Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years

Topic Physical Quantities and Units Time Allowed : 2 weeks
1:
1.1 Measurement of length, time and volume
Prior Knowledge : LSS SoW (Topic 1.3. : Measurement ; 1.3.1. Length, Area and Volume)
Links To : Most topics
Keywords : S.I. Units, length, thickness, distance, diameter
Misconceptions : Students think that distance/thickness/diameter are not lengths.
Syllabus Learning Outcome Activities Resources and
Objective Hyperlinks
Students should be able to : Do simple experiments using their own Combined Science :
rules to measure length of textbook, lab Teaching Guidelines
(a) use and - use a ruler to measure length
tables etc. and Resources Upper
describe how of a given object,
Display 15 cm, 30 cm, half-metre rule,1 Secondary ,Part 1,
to use rules, - measure the length of a book,
metre rule and measuring tape. CDD
micrometers, table and fabric,
What are they used for?
vernier scales - state the SI unit for length
Get the students to select the appropriate Physics for ‘O’ Level
and - identify the steps in using a
instrument for measuring length of : * Combined Science
calipers to vernier caliper and micrometer
pencil * textbook * table and ‘N’ and ‘O’ Level
determine - screw gauge to measure the
Ask students to select the instrument for Science, Brunei
lengths diameter and thickness of
measuring : Darussalam Edition.
objects.
* the thickness of coin, wire
* diameter of coin and wire
Show students the correct way to use the

metre rule and the half-metre rule by
avoiding the ‘end error’ and the ‘parallax
error’.
Demonstrate to students how to use and
read the scales on the micrometer and the
vernier calipers and allow them to take
measurements from real objects such as
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 1
YEAR 9 (2 + 3)
coins, thin wire and wooden block
Refer OTM 1a
The students will measure thickness of paper, hair, wire, thread, etc.
Extension
They can measure diameter of objects such as test tubes.
Notes Skills are developed during laboratory practical in terms of minimizing errors by doing the same
(including procedures at least twice. Proper techniques of using micrometer screw gauge and vernier calipers to
safety) determine the readings.
Topic Physical Quantities and Units
1:
1.1 Measurement of length, time and volume
Prior Knowledge : LSS Mathematical skills in calculations.
Links To : Most topics.
Keywords : Interval of time, period of a pendulum, volume of liquids, volume of solids
Misconceptions : The students think that a period of the pendulum is only half of 1 complete oscillation.
The students should be able to: Refer OTM 1a Comprehensive
Physics for ‘O’ Level
(b) use and - name a suitable instrument Use stop clocks and stopwatches to show
Science, pg 16 to
describe how for measuring time, how to read and record the time.
pg18
to use clocks - do the experimental set-up to
Set up a simple pendulum and demonstrate
and other measure the period
how to find the period of the pendulum by
devices for - of the pendulum,
measuring the time of 10 or 20 complete
measuring - handle, manipulate and use
oscillations. Discuss necessary precautions
an interval of stopwatch to measure
as well to improve accuracy and to reduce
time, - the period of a pendulum,
error.
including the - identify some ways to avoid
Students will repeat the procedure
period of errors.
pendulum
Extension Find out the effect on the period of the pendulum if the length is changed.
Notes Digital stopwatch is more accurate than analog stopwatch.
(including
YEAR 9 (2 + 3)
safety)
(c) use and - name a suitable device Students will read volume of water from Comprehensive
describe how for measuring volume measuring cylinder and to find the volume Physics for ‘O’ Level
to use a - measure volume of a of a small irregular object (eg. a small Science, pg 7 and pg
measuring given liquid, stone) by displacement method. 8
cylinder to - measure volume of a
Also show how to measure the volume of a
measure a given block of wood (regular
floating object (eg. a cork) using a
volume solids)
measuring cylinder and a sinker.
- measure the volume of
an irregular solid
- measure the volume of
cork.
Extension Measure the volume of a given solid using a displacement can (eureka can)
Notes
Precaution should be taken to place the measuring cylinder on a flat surface before reading the volume.
(including
The lower meniscus is read.
safety)
Topic CELL STRUCTURE AND ORGANISATION Time Allowed : 2 weeks
2:
2.1 Plant & Animal cells
Prior Knowledge : LSS SOW (Topic 5.0. : Cell Structure & Organisation)
Links To : Specialised cells; Internal structure of a leaf
Keywords : cell, cellulose cell wall, cell membrane, cytoplasm, vacuole, nucleus, chloroplasts, chlorophyll
Misconceptions : All cells have cell wall.
Syllabus Learning Outcome Suggested Activities Resources and
Students should be able to : Combined Science :
Teaching Guidelines
(a) examine - prepare slides for use Prepare and examine onion cell and liver
and Resources Upper
under the with the light microscope cell under the microscope.
Secondary, Part 1,
microscope an
CDD.
animal cell - handle, manipulate and Use the pictures (onion cell) or (Elodea
(e.g. from use the light microscope to view cell) from online resources to ask
Biology for ‘O’ level
fresh liver) slides they have prepared students to draw one example of a plant
Combined Science
YEAR 9 (2 + 3)
cell. and ‘N” and ‘O’ Level
and a plant
- make clear biological Science, BDE
cell (e.g. from
drawings of both animal and plant Use the picture (cheek cell) from online
Elodea, a
cells resources to ask students to draw one Online resources
moss, or any
example of an animal cell. Animal and plant cells
suitable locally
http://www.bbc.co.uk/
available
Draw and identify the structures seen in schools/ks3bitesize/sci
material)
- identify the main parts of the cells. ence/biology/cells_2.s
the cell State the functions of the different html
(b) identify and
structures seen in the cells. http://www.bbc.co.uk/
describe the
- state the function of each schools/gcsebitesize/b
structures
part of the cell Compare the visible differences in iology/cellprocesses/1
seen, (cell
structures of an animal and plant cells. cellfunctionsrev2.shtm
membrane,
l
nucleus and
http://www.micrograp
cytoplasm for
hia.com/specbiol/plan/
animal cells;
planaq/plaq0100.htm
cell wall, cell
http://www.natureedv
membrane,
entures.com/pictures_
nucleus,
2007_session_1.php?
cytoplasm, sap
group=Micro%20Me
vacuole and
- compare the visible
chloroplasts
structures of the plant and animal Cell structure
for plant
cells http://www.biotopics.c
cells)
o.uk/life/cells.html
- describe the similarities
(c) compare the
and differences between a
visible
differences in
structure of
the animal and
plant
cells examined named plant cell and a named
animal cell
YEAR 9 (2 + 3)
(d) state the
- show an appreciation of
function of the
the presence of chloroplasts to
cell membrane
make food by photosynthesis
in controlling
the passage
of substances
into and out of
the cell
Extension Do a research on the function of the nucleus in passing down genetic information from a parent to a child.
Handle microscope and fragile objects such as glass slides and cover slips with care.
Notes Ensure that broken glassware is safely disposed of.
(including Avoid spilling Iodine on stain skin and clothes.
safety) Clean up all spillages promptly if they occur.
Report all spillages and accidents to the teacher.
Topic CELL STRUCTURE AND ORGANISATION

2:
2.2 Specialised Cells
Prior Knowledge : LSS SOW (Topic 5.0. : Cell Structure & Organisation)
Links To : Osmosis, Transport in flowering plants (Transpiration), Transport in human (blood cells),
Respiration (Gaseous exchange)
Keywords : specialized, root hair cell, extension, elongated, absorb, absorption, osmosis, surface area,
red blood cell, transport, oxygen, haemoglobin, biconcave, depression
Misconceptions : Students think that all molecules move only by osmosis.
All animal cells have nuclei. All plant cells have chloroplasts.
(e) state, in Students should be able to : Show students root hairs of seedlings of http://schools.moe.ed
simple terms, green beans/peas which have been grown u.sg/chijsjc/Biology/Ce
- identify a root hair cell
the for a week. ll
YEAR 9 (2 + 3)
- make clear biological
relationship %20Structure/cell_str
drawing of a root hair cell using a Observe prepared slides of root hair cell
between cell ucture.htm
sharp pencil and red blood cells using microscope.
structure and
cell function - label the different parts
of the root hair cell (cell wall, cell Discussion & explanation on how a typical
for
membrane, cytoplasm, vacuole, plant cell is
(i) root hair
cells –
absorption nucleus) specialized to become a root hair cell using Cell specialisation
(ii) red blood - describe how a root hair diagrams. http://www.bbc.co.uk/
cells – is specialized from a typical plant schools/ks3bitesize/sci
transport of cell ence/biology/cells_3.s
oxygen - state how the structure State the relationship between cell html
of a root hair (shape & structure and cell function for these cells Specific function of
- size) is related to its (red blood cells and root hair cells). animal cells
function (absorption of water and http://www.bbc.co.uk/
mineral salts) Discussion & explanation on how a typical schools/gcsebitesize/b
- state the function of a plant cell is specialized to become a root iology/cellprocesses/1
root hair cell hair cell using diagrams. cellfunctionsrev4.shtm
(f) identify these - state the differences l
cells from between a root hair cell and a Specific function of
diagrams and typical plant cell plant cells
from http://www.bbc.co.uk/
photomicrogra - identify a red blood cell schools/gcsebitesize/b
phs - make clear biological iology/cellprocesses/1
drawing of red blood cell using a cellfunctionsrev5.shtm
sharp pencil l
- label the different parts
of the red blood cell (cell
membrane, cytoplasm)
- describe how a red
blood cell is specialized from a
typical animal cell
YEAR 9 (2 + 3)
- state the function of a
red blood cell
- state how the structure
of a red blood cell is related to its
function
- explain how the
presence of haemoglobin in a red
blood cell is related to its function
- state the differences
between a red blood cell and a
typical animal cell
Extension Find out the structure and function of xylem vessel and phloem.
Notes It is essential that these are very clearly taught lessons. This is a good opportunity for developing thinking
(including skills rather than just telling students. It is worth spending time emphasizing terms eg haemoglobin,
safety) surface area, biconcave, extension, elongated.
Topic Diffusion & Osmosis Time allowed : 2 weeks

YEAR 9 (2 + 3)
3:
3.1 Diffusion
3.2 Osmosis
Prior Knowledge : Plant cell, animal cell, root hair cell, red blood cell
Links To : Gaseous Exchange in the alveoli, Gaseous Exchange in stomata, Absorption of food molecules in the villi,
Transport in flowering plants
Keywords : Diffusion, Concentration, higher concentration, lower concentration, concentration gradient Osmosis,
Concentration, Dilute/Weak solution, Strong/ Concentrated solution, semi/partially/selectively permeable
membrane, Turgid, Firm, Stiff, wrinkled, Flaccid
Misconceptions : All substances can diffuse across the plasma membrane as long as a concentration gradient is
present.
Diffusion can occur only when there is a solvent and a solute.
Students should be able to : Demonstrate diffusion of the nitrogen Online resource :
dioxide and air; potassium manganate How substances get
(a) define - define diffusion
(VII) in water and ammonia or perfume in into (and out of) of
diffusion as - differentiate dilute/weak/,
air. cells
the movement concentrated/strong solutions
http://www.biotopics.c
of - explain diffusion
Illustrate the concept of diffusion by o.uk/life/osmsis.html
molecules - give examples of
using OTM 2 and OTM 3. http://www.bbc.co.uk/
from a region diffusion in everyday life
Carry out an experiment to demonstrate schools/gcsebitesize/b
of their higher
osmosis by iology/cellprocesses/2
concentration
using : diffusionandosmosisre
to a region of
(i) coloured sugar solution in visking v2.shtml
their lower
tubing immersed in a beaker of Osmosis
concentration,
water http://www.tvdsb.on.c
down a - define and explain
(ii) raisins immersed in water (need a a/westmin/science/sbi
concentration osmosis.
few hours for reaction to take 3a1/Cells/Osmosis.ht
gradient - describe the idea of a
place) m
semi/partially/selectively
(iii) cut fresh chilies longitudinally http://www.biologycor
(b) define - permeable membrane
and immersed in water and ner.com/bio1/diffusion
osmosis as the - work out the direction in
concentrated sugar solution. (Do .html#
passage of which water molecules should
not remove stalk). http://www.pgjr.alpine
water move through a
YEAR 9 (2 + 3)
molecules semi/selectively/partially permeable (iv) osmosis in plant tissue using .k12.ut.us/science/whi
from a region membrane during osmosis sugar/salt solution in potato well taker/Cell_Chemistry/P
of their placed in a shallow trough of lasmolysis.html
higher water http://highered.mcgra
concentration w-
to a region Use Biology for ‘O’ level Combined hill.com/sites/007249
of their lower Science BDE, pg 23, to explain the 5855/student_view0/c
concentration, effects of osmosis on animal tissue. hapter2/animation__h
through a ow_osmosis_works.ht
partially Use Biology for ‘O’ level Combined ml
permeable Science BDE, pgs 23 and 25 to explain
membrane the importance in the uptake of plants
and effect of osmosis on animal tissue
(red blood
(c) describe the - explain the uptake of cells) or use the online resources to Pupils’ experiments
importance of water by plants explain effect of osmosis on animal tissue. with osmosis in carrot
osmosis in the - explain wilting in a tissue
uptake of small plants in terms of osmosis http://www.biotopics.c
water by - explain the effects of o.uk/life/carrot.html
plants and the osmosis on red blood cell when
effects of they are placed in a concentrated Osmosis in operation
osmosis on solution and a dilute solution in animal and plant
animal tissue - predict the effect of placing red cells
blood cells in a solution which has http://www.biotopics.c
the same concentration as the o.uk/life/osmdia.html
cytoplasm of the cells http://highered.mcgra
w-
hill.com/sites/dl/free/0
072464631/291136/he
molysis_crenation.swf
Extension Do an experiment on osmosis using carrot and straw at home.

YEAR 9 (2 + 3)
Nitrogen dioxide is a poisonous gas. Experiment on diffusion on nitrogen dioxide can be performed in the
Notes
fume cupboard.
(including
Potassium manganate(VII) will stain clothing and skin.
safety)
Take extra care when cutting chilies.
Topic EXPERIMENTAL CHEMISTRY Time allowed : 3 weeks

4:
4.1 Experimental Design
Prior Knowledge : LSS SoW (Topic 1.2. Handling Common Laboratory Apparatus; 1.3.2. Mass & Time; 1.3.4. Temperature)
Links To : Most topics in Practical Chemistry

Keywords : Burette, thermometer, pipette, mass, volume, time, measuring cylinder, volume,
Misconceptions : Name and use of the pipette and burette; Not possible to measure precise volumes of liquids.
Volumes of liquids can only be measured using a measuring cylinder.
Students should be able to : Students to do the following practical
activities:
(a) name and - name and use apparatus for
1. Cooling curve for wax
use the measurement of time,
appropriate temperature, volume and mass. 2. Measurement of time and
temperature for some
apparatus for
exothermic/endothermic
the

YEAR 9 (2 + 3)
measurement - give the correct units for reactions (eg. action of sodium
of time, these quantities hydroxide pellets on water or
temperature, - state the levels of accuracy ammonium nitrate in water)
mass and needed when using common 3. Action of dilute hydrochloric
volume measuring apparatus acid on marble chips.
including (Students can plot a graph of loss in
burettes, - suggest suitable mass(g) vs. time in seconds)
pipettes and apparatus ,given relevant information, 4. For measurements of volumes –
measuring for a variety of simple experiments. titration of acids with alkalis can be
cylinders. demonstrated by using pipette and
burette.
(b) design
arrangement
of apparatus,
given
information
about the
substances
involved.
(This needs to
permeate
throughout
the syllabus)
Extension Use of a burette to work out a method to estimate the volume of one drop of water.
Notes
(including Care when handling mercury thermometers. Use of pipette fillers and burette funnels.
safety)
Topic EXPERIMENTAL CHEMISTRY

4:
4.2. Methods of purification & analysis
Prior Knowledge : LSS SOW (Topic 2.0. Water), Names and uses of apparatus, soluble and insoluble substances, solute,
solvent and solutions,

YEAR 9 (2 + 3)
Links To : Most topics in Practical Chemistry
Keywords : Filtration, evaporation, distillation, crystallization, residue, filtrate, distillate, chromatography, mixtures,
chromatogram, solvent
Misconceptions : All salts are soluble.
(c) describe and Students should be able to: The following experiments can be Chemistry for ‘O’ level
use methods carried out: Combined Science
- describe filtration,
of purification and ‘N” and ‘O’ Level
evaporation, crystallization and simple - separation of two
by the use of Science, BDE
distillation. solids(sand and salt) by using a
a suitable Combined Science :
suitable solvent and filtration.
Teaching

YEAR 9 (2 + 3)
solvent, - distinguish between residue - crystallization (growing Guidelines and
filtration, and filtrate in filtration. crystals by cooling a saturated Resources Upper
crystallizatio - label parts of a distillation solution of copper(II)sulphate Secondary, Part 1,
n and apparatus and explain how a distillate - distillation (obtaining CDD.
distillation is obtained by two processes – pure water from seawater)
Online resource :
(including evaporation and condensation.
Filtration
description Use OTM 1, Topic 3 to explain
http://www.scs.sk.ca/c
but not use distillation of sea water.
yber/elem/learningco
of fractional
mmunity/sciences/sci
distillation).
ence10/curr_content/s
- explain the term Students can separate and identify the
cience10/unita/redon1
(d) suggest chromatography. dyes in black ink and study the food
7.html
suitable - draw a simple diagram to colours used in cakes.
purification show the apparatus used in a paper Paper
techniques chromatography experiment. Teachers can provide prepared chromatography
given chromatograms to students to draw http://www.sambal.co.
information conclusion from them. uk/chromatography.ht
about the ml
substances
involved. - state the difference Basic KS3-GCSE
between the chromatogram of a notes on
(e) describe mixture and the chromatogram of a ELEMENTS,
and use pure substance. COMPOUNDS and
paper MIXTURES and
- identify the constituents of
chromatogra their separation,
a mixture by comparing its
phy and CHEMICAL
chromatogram with the
interpret REACTIONS and
chromatograms of known substances.
chromatogra EQUATIONS
ms. http://www.wpbschool
house.btinternet.co.u
k/page01/ElCpdMix/El
eCmdMix.htm
Separating mixtures
http://www.bbc.co.uk/
schools/ks3bitesize/sc

YEAR 9 (2 + 3)
ience/chemistry/elem
ents_com_mix_8.shtm
l
Do an experiment to separate the pigments in chlorophyll, petals of flowers etc.

The purification of muddy water using a simple sand filter can be performed.
Extension
The principle of fractional distillation can be explained in detail to the better ability learners. This will help
them in understanding fractional distillation of crude oil to be taught in year 5.
Notes Normal safety precautions to be observed.
(including Caution : The learners should not drink the filtered water as it contains bacteria and other micro-
safety) organisms.

YEAR 9 (2 + 3)
Topic EXPERIMENTAL CHEMISTRY
4:
4.2. Methods of purification & analysis
Prior Knowledge : The use of thermometers
Links To : Most topics in Chemistry
Keywords : pure, impure, impurity
Misconceptions : A substance is pure if it is white. The melting point of a substance is 00C and its boiling point is
1000C.

f] identify Students should be able to : Determination of melting point of pure ice
substances and ice with added impurity (eg salt)
- state what a pure
and test their
substance is. Determination of boiling point of water
purity by
- explain how impurity and water with salt added to it.
melting point
affects the melting point and
and boiling Students are to note the effect of impurities
boiling point of a pure substance.
point on melting points and boiling points.
- predict if a substance is
determinatio Get students to find out
pure, given their melting and
n and by i) why people put salt on roads in
boiling points
chromatogra winter – (stops water freezing on
- deduce the purity &
phy. roads so the roads won’t get icy.)
identities of substances, given
ii) salt is added to ice used at fish
their melting and boiling points
markets.
- describe an experiment
to
Chromatography experiments can be
a) determine the
carried out to check if the dyes on some
melting point and boiling point
food colours are pure or not. (eg. one spot
of a substance.
on chromatogram indicates pure
b) find out if a
substance).
substance is pure.
- to identify a pure or
impure substances from graphs
- distinguish between
pure substances and impure

YEAR 9 (2 + 3)
substances from their
chromatograms.
Students can perform experiments to determine the boiling point of ethanol.

Extension
Students can find out the importance of purity in food industries.
Notes
(including Care when using ethanol as it is flammable.
safety)
Topic KINETIC PARTICLE THEORY Time Allowed : 1 week

5:
Prior Knowledge : LSS SOW (Topic 9 : Matter)
Keywords : solid, liquids, gases, interconversion, melting, freezing, boiling, evaporation, condensation, compressed,
vibrate, random motion.
Misconceptions : Boiling and evaporation are the same.
When a gas is compressed, the gas particles become smaller.

YEAR 9 (2 + 3)
Reading of graphs showing temperature change during melting, freezing, boiling, etc.
(a) describe the Student should be able to Demonstration of the kinetic model of Chemistry for ‘O’ level
states of matter Combined Science and
- describe the arrangement
matter and ‘N” and ‘O’ Level
of the particles in each of the three Play a game with students asking
explain their Science, BDE
states of matter. them to behave like solid, liquid and
interconversion
in terms of the
- draw models to show the gas molecules.
Combined Science :
arrangement of particles in solid, liquid Solid – students shake their bodies
kinetic particle Teaching Guidelines
and gas states in their own seats, holding the
theory. and Resources Upper
- describe the movement of hands of their nearest neighbours.
Secondary, Part 1,
particles in all the three states of They are not allowed to move
CDD.
matter. around.
- describe the changes in the Online resource
Liquid – students shake their bodies
arrangement of particles during States of matter
more vigorously holding their
melting and boiling. http://www.chem.purdu
neighbours’ hands. They can get out
- describe the e.edu/gchelp/atoms/sta
of their seats and move around the
interconversion of the three states of tes.html
room.
matter. http://www.bbc.co.uk/s
- read graphs showing Gas – Students shake their bodies chools/ks3bitesize/scie
temperature changes during melting more vigorously without holding nce/chemistry/physical
and boiling (melting point, boiling point hands. They can move around the _changes_2.shtml
and physical states at different room freely sometimes bumping animation
sections of the graphs) into each other and sometimes http://www.harcourtsch
- predict the physical state of bumping against the walls of the ool.com/activity/states_
matter at a given temperature, given room. of_matter/
their melting and boiling points
Spacing in solids, liquids and gases
- explain how the The particle model
may be studied using sand, water and
arrangement and movement of http://www.bbc.co.uk/s
air compressed in a syringe. Relate the
particles differ when the temperature chools/ks3bitesize/scie
results obtained to the spaces
is increased or decreased nce/chemistry/particle_
between the particles.
model_intro.shtml
Brown gas in a jar placed over another Particles and change of
jar with plate removed, liquid stored in states
YEAR 9 (2 + 3)
a conical flask is tilted and the shape http://www.bbc.co.uk/s
of the ice cube when it is placed in chools/ks3bitesize/scie
another container is studied to show nce/chemistry/physical
that gases fill space, liquids change _changes_6.shtml
shape and solids stay the same.
Simulation programs can be used to States of matter
show the kinetic theory model of the http://www.footprints-
interconversion of the three states. science.co.uk/states.ht
m
Ask the students to act as a solid
particles, liquid particles and gaseous
particles. As the particles in a solid,
ask them to become a liquid. Using
questioning techniques, ask them
what happen to them when they
change from solid to liquid.
Do the same thing with the other
conversions of states.
Place an ice cube on an evaporating

dish above a beaker of boiling or hot
water. Observe the processes
involved.
Use OTM 1, Topic 2 to explain change

of states or refer to Pgs 10 – 15,
Chemistry for ‘O’ level Combined
Science and ‘N” and ‘O’ Level Science,
BDE.
Extension Students can plot heating curve graph of melting ice and boiling water from given data.
Notes (including
Care when handling mercury thermometers and burners.
safety)
YEAR 9 (2 + 3)
Topic KINEMATICS Time Allowed : 1 week
6:
6.1. Speed, Velocity & Acceleration
Prior Knowledge : Graphing skills to determine the changes with time (using a stopwatch)
Links To : Measurement of time and distance.
Keywords : Acceleration, motion, constant velocity, average velocity, constant speed, average speed, distance.
Misconceptions : Students would think that acceleration is always positive (+).
Velocity is another word for speed. An object’s speed and velocity are always the same.
The students should be able to: Relate speed to the distance travel per Comprehensive Physics
unit time by asking these questions like: for ‘O’ Level Science,
(a) state what is - define speed,
 How do you know that one car is faster pg 26 to pg 28
meant by - show the relation of
than another car?
speed, velocity speed, distance and time using the
and  Why 80 km/h is faster than 50 km/h?
equation: speed = distance
acceleration ( refer car speedometer).
traveled
time Introduce the term constant speed. In a Physics for ‘O’ Level
- calculate speed and given journey explain why keeping a Combined Science and
average speed, constant speed is impossible and why an ‘N’ and ‘O’ Level
- define velocity average speed is used instead. Science, Brunei
- explain the difference Darussalam Edition.
between speed and velocity, When giving the definition of velocity,
- calculate velocity using remember to state and explain the
YEAR 9 (2 + 3)
the equation: difference between speed and velocity. BBC - GCSE Bitesize -
- velocity = distance Science: Physics
Introduce the term constant velocity
travelled/time in a given direction.
and average velocity.
(b) recognise - convert km/hr to m/s Britannica GCSE
Ask this question:
motion for and vice-versa Physics – PC CD-rom
which the  Why a person running round a corner
acceleration is - define acceleration, cannot have a constant velocity even http://www.glenbrook.k
constant - calculate for acceleration using the though his speed is constant? 12.il.us/GBSSCI/PHYS/C
equations: Explain acceleration by presenting LASS/1DKin/U1L1d.htm
acceleration = change in students with two different cars (example: l
(c) recognise velocity/time taken or Ferrari versus Toyota or F1 car versus
motion for acceleration = change in speed/time Nissan). Use the example to explain that
which the taken, acceleration is related to change in speed
acceleration is - convert km/hr2 to m/s2 and vice over time. Make them understand that
not constant versa. the one with shorter time to cover same
distance has higher acceleration.
- describe uniform and non-uniform
acceleration,
- give examples of uniform and non-
uniform acceleration.
Extension Do a practical or an experiment to determine the speed of a toy car.
Notes (including
Students should be aware that speed and velocity are different.
safety)
Topic KINEMATICS
6:
6.2. Graphical Analysis of Motion
Prior Knowledge : Plotting the speed-time graph and distance-time graph.
Links To : Calculating speed, velocity and acceleration
Keywords : uniform speed, uniform acceleration, deceleration.
Misconceptions : Acceleration is the change of velocity.
Students should be able to : Give students speed-time data to analyse http://www.stvincent.a
and to be plotted. c.uk/Resources/Physic
YEAR 9 (2 + 3)
(d) plot and - plot a graph of speed s/Speed/speed/motgra
interpret a against time given data. phs.html
speed-time - calculate the area under
graph a speed-time graph to determine
the distance traveled for a motion
with uniform speed or uniform
acceleration. The graphs must show different motions
- state that the acceleration of free and should be drawn on the same axes
fall for a body near to the earth is for comparison.
constant and is approximately 10
(e) recognise m/s2,
from the shape
of a speed-time - plot and interpret speed- Combined Science
graph when a time graphs, Teaching Guidelines
body is - differentiate and analyse and Resources Upper
(i) at rest the shapes of the graphs, if the body Secondary Pt 1
(ii) moving is at rest, moving with a constant Topic 4 Appendix 1
with speed or with constant acceleration. and Appendix 2
constant
speed
(iii) moving
with
constant
acceleration
Extension The students will be given more data to plot and interpret a speed-time graph.
Notes (including The students should be aware that the area under a speed-time graph is equal to the distance traveled by
safety) the object.
Topic DYNAMICS Time Allowed : 1 week

7:
Motion

YEAR 9 (2 + 3)
7.1.
Prior Knowledge : Displacement, speed and acceleration.
Links To : Turning effects of force.
Keywords : Dynamics, Newton, force, magnitude of force, resultant force.
Misconceptions : Students think that friction can cause an object to accelerate.
Students should be able to : Demonstrate how a force can change Britannica GCSE
the motion of the body by asking one Physics – PC CDROM
(a) describe the - name some things that
student to walk slowly in front of the
ways in which a forces can do,
class. While the student is walking do Physics for ‘O’ Level
force may - describe the effect of
the following: Combined Science and
change the balanced and unbalanced forces on a
 push the student lightly from the ‘N’ and ‘O’ Level
motion of a body,
front, Science, Brunei
body
 push the student lightly from the Darussalam Edition.
(b) use the - identify the forces acting back,
 push the student lightly from the BBC - Schools - KS3
relation on an object,
side. Bitesize - Science -
between force, - use the relation between
Physics - Forces and
mass and force, mass and acceleration in the For each occasion ask the rest of the Motion
acceleration equation F = ma, to solve problems students what happen to the motion of
- solve problems on motion their friend. Highlight the following: http://www.bbc.co.uk/s
involving forces, stops or slows down the motion,
 chools/scienceclips/ag
- explain the effect of
 make the motion faster, es/6_7/forces_moveme
friction on the motion of a body,
 change the direction of the motion. nt.shtml
- determine when and where
friction occurs. Make the students realise that the http://www.bbc.co.uk/s
above are related to acceleration and chools/scienceclips/ag
therefore acceleration is related to es/10_11/forces_action
force (the push in the demonstration). .shtml
Relate force with mass by asking this
question: http://www.bbc.co.uk/s
Which person is easier to push, a small chools/scienceclips/ag
person or a big person? (pick two es/5_6/pushes_pulls.sh
students from the class as an example)
YEAR 9 (2 + 3)
tml
Discussion and explanation on how to
use F = ma in solving appropriate
problems.
Extension Do a practical to show the effect of friction on a moving object.

Notes (including
Do a research on the effect of forces on a parachutist and an airplane cruising at a constant speed.
safety)
Topic ENZYMES Time Allowed : 1 ½ weeks

8:
8. Enzyme Action
1.
8 Effects of Temperature & pH
.2.
Prior Knowledge : Plotting Graphs
YEAR 9 (2 + 3)
Links To : Animal Nutrition (Chemical Digestion)
Keywords : Enzyme, protein, biological catalyst, specific, denatured/destroyed, optimum temperature, optimum pH,
germination
Misconceptions : Enzymes die when heated to high temperature. Enzymes are killed by heating.
Students should be able to : Use a small piece of liver placed in Combined Science
some hydrogen peroxide solution. Teaching Guidelines
(a) define enzymes - define an enzyme
and Resources Upper
as proteins - explain enzyme action using
Use online resource on Animation : Secondary Part One
which function the Lock and Key Hypothesis
How enzymes work to explain the
as biological
action of enzyme “Lock & Key Biology for ‘O’ Level
catalysts - describe the effect of
Hypothesis”. Combined Science and
temperatures on enzyme activity
‘N’ and ‘O’ Level
(b) describe the - identify an optimum
Discussion & explanation on the Science, Brunei
effect of temperature for an enzyme activity
properties of enzymes. Darussalam Edition
temperature from a graph
and of pH on - interpret a graph of an
Students will use tabulated data to Online resource :
enzyme activity effect of temperature on the rate of an
plot graphs showing the effect of Enzymes
enzyme-catalysed reaction
temperature & pH on enzyme activity. http://www.bbc.co.uk/sc
- describe the effect of pH on
hools/gcsebitesize/che
enzyme activity
Students must be able to interpret mistry/chemicalreaction
- interpret a graph of an
graphs and draw conclusions from s/5enzymesrev1.shtml
effect of temperature on the rate of an
them. Refer to OTM 2, OTM 3 of Topic http://www.biotopics.co.
enzyme-catalysed reaction
7, Teacher’s guide). uk/other/enzyme.html
- state the properties of
Animation: How
(c) state the effect enzymes
Effects of enzymes on the germination Enzymes Work
of enzymes on
of seeds can be studied by using Topic http://highered.mcgraw
the germination - describe the role of enzymes on the
7, OTM 4. -
of seeds germination of seeds
hill.com/sites/00724958
55/student_view0/chapt
er2/animation__how_en
zymes_work.html

YEAR 9 (2 + 3)
Extension Find out the use of enzymes at home.
Notes (including
Spend time to teach students how to plot graphs (review form 1 SOW) and interpret them.
safety)
Topic PLANT NUTRITION Time Allowed : 2 ½ weeks

9:
9.1 Photosynthesis
Prior Knowledge : LSS SoW (Topic 7.1. Photosynthesis), Plant cell, diffusion , osmosis, enzymes
Links To : Cell structure & Organisation, Diffusion & Osmosis, Food chains & Food webs
Keywords : raw materials, photosynthesis, chloroplasts, chlorophyll, water, carbon dioxide, light energy, glucose,
oxygen, by-product, denatured/destroyed
Misconceptions : Photosynthesis occurs during the day. Plants respire at night.
Photosynthesis takes place only in green plants.
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
Students should be able to : Use OTM 1 and OTM 4, Topic 10, to Combined Science
explain photosynthesis. Teaching Guidelines
(a) understand that - state the raw materials
and Resources Upper
photosynthesis is and products of photosynthesis
Use Hydrilla / Elodea as suitable plants Secondary Part One
the fundamental
to study the effect of light and
process by which
temperature on rate of photosynthesis. Biology for ‘O’ Level
plants
Refer to pg 10.1, Combined Science, Combined Science and
manufacture
Teaching guidelines and resources. ‘N’ and ‘O’ Level
carbohydrates
Science, Brunei
from raw
Students to be provided with tabulated Darussalam Edition
materials - write word and
data to plot graphs showing the effects
symbol/chemical equation for
of light intensity and temperature on Online resource :
(b) define photosynthesis
rate of photosynthesis. How photosynthesis
photosynthesis - explain photosynthesis
works
and state the
http://www.bbc.co.uk/sc
equation for
hools/gcsebitesize/biolo
photosynthesis - plot a graph using data of gy/greenplantsasorgani
(in words or the rate of photosynthesis against sms/0photosynthesisre
symbols) light intensity v2.shtml
YEAR 9 (2 + 3)
- plot a graph using data of The effect of light
(c) state the effect the rate of photosynthesis against intensity on the rate of
of varying light temperature photosynthesis
intensity and - state the effect of varying http://www.biotopics.co.
temperature on light intensity on the rate of uk/pot/odds/elodea.htm
the rate of photosynthesis l
photosynthesis - state the effect of varying
(e.g. in temperature on the rate of
submerged photosynthesis
aquatic plants,
such as Elodea) - describe how carbon
dioxide and water enter the plants
during photosynthesis
- describe the role of
(d) describe the chlorophyll in the manufacture of
intake of carbon
dioxide and
water by plants,
the
Hyperlinks
trapping of light food during photosynthesis
energy by - explain what happens to
chlorophyll, the the glucose produced during
conversion of photosynthesis
light energy into
chemical energy,
the formation of
carbohydrates,
their subsequent
storage, and the
release of oxygen
- explain the importance of
(e) explain why photosynthesis to organisms
most forms of life

YEAR 9 (2 + 3)
are completely
dependent on
photosynthesis
Construct a concept map on photosynthesis.

Extension
State forms of carbohydrate storage ; fruits, seeds, sugar cane, potato, yam
Handle mercury thermometer with care.
It is essential that students spend time on plotting graphs in class and interpreting them.
Notes (including
When using Hydrilla or Elodea to study the effect of light and temperature on rate of photosynthesis, make
safety)
sure that Hydrilla or Elodea produce bubbles and wait for a few minutes at a given temperature or light
intensity before counting the number of bubbles produced.
Topic PLANT NUTRITION

9:
Leaf structure
9.2
9.3 Mineral nutrition
Prior Knowledge : LSS SoW (Topic 7.1. Photosynthesis)

Links To : Transport in flowering plants (Transpiration)
Keywords : Palisade layer, palisade cell, spongy layer, spongy cell, stoma (stomata), guard cells, xylem, phloem,
vascular bundle, intercellular air space,
Misconceptions : Plants obtain their food from the soil as fertilizers are added to it.

YEAR 9 (2 + 3)
Hyperlinks
(f) identify and Students should be able to : Use OTM 1, Topic 10 (leaf structure), to The structure of the leaf
label the cellular identify and label the cross-section of a
and tissue dicotyledonous leaf.
Hyperlinks
structure of a - identify and label the Show examples of commonly used http://www.biotopics.co.
dicotyledonous cellular and tissue structure of a fertilizers (NPK , inorganic and organic uk/plants/leafst.html
leaf, as seen in cross-section of a dicotyledonous fertilizers). Green plants
cross-section leaf http://www.bbc.co.uk/sc
under the - state the significance of Study and compare plants with hools/ks3bitesize/scienc
microscope the distribution of chloroplasts in fertilizers and without them. e/biology/green_plants_i
the spongy and palisade cells ntro.shtml
- state the significance of
stomata and vascular tissues
- differentiate the palisade
and spongy layers
(g) investigate and
state the effect of Mineral requirements of
insufficient - state the importance of plants
nitrogen on plant nitrate ions or nitrogen-containing http://www.bbc.co.uk/sc
growth and ions for plant hools/gcsebitesize/biolo
state the - explain how nitrate ions gy/greenplantsasorganis
importance of are absorbed by the root hairs ms/1watertransportrev5
nitrogen- - state the effect of .shtml
containing ions for insufficient nitrogen on plant
protein synthesis growth
and their use in - describe an experiment
nitrogen- to study the deficiency symptoms
containing of plants when they lack nitrogen-
fertilisers for containing ions
agriculture
Students can investigate the role of macronutrients in plant growth (for example; magnesium, phosphorus,
Extension
calcium. potassium and sulphur)
YEAR 9 (2 + 3)
Notes (including
safety)
Topic Animal Nutrition Time Allowed : 2 ½ weeks

10 :
10.1. Diet
Prior Knowledge : LSS SoW (Topic 7.2. Food & its importance; 7.3. Classes of food; 7.4. Balanced diet)
Links To : Transport in Man (The Heart, Heart attack)

Keywords : diet, balanced diet, proteins, carbohydrates, fats, vitamins, minerals, fibre (roughage), malnutrition,
constipation, obesity
Misconceptions : Students think that vegetables and fruits play an insignificant role in diet.
Hyperlinks
Students should be able to : Use OTM 5(a), (b), (c) to study the Combined Science
a) define a balanced
- define a balanced diet examples of food in a balanced diet. Teaching Guidelines
diet as a diet
- list the different classes and Resources Upper
supplying
of food that make a Secondary
sufficient
Hyperlinks

YEAR 9 (2 + 3)
quantities of balanced diet Use OTM 6(a), (b), (c) and (d) to Part One
protein, - list the chemical study/explain the energy intake in
carbohydrates, elements which make up relation to age, sex and activity of an Biology for ‘O’ Level
fat, vitamins, carbohydrates, fats and proteins individual. Combined Science and
minerals, fibre, - state the importance of ‘N’ and ‘O’ Level
water and energy protein, carbohydrates and fats in Students can use the weight/height Science, Brunei
to sustain a our diet graphs [reference to pg 64, Biology Darussalam Edition.
healthy life - state the importance of textbooks, Fig 5.13) to find out if they
taking vitamins C and D, minerals are within normal weights. Online resource :
(calcium & iron) and fibre in our diet Diet and digestion
- give the sources for Use OTM 7 to explain constipation. http://www.bbc.co.uk/sc
carbohydrates, proteins, fats, hools/ks3bitesize/scienc
vitamins C and D and mineral salts e/biology/diet_intro.sht
(iron and calcium) ml
b) explain why diet,
especially energy - explain the relation
intake, should between diet and age, diet and sex
be related to age, and diet and activity of an
sex, and activity individual
of an individual
c) state the effects

of malnutrition in
relation to - define malnutrition
constipation and - explain constipation and
obesity the problems associated with this
condition
- explain obesity and the
health problems associated with
this condition
Find out about deficiency symptoms of vitamins A, C, D and K and Mineral salts Iron, Calcium, Iodine.
Find out about bulimia, dietry requirements of a pregnant woman and a lactating mother.
Extension
Students can find out what kinds of food can be taken to avoid constipation problems.
Students can investigate different ways that can be followed to avoid obesity.

YEAR 9 (2 + 3)
Notes (including
safety)
Topic Animal Nutrition

10 :
10.2 Human alimentary canal
10.3 Mechanical and physical digestion
Prior Knowledge : LSS SoW (Topic 7.6. Structure & Function of teeth), Enzymes
Links To : Enzymes, Transport in Man

Keywords : mouth, teeth, chewing, dental decay, digestion, mechanical (physical) digestion, salivary glands, saliva,
oesophagus (gullet), peristalsis, stomach, duodenum, pancreas, liver, gall bladder ,ileum, small
intestine, colon, rectum, large intestine, anus, undigested food, ingestion, digestion, absorption,
assimilation, egestion
Misconceptions : Students think that the only organ in the digestive system is the stomach.
Hyperlinks
(d) identify, on Students should be able to : Use OTM 8, 9 , posters and models of Combined Science
diagrams and human alimentary canal to identify and “Teaching Guidelines
- name and state the
photographs, and name the main regions of the and Resources, Upper
function of the parts of the system
name the main alimentary canal and the associated Secondary, Part One”.
that make up the human alimentary
regions of the organs
canal and the associated organs
alimentary canal The digestive system
and the http://www.biotopics.co.
associated organs: uk/nutrition/digesy.html
mouth, salivary http://trc.ucdavis.edu/bi
glands, osci10v/bis10v/media/c
oesophagus, h24/human_digestive_v
stomach, 2.html
YEAR 9 (2 + 3)
- define ingestion, http://kidshealth.org/pa
duodenum,
digestion, absorption, assimilation Use OTM 11(c) and model of teeth to rent/general/body_basic
pancreas, gall
and egestion describe function of teeth and causes of s/digestive.html
bladder, liver,
- to identify which part of dental decay. http://www.uclan.ac.uk/
ileum, colon,
alimentary canal is involved in the facs/health/nursing/soni
rectum and anus
process mentioned above. Invite professionals from the dental c/scenarios/uclananim/
care. wholebodyzoom.swf
(e) describe the
http://www.besthealth.c
main functions of
om/besthealth/bodygui
these parts in - identify the different Demonstrate peristalsis by fitting a de/reftext/html/dige_sy
relation to types of teeth and state their seed with about the same diameter as s_fin.html
ingestion, functions in relation to tooth in a rubber tubing or straw. Squeeze
digestion, structure the rubber tubing or straw and observe The virtual body
absorption,
how the seed moves along it. http://www.ehc.com/vb
assimilation and
ody.asp
egestion of food, - state the process and
as appropriate causes of tooth decay
- state ways to prevent
f) describe the tooth decay
function of the - describe the proper care
teeth in reducing of teeth
the size of food
particles
(g) state the causes

of dental decay
and describe the
proper care of
teeth
Hyperlinks
(h) describe chewing - describe chewing Nutrition & digestion
and peristalsis - describe mechanical http://www.bbc.co.uk/sc
digestion hools/gcsebitesize/biolo
- describe the process of gy/humansasorganisms
peristalsis /0nutritiondigestionrev1
YEAR 9 (2 + 3)
.shtml
http://www.constipation
advice.co.uk/constipatio
n/digestive_system.htm
l
Teeth
http://www.biotopics.co.
uk/nutrition/teeth.html
Students can list enzymes present in intestinal juices.
Extension
Project work : Making posters of the human alimentary canal.
Notes (including
safety)
Topic Animal Nutrition

10 :
10.4 Chemical digestion
10.5 Absorption and assimilation
Prior Knowledge : LSS SoW (Topic 7.7. Digestion in animals), Enzymes
Links To : Enzymes , Transport in Man
Keywords : enzyme, amylase, protease, lipase, starch, glucose, proteins, amino acids, fats, fatty acids, glycerol,
chemical digestion, bile, absorption, diffusion, optimum, capillaries, deamination
Misconceptions : Liquid milk does not need to be digested.
Acid in the stomach is a problem.
Hyperlinks
(i) describe the - define chemical digestion How do enzymes work?
A practical can be carried out to show
function of a - distinguish chemical
the function of a typical amylase using
typical amylase, digestion and mechanical digestion
substrate (starch), amylase powder and
listing the - describe the role of
testing the presence of sugar after
substrate and end salivary and pancreatic
enzyme activity.

YEAR 9 (2 + 3)
Hyperlinks
products as an amylase and maltase in the http://www.tvdsb.on.ca/
example of extra- digestion of starch westmin/science/sbi3a1
cellular digestion - state the end-products /digest/enzymes.htm
Use Fig.8.5. pg 91 and fig.8.6, pg 92, of
in the alimentary for digestion of starch
Combined Science textbook : Biology,
canal - describe the functions of The digestive system
to state the role of the liver in the
pepsin and lipase http://health.howstuffw
metabolism of glucose and amino acids.
- state the end products orks.com/adam-
for digestion of proteins and fats 200142.htm
- state the optimum pH for http://www.scienceclarif
these enzymes ied.com/Di-El/Digestive-
(j) describe System.html
absorption as the - describe how the http://www.abbysenior.
passage of soluble digested food molecules are com/biology/digestive_s
products of absorbed in the blood capillaries ystem.htm
digestion through http://www.skoool.com/
the wall of the digestive_system.htm
small intestine http://www.scienceaid.c
and into the blood o.uk/biology/humans/di
capillaries gestion.html
(Structure of villi
is not required.)
- state the roles of liver in
(k) state the digestion and assimilation of
(i) the role of food
the liver in - explain what happens to
the excess glucose
metabolism - explain what happens to
of glucose excess amino acids
and amino - explain what happens to
acids excess fats
(ii) the role of - describe briefly how, and
fat as a in what form, excess nitrogen is
storage removed from the body

YEAR 9 (2 + 3)
substance
(l) state that the

formation of urea
and the
breakdown of
alcohol occur in
the liver
Some diabetic patients need to go to the hospital for injection of insulin into their body. Find out about
Extension
diabetes and insulin.
Notes (including
Remind students that the intake of alcohol is HARAM and can harm the liver.
safety)

YEAR 9 (2 + 3)
Topic Atomic Structure Time Allowed : 2 weeks
11 :
11.1 Atomic structure
11.2 Isotopes
Prior Knowledge : Atom – the smallest particle of an element, some names of common atoms.
Links To : Chemical bonding, The Periodic Table and Group Properties
Keywords : atom, protons, electrons, neutrons, nucleus, proton number, nucleon or mass number, shells, isotopes,
group number, period, valence shell,
valence electron
Misconceptions : In all atoms, number of protons = number of neutrons.
Nuclei of all atoms contain both protons and neutrons.
Inner most shell of atoms holds a maximum of 2 electrons, all the other shells hold a maximum of 8
electrons.

Hyperlinks

YEAR 9 (2 + 3)
Students should be able to
(a) state the relative Use OTM 5, Topic 3, to describe the Combined Science
charge and - name the three sub- relative charges and approximate Teaching Guidelines
approximate atomic particles and locate their relative masses of protons, electrons and Resources Upper
relative mass of a position in an atom. and neutrons. Secondary Part One
proton, a neutron - state the symbols,
and an electron relative mass and charge of these Introduction to Periodic Table and Chemistry for ‘O’ Level
particles interpretation of symbols and numbers Combined Science and
(b) define proton - state the symbols of used in the Periodic Table. ‘N’ and ‘O’ Level
number and most of the elements in the Periodic Science, Brunei
nucleon number Table especially elements with Students to determine the number of Darussalam Edition.
atomic numbers 1 – 20. protons, electrons and neutrons in the
(c) use and interpret - use the Periodic Table to first twenty elements. Online resource :
such symbols as determine the proton number and Atomic structure
C 126 nucleon number of a named Rules for the arrangement of electrons http://www.bbc.co.uk/sc
element. in an atom. hools/gcsebitesize/che
(d) use proton - explain the term ‘proton mistry/classifyingmateri
number and the number’ and ‘nucleon number’. Shells Maximum als/atomic_structure1re
simple structure - state the number of number of v1.shtml
of atoms to protons, electrons and neutrons in electrons
explain the an atom, given its proton number 1 2 http://www.bbc.co.uk/sc
Periodic Table, and nucleon number. 2 8 hools/gcsebitesize/che
with special - draw and state the 3 8 mistry/classifyingmateri
reference to the electronic structures of the first als/atomic_structure2re
elements of twenty elements in the Periodic Students are to work out the electron v1.shtml
proton number 1 Table arrangement (electronic configuration)
to 20 - use diagrams of atomic in the first twenty elements and then
structures to work out mass draw their atomic structures.
(e) define isotopes (nucleon) numbers
- explain the tem
‘isotopes’ and recognize isotopes
from given diagrams of atomic
structures or from relevant data
Hyperlinks

YEAR 9 (2 + 3)
(f) describe the - identify the group and Teachers to explain that the number of Animation
build-up of period number to which an element electrons in the outermost shell http://www.footprints-
electrons in belongs from its electronic corresponds to the group number of the science.co.uk/atomicstr
‘shells' and structure. elements in the Periodic Table. ucture1.htm
understand the - recognize that atoms
significance of with complete shells are noble
outer electrons gases.
and the noble gas
electronic
structures
Extension Students to find out the history of the development of the atomic model.
Notes (including There must be careful progression of ideas when teaching or discussing this topic from the introduction of
safety) sub-atomic particles to the arrangement of electrons in shells.
Topic Structure and Properties of Materials Time Allowed : 1 week

12 :
Prior Knowledge : LSS SOW (Topic 9.5 : Elements, Compounds & Mixtures)
Links To : Purity of substances (Determination of melting and boiling points)

Keywords : element, mixtures, compounds, alloys, ions, molecules, chemical formula
Misconceptions : If a substance decomposes when heated, the products must be elements.
The formula for the element hydrogen is H.
Atoms are coloured.
A compound can be separated into its elements by physical means, eg. Distillation.
Hyperlinks

YEAR 9 (2 + 3)
(a) describe the Students should be able to
Use of iron and sulphur powder as Combined Science
differences
between
- define the terms examples of elements. Mixing iron and Teaching Guidelines
‘element’, ‘compound’, and sulphur powder as a mixture and then and Resources Upper
elements,
‘mixture’ and give examples of heating them to get the compound, Secondary Part One
compounds and
each iron(II) sulphide.
mixtures, and
- give symbols of common Chemistry for ‘O’ Level
between
elements Use OTM 3, Topic 3 to explain the Combined Science and
metals and non-
- state the number of differences between a compound and a ‘N’ and ‘O’ Level
metals
atoms and elements present in a mixture. Science, Brunei
given chemical formula Darussalam Edition.
(b) describe alloys,
- interpret diagrammatic Use OTM 4, Topic 3 to explain the
such as brass, as
representations of a monoatomic, differences between metals and non-
a mixture of a
diatomic molecules, compounds metals.
metal with other
and mixtures
elements
- list the main differences
between elements, compounds and
mixtures.

YEAR 9 (2 + 3)
Hyperlinks
- identify the dividing line Online resource
between metals and non-metals Atoms and elements
running diagonally through the http://www.bbc.co.uk/sc
Periodic Table hools/ks3bitesize/scienc
- name some elements e/chemistry/elements_c
that are metalloids (those that are om_mix_1.shtml
close to the dividing lines having
some properties of metals and non- Compounds
metals) http://www.bbc.co.uk/sc
- list some differences in hools/gcsebitesize/che
physical properties between metals mistry/classifyingmateri
and non-metals. als/elements_and_comp
- give a few examples of oundsrev3.shtml
common alloys.
hools/ks3bitesize/scienc
e/chemistry/elements_c
om_mix_3.shtml
Mixture
om_mix_6.shtml
om_mix_7.shtml
Extension Find out elements in the Periodic Table named after countries, the planets, scientists and universities.
Notes (including
safety)
YEAR 9 (2 + 3)
Topic Ionic Bonding Time Allowed : 1 ½ weeks
13 :
13.1 Ion formation
1 Ionic bond formation
3.2
Prior Knowledge : Atom, Atomic structure
Links To : Properties of compounds
Keywords : ion, positive ion, negative ion, ionic compound, bond, ionic bonding, ‘dot and cross’ diagram
Misconceptions : Atoms of elements in the same period of the Periodic Table have the same number of outer shell
electrons.
Ionic bonds are stronger than covalent bonds.
Sodium chloride consists of NaCl molecules.
Number of electrons and protons for an ion are equal.
Hyperlinks

YEAR 9 (2 + 3)
(a) describe the Students should be able to Teacher need to explain why the noble Combined Science
formation of ions gases are unreactive in terms of their Teaching Guidelines
- account for the
by electron loss or electronic configuration. and Resources Upper
unreactive nature of noble gases.
gain Secondary Part One
- explain the need for
most atoms to combine. Teacher to explain the formation of
Chemistry for ‘O’ Level
- describe how atoms positive and negative ions by losing and
Combined Science and
become stable ions by loss or gain gaining electrons respectively.
‘N’ and ‘O’ Level
of electrons. Refer to Figs.7.2 and 7.5, Pgs 77 and 79
Science, Brunei
of the textbook.
- state the formula of Darussalam Edition.
different ions formed when
Practical activity on the formation of Online resource :
electrons are lost or gained to
magnesium oxide. Worked examples on
attain the noble gas configuration
- state the number of ionic bonding
Students need to know why atoms http://www.teachmetuit
protons, electrons and neutrons in
combine. ion.co.uk/Chemistry/Ch
an ion, given its symbol and charge
- draw electronic diagrams emicalstructureandbon
Discuss the formation of sodium ding/worked_examples_
(b) describe the of some named ions eg
chloride and magnesium chloride using on_ionic_bonding.htm
formation of ionic Mg2+, Na+, K+ , Ca2+, , Al3+, Cl - , O2- ,
OTM 1 and 2, Topic 5. http://www.teachmetuit
bonds between N3-
Refer to Fig. 7.8, pg 81 of the textbook. ion.co.uk/Chemistry/Ch
metallic and non-
metallic elements emicalstructureandbon
Get the students to draw the formation ding/ionic_bonding.htm
(e.g. in NaCl and
of the following ionic compounds : KCl, Animation
CaCl2 ) - describe how an ionic
CaO, Na2O, MgCl2 , CaCl2 , NaF, KF, http://www.footprints-
compound is formed by using
CaF2, MgF2, Al2O3 science.co.uk/ionic.htm
electronic structures.
- draw ‘dot and cross’ Animation of formation
diagrams to represent the ionic of ionic bonding
bonding in common ionic
compounds.
- state the formula of the
ionic compound formed
Hyperlinks

YEAR 9 (2 + 3)
http://www.dac.neu.edu
/physics/b.maheswaran/
phy1121/data/ch09/ani
m/anim0904.htm
Chemical bonding
http://www.visionlearni
ng.com/library/module_
viewer.php?mid=55
mistry/classifyingmateri
als/ionic_bondingrev1.s
html
Get students to do concept map on formation of ions and ionic bonding.
Extension Get students to find the number of protons and electrons for some common ions; Cu2+, Fe2+, Fe3+, Ag+ , I
-
, Br - , Rb+ .
It is essential that these are very clearly taught lessons. A great opportunity for developing thinking skills
Notes (including rather than just telling students. It is important tat students really understand reason for charge on ion ant
safety) the fact that bonding is the electrostatic attraction.
A great deal of practice is needed involving the change from atomic structure to ionic structure.
Topic Covalent Bonding Time Allowed : 1 ½ weeks

14 :
14.1 Covalent bond formation
14.2 Physical properties of covalent compounds
Prior Knowledge : Atomic structure
Links To : Organic Chemistry, Nitrogen and ammonia
Keywords : covalent bonds, sharing of electrons, volatility, single covalent bond, double covalent bond
Misconceptions : Ionic bonds are stronger than covalent bonds.
All substances with ionic bonds are soluble in water.
Strong forces are present in chlorine molecules.
YEAR 9 (2 + 3)
Hyperlinks
a) describe the Students should be able to
formation of
- recognize that atoms of
covalent bonds as
non metals can share electrons to
the sharing of
become stable.
pairs of electrons
leading to the
Hyperlinks
noble gas Discuss the formation of H2, HCl, Cl2 , O2 Combined Science
configuration (e.g. and H2O using OTM 3, 4, 5, 6 and 7. Teaching Guidelines
H2, Cl2 , HCl , H2O , and Resources Upper
CH4 and CO2 ) Get the students to draw the structures Secondary Part One
- show the sharing of of the following molecules : Cl2 , CH4,
(b) deduce the Chemistry for ‘O’ Level
electrons in common simple NH3 and CO2 using the dot and cross
electron Combined Science and
covalent molecules using ‘dot and diagrams.
arrangement in ‘N’ and ‘O’ Level
cross’ diagrams.
other covalent Science, Brunei
molecules Darussalam Edition.
- draw the structural and
chemical formulae from the dot and Teacher to explain the physical Online resource
(c) construct ‘dot cross diagrams properties of ionic and covalent Covalent bonding
and cross' compounds. http://www.bbc.co.uk/sc
diagrams to show hools/gcsebitesize/che
the outer mistry/classifyingmateri
electrons in - list the differences als/covalent_bondingre
covalent between the properties of ionic and v1.shtml
molecules covalent compounds in terms of
solubility in solvents, ability to http://www.teachmetuit
(d) describe the conduct electricity and their ion.co.uk/Chemistry/Ch
differences in volatility. emicalstructureandbon
volatility, ding/covalent_bonding.
solubility and htm
electrical Properties
conductivity http://www.bbc.co.uk/sc
between ionic and hools/gcsebitesize/che
YEAR 9 (2 + 3)
covalent mistry/classifyingmateri
compounds als/bonding_higherrev2.
shtml
mistry/classifyingmateri
als/bonding_higherrev3.
shtml
Students can make ball and stick models of various complex covalent molecules eg. Butane,
Extension tetrachloromethane etc.
Do a concept map on covalent bond formation & properties of covalent compounds.
It is worth spending time emphasizing key points; eg shared a pair of electrons.
Notes (including
Careful build up of the discussion or explanation of covalent bonding. A good opportunity for developing
safety)
thinking skills.
Topic Mass, Weight and Density Time Allowed : 1 ½ weeks
15 :
15.1 Mass and weight
15.2 Density
Prior Knowledge : LSS SOW (Topic 1.3.3. : Density), Finding the mass, volume and density of an object.
Links To : Most topics.

Keywords : Mass, weight, volume, density, inertia, constant mass, Newton
Misconceptions : Mass changes if the gravitational field strength changes.
Mass and weight are the same.
The density of an object depends on its volume.
Hyperlinks
Students should be able to :
(a) demonstrate an Present students with two labeled Comprehensive Physics
understanding - explain the difference identical boxes fill with marbles (or any for ‘O’ Level Science,
that mass is a between mass and weight, other suitable materials). One pg 11 to pg13
measure of the - state that the mass of a containing more marbles than the
amount of body resist a change in the state of other. Tell students to hold the two GCSE Physics 3rd edition
YEAR 9 (2 + 3)
substance in a rest or motion of the body, boxes in their hands and ask these by Tom Duncan, pg 66
body - calculate the weight of a questions: and pg 67
given mass,  Which box is heavier?
(b) describe, and use - account for the variation  How do you explain that one is Britannica GCSE
the concept of, in weight of a given mass from heavier or lighter than the other? Physics – PC CD com
weight as the place to place, Open the two boxes to show the
effect of a marbles and relate mass to the amount BBC - Schools - KS3
gravitational field substance in a body. Bitesize - Science -
on a mass Physics - Forces and
To explain that mass does not change, Motion
(c) demonstrate - recall and apply the ask this question:
understanding relationship :  What happen to the boxes of http://algebralab.com/p
that two weights, weight = mass x gravitational marbles if they were brought to the ractice/practice.aspx?
and therefore field, moon? Will the number of marbles file=Word_Density.xml
masses, can be - convert kg to Newton or change?
compared using a vice-versa
balance Explain why the instrument used to
measure mass and hence weight is
(d) use appropriate called balance by showing pictures of
balances to old beam balances that are used long
measure mass - identify the instruments time ago. Then explain how this
and weight used to measure mass and weight concept is used in designing the triple
- state the units of mass beam balance and other balances
(e) describe and weight available in the lab and at home.
experiments to Demonstrate to students how to use
determine the - define density and the balances and record the readings
density of volume,
- name a suitable
instrument for measuring volume,
Hyperlinks
a liquid, of a - read accurately the Give students a number of objects (eg.
regularly volume of a liquid using a coins, cork, marbles etc) for them to
shaped solid and measuring cylinder, find the volume and hence the density.
of an irregularly - recall and apply the Prepare the necessary apparatus:

YEAR 9 (2 + 3)
relationship: density =
shaped solid (by measuring cylinder, electronic balance,
mass/volume to new situations,
the method of displacement can.
- calculate the density
displacement)
when given the mass and volume.
and make the
necessary
calculations
Extension Do a practical to show the effects on the density of the object if the mass and volume are changed.
Notes (including That different substances have different densities. The density of water is 1 g/cm3. That if the density of
safety) an object compared with water is more than 1g/cm3 the object will sink and vice versa.
Topic Turning Effect of Forces Time Allowed : 1 ½ weeks

16 :
16.1 Moments
Prior Knowledge : Friction, dynamics, forces, effects of balanced and unbalanced forces on a body.
Links To : Deformation
Keywords : Moments, perpendicular distance, force, clockwise moment, counterclockwise moment.
Misconceptions : Moment and turning effect is a force.
Hyperlinks
Students should be able to : Start the lesson by asking these Comprehensive Physics
(a) describe the
- define the moment of a questions for ‘O’ Level Science,
moment of a force
force  Name objects which have fixed pg 56 to pg 60
in terms of its
turning effect and - locate the turning effect points or pivot or fulcrum. (Answers
of a force on a diagram, includes: the pointer on the clock, GCSE Physics 3rd
give everyday
- identify clockwise and tap, door, steering wheel. edition, pg 80 to pg 83
examples
anticlockwise moments,  What happen if these objects are
- give examples of pushed or pulled? BBC - Schools - KS3
moment of force in everyday life, Bitesize - Science -
(b) perform and
Make students aware that there are two Physics - Forces and
describe an
- state the principle of types of moment: clockwise moment Motion
experiment to
YEAR 9 (2 + 3)
verify the moments, and anticlockwise moment.
principle of - do an experiment to Use a drawing of a see-saw and cut-out
moments prove principle of moments,. drawings of two people. Make one
larger than the other. Present these
(c) make drawings using the OHP. They can also
calculations - use the moment of a be used to explain the principle of
involving the force = force x perpendicular moment.
principle of distance from the pivot in different
situations to
Hyperlinks
moments solve related problems, http://www.practicalphy
- show understanding that sics.org/go/Experiment_
the weight of a body maybe taken 226.html;jsessionid=a8
as acting at a single point at a LXgaDewz--?
single point as its centre of gravity. topic_id=$parameters.t
opic_id&collection_id=2
9
http://www.onlinephysic
shelp.com/principles_of
_moments.htm
Extension Do experiments on balancing moments.

Notes (including
safety)
Topic Deformation Time Allowed : 1 week

17 :
17.1 Elastic deformation
Prior Knowledge : LSS SOW (Topic 4 : Forces.)
Links To : -
Keywords : elasticity, load, extension

YEAR 9 (2 + 3)
Misconceptions : -
Hyperlinks
(a) state that a force Students should be able to : Use an elastic band, spring, balloon and Comprehensive Physics
may produce a - describe the effect of other easy to get materials to explain for ‘O’ Level Science,
change in size force on the size and shape of a the effects of force on size and shape of pg 53 to pg 55
and shape of a body an object. Ask students to give a few
body - explain elasticity, more examples. Britannica GCSE
Physics – PC CD rom
- describe an experiment Show how to set-up apparatus to study
to find out the effect of load on the relation of extension with different Physics for ‘O’ Level
(b) plot, draw and Combined Science and
interpret extension, loads for a spring or elastic band.
- plot and draw a graph of Ask students to record the readings and ‘N’ and ‘O’ Level
extension-load Science, Brunei
graphs for elastic extension vs load given a set of draw the graph.
data Darussalam Edition.
solids and
describe the - interpret the extension-
associated load graph
experimental
procedure

Hyperlinks
BBC - Schools - KS3
Bitesize - Science -
Physics - Forces and
Motion
Extension
Notes (including
safety)
Topic Energy, Work and Power Time Allowed : 2 weeks

18 :
YEAR 9 (2 + 3)
18.1 Energy conversion and conservation
18.2 Major sources of energy
18.3 Work
18.4 Power
Prior Knowledge : LSS SOW (Topic 6.1. Sources of energy; 6.2. Conversion of energy; 6.3. Conservation of energy. Year 8)
Links To : Most topics

Keywords : joule, Newton, energy conversion and conservation, potential and kinetic energy, work, internal energy,
chemical, hydroelectric, solar, nuclear, geothermal, wind
Misconceptions : Energy is always lost to the environment whenever thermal energy is produced in a mechanical
system.
Energy can be recycled.
Hyperlinks
Students should be able to : Give students the names of some Keith Johnson GCSE
(a) give examples of
- identify the forms of appliances and objects such as light Physics For You, pg
energy in
energy, bulb, electric kettle, burning candle, 127 to pg 133
different forms, its
- state and apply the burning matches, microphone, loud
conversion and
principle of conservation of energy speaker, etc. Ask students to give the Charles Chew & Leong
conservation, and
to simple examples, energy conversions taken place in these See Cheng
apply the
- describe energy appliances or objects. Comprehensive Physics
principle of
conversion for ‘O’ Level Science,
energy
- name some ways of Use a falling object (eg. ball) and a pg 72 to pg 89
conservation to
conserving energy simple pendulum to explain the terms
simple examples
kinetic energy and potential energy in Tom Duncan. GCSE
context. Make students see that as the Physics. Pg 141 to pg
(b) use the terms ball is falling, its height is decreasing 144
kinetic energy - define the terms
potential energy and kinetic energy, and hence its potential energy. Using
and potential the principle of conservation of energy, Physics for ‘O’ Level
energy in context - use the equation: p. e. =
mgh the potential energy is converted to Combined Science and
kinetic energy as can be seen by the ‘N’ and ‘O’ Level
increase of speed of the ball.
Hyperlinks
YEAR 9 (2 + 3)
(c) describe, and - state that energy is Pictures to help explain the processes Science, Brunei
express a transformed from one form to involved in power station using the Darussalam Edition.
qualitative another but not transferred from different sources of energy should be
understanding of, one to another, used. BBC - Schools - KS3
processes by - list the common sources Bitesize - Science -
which energy of energy used on earth, Physics - Energy
is converted from - explain the of Resources and Energy
one form to conversion of energy from one form Transfer
another, including to another,
reference to BBC - GCSE Bitesize -
- explain the efficiency in
Science: Physics
(i) chemical/fuel energy conversion.
energy (a re-
http://www.howstuffwor
grouping of
ks.com/fpte.htm
atoms)
(ii) hydroelectric
generation
(emphasizing
the
mechanical
energies
involved)
(iii) solar energy
(nuclei of
atoms in the
Sun)
(iv) nuclear
energy
(v) geothermal
energy
(vi) wind energy
Extension Make a research on the conservation of fossil fuels.
Notes (including

YEAR 9 (2 + 3)
safety)
Topic Formulae & Equations Time Allowed : 2 ½ weeks

19 :
19.1 Formulae
19.2 Equations
.
Prior Knowledge : Ionic bonding, Covalent bonding
Keywords : element, compound, symbol, formula, word equation, chemical equation, balanced equation, ionic
equation
Misconceptions : Chemical formulae can be changed if this makes it easier to balance an equation.
Hyperlinks
Students should be able to – Using “flash cards” we can check if the Combined Science
- define an element and a students have memorized the symbols Teaching Guidelines
(a) state the
compound of the first 20 elements in the periodic and Resources Upper
symbols of the
- state the symbols for Table including bromine, iodine, copper, Secondary Part One
elements and the
some common elements zinc., and compounds formulae such as
formulae of the
- state the formulae for sodium chloride, calcium chloride, Chemistry for ‘O’ Level
compounds
some common compounds hydrogen chloride, water, carbon Combined Science and
mentioned in the
- determine the formula of dioxide, silicon dioxide, polythene, ‘N’ and ‘O’ Level
syllabus,
an ionic compound from the sulphuric acid, iron (III) oxide, ammonia, Science, Brunei
charges on the ions present and carbon monoxide, sulphur dioxide, Darussalam Edition.
vice versa. oxides of nitrogen, methane. ethane,
- state the number of each ethanol. Online resource
YEAR 9 (2 + 3)
type of element present in a Chemical symbols
The symbols for the ions : Ammonium,
(b) deduce the compound by referring to its http://www.bbc.co.uk/sc
hydroxide, nitrate, carbonate &
formula of a formula. hools/ks3bitesize/scienc
sulphate to be included.
simple compound - give the names of some e/chemistry/elements_c
from the relative common compounds. Guide students to work out how many om_mix_2.shtml
numbers of atoms atoms arepresent in a compound given
& vice -versa, its formula. (See Topic 8 Appendix 1b of
the teachers’ Guide)
(c) determine the
formula of an Working out the formula of a compound Chemical formulae
ionic compound Step 1 http://www.bbc.co.uk/sc
from the charges Write down the name of the hools/ks3bitesize/scienc
on the ions compound. e/chemistry/elements_c
present & vice Eg: Aluminium oxide om_mix_5.shtml
versa, chemical symbols
Step 2
Under the name, write down the
symbols of the elements present in a
compound.
Al O
Step 3
Write down the charges above the
symbols.
Al3+ O 2 -
Hyperlinks
Step 4 http://www.bbc.co.uk/sc
Interchange the numbers (charges) hools/gcsebitesize/che
and write this below the symbols (as mistry/classifyingmateri
subscripts) to give the final formula. als/formulae_and_equat
Al2O3 ionsrev2.shtml

YEAR 9 (2 + 3)
(d) construct - write word equation for a Introduce the terms reactants,
equations with given chemical reaction products, state symbols
state symbols, - write a balanced See Topic 8 (Appendix 2) Teachers’
including ionic chemical equation including the Guide
equations, state symbols
Steps to be followed
- write an ionic equation
1. Write out a word equation
for the reaction.
(e) deduce, from - predict the products of a
2. Write the correct formula
experimental given chemical reaction
for each reactant and product of the
results, the equation.
identity of the 3. See where the equation is
reactants & the not balanced and add appropriate
products & the numbers in front of each formula.
balanced
chemical equation For example :
for a chemical
Hydrogen + oxygen  water
reaction,
(Calculations will H2 + O2  H2O
not be required),
2H2 + O2  2H2O
Carry out experiments to show the
chemical reactions involved in
producing:
(a) hydrogen
(b) oxygen
(c) carbon dioxide
(d) ammonia
(e) water vapour
And identifying these gases using
suitable tests.
Extension
Notes (including Plenty of exercise on chemical formulae and chemical equations must be given to the students for
safety) practice.

YEAR 9 (2 + 3)
Topic Formulae & Equations
19 :
19.1 Formulae
19.2 Equations

Hyperlinks
(f) define relative Students should be able to : Using the Periodic Table the students Chemical calculations
atomic mass, Ar should identify the atomic masses of http://www.bbc.co.uk/sc
- define relative atomic
the elements mentioned in the syllabus. hools/gcsebitesize/che
mass
- identify which number for mistry/classifyingmateri
a given element is the relative Show several examples on how relative als/chemical_calculatio
atomic mass molecular masses should be nsrev1.shtml
(g) define relative
molecular mass, calculated.
Mr, - define relative molecular
mass Example :
- determine the relative
molecular mass Mr of calcium carbonate [CaCO3 ] = 40
+ 12 + 3(16)
=
100
(h) perform
calculations
concerning Show several examples on calculations
reacting masses - do calculations involving reacting involving reacting masses.
using simple masses.
proportions
(Calculations will
not involve mole
concept)
Extension
Notes (including Plenty of exercise on finding relative molecular masses and calculations of reacting masses must be given.
safety) Guide the students in balancing a chemical equation using appropriate examples.
YEAR 9 (2 + 3)
YEAR 9 (2 + 3)

Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years

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Topic Physical Quantities and Units Time Allowed : 2 weeks

Show students the correct way to use the

Topic CELL STRUCTURE AND ORGANISATION

Topic Diffusion & Osmosis Time allowed : 2 weeks

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 9

Topic EXPERIMENTAL CHEMISTRY Time allowed : 3 weeks

Links To : Most topics in Practical Chemistry

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 10

Topic EXPERIMENTAL CHEMISTRY

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 11

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 12

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 13

Do an experiment to separate the pigments in chlorophyll, petals of flowers etc.

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 14

Syllabus Learning Outcome Activities Resources and

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 15

Students can perform experiments to determine the boiling point of ethanol.

Topic KINETIC PARTICLE THEORY Time Allowed : 1 week

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 16

Place an ice cube on an evaporating

Use OTM 1, Topic 2 to explain change

Topic DYNAMICS Time Allowed : 1 week

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 21

Extension Do a practical to show the effect of friction on a moving object.

Topic ENZYMES Time Allowed : 1 ½ weeks

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 24

Topic PLANT NUTRITION Time Allowed : 2 ½ weeks

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 26

Construct a concept map on photosynthesis.

Topic PLANT NUTRITION

Prior Knowledge : LSS SoW (Topic 7.1. Photosynthesis)

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 27

Topic Animal Nutrition Time Allowed : 2 ½ weeks

Links To : Transport in Man (The Heart, Heart attack)

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 29

c) state the effects

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 30

Topic Animal Nutrition

Links To : Enzymes, Transport in Man

(g) state the causes

Topic Animal Nutrition

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 33

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 34

(l) state that the

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 35

Syllabus Objective Learning Outcome Activities Resources and

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 36

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 37

Topic Structure and Properties of Materials Time Allowed : 1 week

Links To : Purity of substances (Determination of melting and boiling points)

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 38

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 39

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 41

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 42

Topic Covalent Bonding Time Allowed : 1 ½ weeks

Links To : Most topics.

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 46

Topic Turning Effect of Forces Time Allowed : 1 ½ weeks

Extension Do experiments on balancing moments.

Topic Deformation Time Allowed : 1 week

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 48

Syllabus Objective Learning Outcome Activities Resources and

Topic Energy, Work and Power Time Allowed : 2 weeks