption.

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 role of the Ghana Water Company in public water supply.

PROJECTS:
1. Organise a visit to local water treatment plant and write a report on the visit.
2. Design water filtration system using charcoal.

Describe one method by which hard water can be softened.

Perennial water shortage and frequent disruptions in water supply in most communities in Ghana can be traced to erosion of human values. Discuss.

Outline the role of Ghana Water Company in the control of water supplies in cities, towns and villages.

List two significance of the use of charcoal in filtering water.

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SHS-2 Syllabus – Soil conservation

1.2.1 explain the principles of soil and water conservation.

Principles of soil and water conservation.

Conserving soil moisture

Maintaining soil fertility

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

relate soil fertility to soil productivity.

1. Explain the concept of soil conservation.
2. Outline five activities that farmers can undertake to enhance soil productivity.

1.2.2 distinguish between macro and micro nutrients.

Classification of soil nutrients 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).

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

discuss sources of nutrients, e.g. nitrogen from nitrogenous fertilizers such as urea and organic manure.

1.2.3 state the functions of some soil nutrients and their deficiency symptoms.

Functions and deficiency symptoms of N, P, K, Mn, Fe.

dentify and discuss plants having nutrient deficiency symptoms.

NOTE: Students to refer to Nitrogen Cycle in SHS and the Carbon Cycle in JHS syllabuses and relate them to the maintenance of soil fertility.

Describe the deficiency symptoms of the following nutrients in plants: nitrogen, potassium and phosphorus.

1.2.4 describe methods of maintaining soil fertility.

Maintenance of soil fertility: application of organic and inorganic manure/ fertilizers, crop rotation, cover cropping, liming, green manuring.

demonstrate ways of improving soil fertility.

demonstrate ways of preparing compost.

1.2.5 outline factors which lead to the depletion of soil nutrients.

Factors which lead to the depletion of soil nutrients:
1. Erosion
2. Overgrazing
3. Poor farming and tillage methods,
4. Dumping of non- biodegradable waste on land
5. Improper irrigation and drainage practices.
6. Surface mining and quarrying.
7. Deforestation.
8. Excessive use of fertilizer.

discuss how the factors listed under content lead to the depletion of soil nutrients.

NOTE:
Detailed discussion of erosion is not required.

PROJECT
Design a model of a farm to illustrate the harvesting of runoff water for irrigation.

Outline the various processes involved in compost preparation.

Outline three effects of soil erosion on soil productivity

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SHS-2 Syllabus – Acids, bases and salts

1.1.1 define acids and bases and state their properties.

Acids as proton donors Bases as proton acceptors.

Physical and chemical properties of acids and bases.

Brainstorm to bring out the definitions of acids and bases.

Discuss the properties and uses of acids and bases.

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

Test for hydrogen, carbon dioxide and ammonia gases.

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

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

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

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

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

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

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

1.1.3 prepare salts.

Methods of preparation of salts.

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

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

1.1.4 describe the effect of acid – base indicators.

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

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

Determination of pH of given solutions.

Determination of soil pH.

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

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

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

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

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

SHS-1 Syllabus - Nitrogen Cycle

2.2.1 describe the nitrogen cycle.

Draw and discuss the Nitrogen cycle.

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

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

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SHS-1 Syllabus - Air movement

2.1.1 explain the formation of land and sea breezes.

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

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

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

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

Trade winds: Easterlies and Westerlies.

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

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

2.1.3 describe the effect of moving air masses.

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

Precautions against the effects of storms.

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

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

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

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

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

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

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