Science Lower Secondary Nt 2008

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Science Syllabus

Lower SecondaryNormal (Technical)

Copyright 2007 Curriculum Planning & Development Division.This publication is not for sale. All rights reserved.

No part of this publication may be reproduced without the prior permission of the Ministry of Education,Singapore.Year of implementation: from 2008


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ISBN 978-981-05-7761-2


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CONTENTS

Page

1 OVERVIEW

Science Curriculum Framework 1 Aims 4

Syllabus Framework 5

2 TEACHING AND LEARNING Teaching and Learning through Inquiry 10

Assessing Teaching and Learning 15

3 SYLLABUS CONTENT 17

4 GLOSSARY OF TERMS 33

5 ACKNOWLEDGEMENTS 34


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PREAMBLE

This Lower Secondary Science Normal (Technical) Syllabuscovers the first two-years of a four-year syllabus designed toprovide secondary school students in the Normal (Technical)Course with the necessary foundation in science for post-secondary technical courses.

This syllabus is also a further development of the Primary

Science Syllabus. Based on the notion of a spiral curriculum,fundamental concepts introduced at the primary school level arebuilt upon and treated in greater depth at the lower secondarylevel. The content knowledge and the learning approach of thissubject consolidate and build on what the student has acquiredthrough science in the primary school. A student who hascompleted primary school education in any of the streams will beadequately prepared to study this subject.

This syllabus is based on the Science Curriculum Frameworkandemphasises the need for a balance between the acquisitionof science knowledge, skills and attitudes. In addition, theknowledge and skills to be acquired in this subject have directrelevance to technical courses. Many of these skills and muchof this knowledge are in the physical sciences. Topics which are

aimed at developing an interest in and a positive appreciation ofscience and technology have also been included. In addition,some topics on the human body and healthy lifestyles havebeen included to prepare the students for adult life.

The aims spelt out in the syllabus provide the guiding principlesfor the suggested teaching approaches and evaluation methods.

Teachers are advised not to follow the syllabus too rigidly but toexercise their professional judgement in implementing it.Schemes of work should be developed with the interests andabilities of the students uppermost in mind. Teachers are

encouraged to use a variety of approaches in their teaching andto incorporate ideas and materials from various sources, in orderto enhance the learning of science.


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Lower Secondary Science Syllabus N(T)

1

SCIENCE CURRICULUM FRAMEWORK

The Science Curriculum Framework is derived from the PolicyFramework for the Teaching and Learning of Science. Itencapsulates the thrust of science education in Singapore toprepare our students to be sufficiently adept as effectivecitizens, able to function in and contribute to an increasinglytechnologically-driven world.

Central to the curriculum framework is the inculcation of thespirit of scientific inquiry. The conduct of inquiry is founded onthree integral domains of (a) Knowledge, Understanding andApplication, (b) Skills and Processes and (c) Ethics andAttitudes. These domains are essential to the practice ofscience. The curriculum design seeks to enable students toview the pursuit of science as meaningful and useful. Inquiry is

thus grounded in knowledge, issues and questions that relate tothe roles played by science in daily life, society and theenvironment.


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The science curriculum seeks to nurture the student as aninquirer. The starting point is that children are curious about and

want to explore the things around them. The science curriculumleverages on and seeks to fuel this spirit of curiosity. The endgoal is students who enjoy science and value science as animportant tool in helping them explore their natural and physicalworld.

The teacher is the leader of inquiry in the science classroom.Teachers of science impart the excitement and value of scienceto their students. They are facilitators and role models of theinquiry process in the classrooms. The teacher creates alearning environment that will encourage and challenge studentsto develop their sense of inquiry. Teaching and learningapproaches centre around the student as an inquirer.

The following table shows the description of each domain which

frames the practice of science:

Knowledge,Understanding

and Application of

Skills andProcesses

Ethics andAttitudes

Scientificphenomena,facts, conceptsand principles

Scientificvocabulary,terminology andconventions(includingsymbols,

Skills

Using apparatus

and equipment Posing

questions

Observing

Classifying

Comparing

Communicating

Inferring

Curiosity

Creativity

Objectivity Integrity

Open-mindedness

Perseverance

Responsibility

Knowledge,Understanding

and Application of

Skills andProcesses

Ethics andAttitudes

quantities andunits)

Scientificinstruments andapparatusincluding

techniques ofoperation andaspects ofsafety

Scientificquantities andtheirdeterminations

Formulatinghypothesis

Predicting

Analysing

Elaborating

Verifying

Generatingpossibilities

Defining theproblem

Processes

Planning

investigation Creative

problem solving


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The domains are contextually linked to the roles played byscience to establish its relevance and relationship to modern-

day living:

Science in dailylife

- Personalperspective

focusing on the

individual

Science in society

- Social perspectivefocusing on human

interactions

Science and theenvironment- Naturalisticperspective

focusing on man-

nature relationship Showing

curiosity, interestand enjoyment inscience

Applyingscientificconcepts and

skills to daily life Making informed

decisions that arerelated to thesocial,environmental,economic andtechnologicalaspects ofscience, e.g.lifestyle choicesthat affectpersonal health

Becomingconfident,responsible andproductivecitizens in atechnologicalworld

Showingawareness ofscience andtechnology onsociety, industry,business, homeand leisure, e.g.sensitivity to thebenefits andabuses of theapplications ofscience

Demonstratingsafetyconsciousnessand safepractices, e.g.when usingapparatus and

equipment Showing care

and concern forthe environment,e.g. importanceof conservingenergy, reducingpollution


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AIMS

The Lower Secondary Science Normal (Technical)Syllabus aims are to:

(i) enable students to acquire knowledge andunderstanding so as to

be suitably prepared for post-secondarytechnical courses;

become confident citizens in a technologicalworld.

(ii) enable students to develop abilities and skills that

will be relevant and useful in the workplaceand daily life;

encourage safety consciousness and safepractices.

(iii) develop attitudes which

are relevant to the study of science such asconcern for accuracy and precision;

will enable the students to be responsibleand productive citizens.

(iv) stimulate curiosity, interest, and enjoyment in science;

care and concern for the environment.

(v) promote an awareness of the impact of scienceand technology on society, industry, business,home and leisure.

(vi) promote an awareness of the importance of theuse of IT for communications and as a tool for datacollection and analysis of experimental results.

It is hoped that teachers will incorporate the social,environmental, economic and technological aspects ofscience wherever possible throughout the syllabus (seeAims (iv) and (v)). Where appropriate, students shouldalso have opportunities to discuss the ethical implicationsof science and technology.


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B Skills and Processes

In this syllabus, teachers are encouraged to provideopportunities for students to use concepts and integrateskills and processes to inquire about science aroundthem.

Skills

Using apparatus and equipmentThis is the skill of knowing the functions and limitations ofvarious equipment and apparatus, and being able toselect and handle them appropriately for various tasks.

Posing questionsThis is the skill involving the clarification of issues andmeaning through inquiry. Good questions focus attentionon important information and are designed to generatenew information.

ObservingThis is the skill of using our senses to gather qualitativeas well as quantitative information about a particularobject, event or phenomenon. This also includes the use

of instruments to extend the range of our senses.

ClassifyingThis is the skill of grouping objects or events according tocommon attributes or properties.

ComparingThis is the skill of identifying the similarities and

differences between or among objects or entities.

CommunicatingThis is the skill of transmitting and receiving informationpresented in various forms - verbal, tabular, graphical orpictorial.

InferringThis is the skill of interpreting and explainingobservations, data or information gathered.

Formulating hypothesisThis is the skill of making a general explanation for arelated set of observations or events. It is an extension ofinferring.

PredictingThis is the skill of assessing the likelihood of an outcomebased on prior knowledge of how things usually turn out.

AnalysingThis is the skill of clarifying information by examiningparts and relationships contained in the information.

ElaboratingThis is the skill of providing details, examples and otherrelevant information so as to make ones ideas morecomprehensible to others.


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VerifyingThis is the skill of confirming or proving the truth of an

idea, using specific standards or criteria of evaluation.

Generating possibilitiesThis is the skill of exploring all the alternatives,possibilities and choices beyond the obvious or preferredone.

Defining the problemThis is the skill where one makes conscious effort toclarify situations that are puzzling in some way. Theextent, scope and nature of the problem are identifiedand clarified.

Processes

Processes are complex operations which call upon theuse of several skills.

Planning InvestigationThis process involves formulating questions orhypotheses for investigating and devising ways to findanswers. It also involves deciding on the type ofequipment required, and measurements to be made, aswell as identifying the variables involved and manipulatingthe variables so that the effect of only one variable can beobserved in any one experiment.

Creative problem solvingThis is the process of thinking through a problem andchoosing an innovative solution that meets the

requirements. This thinking process is used wheneverone faces obstacles and wishes to overcome them so as

to arrive at a practical and workable solution.

It must be pointed out that there is also no one definitesequence of priority among the skills and processes listedabove. For example, observation may lead tohypothesising but at other times a hypothesis can lead toobservation. All the skills and processes listed above areseen as part of the total process of scientific inquiry.

In science teaching and learning, effort should initially bedirected at teaching explicitly each of the skills throughthe use of appropriate activities. Later, effort should bedirected to helping students integrate some or all of theskills in scientific inquiry.

C Ethics and Attitudes

In scientific inquiry, the adoption of certain mentalattitudes such as curiosity, creativity, objectivity, integrity,open-mindedness, perseverance and responsibility isadvocated. Attempts should also be made to promotesafety consciousness among students and to encouragestudents to adopt safe practices.

CuriosityThis is the attitude of desiring to explore the environmentand question what they find.


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CreativityThis is the attitude of seeking innovative and relevant

ways to solve problems.

ObjectivityThis is the attitude of seeking data and information tovalidate observations and explanations objectively.

IntegrityThis is the attitude of handling and communicating dataand information with integrity.

Open-mindednessThis is the attitude of accepting all knowledge as tentativeand the willingness to change our views if the evidence isconvincing.

PerseveranceThis is the attitude of pursuing a problem until asatisfactory solution is found.

ResponsibilityThis is the attitude of showing care and concern for livingthings and awareness of our responsibility for thesustainability of the environment.

Opportunities should be provided in the classroom forstudents to ask questions. Students should beencouraged to ask both closed and open questions.From the type of questions asked by the students,teachers could gather information on their frame of mindand the quality of their understanding.

Table 1 shows an overview of the Lower Secondary

Science Normal (Technical) Syllabus.


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Table 1: Overview of Lower Secondary Science Normal (Technical) Syllabuss

Designed for 85% of the curriculum time.2

White Space

1 Introducing Science andTechnology What is science and

technology? Physical quantities and

measurement Energy as a resource

2 Investigating Life Processes Digestion Reproduction

Other life processes Abuses to life

3 Investigating Matter Properties of matter Solids, liquids and gases

Water, solutions andsuspensions

Air pollution Water pollution

4 Investigating Forces Force

Machines

5 Investigating Electricity What is electricity? Currents and circuits Sources of electricity Conductors and insulators Electrical safety

6 Investigating Heat Temperature and

thermometer Heating and cooling matter

The 15% freed upcurriculum time is to enableteachers to use more

interactive and engagingteaching and learningapproaches, and/or toimplement school-basedcurriculum. This flexibilityenables teachers to bettercater for the range ofabilities, interests andneeds of their students, solong as the aims of thesyllabus are met.

2There is no change in the recommended curriculum time, which remains as 4 periods per week (each period is 35-40 minutes).


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ASSESSING TEACHING AND LEARNING

Assessment is an integral part of the teaching and learningprocess. It involves gathering information through variousassessment techniques and making sound decisions.Assessment provides information to the teacher aboutstudents achievement in relation to the learning objectives.With this information, the teacher makes informed decisions

about what should be done to improve teaching methods andenhance the learning of the students.

Why Assess?

Assessment measures the extent to which desiredknowledge, skills and attitudes are attained by students.While it complements the teaching and learning process, it

also provides formative and summative feedback to teachers,students, schools and parents.

Assessment provides feedback to students, allowsthem to understand their strengths and weaknesses.Through assessment, students can monitor their ownperformance and progress. It also points them in the

direction they should go to improve further.

Assessment provides feedback to teachers, enablesthem to understand the strengths and weaknesses oftheir students. It provides information about studentsachievement of learning outcomes as well as theeffectiveness of their teaching.

Assessment provides feedback to schools. The

information gathered facilitates the placement ofstudents in the appropriate stream or course, and thepromotion of students from one level to the next. Italso allows the schools to review the effectiveness oftheir instructional programme.

Assessment provides feedback to parents, allows themto monitor their childrens progress and achievementthrough the information obtained.

What to Assess?

The aims of the Lower Secondary Science Normal(Technical) Syllabus deal with the acquisition of knowledge,understanding and application of the science concepts, the

ability to use process skills, and the development of attitudesimportant to the practice of science. The assessmentobjectives of the syllabus are aligned to the three domains inthe Science Curriculum Frameworkas shown below:

i. Assessment of Knowledge, Understanding andApplication of Science Concepts

ii. Assessment of Skills and Processiii. Assessment of Ethics and Attitudes


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How to Assess?

Assessment measures the extent to which desiredknowledge, skills and attitudes are attained by students. As itserves many purposes, it is important to match the type ofassessment to the specific purpose for which it is intended.Before making an assessment about a certain aspect ofstudents performance, the teacher should ensure that theassessment mode used will generate information that reflect

accurately the particular aspect of performance the teacherintends to assess.

In an inquiry-based classroom, the assessment can takemany forms. In addition to the written tests, teachers canalso conduct performance based assessment using thefollowing modes:

Practicals Projects Teacher observations Checklists Reflections / Journals Model-making Posters Games and quizzes Debates Drama / Show and Tell Learning Trails

Teachers can also assess students through the use ofportfolio. It is a systematic collection of students work andprovides a comprehensive picture of their achievement. Thework collected provides a continuous record of the studentsdevelopment and progress in the acquisition of knowledge,understanding of scientific concepts, application of processskills, and development of attitudes. It also provides

opportunity for the students to have self-evaluation andreflections by revisiting their own portfolio.

The assessment modes listed above are by no meansexhaustive. Adopting a variety of assessment modes enablesthe teachers to assess different aspects of teaching andlearning.

Guidelines for Assessment

It is essential for assessment to be aligned to the teachingand learning process. School-based assessment, bothformative and summative in nature, should be used to providea complete picture of the students performance andprogress, and the effectiveness of the teaching and learning

process.


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SYLLABUS CONTENT

CORE UNIT 1:INTRODUCINGSCIENCE ANDTECHNOLOGY What is science

and technology?

Physicalquantities andmeasurement

Energy as aresource

OVERVIEWIn this unit, students are introduced to the essence of science, itsmeasurement, and the impact of science and technology on society.Another central concept in science that students learn about in this unitis energy. Our life depends a lot on energy as energy is needed tomake things work. In doing work, energy is changed from one form intoone or more forms.

It is recommended that this unit be taught first, as it contains basicconcepts that will have to be mastered by students to facilitate learningin other units.

KEY INQUIRY QUESTIONS

What is science and how doesit work?

Why do we need to measurethings?

What are the different forms of

energy?

Learning OutcomesTopic/Key Concepts Knowledge, Understanding and

ApplicationSkills and Processes Ethics and Attitudes

What is scienceand technology? science is the

study of natureand how itaffects us andthe environment

technology isthe applicationof scientificknowledge

discuss the uses and benefitsof science and technology tosociety

acquire the skills of conductingsimple investigations

recognise that the study andpractice of science involvethree major elements:attitudes, processes ormethods, and products

develop an awareness thatscience is not confined to the

laboratory, but is manifested inall aspects of the world develop sensitivity to the

benefits and abuses of theapplications of science


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Learning OutcomesTopic/

Key Concepts Knowledge, Understanding andApplication

Skills and Processes Ethics and Attitudes

Physical quantitiesand measurement A physical

quantity is madeup of two parts:a number orquantity and aunit

Accuratemeasurementsof physicalquantities formthe basis of

scientificknowledge

use the appropriate units forlength, mass and time

interpret and use theappropriate prefixes milli-, centi-or kilo- in relation to the units oflength and mass

determine appropriate derivedunits for area and volume

acquire, during appropriateactivities throughout the course,the following skills:- use of common laboratory

apparatus correctly with due

consideration to safety(especially in relation toheating of solids and liquids)

- use of the followingmeasuring instruments:measuring cylinder, metrerule and measuring tape,spring balance, electronic

balance, stop clock or stopwatch, thermometers,voltmeters, ammeters,multimeters

- estimation of andmeasurement of length,area, volume, mass and

time (excluding the volume

value teamwork and individualeffort


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and mass of gases)

Energy as aresource energy is

needed to makethings work

there aredifferent formsof energy

outline the utilisation of energyin society, e.g. in home, work,industry, leisure and transport

give examples of devices andprocesses in everyday lifewhich use energy and describethe change in the form ofenergy

compare the different sourcesof usable energy viz. biomass,fuel cells, solar energy, fossilfuels (e.g. coal, oil and naturalgas), and their limitations

appreciate that fossil fuels areexhaustible and the need andways to reduce energywastage

appreciate the importance ofconserving energy becauseSingapore is totally dependenton imported fossil fuels tomeet its energy needs


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CORE UNIT 2:INVESTIGATING LIFEPROCESSES Digestion Reproduction Other life

processes

Abuses to life

OVERVIEWIn this unit, the study of the human body focuses on the maintenance ofgood health. Students learn about the major body systems that carryout various life processes, such as digestion, reproduction, breathing,respiration, transport and excretion, and their role in the healthyfunctioning of the body.

Students also learn that unhealthy lifestyles can lead to diseases whichprevent the body systems from carrying out life processes. This helpsstudents appreciate how lifestyle choices can affect personal health.


How does the body keep itselfhealthy?

What can I do to keep mybody healthy?



Digestion

food must bedigested beforeour body canmake use of it

explain what is meant by

digestion explain why a digestive system

is necessary describe briefly how the

different parts of a digestivesystem helps in the digestionof food

investigate the role played by

enzymes in the digestion offood (names of enzymes arenot required) and communicatefindings

value science for its usefulness

in providing an understandingof everyday phenomena value teamwork and individual

effort

Reproduction reproduction is

an essential lifeprocess for thecontinuity of thehuman species

lifestyle choicescan affect

personal health

describe the functions of the

various parts of the humanmale and female reproductivesystems

describe briefly the menstrualcycle and fertilisation

show an awareness of someforms of facilitated

reproduction in humans, e.g.

interpret and communicate

data on the physical changesthat occur during puberty andearly adolescence

compare a temporary and apermanent method of birthcontrol

appreciate the importance of

sample size in obtainingreliable evidence

appreciate the harmfulconsequences of sexuallytransmitted infections likesyphilis, gonorrhoea and AIDS

appreciate the consequences

relating to abortion and pre-


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in-vitro fertilisation and artificialinsemination

marital sex

Other life processes the human body

systems worktogether tomaintain thehealth of theindividual

describe briefly the followingprocesses:- breathing and respiration- transport- excretionand state their importance inthe maintenance of the body

state briefly that malfunctionsof vital organs can be causedby various factors (e.g.

unhealthy lifestyles, diseases,heredity; unhealthy lifestylesinclude lack of exercise, lack ofsleep and unbalanced diet)

appreciate the ways thattechnology can remedymalfunctions of vital organs(e.g. drugs, transplants,artificial organs, life supportsystems)

value teamwork and individualeffort

Abuses to life lifestyle choices

can affectpersonal health

list some drugs and inhalantsthat are commonly abused

list some harmful substancesin tobacco smoke e.g. nicotine,carbon monoxide gas, tar andother cancer-causingsubstances

investigate how lifestylechoices, i.e. drug abuse,consumption of alcohol andsmoking, can affect personalhealth and communicatefindings

appreciate the harmful effectsand consequences of drugabuse such as depression,hallucination, addiction andrelated social problems likecrimes and transmission ofAIDS

appreciate the possible harmfuleffects of consumption ofalcohol on the individual, his

family and society


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appreciate the possible harmfuleffects of smoking or passivesmoking on a persons healthsuch as bronchitis, lung cancerand heart disease

appreciate ways to avoid being

addicted to drugs, alcohol andsmoking

L S d S i S ll b N(T)


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CORE UNIT 3:INVESTIGATINGMATTER Properties of

matter Solids, liquids

and gases

Water, solutionsandsuspensions

Air pollution Water pollution

OVERVIEWThis unit presents the common physical properties of matter.Knowledge of properties of matter and its composition helps studentsunderstand matters varied uses, availability, and limitations in ourworld, such as air and water pollution.

Because everyone has experience with matter in a variety of forms,

matter is a topic that is amenable for basic exploration and for bringingout students prior knowledge about the physical world. The mostsuccessful way we can explore concepts about matter is thereforethrough concrete examples, direct experience and simple investigationsthat students can carry out.


What is matter?

How can matter be classified?

What impact do humans haveon the environment?


Application


Properties of matter materials can be

classified in avariety of waysaccording totheir properties

the physical

properties of amaterialdetermine howwe can makeuse of it

describe materials in terms ofphysical properties such ashardness, elasticity, solubility,density, boiling/melting point,electrical and thermalconductivities

relate knowledge of the

properties of materials to theireveryday use

compare materials in terms oftheir physical properties

classify materials into differentgroups (e.g. metals and non-metals; ceramics, plastics andfibres)

appreciate the need toorganise scientific knowledgein a systematic manner

Solids, liquids and

gases

distinguish between the three

states of matter in terms of

observe and record the

changes that take place when

appreciate the need to

organise scientific knowledge

L S d S i S ll b N(T)


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matter can existin three states

properties, e.g. density,compressibility, maintenanceof shape and volume

matter is heated/cooled in a systematic manner

Water, solutionsand suspensions to make a

solution, weneed a soluteand a solvent

solvents andsolutions areuseful

substances

explain what is meant by theterms solute, solvent and

solution recognise that water dissolves

many substances give examples of uses of

solvents and solutions in thehome, industry and medicine

deduce the nature of solutionsand suspensions by simple

laboratory test (e.g. passing abeam of light, filtering usingfilter paper)

investigate the factors thataffect the solubility of materials(e.g. type of solute/solvent,temperature) and communicate

findings investigate the factors that

affect the rate of dissolving(e.g. temperature, surfacearea, stirring) andcommunicate findings

appreciate that science andtechnology have contributed to

the development of a variety ofproducts that we depend onand use each day

Air pollution air pollution

harms bothplants andanimals

air pollution canbe prevented orreduced

state the names and sources of

common air pollutants (carbonmonoxide, sulphur dioxide andoxides of nitrogen)

list the possible harmful effectsof air pollutants introduced intothe atmosphere through humanactivities (acid rain, greenhouse

effect and smoke haze from

investigate the effects of acid

rain on the environment andcommunicate findings

appreciate that air is an

important type of matter thatcan be polluted as a result ofMans activities

appreciate that clean air isimportant for Singapore to be agood home to four millionpeople who have to live, work

and play in the same small



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forest fires) discuss some ways to reduce

air pollution

space

Water pollution fresh water is

limited in supplyand can bedepleted orpolluted,becomingunavailable orunsuitable for

life water pollution

can beprevented orreduced

state common types andsources of water pollution

discuss some methods of waterpollution control

state that used water can beconverted into drinkable water,e.g. NEWater

investigate the effects of waterpollution on living things and

communicate findings

appreciate that water is animportant type of matter that

can be polluted as a result ofMans activities

appreciate that controllingwater pollution is essential ifSingapore is to have a cleansupply of water in the future

value teamwork and individual

effort



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CORE UNIT 4:INVESTIGATINGFORCES Force Machines

OVERVIEWIn this unit, students learn about forces and their effects. There are manyforces acting around us. (Forces are generally classified as a push or apull; some common forces around us are gravitational, frictional andmagnetic forces.) Forces are needed for objects to start moving and stopmoving, to move faster or slower, and to change the direction of motion.We cannot see forces but we can see and feel the effects of forces.

Students then increase their understanding of forces by studying simplemachines. Emphasis is placed on investigating a variety of simplemachines and recognising that simple machines are examples oftechnologies that help humans make work easier, thereby developingpositive attitudes towards technology uses that increase productivity.

KEY INQUIRY QUESTIONS What are the effects of a

force? How can machines help us

make work easier?



Force a force can be a

push or a pull a force can

change theshape, size,

state of rest,and motion of abody

give examples of differentforces: pushing, lifting,stretching, twisting, pressing,gravitational, frictional andmagnetic forces

use newton as the unit of force

infer the effects of forces suchas:- change in state of rest or

motion of a body- change in size and/or shape

of a body

predict changes in movement ofa body as a result of theapplication of two or more forcesin a straight line

use a forcemeter or springbalance to measure force

value science for itsusefulness in providing anunderstanding of everydayphenomena



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Key Concepts Knowledge, Understanding andApplication Skills and Processes Ethics and Attitudes

Machines simple

machines makework easier

list the advantages of usingsimple machines (levers,inclined planes, pulleys, wheeland axle, and gears) and giveeveryday examples of their use

investigate the effort used whenthe following is used to raise aload and communicate findings:- lever- inclined plane- pulley

investigate how the followingworks to make objects move andcommunicate findings:- wheel and axle- gears

appreciate that technologydevelops in response tohuman needs and wants

value teamwork andindividual effort



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CORE UNIT 5:INVESTIGATINGELECTRICITY What is

electricity? Currents and

circuits Sources of

electricity Conductors

and insulators Electrical

safety

OVERVIEWElectricity is one of the most useful forms of energy. It is very important inour daily life. Our homes have many appliances that use electricity.However, electricity can be very dangerous if it is not used properly. Wecannot see electricity but we know it is present from the work that it does.

In this unit, students explore current electricity, investigate series and

parallel circuits, and make connections to daily life. In the process,students appreciate the importance of electricity in everyday life, recognisethe importance of energy conservation, and understand the need for safepractices when using electricity.

KEY INQUIRY QUESTIONS How is electricity helpful and

harmful? How many different ways

can we make a circuit to lighta bulb?

What safety features are

designed into electriccircuits?



What is electricity? electricity is a

useful form ofenergy thatshould not bewasted

describe electricity as a usefulform of energy in our life

state the importance ofreducing electrical energywastage

appreciate the importance ofconserving energy becauseSingapore is totallydependent on imported fossilfuels to meet its energyneeds

value teamwork andindividual effort

Currents andcircuits electrical

components canbe connected in

explain what is meant bycurrent, voltage and resistanceand state their units

identify series and parallelcircuits

use voltmeter/ammeter/multimeter for electricalmeasurements

draw and interpret circuitdiagrams and set up circuits




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series or parallelcircuits

explain why parallel circuits arewidely used in household whileseries circuits are not

comprising electrical sources(cell and battery), switches,lamps, resistors (fixed),ammeters and voltmeters

compare different types oflamps/bulbs and their energy

consumption

Sources ofelectricity electricity is

generated atpower stations

batteries areportable sourcesof electricity

outline the process from theproduction of electricity to usingit in our home with reference tothe energy conversions thattake place

state the importance ofbatteries as a source ofelectricity, giving someexamples of their use

appreciate the importance ofconserving energy becauseSingapore is totallydependent on imported fossilfuels to meet its energy

needs

Conductors andinsulators both conductors

and insulatorsare usuallypresent inelectricalappliances

relate the conducting propertiesof materials to their use in thevarious parts of electrical

appliances/circuits

investigate to classify a variety ofmaterials as insulators orconductors and communicate

findings

appreciate the need toorganise scientific knowledgein a systematic manner



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Electrical safety it is always

important toobserveelectrical safetyprecautions

when usingelectricity

state the hazards of:- damaged insulation- overloaded circuit- damp conditions

identify a fuse and its rating state how a fuse works and the

effect or danger of using one ofincorrect rating

identify a circuit breaker andstate its function

list some precautionarymeasures to ensure the safeuse of electricity

appreciate the importance ofobserving electrical safetyprecautions when usingelectricity



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CORE UNIT 6:INVESTIGATING HEAT Temperature

andthermometer

Heating andcooling matter

OVERVIEWHeat is very important to life. Heat is a form of energy. When energytransformation takes place, it usually involves the gain or loss of heat. Infact, other forms of energy can be converted into heat energy.

Interactions between energy and matter account for changes observed ineveryday events. Understanding how heat energy and matter interact

helps students understand a wide variety of physical changes.

KEY INQUIRY QUESTIONS What is temperature and

how is it measured? How does heat change

matter?



Temperature andthermometer temperature is a

measure of howhot or how coldan object is

a thermometeris used tomeasuretemperatureaccurately

explain what temperature is show an awareness that there

are other types ofthermometers, e.g. digitalthermometer, temperaturesensor

use liquid-in-glass laboratory andclinical thermometers (Sixsthermometer is excluded)

Heating and coolingmatter heat is a form of

energy solids, liquids

and gasesexpand when

explain that heat is a form ofenergy, giving some examplesof the sources and the energyconversions that take place

state the importance of heatenergy in our life

describe some common

infer that generally, solids, liquidsand gases expand when heatedand contract when cooled

infer that a change of state isbrought about by adding orremoving heat energy withoutany change in temperature




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heated andcontract whencooled

situations and applications toillustrate when too much heat isundesirable and how theexcess heat is removed

recognise that when thetemperature of a substance

increases, the substance hasabsorbed heat; when thetemperature of a substancedecreases, the substance haslost heat

describe some everydayexamples/applications involving

the removal/addition of heatenergy in the change of state describe some consequences

and applications of expansionand contraction in everyday life



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GLOSSARY OF TERMS

S/No Term Description of term1.2.3.4.5.

6.7.8.9.10.

11.12.

13.14.15.

appreciatedescribediscussdistinguishexplain

identifyinvestigatelistoutlinerecognise

relateshow an awareness

show an understandingstatesuggest

to recognise the value of a concept or situationto state in words (using diagrams where appropriate) the main points of a topicto give a critical account of the points involved in the topicsto identify and understand the differences between objects, concepts and processesto give reasons or make some reference to theory

to select and/or name the object, event, concept or processto find out by carrying out experimentsto give a number of points or items without elaborationto give the main or essential points of the concepts, processesto identify facts, characteristics or concepts that are critical (relevant/appropriate) tothe understanding of a situation, event, process or phenomenonto identify and explain the relationships between objects, concepts or processesto have superficial knowledge of the concepts or processes

to recall, explain and apply informationto give a concise answer with little or no supporting argumentto provide ideas to a problem or a situation, or apply knowledge to a novel situation(there is no unique answer)



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ACKNOWLEDGEMENTS

Members of the Lower Secondary Science Normal (Technical) Syllabus Review Committee (2004-2005) are:

1. Mdm Chua Mui Mui Linda, Head Sciences, Curriculum Planning & Development Division

2. Mr Lee Siew Lin, Head Sciences, Curriculum Planning & Development Division (2004)3. A/P Foong See Kit, Natural Sciences and Science Education, National Institute of Education4. A/P Yap Kueh Chin, Natural Sciences and Science Education, National Institute of Education5. Dr Ivan Tam Chi Keung, Singapore Maritime Academy, Singapore Polytechnic6. Ms Karen Cheng Yau Kit, Curriculum and Educational Development Division, Institute of Technical Education7. Mr Richard Lee Peng Siong, Curriculum and Educational Development Division, Institute of Technical Education8. Miss Goh Hong Tiam, Assessment Officer, Singapore Examinations and Assessment Board9. Miss Tan Poh Hiang, Assessment Officer, Singapore Examinations and Assessment Board10. Mdm Azlin Abdul Majid, Teacher, Ahmad Ibrahim Secondary School11. Ms Ooi Kai Li, Teacher, Jurongville Secondary School12. Mrs Shanthimalar Somasundram, HOD Science, Bowen Secondary School

13. Mrs Wong-Koh Seok Hua, HOD Science, Fuchun Secondary School (2004)14. Mrs Yeo-Chua Chiew Ping, HOD Science, Zhenghua Secondary School15. Mdm Aw Wai Lin Alice, Master Teacher, Schools Division, MOE16. Ms Elsie Mathews, Educational Technology Officer, Educational Technology Division, MOE17. Mr Lee Seng Hai, Curriculum Planning Officer, Curriculum Planning & Development Division, MOE18. Mdm Leau Wan Hwee, Curriculum Planning Officer, Curriculum Planning & Development Division, MOE19. Mr Ow Mun Hoe, Curriculum Planning Officer, Curriculum Planning & Development Division, MOE

The Ministry of Education also wishes to acknowledge all Principals, Heads of Department/Subject Heads/Level Heads (Science)and teachers for their invaluable feedback and contributions in the development of this syllabus.

Documents

Science Lower Secondary Nt 2008