COURSE OUTLINE
LECTURE NOTES 1
LECTURE NOTES 2
UNIT ONE
TOPIC: CONCEPT OF ENERGY
SUB-TOPICS
- Forms of Energy
- Sources of Energy and Fuels.
- Energy Changes and Transformation.
- Teaching Energy to elementary school learners.
Performance Objectives
By the end of this lesson, students will be able to:
Define energy.
State the forms of energy
Define and explain both kinetic and potential energy.
List forms of both kinetic and potential energy.
Explain what fuel is
Identify different sources of energy and fuels
Identify and state the energy changes and transformation
DEFINITION OF ENERGY
Energy is defined as the ability to do work.
The SI unit of energy is joule (J). Joule is a derived unit.
Energy is a scalar quantity, that means it has only magnitude with no direction.
FORMS OF ENERGY
Energy exist in different forms which include; chemical energy, sound energy, nuclear energy, electrical energy, light energy, heat (Thermal) energy, solar energy and mechanical energy (kinetic and potential energy).
NB: Ask students to give instances where these forms of energy are used.
Explanation of Forms of Energy
Sound energy: Is movement of energy through substances in a form of compressional waves. It is produce as result of vibration of an object. Sound energy can be produce from human voice, animal sound musical instruments like organ etc.
Nuclear energy: Is energy stored in the nucleus of atom that holds the nucleus together. It is produce in the nucleus of atom like helium, uranium etc. Very large amounts of energy can be released when the nuclei are combined or split apart. Nuclear power plants split the nuclei of uranium atoms in a process called fission. The sun combines the nuclei of hydrogen atoms in a process called fusion.
Electrical energy: Is the energy from the flow of electric charges (electrons in one direction). Dry cell, generators, solar panels, and hydroelectric plants can produce this kind of energy. It has the advantage of been carried over long distances and can be transformed into so many forms.
Light energy/Radiant energy: Electromagnetic energy that travels in transverse wave. Light energy enables vision. Is the visible part of electromagnetic waves that makes vision possible. Light energy can be obtained from natural sources like the sun, moon and star and artificial sources like electric lamp, lantern candle etc.
Heat/thermal Energy: internal energy of a substance due to the vibrations of atoms and molecules making up the substance. It is a form of energy that flows from a hotter region to a colder region as a result of temperature difference. It can be obtained from the sun, gas cookers, electric iron etc. It is mostly used for cooking and drying things.
Chemical energy is energy stored in the bonds of atoms and molecules. Batteries, biomass, petroleum, natural gas, and coal are examples of stored chemical energy. Chemical energy is converted to thermal energy when wood is burned in a fireplace or gasoline is burned in a car's engine.
Gravitational energy is energy stored in an object's height. The higher and heavier the object, the more gravitational energy is stored. When someone rides a bicycle down a steep hill and picks up speed, the gravitational energy is being converted to motion energy. Hydropower is another example of gravitational energy, where the dam "piles" up water from a river into a reservoir.
Mechanical energy is energy stored in objects by tension. Compressed springs and stretched rubber bands are examples of stored mechanical energy.
Mechanical energy: It is the energy possessed by a body due to its position/state or motion.
Mechanical energy is in two forms; Kinetic and Potential energy.
Mechanical energy in kinetic energy form is experience when a moving object (hammer, wind) does work.
Kinetic Energy: it is the energy a body possesses when it is in motion.
Kinetic Energy is a property of a moving object or particle and depends not only on its motion but also on its mass.
The kinetic energy of a body of mass m moving with velocity v is given by the relation
Kinetic energy = ½ x mass x velocity2
KE = ½ mv2
Potential Energy: This is the energy possessed by a body due to its position or state relative to others. It a stored energy which can be used in the future.
Potential Energy can also be defined as a stored energy that depends upon the relative position of various parts of a system.
The potential energy possessed by a body is given by the following relationship:
Potential energy (PE) = mass x acceleration due to gravity x height
PE = m * g * h
Work Examples on Kinetic Energy
Work Examples on Potential Energy
1. A student moved over flight of stairs of height 10m. if the mass of the student was 40g, calculate the potential energy of the body( g=10m/s2)
Solution
PE = m * g * h
Height = 10m, mass = 10g = 40/1000 = 0.04kg
PE = 0.04 x 10 x10 = 4J.
2. A young child climbed a flight of stair of height 5m. if the mass of the child is 10 kg, calculate the potential energy of the child.(g =10m/s2)
Solution
PE = m * g * h
PE = 10 x 10 x 5
PE = 500J
3. A mango of mass 20g is at a height of 50m, calculate the energy possessed by the mango. (g = 10ms-2)
Solution
PE=0.02×10×50
PE = 10J
All forms of energy fall under two groups
Fuels
uDefinition of Fuel
ØFuel is a material that is burned to produce heat or power.
ØA fuel is any material that can be made to react with other substances so that it releases energy as heat energy or to be used for work.
ØFuels are dense repositories of energy that are consumed to provide energy services such
as heating, transportation and electrical generation
uExamples of fuels
coal, wood, natural gas, crude oil, petrol, gasoline, kerosene, Methanol, Propane, hydrogen and diesel
uTypes of fuels
ØPrimary fuels include nuclear fuels, biofuels and fossil fuels.
ØSecondary fuels include petrol, gasoline, kerosene
Characteristics of Fuels
The characteristics of good fuel are as follows
High calorific value.
Proper ignition temperature (neither be too low nor too high)
Cause no pollution to the atmosphere on combustion.
A controllable rate of combustion.
Easily available in plenty and cheap in cost.
Easy to handle and transport.
***Calorific value is the quantity of heat produced by the complete combustion of a given mass of a fuel, usually expressed in joules per kilogram. It can be defined as the amount of heat energy produced on complete combustion of 1 Kg of fuel.
Sources of Energy
Energy is derived from various sources. These sources can be classified into two: Renewable and Non-Renewable sources.
Renewable sources of energy: These are energy sources which can be replaced or replenished over a short period of time or over a short run after use. These sources of energy do not run out since they are constantly being supplied by nature. These sources include wind, solar (Sun), hydropower (water), geothermal (earth crust), biomass (e.g biogas). They generate less pollution. However they are costly to generate.
uSolar energy comes from the sun . Some people use solar panel in their homes to convert sunlight to electricity. The main or primary source of energy for the earth is the sun.
uWind turbines which look like giant wind mills generate electricity.
uGeothermal energy comes from the earth’s crust. Engineers extract steam or very hot water from the earth’s crust and use the steam to generate electricity.
uBiomass include natural products such as wood, manure etc. The materials are burned or allowed to decay to provide energy.
uDams and rivers are used to generate hydropower. When water flows through a dam, it activates a turbine which runs on electric generators to produce electricity.
Non-Renewable Sources of energy: These are sources of energy which cannot be replaced or replenished over a short period of time or over a short run after use. This means that non-renewable energy supplied need to be used wisely since they can be become exhausted.
These sources include natural gas, coal, and petroleum (crude oil). Most of the energy we use come from fossil fuels such as coal, natural gas and petroleum.
Uranium is another non-renewable sources, but it is not a fossil fuel. Uranium is converted to a fuel and used in nuclear power plants. Once these natural resources are used up, they are gone forever.
Comparison between Renewable and Non-Renewable Energy
Uses of Energy
We can divide our energy use among four economic sectors; these include residential, commercial, transportation, and industry.
Residential uses of energy: these are the most basic uses of energy. They include watching television, washing clothes, heating and lighting the home, taking a shower, working from home on the laptop or computer, using an electric cooker to cook food like rice.
Commercial uses of energy: This is what energy is used for in the commercial sector. This includes heating, cooling, and lighting of commercial buildings and spaces, energy used by companies and businesses throughout our cities for computers, fax machines, workstations, copiers.
Uses of energy in transportation: energy sources are used in several ways in the transport industry. Distillate fuels are used mainly by trucks, buses, trains and boats, and ships. Jet fuel is used in jet airplanes and some types of helicopters. Residual fuel oil is used in ships. Biofuels are added to gasoline and diesel fuel.
Industrial uses of energy: The industrial sector uses electricity for operating industrial motors and machinery, lights, computers and office equipment for facility heating, cooling and ventilation.
Energy changes and transformation
(Law of conservation of energy)
An energy transformation is the change of energy from one form to another. Energy transformations occur everywhere every second of the day. Energy transformation is governed by law known as law of conservation of energy which states that energy can neither be created nor destroyed but can be transformed from one form to another.
Examples of Energy Transformations
A toaster transforms electrical energy into heat energy
A blender transforms electrical energy into mechanical energy
The sun transforms nuclear energy into electromagnetic (UV, infrared and gamma rays)
Our body converts chemical energy in foods into mechanical energy for us to move
An electric fan converts electrical energy into kinetic energy.
In switching on television, electrical energy is converted to light energy together with sound and heat.
In the motion of a vehicle, chemical energy from fuel is converted to electrical energy and then to mechanical (Kinetic energy) plus sound and heat.
Consider mango fruit which on its tree. The mango at that height will possesses potential energy. But as the mango falls from the tree, the potential energy of mango will be changing to kinetic energy. The lost in potential energy of the mango will be exactly equal to the gain in the kinetic energy, until it finally hits the ground where sound energy is produced.
When a person speaks into a microphone, the sound energy is converted into electrical energy. The loud speaker then changes this electrical energy back into its original form.
The chemical energy in battery is converted to electrical energy which is used to light a bulb which then produces heat.
Ways of Conserving Energy to Meet Our Daily Energy Needs
Turn off all electronic powered items and lights when you leave a room.
Unplug all unused chargers.
When you leave a computer for a few minutes, turn off the monitor.
Turn off your screen savers.
Change your background to black coloured wallpapers.
Use compact fluorescent light bulbs.
Don't keep a lot of applications on at the same time.
Do not keep any unneeded Internet windows (or tabs) open.
Keep your windows open in the Summertime instead of using an air conditioner.
If you can't keep your window open, us a fan instead of an air conditioner.
Take showers instead of baths.
Don't take long showers (try to use a maximum of five minutes).
Energy Conservation
Energy conservation refers to efforts made to reduce energy consumption. This can be achieved through increased efficient energy use or reducing consumption from non-renewal energy sources.
Importance of energy conservation
Energy conservation is often the most economical solution to energy shortage.
Energy conservation plays significant role of reducing climate change.
It helps the replacement of non-renewable resources with renewable energy.
TEACHING THE CONCEPT OF ENERGY
SUB-TOPICS
1. Teaching Energy to elementary school learners (Early Grade Learners).
Performance Objectives
By the end of this lesson, students will be able to:
Identify different ways of teaching the concept of energy and fuels to Early Grade Learners
Teach Early Grade Learners the concept of energy using appropriate methods and techniques
Lesson Introduction:
In teaching science, the enquiry method of teaching is encouraged (put the learner at the center of teaching).
The following teaching techniques/strategies can be used to teach the concept of energy to Early Grade Learners:
-PMI (Plus, Minus, Interesting)
-KWL (Know, Want, learned)
-Think-Pair-Share
-Concept Maps and Mind Maps
-Concept Cartoons
Note: Know the learners in your class especially the best way they learn. (Last Semester Lesson)
As a teacher, you have to make sure that all your learners participate in your lesson. The following techniques can also help you get all learners involved in the lesson:
Talking Tokens
Activity Ball
Magic microphone
How to teach Early Grade Learners the concept of energy:
Step 1: Do not teach too many concepts at a session.
Step 2: A day before the lesson, identify the concept you want to teach and ask learners to find out from their parents, neighbours, and friends all that they can about the concept of energy.
Step 3: On the day of the lesson, ask learners to say to the class what they were told whiles you write them on the chalkboard or whiteboard for them
Step 4: After that, guide them using Talking Token to put the presentation under two broad headings; what they know and what they want to know.
Step 5: Show them a video that is related to the concept they are learning.
Step 6: Guide learners to practice or demonstrate some of the things they have learnt after watching the video.
Step 7: Ask them in groups of three to identify the positive things (Plus), the negative things (minus), and the interesting things (interesting) about the concept energy.
Note: the above exercise helps you to identify their misconceptions about the concept of energy.
Step 8: Ask them to say or mention what new thing they have learnt about the concept of energy.
Step 9: Go over the main points for the day and give them some exercise to do either individually or in groups.
Assignment 1
Answer the following questions
1. From the lesson presentation steps, list 2 teaching techniques that have been stated.
2. Why should the learners watch a video on the concept of energy that is discussed? Give at least 2 reasons.
3. State 2 misconceptions about the concept of energy.
UNIT 2
TOPIC: BASIC ELECTRONICS
SUB-TOPICS
Household Electronic Appliances
Performance Objectives
By the end of this lesson, students will be able to:
Identify different Household Electronic Appliances
State Uses of Household Electronic Appliances.
LESSON INTRODUCTION:
Electronics is the study and use of electrical devices that operate by controlling the flow of electrons or other electrically charged particles or by converting the flow of charged particles to or from other forms of energy.
A device or devices which require the flow of electrons through conductors and semiconductors in order to perform their function are also electronics.
Therefore basic electronics with respect to the sub-topic for the day, we shall be looking at the basic household appliances that allow electrons to flow through them.
But before that, let us look at the components in these appliances that enable them function properly.
Basic electronics comprises the minimal “electronic component” that makes up a part of everyday electronic devices.
These electronic components include:
- Resistors -Switch
- Transistors -Wire
- Capacitors -Cell/battery/power source
- Diodes (LED) -Inductors
-Transformers
PRINCIPLES OF ELECTRONICS
All electronics equipment works on a fundamental physics principle known as Ohm’s law which states that a circuit contains a voltage directly proportional to the current and resistance encountered by the current in that circuit.
The circuit comprises the electronic components also known as circuit elements, linked with wires to a battery and designed to obey Ohm’s law.
i.e. V =I x R
where V is the voltage;
I is the current and
R is the resistance.
BATTERY/CELL/POWER SUPPLY:
The battery produces the voltage and the current that drives or powers the electronic components.
A battery is a container that contains two or more (electric) cells which converts chemical energy into electricity.
The voltage is measured in units known as volts (V) and the current in amperes, or amps (A).
By placing batteries in series you are adding the voltage of each consecutive battery, but the current stays the same. And by placing batteries in parallel the voltage remains the same, but the amount of current available doubles.
RESISTORS:
The resistor is a circuit element designed to offer resistance to the flow of electrons called current.
In so doing, it produces heat and in turn dissipates power, a resistance multiplied by the square of the current. (P= I2R) or (P=IV) A heating coil is an example of an application of a resistor.
Arranged in series, resistors have an additive value. This means that the total resistance of two or more resistors in the circuit is equal to the sum of all the resistors' value. RT=R1+R2+R3+…Rn.
Arranged in parallel, their combined value diminishes.
1/RT=1/R1+1/R2+1/R3+…1/Rn. The unit of resistance is the ohm (Ω)
CAPACITORS:
Capacitors are circuit elements that represent the opposite of resistors. They store energy or charges in an electric field. Their capacity is measured in farads.
A capacitor is a component that stores electricity and then discharges it into the circuit when there is a drop in electricity.
When arranged in parallel, their combined value increases. CT=C1+C2+C3+…Cn. When in series, their combined value diminishes. 1/CT= 1/C1+1/C2 +1/C3 +…1/Cn
Diodes: are circuit components that allow electrical current to pass through them in one direction. This is useful in that it can be placed in a circuit to prevent electricity from flowing in the wrong direction. A special form of diodes is called LEDs.
Diodes can be used as rectifiers, switches, signal limiters; signal modulations, signal mixers, and oscillators.
Transistors are electronically controlled switches that enable the functioning of modern digital computers.
A transistor takes in a small electrical current at its base pin and amplifies it such that a much larger current can pass between its collector and emitter pins. The amount of current that passes between these two pins is proportional to the voltage being applied at the base pin. In a transistor, current can flow in more than one direction.
There are two basic types of transistors, which are NPN and PNP. These transistors have opposite polarity between collector and emitter.
An inductor is a coil of wire that produces a desired magnetic field and store energy in a magnetic field, unlike a capacitor which produces a desired electric field and stores energy in an electric field. When coupled with a resistor and capacitor, an inductor contributes to a special “turning circuit” called an RLC circuit which can be tuned to various frequencies as electric current flows through it.
Transformers, another type of circuit element, can step up a voltage or step it down to desired values.
A switch is a device that allows you to open and close an electric circuit. This lets you turn something on or off.
A switch is basically a mechanical device that creates a break in a circuit. When you activate the switch, it opens or closes the circuit. This is dependent on the type of switch it is.
Wires are elements through which currents can pass or flow.
In order to connect things together using a breadboard, you either need to use a component or a wire.
Wires are nice because they allow you to connect things without adding virtually no resistance to the circuit.
Household Electronic Appliances
Household electronic appliances are electrical appliances which accomplish some household functions, such as cooking or cleaning. Household electronic appliances are the important appliances that are used in our household for various day-to-day functions like cooking, cleaning, exercising, purifying, food preservation, etc.
The major appliances used in every household include refrigerators, mixer grinder, grinder, electric stove, pressure cooker, TVs, air conditioner, music players, home theatre, digital players, ceiling fan, air purifier, personal computers, vacuum cleaners, pressing iron, water purifier, water heater, watches/clocks, etc.
Assignment 2
List and state the uses of 20 household electronic appliances in the picture below
UNIT 3
TOPIC: FIRST AID
Performance Objectives
By the end of this lesson, students will be able to:
Explain first aid
State different first aid basic recovery skills
Demonstrate various first aid basic recovery skills.
Teach the basic recovery skills to learners: Cardio-Pulmonary Resuscitation.
Explain at least two misconceptions about first aid.
Lesson introduction:
Question: How do you treat someone having epilepsy?
Expected Answer: Grab an epilepsy victim’s tongue to keep them from swallowing it ( misconception ).
EXPLANATION OF FIRST AID
First Aid is the immediate care given to an injured or suddenly ill person before seeking proper medical care/attention. It includes the things that people can do for themselves to save bad situations.
AIMS OF FIRST AID
To preserve life or keep person alive
To prevent condition from getting worse
To promote recovery
To stop further bleeding
FIRST-AID KIT
A first-aid kit is a bag, case or a box containing basic medical supplies that are designed to be used on someone who is injured or who suddenly becomes ill.
The International Organization for Standardization (ISO) sets a standard for first aid kits of being green, with a white cross, in order to make them easily recognizable to anyone requiring first aid.
The common kits used in the school may contain: Alcohol or non-alcohol antiseptic wipes, band-aids, cotton balls Iodine, bandages, hydrogen peroxide, gauze, Saline, dressings ,eyewash antiseptic solution, Ice pack, blade, pair of scissors, etc
Function of Items in First aid Kit
Alcohol: free wipes disinfect a wound.
Ointment: disinfects and kick starts treatment of a wound.
Pads: clean the area around a wound, wipe away any liquid, or use with tape as a secured cushion
Gloves: protect a wound from infection, as well as your hands.
Masks: protect your mouth from inhaling any fumes or particles. Plus, who wants to breathe all over a person when you’re tending to their wound
Standard bandages: are long, thin, and rolled up. This type of bandage is used to stop bleeding and act as support for joint injuries.
Triangle bandages: are bandages that have a triangle shape. This type of bandage is easily foldable and perfect for sterilization or putting pressure on large wounds.
Wound dressing is a large sterilized pad that is typically used for more major injuries. This type of dressing applies enough pressure to minimize or even stop bleeding while emergency services are on their way.
Band-aids: are typical bandages that are usually small in size. They have sticky ends and a plush middle that applies pressure, so a wound is covered and stops bleeding. Band-aids are typically used for minor injuries.
Pain relievers, such as paracetamol which lessen pain from an injury.
Scissors to cut bandages and other products that come rolled up.
Tape to secure bandages and dressings.
Tweezers to clean a wound.
First aid guide where you can refer to product information and general step-by-step processes, so you can practice good first aid.
Some Conditions That Calls for First Aid
Bleeding
It is the escape / loss / flow of blood from a damaged blood vessels
Hemorrhage – large amount of bleeding in a short time or a heavy release of blood within or from the body.
Internal bleeding – inside the body often underestimated
External bleeding –seen blood coming from an open wound (outside the body) often overestimated
There are 3 kinds of external bleeding according to the blood vessel that is damaged:
1. Arterial Bleeding
Ø bright red colour
Ø under pressure, comes out in spurts
Ø the most serious
Ø fast rate
Ø large blood loss
Ø less likely to clot (clot only when blood flow is slow)
Ø dangerous: it must be controlled
Venous Bleeding
u dark red colour
u low pressure
u blood flow steadily
u it is easier to control
u most veins collapse when cut but
u bleeding from deep veins can be as massive as arterial bleeding
Capillary bleeding
u blood oozes
u usually not serious
u easily controlled
u often it clots and stops itself
Bleeding - clinical symptoms
-Sudden loss of a large quantity of blood results in shock:
-cold and pale skin
-weak, and fast pulse
-mental disorders, fear, unconsciousness
*The first aid is the same regardless of the type of bleeding
*The most important thing is to control bleeding
External bleeding
Steps:
Protect yourself (gloves or improvisations)
Manual control of external haemorrhage
Expose the wound (remove or cut clothing) to find the source
Place sterile pad or a clean cloth and apply direct pressure (fingers, palm, hand) = pressure over the wound
If bleeding from arm or leg – elevate extremity above the heart level + pressure over the Wound
If bleeding continues – continue + apply pressure against the bone at pressure points (Brachial or femoral points)
Use pressure bandage – you have free hands for help to other victims
For application of direct pressure – use ring pad
Tourniquets – rarely on the extremities – it can damage nerves and vessel
When you need it – use wide, flat materials and write the time of application.
Internal bleeding
skin is not broken
blood is not seen
difficult to detect
can be life-threatening
traumatic and non-traumatic origin
What to look for
“Swelling“ on extremities in case of trauma
Contusion of the skin
Painful, rigid, tender abdomen
Vomiting or coughing up blood
Black stools or stool with bright red blood
What to do
Steps:
Check ABCs
Expect vomiting – keep the victim on his/her left side
Treat for shock:
-Elevate legs
-Cover the victim to keep him/her warm
-Do not give a victim anything to eat and drink (prevention of lung aspiration, can cause complications during surgery)
-Splinting extremities
u↓bleeding
u↓pain
Prevents nerve and vessels injury
Nose injuries – nosebleeds
Two types:
-anterior-most common (90%)
-posterior-serious and requires medical attention
What to do
-Place victim in a seated position
-Keep his/her head tilted slightly forward so blood can run out, not down the back of the throat, which can cause choking, nausea or vomiting
-Pinch (or have victim pinch) all the soft parts of the nose together between thumb and two fingers for 5 minutes
-Apply an ice pack over the nose and cheeks
-Seek medical attention - if the bleeding continues or you suspect a broken nose or posterior nosebleed
Shock
It is a circulatory system failure when insufficient amount of blood is provided for different parts of the body.
Three components:
-Heart pump - failure
-Network of pipes (vessels) - enlargement
-Adequate volume of circulated fluids - fluid loss
blood
plasma
extracellular fluids (vomit, diarrhoea, sweating, urine…)
-Damage of any of these components can produce conditions known as shock.
What to look for
-Altered mental status, restlessness
-Pale, cold, clammy skin, livid lips
-Limited perfusion of peripheral parts of the body
-Capillary refill phenomenon – nail beds
-Nausea and vomiting
-Rapid breathing
-Rapid weak pulse or pulseless on peripheral arteries
-Unresponsiveness, when a shock is severe
What to do
Treat life-threatening injuries
Lay the victim on his/her back
Raise the victim´s legs (if no evident injury) – drain of blood from legs to the heart
Prevent body heat loss (blankets)
Splinting of long bones fractures
Seek immediate medical attention
In case of severe shock - prevent peroral intake
nausea + vomiting
inhaling foreign material into the lungs
complications during surgery
Provision of Oxygen
Bruises (suffusions) = a form of internal bleeding, but not life-threatening
Open wounds – types
Abrasion - the top level of skin is removed = painful - (nerve endings)
Laceration - skin is cut with jagged, irregular edge
Incision - smooth edges (surgery) - bleeding depends on the depth, the location and the size of the wound
Punctures - deep narrow wounds (nail, knife), the object may remain impaled in the wound
Amputation, avulsion - the cutting or tearing off of a body part – finger, toe, hand, foot, arm, or leg
Open wounds – What to do
-Protect yourself - use medical gloves if possible or several layers of gauze or a clean cloth and apply pressure on the wound (your bare hand should be used only as a last resort)
-Expose the wound - to see where the blood is coming from
-Control the bleeding
-Do not clean large extremely dirty or life threatening wounds.
-Let hospital emergency department personnel to do the cleaning
-Do not scrub a wound
Wound care
-Shallow wounds should be cleaned to prevent infection - risk of restarting of bleeding by disturbing the clot
-For severe bleeding, leave the pressure bandage in place until medical attention.
To clean a shallow wound
-Wash inside the wound with soap and water
-Irrigate the wound with water from a faucet (tap)
-Cover the area with a sterile dressing
-For a wound with a high risk for infection (animal bite, very dirty or ragged wound or a puncture) seek medical attention for wound cleaning
Open wounds - Amputations
-Control the bleeding
-Treat the victim of shock
-Recover the amputated part, take it with the victim
*it does not need to be cleaned
*wrap it with a dry sterile gauze or clean cloth and put it in a plastic bag
*keep it cool, but do not freeze
-Seek medical attention immediately
NOTE: 18 hours is the maximum time allowable for a part that has been cooled properly.
Muscles without blood lose viability within six hours.
Open wounds - impaled objects
What to do
-Expose the area - remove or cut away clothing surrounding the injury
-Do not remove or move an impaled object - movement of any kind could produce additional bleeding and tissue damage
-Control any bleeding with pressure around the impaled object
-Shorten the object if necessary - stick or trunk of the tree, wooden or iron bar.
u
Burns and Scalds
-Rank among the most serious and painful injuries.
-Can be classified -
-thermal (heat) burns - contact with hot objects, flammable vapour, steam or liquid
-chemical - acids, alkalis and organic compounds (petroleum, kerosene…
u electrical - severity of injury depends on the type of current, the voltage, the area of body exposed and the duration of contact.
1st-degree burns (superficial): surface (outer layer) of the skin is affected
characteristics: - redness, mild swelling, tenderness and pain
2nd-degree burns: affect partial thickness of the skin
characteristics: - blistering and swelling, severe pain
3rd-degree burns: penetrates the entire thickness of the skin and deeper tissues
characteristics: - no pain, skin looks waxy or pearly grey or charred
LESSON 4
TOPIC: FIRST AID
WHAT TO DO
16 Stop the burning
16 Check ABCs
16 Determine the depth (degree) of the burn
16 Determine the extent of the burn - rule of nine - how much body surface area is affected by burns - head 9%, complete arm 9%, front torso 18%, back 18%, each leg 18%, victims hand excluding the fingers and the thumb, represents about 1% of victims body surface
16 Determine which parts of the body are burned - burns of the face, hands, feet and genitals are more severe
16 Seek medical attention
LESSON 4
TOPIC: FIRST AID
16 Burns and scalds - what to do in case of 1st and small 2nd-degree burns
16 Aim of the care - reduce pain
u - protect against infection
u - prevent evaporation
16 Cooling - immerse the burned area in cold water - apply cold until the part is pain free (10-45 minutes)
16 Sterile bandage or clean cloth
16 Fluids orally
16 Analgesia
16 Shock treatment
LESSON 4
TOPIC: FIRST AID
Burns and scalds - what not to do
16 Do not remove clothing stuck to the skin - pulling will further damage the skin
16 Do not forget to remove jewellery as soon as possible - swelling could make jewellery difficult to remove later
16 Do not apply cold to more than 20% of an adult´s body surface (10% for children) - widespread cooling can cause hypothermia. Burn victims lose large amount of heat and water evaporation)
16 Do not apply ointment, butter or any other coatings on a burn except of sterile dressing or clean cloth
16 Do not break any blisters - intact blisters serve as excellent burn dressings
LESSON 4
TOPIC: FIRST AID
Burns and scalds - what to do in case of large 2nd and 3rd-degree burns
16 Do not apply cold because it may cause hypothermia
16 Cover the burn with a dry, non-sticking dressing or a clean cloth
16 Treat the shock by elevating the legs and keeping victim warm with a clean sheet or blanket
16 Seek medical attention
LESSON 4
TOPIC: FIRST AID
Chemical burns - what to do
16 Immediately remove chemical by flushing the area with water - brush dry powder chemicals from the skin before flushing (water may activate a dry chemical) - protect yourself
16 Remove contaminated clothing and jewellery while flushing the water
16 Flush for 20 minutes all chemical burns (skin, eyes)
16 Cover the burned area with a dry, sterile dressing or clean pillowcase or sheet
16 Seek medical attention immediately for all chemical burns
LESSON 4
TOPIC: FIRST AID
Chemical burns - what not to do
16 Do not apply water under high pressure - it will drive the chemical deeper into the skin
16 Do not neutralize a chemical even if you know which chemical is involved - heat may be produced, resulting in more damage.
16 Some product labels for neutralizing may be wrong.
16 Save the container or label for the chemical´s name.
LESSON 4
TOPIC: FIRST AID
Fractures
16 closed fractures - skin is intact
16 open fractures - skin over the fracture is damaged or broken
What to look for: D-O-T-S
16 Deformity – abnormal position
16 Open wound
16 Tenderness
16 Swelling
LESSON 4
TOPIC: FIRST AID
What to do
16 Determine what happened and the location of the injury
16 Gently remove clothing covering the injured area
16 Examine the area by looking and feeling for D-O-T-S
16 Check – C-S-M - circulation, sensation, movement
16 First aid: R-I-C-E procedures (rest, ice, compression, elevation)
16 Use a splint to stabilize the fracture – 1 joint above and 1 joint under broken bone
16 Seek medical attention
LESSON 4
TOPIC: FIRST AID
Poisoning
Most often causes –
16 ingestion - drugs, alcohol, or both of them, toxic food (mushrooms) or fluids
16 inhalation - narcotics and carbon monoxide or other toxic gases
16 intravenous, transcutaneous or intramuscular application of drugs in addict people Clinical signs
16 polymorphous
16 mostly altered mental status
16 altered vital functions
16 Convulsions
LESSON 4
TOPIC: FIRST AID
Evaluation of vital functions –
16 Examine ABCs followed by history + physical examination.
16 History is of primary importance, but at altered mental status may be difficult
16 Obtain as much information as possible from the patient, from the family and from anyone else who was at the scene.
The most important questions to ask
16 What poison is involved?
16 How much was taken?
16 By what route was the poison taken (e.g. by mouth, skin exposure)?
16 When was it taken?
16 What else was taken with it? (combination of drugs and ethanol)
LESSON 4
TOPIC: FIRST AID
16 Besides vital functions are regularly examined, observe:
16 Papillary size - mydriasis - (atropine, cocaine, ethanol),
16 Oral examination - the odour of the breath is diagnostic clue hydration (opiates, atropine vs. organophosphates, strychnine)
16 Examination of the skin - marks of drugs use, cyanosis, red skin colour (due to cyanide or carbon monoxide), dry skin
16 Call for help and transport the patient to the hospital
16 Monitor vital function during the transport - ABCs
16 Bring with the patient to hospital all drugs, empty blisters and boxes of the drugs that are present at the scene.
16 Provoke vomiting in co-operative person
16 Don't give any fluids and do not provoke the vomiting in people with altered state of consciousness.
LESSON 4
TOPIC: FIRST AID
Specific poisonings antidotes:
16 Ethylene glycol → alcohol
16 Methyl alcohol → alcohol
16 Alkali → juice or vinegar or lemon
16 Acid → milk
LESSON 4
TOPIC: FIRST AID
How to practice first Aid
16 The most common term referred to in first aid is ABC. This stands for airway, breathing, and circulation.
16 Airway: Make sure the airway is clear. Choking, which results from the obstruction of airways, can be fatal.
16 Breathing: Once the airways are confirmed to be clear, determine whether the person can breathe and if necessary provide rescue breathing.
16 Circulation: If the person involved in the emergency situation is not breathing, the first aider should go straight for chest compressions and rescue breathing. The chest compressions will promote circulation. This saves valuable time. In emergencies that are not life-threatening, the first aider needs to check the pulse.
LESSON 4
TOPIC: FIRST AID
16 As soon as ABC has been secured, the first aider can then focus on any additional treatments. The ABC process must be carried out in that order. However, there are times when a first aider might be performing two steps at the same time. This might be the case when providing rescue breathing and chest compressions to an individual who is not breathing and has no pulse.
LESSON 4
TOPIC: FIRST AID
Cardiopulmonary Resuscitation (CPR)
16 Breaking down these words helps to provide a description of the procedure: -Cardio means heart.
-Pulmonary means lungs.
-Resuscitation means to restore to life.
Therefore, cardiopulmonary resuscitation is bringing the heart and lungs ‘’ back to life’
u CPR is a procedure involving repeated cycles of compression of the chest and artificial respiration performed to maintain blood circulation and breathing for a person who has stopped breathing (respiratory arrest) and/ or whose heart has stopped (cardiac arrest). The signs of cardiac arrest are unconsciousness, no reactivity, absence of normal breathing
LESSON 4
TOPIC: FIRST AID
16 Permanent brain damage or death can occur within minutes if blood flow stops. Therefore, it is very important that blood flow and breathing be continued until trained medical help arrives.
Purpose of CPR
16 It is to restore and maintain oxygen rich blood flowing to the brain and other vital organs if the heart or lungs stop working on their own.
Indication of CPR
16 intoxication
16 electrocution
16 drowning
16 acute suffocation
16 severe trauma
16 stroke and alike
LESSON 4
TOPIC: FIRST AID
FIRST AID SEQUENCE OF CPR 1. Unconscious victim
16 Make sure the scene is safe. The victim should be flat on his back and his mouth should be checked for debris. Then tap the person on the shoulder and shout "Are you OK?" to ensure that the person needs help.
LESSON 4
TOPIC: FIRST AID
16 Shout for Help
16 If it's evident that the person needs help, call or ask a bystander to call 112, begin administering assistance.
LESSON 4
TOPIC: FIRST AID
16 Open Airway
16 Open the airway. With the person lying on his or her back, tilt the head back slightly to lift the chin.
LESSON 4
TOPIC: FIRST AID
16 Check breathing
16 Check for breathing. Listen carefully, for no more than 10 seconds, for sounds of breathing. (Occasional gasping sounds do not equate to breathing.) If there is no breathing begin CPR
LESSON 4
TOPIC: FIRST AID
16 Chest Compressions
16 Place your hands, one on top of the other, in the middle of the chest. Use your body weight to help you administer compressions that are at least 2 inches deep and delivered at a rate of at least 100 compressions per minute.
LESSON 4
TOPIC: FIRST AID
16 Chest Compressions
16 Place your hands, one on top of the other, in the middle of the chest. Use your body weight to help you administer compressions that are at least 2 inches deep and delivered at a rate of at least 100 compressions per minute.
LESSON 4
TOPIC: FIRST AID
16 Rescue breaths
16 Deliver rescue breaths. With the person's head tilted back slightly and the chin lifted, pinch the nose shut and place your mouth over the person's mouth to make a complete seal. Blow into the person's mouth to make the chest rise. Deliver two rescue breaths, then continue compressions.
LESSON 4
TOPIC: FIRST AID
16 Rescue breaths
16 Deliver rescue breaths. With the person's head tilted back slightly and the chin lifted, pinch the nose shut and place your mouth over the person's mouth to make a complete seal. Blow into the person's mouth to make the chest rise. Deliver two rescue breaths, then continue compressions.
LESSON 4
TOPIC: FIRST AID
16 Note: If the chest does not rise with the initial rescue breath, re-tilt the head before delivering the second breath. If the chest doesn't rise with the second breath, the person may be choking. After each subsequent set of 30 chest compressions, and before attempting breaths, look for an object and, if seen, remove it.
16 Continue CPR steps. Keep performing cycles of chest compressions and breathing until the person exhibits signs of life, such as breathing, or a trained medical responder arrives on scene
LESSON 4
TOPIC: FIRST AID
16 Summary of CPR First aid Sequence
16 Unconscious victim → Shout for help → Open airway → Check breathing → Chest compressions → Rescue breaths
END OF LESSON 4
AKATSI COLLEGE OF EDUCATION (UEW AFFILIATE )
2019/20 ACADEMIC YEAR – SECOND SEMESTER SUBJECT: INTEGRATED SCIENCE II
Course Tutors:
1. E. S. Fevlo
2. R. K. Lavoe
3. C. Agbemafo
4. W. Yikpo
LESSON 5 : PERSONAL BODY CARE
OVERVIEW:
This lesson is designed for level-100 students in Akatsi College of Education affiliated to University of Education, Winneba.
This lesson is designed to:
16 Deepen student teachers’ level of understanding of concepts. (personal and community health, common diseases and their causative agents, symptoms and treatments and/or prevention).
16 Correct misconceptions and incorrect ideas.
16 Help the student teacher develop skills for data collection and presentation on health issues in the community of practice.
16 Help the student teacher develop a chart of activities to improve personal hygiene of future pupils and community health based on gathered data in community of practice.
LESSON 5
PERSONAL BODY CARE
Performance Objectives
By the end of this lesson, students will be able to:
16 Prepare checklist to monitor future pupil’s personal hygiene.
16 Prepare a chart on diseases and their causative agents, symptoms, treatment and/or prevention.
16 identify unscientific ideas and misconceptions about diseases.
LESSON 5
PERSONAL BODY CARE
16 INTRODUCTION:
16 The World Health Organization (WHO) defines health as ‘a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity’.
16 They assert that physical and mental well-being is a human right, enabling a life without limitation or restriction.
16 Physical health is about the body and mental health is about how people think and feel.
16 Hygiene refers to a series of practices performed to preserve health and prevent diseases, especially through cleanliness.
LESSON 5
PERSONAL BODY CARE
How to Ensure Good Personal Hygiene
16 Good personal hygiene habit includes:
16 Washing the body often with sponge and soap.
16 Cleaning the teeth at least twice a day.
16 Washing the hair with soap or shampoo frequently.
16 Washing hands with soap and running water after visiting the toilet.
16 Washing hands with soap and running water before preparing and/ or eating food.
16 Changing into clean clothes. Dirty clothes should be washed with soap before wearing them again.
LESSON 5
PERSONAL BODY CARE
Diseases
16 Disease is a particular abnormal condition that affects the structure or function of an organism or any of its parts.
Classification of Diseases
16 Diseases can be classified into six groups: Pathogenic diseases
16 These are diseases caused by other living organisms such as pathogens. Pathogens are disease causing organisms which are either microbes or parasites. Microbes include viruses, bacteria and fungi while parasites include protozoans, flatworms and roundworms etc.
16 Diseases which are caused by pathogens are commonly referred to as infectious diseases.
LESSON 5
PERSONAL BODY CARE
Human-induced/ self-inflicted diseases
16 These are diseases linked with the way people live their life, either as individuals or collectively as a society. This is commonly caused by alcoholism, drug abuse and smoking as well as physical inactivity and unhealthy eating. Examples of such diseases include lung cancer, stroke, obesity and type II diabetes.
Deficiency diseases
16 These are diseases related to the absence of certain nutrients in the diet. These diseases include kwashiorkor, pellagra, scurvy, rickets etc.
LESSON 5
PERSONAL BODY CARE
Genetic and congenital disorders
16 An inherited medical condition caused by a chromosomal or DNA abnormality.
16 Examples include cystic fibrosis, Down’s syndrome, Turner’s syndrome, Klinefelter syndrome, sickle cell disease, haemophilia etc.
Ageing and degenerative diseases
16 Degeneration of the body tissues can also cause disease. For instance, weakening of the eye muscles can cause long-sightedness in many older people, and diseases of the circulatory system such as arteriosclerosis results from ageing. Ageing of the joint and bone tissues often leads to arthritis.
LESSON 5
PERSONAL BODY CARE
16 Mental illness
16 Mental illness covers a wide variety of disorders. Examples are schizophrenia, senile dementia and depression.
16 The six groups described above may also be grouped broadly into two categories namely infectious and non-infectious diseases.
LESSON 5
PERSONAL BODY CARE
Infectious diseases
16 Infectious diseases are diseases caused by pathogens such as bacteria, viruses, fungi and parasites and can be transmitted from one person to another.
16 Many pathogens live in and on our bodies. They are normally harmless or even helpful, but under certain conditions, some may cause diseases.
16 Most infectious diseases are communicable as they can spread from one person to another. Some are transmitted by bites from insects or animals. And others are acquired by ingesting contaminated food or water or being exposed to organisms in the environment.
16 Many of the diseases in group 1 (i.e. pathogenic diseases) are infectious diseases. Many infectious diseases, such as measles and chickenpox, can be prevented by vaccines.
16 Frequent and thorough hand washing also offer protection from most infectious diseases.
LESSON 5
PERSONAL BODY CARE
Non-infectious diseases
16 Non-infectious diseases are not caused by pathogens and cannot be communicated from one person to another. Non-infectious diseases are mostly non-communicable as they cannot spread from one person to another. They may be caused by genetics factors or lifestyle choices. Group 2-6 diseases are non-infectious.
16 Examples of Communicable and Non-communicable diseases
16 As said earlier, communicable diseases can spread directly from person to person. The spread can happen through the air, through contact with contaminated surfaces, or through direct contact with blood, faeces, or other bodily fluids.
LESSON 5
PERSONAL BODY CARE
Examples of communicable diseases include:
16 Cholera
16 Typhoid
16 Measles
16 Tuberculosis
16 Hepatitis B
16 Malaria
16 Common cold
16 Dysentery etc
LESSON 5
PERSONAL BODY CARE
Examples of communicable diseases include:
16 Cholera
16 Typhoid
16 Measles
16 Tuberculosis
16 Hepatitis B
16 Malaria
16 Common cold
16 Dysentery etc
LESSON 5
PERSONAL BODY CARE
Non -communicable diseases on the other hand are medical conditions that are not infectious and cannot be passed from one person to another. Examples include:
16 Diabetes
16 Stroke
16 Cancer
16 Asthma
16 Cystic fibrosis
16 Epilepsy
16 Chronic kidney disease etc
LESSON 5
PERSONAL BODY CARE
Body Defence Mechanism
16 Skin- The skin acts as a protective wall to keep pathogens from entering into the body. This wall includes the tiny hairs in the nose, the eyebrows and eyelashes.
16 Mucous Membranes- Mucous membranes produce mucus, a sticky fluid that traps pathogens. These tissues line the mouth, nose, eyes, throat, and other parts of the body.
16 Sweat, Saliva, and Tears- These body fluids contain chemicals that kill bacteria.
16 Stomach Acid- Sometimes pathogens enter the body through the food we eat or the water we drink. Most of the pathogens that enter the body in this way are killed by the hydrochloric acid in the stomach.
16 Phagocytic white blood cells- Ingestion of pathogenic microbes called phagocytosis are conducted by specialized cells such as monocyte/macrophage, neutrophils and natural killer cells.
LESSON 5
PERSONAL BODY CARE
Common Diseases of Humans
16 Malaria
Malaria is a mosquito -borne infectious disease of humans and other animals caused by parasitic protozoan of the genus Plasmodium. Commonly, the disease is transmitted by a bite from infected female Anopheles mosquito.
Malaria is common in tropical and subtropical regions because rainfall, warm temperatures and stagnant waters provide an environment ideal for mosquito larvae.
LESSON 5
PERSONAL BODY CARE
Common Diseases of Humans
16 Malaria
Malaria is a mosquito -borne infectious disease of humans and other animals caused by parasitic protozoan of the genus Plasmodium. Commonly, the disease is transmitted by a bite from infected female Anopheles mosquito.
Malaria is common in tropical and subtropical regions because rainfall, warm temperatures and stagnant waters provide an environment ideal for mosquito larvae.
LESSON 5
PERSONAL BODY CARE
Causative organisms of malaria
16 Four species of Plasmodium can infect and be transmitted to humans. They are: Ø Plasmodium falciparum
Ø Plasmodium vivax Ø Plasmodium ovale,
Ø Plasmodium malariae,
16 The vast majority of deaths are caused by P. falciparum and P. vivax, while P. ovale and P. malariae cause a generally milder form of malaria that is rarely fatal.
16 Vector: Female Anopheles mosquitoes
LESSON 5
PERSONAL BODY CARE
Clinical signs and symptoms of malaria
16 The signs and symptoms of malaria typically begin 8-25 days following infection. The clinical presentations of the disease include:
16 Fever, shaking chills paroxysms (Fever pattern may be tertian or quartan)
16 Severe headache,
16 Joint aches,
16 Malaise,
16 Fatigue,
16 Nausea and vomiting,
16 Muscular pains,
16 Slight diarrhoea,
16 Hemolytic anaemia
LESSON 5
PERSONAL BODY CARE
Diagnosis of malaria
16 Microscopic examination of blood films (Thin smear or thick smear)
16 Rapid Diagnostic test
16 Molecular techniques (Polymerase Chain Reaction [PCR]) Treatment of malaria
16 The most effective treatment for malaria infection is the use of Artemesinin Combination Therapy (ACT) which reduces resistance to any single drug component. These additional antimalarials include: amodiaquine, lumefanthrine, mefloquine etc.
16 Artemeter + Lumefanthrine
16 Artemeter + Amodiaquine
16 Artemeter + mefloquine
LESSON 5
PERSONAL BODY CARE
Control and prevention of malaria
16 Draining swamps and stagnant waters.
16 Destruction of the breeding sites of mosquitoes.
16 Using insecticide treated bed nets (ITNs) to prevent mosquito bites.
16 Using indoor residual spraying.
16 Vaccination (rts,s)
LESSON 5
PERSONAL BODY CARE
Tuberculosis
16 Tuberculosis or TB is a widespread, and in many cases fatal, infectious disease caused by various strains of mycobacteria, usually Mycobacterium tuberculosis.
Mode of Transmission of TB
16 It is spread through the air when people who have active TB infection cough, sneeze, sing, spit and expel infectious aerosol droplets.
LESSON 5
PERSONAL BODY CARE
Signs and symptoms of TB
16 Tuberculosis may infect any part of the body, but most commonly occurs in the lungs (known as pulmonary tuberculosis).
16 Extrapulmonary TB occurs when the disease develops outside of the lungs. Notable extrapulmonary infection sites include the pleura, the CNS, the lymphatic system, bones, joints etc
LESSON 5
PERSONAL BODY CARE
Signs and symptoms of TB cont.
16 The classic symptoms of active TB infection are a prolonged cough with blood-tinged sputum, fever, chills, night sweats, loss of appetite, weight loss, fatigue, finger clubbing, chest pain.
16 Most infections do not have symptoms, known as latent tuberculosis. Latent infections eventually progresses to active disease which, if left untreated, kills more than 50% of those infected.
LESSON 5
PERSONAL BODY CARE
Diagnosis of TB
16 Diagnosis of active TB relies on radiography (commonly chest X-ray), PCR/DNA analysis, microscopic examination and microbiological culture of body fluids (sputum culture)
16 Diagnosis of latent TB relies on the tuberculin skin test (TST)
Prevention and control
16 Prevention relies on screening programmes and vaccination with the Bacillus Calmette - Guerin vaccine.
LESSON 5
PERSONAL BODY CARE
Treatment of TB
16 Treatment of tuberculosis is difficult and requires administration of multiple antibiotics over a long period of time. Some of these antibiotics are:
16 isoniazid and rifampicin
16 rifampicin, isoniazid, pyrazinamide and ethambutol
LESSON 5
PERSONAL BODY CARE
Common cold
16 The common cold (also known as head cold or simply a cold) is a viral infectious disease of the upper respiratory tract which primarily affects the nose.
Causes of cold
16 Over 200 virus strains are implicated in the cause of the common cold. The most commonly implicated virus is the rhinovirus.
Signs and symptoms of cold
16 The typical symptoms of a common cold include cough, runny nose, nasal congestion and sore throat, sometimes accompanied by muscle ache, fatigue, headache and loss of appetite.
LESSON 5
PERSONAL BODY CARE
Mode of transmission of cold
16 The disease is typically transmitted through airborne droplets (aerosols), direct contact with infected nasal secretions, or formites (contaminated objects).
Diagnosis of cold
16 The common cold disease is frequently defined as nasal inflammation with varying amount of throat inflammation.
16 Self-diagnosis is frequent.
16 Isolation of the actual viral agent involved is rarely performed, and it is generally not possible to identify the virus type through symptoms.
LESSON 5
PERSONAL BODY CARE
Prevention of cold
16 Physical measures such as regular hand washing and wearing face masks is effective in reducing the transmission of common cold viruses.
16 Isolation, example quarantine, is not possible as the disease is so widespread and symptoms are non-specific.
16 Vaccination has proved difficult as there are so many viruses involved and they mutate rapidly.
LESSON 5
PERSONAL BODY CARE
Management of cold
16 No medications or herbal remedies have been conclusively demonstrated to shorten the duration of infection.
16 Treatment comprises symptomatic relief.
16 Getting plenty of rest, drinking fluids to maintain hydration and gargling with warm salt water are reasonable conservative measures.
LESSON 5
PERSONAL BODY CARE
Hepatitis
16 Hepatitis is a medical condition defined by the inflammation of the liver.
16 The condition can be self-limiting (healing on its own) or can progress to fibrosis (scarring) and cirrhosis.
16 Hepatitis may occur with limited or no symptoms, but often leads to jaundice, poor appetite and malaise.
16 The condition may be acute (when it last less than six months) or chronic (when it persist longer).
LESSON 5
PERSONAL BODY CARE
Causes of Hepatitis
16 Viral hepatitis is the most common form worldwide caused by five unrelated viruses namely hepatitis A, hepatitis B (the most common), hepatitis C, hepatitis D and hepatitis E.
16 Non-viral hepatitis is caused by toxic substances (notably alcohol, certain medications, certain industrial organic solvents) and autoimmune diseases.
LESSON 5
PERSONAL BODY CARE
Signs and symptoms of Hepatitis
16 Acute form of the condition is characterized by malaise, muscle and joint aches, fever, nausea (or vomiting), diarrhoea and headache.
16 Chronic hepatitis may cause nonspecific symptoms such as malaise, tiredness and weakness, and often lead to no symptoms at all. The presence of jaundice indicates advance liver damage.
LESSON 5
PERSONAL BODY CARE
Diagnosis of Hepatitis
16 Diagnosis is made by assessing an individual’s symptoms, physical examination and medical history in conjunction with blood tests, liver biopsy, and imaging.
Prevention of Hepatitis
16 Vaccines are available to prevent hepatitis A and B.
END OF LESSON 4
AKATSI COLLEGE OF EDUCATION (UEW AFFILIATE )
2019/20 ACADEMIC YEAR – SECOND SEMESTER SUBJECT: GENERAL INTEGRATED SCIENCE II COURSE CODE:
Course Tutors:
1. E. S. Fevlo
2. R. K. Lavoe
3. C. Agbemafo
4. W. Yikpo
LESSON 5 : HUMANS AND THEIR ENVIRONMENT
OVERVIEW:
This lesson is designed for level-100 students in Akatsi College of Education affiliated to University of Education, Winneba.
This lesson is designed to review previous knowledge on natural resources and their uses and effects of human activities on the environment.
Student teachers will acquire sufficient knowledge on higher concepts of humans and their environment so that they will effectively handle similar topics in their future science classrooms.
The student teacher will learn how to teach learners to also appreciate the effects of humans’ activities on the environment.
LESSON 6
HUMANS AND THEIR ENVIRONMENT
Performance Objectives
By the end of this lesson, students will be able to:
16 state some natural resources and their uses.
16 classify natural resources into renewable and non-renewable resources.
16 identified human activities in the community that affect the environment.
16 investigate human activities that affect the environment of the community and how to teach them.
LESSON 6
HUMANS AND THEIR ENVIRONMENT
INTRODUCTION:
Meaning of an Environment
16 The term environment was derived from the French word “environia” which means to surround.
16 The environment is all the physical, chemical and biological factors external to a person, and all the related behaviours.
16 It is the complex of physical, chemical and biotic factors that act upon an organism or an ecological community and ultimately determine its form and survival.
16 The environment is the sum total of all surroundings of a living organism, including natural forces and other living things, which provide conditions for development and growth as well as of danger and damage.
LESSON 6
HUMANS AND THEIR ENVIRONMENT
The environment can be divided into:
16 Physical environment which refers to all the abiotic factors or conditions like temperature, rainfall, light, soil, and minerals.
16 Biotic environment which includes all living forms like plants, animals and micro-organisms.
16 The natural environment, commonly referred to simply as the environment, is a term that encompasses all living and non-living things occurring naturally on Earth or some region thereof.
The concept of the natural environment can be distinguished by components:
16 Complete ecological units that function as natural systems without massive human intervention, including all vegetation, animals, microorganisms, soil, rocks, atmosphere and natural phenomena that occur within their boundaries.
LESSON 6
HUMANS AND THEIR ENVIRONMENT
16 Universal natural resources and physical phenomena that lack clear-cut boundaries, such as air, water, and climate, as well as energy, radiation, electric charge, and magnetism, not originating from human activity.
16 The natural environment is contrasted with the built environment, which comprises the areas and components that are strongly influenced by humans. A geographical area is regarded as a natural environment if the human impact on it is kept under a certain limited level.
LESSON 6
HUMANS AND THEIR ENVIRONMENT
Natural Resources: Renewable and Non Renewable
16 Natural resources are materials provided by the Earth that humans can use to make more complex (human-made) products.
16 Natural resources are useful raw materials that we get from the Earth. They occur naturally, which means that humans cannot make natural resources. Instead, we use and modify natural resources in ways that are beneficial to us.
16 The materials used in human-made objects are natural resources.
LESSON 6
HUMANS AND THEIR ENVIRONMENT
N a t u r a l | Products or Services / uses |
Resource |
|
Air | Wind energy, tires |
|
|
Animals | Foods (milk, cheese, steak, bacon) and clothing (wool |
sweaters, silk shirts, leather belts) | |
| |
|
|
Coal | Electricity (power generation) |
|
|
Minerals | Coins, wire, steel, aluminum cans, jewelry |
|
|
Natural gas | Electricity, heating |
|
|
LESSON 6
HUMANS AND THEIR ENVIRONMENT
N a t u r a l | Products or Services / uses |
Resource |
|
Oil | Electricity, fuel for cars and airplanes, plastic |
|
|
Plants | Wood, paper, cotton clothing, fruits, vegetables |
|
|
Sunlight | Solar power, photosynthesis |
|
|
Water | Hydroelectric energy, drinking, cleaning |
|
|
LESSON 6
HUMANS AND THEIR ENVIRONMENT
Classification of Natural Resources
16 Natural resources are divided into: Renewable Resources and Non Renewable Resources depending on whether or not they replenish naturally.
16 Renewable Resources: These are resources that can regenerate or replace themselves. Or A resource which is replaced naturally and can be used again.
16 A renewable resource is a resource which can be used repeatedly, regenerated and replaced naturally. Examples are timber, biogas, biomass, oxygen, fresh water, nuclear energy, air/wind, and solar radiation/energy
LESSON 6
HUMANS AND THEIR ENVIRONMENT
16 Non-renewable Resources: These are resources that cannot be replaced or replenished by natural processes. Or A resource which is of economic value that cannot be readily replaced by natural means on a level equal to its consumption.
16 A non-renewable resource is also called a finite resource. Example is fossil fuels (crude oil, coal and natural gas), metal ores, earth minerals, and groundwater.
LESSON 6
HUMANS AND THEIR ENVIRONMENT
Effect of Human Activities on the Environment
16 In recent years, scientists have been carefully examining the ways that people affect the environment.
16 They have found that we are causing air pollution, deforestation, acid rain, oil exploration and mining / illegal mining (popularly referred to as “galamsey”) and other problems that are dangerous both to the earth and to ourselves.
Human activities:
1. Overpopulation: degradation of the environment, CO₂ levels increase, more fossil fuels is used, extinction of thousands of species as a result of hunting habitats destructions, etc.
LESSON 6
HUMANS AND THEIR ENVIRONMENT
16 2. Pollution: water, air and soil becomes unsafe for use (poisoning all forms of life, both on land and in the water), depletion of ozone layer and contributing to climate change and global warming.
16 Global Warming: increase temperature, ice melting, ocean levels rising, etc
16 Climate Change: global temperatures increase, Earth's weather patterns drastically change, barren wastelands, heatwaves, etc.
LESSON 6
HUMANS AND THEIR ENVIRONMENT
16 Ozone Depletion: harmful UV rays reaches us which are detrimental to the health of all walks of life
16 Ocean Acidification: acid reduces the pH levels in the water, depletes the calcium concentrations, coral reefs are damaged, etc
16 Water Pollution: Phytoplankton and algae thrive off of nitrogen, deplete water bodies of oxygen and cause poison to accumulate in all life that consumes it (undrinkable water), etc.
LESSON 6
HUMANS AND THEIR ENVIRONMENT
16 Acid Rain: acid accumulates in water bodies which are especially harmful to lakes and small bodies of water, depleting the soil of essential nutrients, damage leaves and slowly kills large areas of forest, completely eliminate entire species of fish, etc.
16 3. Deforestation: threat to survival of species, increases the greenhouse gases within the atmosphere which leads to further global warming, wasting of fertile lands and economic crops and trees resulting in soil degradation, etc.
LESSON 6
HUMANS AND THEIR ENVIRONMENT
Ways of Conserving the Environment
16 Conservation is the protection, preservation, management, or restoration of wildlife and of natural resources such as forests, soil, and water.
16 Environmental conservation is the practice of protecting the environment and conserving its natural resources so as to ensure an improved quality of life for every living thing.
16 A clean environment guarantees a clean water source for drinking, reduced diseases and infections, clean air, food security and a conducive climate.
LESSON 6
HUMANS AND THEIR ENVIRONMENT
The following are some of the ways we can conserved / protect the environment:
16 Plant trees or tree planting
16 Conserving water bodies from illegal human activities
16 Not dumping plastic waste and solid wastes indiscriminately in drains,
16 Ensuring that hazardous chemicals are not dumped in water bodies
LESSON 6
HUMANS AND THEIR ENVIRONMENT
Some of the ways we can conserved / protect the environment
16 Practicing the 3Rs of reducing, reusing and recycling of plastic materials.
16 Protect species with laws about poaching
16 Use of laws by traditional rulers (taboos and totems)
16 Stop deforestation
16 Protect habitats by using guards
LESSON 6
HUMANS AND THEIR ENVIRONMENT
Dissemination of Information on the Environment
16 A series of environmental crises in recent years has made it necessary that information on the environment is supplied so as to increase awareness and knowledge of environmental degradation and its implications upon the complex systems of our planet.
16 Collection, dissemination, and accessibility of environmental information is considered of great benefit to the citizens of any particular locality and community.
LESSON 6
HUMANS AND THEIR ENVIRONMENT
16 There are different ways by which information on the effect of human activities on the environment can be disseminated.
16 The basic methods of information dissemination is called 3P’s namely, posters, presentation and papers.
16 Other methods of information dissemination are
16 Publishing policy document,
16 Publishing journals,
16 Use of flyers, guides, pamphlets and DVDs,
16 Using training manual/materials,
LESSON 6
HUMANS AND THEIR ENVIRONMENT
16 Other methods of information dissemination are Ø Use of organized website (internet)
Ø Discussion on local radio,
Ø Discussion on television stations Ø Press release,
Ø Use of local newspaper and Ø Use of environmental fairs.
LESSON 6
HUMANS AND THEIR ENVIRONMENT
16 Teachers can play an important role by educating their pupils on the need for environmental conservation.
16 Educating the community members on the dangers of environmental degradation and encouraging people to volunteer for clean ups in the communities will go a long way to help keep the environment and protect it from further destruction and degradation.
END OF LESSON 6
SAMPLE QUESTIONS ON
HUMAN AND THEIR ENVIRONMENT
16 Acid rains are produced by
excess NO and SO from burning fossil fuels
excess production of NH by industry and coal gas
excess release of carbon monoxide by incomplete combustion
excess formation of CO by combustion and animal respiration.
16 Green house effect is warming due to
infra-red rays reaching earth
moisture layer in atmosphere
increase in temperature due to increase in carbon dioxide concentration of atmosphere
ozone layer of atmosphere.
16 Soil conservation is
conversion of sterile soil into fertile one
aeration of soil
erosion of soil
SAMPLE QUESTIONS ON
HUMAN AND THEIR ENVIRONMENT
16 Deforestation will decrease a. soil erosion
c. soil fertility
b. land slides
rainfall.
16 Which of those below is NOT a fossil fuel?
Natural Gas
Kerosene
Petroleum
Uranium
16 Extensive planting of trees to increase forest cover is called
afforestation
agroforestry
deforestation
SAMPLE QUESTIONS ON
HUMAN AND THEIR ENVIRONMENT
16 Which gas is likely to be reduced in the atmosphere by deforestation?
carbon dioxide
nitrogen
oxygen
Sulphur dioxide
16 A renewable source of energy is
petroleum
coal
nuclear fuel
trees
16 The resources that can be replaced by natural ecological cycle is called
renewable
non-renewable
exhaustible
natural
SAMPLE QUESTIONS ON
HUMAN AND THEIR ENVIRONMENT
16 A renewable exhaustible natural resource is a. Forest
b. Coal
c. Petroleum d. Minerals
16 Floods can be prevented by
16 Afforestation
16 Removing top soil
16 Deforestation
16 Agriculture
16 Which of the following is best method from environment point of view? a. Reduce
b. Recycle c. Reuse
SAMPLE QUESTIONS ON
HUMAN AND THEIR ENVIRONMENT
16 The full form of UV rays is
Ultra violet
Ultra violent
Ultra valve
Ultimate violet
16 Why should we conserve forest and wild life?
To protect biodiversity
To maintain ecosystem
To maintain balance
To continue food chain
AKATSI COLLEGE OF EDUCATION
(UEW AFFILIATE )
2019/20 ACADEMIC YEAR – SECOND SEMESTER
SUBJECT: GENERAL INTEGRATED SCIENCE II
COURSE CODE: EGS 123 / EBC 124
Course Tutors:
E. S. Fevlo
16 Agbemafo R. K. Lavoe W. Yikpo
LESSON 7 : SCIENCE AND TECHNOLOGY I OVERVIEW:
This lesson is designed for level-100 students in Akatsi College of Education affiliated to University of Education, Winneba.
This lesson is designed to enable student teachers explores the contribution of science and technology to food and nutrition, health, transport, information management, and builds on the concepts of the resources in the environment.
The lesson will guide student teachers to develop teaching strategies for teaching this topic at the basic school.
LESSON 7
SCIENCE AND TECHNOLOGY I
Performance Objectives
By the end of this lesson, students will be able to:
16 identify the relationship between science and technology.
16 explain the value of technology in science.
16 design activities to help learners at the basic school recognise the relationship between science and technology.
LESSON 7
SCIENCE AND TECHNOLOGY I
Explanation of Science
16 Science is a branch of knowledge or study dealing with a body of facts or truths systematically arranged and showing the operation of general laws (Systematic knowledge of the physical or material world gained through observation and experimentation).
16 According to the Oxford English dictionary, science is ‘the intellectual and practical activity encompassing the systematic study of the structure and behaviour of the physical and natural world through observation and experiment.’
LESSON 7
SCIENCE AND TECHNOLOGY I
16 Science involves observation and experimentation. Science is more concerned about analysis. Science deals with theories and their findings.
16 In simple terms, science is the set of knowledge gained by way of analysis about all the things existing around us.
16 The knowledge is based on facts and evidence, relating to the subject, rather than opinions and personal choices.
LESSON 7
SCIENCE AND TECHNOLOGY I
16 Science is a discipline that has several branches like physics, chemistry, biology, geology, botany, psychology and so on.
16 Science can be used in the development of latest technology, cure diseases and solve many other problems.
16 Science can be called a systematic knowledge which is developed through observation and experiment of the structure and behaviour of the physical and natural world.
LESSON 7
SCIENCE AND TECHNOLOGY I
16 Science is considered as process and as well as product.
16 The procedures used by scientist to arrive at conclusions is referred to as Process of science.
16 The scientist ends up an investigation or research by making discoveries of facts, concepts, formulating generalizations, theories and laws. These are known as Products of science.
16 Examples of products are law of floatation, law of conservation of energy, etc
LESSON 7
SCIENCE AND TECHNOLOGY I
Explanation of Technology
16 Technology is a combination of technique, skills, processes, design, products, etc. which is dedicated to creating instruments or gadgets or to complete scientific investigation.
16 It is a set of knowledge that has practical application in the creation, designing and utilisation of products for industrial, commercial or everyday use.
16 We are surrounded by things that are created with the help of certain technology, i.e. whether we work, communicate, travel, manufacture, secure data, business and almost everywhere.
LESSON 7
SCIENCE AND TECHNOLOGY I
16 Most people use technology, to simplify their work and also to extend their abilities. It also ensures a solution to various scientific problems.
16 Technology is the application of scientific knowledge for practical purposes. Technology, on the contrary, is applied science.
16 Science and Technology might appear same when it comes to their meaning and purpose, but there is certainly some difference between the two.
LESSON 7
SCIENCE AND TECHNOLOGY I
16 Technology involves the use of tools as well as knowledge for the study of a particular science. Hence, the term applied science is used to refer to technology.
16 For example, the science of radiation can be applied in the technology related to the development of the tools and in the advanced study of the application of radiation. As a result, a radiation technician works with the technology of radiation has studied the science of radiation.
LESSON 7
SCIENCE AND TECHNOLOGY I
16 In the same way, the advancement in the study of energy led to the development of technology of solar panels that are used to generate energy and power.
16 Thus, the application of a particular branch of science is helpful in the development of technology of the particular branch.
16 Technology has everything to do with synthesis of design while science deals with theories and findings, technology is much concerned about processes.
LESSON 7
SCIENCE AND TECHNOLOGY I
16 Technology has to get its processes right to make an advancement in the field of applied science.
16 Another importance difference between science and technology is the fact that science involves observation and experimentation while technology is all about invention and production.
16 The invention of tools and their production are the facets of technology.
LESSON 7
SCIENCE AND TECHNOLOGY I
16 Student teachers might have some misconceptions about the relationship between science and technology. Some groups of students also think science and technology is used interchangeably and the last aspect of misconception is students also understands technology as engineering.
16 After going through the differences between science and technology student teachers’ misconceptions will be erased.
LESSON 7
SCIENCE AND TECHNOLOGY I
Differences between Science and Technology
16 The differences between science and technology can be summarized in the following manner:
16 Science is more or less a study of a particular branch namely, physics, chemistry or biology while Technology deals with what is called applied science.
16 Science involves observation and experimentation whereas technology involves invention and production.
16 Science is all about analysis whereas technology is more concerned about the synthesis of design.
LESSON 7
SCIENCE AND TECHNOLOGY I
16 Science is about observing the natural world and building up theories whereas Technology is about putting such theories into practice.
16 When scientific studies thrive so does the technology related to that field. For example, the advancement in the study of energy led to the development of technology of solar panels that are used to generate energy and power.
| LESSON 7 |
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Basis for | SCIENCE AND TECHNOLOGY I | |
Science | Technology | |
Comparison | ||
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Meaning | Science is a methodical way of | Technology refers to the practical |
| g a i n i n g k n o w l e d g e t h r o u g h | application of the scientific |
| observation and experiments. | knowledge for various purposes. |
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What is it? | It is the process of exploring new It is the use of laws of science to | |
| knowledge. | create new products. |
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Effect | It is useful | It can be useful or harmful. |
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LESSON 7
SCIENCE AND TECHNOLOGY I
Change | Does not change. | Changes continuously |
Stresses on Discovery | Invention |
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Method of | Analysis, deduction and | Analysis and synthesis of |
evaluation | theory development | design. |
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Use | Used to make predictions | Simplify the work and fulfill |
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| the needs of people. |
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LESSON 7
SCIENCE AND TECHNOLOGY I
Key Differences Between Science and Technology continues
16 The points given below, explain the basic differences between science and technology as stated in the table:
16 Science can be defined as an organised way of gathering knowledge on a subject, through various observations and experiments whereas Technology is the practical usage of the laws of science for different purposes.
16 Science is nothing but a process of exploring new knowledge, whereas technology is putting scientific knowledge into practice.
LESSON 7
SCIENCE AND TECHNOLOGY I
16 Science is very useful to gain knowledge about a natural phenomenon, and their reasons whereas technology can be useful or harmful. That is, technology is both a boon and bane, such that if it is used in the right way, it can help humans in solving a number of problems, however, if it is put to wrong uses, it can cause destruction of the whole world.
LESSON 7
SCIENCE AND TECHNOLOGY I
16 Science remains unchangeable; only additions are made to further knowledge whereas technology changes at a rapid pace in the sense that, improvement in previous technology is made constantly.
16 Science stresses on discovery like facts and laws of nature whereas technology focuses on the inventions such as the development of latest technique to ease the work of humans.
LESSON 7
SCIENCE AND TECHNOLOGY I
16 Science is the study of structure and behaviour of natural and physical world, to create premises. In contrast, technology deals with putting those premises into practice.
16 Science is concerned with analysis, deduction and theory development whereas technology is based on analysis and synthesis of design.
16 Science is used to make predictions whereas technology simplifies the work and fulfil the needs of people.
LESSON 7
SCIENCE AND TECHNOLOGY I
u Types of Technology
u Technology can be classified into two broad categories: Indigenous and borrowed technology.
u Indigenous technology is one which is developed and used by locals of a country while borrowed technology used by a country which was developed by citizens of another country.
u Indigenous technology has the advantages of developing the skills of the labour force, providing jobs for individuals and reducing the price of consumer products.
LESSON 7
SCIENCE AND TECHNOLOGY I
Technology can again be classified into three (3) broad categories;
16 Traditional Technology
16 Intermediate Technology and
16 Modern Technology
TRADITIONAL TECHNOLOGY
16 It is a type of technology that is based on any tradition or culture which is generally transferred from one generation to another generation until it is modified to the new one. In this technology, there is the use local skills, materials and tools.
LESSON 7
SCIENCE AND TECHNOLOGY I
16 The tools range from simple implements such as bamboo pipes and gourds used in palm wine tapping to the use of firewood and charcoal in food processing and preservation, and the use of mortar and pestle in palm oil extraction.
16 Their production capacity tends to be low and is generally characterized by inefficient uses of energy, time, and labor.
LESSON 7
SCIENCE AND TECHNOLOGY I
u The quality of products is usually poor and some of the activities of these traditional technologies may be destructive to the environment. E.g. Brewing akpeteshie/ Akpeteshie processing, Gari processing, Palm nut oil, Coconut oil, and Palm kernel oil processing, and Local Soap making process.
u Traditional technologies also tend to be associated with rituals and taboos and supernatural.
For example, rituals observed in animal sacrifices and taboos may take the form of abstention from work on prescribed days. As well, herbal medicine continues to be associated with spiritual forces.
LESSON 7
SCIENCE AND TECHNOLOGY I
INTERMEDIATE TECHNOLOGY
16 It embraces the use of simple tools, skills, scientific ideas and procedures which are more efficient than traditional technologies in terms of the use of energy, time, labor and raw materials.
16 Intermediate technology is a relative term and therefore may differ from one place to another. For example, animal traction which is an improvement over traditional hoe but less sophisticated than mechanized traction is an intermediate in Ghana. However, this may be traditional technology in other part of the world.
LESSON 7
SCIENCE AND TECHNOLOGY I
u Intermediate technology, sometimes referred to as improved technology, may be considered appropriate if one or more of the following criteria are satisfied. It must
16 be affordable in terms of capital investment and final products,
16 use locally available materials in an efficient way,
16 have high adaptability to the socio-economic environment of the community,
16 rely on renewable energy resources. E.g. Hydropower, Biomass, Solar, and Wind,
16 have high potential for employment, and
16 be locally produced, controlled and maintained.
LESSON 7
SCIENCE AND TECHNOLOGY I
MODERN TECHNOLOGY
16 It uses very sophisticated technologies. They are capital intensive, with a large initial investment in plant and equipment. Most of their raw materials are imported, even though the opportunities exist for using local raw materials.
16 The products are of international standards and, although some are sold locally, they are often exported. It employs a large work force- more than thirty-made up of workers of different skill levels.
LESSON 7
SCIENCE AND TECHNOLOGY I
Contribution of Science and Technology
16 Technology plays a role in virtually every part of our lives, whether we’re aware of it or not. There is enough evidence on the contribution of science and technology to food and nutrition, health, transport and information.
LESSON 7
SCIENCE AND TECHNOLOGY I
Contribution of Science and technology to food and Nutrition
16 The main contribution of science and technology to our diet / food has been to increase the range of products on the markets to allow consumers to choose those that best suit their own preferences, lifestyle and nutrition related goals and also to increase the affordability of safe food.
16 It has brought about improvement in preservation practices of food.
16 It has also brought about increase in food production eg. Genetic modified organisms (GMOs).
16 It has also increased good practices in food storage.
LESSON 7
SCIENCE AND TECHNOLOGY I
Contribution of Science and technology to health
16 In the health sector, science and technology help track chronic illnesses and communicate vital information to doctors.
16 They help track diet, exercise, and mental health information.
16 Online medical records that give you access to test results and allow you to fill prescriptions.
16 Virtual doctor visits.
16 Improvement birth control systems/ family planning
16 Production of chemotherapeutic drugs for curing different diseases.
LESSON 7
SCIENCE AND TECHNOLOGY I
Contribution of Science and technology to Transport
16 Science has helped eliminate greenhouse gas emissions from cars.
16 It has also helped advance vehicles with technology with GPS services, emergency capabilities, and fuel conservation.
16 The use of computers, as well as even more powerful software and technology has allowed for a better organization of transport companies.
16 Trucks even have electronics installed on board to provide more effective communication between drivers and the logistics centre.
LESSON 7
SCIENCE AND TECHNOLOGY I
u Now it is easier for a company to manage the transportation of truck fleets as well as their personnel.
u These improvements allow for companies to contribute in particular with compliance to prescribed standards, to know the pricing, inventory and procurement, to allocate commands between different trucks to optimize deliveries, and to establish shorter routes to improve the daily lives of drivers, etc.
u In other words, technology in transportation services has resulted in many benefits in terms of logistics, which is advantageous in providing competitive services.
u It has yielded cheaper, faster and better transportation services.
u It has increased security in preventing road accidents.
LESSON 7
SCIENCE AND TECHNOLOGY I
Contribution of Science and technology to information
16 Online education and ease of research.
16 Enhanced communication with others, which can improve the feeling of connection.
Negative effects of science and technology
16 Weapons of mass destruction example: Nuclear weapons. In 1945 atomic bombs were dropped in two Japanese cities, Hiroshima and Nagasaki, children that are born in these cities have deformities such as armless, earless etc.
16 Internet pornography.
16 Social isolation of individuals.
16 Leakage/ cheating in examinations worldwide.
LESSON 7 | |
Conclusion | SCIENCE AND TECHNOLOGY I |
|
16 To sum up, we can say that science is knowing, but technology is about doing. When it is about solving of problems both the two disciplines work together.
16 Science has helped us in gaining knowledge of the things existing in the universe and also to make predictions on future outcomes.
16 Technology, on the other hand, has helped us in simplifying our work by providing us various products that help us to get better results in less time.
16 However, technology has some negative uses too, so it should always be used positively.
END OF LESSON 6
AKATSI COLLEGE OF EDUCATION (UEW AFFILIATE )
2019/20 ACADEMIC YEAR – SECOND SEMESTER SUBJECT: GENERAL INTEGRATED SCIENCE II COURSE CODE: EGS 123 / EBC 124
Course Tutors:
E. S. Fevlo
16 Agbemafo R. K. Lavoe W. Yikpo
LESSON 8 : SCIENCE AND TECHNOLOGY 2 OVERVIEW:
This lesson is designed for level-100 students in Akatsi College of Education affiliated to University of Education, Winneba.
The lesson covers the nature of science and technology the identification and the benefits to industries in Ghana.
LESSON 8
SCIENCE AND TECHNOLOGY 2
LEARNING OUTCOMES
By the end of the lesson, students will be able to:
16 Identify industries and their features.
16 Connect resources in immediate environment to industries.
16 Design activities to teach industrialisation to basic school learners.
LESSON 8
SCIENCE AND TECHNOLOGY 2
16 Industry
16 Human beings have sought ways to turn raw materials such as mineral ores, wood and foodstuffs into finished products like metals goods, furniture and processed foods.
16 An industry is a group of organizations involved in producing/manufacturing or handling the same type of product and service.
16 Manufacturing is the process by which goods are produced by an industry.
16 It involves the process of converting raw materials, components or parts into finished goods through the use of tools, human labour, machinery and chemical processes.
LESSON 8
SCIENCE AND TECHNOLOGY 2
16 Humans manufacture products by hand or through the use of some basic tools using more traditional processes. This kind of manufacturing is common with the leather works, carpentry etc.
16 On the other hand, the use of machines enables large production of products with the use of technology making manufacturing more efficient.
LESSON 8
SCIENCE AND TECHNOLOGY 2
16 Any sector of an economy which is involved in raising, producing or manufacturing of products and services is an Industry.
16 The site where the goods are manufactured or processed is called a Factory.
16 An industry is a broad term which covers all the factories of which the industry is composed.
LESSON 8
SCIENCE AND TECHNOLOGY 2
16 For example, there may be many different factories involved in food processing. The collection of all these food processing factories is called “food processing industry”.
Industrial Systems
16 Industrial systems are made up of input, processes, and output. The input of raw materials, labour, land, power, and other infrastructure. The process is the plan the manufacturer has of how to turn raw materials into finished products of value. And finally, the output is the end of the product from which the income earned it.
LESSON 8
SCIENCE AND TECHNOLOGY 2
Nature of industry:
16 Industries are involved in
16 Extraction of raw materials
16 Production of finished products
16 Provision of services
16 Equipments
16 Economic value
16 The above constitute features of an industry
16 The process by which a country’s economy is changed from agricultural to one based manufacturing of good and provision of services is called Industrialization
LESSON 8
SCIENCE AND TECHNOLOGY 2
Types of industry
16 Primary industries: These are the industries that are involved in extracting or producing raw material from which useful products are obtained. Example include, forestry, mining, fishing
16 Secondary Industries: These are the industries that change the raw materials into useable products through processing and manufacturing. Examples are jewel industry, food processing industry, automobile industry
LESSON 8
SCIENCE AND TECHNOLOGY 2
16 Tertiary industries: These are the industries that are involved in providing essential services. They include transports, education, tourism, communication.
16 Industries can be further classified as local or foreign depending on where it is originating from.
16 Industries which have their origins from the countries they are operating are referred to as Indigenous/Local/Domestic industries while those from other countries are called Foreign industries.
LESSON 8
SCIENCE AND TECHNOLOGY 2
Benefits/Importance of industry
16 It provides source of employment
16 It increases Gross National Productivity (GNP)
16 It raises the standard of living
16 It serves as a source of foreign exchange
16 It provides better utilization of raw materials
LESSON 8
SCIENCE AND TECHNOLOGY 2
Factors affecting the location of industry
16 Availability of raw materials
16 Availability of power supply
16 Availability of Labour
16 Nearness to market
16 Capital
16 Availability of Land
END OF LESSON 8
SCIENCE AND TECHNOLOGY 2
(UEW AFFILIATE )
2019/20 ACADEMIC YEAR – SECOND SEMESTER
SUBJECT: GENERAL INTEGRATED SCIENCE II
COURSE CODE: EGS 123 / EBC 124
Course Tutors:
E. S. Fevlo
16 Agbemafo R. K. Lavoe W. Yikpo
LESSON 9 : BUILDING SCIENCE PORTFOLIO I OVERVIEW:
This lesson is designed for level-100 students in Akatsi College of Education affiliated to University of Education, Winneba.
In this lesson, the Tutor discusses with student teachers the importance of building a science portfolio and how to prepare a portfolio, drawing experiences from STS. This will enable student teachers to conceptualise portfolio as the compilation of academic work and other forms of educational evidence/ assemblage in science learning. This will facilitate the evaluation of the quality of science coursework, learning progress and academic achievement.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
LEARNING OUTCOMES
By the end of the lesson, students will be able to:
16 acquire the skills to compile/documents on useful artefacts for teaching, academic work and professional practice.
16 acquire skills to evaluate coursework, learning progress and academic achievement.
16 help students to reflect on their academic goals and progress as learners.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
Introduction
16 Portfolio assessment has become an important component of teacher assessment in teacher education programmes.
16 The Ghana National Teacher’s Standards requires that trainee teachers are assessed through professional portfolios.
16 One of the expectations of the draft Curriculum Framework for assessing trainee teachers states that: Trainee teachers must be realistically and fairly assessed against the Standards in accordance with what can be reasonably expected of teachers still learning to teach.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
Introduction
16 Trainee teachers’ creative and innovative skills will need to be assessed as appropriate to the specific context and circumstances they are in and for the level of learners they are to teach, for example, for very young child in pre-school, or for young people needing specialist knowledge at Senior High School.
16 This expectation can be met through portfolio assessment.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
What is a Portfolio?
16 A portfolio is a compilation of materials that exemplifies your belief, skills, qualifications, education, training, and experience.
16 It provides insight into your personality and work ethic.
16 A portfolio is a meaningful and purposeful collection of work (artefacts) by an individual to reflect on his or her progress and accomplishments in life.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
What is a Portfolio?
16 Portfolios are important part of the business world. In order to create an effective portfolio, it is necessary to keep track of current events in your life as well as past events as they relate to your overall abilities.
16 Portfolios begin with the information that supplies potential clients or employers with the information they need to make a solid decision concerning you.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
Types of Portfolio
16 The three major types of portfolios:
16 working portfolios,
16 display portfolios and
16 assessment portfolios.
16 There are other different types of portfolios depending on the purpose. Examples are professional, teaching, course, and student learning portfolios.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
16 A working portfolio is so named because it is a project “in the works,” containing work in progress as well as finished samples of work. It serves as a holding tank for work that may be selected later for a more permanent assessment or display portfolio.
16 A working portfolio is different from a work folder, which is simply a receptacle for all work, with no purpose to the collection.
16 A working portfolio is an intentional collection of work guided by learning objectives.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
16 Display portfolios are also called Showcase / Best Works Portfolios. Probably the most rewarding use of student portfolios is the display of the students' best work, the work that makes them proud.
16 Students, as well as their teachers, become most committed to the process when they experience the joy of exhibiting their best work and interpreting its meaning.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
16 Many educators who do not use portfolios for any other purpose engage their students in the creation of display portfolios.
16 The pride and sense of accomplishment that students feel make the effort well worthwhile and contribute to a culture for learning in the classroom.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
16 Assessment Portfolios: The primary function of an assessment portfolio is to document what a student has learned.
16 The content of the curriculum, then, will determine what students select for their portfolios.
16 Their reflective comments will focus on the extent to which they believe the portfolio entries demonstrate their mastery of the curriculum objectives.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
16 For example, if the curriculum specifies persuasive, narrative, and descriptive writing, an assessment portfolio should include examples of each type of writing.
16 Similarly, if the curriculum calls for mathematical problem solving and mathematical communication, then the display portfolio will include entries documenting both problem solving and communication, possibly in the same entry.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
16 Teaching portfolios are specific to and inclusive of teaching.
16 The collection of artefacts by the teacher is designed to demonstrate their knowledge and skills in teaching over time.
16 It is a professional tool that the teacher can use to reflect on their progress and professional growth
LESSON 9
BUILDING SCIENCE PORTFOLIO I
16 A student portfolio is the compilation of academic work and other forms of educational evidence assembled for the purpose of
16 evaluating coursework quality, learning progress, and academic achievements;
16 determining whether students have met learning standard or other academic requirements for courses, grade-level promotion, and graduation;
16 helping students reflect on their academic goals and progress as learners; and
16 creating a lasting archive of academic work products, accomplishments, and other documentation.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
16 Advocates of student portfolio argue that compiling, reviewing, and evaluating students work over time can provide a richer, deeper, and more accurate picture of what students have learned and are able to do than more traditional measures – such as standardized tests, quizzes, or final exams – that only measure what students know at a specific point in time.
16 The student – teacher’s teaching portfolio then is a collection of carefully selected work produced by the student to show his/her progress and accomplishment in learning to teach.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
Purpose of Building Portfolio
16 A portfolio assessment is often deemed an authentic form of assessment because it includes authentic samples of a student’s work.
16 Many advocates of the portfolio assessment argue that it is a superior assessment tool because it demonstrates learning and growth over an extended period of time.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
What goes into building a portfolio
For example:
16 Writing and keeping examples of lesson plans or the materials that are used in teaching.
16 Students’ feedback.
16 Feedback to students.
16 Writing and keeping copies of tests and exercises that are prepared for students.
16 Writing and keeping records of students that are mentored, supervised, or tutoring.
16 Keeping records on leadership experiences.
16 Keeping records of collaborative work done with others.
16 Preparing a checklist on critical values (Honesty, Patience, critical thinking, accuracy, precision) and how to identify them in students while they work in groups
LESSON 9
BUILDING SCIENCE PORTFOLIO I
Content / Evidence of Portfolio (Checklist) |
| ||
No. Artefacts In Trainees Professional Portfolio | R e m a r | ||
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| k |
16 Personal philosophy of teaching
16 TP/Reflective journal on progress and areas for development as shown through the items of evidence (examples listed below)
3 Schemes of work
16 Lesson plans
LESSON 9
BUILDING SCIENCE PORTFOLIO I
No. Artefacts In Trainees Professional Portfolio | Remark | ||
|
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16 Lesson evaluation
16 Sample of pupils’ work the student teacher has graded, showing their comments.
16 TLMs / TLRs
16 CV
LESSON 9
BUILDING SCIENCE PORTFOLIO I
Characteristics of Portfolio
16 A portfolio should be:
16 Structured: i.e. be organised, complete and creative in presentation.
16 Representation: i.e. comprehensive and represent the scope of one’s work over time.
16 Selective: only artefacts that demonstrate professional growth, strength/accomplishments should be included. Quality is much more important than quantity.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
u
Ø
Ø
Reflection on Artefacts in a Portfolio
Each item put in the portfolio should be accompanied by a brief written reflection indicating for example:
The date:
What the artefact is;
16 Rationale for its inclusion in the portfolio;
16 How it supports your view of teaching and learning.
16 How each artefact demonstrates teaching competency.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
Some Pros of Using Portfolio Assessment
16 A portfolio assessment demonstrates learning over the course of time rather than what a student knows on any particular day.
16 A portfolio assessment provides an opportunity for a student to reflect on their learning, to self-assess, and to formulate a deeper understanding of the concepts they are learning beyond a simple surface explanation.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
16 A portfolio assessment requires a great level of individual interaction between the student and teacher, wherein they are always collaborating on the requirements and components going into the portfolio.
16 Evaluating student work over time can provide a richer, deeper, and more accurate picture of what students have learned and are able to do than more traditional measures – such as standardised tests, quizzes, or final exams – that only measure what students know at a specific point.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
Some Cons of Using Portfolio Assessment
16 Developing and assessment of a portfolio is time-consuming. It takes a lot of effort from both the teacher and the student, and is a demanding endeavour in which you can quickly fall behind.
16 Portfolio assessments are very subjective in nature. Even if the teacher utilizes a rubric, the individualized nature of a portfolio makes it difficult to remain objective and stick to the rubric.
16 Two people working on the same learning standard may have two totally different approaches, and thus learning may not be the same.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
ASSIGNMENT ON BUILDING SCIENCE PORTFOLIO
16 As individual student, write down as many as you can what goes into a science portfolio.
LESSON 9
BUILDING SCIENCE PORTFOLIO I
16 
SAMPLE PORTFOLIO
16 CONTENTS
16 Curriculum Vitae
16 Statement of teaching philosophy
16 Reflective Practice
16 Sample lesson notes
16 Sample activities of trainee teacher with students/pupils
u
16 Other artefacts
16 *Scheme of work
16 *Students’/pupils work
16 *Sample questions and marking scheme
16 *Sample TP journal
16 *Sample Curriculum Vitae (CV)
u
16 
GBADAGO KOJO EMMANUEL
16 Mobile +233 300 000 000/+233 222 222 222
16 Email: gbadagokojoemma24@mailmail.com
u
16 PROFILE
16 I am a result-oriented, self-motivated and well organized with good analytical skills and maturity in dealing with people. I value integrity, creativity and innovations.
u
16 CAREER OBJECTIVES
16 To become a professional teacher to impact knowledge into students to bring change in their behaviour that will of benefits to themselves and to the society at large.
16 To guide students to be well informed about course selections in relations to their abilities and interpret.
16 To help shape the behaviour of students in other to be considered as social misfits.
16 To assist the people to be creative and innovative in their careers
16 
PERSONAL DATA
u Date of Birth: 11th September, 1989. Sex: Male
u Marital Status: Single. Country of Citizenship: Ghana. Religion: Christian.
u
16 EDUCATIONANL QUALIFICATION
16 Sept.2012-June 2016: (home economics education); University of Education, Winneba
16 Sept.2006-May 2010SSE Cert. Kwadaso Anglican Senior High Technical School
u Sept.2002-April 2006 BECE Cert Atakrom R/A Junior Secondary School u
16 PERSONALITY ATTRIBUTES
16 Ability to put into practice principles and practice of teacher education.
16 Good at home economics practices.
16 Exhibits maturity in working with clients.
16 Ability to put into practice code of ethics in home economics.
u
16 TECHNICAL COMPETENCIES
16 Very good at interpersonal and communication skills
16 Good at handling issues and solving problem.
16 Well equipped with home economics skills and techniques.
16 Working knowledge of MS Word and internet surfing.
16 
WORK EXPERIENCE
16 September 2016-December 2016 (internship), Methodist J.H.S, Amakrom
16 Roles Performed
16 Teaching Basic Design and Technology.
16 Assisting student’s performance.
16 Organizing students for function.
16 May 2015-May-2016(Supervisor), Holy spirit Catholic Church, Amakrom
16 Roles Performed
16 Ensuring robes safety and cleanliness.
16 Keeping records of supply and stock of robes.
16 May 2015-May 2016(Department Coordinator), Catholic Church, Esikrom
16 Roles Performed
16 Receive and distribute information.
16 Organize members for activities and programmes.
16 Representative of department of function.
16 May 2014-May 2015 (General Administrator), Catholic Church, Esikrom
16 Roles Performed
16 
Receive and distribute information.
16 Organize members for activities and programmes.
16 Representative of department of function.
16 May 2014-May 2015 (General Administrator), Catholic Church, Esikrom
16 Roles Performed
16 Taking and reading minutes at meetings.
16 Representative to President in Submissions
16 Organizes plans for programmes and activities.
u
16 LANGUAGE
16 English
16 Ewe
16 Twi
u
THANK YOU
MR.E.S FEVLO ,
MR.C.AGBEMAFO,
MR.R.K LAVOE
MR. W.YIKPO
FOR YOUR HARDWORK.
On behalf of the first year student , we thank you.
ALORMATU
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