Harmonized Programme for Integrated Science
General Introduction
The syllabus is divided into 3
columns, Program Headings (the main themes), Materials,
Ideas and Experiments (the details), and Notes.
The material
printed in bold is required for a successful beginning to the 4th
year programmes in biology, chemistry and physics.
The programme as laid out here is
not a teaching order, and the numbering in the first column is not
intended to assemble units of work that should all be done together.
The order and organization of this presentation is not intended
therefore to dictate an order and an organization to teachers, who
may organize the work, in each year block, in a way which suits
them, their circumstances and the apparatus and resources available.
Reference will be made where
appropriate to environmental, social and ethical matters that
are related to the material.
Scientific vocabulary and safety
considerations will likewise be made a general part of the pupils'
learning experience. Pupils will be taught safety procedures, proper
care and efficiency in distribution of all equipment, and the
importance of giving equipment back tidily and in good condition.
Throughout the course, teachers
will exploit opportunities to develop an understanding of "how
science is done". This theme would include discussions concerning
the desire for accuracy and precision (but their limitations); the
design of investigations; the handling, presentation and
interpretation of data and evidence.
First Year Syllabus
|
Programme Heading |
Material, Ideas and
Experiments |
Notes |
|
1.1 Measurement. |
Measurements need units and
techniques
In principle, SI units
should be taught and used; however, common practical units
may be introduced. Length, volume of regular and
irregular bodies and of liquids [1].
Mass, temperature, time.
Density presented as grams per cm3.
Speed in m/s
Collecting and treating
results. Introduction to graphs and histograms. Simple
calculations concerning measurements (length, area, volume)
|
[1] Metre, cm, mm, litre,
cm3, g/cm3, g, kg and their
relationships. Work will consist of practical measurements
on solids, liquids and gases
Elementary weather
observations and measurements may be used as an example |
|
1.2 Air. |
Solids, Liquids and Gases;
definition of characteristics.
Mass of 1 litre of air [1].
Informal introduction to
air pressure [2].
First introduction to the
particle model.
Diffusion of gases and
liquids.
Testing gases. Composition
of air. Breathing
[3]: exhaled air is weaker in oxygen than inhaled air and
stronger in CO2. The respiratory system [4].
Burning food; formation of CO2. Smoking.
Respiration in plants. |
[1] The mass per litre of
air is used for comparison with other gases.
[2] Experiments with the
U‑tube manometer for an informal introduction to the notion
of pressure.
[3] Investigation of the
gases entering and leaving the body during the breathing
process.
[4] Respiratory system;
only common names required. |
|
1.3 Classification in
everyday life. |
Introduction:
classification of everyday objects showing hierarchical
relationships, e.g. books, waste for recycling
Distinction between
non‑living and living things.
Metals and non‑metals
[2]; conductors and insulators; magnetic metals
and non‑magnetic metals. Permanent magnets; elementary
experiments.
Classification of living
organisms using simple keys [1]. Recognition of common
plants and animals, especially those to be found locally,
and their habitats. Five kingdoms [3], vertebrates and
invertebrates. |
[1] Construction and use of
simple keys. Names and basic characteristics of vertebrate
classes should be included. Names and one example each of
invertebrate phyla and plant phyla.
[2] The characteristics of
a metal (shiny, conductive, ductile).
[3] Bacteria, protists,
fungi, plants, animals |
|
1.4 Water and solutions. |
Purification of water.
Filtration and distillation. Centrifugation.
Water cycle, water supply.
Use of water. Cleaning products.
Thermal expansion and
contraction of water and other substances (qualitative).
Ideas of concentration and solubility.
Solutions,
solvents, emulsions, suspensions.
Chromatography.
Crystalline substances.
Growing large crystals.
Water and the human body;
water input/output |
|
|
1.5 Elementary electric
circuits. |
Elementary experiments with
bulbs and switches. Necessity for a complete circuit.
The "short circuit" and the necessity to avoid it.
Elementary circuit diagrams [1]. Simple series and
parallel circuits. |
[1] Pupils should be able
to make simple circuits and to draw the circuit diagrams
(symbols limited to bulb, battery, switch and fuse). |
|
1.6 Reproduction and
development |
Levels of organization:
cells, tissue, organs, system, organism [1]. Experiments on
asexual reproduction.
Introduction to the use of
the microscope
[2]. Cell division [3]: microscopic organism [4]. Simple
comparisons of vertebrate reproductive methods. Flowering
plants: the flower, pollination, fruit, dispersal of
seeds, germination. Human reproduction: anatomy,
conception, foetal development, birth, growth, puberty. |
[1] Description and one
example.
[2] Including drawings of
observations with the microscope.
[3] Mitosis and meiosis are
not required.
[4] Elodea,
paramecium, daphnia, etc |
|
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