Secondary 2 Science
Course Outline and Learning Outcomes
TERM 1: CAMBRIDGE SECONDARY SCIENCE 2
UNIT 1
Topics/Skills: Learning Outcomes:
At the end of the Unit, Pupils will be able to:
❖ Thinking and Working -explain the proper use and function of common scientific
Scientifically measuring tools;
-demonstrate correct techniques in using scientific tools to
➢ Making More Accurate
measure quantities;
Measurement
-define anomalous results and explain why they occur in
➢ Anomalous Results
experiments;
➢ Understanding and -identify anomalous results in data sets and understand their
Working with Equations
impact on conclusions;
-understand the structure and components of scientific
Cambridge Lower Secondary Science
Learner’s Book 8, equations;
pp. 321-325 -manipulate equations to solve for unknown variables; and
-apply rearranging and solving equations through exercises
and problem-solving activities.
UNIT 2
❖ Photosynthesis - write the word and symbol equations for photosynthesis;
- explain what photosynthesis is and describe how it occurs;
➢ Photosynthesis - explain why photosynthesis is essential for most life on
➢ More about Earth;
Photosynthesis - investigate how light intensity affects the rate of
➢ Plants and Water photosynthesis;
➢ Transpiration - explain that photosynthesis takes place in chloroplasts
➢ Carbon Cycle because this is where chlorophyll is found;
- explain why plants require magnesium and nitrate;
Cambridge Lower Secondary Science - describe how plants absorb water and mineral salts from
Learner’s Book 9, the soil;
pp. 8-33, 142-154 - describe where in a leaf water changes from liquid water to
water vapour;
Cambridge Lower Secondary Science
Workbook 9, - explain that transpiration is the loss of water vapour from
pp. 2-19, 68-77 the surface of leaves;
- explain why plants need water;
- describe the key processes of the carbon cycle which are
photosynthesis, respiration, feeding, decomposition, and
combustion; and
- explain how the processes of photosynthesis, respiration,
feeding, decomposition, and combustion interact to cycle
carbon through different parts of the ecosystem.
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Secondary 2 Science
Course Outline and Learning Outcomes
UNIT 3
❖ Maintaining Life - describe the structure of the human excretory (renal)
system and its function;
➢ Excretion in Humans - explain that the function of the kidneys is to filter the blood
➢ Keeping a Foetus and remove urea, which is excreted in urine;
Healthy - describe how the health of the mother, including diet,
➢ Chromosomes, Genes smoking, and drug use, influences foetal development;
and DNA - demonstrate how to identify healthy and unhealthy
➢ Gametes and behaviours in expectant mothers through case studies or
Inheritance scenarios;
➢ Variation - explain that chromosomes contain genes made of DNA,
➢ Natural Selection and how genes influence an organism’s characteristics;
- describe the fusion of gametes to form a fertilised egg with
Cambridge Lower Secondary Science a new combination of DNA;
Learner’s Book 9, - describe how sex is inherited in humans through XX and XY
pp. 155-167, 243-270 chromosomes;
Cambridge Lower Secondary Science - recognise the significance of genetic inheritance in
Workbook 9, understanding biological diversity;
pp. 78-84, 133-148 - describe variation within a species and explain how it
relates to genetic differences between individuals;
- appreciate the importance of genetic variation for survival
and adaptation in species; and
- explain the scientific theory of natural selection and how it
leads to genetic changes over time.
UNIT 4
❖ Ecosystems - identify animals and plants that live in desert ecosystems
and describe how they interact;
➢ The Sonoran Desert
- recognise different ecosystems on Earth and the variety of
➢ Different Ecosystems habitats within them;
➢ Intruders in an - explain how new or invasive species can affect native
Ecosystem organisms and disrupt ecosystems;
➢ Bioaccumulation - describe the impact of bioaccumulation of toxic substances
on ecosystems;
Cambridge Lower Secondary Science
Learner’s Book 8, - explain why organisms at the top of the food chain have
pp. 126-151 higher concentration of DDT in their bodies than organisms
Cambridge Lower Secondary Science at the base of the food chain; and
Workbook 8, - investigate local or simulated ecosystems to observe
pp. 69-87 species interactions and human impact.
UNIT 5
❖ Climate Change - explain the greenhouse effect;
➢ Greenhouse gases - explain how greenhouse gases benefit and harm the Earth;
➢ Climate change in the
- explain how humans contribute to the greenhouse effect;
past - describe some examples of how the Earth’s climate has
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Secondary 2 Science
Course Outline and Learning Outcomes
➢ Impacts of climate changed in the past;
change - explain how scientists predict climate change will affect the
Earth in the future, including rising sea level, more flooding,
Cambridge Lower Secondary Science
Learner’s Book 9, more drought and more extreme weather events;
pp. 34-47 - research on different issues about the extinction of the
dinosaurs; and
Cambridge Lower Secondary Science
Workbook 9, - make a display about the extinction of the dinosaurs to
pp. 20-23 create a multimedia class presentation.
UNIT 6
❖ Properties of Materials - describe the structure of an atom;
➢ Atomic Structure and - describe the different models of an atom from the first to
the Periodic Table latest model;
- explain how elements are arranged in the Periodic Table;
➢ Trends in Groups within
the Periodic Table - identify the similarities and differences between the atomic
structure of elements in the same group in the Periodic
➢ Why Elements React to
Form Compounds
Table;
- show and describe the difference between the structure of
➢ Simple and Giant
an ion and an atom;
Structures
- explain how ionic and covalent bonds are formed;
Cambridge Lower Secondary Science - compare the properties of ionic and covalent substances;
Learner’s Book 9, - write the formulae of some ionic and covalent compounds;
pp. 48-83 - relate the structures of ionic and covalent substances to
Cambridge Lower Secondary Science their properties; and
Workbook 9, - explain how giant structures are formed.
pp. 24-43
TERM 2: CAMBRIDGE SECONDARY SCIENCE 2
UNIT 1
Topics/Skills: Learning Outcomes:
At the end of the Unit, Pupils will be able to:
❖ Chemical Reactions - define endothermic and exothermic reactions and relate
➢ Exothermic Reactions these to temperature changes;
➢ Endothermic Reactions
- identify whether a given chemical reaction is endothermic or
exothermic based on temperature observations;
➢ Reactions of Metals
with Oxygen
- explain why temperature changes occur during endothermic
and exothermic processes;
➢ Reactions of Metals
- investigate to measure temperature changes during
with Water
chemical reactions to classify them as endothermic or
➢ Reactions of Metals
exothermic;
with Dilute Acids
- describe the reactivity series of specified metals with
Cambridge Lower Secondary Science oxygen, water, and dilute acids;
Learner’s Book 8, - explain the different reactions metals have with oxygen,
pp. 263-292
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Secondary 2 Science
Course Outline and Learning Outcomes
Cambridge Lower Secondary Science
water, and dilute acids;
Workbook 8, - predict the products formed when these metals react with
pp. 159-183 oxygen, water, or dilute acids; and
- investigate reactions showing metal reactions with oxygen,
water, and dilute acids.
UNIT 2
❖ Reactivity - identify the different metals in the reactivity series;
- describe what displacement of metals is;
➢ Reactivity and - use the reactivity series of metals to predict which metals
displacement reactions will displace others from a solution of their salts;
➢ Using the reactivity
- carry out some displacement reactions safely;
series and
displacement reactions - use displacement reaction to identify an unknown metal;
➢ Salts - describe some useful displacement reactions;
➢ Other ways of making - identify some examples of salts and describe their uses;
salts - explain the process of preparing salt by reacting metal with
➢ Rearranging atoms an acid, heating a metal oxide with an acid, and by using
neutralisation;
Cambridge Lower Secondary Science
Learner’s Book 9, - explain what is meant by law of conservation of mass;
pp. 168-205 - explain what is meant by law of conservation of energy; and
Cambridge Lower Secondary Science
- carry out practical investigation to show that mass and
Workbook 9, energy stay the same during chemical reactions, following
pp. 85-93 safety rules.
UNIT 3
❖ Rates of Reactions - describe how the rate of a reaction changes under different
conditions;
➢ Measuring the rate of - measure the rate of a reaction using appropriate methods;
reaction - interpret and use graphs to analyse and calculate rates of
➢ Surface area and the
reaction;
rate of reaction
➢ Temperature and the - explain the reasons for changes in the rate of reaction;
rate of reaction - explain how surface area affects the rate of reaction;
➢ Concentration and the - investigate how changing the surface area of a reactant
rate of reaction influences the rate of reaction;
- safely carry out an investigation using calcium carbonate
Cambridge Lower Secondary Science and dilute hydrochloric acid to measure reaction rate;
Learner’s Book 9, - describe how altering the shape of a material changes its
pp. 271-299
surface area;
Cambridge Lower Secondary Science - explain the effect of temperature on the rate of reaction
Workbook 9, using particle theory;
pp. 149-171 - investigate the effect of temperature on reaction rate
through practical experiments; and
- explain how changes in concentration affect the rate of
reaction using particle theory.
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Secondary 2 Science
Course Outline and Learning Outcomes
UNIT 4
❖ Force and Energy - Part 1 - describe the effects of balanced and unbalanced forces on
the motion of objects;
➢ Forces and Motion - calculate speed using the formulae (speed = distance /
➢ Speed time);
➢ Describing Movement - measure distance and time in practical activities to calculate
➢ Turning Forces speed;
➢ Pressure between - interpret and draw simple distance/time graphs to describe
Solids motion;
➢ Pressure in Liquids and - construct and analyse distance/time graphs from
Gases experimental data;
- identify and calculate turning forces (moments) using
➢ Particles on the Move
(moment = force × distance);
Cambridge Lower Secondary Science - explain how moment cause rotation;
Learner’s Book 8, - explain that pressure is caused by a force exerted over an
pp. 68-125 area using pressure = force / area;
- explain using the particle theory to qualitatively explain
Cambridge Lower Secondary Science
Workbook 8,
pressure in gases and liquids; and
pp. 38-68 - describe diffusion in gases and liquids as the movement
and intermingling of particles.
UNIT 5
❖ Force and Energy - Part 2 - explain why objects float or sink in water based on their
density compared to the density of water;
➢ Density - identify objects that float or sink in water based on their
➢ Heat and Temperature density;
➢ Conservation of Energy - define heat and temperature;
➢ Moving from Hot to - describe the difference of heat and temperature;
Cold - explain that energy is conserved, meaning it cannot be
➢ Ways of Transferring created or destroyed;
Thermal Energy - calculate missing energy values using the law of
➢ Cooling by Evaporation conservation of energy;
- describe the process of heat transfer from hotter regions or
Cambridge Lower Secondary Science objects to colder ones;
Learner’s Book 9, - explain the different ways heat can be transferred, including
pp. 84-141 conduction, convection, and radiation;
- explain why evaporation causes cooling; and
Cambridge Lower Secondary Science
Workbook 9, - investigate the cooling effect of evaporation and analyse the
pp. 44-67 results to explain the observed cooling effect.
UNIT 6
❖ Light - describe reflection at a plane surface and state the law of
reflection;
➢ Reflection - explain refraction of light at the boundary between air and
➢ Refraction glass or water in terms of change of speed;
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Secondary 2 Science
Course Outline and Learning Outcomes
➢ Making Rainbows - conduct practical activities to observe reflection and
➢ Colours of Light refraction through different materials;
- describe that white light consists of many colours and
Cambridge Lower Secondary Science demonstrate this through dispersion using a prism;
Learner’s Book 8,
pp. 190-216
- use prisms or similar apparatus to demonstrate dispersion
of white light into its component colours;
Cambridge Lower Secondary Science - describe how colours of light can be added, subtracted,
Workbook 8,
pp. 111-125
absorbed, and reflected;
- demonstrate colour addition and subtraction using coloured
❖ Sound lights or filters;
- explain how loudness of a sound depends on the amplitude
➢ Loudness and pitch of
of the sound wave;
sound
- explain how the pitch of a sound depends on the frequency
➢ Interference of sound
of the sound wave;
Cambridge Lower Secondary Science - recognise changes in amplitude and frequency from a
Learner’s Book 9, graph of the wave or an oscilloscope display;
pp. 206-223 - explain how sound waves reinforce;
Cambridge Lower Secondary Science
- describe what happens to the loudness of sound when
Workbook 9, sound waves reinforce; and
pp. 111-119 - describe how sound waves cancel.
TERM 3: CAMBRIDGE SECONDARY SCIENCE 2
UNIT 1
❖ Electricity - describe how electric current divides among the
branches of a parallel circuit;
➢ Parallel Circuits - measure current using an ammeter and voltage using a
➢ Current and Voltage in voltmeter in parallel circuits;
Parallel Circuits
- describe the effects of adding cells and lamps to both
➢ Resistance series and parallel circuits, including changes in current,
➢ Practical Circuits voltage, and overall circuit behaviour;
- calculate the missing current values in parallel circuits;
Cambridge Lower Secondary Science
Learner’s Book 9,
- describe the advantage of parallel circuits compared to
pp. 300-334 series circuits for some applications;
- measure current and voltage in series and parallel
Cambridge Lower Secondary Science circuits;
Workbook 9,
pp. 172-188 - describe how adding more cells or more lamps affects
current and voltage in series and parallel circuits;
- explain how resistance affects current in a circuit;
- use the equation linking voltage, current and resistance
(Ohm’s law);
- describe how variable resistors are used in circuits;
- build circuits that contain cells, switches, fixed resistors,
variable resistors, ammetres, voltmeters, lamps and
buzzers.
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Secondary 2 Science
Course Outline and Learning Outcomes
UNIT 2
❖ Magnetism - describe a magnetic field and explain how it surrounds a
magnet and exerts forces on other magnetic fields;
➢ Magnetic Fields - describe the Earth as a giant magnet and understand its
➢ The Earth as a Giant magnetic field;
Magnet
- appreciate the significance of magnetic fields, including
➢ Electromagnets Earth’s magnetic field, in navigation and technology;
➢ Investigating - explain how to make an electromagnet and identify
Electromagnets common applications of electromagnets;
Cambridge Lower Secondary Science - investigate factors that affect the strength of an
Learner’s Book 8, electromagnet; and
pp. 293-320 - construct an electromagnet and test how different factors
Cambridge Lower Secondary Science (e.g., coil turns, current) influence its strength.
Workbook 8,
pp. 184-202
UNIT 3
❖ Weather and Climate - explain the difference between weather and climate;
- understand that there is evidence that the Earth's climate
➢ Weather and Climate exists in a cycle between warm periods and ice ages, and
➢ Climate and Ice Ages the cycle takes place over long time periods;
➢ Atmosphere and - analyse graphs or timelines showing historical climate
Climate cycles and ice ages;
Cambridge Lower Secondary Science - explain how changes in the atmosphere can lead to
Learner’s Book 8, changes in Earth’s climate;
pp. 165-189 - describe the process of convection currents in the Earth's
Cambridge Lower Secondary Science mantle and how it caused the movement of tectonics
Workbook 8, plates; and
pp. 97-110 - describe at least four pieces of evidence supporting the
theory of tectonic plates: the jigsaw appearance of
❖ Planet Earth continental coasts, the location of volcanoes and
earthquakes, fossil records, and the alignment of
➢ Tectonics magnetic materials in the Earth's crust.
Cambridge Lower Secondary Science
Learner’s Book 9,
pp. 233-242
Cambridge Lower Secondary Science
Workbook 9,
pp. 127-132
UNIT 4
❖ Galaxies and Rocks - describe a galaxy in terms of stellar dust and gas, stars
➢ Galaxies and planetary systems;
➢ Rocks in Space - describe asteroids as rocks, smaller than planets, and
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Secondary 2 Science
Course Outline and Learning Outcomes
Cambridge Lower Secondary Science describe their formation from rocks left over from the
Learner’s Book 8,
pp. 217-232
formation of a planetary system;
- describe the basic premise of the collision theory for the
Cambridge Lower Secondary Science formation of the moon, including the idea of a Mars-sized
Workbook 8, body colliding with early Earth;
pp. 125-133
- identify pieces of evidence that support the collision theory
for the formation of the moon;
❖ Moon and Nebulae
- describe nebulae as clouds of gas and dust in space and
➢ Formation of the moon their basic properties; and
➢ Nebulae
- explain how nebulae act as stellar nurseries, outlining the
process of star formation from the collapse of gas and
Cambridge Lower Secondary Science dust in a nebula.
Learner’s Book 9,
pp. 224-232
Cambridge Lower Secondary Science
Workbook 9,
pp. 120-126
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