Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years

Topic 1: 1 .1 1.2

The Chemistry and Uses of Acids, Bases and Salts Characteristic properties of acids and bases

Time Allowed : 3 ½ weeks

pH

Prior Knowledge in daily life Links To Keywords oxides Misc Miscon once cept ptio ions ns

:

LSS SOW (Topic 14.0 : Acids, Alkalis & Salts; Topic 11.3 : Hydrogen); Acids, alkalis and salts are common

: :

Experiments in titration, Preparation of salts acids, alkalis, bases, salts, indicators, pH scale, neutralization, acidic oxides, basic oxides, amphoteric 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

Students should be able to(a) describe the meanings of the terms acid and alkali in terms of the ions they contain or produce in aqueous solution

-

define an acid and an alkali.

-

state the colour ch change of some indicators with acids describe some characteristics (b) describe the properties of acids as in reactions characteristic with metals, bases and carbonates. properties of acids construct eq equations for th the as in their reactions of acid. COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 10 (2 + 3)

Activities

Students to perform experiments to show reactions of acids with some metals and carbonates. Gaseous products can be identified. Examples : acid with Mg, Zn and Cu; and with K 2CO3, CaCO3 and CuCO3. These reactions to be represented by word and chemical equations. Emphasize the general equations for each reaction.

Resources and Hyperlinks

Combined Science Teaching Guidelines and Resources Upper Secondary Part One Chemistry for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. Online resource :

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

1

reactions with metals, bases, carbonates and their effects on indicator paper

-

name ex expected products in in given reactions of acid describe th the ch chemical te test fo for hydrogen gas

Some acids can be tested using Universal Indicator and litmus paper.

hools/gcsebitesize/che mistry/chemicalreaction s/0acidsbasesrev1.shtm l Neutralisation http://www.footprintsscience.co.uk/neutral.ht m

Syllabus Objective

Learning Outcome

Activities

Extension

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

Notes (including safety)

Care must be taken when performing reactions involving acids.

Topic 1: 1.1 1. 2


The Chemistry and Uses of Acids, Bases and Salts Characteristic properties of acids and bases pH

Keywords : ammonia, pH scale, neutral Misconceptions : All carbonates are bases. Syllabus Objective

Learning Outcome

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 10 (2 + 3)

Activities


2

(c) describe the characteristic properties of bases as in their reactions with acids and with ammonium salts and their effects on indicator paper

(d) describe neutrality and relative acidity and alkalinity in terms of pH (whole numbers only), measured using Universal Indicator paper (e) describe and explain the importance of controlling acidity in soil

Syllabus Objective

Students should be able to -

describe re reactions in involving bases with acid and ammonium salts. write ch chemical eq equations for the reactions of bases. write an ionic equation to represent the reaction between an acid and alkali define ne neutralization name the salt produced from a neutralization reaction given a named acid and alkali describe th the te test fo for am ammonia gas. use the pH scale to de determine whether given substances are acidic, alkaline or neutral. state the colour changes of indicator in alkaline solutions.

Students to perform an experiment with copper(II) oxide (base) and an acid (H2SO4). Any ammonium salt can be used with a base and heated to produce ammonia gas. Students can identify ammonia gas using red litmus paper. Some alkalis can be tested using Universal Indicator paper and litmus papers.

pH scale http://www.footprintsscience.co.uk/ph.htm

A range of substances can be tested in liquid form using Universal Indicator and pH paper. Use OTM 1, Topic 11. Teachers to provide names of crops that thrive in acidic and alkaline soils.

-

explain wh why pH pH of so soil ne needs to be adjusted according to the crops grown. suggest su sui ta tabl e chemi ca cal s that can alter the pH of soil to suit the plants grown.

Learning Outcome


Activities


3

Extension Notes (including safety)

Topic 1: 1.3 1.4

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.

The Chemistry and Uses of Acids, Bases and Salts Types of oxides Preparation of salts

acids, alkalis and salts as common in daily life Experiments in titration, preparation of salts. acidic oxides, basic oxides, amphoteric oxides, titration, precipitation Some oxides of metals and non metals are amphoteric. : All salts are soluble. Salts must contain a metal part and a non-metal part.

Prior Knowledge : Links To : Keywords : Misconceptions

Syllabus Objective

Learning Outcome

Students should be able to (f) classify oxides as either acidic, basic, or amphoteric related to metallic/nonmetallic character (g) describe the preparation, separation and purification of salts as examples

-

classify co common ox oxides as as acidic, basic or amphoteric oxides. predi ct ct the type of oxi de de based on the reaction, if any, with acids and alkalis. name soluble chlorides, sulphates, nitrates, carbonates -

-

suggest sui ta tabl e re ag agents for the preparation of given soluble salts and describe the steps involved in the preparation. descri be be how titr at ati on on is used to


Activities

Teachers to provide some examples of oxides in each group (acidic, basic, amphoteric). Discuss with students the methods for preparing soluble salts : (i) acid + metal (ii) ii) acid acid + ins insolu oluble base ase (iii) (iii) acid acid + inso insolu lubl ble e carb carbon onat ate e


Combined Science Teaching Guidelines and Resources Upper Secondary Part One Chemistry for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition.

Various steps involved in the preparation of the salt must be mentioned. Experiments to prepare, separate and 4

of some of the techniques specified in topic 1.2(c): methods of preparing salts to illustrate the practical techniques Syllabus Objective should include the action of acids with insoluble bases, and acids with insoluble carbonates

prepare certain soluble salts. describe how these soluble salts are purified name some common insoluble salts and describe the precipitation method in preparing these salts. -

Learning Outcome

-

describe ho how th these in insoluble salts are separated and purified write ionic equations to represent the precipitation method of preparing insoluble salts.

(h) suggest a method of preparing a given salt from suitable starting materials, given appropriate information

purify salts such as copper(II) sulphate or zinc chloride. Titration method (acid/alkali) to prepare a soluble salt must also be demonstrated.

Activities


Experiments to prepare insoluble salts such as lead(II) iodide, silver chloride & barium sulphate. Discuss with students the methods for preparing insoluble salts by precipitation method. For example : lead nitrate and potassium iodide to prepare lead iodide crystals. [Refer to Appendix 1, Topic 11].

Extension

Students 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.

Topic The Periodic Table 2: COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 10 (2 + 3)

Time Allowed : 3 weeks

5

2.1 2.1 Peri Period odic ic tren trends ds

Table of elements, Chemical Equations, Bonding Most topics in Chemistry proton number, group number, period, electronic structure, valency (valence) el ectron, transition elements, alkali metals, halogens, displacement reactions 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.

Prior Knowledge : Links To : Keywords : Misc Miscon once cept ptio ions ns

Syllabus Objective

a) describe the Periodic Table as a method of classifying elements and describe its use in predicting properties of elements Syllabus Objective (b) describe the change from metallic to nonmetallic character across a period

Learning Outcome


Activities

describe th the tr trend of of me metallic character to non-metallic character of elements across a period.

(c) describe the relationship between group number, number of outer electrons and metallic / nonmetallic

Refer to OTM 6, Topic 15.

state how elements are classified in the Periodic Table.

Learning Outcome

-

Activities

state the electronic structures for the first twenty elements in the Periodic 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 electronic structures/configurations of all elements in each group. Relate the number of electrons in the outer shell to the group number and to their metallic/non-metallic character.


Combined Science Teaching Guidelines and Resources Upper Secondary Part One


Chemistry for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition.

Refer to OTM 7, 8 and 9, Topic 15 to explain the properties and trends. 6

character

metallic character. the type of bond formed by the the element with other elements. relate th the pe period nu number of of an an element to the number of shells present in an atom. (c)

Extension

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


Topic 2 The Periodic Table : 2. Group properties 2

Atomic structure, chemical equations Alkalis, salts alkali metals, halogens, trends, displacement, noble gases, stable, unreactive 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.


Syllabus Objective

d) describe lithium, sodium and potassium in Group I Syllabus Objective

Learning Outcome


name elements in Group 1 as alkali metals. Learning Outcome


Activities

Perform an experiment using Li and Na to show softness of metals with a knife and their reactions with water. Activities

Resources and Hyperlinks Online resource : Group I – alkali metals


7

(the alkali metals) as a collection of relatively soft metals showing a trend in melting point and in reaction with water and with chlorine (e) predict the properties of other elements in Group I, given data, where appropriate (f) describe chlorine, bromine and iodine in Group VII (the halogens) as a collection of diatomic nonmetals showing a trend in colour, state, and in their displacement reactions with other halide ions

-

descri be be the general pr properti es es of Group 1 elements and the trend in reactivity down the group. write eq equations for th the reactions between lithium, sodium and potassium with water and chlorine -

use informati on on gi ve ven to pre di dict the properties of other elements in the group.

-

name th the el elements in in Group VI VII as the halogens. descri be be the general pr properti es es of Group VII elements and their trends in colour, state and reactivity down the group. predi ct ct the obse rv rvati on ons, if any for the reaction between a halogen and the aqueous salt of another halogen. e xp xpl ai ain the above r ea eacti on ons, if any, based on the reactivity of the 2 halogens. use information provided to suggest suitable properties of elements in other groups.

-

-

-

(g) predict the properties of COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 10 (2 + 3)

Hand out a data sheet with the properties of an unknown element. Students predict if the element is from Group I. Refer to OTM 8 and 10, Topic 15 for trends and properties. Teachers can demonstrate an experiment using chlorine water (chlorox) on potassium iodide solution.

Hand out data about an unknown element and predict what group it is in. Hand out data relating to elements in a group. Predict the properties of an unknown element in the group based on the known properties of the other elements. Refer to OTM 12, Topic 15.

State the electronic configuration of the

http://www.bbc.co.uk/sc hools/gcsebitesize/che mistry/periodictableand groups/group1rev1.sht ml http://www.scool.co.uk/topic_quickle arn.asp? loc=ql&topic_id=3&qui cklearn_id=3&subject_i d=21&ebt=214&ebn= &ebs=&ebl=&elc=4 Reaction of sodium with water http://www.theodoregra y.com/PeriodicTable/Sto ries/011.2/ Group VII – The Halogens http://www.bbc.co.uk/sc hools/gcsebitesize/che mistry/periodictableand groups/group7rev1.sht ml

Group 0 – The Noble gases http://www.bbc.co.uk/sc hools/gcsebitesize/che

8

other elements in Group VII, given data, where appropriate (h) identify trends trends in other groups, given information about the elements concerned (i) describe the noble gases as being unreactive Syllabus Objective

Group VIII elements to show why they are unreactive. Refer to OTM 11.

mistry/periodictableand groups/group0rev1.sht ml

-

give ex examples of of noble ga gases. e xp xpl ai ain the unreacti ve ve nature of noble gases. state so some us uses of of no noble ga gases.

Learning Outcome

(j) describe the uses of the noble gases in providing an inert atmosphere (e.g. argon in lamps and helium for filling balloons)

Activities


Refer to Combined Science : Chemistry Textbook, BDE, Pg


Extra care when performing reactions of Group I metals with water. This is for teacher’s demonstration only. 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.

Topic Transport in Flowering Plants 3: 3.1 Water and ion uptake 3.2 Transpiration COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 10 (2 + 3)

Time Allowed : 1 week

9

Specialised cells Photosynthesis, Diffusion & Osmosis mineral salts, water, food, root hairs, xylem vessel, diffusion, osmosis, transpiration, stomata,

Prior Knowledge : Links To : Keywords : evaporation, wilting Misconceptions

:

Syllabus Objective

a) describe the structure and function of root hairs in relation to their surface area, and to water and ion uptake (topic 1.2(e))

Learning Outcome

-

Syllabus Objective

(c) describe how wilting occurs

Activities


Students should be able to :

-

(b) define transpiration as the loss of water vapour from stomata

Mineral salts are absorbed in the form of elements or molecules.

This section has already been covered Combined Science earlier in year 3 (cell structure and Teaching Guidelines name th the ti tissue th through wh which organization) and could now be covered and Resources Upper water travels from the roots to the as revision. Refer to Biology textbook, Secondary Part One leaves pg 25, Fig 2.9. name th the ti tissue th through wh which Biology for ‘O’ Level sugar passes from the leaves to the Use celery stalk dip in coloured dye to Combined Science and rest of a plant demonstrate uptake of water and ‘N’ and ‘O’ Level draw a root hair cell and transport of water in plants. Science, Brunei identify the different parts of a root Darussalam Edition. hair cell descri be be the structure of a root Refer to OTM 6 and 7, Topic 10 to Online resource : hair and how it is related to its illustrate transpiration. function in water and ion uptake describe ho how wa water an and mi mineral salts enter root hair cells Learning Outcome Activities Resources and Hyperlinks

-

describe how water is lost through the stomata define transpiration -

define wilting describe causes of wilting


A demonstration of wilting occurring in a cut branch of a plant should be carried out. [Refer to bio textbook, BDE, pg 105, Fig 9.12 (a) and (b).

Transport and support in plants http://www.biotopics.co. uk/plants/pltrsu.html Transpiration http://www.bbc.co.uk/sc hools/gcsebitesize/biolo gy/greenplantsasorgani sms/1watertransportrev

10

2.shtml


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

Topic Transport in Humans 4: 4. Circulatory system 1

LSS LSS SoW SoW (Top (Topic ic 15: 15: Tra Trans nspo port rt Sys Syste tem m in Huma Human n Being Beings) s) Diet 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, pulmonary artery, pulmonary vein, aorta, septum, coronary arteries, artery, vein, lungs, oxygenated blood, deoxygenated blood, coronary heart disease, cholesterol All arteries carry oxygenated blood. All veins carry deoxygenated blood. : Cholesterol or fats is/are deposited in the heart and this causes causes heart attack. The heart obtains its nutrients and oxygen from the blood flowing through it.

Prior Knowledge : Links To : Keywords :

Misconceptions

Syllabus Objective

Learning Outcome

Students should be able to : (a) describe the circulatory system as a system of tubes with a pump and valves to ensure oneway flow of blood


-

descri be be th that th the ci ci rc rcul at atory system is made up of a pump (heart) , blood vessels (network of tubes) and blood (medium of transport)


Activities

Use OTM 13, Topic 7 or posters or online resources to explain the blood circulatory system.


Combined Science Teaching Guidelines and Resources Upper Secondary Part One Biology for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. 11

Syllabus Objective

(b) describe the structure and function of the heart in terms of muscular contraction and the working of valves

Learning Outcome

-

-

(c) compare the structure and function of arteries, veins and capillaries (d) describe coronary heart disease in terms of blockage of coronary arteries and list the possible causes

identi fy fy and label the four chambers of the heart, the blood vessels to and from the heart and the valves draw arr ow ow s to show the fl ow ow of blood into the heart, inside the heart and away from the heart desc escrib ribe the the fun functio ction n of the the four four chambers of the heart, the blood vessels to and from the heart and the valves descri be be ox oxyge na nate d bl oo ood an and deoxygenated blood compare the composi ti ti on on of oxygenated blood and deoxygenated blood

-

identi fy fy an an ar arte ry ry, a vei n and a capillary compare th the st structure an and function of an artery, a vein and a capillary -

Activities

Use OTM 14, 15(a) and 15(b), Topic 7 to explain structure, pumping of heart and action of semi-lunar valves. Use model/chart/optic cards to further explain the above.

Use OTM 16, Topic 7 to explain the structure and function of arteries, veins and capillaries. Use OTM 17, Topic 7 to explain blockage of coronary arteries.

desc escrib ribe coro corona nary ry hear heartt disea isease se li st st the possi bl bl e causes of Invite professionals from coronary care coronary heart disease units (hospital) to deliver talks on heart describe wa ways to to re reduce th the related issues. risks of coronary heart disease


Resources and Hyperlinks Online resource : The heart and circulatory system http://www.biotopics.co. uk/circuln/heart.html The heart http://www.activescienc egsk.com/miniweb/conte nt/heart/hcs.cfm http://www.ehc.com/vb ody.asp The circulatory system http://www.bbc.co.uk/sc hools/gcsebitesize/biolo gy/humansasorganisms /1circulationrev1.shtml http://www.biotopics.co. uk/circuln/hrtprb.html Arteries, veins & capillaries http://library.thinkquest .org/22016/circ/index.ht ml Coronary problems http://library.thinkquest .org/22016/circ/problem s.html

12

Extension

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


Topic Transport in Humans 4: 4. Circulatory system 1

LSS LSS SoW SoW (Top (Topic ic 15: 15: Tra Trans nspo port rt Sys Syste tem m in Huma Human n Being Beings s) Specialised Cells (red blood cells) 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 bicarbonate ions (hydrogen carbonate ions), urea, glucose, amino amino acids, vitamins, fibrinogen, fibrin, clotting, Carbon dioxide is transported by the red blood cells. :

Prior Knowledge : Links To : Keywords :

Misconceptions Syllabus Objective

Learning Outcome

Students should be able to : (e) identify red and white blood cells as seen under the microscope on prepared slides, and in diagrams and photomicrographs (f) list the components of

-

identify red and white blood cells as seen under the microscope on prepared slides, in diagrams and photomicrographs

-

list the components of blood and state the function of each component


Activities


Use prepared Combined Science slides/diagrams/photomicrographs to Teaching Guidelines identify/label different components of and Resources Upper blood [red blood cells, white blood cells, Secondary Part One platelets and plasma]. Biology for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. Refer to OTM 20(a),(b), 21(a),(b),(c) and (d), Topic 7.

More about white blood cells

13

blood as red blood cells, white blood cells, platelets and plasma (g) state the functions of blood (i) red blood cells – haemoglobin and oxygen transport (ii) white blood cells – phagocytosis, antibody formation and tissue rejection

http://www.bbc.co.uk/sc hools/gcsebitesize/biolo gy/humansasorganisms /maintaininghealthrev7. shtml -

-

Syllabus Objective

-

(iv)

-

Red blood cells http://library.thinkquest .org/C0115080/?c=rbc White blood cells http://library.thinkquest .org/C0115080/?c=wbc Platelets http://library.thinkquest .org/C0115080/? c=platelets

describe phagocytosis, antibody formation and tissue rejection

Learning Outcome

(iii)platelets – fibrinogen to fibrin causing clotting plasma – transport of blood cells, ions, soluble food substances, hormones, carbon

state th the fu function of of re red bl blood cells

describe blood clotting

state the contents of plasma descri be be the function of pl as asma


Activities

Resources and Hyperlinks Blood http://www.biotopics.co. uk/circuln/blood.html Red blood cell production http://health.howstuffw orks.com/adam200028.htm Blood clotting http://library.thinkquest .org/C0115080/?

14

c=clotting

dioxide, urea, vitamins and plasma proteins

Extension

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


Topic Transfer of Thermal Energy 5: COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 10 (2 + 3)


15

5. Conduction 1 5.2 5.2 Conv onvecti ectio on 5.3 5.3 Radia adiati tion on Prior Knowledge : Links To : Keywords : Misconceptions

Use of the thermometer, arrangement of particles in solids liquids and gases, kinetic energy, insulator conduction, convection, radiation, thermal energy. Conduction only occurs in solids. Radiation only occurs in space. : Trapped air is a poor thermal insulator. Temperature is the same as thermal energy.

Syllabus Objective

Learning Outcome

Students should be able to : (a) describe experiments to distinguish between good and bad conductors of heat (b) relate convection in fluids to density changes and describe experiments to illustrate convection

-

define conduction, give examples of good and bad conductors of heat, describe in molecular terms, how energy is transferred by conduction, -

define convection, show understanding that thermal energy is transferred from a region of higher temperature to a region of lower temperature, describe in in molecular te terms, how energy is transferred by convection, -

define radiation, describe in molecular terms, how energy is transferred by radiation, differentiate good and bad emitters; good and bad absorbers,

(c) describe experiments to distinguish between good


Activities

Relate daily experiences such as wearing dark and light clothes and using metal spoons and wooden spoons in cooking. Experiment to show water is a bad conductor of heat. Installation of air-conditioners and heaters at home may be used to discuss convection process. Sea breeze and land breeze can also be used in the discussion. To explain conduction, convection and radiation, demonstrate the activities found in the book ‘GCSE Physics For You’, Keith Johnson, Chapter 8, page 48 to 59.


Keith Johnson. Physics For You, Physics for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. http://www.bbc.co.uk/sc hools/ks3bitesize/scienc e/physics/energy_transf er_4.shtml http://www.bbc.co.uk/sc hools/gcsebitesize/phys ics/energy/energytransf errev6.shtml

Utilise the thermal energy kits provided in the lab http://www.uwsp.edu/c nr/wcee/keep/Mod1/Rul es/EnTransfer.htm 16

and bad emitters and good and bad absorbers of infrared radiation (d) identify and explain some of the everyday applications and consequences of conduction, convection and radiation Syllabus Objective Extension

-

describe the importance of heat insulation in homes, domestic hot water system and use of thermos flasks.

Learning Outcome

http://zebu.uoregon.edu /~soper/Physics/therma ltransfer.html

Activities


Do experiments on conduction, convection and radiation.


Topic Temperature 6: 6.1 Principles of thermometry 6.2 Liquid-in-glass thermometers Prior Knowledge : Links To : Keywords : Misconceptions

Syllabus Objective


Thermal energy Most topics. Evaporation, boiling, condensation, melting, freezing, upper fixed point, l ower fixed point. Since temperature is constant when ice melts, no energy is absorbed. : Evaporation of water occurs at all temperatures. Heat and temperature are the same. Learning Outcome


Activities


17

Students should be able to : (a) appreciate how a physical property which varies with temperature may be used for the measurement of temperature and state examples of such properties (b) recognise the need for, and identify, fixed points (c) show understanding of sensitivity and range

-

e xp xpl ai ain the diffe re rence betwe en en heat and temperature, descri be be the e ff ffects of changes in volume, e.m.f and expansion of metal for the measurement of temperature, describe a rise in in te temperature of a body in terms of an increase in its internal energy.

Show different thermometers. Highlight the physical properties that each thermometer used. Show the steps involved in marking the scale on a liquid-in-glass thermometer in explaining the importance of fixed points.

Use magnified diagrams of liquid-inglass thermometers to explain sensitivity and range. Examples: describe how the lower and  Diagrams of two thermometers of upper fixed points of a thermometer the same length but different bore are calibrated, size. e xp xpl ai ain se sensi ti tivi ty ty, an and ra range of of  Diagrams of two thermometers of the same length but different bulb a thermometer, size. describe how the different thermometers are selected for Use real pictures of laboratory and measuring temperatures at clinical liquid-in-glass thermometers to different conditions, explain the structures and actions.

Syllabus Objective

Learning Outcome

Activities

(d) describe the structure and action of liquid-inglass thermometers (laboratory and clinical)

-

Extension

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

Tom Duncan. GCSE Physics 3rd edition, pg 150 to pg152 Charles Chew & Leong See Cheng. Comprehensive Physics for ‘O’ Level Science, pg 94 to pg 109 Physics for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition.


describe the structure and working of liquid-in-glass thermometers, namely mercury and clinical thermometers.


18


Topic 7 Thermal Properties of Matter : 7.1 Thermal Thermal expansio expansion n of solids solids,, liquids liquids and and gases gases Prior Knowledge Links To Keywords Misconceptions

Density of gases Thermal expansion, solid, liquid, gas, contraction -

: : : :

Syllabus Objective

Learning Outcome

Students should be able to : (a) describe qualitatively the thermal expansion of solids, liquids and gases


-

describe and give examples of thermal expansion of solids, liquids and gases, compare the expansion of solids, liquids and gases,

Activities

Use the activities, experiments, diagrams and pictures found in the book ‘GCSE Physics For You’, Keith Johnson, Chapter 4, page 22 to 29.


Physics for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition.

(b) identify and explain some of the everyday applications and consequences of thermal expansion

explain with examples the consequences of thermal expansion, explain with examples the uses of thermal expansion.

Extension Notes (including safety) COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 10 (2 + 3)

19

Topic 8 Properties of Metals : 8.1 Physical properties 8.2 Alloys


Some properties and uses of metals Displacement reactions 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. 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 earth’s 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. Syllabus Objective

Learning Outcome

Students should be able to: (a) describe the general physical properties of metals

-

(b) explain why metals are often used in the form of alloys

-

state the general physical properties of metals.

Activities

Students can use the Combined Science Combined Science Textbook, BDE to list the physical Teaching Guidelines properties of metals. and Resources Upper Secondary Part 2, CDD Use OTM 1.

define an an al alloy an and ex explain th the use of alloys instead of pure metals for making objects.

identify the st structures of of an (c) identify alloy and a pure metal from representations of diagrams. metals and alloys from diagrams of COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 10 (2 + 3)


Chemistry for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. Online resource : Properties of metals & non-metals http://www.s-

20

structures

Syllabus Objective Extension Notes (including safety)

cool.co.uk/topic_quickle arn.asp? loc=ql&topic_id=12&qu icklearn_id=1&subject_i d=21&ebt=249&ebn= &ebs=&ebl=&elc=4 Learning Outcome Activities Resources and Hyperlinks Students 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 melting point, electrical conductivity & malleability).

Topic 9 Reactivity Series : 9.1 9.1 Orde Order r of reac reacti tivi vity ty


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

Prior Knowledge : Links To : Keywords : Misconceptions Syllabus Objective

Learning Outcome

Students should be able to (a) place in order of reactivity calcium, copper, (hydrogen), iron, magnesium, potassium, sodium and zinc by reference to the reactions, if any, of the metals

-

place metals in order of reactivity based on their reactions, if any with dilute acids, water and steam. write eq equations for th the reactions between metals with water, steam and acid


Activities

Students can be provided with a range of metals (Ca, Cu, Fe, Mg, Zn and Al) to investigate their reactions with water and hydrochloric acid. Compare their reaction rates and list them in order of increasing reactivity. Use Fig 9.5, Pg 195 of Combined Science, Chemistry textbook to explain the presence of oxide layer that adheres to the metal.


Pg 15.2, Combined Science : Teaching Guidelines and Resources Upper Secondary, Part 2, Curriculum Development Department, MOE. Chemistry for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level 21

with water (or steam) and dilute hydrochloric acid (b) account for the apparent unreactivity of aluminium in terms of the presence of an oxide layer which adheres to the metal (c) deduce an order of reactivity from a given set of experimental results Syllabus Objective

Extension

Science, Brunei Darussalam Edition. -

explain the apparent unreactivity of aluminium.

Use OTM 2 topic 15 to deduce an order of reactivity.

-

use gi given observations to to deduce the order of reactivity of metals. use the reactivity series to predict the outcome of reactions.

Learning Outcome

Activities

The reactivity series of metals http://www.bbc.co.uk/sc hools/gcsebitesize/che mistry/usefulproductsro cks/reactivity_seriesrev 2.shtml Ordering metals in the reactivity series http://www.bbc.co.uk/sc hools/gcsebitesize/che mistry/usefulproductsro cks/reactivity_seriesrev 1.shtml


Demonstration : Ca + H2O http://www.angelo.edu/f aculty/kboudrea/demos /calcium_H2O/calcium_ H2O.htm Reaction of sodium with water http://boyles.sdsmt.edu /sodwat/reaction_of_sod ium_and_water.htm Comparing reactions of very small pieces of Aluminium foil and granulated aluminium metal with hydrochloric acid. Project work : Students can take pictures of reactions of metals with water and acid using digital camera


22

and use power point presentation to show their work. Notes (including safety)

Topic 10 : 10. 10.1 10.2 10.2 1 0.3 10. 10.4 10.5 10.6

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

Extraction and Uses of Metals


Meta etal ore ores s The The bla blast st fur furna nace ce Iron and steel Alumi lumini nium um Zinc Copper


Writing word and chemical equations, Calculation Calculation of reacting masses Formulae and Equations ores, extraction, alloys 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 earth’s 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. Syllabus Objective

Learning Outcome

Students should be able to (a) describe the ease relate the ease of extracting in obtaining metals from their ores to their metals from positions in the reactivity series. their ores by COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 10 (2 + 3)

Activities

Use the reactivity series to guide the methods adopted for extraction of metals from their ores. Refer to Table 10.2, Pg 201, of Combined Science, Chemistry textbook.

Resources and Hyperlinks Chemistry for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition.

23

relating the elements to the reactivity series (b) describe the essential reactions in the extraction of iron from haematite (c) describe the idea idea of changing the properties of iron by the controlled use of additives to form alloys called steels

-

describe th the ma main re reactions in in the blast furnace during the extraction of iron from iron ore. write th the ch chemical eq equations for the reactions involved in the extraction of iron from iron ore -

-

describe ho how th the pr properties of of iron are are varied by the use of of additives. state the uses of some metals and alloys and explain their uses based on their special properties.

(d) state the uses of mild steel (car bodies and machinery) and stainless steel (chemical plant and cutlery) (e) state the uses of aluminium (e.g. in the manufacture of aircraft parts because of its strength and low density and in food containers because of its COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 10 (2 + 3)

Use OTM 3a and 3b, Topic 15 to explain extraction of iron from haematite. Use OTM 4, Topic 15 to explain objectives (c) and (d). Refer to Table 11.1, Pg 206 of Combined Science, Chemistry BDE for uses of some metals (Al, Zn and Cu).

Combined Science : Teaching Guidelines and Resources Upper Secondary, Part 2, Curriculum Development Department, MOE. Online resource: The Blast furnace http://www.scool.co.uk/topic_quickle arn.asp? loc=ql&topic_id=9&qui cklearn_id=2&subject_i d=21&ebt=246&ebn= &ebs=&ebl=&elc=4 Iron and The Blast Furnace http://www.bbc.co.uk/sc hools/gcsebitesize/che mistry/usefulproductsro cks/iron_blastfurnacere v1.shtml Extraction of metals http://gcsechemistry.co m/ex17.htm

24

resistance to corrosion) (f) state the uses of zinc for galvanising and for Syllabus Objective

Learning Outcome

Activities


making brass (with copper) (g) state the uses of copper related to its properties (e.g. electrical wiring) Extension

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


Topic 11 : 1 1.1 11.2 11.2 1 1.3

Respiration


Aerobic respiration Anaero Anaerobic bic respir respirati ation on Human gaseous exchange


The Circulatory System respiration, aerobic respiration, anaerobic respiration, fermentation, lactic acid, oxyhaemoglobin, ethanol, alveoli, air sacs, trachea, bronchus, bronchiole, capillaries, diffusion, lungs, gaseous exchange Breathing is the same as respiration. : Learning Outcome


Activities

Resources and

25

(a) define respiration as the release of energy from food substances in living cells (b) define aerobic respiration as the release of a relatively large amount of energy by the breakdown of food substances in the presence of oxygen Syllabus Objective (c) state the equation for aerobic respiration, using words only (d) define anaerobic respiration as the release of a relatively small amount of energy by the breakdown of food substances in the absence of oxygen

Students should be able to : -

explain wh why liliving or organisms respire define respiration explain the results of the investigation of respiration in living organisms describe ae aerobic re respiration write down the word equation for aerobic respiration state th the pr products of of aerobic respiration

Students can do role-playing on aerobic respiration. (Example can be found on Pg 141, Biology BDE). An experiment on Pg 13.2, Topic 13 (Resource File) could be demonstrated to show that out body burns food to produce carbon dioxide, water and energy. An experiment on fermentation using glucose solution and yeast can be demonstrated.

Hyperlinks Biology for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition.

Combined Science : Teaching Guidelines and Resources Upper Secondary, Part 2, Curriculum Development Department, MOE. Online resource The respiration process

Learning Outcome

-

descri be be and explain anaerobic respiration of yeast using glucose solution write down the word equation for anaerobic respiration state the products of anaerobi c respiration di ff ffere nt nti at ate between aerobi c and anaerobic respiration di ff ffere nt nti at ate a er erobic r es espir at ati on on and breathing


Activities

Students will do role-playing on anaerobic respiration. (Example can be found on Pg 142-143, Biology BDE).


http://www.biotopics.co. uk/humans/respro.html Gaseous exchange and respiration http://www.bbc.co.uk/sc hools/ks3bitesize/scienc e/biology/gas_intro.sht ml Respiration http://www.bbc.co.uk/sc hools/gcsebitesize/biolo gy/humansasorganisms /3respirationrev1.shtml The human respiratory

26

(e) state the equation for anaerobic respiration, using words only

-

(f) describe the production of lactic acid in muscles during exercise

-

(g) state the differences between inspired and expired air

-

(h) investigate and state the effect of physical activity on rate and depth of breathing

-

(i) describe the role of the exchange surface of the alveoli in gaseous exchange (Details of the role of the diaphragm, ribs and intercostal muscles in breathing are not required.) Syllabus Objective

-

-

The students will predict the changes in gas concentration between inspired & expired air. Use OTM 6 to go over the describe th the an anaerobic changes). respiration in muscles during Use the diagram/tabulation, Fig.12.2 on exercise Pg 147, Biology BDE. define an inspired air and The teacher will use either Respiratory expired air System Model or chart to identify the e xp xpl ai ain the diffe re rences betwee n parts & functions of the organs. inspired air and expired air Discuss the diffusion of gases between blood and the air inside the alveoli & their role in gas exchange. Use OTM 4 & 5, Topic 13 (Resource file). state th the ef effects of ph physical activity on rate and depth of breathing identify an and la label th the pa parts of of the breathing system in humans state the pathway take by air when it enters the respiratory system describe how the alveoli are adapted for efficient exchange of gases descri be be the rol e of the al ve veol i in gaseous exchange explain ho how ex exchange of of ga gases takes place

Learning Outcome


Activities

system http://www.biotopics.co. uk/humans/resyst.html Breathing http://www.bbc.co.uk/sc hools/gcsebitesize/biolo gy/humansasorganisms /2breathingrev1.shtml Experiments to compare content of inhaled and exhaled air http://www.biotopics.co. uk/humans/inhaledexha led.html Gaseous Exchange http://health.howstuffw orks.com/adam200022.htm http://health.howstuffw orks.com/lung.htm/print able


27

Extension

Find out effects of smoking to the Respiratory System.


Topic Excretion 12 :

Time Allowed : 0.5 weeks

Functions of the Liver, The Respiratory System Deamination in the liver, Breathing, Gaseous Exchange excretion, urea, kidneys, renal artery, renal vein, ureter, urethra, urinary bladder Egestion is excretion. :


Learning Outcome

Students should be able to : a) define excretion as the removal of toxic materials and the waste products of metabolism from organisms

-

explain th the im importance of of removing toxic materials and waste products from organisms explain ho how ca carbon di dioxide is is produced by living cells -

(b) describe the removal of carbon dioxide from the lungs, and of water and urea through the kidneys (Details of kidney structure and nephron are not required.)

-

-

describe how carbon dioxide and excess water are removed from the body describe ho how ur urea is is pr produced in the body define excretion identify and label the kidneys and their associated structures state the function of the kidneys and their associated structures describe how urea is removed


Activities

Use OTM 7, 8, 9 and 10 of Topic 13 (Resource file) to describe description of carbon dioxide, excess water and urea. Use OTM 11, Topic 13 (Resource file) to go over the urinary system.


Biology for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. Combined Science : Teaching Guidelines and Resources Upper Secondary, Part 2, Curriculum Development Department, MOE. The Urinary System http://health.howstuffw orks.com/adam200032.htm

28

from the body compare th the co contents of blood in the renal artery and the renal vein Find out how a person whose kidneys have failed to function remove urea and excess water from their body. -

Extension

Notes (including safety) Topic Co-ordination and Response 13 : 13.1 3.1 Recep ecepto tors rs 13.2 13.2 Refl Reflex ex act actio ion n Prior Knowledge : Links To : Keywords :

Refraction & Reflection of light 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, circular muscles, pupil reflex, Pupil reflex and accommodation are the same. : Circular muscles in the iris and the ciliary muscles have the same function.


Learning Outcome

Students should be able to : (a) state the principal functions of component parts of the the eye in producing a focused image of near and distant objects on the retina


-

-

identify an and la label th the pa parts of of an eye as seen in front view name the parts of the ey eye as seen in horizontal section state the function of the different parts of the eye explain how the eye produces an image of an object on the retina explain how the eye focuses both near and distant objects on the retina


Activities


Use OTM 5, Topic 9 and Fig. 3.3, Pg 301 and fig. 3.4, Pg 302 of Biology for “O” Level Level Combined Combined Science Science BDE BDE to label the different parts of the eye and to state each function. function. Students Students can also also draw draw and label their front front eye view using a mirror.

Biology for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition.

Models and charts of the eye are helpful in aiding to understand the function f each structure.

Combined Science : Teaching Guidelines and Resources Upper Secondary, Part 2, Curriculum Development Department, MOE. 29

A round flask of fluorescein with a convex lens at the front can be used to show how light is focused on to the retina (the back of the flask). Use Fig. 3.5, Pg 304, Biology BDE to discuss how light is focused onto the retina.

(b) describe the pupil reflex in response to bright and dim light

Syllabus Objective

describe how the pupil responds to bright and dim ight compare accommodation and pupil reflex

Learning Outcome


Use Figs. 3.7, 3.8, 3.9 and 3.19, Pgs 306 and 307 of Biology for “O” Level Combined Science, BDE to discuss focusing image of near and distant objects on to the retina. The pupil reflex is a good example of a reflex action, and students can see this in their own eyes, by covering one or both eyes with something dark and then allowing light to fall on them and then use the mirror to see the changes in the size of the pupil. Activities

Online resources: The human eye http://www.purchon.com/ biology/eye.htm The eye and vision http://www.biotopics.co.u k/humans/eyevis.html The eye function http://www.bbc.co.uk/sch ools/gcsebitesize/biology/ humansasorganisms/4ne rvoussystemrev5.shtml


30

With a partner use a weak torch to demonstrate the response of the pupil to changing light intensity. Students need to observe and describe the changes in the size of pupil. Use Fig.3.11, Pg 309 and Fig. 3.12, Pg 310 of Biology for “O” Level Combined Science, BDE to explain how the pupil responds to changing light conditions.

The eye structure http://www.bbc.co.uk/sch ools/gcsebitesize/biology/ humansasorganisms/4ne rvoussystemrev6.shtml Seeing http://health.howstuffwor ks.com/adam200013.htm The eye : adjusting for light & focusing http://www.bbc.co.uk/sch ools/gcsebitesize/biology/ humansasorganisms/4ne rvoussystemrev7.shtml


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.

Topic Co-ordination and Response 13 : 13. 13.3 Horm ormones nes Prior Knowledge : Links To : Keywords : Misconceptions Syllabus Objective

Functions of Plasma Transport System in Man (The Blood, Plasma) hormone, alters, target organ, adrenaline Hormone is carried by red blood cells. : Hormone is an enzyme. Learning Outcome


Activities


31

Students should be able to : (c) define a hormone as a chemical substance, produced by a gland,

-

define an and de describe a hormone with an example. explain how the hormone adrenaline boosts the glucose levels in the blood

Syllabus Objective

carried by the blood, which alters the activity of one or more specific target organs and is then destroyed by the liver Extension Notes (including safety)

Learning Outcome

-

give ex examples of of si situations in in which the the hormone hormone adrenaline is released

Use Fig. 4.1 and 4.3, Pgs 324 and 325 to introduce hormones. Adrenaline makes a good introduction to the idea of hormones, as everyone is aware of its effects. Discussion will bring out most of these, and students should be able to suggest how they help to prepare the Activities

The endocrine system http://www.biotopics.co. uk/humans/hormon.htm l


body for 'fight or flight'.

Refer to Pg 4.3 and 4.4, Pgs 326 and 327, Biology for “O” Level Combined Science, BDE. Discussion should include the aftereffect on the concentration of the hormone in the blood. 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.

Topic General Wave Properties 14 : Describing wave motion 14.1 14. 14.2 Wave ter terms ms 14.3 14.3 Longit Longitudi udinal nal and trans transver verse se waves waves


Prior Knowledge : Links To : wave, longitudinal waves, transverse w aves, speed, frequency, wavelength, amplitude, crest, trough, Keywords : wavelength, rest position Misconceptions : COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 10 (2 + 3)

32

Syllabus Objective

Learning Outcome

Students should be able to : a) describe what is meant by wave motion as illustrated by vibration in ropes, springs and by experiments using a ripple tank (b) distinguish between longitudinal and transverse waves and give suitable examples Syllabus Objective (c) give the the meaning meaning of speed, frequency, wavelength and amplitude and use the equation c=fxλ

-

identify the parts of a wave, demonstrate wave motion using a ripple tank, tank,

Activities

Demonstrate the experiments found in the book ‘GCSE Physics For You’, Keith Johnson, Chapter 21, page 174. BBC - GCSE Bitesize - Science: Physics


Physics for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. Britannica GCSE Physics PC CD – com BBC - GCSE Bitesize Science: Physics

-

identify the differences between transverse and longitudinal waves, name examples of longitudinal and transverse waves.

Learning Outcome

-

describe amplitude and wavelength, use the relation between, speed, frequency and wavelength in the equation: speed = frequency x wavelength identify the symbols, v , ƒ and λ -

Activities


http://www.kettering.ed u/~drussell/Demos/wav es/wave motion. motion.ht html http://members.aol.com /nicholashl/waves/movi ngwaves.html http://hyperphysics.phy astr.gsu.edu/hbase/sou nd/tralon.html


33

http://www.cbu.edu/~jv arrian/applets/waves1/l ontra_g.htm http://webphysics.david son.edu/physlet_resour ces/bu_semester1/c20_t rans_long.html http://library.thinkquest .org/15433/unit5/51.htm http://library.thinkquest .org/15433/unit5/52.htm Extension Notes (including safety)

Topic 15 : 15.1 15.1 15.2 15.2 15.3 15.3

Light


Refl Reflec ectio tion n of lig light ht Refr Refrac actio tion n of ligh lightt Thin Thin conv conver ergi ging ng lens lens

Prior Knowledge : Links To :

Coordination & Response (The eye)


34

Keywords

reflection, incident ray, reflected ray, point of incidence, normal, angle of incidence, angle of reflection, image, refraction, refracted ray, emergent ray, angle of refraction, refractive index, convex lens, converging lens Reflected and refracted rays are the same. : Refraction is the bending of waves.

:


(a) perform and describe experiments to illustrate the laws of reflection

Learning Outcome

-

Students should be able to :

-

use th the fo following terms in ray diagrams: incident ray, reflected ray, point of incidence, normal, angle of incidence and angle of reflection,

state the characteri st sti cs cs of an (b) describe an image formed by a plane mirror, experiment to find the position of an optical image formed by a plane state the laws of reflection, mirror describe experiments that illustrate the laws of reflection, use the law (c) i = r in reflection use the laws of reflection to perform simple constructions, measurements and calculations, (d) perform simple constructions, measurements and calculations describe experiments to for reflection demonstrate how light is refracted through glass blocks, (e) describe describe th the pa passage of of lilight and perform through parallel- sided objects experiments to COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 10 (2 + 3)

Activities


For able classes ask the students to do Keith Johnson. GCSE the experiments to illustrate the laws of Physics For You. Pg 184 reflection and demonstrate refraction of and Pg 194 light through glass block. Charles Chew & Leong For less able students demonstrate the See Cheng. experiments. Comprehensive Physics for ‘O’ Level Science, Ask students to perform the pg 169 to pg173 measurements and calculations Comprehensive Physics Use ray box for ‘O’ Level Science, pg 176 to pg179 Physics for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. Britannica GCSE Physics PC CD – rom Online resources Reflection http://id.mind.net/~zon a/mstm/physics/light/ra yOptics/reflection/reflec 35

demonstrate refraction of light through glass blocks Syllabus Objective (f) use the terminology for the angle i and r in refraction and describe the passage of light through parallel sided transparent material (g) use the equation equation sin i = n sin r (refractive index) (h) give the the meaning meaning of refractive index (i) describe the action of a thin converging lens on a beam of light

made of transparent materials,

Learning Outcome

-

tion1.html

Activities

define the te rm rms: inci de de nt nt ray, refracted ray, emergent ray, point of incidence, normal, angle of incidence and angle of refraction,


http://library.thinkquest .org/27356/p_reflection. htm http://www.glenbrook.k 12.il.us/gbssci/phys/mm edia/optics/lr.html

-

give th the me meaning of of re refractive index, calculate re refractive in index, e xp xpl ai ain the ove ra rall effe ct ct whe n a parallel beam of light passes through a convex lens.

Use the optic set provided to schools to demonstrate the action of a thin converging lens on a beam of light.

Refraction http://sol.sci.uop.edu/~j falward/refraction/refra ction.html


Spend time to clarify to students the characteristics of image formed by a plane mirror are different from the ones formed on the retina of the eyes.

Topic Electromagnetic Spectrum 16 : 16.1 Properties Properties of electromag electromagnetic netic waves waves COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 10 (2 + 3)


36

Transverse waves Waves electromagnetic waves, vacuum, electromagnetic spectrum, wavelength, frequency, : -


Learning Outcome

Students should be able to : (a) state that all electromagnetic waves are transverse waves that travel with the same

-

describe electromagnetic waves, state the speed of electromagnetic waves in a vacuum,

Syllabus Objective

high speed invacuo and state the magnitude of this speed, (b) describe the main components of the electromagnetic spectrum

Learning Outcome

Activities

Start the lesson by producing the seven colours of the visible light using a glass prism placed on the OHP. Make students notice that the arrangement of the colours are according to their wavelengths or frequencies. Activities From there introduce the other members which are invisible.

-

describe th the el electromagnetic spectrum in terms of: types of  electromagnetic waves, wavelength  frequency  uses. 

Discuss uses of the waves in daily life such as remote control, cell phone, microwave oven and so on.


Keith Johnson. GCSE Physics For You. Pg 224 and 225 Tom Duncan. GCSE Physics 3rd edition, pg 48 to pg 51 Resources and Hyperlinks

Physics for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. http://www.yorku.ca/ey e/spectru.htm http://www.glenbrook.k 12.il.us/GBSSCI/PHYS/C LASS/light/u12l2a.html http://www.colourthera pyhealing.com/colour/el ectromagnetic_spectru m.php


37

http://users.netconnect. com.au/~astronet/spect rum.htm http://www.windows.uc ar.edu/tour/link=/earth/ climate/cli_spectrum.ht ml Extension Notes (including safety)

Topic 17 : 17.1 17. 17.2 17.3 17.4

Atmosphere and Environment


Air Corro orrosi sion on Pollution Water


Syllabus Objective

LSS SOW (Topic 11.1 : Gases in the Air; 11.2. Properties of Gases), Respiration Extraction of iron from haematite, Respiration respiration, combustion, rusting, rust, hydrocarbon, oxidation, reduction The most abundant gas in air is oxygen. All metals ‘rust’. : Rusting takes place in dry air. Carbon dioxide is harmful to our health. Learning Outcome


Activities

Resources and

38

(a) describe the volume composition of clean air in terms of 79% nitrogen, 20% oxygen, with the remainder being noble gases (with argon as the main constituent), carbon dioxide and variable amounts of water vapour

Students should be able to : -

list th the vo volume co composition of of air.

-

-

describe te tests fo for ca carbon dioxide and oxygen.

state a medical use and industrial uses of oxygen.

(b) name the uses of oxygen in making steel, oxygen tents in hospitals, define re respiration an and wr write a and with word equation to represent it. acetylene (a define combustion and name hydrocarbon) in the products formed by the welding combination of oxygen with a metal, non metal and a (c) describe, in hydrocarbon. simple terms, the ideas of respiration, combustion and rusting

Syllabus Objective

Learning Outcome


Hyperlinks Combined Science : Use OTM 2a & 2b, Topic 8 to describe % Teaching Guidelines composition of gases in the air. and Resources Upper Secondary, Part 2, Curriculum Development Department, MOE.

Perform an experiment by burning magnesium to demonstrate combustion. Carry out an experiment to show rusting by using iron nail. Write word equations for respiration, combustion and rusting and then identify the need for oxygen in each case. Use the results of the experiments to explain burning and rusting. Review on respiration (Topic : Respiration, Biology Section).

Activities

Chemistry for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. Global warming http://www.bbc.co.uk/sc hools/gcsebitesize/biolo gy/livingthingsenvironm ent/3impactofhumansre v10.shtml

Resources and

39

Hyperlinks

(d) describe methods of rust prevention by painting and other coatings (including galvanising) (e)

identify processes involving the addition of oxygen as oxidation and the removal of oxygen as reduction

-

write a word equation to represent rusting and state the conditions for rusting.

-

list some methods of rust prevention.

Use the following examples and their respective chemical equations to explain oxidation and reduction where appropriate. Burning magnesium in oxygen Reaction of copper(II) oxide and hydrogen Reaction of iron(III) oxide and carbon monoxide Reaction of copper(II) oxide and ammonia Burning of methane • •

•

- identify if a reaction is an oxidation or reduction reaction

(f) define oxidation and reduction in terms of oxygen/hydrogen gain/loss (g) describe the identification of oxygen using a glowing splint

•

•

Perform or demonstrate simple experiments to prepare and test for the following gases. oxygen Add equal volume of hydrogen peroxide to acidified potassium dichromate(VI) solution. Cover the mouth of test tube with your thumb. Place a glowing splint into the test tube. carbon dioxide Add dilute hydrochloric acid to solid calcium carbonate in a test tube. Place an empty, dry test tube above it to collect the gas. Put a few drops of limewater into the empty test tube. Shake the mixture and observe. •

•

(h) describe the identification of COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 10 (2 + 3)

40

carbon dioxide using limewater (Equations are not required.)


Extra care when performing the experiments. Collect enough carbon dioxide gas in the empty test tube. It may take a few minutes. Make sure the reaction produce bubbles.

Topic Atmosphere and Environment COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 10 (2 + 3)

41

17 :

Acidic oxides pollutants, pollution, carbon monoxide, sulphur dioxide, oxides of ni trogen, lead compounds, acid rain,

Links To : Keywords : filtration, chlorination. Misc Miscon once cept ptio ions ns

Acid rain destroys human skin and kills people. : Only sulphur dioxide dissolves in rain water to form acid rain.

Syllabus Objective

Learning Outcome

Students should be able to (i) name common pollutants of air (carbon monoxide, sulphur dioxide, oxides of nitrogen and lead compounds) (j)

state the source of each of these pollutants (i) carbon monoxide from the incomplete combustion of carboncontaining substances (ii) sulphur dioxide from the combustion of fossil

-

name carbon monoxide, sulphur dioxide, oxides of nitrogen and lead compounds as common air pollutants.

-

state the common sources of these pollutants.

-

descri be be the adve rs rse e ff ffe ct cts of these pollutants on our health and the environment.

-

explain th the ha harm ca caused by acid rain.


Activities


Project work such as drawing posters / essay competitions on common pollutants ; their sources and effects on the environment, health, plant and animal life. This project would be a good way to make the students aware of the adverse effects of pollution.

42

fuels which contain sulphur compounds (leading to acid rain) (iii)oxides of nitrogen and lead compounds from car exhausts Syllabus Objective

(k) state the adverse effect of acidic pollutants on buildings and plants, and of carbon monoxide and lead compounds on health (I) describe, in outline, the purification of the water supply in terms of filtration and chlorination Extension

Learning Outcome

-

briefly describe ho how water is is purified before it reaches our homes, with emphasis on filtration and chlorination.

Activities


Use Fig 13.6, Pg 157 of Chemistry for “O” Level Combined Science BDE or OTM 2 Topic 3, to explain the purification of water.

Do a research using internet on global warming. Surf the internet to find out the use of distillation and reverse osmosis in desalination plants. Discuss their advantages and disadvantages.


43


Topic Hydrogen 18 :


LSS SOW (Topic 11.3. : Hydrogen) ,Covalent bonding The chemistry of acids, bases & salts, The reactivity series & The Periodic Table & Group Properties hydrogen, lighted / burning splint Hydrogen makes pop sound with a glowing splint. : Hydrogen helps things to burn. All metals can react with dilute acids to produce hydrogen.


Syllabus Objective

Learning Outcome

Students should be able to (a) describe the formation of hydrogen as a product of the reaction between (i) reactive metals and water (ii) metals and acids Syllabus Objective

-

describe how hydrogen can be obtained by the reaction between some metals and dilute acids and water. construct eq equations for th the reactions above.

Learning Outcome


Activities


Combined Science : Review with students the reactions Teaching Guidelines and of reactive metals with water and with acids (Topic 9, Year 4) by doing Resources Upper experiments, (Na with H2O ; Mg with Secondary, Part 2, Curriculum Development HCl). Collect the gas and test it Department, MOE. using lighted splint. Write word and chemical equations for their reactions.

Activities

Chemistry for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. Resources and Hyperlinks

44

(b) name the uses of hydrogen in the manufacture of ammonia and margarine, and as a fuel in rockets (c) describe the identification of hydrogen using a lighted splint (water being formed)

state some uses of hydrogen.

descri be be the te st st for hydrogen.


Students should exercise care when testing for hydrogen gas. Use of test tube holder should be emphasized.


45

Topic Nitrogen 19 : 19.1 19.1 Ammoni Ammonia a and the Habe Haber r proces process s Fertiliser manufacture 19.2

Covalent bonding Mineral Nutrition in Plants ammonia, Haber process, fertilizers, catalyst Potassium and phosphorus are added to soil i n element form. :

Prior Knowledge : Links To : Keywords ; Misc Miscon once cept ptio ions ns Syllabus Objective

Learning Outcome

Students should be able to a) describe the need for nitrogen, phosphorus and potassium compounds in plant life (b) name the the use of nitrogen in the manufacture of ammonia (c) describe the essential conditions for the manufacture of ammonia by the Haber process


-

explain why plants need nitrogen, phosphorus and potassium compounds.

-

state th the us use of of ni nitrogen in in th the manufacture of ammonia.

Activities

Combined Science : Teaching Guidelines Review on the need of nitrogen in and Resources Upper plants (Topic 9) and discuss the need of Secondary, Part 2, phosphorus and potassium compounds Curriculum in plant life. Development Department, MOE. Use Fig. 8.6, Pg 366 of Chemistry for “O” Level Combined Science BDE to explain the manufacture of ammonia.

-

describe the essential conditions for the manufacture of ammonia by the Haber process. wri te te the chemical equati on on for the formation of ammonia from nitrogen. -

describe th the us use of of am ammonia in in the manufacture of fertilizers.


Use the flow chart on Pg 367, of Chemistry for “O” Level Combined Science BDE to explain the uses of ammonia.

Chemistry for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. Useful products from air http://www.bbc.co.uk/sc hools/gcsebitesize/che mistry/usefulproductsai r/ammonia_haberrev1.s html

(d) name the uses of COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 10 (2 + 3)

46

ammonia in the manufacture of fertilisers such as ammonium sulphate and nitrate Extension

Students can write down equations for the preparations of ammonium chloride, ammonium sulphate, ammonium nitrate and ammonium phosphate from ammonia.


It is important to tell students that the formula of ammonia is NH 3 not NH4 .


47

Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years

Recommend Documents