Excellence in Basic Science Technology Junior Secondary 2 Teachers Guide

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• a variety of activities and exercises to enable students to apply
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• summaries of each topic to facilitate revision throughout the book digitally!
• practice tests, which facilitate evaluation of students’ progress,
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A Teacher’s Guide which offers:
• Schemes of Work to help plan lessons
• clear teaching guidelines
• answers to exercises, activities and tests in the
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ISBN: 9781316604588
Junior Secondary 3.
Excellence in
Basic Science & Technology
SECONDA
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Published by Cambridge University Press
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Authors: H. Collett; P. Holmes; A. Koch; E. Ritchie; C. Thomas

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Contents
Introduction ...................................................iv Section 3 Physical Education and Health..... 38
The purpose of the curriculum.......................iv Theme 8 Basic human movement............... 38
The goals........................................................iv Topic 17: Posture and postural defects.. 38
Time allocation...............................................iv Topic 18: Issues and challenges in
The role of the teacher...................................iv physical and health
How to use the book.......................................v education................................. 39
How to use the scheme of work....................vi Topic 19:Recreation, leisure and dance
The scheme of work......................................vii activities.................................... 40
Topic 20: The striking games.................. 41
Section 1 Basic Science...................................1
Topic 21: First aid and safety
Theme 1 Learning about our environment..1 education................................. 43
Topic 1: Living things.................................1 Topic 22: Personal, school and
Topic 2: Chemicals......................................5 community health................... 44
Theme 2 You and energy...............................7 Topic 23: Non-communicable diseases
and their prevention............... 45
Topic 3: Work, energy and power.............7
Practice test 3: Answers.......................... 46
Topic 4: Kinetic particle theory.................9
Topic 5: Thermal energy..........................11 Section 4 Information Technology................ 48
Theme 3 Science and development.............13 Theme 9 Basic computer operations and
Topic 6: Crude oil and petrochemicals....13 concepts........................................48
Practice test 1: Answers...........................16 Topic 24: Computer software................. 48

Topic 25: Operating systems................... 50
Section 2 Basic Technology.......................... 18
Topic 26: Units of storage in
Theme 4 Safety............................................ 18 computers................................ 51
Topic 7: First aid...................................... 18 Topic 27: Computer problem-solving
Topic 8: Rescue operations..................... 20 skills.......................................... 52
Theme 5 Materials and processing............. 21 Topic 28: BASIC programming................ 53
Topic 9: Materials and their common Topic 29: Computer ethics...................... 54
uses................................................... 21 Topic 30: Safety measures....................... 55
Theme 6 Drawing practice.......................... 24 Theme 10 Computer application
Topic 10: Geometric construction.......... 24 packages......................................56
Topic 11: Plane figures............................ 26 Topic 31: Graphic packages.................... 56
Theme 7 Tools, machines and processes..... 28 Topic 32: Paint environment.................. 56
Topic 12: Woodwork machines.............. 28 Topic 33: IT as a transformational
tool............................................57
Topic 13: Metalwork machines............... 30
Topic 34: IT gadgets................................ 58
Topic 14: Belt and chain drives............... 31
Topic 35: Internet.................................... 59
Topic 15: H
ydraulic and pneumatic
machines.................................. 32 Topic 36: Internet environment............. 60
Topic 16: Gears........................................ 33 Practice test 4: Answers.......................... 61
Practice test 2: Answers.......................... 36
Contents iii
Introduction
The Basic Science & Technology Curriculum • avoid drug abuse and related vices
that was revised in 2012 is the result of the • be safety and security conscious.
restructuring and integration of four Primary Major issues shaping contemporary growth
and Junior Secondary science curricula. The and development of nations and influencing
following science subjects were integrated knowledge driven societies, such as those
into one: listed below, were identified and infused into
• Basic Science the curriculum content at every level:
• Basic Technology • Environmental education
• Physical and Health Education • Climate change
• Computer Studies/Information • Drug abuse education
Communication Technology (ICT) • Food and drug safety education
This became necessary in order to reduce • Disaster risk reduction education
the number of subjects offered in Primary • Consumer education
and Junior Secondary schools, to prevent • Safety and security
repetion and duplication of concepts that • Entrereneurship.
resulted in curriculum overload, to encourage
innovative teaching and learning approaches
and techniques that promote creativity and
The goals
critical thinking in students, to promote The goals of the curriculum place emphasis
the holistic view of science at this level for on:
better understanding of a contemporary • guided inquiry
and changing world and to infuse emergent • activity-based teaching and learning using
issues that are of national and global concern, locally sourced materials
such as gender sensitivity, globalisation and • examples that are indigenous and familiar
entrepreneurship, into the curricula. to students
• contents that engenders development of
relevant attributes and survival strategies
The purpose of the for living successfully in a contemporary
curriculum and global world.
The main objectives of the curriculum are to
prepare the students to: Time allocation
• develop interest in science and technology To cover this curriculum, the recommended
• acquire basic knowledge and skills in weekly time allocation is three periods of 40
science and technology minutes each. Students need to do regular
• apply scientific and technological revision at home in order to cope with the
knowledge and skills to meet content and new terminology.
contemporary societal needs
• take advantage of the numerous career
opportunities provided by science and The role of the teacher
technology One of the principle duties of a science and
• become prepared for further studies in technology teacher is to prepare and present
science and technology good lessons to his or her students. The
iv Introduction
teacher has to: subject
• be as well informed as possible on the • for concluding the lesson. This
scheme of work of the subject will assist you to find out whether
• know the aims and objectives of each students have understood the concepts/
topic terminology in the lesson. It will also
• select appropriate content materials highlight any areas that they need to
• decide on the best methods of presentation revise at home or for you to revisit in
such as PowerPoint, workstations, videos, the next lesson.
discussion groups, worksheets, question- Teachers must ensure that they do not
answer sessions, debate and experiments appear to have favourites in the class, so
• gather equipment and other resources devise a system to ensure that you ask
required for the activities questions fairly, but be careful not to
• keep informed about environmental issues embarrass weak students if they cannot
and other current biological news in answer questions.
Nigeria and the rest of the world
• arrange outings and guest speakers from
time to time.
How to use the book
To be effective in presentation, the teacher The purpose of this Teacher’s Guide is
must do a written plan for each lesson. This to assist you so that you may be more
must include aims, objectives, resources, thoroughly prepared and your teaching will
time frames, content for the lesson, activities, be more meaningful to your students. This
homework, assessment and ideas/additional book supports a hands-on approach and
worksheets to cater for students requiring builds on concepts taught. These concepts are
extension or learning support (remedial). developed as you progress from JSS1, to JSS2
Teachers must prepare each topic and JSS3.
in advance. Many teachers go into the You need to be familiar with the key
classroom inadequately prepared. It is your features of these books. The Student’s Book is
responsibility as a science and technology divided into four main sections:
teacher to actively involve your students in • Basic Science
the learning process. It is a proven fact that • Basic Technology
students learn far more by doing than by • Physical and Health Education
listening. • Information Technology
You should apply the scientific method • A Practice Test is provided at the end
wherever possible and introduce practical of each Section for your students
projects in the course. Science and technology to get practise in writing tests and a
involve being curious, asking questions corresponding memorandum of answers
and finding solutions. Wherever possible, for each test is provided in this Teacher’s
ask questions to engage the students and to Guide.
encourage independent thought processes. Each of the above sections is further
Start your lessons by asking the students divided into themes, and these themes are
to write down answers to questions related made up of topics related to that theme.
to your lesson (approximately five). This Each topic is structured in the following
will settle them into the lesson. You can use way:
different types of questions in your lessons: • performance objectives required by the
• diagnostic, enabling you to determine curriculum
prior knowledge on the topic • content required by the curriculum
• for consolidation of challenging • activities to be completed individually,
concepts during the lesson with a partner or in groups or as a whole
• for stimulation of interest in the class
Introduction v
• summary of the topic for revision and informative introduction. You should
• key words – this is essential vocabulary also explain the meaning of the topic, for
for the topic. The definitions of these example: What are living things? What are
words can be found in the Glossary at chemicals? What is Work? What is Safety?
the back of the Student’s Book, as well What is computer software? What is graphic
as in this Teacher’s Guide for your easy packages?
reference. You should have some form of revision at
The Teacher’s Guide also provide the end of a topic. If you do not have time,
guidelines for teaching each topic and this can involve something for students to
answers to some of the activities and exercises complete at home. Examples of ideas for the
in the Student’s Book. end of a topic include: a revision worksheet,
a test, a game or a quiz. Students can also do
How to use the scheme of their own revision by making mind maps,
concept maps or other types of summaries.
work They can also set tests for each other.
A scheme of work is defined as the part of It is important to note that the scheme of
the curriculum that a teacher will be required work provides a suggested number of lessons
to teach in any particular subject. Its primary for the topic. This will vary according to
function is to provide an outline of the subject the ability of the students in your class and
matter and its content, and to indicate how their prior knowledge. If you lag behind, you
much work a student should cover in any will have to look for more efficient teaching
particular class. A scheme of work allows methods or give a little more homework in
teachers to clarify their thinking about a some sections.
subject, and to plan and develop particular Your management of the class will have
curriculum experiences that they believe an enormous influence on your ability to
may require more time and attention when adhere to the timeframes. Focus on effective
preparing lessons. The criteria all teachers discipline strategies. You will have less
should bear in mind when planning a scheme discipline issues if you are: punctual, well
of work are continuity in learning and prepared, follow a plan (write this on the
progression of experience. You can add your board at the start of the lesson), keep your
own notes to the scheme of work provided on word (don’t make empty threats), consistently
pages vii to xviii. adhere to rules especially rules related to
The scheme of work is sequential. The laboratory and workshop safety and strive
sequence of the scheme of work is aligned to make Basic Science and Technology an
with the textbook. Do not be tempted to jump exciting subject. So try your best to be well
around. Rather spend time carefully planning prepared and enthusiastic.
the term to ensure that you adhere to the A teacher of science and technology is
scheme of work. a professional instructor who facilitates,
The curriculum content for the year promotes and influences students to achieve
needs to be completed in that year. We the outcomes of the scheme of work. It is
have allocated suggested times to spend on the wish of the authors that the students
each topic and theme in the curriculum, but will, at the end of each course in the series
this timeframe may vary depending on the (JSS1, JSS2 and JSS3) attain a level of Basic
planning of your particular school. Science and Technology understanding and
The Content column gives the number of proficiency that will equip them for future
suggested lessons for each topic. This has studies in these fields.
been divided according to the content of the
topic.
Start each topic with a short, exciting
vi Introduction
Week Theme Topic Performance objectives Content covered
(students should be able to:)
Term 1
1 Learning 1. Living things 1.1 Mention the different habitats of living 1. Habitat and examples
about our (SB p.6) things and identify the organisms found in 2. Adaptations of organisms to their habitat
environ- them 3. Relationships between organisms in the
ment 1.2 State various adaptive features of living same habitat
Scheme of work
things in their habitat

1.3 Identify the characteristics of organisms in 4. Uniqueness of human beings:
the same habitat and what they have in • reasoning
common • problem solving
1.4 Identify intelligence as a unique • inquisitive
characteristic of human beings • observation
1.5 Apply basic intelligence skills • measurement inference
observation, measurement of time and 5. Measurement of growth and developmental
weight inference changes
1.6 Identify major indices of changes in living a) Growth changes in:
Basic Science and Technology JSS2
things • height
Scheme of work
1.7 Explain the stages in the development of • weight
humans • size
1.8 Identify the characteristic features of the b) Developmental changes:
different developmental stages
• infancy
1.9 Classify changes as temporary or
• adolescent
permanent
• adulthood
c) Characteristic features of development
d) Classifying growth and development
changes as temporary/permanent
vii
viii
2 2. Chemicals 2.1 Define chemicals 1. Based on use:
(SB p.14) 2.2 Classify chemicals based on their intended • pharmaceutical/cosmetics
use and hazardous nature • nuclear
2.3 State the safety measures when using • agrochemical
chemicals • industrial
• laboratory
2. Based on hazardous nature:
• highly hazardous and toxic
• moderately hazardous and toxic
• non-hazardous and non-toxic
3. Safety measures when using chemicals:
• adhere to the manufacturer’s safety
instructions
• follow safety guidelines for chemical storage
and handling
• observe and adhere to safety signs and
Scheme of work
instructions on chemical packages
• ensure proper labelling and storage of
chemical
3 You and 3. Work, energy and 3.1 Explain the meaning of work, energy and 1. Meaning of work, energy and power
energy power power 2. Meaning of potential and kinetic energy
(SB p.18) 3.2 Explain the meaning of potential energy 3. Calculations involving work done
and kinetic energy
3.3 Apply the formula: power = work done 4. Energy transfer when work is done
time
3.4 Identify energy transfers that occur when
work is done
4 5. Thermal energy 5.1 Illustrate that when two bodies are in 1. Heat flow
(SB p.26) contact, heat flows from the hot to the cold 2. Heat transfer (conduction, convection and
one radiation)
5.2 Name the methods of heat transfer
5.3 Describe heat conduction and its
applications
5.4 Describe heat convection and its
applications
5.5 Describe heat radiation and its applications
5 Science 6. Crude oil and 6.1 Explain what crude oil and petrochemicals 1. Meaning of crude oil, petrochemicals
and devel- petrochemicals are 2. Refining of crude oil
opment (SB p.30) 6.2 Describe the process of refining crude oil 3. Uses of crude oil and petrochemicals
6.3 State the uses of crude oil and 4. Importance of crude oil and petrochemicals
petrochemicals
6.4 Explain the importance of crude oil to
Nigeria
6 Safety 7. First aid 7.1 Explain the meaning of first aid 1. First aid: meaning and materials
Scheme of work
(SB p.38) 7.2 Identify the contents of a first aid box 2. Application of simple first aid
7.3 Apply first aid measures 3. ABC of first aid:
7.4 Discuss the ABC of first aid airways
7.5 Apply the ABC of first aid to victims of bleeding and breaks
common workshop accidents and road circulation (pulses)
accident and victims 4. Application of ABC of first aid
7 8. Rescue 8.1 Explain the meaning of rescue 1. Meaning of rescue operation
operations operations 2. Different aspects of rescue operations
(SB p.42) 8.2 Identify different aspects of rescue 3. Securing the environment; vehicle and
operations victim(s)
8.3 Describe the steps involved in each 4. Steps involved in rescue operations
aspect of a rescue operation
ix
x
8 Materials 9. Materials and 9.1 State some common uses of wood 1. Wood: furniture, building construction,
and their common 9.2 Explain specific uses of ferrous and handles of implements, etc.
processing uses (SB p.44) non-ferrous metals and their alloys 2. Metals: household, utensils, vehicle and ship
9.3 State some common uses of ceramics parts, etc.
and glass 3. Brass: decorations, ammunitions, etc.
9.4 State the uses of plastics 4. Bronze: carving, statues and ornaments,
etc.
5. Ceramics: tiles, household utensils, etc.
6. Rubber: tyres and tubes, foot wear, etc.
7. Plastics: buckets and bottles, etc.
9 Drawing 10. Geometric 10.1 Define, identify, draw and list parts 1. Circles:
practice construction of a circle • parts of a circle: diameter, radius, chord,
(SB p.50) 10.2 Use appropriate instruments to sector, quadrant, circumference, etc.
divide a circle into equal parts • drawing a circle using set square, tee square
10.3 Use appropriate instruments to draw and compasses to divide a circle into 4, 8 and
Scheme of work
a tangent and a normal to a given 12 equal parts
circle and two equal circles • construction of tangent and normal to a circle;
tangent at a point on the circle; tangent from
10.4 Define, identify and construct various
a point outside the circle and to one or two
triangles
equal circles
10.5 Construct inscribed and 2. Triangles:
circumscribed circles to given
• right angled, equilateral, isosceles and scalene
triangles
triangles
10.6 Define, identify and construct • inscribed and circumscribed circles to given
regular and irregular polygons triangles
3. Polygons:
• definition and construction of regular and
irregular: pentagon, hexagon, heptagon,
octagon, using general and specific methods, etc.
10 11. Plane figures 11.1 Identify regular plane figures 1. Examples of plane figures
(SB p.59) 11.2 Construct regular plane figures of equal 2. Construction of plane figures
areas 3. Determination of area of plane figures,
11.3 Find the area of regular plane figures e.g.triangle and rectangle of equal areas
11.4 Enlarge and reduce plane figures square and rectangle of equal areas, etc.
4. Enlargement and reduction of plane figures:
triangles, rectangles and squares in given ratios by
(a) length of sides, and (b) radial line method
11 Tools, 12. Woodwork 12.1 Identify the different types of woodwork 1. Types and uses:
machines machines machines a) portable power tools: belt sander, hand drill, fret
and (SB p.63) 12.2 State the uses of various woodwork saw, etc.
processes machines b) machines: circular saw, band saw, wood lathe,
Scheme of work
12.3 Carry out simple operations with the surface planer, thickness sander, drill, etc.
machines: cutting and boring 2. Functions of the different types of machines
12.4 Carry out simple operations with the 3. Care and maintenance of woodwork machines
machines: boring
12 13. Metalwork 13.1 Identify the various types of metalwork 1. Types of metalwork machines
machines machines 2. Functions of the different types of machines
(SB p.67) 13.2 State the uses of the different types of 3. Care and maintenance of metalwork machines
metalwork machines
13.3 Carry out simple operations with the
machines: cutting
13.4 Carry out simple operations with the
machines: drilling
xi
xii
13 14. Belt and chain 14.1 Describe belt and chain drives 1. Examples of belt and chain drives
drives 14.2 Explain the principles of belt and 2. Applications of belt and chain drives
(SB p.69) chain drives 3. Advantages and disadvantages
14.3 State the advantages of belt and
chain drives
14.4 State the disadvantages of belt and
chain drives
14 15. Hydraulic and 15.1 Identify hydraulic and pneumatic 1. Examples of hydraulic and pneumatic
pneumatic machines devices
machines 15.2 Name the components of each 2. Components of the machines
(SB p.72) machine 3. Operations and uses
15.3 Explain the principles behind the
working of pneumatic devices
15.4 State the uses of the machines
15 16. Gears 16.1 Identify different types of gears 1. Types of gear: internal, external and level
Scheme of work
(SB p.76) 16.2 State the uses of various types of 2. Uses of gears: power transmission,
gears in a mechanical system changing direction, selecting speed
16.3 Determine gear ratios 3. Gear ratios and speed rotation
16.4 Describe the relationship between 4. Functions of lubricants in gears
gear ratio and speed of rotation
16.5 State the functions of lubricants in
gears
16.6 Construct and use gears
16 Revision
Term 2
1 Basic 17. Posture and 17.1 Explain the meaning of posture and pos- 1. Meaning of posture and postural defects
human postural defects tural defects 2. Kinds of posture: sitting, walking, lifting
movement (SB p.86) 17.2 Demonstrate appropriate posture in
3. Postural defects: kyphosis, lordosis, scoliosis, flat
sitting, standing and walking
feet, bow legs
17.3 Describe postural defects like kyphosis,
lordosis, scoliosis and flat feet 4. Causes of postural defects: poor nutrition, lack of
17.4 Explain the causes of postural defects exercise, poor sitting, walking and sleeping habits
5. Demonstration of appropriate posture
2 18. Issues and chal- 18.1 List various issues and challenges in physi- 1. Issues and challenges in physical and health
lenges in physical and health education education
cal and health 18.2 Explain the meaning of human trafficking 2. Meaning of human trafficking
education 18.3 Explain the health implication of human
3. Health implication of human trafficking victims
(SB p.89) trafficking on victims
18.4 Suggest reasons for human trafficking 4. Solutions to human trafficking
18.5 State solutions to human trafficking 5. Sports laws
Scheme of work
18.6 Explain and list sports laws
18.7 Define tort, negligence and assault in sports
3 19. Recreation, 19.1 M ention types of recreational activities 1. Indoor and outdoor recreational activities:
leisure and 19.2 D ifferentiate between indoor and outdoor examples of each, differences between the two
dance activities activities giving examples 2. Demonstration of recreational activities by the
(SB p.92) 19.3 Take part in recreational activities such as teacher for example table tennis
Ludo, table tennis and soccer
3. Explanation and demonstration of dramatic and
19.4 Explain dramatic and creative rhythms and
creative rhythms for example gymnastics and
the differences between them
aerobics
19.5 L ist and demonstrate different dance
activities for example bata, mkpokiti, 4. Types of dance activities
atilogwu, koroso and ekombi 5. Demonstrations of different dance activities for
19.6 M ention and demonstrate some computer example bata, mkpokiti/atiliogwu, koroso
games for example Around the world 6. Demonstration of how to play computer games
in eighty days’ and Soccer
xiii
7. Types of computer games as leisure activities
xiv
4 20. The striking 20.1 D emonstrate the basic skills and 1. Basic skills and techniques of striking games, e.g.
games techniques involved in striking games grip, service, drive, chop and smash
(SB p.96) 20.2 Apply the rules and regulations governing 2. Equipment and facilities
striking games 3. Rules and regulations
20.3 L ist the officials, and their functions, for 4. Officials
striking games
5/6 21. First aid and 21.1 Define accidents and injuries 1. Definition of accidents and injuries
safety education 21.2 State safety measures to be taken at 2. Safety measures: at home, on play ground and on
(SB p.100) home, school, on the sports ground and the roads
on the road 3. Sports injuries: causes and first aid treatment
21.3 List sports injuries and causes 4. Domestic accidents: causes and first aid
21.4 Mention first aid treatment for injuries treatment
21.5 Propose measures of preventing sports 5. Road accidents: causes and first aid treatment
injuries, domestic accidents and road 6. Measures for preventing: sports injuries, domestic
traffic accidents injuries and road traffic accidents
Scheme of work
7 22. Personal, school 22.1 State the meaning of school health 1. Meaning and components of school health
and community programme; personal health and programme
health community health • skill based health education
(SB p.104) 22.2 List components of school health • school health services
programme • healthful school living/ healthful school
22.3 List types of environmental pollution environment
22.4 Mention effects of environmental • school feeding services
pollution • school, home and community relationship
2. Types of environmental pollution
22.5 Propose preventive measures against
environmental pollution 3. Effects of pollution on the environment and
personal health
22.6 Explain the FRESH approach to
school health programme 4. Preventative measures against environmental
pollution
5. FRESH approach to school health programme
8 23. Non- 23.1 Define non-communicable diseases 1. Meaning of non-communicable diseases
communicable 23.2 S tate the nature of non-communicable 2. Nature of: sickle cell, obesity, asthma, anaemia
Scheme of work
diseases and diseases for example, sickle cell, obesity, and kwashiorkor.
their prevention asthma, anaemia and kwashiorkor. 3. Preventative measures
(SB p.110)
9 Revision
xv
xvi
Term 3
1 Basic 24. Computer 24.1 Define software 1. Definition of software
computer software 24.2 State the types of software 2. Types and examples of software: system software
operations (SB p.116) 24.3 Give examples of the different types of (operating system), application software (word
and computer software processing, spreadsheets and graphics)
concepts
2 25. Operating 25.1 Define operating systems 1. Definition of an operating system (OS)
system 25.2 Give examples of operating systems 2. Examples of operating system (DOS, Windows,
(SB p.120) 25.3 State the functions of an operating system Linux and Unix)
3. Functions of operating systems (resource
allocation, monitoring and utilities)
3 26. Units of storage 26.1 State the various units of storage and their 1. Units of storage: nibbles, bytes, kilobytes, mega
in computers values bytes and gigabytes
(SB p.124) 26.2 Convert from one unit to another
26.3 Differentiate between kilometre, kilogram
Scheme of work
and kilobyte
26.4 Distinguish between kilobyte, megabyte
and gigabyte
4 27. Computer 27.1 Identify a computer program 1. Computer programs: meaning, examples (LOGO,
problem-solving 27.2 Define a computer programming language BASIC)
skills 27.3 Give examples of computer programming
(SB p.128) languages
5 28. BASIC 28.1 State the meaning of the acronym BASIC 1. BASIC language: meaning, character set
programming 28.2 List key statements of BASIC 2. Key BASIC statements
(SB p.130) 28.3 Write a simple BASIC program 3. Simple BASIC program
6 29. Computer ethics 29.1 L ist responsible ways of using the 1. Responsible use of computers and internet:
(SB p.134) computer and internet • avoiding liquid dropping into the system
29.2 Identify ways of misusing the computer • using dust cover
and internet • protection from power surges
• unplugging system when not in use for a long time
• checking email regularly
• giving prompt and polite responses to emails
2. Abuse/misuse of computers
7 30. Safety measures 30.1 State the safety measures that should be 1. Sitting posture
(SB p.137) taken when using computers 2. Using anti-glare protector:
• positioning monitor base
• illuminating computer room
• maintaining a dust-free environment
• keeping liquids away from computers
8 Computer 31. Graphic 31.1 Describe graphic packages 1. Meaning of graphic packages
application packages 31.2 List different types of computer graphic 2. Examples of graphics packages: Paint, CorelDraw,
packages (SB p.139) packages InstantArtist, etc.
Scheme of work
31.3 State the general features of graphic pack- 3. Features: tool bar, menu bar, printable area, colour
ages palette, etc.
9 32. Paint 32.1 Identify the features of the Paint 1. Paint environment: Paint tools and their functions
enviroment environment
(SB p.143) 32.2 List the Paint tools
32.3 Explain the functions of the various tools
32.4 Use Paint to draw and colour simple
objects
10 33. IT as a 33.1 State what IT stands for 1. Meaning of ICT (Information and Communications
ansformational 33.2 Identify IT gadgets Technology)
tool 33.3 State the benefits of IT 2. Examples: computers, telephone (GSM), cellular
(SB p.146) 33.4 List the disadvantages of IT networks, satellite communication, television and
internet
3. Benefits of IT gadgets
xvii
4. Disadvantages of IT gadgets
xviii
11 34. IT gadgets 34.1 Differentiate between GSM, fax 1. The GSM
(SB p.149) machine and telephone 2. Fax machine
34.2 Create and send messages to one another 3. Telephone, etc.
using the GSM and fax
34.3 Store and retrieve information on a GSM
handset
12 35. Internet 35.1 Explain what the internet is. 1. Define the: internet, world wide web (www),
(SB p.153) 35.2 Identify internet browsers electronic mail (email), email address and
website
35.3 State the benefits of the internet
2. Identify: internet browsers, email address and
35.4 Mention how the internet can be abused
website address
35.5 Explain what a website is and identify a
3. Create an email account
website address
4. Benefits of internet: information exchanges,
35.6 Explain what an email is
e-learning, e-entertainment, faster and cheaper
35.7 Use email as a tool for communication
5. Abuses of internet: fraud, pornography, etc.
Scheme of work
13 36. internet 36.1 State the uses of the internet 1. Characteristic features
environment 36.2 Identify key websites 2. Uses of the internet
(SB p.158) 36.3 Recognise and name icons in the internet
3. Network groups
environment
36.4 Link up with network groups
14 Revision
section
1 Basic Science
theme Learning about our

1 environment
TOPIC 1: Living things

Performance objectives
1.1 mention the different habitats of living things and identify the organisms found in them
1.2 state various adaptive features of living things in their habitat
1.3 identify the characteristics of organisms in the same habitat and what they have in common
1.4 identify intelligence as a unique characteristic of human beings
1.5 apply basic intelligence skills to observation, measurement of time and weight inference
1.6 identify major indices of changes in living things
1.7 explain the stages in the development of humans
1.8 identify the characteristic features of the different developmental stages
1.9 classify changes as temporary or permanent
Introduction plants in which carbon dioxide and

water are converted to glucose;
This topic consolidates work covered in chlorophyll is needed and oxygen is
JSS1. Living things and their characteristics produced
are discussed to provide a background to b) excretion – the removal of waste
adaptations of different living organisms products produced by chemical
to their environment. The terms biome and reactions in the bodies of living things
habitat are explained. Feeding relationships c) respiration – chemical reactions that
are described, including food chains and food take place in all cells during which
webs. Human intelligence and development oxygen and glucose are converted to
are covered. carbon dioxide and energy
3. Autotrophic organisms can make their own
Activity 1.1 Revise living and non- food and heterotrophic organisms need to
living things GROUPS (SB p. 6) eat other organisms for food.
Guidelines 4. a) p lants – food source; used for materials
Help students revise work covered in JSS1. like wood, fibres; habitat for some
organisms; maintain the balance of
Answers gases in the environment; can have
medicinal uses
1. Movement, respiration, sensitivity,
b) animals – food source; used for
nutrition, excretion, reproduction, growth
transport; used as pollinating agents
2. a) photosynthesis – a process in green
Section 1: Basic Science 1

Activity 1.2 Identify the biome in Answers
which you live PAIRS (SB p. 7) 1. a)
Guidelines Terrestrial Aquatic
Help students to interpret the map and read animals animals
the key. Identify some of the main cities and Breathing Obtain oxygen Obtain oxygen
towns in Nigeria. Arrange to take students on from the air from the water
a field trip where they can identify different Movement Move using Move using fins
habitats and different plants and animals that legs and flippers
live there. Reproduction Reproduction Reproduction
methods do methods need
Answers not need water water
1. Answers will vary according to students’ b)
place of residence.
2. Answers will vary according to students’ Terrestrial plants Aquatic plants
location. Roots Absorb water from Have small roots
3. Answers will vary according to students’ the soil; used to because no need
location. hold plant in the to absorb water or
soil to be anchored.
4. Answers will vary according to students’
location. Stems Can sometimes Long and flex-
5. a)−c) Answers will vary according to store water ible so it does not
break when mov-
students’ location.
ing in water
Assessment Leaves Adapted for re- Contain air sacs
duced water loss for floating
Informal: Self-assessment
Activity 1.3: Identify adaptations to 2. a) Organisms that live in aquatic

different habitats PAIRS (SB p. 8) environments do not need to conserve
water.
Answers
b) Animals that live on land get oxygen
1. a) pond; b) desert; c) tree; d) decaying log from the air.
2. a) Frogs need water to survive and there is c) Plants that live in water do not need
none or very little in a desert. support systems.
b) Monkeys live in trees and in deserts d)Many animals that live in forests depend
there are few or no trees. They need food on trees for food and shelter.
sources that are mainly found in trees.
Activity 1.5: Feeding relationships
Activity 1.4: Differences between INDIVIDUAL (SB p. 10)
terrestrial and aquatic organisms
INDIVIDUAL (SB p. 9) Guidelines
Make sure students understand the difference
Guidelines
between a food chain and food web.
Help students to draw up tables.
Answers
1. a) shrimp b) frog and heron
2. The arrows represent the transfer of energy.
3. Students should draw a food chain using
plants and animals from their local area.
Make sure that the arrows are drawn
2 Section 1: Basic Science

correctly. For example, 8. Answers will vary according to groups’
plants and trees  tree mice  monkeys discussions.
 leopard 9. Reason, solve problems, measure
4. plants and trees  insects  bats
5. a) herbivores – insects, parrots, tree mice Activity 1.7: Changes in humans
b) carnivores – leopards, bats GROUPS AND INDIVIDUAL (SB p. 12)
c) omnivore – monkey Guidelines
You can use Question 4 in this activity as an
Activity 1.6: Discuss human
assessment task. Assess the students’ graphs
intelligence CLASS AND GROUPS (SB p. 11)
using the rubric on page 4.
Guidelines
Give students the opportunity to discuss
human intelligence, and how humans are Answers
different from other animals. 1. Allow time for groups to discuss
differences between themselves and their
Answers siblings.
3. a) reason – give explanations; solve 2. a) infancy – physical – start to crawl/walk;
problem – find solutions to problems; cognitive – start to become aware of
observe – look at (study) things; world around them; social – interact with
measure – work out the size or other people
amount of something using a measuring b) adolescents – physical – puberty;
instrument; make inferences – make cognitive – develop more complex
conclusions about something based on thinking skills; social – interact with
evidence; be inquisitive – be curious or other people
have an interest in something c) adulthood – get married – have children
b) reason – work out why food is burning; – start to work – grow older
solve problem – find out why the car 3. Permanent changes occur in humans that
isn’t starting; observe – see that the cannot be reversed such as an increase in
plants need water; measure – use a height. Temporary changes occur that can
spoon to count out tablespoons for go away or change such as the development
cooking; make inferences – conclude of pimples, hair length or hair colour.
that seeds did not germinate because 4. a)
they did not have enough water; be
inquisitive – wonder why plants grow
upwards
4. The position of the sun is different;
different number of windows on building;
girl is wearing a shorts and then a skirt;
one piglet is missing; number of goslings
is different; number of chicks is different;
pole missing from fence; butterfly present
in one and not in the other. This exercise
uses observational skills. b) girls
5. Answers will vary according to groups’ c) boys
discussions. d) There would be a different set of data
6. 13.00 for mass. Mass can vary greatly in
7. Answers will vary according to groups’ different individuals. As a result, it is
discussions. impossible to predict what the graph
would look like.
Theme 1: Learning about our environment 3

Keywords food webs – a complex feeding relationship
adapted – suited where an organism eats more than one
aerial – an organism that spends time in the air type of food and is eaten by many different
aquatic – an organism that lives in water organisms
biome – a region where there is a particular habitat – a place where an organism lives
climate, vegetation and living organisms herbivore – an animal that eats only plants
buoyant – being able to float on water inferences – conclusions based on evidence
carnivore – an animal that eats only other and reasoning
animals omnivore – an animal that eats both plants
cognitive – referring to mental skills and animals
development – changes in the complexity of permanent – does not change
an organism puberty – a time when humans become
emergent – a plant that has its roots under water sexually mature
food chains – show how energy in the form of submerged – under the water
food passes from one organism to another in temporary – may change
a habitat terrestrial – an organism that lives on land
Checklist for teacher evaluation

Theme 1 Topic 1
DRAWING A BAR CHART
Assessment criteria Mark allocation
Correct type of graph 1
Title/heading for graph 2
Correct label for x-axis (age in 1

years)
Correct label for y-axis (gain in 1
height in cm)
Appropriate scale for x-axis 1 − Units appropriate; 1 − Equal intervals between units
Appropriate scale for y-axis 1 − Spaces between bars; 1 − Bars the same width
Plotting points 3 − Plots all 2 − Plots most 1 − Plots a few 0 − No values
values correctly values correctly values correctly plotted or
plotted
incorrectly

TOPIC 2: Chemicals
2.1 define chemicals
2.2 classify chemicals based on their intended use and hazardous nature
2.3 state the safety measures when using chemicals
Introduction Answers
1. a) Any two acids such as hydrochloric
This topic introduces students to chemicals
acid, sulfuric acid, nitric acid.
and ways to classify chemicals. The
b) They should be stored in a store room in
importance of safety in the laboratory is
special bottles.
explored and safety symbols are illustrated.
2. Sodium bicarbonate, sodium hydroxide
3. a) water, ethanol, propanol; b) They are
Activity 2.1 Uses of nuclear chemicals
usually stored in a fume cupboard.
INDIVIDUAL (SB p. 14)
4. They need to be stored in a safe place.
Guidelines
Assist students who may have reading Assessment
difficulties to engage with the text and the Informal: Self-assessment
questions.
Activity 2.3 Think about safety in the
Answers laboratory PAIRS (SB p. 16)
1. Carbon 14 is a radioactive form of the Guidelines
element carbon. (It is an isotope.)
Allow students to look at the chemicals in the
2. Carbon 14 is used to date fossils when
school laboratory. Warn them to be careful
scientists measure how much 14C is present
when handling any dangerous chemicals. You
in the remains of an organism. When an
should ensure that dangerous chemicals are
organism dies, it stops taking in 14C. The
safely stored out of students’ reach.
amount of 14C remains in the organism’s
body as it decomposes. Scientists know
Answers
how long it takes for 14C to decay and so
they can work out the age of the organism. 1. Students should list any 15 chemicals.
3. The length of time for 14C to decay to half 2. Students should identify the safety
of its original amount. symbols on the jars and bottles and group
4. Uranium the chemicals as corrosive, toxic or
flammable.
Activity 2.2 Identify some chemicals in 3. Students should draw a table like the one
the laboratory PAIRS (SB p. 16) below:
Guidelines Chemical Properties Hazardous

nature
Allow students to look at the chemicals in the
school laboratory. Warn them to be careful Hydrochloric acid Acid, corrosive Dangerous
when handling any dangerous chemicals. As Sodium bicarbo- Alkali, mildly Harmless
the teacher, you should ensure that dangerous nate corrosive
chemicals are safely stored out of students’
reach. Assessment
Informal: Teacher assessment
Theme 1: Learning about our environment 5

Keywords indicators – chemicals used to show the pH of
antibiotics – medicines that destroy bacteria a substance
antiseptics – chemicals that stop radioactivity – a property of some chemical
microorganisms growing elements when they give off particles as
carcinogens – chemicals that cause cancer their atomic nuclei break down
flammable – a chemical that easily catches safety measures – ways to protect people
alight from harm
half-life – time taken for half the atomic solvents – liquids used for dissolving solids
nucleus to break down toxic – poisonous or harmful
hazardous – dangerous

theme
2 You and energy
TOPIC 3: Work, energy and power

3.1 explain the meaning of work, energy and power
3.2 explain the meaning of potential energy and kinetic energy
3.3 apply the formula: power = Work done
time
3.4 identify energy transfers that occur when work is done
Introduction Assessment
Informal: Self-assessment. Go through the
When work is done, energy is transferred.
answers in class on the board.
Work done = force × distance. And power
is a measure of how quickly work is done.
Energy transfers involve a change in energy
Activity 3.2 Measure work done and
form – for example, kinetic energy to
energy transferred by falling objects
potential energy.
GROUPS (SB p. 20)
Resources
Activity 3.1 Calculate work done and Objects to drop (for example stones) and a
related problems INDIVIDUAL OR PAIRS (SB p. 18) scale OR objects of known mass (for example
Answers 1 kg bag of dried beans); meter rule or tape
measure
1. a) Work done = force × distance =
20 N × 3 m = 60 J
Guidelines
b) W = F × d = 20 N × 6 m = 120 J
c) W = F × d = 450 N × 2 m = 900 J If you do not have a scale, supply food
d) W = F × d = 600 N × 2 m = 1 200 J packages of known and varying masses, for
W 10 J example 340 g tin, 500 g of sugar, etc.
2. F = d = 0,5 m = 20 N Be available to guide students with this
W 70 000J
3. F = d = 1 000 m = 70 N; experiment.
70 N
10
= 7 kg
W 5J
4. d = F = 2N
= 2,5 m
Theme 2: You and energy 7

Answers
3. Note that students’ answers will depend on the mass of the objects they drop.
Mass Force Work done and Loudness of Work done and Loudness of
energy transferred at sound energy transferred at sound
0,5 m height 1,5 m height
100 g 1 N 1 × 0,5 = 0,5 J 1 (softest) 1 × 1,5 = 1,5 J 2
500 g 5 N 5 × 0,5 = 2,5 J 3 5 × 1,5 = 7,5 J 5

1 kg 10 N 10 × 0,5 = 5 J 4 10 × 1,5 = 15 J 6 (loudest)
4. a) An object held in our hands has

Keywords
potential energy.
b) A falling object has kinetic energy. energy – the ability to do work
c) When the object hits the floor, kinetic force – a push or a pull
energy is changed into sound energy joule (J) – unit of work or energy (transfer)
and heat energy. kinetic energy – energy of motion
d) If the falling object is very heavy and potential energy – stored energy
dents the floor, kinetic energy is also power – a measure of how quickly work is
changed into mechanical energy. done, or how quickly energy is transferred
watt (W) – unit of power
Assessment work – a force acting over a distance
Formal: Ask students to hand in their work for
you to assess.
Informal: Once they have completed the
activity, ask students what they conclude from
their findings.
Activity 3.3 Calculate power and

identify energy transfers when work is
done INDIVIDUAL OR PAIRS (SB p. 21)
Answers
1. a) The 40 W light bulb turns 40 J of
electrical energy into light energy every
second.
b) If the kettle has a power of 2 400 W, it
turns 2 400 J of electrical energy into
heat energy every second.
Work done
= 100 W
100 J
2. P = Time
= 1s
3. W = Pt = 2 200 W × 60 s = 13 200 J
W (F × d) (1 N × 5 m)
4. P = t = t = 10 s = 0,5 W

TOPIC 4: Kinetic particle theory
4.1 state the assumptions of kinetic theory
4.2 explain the molecular structure of solids, liquids using kinetic theory
4.3 distinguish between boiling and evaporation using kinetic theory
4.4 state the factors that affect evaporation
Introduction Properties of gases Why they are like

this
According to kinetic particle theory: 1) matter
is made up of tiny particles; 2) the particles They fill their con- The particles move
move all the time; 3) there are spaces between tainer and flow. fast in all directions.
the particles; and 4) there are forces of They can be squashed The particles are far
attraction between the particles. into a smaller space. apart.
When solids and liquids are heated, they
can change their state. This is because the Assessment
particles move fast enough to break their Informal: Peer assessment. Ask students to
forces of attraction. swap books and mark each other’s answers
for Question 2.
Activity 4.1 Use the kinetic particle
theory to explain the properties of Activity 4.2 Compare evaporation of
solids, liquids and gases GROUPS (SB p. 23) water and ether/alcohol PAIRS (SB p. 24)
Resources Resources
Whole dried peas or marbles, lids of jars Water, ether/methylated spirits/surgical spirits,
droppers or straws, pieces of paper, timer
Answers
2. Guidelines
Properties of solids Why they are like Decant ether/alcohol into small bottles before
this the activity. Instruct the students to work
They have a fixed The particles cannot
carefully with the ether/alcohol. Both are
shape and cannot move around each flammable (can catch alight easily). Keep the
flow. other. classroom well-ventilated during this activity.
They cannot be The particles are
squashed into a packed so tightly Answers
smaller space. together that the 3. Ether/alcohol
spaces between them 4. The boiling point of ether is much lower
are not big enough to (almost three times) than the boiling point
move into. of water. (This means that the forces
Properties of Why they are like of attraction between ether particles
liquids this are weaker than the forces of attraction
They take on the The particles move between water particles. Less heat energy
shape of their con- around each other. is needed for them to break free from each
tainer and flow. other. Therefore ether evaporates more
They cannot be The particles are easily/faster than water.)
squashed into a close together.
smaller space.

Assessment Answers
Informal: Observe students at work. Are they There are no formal answers for this activity,
working cooperatively and in an organised, but students should observe and conclude
focused manner? that:
• Hot water evaporates faster than water at
Activity 4.3 Investigate factors that room temperature.
affect evaporation PAIRS OR GROUPS (SB p. 25) • Water and/or ether/alcohol in a watch glass
Resources or saucer evaporates faster than water and/
or ether/alcohol in test tubes.
Water, ether/alcohol, a kettle or Bunsen
This is due to the higher the temperature and
burner, droppers or straws, pieces of paper,
the larger the surface area, the more quickly
a timer, evaporating dishes/saucers/watch
evaporation takes place.
glasses, teaspoons or 10 ml measuring
cylinders
Keywords
Guidelines boil/boiling – to change from a liquid to a gas
Decant ether/alcohol into small bottles before evaporation – change of state from liquid to
the activity. Instruct students to work carefully gas without boiling
with the ether/alcohol. Both are flammable expand/expansion – to get bigger or take up
(can catch alight easily). Keep the classroom more space
well ventilated during this activity. kinetic particle theory – a model that says
At the conclusion of the activity, discuss that all matter is made up of very small
why temperature and surface area affect the particles that are in a constant state of
rate of evaporation. The reasons are: motion
• temperature – the higher the temperature, melt/melting – to change from a solid to a
the more kinetic energy the particles have. liquid
The more kinetic energy they have, the particle – smallest possible piece
more easily they can break the forces of
attraction with other particles in the liquid.
• surface area – evaporation takes place at
the liquid’s surface so the more spread out
the liquid, the greater the chance particles
have of escaping

TOPIC 5: Thermal energy
5.1 illustrate that when two bodies are in contact, heat flows from the hot to the cold one
5.2 name the methods of heat transfer
5.3 describe heat conduction and its applications
5.4 describe heat convection and its applications
5.5 describe heat radiation and its applications
2. The end of the spoon soon becomes hot.
Heat is the flow of thermal energy from a
3. The wooden spoon does not become hot
hot object to a cold object. The bigger the
or only slightly hot; the plastic spoon does
temperature difference, the greater the flow of
not become hot; the metal spoon becomes
heat. There are three methods of heat transfer:
warm.
1. conduction in solids
4. The handle of the metal spoon becomes hot
2. convection in liquids and gases
by conduction. Metal is a good conductor
3. radiation – heat transferred by infrared
of heat. Plastic is not as good a conductor
waves.
of heat, and wood is a poor heat conductor.
Activity 5.1 Describe the heat flow
INDIVIDUAL (SB p. 26) Assessment
Informal: Teacher and Self-assessment.
Discuss the answers in class.
heat flows from the hotter liquid to
the cooler air
the bigger the difference in
Activity 5.3 Investigate heat
surrounding air convection PAIRS OR GROUPS (SB p. 28)
temperature = 25ºC temperature the faster
the heat flows Resources
A heat source, beaker of cold water, potassium
As the cup cools down, the
permanganate (Condy’s crystals)
heat flow from the
cup to the air slows down.
Answers
The air around the cup
3. HOT WATER RISES
is warmed a bit by
the heat from the tea.
COOL WATER SINKS potassium
Activity 5.2 Investigate heat permanganate
conduction PAIRS OR GROUPS (SB p. 27) crystals
colour the water.
Resources
A heat source or kettle, beaker/mug, metal
spoon, plastic spoon, wooden spoon burner

Assessment Keywords
Informal: Self-assessment. Draw the diagram
absorb – to take up
on the board.
conduction – heat transfer through a solid
(substance)
Activity 5.4 Investigate heat radiation convection – heat transfer in liquids and gases
PAIRS OR GROUPS (SB p. 29) dense – how close together the particles are
Resources emit – to give off
Two tin cans (one painted black or covered in fluid – liquid or gas; both can flow
black paper), water, thermometer and paper heat – transfer of thermal energy
for lids (optional) insulators – a substance that can reduce heat/
cold/noise/electricity passing through it
radiation – heat transferred by infrared waves;
Guidlines
radiation does not need matter to pass
This is a practical activity. Students’ through
conclusions are dependent on the individual reflect – to throw back without absorbing
observations. thermal energy – the kinetic energy of
particles; it is measured as heat

theme
1
3 Timber and development
Science
TOPIC 6: Crude oil and petrochemicals

6.1 explain what crude oil and petrochemicals are
6.2 describe the process of refining crude oil
6.3 state the uses of crude oil and petrochemicals
6.4 explain the importance of crude oil to Nigeria
Introduction 4. petrol; diesel fuel; kerosene (jet fuel) and

paraffin; engine oil and grease; asphalt
The concepts crude oil and petrochemicals are (tar); chemicals used to make plastics and
defined and the process of refining crude oil is pharmaceuticals
investigated. The uses of crude oil, petroleum
products and petrochemicals are reviewed, Assessment
especially in the context of the importance Informal: Group discussion, possibly pairs
of crude oil for Nigeria and the Nigerian assessing each other’s answers.
economy.
Activity 6.2 More about crude oil and
Activity 6.1 Introducing crude oil petroleum products INDIVIDUAL (SB p. 31)
INDIVIDUAL OR GROUPS (SB p. 30)
Resources
Resources
Any extra information from Nigerian sources
Any extra information from Nigerian sources regarding crude oil. A sample of Nigerian
regarding crude oil. A sample of Nigerian crude oil (if any is available).
crude oil (if any is available).
Answers
Answers
1. A barrel of crude oil contains 159 litres (or
1. Crude oil is a naturally occurring, thick 35 imperial gallons).
blackish coloured liquid. It is a fossil fuel, 2. asphalt (tar), grease, petroleum jelly,
made up of the remains of dead organisms, marine diesel, lubricating oil, diesel,
usually zooplankton and algae, which kerosene, benzene, petrol
have been trapped and buried underneath 3. In fractional distillation, only a certain
layers of sedimentary rock. They have then amount of petrol condenses off. Reforming,
undergone changes under heat and pressure alkylation and cracking are clever ways
to form crude oil over long periods of time. of turning large hydrocarbon molecules
2. Crude oil is a naturally occurring substance into shorter chains. The end product is not
and petroleum products are refined and as thick and heavy, so there will be less
separated by fractional distillation in a diesel (for example) and more petrol.
refinery.
3. Crude oil is important because it promotes Assessment
industry; provides fuel for engines, heating
and cooking; provides raw material for
many products, pharmaceuticals, etc.
Theme 3: Science and development 13

Activity 6.3 Petroleum products: stored in a storeroom; LPG cylinders
safety and storage GROUPS (SB p. 32) are stored in a cage.
c) Safety measures at the fuel station
Resources
include displaying signs for: no smoking,
If possible, you (as the teacher) should bring flammable liquid, fire extinguisher
petroleum product samples of the following stations, first aid kit station, etc.
to the classroom: crude oil, petrol, diesel, Certain behaviours are also prohibited
lubricating oil, paraffin, petroleum jelly and/or enforced such as no cell phone
usage on the forecourt; switch off engine
Guidelines signs etc.
This activity is a demonstration and aims to
show petroleum products. Note: The activity Activity 6.4 Nigeria and crude oil
must be done in a science laboratory, not a INDIVIDUAL (SB p. 33)
classroom.
Resources
Answers Any material dealing with Nigeria’s crude oil
and petroleum industry.
Warning: Petroleum products are
flammable, which means they will burn. Guidelines
Some, like petrol, are highly flammable and Provide whatever resources are available
can cause explosions. to students. Encourage extra reading,
Never use petrol to start a cooking fire. particularly on the internet (if available).
Never work with petrol near an open flame.
Always make sure there is good ventilation Answers
when working with petroleum products. The following points could be included in an
essay:
1. Answers will vary according to the • Nigeria is a major exporter of crude oil.
samples provided. This means that the country sells crude
Petroleum How it is Main Price oil to countries that do not have their own
product sold (litre, use crude oil.
tin etc.) • The money earned from these exports
is used to fund economic development
Petrol From a Car fuel tbc
(gasoline) − pump – per in Nigeria. Crude oil is the biggest
LRP, Unleaded, litre contributor to Nigeria’s GDP.
etc. • The first commercial find of crude oil in
Diesel From a Car and tbc
Nigeria was in 1956.
pump – per truck • Nigerian oil is found in the onshore Niger
litre fuel Delta, coastal offshore areas and even in
deep waters.
Motor oil Tins, plastic Engine tbc
(various containers lubricant • Multinational oil companies work with the
grades) Nigerian National Petroleum Corporation
(NNPC).
LPG Cylinder Heating tbc
and • With a maximum crude oil production
cooking capacity of 2,5 million barrels per day
Nigeria is Africa’s largest producer of oil.
Paraffin Litre bottle Lighting tbc
and • Nigeria is the sixth largest oil producing
cooking country in the world.
• Nigeria has huge potential for gas
b) Petrol and diesel are stored in
production too.
underground tanks; lubricating oil is

• Nigeria produces only high value, low
sulfur content, light crude oils. How are you doing? SB p. 33
• The NNPC, through its subsidiary Take this opportunity to ask students if there
the Nigerian Petroleum Development is anything that they do not understand. You
Company (NPDC), is directly responsible can check their understanding by asking them
for four oil and gas fields. some questions about the information covered
• Nigeria belongs to OPEC (Organisation of in the unit. Explain anything that students do
the Petroleum Exporting Countries). not understand.
Assessment
Formal: Teacher to assess and mark essays
Keywords
crude oil – a naturally occurring, thick blackish
coloured liquid
fractional distillation – important process for
refining crude oil
fuel – oil found underground or under the
ocean to produce fuel for cars and chemical
products
petrochemicals – compound obtained from
petroleum or natural gas
petroleum – oil found underground; used for
making fuel
plastics – common, light strong substances
produced by a chemical process
refine − a chemical process which relies on the
properties of hydrocarbons
refinery − specially designed structures where
crude oil is processed into a number of
different products
vaporise − turning crude oil from a liquid into
a gas
Theme 3: Science and development 15

Practice test 1: Answers (SB p. 34)
1. a) habitat − a place where an organism above the water. (2)

lives b) 100 ºC (1)
b) biome − region where there is a c) water vapour (1)
particular climate, vegetation and d) The temperature is high enough for
living organisms liquid water particles to break their
c) adaptation − a feature of an organism forces of attraction and become
that makes it suited to its environment a gas. (2)
d) aquatic −an organism that lives in e) (Any two):
water (4) • Boiling occurs at a particular
2. a) leaves temperature and evaporation occurs at
b) caterpillar any temperature.
c) bird/snake (3) • Bubbles of gas form in the liquid during
3. infancy; adolescence; adulthood (3) boiling, but not during evaporation.
4. Pharmaceutical/cosmetic and nuclear • Boiling occurs throughout the liquid,
chemical groups (2) but evaporation occurs only at the
5. a) (Any two) pesticides, insecticides, surface of the liquid.
fungicides • Boiling is a fast process, while
b) (Any two) soda ash, acids, salts (4) evaporation is a slow process. (4)
6. a) harmful 13. a) water loses heat; ice cubes gain
b) explosive (2) heat
7. a) lead/mercury b) hot tea loses heat; metal teaspoon
b) sulphuric acid/sodium hydroxide (2) gains heat (4)
8. a) 1 000 J (2) 14. a) 1 − conduction; 2 − radiation;
b) 1 000 N (2) 3 − convection (3)
c) 2,5 m (2) b) The handle gets hot by heat
d) i) work done conduction. The rubber foam
ii) energy transferred protect one’s hand from getting
iii) mechanical energy burnt when one picks up the hot
iv) kinetic energy kettle. (3)
v) potential energy (5) c) A shiny silver object/surface emits
9. a) 750 J (2) less heat than a black object/surface.
b) 2 250 J (2) So the silver kettle stays hotter for
c) 2 s (2) longer/does not lose unnecessary
10. In a solid, the particles are packed in heat to the surroundings. (3)
regular arrangement; their only 15. Crude oil is a naturally occurring,
movement is vibration in their fixed thick blackish coloured liquid. It is a
positions. In a liquid, the particles are fossil fuel, which means it is very old.
loosely arranged and can move around It is made up of the remains of dead
each other. (4) organisms, usually zooplankton and
11. a) Towel 3, 2, 1 (3) algae, which have been trapped and
b) The water evaporates, changing buried underneath sedimentary rock.
from liquid to a gas (water vapour) (2) They have then undergone change
c) surface area (1) under heat and pressure to form
d) temperature; wind; humidity (3) crude oil. (2)
12. a) Big bubbles of gas form in the 16. Refinery (1)
water; a white cloud (steam) forms 17. Nigeria (1)
16 Practice test: Answers

18. plastics, artificial fertilisers, solvents,
synthetic rubber (4)
19. Nigeria is a major exporter of crude
oil. This means that the country sells
crude oil to countries which do not have
their own crude oil. The money earned
from these exports is used to fund
economic development in Nigeria.
Crude oil is the biggest contributor to
Nigeria’s GDP. (10)
20. coal (2)
21. a) true; b) false; c) true; d) false (4)
22. Something that burns very easily;
such as petroleum, which must
therefore be handled carefully (2)
23. carbon (1)
24. coal or nuclear power or solar power (1)
25.
Unit Symbol Equation
force a) newton b) N Force = mass × gravity
work c) joule d) J e) Work done = force × distance
energy joule J f) Energy transferred = force × distance
power g) watt h) W i) Power = Worktimedone
(9)
Total: 110 marks
Practice test: Answers 17

17
section
2 Basic Technology
theme
4 Safety
TOPIC 7: First aid

7.1 explain the meaning of first aid
7.2 identify the contents of a first aid box
7.3 apply first aid measures
7.4 discuss the ABC of first aid
7.5 apply the ABC of first aid to victims of common workshop accidents and to road accident victims
Introduction closed; ice packs − to cool an area, e.g.

after a sprain
This topic covers aspects of first aid and how
to apply simple first aid to injured persons. Activity 7.2 Applying simple first aid
measures PAIRS (SB p. 39)
Activity 7.1 Identifying Items in the
first aid box PAIRS (SB p. 39) Guidelines
If possible, have supplies available of
Guidelines
what students will need for this activity:
Remove one item at a time from the box and disposable gloves, a bowl of water and
explain to the class what the item is and what gauze or cotton wool pads to clean the
it is used for. After this exercise, let them wounds, some antiseptic and plasters,
have a chance to take out an item at a time bandages, ice, etc.
and identify it. If this is not possible, the students can just
demonstrate what they would do.
Answers (depending on items available)
• gloves − to prevent spread of diseases, Answers
e.g. HIV; sanitiser − to keep wound free 1. a) Fallen and grazed knee − put on
of infection; antiseptic − to also keep the disposable gloves, clean the wound
wound infection free; gauze pads − to with fresh water, apply a thin layer of
press down on a bleeding wound; scissors, antiseptic, cover with a dressing, e.g. a
− e.g. to cut bandages; tweezers − to plaster.
remove splinters; plasters − to cover open b) Bad cut that continues to bleed − put on
wounds and keep them clean; bandages − disposable gloves, apply gentle pressure
to cover wounds and to bind, e.g. sprained using gauze or a clean cloth to stop the
ankles; safety pins − to hold a bandage bleeding. If the wound is on the arm or
18 Section 2: Basic Technology

leg, raise the limb above the level of the • Explanation only − close nose, tilt head
heart. back, blow into mouth and wait five
c) Sprained ankle − rest the ankle, apply seconds and repeat.
ice but not directly to the skin, wrap the • Explanation only − fingers locked, correct
area lightly in an elastic bandage. position on chest as in illustration, kneeling
d) Burnt hand − place the hand under cool, beside patient, apply pressure down hard
but not cold, water until the pain lessens, and fast (more than 1 per second).
cover with gauze or a clean cloth. (Note: if CPR is done, alternate breaths and
compressions)
Activity 7.3 Learning how to take your
pulse INDIVIDUAL AND PAIRS (SB p. 41) Keywords
Answers CPR – (cardiopulmonary resuscitation) a
Check that the students know how to take medical technique used in emergency situations
their own pulse and work out the rate per where the patient’s breathing and heart have
minute as explained in the Student’s Book on stopped (cardio means ‘heart’ and pulmonary
page 41. means ‘lungs’)
first aid – emergency medical treatment given
Activity 7.4 Using the ABC of first aid to an injured person before medical help arrives
on accident victims GROUPS (SB p. 41) ice packs – bags kept in the first aid kit, must
be hit or shaken to become instantly cold
Answers
ligaments – elastic tissue that holds bones
1. together
• Check that the patient is rolled carefully pulse – throbbing of the arteries caused by the
keeping his back aligned and straight. heart beating
• To open airways, lift the chin and tilt head
back.
Theme 4: Safety 19
TOPIC 8: Rescue operations
8.1 explain the meaning of rescue operations
8.2 identify different aspects of rescue operations
8.3 describe the steps involved in each aspect of a rescue operation
Introduction 4. Water could be contaminated, for example,

by leaking sewerage pipes, dust and dirt or
This topic explains what a rescue operation blood.
is, how to secure the rescue scene and how to 5. a) With no phone lines it is difficult to call
safely rescue people in these situations. for help. Cell phones could be used but
there may not be reception in some places.
Activity 8.1 Case study − Earthquakes b) No electricity means there is no extra
in Nepal 2015 INDIVIDUAL (SB p. 43) lighting in dark areas to see clearly and
Students should read through the case study find people. They would have to rely on
and then answer the following questions torches and batteries.
in their workbooks. After they completed There would also be no electricity
the activity, hold a class discussion to work to boil water. Boiled water is safer to
through their answers. drink and boiling water can be used to
sterilise medical instruments.
Answers Doctors may need to carry out
Note: There are no limited right or wrong surgery on injured victims and need
answers for this activity. Any good and logical electricity for good lighting and for
idea is acceptable. some of their equipment.
1. For example, rocks falling down Mt
Everest could kill people or bury them Keywords
under piles of rocks. Buildings collapsing hazard lights – indicator lights of a vehicle all
could also kill people or bury them under flashing at once as a warning
rubble. Roads were destroyed so people in jaws of life – a piece of equipment that can
vehicles could have been badly injured or cut through metal to free people trapped in
killed. a wreckage
2. For example, secure piles of rubble so that rubble – a loose mass of rough pieces of hard
it don’t fall and cause further injuries to materials like stone or concrete
the victims or injure the rescuers. Cordon spinal cord – nerves that run down the middle
off any broken electric wiring to prevent of the bones in the back (vertebral column)
people from getting electric shocks.
3. The dogs were used to help find people
buried under the rubble or under rocks in
the mountains.

theme
5 Materials and processing
TOPIC 9: Materials and their common uses

9.1 state some common uses of wood
9.2 explain the uses of ferrous and non-ferrous metals and their alloys
9.3 state some common uses of ceramics and glass
9.4 state the uses of plastics
Introduction 2. a) roof trusses – softwood

b) wooden spoons – soft or hardwood
The common uses of four groups of materials c) expensive furniture – hardwood
are discussed, namely wood; ferrous and non- d) cheaper, painted furniture – softwood
ferrous metals and their alloys; ceramics and e) axe handle – hardwood
glass; and plastics and rubber. f) polished wooden carving – hardwood
(but also softwood)
Activity 9.1 Hardwood and softwood g) window and door frames – hardwood
INDIVIDUAL AND GROUPS (SB p. 45) 3. Answers will vary according to groups’
Guidelines discussions.
Introduce the activity by displaying samples 4. Answers will vary according to groups’
of different types of wood (if possible). visits.
Answers Assessment
1. (Any four) Informal: Self-assessment – Questions 1 and 2
Hardwood Softwood
Activity 9.2 Ferrous and non-ferrous
higher density lower density metals INDIVIDUAL AND CLASS (SB p. 46)
more expensive less expensive
Guidelines
more fire resistant poor fire resistance
Introduce the activity by displaying samples
more durable, can bear not suitable for
of different types of ferrous and non-ferrous
more weight weight-bearing ap-
metals (if possible).
plications
lasts longer decays more easily
harder to work with easy to work with
Theme 5: Materials and processing 21

Type of Ferrous Use Reason why it is used
metal or non-
ferrous
steel ferrous vehicle parts and motors; ship-building; strong and shiny
construction girders and cables; do not rust
household items such as cutlery can be pressed and rolled into
door handles, cookware, etc. high quality products
copper non-ferrous in electrical and communication industries excellent conductor of electricity
bronze non-ferrous ornaments, statues and ammunition low metal-on-metal friction
casings; tools such as bearings and clips; ductile
electrical connectors and springs; musical resistant to corrosion (especially
instruments; medals and coins sea-water corrosion)
aluminium non-ferrous construction of aircrafts and vehicles; easy to shape
cool drink cans; roofing material; window resists corrosion
frames; power cables; cookware; heat- good conductor of heat and
resistant clothing electricity
low density
reflective
cast iron ferrous cookware; pipes; automotive industry; cast- can be moulded
ing; also used in construction (but less so)
wrought ferrous gates, outdoor stairs and fences; nuts and strong, malleable and rust-
iron bolts; fine carpentry tools; ornamental resistant
décor items can be easily welded
chrome non-ferrous electroplating; toolmaking; added to steel resists corrosion
to make stainless steel; used in paints and has a high melting point
ceramics to make them light-fast reflective
has a high shine
2. a) A steel plane would be too heavy to fly. Answers
b) An aluminium ship would be fast, but it 1. The report must mention:
would not be able to carry heavy loads, • raw material used − ceramics (clay) and
would corrode in sea water and would glass (silica sand)
not be safe in a fire. • main properties of ceramics − high
c) Cast iron cannot be used for electrical melting temperature, high hardness, poor
wiring as it is brittle and would break conductivity, high elasticity, chemical
under tension and melt due to the heat. resistance and low ductility
3. Answers will vary according to groups’ • main properties of glass − poor conductor
visits. of electricity and of heat, brittle, has a
smooth, non-porous surface and is resistant
Assessment to chemical attack
Informal: Pair assessment • main uses of ceramics – ornamental
and household décor items, cookware,
Activity 9.3 Glass and ceramics electrical insulation, automotive parts
INDIVIDUAL (SB p. 47) (brakes and bearings)
Guidelines • main uses of glass – food containers and
laboratory apparatus, windows, cookware
Introduce the activity by displaying samples
• the advantages and disadvantages of using
of different types of clay items, ceramics and
glass and ceramics – both mediums can be
glass.

moulded and are attractive; both are brittle 2. a) rubber tyre
and can break easily b) plastic plumbing
2. Answers will vary according to groups’ c) plastic roofing
items. d) rubber bands
Assessment
Activity 9.4 Rubber and plastics Informal: Self-assessment
Guidelines Keywords
Introduce the activity by displaying samples alloy – a mixture of more than one metal
and examples of different types of plastics and ceramics – made from clay, then fired in a
rubber, including familiar household items. furnace to make the finished articles hard
ferrous metal – contains iron (FE)
Answers hardwood – good quality wood
1. a) false and true – rubber is a natural non-ferrous metal – does not contain iron (FE)
product from the sap of rubber trees timber − softwoods
but synthetic rubber and plastics are rubber – a strong substance that can bend
petroleum-based products easily
b) false – rubber is used to make footwear wood − forms main part of tree and is used for
such as gumboots, but some footwear is making furniture and for fuel
made from plastics
c) true; d) true; e) true; f) true
Theme 5: Materials and processing 23

theme
6 Drawing practice
TOPIC 10: Geometric construction

10.1 define, identify, draw and list parts of a circle
10.2 use appropriate instruments to divide a circle into equal parts
10.3 use appropriate instruments to draw a tangent and a normal to a given circle and two equal
circles
10.4 define, identify and construct various triangles
10.5 construct inscribed and circumscribed circles to given triangles
10.6 define, identify and construct regular and irregular polygons
Introduction Activity 10.3 Define and identify

various triangles INDIVIDUAL (SB p. 53)
This topic shows students how to draw
shapes accurately using instruments such as Answers
a compass and dividers. It covers geometric 1. 1 – scalene and right-angled; 2 – scalene;
shapes such as circles, triangles and polygons. 3 – isosceles and right-angled;
4 – isosceles; 5 – scalene; 6 – isosceles;
Activity 10.1 Divide a circle into parts 7 – equilateral
INDIVIDUAL (SB p. 51) 2. scalene – all sides are different lengths, all
angles are different
Resources
right-angled – one angle is equal to 90º
Students will need drawing instruments such isosceles – two sides are equal, two
as compasses and set squares. opposite angles are equal
equilateral – all three sides are equal, all
Answers three angles are equal, i.e. 60º
1. c) quadrant
Assessment
Assessment Informal: Peer assessment. Students should
Informal: Teacher assessment. Observe swap books with a partner and mark each
students’ progress as they draw. other’s work.
Activity 10.2 Construct a tangent and Activity 10.4 Construct triangles and
normal to a circle INDIVIDUAL (SB p. 53) inscribed and circumscribed circles to
Resources triangles INDIVIDUAL (SB p. 55)
Students will need drawing instruments such Resources
as compasses, dividers and rulers. Students will need drawing instruments such
as compasses, dividers and rulers.
Assessment
Informal: Teacher assessment. Observe Assessment
students’ progress as they draw. Informal: Teacher assessment. Observe
students’ progress as they draw.

Activity 10.5 Name and describe various Keywords
types of polygon INDIVIDUAL (SB p. 56)
arc – a piece of the circle’s circumference
Answers chord – a line across the circle that joins any two
1. A – pentagons; B – octagons; points on the circle’s circumference
C – pentagons and hexagons; D – decagon/ circle – a round plane figure where every point of
polygon with 10 sides its boundary is the same distance from its centre
2. 1–8 are pentagons; 9–12 are hexagons circumference – the circle’s boundary line
diameter – a line across the circle through its
centre
equilateral triangle – triangle with all sides the
same length and all angles equal
heptagon – plane figure with seven sides
hexagon – plane figure with six sides
irregular polygon – plane figure whose sides are
not all the same length
isosceles triangle – triangle with two sides the
same length; its two opposite angles are equal
normal – a line that is perpendicular to a tangent
octagon – plane figure with eight sides
pentagon – plane figure with five sides
plane figure – any two-dimensional shape
polygon – plane figure with five or more sides
quadrant – a one-quarter slice of a circle
radius – a line from the circle’s centre to its
Assessment circumference
Informal: Teacher assessment. Ask students regular polygon – plane figure with all sides of
for a show of hands. Find out who managed equal length and all angles equal
to get everything right and which students scalene triangle – triangle with no sides of equal
struggled. length; all its angles are different
sector – a slice of a circle
Activity 10.6 Construct regular segment – the part between the chord and its arc
polygons INDIVIDUAL (SB p. 58) tangent – a line that touches the circumference at
a one point only
Resources
triangle – a plane figure with three sides and three
Students will need drawing instruments such angles (corners)
as compasses, dividers and rulers.
For the dodecahedron boxes, students will
need: A4 sheets of paper, scissors and glue
sticks.
Assessment
Informal: Teacher assessment. Observe
students’ progress as they draw. Ask students
to display their dodecahedron boxes in class.
Theme 6: Drawing practice 25

TOPIC 11: Plane figures
11.1 identify regular plane figures
11.2 construct regular plane figures of equal areas
11.3 find the area of regular plane figures
11.4 enlarge and reduce plane figures
Introduction c) 80 triangular
8
pieces = 10
d) number of tiles used × area of one tile
This topic focuses on triangles, rectangles = 10 × 900 cm2 = 9 000
and squares. Students learn how to calculate
Assessment
the area of these shapes and how to construct:
1) a rectangle with an area equal to a given Informal: Self-assessment. Work through the
triangle and 2) a square with an area equal to answers with the class and write the answers
a given rectangle. on the board for students to copy.
They also learn how to enlarge and reduce Teacher assessment: Ask students for a
shapes using: 1) ratios and 2) radial lines. show of hands. Find out who managed to get
everything right and which students struggled.
Activity 11.1 Find the area of
triangles, squares and rectangles Activity 11.2 Construct plane figures
INDIVIDUAL (SB p. 59) of equal areas INDIVIDUAL (SB p. 61)
Answers Answers
1. A – triangle: Area = ½ base × height; 1. a) and b)
= ½ × 8 cm × 5 cm = 20 cm2
B – square: Area = length of side2;
= 5 cm × 5 cm = 25 cm2
C – rectangle: Area = width × height;
= 8 cm × 5 cm = 40 cm2
2. a) Area of square = 10 cm × 10 cm
=100 cm2
b) i) Area of triangle = Area of 4square Artwork is not to scale.
2
= 1004 m = 25 cm2 Should be:
AD = 3 cm
iii) Area of triangle = ½ base × height AE = 8 cm
= ½ × 10 cm × 5 cm = 25 cm2
(Note: You can work out that the
height of the triangle is ½ the
length of the side of the square.)
3. a) Area of square = 7 cm × 7 cm = 49 cm2
b) i) Area of rectangle = ½ area of square c) The construction solution is not shown
= ½ × 49 cm2 = 24,5 cm2 here, but the sides of the constructed
ii) Area of rectangle = width × height square should measure between 3,4 and
= 7 cm × 3,5 cm = 24,5 cm2 3,5 cm.
(Note: You can work out that the 2. a) Area of triangle = ½ × 8 cm × 3 cm
height of the rectangle is ½ the = 12 cm2
width of the side of the square.) b) Area of rectangle = 4 cm × 3 cm
4. a) 30 cm × 30 cm = 900 cm2 = 12 cm2
2
b) 900 8cm = 112,5 cm2 c) Area of square = 3,45 cm × 3,45 cm
= 11,9 cm2 (Check that the sides are

accurately 3,46 cm, but accept answers
in this range: 3,42 = 11,56 and
3,52 = 12,25)
Assessment
Informal: Teacher assessment. Ask students to
hand in their work so you can check it.
Assessment
Activity 11.3 Understand ratios
PAIRS (SB p. 61) Informal: Teacher assessment. Ask students to
hand in their work so that you can check it.
Answers
1. a) 2 : 1 Keywords
b) 2
area – the size of a surface
2. a) 1 : 2
enlarge – to make bigger
b) ½
quadrilateral – a plane figure with four
3. a) 4 : 1
straight sides
b) 4
radial line – one of several lines, like the
4. a) ½
spokes of a wheel, that converge at a
b) 4 (Note: If you enlarge a shape by
common point
100%, you are doubling its size.)
ratio – two or more relative values
Assessment rectangle – a quadrilateral with four right
Informal: Peer assessment. Ask students to angles
swap books with a partner and mark each reduce – to make smaller
other’s work. scale factor – a multiplying factor or ratio
square – a rectangle with four equal sides
Activity 11.4 Enlarge and reduce plane
figures INDIVIDUAL (SB p. 62)
Answers
1. a)
Artwork is not to scale. Should be:

W = 8 cm
H of wall = 4 cm
L of roof side = 5 cm
b) Artwork is not to scale. Should be:

W = 2 cm
H of wall = 1 cm
L of roof side = 1,25 cm
Theme 6: Drawing practice 27

theme
7 Tools, machines and processes
TOPIC 12: Woodwork machines

12.1 identify the different types of woodwork machines
12.2 state the uses of the various woodwork machines
12.3 carry out simple operations with the machines: cutting
12.4 carry out simple operations with the machines: boring
Introduction d) electric screwdriver, useful where lots

of screws have to be secured quickly
Different types of woodwork machines are e) drill press, allows you to drill holes
reviewed. These are all power tools, unlike very accurately and at a perfect
the hand tools which were dealt with in perpendicular to the surface of the wood
JSS1. The uses of different types of tools f) an angle grinder is a handheld power
and machines are examined, and simple tool used for cutting, grinding and
cutting and drilling (boring) operations are polishing
undertaken. g) a plane is a tool used to flatten, reduce
the thickness of, and smooth out a
Activity 12.1 Tools and machines rough piece of wood
INDIVIDUAL OR GROUPS (SB p. 65) 2. Students should consider the information
Resources learned before they contribute to the
Find as many examples as possible of discussion.
woodwork power tools and machines that are
available in the school workshop. Assessment
Alternatively, invite a local woodworker or Informal: Group and individual assessment,
carpenter to visit with some of their portable based on directed classroom discussion.
power tools such as an electric drill or circular
saw. Activity 12.2 Working with tools and
machines GROUPS (SB p. 66)
Guidelines Guidelines
Introduce the activity by showing and This activity must be done under teacher
explaining the different types of power tools supervision. Ensure that safety rules are
and machines available. enforced.
Answers
Answers
1. a) circular saw used to cut logs, timber, 1. Use wood and power tools provided to
planks and any type of wood practise these different operations. If
b) lightweight cordless hand drill for this is not possible, then read up about a
work around the house particular power tool and report back to
c) a power fretsaw (also called a jigsaw) for your class.
cutting sheets of plywood or thin planks

2. 3. overalls – to protect clothing and body
Woodwork Hazard or injury from possible splashes of chemicals, paint,
power tool glue, etc.
a) circular saw severe slicing or shearing of steel-capped boots/shoes – to protect feet
flesh on arms, legs or body from falling objects, chemicals, etc.
(dangerous power tool) protective goggles – to protect eyes from
b) drill holes accidently drilled into chips, splinters, chemicals, etc.
the work bench
c) electric sander skin abrasions (scrapes) Keywords
d) damaged electrocution maintenance – work done to keep something in
electrical cord good order
e) lathe wood flying out and hitting portable tools – can be moved quickly and easily
someone because it was from place to place
not properly secured power tools – need electricity to drive them
f) fret saw severe cut or even amputa-
tion of fingers or a hand
g) electric planer finger injuries such as
cuts or severe damage to
muscle (generally regarded
as the most dangerous of
power tools)
Theme 7: Tools, machines and processes 29

TOPIC 13: Metalwork machines
13.1 identify the various types of metalwork machines
13.2 state the uses of the different types of metalwork machines
13.3 carry out simple operations with the machines: cutting
13.4 carry out simple operations with the machines: drilling
Introduction Activity 13.2 Working with tools and

machines INDIVIDUALS AND PAIRS (SB p.68)
Different types and uses of metalwork machines
are examined. Simple cutting and boring Term or Woodwork Metalwork Both
(drilling) operations of metal are practised. name
power hack x
Activity 13.1 Metalwork tools and saw
machines GROUPS (SB p. 67) drill press x
Resources sander x
Find as many examples as possible of electric drill x
metalwork power tools and machines that are centre lathe x
available in the school workshop. fret saw x
Alternatively, invite a local metalworker to electric x
visit with some of their portable power tools. screwdriver
arc welder x
Guidelines
safety x
Introduce the activity by showing and procedures
explaining the different types of power tools
2. The group discussions should include:
and machines available for metalwork.
lubricants; first aid kit; fire extinguisher;
cleaning equipment; safety equipment
Answers
(goggles, welding gloves and masks), etc.
1. Answers will vary according to groups’ 3. If a visit to a metalwork shop is not
discussions. possible, design a chart showing pictures
2. a) tolerance – means that work is of different metalwork tools and machinery
done to an accuracy of thousandths or and include explanations of what each tool
hundredths of a millimetre or machine does.
b) accuracy – means that cutting, drilling and
shaping metal must be done to exact and Assessment
precise measurements to avoid wastage
Informal: Group discussion
and to ensure that parts are correctly made
c) centre lathe – a piece of heavy machinery
used to turn or shape metal, or even to Keywords
drill holes with extreme accuracy accuracy – ability to do something precisely
d) robust – metalworking tools must be robust – stronger
strong enough to withstand everyday tolerances – a permissible difference
usage and wear and tear
e) bit (drill) – a metalworking drill bit
must be much harder than those used in
woodwork

TOPIC 14: Belt and chain drives
14.1 describe belt and chain drives
14.2 explain the principles of belt and chain drives
14.3 state the advantages of belt and chain drives
14.4 state the disadvantages of belt and chain drives
Introduction Activity 14.2 Belts and chains

The concept of belt and chain drives is
introduced in this topic. The principles of Guidelines
belt and chain drives, and how they differ, is As for the previous activity, emphasise the
examined. The advantages and disadvantages practical uses of belts and chains.
of belt and chain drives, and some practical
applications of each, are also investigated. Answers
1. a) true
Activity 14.1 Belt and chain drives b) false – they should not be lubricated
INDIVIDUAL AND PAIRS (SB p. 69) because this will damage the belt
Resources c) false – overtightening can cause a belt
to snap and the chain could damage the
Pictures or posters of belts and chains;
sprocket
examples of belts (for example, a motor car
d) true
fan belt); examples of chains (for example, a
e) false – when a chain breaks or becomes
bicycle chain)
worn, it will need repair or replacement
f) true
Guidelines
g) true
Emphasise that belt and chain drives are used h) true
in everyday life. Students will relate to a i) true
common example, the bicycle. 2. The ‘Moving machinery’ sign is most
likely to be seen in a workshop with belt
Answers or chain driven machines because of the
1. Accept any five of these characteristics: danger of trapping hands or clothing in the
costs (a belt is cheaper than gears); running cogs, chains or belts.
smoothness; space constraints; weight
constraints; noise constraints; how much Keywords
power must be transferred; reliability and belts and chains − transfer power from one
long service (belts and chains can snap, drive shaft to another shaft via a cog or a
gears are more reliable); whether the pulley
power delivery is smooth, or variable. cog − another name for gear (see gear)
2. a) Chains are flexible for transfer to the smooth belt − depends on friction between the
derailleur (gears); do not stretch; fit belt and the pulleys
any frame; can be easily adjusted and sprocket − a pulley wheel with teeth
replaced. toothed belt − pulley wheel has grooved teeth
b) A fan chain because it is quieter; does
not wear the teeth out of the gear; does
not require lubrication and remains tight.
3. a) timing belt; b) fan belt; c) bicycle chain;
d) spindle; e) cog

TOPIC 15: Hydraulic and pneumatic machines
15.1 identify hydraulic and pneumatic machines
15.2 name the components of each machine
15.3 explain the principles behind the working of pneumatic devices
15.4 state the uses of the machines
Introduction Pneumatic and hydraulic machines

Hydraulic and pneumatic machines are Similarities Differences
described and explained in this topic. 3 in both, the compressed air can be
The components of each of these types of machinery is stored, so pneumatic
machine are named and briefly described. The less likely to machines can still run until
principles behind the working of pneumatic experience the air runs out if electrical
and hydraulic devices are explained, and the any bounce- power is lost
back, recoil
uses of the machines are stated.
or shock
damage
Activity 15. 1 Pneumatic and hydraulic
4 both use gas/air can be compressed
machines INDIVIDUAL (SB p. 73)
electricity but liquids cannot
Resources to drive the
Pictures or posters of hydraulic and pneumatic motors
machines. 5 both make hydraulic machinery is
If possible, actual examples of such machines use of fluid easier to operate than
and machinery, for example a hydraulic jack. power pneumatic machinery
because of the predictable
Guidelines way in which hydraulics
behave
Stress that the purpose of both hydraulic and
pneumatic machines is to let the machine do 2. a) Hydraulic machines:
heavy work such as lifting, pushing, crushing • Hydraulic liquid does not absorb any of the
and drilling, rather than using human muscle supplied energy, it simply transfers these
power. forces in the same system.
• Hydraulic machinery can produce lots of
Answers force to do useful work because hydraulic
fluid is practically incompressible.
1.
• Also because of this feature, there is hardly
Pneumatic and hydraulic machines any bounce-back or recoil in a hydraulic
Similarities Differences system.
1 both use gas absorbs excessive • Hydraulic machinery is easier to operate
pressurised force, while the fluid in than pneumatic machinery because of
mediums hydraulic systems transfers the predictable way in which hydraulics
force behave.
2 both are pneumatic systems are b) Pneumatic machines: (Any four or five)
simple to safer because, unlike hy- • The design of pneumatic machinery is
control draulic machines, air won’t fairly straightforward.
burn, while hydraulic oils • Machines usually use standard cylinders
will and other parts, and operate using simple
on-off controls.

• Pneumatic machines have long operating F – pump; G − control valve; H − retract/
lives and do not need lots of complicated extend switch
maintenance. 2. A − rod and piston; B − control valve;
• Because gas (including air) is C − compressed air tank; D − arrows on
compressible, machinery is less likely to the left indicate air being pumped into the
experience shock damage. cylinder to drive the piston to the right;
• Gas absorbs excessive force, while the E − arrows on the right indicate air being
fluid in hydraulic systems transfers force. pumped into the cylinder to drive the
• Compressed air can be stored, so piston to the left
pneumatic machines can still run until the
air runs out if electrical power is lost. Assessment
• Pneumatic systems are safer because, Informal: Self-assessment
unlike hydraulic machines, air won’t burn,
while hydraulic oils will. Keywords
hydraulic machine − uses pressurised fluid to
Activity 15.2 Hydraulic and pneumatic power the machine
components INDIVIDUAL (SB p. 75) pneumatic machine − uses compressed gas,
Answers usually air, to operate
1. A − clevis and rod; B – piston;
C – cylinder; D – reservoir; E – filter;
TOPIC 16: Gears

16.1 identify different types of gears
16.2 state the uses of various types of gears in a mechanical system
16.3 determine gear ratios
16.4 describe the relationship between gear ratio and speed of rotation
16.5 state the functions of lubricants in gears
16.6 construct and use gears
Introduction gears turn. It is important that they note how

gears turn, and why different size gears turn at
Different types and uses of various gears in a different speeds.
mechanical system are outlined. Gear ratios are
explained, and the determination of gear ratios Answers
is discussed. The relationship between gear 1. A gear is a wheel, usually made of steel, with
ratio and speed of rotation is explained, as are teeth machined into it. Another name for a
the functions of lubricants in gears. Practical gear is a cog. Gears mesh with one another,
construction of simple gears is explained. which means the teeth engage when the
gears move.
Activity 16.1 Gears INDIVIDUAL (SB p. 77)
2. Gears are usually made of hardened steel
Resources because it reduces wear and tear when they
If possible, an old gearbox. Examples of gears are used.
(for example, a butterfly can-opener) 3. a) External gears are gears with their teeth on
the outside of the cog, which face away
Guidelines from the centre of the drive shaft. Internal
Show students how gears mesh, and how gears are the opposite of external gears;

the teeth on the cogs point towards, rather surfaces; prolong the life of the
than away from, the centre shaft. machinery; prevent the machinery
b) Bevel gears are gears where the axes of the from seizing up; help prevent corrosion
two gear shafts intersect, usually at 90°, but of metals; act to deaden sound; help
bevel gears can be designed to work at other remove and trap harmful chemicals in
angles too. Spiral gears are simply bevel an engine, etc.
gears with helical teeth and are used in motor b) Some lubricants are thick (viscous) like
car and truck differentials where the direction grease; it is used for parts that can only
of drive from the drive shaft must be turned be lubricated infrequently and where a
90° to drive the wheels of the vehicle. lubricating oil would not stay in place.
4. A gearbox is an enclosed system of Car engine oil is less viscous; its main
assembled gears that transmits mechanical function is to reduce wear on moving
energy from a prime mover to an output parts, clean, inhibit corrosion, improve
device. A gearbox can also change the speed, sealing and cool the engine by carrying
direction, or torque of mechanical energy. heat away from moving parts, etc. Oil
for sewing machines, watches, locks,
Assessment etc. is thin and runny and is used in
Informal: Pair assessment situations where less oil is better than
more.
Activity 16.2 Gear ratios d) Housing gears in a gearbox makes
INDIVIDUAL AND PAIRS (SB p. 79) it easier to lubricate them because
it provides mechanical support for
Resources
the moving components, mechanical
The same as in Activity 16.1, also lubricating protection from the outside world,
oil. and a fluid-tight container to hold the
lubricant that bathes those components.
Guidelines Answers will vary depending on the group
The mathematical concept of gear ratios discussions
(different-sized gears turning at different
speeds to transfer energy from one shaft to Assessment
another) must be emphasised. Informal: Self-assessment or hold group
discussions to assess whether students
Answers understand the concept of ratios and the
1. a) 4 : 1; b) 6 : 1; c) 3 : 1 purpose of lubricants for gears.
2. There would not be any change in the
speed or direction in the left and right gears Activity 16.3 Making simple gears
because they would always move in the same INDIVIDUAL (SB p. 79)
direction and at the same speed because their
Resources
gear ratio is 1 : 1 for all three.
3. a) The two gears will rotate in the opposite Two sheets of stiff cardboard, a sheet of
direction to each other. corrugated cardboard, glue, nails or notice
b) The gear on the left (drive gear) is board pins, compass or something to draw
bigger than the driven gear so the drive circles on the cardboard, a blade or scissors
gear will turn slower than the gear on and a straight edge, etc.
the right.
4. a) Gears need to be lubricated to reduce Guidelines
friction between the moving surfaces; Note: The answers describe the steps taken in
prevent heat build-up; protect moving this practical exercise.

Answers Keywords
Step 1: Use a compass or take a plate, to bevel gears − gears where the axes of the two
trace a circle the size of a plate on the sheet of gear shafts intersect
cardboard. external gears − gears with their teeth on the
Step 2: Use the compass, or a smaller plate, to outside of the cog
trace two smaller circles on the other sheet of gear − used to transmit energy or to change
cardboard. the speed or direction in which energy is
Step 3: Cut out the three cardboard circles for transmitted; also known as a cog
your gears. gear ratio − number of revolutions per minute
Step 4: Measure the thickness of the cardboard, (rpm) one cog makes in relation to another
and then, using the straight edge and the blade, helical gears − teeth of a gear cut at an angle
cut strips of corrugated cardboard to form the to the face of the gear
teeth on your gears. It does not really matter internal gears − opposite of external gears;
how long the strips are, because there can be teeth on the gear cogs point towards the
joints on the finished gear. centre shaft
Step 5: Glue the strips of teeth onto the lubricant − a petroleum-based product which
cardboard circles to complete the three gears. keeps the moving parts of a machine
Step 6: Pin each gear, making sure the teeth of functioning properly
all three gears mesh, onto the second piece of mesh − teeth of different gears engage
cardboard. spiral gears − bevel gears with helical teeth
spur gears − most common type of gears
Assessment transmission − (or gear train) two or more cogs
Informal: Students can decide (vote) for the working together
neatest or best-functioning gears. viscosity − how thick or thin a lubricant is
How are you doing? SB p. 80

Take this opportunity to ask students if there
is anything that they do not understand. You
can check their understanding by asking them
some questions about the information covered
in the unit. Explain anything that students do
not understand.

Practice Test 2: Answers (SB p. 81)
1. Gloves are used because certain diseases 15. copper (1)

are spread in blood, e.g. HIV (2) 16. It is made from aluminium, because it is
2. Put on gloves, apply pressure to the very light and strong. (2)
wound using gauze or a clean cloth 17. Glass is made from silica sand, not
until bleeding stops. (4) clay. (2)
3. ligaments (1) 18. Rubber is a naturally occurring product,
4. A − airways; B − breathing; made from the latex sap of the rubber tree.
C − circulation (3) Plastic is made from petrochemicals; it
5. Use your index and middle fingers; place is an artificial product. (4)
your fingers on wrist below thumb; feel 19. a) 2; b) 4; c) 6; d) 3; e) 1; f) 7; g) 5 (7)
for pulse; count the number of beats in 15 20. A − radius ; B − diameter; C − chord;
seconds; multiply the number by four to D − tangent; E − circumference; F − arc;
get the pulse rate per minute. (6) G − sector; H − quadrant (8)
6. (Any three) secure rubble so it does not 21. a) A − the circumscribed circle
cause any further injuries; cordon off B − inscribed circle (2)
broken electric wires; keep people away b) A − right-angled triangle
from leaking sewerage pipes (3) B − equilateral triangle (2)
7. If the vehicle is not secured, it could cause 22. a) i) area of square = 5 m × 5 m
injuries to the rescuers if it begins to move. = 25 m2 (3)
If the vehicle is not secured, it could ii) area of rectangle = 2 × 25 m2 = 50 m2 (3)
further injure the victims in the vehicle iii) area right-angled triangle =
if it moves. (2) ½ × 5 m × 5,4 m = 13,5 m2 (4)
8. a) The victims must be secured so that iv) area of equilateral triangle =
further injuries are prevented while 2 × 13,5 m2 = 27 m2 (3)
trying to remove them, for example v) area of pentagon (house-like shape) =
injuries to the neck and spine and area of rectangle + area of equilateral
broken bones. (1) triangle = 50 m2 + 27 m2 = 77 m2 (4)
b) neck and spine (2) b) i) 5,4 m line should measure 12 mm;
9. Hardwood is hard and not as common 6 m line should measure 13,5 mm(4)
as softwood, which is softer and more
plentiful. (2)
10. Structural timber is generally used in the
building/construction industry and are
used for roofing trusses, beams, and struts,
ceilings, skirting, and flashing, timber ii) 1 : 2 (2); iii) half (1)
batons windows, door frames and doors.(2) 23. In a workshop, because there is lots
11. (Any one) It is plentiful, it is a renewable of dangerous machinery around. (1)
resource, it is fairly cheap, it is very easy 24. a) belt sander used to sand and smooth
to work with. (1) wood; b) jigsaw, used to cut shapes into
12. It has a big variety of uses; it can be wood; c) circular saw, used to cut wood
used for many different things. (1) into planks, or to make large cuts. (6)
13. Ferrous metals are iron-rich metals, while 25. lathe (1)
non-ferrous metals don’t contain iron; 26. because accidents can happen when
for example, copper and gold. (4) working with tools (1)
14. a) true; b) true; c) false; d) true; e) false (5) 27. a) true; b) false; c) true (3)

28. (8) 44. Chains are generally stronger and
DO DO NOT longer lasting, and a chain will not slip.(2)
keep all blades, bits and eat and drink in the work- 45. Belts are cheaper and less noisy. (2)
rollers clean and free of shop 46. This will depend on the application,
sawdust and wood shav- and whether things like lightness, fine
ings tolerances and noise are an issue. (4)
try to have a system for use a power tool for a 47. A chain is stronger, and will not slip
organising your power job for which it is not when sudden pedal power is put on it. (1)
tools so that you do not designed 48. It is quieter and lighter than a chain. (1)
waste time hunting for
the right power tool for
49. Both use a mobile substance
the job (pneumatic fluid, air) under pressure. (2)
wear safety goggles and service or clean a tool or
50. Hydraulic machines use hydraulic fluid
gloves where necessary machine while it is con- in their mechanisms, pneumatic
nected to a power supply machines use compressed air. (2)
store power tools and show off with power 51. a) hydraulic; b) pneumatic; c) hydraulic;
machines so that they are tools d) pneumatic (4)
not exposed to excess 52. a) true; b) true (2)
heat or moisture 53. False, they use brake fluid. (2)
29. Overalls; they protect you and your 54. Hydraulic system. There are two pistons
clothes from dirt and possible injury. (2) of different size, which allows for the
30. planing, sanding (2) force exerted to be increased, though the
31. a) iii) metal is harder than wood; distance travelled by the driving piston
b) ii) accurate drilling of holes in metal (2) also increases. (2)
32. Tolerances are exact, very fine 55. It is a metal tube in which a piston
measurements needed for the contact moves up and down or side to side. (1)
and joint between metal parts. (2) 56. because special skills are needed to
33. d) bench press (1) operate such equipment (1)
34. False, safety is even more important 57. a) components or parts; b) operator (2)
in metalwork as metal has sharp edges, 58. A cog, usually metal, with teeth, which
and generates sparks when cut or rotates on an axle. (1)
drilled. (2) 59. spur gear: straight teeth, mounted on
35. a) False, all workshop machines need parallel shafts (2)
servicing; b) False, they are powered by 60. helical, bevel, spiral (3)
electricity (2) 61. On an internal gear, the teeth are on the
36. e) heating (2) inside of the gear, and on an external
37. It is a place where metal is worked and gear, they are on the outside. (2)
shaped into useful, or artistic objects. (1) 62. motor car, or motor vehicle, or bicycle (1)
38. (Any three) cutting metal, drilling metal, 63. Cog B is turning in the opposite
pressing metal, soldering, brazing or direction to cog A. (2)
welding metal (3) 64. reverse gear on a motor car (1)
39. They convey power (energy) from one 65. Yes, the bigger the gear (the more teeth),
axle or gear to another. (4) the slower it will turn in relation to a
40. Belts are usually smooth, while all smaller (fewer teeth) gear. (1)
chains run on cogs. Chains are made 66. b) promote heat build up (1)
of steel links, belts or fibre. (2) 67. Viscosity is the thickness of the lubricant;
41. gearboxes, to drive machinery, bicycle heavy machinery needs thick grease
chains, to drive cam shafts (4) and oil, a sewing machine needs very
42. A − primary cog; B − chain; runny (viscouos) oil. (2)
C − secondary cog (3)
Total: 190 marks
43. one is toothed, one is not (4)
section Physical Education and
3 Health
theme Learning about our

1
8 Basic human movement
environment
TOPIC 17: Posture and postural defects

17.1 explain the meaning of posture and postural defects
17.2 demonstrate appropriate posture in sitting, standing and walking
17.3 describe postural defects like kyphosis, lordosis, scoliosis and flat feet
17.4 explain the causes of postural defects
Introduction person being assessed (their partner) at the top

of the tables.
This topic defines what good posture is and why
it is important. It also describes some postural Answers
defects and the causes of these problems. 1. Each student has a chance to stand facing
forwards and sideways, while the partner
Activity 17.1 Demonstrating good puts ticks in the table next to each item
posture PAIRS (SB p. 88) being assessed.
Guidelines Once they have finished, they need to
Students work with a partner. Each pair will show their partner if there were any crosses
need a chair with a straight back and a book to and giving him/her an opportunity to
pick up off the floor. correct that aspect.
Keywords
Answers
osteoporosis – a condition in which bones lose
1.– 2. Each person has a chance to sit, stand density and so become weak and brittle and
and then lift the book off the floor. Their break easily
partner watches and helps if they see the postural defects − various conditions people
partner needs assistance or guidance in suffer from which affect their posture
completing this activity. posture − way you hold your body while doing
certain activities
Activity 17.2 Assessing someone’s rickets – a common childhood disease usually
posture PAIRS (SB p. 88) caused when children are suffering from
Guidelines severe malnutrition; can cause the bones to
1.– 2. Students work with a partner. Each soften and weaken
pair needs to make a copy of the table in thorax – the chest area
the Student’s Book and put the name of the
38 Section 3: Physical Education and Health

TOPIC 18: Issues and challenges in physical and health education
18.1 list various issues and challenges in physical and health education
18.2 explain the meaning of human trafficking
18.3 explain the health implications of human trafficking for victims
18.4 suggest reasons for human trafficking
18.5 state solutions to human trafficking
18.6 explain and list sports laws
18.7 define tort, negligence and assault in sport
Make sure the posters are bold and eye-
This topic covers human trafficking and issues
catching so that they draw attention. It should
related to it. Various sports laws, and some
highlight human trafficking but not contain
health and physical education challenges are
too much detailed information. The completed
also covered.
posters can be displayed in the school or
other public places, for example in libraries or
Activity 18.1 Worldwide human
shops.
trafficking statistics INDIVIDUAL (SB p. 90)
Guidelines Keywords
Make sure the students know what a pie amateur sport − sport played without players
chart is and how to read/analyse it. If you are earning money
comfortable that they can read the chart, then facility − a place, especially a building, where
allow them to answer the questions. activities happen
human trafficking − an organised, criminal
Answers activity in which people, mostly women and
1. prostitution, 46% girls, are used for prostitution and forced
2. domestic servitude (service), 27% labour
3. factories malnourished − being in poor health because
4. 10% of not being fed enough food for good
5. 800 000 total; % used in prostitution: health
46% of 800 000 miscarriage − loss of an unborn baby (a
10046
× 800 000 foetus) before it is developed enough to
= 368 000 people survive independently
professional sport − players paid for the time
Activity 18.2 Making people more spent playing and training for the sport
aware of human trafficking STDs – sexually transmitted diseases, these
INDIVIDUAL OR GROUPS (SB p. 91) infections are spread through sexual contact
Resources with an infected person
Provide sheets of blank paper or cardboard. tort – an action that harms someone
Theme 8: Basic human movement 39

TOPIC 19: Recreation, leisure and dance activities
19.1 mention types of recreational activities
19.2 differentiate between indoor and outdoor activities giving examples
19.3 take part in recreational activities such as Ludo, table tennis and soccer
19.4 explain dramatic and creative rhythms and the differences between them
19.5 list and demonstrate different dance activites, for example bata, mkpokiti, atilogwu, koroso
and ekombi
19.6 mention and demonstrate some computer games for example Around the world in eighty
days and Soccer
Introduction 3. based on data collected in class

4. a) and b) based on data collected in class
This topic extends on work covered in JSS1. 5. teacher demonstration
Various indoor and outdoor activities are
described. Different types of dance are also Assessment
discussed.
Activity 19.1 Conduct a survey of
recreational activities GROUPS (SB p. 93)
Activity 19.2 Demonstrate dances and
games GROUPS (SB p. 95)
Guidelines
Guidelines
Arrange students in groups. You may need to
assist some students with interpreting the pie 1. Arrange students in groups. Prepare to
chart. Explain to them that they are going to demonstrate table tennis, aerobic dance
do a survey in class of recreational activities. or any dance that you may know. You
Prepare to demonstrate either table tennis, could invite a dance group to school to
Ludo or soccer. demonstrate some dances to the students.
2. Group discussions will vary depending
Answers on the group members’ individual
circummstances
2. a) Ludo, computer games, jogging,
dancing and table tennis
b) 180 pupils Keywords
c) i) computer games recreation – doing activities during leisure time
ii) table tennis that people enjoy doing
d) i) 180 30
× 100 = 16,7 % rhythm – a repeated pattern of movement or
ii) 18060 × 100 = 33,3 % sound

TOPIC 20: The striking games
20.1 demonstrate the basic skills and techniques involved in striking games
20.2 apply the rules and regulations governing striking games
20.3 list the officials, and their functions, for striking games
Introduction • chop − is a bigger, heavier push, hit well

back from the table
The basic skills and techniques involved • lob − sends the ball high (up to 5 metres)
in striking games are described and into the air
demonstrated. The rules and regulations • block − the ball rebounds toward the
governing two striking games, namely tennis opponent with nearly as much energy as
and table tennis, are examined. The role of it arrived with
officials, and their functions, for both striking 2. a) backspin − causes the ball to stop more
games (tennis and table tennis) are reviewed. quickly or rebound at a steep angle
when it hits the table
Activity 20.1 Table tennis skills b) topspin − causes the ball to curve
PAIRS (SB p. 96) downwards and stay low
Resources c) sidespin − causes the ball to swerve left
Table tennis table, table tennis bats, net and or right in the air
ball d) corkspin − causes the ball to jump left
or right after it hits the table
Guidelines
Assessment
Use the illustrations in the Student’s Book,
as well as the table tennis equipment, to Informal: Peer assessment. Pairs check each
familiarise students with table tennis as a other’s answers.
striking game.
Activity 20.2 Skills and techniques
Answers GROUPS (SB p. 97)
1. • hit − direct hit on the ball sending it Resources
back to the opponent Table tennis table, table tennis bats, net and
• loop − bat grazes the ball, resulting in a ball
large amount of topspin, making the ball
loop over the net Guidelines
• counter-hit − ball is hit with a short This activity should be organised by the
movement straight after hitting the table teacher. This is a practical exercise of table
so that the ball travels faster to the other tennis skills.
side
• flick − backswing is compressed into a Answers
quick wrist action
1. Set up a table tennis table and provide
• smash − a large backswing and quick
students with bats and balls. Let each
acceleration is used to hit the ball so
student practice serving and hitting the ball
quickly that the opponent cannot return it
using a correct grip.
• push − the bat cuts underneath the ball,
2. Use the knowledge gained from Activity
giving it backspin and causing the ball to
20.1 to practice some of the strokes
float slowly to the other side of the table
mentioned.

3. Answers will vary according to the local
3.
players’ demonstration.
4. Tournament referee, umpire, assistant Number of points won Score call
umpire, scorer (accept any three). 0 love
1 fifteen
2 thirty
Activity 20.3 Tennis skills
3 forty
GROUPS (SB p. 97)
4 game
Resources
3−3 (even between two deuce
Tennis court, tennis net, racquets and balls players)
Students who are going to practice tennis 3−3 and the serving player advantage server
skills must wear tennis shoes, or go barefoot. has just won the next point
Answers 4. a) false − a player is allowed two serves

These are activities involving observing and b) true
practising so there are no real answers. c) false − only doubles games make use of
the tramlines
Activity 20.4 Tennis officials and d) true
scoring INDIVIDUAL (SB p. 98) e) true
Guidelines
Assessment
Ask students why they think it is necessary to
Informal: Self-assessment or peer assessment
have officials to control any sport, including
tennis. Then lead into the activity on tennis
officials. Keywords
racquet – object used to hit a ball
Answers striking game – players hit a ball over a net
1. A − line umpires; B – player; C − chair using hand-held bats
umpire; D − ball boy; E − spectators
(crowd)
2. a) The match referee has the final say on
any decisions, or matters of discipline.
b) The chair umpire controls the tennis
match.
c) The line umpire calls balls in or out of
play.

TOPIC 21: First aid and safety education
21.1 define accidents and injuries
21.2 state safety measures to be taken at home, school, on the sports ground and on the road
21.3 list sports injuries and causes
21.4 mention first aid treatment for injuries
21.5 propose measures of preventing sports injuries, domestic accidents and road traffic accidents
Introduction 2. To control the bleeding, use gentle pressure

with some gauze or a clean cloth; put
This topic covers various types of accidents towels or some sort of padding around the
and injuries and how to prevent them. Sports area to support it and stop it from moving;
injuries and first aid treatment of injuries is make sure not to move the fractured area
also covered. until help arrives.
3. Do not move the shoulder; put soft
Guidelines padding, for example towels, around the
If possible, have some of these items in the shoulder to support it; make the patient
classroom: any protective sports gear, for comfortable; wait for medical help to
example shin pads, gum guards, bicycle arrive.
helmets or anything mentioned in the 4. Also use the RICE method: rest, ice,
Student’s Book you may have access to. compression although elevation may not
be possible. Remember do not apply ice
Activity 21.1 Practising first aid for directly to the skin. A cloth or towel on the
sports injuries PAIRS (SB p. 102) skin will protect it from the ice.
Resources
Elastic bandages, disposable gloves, cushions Keywords
or towels for padding, ice, gauze or a clean accidents – unintentional events that usually
cloth result in damage or injury
immobilise − prevent something from moving
Answers injuries − damage or harm done to a person
1. The injured person should rest; their reflectors − objects used to reflect light
partner should apply ice to the affected safety glass – treated glass that does not
area but not directly on to the skin; then shatter if it breaks
compress by applying an elastic bandage
lightly around the joint; elevate the leg.

TOPIC 22: Personal, school and community health
22.1 state the meaning of school health programme; personal health and community health
22.2 list components of school health programme
22.3 list types of environmental pollution
22.4 mention effects of environmental pollution
22.5 propose preventive measures against environmental pollution
22.6 explain the FRESH approach to school health programme
Introduction Activity 22.2 The pollutants entering

the ocean INDIVIDUAL (SB p. 109)
This topic covers the school health
1.
programme, as well as personal and
community health. In addition, various types
of pollution are also discussed.
Guidelines
Refer to Figure 22.1, it refers to physical,
social and mental well-being. Social
well-being involves peoples’ experiences
connecting with other people and how strong
those relationships are. It includes having
supportive relationships and feeling trust and
belonging.
2. sewerage
Mental well-being includes a person being
3. a) farm run-off − pesticides, fertilisers, etc.
able to cope with the normal stresses of life
that run off from farm lands and make
and knowing his or her own potential.
their way to rivers and then oceans
b) maritime transport − oil spills and litter
Activity 22.1 Case study – Plastic in thrown overboard from ships
the oceans INDIVIDUAL (SB p. 108)
c) industrial waste − waste from factories
1. (Any three ideas): pick up any plastic that is put into rivers and makes its way
litter; recycle plastic; use less plastic to the ocean
containers; avoid buying things with lots of d) offshore oil − drilling on the ocean bed
plastic packaging. for fossil fuels; they could have leaks or
2. (Any ideas that make sense): fish and other accidents and cause spillage
animals can swallow it; it is small enough
to get lodged in animal’s organs once Assessment
swallowed and then humans eat it when Informal: Self-assessment
we eat the fish; it is difficult to see and
difficult to find and remove from the waste.
3. Possible answer: Animals can swim into a
ring and the ring can get stuck around their
body. As the animal grows, the ring will
not stretch and therefore will cut into the
animal’s body.
44 Section 3: Physical education and Health

TOPIC 23: Non-communicable diseases and their prevention
23.1 define non-communicable diseases
23.2 state the nature of non-communicable diseases, for example sickle cell, obesity, asthma,
anaemia and kwashiorkor.
Introduction b) It can be triggered by allergens,

smoking, infections, cold air,
Non-communicable diseases including sickle medications, stress and food additives.
cell anaemia, obesity, asthma, anaemia 6. a) It is most prevalent in places where
and kwashiorkor are described in terms of there are food shortages, poor education
symptoms, treatment and prevention. and poverty; mainly in rural areas.
b) Food is slowly introduced to a child
Activity 23.1 Discuss non-communicable with kwashiorkor. Vitamins and mineral
diseases PAIRS (SB p. 113) intake is increased.
Guidelines
You may need to assist some students with Assessment
interpreting the pie chart. Informal: Self-assessment
Answers
1. A non-communicable disease is a disease
that cannot spread from one person to
another.
can check their understanding by asking them
2. a) cardiovascular diseases
some questions about the information covered
b) diabetes
3. a) They are sickle shaped.
not understand.
b) If both a mother and father have the
sickle cell gene, and pass it to their
child, then their child will have sickle Keywords
cell anaemia. If only one parent has allergen – a substance that causes a response
the sickle cell gene and it is passed to from the body
his or her child, then the child will be calories – units of energy
able to make both normal and sickle carrier – a person who has a gene for a disease
cell haemoglobin. This child will be a but does not have the disease
carrier of the sickle cell gene. gene – a unit of inheritance that is passed from
4. a) Eating too many calories and not doing parents to children
enough exercise. haemoglobin – a red pigment in red blood
b) Eating a healthy balanced diet and cells that carries oxygen
increasing exercise.
inflammation – swelling
5. a) Asthma is a disease that affects people’s
non-communicable diseases – diseases that
lungs.
cannot be transmitted from one person to
another
prevalent – widespread

Practice test 3: Answers (SB p. 114)
1. Bend knees, feet flat, feet slightly apart,

hold item close to the body, stomach Rubric for marking graph:
muscles tightened (5) Assessment criteria Mark allocation
2. Both are a curving of the spine but the Correct type of graph 1
differences are: kyphosis − upper back (bar chart)
(thorax) is more round than normal;
Title/heading for graph 2
lordosis − lower back is hollow
Correct label for x-axis 1
(C-shaped from the side) (4)
(activity)
3. It is caused by a lack of Vitamin D,
which causes the bones to suffer and Correct label for y-axis 1
(number of students)
weaken. (2)
4. (Any two good ideas): Plotting points 3: Plots all values
They have been separated from their correctly
families and loved ones and miss them.
10. A game where a ball is hit with a
They are often restricted in their
stick or racquet. (1)
movements and so remain in the same
11. (Any three) (3)
area all the time. (4)
• block − a defensive shot done mostly
5. sight − working in poor light; hearing −
against loops and smashes, where the
loud noises damage the ears (2)
racquet is in a closed position to keep
6. A law preventing illegal substances
the ball on the table
being used to help people perform
• chop − a defensive shot that carries lots
better in sport. (1)
of backspin
7. People perform better due to an unfair
• lob − a defensive shot used against high-
advantage (substances used). (2)
speed balls, where the ball is returned very
8. Tort is conduct in sport that harms
high in the air, causing difficulty in timing
another person and that person may
and technique
claim damages. (2)
• loop − an offensive shot that carries lots
9. a) i) computer games
of topspin
ii) chess (2)
• smash − an offensive, high-speed shot
Graph to show popularity of different used against high balls, where the racquet
activities is in a normal position to get the most
b) (8) speed possible
• push − a defensive shot used to
successfully return backspin shots, where
the racquet is open to lift the backspin
over the net
• counter-hit – an attacking stroke used
against topspin, drive or loop shot
• flick − an offensive stroke usually used
to counter serves and other strokes
12. true − Chinese players dominate
table tennis; false − table tennis is an
Olympic sport (2)

13. line judge (1)
14. False, women also play tennis singles (2)
15. serve, forehand, backhand (3)
16. hate (1)
17. Wimbledon (1)
18. umpire (1)
19. (5)
Disease Symptoms Prevention
Sickle cell Anaemia, Parents can be
anaemia painful screened for
swollen the gene
hands and
feet (any two)
Obesity Excessive Change
weight lifestyle,
exercise and
eat a healthy
diet (any two)
Kwashiorkor Very low Food given
body mass, slowly,
diarrhoea improve diet
(any one)
20. (Any two) Asthma can be triggered

by allergens, infections, smoking, cold
air, pollutants, some medications, food
additives and physical exercise. (2)
21. Iron (1)
Total: 55 marks

theme
section
Basic computer operations and
94 Information
concepts Technology
theme Basic computer operations and

9 concepts
TOPIC 24: Computer software

24.1 define software
24.2 state the types of software
24.3 give examples of the different types of computer software
Introduction and those which enable the computer to

perform useful functions with data.
Computer software and the types of computer 2. Operating system software enables the
software are described, and examples of computer to run properly (printer drivers
different types of computer software are and other utilities).
given. Application software allows you to
perform useful tasks and it includes word
Activity 24.1 Computer hardware and processers; graphics programs; computer
software PAIRS (SB p. 117) games; databases; spreadsheets; image
Resources storage and electronic communications
Computer, along with screen and keyboard, (email, etc.)
for demonstration purposes and electricity 3. a) word processing; b) spreadsheets;
supply to power the computer c) databases; d) graphics programmes;
e) internet browser; f) electronic
Guidelines communications (email, etc.)
The title could be: Interface,
Ideally, a working computer or computers
interconnection between computer
should be used to get students more familiar
hardware and software
with computer hardware and software.
4. Microsoft and Apple
5. Answers will vary according to the
Answers
computer used for this activity.
1. a) Computer hardware (includes the 6. a − home page
computer, keypad, monitor and mouse) b − application software home page
make up a typical personal computer c − switched off screen
(PC) hardware system. d − boot up
b) Computer software includes the
programs which allow the computer to
work properly (the operating system)
48 Section 4: Information Technology

Assessment d) spreadsheet program
Formal: Peer assessment, except for question e) word processing program and
5, which is a class activity and does not need spreadsheet program
to be assessed. f) graphics program
g) graphics program
Activity 24.2 Computer components 3. a) graphics
INDIVIDUAL (SB p. 118) c) word processing
b) spreadsheet
Resources
Software program boxes or pictures of Assessment
software packaging. Informal: Self-assessment or pair assessment
Guidelines
Keywords
Stress to students that you cannot see
application software – different useful
software. You can see the disc or drive on
programs on a computer
which the software comes, but you cannot see
boot – computer running thorugh a series of
software.
selfchecks and bringing up a screen with
useful programs on it
Answers
data – lots of information
1. A word processing program allows you hardware – physical elements of a computer
to type documents using your computer such as keyboard, mouse, etc.
keyboard. A spreadsheet program operating system – allows the computer to
allows you to work with numerical data perform useful functions
(mathematical and statistical calculations); software – programs which allow the computer
drawing graphs and tables based on the to work properly and which enable it to
data. A graphics program allows you to perform useful functions with data
draw graphs and pictures. system software – operating system of a
2. a) word processing program computer
b) spreadsheet program
c) word processing program
Theme 9: Basic computer operations and concepts 49

TOPIC 25: Operating system
25.1 define operating systems
25.2 give examples of operating systems
25.3 state the functions of an operating system
Informal: Peer assessment. Students can
A computer operating system is explained, and
discuss their answers and assess each other’s
examples of computer operating systems, as
work, in pairs or groups.
well as their particular functions or uses are
stated.
Activity 25.2 Computer components
Activity 25.1 Computer hardware and
software INDIVIDUAL (SB p. 121) Resources
Resources Pictures of computer components and
possibly components stripped from an old
A functioning computer and a box or disc from
computer (see answers below).
Windows or Apple.
Guidelines
Guidelines
Make students aware that a computer is not
As with software, you cannot see an operating
a ‘magicical box’. It is actually a whole lot
system. It is a form of software which forms
of different components working together to
the interface between the computer and the
function as a system.
application software.
Answers
Answers
A − computer case; B − CPU fan or ‘heat
1. The operating system allows the computer
sink’; C − hard drive; D − optical drive
to perform useful functions. It is an essential
(ODD or CD/DVD drive); E − RAM modules
link between the computer hardware and the
(memory cards); F − CPU processor (chip);
different software programs.
G – motherboard; H − power supply; I − case
2.
fan
Coloum A Coloum B
a) DOS stands for disc operating system; Assessment
an early operating system
Informal: Self-assessment or peer assessment
b) Windows most popular OS in the world
today
Keywords
c) Microsoft American company that developed
interface – point in a complex system where
the Windows OS
information passes from one part to another
d) Apple Big American company that devel-
intuitive – you do not need lots of training to
oped Macintosh computers
use it
e) Unix forms the basis of many OSs today
f) Linux free open-source operating system
g) Mac OS OS used and developed by Apple
3. a) false; b) false; c) false; d) true; e) true
50 Section 4: Information technology

TOPIC 26: Units of storage in computers
26.1 state the various units of storage and their values
26.2 convert from one unit to another
26.3 differentiate between kilometre, kilogram and kilobyte
26.4 distinguish between kilobyte, megabyte and gigabyte
Informal: It is best if the teacher provides the
The various units of storage and their values
above template to each student so that they
(based on the byte unit) are explained.
can check and re-check the concept of binary
Conversion from one value of the unit to
data.
another is practised. The difference between
kilometre, kilogram and kilobyte is explained.
A distinction is drawn between kilobyte,
Activity 26.2 More on kilobytes
megabyte and gigabyte.
Answers
Activity 26.1 Units of digital 1. a) metres; b) grams; c) bytes
information INDIVIDUAL AND GROUPS (SB p. 125) 2. 1 000 times bigger
3. Most computer hard drives can store one
Guidelines
terabyte, but some up to 6 TB.
Storage is an abstract concept. Again, you can 4. a) 1 MB; b) 1 GB; c) 1 TB; d) 1 byte
see the disc, flash drive or memory stick, but
you cannot see the information itself. Assessment
Answers
1. binary (base 2) Keywords
2. A byte is composed of eight bits and is
the smallest unit of memory used in most binary – meaning two; smallest numbering
computer processing design. system that can be used
3. Answers will vary according to the group byte – basic unit of digital information in
discussions. computing; smallest unit of memory used in
4. most computer processing designs
nibble – half a byte; equal to four bits
Decimal Binary
kilobyte – equal to a thousand bytes
10 1 8 4 2 1
0 0
1 1
2 1 0
3 1 1
4 1 0 0
5 1 0 1
6 1 1 0
7 1 1 1
8 1 0 0 0
9 1 0 0 1
1 0 1 0 1 0

TOPIC 27: Computer problem-solving skills
27.1 identify a computer program
27.2 define a computer programming language
27.3 give examples of computer programming languages
Introduction Like natural languages, programming

languages conform to rules for syntax
A concepts of computer programs and and semantics. Computer languages
computer programming languages are include codes and symbols as well as
investigated in this topic. Examples of words. Syntax in computer languages
different computer programming languages is more rigorous than spoken language;
are provided. context is important; computer
languages can be programmed to
Activity 27.1 Computer programming repeat exact commands; spoken words
languages GROUPS (SB p. 129) are often changed and vague. People
Resources use context and their knowledge
Examples of different programming languages of the world to tell the difference
between these meanings. Natural
Guidelines languages depend on an ever-changing
culture, creating nuances and blends
Before starting this activity, clarify the
of meanings, for different people
difference between computer software and
in different cultures and contexts.
programming languages.
Programming languages don’t exhibit
this kind of flexibility in interpretation.
Answers
In programming languages, a line of
1. a) A computer program is a piece of code has a single meaning, so that the
software, written in a particular output can be reproduced with high
computer language, that is able fidelity.
to perform a useful end function.
Programming languages are the
Keywords
mathematical languages used by
computer programmers to develop programming language – mathematical
useful programmes. language used by computer programmers to
b) LOGO, BASIC, C, C+, C#, Java, develop useful programs
JavaScript
c) Programming languages are used to
control a machine (often a computer).

TOPIC 28: BASIC programming
28.1 state the meaning of the acronym BASIC
28.2 list key statements of BASIC
28.3 write a simple BASIC program
Introduction • Compile the program. This means use a

program called a compiler to translate your
The meaning of the acronym BASIC, which program into something the computer can
is a computer programming language, is understand.
given. The key statements of BASIC are listed • Run your program and see if it makes the
and finally, an example of a simple BASIC computer do what you wanted.
program is presented. • If not, fix the program and compile and run
it again.
Activity 28.1 Writing and running a TASK
BASIC program GROUPS (SB p. 132)
Write a simple program to give the sum (add)
Resources and the difference between (subtract). The
A functioning computer to test if the program product (multiply) and the quotient (divide) of
runs any two numbers. PLEASE COVER UP the
rest of the page, as it shows the program and
Guidelines the answer to a simple calculation.
This is not an easy exercise because students Once you have written the program, and
are asked to actually write a small program. if you can run it on a computer, you can
They will be required to follow logic, and the input different numbers and the program will
steps involved, in creating a program. calculate the answers for you.
Answers The program

• You will need to guide students through 10 CLS
this activity. 20 REM SOME SIMPLE CALCULATIONS
• It might be best to work in groups for this WITH TWO NUMBERS
activity. 30 INPUT “ENTER TWO NUMBERS
You will need to use the information in the SEPARATED BY A COMMA:
Student’s Book to guide you on a step-by-step 40 LET S = N1 + N2
basis. 50 LET D = N1 − N2
Here are the rules to follow: 60 LET P = N1 * N2
• Write a problem statement for what you 70 LET Q = N1 / N2
want to do. 80 PRINT "THE SUM IS", S
• If this instruction is a bit complicated, 90 PRINT "THE DIFFERENCE IS" D
write an outline paragraph. 100 PRINT "THE PRODUCT IS" P
• Write up a section in English (or the 110 PRINT "THE QUOTIENT IS" Q
language you are most comfortable with). 120 END
• Write the section in BASIC using the
statements above.

TOPIC 29: Computer ethics
29.1 list responsible ways of using the computer and internet
29.2 identify ways of misusing the computer and internet
Introduction • Importance of assessing the validity of the

information on the internet.
Computer ethics refers to the set of moral • Importance of assessing the source of
standards that govern the use of computers. information from the internet.
The study of computer ethics is important • Discuss the advantages of the ease of
as it informs proper behaviour when we use access to information.
computers. • Information available at home, information
is updated regularly.
Activity 29.1 Study the cartoon • Distractions on the internet
CLASS (SB p. 135) • Assessment – pop-ups, games, social
Resources media.
Cartoon on page 135 of the Student’s Book Assessment
Informal: Self-assessment – discuss the
Guidelines answers in class.
Allow students five minutes to study the
cartoon and then have a class discussion on Keywords
the message portrayed by it. computer ethics – a set of moral standards
that determine how we use computers
Points of discussion internet abuse – the improper use of the
• Availability of the internet and ease of internet
research – large amounts of information power surges – a sudden increase in
that is available can be confusing and voltage that could harm your computer
misleading.

TOPIC 30: Safety measures
30.1 state the safety measures that should be taken when using computers.
Introduction Problem Causes How to solve/

Avoid the problem
This topic focuses on how to work safely
when using computers to avoid personal visual flickering Position the monitor
injury and damage to expensive computer problems screens, poor to minimise glare
lighting and reflections on
equipment.
the screen; ensure
that the room is
Activity 30.1 Study the illustration adequately lit.
muscle incorrect Sit up straight,
Resources and posture support your feet,
Use the illustration in the Student’s Book posture ensure your neck
problems does not bend
Guidelines awkwardly.
Give this task as a homework or classwork
Assessment
exercise.
Informal: Self-assessment. Discuss the
Answers answers in class.
Problem Causes How to solve/
Keywords
Avoid the problem
repetitive strain injury – damage to the
repetitive repeated body Ensure there is
strain movements plenty of room on fingers, wrists and other parts of the body
injury over a long your work station due to repeated movements over a long
(RSI) period of time for your arms to period of time
rest on the desk and
your wrists to be
supported.
Take a five-minute
break from typing
every hour.

theme
10 Computer application packages
TOPIC 31: Graphic packages

31.1 describe graphic packages
31.2 list different types of computer graphic packages
31.3 state the general features of graphic packages
Introduction from the graphics package.

Allow them an opportunity to present
In this topic, students study different graphic their ‘before editing’ and ‘after editing’
packages and learn about their general photographs to the class.
features and applicability. At the end of the presentations, allow
students 10 minutes to re-assess their edited
Resources photos and make improvements if they would
Digital images from the internet, uploaded like to.
photographs, computers with graphic
packages loaded onto it. Assessment
Informal: Peer/Self-assessment. Discuss the
Activity 31.1 Using a graphics package edited photos in class.
Guidelines Keywords
Allow students to work in the computer application – a software program that allows a
laboratory for a single lesson. user to perform a specific task
Ensure students keep a copy of their graphic packages – software programs that
original image for comparative purposes. allow people to use computers to create,
Give students the freedom to edit their edit, display and print graphic images
image using no less than five editing tools
TOPIC 32: Paint environment

32.1 identify the features of the Paint 32.3 explain the functions of the various tools
environment 32.4 use Paint to draw and colour simple
32.2 list the Paint tool objects
Introduction Activity 32.1 Drawing in MS Paint®

In this topic, students learn how to use Paint
to edit, draw and colour simple objects. Guidelines
Allow students to work in the computer
Resources laboratory for a single lesson.
Access to a computer lab and Paint program. This activity consolidates drawing with
Picture in the Student’s Book in Activity 32.1. Paint and allows students the opportunity
to practise drawing using Paint. Discuss the
illustrations in class.

TOPIC 33: IT as a transformational tool
33.1 state what IT stands for
33.2 identify IT gadgets
33.3 state the benefits of IT
33.4 list the disadvantages of IT
Introduction Activity 33.2 Case study – Introducing

ICT into the operation of a guesthouse
In this topic, students learn to identify IT PAIRS (SB p. 147)
gadgets and determine the benefits and
disadvantages of IT gadgets. Guidelines
Do this exercise as a class activity. Pair
Resources
students and allow them 10 minutes to
Pictures of IT gadgets on page 146 of the explore each task. Have a class discussion on
Student’s Book. the answers.
Activity 33.1 Identifying IT gadgets Answers
Task 1
Guidelines
See the benefits of IT gadgets on p. 147 in the
This exercise can be done as a classwork or Student’s Book
homework exercise.
Task 2
Answers Problem Causes How to solve/
a) printer – communicate information Avoid the
b) scanner – access information problem
c) camera – communicate information repetitive repeated body Ensure there is
d) laptop – process information/store strain injury movements plenty of room on
information (RSI) over a long your work station
e) flashdrive – store information period of time for your arms to
rest on the desk
f) cellphones – communicate information
and your wrists to
g) WhatsApp – communicate information
be supported.
h) television – broadcast information Take a five-minute
i) satellite – access information break from typing
every hour.
Assessment visual flickering Position the
Informal: Peer/Self-assessment. Discuss the problems screens, poor monitor to
images in class. lighting minimise glare
and reflections on
the screen; ensure
that the room is
adequately lit.
muscle and incorrect Sit up straight,
posture posture support your feet,
problems ensure your neck
does not bend
awkwardly.
Theme 10: Computer application packages 57

Task 3 Keywords
She could use WhatsApp, MXit and other
gadgets – devices that have a specialised,
social networking applications, such as
unique and practical function and serves to
Facebook, to communicate information to the
simplify modern day life
members of the community to promote AIDS
ICT – all kinds of electronic systems used for
awareness.
broadcasting, telecommunications and
She could use the internet to research best
computer-mediated communication
practices to prevent and treat AIDS.
She could print out flyers and posters with
information on AIDS and display them in
prominent locations in the community.
TOPIC 34: IT gadgets

34.1 differentiate between GSM, fax machine and telephone
34.2 create and send messages to one another using the GSM and fax
34.3 store and retrieve information on a GSM handset
Introduction 4. 69 %
5. Uganda – lower income, lower levels
In this topic, students learn about GSM, of education and English language
telephones and fax machines. They take proficiency
a closer look at how these IT gadgets 6. Kenya, Uganda, Tanzania
have revolutionised how we operate and 7. 53 %
communicate.
Assessment
Activity 34.1 Case study – Cell phones Informal: Peer/Self-assessment. Discuss the
in Africa INDIVIDUAL (SB p. 150) answers in class.
Guidelines
This activity can be done as a class exercise. Activity 34.2 Activities using the GSM
You may either read through the article with GROUPS (SB p. 152)
the students, discuss a few salient points after Resources
which you allow them some time to answer Within each group, ensure that at least 2–3
the questions. Alternatively, the students can students bring a cell phone to class.
work through the activity on their own and
answers can be discussed thereafter.
Keywords
Answers roaming – the ability to use your GSM phone
1. A smartphone is a phone that can access number in another GSM network
the internet, as well as applications. SIM card – a smart card that stores data for
2. South Africa and Nigeria GSM cell phone subscribers
3. Better income; better internet access;
better levels of education with more people
being able to read and understand the
English language.

TOPIC 35: Internet
35.1 explain what the internet is
35.2 identify internet browsers
35.3 state the benefits of the internet
35.4 mention how the internet can be abused
35.5 explain what a website is and identify a website address
35.6 explain what an email is
35.7 use email as a tool for communication
1. C; 2. B; 3. D; 4. A
In this topic, students learn about the internet,
internet browsers and the benefits of the
internet. They also learn how to use the Keywords
internet to search for information and to internet – global communication network that
communicate. allows almost all computers worldwide to
connect and exchange information
Activity 35.1 Create an email account routers – hardware devices used to forward
PAIRS (SB p. 155) information along computer networks
servers – used to download stored webpages
Resources
and files on computers
A computer with an internet connection World Wide Web – an information-sharing
system that allows us to access information
Guidelines over the internet
Do this activity as a class exercise. Refer to
the instructions on p. 155 of the Student’s
Book.
Activity 35.2 Internet use and abuse

Guidelines
This activity can be done as a classwork or
homework exercise.
Theme 10: Computer application packages 59

TOPIC 36: Internet environment
36.1 state the uses of the internet
36.2 identify key websites
36.3 recognise and name icons in the internet environment
36.4 link up with network groups
Introduction Activity 36.2 Identify internet icons

and applications PAIRS (SB p. 160)
In this topic, students expand on their
knowledge gained in Topic 35 and learn more Resources
about the internet environment. A mobile phone with internet access or a
networked computer
Activity 36.1 Case study – How
Nigerians use the internet PAIRS (SB p. 159) Guidelines
Guidelines This activity should be done as a classwork
exercise.
Do this activity as a class or homework exercise.
Answers
Answers
1. internet explorer; Facebook; YouTube;
1. 37,04 % (2)
Gmail; Twitter
2. Nigeria has a large youth population
2. Allow students the opportunity to ‘play’
and a growing middle class. (2)
with the following applications by sending
3. Table to show the percentage of people
each other messages: Skype; WhatsApp;
that use the internet for various reasons. (5)
Viber; Google messenger
Reasons for internet use Percentage (%)
Assessment
gathering information 84
Informal: Peer assessment
e-mails 81
work tools 76
buying and selling 7
payment of services 19
banking 26 can check their understanding by asking them
social media 45 some questions about the information covered
4. Heading: Graph to show the percentage not understand.
of people that use various social media
applications.
Bar graph drawn; x-axis label – Social Keywords
media applications; y-axis label – icon – an image that represents a computer
Percentage of people; Points plotted application
correctly (73% on Facebook, 35% on netiquette – correct or acceptable way of
Twitter, 25% LinkedIn) (5) communicating online
real time updates – computer systems that
Assessment update information instantaneously
Informal: Discuss the answers in class. spam – irrelevant or inappropriate messages
sent online to a large number of recipients

Practice test
Test:4: Answers
Answers (SB p. 161)
1. An electronic machine which can process symbols: 0 (zero) and 1 (one). (1)
and store data (information), in binary 21. on or off (binary) (1)
format. It processes the information very 22. byte − unit of data (digital information)
rapidly.
(2) made up of 8 bits; megabyte − 1 million
2. hardware − the computer itself, various bytes; gigabyte − 1 000 megabytes (3)
drives, processors, screen and keyboard; 23. two
(1)
software − the programs on the computer 24. d) half a byte of information (1)
which allow it, and tell it what to do with 25. one megabyte (1)
the data (4) 26. one gigabyte
(1)
3. System software is in place to allow 27. true
(1)
your computer to function (the operating 28. one terabyte (1)
system). It runs in the background. 29. Because computer programming is a
Application software is the more visible specialised skills, which needs special
word processing, spreadsheet or graphics training and practice (1)
or gaming programs which you use. (4) 30. To write specialised computer programs
4. d) a disk operating system (1) which will run on computers (1)
5. They are both big, wealthy American 31. They are all programming languages. (1)
computer companies. (1) 32. A language is written using letters of
6. No, booting is the process where the the alphabet; a computer program is
computer loads its operating software written in code. (1)
automatically on start-up. (2) 33. No, a computer will only understand
7. You can’t store your work or computer an instruction or command written in a
data in a safe! (1) specific programming language code. (1)
8. flash drive or memory stick (1) 34. They are trained in a particular computer
9. true
(1) language, or languages (so they can write
10. a) word processing; b) spreadsheet; codes which a computer program can use)
c) word processing; d) graphics; and they know what the aim or goal is
e) graphics
(5) of the program. (1)
11. To provide an interface between the 35. Turtle LOGO (1)
computer hardware and the applications 36. BASIC
(1)
software. (1) 37. To run the Unix operating system
(1)
12. A − computer hardware; B − operating 38. Unix is a family of operating systems
system or software; C – word process- which started from the original AT&T.
ing; D − spreadsheet, E – graphics (5) Unix was developed in the 1970s. (1)
13. An operating system (1) 39. Beginners All-purpose Symbolic
14. It is open source, free and very stable, Instruction Code (1)
which means it does not suddenly just 40. Developing and writing a program.
freeze or stop working. (2) Writing a program starts with an objective
15. a) true; b) false (2) or a problem to be solved. There is data
16. processor, motherboard (2) to be processed. The programmer writes
17. a computer chip (processor) and refines the program. Input data is fed
manufacturing company (1) in, the computer processes it and provides
18. Random Access Memory (1) output data. These are interpreted, and
19. hard drive (1) an answer is provided, or the problem is
20. Binary is a system which represents solved. (2)
numeric values using two different 41. alphabetic, numeric, special characters (3)

42. special characters (1) 49. social networking, entertainment,
43. statements or commands (1) shopping, research, communication (5)
44. The program will stop, it won’t 50. a) Entertainment: 1–China, 2–Japan,
recognise anything after END. (1) 3–US, 4–Brazil, 5–Russia;
45. The words in inverted commas Shopping: 1–Japan, 2–Germany,
(parentheses) would appear on the 3–UK, 4–Nigeria, 5–US (4)
computer screen. (2) b) 10th (last) - in comparison to the
46. True – we enter data (meaningful countires listed, Nigeria’s bandwidth
information) and the computer and infrastructure to support
processes it, according to commands downloading and live streaming is
from the program, and provides results. 2) still developing. (3)
47. It is a good idea. A problem statement c) Nigeria ranked higher than South
defines the problem to be solved, while Africa and Japan. Nigeria ranked
the steps to be followed set out second in the percentage of users
a working plan. (2) using the internet to access social
48. No, there are many other programming media. (2)
languages, some of which are tailored to
specific types of problem solving. (2) Total: 90 marks

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Aim for Excellence with Cambridge!

Cambridge Excellence in Basic Science & Technology

scientific and technical knowledge and skills

Distributed in Nigeria by Cambridge University Press Nigeria Ltd

Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of

© Cambridge University Press 2016

This publication is in copyright. Subject to statutory exception

First published 2016

Printed in India by Multivista Global Pvt Ltd.

ISBN 9781316576977 Adobe Reader

Authors: H. Collett; P. Holmes; A. Koch; E. Ritchie; C. Thomas

Practice test 1: Answers...........................16 Topic 24: Computer software................. 48

things in their habitat

theme Learning about our

TOPIC 1: Living things

Introduction plants in which carbon dioxide and

Section 1: Basic Science 1

Activity 1.3: Identify adaptations to 2. a) Organisms that live in aquatic

2 Section 1: Basic Science

Theme 1: Learning about our environment 3

Checklist for teacher evaluation

Correct label for x-axis (age in 1

4 Section 1: Basic Science

Guidelines Chemical Properties Hazardous

Theme 1: Learning about our environment 5

6 Section 1: Basic Science

2 You and energy

TOPIC 3: Work, energy and power

Theme 2: You and energy 7

500 g 5 N 5 × 0,5 = 2,5 J 3 5 × 1,5 = 7,5 J 5

4. a) An object held in our hands has

Activity 3.3 Calculate power and

8 Section 1: Basic Science

Introduction Properties of gases Why they are like

Theme 2: You and energy 9

10 Section 1: Basic Science

Theme 2: You and energy 11

12 Section 1: Basic Science

TOPIC 6: Crude oil and petrochemicals

Introduction 4. petrol; diesel fuel; kerosene (jet fuel) and

Theme 3: Science and development 13

14 Section 1: Basic Science

Theme 3: Science and development 15

1. a) habitat − a place where an organism above the water. (2)

16 Practice test: Answers

Total: 110 marks

Practice test: Answers 17

TOPIC 7: First aid

Introduction closed; ice packs − to cool an area, e.g.

18 Section 2: Basic Technology

Introduction 4. Water could be contaminated, for example,

20 Section 2: Basic Technology

5 Materials and processing

TOPIC 9: Materials and their common uses

Introduction 2. a) roof trusses – softwood

Theme 5: Materials and processing 21

22 Section 2: Basic Technology

Theme 5: Materials and processing 23

TOPIC 10: Geometric construction

Introduction Activity 10.3 Define and identify

24 Section 2: Basic Technology

Theme 6: Drawing practice 25

26 Section 2: Basic Technology

Activity 1.3: Identify adaptations to 2. a) Organisms that live in aquatic

4. a) An object held in our hands has

1. a) habitat − a place where an organism above the water. (2)

How are you doing? SB p. 80