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.
Second Year Syllabus
|
Programme Heading |
Material, Ideas and
Experiments
|
Notes |
|
2.1 Elements and
compounds (I) |
Elements, mixtures, compounds. |
|
|
|
Conditions for combustion. Products of
combustion. Respiration occurs in cells. |
|
|
|
Introduction to transport within the body
[1]. |
[1] Heart, arteries, veins; transport of
gases, nutrients, waste |
|
|
Burning of hydrogen to water, and of
carbon to carbon dioxide. Extinguishing fires |
|
|
|
[2]. Air pollution and contamination. |
[2] Fire extinguishers; link with safety
in the lab |
|
|
Rusting [3]: combination with atmospheric
oxygen. Extraction of metals. |
[3] Only the reaction of iron and oxygen
is required. |
|
|
Electrolysis [4] of water and other
substances. |
[4]
Basic idea and practical work. |
|
2.2 Force. |
Observation of forces [1]. Forces
due to magnets, viscous resistance (qualitative),
elasticity, gravity. The normal "contact" force. The
friction force and its dependence upon contact force and
nature of surface. Lubrication. Homemade force meter,
spring. |
[1] Pupils should know that forces are
pushes and pulls, measured in newtons.
They should be able to estimate forces. |
|
|
[2]
Electrostatic forces. |
[2] Graphing. |
|
2.3 Energy. |
Informal identification of energy.
Distinction between force and energy. |
|
|
|
Results of using fuel:
heat, movement, light, gravitational potential energy,
electricity... |
|
|
|
Sources and origins of Fossil fuel,
sunlight. Conservation. Energy in the home: the electricity
bill. |
|
|
|
Conversions of one sort of energy to
another. |
|
|
|
Food as fuel [1]. Diet. Digestion [2],
dentition. |
[1] Food as fuel;
main nutrients (carbohydrates, fats, proteins). No chemical
formulae. |
|
|
Transport of heat by conduction,
convection and radiation. Insulation. Relevance of
convection to the freezing of ponds etc. |
[2] Digestive system;
only common names required and limited to the main steps |
|
2.4 Senses. |
Sight.
Binocular vision, stereoscopic
vision, light intensity and pupil change, perspective,
optical illusions. Fields of view of different animals.
Colour: RGB and CMYB, primary and secondary colours. Colour
blindness. Persistence of vision. |
Perception and the brain.
Nerves: reaction time. |
|
|
Hearing:
sound and vibrations. Frequency range of the human
ear. The speed of sound. Intensity of sound; health
implications. |
|
|
|
Smell and taste. Confusion of the senses
when smelling one food but tasting another. |
|
|
|
Touch. Sensitivity depends on number of
touch receptors per unit area. |
|
|
2.5 Equilibrium in nature. |
Photosynthesis [1].
Testing for starch in leaves. |
[1] Pupils
must be able to describe what happens in photosynthesis. All
organisms depend ultimately on this process. |
|
|
Oxygen/carbon dioxide balance[2]. Further
consideration of Pollution. |
[2] cf. respiration from unit 1.2 |
|
|
Primary role of plants
in food, fuel and usable energy
production; food chains, food
webs. Simple inventory of a
small biotope: ecological relations. |
|
|
|
Conservation of ecosystems (oceans,
forests...). |
|
|
2.6 Earth and Space. |
The Solar System. Planets, stars, moons.
Phases of the Moon. Shadows. Eclipses. |
|
|
|
Gravity, the distinction between mass
and weight. Seasons. The magnetic compass. |
|
