SUCCESSGATE INTERNATIONAL SCHOOL

Motto: RAISING AND EXCELLENT PRODUCTIVE GENERATION

LESSON NOTE
EDUCATOR’S NAME:

SUBJECT: BASIC SCIENCE AND TECHNOLOGY

CLASS: BASIC 8 / GRADE 8 / J.S.S. 2

TERM: THIRD TERM ( 3RD TERM )

SESSION: 2023 – ACADEMIC – SESSION

 SUBJECT: BASIC SCIENCE AND TECHNOLOGY CLASS: JSS 2

SCHEME OF WORK 3RD TERM LESSON NOTE

WEEK TOPICS Learning Objectives: By the end of the lessons,

S students should be able to:
1 Revision of last Revise topics in different areas
term’s work /
Welcome Test
2 Reproduction in Define reproduction, differentiate sexual and
plants asexual, identify parts of flowers, distinguish self
and cross pollination
3 Magnetism Differentiate between magnetic material and non-
magnetic, describe poles, state magnetic laws, ways
of demagnetizing
4 Sound Energy Define sound and energy, discuss, production,
transmission and reflection, differentiate music and
noise, part of ear for hearing
5 Thermal Energy- Explain heat and temperature, demonstrate rate of
definition low of heat through different materials, differentiate
methods of heat transfer, application and prevention
of heat loss
6 Kinetic theory of Justify Mr. Brownian on particulate movement,
matter explain molecular nature of solid, liquid and gas, use
kinetic theory to explain evaporation and boiling
7 Mid-term break Continuous assessment / Mid-term test / open day
8 Chemicals Mention common chemicals(toxic, non-toxic),
precautions while handling chemicals, chemical safe
signs & meanings, produce home made chemicals
9 Crude oil and Describe processes in crude oil refining, list crude oil
petrochemicals constituents and uses, compare properties of
different petroleum products in terms of viscosity,
uses & flammability
10 Reproductive Explain , and ways of ensuring reproductive health,
health examine problems relating to young people
( Menstruation, Unintended pregnancies, abortions,
sexual abuse, early marriage STIs,HIV
11 REVISION REVISION
12 EXAMINATION EXAMINATIONS
REFERENCES
UNIFIED SCHEME OF WORK
WEEK:2 `DAY: SUBJECT:
DATE: TOPIC:
SUBTOPIC: PERIODS: DURATIONS:
LEARNING OBJECTIVES: At the end of the lesson, students should be able to

1. Meaning of reproduction and types of reproduction

2. State their examples
3. Identify parts of flowers , distinguish between self and cross pollination

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards
PERFORMANCE OBJECTIVES
At the end of this lesson, Pupils should be able to:
1. Identify part of a flower.
2. Explain type and agent of pollination
3. Identify parts of a flower that are concerned with pollination and fertilization.
4. Distinguish between pollination and fertilization.
5. Describe stages of development from flowers to fruit.
TEACHING AND LEARNING MATERIALS
 Toys of domestic animals
 Whiteboard/Chalkboard
 Explanatory posters/pictures showing domestic animals.
 Explanatory videos on domestic animals.
TEACHING AND LEARNING METHODS
 Explanation
 Discussion
 Questions and answer
REFERENCE MATERIALS
 NERDC Basic Education Curriculum for primary schools.
 Universal Basic Education Curriculum for primary schools.
 Lagos State Scheme of Work for Basic Science and Technology.
 Unified Schemes of Work for Lagos State Primary Schools (MIDDLE BASIC)
 Online Materials.
 Edudelight Basic Science and Technology for Primary Schools.
ENTRY BEHAVIOUR/ PREVIOUS KNOWLEDGE: the students have been taught the human body (skeletal
system).
WORD FILE: characteristic, developed, reproductive.
WHAT IS REPRODUCTION IN PLANT?
Plant reproduction is the production of new offspring in plants or plant reproduction is the process by which plants
grow new offspring.
HOW DO PLANTS UNDERGO REPRODUCTION?
Plants can undergo two kinds of reproduction:
1. Asexual Reproduction,
2. Sexual Reproduction.
In this section, we will only study sexual Reproduction.
WHAT IS SEXUAL REPRODUCTION?
To reproduce sexually, plants have both male and female reproductive organs in their flowers. The male part is
called Stamen and the female part is called the carpel.
WHAT IS THE FUNCTION OF A STAMEN?
 The Stamen is the pollen producing part of the flower found only In the male.
  It consists of the anther and filament
 The anther produces pollen grains
 It is also responsible for reproduction.
WHAT IS THE FUNCTION OF A PISTIL?
 The female part is called pistil. A pistil is the innermost part of a flower.
 The top part of a petal is called a stigma.
 The stigma is supported by the style and the ovary
 The Ovary of a flower contains an ovule.
 Each ovule contains a female gamete, which is fertilized by the male gamete.
DIAGRAM OF A FLOWER

WHAT IS POLLEN AND POLLINATION?

Pollination may occur by either wind or water. To reproduce sexually, pollen from the male part is transferred to the
female part by air or other flying animals, where fertilization occurs to form a seed. This seed will germinate and
grow to become a new plant.
There are two types of pollination namely:
1. Self-Pollination – This fertilization is with the same flower.
2. Cross Pollination – This happens when pollen from one flower travels to fertilize the seed of another flower.
EVALUATION
What is pollination?
Which parts of the flower are responsible for sexual Reproduction?

Types of Reproduction
There are two main types of reproduction: sexual and asexual. Some organisms reproduce by only one type of
reproduction and others can reproduce by both.
Asexual reproduction
The type of reproduction where cells from only one parent are used, is called asexual. Only genetically-identical
organisms are produced by this type of reproduction.
Asexual Reproduction in Bacteria
Asexual reproduction is very common in microorganisms. Bacteria reproduce by binary fission. During binary fission,
the cell divides into two daughter cells that are similar in size and shape.
Asexual Reproduction in Plants
Asexual reproduction in plants is also called vegetative reproduction. It usually involves only the plant’s vegetative
structures like roots, stems and leaves. For example, raspberries can produce a new generation using their stems;
potatoes, using their roots; and geraniums can be grown from any piece of a parent plant.
Sporulation
Some types of mould reproduce through sporulation. They produce reproductive cells – spores – that are stored in
special spore cases until they are ready to be released. After they are released they will develop into new, individual
organisms. Bread mould reproduces by sporulation.
Budding
During budding, a new organism starts growing from the parent’s body. At first it looks like a bud. This bud later
develops into a mature organism. Sometimes it stays attached to the parent’s body and sometimes it breaks off.
Hydras reproduce by budding.

Gemmules
Gemmules are special structures that are found in sea sponges. A parent sponge releases gemmules that later
develop into mature sponges.
Regeneration
In the process of regeneration, detached pieces of the parent’s body can develop into a new organism if this body
part contains enough genetic information. Some flat worms and starfish can reproduce by regeneration
SUMMARY
 Reproduction in plants is the ability of a flower to produce seed and germinate to form new plants.
 Sexual reproduction is done in order to produce offspring by the fusion of gametes.
 Plant reproduction is the genetic differences between the parent and offspring.
 Sexual reproduction in Plants can only occur when the male and female gamete comes together.
 The most common form of pollination is by wind or animals.
ASSIGNMENT
Draw and label the reproductive parts of a flower.

WEEK:3 `DAY: SUBJECT:

DATE: TOPIC:
SUBTOPIC: PERIODS: DURATIONS:
LEARNING OBJECTIVES: At the end of the lesson, students should be able to

1. Meaning of Magnet
2. State the law of magnetism and their examples
3. Explain magnetic poles and field
4. Care of magnet

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards
CONTENT: MAGNETISM
A magnet is a substance or materal that attracts metals like iron and other ferometals. Magnetism is the
ability of a substance to attract a metal that contains iron.

LODESTONE
Lodestones are rock that are magnetic. They are made of magnetite (Fe 3O4) a form of iron oxide. A piece if
iron is then referred to as a lodestone. The Chinese appear to have been the first to discover the
lodestone. These qualities of lodestone led to its use as an early form of compass by Chinese sailors. This
is because when the stone is magnetized it will be attracted to the earth's magnetic field pole. Also, when
it is suspended in the air it slowly turns and points towards the pole.

LAWS OF MAGNETISM
When a bar magnet is suspended so that it can freely rotate and then freely come to rest. It is noticed that
it remains in a North-South direction. Also, when the pole of another bar magnet is brought near the north
pole of the suspended bar magnet, the magnet would not attract each other, that is, they repel. But when
the north pole of the bar magnet is brought towards the south pole of the suspended bar magnet, they
would attract each other.

Therefore, in each case, when like poles are brought near each other there is repulsion. When unlike poles
are near each other there is attraction. These led to the laws of magnetism which states that:
"Like poles repel each other while unlike poles attract each other". E.g. north-north or south-south will
repel while south-north or north-south will attract.

MAGNETIC POLE AND MAGNETIC FIELD

To identity magnetic poles, a magnet can be brought near a magnet whose poles have already been
Identified (a standard magnet). If attraction occurs, it means that the pole of the magnet beside the
identified pole of the standard magnet is not alike e.g. North pole of the standard magnet will be attracted
to the south pole of the other magnet and vice versa. If repulsion occurs, it means both poles are alike and
by this the unknown poles of the magnet are consequently identified.

EVALUATION
1. What is magnetism?
2. State the law of magnetism.

MAGNETIC FIELD
This is a condition found in the region around a magnet, characterized by the existence of magnetic poles.
It can also be described as the region or space around a magnet in which magnetic force is felt.

THE CARE OF MAGNETS

There is the need to care for magnets so that they would not lose their ability to magnetise. The following
ways are necessary for caring for magnets.
1. Magnets should be heaped with like-magnets. They should be kept away from the edge of flexible
magnets because it can actually reverse the polarity.
2. Replacement covers can be purchased for many of the polar power magnets because magnet
covers and materials may eventually be worn and torn
3. They should be clean by wiping them gently with a damp soapy sponge and should not be
immersed in water.
4. They should be stored by spreading magnetic signs flay on a smooth metal surface.
5. They should not be left in hot weather or brought close to fire as it can destroy their properties.

GENERAL EVALUATION
1. What is magnetic field?
2. Give three cares of magnet
3. Mention five effect of flooding
4. Mention three positive uses of the internet.

READING ASSIGNMENT
Precious Seeds Basic Science for JSS three by J.O otugboyega et al. chapter 21 Pages 114-116
WEEKEND ASSIGNMENT
1. Lodestone is a ___ A. Magnetic rock B. Magnetic plate C. magnetic field D. magnetic ray
2. One of the following is a method of magnetization A. heating B. hammering
C. induction D none of the above
3. Like poles ____ A. attract B. repel C. join D. contact
4. The following are ways to care or magnet except A. should be kept with other magnets B. should be
kept clean C. should be left in hot water D. none of the above
5. The chemical formula or magnetite is A. Fe2O3 B.FeO C. Fe3O D. Fe3O4
THEORY
1. What is a magnetic field?
2. List three ways in which a magnet can be formed.
3. List five ways to care or a magnet.
WEEK:4 `DAY: SUBJECT:
DATE: TOPIC:
SUBTOPIC: PERIODS: DURATIONS:
LEARNING OBJECTIVES: At the end of the lesson, students should be able to

1. Meaning of sound energy

2. State the transmission of sound
3. Reflection of sound
4. Hearing

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT: SOUND ENERGY

INTRODUCTION
Sound is a wave caused by vibration of matter. It is a property of vibrating objects. These objects may be
solid, liquid or gases. If there is an elastic medium (i.e a medium which is capable of being compressed
between the vibrating object and a suitable apparatus such as a microphone, ear of animals) noise or
sound will be detected.

Sound may be produced in a variety of ways, normally as a result of some mechanical disturbances on an
object, causing it to vibrate.

For example:
 A blow by a hammer on a piece of iron causes the iron (and the hammer) to vibrate for a short
while.
 A guitar string vibrates under the rubbing action of the bow.
 A tightly stretched skin on a drum is set to vibrate when it is struck.
 Vocal cord of humans vibrate when air from the lungs pass out through the larynx
 An explosion sets the surrounding air into vibration.

TRANSMISSION OF SOUND
This is the passage of sound from one point to another e.g. from one room in a building to another or from
the street into a room in the building.

The transmission and production of sound can be demonstrated in the laboratory using a tuning fork. The
tuning fork has two steel prongs which when struck with a hard surface gives sound. During the vibration,
the prongs of the tuning fork present a hazy appearance due to their rapid to and fro movements. If the
vibrating prongsare dipped into a beaker of water, the water is seen to be violently agitated. The
transmission of natural vibration from the tuning fork to the water is called Resonance.

Soundistransmitted through matter such as air, water or solid metals. The matter or material through
which sound is transmitted is called a medium. Sound travels faster in solid than in liquid and faster in
liquid than in gases. The speed of sound in dry air is 332 m/s, 1484 m/s in water and 5,120 m/s in iron.

EVALUATION
1. What is sound?
2. Explain the transmission of sound.

REFLECTION OF SOUND
When sound reflects off a special curved surface called a parabola, it will bounce out in a straight line no
matter where it originally hits.

Many entertainment stages are designed as a parabola so that the sound will go directly into the audience
instead of bouncing on the stage. If the parabola is closed off by another curve surface it is called an
ellipse. Sound will travel from one focus to another no matter where it strikes the wall.

A whispering gallery is designed as an ellipse. If your friend stands at one focus and you stand at the
other, his whisper will be heard clearly by you. No one in the rest of the room will hear anything. Reflection
of sound is responsible for echoes.
An echo is a sound that is reflected back to it source. While multiple overlapping echoes is called
reverberation.

HEARING
Hearing is the ability to perceive sound by detecting vibrations, change in the pressure of the surrounding
medium through an organ called the ear. The inability of the ear to hear is called deafness. There are three
main components of the ear: the outer ear, the middle ear and the inner ear.

The outer ear includes the visible part of the ear (or the pinna), the auditory canal and the eardrum.
Sound travel in waves and when these waves arrive at the eardrum they cause vibration. The eardrum
amplifies the incoming air pressure waves to a single firm with a certain extent (amplitude): this allows fir
the differentiation of sound.

The middle ear consists of a smaller air-filled chamber that is located behind the eardrum. Within the
chamber are three smallest bones in the body known collectively as ossicles. The ossicles are; malleus
(hammer), incus (anvil) and stapes (stirrup). The stapes is the smallest bone in the body. The ossicles aid
the transmission and amplification of the vibration from the ear drum to the inner ear.

The innerear, which comprises the cochlea (a coiled canal filled with fluid) which is connected to auditory
nerve cells which pass on the signal to the brain.

EVALUATION
1. Explain the reflection of sound.
2. Explain ear, the parts of the hear and their function.

GENERAL EVALUATION
1. Explain the mechanism of hearing.
2. How does reflection of sound occur?
3. What is work?
4. Explain how energy is transfer in a working vehicle.
5. What is power
READING ASSIGNMENT
Precious Seeds Basic Science for JSS Three by J.O Otugboyega et al. Chapter 20. Pages 114-116
WEEKEND ASSIGNMENT
1. Which of the following cannot produce sound? A. Guitar B. Brain C. Turning fork D. Metals
2. Which of the following is part of the outer ear A. Stapes B. Pinna ,C. Auditory nerves D. Hammer
3. The reflection of sound back to be source is called ___ A. Echo B. Reverberation C. Noise D.
cacophony
4. The speed of sound in vacuum is A. 332m/s B. 1484 m/s C. 5120 m/s D. 0 m/s
5. Sound of distorted frequency is called A. Noise B. Echo C. Music D. Reverberation
THEORY
1. Why do churches have dome shaped roof?
2. Why is lightening seen before thunder is heard?

WEEK:5 `DAY: SUBJECT:

DATE: TOPIC:
SUBTOPIC: PERIODS: DURATIONS:
LEARNING OBJECTIVES: At the end of the lesson, students should be able to

1. Meaning of thermal energy

2. Explain heat flows
3. Explain conduction , convection, radiation and methods of heat transfer

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT: THERMAL ENERGY

TOPIC: THERMAL ENERGY 1 – HEAT FLOW

What exactly is heat? Heat is a form of energy called thermal energy. Thermal energy is the energy resulting from
the motion of particles. It is a form of kinetic energy and is transferred as heat. It is used for a lot of things like
heating in industries and cooking our food. We need heat to keep warm, to cook our food and for other human
activities. Where does the heat come from? Our most important source of heat is the sun. The Sun is the primary
source of all energy available in the world and this energy from the Sun reaches us in the form of light and heat.
Electric cookers, electric heaters and electric light bulbs all get hot – so do many machines such as the engine of a
truck. Even our bodies make heat. You can feel the warmth of your own breath when you breathe out on a cold day.
Fire is a good source of heat too. Specifically, we will be considering the transfer of heat energy in this lesson.

All forms of matter, whether a solid, liquid or gas, are composed of atoms or molecules in constant motion. Due to
this constant motion, all atoms have thermal (heat) energy. Whenever a substance is heated, the atoms move faster
and faster. When a substance is cooled, the atoms move slower and slower. An object has more thermal energy
when it is warm than when it is cool. In the simplest of terms, the discipline of heat transfer is concerned with only
two things: temperature and the flow of heat.

Any source of heat warms up nearby objects and these become secondary sources of heat. If we get close to a hot
object, we can feel the heat coming from it. In many traditional cultures, stones are heated in a fire, and then heat
from the stones is used to cook food. Heat flows from a hot body to a cold body by itself. If we place a body at a
higher temperature in contact with a body at a lower temperature, we notice after a while that the body at a higher
temperature loses some heat to the body at a lower temperature. This process of heat flow will continue until the two
bodies attain a final steady temperature (equilibrium temperature).
When a difference in temperature exists between materials, the heat flow can only be slowed, not stopped. Also, if
there is a temperature difference in a system, heat will always move from higher to lower temperatures. This transfer
of heat energy can happen by three main methods, which are conduction, convection and radiation. These methods
of heat transfer will be considered in the next lesson

Introduction

Energy transfer is the process of transmitting or transferring energy from one place to another. The word thermal
means heat. Thermal energy is the transfer of heat from one place to another.

Heat Flow

Energy transfer means that energy moves from one place to another (without changing form). The process of heat
flow from the sun to us is referred to as radiation. The process of heat flow from the soup to the spoon discussed is
referred to as conduction. There is the third process of heat flow known as convection. Therefore, heat flow means
that heat energy is transferred from a hotter part of an object to the cooler part of the object.

Transfer of Heat Energy

The three processes of heat transfer are conduction, convection and radiation.

Conduction

When particles in a matter (or substance preferably a metallic substance) are heated, the particles vibrate, hitting the
successive ones (which are not in contact with the source of heat). This raises their temperature until all the particles
in the metallic substances are heated up. In this way, heat is being conducted along the metallic substance and this
process is called conduction.
Usually, heat flows from a hot to a cold body. You know that heat is a form of energy and a hot body has energy
stored up (in form of potential energy) in it. In order to convert this potential energy into kinetic energy, heat then
passes to another particle which has lower energy. Therefore, a hot body must lose heat energy to a cooler one.

There are good conductors and bad conductors of heat.

Good conductors of heat are substance s, which conduct heat readily; all metals are good conductors of heat.

Bad conductors are substances that do not conduct heat readily. Liquids and gases are bad conductors of heat.
Water is an example of a bad conductor of heat. But mercury is a metallic liquid, hence it conduct heat readily.

Convection

Heat transfer in convection is peculiar with liquids. The heat flows from the bottom of a liquid container to the top by
the actual movement of the liquid molecules. This transfer of heat by the movement of liquid molecules is known as
convection

Radiation

Radiation is a method of heat transfer that does not require material medium for transmission. Heat energy is
transmitted by means of waves.
Summary of the Three Types of Heat Transfer

Diagram of the Three Types of Radiation

ASSESSMENT

1. Define Radiation?
2. The three processes of heat transfer are___
3. What is energy transfer?
WEEK:6 `DAY: SUBJECT:
DATE: TOPIC:
SUBTOPIC: PERIODS: DURATIONS:
LEARNING OBJECTIVES: At the end of the lesson, students should be able to

1. Meaning of state of matter

2. State change of states and explain
3. State and explain Kinetic theory of gases
4. Phenomena supporting kinetic theory of matter

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT: KINETIC THEORY OF MATTER

STATES OF MATTER

The three states of matter: solid, liquid and gaseous states can be distinguished by the motion of particles they are
made of and the attractive force between their particles.

SOLID LIQUID GASES

Have definite shape and volume Have no definite shape but definite volume Have no definite shape and volume
Very dense Less dense Least dense
Incompressible Incompressible Compressible
Fixed mass Fixed mass Fixed mass
Particle vibrate and rotate about a fixed point Particles vibrate and move about within a restricted space Particles
move about constantly at great speed and at random

CHANGE OF STATE

MELTING

Melting is the physical process where a substance changes from a solid to a liquid. When a solid is heated, the
particles acquire greater kinetic energy and move violently. A point is reached when the forces of vibration overcome
the cohesive forces holding the solid particles together and the crystalline structure collapses. The particles are no
longer held in fixed positions but are free to move about and the liquid state is reached. The temperature at which
this occurs is called the melting point of the solid.

BOILING

When a liquid is heated, the rate of evaporation increases and the value of the saturated vapour pressure equal the
prevailing atmospheric pressure. When this happens, the liquid is said to boil and the temperature at which this
happen is known as the boiling point of the liquid.
The boiling point of a liquid change with change in atmospheric pressure. If the pressure is raised, the boiling point
will increase and if the pressure is lowered the boiling point will decrease. Also, the presence of impurities increases
the boiling point of a liquid.

EVAPORATION

Evaporation is the process of vapourization of liquids at all temperatures. When the surface of a liquid is exposed,
the molecules near the surface of the liquid will acquire extra kinetic energy, large enough to enable them break
away from the cohesive force binding them to the neighbouring particles. Once free, they escape from the liquid
surface to become molecules in the vapour state.
Evaporation results in decrease in the volume of liquid and lowering the temperature of the liquid, therefore it causes
cooling. Also, it occurs at all temperature but increases with increase in temperature. In addition, it is slower in
electrovalent liquids than in covalent liquids.

DIFFERENCES BETWWEEN EVAPORATION AND BOILING

EVAPORATION BOILING

Takes place at the surface of the liquid Involves the entire volume of the liquid
Takes place at all temperature Takes place at a fixed temperature

CONDENSATION AND FREEZING

Condensation is a process whereby a vapour loses some of its kinetic energy to a colder body and changes into the
liquid state.
When a liquid cools, it loses heat energy to its surroundings, causing its temperature to drop. If the cooling
continues, the temperature of the liquid keeps dropping until it reaches the freezing point of the liquid. At this
temperature, the liquid changes into solid.

EVALUATION

1. Describe the melting process of a solid.

2. State two differences between evaporation and boiling.

KINETIC THEORY OF GASES

The theory postulates the following for an ideal or perfect gas:

Gas molecules are in constant, rapid, straight motion, colliding with one another and with the walls of the container.

The collision of gas molecules is perfectly elastic.

The total volume of the gas molecule is negligible compared to the volume of the container.
The force of attraction between the gas molecules is negligible.
The average kinetic energy of the molecule is a measure of the temperature of the gas molecules.

PHENOMENA SUPPORTING THE KINETIC THEORY OF GASES

Brownian motion:

This is the constant, irregular movement of particles in a liquid or gas. It shows that gas molecules are in constant
motion.
Diffusion: Diffusion is the movement of particles from a region of higher concentration to lower concentration.
Diffusion is common in gases and it results from the random movement of particles of a gas.

GENERAL EVALUATION/REVISION
1. Compare the three states of matter under the following headings: Shape/volume, Density, Compressibility
and Motion of particles.
2. Write short note on (a) Boiling (b) Evaporation.
3. 100cm3 each of 0.02moldm-3 solution of HCl and Pb(NO3)2 were mixed. Assuming the PbCl2 is completely
insoluble; determine the mass of the PbCl2 precipitated.
4. State the postulates of Dalton’s Atomic theory.
WEEKEND ASSIGNMENT
1. —— is measure of the average kinetic energy of the molecules of a gas. A. mass B. volume
C. pressure D. temperature.
2. All the following are the assumptions of the kinetic theoryof gases except A. Gases are composed of many
elastic particles called molecules. B. The molecules are of negligible C. The molecules collide with one
another and with the walls of container.D. The molecules are in constant random motion.
3. Presence of sodium chloride in ice will A. decrease the melting point of the ice B. increase the melting point
of the ice C. make sodium chloride impure D. lower the freezing point of sodium chloride
 4. Which of these does not support the kinetic theory? A. Brownian motion B. Diffusion C.Osmosis
D. Linear expansivity
5. The phenomenon whereby the atmospheric pressure equals the saturated vapour pressure is called
A. freezing B. latent heat C. boiling D. normal pressure
THEORY
1. A bottle of milk is taken out of the refrigerator and placed on the table. Droplets of water are noticed on the
surface of the milk bottle. Explain the observation
2. State two phenomena that support the kinetic theory of gases.

WEEK: 7 MID-TERM BREAK / CONTINUOUS ASSESSMENT / MID-TERM TEST / OPEN DAY

WEEK:8 `DAY: SUBJECT:

DATE: TOPIC:
SUBTOPIC: PERIODS: DURATIONS:
LEARNING OBJECTIVES: At the end of the lesson, students should be able to

1. Meaning of Chemical
2. State classes of chemicals and their examples
3. State uses and hazardous in chemical
4. Chemical safety measures

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT: CHEMICALS

CHEMICALS
A substance composed of chemical elements or a substance produced by or used in chemical processes. Chemical
classes are groupings that relate chemicals by similar features. Chemicals can be classified by their structure (e.g.,
hydrocarbons), uses (e.g., pesticides), physical properties (e.g., volatile organic compounds [VOCs]), radiological
properties (e.g., radioactive materials), or other factors. The chemical classes identified below are ones used by the
Agency for Toxic Substances and Disease Registry (ATSDR) to address hazardous substances.

Classes of Chemicals
Based on use
a. Pharmaceutical/cosmetics e.g. Mood stabilizers: lithium and valpromide
 Hormone replacements: Premarin
 Oral contraceptives: Enovid, "biphasic" pill, and "triphasic" pill
 Stimulants: methylphenidate, amphetamine
 Tranquilizers: meprobamate, chlorpromazine, reserpine, chlordiazepoxide, diazepam,
and alprazolam
 Statins: lovastatin, pravastatin, and simvastatin.
Pharmaceutical or a drug is classified on the basis of their origin.

Drug from natural origin: Herbal or plant or mineral origin, some drug substances are of marine origin.

Drug from chemical as well as natural origin: Derived from partial herbal and partial chemical synthesis Chemical,
example steroidal drugs
Drug derived from chemical synthesis.
Drug derived from animal origin: For example, hormones, and enzymes.
Drug derived from microbial origin: Antibiotics
 Nuclear; Radioactive means any material having a specific activity greater than 70 Becquerel (Bq) per gram.
E.g. 1. Fission reaction at a nuclear power plant provides enough energy to give electricity to large cities.
2. The fussion reaction in the sun provides our planets with all the energy it needs for all the living organisms to
survive.
3. An uncontrolled fission reaction provide the destructive forces of a nuclear bomb.
 Agrochemical or agrichemical; . In most cases, agrichemical refers to the broad range of pesticides, including
insecticides, herbicides, fungicides and nematicides. It may also include synthetic fertilizers, hormones and other
chemical growth agents, and concentrated stores of raw animal manure.
 Industries- industries that use chemical to production of goods are called chemical based industries; dyes,
iodine solutions, methylated spirit, soaps, detergent ,shampoo, cosmetics
 Laboratory ; sodium hydroxide, hydrochloric acid, tetraoxosulphate VI acid, sodium trioxocarbonate IV,
potassium hydroxide, ethanol. Etc

b. Based on hazardous nature;

Highly hazardous and toxic
 Explosive(picric acid, 2, 4- dinitro-phenol, organic azides), chloroform, chromic acid, phenol, acetonitrile,
methanol, acetone, acetaldehyde burns rapidly. sodium Ignites easily

Based on moderately hazardous and toxic

 sodium hydroxide, potassium hydroxides, organic acids, and oxidizing acids, hydrochloric acid, sulfuric acid,
boric acid, nitric acid, bromine
Non hazardous and toxic.
 nitrogen, carbon dioxide,

READING ASSIGNMENT
Precious seed BASIC SCIENCE FOR JUNIOR SECONDARY SCHOOLS BOOK 2 page

EVALUATION
1. What are chemicals?
2. Mention five hazardous chemicals you know

GENERAL EVALUATION
1. What are chemicals?
2. Mention five hazardous chemicals you know
3. What are chemicals?
4. Mention five examples of agrochemicals

WEEKEND ASSIGNMENT
1. -----------refers to the broad range of pesticides, including insecticides, herbicides, fungicides and
nematicides. A. Agrichemical B. Animals business C. Perochemicals D. None
2. Drug is classified on the basis of their --------- A. origin B. domain C. systemic
D. potency
3. Drug derived from microbial origin are ---------A. antibiotics B. biotics C. hormones D. enzymes.
4. Industries that use chemical to production of goods are called ----------based industries A. chemical B. salt C.
sub chemical D. agro allied
5. Radioactive means any material having a specific activity greater than ------- Becquerel (Bq) per gram A. 70
B. 80 C. 60 D. 90

THEORY
1. What are chemicals?
2. Mention five examples of agrochemicals

CHEMICALS (SAFETY MEASURE)

 Follow The Manufacturer's Instructions; , the importance of reading and following the manufacturer's
instructions, use and safety information that are on the products that you are purchasing cannot be
overemphasized.
Why is it important to follow the manufacturer's instructions?
 The first is that you want your home improvement project to look good and last for many years, when
completed.
 The second reason is that, reputable manufacturers stand behind their products, if they are used for the
correct application and used or installed properly.
 Follow safety guidelines for chemical storage and handling.
 Be prepared for your work in the laboratory. Read all procedures thoroughly before entering the laboratory.
Never fool around in the laboratory. Horseplay, practical jokes, and pranks are dangerous and prohibited.
 Always work in a well-ventilated area.
 Observe good housekeeping practices. Work areas should be kept clean and tidy at all times.
 Be alert and proceed with caution at all times in the laboratory. Notify the teacher immediately of any unsafe
conditions you observe.
 Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be used only for
water. Check with your teacher for disposal of chemicals and solutions.
 Labels and equipment instructions must be read carefully before use. Set up and use the equipment as
directed by your teacher.
 Keep hands away from face, eyes, mouth, and body while using chemicals or lab equipment. Wash your
hands with soap and water after performing all experiments.
 Experiments must be personally monitored at all times. Do not wander around the room, distract other
students, startle other students or interfere with the laboratory experiments of others.
 Know the locations and operating procedures of all safety equipment including: first aid kit(s), and fire
extinguisher. Know where the fire alarm and the exits are located.
 Know what to do if there is a fire drill during a laboratory period; containers must be closed, and any electrical
equipment turned off
 Any time chemicals, heat, or glassware are used, students will wear safety goggles.
NO EXCEPTIONS TO THIS RULE!
 Contact lenses may be not be worn in the laboratory.
 Dress properly during a laboratory activity. Long hair, dangling jewelry, and loose or baggy clothing are a
hazard in the laboratory. Long hair must be tied back, and dangling jewelry and baggy clothing must be
secured. Shoes must completely cover the foot. No sandals allowed on lab days.
 A lab coat or smock should be worn during laboratory experiments.

 Observe and adhere to safety signs and instructions on chemical packages

 All chemicals in the laboratory are to be considered dangerous. Avoid handling chemicals with fingers.
Always use a tweezer. When making an observation, keep at least 1 foot away from the specimen. Do not
taste, or smell any chemicals.
 Check the label on all chemical bottles twice before removing any of the contents. Take only as much
chemical as you need.
 Never return unused chemicals to their original container.
 Never remove chemicals or other materials from the laboratory area.

Chemical Storage and Labeling;

 Distinguish between hazardous and non-hazardous chemicals.
 Use the physical state of the hazardous chemical (dry, liquid or gas) to determine general storage location
guidelines:
 Planning Form chemical list to determine the hazards of your chemicals.

Proper labeling of hazardous chemical and waste is extremely important to reduce exposure, prevent accidents and
extra disposal costs. Properly label all chemicals with full English name (no chemical structures or abbreviations),
hazards, date and responsible party. Proper chemical labeling is an important step in emergency planning and
prevention. In the event of an incident such as fire or personal exposure, identifying the physical and health hazards
of chemicals can be critical in minimizing adverse health effects and property damage. Improperly labeled and/or
unidentified chemicals can ultimately end up as “unknown” chemical waste. Determining the contents of an
“unknown” chemical is an involved and costly process and also presents unique concerns and hazards for chemical
waste handlers and to the environment. Please take care to avoid creating “unknown” chemicals in your laboratory.

EVALUATION
1. State five safety measure when using chemicals
2. Mention three ways of Chemical Storage and Labeling

READING ASSIGNMENT
Precious seed BASIC SCIENCE FOR JUNIOR SECONDARY SCHOOLS BOOK 2 page; 114

GENEERAL EVALUATION
1. State five safety measure when using chemicals
2. Mention three ways of Chemical Storage and Labeling
3. State two chemical safety measure
4. Mention two ways of Chemical Storage and Labeling;

WEEKEND ASSIGNMENT
1. Proper chemical ---------is an important step in emergency planning and prevention. A. labeling B. naming C.
coding D. signaling
2. Properly label all chemicals with full ---------name A. English B. Greek C. Latin D. Spanish
3. Check the label on all chemical bottles ---------before removing any of the contents. A. twice B. thrice C. once
D. always
4. A lab -------or smock should be worn during laboratory experiments. A. gown B. coat C. mantle D. sleeve
5. Never mix chemicals in------- drains. A. tin B. tray C. sink D. basin

THEORY
1. State two chemical safety measure
2. Mention two ways of Chemical Storage and Labeling;

WEEK:9 `DAY: SUBJECT:

DATE: TOPIC:
SUBTOPIC: PERIODS: DURATIONS:
LEARNING OBJECTIVES: At the end of the lesson, students should be able to

1. Meaning of crude oil and petrochemical

2. State different refining stage of crude oil and their examples
3. State uses or importance of crude oil and petrochemicals

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT: CRUDE OIL AND PETROCHEMICALS

Crude oil and Petrochemicals I

What is 'Crude Oil'
Crude oil is a naturally occurring, unrefined petroleum product composed of hydrocarbon deposits and other organic
materials. Crude oil can be refined to produce usable products such as gasoline, diesel and various forms of
petrochemicals. It is a nonrenewable resource, also known as a fossil fuel, which means that it can't be replaced
naturally at the rate we consume it and is therefore a limited resource.
BREAKING DOWN 'Crude Oil'

Crude oil is typically obtained through oil drilling, where it is usually found alongside other resources, such as natural
gas (which is lighter, and therefore sits above the crude oil) and saline water (which is denser, and sinks below). It is
then refined and processed into a variety of forms, such as gasoline, kerosene, and asphalt, and sold to consumers.
Although it is often called "black gold," crude oil has ranging viscosity and can vary in color to various shades of
black and yellow depending on its hydrocarbon composition. Distillation, the process by which oil is heated and
separated in different components, is the first stage in refining.

Petrochemicals
Petrochemicals, also called petroleum distillates, are chemical products derived from petroleum. Some chemical
compounds made from petroleum are also obtained from other fossil fuels, such as coal or natural gas, or renewable
sources such as corn or sugar cane.
The two most common petrochemical classes are olefins (including ethylene and propylene) and aromatics
(including benzene, toluene and xylene isomers). Oil refineries produce olefins and aromatics by fluid catalytic
cracking of petroleum fractions. Chemical plants produce olefins by steam cracking of natural gas liquids like ethane
and propane. Aromatics are produced by catalytic reforming of naphtha. Olefins and aromatics are the building-
blocks for a wide range of materials such as solvents, detergents, and adhesives. Olefins are the basis for polymers
and oligomers used in plastics, resins, fibers, elastomers, lubricants, and gels.
Primary petrochemicals are divided into three groups depending on their chemical structure:
Olefins includes ethylene, propylene, and butadiene. Ethylene and propylene are important sources of industrial
chemicals and plastics products. Butadiene is used in making synthetic rubber.

Aromatics includes benzene, toluene, and xylenes. Benzene is a raw material for dyes and synthetic detergents,
and benzene and toluene for isocyanates MDI and TDI used in making polyurethanes. Manufacturers use xylenes to
produce plastics and synthetic fibers.

Synthesis gas is a mixture of carbon monoxide and hydrogen used to make ammonia and methanol. Ammonia is
used to make the fertilizer urea and methanol is used as a solvent and chemical intermediate.

Refining of Crude Oil

1. Distillation
Modern distillation involves pumping oil through pipes in hot furnaces and separating light hydrocarbon molecules
from heavy ones in downstream distillation towers – the tall, narrow columns that give refineries their distinctive
skylines.

2. Cracking
Since the marketplace establishes product value, our competitive edge depends on how efficiently we can convert
middle distillate, gas oil and residuum into the highest value products. Refinery convert middle distillate, gas oil and
residuum into primarily gasoline, jet and diesel fuels by using a series of processing plants that literally “crack” large,
heavy molecules into smaller, lighter ones. Heat and catalysts are used to convert the heavier oils to lighter products
using three “cracking” methods: fluid catalytic cracking (FCC), hydrocracking (Isomax), and coking (or thermal-
cracking).

3. Treating (Removing Impurities)

The products from the Crude Units and the feeds to other units contain some natural impurities, such as sulfur and
nitrogen. Using a process called hydrotreating (a milder version of hydrocracking), these impurities are removed to
reduce air pollution when our fuels are used.

4. Reforming
Octane rating is a key measurement of how well a gasoline performs in an automobile engine. Much of the gasoline
that comes from the Crude Units or from the Cracking Units does not have enough octane to burn well in cars. The
gasoline process streams in the refinery that have a fairly low octane rating are sent to a Reforming Unit where their
octane levels are boosted. These reforming units employ precious-metal catalysts – platinum and rhenium – and
thereby get the name “rheniformers.” In the reforming process, hydrocarbon molecules are “reformed” into high
octane gasoline components. For example, methyl cyclohexane is reformed into toluene.

Product testing
Blending
A final and critical step is the blending of our products. Gasoline, for example, is blended from treated components
made in several processing units. Blending and Shipping Area operators precisely combine these to ensure that the
blend has the right octane level, vapor pressure rating and other important specifications. All products are blended in
a similar fashion.

Quality Control
In the refinery’s modernly-equipped Laboratory, chemists and technicians conduct quality assurance tests on all
finished products, including checking gasoline for proper octane rating. The reforming process actually removes
hydrogen from low-octane gasoline. The hydrogen is used throughout the refinery in various cracking
(hydrocracking) and treating (hydrotreating) units.
Uses of Crude Oil and Petrochemicals
1. Thus the crude oil is mostly used to produce energy.
2. Small portion of crude oil is converted into petrochemical feedstock used in production of plastics, rubber,
fertilizers, cosmetics and the like.
3. Most of the crude oil is used to obtain motor gasoline, diesel, heating oil, jet fuel, and liquefied petroleum
gases.
4. Gasoline (Used to fuel cars)
5. Heating Oil (Used to heat buildings)
6. Residual Fuel Oil (powering factories, fueling large ships, and making electricity)
7. Petrochemicals are used to produce a wide variety of materials, such as plastics, explosives, fertilizers, and
synthetic fibers.
8. Food-additives are another major kinds of petrochemical which are known to act as preservatives and
increase the tenure of freshness of canned food, so that the freshness of food can be enjoyed anywhere at
any point of time.
9. Sneakers (synthetic shoes) have also got petroleum products as their content.
10. The non-stick pads made to plaster wounds are also a petrochemical product.
11. Plastic bottles are made from petrochemicals too.
12. Synthetic; this is a man-made petrochemical which often serves as the raw material for wrinkle-free
garments. These fibers can be further finely woven tapestry, carpets, curtains, and many other things.
Petrochemical is also used as fertilizers. Fertilizers like pesticides are used to protect crops from any sort of
damage and increase crop production.

Importance of Crude Oil and Petrochemicals

1. The economic importance of crude oil is that it is used to produce gasoline and other fuels used around the
world.
2. Gasoline is made from crude oil. Lubricating oil is also used to keep our automobile engines from getting too
hot and to ensure that all moving parts of the machinery are kept in good working order.
3. Increased Job Creation; Most importantly, the petrochemical industry has worked increase job opportunities
across the country.
4. Petrochemicals are used to create most of the everyday items we use. From vehicles to a variety of
electronics, almost all of the things we use today are powered by or made of petrochemicals.

WEEKEND ASSIGNMENT
1. The reforming process actually removes --------from low-octane gasoline.
A. hydrogen B. oxygen C. fluorine D. nitrogen
2. In the refinery’s modernly-equipped Laboratory, chemists and technicians conduct quality assurance tests on
all finished products, including checking gasoline for proper --------rating. A. octane B. nonane C. decane D.
methane
3. The reforming unit employ precious-metal catalysts – platinum and rhenium – and thereby get the name-------
A. rheniformers B. reformer C. catalizer D. none of the above
4. --------Oil Used to heat buildings. A. Heating B. Lubricating C. Gasoline D. Residual oil
5. ---------fiber is a man-made petrochemical which often serves as the raw material for wrinkle-free garments.
A. Synthetic B. Polymeric C. Isomeric D. None of the above

THEORY
1. Mention four importance of crude oil and petrochemicals.
2. State the steps in refining crude oil.
WEEK:10 `DAY: SUBJECT:
DATE: TOPIC:
SUBTOPIC: PERIODS: DURATIONS:
LEARNING OBJECTIVES: At the end of the lesson, students should be able to

1. Meaning of reproductive health , genetic counselling and four aspects

2. State the importance of genetic counseling before marriage
3. Breastfeeding and its importance
4. Abstinence and sexual abstinence

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT: REPRODUCTIVE HEALTH

REPRODUCTIVE HEALTH
GENETIC COUNSELLING
Genetic counseling may be described as the process through which individuals affected by, or at risk for a problem
which may be genetic or hereditary, are informed of the consequences of the disorder, of the probability of suffering
from or of transmitting it to their offspring, and of the potential means of treating or of avoiding the occurrence of the
malformation or disease in question. " Genetic " does not necessarily mean " hereditary ". The first term implies
simply that the genetic material, on a chromosomal or a gene level, contains one or more mutations which are the
cause of the disorder. Once a mutation is present in a patient, particularly if it is constitutional (and thus present in all
cells), it can of course be transmitted and thus becomes a hereditary disorder.

Four aspects involved in giving genetic counseling

 Arriving at a specific diagnosis
 Estimation of risks: to develop the disorder and/or to transmit it to offspring.
 Practical aid: this includes, for example, recommending doctors for specialized examinations or health care
professionals for speech or educational therapy. It often implies as well the coordination of prenatal and other
diagnostic tests.
 Supportive role

IMPORTANCE OF GENETIC COUNSELLING BEFORE MARRIAGE

1. To ensure that there are no genetic anomalies in either partner, this would produce damaged offspring.
2. Nowadays premarital testing is considered an important issue, as a result of the increasing in the number of
children affected with genetic or blood transmitted diseases.
3. Premarital screening mainly aimed at reducing the number of children with inherited diseases.
4. If either/both have family history of a serious genetic condition
5. If they are ‘carriers’ of the same faulty gene
6. If they have exposure to some chemical or other environmental agent
7. Any abnormalities in the chromosomes

EVALUATION
1. What is genetic counseling?
2. What are the four aspects involved in giving genetic counseling?

Breastfeeding and its importance

 There is an increased resistance to infections, and therefore fewer incidents of illness and hospitalization
 Decreased risk of allergies and lactose intolerance
 Breast milk is sterile
 Baby experiences less nappy rash and thrush
 Baby is less likely to develop allergies
 Baby experiences fewer stomach upsets and constipation
 Breastfed infants tend to have fewer cavities
 Breastfeeding promotes the proper development of baby’s jaw and teeth.
 Breastfed infants tend to have higher IQs due to good brain development early in life
 Babies benefit emotionally, because they are held more
 Breastfeeding promotes mother-baby bonding
 In the long term, breastfed babies have a decreased risk of malnutrition, obesity and heart disease compared
to formula fed babies.

MYTHS ABOUT BREASTFEEDING

 If babies feed a lot, that means they aren't getting enough milk.
Fact: Because breast milk is so easy to digest, babies generally get hungrier sooner than if they are formula-fed. It's
appropriate for your breastfeeding newborn baby to eat every two to three hours.
 Giving the breast a nursing "rest" can help ensure more milk.

Fact: The more you nurse, the more milk you make. Breaking your regular nursing schedule to "rest" the breast
actually may decrease your milk supply.

This myth got started, she says, because skipping a feeding or pumping during the day results in greater supply of
milk at night. But by the next day you will have less milk if you skip a feeding. "The only way to ensure a steady
supply is to keep expressing milk as regularly as you can. You should nurse at least nine to 10 times a day to ensure
milk production.

 Formula fed babies sleep better.

Fact: Research indicates that babies fed on formula do not sleep better, although they may sleep longer. "Because
bottle milk doesn't get digested as quickly, it may be a longer stretch between feedings so your baby may sleep
longer.
Breastfed babies typically start sleeping longer at 4 weeks old and soon are sleeping the same amount of time as
formula-fed babies.

 Nursing babies shouldn't take an occasional bottle or they may become confused and stop eating.
Fact: Babies suck on a nipple, but suckle at the breast. The difference between the two actions rarely will confuse
your little one. If you think you need to supplement your baby's feedings (particularly if you plan to return to work
before you finish nursing), then you should introduce baby to a bottle between 2 to 6 weeks of age.

Use it for one or two feedings a day. Your baby will develop the skills necessary to bottle feed without losing the
ability to feed at the breast. Use your own milk when trying the bottle, and hold your baby close to your body to
cuddle. It's the bonding time that matters almost as much as the actual feeding.
 Breastfeeding changes the shape and size of your breast, or reduces sensitivity.
Fact: While pregnancy does somewhat alter the look and feel of your breasts, experts say breastfeeding does not
cause any changes beyond that.

In fact, "breastfeeding can actually help protect your breasts. women who breastfeed have a reduced risk of breast
cancer later in life.

 Never wake a sleeping baby to breastfeed.

Fact: Most of the time your baby will wake you -- and be ready to eat -- every two-and-a-half to three hours.
However, your baby may feed vigorously for two or three hours -- known as "cluster feedings" -- then sleep a longer
than usual.

"It's okay to let them sleep a little longer than usual, but you should never have more than one four-and-a-half-hour
period of sleeping per day. If your baby is regularly sleeping through feeding time, wake baby when it's time to eat.
It's important for your baby to feed on schedule, and you need to express milk on schedule to keep up a good
supply.
 Breastfeeding prevents you from getting pregnant.

Fact: Judging by the number of families with babies born 10 months apart, it's clear that breastfeeding isn't
guaranteed birth control. However, experts do believe breastfeeding is 98% effective -- similar to other forms of birth
control. experts say hormones involved in breastfeeding prevent ovulation, thereby blocking your ability to conceive
for up to 14 or 15 months following delivery.

EVALUATION
1. State five importance of breast feeding
2. What is breast feeding?
READING ASSIGNMENT
Precious seed BASIC SCIENCE FOR JUNIOR SECONDARY SCHOOLS BOOK 2

GENERAL EVALUATION
1. What is genetic counseling?
2. What are the four aspects involved in giving genetic counseling?
3. State five importance of breast feeding
4. What is breast feeding?
5. State five importance of genetic counseling before marriage

WEEKEND ASSIGNMENT
1. Counseling may be described as the process through which individuals affected by, or at risk for a problem
which may be genetic or hereditary, are informed of the consequences of the disorder, of the probability of
suffering from or of transmitting it to their offspring. A. Genetic B. Sporadic C. Hereditary D. General
2. Nowadays premarital-------- is considered an important issue, as a result of the increasing in the number of
children affected with genetic or blood transmitted diseases. A. testing B. exam C. submission D. counseling
3. Breastfeeding -----------the proper development of baby’s jaw and teeth. A. promotes B. hinders C. inhibit D.
negotiates
4. Women who breastfeed have a ---------risk of breast cancer later in life. A. reduced B. observed C.
suspecting D. aggravated
5. Similar to other forms of birth control, hormones involved in breastfeeding prevent -------- A. ovulation B.
fertilization C. oval window D. pregnancy

THEORY
1. State two myths about breast feeding
2. State five importance of genetic counseling before marriage

ABSTINENCE
Abstinence is a self-enforced restraint from indulging in bodily activities that are widely experienced as giving
pleasure. Most frequently, the term refers to sexual abstinence, or abstinence from alcohol or food. The practice can
arise from religious prohibitions and practical considerations. Abstinence may also refer to drugs. For example, one
can abstain from smoking. Abstinence has diverse forms. Commonly it refers to a temporary or partial abstinence
from food, as in fasting. Abstinence may be voluntary (when an individual chooses not to engage in sexual activity
due to moral, religious, philosophical, etc. reasons), an involuntary result of social circumstances (when one

Types of abstinence
1. Fasting is primarily the act of willingly abstaining from some or all food, drink, or both, for a period of time.
2. Vegetarianism is the practice of a diet that excludes meat (including game, marine mammals and slaughter
by-products), poultry, fowl, fish, shellfish and other sea creatures
3. Smoking cessation is the action leading towards the discontinuation of the consumption of a smoked
substance, mainly tobacco, but it may encompass cannabis and other substances as well.
4. Teetotalism is the practice and promotion of complete abstinence from alcoholic beverages.
5. Sexual abstinence or sexual restraint is the practice of refraining from some or all aspects of sexual activity
for medical, psychological, legal, social, financial, philosophical, moral, or religious reasons.
6. Religious orders Lifelong (or at least long-term) abstinence, often associated with philosophical or religious
asceticism, is distinguished from chastity before marriage.

EVALUATION
1. Define Abstinence
2. Mention five types of abstinence

SKILLS AND BEHAVIOUR THAT PROMOTES ABSTINENCE

1. Tangible rewards for verifiable abstinence. Students are better able to maintain desirable behaviors when
they are rewarded daily or weekly rather than when they are asked to focus solely on the ultimate goal of
long-term recovery.
2. Incentives extend abstinence during treatment for addiction. Although the effectiveness of incentives tends to
weaken after they are discontinued, some studies have found that benefits persist for 1 to 2 years.
3. Motivational incentives can promote and reinforce multiple healthy behaviors. For example, such
interventions have improved drug abusers' adherence to HIV antiviral medication regimens and helped
patients maintain regular exercise, job-hunting, and other activities that support a drug-free lifestyle.
4. The longer students are continuously abstinent, the greater their chances of maintaining future abstinence.

REASONS WHY YOUNG PEOPLE MUST ABSTAIN FROM PRE-MARITAL SEX

1. It breaks God’s laws and dishonors Him— a concordance for the word “fornication.”
2. It presents huge physical risk—diseases and illness are rampant among those who engage in this lifestyle.
3. It presents huge emotional risk—a physical and emotional bond without a spiritual commitment is
never a winning experience.
4. It presents huge spiritual risk—grieving the Holy Spirit and offending a holy God means we forfeit God’s best.
We never win by dishonoring God.
5. It is awkward, guilt ridden, unfulfilling, and not representative of God’s original intent— hence a culture that
continually seeks fulfillment with new partners and relationships.
6. It is disappointing at the physical, emotional, and spiritual levels—the only physical intimacy that exceeds
expectations is that founded on long-term commitment and marital growth.
7. It creates a spiritual/emotional bond without commitment—this only breeds resentment, bitterness, and the
feeling of being used. It says something like this, “I don’t love you enough to commit to you, but I love me
enough to use you.”
8. It destroys trust—the best way to have trust in a marriage is to stay pure before you get married. Learning to
be committed to Christ (in purity) is the best way to learn to be committed to a spouse.
9. It creates resentment and frustration—it was designed to happen within a committed marriage of selfless
love. Outside of that, fornication just breaks the heart and wounds the soul.
10. It leaves you empty and searching for real love—physical intimacy doesn’t create a loving, committed
relationship, it’s the fruit of one.
11. It devalues the future intimacy of your marriage—intimacy is “just the two of us.” Premarital relationships
destroy that before it even happens.
12. It prevents the greatest intimacy in marriage—the purest and most fulfilling marital relationship is that which
is forever untouched by previous relationships. (If you have failed morally, don’t lose hope. Claim God’s
grace, and begin protecting your future marriage today by abstaining from further fornication.) Jesus doesn’t
shame you, but He would say, “Go and sin no more.”
13. It sets a person on a path of unfulfilling sexual experiences—fornication is a downward spiral of perpetually
unfulfilling relationships.
14. It attempts to shortcut God’s plan for marriage and family—it turns God’s great gift of family and love into a
cheap thrill and self-centered pleasure quest.
15. It prevents you from having the most fulfilling sexual relationship—while a person is sleeping around, they
are NOT preparing for the wonderful lifetime relationship that God intended.
16. It enlarges sexual desires and makes them insatiable—thinking with your hormones allows them to become
an unruly taskmaster.
17. It puts the flesh and hormones in control of your life—you are more than a chemical reaction that seeks
gratification. Don’t allow your life to be directed by physical desires
18. It creates children without strong homes— relationship is to create a family with a foundation of
commitment and lifetime love.
19. It feeds the abortion industry—illicit relationship creates unwanted children which creates “the abortion
industry.”
20. It cannot be done safely—no matter what culture says—safe sex is one man, one woman, committed in
marriage, for the rest of their lives.
EVALUATION
1. Mention five skills and behaviour that promotes abstinence
2. State seven reasons why young people must abstain from pre-marital sex.
REASONS WHY YOUNG PEOPLE ENGAGE IN PRE-MARITAL SEX
1. Family characteristics.i.e educational status of the parents and their positions.
2. Peer influence I.e. experience of pre-marital sex among the youth by sexual behaviour
3. Smoking and alcohol consumption.
4. Individual characteristics.i.e
5. Socioeconomic development of the parents.
6. Behaviour towards the virginity of male and female
FACTS AND MYTHS ABOUT SEXUAL ABSTINENCE
1. Comprehensive sexuality education encourages youth to have sex.
 FACT Research clearly demonstrates that comprehensive sexuality education programs can help young
people delay sexual initiation.
2. MYTH Comprehensive sexuality education disregards values and morals.
FACT Comprehensive sexuality education incorporates values and cultural sensitivity.
3. MYTH Comprehensive sexuality education programs undermine parental/family
authority.
FACT Multiple polls indicate that an overwhelming majority of parents support the
provision of comprehensive sexuality education in schools.
4. MYTH Comprehensive sexuality education teaches the mechanics of sex to young
children.
FACT Comprehensive sexuality education provides age- and developmentally appropriate information and
skills to help young people delay sexual initiation and to protect themselves when they do become sexually
active.
5. MYTH Comprehensive sexuality education programs do not promote abstinence.19
FACT Evaluation of 23 comprehensive sexuality education programs showed that were successful at helping
young people to delay sexual initiation.
6. MYTH Condoms are not effective.25
FACT According to the U.S. Centres for Disease Control and Prevention, condoms are highly effective in
preventing HIV and very effective in preventing most STIs, when used consistently and correctly.
7. MYTH Abstinence-only-until-marriage programs work
FACT A five-year study mandated by the U.S. Congress determined that abstinence only-until-marriage
programs were not effective.
8. MYTH Comprehensive sexuality education programs do not promote abstinence
FACT Evaluation of 23 comprehensive sexuality education programs showed that were successful at helping
young people to delay sexual initiation.
9. MYTH Abstinence-only-until-marriage programs work.
FACT A five-year study mandated by the U.S. Congress determined that abstinence only- until-marriage
programs were not effective.
GENERAL EVALUATION
1. Mention five skills and behaviour that promotes abstinence
2. State seven reasons why young people must abstain from pre-marital sex.
3. Define Abstinence
4. Mention five types of abstinence
5. State three reasons why young people engage in pre-marital sex.
WEEKEND ASSIGNMENT
1. ---------extend abstinence during treatment for addiction. A. Incentives B. Deceptive C. Praises D.
Encouraging
2. The longer students are continuously abstinent, the greater their chances of maintaining future---------- A.
abstinence B. Deceptive C. Praises D. Encouraging
3. -----------is the practice and promotion of complete abstinence from alcoholic beverages. A. Teetotalism B.
Teetota C. Teeto D. Teetotal
4. -----------is a self-enforced restraint from indulging in bodily activities that are widely experienced as giving
pleasure. A. Abstinence B. Incentives C. Teetotalism D. none
5. -----------is the practice of a diet that excludes meat (including game, marine mammals and slaughter by-
products), poultry, fowl, fish, shellfish and other sea creatures. A. Vegetarianism B. Animalitarianism C.
Fishrianism D. None of the above

THEORY
1. State three reasons why young people engage in pre-marital sex.
2. State three types of abstinence.

WEEK: 11 REVISIONS

WEEK: 12 EXAMINATIONS