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

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

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Topic1 :

Physical Quantities and Units Time Allowed : 1 week

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.

Syllabus Objective Learning Outcome Activities Resources andHyperlinks

(a) use and describehow to

use rules,

micrometers,vernier scales andcalipers to

determinelengths

Students should be able to :

- use a ruler to measure length of 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 micrometerscrew gauge to measure thediameter and thickness of objects.

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 theappropriate instrument for measuringlength of : * pencil * textbook * tableAsk students to select the instrumentfor measuring :

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

Show students the correct way to usethe metre rule and the half-metre ruleby avoiding the end error and the

parallax error.

Demonstrate to students how to useand read the scales on the micrometerand the vernier calipers and allow themto take measurements from real objectssuch as coins, thin wire and wooden

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

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

COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)

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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 (including

safety)

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.

Topic1 :

Physical Quantities and Units

1.1 Measurement of length, time and volume

Prior Knowledge : LSS Mathematical skills in calculations.Links To : Most topics.Keywords : Interval of 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.

Syllabus Objective Learning Outcome Activities Resources and

Hyperlinks

(b) use and describehow to use clocksand other devicesfor measuring aninterval of time,including theperiod ofpendulum

The students should be able to:

- name a suitable instrument formeasuring time,

- do the experimental set-up tomeasure the period of thependulum,

- handle, manipulate and usestopwatch to measure the period ofa pendulum,

- identify some ways to avoiderrors.

Refer OTM 1a

Use stop clocks and stopwatches toshow how to read and record the time.

Set up a simple pendulum anddemonstrate how to find the period ofthe pendulum by measuring the time of10 or 20 complete oscillations. Discussnecessary precautions as well toimprove accuracy and to reduce error.

Students will repeat the procedure

Comprehensive Physicsfor O Level Science,pg 16 to pg18

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

Notes (includingsafety)

Digital stopwatch is more accurate than analog stopwatch.


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(c) use and describehow to use ameasuringcylinder tomeasure a volume

- name a suitable device formeasuring volume- measure volume of a given liquid,- measure volume of a given block of

wood (regular solids)- measure the volume of an irregular

solid- measure the volume of cork.

Students will read volume of water frommeasuring cylinder and to find thevolume of a small irregular object (eg. asmall stone) by displacement method.

Also show how to measure the volume

of a floating object (eg. a cork) using ameasuring cylinder and a sinker.

Comprehensive Physicsfor O Level Science,pg 7 and pg 8

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


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

Topic2 :

CELL STRUCTURE AND ORGANISATION Time Allowed : 1 week

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.


(a) examine underthe microscope ananimal cell (e.g.

from fresh liver)and a plant cell(e.g. from Elodea,a moss, or anysuitable locallyavailable material)


- prepare slides for use with thelight microscope

- handle, manipulate and use thelight microscope to view slides theyhave prepared

- make clear biological drawingsof both animal and plant cells

Prepare and examine onion cell andliver cell under the microscope.

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

Use the picture (cheek cell) from online

Combined Science :Teaching Guidelinesand Resources Upper

Secondary, Part 1, CDD.

Biology for O levelCombined Science andN and O LevelScience, BDE


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(b) identify anddescribe thestructures seen,(cell membrane,nucleus andcytoplasm foranimal cells; cellwall, cellmembrane,nucleus,cytoplasm, sapvacuole andchloroplasts forplant cells)

(c) compare thevisible differences

in structure of theanimal and plantcells examined

(d) state the functionof the cellmembrane incontrolling thepassage ofsubstances intoand out of thecell

- identify the main parts of thecell

- state the function of each partof the cell

- compare the visible structuresof the plant and animal cells

- describe the similarities anddifferences between a named plantcell and a named animal cell

- show an appreciation of thepresence of chloroplasts to makefood by photosynthesis

resources 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.

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

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


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


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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/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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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.


(e) state, in simpleterms, therelationshipbetween cellstructure and cellfunction for(i) root hair cells

absorption(ii) red blood cells transport ofoxygen

(f) identify thesecells from


- identify a root hair cell- make clear biological drawingof a root hair cell using a sharppencil

- label the different parts of theroot hair cell (cell wall, cell

membrane, cytoplasm, vacuole,nucleus)- describe how a root hair isspecialized from a typical plantcell- state how the structure of a

Show students root hairs of seedlings ofgreen beans/peas which have beengrown for a week.

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

Discussion & explanation on how a

typical plant cell is specialized tobecome a root hair cell using diagrams.

State the relationship between cell

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

Cell specialisationhttp://www.bbc.co.uk/schools/ks3bitesize/scienc

e/biology/cells_3.shtmlSpecific function ofanimal cellshttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/1cellfu


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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://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://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://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.shtml


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diagrams andfromphotomicrographs

root hair (shape &- size)is related to its function(absorption of water and mineralsalts)- state the function of a root haircell- state the differences between aroot hair cell and a typical plantcell

structure and cell function for thesecells (red blood cells and root haircells).

Discussion & explanation on how atypical plant cell is specialized tobecome a root hair cell using diagrams.

nctionsrev4.shtmlSpecific function of

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


- identify a red blood cell- make clear biological drawingof red blood cell using a sharppencil- label the different parts of thered blood cell (cell

- membrane, cytoplasm)- describe how a red blood cell isspecialized from a typical animalcell- state the function of a red bloodcell- state how the structure of a redblood cell is related to its function- explain how the presence ofhaemoglobin in a red blood cell isrelated to its function- state the differences between a

red blood cell and a typical animalcell

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,


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http://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/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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surface area, biconcave, extension, elongated.

Topic3 :

Diffusion & Osmosis Time allowed : 1 week

3.1 Diffusion3.2 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 plantsKeywords : 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.


(a) define diffusionas the movementof molecules

Students should be able to :- define diffusion

Demonstrate diffusion of the nitrogendioxide and air; potassiummanganate (VII) in water andammonia or

Online resource :How substances get into(and



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from a region oftheir higherconcentration to aregion of theirlowerconcentration,

down aconcentrationgradient

(b) define osmosisas the passage ofwater moleculesfrom a region oftheir higherconcentration to aregion of theirlowerconcentration,through a partiallypermeablemembrane

(c) describe theimportance ofosmosis in theuptake of waterby plants and theeffects of osmosis

on animal tissue

- differentiate dilute/weak/,concentrated/strong solutions- explain diffusion- give examples of diffusion ineveryday life

- define and explain osmosis.- describe the idea of asemi/partially/selectively- permeable membrane- work out the direction in whichwater molecules should movethrough asemi/selectively/partiallypermeable membrane duringosmosis

- explain the uptake of water byplants

- explain wilting in a small plantsin terms of osmosis

- explain the effects of osmosison red blood cell when they areplaced in a concentrated solutionand a dilute solution

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

perfume in air.

Illustrate the concept of diffusion byusing OTM 2 and OTM 3.Carry out an experiment todemonstrate osmosis by

using :(i) coloured sugar solution in

visking tubing immersed in abeaker of water

(ii) raisins immersed in water(need a few hours for reactionto take place)

(iii) cut fresh chilies longitudinallyand immersed in water andconcentrated sugar solution.(Do not remove stalk).

(iv) osmosis in plant tissue usingsugar/salt solution in potatowell placed in a shallow troughof water

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 toexplain the importance in the uptake

of plants and effect of osmosis onanimal tissue (red blood cells) or usethe online resources to explain effectof osmosis on animal tissue.

out of) of cellshttp://www.biotopics.co.uk/life/osmsis.htmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/cellprocesses/2diffusionandosmosisrev2.shtmlOsmosishttp://www.tvdsb.on.ca/westmin/science/sbi3a1/Cells/Osmosis.htmhttp://www.biologycorner.com/bio1/diffusion.html#http://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.html

Pupils experiments withosmosis in carrot tissuehttp://www.biotopics.co.uk/life/carrot.html

Osmosis in operation inanimal and plant cellshttp://www.biotopics.co.uk/life/osmdia.htmlhttp://highered.mcgraw-hill.com/sites/dl/free/0072464631/291136/hemolysis_crenation.swf


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


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 : 2 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.

Syllabus Objective Learning Outcome Activities Resources and

Hyperlinks(a) name and use

appropriateapparatus for themeasurement oftime,temperature,mass and volumeincludingburettes, pipettesand measuring

cylinders.

(b) designarrangement ofapparatus, giveninformation aboutthe substances


- name and use apparatus for themeasurement of time, temperature,volume and mass.

- give the correct units for thesequantities

- state the levels of accuracy needed when usingcommon measuring apparatus

- suggest suitable apparatus ,givenrelevant

information, for a variety of simpleexperiments.

Students to do the following practicalactivities1. Cooling curve for wax

2. Measurement of timeand temperature for someexothermic/endothermic reactions(eg. action of sodium hydroxidepellets on water or ammoniumnitrate in water)

3. Action of dilute

hydrochloric acid on marble chips.(Students can plot a graph of lossin mass(g) vs. time in seconds)

4. For measurements of volumes titration of acids withalkalis can be demonstrated byusing pipette and burette.


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involved. (Thisneeds topermeatethroughout thesyllabus)

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

Notes (including

safety)

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,Links To : Most topics in Practical ChemistryKeywords : Filtration, evaporation, distillation, crystallization, residue, filtrate, distillate, chromatography, mixtures,chromatogram, solventMisconceptions : All salts are soluble.COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)

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(c) describe and usemethods ofpurification by theuse of a suitablesolvent, filtration,crystallization anddistillation(includingdescription butnot use offractionaldistillation).

(d) suggest suitablepurification

techniques giveninformation aboutthe substancesinvolved.

(e) describe and usepaperchromatographyand interpretchromatograms.

Students should be able to:

- describe filtration,evaporation, crystallization and

simple distillation.- distinguish between

residue and filtrate in filtration.

- label parts of adistillation apparatus and explainhow a distillate is obtained by twoprocesses evaporation andcondensation.

- 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 constituentsof a mixture by comparing itschromatogram with thechromatograms of knownsubstances.

The following experiments can becarried out:- separation of two

solids(sand and salt) by using asuitable solvent and filtration.

- 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 identifythe dyes in black ink and study thefood colours used in cakes.

Teachers can provide preparedchromatograms to students to drawconclusion from them.

Chemistry for O levelCombined Science andN and O Level Science,BDE

Combined Science :Teaching Guidelines andResources UpperSecondary, Part 1, CDD.

Online resource :Filtrationhttp://www.scs.sk.ca/cyber/elem/learningcommunity/sciences/science10/curr

_content/science10/unita/redon17.html

Paper chromatographyhttp://www.sambal.co.uk/chromatography.html

Basic KS3-GCSE noteson ELEMENTS,COMPOUNDS andMIXTURES and theirseparation, CHEMICALREACTIONS andEQUATIONShttp://www.wpbschoolhouse.btinternet.co.uk/page01/ElCpdMix/EleCmdMix.htm


YEAR 9 (2 + 2)11
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Separating mixtureshttp://www.bbc.co.uk/schools/ks3bitesize/science/c

hemistry/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.

Topic 4:

EXPERIMENTAL CHEMISTRY

4.2.

Methods of purification & analysis

Prior Knowledge : The use of thermometersLinks To : Most topics in ChemistryKeywords : pure, impure, impurityMisconceptions : A substance is pure if it is white. The melting point of a substance is 0 0C and its boiling point is1000C.


f] identify substancesand test theirpurity by meltingpoint and boilingpointdetermination and


- state what a puresubstance is.

- explain how impurityaffects the melting point and boiling

Determination of melting point ofpure ice and ice with added impurity(eg salt)Determination of boiling point ofwater and water with salt added to it.Students are to note the effect of


YEAR 9 (2 + 2)12
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bychromatography.

point of a pure substance.- predict if a substance is

pure, given their melting and boilingpoints

- deduce the purity &identities of substances, given theirmelting and boiling points

- describe an experimentto

a) determine the melting pointand boiling point of asubstance.

b) find out if a substance is pure.

impurities on melting points andboiling points.Get students to find out

i) why people put salt onroads in winter (stops waterfreezing on roads so the roadswont get icy.)

ii) salt is added to ice used atfish markets.


- to identify a pure orimpure substances from graphs

- distinguish between puresubstances and impure substancesfrom their chromatograms.

Chromatography experiments can becarried out to check if the dyes onsome food colours are pure or not.(eg. one spot on chromatogramindicates pure substance).

ExtensionStudents 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.

Topic 5:

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.


(a) describe thestates of matterand explain theirinterconversion interms of thekinetic particletheory.

Student should be able to

- describe the

arrangement of the particles in eachof the three states of matter.

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

- describe the movementof particles in all the three states ofmatter.

- describe the changes inthe arrangement of particles duringmelting and boiling.

- describe theinterconversion of the three statesof matter.

- read graphs showingtemperature changes duringmelting and boiling (melting point,boiling point and physical states atdifferent sections of the graphs)

Demonstration of the kinetic modelof matter

- Play a game withstudents asking them to behave likesolid, liquid and gas molecules.Solid students shake their bodies

in their own seats, holdingthe hands of their nearestneighbours. They are notallowed to move around.

Liquid students shake theirbodies more vigorouslyholding their neighbours

hands. They can get out oftheir seats and movearound the room.

Gas Students shake their bodiesmore vigorously withoutholding hands. They canmove around the room freely

Chemistry for O levelCombined Science andN and O Level Science,

BDE

Combined Science :Teaching Guidelines andResources UpperSecondary, Part 1, CDD.

Online resourceStates of matterhttp://www.chem.purdue.edu/gchelp/atoms/states.html


- predict the physical stateof matter at a given

- temperature, given theirmelting and boiling points

- explain how thearrangement and movement ofparticles differ when the

sometimes bumping intoeach other and sometimesbumping against the wallsof the room.

Spacing in solids, liquids and gasesmay be studied using sand, water and

http://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/physical_changes_2.shtmlanimationhttp://www.harcourtschool.com/activity/states_of_m


YEAR 9 (2 + 2)14
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temperature is increased ordecreased

air compressed in a syringe. Relatethe results obtained to the spacesbetween the particles.

Brown gas in a jar placed overanother jar with plate removed, liquidstored in a conical flask is tilted and

the shape of the ice cube when it isplaced in another container is studiedto show that gases fill space, liquidschange shape and solids stay thesame.

Simulation programs can be used toshow the kinetic theory model of theinterconversion of the three states.

Ask the students to act as a solidparticles, liquid particles and gaseousparticles. As the particles in a solid,ask them to become a liquid. Usingquestioning techniques, ask themwhat happen to them when theychange from solid to liquid.Do the same thing with the otherconversions of states.

Place an ice cube on an evaporatingdish above a beaker of boiling or hotwater. Observe the processesinvolved.

Use OTM 1, Topic 2 to explain changeof states or refer to Pgs 10 15,Chemistry for O level CombinedScience and N and O LevelScience, BDE.

atter/

The particle modelhttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/particle_model_intro.shtmlParticles and change ofstateshttp://www.bbc.co.uk/schools/ks3bitesize/science/chemistry/physical_changes_6.shtmlStates of matterhttp://www.footprints-science.co.uk/states.htm

Extension Students can plot heating curve graph of melting ice and boiling water from given data.


YEAR 9 (2 + 2)15
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Care when handling mercury thermometers and burners.

Topic 6:

KINEMATICS Time Allowed : 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.


(a) state what ismeant by speed,

velocity andacceleration

(b) recognise motionfor which theacceleration isconstant

The students should be able to:

- define speed,

- show the relation of

speed, distance and time using theequation: speed = distance traveled

time- calculate speed and

average speed,- define velocity- explain the difference

between speed and velocity,- calculate velocity using

the equation:

- velocity = distance

traveledtime in a given direction.- convert km/hr to m/s and

vice-versa

- define acceleration,- calculate for acceleration

Relate speed to the distance travelper unit time by asking thesequestions like:

How do you know that one car isfaster than another car?

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

Introduce the term constant speed.In a given journey explain whykeeping a constant speed isimpossible and why an averagespeed is used instead.

When giving the definition of velocity,

remember to state and explain thedifference between speed andvelocity.

Introduce the term constantvelocity and average velocity.Ask this question:

Comprehensive Physicsfor O Level Science, pg26 to pg 28

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

BBC - GCSE Bitesize -Science: Physics

Britannica GCSE Physics PC CD-rom

http://www.glenbrook.k12.il.us/GBSSCI/PHYS/CLASS


YEAR 9 (2 + 2)16
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(c) recognise motionfor which theacceleration is notconstant

using the equations:- acceleration = change in

velocity/time taken or- acceleration = change in

speed/time taken,

- convert km/hr2 to m/s2

and vice versa.

- describe uniform andnon-uniform acceleration,

- give examples of uniformand non-uniform acceleration.

Why a person running round acorner cannot have a constantvelocity even though his speed isconstant?

Explain acceleration by presentingstudents with two different cars

(example: Ferrari versus Toyota or F1car versus Nissan). Use the exampleto explain that acceleration is relatedto change in speed over time. Makethem understand that the one with

/1DKin/U1L1d.html


shorter time to cover same distancehas higher acceleration.

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


Students should be aware that speed and velocity are different.

Topic 6:

KINEMATICS

6.2

Graphical Analysis of Motion

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

Keywords : uniform speed, uniform acceleration, deceleration.Misconceptions : Acceleration is the change of velocity.



YEAR 9 (2 + 2)17
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(d) plot and interpreta speed-timegraph

(e) recognise fromthe shape of aspeed-time graphwhen a body is(i) at rest(ii) moving with

constant speed

(iii) moving withconstantacceleration


- plot a graph of speedagainst time given data.

- calculate the area undera speed-time graph to determinethe distance traveled for a motion

with uniform speed or uniformacceleration.

- state that theacceleration of free fall for a bodynear to the earth is constant and isapproximately 10 m/s2,

- plot and interpret speed-time graphs,

- differentiate and analysethe shapes of the graphs, if the

body is at rest, moving with aconstant speed or with constantacceleration.

Give students speed-time data toanalyse and to be plotted.

The graphs must show differentmotions and should be drawn on thesame axes for comparison.

http://www.stvincent.ac.uk/Resources/Physics/Speed/speed/motgraphs.html

Combined ScienceTeaching Guidelines andResources UpperSecondary Pt 1

Topic 4 Appendix 1 andAppendix 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.

Topic 7:

DYNAMICS Time Allowed : week

7.1

Motion

Prior Knowledge : Displacement, speed and acceleration.


YEAR 9 (2 + 2)18
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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.


(a) describe theways in which aforce may changethe motion of abody

(b) use the relationbetween force,mass andacceleration


- name some things thatforces can do,

- describe the effect of balanced and unbalanced forces ona body,

- identify the forces actingon an object,

- use the relation betweenforce, mass and acceleration in the

equation F = ma, to solve problems- solve problems onmotion involving forces,

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

- determine when andwhere friction 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 motionof their friend. Highlight the following:

stops or slows down the motion,

make the motion faster,

change the direction of themotion.

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, asmall person or a big person? (picktwo students from the class as anexample)

Britannica GCSE Physics PC CD ROM

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

BBC - Schools - KS3Bitesize - Science -Physics - Forces andMotion

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

http://www.bbc.co.uk/schools/scienceclips/ages/10

_11/forces_action.shtml

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


YEAR 9 (2 + 2)19
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Discussion and explanation on how touse F = ma in solving appropriateproblems.

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 week

8.1 Enzyme Action8.2 Effects of Temperature & pH

Prior Knowledge : Plotting GraphsLinks 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.


(a) define enzymesas proteins whichfunction asbiological

catalysts

(b) describe theeffect oftemperature andof pH on enzyme


- define an enzyme

- explain enzyme actionusing the Lock and Key Hypothesis

- describe the effect of temperatures on enzyme activity- identify an optimum

temperature for an enzyme activityfrom a graph

- interpret a graph of an

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 & Key

Hypothesis.

Discussion & explanation on theproperties of enzymes.

Students will use tabulated data to

Combined ScienceTeaching Guidelines andResources UpperSecondary Part One

Biology for O Level

Combined Science andN and O Level Science,Brunei DarussalamEdition

Online resource :


YEAR 9 (2 + 2)20


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activity effect of temperature on the rate of an enzyme-catalysed reaction

- describe the effect of pHon enzyme activity

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

- state the properties of enzymes

plot 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).

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


(c) state the effectof enzymes onthe germination ofseeds

- describe the role of enzymes on the germination ofseeds

Effects of enzymes on thegermination of seeds can be studiedby using Topic 7, OTM 4.

Animation: How EnzymesWorkhttp://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2

/animation__how_enzymes_work.html

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.

Topic 9:

PLANT NUTRITION Time Allowed : 1 weeks

9.1. Photosynthesis

Prior Knowledge : LSS SoW (Topic 7.1. Photosynthesis), Plant cell, diffusion , osmosis, enzymesLinks To : Cell structure & Organisation, Diffusion & Osmosis, Food chains & Food websKeywords : raw materials, 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.


YEAR 9 (2 + 2)21
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(a) understand thatphotosynthesis is

the fundamentalprocess by whichplantsmanufacturecarbohydratesfrom rawmaterials

(b) definephotosynthesisand state theequation for

photosynthesis (inwords or symbols)


- state the raw materialsand products of photosynthesis

- write word andsymbol/chemical equation forphotosynthesis

- explain photosynthesis

Use OTM 1 and OTM 4, Topic 10, toexplain photosynthesis.

Use Hydrilla / Elodea as suitableplants to study the effect of light andtemperature on rate ofphotosynthesis. Refer to pg 10.1,Combined Science, Teachingguidelines and resources.

Students to be provided withtabulated data to plot graphs showingthe effects of light intensity andtemperature on rate ofphotosynthesis.


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

Online resource :How photosynthesisworkshttp://www.bbc.co.uk/schools/gcsebitesize/biology/

greenplantsasorganisms/0photosynthesisrev2.shtml



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(c) state the effect ofvarying lightintensity andtemperature onthe rate ofphotosynthesis

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

(d) describe theintake of carbondioxide and waterby plants, thetrapping of light

energy bychlorophyll, theconversion of lightenergy intochemical energy,the formation ofcarbohydrates,their subsequentstorage, and therelease of oxygen

(e) explain why most

forms of life arecompletelydependent onphotosynthesis

- plot a graph using dataof the rate of photosynthesisagainst light intensity

- plot a graph using dataof the rate of photosynthesisagainst temperature

- state the effect of varying light 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

food during photosynthesis- explain what happens to

the glucose produced duringphotosynthesis

- explain the importance of photosynthesis to organisms

The effect of lightintensity on the rate of

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

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


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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,make sure that Hydrilla or Elodea produce bubbles and wait for a few minutes at a given temperature orlight intensity before counting the number of bubbles produced.

Topic 9:

PLANT NUTRITION

9.2 Leaf structure9.3 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.


(f) identify and labelthe cellular andtissue structure ofa dicotyledonousleaf, as seen incross-sectionunder themicroscope

(g) investigate andstate the effect of


- 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

Use OTM 1, Topic 10 (leaf structure),to identify and label the cross-sectionof a dicotyledonous leaf.

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

Study and compare plants with

The structure of the leafhttp://www.biotopics.co.uk/plants/leafst.htmlGreen plantshttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/green_plants_intro.shtml

Mineral requirements ofplants


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insufficientnitrogen on plantgrowth andstate theimportance ofnitrogen-containing ions for

protein synthesisand their use innitrogen-containingfertilisers foragriculture

nitrate ions or nitrogen-containingions for plant

- explain how nitrate ionsare absorbed by the root hairs

- state the effect of insufficient nitrogen on plant growth

- describe an experiment

to study the deficiency symptoms ofplants when they lack nitrogen-containing ions

fertilizers and without them. http://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)


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 balanceddiet as a dietsupplyingsufficient


- define a balanced diet- list the different classes

of food that make a balanced diet

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

Use OTM 6(a), (b), (c) and (d) to



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quantities ofprotein,carbohydrates,fat, vitamins,minerals, fibre,water and energyto sustain a

healthy life

b) explain why diet,especially energyintake, should be

related to age,sex, and activityof an individual

c) state the effectsof malnutrition inrelation toconstipation andobesity

- list the chemicalelements which make upcarbohydrates, fats and proteins

- state the importance of protein, carbohydrates and fats inour 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 thiscondition

study/explain the energy intake inrelation to age, sex and activity of anindividual.

Students can use the weight/heightgraphs [reference to pg 64, Biologytextbooks, Fig 5.13) to find out if they

are within normal weights.

Use OTM 7 to explain constipation.

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

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

ExtensionFind 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.Syllabus Objective Learning Outcome Activities Resources andHyperlinks

ExtensionStudents 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 canal

10.3 Mechanical and physical digestion

Prior Knowledge : LSS SoW (Topic 7.6. Structure & Function of teeth), EnzymesLinks 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, small intestine,colon, rectum, large intestine, anus, undigested food, ingestion, digestion, absorption, assimilation,egestion

Misconceptions : Students think that the only organ in the digestive system is the stomach.


(d) identify, ondiagrams andphotographs, andname the mainregions of thealimentary canaland theassociated organs:mouth, salivaryglands,oesophagus,

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


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

- define ingestion,digestion, absorption, assimilationand egestion

- to identify which part of alimentary canal is involved in the

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

Combined ScienceTeaching Guidelines andResources, UpperSecondary, Part One.

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

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


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(e) describe themain functions ofthese parts inrelation toingestion,digestion,

absorption,assimilation andegestion of food,as appropriate

process mentioned above. bodyzoom.swfhttp://www.besthealth.com/besthealth/bodyguide/reftext/html/dige_sys_fin.html


f) describe thefunction of theteeth in reducingthe size of foodparticles

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

(h) describe chewingand peristalsis

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

- state the process and

causes of tooth decay- state ways to prevent

tooth decay- describe the proper care

of teeth

- describe chewing- describe mechanical

digestion- describe the process of

peristalsis

Use OTM 11(c) and model of teeth todescribe function of teeth and causesof dental decay.

Invite professionals from the dental

care.

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

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

Nutrition & digestion

http://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev1.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.


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Topic10 :

Animal Nutrition

10.4 Chemical digestion

10.5 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 endproducts as anexample

- define chemical digestion- distinguish chemical

digestion and mechanical digestion

A practical can be carried out to showthe function of a typical amylaseusing substrate (starch), amylasepowder and testing the presence ofsugar after enzyme activity.

How do enzymes work?http://www.tvdsb.on.ca/westmin/science/sbi3a1/digest/enzymes.htm



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of extra-cellulardigestion in thealimentary canal

(j) describeabsorption as thepassage of solubleproducts ofdigestion throughthe wall of thesmall intestineand into the bloodcapillaries

(Structure of villiis not required.)

(k) state(i) the role of the

liver in themetabolism ofglucose andamino acids

(ii) the role of fatas a storagesubstance

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

- describe the role of salivary and pancreatic amylase andmaltase in the digestion of starch

- state the end-productsfor digestion of starch

- describe the functions of

pepsin and lipase- state the end productsfor digestion of proteins and fats

- state the optimum pH forthese 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 is

Use Fig.8.5. pg 91 and fig.8.6, pg 92,of Combined Science textbook :Biology, to state the role of the liverin the metabolism of glucose andamino acids.

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


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the liverremoved from the body

ExtensionSome 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 : 1 week

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 Properties

Keywords : atom, protons, electrons, neutrons, nucleus, proton number, nucleon or mass number, shells, isotopes,group number, period, valence shell, valence electronMisconceptions : 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 neutron

and an electron

(b) define protonnumber andnucleon number

(c) use and interpretsuch symbols as C12

6

(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 andinterpretation of symbols and

numbers used in the Periodic Table.

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

Rules for the arrangement ofelectrons in an atom.

Shells Maximumnumber ofelectrons

1 22 83 8

Students are to work out the electronarrangement (electronicconfiguration) in the first twentyelements and then draw their atomicstructures.

Teachers to explain that the numberof electrons in the outermost shell

corresponds to the group number ofthe elements in the Periodic Table.


Chemistry for O Level

Combined Science andN and O Level Science,Brunei DarussalamEdition.

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.shtmlAnimationhttp://www.footprints-science.co.uk/atomicstructure1.htm



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Documents

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