8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
1/56
Topic1 :
Physical Quantities and Units Time Allowed : 2 weeks
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 topicsKeywords : S.I. Units, length, thickness, distance, diameterMisconceptions : Students think that distance/thickness/diameter are not lengths.
SyllabusObjective
Learning Outcome Activities Resources andHyperlinks
(a) use anddescribe howto use rules,
micrometers,vernier scalesandcalipers to
determinelengths
Students should be able to :
- use a ruler to measure lengthof a given object,
- measure the length of a book,
table and fabric,- state the SI unit for length- identify the steps in using a
vernier caliper and micrometer- screw gauge to measure the
diameter and thickness ofobjects.
Do simple experiments using their ownrules to measure length of textbook, labtables etc.Display 15 cm, 30 cm, half-metre rule,1metre rule and measuring tape.
What are they used for?Get the students to select the appropriateinstrument for measuring length of : *pencil * textbook * tableAsk students to select the instrument formeasuring :
* the thickness of coin, wire* diameter of coin and wire
Show students the correct way to use themetre rule and the half-metre rule by
avoiding the end error and the parallaxerror.
Demonstrate to students how to use andread the scales on the micrometer and thevernier calipers and allow them to takemeasurements from real objects such as
Combined Science :Teaching Guidelinesand Resources UpperSecondary ,Part 1,CDD
Physics for O LevelCombined Scienceand N and O LevelScience, BruneiDarussalam Edition.
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)1
8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
2/56
coins, thin wire and wooden blockRefer OTM 1a
ExtensionThe students will measure thickness of paper, hair, wire, thread, etc.They can measure diameter of objects such as test tubes.
Notes
(includingsafety)
Skills are developed during laboratory practical in terms of minimizing errors by doing the same
procedures at least twice. Proper techniques of using micrometer screw gauge and vernier calipers todetermine the readings.Topic
1 :Physical Quantities and Units
1.1 Measurement of length, time and volume
Prior Knowledge : LSS Mathematical skills in calculations.Links To : Most topics.Keywords : Intervalof time, period of a pendulum, volume of liquids, volume of solidsMisconceptions : The students think that a period of the pendulum is only half of 1 complete oscillation.
SyllabusObjective
Learning Outcome Activities Resources andHyperlinks
(b) use anddescribe howto use clocksand otherdevices formeasuringan interval oftime,including the
period ofpendulum
The students should be able to:
- name a suitable instrumentfor measuring time,
- do the experimental set-up tomeasure the period
- of the pendulum,- handle, manipulate and use
stopwatch to measure- the period of a pendulum,- identify some ways to avoid
errors.
Refer OTM 1a
Use stop clocks and stopwatches to showhow to read and record the time.
Set up a simple pendulum and demonstratehow to find the period of the pendulum bymeasuring the time of 10 or 20 completeoscillations. Discuss necessary precautionsas well to improve accuracy and to reduceerror.Students will repeat the procedure
ComprehensivePhysics for O LevelScience, pg 16 topg18
Extension Find out the effect on the period of the pendulum if the length is changed.
Notes(including
Digital stopwatch is more accurate than analog stopwatch.
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)2
8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
3/56
safety)
(c) use anddescribe howto use ameasuringcylinder tomeasure avolume
- name a suitable devicefor measuring volume
- measure volume of agiven liquid,
- measure volume of agiven block of wood (regularsolids)
- measure the volume of an irregular solid
- measure the volume of cork.
Students will read volume of water frommeasuring cylinder and to find the volumeof a small irregular object (eg. a smallstone) by displacement method.
Also show how to measure the volume of afloating object (eg. a cork) using ameasuring cylinder and a sinker.
ComprehensivePhysics for O LevelScience, pg 7 and pg8
Extension Measure the volume of a given solid using a displacement can (eureka can)
Notes(includingsafety)
Precaution should be taken to place the measuring cylinder on a flat surface before reading the volume.The lower meniscus is read.
Topic
2 :
CELL STRUCTURE AND ORGANISATION Time Allowed : 2 weeks
2.1 Plant & Animal cells
Prior Knowledge : LSS SOW (Topic 5.0. : Cell Structure & Organisation)Links To : Specialised cells; Internal structure of a leafKeywords : cell, cellulose cell wall, cell membrane, cytoplasm, vacuole, nucleus, chloroplasts, chlorophyllMisconceptions : All cells have cell wall.
SyllabusObjective
Learning Outcome Suggested Activities Resources andHyperlinks
(a) examineunder themicroscope ananimal cell(e.g. fromfresh liver)
Students should be able to :
- prepare slides for usewith the light microscope
- handle, manipulate anduse the light microscope to viewslides they have prepared
Prepare and examine onion cell and livercell under the microscope.
Use the pictures (onion cell) or (Elodeacell) from online resources to askstudents to draw one example of a plant
Combined Science :Teaching Guidelinesand Resources UpperSecondary, Part 1,CDD.
Biology for O levelCombined Science
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)3
8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
4/56
and a plantcell (e.g. fromElodea, amoss, or anysuitable locallyavailable
material)
(b) identify anddescribe thestructuresseen, (cellmembrane,nucleus andcytoplasm foranimal cells;cell wall, cellmembrane,nucleus,cytoplasm, sapvacuole andchloroplastsfor plantcells)
(c) compare thevisibledifferences instructure of
the animal andplant
- make clear biologicaldrawings of both animal and plantcells
- identify the main parts of the cell
- state the function of eachpart of the cell
- compare the visiblestructures of the plant and animalcells
- describe the similaritiesand differences between a
cell.
Use the picture (cheek cell) from onlineresources to ask students to draw oneexample of an animal cell.
Draw and identify the structures seen inthe cells.State the functions of the differentstructures seen in the cells.
Compare the visible differences instructures of an animal and plant cells.
and N and O LevelScience, BDE
Online resourcesAnimal and plant cellshttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev2.shtmlhttp://www.micrographia.com/specbiol/plan/planaq/plaq0100.htmhttp://www.natureedv
entures.com/pictures_2007_session_1.php?group=Micro%20Me
Cell structurehttp://www.biotopics.co.uk/life/cells.html
SyllabusObjective
Learning Outcome Suggested Activities Resources andHyperlinks
cells examined named plant cell and a namedanimal cell
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)4
http://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_2.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_2.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_2.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev2.shtmlhttp://www.micrographia.com/specbiol/plan/planaq/plaq0100.htmhttp://www.micrographia.com/specbiol/plan/planaq/plaq0100.htmhttp://www.micrographia.com/specbiol/plan/planaq/plaq0100.htmhttp://www.natureedventures.com/pictures_2007_session_1.php?group=Micro%20Mehttp://www.natureedventures.com/pictures_2007_session_1.php?group=Micro%20Mehttp://www.natureedventures.com/pictures_2007_session_1.php?group=Micro%20Mehttp://www.natureedventures.com/pictures_2007_session_1.php?group=Micro%20Mehttp://www.biotopics.co.uk/life/cells.htmlhttp://www.biotopics.co.uk/life/cells.htmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_2.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_2.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev2.shtmlhttp://www.micrographia.com/specbiol/plan/planaq/plaq0100.htmhttp://www.micrographia.com/specbiol/plan/planaq/plaq0100.htmhttp://www.micrographia.com/specbiol/plan/planaq/plaq0100.htmhttp://www.natureedventures.com/pictures_2007_session_1.php?group=Micro%20Mehttp://www.natureedventures.com/pictures_2007_session_1.php?group=Micro%20Mehttp://www.natureedventures.com/pictures_2007_session_1.php?group=Micro%20Mehttp://www.biotopics.co.uk/life/cells.htmlhttp://www.biotopics.co.uk/life/cells.html8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
5/56
(d) state thefunction of thecell membranein controllingthe passageof substances
into and out ofthe cell
- show an appreciation of the presence of chloroplasts tomake food by photosynthesis
Extension Do a research on the function of the nucleus in passing down genetic information from a parent to a child.
Notes(includingsafety)
Handle microscope and fragile objects such as glass slides and cover slips with care.Ensure that broken glassware is safely disposed of.Avoid spilling Iodine on stain skin and clothes.Clean up all spillages promptly if they occur.Report all spillages and accidents to the teacher.
Topic2 :
CELL STRUCTURE AND ORGANISATION
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, depressionMisconceptions : Students think that all molecules move only by osmosis.
All animal cells have nuclei. All plant cells have chloroplasts.
SyllabusObjective
Learning Outcome Suggested Activities Resources andHyperlinks
(e) state, insimple terms,the
Students should be able to :
- identify a root hair cell
Show students root hairs of seedlings ofgreen beans/peas which have been grownfor a week.
http://schools.moe.edu.sg/chijsjc/Biology/Cell
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)5
http://schools.moe.edu.sg/chijsjc/Biology/Cell%20Structure/cell_structure.htmhttp://schools.moe.edu.sg/chijsjc/Biology/Cell%20Structure/cell_structure.htmhttp://schools.moe.edu.sg/chijsjc/Biology/Cell%20Structure/cell_structure.htmhttp://schools.moe.edu.sg/chijsjc/Biology/Cell%20Structure/cell_structure.htmhttp://schools.moe.edu.sg/chijsjc/Biology/Cell%20Structure/cell_structure.htm8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
6/56
relationshipbetween cellstructure andcell functionfor
(i) root haircells
- make clear biologicaldrawing of a root hair cell using asharp pencil
- label the different partsof the root hair cell (cell wall, cellmembrane, cytoplasm, vacuole,
Observe prepared slides of root hair celland red blood cells using microscope.
Discussion & explanation on how a typicalplant cell is
%20Structure/cell_structure.htm
SyllabusObjective
Learning Outcome Suggested Activities Resources andHyperlinks
absorption(ii) red blood
cells transport ofoxygen
(f) identify thesecells fromdiagrams andfromphotomicrographs
nucleus)- describe how a root hair
is specialized from a typical plantcell
- state how the structureof a root hair (shape &
- size) is related to its
function (absorption of water andmineral salts)
- state the function of aroot hair cell
- state the differencesbetween a root hair cell and atypical plant cell
- identify a red blood cell- make clear biological
drawing of red blood cell using asharp pencil
- label the different partsof the red blood cell (cellmembrane, cytoplasm)
- describe how a redblood cell is specialized from atypical animal cell
specialized to become a root hair cell usingdiagrams.
State the relationship between cellstructure and cell function for these cells(red blood cells and root hair cells).
Discussion & explanation on how a typicalplant cell is specialized to become a roothair cell using diagrams.
Cell specialisationhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_3.shtmlSpecific function ofanimal cells
http://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev4.shtmlSpecific function of
plant cellshttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev5.shtml
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)6
http://schools.moe.edu.sg/chijsjc/Biology/Cell%20Structure/cell_structure.htmhttp://schools.moe.edu.sg/chijsjc/Biology/Cell%20Structure/cell_structure.htmhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_3.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_3.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_3.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_3.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev4.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev4.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev4.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev4.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev4.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev5.shtmlhttp://schools.moe.edu.sg/chijsjc/Biology/Cell%20Structure/cell_structure.htmhttp://schools.moe.edu.sg/chijsjc/Biology/Cell%20Structure/cell_structure.htmhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_3.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_3.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_3.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev4.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev4.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev4.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev5.shtml8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
7/56
- state the function of ared blood cell
- state how the structureof a red blood cell is related to itsfunction
- explain how thepresence of haemoglobin in a redblood cell is related to its function
- state the differencesbetween a red blood cell and atypical animal cell
Extension Find out the structure and function of xylem vessel and phloem.
Notes(includingsafety)
It is essential that these are very clearly taught lessons. This is a good opportunity for developing thinkingskills rather than just telling students. It is worth spending time emphasizing terms eg haemoglobin,surface area, biconcave, extension, elongated.
Topic Diffusion & Osmosis Time allowed : 2 weeks
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)7
8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
8/56
3:3.1 Diffusion
3.2 Osmosis
Prior Knowledge : Plant cell, animal cell, root hair cell, red blood cellLinks 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 permeablemembrane, Turgid, Firm, Stiff, wrinkled, Flaccid
Misconceptions : All substances can diffuse across the plasma membrane as long as a concentration gradient ispresent.
Diffusion can occur only when there is a solvent and a solute.
SyllabusObjective
Learning Outcome Activities Resources andHyperlinks
(a) define
diffusion asthe movementofmoleculesfrom a regionof their higherconcentrationto a region oftheir lowerconcentration,down aconcentrationgradient
(b) defineosmosis as thepassage ofwater
Students should be able to :
- define diffusion
- differentiate dilute/weak/,concentrated/strong solutions
- explain diffusion- give examples of
diffusion in everyday life
- define and explainosmosis.
- describe the idea of asemi/partially/selectively
- permeable membrane- work out the direction in
which water molecules shouldmove through a
Demonstrate diffusion of the nitrogendioxide and air; potassium manganate(VII) in water and ammonia or perfume inair.
Illustrate the concept of diffusion byusing OTM 2 and OTM 3.Carry out an experiment to demonstrateosmosis byusing :
(i) coloured sugar solution in viskingtubing immersed in a beaker ofwater
(ii) raisins immersed in water (need a
few hours for reaction to takeplace)
(iii) cut fresh chilies longitudinallyand immersed in water andconcentrated sugar solution. (Donot remove stalk).
Online resource :How substances getinto (and out of) ofcellshttp://www.biotopics.co.uk/life/osmsis.htmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/2diffusionandosmosisrev2.shtmlOsmosishttp://www.tvdsb.on.ca/westmin/science/sbi
3a1/Cells/Osmosis.htmhttp://www.biologycorner.com/bio1/diffusion.html#http://www.pgjr.alpine
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)8
http://www.biotopics.co.uk/life/osmsis.htmlhttp://www.biotopics.co.uk/life/osmsis.htmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/2diffusionandosmosisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/2diffusionandosmosisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/2diffusionandosmosisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/2diffusionandosmosisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/2diffusionandosmosisrev2.shtmlhttp://www.tvdsb.on.ca/westmin/science/sbi3a1/Cells/Osmosis.htmhttp://www.tvdsb.on.ca/westmin/science/sbi3a1/Cells/Osmosis.htmhttp://www.tvdsb.on.ca/westmin/science/sbi3a1/Cells/Osmosis.htmhttp://www.tvdsb.on.ca/westmin/science/sbi3a1/Cells/Osmosis.htmhttp://www.biologycorner.com/bio1/diffusion.html#http://www.biologycorner.com/bio1/diffusion.html#http://www.biologycorner.com/bio1/diffusion.html#http://www.pgjr.alpine.k12.ut.us/science/whitaker/Cell_Chemistry/Plasmolysis.htmlhttp://www.biotopics.co.uk/life/osmsis.htmlhttp://www.biotopics.co.uk/life/osmsis.htmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/2diffusionandosmosisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/2diffusionandosmosisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/2diffusionandosmosisrev2.shtmlhttp://www.tvdsb.on.ca/westmin/science/sbi3a1/Cells/Osmosis.htmhttp://www.tvdsb.on.ca/westmin/science/sbi3a1/Cells/Osmosis.htmhttp://www.tvdsb.on.ca/westmin/science/sbi3a1/Cells/Osmosis.htmhttp://www.biologycorner.com/bio1/diffusion.html#http://www.biologycorner.com/bio1/diffusion.html#http://www.biologycorner.com/bio1/diffusion.html#http://www.pgjr.alpine.k12.ut.us/science/whitaker/Cell_Chemistry/Plasmolysis.html8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
9/56
moleculesfrom a regionof theirhigherconcentrationto a regionof their lowerconcentration,through apartiallypermeablemembrane
semi/selectively/partially permeablemembrane during osmosis
(iv) osmosis in plant tissue usingsugar/salt solution in potato wellplaced in a shallow trough ofwater
Use Biology for O level CombinedScience BDE, pg 23, to explain theeffects of osmosis on animal tissue.
Use Biology for O level CombinedScience BDE, pgs 23 and 25 to explainthe importance in the uptake of plantsand effect of osmosis on animal tissue(red blood
.k12.ut.us/science/whitaker/Cell_Chemistry/Plasmolysis.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.html
SyllabusObjective
Learning Outcome Suggested Activities Resources andHyperlinks
(c) describe theimportance ofosmosis in theuptake ofwater byplants and theeffects ofosmosis onanimal tissue
- explain the uptake of water by plants
- explain wilting in asmall plants in terms of osmosis
- explain the effects of osmosis on red blood cell whenthey are placed in a concentratedsolution and a dilute solution
- predict the effect of placing redblood cells in a solution which hasthe same concentration as thecytoplasm of the cells
cells) or use the online resources toexplain effect of osmosis on animal tissue.
Pupils experimentswith osmosis in carrottissuehttp://www.biotopics.co.uk/life/carrot.html
Osmosis in operationin animal and plantcellshttp://www.biotopics.co.uk/life/osmdia.htmlhttp://highered.mcgraw-
hill.com/sites/dl/free/0072464631/291136/hemolysis_crenation.swf
Extension Do an experiment on osmosis using carrot and straw at home.
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)9
http://www.pgjr.alpine.k12.ut.us/science/whitaker/Cell_Chemistry/Plasmolysis.htmlhttp://www.pgjr.alpine.k12.ut.us/science/whitaker/Cell_Chemistry/Plasmolysis.htmlhttp://www.pgjr.alpine.k12.ut.us/science/whitaker/Cell_Chemistry/Plasmolysis.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.htmlhttp://www.biotopics.co.uk/life/carrot.htmlhttp://www.biotopics.co.uk/life/carrot.htmlhttp://www.biotopics.co.uk/life/osmdia.htmlhttp://www.biotopics.co.uk/life/osmdia.htmlhttp://highered.mcgraw-hill.com/sites/dl/free/0072464631/291136/hemolysis_crenation.swfhttp://highered.mcgraw-hill.com/sites/dl/free/0072464631/291136/hemolysis_crenation.swfhttp://highered.mcgraw-hill.com/sites/dl/free/0072464631/291136/hemolysis_crenation.swfhttp://highered.mcgraw-hill.com/sites/dl/free/0072464631/291136/hemolysis_crenation.swfhttp://highered.mcgraw-hill.com/sites/dl/free/0072464631/291136/hemolysis_crenation.swfhttp://www.pgjr.alpine.k12.ut.us/science/whitaker/Cell_Chemistry/Plasmolysis.htmlhttp://www.pgjr.alpine.k12.ut.us/science/whitaker/Cell_Chemistry/Plasmolysis.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.htmlhttp://www.biotopics.co.uk/life/carrot.htmlhttp://www.biotopics.co.uk/life/carrot.htmlhttp://www.biotopics.co.uk/life/osmdia.htmlhttp://www.biotopics.co.uk/life/osmdia.htmlhttp://highered.mcgraw-hill.com/sites/dl/free/0072464631/291136/hemolysis_crenation.swfhttp://highered.mcgraw-hill.com/sites/dl/free/0072464631/291136/hemolysis_crenation.swfhttp://highered.mcgraw-hill.com/sites/dl/free/0072464631/291136/hemolysis_crenation.swf8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
10/56
Notes(includingsafety)
Nitrogen dioxide is a poisonous gas. Experiment on diffusion on nitrogen dioxide can be performed in thefume cupboard.Potassium manganate(VII) will stain clothing and skin.
Take extra care when cutting chilies.
Topic4:
EXPERIMENTAL CHEMISTRY Time allowed : 3 weeks
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 ChemistryKeywords : 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.
SyllabusObjective
Learning Outcome Activities Resources andHyperlinks
(a) name anduseappropriateapparatus forthe
Students should be able to :
- name and use apparatus forthe measurement of time,temperature, volume and mass.
Students to do the following practicalactivities:1. Cooling curve for wax
2. Measurement of time andtemperature for someexothermic/endothermic
SyllabusObjective
Learning Outcome Activities Resources andHyperlinks
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)10
8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
11/56
measurementof time,temperature,mass andvolumeincluding
burettes,pipettes andmeasuringcylinders.
(b) designarrangementof apparatus,giveninformationabout thesubstances
involved.(This needs topermeatethroughoutthe syllabus)
- give the correct units forthese quantities
- state the levels of accuracyneeded when using commonmeasuring apparatus
- suggest suitableapparatus ,given relevant information,for a variety of simple experiments.
reactions (eg. action of sodiumhydroxide pellets on water orammonium nitrate in water)
3. Action of dilute hydrochloricacid on marble chips.(Students can plot a graph of loss in
mass(g) vs. time in seconds)4. For measurements of volumes
titration of acids with alkalis can bedemonstrated by using pipette andburette.
Extension Use of a burette to work out a method to estimate the volume of one drop of water.
Notes(includingsafety)
Care when handling mercury thermometers. Use of pipette fillers and burette funnels.
Topic4:
EXPERIMENTAL CHEMISTRY
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,
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)11
8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
12/56
Links To : Most topics in Practical ChemistryKeywords : Filtration, evaporation, distillation, crystallization, residue, filtrate, distillate, chromatography, mixtures,chromatogram, solventMisconceptions : All salts are soluble.
SyllabusObjective
Learning Outcome Activities Resources andHyperlinks
(c) describe anduse methodsof purificationby the use ofa suitable
Students should be able to:
- describe filtration,evaporation, crystallization and simpledistillation.
The following experiments can becarried out:
- separation of twosolids(sand and salt) by using asuitable solvent and filtration.
Chemistry for O levelCombined Scienceand N and O LevelScience, BDECombined Science :
TeachingSyllabusObjective
Learning Outcome Activities Resources andHyperlinks
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)12
8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
13/56
solvent,filtration,crystallization anddistillation(including
descriptionbut not useof fractionaldistillation).
(d) suggestsuitablepurificationtechniquesgiveninformationabout the
substancesinvolved.
(e) describeand usepaperchromatography andinterpretchromatograms.
- distinguish between residueand filtrate in filtration.
- label parts of a distillationapparatus and explain how a distillateis obtained by two processes evaporation and condensation.
- explain the termchromatography.
- draw a simple diagram toshow the apparatus used in a paperchromatography experiment.
- state the differencebetween the chromatogram of amixture and the chromatogram of apure substance.
- identify the constituents ofa mixture by comparing itschromatogram with thechromatograms of known substances.
- crystallization (growingcrystals by cooling a saturatedsolution of copper(II)sulphate
- distillation (obtainingpure water from seawater)
Use OTM 1, Topic 3 to explaindistillation of sea water.
Students can separate and identify thedyes in black ink and study the foodcolours used in cakes.
Teachers can provide preparedchromatograms to students to drawconclusion from them.
Guidelines andResources UpperSecondary, Part 1,CDD.
Online resource :Filtrationhttp://www.scs.sk.ca/cyber/elem/learningcommunity/sciences/science10/curr_content/science10/unita/redon17.html
Paperchromatographyhttp://www.sambal.co.uk/chromatography.html
Basic KS3-GCSEnotes onELEMENTS,COMPOUNDS andMIXTURES andtheir separation,CHEMICALREACTIONS andEQUATIONShttp://www.wpbschoolhouse.btinternet.co.uk/page01/ElCpdMix/EleCmdMix.htm
Separating mixtureshttp://www.bbc.co.uk/schools/ks3bitesize/sc
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)13
http://www.scs.sk.ca/cyber/elem/learningcommunity/sciences/science10/curr_content/science10/unita/redon17.htmlhttp://www.scs.sk.ca/cyber/elem/learningcommunity/sciences/science10/curr_content/science10/unita/redon17.htmlhttp://www.scs.sk.ca/cyber/elem/learningcommunity/sciences/science10/curr_content/science10/unita/redon17.htmlhttp://www.scs.sk.ca/cyber/elem/learningcommunity/sciences/science10/curr_content/science10/unita/redon17.htmlhttp://www.scs.sk.ca/cyber/elem/learningcommunity/sciences/science10/curr_content/science10/unita/redon17.htmlhttp://www.scs.sk.ca/cyber/elem/learningcommunity/sciences/science10/curr_content/science10/unita/redon17.htmlhttp://www.sambal.co.uk/chromatography.htmlhttp://www.sambal.co.uk/chromatography.htmlhttp://www.sambal.co.uk/chromatography.htmlhttp://www.wpbschoolhouse.btinternet.co.uk/page01/ElCpdMix/EleCmdMix.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page01/ElCpdMix/EleCmdMix.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page01/ElCpdMix/EleCmdMix.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page01/ElCpdMix/EleCmdMix.htmhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/elements_com_mix_8.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/elements_com_mix_8.shtmlhttp://www.scs.sk.ca/cyber/elem/learningcommunity/sciences/science10/curr_content/science10/unita/redon17.htmlhttp://www.scs.sk.ca/cyber/elem/learningcommunity/sciences/science10/curr_content/science10/unita/redon17.htmlhttp://www.scs.sk.ca/cyber/elem/learningcommunity/sciences/science10/curr_content/science10/unita/redon17.htmlhttp://www.sambal.co.uk/chromatography.htmlhttp://www.sambal.co.uk/chromatography.htmlhttp://www.sambal.co.uk/chromatography.htmlhttp://www.wpbschoolhouse.btinternet.co.uk/page01/ElCpdMix/EleCmdMix.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page01/ElCpdMix/EleCmdMix.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page01/ElCpdMix/EleCmdMix.htmhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/elements_com_mix_8.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/elements_com_mix_8.shtml8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
14/56
ience/chemistry/elements_com_mix_8.shtml
Extension
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.
The principle of fractional distillation can be explained in detail to the better ability learners. This will helpthem in understanding fractional distillation of crude oil to be taught in year 5.
Notes(includingsafety)
Normal safety precautions to be observed.Caution : The learners should not drink the filtered water as it contains bacteria and other micro-organisms.
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)14
http://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/elements_com_mix_8.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/elements_com_mix_8.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/elements_com_mix_8.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/elements_com_mix_8.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/elements_com_mix_8.shtml8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
15/56
Topic4:
EXPERIMENTAL CHEMISTRY
4.2. Methods of purification & analysis
Prior Knowledge : The use of thermometersLinks To : Most topics in ChemistryKeywords : pure, impure, impurity
Misconceptions : A substance is pure if it is white. The melting point of a substance is 00
C and its boiling point is1000C.
SyllabusObjective
Learning Outcome Activities Resources andHyperlinks
f] identifysubstancesand test theirpurity bymelting pointand boiling
pointdetermination and bychromatography.
Students should be able to :
- state what a puresubstance is.
- explain how impurityaffects the melting point andboiling point of a pure substance.
- predict if a substance ispure, given their melting andboiling points
- deduce the purity &identities of substances, giventheir melting and boiling points
- describe an experimentto
a) determine themelting point and boiling pointof a substance.
b) find out if asubstance is pure.- to identify a pure or
impure substances from graphs
- distinguish betweenpure substances and impure
Determination of melting point of pure iceand ice with added impurity (eg salt)
Determination of boiling point of waterand water with salt added to it.
Students are to note the effect of impurities
on melting points and boiling points.Get students to find outi) why people put salt on roads in
winter (stops water freezing onroads so the roads wont get icy.)
ii) salt is added to ice used at fishmarkets.
Chromatography experiments can becarried out to check if the dyes on somefood colours are pure or not. (eg. one spoton chromatogram indicates pure
substance).
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)15
8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
16/56
substances from theirchromatograms.
Extension Students can perform experiments to determine the boiling point of ethanol.Students can find out the importance of purity in food industries.
Notes(includingsafety)
Care when using ethanol as it is flammable.
Topic5:
KINETIC PARTICLE THEORY Time Allowed : 1 week
Prior Knowledge : LSS SOW (Topic 9 : Matter)Links To : Most topics in ChemistryKeywords : 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.
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)16
8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
17/56
Reading of graphs showing temperature change during melting, freezing, boiling, etc.
SyllabusObjective
Learning Outcome Activities Resources andHyperlinks
(a) describe thestates ofmatter andexplain theirinterconversionin terms of thekinetic particletheory.
Student should be able to
- describe the arrangement
of the particles in each of the threestates of matter.
- draw models to show thearrangement of particles in solid, liquidand gas states
- describe the movement ofparticles in all the three states ofmatter.
- describe the changes in thearrangement of particles duringmelting and boiling.
- describe theinterconversion of the three states ofmatter.
- read graphs showingtemperature changes during meltingand boiling (melting point, boiling pointand physical states at differentsections of the graphs)
- predict the physical state of matter at a given temperature, giventheir melting and boiling points
- explain how the
arrangement and movement ofparticles differ when the temperatureis increased or decreased
Demonstration of the kinetic model ofmatter
Play a game with students askingthem to behave like solid, liquid andgas molecules.
Solid students shake their bodiesin their own seats, holding thehands of their nearest neighbours.
They are not allowed to movearound.
Liquid students shake their bodiesmore vigorously holding theirneighbours hands. They can get out
of their seats and move around theroom.
Gas Students shake their bodiesmore vigorously without holdinghands. They can move around theroom freely sometimes bumpinginto each other and sometimesbumping against the walls of theroom.
Spacing in solids, liquids and gasesmay be studied using sand, water andair compressed in a syringe. Relate theresults obtained to the spacesbetween the particles.
Brown gas in a jar placed over anotherjar with plate removed, liquid stored in
Chemistry for O levelCombined Science andN and O LevelScience, BDE
Combined Science :Teaching Guidelinesand Resources UpperSecondary, Part 1,CDD.
Online resourceStates of matterhttp://www.chem.purdu
e.edu/gchelp/atoms/states.htmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/physical
_changes_2.shtmlanimationhttp://www.harcourtschool.com/activity/states_of_matter/
The particle model
http://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/particle_model_intro.shtmlParticles and change ofstates
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)17
http://www.chem.purdue.edu/gchelp/atoms/states.htmlhttp://www.chem.purdue.edu/gchelp/atoms/states.htmlhttp://www.chem.purdue.edu/gchelp/atoms/states.htmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/physical_changes_2.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/physical_changes_2.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/physical_changes_2.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/physical_changes_2.shtmlhttp://www.harcourtschool.com/activity/states_of_matter/http://www.harcourtschool.com/activity/states_of_matter/http://www.harcourtschool.com/activity/states_of_matter/http://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/particle_model_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/particle_model_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/particle_model_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/particle_model_intro.shtmlhttp://www.chem.purdue.edu/gchelp/atoms/states.htmlhttp://www.chem.purdue.edu/gchelp/atoms/states.htmlhttp://www.chem.purdue.edu/gchelp/atoms/states.htmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/physical_changes_2.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/physical_changes_2.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/physical_changes_2.shtmlhttp://www.harcourtschool.com/activity/states_of_matter/http://www.harcourtschool.com/activity/states_of_matter/http://www.harcourtschool.com/activity/states_of_matter/http://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/particle_model_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/particle_model_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/particle_model_intro.shtml8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
18/56
8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
19/56
Topic6:
KINEMATICS Time Allowed : 1 week
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 objects speed and velocity are always the same .
SyllabusObjective
Learning Outcome Activities Resources andHyperlinks
(a) state what ismeant byspeed, velocityandacceleration
The students should be able to:
- define speed,
- show the relation ofspeed, distance and time using theequation: speed = distancetraveled
time- calculate speed and
average speed,- define velocity- explain the difference
between speed and velocity,- calculate velocity using
Relate speed to the distance travel perunit time by asking these questions like:
How do you know that one car is fasterthan another car?
Why 80 km/h is faster than 50 km/h?( refer car speedometer).
Introduce the term constant speed. In agiven journey explain why keeping aconstant speed is impossible and why anaverage speed is used instead.
When giving the definition of velocity,remember to state and explain the
Comprehensive Physicsfor O Level Science,pg 26 to pg 28
Physics for O LevelCombined Science andN and O LevelScience, BruneiDarussalam Edition.
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)19
8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
20/56
(b) recognisemotion forwhich theacceleration is
constant
(c) recognisemotion forwhich theacceleration isnot constant
the equation:- velocity = distance
travelled/time in a given direction.- convert km/hr to m/s
and vice-versa
- define acceleration,
- calculate for acceleration using theequations:
acceleration = change invelocity/time taken or
acceleration = change in speed/timetaken,- convert km/hr2 to m/s2 and viceversa.
- describe uniform and non-uniformacceleration,
- give examples of uniform and non-uniform acceleration.
difference between speed and velocity.
Introduce the term constant velocityand average velocity.Ask this question:
Why a person running round a cornercannot have a constant velocity even
though his speed is constant?
Explain acceleration by presentingstudents with two different cars (example:Ferrari versus Toyota or F1 car versusNissan). Use the example to explain thatacceleration is related to change in speedover time. Make them understand thatthe one with shorter time to cover samedistance has higher acceleration.
BBC - GCSE Bitesize -Science: Physics
Britannica GCSEPhysics PC CD-rom
http://www.glenbrook.k
12.il.us/GBSSCI/PHYS/CLASS/1DKin/U1L1d.html
Extension Do a practical or an experiment to determine the speed of a toy car.
Notes (includingsafety)
Students should be aware that speed and velocity are different.
Topic6:
KINEMATICS
6.2. Graphical Analysis of Motion
Prior Knowledge : Plotting the speed-time graph and distance-time graph.Links To : Calculating speed, velocity and accelerationKeywords : uniform speed, uniform acceleration, deceleration.
Misconceptions : Acceleration is the change of velocity.
SyllabusObjective
Learning Outcome Activities Resources andHyperlinks
Students should be able to : Give students speed-time data to analyseand to be plotted.
http://www.stvincent.ac.uk/Resources/Physic
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)20
http://www.bbc.co.uk/schools/gcsebitesize/physicshttp://www.bbc.co.uk/schools/gcsebitesize/physicshttp://www.glenbrook.k12.il.us/GBSSCI/PHYS/CLASS/1DKin/U1L1d.htmlhttp://www.glenbrook.k12.il.us/GBSSCI/PHYS/CLASS/1DKin/U1L1d.htmlhttp://www.glenbrook.k12.il.us/GBSSCI/PHYS/CLASS/1DKin/U1L1d.htmlhttp://www.glenbrook.k12.il.us/GBSSCI/PHYS/CLASS/1DKin/U1L1d.htmlhttp://www.stvincent.ac.uk/Resources/Physics/Speed/speed/motgraphs.htmlhttp://www.stvincent.ac.uk/Resources/Physics/Speed/speed/motgraphs.htmlhttp://www.bbc.co.uk/schools/gcsebitesize/physicshttp://www.bbc.co.uk/schools/gcsebitesize/physicshttp://www.glenbrook.k12.il.us/GBSSCI/PHYS/CLASS/1DKin/U1L1d.htmlhttp://www.glenbrook.k12.il.us/GBSSCI/PHYS/CLASS/1DKin/U1L1d.htmlhttp://www.glenbrook.k12.il.us/GBSSCI/PHYS/CLASS/1DKin/U1L1d.htmlhttp://www.stvincent.ac.uk/Resources/Physics/Speed/speed/motgraphs.htmlhttp://www.stvincent.ac.uk/Resources/Physics/Speed/speed/motgraphs.html8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
21/56
(d) plot andinterpret aspeed-timegraph
(e) recognisefrom the shapeof a speed-timegraph when abody is(i) at rest(ii) moving
with
constantspeed(iii) moving
withconstantacceleration
- plot a graph of speedagainst time given data.
- calculate the area undera speed-time graph to determinethe distance traveled for a motionwith uniform speed or uniformacceleration.
- state that the acceleration of freefall for a body near to the earth isconstant and is approximately 10m/s2,
- plot and interpret speed-time graphs,
- differentiate and analysethe shapes of the graphs, if the bodyis at rest, moving with a constantspeed or with constant acceleration.
The graphs must show different motions
and should be drawn on the same axesfor comparison.
s/Speed/speed/motgraphs.html
Combined ScienceTeaching Guidelinesand Resources UpperSecondary Pt 1
Topic 4 Appendix 1and Appendix 2
Extension The students will be given more data to plot and interpret a speed-time graph.
Notes (includingsafety)
The students should be aware that the area under a speed-time graph is equal to the distance traveled bythe object.
Topic7:
DYNAMICS Time Allowed : 1 week
Motion
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)21
http://www.stvincent.ac.uk/Resources/Physics/Speed/speed/motgraphs.htmlhttp://www.stvincent.ac.uk/Resources/Physics/Speed/speed/motgraphs.htmlhttp://www.stvincent.ac.uk/Resources/Physics/Speed/speed/motgraphs.htmlhttp://www.stvincent.ac.uk/Resources/Physics/Speed/speed/motgraphs.html8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
22/56
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.
Syllabus
Objective
Learning Outcome Activities Resources and
Hyperlinks
(a) describe theways in which aforce maychange themotion of abody
(b) use the
relationbetween force,mass andacceleration
Students should be able to :
- name some things thatforces can do,
- describe the effect of balanced and unbalanced forces on abody,
- identify the forces acting
on an object,- use the relation between
force, mass and acceleration in theequation F = ma, to solve problems
- solve problems on motioninvolving forces,
- explain the effect of friction on the motion of a body,
- determine when and wherefriction occurs.
Demonstrate how a force can changethe motion of the body by asking onestudent to walk slowly in front of theclass. While the student is walking dothe following:
push the student lightly from thefront,
push the student lightly from theback,
push the student lightly from theside.
For each occasion ask the rest of thestudents what happen to the motion oftheir friend. Highlight the following:
stops or slows down the motion,
make the motion faster,
change the direction of the motion.
Make the students realise that theabove are related to acceleration andtherefore acceleration is related toforce (the push in the demonstration).Relate force with mass by asking thisquestion:Which person is easier to push, a smallperson or a big person? (pick twostudents from the class as an example)
Britannica GCSEPhysics PC CDROM
Physics for O LevelCombined Science andN and O LevelScience, BruneiDarussalam Edition.
BBC - Schools - KS3
Bitesize - Science -Physics - Forces andMotion
http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml
http://www.bbc.co.uk/schools/scienceclips/ag
es/10_11/forces_action.shtml
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.sh
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)22
http://www.bbc.co.uk/schools/ks3bitesize/science/physics/forces_motion_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/physics/forces_motion_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/physics/forces_motion_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/physics/forces_motion_intro.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/physics/forces_motion_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/physics/forces_motion_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/physics/forces_motion_intro.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
23/56
Discussion and explanation on how touse F = ma in solving appropriateproblems.
tml
Extension Do a practical to show the effect of friction on a moving object.
Notes (includingsafety)
Do a research on the effect of forces on a parachutist and an airplane cruising at a constant speed.
Topic
8:
ENZYMES Time Allowed : 1 weeks
8.1.
Enzyme Action
8.2.
Effects of Temperature & pH
Prior Knowledge : Plotting GraphsCOMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)23
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
24/56
Links To : Animal Nutrition (Chemical Digestion)Keywords : Enzyme, protein, biological catalyst, specific, denatured/destroyed, optimum temperature, optimum pH,germinationMisconceptions : Enzymes die when heated to high temperature. Enzymes are killed by heating.
SyllabusObjective
Learning Outcome Activities Resources andHyperlinks
(a) define enzymesas proteinswhich functionas biologicalcatalysts
(b) describe theeffect oftemperatureand of pH on
enzyme activity
(c) state the effectof enzymes onthe germination
of seeds
Students should be able to :
- define an enzyme- explain enzyme action using
the Lock and Key Hypothesis
- describe the effect of temperatures on enzyme activity
- identify an optimumtemperature for an enzyme activityfrom a graph
- interpret a graph of an
effect of temperature on the rate of anenzyme-catalysed reaction
- describe the effect of pH onenzyme activity
- interpret a graph of aneffect of temperature on the rate of anenzyme-catalysed reaction
- state the properties of enzymes
- describe the role of enzymes on the
germination of seeds
Use a small piece of liver placed insome hydrogen peroxide solution.
Use online resource on Animation :How enzymes work to explain theaction of enzyme Lock & KeyHypothesis.
Discussion & explanation on theproperties of enzymes.
Students will use tabulated data toplot graphs showing the effect oftemperature & pH on enzyme activity.
Students must be able to interpretgraphs and draw conclusions fromthem. Refer to OTM 2, OTM 3 of Topic7, Teachers guide).
Effects of enzymes on the germinationof seeds can be studied by using Topic7, OTM 4.
Combined ScienceTeaching Guidelinesand Resources UpperSecondary Part One
Biology for O LevelCombined Science andN and O LevelScience, BruneiDarussalam Edition
Online resource :Enzymeshttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/chemicalreactions/5enzymesrev1.shtmlhttp://www.biotopics.co.uk/other/enzyme.html
Animation: HowEnzymes Workhttp://highered.mcgraw-
hill.com/sites/0072495855/student_view0/chapter2/animation__how_enzymes_work.html
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)24
http://www.bbc.co.uk/schools/gcsebitesize/chemistry/chemicalreactions/5enzymesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/chemicalreactions/5enzymesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/chemicalreactions/5enzymesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/chemicalreactions/5enzymesrev1.shtmlhttp://www.biotopics.co.uk/other/enzyme.htmlhttp://www.biotopics.co.uk/other/enzyme.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_enzymes_work.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_enzymes_work.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_enzymes_work.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_enzymes_work.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_enzymes_work.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_enzymes_work.htmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/chemicalreactions/5enzymesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/chemicalreactions/5enzymesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/chemicalreactions/5enzymesrev1.shtmlhttp://www.biotopics.co.uk/other/enzyme.htmlhttp://www.biotopics.co.uk/other/enzyme.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_enzymes_work.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_enzymes_work.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_enzymes_work.html8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
25/56
Extension Find out the use of enzymes at home.
Notes (includingsafety)
Spend time to teach students how to plot graphs (review form 1 SOW) and interpret them.
Topic9:
PLANT NUTRITION Time Allowed : 2 weeks
9.1 PhotosynthesisPrior Knowledge : LSS SoW (Topic 7.1. Photosynthesis), Plant cell, diffusion , osmosis, enzymesLinks To : Cellstructure & Organisation, Diffusion & Osmosis, Food chains & Food websKeywords : rawmaterials, photosynthesis, chloroplasts, chlorophyll, water, carbon dioxide, light energy, glucose,
oxygen, by-product, denatured/destroyedMisconceptions : Photosynthesis occurs during the day. Plants respire at night.
Photosynthesis takes place only in green plants.
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(a) understand thatphotosynthesis isthe fundamentalprocess by whichplantsmanufacturecarbohydratesfrom rawmaterials
(b) define
photosynthesisand state theequation forphotosynthesis(in words orsymbols)
Students should be able to :
- state the raw materialsand products of photosynthesis
- write word andsymbol/chemical equation forphotosynthesis
- explain photosynthesis
- plot a graph using data ofthe rate of photosynthesis againstlight intensity
Use OTM 1 and OTM 4, Topic 10, to
explain photosynthesis.
Use Hydrilla / Elodea as suitable plantsto study the effect of light andtemperature on rate of photosynthesis.Refer to pg 10.1, Combined Science,
Teaching guidelines and resources.
Students to be provided with tabulateddata to plot graphs showing the effectsof light intensity and temperature onrate of photosynthesis.
Combined Science
Teaching Guidelinesand Resources UpperSecondary Part One
Biology for O LevelCombined Science andN and O LevelScience, BruneiDarussalam Edition
Online resource :How photosynthesis
workshttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/0photosynthesisrev2.shtml
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)25
http://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/0photosynthesisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/0photosynthesisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/0photosynthesisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/0photosynthesisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/0photosynthesisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/0photosynthesisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/0photosynthesisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/0photosynthesisrev2.shtml8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
26/56
(c) state the effectof varying lightintensity andtemperature onthe rate ofphotosynthesis
(e.g. insubmergedaquatic plants,such as Elodea)
(d) describe theintake of carbondioxide andwater by plants,
the
- plot a graph using data ofthe rate of photosynthesis againsttemperature
- state the effect of varyinglight intensity on the rate ofphotosynthesis
- state the effect of varying
temperature on the rate ofphotosynthesis
- describe how carbondioxide and water enter the plantsduring photosynthesis
- describe the role of chlorophyll in the manufacture of
The effect of lightintensity on the rate of
photosynthesishttp://www.biotopics.co.uk/pot/odds/elodea.html
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
trapping of lightenergy bychlorophyll, theconversion oflight energy intochemical energy,the formation ofcarbohydrates,
their subsequentstorage, and therelease of oxygen
(e) explain whymost forms of life
food during photosynthesis
- explain what happens tothe glucose produced duringphotosynthesis
- explain the importance of photosynthesis to organisms
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)26
http://www.biotopics.co.uk/pot/odds/elodea.htmlhttp://www.biotopics.co.uk/pot/odds/elodea.htmlhttp://www.biotopics.co.uk/pot/odds/elodea.htmlhttp://www.biotopics.co.uk/pot/odds/elodea.htmlhttp://www.biotopics.co.uk/pot/odds/elodea.htmlhttp://www.biotopics.co.uk/pot/odds/elodea.html8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
27/56
are completelydependent onphotosynthesis
ExtensionConstruct a concept map on photosynthesis.State forms of carbohydrate storage ; fruits, seeds, sugar cane, potato, yam
Notes (includingsafety)
Handle mercury thermometer with care.
It is essential that students spend time on plotting graphs in class and interpreting them.When using Hydrilla or Elodea to study the effect of light and temperature on rate of photosynthesis, makesure that Hydrilla or Elodea produce bubbles and wait for a few minutes at a given temperature or lightintensity before counting the number of bubbles produced.
Topic9:
PLANT NUTRITION
9.2
Leaf structure
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.
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)27
8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
28/56
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(f) identify andlabel the cellularand tissue
Students should be able to : Use OTM 1, Topic 10 (leaf structure), toidentify and label the cross-section of adicotyledonous leaf.
The structure of the leaf
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinksstructure of adicotyledonousleaf, as seen incross-sectionunder themicroscope
(g) investigate andstate the effect ofinsufficientnitrogen on plantgrowth andstate theimportance ofnitrogen-containing ions forprotein synthesisand their use in
nitrogen-containingfertilisers foragriculture
- identify and label thecellular and tissue structure of across-section of a dicotyledonousleaf
- state the significance of the distribution of chloroplasts inthe spongy and palisade cells
- state the significance of stomata and vascular tissues
- differentiate the palisade
and spongy layers
- state the importance of
nitrate ions or nitrogen-containingions for plant
- explain how nitrate ionsare absorbed by the root hairs
- state the effect of insufficient nitrogen on plantgrowth
- describe an experiment
to study the deficiency symptomsof plants when they lack nitrogen-containing ions
Show examples of commonly usedfertilizers (NPK , inorganic and organicfertilizers).
Study and compare plants withfertilizers and without them.
http://www.biotopics.co.uk/plants/leafst.htmlGreen plantshttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/green_plants_intro.shtml
Mineral requirements ofplantshttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/1watertransportrev5.shtml
ExtensionStudents can investigate the role of macronutrients in plant growth (for example; magnesium, phosphorus,calcium. potassium and sulphur)
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)28
http://www.biotopics.co.uk/plants/leafst.htmlhttp://www.biotopics.co.uk/plants/leafst.htmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/green_plants_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/green_plants_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/green_plants_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/green_plants_intro.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/1watertransportrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/1watertransportrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/1watertransportrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/1watertransportrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/1watertransportrev5.shtmlhttp://www.biotopics.co.uk/plants/leafst.htmlhttp://www.biotopics.co.uk/plants/leafst.htmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/green_plants_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/green_plants_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/green_plants_intro.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/1watertransportrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/1watertransportrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/1watertransportrev5.shtml8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
29/56
Notes (includingsafety)
Topic10 :
Animal Nutrition Time Allowed : 2 weeks
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, obesityMisconceptions : Students think that vegetables and fruits play an insignificant role in diet.
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
a) define a balanced
diet as a dietsupplyingsufficient
Students should be able to :
- define a balanced diet- list the different classesof food that make a
Use OTM 5(a), (b), (c) to study theexamples of food in a balanced diet.
Combined ScienceTeaching Guidelinesand Resources UpperSecondary
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)29
8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
30/56
quantities ofprotein,carbohydrates,fat, vitamins,minerals, fibre,water and energy
to sustain ahealthy life
b) explain why diet,especially energyintake, shouldbe related to age,
sex, and activityof an individual
c) state the effectsof malnutrition inrelation toconstipation andobesity
balanced diet- list the chemical
elements which make upcarbohydrates, fats and proteins
- state the importance of protein, carbohydrates and fats in
our diet- state the importance of taking vitamins C and D, minerals(calcium & iron) and fibre in our diet
- give the sources forcarbohydrates, proteins, fats,vitamins C and D and mineral salts(iron and calcium)
- explain the relationbetween diet and age, diet and sexand diet and activity of an
individual
- define malnutrition- explain constipation and
the problems associated with thiscondition
- explain obesity and thehealth problems associated with
this condition
Use OTM 6(a), (b), (c) and (d) tostudy/explain the energy intake inrelation to age, sex and activity of anindividual.
Students can use the weight/height
graphs [reference to pg 64, Biologytextbooks, Fig 5.13) to find out if theyare within normal weights.
Use OTM 7 to explain constipation.
Part One
Biology for O LevelCombined Science andN and O LevelScience, Brunei
Darussalam Edition.
Online resource :Diet and digestionhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/diet_intro.shtml
Extension
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.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.
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)30
http://www.bbc.co.uk/schools/ks3bitesize/science/biology/diet_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/diet_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/diet_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/diet_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/diet_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/diet_intro.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/diet_intro.shtml8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
31/56
Notes (includingsafety)
Topic10 :
Animal Nutrition
10.2 Human alimentary canal10.3 Mechanical and physical digestion
Prior Knowledge : LSS SoW (Topic 7.6. Structure & Function of teeth), Enzymes
Links To : Enzymes, Transport in ManKeywords : mouth, teeth, chewing, dental decay, digestion, mechanical (physical) digestion, salivary glands, saliva,
oesophagus (gullet), peristalsis, stomach, duodenum, pancreas, liver, gall bladder ,ileum,smallintestine, colon, rectum, large intestine, anus, undigested food, ingestion, digestion, absorption,
assimilation, egestionMisconceptions : Students think that the only organ in the digestive system is the stomach.
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(d) identify, ondiagrams andphotographs, andname the mainregions of thealimentary canal
and theassociated organs:mouth, salivaryglands,oesophagus,stomach,
Students should be able to :
- name and state thefunction of the parts of the systemthat make up the human alimentarycanal and the associated organs
Use OTM 8, 9 , posters and models ofhuman alimentary canal to identify andname the main regions of thealimentary canal and the associatedorgans
Combined ScienceTeaching Guidelinesand Resources, UpperSecondary, Part One.
The digestive system
http://www.biotopics.co.uk/nutrition/digesy.htmlhttp://trc.ucdavis.edu/biosci10v/bis10v/media/ch24/human_digestive_v2.html
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)31
http://www.biotopics.co.uk/nutrition/digesy.htmlhttp://www.biotopics.co.uk/nutrition/digesy.htmlhttp://trc.ucdavis.edu/biosci10v/bis10v/media/ch24/human_digestive_v2.htmlhttp://trc.ucdavis.edu/biosci10v/bis10v/media/ch24/human_digestive_v2.htmlhttp://trc.ucdavis.edu/biosci10v/bis10v/media/ch24/human_digestive_v2.htmlhttp://trc.ucdavis.edu/biosci10v/bis10v/media/ch24/human_digestive_v2.htmlhttp://www.biotopics.co.uk/nutrition/digesy.htmlhttp://www.biotopics.co.uk/nutrition/digesy.htmlhttp://trc.ucdavis.edu/biosci10v/bis10v/media/ch24/human_digestive_v2.htmlhttp://trc.ucdavis.edu/biosci10v/bis10v/media/ch24/human_digestive_v2.htmlhttp://trc.ucdavis.edu/biosci10v/bis10v/media/ch24/human_digestive_v2.html8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
32/56
duodenum,pancreas, gallbladder, liver,ileum, colon,rectum and anus
(e) describe themain functions ofthese parts inrelation toingestion,digestion,absorption,assimilation andegestion of food,as appropriate
f) describe the
function of theteeth in reducingthe size of foodparticles
(g) state the causesof dental decayand describe theproper care ofteeth
- define ingestion,digestion, absorption, assimilationand egestion
- to identify which part of alimentary canal is involved in theprocess mentioned above.
- identify the differenttypes of teeth and state theirfunctions in relation to toothstructure
- state the process andcauses of tooth decay
- state ways to preventtooth decay
- describe the proper careof teeth
Use OTM 11(c) and model of teeth todescribe function of teeth and causes ofdental decay.
Invite professionals from the dentalcare.
Demonstrate peristalsis by fitting aseed with about the same diameter asin a rubber tubing or straw. Squeezethe rubber tubing or straw and observehow the seed moves along it.
http://kidshealth.org/parent/general/body_basics/digestive.htmlhttp://www.uclan.ac.uk/facs/health/nursing/sonic/scenarios/uclananim/wholebodyzoom.swf
http://www.besthealth.com/besthealth/bodyguide/reftext/html/dige_sys_fin.html
The virtual bodyhttp://www.ehc.com/vbody.asp
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(h) describe chewingand peristalsis
- describe chewing- describe mechanical
digestion- describe the process of
peristalsis
Nutrition & digestionhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev1
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)32
http://kidshealth.org/parent/general/body_basics/digestive.htmlhttp://kidshealth.org/parent/general/body_basics/digestive.htmlhttp://kidshealth.org/parent/general/body_basics/digestive.htmlhttp://www.uclan.ac.uk/facs/health/nursing/sonic/scenarios/uclananim/wholebodyzoom.swfhttp://www.uclan.ac.uk/facs/health/nursing/sonic/scenarios/uclananim/wholebodyzoom.swfhttp://www.uclan.ac.uk/facs/health/nursing/sonic/scenarios/uclananim/wholebodyzoom.swfhttp://www.uclan.ac.uk/facs/health/nursing/sonic/scenarios/uclananim/wholebodyzoom.swfhttp://www.besthealth.com/besthealth/bodyguide/reftext/html/dige_sys_fin.htmlhttp://www.besthealth.com/besthealth/bodyguide/reftext/html/dige_sys_fin.htmlhttp://www.besthealth.com/besthealth/bodyguide/reftext/html/dige_sys_fin.htmlhttp://www.besthealth.com/besthealth/bodyguide/reftext/html/dige_sys_fin.htmlhttp://www.ehc.com/vbody.asphttp://www.ehc.com/vbody.asphttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev1.shtmlhttp://kidshealth.org/parent/general/body_basics/digestive.htmlhttp://kidshealth.org/parent/general/body_basics/digestive.htmlhttp://kidshealth.org/parent/general/body_basics/digestive.htmlhttp://www.uclan.ac.uk/facs/health/nursing/sonic/scenarios/uclananim/wholebodyzoom.swfhttp://www.uclan.ac.uk/facs/health/nursing/sonic/scenarios/uclananim/wholebodyzoom.swfhttp://www.uclan.ac.uk/facs/health/nursing/sonic/scenarios/uclananim/wholebodyzoom.swfhttp://www.besthealth.com/besthealth/bodyguide/reftext/html/dige_sys_fin.htmlhttp://www.besthealth.com/besthealth/bodyguide/reftext/html/dige_sys_fin.htmlhttp://www.besthealth.com/besthealth/bodyguide/reftext/html/dige_sys_fin.htmlhttp://www.ehc.com/vbody.asphttp://www.ehc.com/vbody.asphttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev1.shtml8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
33/56
.shtml
http://www.constipationadvice.co.uk/constipation/digestive_system.html
Teethhttp://www.biotopics.co.uk/nutrition/teeth.html
ExtensionStudents can list enzymes present in intestinal juices.Project work : Making posters of the human alimentary canal.
Notes (includingsafety)
Topic10 :
Animal Nutrition
10.4 Chemical digestion10.5 Absorption and assimilation
Prior Knowledge : LSS SoW (Topic 7.7. Digestion in animals), EnzymesLinks To : Enzymes , Transport in ManKeywords : enzyme, amylase, protease, lipase, starch, glucose, proteins, amino acids, fats, fatty acids, glycerol,
chemical digestion, bile, absorption, diffusion, optimum, capillaries, deaminationMisconceptions : Liquid milk does not need to be digested.
Acid in the stomach is a problem.
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(i) describe thefunction of atypical amylase,listing thesubstrate and end
- define chemical digestion- distinguish chemical
digestion and mechanical digestion- describe the role of
salivary and pancreatic
A practical can be carried out to showthe function of a typical amylase usingsubstrate (starch), amylase powder andtesting the presence of sugar afterenzyme activity.
How do enzymes work?
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)33
http://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev1.shtmlhttp://www.constipationadvice.co.uk/constipation/digestive_system.htmlhttp://www.constipationadvice.co.uk/constipation/digestive_system.htmlhttp://www.constipationadvice.co.uk/constipation/digestive_system.htmlhttp://www.constipationadvice.co.uk/constipation/digestive_system.htmlhttp://www.biotopics.co.uk/nutrition/teeth.htmlhttp://www.biotopics.co.uk/nutrition/teeth.htmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev1.shtmlhttp://www.constipationadvice.co.uk/constipation/digestive_system.htmlhttp://www.constipationadvice.co.uk/constipation/digestive_system.htmlhttp://www.constipationadvice.co.uk/constipation/digestive_system.htmlhttp://www.biotopics.co.uk/nutrition/teeth.htmlhttp://www.biotopics.co.uk/nutrition/teeth.html8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
34/56
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
products as anexample of extra-cellular digestionin the alimentary
canal
(j) describeabsorption as thepassage of solubleproducts ofdigestion throughthe wall of the
small intestineand into the bloodcapillaries(Structure of villiis not required.)
(k) state(i) the role of
the liver inthemetabolismof glucoseand aminoacids
(ii) the role offat as astorage
amylase and maltase in thedigestion of starch
- state the end-productsfor digestion of starch
- describe the functions of pepsin and lipase- state the end products
for digestion of proteins and fats- state the optimum pH for
these enzymes
- describe how thedigested food molecules areabsorbed in the blood capillaries
- state the roles of liver inthe digestion and assimilation offood
- explain what happens toexcess glucose
- explain what happens toexcess amino acids
- explain what happens toexcess fats
- describe briefly how, andin what form, excess nitrogen isremoved from the body
Use Fig.8.5. pg 91 and fig.8.6, pg 92, ofCombined Science textbook : Biology,
to state the role of the liver in themetabolism of glucose and amino acids.
http://www.tvdsb.on.ca/westmin/science/sbi3a1/digest/enzymes.htm
The digestive systemhttp://health.howstuffworks.com/adam-200142.htmhttp://www.scienceclarified.com/Di-El/Digestive-System.htmlhttp://www.abbysenior.com/biology/digestive_system.htmhttp://www.skoool.com/digestive_system.htm
http://www.scienceaid.co.uk/biology/humans/digestion.html
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)34
http://www.tvdsb.on.ca/westmin/science/sbi3a1/digest/enzymes.htmhttp://www.tvdsb.on.ca/westmin/science/sbi3a1/digest/enzymes.htmhttp://www.tvdsb.on.ca/westmin/science/sbi3a1/digest/enzymes.htmhttp://health.howstuffworks.com/adam-200142.htmhttp://health.howstuffworks.com/adam-200142.htmhttp://health.howstuffworks.com/adam-200142.htmhttp://www.scienceclarified.com/Di-El/Digestive-System.htmlhttp://www.scienceclarified.com/Di-El/Digestive-System.htmlhttp://www.scienceclarified.com/Di-El/Digestive-System.htmlhttp://www.abbysenior.com/biology/digestive_system.htmhttp://www.abbysenior.com/biology/digestive_system.htmhttp://www.abbysenior.com/biology/digestive_system.htmhttp://www.skoool.com/digestive_system.htmhttp://www.skoool.com/digestive_system.htmhttp://www.scienceaid.co.uk/biology/humans/digestion.htmlhttp://www.scienceaid.co.uk/biology/humans/digestion.htmlhttp://www.scienceaid.co.uk/biology/humans/digestion.htmlhttp://www.tvdsb.on.ca/westmin/science/sbi3a1/digest/enzymes.htmhttp://www.tvdsb.on.ca/westmin/science/sbi3a1/digest/enzymes.htmhttp://www.tvdsb.on.ca/westmin/science/sbi3a1/digest/enzymes.htmhttp://health.howstuffworks.com/adam-200142.htmhttp://health.howstuffworks.com/adam-200142.htmhttp://health.howstuffworks.com/adam-200142.htmhttp://www.scienceclarified.com/Di-El/Digestive-System.htmlhttp://www.scienceclarified.com/Di-El/Digestive-System.htmlhttp://www.scienceclarified.com/Di-El/Digestive-System.htmlhttp://www.abbysenior.com/biology/digestive_system.htmhttp://www.abbysenior.com/biology/digestive_system.htmhttp://www.abbysenior.com/biology/digestive_system.htmhttp://www.skoool.com/digestive_system.htmhttp://www.skoool.com/digestive_system.htmhttp://www.scienceaid.co.uk/biology/humans/digestion.htmlhttp://www.scienceaid.co.uk/biology/humans/digestion.htmlhttp://www.scienceaid.co.uk/biology/humans/digestion.html8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
35/56
substance
(l) state that theformation of ureaand thebreakdown ofalcohol occur in
the liver
Extension
Some diabetic patients need to go to the hospital for injection of insulin into their body. Find out about
diabetes and insulin.Notes (includingsafety)
Remind students that the intake of alcohol is HARAM and can harm the liver.
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)35
8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
36/56
Topic11 :
Atomic Structure Time Allowed : 2 weeks
11.1 Atomic structure11.2 Isotopes
Prior Knowledge : Atom the smallest particle of an element, some names of common atoms.Links To : Chemical bonding, The Periodic Table and Group PropertiesKeywords : 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 8electrons.
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)36
8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years
37/56
(a) state the relativecharge andapproximaterelative mass of aproton, a neutronand an electron
(b) define protonnumber andnucleon number
(c) use and interpretsuch symbols asC 126
(d) use protonnumber and thesimple structureof atoms toexplain thePeriodic Table,with specialreference to theelements ofproton number 1to 20
(e) define isotopes
Students should be able to
- name the three sub-atomic particles and locate theirposition in an atom.
- state the symbols,relative mass and charge of these
particles- state the symbols of
most of the elements in the PeriodicTable especially elements withatomic numbers 1 20.
- use the Periodic Table todetermine the proton number andnucleon number of a namedelement.
- explain the term protonnumber and nucleon number.
- state the number of protons, electrons and neutrons inan atom, given its proton numberand nucleon number.
- draw and state theelectronic structures of the firsttwenty elements in the Periodic
Table- use diagrams of atomic
structures to work out mass(nucleon) numbers
- explain the temisotopes and recognize isotopesfrom given diagrams of atomicstructures or from relevant data
Use OTM 5, Topic 3, to describe therelative charges and approximaterelative masses of protons, electronsand neutrons.
Introduction to Periodic Table and
interpretation of symbols and numbersused in the Periodic Table.
Students to determine the number ofprotons, electrons and neutrons in thefirst twenty elements.
Rules for the arrangement of electronsin an atom.
Shells Maximumnumber ofelectrons
1 22 83 8
Students are to work out the electronarrangement (electronic configuration)in the first twenty elements and thendraw their atomic structures.
Combined ScienceTeaching Guidelinesand Resources UpperSecondary Part One
Chemistry for O Level
Combined Science andN and O LevelScience, BruneiDarussalam Edition.
Online resource :Atomic structurehttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/classifyingmaterials/atomic_structure1rev1.shtml
http://www.bbc.co.uk/schools/gcsebitesize/chemistry/classifyingmaterials/atomic_structure2rev1.shtml
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 9 (2 + 3)37
http://www.bbc.co.uk/schools/gcsebitesize/chemistry/classifyingmaterials/atomic_structure1rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/classifyingmaterials/atomic_structure1rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/classifyingmaterials/atomic_structure1rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/classifyingmaterials/atomic_structure1rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/classifyingmatTop Related