File 4

MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME

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

 List the range of wavelengths for the visible spectrum.
Content
Electromagnetic Spectrum
The electromagnetic spectrum consists of different types of electromagnetic waves, each with
different wavelengths or frequencies such as x-rays, gamma rays and ultra violet waves. Only
a small portion of the electromagnetic spectrum is visible to the human eye. The visible portion
is called the Visible Spectrum.
1
Normally when we use the term "light," we are referring to a type of electromagnetic wave that
stimulates the retina of our eyes. In this sense, we are referring to visible light, a small spectrum
from the enormous range of frequencies of electromagnetic radiation. This visible light region
consists of a spectrum of wavelengths that range from approximately 700 nanometers
(abbreviated nm) to approximately 400 nm. Expressed in more familiar units, the range of
wavelengths extends from 7 x 10-7 meter to 4 x 10-7 meter. This narrow band of visible light is
affectionately known as ROYGBIV.
R – Red
O – Orange
Y - Yellow
G – Green
B – Blue
I – Indigo
V – Violet
Homework
Read up on Rods and Cones in relation to colours.
Bibliography
Chung-Harris, T. (2010). Integrated Science for CSEC Examinations. Macmillan Publishers

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

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

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

2. List three sources of white light
Content
White Light
White light is defined as the complete mixture of all of the wavelengths of the visible spectrum.
White light can be generated by a variety of sources both in space and by artificial sources on
earth. For example, the sun and other stars are natural sources of white light. Artificial sources
include fluorescent light bulbs and white LEDs.
Wavelength of white light ranges from 400nm to 700nm. White light is made up of seven
colours; violet, green, indigo, orange, blue, yellow and red. The wavelength of red is 700nm
while the wavelength of violet is 400nm.
Separating White Light
As light passes through a prism, it is bent, or refracted, by the angles and plane faces of the
prism and each wavelength of light is refracted by a slightly different amount. Violet has the
highest frequency and is refracted the most. Red has the lowest frequency and is refracted the
least. Because each color is refracted differently, each bends at a different angle, resulting in a
fanning out and separation of white light into the colors of the spectrum. The spreading of white
light into its full spectrum of wavelengths is called dispersion.
4
(a) A pure wavelength of light falls onto a prism and is refracted at both surfaces. (b) White
light is dispersed by the prism. Since the index of refraction varies with wavelength, the angles
of refraction vary with wavelength. A sequence of red to violet is produced, because the index
of refraction increases steadily with decreasing wavelength.
Natural phenomenon- The Rainbow
Water droplets in the air can act in a manner similar to that of a prism, separating the colors of
sunlight to produce a spectrum known as a rainbow. To be able to see a rainbow, you must be
standing with the sun behind you. The sunlight shines into the water droplets in the air, bending
as it moves from the air into the water, reflecting off the sides the drops, and bending again as
it exits the drops. As a result, all of the colors in the white light of the sun separate into the
individual bands of color characteristic of a rainbow.
Homework
Research the bending of light rays – refraction.
Bibliography

Limited.
Dispersion. Retrieved from:

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

2. The sun is an artificial source of white light. ______
3. A prism can be used to separate the components of white light. _____
4. Water droplets act as a prism. _____
5. Violet has the lowest frequency. ______
6
INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 1 Lesson 3
Topic: The Ear
Sub-topic: Parts of the Ear
Objective(s): Given a diagram of the human ear, students name three parts correctly and
describe their functions.
Content
The Ear
The ear is the organ of hearing and balance.
Diagram showing parts of the ear
7
Parts of the Ear and their functions:
 External or outer ear, consisting of:
a) Pinna or auricle: This is the outside part of the ear which collects sound
waves.
b) External auditory canal or tube: This is the tube that connects the
outer ear to the inside or middle ear.
 Tympanic membrane (eardrum): The tympanic membrane divides the external ear from the
middle ear. It vibrates as sound waves make contact.
 Middle ear (tympanic cavity), consisting of:
 Ossicles: Three small bones that are connected and transmit the sound
waves to the inner ear. The bones are called:
a) Malleus
b) Incus
c) Stapes
 Eustachian tube: A canal that links the middle ear with the back of the
nose. The eustachian tube helps to equalize the pressure in the middle
ear. Equalized pressure is needed for the proper transfer of sound waves.
The eustachian tube is lined with mucous, just like the inside of the nose
and throat.
 Inner ear, consisting of:
a) Cochlea: This contains the nerves for hearing.
b) Vestibule: This contains receptors for balance.
c) Semicircular canals: This contains receptors for balance.
 Auditory Nerve – A bundle of nerve tissues which transmit impulses to the brain.
Homework
What causes an ear infection?
8
Bibliography

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

https://www.stanfordchildrens.org/en/topic/default?id=anatomy-and-physiology-of-the-ear-
90-P02025
9
Circle the letter next to the correct answer.
1. Which of the following parts of the ear is responsible for collecting sound waves?
a) Eardrum
b) Pinna
c) Cochlea
d) Malleus
2. Which of the following causes the three bones in the middle to vibrate?
a) Eardrum
b) Semi-circular canals
c) Pinna
d) Cochlea
3. Which of the following is responsible for balance?
a) Eardrum
b) Semi-circular canals
c) Pinna
d) Cochlea
10
INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 2 Lesson 1
Topic: The Ear
Sub-topic: Hearing sounds
Objective(s): After reading a passage on the ear, students will correctly describe how we hear
sounds.
Content
How we hear sounds
1. Sound waves enter the outer ear and travel through a narrow passageway called the ear
canal, which leads to the eardrum.
2. The eardrum vibrates from the incoming sound waves and sends these vibrations to
three tiny bones in the middle ear. These bones are called the malleus, incus, and stapes.
3. The bones in the middle ear amplify, or increase, the sound vibrations and send them
to the cochlea, a snail-shaped structure filled with fluid, in the inner ear. An elastic
partition runs from the beginning to the end of the cochlea, splitting it into an upper and
lower part. This partition is called the basilar membrane because it serves as the base,
or ground floor, on which key hearing structures sit.
4. Once the vibrations cause the fluid inside the cochlea to ripple, a traveling wave forms
along the basilar membrane. Hair cells—sensory cells sitting on top of the basilar
membrane—ride the wave. Hair cells near the wide end of the snail-shaped cochlea
detect higher-pitched sounds, such as an infant crying. Those closer to the centre detect
lower-pitched sounds, such as a large dog barking.
5. As the hair cells move up and down, microscopic hair-like projections (known as
stereocilia) that perch on top of the hair cells bump against an overlying structure and
bend. Bending causes pore-like channels, which are at the tips of the stereocilia, to open
up. When that happens, chemicals rush into the cells, creating an electrical signal.
11
6. The auditory nerve carries this electrical signal to the brain, which turns it into a sound
that we recognize and understand.
Ultrasound
Humans can detect sounds in a frequency range from about 20 Hz to 20 kHz. Human infants
can actually hear frequencies slightly higher than 20 kHz, but lose some high-frequency
sensitivity as they mature; the upper limit in average adults is often closer to 15–17 kHz. Not
all mammalian species are sensitive to the same range of frequencies. Most small mammals are
sensitive to very high frequencies, but not to low frequencies. For instance, some species of
bats are sensitive to tones as high as 200 kHz, but their lower limit is around 20 kHz—the upper
limit for young people with normal hearing.
Sounds with frequencies exceeding the normal range heard by humans are called ultrasounds.
Ultrasound is used in many different fields. Ultrasonic devices are used to detect objects and
measure distances. Ultrasound imaging or sonography is often used in medicine. In
the nondestructive testing of products and structures, ultrasound is used to detect invisible
flaws. Industrially, ultrasound is used for cleaning, mixing, and accelerating chemical
processes. Animals such as bats and porpoises use ultrasound for locating prey and obstacles.
Infrasound
Infrasound, sometimes referred to as low-frequency sound, describes sound waves with a

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

Limited.
12
Use the following words to create a flow chart to show the pathway of sound waves through
the ear:
pinna auditory nerve ossicles eardrum cochlea ear canal
Week 2; Lesson 1; Worksheet Answers
Pinna Ear canal Eardrum Ossicles
Cochlea
Auditory nerve
13
INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 2 Lesson 2
Topic: The Ear
Sub-topic: Characteristics of sounds
Objective(s): Given a table on information of sounds, students will correctly match the
characteristics of sound to their description.
Content
Loudness of sound
 This phenomenon of a sound depends on the amplitude of the sound wave. If the
amplitude of the sound wave is large, then the sound is said to be loud.
 It is directly proportional to the square of the amplitude of vibration. If the amplitude

of the sound wave becomes double, then the loudness of the sound will be quadrupled.
 It is expressed in decibel (dB).
 Sounds above 80 dB becomes noise to human ears.
The table below shows sounds and their amplitudes
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Normal Breathing 10 Db
Soft Whisper (at 5 m) 30 Db
Normal Conversation 60 Db
Busy Traffic 70 Db
Average Factory 80 Db
Pitch of a sound
 This depends on the frequency of vibration of the waves.
 If the frequency of vibration is higher, we say that the sound is shrill and has a high
pitch. On the other hand, if the sound is said to have a lower pitch then it has a lower
frequency of vibration.
 A bird produces high-pitched sound whereas roaring of a lion is a low-pitched sound.
 The Voice of a woman has a high pitch than that of a man.
Quality of a sound
The quality or timbre of a sound refers to how harmonious it is, which depends on how regular
is the pattern of frequency. Similar notes played on different instruments will vibrate with the
same frequency. However, each instrument, in addition to its main frequency, will have smaller
frequencies called undertones. These undertones give each instrument a distinct sound quality.
15
Any sound with no regular pattern or frequency is called noise. These sounds are usually out
of tune and irritating to the ear.
Homework - Research the characteristics of a tuning fork.
Bibliography

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

https://flexbooks.ck12.org/cbook/ck-12-physics-flexbook-
2.0/section/12.4/primary/lesson/frequency-and-pitch-of-sound-ms-ps
16
Read the table below carefully then match the following characteristics of sound to their
descriptions.
Characteristics Description
Loudness Frequency is a major factor.
Pitch A regular pattern of frequency develops.
Quality The amplitude of a sound wave is a major
factor.
17
INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 2 Lesson 3
Topic: The Ear
Sub-topic: Balance
Objective(s): Given a passage about balance, students will:
1. Correctly state which part of the ear aids in balance.

2. Briefly describe the process of equalizing air pressure.
Content
The organ of balance (the vestibular system) is found inside the inner ear. It is made up of three
semicircular canals and two otolith organs, known as the utricle and the saccule. The
semicircular canals and the otolith organs are filled with fluid.
Each of the semicircular canals end in a space that has small hair cells in it. These spaces are
called ampullae. Whenever we turn our head, the inner ear turns along with it. But it takes a
very brief moment for the fluid in the semicircular canals and ampullae to move with our head
too. This means that the sensory hair cells in the ear are bent by the “slow” fluid. The hair cells
then send this information to the brain via nerves.
Each of the three semicircular canals is responsible for a specific direction of head movement:
One of the canals responds to the head
 tilting upwards or downwards,
 one responds to it tilting to the right or to the left, and
 one responds to it turning sideways.
The otolith organs are found diagonally under the semicircular canals and have a similar
function. There are also thin sensory hair cells in both organs. The difference is that, unlike in
18
the semicircular canals, there are small crystals on the hair cells – like pebbles on a carpet.
These crystals are called otoliths or “ear rocks.” The otolith organs detect acceleration, for
instance when you take an elevator, fall, or gather speed or brake in a car.
Information coming from the vestibular system is processed in the brain and then sent on to
other organs that need this information, such as the eyes, joints or muscles. This allows us to
keep our balance and know what position our body is in. In some situations, for example on a
ship or airplane, different sensory organs (e.g. the eyes and the organ of balance) send
contradictory messages to the brain. This can cause us to feel unwell, dizzy or nauseous. The
vestibular system is especially sensitive in children, and reacts more slowly to movements as
we grow older. Inner ear infections and other problems may also affect how well our sense of
balance works.
Air pressure in the middle ear
The air pressure in the middle ear is most often the same as the air pressure outside of the body.
The eustachian tube is a connection between the middle ear and the back of the nose and upper
throat. Swallowing or yawning opens the eustachian tube and allows air to flow into or out of
the middle ear. This helps equalize pressure on either side of the ear drum. If the eustachian
tube is blocked, the air pressure in the middle ear is different than the pressure on the outside
of the eardrum. This can cause barotrauma.
Many people have barotrauma at some time. The problem often occurs with altitude changes,
such as flying, scuba diving, or driving in the mountains. If you have a congested nose from
allergies, colds, or an upper respiratory infection, you are more likely to develop barotrauma.
Homework
Describe three problems associated with hearing.
Bibliography
Jethani Z. (2017). 5 Things About Hearing and Balance. Retrieved from:

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

2. The semi-circular canals are responsible for head movement. ____
3. The ear cannot detect acceleration. ____
4. The eustachian tube equalizes air pressure in the ear. _____
5. Nasal congestion may lead to the development of barotrauma. ____
20
INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 3 Lesson 1
Topic: Sense Organs and Coordination
Sub- Topic: The Nervous System
Objectives: After studying the information and diagram given on the nervous system, students
will correctly:
(1) state the importance of the nervous system

(2) describe the components of the nervous system
Content
There are TWO coordination Systems in our body. One of the TWO main systems is our
nervous system. The nervous system is important because it allows information to be carried
throughout the body to bring about coordination.
The Nervous system allows humans to detect information (stimulus) from the external and
internal environment, interpret the information detected and react appropriately.
21
 The information (stimulus) is detected by receptors which are specialized cells found
in the sense organs.
 The information is changed into nerve impulses and sent to the central nervous system
using sensory neurons.
 The motor neurons carried the nerve impulses from the central nervous system to
the effector.
 The effector is a muscle or gland which brings about the appropriate response.
 The brain is the most highly developed part of the central nervous system. It controls
both actions and feelings.
 The spinal cord connects a large part of the peripheral nervous system to the brain. It
transmits information into the brain and from the brain.
 Spinal nerves transmit information to and away from the spinal cord. These nerves
emerge from the spinal column.
 Cranial Nerves helps a person to see, smell and hear. Motor cranial nerves help control
muscle movements in the neck and head. These nerves arise directly from the brain.
 Nerve impulses: are waves of electrochemical changes that travel in one direction
along a neuron.
Homework
1. State the TWO main parts of the nervous system.
2. Name the components of the nervous system that make up these two main parts.
3. Explain the importance of the nervous system
Bibliography
Gadd P, Dr. Taylor M (ed.). Human and Social Biology for CSEC Examinations. Macmillan
Education 4Crinan Street, London: Macmillan Education; 2009.
Potter S, Oliver R. Longman Integrated Science for CSEC 3rd Edition. Pearson Education
Limited Edinburg Gate, Harlow Essex CM20 2JE, England and Associated Companies
throughout the world. Pearson Education: 2009.
Other:
google.com/search?q=the+nervous+system&rlz=1C1VFKB_enGY668GY814&oq=the+nerv
ous+system&aqs=
22
Complete the exercise below:
1. Copy and complete the table below.
Main Parts of the nervous system Other parts found in the main parts
---------------------------------------- -------------------------, brain
Peripheral nervous system Spinal nerves,-------------------------
2. The nerves that are directly connected to the brain are called
…………………………………………….
3. The most developed part of the nervous system is the

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

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

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

 Describe the function of the parts.
Content
The figure above shows the main parts of brain
24
Functions of the parts of the brain
Part of the Brain Functions

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

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

 label four parts of a neuron.
 describe the function of each part of a neuron.
Content
A neuron is an individual nerve cell that transmits impulses along its length. Nerves are made
up of hundreds of neurons. Think of a telephone cable this is equivalent to a nerve. The
individual wires inside the cable are the equivalent of the neurons. Each of the neurons inside
a nerve transmits impulses.
30
The table showing: Structure and functions of parts of neurons
Structure Functions
Cell body The main part of the cell containing cytoplasm and
the nucleus. This controls the activities of the cell
and makes all the proteins it needs.
Axon Long thin fibre that carries nerve impulses away
from the cell body.
Dendrites Finely branched extensions of the cell body.
Receives impulses from other neurons and take
them toward the cell body
Myelin sheath Made up of individual Schwann cell with a fatty
material in their surface membrane to from an
insulation. They wrap themselves around the axon
causing the impulses to jump from node to node.
This speeds up the transmission of nerve impulses.
Node of Ranvier This is the gap between the adjacent Schwann cells.
This boost the passage of nerve impulse along the
axon.
Homework
1. Describe the function of the Schwann cell.
2.What are the differences between the axon and the dendron?
Bibliography
Others:
ous+syst
31
https://www.google.com/search?q=the+nervous+system&rlz=1C1VFKB_enGY668GY814&
oq=the+nervous+system&aqs
https://www.google.com/search?q=https%3A%2F%2Fwww.google.com%2Fsearch%3Fq%3
Dthe%2Bnervous%2Bsystem%
https://www.news-medical.net/health/What-is-the-Nervous-System.aspx
Study the diagram and answer the related questions below
1. Label each part of the neuron being represented by the numbers.
2 (a) Another name for an individual nerve cell that transmits impulses along it lengths
………………………………………………………………………………………………......
(b) Nerves are made up of
…………………………………………………………………………………………………..
(c) Which part of a neuron speeds up the conductivity of

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

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

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

 Identify the types of neurons.
 Explain the differences among them.
Content
 Motor or effector neuron: conducts impulses away from the central nervous system to
the effector organ (muscle or gland).
34
 Interneuron, connector, relay or mixed neuron: is found in the central nervous system.
It is found in the central nervous system and connects sensory to motor neurons.
 Sensory neuron: conducts incoming impulses from the sense organs to the central
nervous system.
 There is a tiny gap between nerve cells called synapse. The nerve impulse cannot jump
this gap. For the impulse to be passed on to the next neuron, a chemical is released
which crosses the gap. When it reaches the next neuron it triggers another nerve
impulse. In this way information can be passed along many nerves.
Homework
Distinguish among the types of neurons or nerve cells.
35
Bibliography
Others:
ous+syst
Stud the diagram below and complete the exercise below.
1(a) Identify the parts of the neuron represented by the following letters:
M …………………………………………….
W………………………………………………
(b) Identify the types of neuron represented by the following letters:
X………………………………………………
36
Y………………………………………………..
Z………………………………………………..
(c) Insert arrows along the figure to show how impulses will travel along the nerves.
(d) Label one part of the figure where a synapse can be found.
(e) In what form does the impulse crosses the gap.
2. (a) State ONE difference between the structure of a sensory and motor neuron.
(b) What is the function of the relay neuron?
3. Explain how impulse travel along the nerves.
37
INTEGRATED SCIENCE
TERM 3
GRADE 10
Week 4 Lesson 3
Sub-Topic: Simple reflexes
Objective(s): After studying the information and flow chart on reflex action, students will
correctly:
 explain simple reflexes and reflex arc.

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

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

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

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

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

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

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

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

Limited.
Neural and Endocrine signally. (2021). Retrieved from: https://openstax.org/books/anatomy-

and-physiology/pages/17-1-an-overview-of-the-endocrine-system
2
Place the following words/phrases under the correct heading in the table below:
Electrical impulses Hormones Blood vessels Cell receptors
Neurons Involuntary Voluntary
Neurotransmitters
Nervous system Endocrine system
3
TERM 3
INTEGRATED SCIENCE
GRADE 10
Week 6 Lesson 2
Topic: Health and Sanitation
Sub-topic: Personal Hygiene
Objective(s): After reading a passage and having a class discussion on personal hygiene,
students will:
 Correctly list six (6) habits of good personal hygiene.

 Briefly describe in their own words the social impact of personal hygiene.
Content
Personal Hygiene
Personal hygiene is how you take care of your body. Maintaining hygiene practices reduces the
spread of illness and the risk of medical conditions caused by not taking care of yourself. It
also increases self-confidence and positively impacts personal relationships.
The human body can provide places for disease-causing germs and parasites to grow and
multiply. These places include the skin and in and around the openings to the body. It is less
likely that germs and parasites will get inside the body if people have good personal hygiene
habits.
Good personal hygiene habits include:

 Washing the body often. If possible, everybody should have a shower or a bath every day.
However, there may be times when this is not possible, for example, when people are out
camping or there is a shortage of water. If this happens, a swim or a wash all over the body
with a wet sponge or cloth will do.
4
 Cleaning the teeth at least once a day. Brushing the teeth after each meal is the best way of
making sure that gum disease and tooth decay are avoided. It is very important to clean your
teeth after breakfast and immediately before going to bed.
 Washing the hair with soap or shampoo at least once a week.
 Washing hands with soap after going to the toilet.
 Washing hands with soap before preparing and/or eating food. During normal daily activities,
such as working and playing, disease-causing germs may get onto the hands and under the
nails. If the germs are not washed off before preparing food or eating, they may get onto the
food.
 Changing into clean clothes. Dirty clothes should be washed with laundry soap before wearing
them again.
 Hanging clothes in the sun to dry. The sun's rays will kill some disease-causing germs and
parasites.
 Turning away from other people and covering the nose and mouth with a tissue or the hand
when coughing or sneezing. If this is not done, droplets of liquid containing germs from the
nose and mouth will be spread in the air and other people can breathe them in, or the droplets
can get onto food.
The Male genitals
While regular personal hygiene is important, too much washing with soap and shower gels can
cause soreness for some persons who have sensitive skin. Gently washing your penis once, a
day with warm water is sufficient to maintain good hygiene. If you want to use soap, choose a
mild or non-perfumed soap to reduce the risk of skin irritation.
Female genitals
Change tampons, pads and liners at least 4-5 times a day. It may help to also wash or wipe the
area regularly during your period. Avoid scented versions of these products too.
For yeast infections, it can help to eat yoghurt. It contains Lactobacillus acidophilus which
helps create the acidic environment your vagina requires and combats the growth of yeast.
However, do not put yoghurt into your vagina. The sugar in yoghurt can exacerbate the
5
infection by encouraging the yeast to grow even more. Probiotics are a good source of
lactobacillus as well and these can be taken daily and are available at your local pharmacy.
Social acceptance
Poor personal hygiene does not just affect the self-esteem and attitude of the individual. In a
work or learning environment, it can also affect the morale and performance of others. Poor
hygiene and personal care habits can result in negative attitudes affecting interactions with
other people. Individuals can be stereotyped, leading to stigma, rejection, prejudice and
discrimination. These can have a negative influence on the quality of life and emotional and
mental health of individuals. It can also have an impact on education, employment and
interpersonal relations. Therefore, it is an important issue for young people.
Homework
List five ways in which individuals can prevent or treat unpleasant body odour.
Bibliography
Pete, P., Biguioh, R. M., Izacar, A., Adogaye, S., & Nguemo, C. (2019). Genital hygiene
behaviours and practices: A cross-sectional descriptive study among antenatal care
attendees. Journal of public health in Africa, 10(1), 746.
https://doi.org/10.4081/jphia.2019.746
Read the following statements carefully then state whether they are true or false.
1. Dirty clothes should be washed with water only before wearing them again. _____
2. Persons should always wash their hands before eating.______
3. Good personal hygiene will prevent body odour. _____
4. Genital perfumed products or products with scents are safe for everyone to use. _____
5. Hanging clothes in the sun helps to kill disease-causing germs. ______
6
TERM 3
INTEGRATED SCIENCE
GRADE 10
Week 6 Lesson 3
Sub-topic: Community Hygiene
Objective(s): After reading the passage about community hygiene, students will describe four
(4) practices employed by communities.
Content
Community hygiene is a cooperative effort to bring greater health and prevention of disease to
a group of people living near one another.
Core Community Hygiene and Sanitation Practices Include:
 Washing hands with soap and water.
 Keeping dishes and utensils clean and off the ground.
 Using a toilet to keep faeces separate from people.
 Sweeping the home and keeping rubbish off the floor to prevent environmental
contamination.
 Keeping livestock separate from the home.
 Washing bodies regularly to maintain physical cleanliness.
Providing community water supplies
To promote community health an easily accessible water supply should be available that
provides sufficient safe water to meet community needs. Household water needs can be
estimated by questioning community members about their daily water use. If this is not
possible, a minimum water need can be calculated by assuming that the average person uses
7
25 litres per day for drinking, cooking and personal hygiene. More water will be needed for
laundry, but this may be available from other sources such as rivers or ponds. To ensure that
the water is potable, either the water supply should be protected or the water should be treated
before use. Low-risk water supplies for drinking and other domestic uses can be provided to
communities in many ways. Often, unprotected water sources, such as springs, traditional wells
and ponds, can be improved and this may be preferable to constructing completely new
supplies. However, unprotected sources are open to contamination and pose a potential health
risk. Community hygiene programmes should therefore promote the use of protected drinking-
water sources.
Characteristics of low-risk water sources
 The water source is fully enclosed or protected (capped) and no surface water can run
directly into it.
 People do not step into the water while collecting it.
 Latrines are located as far away as possible from the water source and preferably not
on higher ground. If there are community concerns about this, expert advice should be
sought.
 Solid waste pits, animal excreta and other pollution sources are located as far as possible
from the water source.
 There is no stagnant water within 5 metres of the water source.
 If wells are used, the collection buckets are kept clean and off the ground, or a hand
pump is used.
Excreta disposal
Safe disposal of excreta, so that it does not contaminate the environment, water, food or hands,
is essential for ensuring a healthy environment and for protecting personal health. This can be
accomplished in many ways, some requiring water, others requiring little or none. Regardless
of the method, the safe disposal of human faeces is one of the principal ways of breaking the
faecal-oral disease transmission cycle. Sanitation is therefore a critical barrier to disease
transmission.
Plans for locating sanitation facilities, and for treating and removing waste, must consider
cultural issues, particularly as sanitation is usually focused on the household. Excreta disposal
8
may be a difficult subject for a community to discuss: it may be taboo, or people may not like
to discuss issues they regard as personal and unclean. In some cases, people may feel that
sanitation facilities are not appropriate for children, or that children's faeces are not harmful.
In others, separate facilities may be required for men and women, and it may be necessary to
locate the facilities so that no one can be seen entering the latrine building. If the disposal
facilities smell and are a breeding ground for flies, people may not use them.
Homework
Take a walk around your community and make a note of the practices being employed to
promote good community hygiene.
Bibliography
Community Hygiene. Retrieved from:

http://www.sulabhenvis.nic.in/Database/hygiene_communityhygiene_2079.aspx
More, H. (2019). Community Hygiene. Retrieved from:

https://thefactfactor.com/facts/pure_science/biology/community-hygiene/4148/
Read the scenario carefully then answer the following questions.
Mr Robinson and his family recently moved to a new home. He noticed that his neighbours
dump garbage in their backyard. The garbage heap harbours a lot of flies and rats and gives off
a foul odour. Suggest how Mr Robinson can approach the issue with his neighbour.
9
TERM 3
INTEGRATED SCIENCE
GRADE 10
Week 7 Lesson 1
Sub-topic: Pests, Parasites and Pathogens
Objective(s):
Given a diagram of the life cycle of a mosquito, students will correctly identify the different
stages.
After reading the passage on pest, parasites and pathogens, students will correctly differentiate
among them.
Content
Pest
A pest is any animal or plant which harms humans, their food or their living conditions.
Examples of some common household pests are rats, mosquitoes, houseflies and cockroaches.
Parasite
A micro-organism that lives in or on an organism of another species (its host) and benefits by
deriving nutrients at the other's expense. Examples of parasites include tapeworm, malaria
parasite (plasmodium).
Pathogen
A pathogen is an organism that causes disease. Some strains of bacteria can cause illnesses.
All viruses are pathogens. Some species of fungi and protozoa can also be pathogenic.
10
Conditions that encourage the breeding of household pests
Mosquitoes prefer stagnant water within which to lay their eggs. They most commonly infest:
 Ponds
 Stagnant water bodies
 Marshes
 Swamps
 Other wetland habitats
However, they are capable of thriving in a variety of locations and can successfully grow in
numbers even when not in their natural habitat. Many species of mosquitoes use containers of
water as egg-deposit sites.
Hot, humid environments are most amenable to mosquito growth and survival. Infestations can
occur easily in tropical areas. Some species have also been known to inhabit freezing locations
such as the Arctic Circle.
Water provides mosquitoes with a place to lay eggs, grow and develop through their water
stages (egg, larva and pupa). After the airborne portion of their life cycle, females return to
water to lay a new batch of fertile eggs. Female mosquitoes usually lay their eggs on the surface
of water or in areas where water can rise, flood the eggs, and stimulate them to hatch. Even as
adult mosquitoes leave the pupa stage and become adults, water still plays a role because adult
mosquitoes exit the pupa case on the water’s surface and “dry out” before taking flight.
Diagram shows the life cycle of a mosquito
11
Malaria
Malaria is a life-threatening disease. It’s typically transmitted through the bite of an

infected Anopheles mosquito. Infected mosquitoes carry the Plasmodium parasite. When this
mosquito bites you, the parasite is released into your bloodstream.
Once the parasites are inside your body, they travel to the liver, where they mature. After
several days, the mature parasites enter the bloodstream and begin to infect red blood cells.
Within 48 to 72 hours, the parasites inside the red blood cells multiply, causing the infected
cells to burst open.
The parasites continue to infect red blood cells, resulting in symptoms that occur in cycles that
last two to three days at a time.
Homework
Research the life cycle of Plasmodium.
Bibliography
Life Cycle of a Mosquito. Retrieved from: https://www.mosquito.org/page/lifecycle

Limited.
12
1. Match the following organisms with their correct descriptions.
Organism Description
Pathogen Feeds on its host.
Parasite Organisms that have harmful effects on

humans
Pest A disease-causing agent.
2. Where do mosquitoes prefer to lay their eggs? ___________________

3. Which mosquito is a vector for Malaria? _______________________
4. What causes Malaria? ______________________________________
13
TERM 3
INTEGRATED SCIENCE
GRADE 10
Week 7 Lesson 2
Sub-topic: Pests, Parasites and Pathogens
Objective(s): After reading the passage and class discussion on pests, parasites and pathogens,
students will briefly describe three (3) conditions that encourage the breeding of household
pests and parasites.
Content
Cockroaches
Unfortunately, our homes provide the ideal conditions for cockroaches to thrive. Cockroaches
have simple needs: food, warmth, moisture and shelter. Our homes have all of those things,
from pantries stocked with food to lots of cracks and crevices in which cockroaches can hide
and lay their eggs.
14
Housefly
Female flies deposit their eggs on decayed, fermenting or rotting organic material of either
animal or vegetable origin. Unlike blowflies and flesh flies, houseflies rarely breed in meat or
carrion.
Dung heaps of accumulated animal faeces are among the most important breeding sites for
houseflies. The suitability of dung for breeding depends on its moisture (not too wet), texture
(not too solid) and freshness (normally within a week after deposition).
Garbage and waste from food processing garbage provide the main medium for breeding. It
includes waste associated with the preparation, cooking and serving of food at home and in
public places, and with the handling, storage and sale of food, including fruits and vegetables,
in markets.
Organic manure fields that are heavily manured with organic matter such as dung, excrement,
garbage and fish-meal may provide suitable breeding places for flies.
Sewage: houseflies also breed in sewage sludge and solid organic waste in open drains,
cesspools (underground pools for household sewage) and cesspits.
Accumulated plant materials: piles of decaying grass clippings, compost heaps and other
accumulations of rotting vegetable matter serve as good breeding places for flies.
Diagram showing the life cycle of a housefly
15
Rats would enter your home when there are:
 food left uncovered in kitchens.
 unclean tables and benchtops.
 unclean cupboards and shelves.
 unclean kitchen floors.
 areas that provide shelters, such as woodpiles, leaf piles, shrubs or debris.
 pet food or excrement.
Homework
State five (5) measures that can be put in place to reduce the breeding of household pests and
parasites.
Bibliography

Limited.
Science Photo Library. Diagram showing the life cycle of Housefly. Retrieved from:
https://www.sciencephoto.com/media/1003704/view/life-cycle-of-house-fly-illustration
16
1.Fill the boxes with the correct stages in the life cycle of a housefly.
2. List four conditions that your home may provide which encourage the breeding of
cockroaches: _______________________________________________________________
17
TERM 3
INTEGRATED SCIENCE
GRADE 10
Week 7 Lesson 3
Sub-topic: Pest control
Objective(s): Given the table on pest control, students will correctly group the methods of
pests and parasites control.
Content
Biological control
 Biological control, biocontrol, or biological pest control is a method of suppressing or

controlling the population of undesirable insects, other animals, or plants by the
introduction, encouragement, or artificial increase of their natural enemies to
economically non–important levels. It is an important component of integrated pest
management (IPM) programs.
 In biological control, the reduction of pest populations is achieved by actively using
natural enemies. Natural enemies of the pests, also known as biological control agents,
include predatory and parasitoidal insects,
predatory vertebrates, nematode parasites, protozoan parasites, and fungal, bacterial,
as well as viral pathogens.
 Biological control agents of plant diseases are most often referred to as antagonists.
Biological control agents of weeds include herbivores and plant pathogens. Predators,
such as lady beetles and lacewings, are mainly free-living species that consume lots of
prey during their lifetime.
 Parasitoids are species whose immature stage develops on or within a single insect host,
ultimately killing the host. Most have a very narrow host range. Many species
of wasps and some flies are parasitoids.
18
 Pathogens are disease-causing organisms including bacteria, fungi, and viruses. They
kill or debilitate their host and are relatively specific to certain pest or weed groups.
Chemical Control
 Pesticides
Pesticides are used to control pests. These chemicals are also called insecticides.
Deciding which pesticide to use is determined by:
 the type of pest that needs controlling.

 the type and value of the crop.
 the presence of any beneficial insects.
There are three main types of pesticides: contact, stomach and systemic.
 Contact poisons
These are sprayed onto the pests and are absorbed all over the body surface. Pyrethrum is a
contact poison used against caterpillars. Pyrethrum is a naturally occurring chemical extracted
from some plants in the daisy family. It is also available in a synthetic form.
 Stomach poisons
These are usually laid as bait. Slug and snail pellets are forms of stomach poison. These are
eaten (ingested) by animals and kill them.
 Systemic poisons
These are sprayed onto the plant surface and absorbed in the plant tissues. Sucking pests absorb
the pesticide when they feed on the plant. They suck the pesticide up with the sap.
 Mechanical control
19
Methods in this category use some physical component of the environment—for example,
temperature, humidity, or light—to suppress pest populations or damage. Some examples of
physical and mechanical pest controls include:
 tillage
 flaming
 flooding
 soil solarization or soil heating
 row covers
 traps
Tillage can help minimize damage from soil-dwelling insects by directly killing the insect,
exposing insects to predation by birds or other predators, and by helping the plant grow more
rapidly (this is not a guaranteed outcome). The principle behind this approach is that the sun
will warm up the soil around the plants faster and allow them to outgrow the pest’s feeding.
Heat or steam sterilization of soil is commonly used in greenhouses for the control of soil-
borne pests and diseases. In soil solarization, clear plastic mulch is applied to bare soil for an
extended period (4–6 weeks) during the warmest, sunniest time of year to disinfest soil. The
clear plastic allows the sun’s energy to heat the soil below temperatures over 100°F. This
method is not selective, so heat-sensitive beneficial organisms will also be destroyed.
Floating row covers over vegetable crops exclude many pests. The edges and ends of the row
covers should be completely sealed to the ground to effectively prevent the entry of pest insects.
When using floating row covers, the timing of removal of row covers for access by pollinators
and weeding must be considered.
Homework
Find suitable biological controls for the following: paddy bug, caterpillars, and aphids.
Bibliography
Metcalf, C. L., Flint, W. P., & Metcalf, R.L. (1973). Destructive and Useful Insects, Their
Habitats, and Control. New Delhi: Tata McGraw–Hill Publishing Company.
20
Shanks, C. H., and F. Agudelo–Silva. (1990). Field pathogenicity and persistence of
heterorhabditid and steinernematid nematodes (Nematoda) infecting black vine weevil larvae
(Coteoptera: Curculionidae) in cranberry bogs. Journal of Economical Entomology 83: 107.
Place the following words under the correct column of the table below:
Weedicides Predatory Insects Flooding Traps
Herbivores Tillage Insecticides Parasitoids
Mechanical Chemical Biological
21
TERM 3
INTEGRATED SCIENCE
GRADE 10
Week 8 Lesson 1
Sub-Topic: Food Preservation
Specific Objective(s): After reading and studying information food preservation, students will
correctly:
 List all the methods in which foods can be preserved.

 Describe how these methods preserve food.
Content
When bacteria multiply in the food they release enzymes and toxins that can spoil the food.
Many packaged foods are treated so that this cannot happen even if bacteria do enter the food.
This is called FOOD PRESERVATION. Food can be preserved by several methods including:
1. Canning
2. Pickling
3. Freezing
4. Adding preservatives
5. Salting
6. Adding sugar
The addition of salt and sugar will dehydrate microorganisms and kill them.
22
Preserving fish using salt
Canning preserves food by deactivating enzymes that could cause the food to spoil. Air is
removed from the container during the heating and as it cools, a vacuum seal is formed. This
vacuum seal prevents air from getting back into the product.
Pickling: the process of preserving food uses vinegar or brine. Vinegar increases acidity which
inhibits the growth of the microorganisms that cause food to spoil. Brine dehydrates the
microorganisms and kills them.
23
Freezing: delays food spoilage by preventing microorganisms from growing and slowing
down the enzyme activity. As the water freezes into ice crystals, it becomes unavailable to
these microorganisms that need it for growth.
Adding preservatives: a food preservative is a substance added to food to make them last
longer. They work in a few different ways to preserve food. Some prevent the growth of
bacteria and mould. Other prevents fats from going rancid. Examples of nitrites are added to
meat to keep the pink colour and prevent browning. BHT –butylated hydroxyanisole and BHT
– butylated hydroxytoluene is antioxidants added to food to prevent fats from going rancid.
They are found in margarine spread and other foods and are listed as possibly carcinogenic.
Foods containing BHT and BHA
Homework
State four preservatives and give an example of a food that they preserved.
Describe THREE other methods of food preservations not mentioned in the content.
24
Bibliography
https://www.google.com/search?q=foods+containing+BHT+and+BHA&rlz=1C1VFKB_enG
Y668GY814&oq=food+&aqs=chrome.1.69i59l3j0i271l3j69i57j69i60.525779j0j4&sourceid
=chrome&ie=UTF-8
https://www.google.com/search?q=food+contamination&rlz=1C1VFKB_enGY668GY814&
oq=food+&aqs=chrome.2.69i59l3j
https://www.foodnetwork.com/recipes/food-network-kitchen/pickled-mango-with-ginger-
recipe-2112530
Section A
Read this sentence carefully and then answer questions 1 and 2.
Ketchup is made from tomatoes with lots of vinegar.
1. What is the purpose of the vinegar? To make it ________________________
(a) Tastier (b) Smells better (c) extends its shell life (d) looks attractive
2. Which method of food preservation is used in preserving ketchup?
(a) canning (b) pickling (c) dehydrating (d) adding salt
3. How does the vinegar prevents the ketchup from spoiling quickly? It inhibits the growth of
microorganisms by
(a) decreasing acidity (b) increasing acidity
(c) Dehydrating the microorganisms (d) making water unavailable for these
microorganisms
Jim and John went on a hunting trip miles away from home. They caught many games and
decided to preserve the meat by salting.
4. The salt will preserve the meat by
25
(a) dehydrating the microorganisms responsible for spoilage
(b) removing water from the meat
(c) making the meat salty so microorganisms will not be attractive to it
(d) making the conditions more acidic and hence inhibits the growth of microorganisms
5. Freezing prevents food from spoiling by
(a) making water unavailable for the microorganisms
(b) changing the liquid water to solid (ice)
(c) lowering the water content of the food
6. Which food preservation method removes air?
(a) freezing (b) canning (c) pickling (d) adding salt
7. Which is NOT a benefit of food preservation?
(a) it adds variety to meals (b) reduces wastage of fresh produce
(c) eases storage and transportation (d) cheaper and affordable
8. The name of an anti-oxidant that is used to prevent foods from going rancid is
(a) BHT (b) vinegar (c) sugar (d) salt
9. One food containing an anti-oxidant is
(a) pickle mango (b) salted fish (c) canned beef (d) cereal
10. Two conditions that are removed when preserving food are
(a) acidity and air (b) water and air (c) water and acidity (d) microorganisms and air
Section B
1(a) Define the term Food preservative.
(b) (1) Give one example of a food preservative.
26
(11) Describe how the preservative you listed works in preventing the food from
spoiling.
2. (1) What is the meaning of food preservation?
(11) What is responsible for the spoilage of foods?
(111) How do the various methods of food preservation work in extending the shelf
life of foods?
(1V) State TWO methods of food preservation and describe how they prevent foods
from spoiling quickly.
27
TERM 3
INTEGRATED SCIENCE
GRADE 10
Week 8 Lesson 2
Sub-Topic: Food Contamination
Specific Objective(s): After reading and studying information on food contamination, students
will correctly describe three (3) ways in which food can be contaminated.
Content
Food contamination is defined as foods that are spoiled or tainted because they either contain
micro-organisms such as bacteria or toxin substances that make them unfit for consumption.
What causes food contamination: infectious organisms including bacteria, viruses and parasites
or their toxins are the most common causes of food poisoning. Infectious organisms or their
toxins can contaminate at any point of processing or production.
There are three types of food contamination: chemical, physical and biological.
28
Chemical contamination is when food becomes contaminated with a chemical substance.
Chemicals can be useful in the kitchen however they must be properly stored and labelled away
from food.
Biological contamination: is when food becomes contaminated with substances produced by

living things such as pests and microorganisms. This includes bacterial, viral and parasite
contamination that is transferred through saliva, pest droppings blood or faecal matter.
Bacterial contamination is the most common cause of food poisoning and the best way to
protect against it is to practice the best food practices.
Physical contamination: occurs when food becomes contaminated with foreign objects at
some stage of production. These objects can potentially carry harmful biological contaminants,
which can cause illness. Things like band-aids, fingernails and pieces of cooking equipment
are the last thing you will want to find in your food.
Ways in which foods can become contaminated
1. Production: growing the plants we harvest or rearing the animals we use for food. Their
production occurs on farms or ranches. Example of food becoming contaminated during
production- a hens’ reproductive organs can be infected and the yolk can become contaminated
before being laid.
2. Processing: the changing of plants and animals into what we recognise and buy as foods.
Processing involves different steps for different foods. For example: if contaminated water is
used to wash, pack or chill fruits or vegetables the contamination can spread to the items.
3. Distribution: is getting food from the farm or processing plant to the consumer or food
services such as a restaurant, cafeteria and hospital kitchen. For example: when refrigerated
food is left on a dock for a long time in warm weather can reach a temperature that allows
bacteria to grow.
4. Preparation: getting ready the food to eat. This can occur in the kitchen, a restaurant or a
cafeteria. For example, a worker can spread germs if he /she does not wash his /her hands after
using the toilet.
29
Ways of preventing food contamination:
 wash hands
 wash knives, countertops and other utensils
 keep raw meat separate
 use separate chopping boards for meat and vegetables
 store raw meat at the bottom of the fridge
 cook food thoroughly
Homework
Why is it important to handle food safely?
Bibliography
https://www.google.com/search?q=picture+showing+food+contaminated+chemically&tbm=i
sch&ved=2ahUKEwiJl9aClqbvAhVJFVkKHWIRDaQQ2-
cCegQIABAA&oq&gs_lcp=CgNpbWcQARgDMgcIIxDqAhAnMgcIIxDqAhAnMgcIIxDqA
hAnMgcIIxDqAhAnMgcIIxDqAhAnMgcIIxDqAhAnMgcIIxDqAhAnMgcIIxDqAhAnMgcII
xDqAhAnMgcIIxDqAhAnUJDBDFiiygxgo4cNaAFwAHgEgAG3FogB4FWSAQM5LTSY
AQCgAQGqAQtnd3Mtd2l6LWltZ7ABCsABAQ&sclient=img&ei=WvdIYImCMsmq5ALio
rSgCg&rlz=1C1VFKB_enGY668GY814#imgrc=ABe1_eWmT5Ie3M
1. Classify the following contaminants as physical, biological and chemical
(a) (b)
------------------------------- ------------------------------------
30
(c) -----------------------------------------------------
2. Match the type of contamination in column A with that of the contaminant column
Type of contamination Contaminant
I. Chemical Broken glass
II. Physical Bacteria
III. Biological Parasites
Pesticides
3.Write T if the statement is true or F if the statement is False
(a) A contaminant is any substance or microorganism that can contaminate food or preparation
equipment.
(b) Contaminant can be physical, biological or chemical.
(c) Using a knife to cut raw chicken on a cutting board would make it unsanitary to use on
other foods due to cross-examination.
Section B
1. Define food contamination.
2. State the three types of food contamination and give a brief description of each.
3. Explain TWO ways of how food can become contaminated.
4. Explain THREE ways how we can prevent food contamination.
31
TERM 3
INTEGRATED SCIENCE
GRADE 10
Week 8 Lesson 3
Sub-Topic: Types of wastes and their disposal
Specific Objective(s): After reading and studying information on wastes, students will:
 Correctly state the types of wastes.

 Briefly describe three (3) waste disposal methods.
Content
Waste: It is unwanted or unusable material or substance. Wastes can be categorised as

domestic, industrial, biological, chemical and electronic.
Domestic wastes: are generated by residential households and comprised of any material no
longer wanted or needed. Examples of domestic water are plastic bottles fruit skins, foods etc.
Industrial waste: wastes produced by an industrial process. Examples of carbon dioxide,

ashes, and sulphur dioxide etc.
Biological waste is any material that contains or has been contaminated by a biohazardous
agent. Biological wastes include syringes, blood vials needles etc.
Chemical wastes are any solid, liquid or gas if not managed or disposed of properly may pose
a big threat to human health and the environment. Examples of chemical wastes by-products
generated by research and educational experiments, batteries etc.
Electronic Wastes are electronic products that are not useful anymore. Examples of television,
computers, stereos etc.
Waste other than sewage is disposed of in two main ways:
32
 It is incinerated (burned)
 It is buried inland
There are advantages and disadvantages to each method.
Incineration has the following advantages
 It does not attract pests

 It does not contaminate water supplies
 The heat can be used to heat buildings in countries where it is needed
The disadvantage of incineration
 The plant is costly to set up

 Incincineration may release toxic gases
Landfilling also has advantages and disadvantages. A modern landfill site is built from
“cells”.Each cell is sealed as soon as it is full. The whole site is covered later, so there is a
double seal. Inside the cells, chemical and biological reactions take place and methane and
other gases are produced. These can be collected through the collection of wells.
Advantages of modern cellular landfilling
 Helps with land reclamation- where land has been excavated or surface-mined waste
can be used to infill site.
 Methane is a valuable fuel.
Disadvantages
 Exposed parts of the site can attract vermin.

 If they leak they can pollute water supplies.
33
Landfill: site- efficient complex machines are often used to compact the volume to sort out
to recycle and to select for different uses. Such compacting of wastes makes it difficult for
vectors such as rats to penetrate.
The topsoil is removed and the pits are being dug and the waste tipped in. After the pits are
filled the topsoil is replaced and vegetation grew so that the land is not wasted.
Homework
1. List three problems of landfill sites made near homes.
2. Describe the anatomy of the landfill site.
3. Describe the operations at a landfill site.
34
Bibliography
Gadd P, Dr Taylor M (ed.). Human and Social Biology for CSEC Examinations. Macmillan
www.google.com/search?q=types+of+wastes+and+their+disposal&rlz=1C1VFKB_enGY668
GY814&oq=types+of+
Complete the exercise below
1 (a) Define the term waste.
(b) State the types of waste and give examples of each waste.
(c ) State the two main ways in which wastes can be disposed of.
(d) Give two advantages and disadvantages of the two ways in which wastes are disposed
of.
(e ) Which one of the two ways do we use in Guyana to get rid of our wastes?
(f) Why are huge machines seen at a landfill site?
(g) Explain how to land that is used for landfill site are reclaimed and not wasted.
35
TERM 3
INTEGRATED SCIENCE
GRADE 10
Week 9 Lesson 1
Sub-Topic: Recycle, Reduce and Reuse of Wastes
Specific Objective(s): After reading and studying information on waste, students will:
 State the difference between recycling, reuse and reduce.
Content
Recycling of waste materials: recycling requires the separating of wastes into which can be
used to make new products. The materials used to manufacture many household items are
extracted from the earth. This uses a lot of energy. For example, recycling one tonne of
aluminium cans uses only about 5% of the energy it takes to extract one tonne of aluminium
from its rock. Other wastes including paper, plastic and glass can also be recycled, saving
money and energy. Recycling allows us to reuse them and so less is extracted from the earth
and all the environmental damage associated with the extraction. Organic wastes can be made
into compost and recycled as valuable fertilisers. The nutrients are a source of new plant growth
or even fuel.
Household organic wastes recycled on a compost heap
36
Reuse: means using the material for the same or different purpose. For example, bottles
returned for refilling. Alternative uses may be found for containers and other household items.
Example jam bottles can be used to store homemade pepper sauce.
The plastic bottle is used as a water sprinkler
Reduce: buy only what you need to avoid unnecessary materials. The worst offender is the
surplus packaging many manufacture use that is usually discarded in the bin.
The main advantage of reducing, reuse and recycle is that resources will last longer and cost
less for future generations. Authorities who have efficient ways of disposing of wastes make
money from recycling. Other advantages include fewer landfills sites will be needed, less toxic
substances needed to be dealt with and less pollution from decomposing wastes.
The disadvantage is that consumers must spend time to separate the wastes and different lorries
must be used for collection. Wastes that decayed should be separate from those that do not.
Those that decayed are biodegradable. Metals, plastics are examples of non-biodegradable
materials. Such materials should be disposed of at landfill sites if they cannot be recycled.
37
Biodegradable materials are wastes that can be broken down by microorganisms and allow for
the recycling of nutrients. Such wastes include food and paper.
Some manufacture produces biodegradable packaging and would not take up space. Some
modern waste disposal lorries incinerate much of the wastes. This involves burning all of the
organic wastes.
Homework
1. Describe the recycling of any material of your choice.

2. Create a poster to illustrate reuse, reduce and recycling.
Bibliography
GY814&oq=types+of+
For items 1-10 using the words below as your answers
1. recycling 11. Reusing 111. reducing
1. Using less of something means ……………………….
2. Using something more than once for the same and other purposes is ……………………..
3. John takes a container to school every day to put his lunch in instead of buying it in a food
box…………………………………..
4. Mary cooks the right amount of food for her household. She ensures that each member is
given the appropriate amount. She hates food being waste………………………
38
5. Every time Ann goes shopping for grocery she uses a particular bag……………………..
6. Betsy’s mom uses her jam bottles to store her pepper sauce that she sells at the market……
7. The old cardboard was used to make new boxes……………………….
8. Sophia collects all her organic wastes in a particular box so they can decay to make fertiliser
for her plants………………….
9. Sophia is practising composting so she ……………….… the number of organic wastes

ending up at the landfill site.
10. Mr Tom collects all his beer bottles and juice cans and take them to --------------centre every
month.
Section B
1. Explain the difference between reducing, recycle and reduce citing examples.
2. Why is it important to practice the three Rs – recycle, reduce and reuse?
3. What is the difference between biodegradable and non-biodegradable wastes?
4. (1) State two examples of biodegradable and non-biodegradable wastes.
(11) Can both biodegradable and non-biodegradable wastes be recycled. Justify your
answer.
39
TERM 3
INTEGRATED SCIENCE
GRADE 10
Week 9 Lesson 2
Sub-Topic: The impact of solid wastes on the environment
Specific Objective(s): After reading and studying information on wastes, students will discuss
the impact of solid wastes on the environment.
Content
Solid waste is any garbage or refuses, from a wastewater treatment plant, water supply
treatment plant or air pollution control facility and other discarded material resulting from
industrial, commercial, agricultural, mining and community activities. Solid wastes can be
liquids, semi-solids and materials that contained gaseous substances. For a waste to be a solid
waste it must be abandoned, inherently waste –like, an abandoned military munition and
recycled in certain ways.
The impact of solid waste on potable water
The waste can be a physical or chemical substance present in excess that can cause harm to
live things. Examples of some chemical hazards are lead, copper mercury and lead. As a public
health concern, the groundwater should be free from any hazards. The people living around the
dumping site may depend on the groundwater for drinking and another domestic purpose.
Another high-risk group may be people living close to dumping sites or landfills. These
landfills or dumping sites can develop leaks that may enter the water supply and contaminated
it. This can lead to increase risks of injury and infections.
Uncollected wastes can obstruct water flow resulting in bodies of stagnant water. These bodies
of stagnant water will become the breeding grounds for pathogens that cause diseases such as
malaria, diarrhoea and cholera.
40
Direct dumping of untreated waste such as mercury and cyanides can result in the accumulation
of a toxic substance in food chains through plants and animals feeding on them. Exposure to
these highly toxic substances can lead to disease and death. Also if untreated sewage is dumped
into waterways pathogens will spread and can lead to many diseases example dysentery,
typhoid etc. contaminated water provides a breeding ground for insects both nuisance and
diseases causing types and create foul smells. Further, the waste can float on water and prevent
sunlight from getting to plankton that needs light to carry out photosynthesis hence food webs
can be destroyed.
When fertilisers and detergents enter waterways result in eutrophication which is a rise in
nutrients (phosphates and nitrates) This can lead to the death of animals and plants. The
increasing rise in phosphate and nitrates cause algae to grow rapidly. the growth of algae blocks
the sunlight from reaching plant sin the water. These plants and algae may die and are
decomposed by microorganisms that use oxygen. This action by the microorganisms decreased
the oxygen content of the water. This can lead to the death of aerobic microorganisms such as
fishes. The presence of dead fishes can lead to even more bacteria.
Homework
1. Describe how solid waste can spread diseases such as typhoid and dysentery.
Bibliography
GY814&oq=types+of+
1. Define the term solid waste.
41
2. (a) Describe two ways in which solid wastes can cause water to become contaminated.
(b) Explain how these two ways describe above can affect the health of people.
42
TERM 3
INTEGRATED SCIENCE
GRADE 10
Week 9 Lesson 3
Topic: Temperature control and ventilation
Sub-Topic: Methods of heat transfer
Specific Objective(s): After studying the information and diagrams on heat transfer, students
will correctly:
 describe the methods of heat transfer and their applications.
Content
There are three ways (methods) in which heat is transferred from one place to another.
Below two pictures are showing the three ways or methods of heat transfer. There are
conduction, convection and radiation.
43
Conduction and convection involve particles of substances transferring the heat. Radiation does
not.
Conduction: When a substance such as a solid conducts heat, the hottest particle is energetic
and will collide with the particles close by as they collided heat energy is transferred. The
cooler particles gained energy and become energetic. They in turn collided with nearby
particles transferring energy to these nearby particles. This continues until all the particles of
the solid gained energy and the whole solid become hot. Examples of conduction are shown
below.
Other examples of conduction are taking a hot water bath and drinking a cool drink.
44
Convection: in this method of heat transfer, the particles carry the heat around with them from
place to place. Convection can only occur in liquids and gases as the particles in a solid cannot
move. Over a while, hot particles will spread themselves out and become less dense. All of the
liquid or gas will then become equally hot. Examples of convection are the formation of land
and sea breezes, the heating of water in a pot baking in an oven and convection heaters.
(a) hot air rises and cool air sinks during the baking in an oven
45
Radiation is energy that comes from a source and travels through space at the speed of light.
This energy has an electric field and a magnetic field associated with it and has wave-like
properties. You could also call radiation “electromagnetic waves”. A hot body gives off a
continuous stream of radiant energy. When this strikes another body, its particles absorb energy
and becomes hotter. Heat is transferred millions of miles through space by radiation. Some
examples of radiation are when the sun heat reached a building, warming your hands next to a
fire, sunbathing and microwave cookery.
46
Radiant energy from the sun strikes the particles in cells in our skin. They absorb energy and
become hotter. Sense cells detect the change and nerve impulses are sent to the brain. The brain
signals the skin to darken and protect itself from the sun.
The microwave produces radiant energy (microwaves)which penetrate the food. The particles
in the food absorb the energy and become hotter and the food is cooked.
Homework
1. State three other examples of each of the method of heat transfer other than those mentioned
in the worksheet.
2. Describe how the refrigerator or an air conditioner works on the principle of convection.
Bibliography
https://www.google.com/search?q=methods+of+heat+transfer&tbm=isch&ved=2ahUKEwiD
mc6vgqvvAhVNRlMKHSUDDO
47
Complete the following exercise.
Items 1- 10 use the following convection, conduction and radiation as your answers.
1. The rising of warm air currents during the formation of land and sea breeze is an example
of …………………………………………………….
2. The liquid in the thermometer expands and rises when it is heated………………………….
3. When a pot is on a stove that is on, heat is transferred from the stove to the pot by…………
4. The air in the atmosphere is heated by ……………………………………………………….
5. What type of heat transfer occurs when you touch a hot pot………………………………….
6. The circular motion during the boiling of water is due to?.....................................................
7. Chickens are kept warm using heat lamps……………………………………………………
8. Walking on the warm sand with your bare feet……………………………………………….
9. Toasting bread in a toaster …………………………………………………………………
10. A group of friends gather around a fire to stay warm…………………………………….
Section B
The diagram above shows a pot of water being heated on a stove.
1. How is the heat being transferred
(a) from the stove to the pot
48
(b) from the pot to the water
(c) through the water
The diagram shows an electric light lamp with a shape
2. (a) When the lamp is switched on where will
(1) hot air leave the lamp?
(11) cooler air enter the lamp?
(b) How will the heat be transferred from the bulb to the shade? Explain your answer.
3. Explain what is meant by conduction, convection and radiation.
4. Give two examples of heat transfer by each method.
49
TERM 3
INTEGRATED SCIENCE
GRADE 10
Week 10 Lesson 1
Sub-Topic: Thermostatically –controlled appliances
Specific Objective(s): After studying information and diagrams on thermostats, students will
correctly:
 explain the principle by which thermostatically controlled

household appliances operate.
Content
Thermostats are devices that regulate the temperature of household heating appliances.
In households or offices, some thermostats control the heating system of air conditioners,
electrical irons and ovens to name a few.
A thermostat:
 Detects when the temperature is too low

 Increases the flow of fuel (gas, electricity) to the appliance
 Detect when the temperature is too high
 Decreases the flow of fuel to the appliance
Some thermostat is made from bimetallic strips. The main parts of such a thermostat are the
knob and the bimetallic strip.
50
A bimetallic strip is a strip made from two metals fused. Some are made from brass and iron
fastened together. When a metallic strip is heated one of the metals will expand faster and
become longer than the other, this will cause the strip to bend. When the heat is removed from
the strip the metals contract and the bimetallic strip straightens. For example, when the strip
made from brass and iron is heated the brass will expand faster than iron.
The effect of the bending and straightening of the metallic strip has been used to switch on and
off electrical circuits controlling household appliances such as ovens, refrigerator and irons.
How the bimetallic strip works in controlling the temperature of an electrical appliance
NB: When 3 (bimetallic strip) is straight it makes contact with 2 and cause the circuit to
be closed and hence it is on and therefore electricity can flow
1.An outer dial (knob) allows you to set the temperature at which the thermostat switches on
and off.
2. The dial is connected through a circuit to the temperature sensor (bimetallic strip) which
switches on and off the electrical circuit by bending and straightening itself.
3. The bimetallic strip is made up of two metals strips fastened together (Brass and Iron).
4. Iron expands less than brass as it gets hotter so the strip bends inwards as the temperature
rises.
5. The bimetallic strip forms part of the circuit. When the strip cools and straightens contact is
made through which electricity can flow. As electricity flows, the bimetallic starts getting hot
51
and as it gets hotter the metals start expanding and since one of the metals expands more than
the other it bends. This breaks the circuit and electricity stops flowing.
The picture below is showing the thermostat in the electrical iron
The electrical iron can automatically switch on and off because of the bimetallic strip of the
thermostat.
The diagram below is illustrating how the bimetallic strip turns on and off the electrical iron
automatically.
52
Thermostat using bimetallic strip is being replaced by electronic switching devices because
they are more accurate and are much faster in their operation.
Homework
Describe how the thermostat works in controlling the temperature of a refrigerator.
Bibliography
Others:
https://patents.google.com/patent/US5408769A/e
https://www.explainthatstuff.com/thermostats.html
https://www.pinterest.com/pin/668010557203054862/
53
1. (a) What is a thermostat?
(b) Give two examples of household appliances that are controlled by a thermostat.
(c) State the two main parts of the thermostat mentioned in the content.
(d ) What is a bimetallic strip?
(e) Why is the bimetallic made up of two metals?
(f ) How does the thermostat control the heating system of a device.
(g) Using diagrams explain in details how the thermostat works in automatically switching
on and off a household appliance such as iron.
(h) Give TWO reasons why thermostats with bimetallic strips are being replaced by electronic
thermostats.
54
TERM 3
INTEGRATED SCIENCE
GRADE 10
Week 10 Lesson 2
Sub-topic: Types of Thermometers
Objective(s): Given scenarios on temperature, students will correctly state the types of
thermometer used.
Content
Temperature is a measure of how hot or cold an object or substance is.
The SI unit for temperature is Kelvin.
Temperature is measured using thermometers.
 Types of thermometers
Digital thermometers
Digital thermometers work by using heat sensors that determine body temperature. They can
be used to take temperature readings in the mouth, rectum, or armpit. When assessing digital
thermometer readings, keep in mind that armpit (axillary) temperature runs about ½ to 1°F
(0.6°C) cooler than oral readings. Rectal thermometers run ½ to 1°F (0.6°C) warmer than oral
readings.
A clinical thermometer is an example of a digital thermometer. It is used for measuring human
or animal body temperature. The tip of the thermometer is inserted into the mouth under the
tongue, under the armpit, into the rectum via the anus, into the ear, or on the forehead.
55
Laboratory thermometers are devices used to measure temperature. There are many types of
lab thermometers such as the differential, mechanical, logging, etc. Laboratory
thermometers are progressively providing digital reading displays and are input-capable to
computer and software programs for logging purposes.
A Mercury thermometer consists of mercury-filled in a glass capillary tube where a

temperature scale is marked in degree Celsius or Fahrenheit. The mercury inside the tube
expands or contracts based on the changes in temperature readings.
The Alcohol thermometer or spirit thermometer is an alternative to the mercury-in-glass

thermometer, and functions in a similar way. But unlike a mercury-in-glass thermometer, the
contents of an alcohol thermometer are less toxic and will evaporate away fairly quickly. An
organic liquid is contained in a glass bulb which is connected to a capillary of the same glass
and the end is sealed with an expansion bulb. The space above the liquid is a mixture of nitrogen
and the vapour of the liquid
56
Maximum and Minimum thermometer
A thermometer designed to record both the maximum and minimum temperatures that have
occurred over a given period. It usually consists of a graduated capillary tube at the base of
which is a bulb containing ethanol. The capillary contains a thin thread of mercury with a steel
index at each end. As the temperature rises the index is pushed up the tube, where it remains
in the position to show the maximum temperature reached; as the temperature falls the lower
index is pushed down the tube and similarly remains in position at the lowest temperature. The
indexes are reset utilizing a permanent magnet.
Homework
What are some disadvantages to using digital thermometers?
Bibliography
What is the difference between Mercury and Alcohol Thermometer? Retrieved from:
https://scienceequip.com.au/blogs/news/what-is-the-difference-between-mercury-and-
alcohol-thermometer
57
Read the following statements carefully then state which thermometer is most suited for taking
the temperature reading.
1. Janet visits the doctor and her temperature was recorded. ……………………………
2. A group of scientists record temperature measurements for several days in
Alaska…………………………………………………………………………………...
3. Students using a calorimeter in an experiment………………………………………….
58
TERM 3
INTEGRATED SCIENCE
GRADE 10
Week 10 Lesson 3
Topic: Temperature Control and Ventilation
Sub-topic: Cooling Effects of Evaporation
Objective(s): After reading the passage and class discussion on evaporation, students will
briefly describe the factors which affect the rate of evaporation.
Content
Latent heat of vaporization
Latent heat of vaporization is a physical property of a substance. It is defined as the heat

required to change one mole of liquid at its boiling point under standard atmospheric
pressure. It is expressed as kg/mol or kJ/kg. When a material in the liquid state is given
energy, it changes its phase from liquid to vapour; the energy absorbed in this process is
called heat of vaporization. The heat of vaporization of water is about 2,260 kJ/kg, which is
equal to 40.8 kJ/mol.
As water molecules evaporate, the surface they evaporate from gets cooler, a process
called evaporative cooling. This is because the molecules with the highest kinetic energy are
lost to evaporation. In humans and other organisms, the evaporation of sweat, which is about
99% water, cools the body to maintain a steady temperature.
Factors that may affect the rate of evaporation are as follows:
Wind - Evaporation increases with the increase in wind speed. Vapour particles move away
when the speed of wind increases. This leads to an increase in the amount of water vapour in
the atmosphere.
59
Temperature - Evaporation rates are higher at higher temperatures because
as temperature increases, the amount of energy necessary for evaporation decreases. In sunny,
warm weather the loss of water by evaporation is greater than in cloudy and cool weather.
Humidity, or water vapour content of the air, also affects evaporation. The lower the
relative humidity, the drier the air, and the higher the evaporation rate. The more humid the air,
the closer the air is to saturation, and less evaporation can occur.
Homework
Research the effect of metabolic rates in animals on evaporation.
Bibliography
https://chem.libretexts.org/@go/page/50857
Evaporation and Climate. Retrieved from:

https://serc.carleton.edu/integrate/teaching_materials/food_supply/student_materials/905#:~:t
ext=Humidity%2C%20or%20water%20vapor%20content,and%20less%20evaporation%20ca
n%20occur
Read the following statements carefully then state whether they are true or false.
1. A high water vapour content in the atmosphere increases the rate of evaporation.______
2. Molecules with the highest kinetic energy are lost to evaporation.______
3. Evaporation occurs at a faster rate in cloudy weather compared to sunny weather._____
4. On a windy day, the rate of evaporation would be high._____
5. Latent heat must be obtained at standard atmospheric pressure._____
60

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MINISTRY OF EDUCATION

SECONDARY ENGAGEMENT PROGRAMME

Topic: White Light

Sub-topic: Electromagnetic Spectrum

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

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

Read up on Rods and Cones in relation to colours.

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

The Physics Classroom. Visible Spectrum. Retrieved from:

Infrared Ultra violet Radio Electromagnetic

X-ray 700 300 Microwaves

400 800 Green Indigo

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

Topic: White Light

Sub-topic: Separating White Light

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

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

Separating White Light

Natural phenomenon- The Rainbow

Research the bending of light rays – refraction.

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

Dispersion. Retrieved from:

Indicate whether the following statements are true or false.

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

Topic: The Ear

Sub-topic: Parts of the Ear

The ear is the organ of hearing and balance.

Diagram showing parts of the ear

 External or outer ear, consisting of:

 Middle ear (tympanic cavity), consisting of:

 Inner ear, consisting of:

a) Cochlea: This contains the nerves for hearing.

b) Vestibule: This contains receptors for balance.

c) Semicircular canals: This contains receptors for balance.

What causes an ear infection?

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

Anatomy and physiology of the Ear. Retrieved from:

Circle the letter next to the correct answer.

Topic: The Ear

Sub-topic: Hearing sounds

How we hear sounds

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

How do very loud sounds affect the eardrum?

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

pinna auditory nerve ossicles eardrum cochlea ear canal

Week 2; Lesson 1; Worksheet Answers

Pinna Ear canal Eardrum Ossicles

Topic: The Ear

Sub-topic: Characteristics of sounds

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

 It is expressed in decibel (dB).

 Sounds above 80 dB becomes noise to human ears.

The table below shows sounds and their amplitudes

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

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

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

Homework - Research the characteristics of a tuning fork.

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