Curriculum Content

FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

Topic 1.1 Science and Scientific Processes

1.1.1  Science - the systematic study of the  Teacher and student  Student group project:
structure and behavior of the physical discussions: Students power point
Differentiate between
and natural world through observation research using the presentation/video using
Science and
and experiment. internet and compile a movie maker/
Technology.
list of practical examples information leaflet
 Technology – Applications of
of using scientific (publishing software) to
knowledge, tools and processes to
knowledge to make be shared with the school
address specific human needs and solve
decisions: Driving slowly body via a school blog or
problems
on wet roads, opening a wiki: Important Scientific
 Scientific understandings, discoveries jam bottle with a metal discoveries that affect
and inventions are used to solve cover, removing stains everyday life: Discovery
problems that directly affect peoples’ using lime juice, storage of gravity, electricity,
lives. of foods, personal evolution, penicillin, x-
hygiene. Students rays, DNA. Products
 Scientific knowledge is used to inform

38
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

personal and community decisions. compile a table of shared with student body.
internet links to practical Projects to be marked
 Scientific knowledge is not complete
examples of real world using teacher-created
but can be built on through research
applications on a word rubric.
and investigations.
document.

1.1.2 Introduction to problem solving using the  Using multimedia,  Students select one
scientific method: teacher presents students scientific development or
Demonstrate the use
with scenarios that can be discovery and summaries
of the scientific  Questioning (brainstorming) and
investigated and the main steps followed
method. hypothesizing
understood using the by the scientist from
 Planning and Conducting scientific method. identification of the
Teacher allows students problem to inferences
 Data collection
to brainstorm and discuss from data collected.
 Recording and Reporting the following statements:
 Students review
 Processing and analyzing data and o Ants walk up the documentary of a
information trunk of a tree in a scientific discovery and
straight line. prepare a synopsis of

39
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

o Tall people hold their how the main skills

breath longer than scientists use was
short people. employed.

1.1.3  Scientific format (headings and  Teacher presents video of  Teacher creates
appropriate content): students conducting worksheets to assess
Recognize a scientific
practical activity. students’ understanding
report as a means of  Aim
of scientific format.
communicating  Teacher will provide a
 Apparatus and materials
information from sample lab report and  In groups, students will
(including diagrams )
scientific discuss all the relevant perform a practical
investigations.  Method/Procedure headings and its activity and prepare a lab
requirements. report.
 Results/Observations (annotated
drawings)  Teacher created rubric
should include the
 Analysis
following criteria:
 Discussion
o Aim
 Conclusion

40
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

o Apparatus and
materials (include
diagrams )

o Method/Procedure

o Results/Observations
(annotated drawings)

o Analysis

o Discussion

o Conclusion

 Using rubric students

engage in peer
assessment and provide
relevant feedback to each
other.

41
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

Topic 1.2 Scientific Measurement and SI system

1.2.1  Measurement is global and needs to be  Teacher and student  Create Mnemonic or
standardized.
Discuss the discussion exploring acrostics or rhymes to
importance of the  Reasons for the importance of non-conventional aid memorization of the
International System measurements: methods of measuring order of prefixes in the
(SI) of units. e.g.: pinch of salt, hand metric system, for every
 Accuracy. span. power of ten from 6 to -

 Standardization  Teacher and student 6, is:

discussion about the Megametre, Kilometre,
 Unreliability of senses.
unreliability of senses Metre, Decimetre,

 Identification of the International and the need for Centimetre, Millimetre,

System of Units (SI) symbol and its measuring instruments Micrometre,

conversion when measuring length, along with a practical

mass, volume, time, and temperature: activity e.g. students  Multiple Choice items
comparing the
 Length – metre (m); kilometre
temperature of
(km); centimetre (cm); millimetre
warm/cold water using

42
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

(mm) touch.

 Mass – grams (g); kilograms (kg)

 Volume – cubic centimetre (cm³);

litre (l); millilitre (ml)

 Time – seconds (s); minutes (min);

hours (hr)

 Temperature – degree Celsius (ºC)

and degree Kelvin (ºK)

 Express multiples and submultiples

of units using appropriate prefixes
and scientific notation.

 Repetition, estimation with linear scale,

no- parallax, zeroing.

1.2.2  There are standard instruments used for  Students use instruments  Circus of measurement
to measure length, mass, tasks for which each

43
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

Demonstrate the measurement in science: volume, and time. student must record their
correct procedures for readings in appropriate
 Length – metre rule, caliper,  Students record in a word
use of common tables. A checklist is
tape table the units used in
measuring used to assess proper use
each instrument and the
instruments.  Mass – balance of instruments.
abbreviated term used in
 Volume – measuring cylinder, measurement.  Student project:
beaker
 Students are given a o Describe the
 Time – stop watch variety of quantities to measurement
measure and prepare a requirements to prepare
 Temperature – thermometer
report on difficulties a cake using a recipe as
incurred following outlined in the directions
classroom discussion. on the package/box-
 Some limitations in using instruments:
identifying necessary
 Measurements should be
 Error: zero/end error, parallax measurements: mass,
recorded in a properly
volume, time,
 Range headed table.
temperature.
 Precision – estimation of scale
o Students review recipe

44
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

readings with appropriate

substitutions for use
with standard lab.
measuring instruments.

Topic 1.3 Safety in Science

1.3.1  Careful handling of apparatus and  Teacher and student  Students prepare chart of
material. discussion with the use of laboratory rules using
Demonstrate safe
a suitable video, on collage- making software
practices when  Potential safety hazards in the
general rules for using to be attached to
conducting laboratory
laboratory safely, notebooks. Chart to be
investigations.
 Precautionary measures to ensure personal protective marked using teacher-
personal safety. equipment available in created rubric.
the laboratory.
 Common safety symbols.  Students prepare poster
 Use “Think, Pair, Share” using collage-making
with students to discuss software showing
observations about chemical symbols and

45
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

laboratory safety from their corresponding

appropriate video that hazards to be displayed
highlight: eyewash in labs.

fountain, shower, fire  Students’ role play on

blanket, washing spilled careful handling of
chemicals from skin. apparatus and material
and precautions to ensure
 Teacher display devices
personal safety.
and containers bearing
symbols commonly
found on laboratory
chemicals: corrosive,
toxic, radioactive,
flammable, explosive,
harmful, irritating,
oxidizing.

46
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

Topic 1.4 Characteristics of Living Things

1.4.1 Characteristics of living things:  Teacher uses pictures,  Students use jigsaw
specimens to elicit approach to prepare a
Describe the  Growth
responses from students wall chart illustrating
characteristics of
 Respiration about characteristics that each of the terms
living things.
all living things display. represented by the
 Irritability
acrostic GRIMNER
 Movement

 Nutrition

 Excretion

 Reproduction

Topic 1.5 Classify Life According to Cellular Structure

1.5.1  A cell is the smallest structural unit of  Teacher guides students  Students construct a table
living things that can perform all the in use of a light to summarize structure
Compare plant and
microscope to view and function of parts of

47
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

animal cells functions necessary for life. prepared slides of plant the cell from prepared
according to their and animal cells. slide.
 All cells possess basic structures
structure and
regardless of cell specialization.  Students prepare slides  Students conduct
function.
with typical plant and research using the
 There are a number of
animal cells for viewing internet and present
structures/organelles common to both
using light microscope findings in the form of a
plant and animal cells: nucleus,
e.g. Onion cells and model of a plant and
chromosomes, cytoplasm, cell
human cheek cells. animal cell.
membrane, and mitochondria.
 Teacher uses diagrams or
 There are a number of structures found
drawings of a typical
in plant cells that distinguish plant cells
plant and animal cells.
from animal cells: cell walls, large
Students will compare
central vacuole, chloroplasts, and
and record the
starch grains.
observations in a table.
 Each part of the cell performs a specific
function.

48
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

 Relating the structures and functions of

mitochondria and chloroplasts and
nucleus to the overall function of the
cell to include cellular respiration and
photosynthesis.

Topic 1.6 Levels of Organization in Living Things

1.6.1  Cells vary widely in form and function.  Guided by the teacher,  Student construct
students will prepare a plasticine models of
Recognize the  Specialized cells perform specific
table listing some organs and/or organ
relationships between functions in living organisms, e.g.,
specialized cells and their systems (no details of
specialized cells, neuron, blood cells, sperm, ovum,
roles in plants and organs required).
tissues, organs and smooth muscle, palisade, guard cells,
animals.
organ systems. root hair.  Students refer to a
 Student view video clips model/jigsaw of the
 Unicellular e.g. Yeast, Amoeba and
or power point human and plant body to
multicellular organisms e.g. Humans
presentation of organ identify organs and organ
and flowering plants.
systems. systems that carry out
 Cells Tissues Organs Organ different functions.

49
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

systems.

 The body of a large, complex organism

is composed of organ systems that
carry out different functions.

 Basic functions of the following human

body systems: Circulatory, Digestive,
Respiratory, Excretory, Skeletal,
Muscular and Reproductive

 The main organs in a plant: root, stem,

leaf, flower, fruit.

Topic 1.7 Processes in cellular structures

1.7.1  The cell communicates with its  Teacher demonstrate  Students conduct
environment by taking in and releasing examples of diffusion investigation of osmosis
Describe how
materials. e.g., smelling perfume, in living things, e.g.,
substances move into
and relate to gaseous cucumber/potato/raisin
 Diffusion is the movement of particles

50
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

and out of cells. from a region of higher concentration exchange in organisms. and compose laboratory
to a region of lower concentration. report.
 Demonstrate the
 Osmosis is the movement of water application of osmosis,
particles from a region of higher water e.g., in rehydrating dried
concentration to a region of lower fruits, potato strip
water concentration through a
selectively permeable membrane.

Osmosis and diffusion are two

processes by which this exchange takes
place.

1.7.2  Annotated drawing showing structure  Teacher demonstrates use  Students draw annotated
of a leaf noting the following: of the light/stereo diagrams of a simple
Describe the process
chloroplast and stomata. microscope to view leaf.
of photosynthesis
stomata and chloroplast.
 Necessary conditions and raw materials  Students conduct an
for photosynthesis.  View video clips of experiment to
demonstrate the

51
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

 Products of photosynthesis. photosynthesis. evolution of oxygen in

Elodea and prepare a lab
 Photosynthesis sustain life: produces  Teacher demonstrates an
reports.
food and oxygen and controls the levels experiment to test a leaf
of carbon dioxide in the atmosphere for starch.  Students compose and
perform song/rap based
on photosynthesis.

Topic 1.8 Properties of Matter

1.8.1  Matter has mass and occupies space  Brainstorm scientific  Students match pictures
terms that have different illustrating matter in
Differentiate among  Mass is measured in kilograms or
meanings when used in different states with the
the three states of grams
everyday situations: physical property they
matter.
 Scientific and common use of terms – range, weight, scale. best demonstrate in the
mass and weight (use in vending and scenario
 Classroom discussion
diet)
with students on the  Students prepare tree
 The ratio of the amount of matter to the different states of matter map showing the
with reference to differences in each of the

52
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

space it occupies is defined as density. everyday applications, three main states of

e.g.: matter (see teachers’
 Matter can exist in different forms
guide)
called states. o Compressibility:
compressed natural
 Matter can be classified as solid, liquid,
gas (CNG), liquefied
or gas according to their physical
petroleum gases
properties – shape, compressibility,
(LPG.)
volume, density, flow
o Density: anchors, hot
air balloons.

 Students view video on

states of matter.

1.8.2  Properties of the states of matter are  Draw diagrams to show  Students construct
determined by the arrangement of arrangement of particles models using
Relate the properties
particles. in solids, liquids, and plasticine/marbles
of matter to the
gases
arrangement of  The arrangement of particles  Students complete

53
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

particles. (movement, spacing, ordering and  Simulate behaviors for worksheet with cloze
forces) gives rise to the general each state using tray and items based on the
properties of solids, liquids, and gases. marbles, placed on a relationship between
vibrating surface. particle arrangements and
the properties of each
state of matter

1.8.3  Change in temperature has an effect on  Students draw diagrams  Students conduct
the arrangement of particles in matter. showing changes in state practical activity and
Explain how
due to temperature. prepare a lab report on
temperature causes  Changes in temperature bring about:
changes in states due to
changes in states of  Use a video or simulation
 Melting changes in temperature
matter. to relate changes in states
using everyday examples
 Freezing of matter to the water
e.g. ice, water and steam,
cycle.
 evaporation/vaporization dry ice, ammonium
 Teacher explores the chloride.
 condensation/liquefaction
environmental impact of
 sublimation global warming on the

54
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

 These processes are reversible. melting polar ice caps

and rising sea levels
through relevant videos
and research article.

Topic 1.9 Atoms, Elements and Molecules

1.9.1  Atoms are the smallest indivisible  Teachers use the solar  Students construct
particle of matter that can exist on its system as an analogy to models of the atom using
Describe the structure
own. describe the structure of plasticine/other suitable
of the atom.
the atom. materials.
 An atom consists of a central nucleus
with electrons orbiting it.  Teachers use video clips  Demonstrate structure of
of atomic structure the atom using role play.
 The nucleus consists of protons and
showing movement of
neutrons.  Students conduct
sub-atomic particles.
research using the
 Electrons orbit nucleus in fixed ‘shells’
internet and prepare table
while protons and neutrons are fixed
of comparison of
and located in the central nucleus.
properties of sub-atomic

55
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

 Electrons, protons and neutrons are particles.

referred to as sub-atomic particles.

1.9.2  Students sing-a-long to  Teacher provides

State the chemical  List of elements include: songs or complete students with a scientific
symbols of acrostic using symbols of article that included
H, He, Li, Be, B, C,N,O, Fl, Ne, Na,
elements 1 -20 commonly found chemical symbols.
Mg, Al, Si, P, S, Cl, K, Ca
elements as shared by Students replace symbols
teacher. with the names of
elements.

1.9.3  Relationship between sub-atomic  Guided by teacher  Students create table

particles: students prepare listing name, symbol and
Illustrate the atomic
plasticine to construct numbers of each sub-
structure of elements For neutral atom
models of atoms of atomic particle for
of atomic numbers 1-
 p=e different elements. elements 1-10.
10.
 Atomic number is number of p=e  Teacher project  Students use Microsoft
simulations of model of word to illustrate atomic

56
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

 Mass number is sum of p and n the atom showing structures of elements 1

numbers and location of to 10.
 Elements vary because their atoms
each component
contain different numbers of
electrons, protons and neutrons.

 Electronic configuration of
elements indicates distribution of
electrons amongst the ‘shells’:
H1, C 2:4, O 2:6 Ne  2:8

1.9.4  Elements are made up of atoms of the  Students view video clip,  Students complete
same kind. simulation or power worksheets or prepare
Distinguish among table of comparison of
point presentation of
atoms, elements, and Molecules are made up of two atoms, elements and
elements, molecules, and molecules.
molecules. or more atoms of the same
compounds
(oxygen) or different (water)
elements.

57
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

Topic 1.10 Compounds and Mixtures

1.10.1  Compounds:  Teachers demonstrate to  Students prepare a table

students, mixtures and of identified differences
Distinguish between o consists of atoms of two or more
compounds using iron between compounds and
compounds and different elements bonded together,
filings and sulphur. mixtures using MS word.
mixtures. o can be broken down into a simpler type
Students observe the
of matter (elements) by chemical means  Teacher projects pictures
activity and identify
(but not by physical means), or displays samples of
differences in properties
o has properties that are different from its compounds or element,
between mixtures and
component elements, and always disclosing each in
compounds.
contains the same ratio of its random order. Students
component atoms. identifies each and gives
reason (s), recording each
 Mixtures:
case in writing
o consists of two or more different
elements and/or compounds physically
intermingled or combined,
o can be separated into its components by

58
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

physical means, and

o often retains many of the properties of
its components

Topic 1.11 Forces

1.11.1  A force changes or tends to change the  Students demonstrate  Students use force
shape, state of rest, direction and the effects of application diagrams drawn to scale to
Determine the
motion of a body in a straight line. of a force (tug-of –war, solve problems involving
resultant of two or
vehicular movements, combining forces of
more parallel forces  Some common forces are:
walking on different various types
acting on a solid gravitational, contact (friction),
surfaces, bungee
object. magnetic, and electrostatic.  Student complete graphic
jumping) and brainstorm
organizer to identify 5 or
 A force has magnitude and direction. additional examples.
more types of forces.
 Forces are measured in Newton.  Use scale drawings or
number line to determine
 Force can be represented by an arrow
resultant force:
head- The size or magnitude of the
force is represented by the length of o Use two forces acting

59
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

the arrow and the direction is given by on an object, pointing

the arrow. towards each other or
same direction.
 The resultant of two or more forces
can be determined using a scale
drawing or calculated using a number
 Use other combinations
line.
with two or more forces:
pointing in different
directions, but along the
same line of action.

1.11.2  Weight is the force acting on an object  View videos of motion in  Problem sheets on
due to gravity. outer space and discuss formula: W=mg (express
Discuss the
using “Think, Pair, mass in either kg or g to
importance of  Weight is dependent on the “gravity”
Share”, the concept of practice unit conversion
gravitational forces acting on a body and as such will vary
weightlessness. also vary the unknown to
acting on bodies. from planet to planet.
practice transposing of
 Compare how mass and
 Weight = Mass x gravitational pull variables)
weight vary on Earth and

60
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

(W= mg) and therefore though weight the Moon from

varies, mass does not calculations or video
clips of first landing on
 Gravity enables all physical bodies to
moon.
be attracted to each other.

1.11.3  Particles and objects exert forces on the  Compare footprints of  Structured questions
surface they are in contact with. persons of various involving manipulation
Investigate the
weight, or of one person of formula and written
relationship between  The ratio of the applied force to the
wearing different explanations of various
an applied force and surface area of contact is defined as
footwear (sneakers, situations employing
pressure. pressure.
wedged-heel shoe, changes in pressure.
 Unit of pressure: Newton per square stiletto-heel shoe).
metre or Pascal.
 Discuss everyday
examples of pressure-
water flow from hose at
different flow rate or
bore size (partial

61
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

covering of opening with

finger), sharp needle
tip/knife edges, suction
cups, use of straw,
siphon.

Topic 1.12 Energy transformations

1.12.1  Energy can be classified as mechanical  Teacher provides  Create a pamphlet

or non-mechanical. pictures, video clips or illustrating various forms of
Distinguish amongst
actual devices utilising energy commonly used at
various forms of  Mechanical energy includes kinetic
various energy forms. home and school
energy. energy (the energy of a moving body)
Students identify each
and potential energy (stored energy).  Complete energy webquest
form and collaborate to
 Potential energy may be classified as prepare a concept map  Students compose scientific
chemical, gravitational or elastic. exploring various forms article on the importance of
of energy. renewable forms of energy
 Non-mechanical energy includes light,

62
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

heat, sound, electrical and nuclear.  Teacher shares power

point presentation,
 Energy sources can be classified as
scientific article or video
renewable and non-renewable.
on renewable and non-
 Non-renewable forms of energy must renewable energy sources
be conserved.

1.12.2  Energy enables work to be done in  Teacher provides actual  Students illustrate energy
different situations. examples, or video of conversions in: falling
Investigate the
scenarios involving stone, catapult,
conversion of energy  Energy exists in different forms which
multiple energy pendulum, radio,
from one form to can be converted from one form to
transformations computer, potato/lemon
another. another according to the task to be
battery using flow map
accomplished  Teacher guide students to
research situations where  Students develop a
 Law of conservation of energy: Energy
heat is a significant proposal to mount a
can neither be created nor destroyed
product of energy campaign for a bulb
but it can be changed from one form to
transformation and exchange program where
another.
discuss usefulness or each student is given a

63
 FORM 1
LEARNING CONTENT SCOPE SUGGESTED TEACHING SUGGESTED ASSESSMENT
OUTCOMES AND LEARNING STRATEGIES
STRATEGIES

wastage of heat. compact fluorescent bulb

to replace incandescent
 Classroom discussion of
bulb in use at home.
ways to reduce energy
They must include:
wastage (more efficient
devices, switching off o What benefit could be
lights when not in room, derived?
unplugging chargers etc.)
o Which is the best room to
locate the return bulb (ie
fluorescent) and why?

o What are some

challenges to the project
to consider and possible
recommendations?

64