Basic Science 3rd Term scheme of work

Instructor: Mr Ikechukwu Orji

Week 1: Reproduction in man
Benefits of the topic: Students should be able to
i. Describe the process of change from baby to an adult.
ii. State the two sex hormones and where they are produced
iii. Explain the male reproductive organs
iv. Explain the female reproductive organs.
Requirements: Checkpoint Science
Writing materials: Notebook, pen, pencil, ruler
Targeted audience: Grade 8 students
Materials: Diagram of the male and female reproductive systems
Board note:
Reproduction in man
The bodies of a boy and a girl are similar at birth except for the
genitalia. At around the age of 10 to 13 in girls and 12 to 14 and
boys, an organ called the pituitary gland secretes increased amounts
of two hormones called
(1) Growth hormones
(2) Gonadotropin that stimulates the production of sex hormones.
The pituitary gland is found behind the nose and beneath the brain.
the growth hormone stimulates growth in the hands, feet, chest and
hips. They work with the sex hormones causing increase female hips
and male chest. The sex hormones are two:
1) Oestrogen and progesterone in females produced by the ovaries.
2) Testosterone males produced by the testes.
Period of change is called puberty and its takes place in the first half
of adolescence (the period a person changes from a child to an
adult). During adolescence the following occurs:
1) Sexual maturity
2) The brain gets better at learning complex things
3) Better decision-making and planning ahead
4) Ability to think logically improves.
5) Stronger emotions, romantic feelings and self-awareness
6) Strong need for friends approval and imitation.
The male reproductive organ
The male reproductive system the testicles are held in a bag of
muscle and skin called the scrotum. They are positioned outside the
body for cooler conditions, favorable for sperm production. Each
testicles contains long microscopic pipes called seminiferous
tubules, where the sex cells/gametes are made. They are the sperm
cells. The stem cells collect in a long coiled tube on the top and side
of each testicles called epididymis.
The sperm cells travel out of the body along the sperm duct and
urethra as liquid is added along the path by glands. The mixture is
called seminal fluid or semen. The urethra runs along the middle of
the penis. The penis contains spongy tissue that can feel with blood
to make it hard, stiff and erect. The urethra also connected to the
bladder and is the tube through which urine flows. Semen and urine
however does not flow down at the same time.
The female reproductive organs
The female reproductive organs, the ovaries developed inside the
body and stay there because egg production occurs at the body
temperature. Egg cells (female gametes) are made in the ovaries.
Each ovary contains about 200 thousand potential egg cells and one
is released each month. This is called ovulation. It goes into a
trumpet shaped opening called the oviduct, a tube that connects to
the uterus or womb. If an egg is fertilized, it develops into a foetus in
the uterus. The uterus is connected to the vagina by the cervix.

Week 2: Fertilization
Instructor: Mr Ikechukwu Orji
Benefits of the topic: Students should be able to
i. Explain the menstrual cycle
ii. Define the menstruation
iii. Define the fertilization
iv. Explain how fertilization takes place
Requirements: Checkpoint Science
Writing materials: Notebook, pen, pencil, ruler
Targeted audience: Grade 8 students
Materials: Sanitary pads, calendars
Board note:
The menstrual cycle
Menstrual cycle is the period from the first day of menstruation to
the first day of the next month menstruation. It is the recurrent
approximately monthly menstruation. Menstruation is a period of
bleeding from the vagina which may last for about 4 to 6 days.
About 10 days after the bleeding ends the egg is released from the
ovary then moves down to the fluid field overdose by the
movement of cilia in the oviduct walls. The egg may survive for up
to two days in the oviduct and fertilization can take place during
this time.
At the same time the egg is maturing in the ovary, the uterus wall a
thickening with blood preparing to receive a newly-formed embryo
(fertilized egg). If the egg is not fertilized, it dies and 12 days after,
the uterus wall breaks down and the blood passes out of the vagina.
This beginning another menstrual cycle. A complete cycle is 28 to
30 days.
Fertilization
During sexual intercourse, the semen is ejaculated into the vagina
and contains about 400 million sperm cells. The sperm cells travel
through the cervix and up the mucus lining of the uterus wall into
the oviduct. Millions die on the way and only a few hundred reach
their destination. There they survive for two or three days and die if
an egg is not met. When the sperm cells meet an egg in the oviduct,
they crowd around it and the head of the only one sperm penetrate
the cell membrane of the egg. The sperm cells head breaks from the
day and fused with the nucleus, fertilizing it. Fertilization is the
fusing of the sperm head with the egg cell's nucleus. The fertilized
egg is called a zygote.
The zygote's cell membrane prevent other sperms head from
entering and fusing with the nucleus. If the fertilized egg (zygote)
becomes implanted into the uterus wall, it can develop into a baby.
The process of an egg fertilization is called conception. The period
of conception to the birth of the baby is called pregnancy.

Week 3: Development of the baby

Instructor: Mr Ikechukwu Orji
Benefits of the topic: Students should be able to
i. Describe what happens after fertilization.
ii. State the functions of the placenta
iii. State what happen to the foetus at different stages in the
womb.
iv. State the functions of the amniotic fluid
Requirements: Checkpoint Science
Writing materials: Notebook, pen, pencil, ruler
Targeted audience: Grade 8 students
Materials: An ultrasound picture of a foetus
Board note:
After fertilization the zygote divides in to two cells, then for then
eat. After 7 days the cells forms a hollow ball and sinks into the
uterus wall. This is called implantation. Here a large amount of
blood passes through it.
Placenta
This is formed from the surface of a hollow ball of the cells. The
functions of the placenta are as follows:
1. To take in food and oxygen from the mother for the cells to grow
and divide
2. To remove waste products example carbon dioxide to the mother's
blood
3. To make hormones that prevents the production of eggs by
ovaries.
The placenta is attached to the baby by the umbilical cord which is
the medium of exchange. The baby in the womb is called an embryo
by the first two weeks and by the eighth week it is called a foetus.
The following takes place in the womb:
1. Four weeks: A simple body with stumps where the limbs will
grow is formed and the heart starts to beat.
2. Eight weeks: All organs and systems have formed and the foetus
is 2.5 cm long
3. Fourteen weeks: The sex of the foetus can be revealed by
ultrasound scan.
4. Sixteen weeks: Baby can make movements noticed by the mother
and is now 10 cm long.
5. Twenty weeks: Legs are growing faster and baby is 12.5 cm long.
6. Twenty eight weeks: The alveoli in the lungs begins to grow; the
foetus turns upside down towards the cervix.
7. Thirty-eight weeks – forty weeks: Now 50 cm long and about 3
kg, the baby is full term and is ready to be born.
The length of time between fertilization and birth is called gestation.
It is usually calculated from the first day of the last menstrual
periods to the 40th week. In the womb the foetus is surrounded by a
watery fluid called amniotic fluid full stop its functions are as
follows
1. To act like a cushion around the foetus and protect it
2. For free floating and movements inside the womb
3. It allows the growing needs space to develop
Assessment
1. What is the difference between an embryo and a foetus
2. Draw a diagram of the foetus in the uterus showing the important
features.
Week 4: The birth process
Instructor: Mr Ikechukwu Orji
Benefits of the topic: Students should be able to
i. Describe what happens in each process of birth.
ii. State how identical twins are formed
iii. State how non-identical twins are formed
Requirements: Checkpoint Science
Writing materials: Notebook, pen, pencil, ruler
Targeted audience: Grade 8 students
Materials: A video clip of a growing baby in the womb
Board note:
The birth process
There are three stages leading to the birth of a baby to stop this is
called the process of labour and birth. The first and second stage is
called labour.
The first stage
During this stage, the uterus wall begins to contract. At first the time
between a contraction to another last for up to 30 minutes. Then
shorten school to 2-3 minutes. The contractions cause the amnion to
break and the amniotic fluid flows out through the vagina. This is
called the breaking of waters. The cervix widens so that the head of
the foetus can pass through.
The second stage
In this stage the mother contract her abdominal muscles with the
contraction of the uterus. This pushes the foetus down the birth
canal. This may last only a few minutes and the baby is born. The
umbilical cord is cut and clamp to prevent blood loss. If they are
twins the contractions resumed 10 minutes after the first baby has
been born and after a few contractions the second baby is born.
The third stage
A few minutes after the second stage the placenta that held the baby
separates from the uterine wall. It is passed out through the vagina
and is called the afterbirth.
Twins
Identical twins are formed from one fertilized egg that divides into
two zygotes. Non-identical twins are formed from to eggs which
were released at the same time into the oviduct and are fertilized by
different sperm cells.

Week 4: Metals and Non-metals

Instructor: Mr Ikechukwu Orji
Benefits of the topic: Students should be able to
i. Identify metals on the periodic table
ii. Identify non-metals on the periodic table
iii. State how many metals and non-metals are in the first 20
elements.
Requirements: Checkpoint Science
Writing materials: Notebook, pen, pencil, ruler
Targeted audience: Grade 8 students
Materials: A chart of the periodic table
Board note:
Metals and Non-metals in the periodic table
The periodic table is arranged and organized so that elements with
similar properties are close together. Metals are usually in the yellow
boxes why nonmetals are in the blue boxes.
Metals are elements or substances that conduct heat and electricity
they have shiny surfaces and are magnetic in nature. They all occur
mostly in solid-state except mercury.
Nonmetals are elements or substances that cannot conduct heat and
electricity. They are not striking in appearance and some are
colorless. There form most of the matter in the earth crust, the
oceans, the atmosphere and even living things.
Assessment
1. Draw the periodic table showing the first 20 elements.
2. Differentiate between the metals and nonmetals using a colour
marker. Write down the symbols for the elements

Week 4: Uses and Features of Metals

Instructor: Mr Ikechukwu Orji
Benefits of the topic: Students should be able to
i. State the features of ten metals
 ii. State their uses
Requirements: Checkpoint Science
Writing materials: Notebook, pen, pencil, ruler
Targeted audience: Grade 8 students
Materials: A chart of the periodic table
Board note:
Uses and features of metals
Metals are mostly in alloys or in compounds with other metals and
with non-metals. The table below shows ten metals, their uses and
features
METALSNOTABLE FEATURE USES
Sodium -Changes into vapour and gives To make orange street
out an orange-yellow lamps.
glow.
-It also floats and burns on water
-It can also be cut up with a knife
Aluminum-Light weight -To make bodies of
-Does not corrode in air aircraft.
-Has a low density -To make power cables
Copper -A very good conductor of heat -To make lightning
-Is red-orange in colour conductors.
-Is soft enough to be pull into -Wires in electrical
wires or press into sheets Circuits
-Hot water cylinder
-Copper-bottomed pans
Magnesiu-Strips and powder catch fire -To make camera
m easily flashbulbs
 -Flares for the rescue of
shipwrecked people
Calcium -Very reactive and present in many -Making cement and
compounds concrete,cosmetics,
-Needs effort to cut it up withtoothpaste,paints,insecticides
a
knife and cheese-making
Potassium-Explodes with water -To make fertilizer
-Can easily be cut up with a knife-To make dyes, inks
Iron -A hard substance and can -Combined
be with carbon to
shaped to make strong, make steel cutlery and car
hard objects. bodies.
-Can decompose into flakes of rust-Wrought iron in the past
was
used to make swords, nails
and horses and hoses
-Cast iron is used to make
utility-hole covers
Zinc -Bluewhite metal -To coat sheets of iron and
-Brittle steel metals to prevent rust.
-Does not corrode in air -To make battery cells for
electricity
Silver -Shiny white metal -To make jewellery, coins
-Soft enough to be made into ornaments and mirror
shapes by pressing
into sheets and pulling into wires
Mercury -Shiny silver liquid -To make thermometers,
fluorescent lamps, tooth-
fillings, liquid mirror and
telescopes.
ASSESSMENT
Write out the melting and boiling points of each of the ten common
metals

Week 5: Uses and Features of Non-metals

Instructor: Mr Ikechukwu Orji
Benefits of the topic: Students should be able to
i. State the features of some common non-metals
ii. State their uses of these non-metals
Requirements: Checkpoint Science
Writing materials: Notebook, pen, pencil, ruler
Targeted audience: Grade 8 students
Materials: A chart of the periodic table
Board note:
Uses and features of non-metals
Non-metals are usually used in compounds with metals. The table
below shows seven non-metals, their uses and features.
NON-METALS
NOTABLE FEATURES USES
Hydrogen -Colourless, odourless gas -Used in making products
-Can burn in air (hydrogen mixture
from oil.
explodes)
Helium -Colourless, odourles gas -Party balloons, airship
-Does not burn in air -Provides low
-Less dense than air (lighter) temperatures
 for super-conducting
magnets
in MRI.
Carbon
a. Diamond
-Hard,transparent crystals -Jewellery,saws,drills and
certain types of scalpel

[Link] -Grey, shiny, slippery solid which

-Used with clay to make
conducts pencil leads.
Electricity -Lubricants for
machinery,
Some batteries and
electric
Motors
Nitrogen -Colourless, odourless gas -Aircraft tyres
-does not allow things to burn on-Food
it storage bags
-slows down chemical reactions -provides a low
which temperature
Cause decay for blood storage
Oxygen -Colourless, odourless gas -Needed for
-Supports burning respiration,used
for life support systems
in
hospital
-For cutting and wielding
Metals
Sulphur -Yellow, brittle solid -As a fungicide
-Burns in air to produce sulphur -To make rubber harder
dioxide gas for
-Does not dissolve in water Tyres
Bromine Red-brown liquid, slightly
-Dyes, disinfectant
 transparent -Flame retardants
-Soluble in water
-Produces red-brown toxic fumes
with an
unpleasant smell
-Soluble in water
-Extracted from seawater where
present

ASSESSMENT
1. What feature of magnesium makes it suitable for making flares?
2. Why do the notable features of aluminium make it suitable for
making aircraft and powercables?
3. Why is helium used in airships?
4. Why is graphite used as a lubricant?

Week 6: Physical properties of metals and non-metals

Instructor: Mr Ikechukwu Orji
Benefits of the topic: Students should be able to
i. State some physical properties of metals
ii. State some physical properties of non-metals
Requirements: Checkpoint Science
Writing materials: Notebook, pen, pencil, ruler
Targeted audience: Grade 8 students
Materials:
Board note:
Physical properties of metals and nonmetals
The physical properties of metals include the following;
1. Lustrous
2. Good conductors of heat and electricity
3. High melting and boiling points
4. High density that is there heavy for their size
5. They are malleable
6. Ductile
7. Opaque
8. They are solid at room temperature except for Mercury
Physical properties of non-metals include the following;
1. They have little or no metallic luster
2. They are poor conductors of heat and electricity
3. They have low melting and boiling points
4. They have low density
5. They are brittle
6. They're not ductile
7. Tensile
8. They can exist as solid, liquid and gas
Assessment
Make a table of metals in order of their a density b melting point c
boiling point
Week 7: Chemical properties of metals and non-metals
Instructor: Mr Ikechukwu Orji
Benefits of the topic: Students should be able to
i. Give an example of a reaction between metals and non-
metals
ii. Given an example of a reaction of metals with oxygen
iii. Give an example of a reaction of non-metals with oxygen
Requirements: Checkpoint Science
Writing materials: Notebook, pen, pencil, ruler
Targeted audience: Grade 8 students
Materials:
Board note:
Chemical properties of metals and nonmetals
Each element have chemical properties. A chemical property of a
substance reveals itself when a chemical reaction takes place. The
element changes in some way when this happens. The substances
that take part in a reaction are called reactants while the substance
formed as a result of the chemical reaction are called products.
This can be represented by
Reactant A + Reactant B Product C + Product D
Examples of some reactions include the following
a. Metals reacting with Non-metals
 i. A burning piece of sodium placed in a container of chlorine
gas in a fume cupboard, the two elements react to produce
sodium chloride (common salt).
Sodium + Chlorine Sodium chloride
ii. Copper or zinc can be heated with sulphur to form a metallic
sulfide
Zinc + Sulphur Zinc sulfide
Copper + Sulphur Copper sulfide
b. Reactions with oxygen
Oxygen (a non-metal) reacts with many metals and non-metals to
form oxides.
i. Reactions of metals with oxygen, a metal oxide is formed.
Metallic oxides are called bases.
Sodium + Oxygen Sodium oxide
Sodium hydroxide
Sodium peroxide
Sodium dioxide
ii. Reactions of non-metals with oxygen
Carbon + Oxygen Carbon dioxide
Week 8: Chemistry in everyday life
Instructor: Mr Ikechukwu Orji
Benefits of the topic: Students should be able to
i. List some chemical reactions we experience around us.
ii. Write the word equation for respiration.
iii. Write the word equation for combustion
Requirements: Checkpoint Science
Writing materials: Notebook, pen, pencil, ruler
Targeted audience: Grade 8 students
Materials:
Board note:
Chemistry in everyday life
In our everyday lives reactions are taking place that are physically
obvious. The chemical ones are not so obvious. Some of which are
respiration, combustion, explosions, oxidations etc.
Respiration
During respiration, oxygen is taken into the body transported to the
cells and used in a chemical reaction with glucose to release
energy. Water and carbon dioxide are produced as waste product in
this kind of reaction. The word equation is
Glucose + Oxygen Carbon dioxide + Water.
The energy produced from the glucose molecules provides the
energy for all life processes taking place in the body.
Combustion
This is a chemical reaction in which a substance usually a fuel takes
part in a fast reaction with oxygen to release heat energy.
Combustion occurs in petrol and diesel engines of vehicles. The
word equation for combustion is; Fuel + Oxygen Carbon
dioxide + Water.
If a flame is ignited during combustion the reaction is called
burning. During burning energy is given out as heat light and
sound.
Assignments
i. What chemical reaction is taking place in a green plant in
sunlight?
ii. What are the reactants and products in this reaction?
iii. Write a word equation describing the burning of gas to produce
heat?

Week 9: Oxidation and rusting

Instructor: Mr Ikechukwu Orji
Benefits of the topic: Students should be able to
i. Define oxidation reactions
ii. Give an example of oxidation reactions
iii. Describe rusting.
iv. Give examples of rusting
v. State methods of preventing rusting.
Requirements: Checkpoint Science
Writing materials: Notebook, pen, pencil, ruler
Targeted audience: Grade 8 students
Materials:
Board note:
Oxidation and rusting
Oxidation is a chemical reaction in which oxygen combines with
the substance. Example, oxygen in air reacts with foods like fats
and oil. This makes it rancid and inedible. Food can be prevented
from oxidation by using chemicals called antioxidants.
Rusting
Rusting is a slow oxidation reaction which takes place between
oxygen water and iron. The word equation is
Iron + Oxygen + Water Rust (Iron oxide)
When water vapour from the air condensers on iron or steel it forms
a film on the surface of the metal. Oxygen dissolves in the water
and reacts with the metal to form an iron oxide. This forms brown
flakes of rust which breaks off from the surface and expose more
metal to the oxygen dissolved in the water. The metal (iron or steel)
continues to rust until it is completely corroded. The presence of
salt in the water on the metal speeds up rusting. If the reactants are
warmed, rusting also speeds up.
Ways of preventing rust
1. Keeping oxygen and water away from the iron or steel surface by
covering the surface in oil
2. Painting the surface.
3. Covering the surface with chromium (chromium plating)
4. Coating inside of a tin (for canned foods)
5. Mixing steel with nickel or chromium to make stainless steel
(metal alloy)
Examples of rusting
1. Aluminium or zinc reacts with oxygen in air and forms oxides.
2. Silver exposed to the air forms a black coating and is said to be
tarnished.
3. Bronze an alloy of tin and copper develops a thin green film over
a long time. This is called patina.

Week 10: Sound Energy

Instructor: Mr Ikechukwu Orji
Benefits of the topic: Students should be able to
i. Define sound
ii. Explain vibration, amplitude and frequency.
Requirements: Checkpoint Science
Writing materials: Notebook, pen, pencil, ruler
Targeted audience: Grade 8 students
Materials:
Board note:
Sound Energy
Sound energy is produced when a force causes an object or
substance to vibrate
Vibration is a movement about a fixed position. It can also be
called a to-and-fro movement
There are two kinds of vibration namely;
1. Forced vibration
2. Free vibration
- Forced vibration occurs when a system is acted upon by a
periodic force; example can be seen in sound boards of piano or a
violin’s resonance box
- Free vibration occurs when a system is initially disturbed and
then left to vibrate on its own accord; example is the pendulum.

Transmission of Sound
Sound can be transmitted in form of wave motion. This requires a
medium e.g. air, water, metals, pipes etc. Sounds travel faster in
solids.
Amplitude and Frequency of Vibration
The amplitude of a vibration is the greatest distance the object
moves from its rest position
The frequency is the number of vibrations per second. It is
measured in Hertz (Hz).
Properties of Sound
1. Reflection
2. Refraction
3. Absorption
4. Diffraction
Assessment
1. Define amplitude
2. Mention two types of vibration
3. Describe how sound travels in the three states of matter.