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Topic1 :
The Chemistry and Uses of Acids, Bases andSalts
Time Allowed : 3 weeks
1.1
Characteristic properties of acids and bases
1.2 pH
Prior Knowledge : LSS SOW (Topic 14.0 : Acids, Alkalis & Salts; Topic 11.3 : Hydrogen); Acids, alkalis and salts are commonin daily lifeLinks To : Experiments in titration, Preparation of saltsKeywords : acids, alkalis, bases, salts, indicators, pH scale, neutralization, acidic oxides, basic oxides, amphotericoxidesMisconceptions : All acids and alkalis are harmful.
Copper(II) hydroxide is an alkali.Litmus paper can measure the pH of a solution.Carbonates are bases.Some oxides of metals and nonmetals are amphoteric.All salts are soluble in water. Salts must contain a metal part and a non-metal part .
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(a) describe themeanings of theterms acid andalkali in terms ofthe ions theycontain or
produce inaqueous solution
(b) describe thecharacteristicproperties of acidsas in their
Students should be able to-
- define an acid and an alkali.
- state the colour change of some indicators with acids
- describe some characteristicsproperties of acids as in reactionswith metals, bases and carbonates.
- construct equations for thereactions of acid.
Students to perform experiments toshow reactions of acids with somemetals and carbonates. Gaseousproducts can be identified. Examples :acid with Mg, Zn and Cu; and withK2CO3, CaCO3 and CuCO3.
These reactions to be represented by
word and chemical equations.
Emphasize the general equations foreach reaction.
Combined ScienceTeaching Guidelinesand Resources UpperSecondary Part One
Chemistry for O LevelCombined Science andN and O Level
Science, BruneiDarussalam Edition.
Online resource :
Acids, Bases and Saltshttp://www.bbc.co.uk/sc
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)1
http://www.bbc.co.uk/schools/gcsebitesize/chemistry/chemicalreactions/0acidsbasesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/chemicalreactions/0acidsbasesrev1.shtml8/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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reactions withmetals, bases,carbonates andtheir effects onindicator paper
- name expected products ingiven reactions of acid
- describe the chemical test forhydrogen gas
Some acids can be tested usingUniversal Indicator and litmus paper.
hools/gcsebitesize/chemistry/chemicalreactions/0acidsbasesrev1.shtml
Neutralisationhttp://www.footprints-science.co.uk/neutral.htm
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
ExtensionFind out names of different acids present in food using internet.Find out the acid responsible for gastritis and a remedy for this problem.
Notes (includingsafety)
Care must be taken when performing reactions involving acids.
Topic1 :
The Chemistry and Uses of Acids, Bases andSalts
1.1 Characteristic properties of acids and bases1.2
pH
Keywords : ammonia, pH scale, neutralMisconceptions : All carbonates are bases.
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)2
http://www.bbc.co.uk/schools/gcsebitesize/chemistry/chemicalreactions/0acidsbasesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/chemicalreactions/0acidsbasesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/chemicalreactions/0acidsbasesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/chemicalreactions/0acidsbasesrev1.shtmlhttp://www.footprints-science.co.uk/neutral.htmhttp://www.footprints-science.co.uk/neutral.htmhttp://www.footprints-science.co.uk/neutral.htmhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/chemicalreactions/0acidsbasesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/chemicalreactions/0acidsbasesrev1.shtmlhttp://www.footprints-science.co.uk/neutral.htmhttp://www.footprints-science.co.uk/neutral.htmhttp://www.footprints-science.co.uk/neutral.htm8/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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(c) describe thecharacteristicproperties ofbases as in theirreactions withacids and with
ammonium saltsand their effectson indicatorpaper
(d) describeneutrality andrelative acidityand alkalinity interms of pH(wholenumbers only),measured usingUniversalIndicator paper
(e) describe andexplain theimportance ofcontrolling acidity
in soil
Students should be able to
- describe reactions involvingbases with acid and ammoniumsalts.
- write chemical equations forthe reactions of bases.
- write an ionic equation torepresent the reaction between anacid and alkali
- define neutralization- name the salt produced from a
neutralization reaction given anamed acid and alkali
- describe the test for ammoniagas.
- use the pH scale to determinewhether given substances are
acidic, alkaline or neutral.- state the colour changes of
indicator in alkaline solutions.
- explain why pH of soil needs tobe adjusted according to the cropsgrown.
- suggest suitable chemicals thatcan alter the pH of soil to suit theplants grown.
Students to perform an experiment withcopper(II) oxide (base) and an acid(H2SO4).
Any ammonium salt can be used with abase and heated to produce ammonia
gas. Students can identify ammonia gasusing red litmus paper.
Some alkalis can be tested usingUniversal Indicator paper and litmuspapers.
A range of substances can be tested inliquid form using Universal Indicatorand pH paper.
Use OTM 1, Topic 11.
Teachers to provide names of cropsthat thrive in acidic and alkaline soils.
pH scalehttp://www.footprints-science.co.uk/ph.htm
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)3
http://www.footprints-science.co.uk/ph.htmhttp://www.footprints-science.co.uk/ph.htmhttp://www.footprints-science.co.uk/ph.htmhttp://www.footprints-science.co.uk/ph.htm8/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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Extension
The pH of soil around the school can be studied using Universal Indicator.Students can find out the pH of some common substances used in daily life eg soap, detergents,toothpaste, milk, vinegar, shampoo, glass cleaner.Do a concept map on acids, bases and salts.
Notes (includingsafety)
Care must be taken when performing experiments involving heating.
Topic1 :
The Chemistry and Uses of Acids, Bases andSalts
1.3 Types of oxides1.4 Preparation of salts
Prior Knowledge : acids, alkalis and salts as common in daily lifeLinks To : Experiments in titration, preparation of salts.Keywords : acidic oxides, basic oxides, amphoteric oxides, titration, precipitationMisconceptions : Some oxides of metals and non metals are amphoteric.
All salts are soluble.
Salts must contain a metal part and a non-metal part.Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
(f) classify oxides aseither acidic,basic, oramphotericrelated tometallic/non-
metallic character
(g) describe thepreparation,separation andpurification ofsalts as examples
Students should be able to
- classify common oxides asacidic, basic or amphoteric oxides.
- predict the type of oxide basedon the reaction, if any, with acidsand alkalis.
- name soluble chlorides,
sulphates, nitrates, carbonates- suggest suitable reagents for
the preparation of given solublesalts and describe the stepsinvolved in the preparation.
- describe how titration is used to
Teachers to provide some examples ofoxides in each group (acidic, basic,amphoteric).
Discuss with students the methods forpreparing soluble salts :
(i) acid + metal(ii) acid + insoluble base
(iii) acid + insoluble carbonate
Various steps involved in thepreparation of the salt must bementioned.
Experiments to prepare, separate and
Combined ScienceTeaching Guidelinesand Resources UpperSecondary Part One
Chemistry for O LevelCombined Science andN and O Level
Science, BruneiDarussalam Edition.
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)4
8/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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of some of thetechniquesspecified in topic1.2(c):
methods ofpreparing saltsto illustrate thepracticaltechniques
prepare certain soluble salts.- describe how these soluble
salts are purified
- name some common insolublesalts and describe the precipitationmethod in preparing these salts.
purify salts such as copper(II) sulphateor zinc chloride.
Titration method (acid/alkali) to preparea soluble salt must also bedemonstrated.
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
should includethe action ofacids withinsoluble bases,and acids withinsolublecarbonates
(h) suggest amethod ofpreparing a givensalt from suitablestarting materials,givenappropriateinformation
- describe how these insolublesalts are separated and purified
- write ionic equations torepresent the precipitation methodof preparing insoluble salts.
Experiments to prepare insoluble saltssuch as lead(II) iodide, silver chloride &barium sulphate.
Discuss with students the methods forpreparing insoluble salts byprecipitation method. For example :lead nitrate and potassium iodide toprepare lead iodide crystals.
[Refer to Appendix 1, Topic 11].
ExtensionStudents can find out more about uses of some salts.Get students to come up with a concept map or flow chart on this topic.
Notes (includingsafety)
Alkalis and bases are commonly confused, so worth spending a little time to explain these to the students.Extra care is needed in doing the practical.
Topic2 :
The Periodic Table Time Allowed : 3 weeks
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)5
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2.1 Periodic trends
Prior Knowledge : Table of elements, Chemical Equations, BondingLinks To : Most topics in ChemistryKeywords : proton number, group number, period, electronic structure, valency (valence) electron, transition
elements, alkali metals, halogens, displacement reactionsMisconceptions : Elements in the Periodic Table are arranged in order of relative atomic mass.
Properties of elements in the same group are the same.Metals are found only on the left side of the Periodic Table.
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
a) describe thePeriodic Table asa method ofclassifyingelements anddescribe its use inpredictingproperties ofelements
Students should be able to
- state how elements areclassified in the Periodic Table.
Refer to OTM 6, Topic 15. Combined ScienceTeaching Guidelinesand Resources UpperSecondary Part One
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(b) describe thechange frommetallic to non-metallic characteracross a period
(c) describe therelationshipbetween groupnumber, numberof outer electronsand metallic /nonmetallic
- describe the trend of metalliccharacter to non-metallic characterof elements across a period.
- state the electronic structures
for the first twenty elements in thePeriodic Table.- relate the group number of an
element to(a) the number of valency
electrons and charge of the ions(b) the metallic or non
Get students to list down the electronicstructures/configurations of allelements in each group. Relate thenumber of electrons in the outer shell tothe group number and to theirmetallic/non-metallic character.
Refer to OTM 7, 8 and 9, Topic 15 toexplain the properties and trends.
Chemistry for O LevelCombined Science andN and O LevelScience, BruneiDarussalam Edition.
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)6
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character metallic character.(c) the type of bond formed
by the element with otherelements.
- relate the period number of anelement to the number of shellspresent in an atom.
Extension Students can read more on the history and development of the Periodic Table.
Notes (includingsafety)
Topic 2:
The Periodic Table
2.2
Group properties
Prior Knowledge : Atomic structure, chemical equationsLinks To : Alkalis, saltsKeywords : alkali metals, halogens, trends, displacement, noble gases, stable, unreactiveMisconceptions : The reactivity of elements always increases down the group. Elements in the same group of the Periodic Table are always at the same state at r.t.p.
Chlorine will displace a halogen from its aqueous salts.All noble gases have eight electrons in their outer shell.
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
d) describe lithium,
sodium andpotassium inGroup I
Students should be able to
- name elements in Group 1 asalkali metals.
Perform an experiment using Li and Na
to show softness of metals with a knifeand their reactions with water.
Online resource :
Group I alkali metals
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)7
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(the alkali metals)as a collection ofrelatively softmetals showing atrend in meltingpoint and in
reaction withwater and withchlorine
(e) predict theproperties ofother elements inGroup I, givendata, whereappropriate
(f) describechlorine, bromineand iodine inGroup VII (thehalogens) as acollection ofdiatomicnonmetalsshowing a trend incolour, state, andin theirdisplacement
reactions withother halideions
(g) predict theproperties of
- describe the general propertiesof Group 1 elements and the trendin reactivity down the group.
- write equations for thereactions between lithium, sodiumand potassium with water and
chlorine
- use information given to predictthe properties of other elements inthe group.
- name the elements in Group VIIas the halogens.
- describe the general propertiesof Group VII elements and theirtrends in colour, state and reactivitydown the group.
- predict the observations, if anyfor the reaction between a halogenand the aqueous salt of anotherhalogen.
- explain the above reactions, if any, based on the reactivity of the 2halogens.
- use information provided to
suggest suitable properties ofelements in other groups.
Hand out a data sheet with theproperties of an unknown element.Students predict if the element is fromGroup I.
Refer to OTM 8 and 10, Topic 15 for
trends and properties.
Teachers can demonstrate anexperiment using chlorine water(chlorox) on potassium iodide solution.
Hand out data about an unknownelement and predict what group it is in.Hand out data relating to elements in agroup. Predict the properties of anunknown element in the group basedon the known properties of the otherelements. Refer to OTM 12, Topic 15.
State the electronic configuration of the
http://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group1rev1.shtml
http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=3&quicklearn_id=3&subject_id=21&ebt=214&ebn=&ebs=&ebl=&elc=4
Reaction of sodium withwaterhttp://www.theodoregray.com/PeriodicTable/Stories/011.2/
Group VII TheHalogenshttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group7rev1.shtml
Group 0 The Noblegaseshttp://www.bbc.co.uk/schools/gcsebitesize/che
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)8
http://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group1rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group1rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group1rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group1rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group1rev1.shtmlhttp://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=3&quicklearn_id=3&subject_id=21&ebt=214&ebn=&ebs=&ebl=&elc=4http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=3&quicklearn_id=3&subject_id=21&ebt=214&ebn=&ebs=&ebl=&elc=4http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=3&quicklearn_id=3&subject_id=21&ebt=214&ebn=&ebs=&ebl=&elc=4http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=3&quicklearn_id=3&subject_id=21&ebt=214&ebn=&ebs=&ebl=&elc=4http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=3&quicklearn_id=3&subject_id=21&ebt=214&ebn=&ebs=&ebl=&elc=4http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=3&quicklearn_id=3&subject_id=21&ebt=214&ebn=&ebs=&ebl=&elc=4http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=3&quicklearn_id=3&subject_id=21&ebt=214&ebn=&ebs=&ebl=&elc=4http://www.theodoregray.com/PeriodicTable/Stories/011.2/http://www.theodoregray.com/PeriodicTable/Stories/011.2/http://www.theodoregray.com/PeriodicTable/Stories/011.2/http://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group7rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group7rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group7rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group7rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group7rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group0rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group0rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group1rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group1rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group1rev1.shtmlhttp://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=3&quicklearn_id=3&subject_id=21&ebt=214&ebn=&ebs=&ebl=&elc=4http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=3&quicklearn_id=3&subject_id=21&ebt=214&ebn=&ebs=&ebl=&elc=4http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=3&quicklearn_id=3&subject_id=21&ebt=214&ebn=&ebs=&ebl=&elc=4http://www.theodoregray.com/PeriodicTable/Stories/011.2/http://www.theodoregray.com/PeriodicTable/Stories/011.2/http://www.theodoregray.com/PeriodicTable/Stories/011.2/http://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group7rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group7rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group7rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group0rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group0rev1.shtml8/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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other elements inGroup VII, givendata, whereappropriate
(h) identify trends inother groups,given informationabout theelementsconcerned
(i) describe thenoble gases asbeing unreactive
- give examples of noble gases.- explain the unreactive nature of
noble gases.- state some uses of noble gases.
Group VIII elements to show why theyare unreactive. Refer to OTM 11.
mistry/periodictableandgroups/group0rev1.shtml
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(j) describe the usesof the noble gasesin providing aninert atmosphere(e.g. argon inlamps and heliumfor filling balloons)
Refer to Combined Science : ChemistryTextbook, BDE, Pg
Extension
Notes (includingsafety)
Extra care when performing reactions of Group I metals with water. This is for teachers demonstrationonly.Safety goggles should be worn during the demonstration of reaction of sodium and water.
Cover the trough during the reaction between sodium and water with another trough.
Topic3 :
Transport in Flowering Plants Time Allowed : 1 week
3.1 Water and ion uptake3.2 Transpiration
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)9
http://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group0rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group0rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group0rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group0rev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/periodictableandgroups/group0rev1.shtml8/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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Prior Knowledge : Specialised cellsLinks To : Photosynthesis, Diffusion & OsmosisKeywords : mineralsalts, water, food, root hairs, xylem vessel, diffusion, osmosis, transpiration, stomata,evaporation, wiltingMisconceptions : Mineral salts are absorbed in the form of elements or molecules.
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
a) describe thestructure andfunction of roothairs in relation totheir surfacearea, and to waterand ion uptake(topic 1.2(e))
Students should be able to :
- name the tissue through whichwater travels from the roots to theleaves
- name the tissue through whichsugar passes from the leaves to therest of a plant
- draw a root hair cell andidentify the different parts of a root
hair cell- describe the structure of a root
hair and how it is related to itsfunction in water and ion uptake
- describe how water and mineralsalts enter root hair cells
This section has already been coveredearlier in year 3 (cell structure andorganization) and could now be coveredas revision. Refer to Biology textbook,pg 25, Fig 2.9.
Use celery stalk dip in coloured dye todemonstrate uptake of water andtransport of water in plants.
Refer to OTM 6 and 7, Topic 10 toillustrate transpiration.
Combined ScienceTeaching Guidelinesand Resources UpperSecondary Part One
Biology for O LevelCombined Science andN and O LevelScience, BruneiDarussalam Edition.
Online resource :
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(b) definetranspiration asthe loss of water
vapour fromstomata
(c) describe howwilting occurs
- describe how water is lostthrough the stomata
- define transpiration
- define wilting- describe causes of wilting
A demonstration of wilting occurring ina cut branch of a plant should becarried out. [Refer to bio textbook, BDE,
pg 105, Fig 9.12 (a) and (b).
Transport and supportin plantshttp://www.biotopics.co.
uk/plants/pltrsu.htmlTranspirationhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/1watertransportrev
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)10
http://www.biotopics.co.uk/plants/pltrsu.htmlhttp://www.biotopics.co.uk/plants/pltrsu.htmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/1watertransportrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/1watertransportrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/1watertransportrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/1watertransportrev2.shtmlhttp://www.biotopics.co.uk/plants/pltrsu.htmlhttp://www.biotopics.co.uk/plants/pltrsu.htmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/1watertransportrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/1watertransportrev2.shtml8/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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2.shtml
Extension
Notes (includingsafety)
It is worth to demonstrate the experiment above to show students the uptake of water.
Topic4 :
Transport in Humans Time Allowed : 3 weeks
4.1
Circulatory system
Prior Knowledge : LSS SoW (Topic 15: Transport System in Human Beings)Links To : DietKeywords : circulatory system, pump, blood vessels, valves, heart, atrium, ventricle, right atrium, left atrium, right
ventricle, left ventricle, semi lunar valves, tricuspid valves, bicuspid valves, vena cava, pulmonaryartery, pulmonary vein, aorta, septum, coronary arteries, artery, vein, lungs, oxygenated blood,
deoxygenated blood, coronary heart disease, cholesterolMisconceptions : All arteries carry oxygenated blood. All veins carry deoxygenated blood.
Cholesterol or fats is/are deposited in the heart and this causes heart attack.The heart obtains its nutrients and oxygen from the blood flowing through it.
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(a) describe thecirculatory systemas a system of
tubes with apump and valvesto ensure one-way flow of blood
Students should be able to :
- describe that the circulatorysystem is made up of a pump(heart) , blood vessels (network of
tubes) and blood (medium oftransport)
Use OTM 13, Topic 7 or posters oronline resources to explain the bloodcirculatory system.
Combined ScienceTeaching Guidelinesand Resources UpperSecondary Part One
Biology for O LevelCombined Science andN and O LevelScience, BruneiDarussalam Edition.
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)11
http://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/1watertransportrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/greenplantsasorganisms/1watertransportrev2.shtml8/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(b) describe the
structure andfunction of theheart in terms ofmuscularcontraction andthe working ofvalves
(c) compare thestructure andfunction ofarteries, veinsand capillaries
(d) describecoronary heart
disease in termsof blockage ofcoronary arteriesand list thepossible causes
- identify and label the four
chambers of the heart, the bloodvessels to and from the heart andthe valves
- draw arrows to show the flow ofblood into the heart, inside theheart and away from the heart
- describe the function of the fourchambers of the heart, the bloodvessels to and from the heart andthe valves
- describe oxygenated blood anddeoxygenated blood
- compare the composition ofoxygenated blood anddeoxygenated blood
- identify an artery, a vein and acapillary
- compare the structure andfunction of an artery, a vein and acapillary
- describe coronary heart disease
- list the possible causes ofcoronary heart disease
- describe ways to reduce therisks of coronary heart disease
Use OTM 14, 15(a) and 15(b), Topic 7 to
explain structure, pumping of heart andaction of semi-lunar valves.
Use model/chart/optic cards to furtherexplain the above.
Use OTM 16, Topic 7 to explain thestructure and function of arteries, veinsand capillaries.
Use OTM 17, Topic 7 to explainblockage of coronary arteries.
Invite professionals from coronary careunits (hospital) to deliver talks on heartrelated issues.
Online resource :
The heart andcirculatory systemhttp://www.biotopics.co.uk/circuln/heart.htmlThe hearthttp://www.activescience-gsk.com/miniweb/content/heart/hcs.cfmhttp://www.ehc.com/vbody.aspThe circulatory systemhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/1circulationrev1.shtmlhttp://www.biotopics.co.uk/circuln/hrtprb.htmlArteries, veins &capillarieshttp://library.thinkquest.org/22016/circ/index.ht
mlCoronary problemshttp://library.thinkquest.org/22016/circ/problems.html
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)12
http://www.biotopics.co.uk/circuln/heart.htmlhttp://www.biotopics.co.uk/circuln/heart.htmlhttp://www.activescience-gsk.com/miniweb/content/heart/hcs.cfmhttp://www.activescience-gsk.com/miniweb/content/heart/hcs.cfmhttp://www.activescience-gsk.com/miniweb/content/heart/hcs.cfmhttp://www.activescience-gsk.com/miniweb/content/heart/hcs.cfmhttp://www.ehc.com/vbody.asphttp://www.ehc.com/vbody.asphttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/1circulationrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/1circulationrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/1circulationrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/1circulationrev1.shtmlhttp://www.biotopics.co.uk/circuln/hrtprb.htmlhttp://www.biotopics.co.uk/circuln/hrtprb.htmlhttp://library.thinkquest.org/22016/circ/index.htmlhttp://library.thinkquest.org/22016/circ/index.htmlhttp://library.thinkquest.org/22016/circ/index.htmlhttp://library.thinkquest.org/22016/circ/problems.htmlhttp://library.thinkquest.org/22016/circ/problems.htmlhttp://library.thinkquest.org/22016/circ/problems.htmlhttp://www.biotopics.co.uk/circuln/heart.htmlhttp://www.biotopics.co.uk/circuln/heart.htmlhttp://www.activescience-gsk.com/miniweb/content/heart/hcs.cfmhttp://www.activescience-gsk.com/miniweb/content/heart/hcs.cfmhttp://www.activescience-gsk.com/miniweb/content/heart/hcs.cfmhttp://www.ehc.com/vbody.asphttp://www.ehc.com/vbody.asphttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/1circulationrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/1circulationrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/1circulationrev1.shtmlhttp://www.biotopics.co.uk/circuln/hrtprb.htmlhttp://www.biotopics.co.uk/circuln/hrtprb.htmlhttp://library.thinkquest.org/22016/circ/index.htmlhttp://library.thinkquest.org/22016/circ/index.htmlhttp://library.thinkquest.org/22016/circ/index.htmlhttp://library.thinkquest.org/22016/circ/problems.htmlhttp://library.thinkquest.org/22016/circ/problems.htmlhttp://library.thinkquest.org/22016/circ/problems.html8/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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Extension
Use the website address given to find out more about heart problems and the causes.http://chinese-school.netfirms.com/heart-disease-causes.htmlhttp://healthlink.mcw.edu/article/931378865.htmlhttp://www.home-remedies-for-you.com/remedy/Coronary-Heart-Disease.html
Notes (includingsafety)
Topic4 :
Transport in Humans
4.1
Circulatory system
Prior Knowledge : LSS SoW (Topic 15: Transport System in Human Beings)Links To : Specialised Cells (red blood cells)Keywords : red blood cell, white blood cell, nucleus, plasma, platelets, haemoglobin, oxygen, oxyghaemoglobin,
phagocytes, lympocytes, phaogcytosis, engulf, bacteria, digest, antibody (antibodies), tissue rejection,hormones, carbon dioxide, bicarbonate ions (hydrogen carbonate ions), urea, glucose, amino acids,
vitamins, fibrinogen, fibrin, clotting,Misconceptions : Carbon dioxide is transported by the red blood cells.
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(e) identify red andwhite blood cellsas seen underthe microscope onprepared slides,
and in diagramsandphotomicrographs
(f) list thecomponents of
Students should be able to :
- identify red and white bloodcells as seen under the microscopeon prepared slides, in diagrams andphotomicrographs
- list the components of bloodand state the function of eachcomponent
Use preparedslides/diagrams/photomicrographs toidentify/label different components ofblood [red blood cells, white blood cells,platelets and plasma].
Refer to OTM 20(a),(b), 21(a),(b),(c) and(d), Topic 7.
Combined ScienceTeaching Guidelinesand Resources UpperSecondary Part One
Biology for O LevelCombined Science and
N and O LevelScience, BruneiDarussalam Edition.
More about white bloodcells
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)13
http://chinese-school.netfirms.com/heart-disease-causes.htmlhttp://healthlink.mcw.edu/article/931378865.htmlhttp://www.home-remedies-for-you.com/remedy/Coronary-Heart-Disease.htmlhttp://chinese-school.netfirms.com/heart-disease-causes.htmlhttp://healthlink.mcw.edu/article/931378865.htmlhttp://www.home-remedies-for-you.com/remedy/Coronary-Heart-Disease.html8/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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blood as red bloodcells, white bloodcells, plateletsand plasma
(g) state thefunctions of blood(i) red blood
cells haemoglobinand oxygentransport
(ii) white bloodcells phagocytosis,antibodyformation andtissue
rejection
- state the function of red bloodcells
- describe phagocytosis,antibody formation and tissuerejection
http://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/maintaininghealthrev7.shtml
Red blood cellshttp://library.thinkquest.org/C0115080/?c=rbcWhite blood cellshttp://library.thinkquest.org/C0115080/?c=wbcPlateletshttp://library.thinkquest.org/C0115080/?c=platelets
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(iii)platelets fibrinogen tofibrin causingclotting
(iv) plasma transport ofblood cells,ions, solublefoodsubstances,hormones,carbon
- describe bloodclotting
- state the contents of plasma- describe the function of plasma
Bloodhttp://www.biotopics.co.uk/circuln/blood.htmlRed blood cellproductionhttp://health.howstuffw
orks.com/adam-200028.htm
Blood clottinghttp://library.thinkquest.org/C0115080/?
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)14
http://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/maintaininghealthrev7.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/maintaininghealthrev7.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/maintaininghealthrev7.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/maintaininghealthrev7.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/maintaininghealthrev7.shtmlhttp://library.thinkquest.org/C0115080/?c=rbchttp://library.thinkquest.org/C0115080/?c=rbchttp://library.thinkquest.org/C0115080/?c=wbchttp://library.thinkquest.org/C0115080/?c=wbchttp://library.thinkquest.org/C0115080/?c=plateletshttp://library.thinkquest.org/C0115080/?c=plateletshttp://library.thinkquest.org/C0115080/?c=plateletshttp://www.biotopics.co.uk/circuln/blood.htmlhttp://www.biotopics.co.uk/circuln/blood.htmlhttp://health.howstuffworks.com/adam-200028.htmhttp://health.howstuffworks.com/adam-200028.htmhttp://health.howstuffworks.com/adam-200028.htmhttp://library.thinkquest.org/C0115080/?c=clottinghttp://library.thinkquest.org/C0115080/?c=clottinghttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/maintaininghealthrev7.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/maintaininghealthrev7.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/maintaininghealthrev7.shtmlhttp://library.thinkquest.org/C0115080/?c=rbchttp://library.thinkquest.org/C0115080/?c=rbchttp://library.thinkquest.org/C0115080/?c=wbchttp://library.thinkquest.org/C0115080/?c=wbchttp://library.thinkquest.org/C0115080/?c=plateletshttp://library.thinkquest.org/C0115080/?c=plateletshttp://library.thinkquest.org/C0115080/?c=plateletshttp://www.biotopics.co.uk/circuln/blood.htmlhttp://www.biotopics.co.uk/circuln/blood.htmlhttp://health.howstuffworks.com/adam-200028.htmhttp://health.howstuffworks.com/adam-200028.htmhttp://health.howstuffworks.com/adam-200028.htmhttp://library.thinkquest.org/C0115080/?c=clottinghttp://library.thinkquest.org/C0115080/?c=clotting8/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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dioxide, urea,vitamins andplasmaproteins
c=clotting
Extension
Find out about blood groups from the internet. Suggested website address :http://nobelprize.org/educational_games/medicine/landsteiner/readmore.htmlhttp://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Blood_groupshttp://www.blood.co.uk/pages/all_about.htmlhttp://waynesword.palomar.edu/aniblood.htmhttp://www.howstuffworks.com/blood.htm
Notes (includingsafety)
Topic5 :
Transfer of Thermal Energy Time Allowed : 2 weeks
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)15
http://library.thinkquest.org/C0115080/?c=clottinghttp://nobelprize.org/educational_games/medicine/landsteiner/readmore.htmlhttp://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Blood_groupshttp://www.blood.co.uk/pages/all_about.htmlhttp://waynesword.palomar.edu/aniblood.htmhttp://www.howstuffworks.com/blood.htmhttp://library.thinkquest.org/C0115080/?c=clottinghttp://nobelprize.org/educational_games/medicine/landsteiner/readmore.htmlhttp://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Blood_groupshttp://www.blood.co.uk/pages/all_about.htmlhttp://waynesword.palomar.edu/aniblood.htmhttp://www.howstuffworks.com/blood.htm8/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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5.1
Conduction
5.2 Convection5.3 Radiation
Prior Knowledge : -Links To : Use of the thermometer, arrangement of particles in solids liquids and gases, kinetic energy, insulator
Keywords : conduction, convection, radiation, thermal energy.Misconceptions : Conduction only occurs in solids. Radiation only occurs in space.
Trapped air is a poor thermal insulator. Temperature is the same as thermal energy.
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(a) describeexperiments todistinguishbetween good
and badconductors ofheat
(b) relate convectionin fluids to densitychanges anddescribeexperiments toillustrateconvection
(c) describeexperiments todistinguishbetween good
Students should be able to :
- define conduction,- give examples of good and bad
conductors of heat,
- describe in molecular terms,
how energy is transferred byconduction,
- define convection,- show understanding that
thermal energy is transferred froma region of higher temperature to aregion of lower temperature,
- describe in molecular terms,how energy is transferred byconvection,
- define radiation,
- describe in molecular terms,how energy is transferred byradiation,
- differentiate good and bademitters; good and bad absorbers,
Relate daily experiences such aswearing dark and light clothes andusing metal spoons and wooden spoonsin cooking. Experiment to show water isa bad conductor of heat.
Installation of air-conditioners andheaters at home may be used todiscuss convection process. Sea breezeand land breeze can also be used in thediscussion.
To explain conduction, convection andradiation, demonstrate the activitiesfound in the book GCSE Physics For
You, Keith Johnson, Chapter 8, page 48to 59.
Utilise the thermal energy kits providedin the lab
Keith Johnson. PhysicsFor You,
Physics for O LevelCombined Science andN and O LevelScience, BruneiDarussalam Edition.
http://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_4.shtml
http://www.bbc.co.uk/schools/gcsebitesize/physics/energy/energytransf
errev6.shtml
http://www.uwsp.edu/cnr/wcee/keep/Mod1/Rules/EnTransfer.htm
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)16
http://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_4.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_4.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_4.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_4.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/physics/energy/energytransferrev6.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/physics/energy/energytransferrev6.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/physics/energy/energytransferrev6.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/physics/energy/energytransferrev6.shtmlhttp://www.uwsp.edu/cnr/wcee/keep/Mod1/Rules/EnTransfer.htmhttp://www.uwsp.edu/cnr/wcee/keep/Mod1/Rules/EnTransfer.htmhttp://www.uwsp.edu/cnr/wcee/keep/Mod1/Rules/EnTransfer.htmhttp://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_4.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_4.shtmlhttp://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_4.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/physics/energy/energytransferrev6.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/physics/energy/energytransferrev6.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/physics/energy/energytransferrev6.shtmlhttp://www.uwsp.edu/cnr/wcee/keep/Mod1/Rules/EnTransfer.htmhttp://www.uwsp.edu/cnr/wcee/keep/Mod1/Rules/EnTransfer.htmhttp://www.uwsp.edu/cnr/wcee/keep/Mod1/Rules/EnTransfer.htm8/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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and bad emittersand good and badabsorbers of infra-red radiation
(d) identify andexplain some of
the everydayapplications andconsequences ofconduction,convection andradiation
- describe the importance of heatinsulation in homes, domestic hotwater system and use of thermosflasks.
http://zebu.uoregon.edu/~soper/Physics/thermaltransfer.html
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
Extension Do experiments on conduction, convection and radiation.
Notes (includingsafety)
Topic6 :
Temperature Time Allowed : 1 weeks
6.1 Principles of thermometry6.2 Liquid-in-glass thermometers
Prior Knowledge : Thermal energyLinks To : Most topics.Keywords : Evaporation, boiling, condensation, melting, freezing, upper fixed point, lower fixed point.Misconceptions : Since temperature is constant when ice melts, no energy is absorbed.
Evaporation of water occurs at all temperatures.
Heat and temperature are the same.
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)17
http://zebu.uoregon.edu/~soper/Physics/thermaltransfer.htmlhttp://zebu.uoregon.edu/~soper/Physics/thermaltransfer.htmlhttp://zebu.uoregon.edu/~soper/Physics/thermaltransfer.htmlhttp://zebu.uoregon.edu/~soper/Physics/thermaltransfer.htmlhttp://zebu.uoregon.edu/~soper/Physics/thermaltransfer.htmlhttp://zebu.uoregon.edu/~soper/Physics/thermaltransfer.html8/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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(a) appreciate how aphysical propertywhich varies withtemperature maybe used for the
measurement oftemperature andstate examples ofsuch properties
(b) recognise theneed for, andidentify, fixedpoints
(c) show
understanding ofsensitivity andrange
Students should be able to :
- explain the difference betweenheat and temperature,
- describe the effects of changesin volume, e.m.f and expansion ofmetal for the measurement of
temperature,- describe a rise in temperature
of a body in terms of an increase inits internal energy.
- describe how the lower andupper fixed points of a thermometerare calibrated,
- explain sensitivity, and range of
a thermometer,- describe how the differentthermometers are selected formeasuring temperatures atdifferent conditions,
Show different thermometers. Highlightthe physical properties that eachthermometer used.
Show the steps involved in marking thescale on a liquid-in-glass thermometer
in explaining the importance of fixedpoints.
Use magnified diagrams of liquid-in-glass thermometers to explainsensitivity and range.Examples:
Diagrams of two thermometers ofthe same length but different boresize.
Diagrams of two thermometers ofthe same length but different bulbsize.
Use real pictures of laboratory andclinical liquid-in-glass thermometers toexplain the structures and actions.
Tom Duncan. GCSEPhysics 3rd edition, pg150 to pg152
Charles Chew & LeongSee Cheng.
Comprehensive Physicsfor O Level Science,pg 94 to pg 109
Physics for O LevelCombined Science andN and O LevelScience, BruneiDarussalam Edition.
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(d) describe thestructure andaction of liquid-in-
glassthermometers(laboratoryand clinical)
- describe the structure andworking of liquid-in-glassthermometers, namely mercury and
clinical thermometers.
Extension Do an experiment to determine the melting ice and boiling point of water.
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)18
8/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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Notes (includingsafety)
Topic 7:
Thermal Properties of Matter Time Allowed : 1 weeks
7.1 Thermal expansion of solids, liquids and gases
Prior Knowledge : Density of gasesLinks To : -Keywords : Thermal expansion, solid, liquid, gas, contractionMisconceptions : -
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(a) describequalitatively the
thermalexpansion ofsolids, liquids andgases
(b) identify andexplain some ofthe everydayapplications andconsequences ofthermalexpansion
Students should be able to :
- describe and give examples ofthermal expansion of solids, liquids
and gases,- compare the expansion of
solids, liquids and gases,
- explain with examples theconsequences of thermalexpansion,
- explain with examples the usesof thermal expansion.
Use the activities, experiments,diagrams and pictures found in thebook GCSE Physics For You, Keith
Johnson, Chapter 4, page 22 to 29.
Physics for O LevelCombined Science andN and O LevelScience, BruneiDarussalam Edition.
Extension
Notes (includingsafety)
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)19
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Topic 8:
Properties of Metals Time Allowed : 1 week
8.1 Physical properties8.2 Alloys
Prior Knowledge : Some properties and uses of metalsLinks To : Displacement reactions
Keywords : pure metals, alloys, ductile, malleable, conductor of electricity and heat, shiny, high density, alloy,reactivity series, rust, corrosion, surface protection, electrolysis, recycling, minerals, ores, blast furnace.Misconceptions : All metals react with water and dilute acids to produce hydrogen.
Potassium is the most reactive metal.Aluminium does not react with water or steam, so it is low in the reactivity series.Rusting takes place in dry air.All metals occur in the earths crust as compounds.Haematite is as mineral.Reactive metals can be extracted from their ores only by electrolysis.If an ore contains a metal oxide then the metal is always extracted by heating the ore with
carbon.
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(a) describe thegeneral physicalproperties ofmetals
(b) explain whymetals are oftenused in the form
of alloys
(c) identifyrepresentations ofmetals and alloysfrom diagrams of
Students should be able to:
- state the general physicalproperties of metals.
- define an alloy and explain theuse of alloys instead of pure metalsfor making objects.
- identify the structures of analloy and a pure metal fromdiagrams.
Students can use the Combined ScienceTextbook, BDE to list the physicalproperties of metals.
Use OTM 1.
Combined ScienceTeaching Guidelinesand Resources UpperSecondary Part 2, CDD
Chemistry for O LevelCombined Science andN and O LevelScience, Brunei
Darussalam Edition.
Online resource :
Properties of metals &non-metalshttp://www.s-
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)20
http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=12&quicklearn_id=1&subject_id=21&ebt=249&ebn=&ebs=&ebl=&elc=4http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=12&quicklearn_id=1&subject_id=21&ebt=249&ebn=&ebs=&ebl=&elc=48/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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structures cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=12&quicklearn_id=1&subject_id=21&ebt=249&ebn=&ebs=&ebl=&elc=4
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
ExtensionStudents can give the names of some common alloys used in everyday life, eg, in coins, pewter, cutlery,medals etc.
Notes (includingsafety)
Stress more on the relationship between structure of metals with the physical properties (high meltingpoint, electrical conductivity & malleability).
Topic 9:
Reactivity Series Time Allowed : 2 weeks
9.1 Order of reactivity
Prior Knowledge : Reactions of acids, Reactions of potassium & sodium with waterLinks To : The chemistry and uses of acids, bases & salts; The Periodic Table & Group PropertiesKeywords : reactivity series, apparent unreactivityMisconceptions : Aluminium is unreactive because it shows no reaction with water or steam.
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(a) place in order ofreactivity calcium,copper,(hydrogen), iron,magnesium,potassium,sodium and zincby reference tothe reactions, ifany, of the metals
Students should be able to
- place metals in order ofreactivity based on their reactions,if any with dilute acids, water andsteam.
- write equations for thereactions between metals withwater, steam and acid
Students can be provided with a rangeof metals (Ca, Cu, Fe, Mg, Zn and Al) toinvestigate their reactions with waterand hydrochloric acid.Compare their reaction rates and list
them in order of increasing reactivity.
Use Fig 9.5, Pg 195 of CombinedScience, Chemistry textbook to explainthe presence of oxide layer thatadheres to the metal.
Pg 15.2, CombinedScience : TeachingGuidelines andResources UpperSecondary, Part 2,
CurriculumDevelopmentDepartment, MOE.
Chemistry for O LevelCombined Science andN and O Level
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)21
http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=12&quicklearn_id=1&subject_id=21&ebt=249&ebn=&ebs=&ebl=&elc=4http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=12&quicklearn_id=1&subject_id=21&ebt=249&ebn=&ebs=&ebl=&elc=4http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=12&quicklearn_id=1&subject_id=21&ebt=249&ebn=&ebs=&ebl=&elc=4http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=12&quicklearn_id=1&subject_id=21&ebt=249&ebn=&ebs=&ebl=&elc=4http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=12&quicklearn_id=1&subject_id=21&ebt=249&ebn=&ebs=&ebl=&elc=4http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=12&quicklearn_id=1&subject_id=21&ebt=249&ebn=&ebs=&ebl=&elc=4http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=12&quicklearn_id=1&subject_id=21&ebt=249&ebn=&ebs=&ebl=&elc=4http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=12&quicklearn_id=1&subject_id=21&ebt=249&ebn=&ebs=&ebl=&elc=48/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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with water (orsteam) and dilutehydrochloric acid
(b) account for theapparentunreactivity of
aluminium interms of thepresence of anoxide layer whichadheres to themetal
(c) deduce an orderof reactivity froma given set ofexperimentalresults
- explain the apparentunreactivity of aluminium.
- use given observations todeduce the order of reactivity ofmetals.
- use the reactivity series topredict the outcome of reactions.
Use OTM 2 topic 15 to deduce an orderof reactivity.
Science, BruneiDarussalam Edition.
The reactivity series ofmetalshttp://www.bbc.co.uk/schools/gcsebitesize/che
mistry/usefulproductsrocks/reactivity_seriesrev2.shtmlOrdering metals in thereactivity serieshttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev1.shtml
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
Demonstration : Ca +H2Ohttp://www.angelo.edu/faculty/kboudrea/demos/calcium_H2O/calcium_H2O.htmReaction of sodiumwith water
http://boyles.sdsmt.edu/sodwat/reaction_of_sodium_and_water.htm
Extension Comparing reactions of very small pieces of Aluminium foil and granulated aluminium metal withhydrochloric acid.Project work : Students can take pictures of reactions of metals with water and acid using digital camera
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)22
http://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev1.shtmlhttp://www.angelo.edu/faculty/kboudrea/demos/calcium_H2O/calcium_H2O.htmhttp://www.angelo.edu/faculty/kboudrea/demos/calcium_H2O/calcium_H2O.htmhttp://www.angelo.edu/faculty/kboudrea/demos/calcium_H2O/calcium_H2O.htmhttp://www.angelo.edu/faculty/kboudrea/demos/calcium_H2O/calcium_H2O.htmhttp://boyles.sdsmt.edu/sodwat/reaction_of_sodium_and_water.htmhttp://boyles.sdsmt.edu/sodwat/reaction_of_sodium_and_water.htmhttp://boyles.sdsmt.edu/sodwat/reaction_of_sodium_and_water.htmhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev2.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/reactivity_seriesrev1.shtmlhttp://www.angelo.edu/faculty/kboudrea/demos/calcium_H2O/calcium_H2O.htmhttp://www.angelo.edu/faculty/kboudrea/demos/calcium_H2O/calcium_H2O.htmhttp://www.angelo.edu/faculty/kboudrea/demos/calcium_H2O/calcium_H2O.htmhttp://boyles.sdsmt.edu/sodwat/reaction_of_sodium_and_water.htmhttp://boyles.sdsmt.edu/sodwat/reaction_of_sodium_and_water.htmhttp://boyles.sdsmt.edu/sodwat/reaction_of_sodium_and_water.htm8/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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and use power point presentation to show their work.
Notes (includingsafety)
Students should be reminded that the experiment for the reaction of calcium with dilute hydrochloric acidshould be performed in a test tube using a testtube holder.
Topic10 :
Extraction and Uses of Metals Time Allowed : 1 weeks
10.1 Metal ores10.2 The blast furnace
10.3
Iron and steel
10.4 Aluminium10.5 Zinc10.6 Copper
Prior Knowledge : Writing word and chemical equations, Calculation of reacting masses
Links To : Formulae and EquationsKeywords : ores, extraction, alloysMisconceptions : All metals react with water and dilute acids to produce hydrogen.
Potassium is the most reactive metal.Aluminium does not react with water or steam, so it is low in the reactivity series.All metals occur in the earths crust as compounds.Haematite is a mineral.Reactive metals can be extracted from their ores only by electrolysis.If an ore contains a metal oxide then the metal is always extracted by heating the ore with
carbon.
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
(a) describe the easein obtainingmetals fromtheir ores by
Students should be able to
- relate the ease of extractingmetals from their ores to theirpositions in the reactivity series.
Use the reactivity series to guide themethods adopted for extraction ofmetals from their ores.Refer to Table 10.2, Pg 201, ofCombined Science, Chemistry textbook.
Chemistry for O LevelCombined Science andN and O LevelScience, BruneiDarussalam Edition.
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relating theelements to thereactivity series
(b) describe theessentialreactions in the
extraction of ironfrom haematite
(c) describe the ideaof changing theproperties of ironby the controlleduse of additives toform alloys calledsteels
(d) state the uses ofmild steel (carbodies andmachinery) andstainless steel(chemical plantand cutlery)
(e) state the uses ofaluminium (e.g. inthemanufacture of
aircraft partsbecause of itsstrength and lowdensity and infood containersbecause of its
- describe the main reactions inthe blast furnace during theextraction of iron from iron ore.
- write the chemical equationsfor the reactions involved in theextraction of iron from iron ore
- describe how the properties of iron are varied by the use ofadditives.
- state the uses of some metalsand alloys and explain their usesbased on their special properties.
Use OTM 3a and 3b, Topic 15 to explainextraction of iron from haematite.
Use OTM 4, Topic 15 to explainobjectives (c) and (d).
Refer to Table 11.1, Pg 206 ofCombined Science, Chemistry BDE foruses of some metals (Al, Zn and Cu).
Combined Science :Teaching Guidelinesand Resources UpperSecondary, Part 2,CurriculumDevelopment
Department, MOE.
Online resource:
The Blast furnacehttp://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=9&quicklearn_id=2&subject_id=21&ebt=246&ebn=
&ebs=&ebl=&elc=4
Iron and The BlastFurnacehttp://www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/iron_blastfurnacerev1.shtml
Extraction of metalshttp://gcsechemistry.co
m/ex17.htm
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
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resistance tocorrosion)
(f) state the uses ofzinc forgalvanising andfor
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
making brass(with copper)
(g) state the uses ofcopper related toits properties (e.g.electrical wiring)
Extension Project work : Taking pictures of metals and their alloys to show their uses.
Notes (includingsafety)
Topic11 :
Respiration Time Allowed : 2 weeks
11.1
Aerobic respiration
11.2 Anaerobic respiration1
1.3Human gaseous exchange
Prior Knowledge : -Links To : The Circulatory SystemKeywords : respiration, aerobic respiration, anaerobic respiration, fermentation, lactic acid, oxyhaemoglobin,
ethanol, alveoli, air sacs, trachea, bronchus, bronchiole, capillaries, diffusion, lungs, gaseous exchangeMisconceptions : Breathing is the same as respiration.
Syllabus Objective Learning Outcome Activities Resources and
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Hyperlinks
(a) define respirationas the release ofenergy fromfood substancesin living cells
(b) define aerobicrespiration as therelease of arelatively largeamount of energyby the breakdownof foodsubstances in thepresence ofoxygen
Students should be able to :
- explain why living organismsrespire
- define respiration- explain the results of the
investigation of respiration in livingorganisms
- describe aerobic respiration- write down the word equation
for aerobic respiration- state the products of aerobic
respiration
Students can do role-playing on aerobicrespiration. (Example can be found onPg 141, Biology BDE).
An experiment on Pg 13.2, Topic 13(Resource File) could be demonstrated
to show that out body burns food toproduce carbon dioxide, water andenergy.An experiment on fermentation usingglucose solution and yeast can bedemonstrated.
Biology for O LevelCombined Science andN and O LevelScience, BruneiDarussalam Edition.
Combined Science :Teaching Guidelinesand Resources UpperSecondary, Part 2,CurriculumDevelopmentDepartment, MOE.
Online resourceThe respiration process
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(c) state theequation foraerobicrespiration, usingwords only
(d) define anaerobicrespiration as therelease of arelatively small
amount of energyby the breakdownof foodsubstances in theabsence ofoxygen
- describe and explain anaerobicrespiration of yeast using glucosesolution
- write down the word equationfor anaerobic respiration
- state the products of anaerobic
respiration- differentiate between aerobic
and anaerobic respiration- differentiate aerobic respiration
and breathing
Students will do role-playing onanaerobic respiration. (Example can befound on Pg 142-143, Biology BDE).
http://www.biotopics.co.uk/humans/respro.htmlGaseous exchange andrespirationhttp://www.bbc.co.uk/schools/ks3bitesize/science/biology/gas_intro.shtmlRespiration
http://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/3respirationrev1.shtml
The human respiratory
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
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(e) state theequation foranaerobicrespiration, usingwords only
(f) describe theproduction oflactic acid inmuscles duringexercise
(g) state thedifferencesbetween inspiredand expired air
(h) investigate and
state the effect ofphysical activityon rate and depthof breathing
(i) describe the roleof the exchangesurface of thealveoli in gaseousexchange (Detailsof the role of thediaphragm, ribs
and intercostalmuscles inbreathing are notrequired.)
- describe the anaerobicrespiration in muscles duringexercise
- define an inspired air and
expired air- explain the differences betweeninspired air and expired air
- state the effects of physicalactivity on rate and depth ofbreathing
- identify and label the parts of the breathing system in humans
- state the pathway take by air
when it enters the respiratorysystem- describe how the alveoli are
adapted for efficient exchange ofgases
- describe the role of the alveoliin gaseous exchange
- explain how exchange of gasestakes place
The students will predict the changes ingas concentration between inspired &expired air. Use OTM 6 to go over thechanges).Use the diagram/tabulation, Fig.12.2 onPg 147, Biology BDE.
The teacher will use either Respiratory
System Model or chart to identify theparts & functions of the organs.Discuss the diffusion of gases betweenblood and the air inside the alveoli &their role in gas exchange. Use OTM 4 &5, Topic 13 (Resource file).
systemhttp://www.biotopics.co.uk/humans/resyst.html
Breathinghttp://www.bbc.co.uk/schools/gcsebitesize/biolo
gy/humansasorganisms/2breathingrev1.shtml
Experiments tocompare content ofinhaled and exhaled airhttp://www.biotopics.co.uk/humans/inhaledexhaled.html
Gaseous Exchange
http://health.howstuffworks.com/adam-200022.htmhttp://health.howstuffworks.com/lung.htm/printable
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
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http://www.biotopics.co.uk/humans/resyst.htmlhttp://www.biotopics.co.uk/humans/resyst.htmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/2breathingrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/2breathingrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/2breathingrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/2breathingrev1.shtmlhttp://www.biotopics.co.uk/humans/inhaledexhaled.htmlhttp://www.biotopics.co.uk/humans/inhaledexhaled.htmlhttp://www.biotopics.co.uk/humans/inhaledexhaled.htmlhttp://health.howstuffworks.com/adam-200022.htmhttp://health.howstuffworks.com/adam-200022.htmhttp://health.howstuffworks.com/adam-200022.htmhttp://health.howstuffworks.com/lung.htm/printablehttp://health.howstuffworks.com/lung.htm/printablehttp://health.howstuffworks.com/lung.htm/printablehttp://www.biotopics.co.uk/humans/resyst.htmlhttp://www.biotopics.co.uk/humans/resyst.htmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/2breathingrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/2breathingrev1.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/2breathingrev1.shtmlhttp://www.biotopics.co.uk/humans/inhaledexhaled.htmlhttp://www.biotopics.co.uk/humans/inhaledexhaled.htmlhttp://www.biotopics.co.uk/humans/inhaledexhaled.htmlhttp://health.howstuffworks.com/adam-200022.htmhttp://health.howstuffworks.com/adam-200022.htmhttp://health.howstuffworks.com/adam-200022.htmhttp://health.howstuffworks.com/lung.htm/printablehttp://health.howstuffworks.com/lung.htm/printablehttp://health.howstuffworks.com/lung.htm/printable8/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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Extension Find out effects of smoking to the Respiratory System.
Notes (includingsafety)
Topic
12 :
Excretion Time Allowed : 0.5 weeks
Prior Knowledge : Functions of the Liver, The Respiratory SystemLinks To : Deamination in the liver, Breathing, Gaseous ExchangeKeywords : excretion, urea, kidneys, renal artery, renal vein, ureter, urethra, urinary bladderMisconceptions : Egestion is excretion.
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
a) define excretion
as the removal oftoxic materialsand the wasteproducts ofmetabolism fromorganisms
(b) describe theremoval of carbondioxide from thelungs, and ofwater and urea
through thekidneys (Detailsof kidneystructure andnephron are notrequired.)
Students should be able to :
- explain the importance of
removing toxic materials and wasteproducts from organisms- explain how carbon dioxide is
produced by living cells
- describe how carbon dioxideand excess water are removed fromthe body
- describe how urea is producedin the body
- define excretion
- identify and label the kidneysand their associated structures
- state the function of thekidneys and their associatedstructures
- describe how urea is removed
Use OTM 7, 8, 9 and 10 of Topic 13(Resource file) to describe descriptionof carbon dioxide, excess water and
urea.
Use OTM 11, Topic 13 (Resource file) togo over the urinary system.
Biology for O LevelCombined Science andN and O LevelScience, BruneiDarussalam Edition.
Combined Science :Teaching Guidelinesand Resources UpperSecondary, Part 2,CurriculumDevelopmentDepartment, MOE.
The Urinary Systemhttp://health.howstuffworks.com/adam-200032.htm
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from the body- compare the contents of blood
in the renal artery and the renalvein
ExtensionFind out how a person whose kidneys have failed to function remove urea and excess water from theirbody.
Notes (including
safety)Topic13 :
Co-ordination and Response Time Allowed : 2 weeks
13.1 Receptors13.2 Reflex action
Prior Knowledge : -Links To : Refraction & Reflection of lightKeywords : sclera, choroid, retina, yellow spot (fovea), blind spot, optic nerve, cornea, iris, pupil, aqueous humour,
lens, vitreous humour, suspensory ligaments, ciliary muscles, accommodation, radial muscles, circularmuscles, pupil reflex,
Misconceptions : Pupil reflex and accommodation are the same.
Circular muscles in the iris and the ciliary muscles have the same function.
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(a) state theprincipal functionsof componentparts of the eyein producing afocused image
of near anddistant objects onthe retina
Students should be able to :
- identify and label the parts of an eye as seen in front view
- name the parts of the eye asseen in horizontal section
- state the function of thedifferent parts of the eye
- explain how the eye producesan image of an object on the retina
- explain how the eye focusesboth near and distant objects on theretina
Use OTM 5, Topic 9 and Fig. 3.3, Pg301 and fig. 3.4, Pg 302 of Biology forO Level Combined Science BDE tolabel the different parts of the eye andto state each function. Students canalso draw and label their front eyeview using a mirror.
Models and charts of the eye arehelpful in aiding tounderstand the function f eachstructure.
Biology for O LevelCombined Science andN and O Level Science,Brunei DarussalamEdition.
Combined Science :
Teaching Guidelines andResources UpperSecondary, Part 2,Curriculum DevelopmentDepartment, MOE.
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(b) describe thepupil reflex inresponse to brightand dim light
- describe how the pupilresponds to bright and dim ight
- compare accommodation andpupil reflex
A round flask of fluorescein with aconvex lens at the front can be usedto show how light is focused on to theretina (the back of the flask).Use Fig. 3.5, Pg 304, Biology BDE todiscuss how light is focused onto theretina.
Use Figs. 3.7, 3.8, 3.9 and 3.19, Pgs306 and 307 of Biology for O LevelCombined Science, BDE to discussfocusing image of near and distantobjects on to the retina.
The pupil reflex is a good example ofa reflex action, and students can seethis in their own eyes, by covering oneor both eyes with something dark and
then allowing light to fall on them andthen use the mirror to see thechanges in the size of the pupil.
Online resources:The human eyehttp://www.purchon.com/biology/eye.htm
The eye and visionhttp://www.biotopics.co.u
k/humans/eyevis.htmlThe eye functionhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev5.shtml
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
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http://www.purchon.com/biology/eye.htmhttp://www.purchon.com/biology/eye.htmhttp://www.biotopics.co.uk/humans/eyevis.htmlhttp://www.biotopics.co.uk/humans/eyevis.htmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev5.shtmlhttp://www.purchon.com/biology/eye.htmhttp://www.purchon.com/biology/eye.htmhttp://www.biotopics.co.uk/humans/eyevis.htmlhttp://www.biotopics.co.uk/humans/eyevis.htmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev5.shtml8/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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With a partner use a weak torch todemonstrate the response of the pupilto changing light intensity. Studentsneed to observe and describe thechanges in the size of pupil.Use Fig.3.11, Pg 309 and Fig. 3.12, Pg
310 of Biology for O Level CombinedScience, BDE to explain how the pupilresponds to changing light conditions.
The eye structurehttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev6.shtml
Seeinghttp://health.howstuffworks.com/adam-200013.htm
The eye : adjusting forlight & focusinghttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev7.shtml
Extension Make a research on the defects and diseases of the eyes and how they are remedied.
Notes (includingsafety)
Teacher needs to emphasize on pupil reflex and accommodation.
Topic13 :
Co-ordination and Response
13.3 Hormones
Prior Knowledge : Functions of PlasmaLinks To : Transport System in Man (The Blood, Plasma)Keywords : hormone, alters, target organ, adrenaline
Misconceptions : Hormone is carried by red blood cells.Hormone is an enzyme.
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
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http://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev6.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev6.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev6.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev6.shtmlhttp://health.howstuffworks.com/adam-200013.htmhttp://health.howstuffworks.com/adam-200013.htmhttp://health.howstuffworks.com/adam-200013.htmhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev7.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev7.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev7.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev7.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev6.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev6.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev6.shtmlhttp://health.howstuffworks.com/adam-200013.htmhttp://health.howstuffworks.com/adam-200013.htmhttp://health.howstuffworks.com/adam-200013.htmhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev7.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev7.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/4nervoussystemrev7.shtml8/14/2019 Sow for Combined Science Year 10 (2+3 Programme)v2 - 3 Years
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(c) define a hormoneas a chemicalsubstance,produced by agland,
Students should be able to :
- define and describe a hormonewith an example.
- explain how the hormoneadrenaline boosts the glucose levelsin the blood
Use Fig. 4.1 and 4.3, Pgs 324 and 325to introduce hormones. Adrenalinemakes a good introduction to the ideaof hormones, as everyone is aware ofits effects. Discussion will bring outmost of these, and students should beable to suggest how they help to
prepare the
The endocrine systemhttp://www.biotopics.co.uk/humans/hormon.html
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
carried by theblood, whichalters the activityof one or morespecific targetorgans and isthen destroyed bythe liver
- give examples of situations inwhich the hormone adrenaline isreleased
body for 'fight or flight'.
Refer to Pg 4.3 and 4.4, Pgs 326 and327, Biology for O Level CombinedScience, BDE.Discussion should include the after-effect on the concentration of thehormone in the blood.
Extension Find out about diabetes and the risks of people with diabetes. What hormone is lacking ?Discuss the effects of adrenaline on other parts of the body.
Notes (includingsafety)
Teacher should not go into detail on specific hormones.
Topic14 :
General Wave Properties Time Allowed : 1 weeks
14.1
Describing wave motion
14.2 Wave terms
14.3 Longitudinal and transverse wavesPrior Knowledge : -Links To : -Keywords : wave, longitudinal waves, transverse waves, speed, frequency, wavelength, amplitude, crest, trough,wavelength, rest positionMisconceptions : -
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
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Syllabus Objective Learning Outcome Activities Resources andHyperlinks
a) describe what ismeant by wave
motion asillustrated byvibration inropes, springs andbyexperiments usinga ripple tank
(b) distinguishbetweenlongitudinal andtransverse waves
and give suitableexamples
Students should be able to :
- identify the parts of a wave,- demonstrate wave motion
using a ripple tank,
- identify the differencesbetween transverse andlongitudinal waves,
- name examples of longitudinaland transverse waves.
Demonstrate the experiments found inthe book GCSE Physics For You, Keith
Johnson, Chapter 21, page 174.
BBC - GCSE Bitesize - Science: Physics
Physics for O LevelCombined Science andN and O LevelScience, Brunei
Darussalam Edition.
Britannica GCSEPhysics PC CD com
BBC - GCSE Bitesize -Science: Physics
Syllabus Objective Learning Outcome Activities Resources andHyperlinks
(c) give the meaningof speed,frequency,wavelength andamplitude anduse the equationc = f x
- describe amplitude andwavelength,
- use the relation between,speed, frequency and wavelength inthe equation:
speed = frequency x wavelength
- identify the symbols, v, and
http://www.kettering.edu/~drussell/Demos/waves/wavemotion.ht ml
http://members.aol.com/nicholashl/waves/movingwaves.html
http://hyperphysics.phy-astr.gsu.edu/hbase/sound/tralon.html
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
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http://www.cbu.edu/~jvarrian/applets/waves1/lontra_g.htm
http://webphysics.davidson.edu/physlet_resources/bu_semester1/c20_t
rans_long.html
http://library.thinkquest.org/15433/unit5/5-1.htm
http://library.thinkquest.org/15433/unit5/5-2.htm
Extension
Notes (includingsafety)
Topic
15 :
Light Time Allowed : 2 weeks
15.1 Reflection of light15.2 Refraction of light15.3 Thin converging lens
Prior Knowledge : -Links To : Coordination & Response (The eye)
COMBINED SCIENCE SPN 21 SCHEME OF WORK (INTERIM STAGE)
YEAR 10 (2 + 3)34
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