Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years

8/14/2019 Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years

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Topic1 :

Physical Quantities and Units Time Allowed : 2 weeks

1.1 Measurement of length, time and volume

Prior Knowledge : LSS SoW (Topic 1.3. : Measurement ; 1.3.1. Length, Area and Volume)Links To : Most topicsKeywords : S.I. Units, length, thickness, distance, diameterMisconceptions : Students think that distance/thickness/diameter are not lengths.

SyllabusObjective

Learning Outcome Activities Resources andHyperlinks

(a) use anddescribe howto use rules,

micrometers,vernier scalesandcalipers to

determinelengths

Students should be able to :

- use a ruler to measure lengthof a given object,

- measure the length of a book,

table and fabric,- state the SI unit for length- identify the steps in using a

vernier caliper and micrometer- screw gauge to measure the

diameter and thickness ofobjects.

Do simple experiments using their ownrules to measure length of textbook, labtables etc.Display 15 cm, 30 cm, half-metre rule,1metre rule and measuring tape.

What are they used for?Get the students to select the appropriateinstrument for measuring length of : *pencil * textbook * tableAsk students to select the instrument formeasuring :

* the thickness of coin, wire* diameter of coin and wire

Show students the correct way to use themetre rule and the half-metre rule by

avoiding the end error and the parallaxerror.

Demonstrate to students how to use andread the scales on the micrometer and thevernier calipers and allow them to takemeasurements from real objects such as

Combined Science :Teaching Guidelinesand Resources UpperSecondary ,Part 1,CDD

Physics for O LevelCombined Scienceand N and O LevelScience, BruneiDarussalam Edition.

COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)

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coins, thin wire and wooden blockRefer OTM 1a

ExtensionThe students will measure thickness of paper, hair, wire, thread, etc.They can measure diameter of objects such as test tubes.

Notes

(includingsafety)

Skills are developed during laboratory practical in terms of minimizing errors by doing the same

procedures at least twice. Proper techniques of using micrometer screw gauge and vernier calipers todetermine the readings.Topic

1 :Physical Quantities and Units

1.1 Measurement of length, time and volume

Prior Knowledge : LSS Mathematical skills in calculations.Links To : Most topics.Keywords : Intervalof time, period of a pendulum, volume of liquids, volume of solidsMisconceptions : The students think that a period of the pendulum is only half of 1 complete oscillation.

SyllabusObjective


(b) use anddescribe howto use clocksand otherdevices formeasuringan interval oftime,including the

period ofpendulum

The students should be able to:

- name a suitable instrumentfor measuring time,

- do the experimental set-up tomeasure the period

- of the pendulum,- handle, manipulate and use

stopwatch to measure- the period of a pendulum,- identify some ways to avoid

errors.

Refer OTM 1a

Use stop clocks and stopwatches to showhow to read and record the time.

Set up a simple pendulum and demonstratehow to find the period of the pendulum bymeasuring the time of 10 or 20 completeoscillations. Discuss necessary precautionsas well to improve accuracy and to reduceerror.Students will repeat the procedure

ComprehensivePhysics for O LevelScience, pg 16 topg18

Extension Find out the effect on the period of the pendulum if the length is changed.

Notes(including

Digital stopwatch is more accurate than analog stopwatch.


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safety)

(c) use anddescribe howto use ameasuringcylinder tomeasure avolume

- name a suitable devicefor measuring volume

- measure volume of agiven liquid,

- measure volume of agiven block of wood (regularsolids)

- measure the volume of an irregular solid

- measure the volume of cork.

Students will read volume of water frommeasuring cylinder and to find the volumeof a small irregular object (eg. a smallstone) by displacement method.

Also show how to measure the volume of afloating object (eg. a cork) using ameasuring cylinder and a sinker.

ComprehensivePhysics for O LevelScience, pg 7 and pg8

Extension Measure the volume of a given solid using a displacement can (eureka can)

Notes(includingsafety)

Precaution should be taken to place the measuring cylinder on a flat surface before reading the volume.The lower meniscus is read.

Topic

2 :

CELL STRUCTURE AND ORGANISATION Time Allowed : 2 weeks

2.1 Plant & Animal cells

Prior Knowledge : LSS SOW (Topic 5.0. : Cell Structure & Organisation)Links To : Specialised cells; Internal structure of a leafKeywords : cell, cellulose cell wall, cell membrane, cytoplasm, vacuole, nucleus, chloroplasts, chlorophyllMisconceptions : All cells have cell wall.

SyllabusObjective

Learning Outcome Suggested Activities Resources andHyperlinks

(a) examineunder themicroscope ananimal cell(e.g. fromfresh liver)


- prepare slides for usewith the light microscope

- handle, manipulate anduse the light microscope to viewslides they have prepared

Prepare and examine onion cell and livercell under the microscope.

Use the pictures (onion cell) or (Elodeacell) from online resources to askstudents to draw one example of a plant

Combined Science :Teaching Guidelinesand Resources UpperSecondary, Part 1,CDD.

Biology for O levelCombined Science


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and a plantcell (e.g. fromElodea, amoss, or anysuitable locallyavailable

material)

(b) identify anddescribe thestructuresseen, (cellmembrane,nucleus andcytoplasm foranimal cells;cell wall, cellmembrane,nucleus,cytoplasm, sapvacuole andchloroplastsfor plantcells)

(c) compare thevisibledifferences instructure of

the animal andplant

- make clear biologicaldrawings of both animal and plantcells

- identify the main parts of the cell

- state the function of eachpart of the cell

- compare the visiblestructures of the plant and animalcells

- describe the similaritiesand differences between a

cell.

Use the picture (cheek cell) from onlineresources to ask students to draw oneexample of an animal cell.

Draw and identify the structures seen inthe cells.State the functions of the differentstructures seen in the cells.

Compare the visible differences instructures of an animal and plant cells.

and N and O LevelScience, BDE

Online resourcesAnimal and plant cellshttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev2.shtmlhttp://www.micrographia.com/specbiol/plan/planaq/plaq0100.htmhttp://www.natureedv

entures.com/pictures_2007_session_1.php?group=Micro%20Me

Cell structurehttp://www.biotopics.co.uk/life/cells.html

SyllabusObjective


cells examined named plant cell and a namedanimal cell


YEAR 9 (2 + 3)4
http://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_2.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_2.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_2.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev2.shtmlhttp://www.micrographia.com/specbiol/plan/planaq/plaq0100.htmhttp://www.micrographia.com/specbiol/plan/planaq/plaq0100.htmhttp://www.micrographia.com/specbiol/plan/planaq/plaq0100.htmhttp://www.natureedventures.com/pictures_2007_session_1.php?group=Micro%20Mehttp://www.natureedventures.com/pictures_2007_session_1.php?group=Micro%20Mehttp://www.natureedventures.com/pictures_2007_session_1.php?group=Micro%20Mehttp://www.natureedventures.com/pictures_2007_session_1.php?group=Micro%20Mehttp://www.biotopics.co.uk/life/cells.htmlhttp://www.biotopics.co.uk/life/cells.htmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_2.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_2.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev2.shtmlhttp://www.micrographia.com/specbiol/plan/planaq/plaq0100.htmhttp://www.micrographia.com/specbiol/plan/planaq/plaq0100.htmhttp://www.micrographia.com/specbiol/plan/planaq/plaq0100.htmhttp://www.natureedventures.com/pictures_2007_session_1.php?group=Micro%20Mehttp://www.natureedventures.com/pictures_2007_session_1.php?group=Micro%20Mehttp://www.natureedventures.com/pictures_2007_session_1.php?group=Micro%20Mehttp://www.biotopics.co.uk/life/cells.htmlhttp://www.biotopics.co.uk/life/cells.html


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(d) state thefunction of thecell membranein controllingthe passageof substances

into and out ofthe cell

- show an appreciation of the presence of chloroplasts tomake food by photosynthesis

Extension Do a research on the function of the nucleus in passing down genetic information from a parent to a child.


Handle microscope and fragile objects such as glass slides and cover slips with care.Ensure that broken glassware is safely disposed of.Avoid spilling Iodine on stain skin and clothes.Clean up all spillages promptly if they occur.Report all spillages and accidents to the teacher.

Topic2 :

CELL STRUCTURE AND ORGANISATION

2.2 Specialised Cells

Prior Knowledge : LSS SOW (Topic 5.0. : Cell Structure & Organisation)

Links To : Osmosis, Transport in flowering plants (Transpiration), Transport in human (blood cells),Respiration (Gaseous exchange)Keywords : specialized, root hair cell, extension, elongated, absorb, absorption, osmosis, surface area,

red blood cell, transport, oxygen, haemoglobin, biconcave, depressionMisconceptions : Students think that all molecules move only by osmosis.

All animal cells have nuclei. All plant cells have chloroplasts.

SyllabusObjective


(e) state, insimple terms,the


- identify a root hair cell

Show students root hairs of seedlings ofgreen beans/peas which have been grownfor a week.

http://schools.moe.edu.sg/chijsjc/Biology/Cell


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http://schools.moe.edu.sg/chijsjc/Biology/Cell%20Structure/cell_structure.htmhttp://schools.moe.edu.sg/chijsjc/Biology/Cell%20Structure/cell_structure.htmhttp://schools.moe.edu.sg/chijsjc/Biology/Cell%20Structure/cell_structure.htmhttp://schools.moe.edu.sg/chijsjc/Biology/Cell%20Structure/cell_structure.htmhttp://schools.moe.edu.sg/chijsjc/Biology/Cell%20Structure/cell_structure.htm


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relationshipbetween cellstructure andcell functionfor

(i) root haircells

- make clear biologicaldrawing of a root hair cell using asharp pencil

- label the different partsof the root hair cell (cell wall, cellmembrane, cytoplasm, vacuole,

Observe prepared slides of root hair celland red blood cells using microscope.

Discussion & explanation on how a typicalplant cell is

%20Structure/cell_structure.htm

SyllabusObjective


absorption(ii) red blood

cells transport ofoxygen

(f) identify thesecells fromdiagrams andfromphotomicrographs

nucleus)- describe how a root hair

is specialized from a typical plantcell

- state how the structureof a root hair (shape &

- size) is related to its

function (absorption of water andmineral salts)

- state the function of aroot hair cell

- state the differencesbetween a root hair cell and atypical plant cell

- identify a red blood cell- make clear biological

drawing of red blood cell using asharp pencil

- label the different partsof the red blood cell (cellmembrane, cytoplasm)

- describe how a redblood cell is specialized from atypical animal cell

specialized to become a root hair cell usingdiagrams.

State the relationship between cellstructure and cell function for these cells(red blood cells and root hair cells).

Discussion & explanation on how a typicalplant cell is specialized to become a roothair cell using diagrams.

Cell specialisationhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_3.shtmlSpecific function ofanimal cells

http://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev4.shtmlSpecific function of

plant cellshttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev5.shtml


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http://schools.moe.edu.sg/chijsjc/Biology/Cell%20Structure/cell_structure.htmhttp://schools.moe.edu.sg/chijsjc/Biology/Cell%20Structure/cell_structure.htmhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_3.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_3.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_3.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_3.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev4.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev4.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev4.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev4.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev4.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev5.shtmlhttp://schools.moe.edu.sg/chijsjc/Biology/Cell%20Structure/cell_structure.htmhttp://schools.moe.edu.sg/chijsjc/Biology/Cell%20Structure/cell_structure.htmhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_3.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_3.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/cells_3.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev4.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev4.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev4.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfunctionsrev5.shtml


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- state the function of ared blood cell

- state how the structureof a red blood cell is related to itsfunction

- explain how thepresence of haemoglobin in a redblood cell is related to its function

- state the differencesbetween a red blood cell and atypical animal cell

Extension Find out the structure and function of xylem vessel and phloem.


It is essential that these are very clearly taught lessons. This is a good opportunity for developing thinkingskills rather than just telling students. It is worth spending time emphasizing terms eg haemoglobin,surface area, biconcave, extension, elongated.

Topic Diffusion & Osmosis Time allowed : 2 weeks


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3:3.1 Diffusion

3.2 Osmosis

Prior Knowledge : Plant cell, animal cell, root hair cell, red blood cellLinks To : Gaseous Exchange in the alveoli, Gaseous Exchange in stomata, Absorption of food molecules in the villi,

Transport in flowering plants

Keywords : Diffusion, Concentration, higher concentration, lower concentration, concentration gradient Osmosis,Concentration, Dilute/Weak solution, Strong/ Concentrated solution, semi/partially/selectively permeablemembrane, Turgid, Firm, Stiff, wrinkled, Flaccid

Misconceptions : All substances can diffuse across the plasma membrane as long as a concentration gradient ispresent.

Diffusion can occur only when there is a solvent and a solute.

SyllabusObjective


(a) define

diffusion asthe movementofmoleculesfrom a regionof their higherconcentrationto a region oftheir lowerconcentration,down aconcentrationgradient

(b) defineosmosis as thepassage ofwater


- define diffusion

- differentiate dilute/weak/,concentrated/strong solutions

- explain diffusion- give examples of

diffusion in everyday life

- define and explainosmosis.

- describe the idea of asemi/partially/selectively

- permeable membrane- work out the direction in

which water molecules shouldmove through a

Demonstrate diffusion of the nitrogendioxide and air; potassium manganate(VII) in water and ammonia or perfume inair.

Illustrate the concept of diffusion byusing OTM 2 and OTM 3.Carry out an experiment to demonstrateosmosis byusing :

(i) coloured sugar solution in viskingtubing immersed in a beaker ofwater

(ii) raisins immersed in water (need a

few hours for reaction to takeplace)

(iii) cut fresh chilies longitudinallyand immersed in water andconcentrated sugar solution. (Donot remove stalk).

Online resource :How substances getinto (and out of) ofcellshttp://www.biotopics.co.uk/life/osmsis.htmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/2diffusionandosmosisrev2.shtmlOsmosishttp://www.tvdsb.on.ca/westmin/science/sbi

3a1/Cells/Osmosis.htmhttp://www.biologycorner.com/bio1/diffusion.html#http://www.pgjr.alpine


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http://www.biotopics.co.uk/life/osmsis.htmlhttp://www.biotopics.co.uk/life/osmsis.htmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/2diffusionandosmosisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/2diffusionandosmosisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/2diffusionandosmosisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/2diffusionandosmosisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/2diffusionandosmosisrev2.shtmlhttp://www.tvdsb.on.ca/westmin/science/sbi3a1/Cells/Osmosis.htmhttp://www.tvdsb.on.ca/westmin/science/sbi3a1/Cells/Osmosis.htmhttp://www.tvdsb.on.ca/westmin/science/sbi3a1/Cells/Osmosis.htmhttp://www.tvdsb.on.ca/westmin/science/sbi3a1/Cells/Osmosis.htmhttp://www.biologycorner.com/bio1/diffusion.html#http://www.biologycorner.com/bio1/diffusion.html#http://www.biologycorner.com/bio1/diffusion.html#http://www.pgjr.alpine.k12.ut.us/science/whitaker/Cell_Chemistry/Plasmolysis.htmlhttp://www.biotopics.co.uk/life/osmsis.htmlhttp://www.biotopics.co.uk/life/osmsis.htmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/2diffusionandosmosisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/2diffusionandosmosisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/2diffusionandosmosisrev2.shtmlhttp://www.tvdsb.on.ca/westmin/science/sbi3a1/Cells/Osmosis.htmhttp://www.tvdsb.on.ca/westmin/science/sbi3a1/Cells/Osmosis.htmhttp://www.tvdsb.on.ca/westmin/science/sbi3a1/Cells/Osmosis.htmhttp://www.biologycorner.com/bio1/diffusion.html#http://www.biologycorner.com/bio1/diffusion.html#http://www.biologycorner.com/bio1/diffusion.html#http://www.pgjr.alpine.k12.ut.us/science/whitaker/Cell_Chemistry/Plasmolysis.html


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moleculesfrom a regionof theirhigherconcentrationto a regionof their lowerconcentration,through apartiallypermeablemembrane

semi/selectively/partially permeablemembrane during osmosis

(iv) osmosis in plant tissue usingsugar/salt solution in potato wellplaced in a shallow trough ofwater

Use Biology for O level CombinedScience BDE, pg 23, to explain theeffects of osmosis on animal tissue.

Use Biology for O level CombinedScience BDE, pgs 23 and 25 to explainthe importance in the uptake of plantsand effect of osmosis on animal tissue(red blood

.k12.ut.us/science/whitaker/Cell_Chemistry/Plasmolysis.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.html

SyllabusObjective


(c) describe theimportance ofosmosis in theuptake ofwater byplants and theeffects ofosmosis onanimal tissue

- explain the uptake of water by plants

- explain wilting in asmall plants in terms of osmosis

- explain the effects of osmosis on red blood cell whenthey are placed in a concentratedsolution and a dilute solution

- predict the effect of placing redblood cells in a solution which hasthe same concentration as thecytoplasm of the cells

cells) or use the online resources toexplain effect of osmosis on animal tissue.

Pupils experimentswith osmosis in carrottissuehttp://www.biotopics.co.uk/life/carrot.html

Osmosis in operationin animal and plantcellshttp://www.biotopics.co.uk/life/osmdia.htmlhttp://highered.mcgraw-

hill.com/sites/dl/free/0072464631/291136/hemolysis_crenation.swf

Extension Do an experiment on osmosis using carrot and straw at home.


YEAR 9 (2 + 3)9
http://www.pgjr.alpine.k12.ut.us/science/whitaker/Cell_Chemistry/Plasmolysis.htmlhttp://www.pgjr.alpine.k12.ut.us/science/whitaker/Cell_Chemistry/Plasmolysis.htmlhttp://www.pgjr.alpine.k12.ut.us/science/whitaker/Cell_Chemistry/Plasmolysis.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.htmlhttp://www.biotopics.co.uk/life/carrot.htmlhttp://www.biotopics.co.uk/life/carrot.htmlhttp://www.biotopics.co.uk/life/osmdia.htmlhttp://www.biotopics.co.uk/life/osmdia.htmlhttp://highered.mcgraw-hill.com/sites/dl/free/0072464631/291136/hemolysis_crenation.swfhttp://highered.mcgraw-hill.com/sites/dl/free/0072464631/291136/hemolysis_crenation.swfhttp://highered.mcgraw-hill.com/sites/dl/free/0072464631/291136/hemolysis_crenation.swfhttp://highered.mcgraw-hill.com/sites/dl/free/0072464631/291136/hemolysis_crenation.swfhttp://highered.mcgraw-hill.com/sites/dl/free/0072464631/291136/hemolysis_crenation.swfhttp://www.pgjr.alpine.k12.ut.us/science/whitaker/Cell_Chemistry/Plasmolysis.htmlhttp://www.pgjr.alpine.k12.ut.us/science/whitaker/Cell_Chemistry/Plasmolysis.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.htmlhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.htmlhttp://www.biotopics.co.uk/life/carrot.htmlhttp://www.biotopics.co.uk/life/carrot.htmlhttp://www.biotopics.co.uk/life/osmdia.htmlhttp://www.biotopics.co.uk/life/osmdia.htmlhttp://highered.mcgraw-hill.com/sites/dl/free/0072464631/291136/hemolysis_crenation.swfhttp://highered.mcgraw-hill.com/sites/dl/free/0072464631/291136/hemolysis_crenation.swfhttp://highered.mcgraw-hill.com/sites/dl/free/0072464631/291136/hemolysis_crenation.swf


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Nitrogen dioxide is a poisonous gas. Experiment on diffusion on nitrogen dioxide can be performed in thefume cupboard.Potassium manganate(VII) will stain clothing and skin.

Take extra care when cutting chilies.

Topic4:

EXPERIMENTAL CHEMISTRY Time allowed : 3 weeks

4.1 Experimental Design

Prior Knowledge : LSS SoW (Topic 1.2. Handling Common Laboratory Apparatus; 1.3.2. Mass & Time; 1.3.4. Temperature)

Links To : Most topics in Practical ChemistryKeywords : Burette, thermometer, pipette, mass, volume, time, measuring cylinder, volume,Misconceptions : Name and use of the pipette and burette; Not possible to measure precise volumes of liquids.

Volumes of liquids can only be measured using a measuring cylinder.

SyllabusObjective


(a) name anduseappropriateapparatus forthe


- name and use apparatus forthe measurement of time,temperature, volume and mass.

Students to do the following practicalactivities:1. Cooling curve for wax

2. Measurement of time andtemperature for someexothermic/endothermic

SyllabusObjective



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measurementof time,temperature,mass andvolumeincluding

burettes,pipettes andmeasuringcylinders.

(b) designarrangementof apparatus,giveninformationabout thesubstances

involved.(This needs topermeatethroughoutthe syllabus)

- give the correct units forthese quantities

- state the levels of accuracyneeded when using commonmeasuring apparatus

- suggest suitableapparatus ,given relevant information,for a variety of simple experiments.

reactions (eg. action of sodiumhydroxide pellets on water orammonium nitrate in water)

3. Action of dilute hydrochloricacid on marble chips.(Students can plot a graph of loss in

mass(g) vs. time in seconds)4. For measurements of volumes

titration of acids with alkalis can bedemonstrated by using pipette andburette.

Extension Use of a burette to work out a method to estimate the volume of one drop of water.


Care when handling mercury thermometers. Use of pipette fillers and burette funnels.

Topic4:

EXPERIMENTAL CHEMISTRY

4.2. Methods of purification & analysis

Prior Knowledge : LSS SOW (Topic 2.0. Water), Names and uses of apparatus, soluble and insoluble substances, solute,solvent and solutions,


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Links To : Most topics in Practical ChemistryKeywords : Filtration, evaporation, distillation, crystallization, residue, filtrate, distillate, chromatography, mixtures,chromatogram, solventMisconceptions : All salts are soluble.

SyllabusObjective


(c) describe anduse methodsof purificationby the use ofa suitable

Students should be able to:

- describe filtration,evaporation, crystallization and simpledistillation.

The following experiments can becarried out:

- separation of twosolids(sand and salt) by using asuitable solvent and filtration.

Chemistry for O levelCombined Scienceand N and O LevelScience, BDECombined Science :

TeachingSyllabusObjective



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solvent,filtration,crystallization anddistillation(including

descriptionbut not useof fractionaldistillation).

(d) suggestsuitablepurificationtechniquesgiveninformationabout the

substancesinvolved.

(e) describeand usepaperchromatography andinterpretchromatograms.

- distinguish between residueand filtrate in filtration.

- label parts of a distillationapparatus and explain how a distillateis obtained by two processes evaporation and condensation.

- explain the termchromatography.

- draw a simple diagram toshow the apparatus used in a paperchromatography experiment.

- state the differencebetween the chromatogram of amixture and the chromatogram of apure substance.

- identify the constituents ofa mixture by comparing itschromatogram with thechromatograms of known substances.

- crystallization (growingcrystals by cooling a saturatedsolution of copper(II)sulphate

- distillation (obtainingpure water from seawater)

Use OTM 1, Topic 3 to explaindistillation of sea water.

Students can separate and identify thedyes in black ink and study the foodcolours used in cakes.

Teachers can provide preparedchromatograms to students to drawconclusion from them.

Guidelines andResources UpperSecondary, Part 1,CDD.

Online resource :Filtrationhttp://www.scs.sk.ca/cyber/elem/learningcommunity/sciences/science10/curr_content/science10/unita/redon17.html

Paperchromatographyhttp://www.sambal.co.uk/chromatography.html

Basic KS3-GCSEnotes onELEMENTS,COMPOUNDS andMIXTURES andtheir separation,CHEMICALREACTIONS andEQUATIONShttp://www.wpbschoolhouse.btinternet.co.uk/page01/ElCpdMix/EleCmdMix.htm

Separating mixtureshttp://www.bbc.co.uk/schools/ks3bitesize/sc


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ience/chemistry/elements_com_mix_8.shtml

Extension

Do an experiment to separate the pigments in chlorophyll, petals of flowers etc.The purification of muddy water using a simple sand filter can be performed.

The principle of fractional distillation can be explained in detail to the better ability learners. This will helpthem in understanding fractional distillation of crude oil to be taught in year 5.


Normal safety precautions to be observed.Caution : The learners should not drink the filtered water as it contains bacteria and other micro-organisms.


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Topic4:

EXPERIMENTAL CHEMISTRY

4.2. Methods of purification & analysis

Prior Knowledge : The use of thermometersLinks To : Most topics in ChemistryKeywords : pure, impure, impurity

Misconceptions : A substance is pure if it is white. The melting point of a substance is 00

C and its boiling point is1000C.

SyllabusObjective


f] identifysubstancesand test theirpurity bymelting pointand boiling

pointdetermination and bychromatography.


- state what a puresubstance is.

- explain how impurityaffects the melting point andboiling point of a pure substance.

- predict if a substance ispure, given their melting andboiling points

- deduce the purity &identities of substances, giventheir melting and boiling points

- describe an experimentto

a) determine themelting point and boiling pointof a substance.

b) find out if asubstance is pure.- to identify a pure or

impure substances from graphs

- distinguish betweenpure substances and impure

Determination of melting point of pure iceand ice with added impurity (eg salt)

Determination of boiling point of waterand water with salt added to it.

Students are to note the effect of impurities

on melting points and boiling points.Get students to find outi) why people put salt on roads in

winter (stops water freezing onroads so the roads wont get icy.)

ii) salt is added to ice used at fishmarkets.

Chromatography experiments can becarried out to check if the dyes on somefood colours are pure or not. (eg. one spoton chromatogram indicates pure

substance).


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substances from theirchromatograms.

Extension Students can perform experiments to determine the boiling point of ethanol.Students can find out the importance of purity in food industries.


Care when using ethanol as it is flammable.

Topic5:

KINETIC PARTICLE THEORY Time Allowed : 1 week

Prior Knowledge : LSS SOW (Topic 9 : Matter)Links To : Most topics in ChemistryKeywords : solid, liquids, gases, interconversion, melting, freezing, boiling, evaporation, condensation, compressed,vibrate, random motion.Misconceptions : Boiling and evaporation are the same.

When a gas is compressed, the gas particles become smaller.


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Reading of graphs showing temperature change during melting, freezing, boiling, etc.

SyllabusObjective


(a) describe thestates ofmatter andexplain theirinterconversionin terms of thekinetic particletheory.

Student should be able to

- describe the arrangement

of the particles in each of the threestates of matter.

- draw models to show thearrangement of particles in solid, liquidand gas states

- describe the movement ofparticles in all the three states ofmatter.

- describe the changes in thearrangement of particles duringmelting and boiling.

- describe theinterconversion of the three states ofmatter.

- read graphs showingtemperature changes during meltingand boiling (melting point, boiling pointand physical states at differentsections of the graphs)

- predict the physical state of matter at a given temperature, giventheir melting and boiling points

- explain how the

arrangement and movement ofparticles differ when the temperatureis increased or decreased

Demonstration of the kinetic model ofmatter

Play a game with students askingthem to behave like solid, liquid andgas molecules.

Solid students shake their bodiesin their own seats, holding thehands of their nearest neighbours.

They are not allowed to movearound.

Liquid students shake their bodiesmore vigorously holding theirneighbours hands. They can get out

of their seats and move around theroom.

Gas Students shake their bodiesmore vigorously without holdinghands. They can move around theroom freely sometimes bumpinginto each other and sometimesbumping against the walls of theroom.

Spacing in solids, liquids and gasesmay be studied using sand, water andair compressed in a syringe. Relate theresults obtained to the spacesbetween the particles.

Brown gas in a jar placed over anotherjar with plate removed, liquid stored in

Chemistry for O levelCombined Science andN and O LevelScience, BDE

Combined Science :Teaching Guidelinesand Resources UpperSecondary, Part 1,CDD.

Online resourceStates of matterhttp://www.chem.purdu

e.edu/gchelp/atoms/states.htmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/physical

_changes_2.shtmlanimationhttp://www.harcourtschool.com/activity/states_of_matter/

The particle model

http://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/particle_model_intro.shtmlParticles and change ofstates


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Topic6:

KINEMATICS Time Allowed : 1 week

6.1. Speed, Velocity & Acceleration

Prior Knowledge : Graphing skills to determine the changes with time (using a stopwatch)Links To : Measurement of time and distance.Keywords : Acceleration, motion, constant velocity, average velocity, constant speed, average speed, distance.Misconceptions : Students would think that acceleration is always positive (+).

Velocity is another word for speed. An objects speed and velocity are always the same .

SyllabusObjective


(a) state what ismeant byspeed, velocityandacceleration

The students should be able to:

- define speed,

- show the relation ofspeed, distance and time using theequation: speed = distancetraveled

time- calculate speed and

average speed,- define velocity- explain the difference

between speed and velocity,- calculate velocity using

Relate speed to the distance travel perunit time by asking these questions like:

How do you know that one car is fasterthan another car?

Why 80 km/h is faster than 50 km/h?( refer car speedometer).

Introduce the term constant speed. In agiven journey explain why keeping aconstant speed is impossible and why anaverage speed is used instead.

When giving the definition of velocity,remember to state and explain the

Comprehensive Physicsfor O Level Science,pg 26 to pg 28

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


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(b) recognisemotion forwhich theacceleration is

constant

(c) recognisemotion forwhich theacceleration isnot constant

the equation:- velocity = distance

travelled/time in a given direction.- convert km/hr to m/s

and vice-versa

- define acceleration,

- calculate for acceleration using theequations:

acceleration = change invelocity/time taken or

acceleration = change in speed/timetaken,- convert km/hr2 to m/s2 and viceversa.

- describe uniform and non-uniformacceleration,

- give examples of uniform and non-uniform acceleration.

difference between speed and velocity.

Introduce the term constant velocityand average velocity.Ask this question:

Why a person running round a cornercannot have a constant velocity even

though his speed is constant?

Explain acceleration by presentingstudents with two different cars (example:Ferrari versus Toyota or F1 car versusNissan). Use the example to explain thatacceleration is related to change in speedover time. Make them understand thatthe one with shorter time to cover samedistance has higher acceleration.

BBC - GCSE Bitesize -Science: Physics

Britannica GCSEPhysics PC CD-rom

http://www.glenbrook.k

12.il.us/GBSSCI/PHYS/CLASS/1DKin/U1L1d.html

Extension Do a practical or an experiment to determine the speed of a toy car.

Notes (includingsafety)

Students should be aware that speed and velocity are different.

Topic6:

KINEMATICS

6.2. Graphical Analysis of Motion

Prior Knowledge : Plotting the speed-time graph and distance-time graph.Links To : Calculating speed, velocity and accelerationKeywords : uniform speed, uniform acceleration, deceleration.

Misconceptions : Acceleration is the change of velocity.

SyllabusObjective


Students should be able to : Give students speed-time data to analyseand to be plotted.

http://www.stvincent.ac.uk/Resources/Physic


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(d) plot andinterpret aspeed-timegraph

(e) recognisefrom the shapeof a speed-timegraph when abody is(i) at rest(ii) moving

with

constantspeed(iii) moving

withconstantacceleration

- plot a graph of speedagainst time given data.

- calculate the area undera speed-time graph to determinethe distance traveled for a motionwith uniform speed or uniformacceleration.

- state that the acceleration of freefall for a body near to the earth isconstant and is approximately 10m/s2,

- plot and interpret speed-time graphs,

- differentiate and analysethe shapes of the graphs, if the bodyis at rest, moving with a constantspeed or with constant acceleration.

The graphs must show different motions

and should be drawn on the same axesfor comparison.

s/Speed/speed/motgraphs.html

Combined ScienceTeaching Guidelinesand Resources UpperSecondary Pt 1

Topic 4 Appendix 1and Appendix 2

Extension The students will be given more data to plot and interpret a speed-time graph.


The students should be aware that the area under a speed-time graph is equal to the distance traveled bythe object.

Topic7:

DYNAMICS Time Allowed : 1 week

Motion


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7.1.

Prior Knowledge : Displacement, speed and acceleration.Links To : Turning effects of force.Keywords : Dynamics, Newton, force, magnitude of force, resultant force.Misconceptions : Students think that friction can cause an object to accelerate.

Syllabus

Objective

Learning Outcome Activities Resources and

Hyperlinks

(a) describe theways in which aforce maychange themotion of abody

(b) use the

relationbetween force,mass andacceleration


- name some things thatforces can do,

- describe the effect of balanced and unbalanced forces on abody,

- identify the forces acting

on an object,- use the relation between

force, mass and acceleration in theequation F = ma, to solve problems

- solve problems on motioninvolving forces,

- explain the effect of friction on the motion of a body,

- determine when and wherefriction occurs.

Demonstrate how a force can changethe motion of the body by asking onestudent to walk slowly in front of theclass. While the student is walking dothe following:

push the student lightly from thefront,

push the student lightly from theback,

push the student lightly from theside.

For each occasion ask the rest of thestudents what happen to the motion oftheir friend. Highlight the following:

stops or slows down the motion,

make the motion faster,

change the direction of the motion.

Make the students realise that theabove are related to acceleration andtherefore acceleration is related toforce (the push in the demonstration).Relate force with mass by asking thisquestion:Which person is easier to push, a smallperson or a big person? (pick twostudents from the class as an example)

Britannica GCSEPhysics PC CDROM

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

BBC - Schools - KS3

Bitesize - Science -Physics - Forces andMotion

http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml

http://www.bbc.co.uk/schools/scienceclips/ag

es/10_11/forces_action.shtml

http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.sh


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Discussion and explanation on how touse F = ma in solving appropriateproblems.

tml

Extension Do a practical to show the effect of friction on a moving object.


Do a research on the effect of forces on a parachutist and an airplane cruising at a constant speed.

Topic

8:

ENZYMES Time Allowed : 1 weeks

8.1.

Enzyme Action

8.2.

Effects of Temperature & pH

Prior Knowledge : Plotting GraphsCOMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)

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Links To : Animal Nutrition (Chemical Digestion)Keywords : Enzyme, protein, biological catalyst, specific, denatured/destroyed, optimum temperature, optimum pH,germinationMisconceptions : Enzymes die when heated to high temperature. Enzymes are killed by heating.

SyllabusObjective


(a) define enzymesas proteinswhich functionas biologicalcatalysts

(b) describe theeffect oftemperatureand of pH on

enzyme activity

(c) state the effectof enzymes onthe germination

of seeds


- define an enzyme- explain enzyme action using

the Lock and Key Hypothesis

- describe the effect of temperatures on enzyme activity

- identify an optimumtemperature for an enzyme activityfrom a graph

- interpret a graph of an

effect of temperature on the rate of anenzyme-catalysed reaction

- describe the effect of pH onenzyme activity

- interpret a graph of aneffect of temperature on the rate of anenzyme-catalysed reaction

- state the properties of enzymes

- describe the role of enzymes on the

germination of seeds

Use a small piece of liver placed insome hydrogen peroxide solution.

Use online resource on Animation :How enzymes work to explain theaction of enzyme Lock & KeyHypothesis.

Discussion & explanation on theproperties of enzymes.

Students will use tabulated data toplot graphs showing the effect oftemperature & pH on enzyme activity.

Students must be able to interpretgraphs and draw conclusions fromthem. Refer to OTM 2, OTM 3 of Topic7, Teachers guide).

Effects of enzymes on the germinationof seeds can be studied by using Topic7, OTM 4.

Combined ScienceTeaching Guidelinesand Resources UpperSecondary Part One

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

Online resource :Enzymeshttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/chemicalreactions/5enzymesrev1.shtmlhttp://www.biotopics.co.uk/other/enzyme.html

Animation: HowEnzymes Workhttp://highered.mcgraw-

hill.com/sites/0072495855/student_view0/chapter2/animation__how_enzymes_work.html


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Extension Find out the use of enzymes at home.


Spend time to teach students how to plot graphs (review form 1 SOW) and interpret them.

Topic9:

PLANT NUTRITION Time Allowed : 2 weeks

9.1 PhotosynthesisPrior Knowledge : LSS SoW (Topic 7.1. Photosynthesis), Plant cell, diffusion , osmosis, enzymesLinks To : Cellstructure & Organisation, Diffusion & Osmosis, Food chains & Food websKeywords : rawmaterials, photosynthesis, chloroplasts, chlorophyll, water, carbon dioxide, light energy, glucose,

oxygen, by-product, denatured/destroyedMisconceptions : Photosynthesis occurs during the day. Plants respire at night.

Photosynthesis takes place only in green plants.

Syllabus Objective Learning Outcome Activities Resources andHyperlinks

(a) understand thatphotosynthesis isthe fundamentalprocess by whichplantsmanufacturecarbohydratesfrom rawmaterials

(b) define

photosynthesisand state theequation forphotosynthesis(in words orsymbols)


- state the raw materialsand products of photosynthesis

- write word andsymbol/chemical equation forphotosynthesis

- explain photosynthesis

- plot a graph using data ofthe rate of photosynthesis againstlight intensity

Use OTM 1 and OTM 4, Topic 10, to

explain photosynthesis.

Use Hydrilla / Elodea as suitable plantsto study the effect of light andtemperature on rate of photosynthesis.Refer to pg 10.1, Combined Science,

Teaching guidelines and resources.

Students to be provided with tabulateddata to plot graphs showing the effectsof light intensity and temperature onrate of photosynthesis.

Combined Science

Teaching Guidelinesand Resources UpperSecondary Part One

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

Online resource :How photosynthesis

workshttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/0photosynthesisrev2.shtml


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http://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/0photosynthesisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/0photosynthesisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/0photosynthesisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/0photosynthesisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/0photosynthesisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/0photosynthesisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/0photosynthesisrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/0photosynthesisrev2.shtml


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(c) state the effectof varying lightintensity andtemperature onthe rate ofphotosynthesis

(e.g. insubmergedaquatic plants,such as Elodea)

(d) describe theintake of carbondioxide andwater by plants,

the

- plot a graph using data ofthe rate of photosynthesis againsttemperature

- state the effect of varyinglight intensity on the rate ofphotosynthesis

- state the effect of varying

temperature on the rate ofphotosynthesis

- describe how carbondioxide and water enter the plantsduring photosynthesis

- describe the role of chlorophyll in the manufacture of

The effect of lightintensity on the rate of

photosynthesishttp://www.biotopics.co.uk/pot/odds/elodea.html


trapping of lightenergy bychlorophyll, theconversion oflight energy intochemical energy,the formation ofcarbohydrates,

their subsequentstorage, and therelease of oxygen

(e) explain whymost forms of life

food during photosynthesis

- explain what happens tothe glucose produced duringphotosynthesis

- explain the importance of photosynthesis to organisms


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are completelydependent onphotosynthesis

ExtensionConstruct a concept map on photosynthesis.State forms of carbohydrate storage ; fruits, seeds, sugar cane, potato, yam


Handle mercury thermometer with care.

It is essential that students spend time on plotting graphs in class and interpreting them.When using Hydrilla or Elodea to study the effect of light and temperature on rate of photosynthesis, makesure that Hydrilla or Elodea produce bubbles and wait for a few minutes at a given temperature or lightintensity before counting the number of bubbles produced.

Topic9:

PLANT NUTRITION

9.2

Leaf structure

9.3 Mineral nutrition

Prior Knowledge : LSS SoW (Topic 7.1. Photosynthesis)Links To : Transport in flowering plants (Transpiration)Keywords : Palisade layer, palisade cell, spongy layer, spongy cell, stoma (stomata), guard cells, xylem, phloem,vascular bundle, intercellular air space,Misconceptions : Plants obtain their food from the soil as fertilizers are added to it.


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(f) identify andlabel the cellularand tissue

Students should be able to : Use OTM 1, Topic 10 (leaf structure), toidentify and label the cross-section of adicotyledonous leaf.

The structure of the leaf

Syllabus Objective Learning Outcome Activities Resources and

Hyperlinksstructure of adicotyledonousleaf, as seen incross-sectionunder themicroscope

(g) investigate andstate the effect ofinsufficientnitrogen on plantgrowth andstate theimportance ofnitrogen-containing ions forprotein synthesisand their use in

nitrogen-containingfertilisers foragriculture

- identify and label thecellular and tissue structure of across-section of a dicotyledonousleaf

- state the significance of the distribution of chloroplasts inthe spongy and palisade cells

- state the significance of stomata and vascular tissues

- differentiate the palisade

and spongy layers

- state the importance of

nitrate ions or nitrogen-containingions for plant

- explain how nitrate ionsare absorbed by the root hairs

- state the effect of insufficient nitrogen on plantgrowth

- describe an experiment

to study the deficiency symptomsof plants when they lack nitrogen-containing ions

Show examples of commonly usedfertilizers (NPK , inorganic and organicfertilizers).

Study and compare plants withfertilizers and without them.

http://www.biotopics.co.uk/plants/leafst.htmlGreen plantshttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/green_plants_intro.shtml

Mineral requirements ofplantshttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/1watertransportrev5.shtml

ExtensionStudents can investigate the role of macronutrients in plant growth (for example; magnesium, phosphorus,calcium. potassium and sulphur)


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Topic10 :

Animal Nutrition Time Allowed : 2 weeks

10.1. Diet

Prior Knowledge : LSS SoW (Topic 7.2. Food & its importance; 7.3. Classes of food; 7.4. Balanced diet)

Links To : Transport in Man (The Heart, Heart attack)Keywords : diet, balanced diet, proteins, carbohydrates, fats, vitamins, minerals, fibre (roughage), malnutrition,constipation, obesityMisconceptions : Students think that vegetables and fruits play an insignificant role in diet.


a) define a balanced

diet as a dietsupplyingsufficient


- define a balanced diet- list the different classesof food that make a

Use OTM 5(a), (b), (c) to study theexamples of food in a balanced diet.

Combined ScienceTeaching Guidelinesand Resources UpperSecondary



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quantities ofprotein,carbohydrates,fat, vitamins,minerals, fibre,water and energy

to sustain ahealthy life

b) explain why diet,especially energyintake, shouldbe related to age,

sex, and activityof an individual

c) state the effectsof malnutrition inrelation toconstipation andobesity

balanced diet- list the chemical

elements which make upcarbohydrates, fats and proteins

- state the importance of protein, carbohydrates and fats in

our diet- state the importance of taking vitamins C and D, minerals(calcium & iron) and fibre in our diet

- give the sources forcarbohydrates, proteins, fats,vitamins C and D and mineral salts(iron and calcium)

- explain the relationbetween diet and age, diet and sexand diet and activity of an

individual

- define malnutrition- explain constipation and

the problems associated with thiscondition

- explain obesity and thehealth problems associated with

this condition

Use OTM 6(a), (b), (c) and (d) tostudy/explain the energy intake inrelation to age, sex and activity of anindividual.

Students can use the weight/height

graphs [reference to pg 64, Biologytextbooks, Fig 5.13) to find out if theyare within normal weights.

Use OTM 7 to explain constipation.

Part One

Biology for O LevelCombined Science andN and O LevelScience, Brunei

Darussalam Edition.

Online resource :Diet and digestionhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/diet_intro.shtml

Extension

Find out about deficiency symptoms of vitamins A, C, D and K and Mineral salts Iron, Calcium, Iodine.Find out about bulimia, dietry requirements of a pregnant woman and a lactating mother.Students can find out what kinds of food can be taken to avoid constipation problems.Students can investigate different ways that can be followed to avoid obesity.


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Topic10 :

Animal Nutrition

10.2 Human alimentary canal10.3 Mechanical and physical digestion

Prior Knowledge : LSS SoW (Topic 7.6. Structure & Function of teeth), Enzymes

Links To : Enzymes, Transport in ManKeywords : mouth, teeth, chewing, dental decay, digestion, mechanical (physical) digestion, salivary glands, saliva,

oesophagus (gullet), peristalsis, stomach, duodenum, pancreas, liver, gall bladder ,ileum,smallintestine, colon, rectum, large intestine, anus, undigested food, ingestion, digestion, absorption,

assimilation, egestionMisconceptions : Students think that the only organ in the digestive system is the stomach.


(d) identify, ondiagrams andphotographs, andname the mainregions of thealimentary canal

and theassociated organs:mouth, salivaryglands,oesophagus,stomach,


- name and state thefunction of the parts of the systemthat make up the human alimentarycanal and the associated organs

Use OTM 8, 9 , posters and models ofhuman alimentary canal to identify andname the main regions of thealimentary canal and the associatedorgans

Combined ScienceTeaching Guidelinesand Resources, UpperSecondary, Part One.

The digestive system

http://www.biotopics.co.uk/nutrition/digesy.htmlhttp://trc.ucdavis.edu/biosci10v/bis10v/media/ch24/human_digestive_v2.html


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duodenum,pancreas, gallbladder, liver,ileum, colon,rectum and anus

(e) describe themain functions ofthese parts inrelation toingestion,digestion,absorption,assimilation andegestion of food,as appropriate

f) describe the

function of theteeth in reducingthe size of foodparticles

(g) state the causesof dental decayand describe theproper care ofteeth

- define ingestion,digestion, absorption, assimilationand egestion

- to identify which part of alimentary canal is involved in theprocess mentioned above.

- identify the differenttypes of teeth and state theirfunctions in relation to toothstructure

- state the process andcauses of tooth decay

- state ways to preventtooth decay

- describe the proper careof teeth

Use OTM 11(c) and model of teeth todescribe function of teeth and causes ofdental decay.

Invite professionals from the dentalcare.

Demonstrate peristalsis by fitting aseed with about the same diameter asin a rubber tubing or straw. Squeezethe rubber tubing or straw and observehow the seed moves along it.

http://kidshealth.org/parent/general/body_basics/digestive.htmlhttp://www.uclan.ac.uk/facs/health/nursing/sonic/scenarios/uclananim/wholebodyzoom.swf

http://www.besthealth.com/besthealth/bodyguide/reftext/html/dige_sys_fin.html

The virtual bodyhttp://www.ehc.com/vbody.asp


(h) describe chewingand peristalsis

- describe chewing- describe mechanical

digestion- describe the process of

peristalsis

Nutrition & digestionhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev1


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http://kidshealth.org/parent/general/body_basics/digestive.htmlhttp://kidshealth.org/parent/general/body_basics/digestive.htmlhttp://kidshealth.org/parent/general/body_basics/digestive.htmlhttp://www.uclan.ac.uk/facs/health/nursing/sonic/scenarios/uclananim/wholebodyzoom.swfhttp://www.uclan.ac.uk/facs/health/nursing/sonic/scenarios/uclananim/wholebodyzoom.swfhttp://www.uclan.ac.uk/facs/health/nursing/sonic/scenarios/uclananim/wholebodyzoom.swfhttp://www.uclan.ac.uk/facs/health/nursing/sonic/scenarios/uclananim/wholebodyzoom.swfhttp://www.besthealth.com/besthealth/bodyguide/reftext/html/dige_sys_fin.htmlhttp://www.besthealth.com/besthealth/bodyguide/reftext/html/dige_sys_fin.htmlhttp://www.besthealth.com/besthealth/bodyguide/reftext/html/dige_sys_fin.htmlhttp://www.besthealth.com/besthealth/bodyguide/reftext/html/dige_sys_fin.htmlhttp://www.ehc.com/vbody.asphttp://www.ehc.com/vbody.asphttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev1.shtmlhttp://kidshealth.org/parent/general/body_basics/digestive.htmlhttp://kidshealth.org/parent/general/body_basics/digestive.htmlhttp://kidshealth.org/parent/general/body_basics/digestive.htmlhttp://www.uclan.ac.uk/facs/health/nursing/sonic/scenarios/uclananim/wholebodyzoom.swfhttp://www.uclan.ac.uk/facs/health/nursing/sonic/scenarios/uclananim/wholebodyzoom.swfhttp://www.uclan.ac.uk/facs/health/nursing/sonic/scenarios/uclananim/wholebodyzoom.swfhttp://www.besthealth.com/besthealth/bodyguide/reftext/html/dige_sys_fin.htmlhttp://www.besthealth.com/besthealth/bodyguide/reftext/html/dige_sys_fin.htmlhttp://www.besthealth.com/besthealth/bodyguide/reftext/html/dige_sys_fin.htmlhttp://www.ehc.com/vbody.asphttp://www.ehc.com/vbody.asphttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev1.shtml


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.shtml

http://www.constipationadvice.co.uk/constipation/digestive_system.html

Teethhttp://www.biotopics.co.uk/nutrition/teeth.html

ExtensionStudents can list enzymes present in intestinal juices.Project work : Making posters of the human alimentary canal.


Topic10 :

Animal Nutrition

10.4 Chemical digestion10.5 Absorption and assimilation

Prior Knowledge : LSS SoW (Topic 7.7. Digestion in animals), EnzymesLinks To : Enzymes , Transport in ManKeywords : enzyme, amylase, protease, lipase, starch, glucose, proteins, amino acids, fats, fatty acids, glycerol,

chemical digestion, bile, absorption, diffusion, optimum, capillaries, deaminationMisconceptions : Liquid milk does not need to be digested.

Acid in the stomach is a problem.


(i) describe thefunction of atypical amylase,listing thesubstrate and end

- define chemical digestion- distinguish chemical

digestion and mechanical digestion- describe the role of

salivary and pancreatic

A practical can be carried out to showthe function of a typical amylase usingsubstrate (starch), amylase powder andtesting the presence of sugar afterenzyme activity.

How do enzymes work?


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products as anexample of extra-cellular digestionin the alimentary

canal

(j) describeabsorption as thepassage of solubleproducts ofdigestion throughthe wall of the

small intestineand into the bloodcapillaries(Structure of villiis not required.)

(k) state(i) the role of

the liver inthemetabolismof glucoseand aminoacids

(ii) the role offat as astorage

amylase and maltase in thedigestion of starch

- state the end-productsfor digestion of starch

- describe the functions of pepsin and lipase- state the end products

for digestion of proteins and fats- state the optimum pH for

these enzymes

- describe how thedigested food molecules areabsorbed in the blood capillaries

- state the roles of liver inthe digestion and assimilation offood

- explain what happens toexcess glucose

- explain what happens toexcess amino acids

- explain what happens toexcess fats

- describe briefly how, andin what form, excess nitrogen isremoved from the body

Use Fig.8.5. pg 91 and fig.8.6, pg 92, ofCombined Science textbook : Biology,

to state the role of the liver in themetabolism of glucose and amino acids.

http://www.tvdsb.on.ca/westmin/science/sbi3a1/digest/enzymes.htm

The digestive systemhttp://health.howstuffworks.com/adam-200142.htmhttp://www.scienceclarified.com/Di-El/Digestive-System.htmlhttp://www.abbysenior.com/biology/digestive_system.htmhttp://www.skoool.com/digestive_system.htm

http://www.scienceaid.co.uk/biology/humans/digestion.html


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substance

(l) state that theformation of ureaand thebreakdown ofalcohol occur in

the liver

Extension

Some diabetic patients need to go to the hospital for injection of insulin into their body. Find out about

diabetes and insulin.Notes (includingsafety)

Remind students that the intake of alcohol is HARAM and can harm the liver.


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Topic11 :

Atomic Structure Time Allowed : 2 weeks

11.1 Atomic structure11.2 Isotopes

Prior Knowledge : Atom the smallest particle of an element, some names of common atoms.Links To : Chemical bonding, The Periodic Table and Group PropertiesKeywords : atom, protons, electrons, neutrons, nucleus, proton number, nucleon or mass number, shells, isotopes,

group number, period, valence shell,valence electron

Misconceptions : In all atoms, number of protons = number of neutrons.Nuclei of all atoms contain both protons and neutrons.

Inner most shell of atoms holds a maximum of 2 electrons, all the other shells hold a maximum of 8electrons.



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(a) state the relativecharge andapproximaterelative mass of aproton, a neutronand an electron

(b) define protonnumber andnucleon number

(c) use and interpretsuch symbols asC 126

(d) use protonnumber and thesimple structureof atoms toexplain thePeriodic Table,with specialreference to theelements ofproton number 1to 20

(e) define isotopes

Students should be able to

- name the three sub-atomic particles and locate theirposition in an atom.

- state the symbols,relative mass and charge of these

particles- state the symbols of

most of the elements in the PeriodicTable especially elements withatomic numbers 1 20.

- use the Periodic Table todetermine the proton number andnucleon number of a namedelement.

- explain the term protonnumber and nucleon number.

- state the number of protons, electrons and neutrons inan atom, given its proton numberand nucleon number.

- draw and state theelectronic structures of the firsttwenty elements in the Periodic

Table- use diagrams of atomic

structures to work out mass(nucleon) numbers

- explain the temisotopes and recognize isotopesfrom given diagrams of atomicstructures or from relevant data

Use OTM 5, Topic 3, to describe therelative charges and approximaterelative masses of protons, electronsand neutrons.

Introduction to Periodic Table and

interpretation of symbols and numbersused in the Periodic Table.

Students to determine the number ofprotons, electrons and neutrons in thefirst twenty elements.

Rules for the arrangement of electronsin an atom.

Shells Maximumnumber ofelectrons

1 22 83 8

Students are to work out the electronarrangement (electronic configuration)in the first twenty elements and thendraw their atomic structures.

Combined ScienceTeaching Guidelinesand Resources UpperSecondary Part One

Chemistry for O Level

Combined Science andN and O LevelScience, BruneiDarussalam Edition.

Online resource :Atomic structurehttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/classifyingmaterials/atomic_structure1rev1.shtml

http://www.bbc.co.uk/schools/gcsebitesize/chemistry/classifyingmaterials/atomic_structure2rev1.shtml



YEAR 9 (2 + 3)37
http://www.bbc.co.uk/schools/gcsebitesize/chemistry/classifyingmaterials/atomic_structure1rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/classifyingmaterials/atomic_structure1rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/classifyingmaterials/atomic_structure1rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/classifyingmaterials/atomic_structure1rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/classifyingmat

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Sow Combined Science Year 9 (2+3 Programme) v2 - 3 Years