Temasek Junior College Year 1 Green Science

Integrated Programme
Name:
Syllabus Learning Outcomes Class:

Topic 1: The Scientific Endeavour

(a) show an awareness that Science is not confined to the laboratory, but is manifested in all
aspects of our lives [LSS]

(b) show an appreciation of Science being a human endeavour, with scientific knowledge
contributed by different civilisations over the centuries [LSS]

(c) recognise that scientific evidence can be quantitative or qualitative, and can be gathered
through one’s senses or instruments as extensions of one’s senses [LSS]

(d) show an understanding of how scientific knowledge is built from systematic collection, and
analyses of evidence and rigorous reasoning based on the evidence [LSS]

(e) show an awareness that scientific evidence is subject to multiple interpretations [LSS]

(f) show understanding that all physical quantities consist of a numerical magnitude and unit
[O Level]

(g) use the following base quantities and their units: mass (kg), length (m), time (s), current
(A), temperature (K), amount of substance (mol) [O Level]

(h) use the following prefixes and their symbols to indicate decimal sub multiples and multiples
of the SI units: nano (n), micro (µ), mili (m), centi (c), deci (d), kilo (k), mega (M) and giga
(G) [O Level]

(i) estimate length, mass and volume [LSS]

(j) measure accurately length, mass and volume (including mass and volume of liquids and
solids but not of gases) of matter using appropriate instruments (measuring tape, metre
rule, vernier calipers, measuring cylinder, electronic balance) and methods. [LSS]

(k) apply concepts of volume displacement to derive the volume of irregular objects [LSS]

(l) show an understanding that accuracy refers to the closeness of agreement between a
measured value and the true value of what is being measured [LSS]

(m) show an understanding that precision of measurement refers to the closeness of

agreement between measured values obtained by repeated measurements [LSS]

(n) identify zero errors as the condition where the measuring instrument registers a reading
when there should not be any reading [LSS]

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(o) identify parallax error as an error in reading an instrument as a result of not viewing the
measurement scale from the correct position [LSS]

(p) show an understanding that measurement errors may exist due to errors that are either
unpredictable (e.g., human error) and / or consistent (e.g., zero error of instrument) [LSS]

(q) demonstrate safety consciousness and adopt safe practices when carrying out
investigations [LSS]

(r) discuss the beneficial and harmful consequences of scientific and technological
applications to society [LSS]

(s) relate applications of Science to some social and ethical issues [LSS]

(t) state some current limitations of science and technology in solving societal problems [LSS]

(u) recognise the need to be responsible towards society and the environment in using
technology and scientific knowledge [LSS]

Topic 2: Diversity of Matter by their Physical Properties

(Theme: Diversity)
(Scientific Discipline: Physics)

Students should be able to:

(a) classify a number of common everyday objects and recognize that there are many ways of
classifying the same group of objects [LSS]

(b) describe physical properties that can be observed or measured, e.g.,

i. electrical conductivity
ii. thermal conductivity
iii. melting/ boiling point
iv. strength
v. hardness
vi. flexibility
vii. density [LSS]

(c) evaluate the usage of different materials using data of their physical properties [LSS]

(d) show understanding that rate is a measure of a quantity with respect to another measured
quantity for speed and density [IP]

(e) calculate density using the formula (density = mass / volume) and use the appropriate unit
(e.g., g/cm3 or kg/m3) [LSS]

(f) predict whether an object will sink or float by comparing its density with that of its
surrounding medium [LSS]

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(g) show an awareness of the importance of making informed choices of the appropriate and
sustainable use of materials for household products (e.g., fibre, plastics, ceramics, metals
and glass) based on their physical properties, (e.g., demonstrate curiosity about the physical
properties of things commonly encountered in daily life) [LSS]

(h) show an appreciation of how reducing the use of non-sustainable materials by using
alternative materials with similar properties helps to minimise environmental impact [LSS]

Topic 3: Diversity of Matter by their Chemical Composition

(Theme: Diversity)
(Scientific Discipline: Chemistry)

Students should be able to:

(a) describe the general physical properties of metals as solids having high melting and boiling
points, malleable, good conductors of heat and electricity in terms of their structure [LSS]

(b) describe alloys as a mixture of a metal with another element, e.g. brass; stainless steel
[LSS]

(c) describe the differences between elements, compounds and mixtures [LSS]

(d) show an understanding that compounds are substances consisting of two or more
chemically combined elements [LSS]

(e) show an understanding that mixtures are made up of two or more elements and/or
compounds that are not chemically combined [LSS]

(f) describe the volume composition of gases present in dry air as being approximately 78%
nitrogen, 21% oxygen and the remainder being noble gases (with argon as the main
constituent) and carbon dioxide [O Level]

(g) name some common atmospheric pollutants, e.g. carbon monoxide; methane; nitrogen
oxides (NO and NO2); ozone; sulfur dioxide; unburned hydrocarbons [O Level]

(h) state the sources of these pollutants as

(i) carbon monoxide from incomplete combustion of carbon-containing substances
(ii) nitrogen oxides from lightning activity and internal combustion engines
(iii) sulfur dioxide from volcanoes and combustion of fossil fuels [O Level]

(i) discuss some of the effects of these pollutants on health and on the environment
(i) the poisonous nature of carbon monoxide
(ii) the role of nitrogen dioxide and sulfur dioxide in the formation of ‘acid rain’ and its effects
on respiration and buildings [O Level]

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(j) distinguish among solute, solvent and solution [LSS]

(k) show an understanding that solutions and suspensions are mixtures [LSS]

(l) describe the factors that affect the solubility and rate of dissolving of substances [LSS]

(m) describe and explain methods of separation and purification for the components of
mixtures, to include: magnetic attraction, filtration, evaporation, sublimation, simple
distillation and fractional distillation, use of a separating funnel, paper chromatography
[LSS] [sublimation, fractional distillation, and separating funnel: O Level]

(n) state some examples of the applications of the various separation techniques in everyday
life and industries [LSS]

(o) identify and state the functions of the parts of a Bunsen burner. [LSS]

(p) compare and contrast a luminous and non-luminous flame [LSS]

(q) use the Bunsen burner correctly [LSS]

(r) suggest suitable separation and purification methods, given information about the
substances involved in the following types of mixtures: solid-solid, solid-liquid, liquid-liquid
(miscible and immiscible) [O Level]

(s) interpret paper chromatograms including comparison with ‘known’ samples and the use of
Rf values [O Level]

(t) deduce from given melting point and boiling point data the identities of substances and their
purity [O Level]

(u) explain that the measurement of purity in substances used in everyday life, e.g. foodstuffs
and drugs, is important [O Level]

Topic 4: Cells – The Basic Unit of Life

(Theme: Model)
(Scientific Discipline: Biology)

Students should be able to:

(a) identify cell structures (including organelles) of plant and animal cells from diagrams,
photomicrographs, electron micrographs and as seen under light microscope using
prepared slides and fresh material treated with temporary staining technique of the following

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 organelles (cell surface membrane, nucleus, chloroplasts, cell wall, cytoplasm, cell
vacuoles, mitochondria, ribosomes) [LSS] / [O level]

(b) outline the functions of the organelles listed in (a) [LSS] / [O level]

(c) draw biological drawings of typical plant and animal cells [O level]

(d) compare an animal cell and a plant cell [LSS]

(e) understand the concept of surface area : volume ratio [O level]

(f) identify the various specialised cells (i.e. red blood cell, root hair cell, xylem cell) and
describe how the cells are adapted to carry out their functions [O level]

(g) define the division of labour and explain its significance within a human body [LSS]

(h) differentiate between a cell, tissue, organ and organ system [LSS]

Topic 5: Atomic Structure

(Theme: Model)
(Scientific Discipline: Chemistry)

Students should be able to:

(a) define the term element [LSS]

(b) state that elements are the basic building blocks of living and non-living matter [LSS]

(c) define proton (atomic) number and nucleon (mass) number [LSS]

(d) state that atoms have mass that is contributed by the mass of nucleus [LSS]

(e) state the relative charges and approximate relative masses of a proton, a neutron and an
electron [O level]

(f) state that atoms of an element have a unique number of protons [LSS]
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(g) interpret and use symbols such as C [O level]

(h) define the term isotopes [O level]

(i) deduce the numbers of protons, neutrons and electrons in atoms and ions given proton
and nucleon numbers [O level]

(j) state that a molecule is a group of two or more atoms chemically combined together [O
level]

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(k) describe the structure of an atom as containing protons and neutrons (nucleons) in the
nucleus and electrons arranged in shells [LSS]

(l) describe the Periodic Table as an arrangement of the elements in the order of increasing
proton (atomic) number [LSS]

(m) describe how the position of an element in the Periodic Table is related to proton number
and electronic structure [O level]

(n) explain the similarities between the elements in the same group of the Periodic Table in
terms of their electronic structure [O level]

(o) describe the change from metallic to non-metallic character of the elements from left to
right across a period of the Period Table [LSS]

Topic 6: The Particulate Nature of Matter

(Theme: Model)
(Scientific Discipline: Chemistry)

Students should be able to:

(a) state that according to the Particulate Nature of Matter, matter is made up of small discrete
particles which are in constant and random motion [LSS]

(b) describe the solid, liquid and gaseous states of matter and explain their interconversion in
terms of the kinetic particle theory and of the energy changes involved [LSS]

(c) account for the properties of solids, liquids and gases (e.g. volume, shape, compressibility)
in terms of the arrangement and movement of the particles [LSS]

(d) explain everyday cc of diffusion in terms of particles, e.g. the spread of perfumes and
cooking aromas; tea and coffee grains in water [O level]

(e) state qualitatively the effect of molecular mass on the rate of diffusion and explain the
dependence of rate of diffusion on temperature [O Level]

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Topic 7: Movement of Substances
(Theme: Interactions)
(Scientific Discipline: Biology)

Students should be able to:

(a) define diffusion and describe its role in nutrient uptake and gaseous exchange in plants and
humans [LSS]

(b) define osmosis and describe the effects of osmosis on plant and animal tissues [LSS]

(c) define active transport and discuss its importance as an energy-consuming process by
which substances are transported against a concentration gradient, as in uptake of mineral
salts by root hairs and uptake of glucose by cells lining the small intestine [LSS]

Topic 8: The Ray Model of Light

(Theme: Model)
(Scientific Discipline: Physics)

Students should be able to:

(a) show an understanding that ray model represents the path taken by light [LSS]

(b) recall and use the terms for reflection, including normal, angle of incidence and angle
of reflection to describe the reflection of light [O Level]

(c) state that, for reflection, the angle of incidence is equal to the angle of reflection and
use this principle in constructions, measurements and calculations [O Level]

(d) explain how reflection is affected by a smooth and rough surface using ray model of
light [LSS]

(e) investigate the characteristics of the image formed by a plane mirror [LSS]

(f) describe the effects and uses of reflecting surfaces (e.g. plane and curved) [LSS]

(g) show an understanding that the change in the speed of light in different media causes
refraction (calculation of angles not required) [LSS] and use this principle to construct
ray diagrams [IP]

(h) recall and use the terms for refraction, including normal, angle of incidence and angle
of refraction [O Level]

(i) describe some effects of refraction (e.g. apparent depth) [LSS]

(j) describe the dispersion of white light by a prism using the ray model of light [LSS]

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(k) show an awareness that electromagnetic radiation (e.g., infrared, ultraviolet and light)
has both beneficial and harmful effects. [LSS]

(l) show an awareness about the impact of light produced by technology, on society and
the environment (e.g. city lights can improve night visibility but cause light pollution,
disorientation of birds, and use a lot of electricity) [LSS]

Topic 9: Energy
(Theme: Interactions)
(Scientific Discipline: Physics)

Students should be able to:

(a) recognise that the interactions between two or more objects, result in a transfer of energy
which can/may cause changes to the [LSS]
i. state of rest or motion of an object
ii. size and/or shape of an object

(b) identify that work is done is an example of energy transfer that occurs when an object
moves in the direction of a force [LSS]

(c) show understanding that kinetic energy, potential energy (chemical, gravitational, elastic),
internal energy, and nuclear energy are examples of different forms of energy [O Level]

(d) Show understanding that energy can be transferred: [IP / O Level]

(i) mechanically (by a force acting over a distance),
(ii) electrically (by an electric current),
(iii) by heating (due to a temperature difference),
(iv) by sound, light or radiation

(e) state the principle of conservation of energy and apply qualitatively the principle to new
situations or to solve related problems [O Level]

(f) state the S.I. unit of work and energy as the joule [LSS]

(g) state and apply the relationships for kinetic energy (E = ½ mv2) and gravitational
k

potential energy near the Earth’s surface (Ep = mgh) [O Level]

(h) show an appreciation of the uses of various sources of energy (e.g. geothermal energy is
used for heating; biofuels are used to power vehicles; fossil fuels, solar, hydro-electric,
wind energy are used to generate electricity and their impact on the environment [LSS]

(i) show curiosity about the destructive power of forces in nature (e.g., earthquakes,
tsunamis, volcanic eruptions, tropical cyclones) [LSS]

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Topic 10: The Thermal Transfer of Energy
(Theme: Interactions)
(Scientific Discipline: Physics)

Students should be able to:

(a) describe some effects and applications of thermal expansion and contraction in
everyday life [LSS]

(b) infer that generally, solids, liquids, and gases expand when heat is absorbed and
contract when heat is given out [LSS]

(c) state the S.I. unit of temperature is kelvin (K) [LSS]

(d) show an understanding that energy is transferred by heating from a region of higher
temperature to a region of lower temperature [O Level]

(e) explain the transfer of energy (by heating) through conduction, convection, and
radiation [LSS]

(f) describe, in microscopic terms, how energy transfer (by heating) occurs in solids (via
vibration of atoms/molecules and movement of electrons) [O Level]

(g) Describe, in terms of density changes, how convection occurs in fluids [O Level]

(h) explain that energy transfer of a body by radiation does not require a material medium
and the rate of energy transfer is affected by: [LSS / O Level]
1. surface colour and texture
2. surface temperature
3. surface area

(i) infer from experiments that different materials have different rates of heat transfer [LSS]

(j) explain and apply the concepts of conduction, convection (e.g. in cooling, heating and
insulation) and radiation (e.g. radiant heaters, solar radiation) in everyday examples
[LSS / O Level]

(k) show an awareness of the various proposed causes (man-made and natural) of climate
change (e.g., global warming) [LSS]

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Topic 11: Understanding Diversity of Living Things and Interactions within
Ecosystems
(Theme: Interactions; Diversity)
(Scientific Discipline: Biology)

Students should be able to:

(a) recognise that classifying living things into major taxonomic groups enables us to make
sense of the biodiversity around us (Students are not required to use Prokaryotic and
Eukaryotic classification, only general classification of animals and plants is expected)
[LSS]

(b) construct and use simplified dichotomous keys in identifying and classifying living organisms
[LSS]

(c) explain the terms habitat, population, community, ecosystem, biome and biosphere
[LSS] / [O level]

(d) show an understanding of the biotic factors that affect interrelationships among the
various organisms (includes interrelationships like competition, herbivory, predator-
prey, parasitism, mutualism and commensalism) [LSS] / [O level]

(e) explain the importance of various abiotic factors like air, water, temperature, light,
minerals and acidity/ alkalinity, to the life of the organisms [LSS] / [O level]

(f) explain the terms producer, consumer, decomposer, trophic level in the context of food
chains and food webs [LSS] / [O level]

(g) explain how energy losses occur along food chains and discuss the efficiency of energy
transfer between trophic levels [O level]

(h) describe and interpret pyramids of numbers, biomass and energy [O level]

(i) Explain the importance of conserving the environment [LSS]

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