Integrated Science Grade 10 Weeks 1-5 - Term 3

MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME

INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 1 Lesson 1
Topic: White Light
Sub-topic: Electromagnetic Spectrum
Objective(s): Given a diagram of the electromagnetic spectrum, students will:
 Correctly identify the region in which the visible spectrum is located.

 List the range of wavelengths for the visible spectrum.
Content
Electromagnetic Spectrum
The electromagnetic spectrum consists of different types of electromagnetic waves, each with
different wavelengths or frequencies such as x-rays, gamma rays and ultra violet waves. Only
a small portion of the electromagnetic spectrum is visible to the human eye. The visible portion
is called the Visible Spectrum.
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Normally when we use the term "light," we are referring to a type of electromagnetic wave that
stimulates the retina of our eyes. In this sense, we are referring to visible light, a small spectrum
from the enormous range of frequencies of electromagnetic radiation. This visible light region
consists of a spectrum of wavelengths that range from approximately 700 nanometers
(abbreviated nm) to approximately 400 nm. Expressed in more familiar units, the range of
wavelengths extends from 7 x 10-7 meter to 4 x 10-7 meter. This narrow band of visible light is
affectionately known as ROYGBIV.
R – Red
O – Orange
Y - Yellow
G – Green
B – Blue
I – Indigo
V – Violet
Homework
Read up on Rods and Cones in relation to colours.
Bibliography
Chung-Harris, T. (2010). Integrated Science for CSEC Examinations. Macmillan Publishers

Limited.
The Physics Classroom. Visible Spectrum. Retrieved from:

https://www.physicsclassroom.com/class/light/Lesson-2/The-Electromagnetic-and-Visible-
Spectra
2
Week 1; Lesson 1; Worksheet
Complete the paragraph below by inserting the missing words from the list of words provided.
Infrared Ultra violet Radio Electromagnetic
X-ray 700 300 Microwaves
400 800 Green Indigo
The electromagnetic spectrum consists of different types of ______________ waves. The

visible spectrum is found between the ___________ and ___________ regions of the
electromagnetic spectrum. The visible region consists of wavelengths ranging from
________nm to ________nm.
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INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 1 Lesson 2
Topic: White Light
Sub-topic: Separating White Light
Objective(s): After class discussion on light, students will:
1. Briefly describe in their own words the process of dispersion.

2. List three sources of white light
Content
White Light
White light is defined as the complete mixture of all of the wavelengths of the visible spectrum.
White light can be generated by a variety of sources both in space and by artificial sources on
earth. For example, the sun and other stars are natural sources of white light. Artificial sources
include fluorescent light bulbs and white LEDs.
Wavelength of white light ranges from 400nm to 700nm. White light is made up of seven
colours; violet, green, indigo, orange, blue, yellow and red. The wavelength of red is 700nm
while the wavelength of violet is 400nm.
Separating White Light
As light passes through a prism, it is bent, or refracted, by the angles and plane faces of the
prism and each wavelength of light is refracted by a slightly different amount. Violet has the
highest frequency and is refracted the most. Red has the lowest frequency and is refracted the
least. Because each color is refracted differently, each bends at a different angle, resulting in a
fanning out and separation of white light into the colors of the spectrum. The spreading of white
light into its full spectrum of wavelengths is called dispersion.
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(a) A pure wavelength of light falls onto a prism and is refracted at both surfaces. (b) White
light is dispersed by the prism. Since the index of refraction varies with wavelength, the angles
of refraction vary with wavelength. A sequence of red to violet is produced, because the index
of refraction increases steadily with decreasing wavelength.
Natural phenomenon- The Rainbow
Water droplets in the air can act in a manner similar to that of a prism, separating the colors of
sunlight to produce a spectrum known as a rainbow. To be able to see a rainbow, you must be
standing with the sun behind you. The sunlight shines into the water droplets in the air, bending
as it moves from the air into the water, reflecting off the sides the drops, and bending again as
it exits the drops. As a result, all of the colors in the white light of the sun separate into the
individual bands of color characteristic of a rainbow.
Homework
Research the bending of light rays – refraction.
Bibliography

Limited.
Dispersion. Retrieved from:

https://micro.magnet.fsu.edu/optics/activities/teachers/prisms.html#:~:text=Because%20each
%20color%20is%20refracted,spectrum%20known%20as%20a%20rainbow
5
Indicate whether the following statements are true or false.
1. White light is a combination of colours in the visible spectrum. _____

2. The sun is an artificial source of white light. ______
3. A prism can be used to separate the components of white light. _____
4. Water droplets act as a prism. _____
5. Violet has the lowest frequency. ______
6
INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 1 Lesson 3
Topic: The Ear
Sub-topic: Parts of the Ear
Objective(s): Given a diagram of the human ear, students name three parts correctly and
describe their functions.
Content
The Ear
The ear is the organ of hearing and balance.
Diagram showing parts of the ear
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Parts of the Ear and their functions:
 External or outer ear, consisting of:
a) Pinna or auricle: This is the outside part of the ear which collects sound
waves.
b) External auditory canal or tube: This is the tube that connects the
outer ear to the inside or middle ear.
 Tympanic membrane (eardrum): The tympanic membrane divides the external ear from the
middle ear. It vibrates as sound waves make contact.
 Middle ear (tympanic cavity), consisting of:
 Ossicles: Three small bones that are connected and transmit the sound
waves to the inner ear. The bones are called:
a) Malleus
b) Incus
c) Stapes
 Eustachian tube: A canal that links the middle ear with the back of the
nose. The eustachian tube helps to equalize the pressure in the middle
ear. Equalized pressure is needed for the proper transfer of sound waves.
The eustachian tube is lined with mucous, just like the inside of the nose
and throat.
 Inner ear, consisting of:
a) Cochlea: This contains the nerves for hearing.
b) Vestibule: This contains receptors for balance.
c) Semicircular canals: This contains receptors for balance.
 Auditory Nerve – A bundle of nerve tissues which transmit impulses to the brain.
Homework
What causes an ear infection?
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Bibliography

Limited.
Anatomy and physiology of the Ear. Retrieved from:

https://www.stanfordchildrens.org/en/topic/default?id=anatomy-and-physiology-of-the-ear-
90-P02025
9
Circle the letter next to the correct answer.
1. Which of the following parts of the ear is responsible for collecting sound waves?
a) Eardrum
b) Pinna
c) Cochlea
d) Malleus
2. Which of the following causes the three bones in the middle to vibrate?
a) Eardrum
b) Semi-circular canals
c) Pinna
d) Cochlea
3. Which of the following is responsible for balance?
a) Eardrum
b) Semi-circular canals
c) Pinna
d) Cochlea
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INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 2 Lesson 1
Topic: The Ear
Sub-topic: Hearing sounds
Objective(s): After reading a passage on the ear, students will correctly describe how we hear
sounds.
Content
How we hear sounds
1. Sound waves enter the outer ear and travel through a narrow passageway called the ear
canal, which leads to the eardrum.
2. The eardrum vibrates from the incoming sound waves and sends these vibrations to
three tiny bones in the middle ear. These bones are called the malleus, incus, and stapes.
3. The bones in the middle ear amplify, or increase, the sound vibrations and send them
to the cochlea, a snail-shaped structure filled with fluid, in the inner ear. An elastic
partition runs from the beginning to the end of the cochlea, splitting it into an upper and
lower part. This partition is called the basilar membrane because it serves as the base,
or ground floor, on which key hearing structures sit.
4. Once the vibrations cause the fluid inside the cochlea to ripple, a traveling wave forms
along the basilar membrane. Hair cells—sensory cells sitting on top of the basilar
membrane—ride the wave. Hair cells near the wide end of the snail-shaped cochlea
detect higher-pitched sounds, such as an infant crying. Those closer to the centre detect
lower-pitched sounds, such as a large dog barking.
5. As the hair cells move up and down, microscopic hair-like projections (known as
stereocilia) that perch on top of the hair cells bump against an overlying structure and
bend. Bending causes pore-like channels, which are at the tips of the stereocilia, to open
up. When that happens, chemicals rush into the cells, creating an electrical signal.
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6. The auditory nerve carries this electrical signal to the brain, which turns it into a sound
that we recognize and understand.
Ultrasound
Humans can detect sounds in a frequency range from about 20 Hz to 20 kHz. Human infants
can actually hear frequencies slightly higher than 20 kHz, but lose some high-frequency
sensitivity as they mature; the upper limit in average adults is often closer to 15–17 kHz. Not
all mammalian species are sensitive to the same range of frequencies. Most small mammals are
sensitive to very high frequencies, but not to low frequencies. For instance, some species of
bats are sensitive to tones as high as 200 kHz, but their lower limit is around 20 kHz—the upper
limit for young people with normal hearing.
Sounds with frequencies exceeding the normal range heard by humans are called ultrasounds.
Ultrasound is used in many different fields. Ultrasonic devices are used to detect objects and
measure distances. Ultrasound imaging or sonography is often used in medicine. In
the nondestructive testing of products and structures, ultrasound is used to detect invisible
flaws. Industrially, ultrasound is used for cleaning, mixing, and accelerating chemical
processes. Animals such as bats and porpoises use ultrasound for locating prey and obstacles.
Infrasound
Infrasound, sometimes referred to as low-frequency sound, describes sound waves with a

frequency below the lower limit of audibility (generally 20 Hz). People use this frequency
range for monitoring earthquakes and volcanoes, charting rock and petroleum formations
below the earth, and also in ballistocardiography and seismocardiography to study the
mechanics of the heart.
Homework
How do very loud sounds affect the eardrum?
Bibliography

Limited.
12
Use the following words to create a flow chart to show the pathway of sound waves through
the ear:
pinna auditory nerve ossicles eardrum cochlea ear canal
Week 2; Lesson 1; Worksheet Answers
Pinna Ear canal Eardrum Ossicles
Cochlea
Auditory nerve
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INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 2 Lesson 2
Topic: The Ear
Sub-topic: Characteristics of sounds
Objective(s): Given a table on information of sounds, students will correctly match the
characteristics of sound to their description.
Content
Loudness of sound
 This phenomenon of a sound depends on the amplitude of the sound wave. If the
amplitude of the sound wave is large, then the sound is said to be loud.
 It is directly proportional to the square of the amplitude of vibration. If the amplitude

of the sound wave becomes double, then the loudness of the sound will be quadrupled.
 It is expressed in decibel (dB).
 Sounds above 80 dB becomes noise to human ears.
The table below shows sounds and their amplitudes
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Normal Breathing 10 Db
Soft Whisper (at 5 m) 30 Db
Normal Conversation 60 Db
Busy Traffic 70 Db
Average Factory 80 Db
Pitch of a sound
 This depends on the frequency of vibration of the waves.
 If the frequency of vibration is higher, we say that the sound is shrill and has a high
pitch. On the other hand, if the sound is said to have a lower pitch then it has a lower
frequency of vibration.
 A bird produces high-pitched sound whereas roaring of a lion is a low-pitched sound.
 The Voice of a woman has a high pitch than that of a man.
Quality of a sound
The quality or timbre of a sound refers to how harmonious it is, which depends on how regular
is the pattern of frequency. Similar notes played on different instruments will vibrate with the
same frequency. However, each instrument, in addition to its main frequency, will have smaller
frequencies called undertones. These undertones give each instrument a distinct sound quality.
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Any sound with no regular pattern or frequency is called noise. These sounds are usually out
of tune and irritating to the ear.
Homework - Research the characteristics of a tuning fork.
Bibliography

Limited.
Flexbooks. Frequency and Pitch of sound. Retrieved from:

https://flexbooks.ck12.org/cbook/ck-12-physics-flexbook-
2.0/section/12.4/primary/lesson/frequency-and-pitch-of-sound-ms-ps
16
Read the table below carefully then match the following characteristics of sound to their
descriptions.
Characteristics Description
Loudness Frequency is a major factor.
Pitch A regular pattern of frequency develops.
Quality The amplitude of a sound wave is a major
factor.
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INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 2 Lesson 3
Topic: The Ear
Sub-topic: Balance
Objective(s): Given a passage about balance, students will:
1. Correctly state which part of the ear aids in balance.

2. Briefly describe the process of equalizing air pressure.
Content
The organ of balance (the vestibular system) is found inside the inner ear. It is made up of three
semicircular canals and two otolith organs, known as the utricle and the saccule. The
semicircular canals and the otolith organs are filled with fluid.
Each of the semicircular canals end in a space that has small hair cells in it. These spaces are
called ampullae. Whenever we turn our head, the inner ear turns along with it. But it takes a
very brief moment for the fluid in the semicircular canals and ampullae to move with our head
too. This means that the sensory hair cells in the ear are bent by the “slow” fluid. The hair cells
then send this information to the brain via nerves.
Each of the three semicircular canals is responsible for a specific direction of head movement:
One of the canals responds to the head
 tilting upwards or downwards,
 one responds to it tilting to the right or to the left, and
 one responds to it turning sideways.
The otolith organs are found diagonally under the semicircular canals and have a similar
function. There are also thin sensory hair cells in both organs. The difference is that, unlike in
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the semicircular canals, there are small crystals on the hair cells – like pebbles on a carpet.
These crystals are called otoliths or “ear rocks.” The otolith organs detect acceleration, for
instance when you take an elevator, fall, or gather speed or brake in a car.
Information coming from the vestibular system is processed in the brain and then sent on to
other organs that need this information, such as the eyes, joints or muscles. This allows us to
keep our balance and know what position our body is in. In some situations, for example on a
ship or airplane, different sensory organs (e.g. the eyes and the organ of balance) send
contradictory messages to the brain. This can cause us to feel unwell, dizzy or nauseous. The
vestibular system is especially sensitive in children, and reacts more slowly to movements as
we grow older. Inner ear infections and other problems may also affect how well our sense of
balance works.
Air pressure in the middle ear
The air pressure in the middle ear is most often the same as the air pressure outside of the body.
The eustachian tube is a connection between the middle ear and the back of the nose and upper
throat. Swallowing or yawning opens the eustachian tube and allows air to flow into or out of
the middle ear. This helps equalize pressure on either side of the ear drum. If the eustachian
tube is blocked, the air pressure in the middle ear is different than the pressure on the outside
of the eardrum. This can cause barotrauma.
Many people have barotrauma at some time. The problem often occurs with altitude changes,
such as flying, scuba diving, or driving in the mountains. If you have a congested nose from
allergies, colds, or an upper respiratory infection, you are more likely to develop barotrauma.
Homework
Describe three problems associated with hearing.
Bibliography
Jethani Z. (2017). 5 Things About Hearing and Balance. Retrieved from:

https://www.pacificneuroscienceinstitute.org/blog/eye-ear/5-things-about-hearing-and-
balance/#:~:text=How%20does%20the%20ear%20affect%20balance%3F&text=The%20inne
r%20ear%20is%20composed,central%20area%20called%20the%20vestibule.
19
Indicate whether the following statements are true or false
1. The organ of balance is found in the middle. ____

2. The semi-circular canals are responsible for head movement. ____
3. The ear cannot detect acceleration. ____
4. The eustachian tube equalizes air pressure in the ear. _____
5. Nasal congestion may lead to the development of barotrauma. ____
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INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 3 Lesson 1
Topic: Sense Organs and Coordination
Sub- Topic: The Nervous System
Objectives: After studying the information and diagram given on the nervous system, students
will correctly:
(1) state the importance of the nervous system

(2) describe the components of the nervous system
Content
There are TWO coordination Systems in our body. One of the TWO main systems is our
nervous system. The nervous system is important because it allows information to be carried
throughout the body to bring about coordination.
The Nervous system allows humans to detect information (stimulus) from the external and
internal environment, interpret the information detected and react appropriately.
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 The information (stimulus) is detected by receptors which are specialized cells found
in the sense organs.
 The information is changed into nerve impulses and sent to the central nervous system
using sensory neurons.
 The motor neurons carried the nerve impulses from the central nervous system to
the effector.
 The effector is a muscle or gland which brings about the appropriate response.
 The brain is the most highly developed part of the central nervous system. It controls
both actions and feelings.
 The spinal cord connects a large part of the peripheral nervous system to the brain. It
transmits information into the brain and from the brain.
 Spinal nerves transmit information to and away from the spinal cord. These nerves
emerge from the spinal column.
 Cranial Nerves helps a person to see, smell and hear. Motor cranial nerves help control
muscle movements in the neck and head. These nerves arise directly from the brain.
 Nerve impulses: are waves of electrochemical changes that travel in one direction
along a neuron.
Homework
1. State the TWO main parts of the nervous system.
2. Name the components of the nervous system that make up these two main parts.
3. Explain the importance of the nervous system
Bibliography
Gadd P, Dr. Taylor M (ed.). Human and Social Biology for CSEC Examinations. Macmillan
Education 4Crinan Street, London: Macmillan Education; 2009.
Potter S, Oliver R. Longman Integrated Science for CSEC 3rd Edition. Pearson Education
Limited Edinburg Gate, Harlow Essex CM20 2JE, England and Associated Companies
throughout the world. Pearson Education: 2009.
Other:
google.com/search?q=the+nervous+system&rlz=1C1VFKB_enGY668GY814&oq=the+nerv
ous+system&aqs=
22
Complete the exercise below:
1. Copy and complete the table below.
Main Parts of the nervous system Other parts found in the main parts
---------------------------------------- -------------------------, brain
Peripheral nervous system Spinal nerves,-------------------------
2. The nerves that are directly connected to the brain are called
…………………………………………….
3. The most developed part of the nervous system is the

…………………………………………….
4. The control of muscle movements in the neck and head are carried out
by………………………………………….
5. The part of the nervous system that joins all parts of the body to the central nervous system
is…………………………………………..
6. Which type of nerves carries information to and from the brain……………………………
7. Information from and to the spinal cord is carried by

……………………………………………..
8. Information or stimulus from the environment is detected by specialized cells called………
9. Nerves impulses are transmitted to the central nervous system by

……………………………………………..
10. Motor neurons transmit nerve impulses to the ……………...which responds appropriately.
23
INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 3 Lesson 2
Topic: Sense organs and Coordination
Sub- Topic: The Brain
Objective(s): After studying the diagram and the information of the brain, students will
correctly:
 List the main parts of the brain.

 Describe the function of the parts.
Content
The figure above shows the main parts of brain
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Functions of the parts of the brain
Part of the Brain Functions

Cerebrum *Receives information from our sense organs and interprets the information. Example
(cerebral hemisphere) interprets what we see and what we hear
*Understanding of language
*Control our speech
*Memory
*Conscious thought
*Learning and reasoning
*Coordinate voluntary activities
Cerebellum *Interprets incoming information from muscles
*Coordinates balance, posture and movement
* Muscle coordination
Medulla oblongata *Regulates autonomic activities (spontaneous)e.g. heart rate, blood pressure, breathing
rate and peristalsis
Hypothalamus *Controls core body temperature
*Controls osmoregulation by controlling the release of the ADH hormone
*Controls reproduction by controlling the release of hormones from the pituitary gland
Pituitary gland *Secretes the ADH hormone to stimulate the absorption of water from urine in the
collecting ducts of the kidneys
*Secretes growth hormone
*Secretes FSH and LH hormone
*This gland is part of the nervous and endocrine system
Homework
Describe briefly the hind brain, mid brain and forebrain.
Bibliography
25
Complete the exercise below.
(a) 1. List the main parts of the brain
2. The largest part of the brain is ………………………..
3. The pituitary gland is part of the ……………… and …………. system.
(b)Match each term in column A with its function in column B
Column A Column B
Cerebrum Tom sneezes unexpectedly
Cerebellum Ann’s temperature returns to normal after
sweating.
Medulla oblongata The smell of the sweet fragrance of the flowers in
the garden
Pituitary gland Ann dances gracefully to the music being played
Hypothalamus Determines the amount of water lost in our urine
26
INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 3 Lesson 3
Sub- Topic: The Spinal Cord
Objective(s): After studying the information and diagram of the spinal cord, students will
correctly:
 label the parts of the spinal cord.

 explain the functions of the parts of the spinal cord.
Content
27
The spinal cord runs from the brain to the base of lumbar region of the back and is protected
by the vertebral column. The spinal cord acts as relay system for impulses as well as a centre
for coordinating activities. The white matter conducts impulses from the brain to the spinal
nerves and vice versa.
The figure below shows that the spinal cord gives off paired nerves that come from both the
dorsal (top) and ventral (underneath) root. The gray matter appears darker because cell bodies
of motor and relay neurons are here. The axons of the neurons in the white matter run
lengthways along the spinal cord. They are wrapped in a white fatty substance (myelin). It
allows conduction of impulses to occur quickly.
Homework
1. Draw and label the cross-section of the spinal cord.
2. Define the term nerve impulses.
Bibliography
28
1. State ONE function of the (a) the spinal cord (b) white matter
2. Fill in the blanks spaces
(a) The paired nerves of the spinal cord come from the ---------------------and --------------
(b) The spinal cord acts as a ……………………..and ……………………………………
(c) The grey matter appears darker because of the presence of cell bodies of .............and
…………………………………………
(d) Conduction of impulses occurs quickly because of being wrapped in a
…………………………………………………………………………………………..
29
INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 4 Lesson 1
Sub- Topic: Neurons and Nerves
Objective(s): After studying information and diagram on neurons, students will correctly:
 differentiate between a neuron and a nerve.

 label four parts of a neuron.
 describe the function of each part of a neuron.
Content
A neuron is an individual nerve cell that transmits impulses along its length. Nerves are made
up of hundreds of neurons. Think of a telephone cable this is equivalent to a nerve. The
individual wires inside the cable are the equivalent of the neurons. Each of the neurons inside
a nerve transmits impulses.
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The table showing: Structure and functions of parts of neurons
Structure Functions
Cell body The main part of the cell containing cytoplasm and
the nucleus. This controls the activities of the cell
and makes all the proteins it needs.
Axon Long thin fibre that carries nerve impulses away
from the cell body.
Dendrites Finely branched extensions of the cell body.
Receives impulses from other neurons and take
them toward the cell body
Myelin sheath Made up of individual Schwann cell with a fatty
material in their surface membrane to from an
insulation. They wrap themselves around the axon
causing the impulses to jump from node to node.
This speeds up the transmission of nerve impulses.
Node of Ranvier This is the gap between the adjacent Schwann cells.
This boost the passage of nerve impulse along the
axon.
Homework
1. Describe the function of the Schwann cell.
2.What are the differences between the axon and the dendron?
Bibliography
Others:
ous+syst
31
https://www.google.com/search?q=the+nervous+system&rlz=1C1VFKB_enGY668GY814&
oq=the+nervous+system&aqs
https://www.google.com/search?q=https%3A%2F%2Fwww.google.com%2Fsearch%3Fq%3
Dthe%2Bnervous%2Bsystem%
https://www.news-medical.net/health/What-is-the-Nervous-System.aspx
Study the diagram and answer the related questions below
1. Label each part of the neuron being represented by the numbers.
2 (a) Another name for an individual nerve cell that transmits impulses along it lengths
………………………………………………………………………………………………......
(b) Nerves are made up of
…………………………………………………………………………………………………..
(c) Which part of a neuron speeds up the conductivity of

impulses…………………………………………………………………………………………
(d) The transmission of impulses is aided along the axon by

………………………………………………………………………………………………......
32
3. Explain the difference between a neuron and a
nerve………………………………………………………………………………………….…
…………………………………………………………………………………………………..
4. Match each part of the neuron in column A to its function (s) in column B
Column A Column B
Structure Function (s)

Myelin sheath Controls all the activities of the cell and
makes all the proteins it needs
Nodes of Ranvier A fatty substance that acts as insulation and
allows impulses to be conducted as quickly
as possible
Axon This is a gap between Schwann that boosts
the conduction of impulses
Cell body Long thin fibres that carries impulses away
from the cell body
33
INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 4 Lesson 2
Sub- Topic: Types of nerve cells/neuron
Objective(s): After studying information and diagram given on the nerve cells, students will
correctly:
 State the names of the neurons.

 Identify the types of neurons.
 Explain the differences among them.
Content
 Motor or effector neuron: conducts impulses away from the central nervous system to
the effector organ (muscle or gland).
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 Interneuron, connector, relay or mixed neuron: is found in the central nervous system.
It is found in the central nervous system and connects sensory to motor neurons.
 Sensory neuron: conducts incoming impulses from the sense organs to the central
nervous system.
 There is a tiny gap between nerve cells called synapse. The nerve impulse cannot jump
this gap. For the impulse to be passed on to the next neuron, a chemical is released
which crosses the gap. When it reaches the next neuron it triggers another nerve
impulse. In this way information can be passed along many nerves.
Homework
Distinguish among the types of neurons or nerve cells.
35
Bibliography
Others:
ous+syst
Stud the diagram below and complete the exercise below.
1(a) Identify the parts of the neuron represented by the following letters:
M …………………………………………….
W………………………………………………
(b) Identify the types of neuron represented by the following letters:
X………………………………………………
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Y………………………………………………..
Z………………………………………………..
(c) Insert arrows along the figure to show how impulses will travel along the nerves.
(d) Label one part of the figure where a synapse can be found.
(e) In what form does the impulse crosses the gap.
2. (a) State ONE difference between the structure of a sensory and motor neuron.
(b) What is the function of the relay neuron?
3. Explain how impulse travel along the nerves.
37
INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 4 Lesson 3
Sub-Topic: Simple reflexes
Objective(s): After studying the information and flow chart on reflex action, students will
correctly:
 explain simple reflexes and reflex arc.

 state the two types of reflexes.
 identify cranial reflexes.
 explain how impulses travel along a reflex arc to bring about a cranial reflex.
Content
Neurons are arranged in a series one after the other to form nervous pathways between
receptors and effectors. We have many of these pathways from birth and they are fixed,
meaning that stimulating a particular receptor always results in the same response. We do not
need to learn them! These responses or actions are called SIMPLE REFLEXES and often
involve protective behaviour e.g. automatically pulling your hand away from a hot surface,
blinking your eye when dusts get into the eye. These nervous pathways that controls a simple
reflex is called a REFLEX ARC.
Some reflexes are controlled by the brain, so they are called CRANIAL REFLEXES.
Examples of cranial nerves are blinking when something get into your eye, coughing if food
gets enter your windpipe and the contraction or dilation of the pupil in the eyes in response to
bright or dim light.
Other reflexes are controlled by the spinal cord and are called SPINAL reflexes.
Both reflexes follow the same pathway and can be represented by a simple flow chart like the
one below.
38
Stimulus Receptor Control Centre Effector Response
CRANIAL REFLEXES
These are the activities that take place during a cranial reflex for e.g. When sand gets into the
eye:
 Stimulus is the sand;

 Receptors are the sensory cells of the eye ball which detected the sticking caused
by the sand. This caused impulses to be stimulated;
 These impulses are then taken to the brain (control Centre) by the sensory neurons;
 The impulses are then transmitted from the sensory neurons to the relay neurons in
the brain;
 The relay neurons then transmitted these impulses to the motor neuron in the brain;
 The motor neuron then takes these impulses to the effector which are the muscles
of the eye to bring about a response;
 The eye muscles then responded and cause the rapid blinking of the eye.
Reflex arc for the when sand gets into the eye.
Stimulus(sand) Receptor (eye ball)  Sensory neuron-- Brain  Motor neuron

Effector (eye muscles)  Rapid blinking
Homework
Describe the sequence of events that take place in the nervous system when your eyes water
during the cutting up of onion or eschallot.
Bibliography
39
Others:
ous+syst
Complete the exercise below.
1. Explain what is:
(a) Simple reflex
(b) Reflex arc
2. Identify the cranial reflexes by placing a tick (√) in the empty box opposite the reflexes.
Reflexes Cranial (√)

Coughing if food gets into
the windpipe
Jerking your foot away if
you touched a sharp object
Production of saliva
Dilation of pupils
Knee jerk
3. (a) How many types of reflexes were mentioned above?
(b)State the names of the types of reflexes mentioned.
Use the following information below to help you to respond to question 4.
Sense organ- eye
Stimulus-light intensity
40
Receptors-rods and cones of the retina
Effectors-circular and radial muscles of the iris -radial muscle contracts in dim light and
circular in bright light
Response-size of the pupil – pupil gets large in dim light and small in bright light
4.Jen walks into her dimly lit bed room after leaving the brightly lit sitting room. Her eyes
quickly adjust to her dimly lit bedroom. With the aid of a reflex arc explain in detailed how
her eyes were able to adjust to the dim light of her room.
41
INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 5 Lesson 1
Sub-Topic: Spinal reflexes
Objective(s): After studying the information and flow chart on spinal reflex, students will
correctly:
 Describe spinal reflexes.

 Identify three examples of spinal reflexes.
 Describe how impulses travel along a reflex arc to bring about a spinal reflex.
Content
Spinal reflexes are controlled by the spinal cord. Examples of spinal reflexes are the pulling
your finger away from a sharp object, jerking your knee when legs are tapped with a hard object
pulling your hand away from a hot surface etc.
The reflex arc for withdrawing a hand from a hot object
42
 The stimulus is the heat.
 The heat stimulates pain receptors in the skin.
 The pain receptors send impulses to the spinal cord along the sensory neuron.
 The impulses are then passed to the relay neuron in the spinal cord from the sensory
neuron.
 The relay neuron then passed on these impulses to the motor neuron.
 The motor neuron then takes the impulses to the effector which is a muscle in the arm.
 The muscles contract causing the arm to be pulled away (response).
Homework
Describe the sequence of events when you drop a hot spoon.
Bibliography
Others:
ous+syst
43
1. (a) Describe spinal reflexes.
(b) Give two examples of spinal reflexes.
(c) Identify the spinal reflexes by placing a tick (√) in the empty box opposite the reflexes.
Reflexes Spinal reflexes (√)

Coughing if food gets into
the windpipe
Jerking your foot away if
you touched a sharp object
Hitting away an object
coming towards your face
Dilation of pupils
Dropping a hot pot
Joy was walking in a shallow pool next to the beach when a crab pinched her toes. She
kicked it off automatically.
2(a) What type of response did Joy use?
(b) Explain with the aid of a flow diagram show the pathway taken by the impulses in this
reflex action.
Reflex arc for the knee jerk
44
The knee jerk reflex arc does not involve the relay neuron. Impulses are passed directly from
the sensory neuron to the motor neuron. The receptors are the stretch receptors in the thigh
muscle. The response - the lower leg extended.
Use the information given and with the aid of the diagram
(2) Describe in details the conduction of impulses during the knee jerk from the receptor to the
effector to bring about a response.
(a)
1…………………………………………………………………………………………………
2…………………………………………………………………………………………………
3…………………………………………………………………………………………………
4…………………………………………………………………………………………………
5…………………………………………………………………………………………………
6…………………………………………………………………………………………………
(b) State ONE importance of the knee jerk reflex.
(c) What is the difference between the knee jerk reflex and the withdrawing of hand from a
hot object?
45
INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 5 Lesson 2
Sub- Topic: Voluntary Actions
Objectives: After studying the information and pictures on the voluntary actions, students will
correctly:
 distinguish between involuntary and voluntary actions.

 describe how impulses travel causes a voluntary to take place.
Content
In contrast to simple reflex, voluntary actions are decided by the person and controlled by the
brain. They involve the cerebrum of the brain, where conscious thought occurs. Unlike the
fixed nature of simple reflex, voluntary actions are complex since a great variety of responses
can result from a single stimulus. Example when someone sees some flowers that are beautiful,
the eye is the receptor which sends impulses to the brain. The brain then processes the
information and makes a decision about how to respond. This respond may be different
depending on how you feel if you wish to pick them or not.
46
Homework
1. Explain the importance of reflex actions.
2. Define mental illness.
3. What physiological changes could cause mental illness?
Bibliography
Others:
ous+syst
Complete the exercise below by indicating whether it is a voluntary or reflex action.
1. Moving the foot quickly away from a nail……………………………
2. Seeing someone you know……………………………………………
3. Seeing a wasp and killing it…………………………………………..
4. Dropping a hot spoon………………………………………………...
5. Heart beat after a fight…………………………………………………
47
6. Someone tapping you on the shoulder…………………………………
7. Cell phone ringing…………………………………………………….
8. State three differences between reflex action and voluntary actions
Reflex Actions Voluntary actions

1
2
3
48
INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 5 Lesson 3
Sub- Topic: The Endocrine System
Objective(s): After studying the information and pictures on the endocrine system, students
will correctly: state the functions of the endocrine system.
Content
The Endocrine System –is the collection of ductless glands that produce hormones that regulate
metabolism, growth and development, tissue function, reproduction sleep, mood and among
other things. T
The location of the endocrine glands in the body
49
These hormones are released directly in the blood stream. The blood transports these hormones
known as chemical messengers to specific organs where they carried out their function.
Homework
1. How could a lack of iodine in the diet make a person lazy and lack energy?
2. Why is foot care extremely important for people with diabetes mellitus?
3. Compare and contrast the thymus gland in infancy and adulthood.
Bibliography
50
Others:
ous+syst
Instruction: Choose the correct answer by circling the letter next to it.
1. Which of the following hormone acts very quickly?
(a) adrenaline (b) glucagon (c) insulin (d) oestrogen
2. Which of the following is NOT a feature of hormones?
(a) secreted by ductless glands (b) transported by the blood
(c) transmit messages in the form of impulses (d) acts on specific organs
3. Which is controlled by Thyroxine?
(a) blood sugar concentration (b) growth during childhood
(c) lactation (d) production of sperm
4. The specific or target organ for the hormone anti-diuretic hormone is the …….
(a) liver (b) kidneys (c) uterus (d) testis
5. The endocrine system transmits messages to coordinate activities in the body using
51
(a) electrical impulses (b) nerve impulses (c) chemical messengers (d) electrical
messengers
6. Label the endocrine glands indicated by the number on the diagrams below
7. Name the endocrine glands that produce
(a) Insulin
(b) Testosterone
(c) Adrenaline
8. Describe how insulin and glucagon maintain a constant blood sugar level
9.(a) Explain why the pituitary gland is called the master gland.
(b) Which component of our body transports the hormones to their target organ.
52

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MINISTRY OF EDUCATION

SECONDARY ENGAGEMENT PROGRAMME

Topic: White Light

Sub-topic: Electromagnetic Spectrum

Objective(s): Given a diagram of the electromagnetic spectrum, students will:

 Correctly identify the region in which the visible spectrum is located.

Read up on Rods and Cones in relation to colours.

Chung-Harris, T. (2010). Integrated Science for CSEC Examinations. Macmillan Publishers

The Physics Classroom. Visible Spectrum. Retrieved from:

Infrared Ultra violet Radio Electromagnetic

X-ray 700 300 Microwaves

400 800 Green Indigo

The electromagnetic spectrum consists of different types of ______________ waves. The

Topic: White Light

Sub-topic: Separating White Light

Objective(s): After class discussion on light, students will:

1. Briefly describe in their own words the process of dispersion.

Separating White Light

Natural phenomenon- The Rainbow

Research the bending of light rays – refraction.

Chung-Harris, T. (2010). Integrated Science for CSEC Examinations. Macmillan Publishers

Dispersion. Retrieved from:

Indicate whether the following statements are true or false.

1. White light is a combination of colours in the visible spectrum. _____

Topic: The Ear

Sub-topic: Parts of the Ear

The ear is the organ of hearing and balance.

Diagram showing parts of the ear

 External or outer ear, consisting of:

 Middle ear (tympanic cavity), consisting of:

 Inner ear, consisting of:

a) Cochlea: This contains the nerves for hearing.

b) Vestibule: This contains receptors for balance.

c) Semicircular canals: This contains receptors for balance.

What causes an ear infection?

Chung-Harris, T. (2010). Integrated Science for CSEC Examinations. Macmillan Publishers

Anatomy and physiology of the Ear. Retrieved from:

Circle the letter next to the correct answer.

Topic: The Ear

Sub-topic: Hearing sounds

How we hear sounds

Infrasound, sometimes referred to as low-frequency sound, describes sound waves with a

How do very loud sounds affect the eardrum?

Chung-Harris, T. (2010). Integrated Science for CSEC Examinations. Macmillan Publishers

pinna auditory nerve ossicles eardrum cochlea ear canal

Week 2; Lesson 1; Worksheet Answers

Pinna Ear canal Eardrum Ossicles

Topic: The Ear

Sub-topic: Characteristics of sounds

 It is directly proportional to the square of the amplitude of vibration. If the amplitude

 It is expressed in decibel (dB).

 Sounds above 80 dB becomes noise to human ears.

The table below shows sounds and their amplitudes

 This depends on the frequency of vibration of the waves.

 A bird produces high-pitched sound whereas roaring of a lion is a low-pitched sound.

 The Voice of a woman has a high pitch than that of a man.

Homework - Research the characteristics of a tuning fork.

Chung-Harris, T. (2010). Integrated Science for CSEC Examinations. Macmillan Publishers

Flexbooks. Frequency and Pitch of sound. Retrieved from:

Topic: The Ear

Objective(s): Given a passage about balance, students will:

1. Correctly state which part of the ear aids in balance.

 tilting upwards or downwards,

 one responds to it tilting to the right or to the left, and