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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