sow for combined science year 10 (2+3 programme)v2 - 3 years

8/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years

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Topic1 :

The Chemistry and Uses of Acids, Bases andSalts

Time Allowed : 3 weeks

1.1

Characteristic properties of acids and bases

1.2 pH

Prior Knowledge : LSS SOW (Topic 14.0 : Acids, Alkalis & Salts; Topic 11.3 : Hydrogen); Acids, alkalis and salts are commonin daily lifeLinks To : Experiments in titration, Preparation of saltsKeywords : acids, alkalis, bases, salts, indicators, pH scale, neutralization, acidic oxides, basic oxides, amphotericoxidesMisconceptions : All acids and alkalis are harmful.

Copper(II) hydroxide is an alkali.Litmus paper can measure the pH of a solution.Carbonates are bases.Some oxides of metals and nonmetals are amphoteric.All salts are soluble in water. Salts must contain a metal part and a non-metal part .

Syllabus Objective Learning Outcome Activities Resources andHyperlinks

(a) describe themeanings of theterms acid andalkali in terms ofthe ions theycontain or

produce inaqueous solution

(b) describe thecharacteristicproperties of acidsas in their

Students should be able to-

- define an acid and an alkali.

- state the colour change of some indicators with acids

- describe some characteristicsproperties of acids as in reactionswith metals, bases and carbonates.

- construct equations for thereactions of acid.

Students to perform experiments toshow reactions of acids with somemetals and carbonates. Gaseousproducts can be identified. Examples :acid with Mg, Zn and Cu; and withK2CO3, CaCO3 and CuCO3.

These reactions to be represented by

word and chemical equations.

Emphasize the general equations foreach reaction.

Combined ScienceTeaching Guidelinesand Resources UpperSecondary Part One

Chemistry for O LevelCombined Science andN and O Level

Science, BruneiDarussalam Edition.

Online resource :

Acids, Bases and Saltshttp://www.bbc.co.uk/sc

COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)

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reactions withmetals, bases,carbonates andtheir effects onindicator paper

- name expected products ingiven reactions of acid

- describe the chemical test forhydrogen gas

Some acids can be tested usingUniversal Indicator and litmus paper.

hools/gcsebitesize/chemistry/chemicalreactions/0acidsbasesrev1.shtml

Neutralisationhttp://www.footprints-science.co.uk/neutral.htm


ExtensionFind out names of different acids present in food using internet.Find out the acid responsible for gastritis and a remedy for this problem.

Notes (includingsafety)

Care must be taken when performing reactions involving acids.

Topic1 :


1.1 Characteristic properties of acids and bases1.2

pH

Keywords : ammonia, pH scale, neutralMisconceptions : All carbonates are bases.



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(c) describe thecharacteristicproperties ofbases as in theirreactions withacids and with

ammonium saltsand their effectson indicatorpaper

(d) describeneutrality andrelative acidityand alkalinity interms of pH(wholenumbers only),measured usingUniversalIndicator paper

(e) describe andexplain theimportance ofcontrolling acidity

in soil

Students should be able to

- describe reactions involvingbases with acid and ammoniumsalts.

- write chemical equations forthe reactions of bases.

- write an ionic equation torepresent the reaction between anacid and alkali

- define neutralization- name the salt produced from a

neutralization reaction given anamed acid and alkali

- describe the test for ammoniagas.

- use the pH scale to determinewhether given substances are

acidic, alkaline or neutral.- state the colour changes of

indicator in alkaline solutions.

- explain why pH of soil needs tobe adjusted according to the cropsgrown.

- suggest suitable chemicals thatcan alter the pH of soil to suit theplants grown.

Students to perform an experiment withcopper(II) oxide (base) and an acid(H2SO4).

Any ammonium salt can be used with abase and heated to produce ammonia

gas. Students can identify ammonia gasusing red litmus paper.

Some alkalis can be tested usingUniversal Indicator paper and litmuspapers.

A range of substances can be tested inliquid form using Universal Indicatorand pH paper.

Use OTM 1, Topic 11.

Teachers to provide names of cropsthat thrive in acidic and alkaline soils.

pH scalehttp://www.footprints-science.co.uk/ph.htm



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Extension

The pH of soil around the school can be studied using Universal Indicator.Students can find out the pH of some common substances used in daily life eg soap, detergents,toothpaste, milk, vinegar, shampoo, glass cleaner.Do a concept map on acids, bases and salts.


Care must be taken when performing experiments involving heating.

Topic1 :


1.3 Types of oxides1.4 Preparation of salts

Prior Knowledge : acids, alkalis and salts as common in daily lifeLinks To : Experiments in titration, preparation of salts.Keywords : acidic oxides, basic oxides, amphoteric oxides, titration, precipitationMisconceptions : Some oxides of metals and non metals are amphoteric.

All salts are soluble.

Salts must contain a metal part and a non-metal part.Syllabus Objective Learning Outcome Activities Resources and

Hyperlinks

(f) classify oxides aseither acidic,basic, oramphotericrelated tometallic/non-

metallic character

(g) describe thepreparation,separation andpurification ofsalts as examples


- classify common oxides asacidic, basic or amphoteric oxides.

- predict the type of oxide basedon the reaction, if any, with acidsand alkalis.

- name soluble chlorides,

sulphates, nitrates, carbonates- suggest suitable reagents for

the preparation of given solublesalts and describe the stepsinvolved in the preparation.

- describe how titration is used to

Teachers to provide some examples ofoxides in each group (acidic, basic,amphoteric).

Discuss with students the methods forpreparing soluble salts :

(i) acid + metal(ii) acid + insoluble base

(iii) acid + insoluble carbonate

Various steps involved in thepreparation of the salt must bementioned.

Experiments to prepare, separate and





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of some of thetechniquesspecified in topic1.2(c):

methods ofpreparing saltsto illustrate thepracticaltechniques

prepare certain soluble salts.- describe how these soluble

salts are purified

- name some common insolublesalts and describe the precipitationmethod in preparing these salts.

purify salts such as copper(II) sulphateor zinc chloride.

Titration method (acid/alkali) to preparea soluble salt must also bedemonstrated.


should includethe action ofacids withinsoluble bases,and acids withinsolublecarbonates

(h) suggest amethod ofpreparing a givensalt from suitablestarting materials,givenappropriateinformation

- describe how these insolublesalts are separated and purified

- write ionic equations torepresent the precipitation methodof preparing insoluble salts.

Experiments to prepare insoluble saltssuch as lead(II) iodide, silver chloride &barium sulphate.

Discuss with students the methods forpreparing insoluble salts byprecipitation method. For example :lead nitrate and potassium iodide toprepare lead iodide crystals.

[Refer to Appendix 1, Topic 11].

ExtensionStudents can find out more about uses of some salts.Get students to come up with a concept map or flow chart on this topic.


Alkalis and bases are commonly confused, so worth spending a little time to explain these to the students.Extra care is needed in doing the practical.

Topic2 :

The Periodic Table Time Allowed : 3 weeks


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2.1 Periodic trends

Prior Knowledge : Table of elements, Chemical Equations, BondingLinks To : Most topics in ChemistryKeywords : proton number, group number, period, electronic structure, valency (valence) electron, transition

elements, alkali metals, halogens, displacement reactionsMisconceptions : Elements in the Periodic Table are arranged in order of relative atomic mass.

Properties of elements in the same group are the same.Metals are found only on the left side of the Periodic Table.


a) describe thePeriodic Table asa method ofclassifyingelements anddescribe its use inpredictingproperties ofelements


- state how elements areclassified in the Periodic Table.

Refer to OTM 6, Topic 15. Combined ScienceTeaching Guidelinesand Resources UpperSecondary Part One


(b) describe thechange frommetallic to non-metallic characteracross a period

(c) describe therelationshipbetween groupnumber, numberof outer electronsand metallic /nonmetallic

- describe the trend of metalliccharacter to non-metallic characterof elements across a period.

- state the electronic structures

for the first twenty elements in thePeriodic Table.- relate the group number of an

element to(a) the number of valency

electrons and charge of the ions(b) the metallic or non

Get students to list down the electronicstructures/configurations of allelements in each group. Relate thenumber of electrons in the outer shell tothe group number and to theirmetallic/non-metallic character.

Refer to OTM 7, 8 and 9, Topic 15 toexplain the properties and trends.

Chemistry for O LevelCombined Science andN and O LevelScience, BruneiDarussalam Edition.


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character metallic character.(c) the type of bond formed

by the element with otherelements.

- relate the period number of anelement to the number of shellspresent in an atom.

Extension Students can read more on the history and development of the Periodic Table.


Topic 2:

The Periodic Table

2.2

Group properties

Prior Knowledge : Atomic structure, chemical equationsLinks To : Alkalis, saltsKeywords : alkali metals, halogens, trends, displacement, noble gases, stable, unreactiveMisconceptions : The reactivity of elements always increases down the group. Elements in the same group of the Periodic Table are always at the same state at r.t.p.

Chlorine will displace a halogen from its aqueous salts.All noble gases have eight electrons in their outer shell.


d) describe lithium,

sodium andpotassium inGroup I


- name elements in Group 1 asalkali metals.

Perform an experiment using Li and Na

to show softness of metals with a knifeand their reactions with water.

Online resource :

Group I alkali metals



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(the alkali metals)as a collection ofrelatively softmetals showing atrend in meltingpoint and in

reaction withwater and withchlorine

(e) predict theproperties ofother elements inGroup I, givendata, whereappropriate

(f) describechlorine, bromineand iodine inGroup VII (thehalogens) as acollection ofdiatomicnonmetalsshowing a trend incolour, state, andin theirdisplacement

reactions withother halideions

(g) predict theproperties of

- describe the general propertiesof Group 1 elements and the trendin reactivity down the group.

- write equations for thereactions between lithium, sodiumand potassium with water and

chlorine

- use information given to predictthe properties of other elements inthe group.

- name the elements in Group VIIas the halogens.

- describe the general propertiesof Group VII elements and theirtrends in colour, state and reactivitydown the group.

- predict the observations, if anyfor the reaction between a halogenand the aqueous salt of anotherhalogen.

- explain the above reactions, if any, based on the reactivity of the 2halogens.

- use information provided to

suggest suitable properties ofelements in other groups.

Hand out a data sheet with theproperties of an unknown element.Students predict if the element is fromGroup I.

Refer to OTM 8 and 10, Topic 15 for

trends and properties.

Teachers can demonstrate anexperiment using chlorine water(chlorox) on potassium iodide solution.

Hand out data about an unknownelement and predict what group it is in.Hand out data relating to elements in agroup. Predict the properties of anunknown element in the group basedon the known properties of the otherelements. Refer to OTM 12, Topic 15.

State the electronic configuration of the

http://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group1rev1.shtml

http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=3&quicklearn_id=3&subject_id=21&ebt=214&ebn=&ebs=&ebl=&elc=4

Reaction of sodium withwaterhttp://www.theodoregray.com/PeriodicTable/Stories/011.2/

Group VII TheHalogenshttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group7rev1.shtml

Group 0 The Noblegaseshttp://www.bbc.co.uk/schools/gcsebitesize/che


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other elements inGroup VII, givendata, whereappropriate

(h) identify trends inother groups,given informationabout theelementsconcerned

(i) describe thenoble gases asbeing unreactive

- give examples of noble gases.- explain the unreactive nature of

noble gases.- state some uses of noble gases.

Group VIII elements to show why theyare unreactive. Refer to OTM 11.

mistry/periodictableandgroups/group0rev1.shtml


(j) describe the usesof the noble gasesin providing aninert atmosphere(e.g. argon inlamps and heliumfor filling balloons)

Refer to Combined Science : ChemistryTextbook, BDE, Pg

Extension


Extra care when performing reactions of Group I metals with water. This is for teachers demonstrationonly.Safety goggles should be worn during the demonstration of reaction of sodium and water.

Cover the trough during the reaction between sodium and water with another trough.

Topic3 :

Transport in Flowering Plants Time Allowed : 1 week

3.1 Water and ion uptake3.2 Transpiration


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Prior Knowledge : Specialised cellsLinks To : Photosynthesis, Diffusion & OsmosisKeywords : mineralsalts, water, food, root hairs, xylem vessel, diffusion, osmosis, transpiration, stomata,evaporation, wiltingMisconceptions : Mineral salts are absorbed in the form of elements or molecules.


a) describe thestructure andfunction of roothairs in relation totheir surfacearea, and to waterand ion uptake(topic 1.2(e))

Students should be able to :

- name the tissue through whichwater travels from the roots to theleaves

- name the tissue through whichsugar passes from the leaves to therest of a plant

- draw a root hair cell andidentify the different parts of a root

hair cell- describe the structure of a root

hair and how it is related to itsfunction in water and ion uptake

- describe how water and mineralsalts enter root hair cells

This section has already been coveredearlier in year 3 (cell structure andorganization) and could now be coveredas revision. Refer to Biology textbook,pg 25, Fig 2.9.

Use celery stalk dip in coloured dye todemonstrate uptake of water andtransport of water in plants.

Refer to OTM 6 and 7, Topic 10 toillustrate transpiration.


Biology for O LevelCombined Science andN and O LevelScience, BruneiDarussalam Edition.

Online resource :


(b) definetranspiration asthe loss of water

vapour fromstomata

(c) describe howwilting occurs

- describe how water is lostthrough the stomata

- define transpiration

- define wilting- describe causes of wilting

A demonstration of wilting occurring ina cut branch of a plant should becarried out. [Refer to bio textbook, BDE,

pg 105, Fig 9.12 (a) and (b).

Transport and supportin plantshttp://www.biotopics.co.

uk/plants/pltrsu.htmlTranspirationhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/1watertransportrev


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2.shtml

Extension


It is worth to demonstrate the experiment above to show students the uptake of water.

Topic4 :

Transport in Humans Time Allowed : 3 weeks

4.1

Circulatory system

Prior Knowledge : LSS SoW (Topic 15: Transport System in Human Beings)Links To : DietKeywords : circulatory system, pump, blood vessels, valves, heart, atrium, ventricle, right atrium, left atrium, right

ventricle, left ventricle, semi lunar valves, tricuspid valves, bicuspid valves, vena cava, pulmonaryartery, pulmonary vein, aorta, septum, coronary arteries, artery, vein, lungs, oxygenated blood,

deoxygenated blood, coronary heart disease, cholesterolMisconceptions : All arteries carry oxygenated blood. All veins carry deoxygenated blood.

Cholesterol or fats is/are deposited in the heart and this causes heart attack.The heart obtains its nutrients and oxygen from the blood flowing through it.


(a) describe thecirculatory systemas a system of

tubes with apump and valvesto ensure one-way flow of blood


- describe that the circulatorysystem is made up of a pump(heart) , blood vessels (network of

tubes) and blood (medium oftransport)

Use OTM 13, Topic 7 or posters oronline resources to explain the bloodcirculatory system.




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(b) describe the

structure andfunction of theheart in terms ofmuscularcontraction andthe working ofvalves

(c) compare thestructure andfunction ofarteries, veinsand capillaries

(d) describecoronary heart

disease in termsof blockage ofcoronary arteriesand list thepossible causes

- identify and label the four

chambers of the heart, the bloodvessels to and from the heart andthe valves

- draw arrows to show the flow ofblood into the heart, inside theheart and away from the heart

- describe the function of the fourchambers of the heart, the bloodvessels to and from the heart andthe valves

- describe oxygenated blood anddeoxygenated blood

- compare the composition ofoxygenated blood anddeoxygenated blood

- identify an artery, a vein and acapillary

- compare the structure andfunction of an artery, a vein and acapillary

- describe coronary heart disease

- list the possible causes ofcoronary heart disease

- describe ways to reduce therisks of coronary heart disease

Use OTM 14, 15(a) and 15(b), Topic 7 to

explain structure, pumping of heart andaction of semi-lunar valves.

Use model/chart/optic cards to furtherexplain the above.

Use OTM 16, Topic 7 to explain thestructure and function of arteries, veinsand capillaries.

Use OTM 17, Topic 7 to explainblockage of coronary arteries.

Invite professionals from coronary careunits (hospital) to deliver talks on heartrelated issues.

Online resource :

The heart andcirculatory systemhttp://www.biotopics.co.uk/circuln/heart.htmlThe hearthttp://www.activescience-gsk.com/miniweb/content/heart/hcs.cfmhttp://www.ehc.com/vbody.aspThe circulatory systemhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/1circulationrev1.shtmlhttp://www.biotopics.co.uk/circuln/hrtprb.htmlArteries, veins &capillarieshttp://library.thinkquest.org/22016/circ/index.ht

mlCoronary problemshttp://library.thinkquest.org/22016/circ/problems.html


YEAR 10 (2 + 3)12
http://www.biotopics.co.uk/circuln/heart.htmlhttp://www.biotopics.co.uk/circuln/heart.htmlhttp://www.activescience-gsk.com/miniweb/content/heart/hcs.cfmhttp://www.activescience-gsk.com/miniweb/content/heart/hcs.cfmhttp://www.activescience-gsk.com/miniweb/content/heart/hcs.cfmhttp://www.activescience-gsk.com/miniweb/content/heart/hcs.cfmhttp://www.ehc.com/vbody.asphttp://www.ehc.com/vbody.asphttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/1circulationrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/1circulationrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/1circulationrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/1circulationrev1.shtmlhttp://www.biotopics.co.uk/circuln/hrtprb.htmlhttp://www.biotopics.co.uk/circuln/hrtprb.htmlhttp://library.thinkquest.org/22016/circ/index.htmlhttp://library.thinkquest.org/22016/circ/index.htmlhttp://library.thinkquest.org/22016/circ/index.htmlhttp://library.thinkquest.org/22016/circ/problems.htmlhttp://library.thinkquest.org/22016/circ/problems.htmlhttp://library.thinkquest.org/22016/circ/problems.htmlhttp://www.biotopics.co.uk/circuln/heart.htmlhttp://www.biotopics.co.uk/circuln/heart.htmlhttp://www.activescience-gsk.com/miniweb/content/heart/hcs.cfmhttp://www.activescience-gsk.com/miniweb/content/heart/hcs.cfmhttp://www.activescience-gsk.com/miniweb/content/heart/hcs.cfmhttp://www.ehc.com/vbody.asphttp://www.ehc.com/vbody.asphttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/1circulationrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/1circulationrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/1circulationrev1.shtmlhttp://www.biotopics.co.uk/circuln/hrtprb.htmlhttp://www.biotopics.co.uk/circuln/hrtprb.htmlhttp://library.thinkquest.org/22016/circ/index.htmlhttp://library.thinkquest.org/22016/circ/index.htmlhttp://library.thinkquest.org/22016/circ/index.htmlhttp://library.thinkquest.org/22016/circ/problems.htmlhttp://library.thinkquest.org/22016/circ/problems.htmlhttp://library.thinkquest.org/22016/circ/problems.html


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Extension

Use the website address given to find out more about heart problems and the causes.http://chinese-school.netfirms.com/heart-disease-causes.htmlhttp://healthlink.mcw.edu/article/931378865.htmlhttp://www.home-remedies-for-you.com/remedy/Coronary-Heart-Disease.html


Topic4 :

Transport in Humans

4.1

Circulatory system

Prior Knowledge : LSS SoW (Topic 15: Transport System in Human Beings)Links To : Specialised Cells (red blood cells)Keywords : red blood cell, white blood cell, nucleus, plasma, platelets, haemoglobin, oxygen, oxyghaemoglobin,

phagocytes, lympocytes, phaogcytosis, engulf, bacteria, digest, antibody (antibodies), tissue rejection,hormones, carbon dioxide, bicarbonate ions (hydrogen carbonate ions), urea, glucose, amino acids,

vitamins, fibrinogen, fibrin, clotting,Misconceptions : Carbon dioxide is transported by the red blood cells.


(e) identify red andwhite blood cellsas seen underthe microscope onprepared slides,

and in diagramsandphotomicrographs

(f) list thecomponents of


- identify red and white bloodcells as seen under the microscopeon prepared slides, in diagrams andphotomicrographs

- list the components of bloodand state the function of eachcomponent

Use preparedslides/diagrams/photomicrographs toidentify/label different components ofblood [red blood cells, white blood cells,platelets and plasma].

Refer to OTM 20(a),(b), 21(a),(b),(c) and(d), Topic 7.


Biology for O LevelCombined Science and

N and O LevelScience, BruneiDarussalam Edition.

More about white bloodcells


YEAR 10 (2 + 3)13
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blood as red bloodcells, white bloodcells, plateletsand plasma

(g) state thefunctions of blood(i) red blood

cells haemoglobinand oxygentransport

(ii) white bloodcells phagocytosis,antibodyformation andtissue

rejection

- state the function of red bloodcells

- describe phagocytosis,antibody formation and tissuerejection

http://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/maintaininghealthrev7.shtml

Red blood cellshttp://library.thinkquest.org/C0115080/?c=rbcWhite blood cellshttp://library.thinkquest.org/C0115080/?c=wbcPlateletshttp://library.thinkquest.org/C0115080/?c=platelets


(iii)platelets fibrinogen tofibrin causingclotting

(iv) plasma transport ofblood cells,ions, solublefoodsubstances,hormones,carbon

- describe bloodclotting

- state the contents of plasma- describe the function of plasma

Bloodhttp://www.biotopics.co.uk/circuln/blood.htmlRed blood cellproductionhttp://health.howstuffw

orks.com/adam-200028.htm

Blood clottinghttp://library.thinkquest.org/C0115080/?


YEAR 10 (2 + 3)14
http://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/maintaininghealthrev7.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/maintaininghealthrev7.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/maintaininghealthrev7.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/maintaininghealthrev7.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/maintaininghealthrev7.shtmlhttp://library.thinkquest.org/C0115080/?c=rbchttp://library.thinkquest.org/C0115080/?c=rbchttp://library.thinkquest.org/C0115080/?c=wbchttp://library.thinkquest.org/C0115080/?c=wbchttp://library.thinkquest.org/C0115080/?c=plateletshttp://library.thinkquest.org/C0115080/?c=plateletshttp://library.thinkquest.org/C0115080/?c=plateletshttp://www.biotopics.co.uk/circuln/blood.htmlhttp://www.biotopics.co.uk/circuln/blood.htmlhttp://health.howstuffworks.com/adam-200028.htmhttp://health.howstuffworks.com/adam-200028.htmhttp://health.howstuffworks.com/adam-200028.htmhttp://library.thinkquest.org/C0115080/?c=clottinghttp://library.thinkquest.org/C0115080/?c=clottinghttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/maintaininghealthrev7.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/maintaininghealthrev7.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/maintaininghealthrev7.shtmlhttp://library.thinkquest.org/C0115080/?c=rbchttp://library.thinkquest.org/C0115080/?c=rbchttp://library.thinkquest.org/C0115080/?c=wbchttp://library.thinkquest.org/C0115080/?c=wbchttp://library.thinkquest.org/C0115080/?c=plateletshttp://library.thinkquest.org/C0115080/?c=plateletshttp://library.thinkquest.org/C0115080/?c=plateletshttp://www.biotopics.co.uk/circuln/blood.htmlhttp://www.biotopics.co.uk/circuln/blood.htmlhttp://health.howstuffworks.com/adam-200028.htmhttp://health.howstuffworks.com/adam-200028.htmhttp://health.howstuffworks.com/adam-200028.htmhttp://library.thinkquest.org/C0115080/?c=clottinghttp://library.thinkquest.org/C0115080/?c=clotting


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dioxide, urea,vitamins andplasmaproteins

c=clotting

Extension

Find out about blood groups from the internet. Suggested website address :http://nobelprize.org/educational_games/medicine/landsteiner/readmore.htmlhttp://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Blood_groupshttp://www.blood.co.uk/pages/all_about.htmlhttp://waynesword.palomar.edu/aniblood.htmhttp://www.howstuffworks.com/blood.htm


Topic5 :

Transfer of Thermal Energy Time Allowed : 2 weeks


YEAR 10 (2 + 3)15
http://library.thinkquest.org/C0115080/?c=clottinghttp://nobelprize.org/educational_games/medicine/landsteiner/readmore.htmlhttp://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Blood_groupshttp://www.blood.co.uk/pages/all_about.htmlhttp://waynesword.palomar.edu/aniblood.htmhttp://www.howstuffworks.com/blood.htmhttp://library.thinkquest.org/C0115080/?c=clottinghttp://nobelprize.org/educational_games/medicine/landsteiner/readmore.htmlhttp://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Blood_groupshttp://www.blood.co.uk/pages/all_about.htmlhttp://waynesword.palomar.edu/aniblood.htmhttp://www.howstuffworks.com/blood.htm


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5.1

Conduction

5.2 Convection5.3 Radiation

Prior Knowledge : -Links To : Use of the thermometer, arrangement of particles in solids liquids and gases, kinetic energy, insulator

Keywords : conduction, convection, radiation, thermal energy.Misconceptions : Conduction only occurs in solids. Radiation only occurs in space.

Trapped air is a poor thermal insulator. Temperature is the same as thermal energy.


(a) describeexperiments todistinguishbetween good

and badconductors ofheat

(b) relate convectionin fluids to densitychanges anddescribeexperiments toillustrateconvection

(c) describeexperiments todistinguishbetween good


- define conduction,- give examples of good and bad

conductors of heat,

- describe in molecular terms,

how energy is transferred byconduction,

- define convection,- show understanding that

thermal energy is transferred froma region of higher temperature to aregion of lower temperature,

- describe in molecular terms,how energy is transferred byconvection,

- define radiation,

- describe in molecular terms,how energy is transferred byradiation,

- differentiate good and bademitters; good and bad absorbers,

Relate daily experiences such aswearing dark and light clothes andusing metal spoons and wooden spoonsin cooking. Experiment to show water isa bad conductor of heat.

Installation of air-conditioners andheaters at home may be used todiscuss convection process. Sea breezeand land breeze can also be used in thediscussion.

To explain conduction, convection andradiation, demonstrate the activitiesfound in the book GCSE Physics For

You, Keith Johnson, Chapter 8, page 48to 59.

Utilise the thermal energy kits providedin the lab

Keith Johnson. PhysicsFor You,

Physics for O LevelCombined Science andN and O LevelScience, BruneiDarussalam Edition.

http://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_4.shtml

http://www.bbc.co.uk/schools/gcsebitesize/physics/energy/energytransf

errev6.shtml

http://www.uwsp.edu/cnr/wcee/keep/Mod1/Rules/EnTransfer.htm


YEAR 10 (2 + 3)16
http://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_4.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_4.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_4.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_4.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/physics/energy/energytransferrev6.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/physics/energy/energytransferrev6.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/physics/energy/energytransferrev6.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/physics/energy/energytransferrev6.shtmlhttp://www.uwsp.edu/cnr/wcee/keep/Mod1/Rules/EnTransfer.htmhttp://www.uwsp.edu/cnr/wcee/keep/Mod1/Rules/EnTransfer.htmhttp://www.uwsp.edu/cnr/wcee/keep/Mod1/Rules/EnTransfer.htmhttp://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_4.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_4.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_4.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/physics/energy/energytransferrev6.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/physics/energy/energytransferrev6.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/physics/energy/energytransferrev6.shtmlhttp://www.uwsp.edu/cnr/wcee/keep/Mod1/Rules/EnTransfer.htmhttp://www.uwsp.edu/cnr/wcee/keep/Mod1/Rules/EnTransfer.htmhttp://www.uwsp.edu/cnr/wcee/keep/Mod1/Rules/EnTransfer.htm


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and bad emittersand good and badabsorbers of infra-red radiation

(d) identify andexplain some of

the everydayapplications andconsequences ofconduction,convection andradiation

- describe the importance of heatinsulation in homes, domestic hotwater system and use of thermosflasks.

http://zebu.uoregon.edu/~soper/Physics/thermaltransfer.html


Extension Do experiments on conduction, convection and radiation.


Topic6 :

Temperature Time Allowed : 1 weeks

6.1 Principles of thermometry6.2 Liquid-in-glass thermometers

Prior Knowledge : Thermal energyLinks To : Most topics.Keywords : Evaporation, boiling, condensation, melting, freezing, upper fixed point, lower fixed point.Misconceptions : Since temperature is constant when ice melts, no energy is absorbed.

Evaporation of water occurs at all temperatures.

Heat and temperature are the same.



YEAR 10 (2 + 3)17
http://zebu.uoregon.edu/~soper/Physics/thermaltransfer.htmlhttp://zebu.uoregon.edu/~soper/Physics/thermaltransfer.htmlhttp://zebu.uoregon.edu/~soper/Physics/thermaltransfer.htmlhttp://zebu.uoregon.edu/~soper/Physics/thermaltransfer.htmlhttp://zebu.uoregon.edu/~soper/Physics/thermaltransfer.htmlhttp://zebu.uoregon.edu/~soper/Physics/thermaltransfer.html


18/47

(a) appreciate how aphysical propertywhich varies withtemperature maybe used for the

measurement oftemperature andstate examples ofsuch properties

(b) recognise theneed for, andidentify, fixedpoints

(c) show

understanding ofsensitivity andrange


- explain the difference betweenheat and temperature,

- describe the effects of changesin volume, e.m.f and expansion ofmetal for the measurement of

temperature,- describe a rise in temperature

of a body in terms of an increase inits internal energy.

- describe how the lower andupper fixed points of a thermometerare calibrated,

- explain sensitivity, and range of

a thermometer,- describe how the differentthermometers are selected formeasuring temperatures atdifferent conditions,

Show different thermometers. Highlightthe physical properties that eachthermometer used.

Show the steps involved in marking thescale on a liquid-in-glass thermometer

in explaining the importance of fixedpoints.

Use magnified diagrams of liquid-in-glass thermometers to explainsensitivity and range.Examples:

Diagrams of two thermometers ofthe same length but different boresize.

Diagrams of two thermometers ofthe same length but different bulbsize.

Use real pictures of laboratory andclinical liquid-in-glass thermometers toexplain the structures and actions.

Tom Duncan. GCSEPhysics 3rd edition, pg150 to pg152

Charles Chew & LeongSee Cheng.

Comprehensive Physicsfor O Level Science,pg 94 to pg 109



(d) describe thestructure andaction of liquid-in-

glassthermometers(laboratoryand clinical)

- describe the structure andworking of liquid-in-glassthermometers, namely mercury and

clinical thermometers.

Extension Do an experiment to determine the melting ice and boiling point of water.


YEAR 10 (2 + 3)18


19/47


Topic 7:

Thermal Properties of Matter Time Allowed : 1 weeks

7.1 Thermal expansion of solids, liquids and gases

Prior Knowledge : Density of gasesLinks To : -Keywords : Thermal expansion, solid, liquid, gas, contractionMisconceptions : -


(a) describequalitatively the

thermalexpansion ofsolids, liquids andgases

(b) identify andexplain some ofthe everydayapplications andconsequences ofthermalexpansion


- describe and give examples ofthermal expansion of solids, liquids

and gases,- compare the expansion of

solids, liquids and gases,

- explain with examples theconsequences of thermalexpansion,

- explain with examples the usesof thermal expansion.

Use the activities, experiments,diagrams and pictures found in thebook GCSE Physics For You, Keith

Johnson, Chapter 4, page 22 to 29.


Extension



YEAR 10 (2 + 3)19


20/47

Topic 8:

Properties of Metals Time Allowed : 1 week

8.1 Physical properties8.2 Alloys

Prior Knowledge : Some properties and uses of metalsLinks To : Displacement reactions

Keywords : pure metals, alloys, ductile, malleable, conductor of electricity and heat, shiny, high density, alloy,reactivity series, rust, corrosion, surface protection, electrolysis, recycling, minerals, ores, blast furnace.Misconceptions : All metals react with water and dilute acids to produce hydrogen.

Potassium is the most reactive metal.Aluminium does not react with water or steam, so it is low in the reactivity series.Rusting takes place in dry air.All metals occur in the earths crust as compounds.Haematite is as mineral.Reactive metals can be extracted from their ores only by electrolysis.If an ore contains a metal oxide then the metal is always extracted by heating the ore with

carbon.


(a) describe thegeneral physicalproperties ofmetals

(b) explain whymetals are oftenused in the form

of alloys

(c) identifyrepresentations ofmetals and alloysfrom diagrams of

Students should be able to:

- state the general physicalproperties of metals.

- define an alloy and explain theuse of alloys instead of pure metalsfor making objects.

- identify the structures of analloy and a pure metal fromdiagrams.

Students can use the Combined ScienceTextbook, BDE to list the physicalproperties of metals.

Use OTM 1.

Combined ScienceTeaching Guidelinesand Resources UpperSecondary Part 2, CDD

Chemistry for O LevelCombined Science andN and O LevelScience, Brunei

Darussalam Edition.

Online resource :

Properties of metals &non-metalshttp://www.s-


YEAR 10 (2 + 3)20
http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=12&quicklearn_id=1&subject_id=21&ebt=249&ebn=&ebs=&ebl=&elc=4http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=12&quicklearn_id=1&subject_id=21&ebt=249&ebn=&ebs=&ebl=&elc=4


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structures cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=12&quicklearn_id=1&subject_id=21&ebt=249&ebn=&ebs=&ebl=&elc=4

Syllabus Objective Learning Outcome Activities Resources and

Hyperlinks

ExtensionStudents can give the names of some common alloys used in everyday life, eg, in coins, pewter, cutlery,medals etc.


Stress more on the relationship between structure of metals with the physical properties (high meltingpoint, electrical conductivity & malleability).

Topic 9:

Reactivity Series Time Allowed : 2 weeks

9.1 Order of reactivity

Prior Knowledge : Reactions of acids, Reactions of potassium & sodium with waterLinks To : The chemistry and uses of acids, bases & salts; The Periodic Table & Group PropertiesKeywords : reactivity series, apparent unreactivityMisconceptions : Aluminium is unreactive because it shows no reaction with water or steam.


(a) place in order ofreactivity calcium,copper,(hydrogen), iron,magnesium,potassium,sodium and zincby reference tothe reactions, ifany, of the metals


- place metals in order ofreactivity based on their reactions,if any with dilute acids, water andsteam.

- write equations for thereactions between metals withwater, steam and acid

Students can be provided with a rangeof metals (Ca, Cu, Fe, Mg, Zn and Al) toinvestigate their reactions with waterand hydrochloric acid.Compare their reaction rates and list

them in order of increasing reactivity.

Use Fig 9.5, Pg 195 of CombinedScience, Chemistry textbook to explainthe presence of oxide layer thatadheres to the metal.

Pg 15.2, CombinedScience : TeachingGuidelines andResources UpperSecondary, Part 2,

CurriculumDevelopmentDepartment, MOE.



YEAR 10 (2 + 3)21
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with water (orsteam) and dilutehydrochloric acid

(b) account for theapparentunreactivity of

aluminium interms of thepresence of anoxide layer whichadheres to themetal

(c) deduce an orderof reactivity froma given set ofexperimentalresults

- explain the apparentunreactivity of aluminium.

- use given observations todeduce the order of reactivity ofmetals.

- use the reactivity series topredict the outcome of reactions.

Use OTM 2 topic 15 to deduce an orderof reactivity.


The reactivity series ofmetalshttp://www.bbc.co.uk/schools/gcsebitesize/che

mistry/usefulproductsrocks/reactivity_seriesrev2.shtmlOrdering metals in thereactivity serieshttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev1.shtml


Demonstration : Ca +H2Ohttp://www.angelo.edu/faculty/kboudrea/demos/calcium_H2O/calcium_H2O.htmReaction of sodiumwith water

http://boyles.sdsmt.edu/sodwat/reaction_of_sodium_and_water.htm

Extension Comparing reactions of very small pieces of Aluminium foil and granulated aluminium metal withhydrochloric acid.Project work : Students can take pictures of reactions of metals with water and acid using digital camera


YEAR 10 (2 + 3)22
http://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev1.shtmlhttp://www.angelo.edu/faculty/kboudrea/demos/calcium_H2O/calcium_H2O.htmhttp://www.angelo.edu/faculty/kboudrea/demos/calcium_H2O/calcium_H2O.htmhttp://www.angelo.edu/faculty/kboudrea/demos/calcium_H2O/calcium_H2O.htmhttp://www.angelo.edu/faculty/kboudrea/demos/calcium_H2O/calcium_H2O.htmhttp://boyles.sdsmt.edu/sodwat/reaction_of_sodium_and_water.htmhttp://boyles.sdsmt.edu/sodwat/reaction_of_sodium_and_water.htmhttp://boyles.sdsmt.edu/sodwat/reaction_of_sodium_and_water.htmhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev1.shtmlhttp://www.angelo.edu/faculty/kboudrea/demos/calcium_H2O/calcium_H2O.htmhttp://www.angelo.edu/faculty/kboudrea/demos/calcium_H2O/calcium_H2O.htmhttp://www.angelo.edu/faculty/kboudrea/demos/calcium_H2O/calcium_H2O.htmhttp://boyles.sdsmt.edu/sodwat/reaction_of_sodium_and_water.htmhttp://boyles.sdsmt.edu/sodwat/reaction_of_sodium_and_water.htmhttp://boyles.sdsmt.edu/sodwat/reaction_of_sodium_and_water.htm


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and use power point presentation to show their work.


Students should be reminded that the experiment for the reaction of calcium with dilute hydrochloric acidshould be performed in a test tube using a testtube holder.

Topic10 :

Extraction and Uses of Metals Time Allowed : 1 weeks

10.1 Metal ores10.2 The blast furnace

10.3

Iron and steel

10.4 Aluminium10.5 Zinc10.6 Copper

Prior Knowledge : Writing word and chemical equations, Calculation of reacting masses

Links To : Formulae and EquationsKeywords : ores, extraction, alloysMisconceptions : All metals react with water and dilute acids to produce hydrogen.

Potassium is the most reactive metal.Aluminium does not react with water or steam, so it is low in the reactivity series.All metals occur in the earths crust as compounds.Haematite is a mineral.Reactive metals can be extracted from their ores only by electrolysis.If an ore contains a metal oxide then the metal is always extracted by heating the ore with

carbon.


Hyperlinks

(a) describe the easein obtainingmetals fromtheir ores by


- relate the ease of extractingmetals from their ores to theirpositions in the reactivity series.

Use the reactivity series to guide themethods adopted for extraction ofmetals from their ores.Refer to Table 10.2, Pg 201, ofCombined Science, Chemistry textbook.

Chemistry for O LevelCombined Science andN and O LevelScience, BruneiDarussalam Edition.


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relating theelements to thereactivity series

(b) describe theessentialreactions in the

extraction of ironfrom haematite

(c) describe the ideaof changing theproperties of ironby the controlleduse of additives toform alloys calledsteels

(d) state the uses ofmild steel (carbodies andmachinery) andstainless steel(chemical plantand cutlery)

(e) state the uses ofaluminium (e.g. inthemanufacture of

aircraft partsbecause of itsstrength and lowdensity and infood containersbecause of its

- describe the main reactions inthe blast furnace during theextraction of iron from iron ore.

- write the chemical equationsfor the reactions involved in theextraction of iron from iron ore

- describe how the properties of iron are varied by the use ofadditives.

- state the uses of some metalsand alloys and explain their usesbased on their special properties.

Use OTM 3a and 3b, Topic 15 to explainextraction of iron from haematite.

Use OTM 4, Topic 15 to explainobjectives (c) and (d).

Refer to Table 11.1, Pg 206 ofCombined Science, Chemistry BDE foruses of some metals (Al, Zn and Cu).

Combined Science :Teaching Guidelinesand Resources UpperSecondary, Part 2,CurriculumDevelopment

Department, MOE.

Online resource:

The Blast furnacehttp://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=9&quicklearn_id=2&subject_id=21&ebt=246&ebn=

&ebs=&ebl=&elc=4

Iron and The BlastFurnacehttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/iron_blastfurnacerev1.shtml

Extraction of metalshttp://gcsechemistry.co

m/ex17.htm


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resistance tocorrosion)

(f) state the uses ofzinc forgalvanising andfor


making brass(with copper)

(g) state the uses ofcopper related toits properties (e.g.electrical wiring)

Extension Project work : Taking pictures of metals and their alloys to show their uses.


Topic11 :

Respiration Time Allowed : 2 weeks

11.1

Aerobic respiration

11.2 Anaerobic respiration1

1.3Human gaseous exchange

Prior Knowledge : -Links To : The Circulatory SystemKeywords : respiration, aerobic respiration, anaerobic respiration, fermentation, lactic acid, oxyhaemoglobin,

ethanol, alveoli, air sacs, trachea, bronchus, bronchiole, capillaries, diffusion, lungs, gaseous exchangeMisconceptions : Breathing is the same as respiration.



YEAR 10 (2 + 3)25


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Hyperlinks

(a) define respirationas the release ofenergy fromfood substancesin living cells

(b) define aerobicrespiration as therelease of arelatively largeamount of energyby the breakdownof foodsubstances in thepresence ofoxygen


- explain why living organismsrespire

- define respiration- explain the results of the

investigation of respiration in livingorganisms

- describe aerobic respiration- write down the word equation

for aerobic respiration- state the products of aerobic

respiration

Students can do role-playing on aerobicrespiration. (Example can be found onPg 141, Biology BDE).

An experiment on Pg 13.2, Topic 13(Resource File) could be demonstrated

to show that out body burns food toproduce carbon dioxide, water andenergy.An experiment on fermentation usingglucose solution and yeast can bedemonstrated.


Combined Science :Teaching Guidelinesand Resources UpperSecondary, Part 2,CurriculumDevelopmentDepartment, MOE.

Online resourceThe respiration process


(c) state theequation foraerobicrespiration, usingwords only

(d) define anaerobicrespiration as therelease of arelatively small

amount of energyby the breakdownof foodsubstances in theabsence ofoxygen

- describe and explain anaerobicrespiration of yeast using glucosesolution

- write down the word equationfor anaerobic respiration

- state the products of anaerobic

respiration- differentiate between aerobic

and anaerobic respiration- differentiate aerobic respiration

and breathing

Students will do role-playing onanaerobic respiration. (Example can befound on Pg 142-143, Biology BDE).

http://www.biotopics.co.uk/humans/respro.htmlGaseous exchange andrespirationhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/gas_intro.shtmlRespiration

http://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/3respirationrev1.shtml

The human respiratory


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(e) state theequation foranaerobicrespiration, usingwords only

(f) describe theproduction oflactic acid inmuscles duringexercise

(g) state thedifferencesbetween inspiredand expired air

(h) investigate and

state the effect ofphysical activityon rate and depthof breathing

(i) describe the roleof the exchangesurface of thealveoli in gaseousexchange (Detailsof the role of thediaphragm, ribs

and intercostalmuscles inbreathing are notrequired.)

- describe the anaerobicrespiration in muscles duringexercise

- define an inspired air and

expired air- explain the differences betweeninspired air and expired air

- state the effects of physicalactivity on rate and depth ofbreathing

- identify and label the parts of the breathing system in humans

- state the pathway take by air

when it enters the respiratorysystem- describe how the alveoli are

adapted for efficient exchange ofgases

- describe the role of the alveoliin gaseous exchange

- explain how exchange of gasestakes place

The students will predict the changes ingas concentration between inspired &expired air. Use OTM 6 to go over thechanges).Use the diagram/tabulation, Fig.12.2 onPg 147, Biology BDE.

The teacher will use either Respiratory

System Model or chart to identify theparts & functions of the organs.Discuss the diffusion of gases betweenblood and the air inside the alveoli &their role in gas exchange. Use OTM 4 &5, Topic 13 (Resource file).

systemhttp://www.biotopics.co.uk/humans/resyst.html

Breathinghttp://www.bbc.co.uk/schools/gcsebitesize/biolo

gy/humansasorganisms/2breathingrev1.shtml

Experiments tocompare content ofinhaled and exhaled airhttp://www.biotopics.co.uk/humans/inhaledexhaled.html

Gaseous Exchange

http://health.howstuffworks.com/adam-200022.htmhttp://health.howstuffworks.com/lung.htm/printable



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Extension Find out effects of smoking to the Respiratory System.


Topic

12 :

Excretion Time Allowed : 0.5 weeks

Prior Knowledge : Functions of the Liver, The Respiratory SystemLinks To : Deamination in the liver, Breathing, Gaseous ExchangeKeywords : excretion, urea, kidneys, renal artery, renal vein, ureter, urethra, urinary bladderMisconceptions : Egestion is excretion.


a) define excretion

as the removal oftoxic materialsand the wasteproducts ofmetabolism fromorganisms

(b) describe theremoval of carbondioxide from thelungs, and ofwater and urea

through thekidneys (Detailsof kidneystructure andnephron are notrequired.)


- explain the importance of

removing toxic materials and wasteproducts from organisms- explain how carbon dioxide is

produced by living cells

- describe how carbon dioxideand excess water are removed fromthe body

- describe how urea is producedin the body

- define excretion

- identify and label the kidneysand their associated structures

- state the function of thekidneys and their associatedstructures

- describe how urea is removed

Use OTM 7, 8, 9 and 10 of Topic 13(Resource file) to describe descriptionof carbon dioxide, excess water and

urea.

Use OTM 11, Topic 13 (Resource file) togo over the urinary system.


Combined Science :Teaching Guidelinesand Resources UpperSecondary, Part 2,CurriculumDevelopmentDepartment, MOE.

The Urinary Systemhttp://health.howstuffworks.com/adam-200032.htm


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from the body- compare the contents of blood

in the renal artery and the renalvein

ExtensionFind out how a person whose kidneys have failed to function remove urea and excess water from theirbody.

Notes (including

safety)Topic13 :

Co-ordination and Response Time Allowed : 2 weeks

13.1 Receptors13.2 Reflex action

Prior Knowledge : -Links To : Refraction & Reflection of lightKeywords : sclera, choroid, retina, yellow spot (fovea), blind spot, optic nerve, cornea, iris, pupil, aqueous humour,

lens, vitreous humour, suspensory ligaments, ciliary muscles, accommodation, radial muscles, circularmuscles, pupil reflex,

Misconceptions : Pupil reflex and accommodation are the same.

Circular muscles in the iris and the ciliary muscles have the same function.


(a) state theprincipal functionsof componentparts of the eyein producing afocused image

of near anddistant objects onthe retina


- identify and label the parts of an eye as seen in front view

- name the parts of the eye asseen in horizontal section

- state the function of thedifferent parts of the eye

- explain how the eye producesan image of an object on the retina

- explain how the eye focusesboth near and distant objects on theretina

Use OTM 5, Topic 9 and Fig. 3.3, Pg301 and fig. 3.4, Pg 302 of Biology forO Level Combined Science BDE tolabel the different parts of the eye andto state each function. Students canalso draw and label their front eyeview using a mirror.

Models and charts of the eye arehelpful in aiding tounderstand the function f eachstructure.

Biology for O LevelCombined Science andN and O Level Science,Brunei DarussalamEdition.

Combined Science :

Teaching Guidelines andResources UpperSecondary, Part 2,Curriculum DevelopmentDepartment, MOE.


YEAR 10 (2 + 3)29


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(b) describe thepupil reflex inresponse to brightand dim light

- describe how the pupilresponds to bright and dim ight

- compare accommodation andpupil reflex

A round flask of fluorescein with aconvex lens at the front can be usedto show how light is focused on to theretina (the back of the flask).Use Fig. 3.5, Pg 304, Biology BDE todiscuss how light is focused onto theretina.

Use Figs. 3.7, 3.8, 3.9 and 3.19, Pgs306 and 307 of Biology for O LevelCombined Science, BDE to discussfocusing image of near and distantobjects on to the retina.

The pupil reflex is a good example ofa reflex action, and students can seethis in their own eyes, by covering oneor both eyes with something dark and

then allowing light to fall on them andthen use the mirror to see thechanges in the size of the pupil.

Online resources:The human eyehttp://www.purchon.com/biology/eye.htm

The eye and visionhttp://www.biotopics.co.u

k/humans/eyevis.htmlThe eye functionhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev5.shtml



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http://www.purchon.com/biology/eye.htmhttp://www.purchon.com/biology/eye.htmhttp://www.biotopics.co.uk/humans/eyevis.htmlhttp://www.biotopics.co.uk/humans/eyevis.htmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev5.shtmlhttp://www.purchon.com/biology/eye.htmhttp://www.purchon.com/biology/eye.htmhttp://www.biotopics.co.uk/humans/eyevis.htmlhttp://www.biotopics.co.uk/humans/eyevis.htmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev5.shtml


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With a partner use a weak torch todemonstrate the response of the pupilto changing light intensity. Studentsneed to observe and describe thechanges in the size of pupil.Use Fig.3.11, Pg 309 and Fig. 3.12, Pg

310 of Biology for O Level CombinedScience, BDE to explain how the pupilresponds to changing light conditions.

The eye structurehttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev6.shtml

Seeinghttp://health.howstuffworks.com/adam-200013.htm

The eye : adjusting forlight & focusinghttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev7.shtml

Extension Make a research on the defects and diseases of the eyes and how they are remedied.


Teacher needs to emphasize on pupil reflex and accommodation.

Topic13 :

Co-ordination and Response

13.3 Hormones

Prior Knowledge : Functions of PlasmaLinks To : Transport System in Man (The Blood, Plasma)Keywords : hormone, alters, target organ, adrenaline

Misconceptions : Hormone is carried by red blood cells.Hormone is an enzyme.



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(c) define a hormoneas a chemicalsubstance,produced by agland,


- define and describe a hormonewith an example.

- explain how the hormoneadrenaline boosts the glucose levelsin the blood

Use Fig. 4.1 and 4.3, Pgs 324 and 325to introduce hormones. Adrenalinemakes a good introduction to the ideaof hormones, as everyone is aware ofits effects. Discussion will bring outmost of these, and students should beable to suggest how they help to

prepare the

The endocrine systemhttp://www.biotopics.co.uk/humans/hormon.html


carried by theblood, whichalters the activityof one or morespecific targetorgans and isthen destroyed bythe liver

- give examples of situations inwhich the hormone adrenaline isreleased

body for 'fight or flight'.

Refer to Pg 4.3 and 4.4, Pgs 326 and327, Biology for O Level CombinedScience, BDE.Discussion should include the after-effect on the concentration of thehormone in the blood.

Extension Find out about diabetes and the risks of people with diabetes. What hormone is lacking ?Discuss the effects of adrenaline on other parts of the body.


Teacher should not go into detail on specific hormones.

Topic14 :

General Wave Properties Time Allowed : 1 weeks

14.1

Describing wave motion

14.2 Wave terms

14.3 Longitudinal and transverse wavesPrior Knowledge : -Links To : -Keywords : wave, longitudinal waves, transverse waves, speed, frequency, wavelength, amplitude, crest, trough,wavelength, rest positionMisconceptions : -


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a) describe what ismeant by wave

motion asillustrated byvibration inropes, springs andbyexperiments usinga ripple tank

(b) distinguishbetweenlongitudinal andtransverse waves

and give suitableexamples


- identify the parts of a wave,- demonstrate wave motion

using a ripple tank,

- identify the differencesbetween transverse andlongitudinal waves,

- name examples of longitudinaland transverse waves.

Demonstrate the experiments found inthe book GCSE Physics For You, Keith

Johnson, Chapter 21, page 174.

BBC - GCSE Bitesize - Science: Physics

Physics for O LevelCombined Science andN and O LevelScience, Brunei

Darussalam Edition.

Britannica GCSEPhysics PC CD com

BBC - GCSE Bitesize -Science: Physics


(c) give the meaningof speed,frequency,wavelength andamplitude anduse the equationc = f x

- describe amplitude andwavelength,

- use the relation between,speed, frequency and wavelength inthe equation:

speed = frequency x wavelength

- identify the symbols, v, and

http://www.kettering.edu/~drussell/Demos/waves/wavemotion.ht ml

http://members.aol.com/nicholashl/waves/movingwaves.html

http://hyperphysics.phy-astr.gsu.edu/hbase/sound/tralon.html


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http://www.bbc.co.uk/schools/gcsebitesize/physicshttp://www.bbc.co.uk/schools/gcsebitesize/physicshttp://www.bbc.co.uk/schools/gcsebitesize/physicshttp://www.kettering.edu/~drussell/Demos/waves/wavemotion.htmlhttp://www.kettering.edu/~drussell/Demos/waves/wavemotion.htmlhttp://www.kettering.edu/~drussell/Demos/waves/wavemotion.htmlhttp://www.kettering.edu/~drussell/Demos/waves/wavemotion.htmlhttp://members.aol.com/nicholashl/waves/movingwaves.htmlhttp://members.aol.com/nicholashl/waves/movingwaves.htmlhttp://members.aol.com/nicholashl/waves/movingwaves.htmlhttp://hyperphysics.phy-astr.gsu.edu/hbase/sound/tralon.htmlhttp://hyperphysics.phy-astr.gsu.edu/hbase/sound/tralon.htmlhttp://hyperphysics.phy-astr.gsu.edu/hbase/sound/tralon.htmlhttp://hyperphysics.phy-astr.gsu.edu/hbase/sound/tralon.htmlhttp://www.bbc.co.uk/schools/gcsebitesize/physicshttp://www.bbc.co.uk/schools/gcsebitesize/physicshttp://www.bbc.co.uk/schools/gcsebitesize/physicshttp://www.kettering.edu/~drussell/Demos/waves/wavemotion.htmlhttp://www.kettering.edu/~drussell/Demos/waves/wavemotion.htmlhttp://www.kettering.edu/~drussell/Demos/waves/wavemotion.htmlhttp://members.aol.com/nicholashl/waves/movingwaves.htmlhttp://members.aol.com/nicholashl/waves/movingwaves.htmlhttp://members.aol.com/nicholashl/waves/movingwaves.htmlhttp://hyperphysics.phy-astr.gsu.edu/hbase/sound/tralon.htmlhttp://hyperphysics.phy-astr.gsu.edu/hbase/sound/tralon.htmlhttp://hyperphysics.phy-astr.gsu.edu/hbase/sound/tralon.html


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http://www.cbu.edu/~jvarrian/applets/waves1/lontra_g.htm

http://webphysics.davidson.edu/physlet_resources/bu_semester1/c20_t

rans_long.html

http://library.thinkquest.org/15433/unit5/5-1.htm

http://library.thinkquest.org/15433/unit5/5-2.htm

Extension


Topic

15 :

Light Time Allowed : 2 weeks

15.1 Reflection of light15.2 Refraction of light15.3 Thin converging lens

Prior Knowledge : -Links To : Coordination & Response (The eye)


YEAR 10 (2 + 3)34
http://www.cbu.edu/~jvarrian/applets/waves1/lontra_g.htmhttp://www.cbu.edu/~jvarrian/applets/waves1/lontra_g.htmhttp://www.cbu.edu/~jvarrian/applets/waves1/lontra_g.htmhttp://webphysics.davidson.edu/physlet_resources/bu_semester1/c20_trans_long.htmlhttp://webphysics.davidson.edu/physlet_resources/bu_semester1/c20_trans_long.htmlhttp://webphysics.davidson.edu/physlet_resources/bu_semester1/c20_trans_long.htmlhttp://webphysics.davidson.edu/physlet_resources/bu_semester1/c20_trans_long.htmlhttp://library.thinkquest.org/15433/unit5/5-1.htmhttp://library.thinkquest.org/15433/unit5/5-1.htmhttp://library.thinkquest.org/15433/unit5/5-1.htmhttp://library.thinkquest.org/15433/unit5/5-2.htmhttp://library.thinkquest.org/15433/unit5/5-2.htmhttp://library.thinkquest.org/15433/unit5/5-2.htmhttp://www.cbu.edu/~jvarrian/applets/waves1/lontra_g.htmhttp://www.cbu.edu/~jvarrian/applets/waves1/lontra_g.htmhttp://www.cbu.edu/~jvarrian/applets/waves1/lontra_g.htmhttp://webphysics.davidson.edu/physlet_resources/bu_

sow for combined science year 10 (2+3 programme)v2 - 3 years

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