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

Topic 1 Respiration Time Allowed : 1 ½ weeks
:
1 Aerobic respiration
.1
1 Anaerobic respiration
.2
1 Human gaseous exchange
.3
Prior Knowledge : -
Links To : The Circulatory System
Keywords : respiration, aerobic respiration, anaerobic respiration, fermentation, lactic acid, oxyhaemoglobin,
ethanol, alveoli, air sacs, trachea, bronchus, bronchiole, capillaries, diffusion, lungs, gaseous exchange
Misconceptions : Breathing is the same as respiration.
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
Students should be able to : Students can do role-playing on aerobic Biology for ‘O’ Level
(a) define respiration
respiration. (Example can be found on Combined Science and
as the release of - explain why living organisms
Pg 141, Biology BDE). ‘N’ and ‘O’ Level
energy from respire
Science, Brunei
food substances - define respiration
An experiment on Pg 13.2, Topic 13 Darussalam Edition.
in living cells - explain the results of the
(Resource File) could be demonstrated
investigation of respiration in
to show that out body burns food to Combined Science :
(b) define aerobic living organisms
produce carbon dioxide, water and Teaching Guidelines
respiration as the - describe aerobic respiration
energy. and Resources Upper
release of a - write down the word equation
An experiment on fermentation using Secondary, Part 2,
relatively large for aerobic respiration
glucose solution and yeast can be Curriculum
amount of energy - state the products of aerobic
demonstrated. Development
by the respiration
Department, MOE.
breakdown of
food substances
Online resource
in the presence of - describe and explain anaerobic
Students will do role-playing on The respiration process
oxygen respiration of yeast using glucose
anaerobic respiration. (Example can be http://www.biotopics.co.
solution
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 1
YEAR 10 (2 + 2)
(c) state the - write down the word equation found on Pg 142-143, Biology BDE). uk/humans/respro.html
equation for for anaerobic respiration Gaseous exchange and
aerobic - state the products of anaerobic respiration
respiration, using respiration http://www.bbc.co.uk/sc
words only - differentiate between aerobic hools/ks3bitesize/scienc
and anaerobic respiration e/biology/gas_intro.sht
(d) define anaerobic - differentiate aerobic respiration ml
espiration as the and breathing Respiration
release of a - describe the anaerobic The students will predict the changes in http://www.bbc.co.uk/sc
relatively small respiration in muscles during gas concentration between inspired & hools/gcsebitesize/biolo
amount of energy exercise expired air. Use OTM 6 to go over the gy/humansasorganisms
by - define an inspired air and changes). /3respirationrev1.shtml
expired air
Resources and
Syllabus Objective Learning Outcome Activities
Hyperlinks
the breakdown of - explain the differences between Use the diagram/tabulation, Fig.12.2 on The human respiratory
food substances inspired air and expired air Pg 147, Biology BDE. system
in the absence of - state the effects of physical The teacher will use either Respiratory http://www.biotopics.co.
oxygen activity on rate and depth of System Model or chart to identify the uk/humans/resyst.html
breathing parts & functions of the organs.
(e) state the - identify and label the parts of Discuss the diffusion of gases between Breathing
equation for the breathing system in humans blood and the air inside the alveoli & http://www.bbc.co.uk/sc
anaerobic - state the pathway take by air their role in gas exchange. Use OTM 4 & hools/gcsebitesize/biolo
respiration, using when it enters the respiratory 5, Topic 13 (Resource file). gy/humansasorganisms
words only system /2breathingrev1.shtml
- describe how the alveoli are
(f) describe the adapted for efficient exchange of Experiments to
production of gases compare content of
lactic acid in - describe the role of the alveoli inhaled and exhaled air
muscles during in gaseous exchange http://www.biotopics.co.
exercise - explain how exchange of gases uk/humans/inhaledexha
takes place led.html
(g) state the
differences Gaseous Exchange
between inspired http://health.howstuffw

YEAR 10 (2 + 2)
and expired air orks.com/adam-
200022.htm
(h) investigate and http://health.howstuffw
state the effect of orks.com/lung.htm/print
physical activity able
on rate and depth
of breathing
(i) describe the role

of the exchange
surface of the
alveoli in gaseous
exchange (Details
of the role of the
diaphragm, ribs
and intercostal
muscles in
breathing are not
required.)
Extension Find out effects of smoking to the Respiratory System.
Notes (including
safety)
Topic Excretion Time Allowed : ½ week

2:
Prior Knowledge : Functions of the Liver, The Respiratory System
Links To : Deamination in the liver, Breathing, Gaseous Exchange
Keywords : excretion, urea, kidneys, renal artery, renal vein, ureter, urethra, urinary bladder
Misconceptions : Egestion is excretion.
Hyperlinks

YEAR 10 (2 + 2)
a) define excretion Students should be able to : Use OTM 7, 8, 9 and 10 of Topic 13 Biology for ‘O’ Level
as the removal of (Resource file) to describe description Combined Science and
- explain the importance of
toxic materials of carbon dioxide, excess water and ‘N’ and ‘O’ Level
removing toxic materials and waste
and the waste urea. Science, Brunei
products from organisms
products of Darussalam Edition.
- explain how carbon dioxide is
metabolism from Use OTM 11, Topic 13 (Resource file) to
produced by living cells
organisms go over the urinary system. Combined Science :
- describe how carbon dioxide
and excess water are removed from Teaching Guidelines
(b) describe the and Resources Upper
the body
removal of carbon Secondary, Part 2,
- describe how urea is produced
dioxide from the Curriculum
in the body
lungs, and of Development
- define excretion
water and urea Department, MOE.
- identify and label the kidneys
through the
and their associated structures
kidneys (Details The Urinary System
of kidney
- state the function of the
http://health.howstuffw
kidneys and their associated
structure and orks.com/adam-
structures
nephron are not 200032.htm
- describe how urea is removed
required.)
from the body
- compare the contents of blood
in the renal artery and the renal
vein
Find out how a person whose kidneys have failed to function remove urea and excess water from their
Extension
body.
Notes (including
safety)
Topic Co-ordination and Response Time Allowed : 1 ½ weeks

YEAR 10 (2 + 2)
3:
3.1 Receptors
Reflex action
3.2
Prior Knowledge : -
Links To : Refraction & Reflection of light
Keywords : sclera, choroid, retina, yellow spot (fovea), blind spot, optic nerve, cornea, iris, pupil, aqueous humour,
lens, vitreous humour, suspensory ligaments, ciliary muscles, accommodation, radial muscles, circular
muscles, pupil reflex,
Misconceptions : Pupil reflex and accommodation are the same.
Circular muscles in the iris and the ciliary muscles have the same function.
Hyperlinks
Students should be able to : Use OTM 5, Topic 9 and Fig. 3.3, Pg 301 Biology for ‘O’ Level
and fig. 3.4, Pg 302 of Biology for “O” Combined Science and
(a) state the principal - identify and label the parts of
Level Combined Science BDE to label ‘N’ and ‘O’ Level
functions of an eye as seen in front view
the different parts of the eye and to Science, Brunei
component - name the parts of the eye as
state each function. Students can also Darussalam Edition.
parts of the eye seen in horizontal section
draw and label their front eye view
in producing a - state the function of the
using a mirror. Combined Science :
focused image different parts of the eye
Teaching Guidelines
of near and - explain how the eye produces
Models and charts of the eye are helpful and Resources Upper
distant objects on an image of an object on the retina
in aiding to Secondary, Part 2,
the retina - explain how the eye focuses
understand the function f each Curriculum
both near and distant objects on the
structure. Development
retina
Department, MOE.
A round flask of fluorescein with a
convex lens at the front can be used to Online resources:
show how light is focused on to the The human eye
retina (the back of the flask). http://www.purchon.co
Use Fig. 3.5, Pg 304, Biology BDE to m/biology/eye.htm
discuss how light is focused onto the
retina. The eye and vision
http://www.biotopics.co.

YEAR 10 (2 + 2)
Use Figs. 3.7, 3.8, 3.9 and 3.19, Pgs 306 uk/humans/eyevis.html
- describe how the pupil and 307 of Biology for “O” Level The eye function
(b) describe the responds to bright and dim light Combined Science, BDE to discuss http://www.bbc.co.uk/sc
pupil reflex in - compare accommodation and focusing image of near and distant hools/gcsebitesize/biolo
response to bright pupil reflex objects on to the retina. gy/humansasorganisms
and dim light /4nervoussystemrev5.s
The pupil reflex is a good example of a html
reflex action, and students can see this The eye structure
in their own eyes, by covering one or
both eyes with something dark and
then allowing light to fall on them and
then use the mirror to see the changes
in the size of the pupil.
Hyperlinks
With a partner use a weak torch to http://www.bbc.co.uk/sc
demonstrate the response of the pupil hools/gcsebitesize/biolo
to changing light intensity. Students gy/humansasorganisms
need to observe and describe the /4nervoussystemrev6.s
changes in the size of pupil. html
Use Fig.3.11, Pg 309 and Fig. 3.12, Pg
310 of Biology for “O” Level Combined Seeing
Science, BDE to explain how the pupil http://health.howstuffw
responds to changing light conditions. orks.com/adam-
200013.htm
The eye : adjusting for

light & focusing
http://www.bbc.co.uk/sc
hools/gcsebitesize/biolo
gy/humansasorganisms
/4nervoussystemrev7.s
html
Extension Make a research on the defects and diseases of the eyes and how they are remedied.

YEAR 10 (2 + 2)
Notes (including
Teacher needs to emphasize on pupil reflex and accommodation.
safety)
Topic Co-ordination and Response

3:
3 Hormones
.3
Prior Knowledge : Functions of Plasma
Links 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.
Hyperlinks
Students should be able to : Use Fig. 4.1 and 4.3, Pgs 324 and 325 The endocrine system
to introduce hormones. Adrenaline http://www.biotopics.co.
(c) define a hormone - define and describe a hormone
makes a good introduction to the idea uk/humans/hormon.htm
as a chemical with an example.
of hormones, as everyone is aware of l
substance,
its effects..

Hyperlinks
produced by a - explain how the hormone Discussion will bring out most of these,
gland ,carried adrenaline boosts the glucose levels and students should be able to suggest
by the blood, in the blood how they help to prepare the body for
which alters the - give examples of situations in 'fight or flight'.
activity of one or which the hormone
more specific - adrenaline is released Refer to Pg 4.3 and 4.4, Pgs 326 and
target organs and 327, Biology for “O” Level Combined
is then Science, BDE.
destroyed by the Discussion should include the after-
liver effect on the concentration of the
hormone in the blood
YEAR 10 (2 + 2)
Find out about diabetes and the risks of people with diabetes. What hormone is lacking ?
Extension
Discuss the effects of adrenaline on other parts of the body.
Notes (including
Teacher should not go into detail on specific hormones.
safety)
Topic 4 General Wave Properties Time Allowed : 1 week

:
Describing wave motion
4.1
4.2 Wave terms
Longitudinal and transverse waves
4.3
Prior Knowledge : -
Links To : -
Keywords : wave, longitudinal waves, transverse waves, speed, frequency, wavelength, amplitude, crest, trough,
wavelength, rest position
Misconceptions : -
Hyperlinks
Students should be able to : Demonstrate the experiments found in Physics for ‘O’ Level
the book ‘GCSE Physics For You’, Keith Combined Science and
a) describe what is - identify the parts of a wave,
Johnson, Chapter 21, page 174. ‘N’ and ‘O’ Level
meant by wave - demonstrate wave motion
Science, Brunei
motion as using a ripple tank,
BBC - GCSE Bitesize - Science: Physics Darussalam Edition.
illustrated by
vibration in
Britannica GCSE
ropes, springs and
Physics PC CD – com
by
experiments using BBC - GCSE Bitesize -
a ripple tank Science: Physics

Hyperlinks

YEAR 10 (2 + 2)
(b) distinguish - identify the differences http://www.kettering.ed
between between transverse and u/~drussell/Demos/wav
longitudinal and longitudinal waves, es/wavemotion.html
transverse waves - name examples of longitudinal
and give suitable http://members.aol.com
and transverse waves.
examples /nicholashl/waves/movi
ngwaves.html
- describe amplitude and
(c) give the meaning wavelength, http://hyperphysics.phy
of speed, - use the relation between, -
frequency, speed, frequency and wavelength in astr.gsu.edu/hbase/sou
wavelength and the equation: nd/tralon.html
amplitude and speed = frequency x wavelength
use the equation http://www.cbu.edu/~jv
- identify the symbols, v, ƒ and λ
arrian/applets/waves1/l
c=fxλ
ontra_g.htm
http://webphysics.david
son.edu/physlet_resour
ces/bu_semester1/c20_t
rans_long.html
http://library.thinkquest
.org/15433/unit5/5-
1.htm
.org/15433/unit5/5-
2.htm
Extension
Notes (including
safety)
Topic Light Time Allowed : 1 week

5:
5.1 Reflection of light

YEAR 10 (2 + 2)
5.2 Refraction of light
5.3 Thin converging lens
Prior Knowledge : -
Links To : Coordination & Response (The eye)
Keywords : reflection, incident ray, reflected ray, point of incidence, normal, angle of incidence, angle of reflection,
image, refraction, refracted ray, emergent ray, angle of refraction, refractive index, convex lens,
converging lens
Misconceptions : Reflected and refracted rays are the same.
Refraction is the bending of waves.
Hyperlinks

YEAR 10 (2 + 2)
Students should be able to : For able classes ask the students to do Keith Johnson. GCSE
the experiments to illustrate the laws of Physics For You. Pg 184
(a) perform and - use the following terms in ray
reflection and demonstrate refraction of and Pg 194
describe diagrams:
light through glass block.
experiments to incident ray, reflected ray, point of
Charles Chew & Leong
illustrate the laws incidence, normal, angle of
For less able students demonstrate the See Cheng.
of reflection incidence and angle of reflection,
experiments. Comprehensive Physics
for ‘O’ Level Science,
- state the characteristics of an
Ask students to perform the pg 169 to pg173
(b) describe an image formed by a plane mirror,
measurements and calculations
experiment to find
Comprehensive Physics
the position of an
Use ray box for ‘O’ Level Science,
optical image
pg 176 to pg179
formed by a plane - state the laws of reflection,
mirror - describe experiments that
Physics for ‘O’ Level
illustrate the laws of reflection,
Combined Science and
(c) use the law i = r - use the laws of reflection to
‘N’ and ‘O’ Level
in reflection perform simple constructions,
Science, Brunei
measurements and calculations,
Darussalam Edition.
- describe experiments to
Britannica GCSE
demonstrate how light is refracted
Physics PC CD – rom
(d) perform simple through glass blocks,
constructions, - describe the passage of light
Online resources
measurements through parallel-sided objects made
Reflection
and calculations of transparent materials,
http://id.mind.net/~zon
for reflection - define the terms: incident ray,
Use the optic set provided to schools to a/mstm/physics/light/ra
refracted ray, emergent ray, point
demonstrate the action of a thin yOptics/reflection/reflec
(e) describe and of incidence, normal, angle of
converging lens on a beam of light. tion1.html
perform incidence and angle of refraction,
experiments to
demonstrate
.org/27356/p_reflection.
refraction of light
htm
through glass
blocks - give the meaning of refractive
http://www.glenbrook.k
index,
YEAR 10 (2 + 2)
(f) use the - calculate refractive index, 12.il.us/gbssci/phys/mm
terminology for - explain the overall effect when edia/optics/lr.html
the angle i and r a parallel beam of light passes
in refraction and through a convex lens.
describe the
passage of light

Hyperlinks

YEAR 10 (2 + 2)
through parallel Refraction
sided transparent http://sol.sci.uop.edu/~j
material falward/refraction/refra
ction.html
(g) use the equation
sin i/sin r = n
(refractive index)
(h) give the meaning
of refractive index
(i) describe the
action of a thin
converging lens
on a beam of light
Extension
Notes (including Spend time to clarify to students the characteristics of image formed by a plane mirror are different from
safety) the ones formed on the retina of the eyes.
Topic Electromagnetic Spectrum Time Allowed : ½ week

6:
6 Properties of electromagnetic waves
.1
Prior Knowledge : Transverse waves
Links To : Waves
Keywords : electromagnetic waves, vacuum, electromagnetic spectrum, wavelength, frequency,
Misconceptions : -
Hyperlinks

YEAR 10 (2 + 2)
Students should be able to : Start the lesson by producing the seven Keith Johnson. GCSE
colours of the visible light using a glass Physics For You. Pg
(a) state that all - describe electromagnetic
prism placed on the OHP. 224 and 225
electromagnetic waves,
waves are - state the speed of Tom Duncan. GCSE
transverse waves electromagnetic waves in a Physics 3rd edition, pg
that travel with vacuum, 48 to pg 51
the same high Physics for ‘O’ Level
speed invacuo Combined Science and
and state the ‘N’ and ‘O’ Level
magnitude of this Science, Brunei
speed, Darussalam Edition.
Hyperlinks
(b) describe the - describe the electromagnetic Make students notice that the http://www.yorku.ca/ey
main components spectrum arrangement of the colours are e/spectru.htm
of the - in terms of: according to their wavelengths or
frequencies. http://www.glenbrook.k
electromagnetic types of electromagnetic
12.il.us/GBSSCI/PHYS/C
spectrum waves,
From there introduce the other LASS/light/u12l2a.html
wavelength
frequency members which are invisible. http://www.colourthera
uses. pyhealing.com/colour/el
Discuss uses of the waves in daily life ectromagnetic_spectru
such as remote control, cell phone, m.php
microwave oven and so on.
http://users.netconnect.
com.au/~astronet/spect
rum.htm
http://www.windows.uc
ar.edu/tour/link=/earth/
climate/cli_spectrum.ht
ml
Extension
Notes (including
YEAR 10 (2 + 2)
safety)
Topic Atmosphere and Environment Time Allowed : 1 week

7:
7 Air
.1
7 Corrosion
.2
7.3 Pollution
7.4 Water
Prior Knowledge : LSS SOW (Topic 11.1 : Gases in the Air; 11.2. Properties of Gases), Respiration
Links To : Extraction of iron from haematite, Respiration
Keywords : respiration, combustion, rusting, rust, hydrocarbon, oxidation, reduction
Misconceptions : The most abundant gas in air is oxygen. All metals ‘rust’.
Rusting takes place in dry air. Carbon dioxide is harmful to our health.

Hyperlinks
Students should be able to : Use OTM 2a & 2b, Topic 8 to describe % Combined Science :
composition of gases in the air. Teaching Guidelines
(a) describe the - list the volume composition of
and Resources Upper
volume air.
Secondary, Part 2,
composition of - describe tests for carbon
Curriculum
clean air in terms dioxide and oxygen.
Development
of 79% nitrogen,
Department, MOE.
20% oxygen,
with the
Chemistry for ‘O’ Level
remainder being
noble gases (with
argon as the main
Science, Brunei
constituent),
YEAR 10 (2 + 2)
carbon dioxide Perform an experiment by burning Darussalam Edition.
and variable magnesium to demonstrate
amounts of water - state a medical use and combustion.
vapour industrial uses of oxygen. Carry out an experiment to show Global warming
rusting by using iron nail. http://www.bbc.co.uk/sc
(b) name the uses of Write word equations for respiration, hools/gcsebitesize/biolo
oxygen in making combustion and rusting and then gy/livingthingsenvironm
steel, oxygen identify the need for oxygen in each ent/3impactofhumansre
tents in hospitals, case. v10.shtml
and with - define respiration and write a Use the results of the experiments to
acetylene (a word equation to represent it. explain burning and rusting.
hydrocarbon) in - define combustion and name Review on respiration (Topic :
welding the products formed by the Respiration, Biology Section).
combination of oxygen with a
(c) describe, in metal, non metal and a Use the following examples and their
simple terms, the hydrocarbon. respective chemical equations to
ideas of - write a word equation to explain oxidation and reduction where
respiration, represent rusting and state the appropriate.
combustion and conditions for rusting. • Burning magnesium in oxygen
rusting - list some methods of rust • Reaction of copper(II) oxide and
prevention. hydrogen
(d) describe • Reaction of iron(III) oxide and
methods of rust - identify if a reaction is an carbon monoxide
prevention by oxidation or reduction reaction. • Reaction of copper(II) oxide and
painting and other ammonia
coatings
• Burning of methane
(including
galvanising)
(e) identify
processes
involving the
addition of
oxygen as
oxidation and the
removal of
YEAR 10 (2 + 2)
oxygen as
reduction
(f) define oxidation

and

Hyperlinks
reduction in terms Perform or demonstrate simple
of experiments to prepare and test for the
oxygen/hydrogen following gases.
gain/loss • oxygen
Add equal volume of hydrogen
(g) describe the peroxide to acidified potassium
identification of dichromate(VI) solution. Cover the
oxygen using a mouth of test tube with your
glowing splint thumb. Place a glowing splint into
the test tube.
(h) describe the • carbon dioxide
identification of Add dilute hydrochloric acid to solid
carbon dioxide calcium carbonate in a test tube. Place
using limewater an empty, dry test tube above it to
(Equations are not collect the gas. Put a few drops of
required.) limewater into the empty test tube.
Shake the mixture and observe.
Extension
Notes (including Extra care when performing the experiments. Collect enough carbon dioxide gas in the empty test tube. It
safety) may take a few minutes. Make sure the reaction produce bubbles.
Topic 7 Atmosphere and Environment

:
Links To : Acidic oxides
YEAR 10 (2 + 2)
Keywords : pollutants, pollution, carbon monoxide, sulphur dioxide, oxides of nitrogen, lead compounds, acid rain,
filtration, chlorination.
Misconceptions : Acid rain destroys human skin and kills people.
Only sulphur dioxide dissolves in rain water to form acid rain.
Hyperlinks
Students should be able to Project work such as drawing posters /
essay competitions on common
(i) name common - name carbon monoxide, sulphur
pollutants ; their sources and effects on
pollutants of air dioxide, oxides of
the environment, health, plant and
(carbon nitrogen and lead compounds as
animal life. This project would be a
monoxide, common air
good way to make the students aware
sulphur dioxide, pollutants.
of the adverse effects of pollution.
oxides of
nitrogen and lead
compounds)

Hyperlinks

YEAR 10 (2 + 2)
(j) state the source - state the common sources of
of each of these these pollutants.
pollutants
(i) carbon
- describe the adverse effects of
monoxide from
these pollutants on our health and
the incomplete
the environment.
combustion of
carbon-
containing
substances - explain the harm caused by
(ii) sulphur acid rain.
dioxide from
the
combustion of
fossil fuels
which contain
sulphur
compounds
(leading to
acid rain)
(iii) oxides of
nitrogen and
lead
compounds
Use Fig 13.6, Pg 157 of Chemistry for
from car
“O” Level Combined Science BDE or
exhausts
OTM 2 Topic 3, to explain the
- briefly describe how water is purification of water.
(k) state the
adverse effect of purified before it reaches our
acidic pollutants homes, with emphasis on filtration
on buildings and and chlorination.
plants, and of
carbon monoxide
and lead
compounds on
YEAR 10 (2 + 2)
health
(I) describe, in
outline, the
purification of the
water supply in
terms of filtration
and chlorination
Do a research using internet on global warming.

Extension Surf the internet to find out the use of distillation and reverse osmosis in desalination plants. Discuss their
advantages and disadvantages.
Notes (including
safety)

YEAR 10 (2 + 2)
Topic Hydrogen Time Allowed : ½ week
8:
Prior Knowledge : LSS SOW (Topic 11.3. : Hydrogen) ,Covalent bonding
Links To : The chemistry of acids, bases & salts, The reactivity series & The Periodic Table & Group Properties
Keywords : hydrogen, lighted / burning splint
Misconceptions : Hydrogen makes pop sound with a glowing splint.
Hydrogen helps things to burn.
All metals can react with dilute acids to produce hydrogen.
Hyperlinks
Students should be able to Review with students the reactions of Combined Science :
reactive metals with water and with Teaching Guidelines
(a) describe the - describe how hydrogen can be
acids (Topic 9, Year 4) by doing and Resources Upper
formation of obtained by
experiments, (Na with H2O ; Mg with Secondary, Part 2,
hydrogen as a the reaction between some metals
HCl). Collect the gas and test it using Curriculum
product of the and dilute
lighted splint. Development
reaction between acids and water.
Department, MOE.
(i) reactive - construct equations for the reactions
above. Write word and chemical equations for
metals and
their reactions. Chemistry for ‘O’ Level
water
(ii) metals
and acids
Science, Brunei
- state some uses of hydrogen.
Darussalam Edition.
(b) name the uses of
hydrogen in the
manufacture of
ammonia and
margarine, and as
a fuel in rockets - describe the test for hydrogen.
(c) describe the

identification of
hydrogen using a
lighted splint
(water being
YEAR 10 (2 + 2)
formed)
Extension
Notes (including Students should exercise care when testing for hydrogen gas. Use of test tube holder should be
safety) emphasized.
Topic Nitrogen Time Allowed : ½ week

9:
Ammonia and the Haber process
9.1
9.2 Fertiliser manufacture
Prior Knowledge : Covalent bonding
Links To : Mineral Nutrition in Plants
Keywords : ammonia, Haber process, fertilizers, catalyst
Misconceptions : Potassium and phosphorus are added to soil in element form.
Hyperlinks
Students should be able to Combined Science :
Teaching Guidelines
a) describe the - explain why plants need Review on the need of nitrogen in
and Resources Upper
need for nitrogen, nitrogen, phosphorus and plants (Topic 9) and discuss the need of
Secondary, Part 2,
phosphorus and potassium compounds. phosphorus and potassium compounds
Curriculum
potassium in plant life.
Development
compounds in
Department, MOE.
plant life
- state the use of nitrogen in the Use Fig. 8.6, Pg 366 of Chemistry for
(b) name the use of manufacture of ammonia. “O” Level Combined Science BDE to
YEAR 10 (2 + 2)
nitrogen in the explain the manufacture of ammonia. Combined Science and
manufacture of ‘N’ and ‘O’ Level
ammonia - describe the essential Science, Brunei
conditions for the manufacture of Use the flow chart on Pg 367, of Darussalam Edition.
(c) describe the ammonia by the Haber process. Chemistry for “O” Level Combined
essential - write the chemical equation for Science BDE to explain the uses of
conditions for the the formation of ammonia from ammonia. Useful products from air
manufacture of nitrogen. http://www.bbc.co.uk/sc
ammonia by the hools/gcsebitesize/che
Haber process - describe the use of ammonia in mistry/usefulproductsai
the manufacture of fertilizers. r/ammonia_haberrev1.s
(d) name the uses of html
ammonia in the
manufacture of
fertilisers such as
ammonium
sulphate and
nitrate
Students can write down equations for the preparations of ammonium chloride, ammonium sulphate,
Extension
ammonium nitrate and ammonium phosphate from ammonia.
Notes (including
It is important to tell students that the formula of ammonia is NH3 not NH4 .
safety)
Topic Static Electricity Time Allowed : ½ week

10 :
10.1. Principles of electrostatics
Prior Knowledge : -
Links To :
Keywords : electrostatics, static electricity, coulomb, repel, attract, electric charges
Misconceptions : -
Hyperlinks

YEAR 10 (2 + 2)
Students should be able to : Demonstrate the activities found in the Keith Johnson. GCSE
- describe simple experiments to book, Physics For You.
(a) show
show electric charges, Keith Johnson ‘GCSE Physics For You’, .
understanding
- state the two kinds of electric Chapter 32, page 267. Physics for ‘O’ Level
that there are
charges, Combined Science and
positive and
negative charges
Science, Brunei
and that charge is
Darussalam Edition.
measured in
coulombs - describe experiments to show
that charges of the same sign repel http://www.bbc.co.uk/sc
and charges of the opposite sign hools/ks3bitesize/scienc
(b) show
attract, e/electricity
understanding
that unlike - give examples and effects of
charging, http://science.howstuff
charges attract
- state the unit of electric charge. works.com/vdg1.htm
and that like
charges repel
Extension
Notes (including
safety)
Topic Current Electricity Time Allowed : 1 week

11 :
Electric current

YEAR 10 (2 + 2)
11.1
11.2 Electromotive force
11.3 Potential difference
11.4 Resistance
Prior Knowledge : LSS SOW (Topic 13 : Current Electricity)
Links To : -
Keywords : insulator, conductor, current, ampere, charge, coulomb, voltage, volts, energy, joules, electromotive
force, resistance, potential difference, resistor, voltmeter, ammeter, ohm
Misconceptions : All electric currents are flows of electrons. Electric current is a flow of energy.
Current is the thing as voltage. Power and energy are the same thing.
Hyperlinks
Students should be able to : Show the pictures below: http://www.bbc.co.uk/sc
 Picture showing a circuit where an hools/ks3bitesize/scienc
(a) show - give examples of insulators and
ammeter is connected in series with e/electricity
understanding conductors,
that a current is a - determine whether a material is a bulb and a number of cells – to
rate of flow of an insulator or conductor, demonstrate how an ammeter
should be connected. http://www.launc.tased.
charge and is - explain and define an electric
 Picture showing a series circuit edu.au/online/sciences/
measured in current,
where a voltmeter is connected PhysSci/done/electric/c
amperes - identify the unit of current as
parallel across a bulb – to harge/Charge.htm
Ampere,
(b) use the equation - calculate current using the demonstrate how a voltmeter should
be connected. http://www.gcse.com/cr
I = Q/t equation: I = Q/t.
 Picture showing both the ammeter ent.htm
- describe the measurement of
(c) use and describe current using ammeter, and the voltmeter connected in a
circuit – to demonstrate how the http://www.gcse.com/el
the use of an - identify circuit symbols and
resistance of a circuit component ectricity.htm
ammeter draw electric circuit diagrams,
(eg. bulb) is measured.
http://idahoptv.org/dial
- explain and define potential
For each case above ask the students ogue4kids/season3/elec
(d) use the concept difference,
to draw the circuit diagrams tricity/facts.html
that the e.m.f. is - explain the electromotive force
measured by the of a cell, themselves.
http://www.sengpielaud
energy dissipated
io.com/calculator-
by a source in
YEAR 10 (2 + 2)
driving charge ohm.htm
round the
complete circuit http://hyperphysics.phy
- use the equation V = J/C, to -
(e) show calculate for potential difference astr.gsu.edu/hbase/elec
appreciation that (V), tric/ohmlaw.html
the volt is given
by J/C
Hyperlinks
(f) show
understanding
- describe the measurement of
that the potential
potential difference using a
difference across
voltmeter,
a circuit
component is
measured in volts
(g) use and describe

the use of a
- use the equation R = V/I to
calculate the resistance, p. d. and
voltmeter
current in a circuit,
- describe an experiment to
(h) state that
determine the resistance of a
resistance =
resistor.
p.d./current and
use the
equation R = V/I
More exercises on calculations involving

(i) charge, current, time and energy,
Extension
(ii) voltage, energy and charge
(iii) resistance, voltage and current

YEAR 10 (2 + 2)
Spend time to explain
Notes (including (i) what a current is to avoid misconception.
safety) (ii) electromotive force (e.m.f) and potential difference as their units are the same and this can
confuse the students.
Topic d.c. Circuits Time Allowed : 1 week

12 :
12.1 Current and potential difference in circuits
12.2 Series and parallel circuits
Prior Knowledge : LSS SOW (Topic 13 : Current Electricity)
Links To : -
Keywords : circuit diagrams, series, parallel, switches, resistors, fixed resistors, variable resistors, ammeter,
voltmeter, potential difference
Misconceptions : Current gets ‘used up’ as it flows through a circuit.
Charges that flow in a circuit are from the battery.

Hyperlinks
Students should be able to : Keith Johnson. GCSE
Physics For You.
(a) draw and - draw and interpret circuits Ask students to do Experiment 35.4 to
interpret circuit which have energy sources, Experiment 35.12 and Experiment
diagrams switches, resistors, ammeters, 35.19 of Chapter 35, GCSE Physics For
hools/ks3bitesize/scienc
containing voltmeters, magnetizing coils, bells You, Keith Johnson.
e/electricity
sources, switches, and relays,
resistors (fixed
Physics for ‘O’ Level
and variable),
ammeters and
voltmeters
- differentiate a series circuit and Science, Brunei
(b) show parallel circuit, Darussalam Edition.
understanding - use ammeters to measure
currents in a series circuit, Britannica GCSE
YEAR 10 (2 + 2)
that the current at - calculate current in a series Physics PC CD – rom
every point in a circuit,
series circuit is http://www.allaboutcirc
the same uits.com/vol_1/chpt_5/1
- use voltmeters to measure the
.html
(c) use the fact that potential difference in a series
the sum of the circuit,
http://www.allaboutcirc
p.d.’s in a uits.com/vol_1/chpt_7/1
series circuit is .html
equal to the p.d.
across the http://www.ndt-
whole circuit - calculate the effective
ed.org/EducationResour
resistance of resistors in series and
ces/HighSchool/Electrici
(d) calculate the parallel circuits,
ty/circuitdiagrams.htm
combined
resistance of two
or more resistors - describe current in a parallel
in series circuit.
(e) use the fact that

the current from
the source is
the sum of the
currents in the
separate
branches of a
parallel circuit,
the current from
the source being
larger than the
current in each
branch
Extension More calculations of involving potential difference, resistors and current in a series and parallel circuits.
Notes (including
safety)

YEAR 10 (2 + 2)
Topic Practical Electricity Time Allowed : 1 ½ weeks
13 :
Electric power and energy
13.1
13.2 Dangers of electricity
13.3 Safe use of electricity in the home
Prior Knowledge : current electricity
Links To : electricity at homes and building (everyday living).
Keywords : power, voltage, current, energy, volts, joules, fuse, earthing, neutral, live, earth, double-insulation.
Misconceptions : Fuse can be connected to any of the three (3) wires of the plug.
Hyperlinks
Students should be able to : Make students aware that electricity is Comprehensive Physics
mostly used for heating and lighting by for ‘O’ Level Science,
(a) describe the uses - describe the use of the heating
mentioning the electrical appliances pg 295 to pg297
of electricity in effects of electricity in appliances
such as electric kettles, ovens and found at home. Ask them what are
heating and
these appliances used for. Comprehensive Physics
lighting heaters,
Show exposed cables, pictures of pg 302 to pg 311
(b) use the - apply the relationships for
electrical power and energy to new common hazards at home, a broken
equations P=VI
three pin plug, extended used of multi- Physics for ‘O’ Level
and E=VIt situations or to solve related
adapter, etc, to explain the hazard and Combined Science and
problems,
ways the avoid the dangers of using ‘N’ and ‘O’ Level
electricity. Science, Brunei
(c) state the hazards
Darussalam Edition.
of
Discuss everyday appliances such as
(i) damaged
electric iron, washing machines, electric BBC - GCSE Bitesize -
insulation
kettle to explain earthing Science: Physics
(ii) overheating of
- explain the uses of fuses and
cables
fuse and fuse ratings in electrical Perform simple activity for the students http://hyperphysics.phy
(iii) damp
circuits, to wire a mains plug -
conditions
astr.gsu.edu/hbase/elec
(d) show Show fuses of different values to tric/elepow.html
understanding of - explain the importance of explain fuse ratings
YEAR 10 (2 + 2)
the use of fuses earthing and double insulation, http://www.enersource.
and fuse ratings com/video/find_dangers
- explain the meaning of live, /index.html
(e) explain the need
neutral, earth and their respective
for earthing metal
colours,
cases and for
double insulation
(f) give the meaning
of the terms live,
neutral and earth
wire, and describe
how to wire, a
mains plug,
Hyperlinks
(h) give the reasons - explain why switches and fuses
for switches and are connected to the live wire.
fuses in live
leads
Extension Students should be able to calculate the cost of electricity use at home per day.
Notes (including
Students should be aware of the dangers of handling electrical appliances, such as switches, plugs, etc.
safety)
Topic The Use and Abuse of Drugs Time Allowed : ½ week

14 :
14.1 Effects of heroin
14.2 Effects of alcohol
Prior Knowledge : The liver
Links To : Organic chemistry (Alcohols), Fermentation (Anaerobic respiration)
Keywords : drug, withdrawal symptoms, drugs of abuse, AIDS, HIV, social problems, depressant, addiction, delayed
reaction, consumption
Hyperlinks
YEAR 10 (2 + 2)
Students should be able to : Get the students to report on drugs. Its Combined Science :
uses and adverse effects in cases of Teaching Guidelines
(a) define a drug as - explain what is a drug
drug abuse. and Resources Upper
an externally
Secondary, Part 2,
administered
Use OTM 11 and 12, Topic 19 (Resource Curriculum
substance which
file) to explain the effects of heroin and Development
modifies or affects
alcohol. Department, MOE.
chemical
reactions in the
Biology for ‘O’ Level
body - describe the effects of heroin
abuse to an individual and to the
(b) describe a drug society
Science, Brunei
such as heroin as - describe the withdrawal
Darussalam Edition.
a drug of symptoms of heroin abuse
abuse and its
related effects
Online resource
such as a
powerful
Drugs and health
depressant,
problems of
hools/ks3bitesize/scienc
addiction,
e/biology/health_2.shtm
severe withdrawal
l
symptoms,
associated
problems such as
crime
Hyperlinks
and infection (e.g.
AIDS/HIV)
(c) describe the
- describe the effects of
effects of
excessive consumption of alcohol
excessive
- describe the effect of alcohol on
consumption
the liver
of alcohol:
YEAR 10 (2 + 2)
reduced self-
control,
depressant,
problems of
addiction, severe
withdrawal
symptoms,
associated
problems such as
crime and
infection (e.g.
AIDS/HIV)
Find out health problems caused by excess drinking of alcohol.
Find out more about what trafficking offenders/drug addicts face in Brunei Darussalam.
Extension
Get posters from The Anti-Narcotic Bureau or RIPAS.
Visit to Al-Islah.
Notes (including Alcohol is HARAM for the Muslims.
safety) Over-consumption of drugs is prohibited for ALL.
Topic Relationships of Organisms with One Another and with the Time Allowed : 2 weeks

YEAR 10 (2 + 2)
15 : Environment
15.1 Energy flow
15.2 Food chains and food webs
15.3 Carbon Cycle
Prior Knowledge : Plant Nutrition
Links To : Photosynthesis
Keywords : non-cyclic, ecosystem, food web, food chain, producer, consumer, herbivore, primary consumer,
carnivore, secondary consumer, trophic levels, photosynthesis, respiration, feeding, combustion,
decay/death, fossilization
Misconceptions : -
Hyperlinks
Students should be able to : Combined Science :
Teaching Guidelines and
(a) state that the - state the principal source of Use OTM 1, Topic 19 (Resource file)
Resources Upper
Sun is the energy in an ecosystem to show the uses of the Sun’s energy
Secondary, Part 2,
principal source of - explain the flow of energy in an as it reaches the ground.
Curriculum Development
energy input to ecosystem
Department, MOE.
biological systems - state how energy is lost in a Use OTM 2, Topic 19 (Resource
food chain or food web book) to reinforce the concept of Biology for ‘O’ Level
(b) describe the non- - describe that the flow of energy energy flow in an ecosystem. Combined Science and ‘N’
cyclical nature of in an ecosystem is non-cyclic and ‘O’ Level Science,
energy flow Use OTM 3, 4, 5 and 6, Topic 19 Brunei Darussalam Edition.
- give examples of a food chain (Resource file) to show food chains
and food web Online resources
(c) define food and food web.
- identify a producer, consumer, Energy transfer
chain, food web,
herbivore and carnivore from a http://www.bbc.co.uk/scho
producer, As a class exercise use OTM 7, Topic
given food chain or food web ols/gcsebitesize/biology/livi
consumer, 19 (Resource book) for students to
- construct a food chain and food ngthingsenvironment/2ene
herbivore, create food chains and food web.
web from given information about rgyandnutrienttransferrev2
carnivore and
organisms .shtml
decomposer
- define food chain, food web, http://www.mhhe.com/bios
producer, consumer, herbivore, ci/esp/2001_gbio/folder_str
Use OTM 8, Topic 19 (Resource file)
carnivore and decomposer ucture/ec/m3/s2/ecm3s2_6
to illustrate the loss of energy from a
.htm
(d) describe energy food chain.
YEAR 10 (2 + 2)
losses between - explain the importance of Food chains
trophic levels and decomposers http://www.bbc.co.uk/scho
the advantages of - describe the transfer of energy ols/ks3bitesize/science/biol
short food chains in a food chain Use OTM 9, Topic 19 (Resource file) ogy/feeding_1.shtml
- state the advantages of short to describe the Carbon Cycle.
http://www.bbc.co.uk/scho
(e) describe the food chains
ols/gcsebitesize/biology/livi
carbon cycle in
ngthingsenvironment/1fee
terms of
dingrelationshipsrev2.shtm
- describe the carbon cycle
l
- identify photosynthesis,
respiration, feeding,
Hyperlinks
photosynthesis, combustion, decay/death and http://www.bbc.co.uk/scho
animal nutrition, fossilization in the Carbon Cycle ols/gcsebitesize/biology/livi
respiration and ngthingsenvironment/1fee
combustion dingrelationshipsrev3.shtm
l
Quiz on Energy flow
http://ouronlineschools.org
/Schools/NC/Demoschool/5
thGrade/Science/EnergyFlo
wThrughEcosystem.htm
Construct a food web
http://www.hbschool.com/a
ctivity/food/food_menu.ht
ml
Food webs
ols/ks3bitesize/science/biol
ogy/feeding_3.shtml
ngthingsenvironment/1fee
dingrelationshipsrev4.shtm

YEAR 10 (2 + 2)
l
Changes to food web
ols/ks3bitesize/science/biol
ogy/feeding_4.shtml
Carbon cycle
ngthingsenvironment/2ene
rgyandnutrienttransferrev4
.shtml
Visit a garden or pond and draw the food chain or food web of organisms found there.
Extension
Project work on food webs.
Notes (including The arrows in a food chain and a food web show how energy is transferred from one organism to another.
safety) Teach the students to use the arrows correctly. Food chain/food web should start with a producer.
Topic Relationships of Organisms with One Another and with

15 : the Environment:
15.4 Effects of Man on the ecosystem
Pollution
15.5
Prior Knowledge : Atmosphere and Environment (Chemistry)
Links To : Air Pollution, Transport in Man, Respiration, Diet
Keywords : deforestation, famine, pollution
Misconceptions : -
Hyperlinks

YEAR 10 (2 + 2)
Students should be able to : Get the students to make posters Deforestation
showing the effects of Man on the http://www.bbc.co.uk/scho
(f) describe the - describe the effects of human
Ecosystems and rivers). ols/gcsebitesize/geography
effects of Man on activities on :
/ecosystems/4rainforest2re
the ecosystem  tropical rainforests
v2.shtml
with emphasis on  oceans http://www.bcb.uwc.ac.za/
examples of  rivers A class debate on the serious effects Envfacts/facts/deforestatio
international
brought about by floods, droughts n.htm
importance
and increasing population. http://www.buzzle.com/arti
(tropical rain
cles/causes-and-effects-of-
forests, oceans
deforestation.html
and rivers) - describe the effects of Students will make a tabulation to
deforestation on the soil, climate, show the pollutants, sources and Famine
(g) describe the local human population undesirable effects of air pollution. http://library.thinkquest.or
problems which - describe some of the problems g/10136/famine/famitq.ht
contribute to which contribute to famine m
famine (unequal
http://www.dep.org.uk/acti
distribution of
vities/ge-
food, drought and
activities/11/ge11famineflo
flooding and - define pollution w.htm
increasing - describe the harmful effects of
population) air pollution to the respiratory Air pollution
system http://www.hc-
(h) describe the - list some common air pollutants sc.gc.ca/ewh-semt/air/out-
undesirable - name some health problems ext/effe/health_effects-
effects of air associated with air pollution effets_sante_e.html
pollution on
http://www.aqmd.gov/forst
gaseous
udents/health_effects_on_c
exchange
hildren.html
surfaces
Find out countries affected by famine and droughts.

Extension
Students to find out more about p.s.i. for monitoring air pollution.
Notes (including
safety)
Topic Organic Chemistry Time Allowed : 1 week
YEAR 10 (2 + 2)
16 :
16.1 Names of compounds
16.2 Structures of compounds
7.3 Homologous series
Links To : -
Keywords : homologous series, alkanes, structural formula, molecular formula, cracking, ball and stick model,
viscosity, flammability, combustion, addition reaction, hydrogenation, saturated, unsaturated,
polymerization, homologous series, decolourise, bitumen
Misconceptions : All members of a homologous series has the same molecular formula and general formula.
The simplest alkene molecule has one carbon atom.
Alkanes and alkenes are unsaturated compounds.
Hyperlinks
Students should be able to Introduce organic chemistry as the Combined Science :
chemistry of carbon compounds. Teaching Guidelines
(a) name, and draw - use the prefixes (met-, eth-,
and Resources Upper
the structure of, prop-, but- and pent-) and suffixes Introduce the topic by identifying
Secondary, Part 2,
methane, –ane, –ene and –ol name, draw the carbon as being in Group IV and carbon
Curriculum
ethane, ethene, structures and write chemical therefore needs to form four bonds with
Development
ethanol and formulae of the first five members other elements. Stress that carbon has
Department, MOE.
poly(ethene) of the homologous series (alkanes, four bonds only (cannot be more than 4
alkenes & alcohols) but can be less than 4 only in graphite).
- use ‘dot and cross’ diagram to The prefixes meth-, eth-, prop- and but-
show the bonding in methane, must be mentioned and give their
ethane, ethene. meanings. The suffixes -ane, -ene & - ol
Science, Brunei
(b) state the type of - draw the structure of must also be mentioned to indicate the
Darussalam Edition.
compound poly(ethene) general family the compound comes
present given a - identify the type of compound from. From this, students are to name
chemical name, present (alkane, alkene or alcohol) and draw “dot and cross” diagrams and
ending in -ane, given names or structural formula deduce the structural formulae of the
-ene, or -ol, or of the compounds. first four members of alkanes, alkenes
given a molecular - name some organic compounds and alcohols. Students are to deduce
structure given their structural formulae and the molecular formulae of the
chemical formuale compounds.
YEAR 10 (2 + 2)
(c) describe the
Use the first four alkanes and their
general
properties to discuss the general
characteristics of - define a homologous series and
characteristics of a homologous series.
a homologous describe the general characteristics
Use OTM 1, Topic 18.
series of a homologous series.
State that alkanes, alkenes and alcohols
are three different homologous series
or families of carbon compounds.
Hyperlinks
Extension Students can draw the structures of the first four members of the carboxylic acids.
Students are to spend more time on drawing the structures of given alkanes, alkenes and alcohols.
Notes (including
Teacher can give more challenging compounds and ask students to draw the structural formulae. A good
safety)
opportunity for developing thinking skills.
Topic Fuels Time Allowed : ½ week

17 :
Natural gas and petroleum as energy sources
17.1
17.2 Fractional distillation
17.3 Uses of fractions
Prior Knowledge : Names of some sources of energy
Links To : Methods of purification
Keywords : fuels, natural gas, petroleum, hydrocarbons, fractional distillation, fractions
Misconceptions : All fractions obtained from petroleum are liquids.
Hyperlinks

YEAR 10 (2 + 2)
Students should be able to Define a fuel in terms of combustion Combined Science :
and energy release. Teaching Guidelines
(a) name natural gas - define fuels.
Discuss natural gas and petroleum in and Resources Upper
and petroleum as - give examples of fuels and
terms of the local industry. A trip to the Secondary, Part 2,
sources of recognize methane as the main
Brunei Museum in Jalan Kota Batu could Curriculum
fuels constituent of natural gas.
be worthwhile. Development
Department, MOE.
(b) name methane - describe the separation of Use OTM 3, Topic 18 or Fig 18.8, Pg 252
as the main petroleum into various fractions by of Chemistry for “O” Level Combined Chemistry for ‘O’ Level
constituent of fractional distillation. Science BDE to discuss the separation Combined Science and
natural gas - name the fractions from the of crude oil into different fractions by ‘N’ and ‘O’ Level
fractional distillation of petroleum. fractional distillation. Mention that as Science, Brunei
- describe how heavier fractions the number of carbon atoms increases, Darussalam Edition.
are split into lighter fractions by the boiling point also increases.
catalytic cracking. Online resources
(c) describe Students need to know the name & use Fractional distillation of
petroleum as a - state the important uses of the of each fraction as well as its relative oil
mixture of fractions obtained. position in the column as determined by http://www.footprint
hydrocarbons and the boiling points. s-
its separation into science.co.uk/fractio
useful fractions by nal.htm
fractional
distillation
Hyperlinks

YEAR 10 (2 + 2)
(d) name the uses of Oil and oil products
petroleum http://www.bbc.co.uk/sc
fractions: petrol hools/gcsebitesize/che
(gasoline), as fuel mistry/usefulproductsoil
in cars; paraffin /oil_and_oilproductsrev
(kerosene), for oil 1.shtml
stoves and How oil refining works
aircraft fuel; http://science.howstuff
diesel, for fuel in works.com/oil-
diesel engines; refining4.htm
oils, for lubricants
and making GCSE Notes on Oil and
waxes and its useful products
polishes; bitumen, http://www.wpbschoolh
for making roads ouse.btinternet.co.uk/p
age04/OilProducts.htm
Extension Students can make a field trip to OGDC, Seria.

Notes (including
Care should be taken when handling crude oil samples, if any.
safety)

YEAR 10 (2 + 2)
Topic Alkanes Time Allowed : ½ week
18 :
18.1 Properties of alkanes
Links To : -
Keywords : alkanes, combustion
Misconceptions : There is no difference between molecular formula and structural formula.

Hyperlinks
Students should be able to
(a) describe the - draw the ‘dot and cross’ Use OTM 2a & 2b to review “dot and Combined Science :
properties of diagram to show the bonding in cross’ diagrams for methane, Teaching Guidelines
alkanes mehane and make a structural CH4.Similarly, draw a dot and cross and Resources Upper
(exemplified representation. diagram for ethane, C2 H6 . Secondary, Part 2,
by methane) as - name and draw the structural Curriculum
being generally formula of the next three alkanes. Review on naming the first four Development
unreactive, - construct equations for the alkanes, drawing their structural Department, MOE.
except in terms of combustion of alkanes. formulae and deducing their molecular
burning - predict the next member of formulae. Chemistry for ‘O’ Level
this series when a chemical Combined Science and
formula is given Use OTM 1, topic 18 to show the ‘N’ and ‘O’ Level
molecular formula, structural formula Science, Brunei
and boiling points of the first four Darussalam Edition.
alkanes to show the characteristics of
this homologous series. Online resources
Alkanes and Alkenens
Use the equations for burning of http://www.bbc.co.uk/sc
methane and ethane to show the hools/gcsebitesize/che
property/reactions of alkanes. mistry/usefulproductsoil
/alkanes_and_alkenesre
v1.shtml

YEAR 10 (2 + 2)
Extension
Notes (including Gaseous alkanes are flammable. Students should be aware that alkanes need sufficient air when used as
safety) fuels (eg lab gas & kitchen gas). Windows should be opened when cooking is done over a gas cooker.
Topic Alkenes Time Allowed : 1 ½ weeks

19 :
19.1 Cracking
19.2 Unsaturated hydrocarbons
Links To : Polymers
Keywords : alkenes, combustion, addition, unsaturated, saturated, poly(ethene)
Misconceptions : The first alkene has one carbon atom. Alkanes and alkenes undergo addition reactions.
Hyperlinks
Students should be able to Draw and name ethene, identifying it as Combined Science :
having a double bond between two Teaching Guidelines
(a) describe the - describe cracking as a method
carbon atoms. and Resources Upper
manufacture of of obtaining alkenes and hydrogen.
Secondary, Part 2,
alkenes and of - draw the structural formulae of
Review the first three alkenes by Curriculum
hydrogen by the first four alkenes.
drawing their “dot and cross” diagrams, Development
cracking
their structural formulae and deduce Department, MOE.
- describe the combustion their molecular formulae. Students can
reactions of alkenes and their be asked to draw the structures on the Chemistry for ‘O’ Level
(b) describe the addition reactions with hydrogen, board or use also OTM 7a & 7b to Combined Science and
properties of steam and bromine. review “dot and cross’ diagrams for ‘N’ and ‘O’ Level
alkenes in terms - write chemical equations for ethene. Science, Brunei
of burning and the reactions above. Darussalam Edition.
addition reactions
Use OTM 6, topic 18 to show the
with hydrogen
molecular formula, structural formula
and steam - explain what ‘unsaturation’ is
YEAR 10 (2 + 2)
and describe how it is tested. and boiling points of alkenes to show
(c) distinguish the characteristics of this homologous
between series.
saturated and
unsaturated Use OTM 4 and 5, Topic 18 to explain
hydrocarbons cracking to manufacture alkenes.
(i) from molecular Use these examples also to explain
structures more on cracking and ask the students
(ii) by using - describe the formation of to write down the equations. To prepare
aqueous poly(ethene) • ethene from decane (C10H22).
bromine - make a representation to show • propene from octane (C8H18).
the structure of poly(ethene) • ethene from ethane.
(d) describe the
formation of Write equations for the formation of an
poly(ethene) as alkane from an alkene and for the
an example of formation of an alcohol from an alkene.
additional
polymerisation of
monomer units
Hyperlinks
(e) name some uses - state some uses of Explain to the students that alkanes are Refer to Pg 95 and 96
of poly(ethene) as poly(ethene). saturated and alkenes are unsaturated of Chemistry for “O”
a typical hydrocarbons. Use molecular formulae Level Combined
plastic (e.g. and structural formulae of the ethane, Science BDE to explain
plastic bags) ethene, propane, propene, butane and combustion and
butane to distinguish them. addition reactions with
hydrogen and steam.
Explain the effects on liquid bromine
using alkanes and alkenes.
Get students to identify monomer units
from a polymer structure as well as
drawing the polymer of monomer units
joined together eg PVC, poly(ethene).
Extension Students can explore various kinds of polymers ; PVC, PTFE, Terylene, Nylon.
YEAR 10 (2 + 2)
Notes (including Plastics should not be disposed by burning as these release toxic gases that may be carcinogenic.
safety) Plastics should be recycled.
Topic Alcohols Time Allowed : ½ week

20:
Formation of ethanol
20.1
Combustion and oxidation
20.2
20.3 Uses of Ethanol
Links To : Anaerobic respiration (fermentation), alcohol abuse
Keywords : ethanol, alcohol, fermentation, combustion, oxidation
Misconceptions : All alcohols are ethanol. During fermentation, yeast reacts with sugar to form ethanol.
Hyperlinks
Students should be able to Use OTM 8, Topic 18 to review the Combined Science :
- describe the process of molecular formulae and structural Teaching Guidelines
(a) describe the
fermentation to obtain ethanol. formulae of the first four alcohols or ask and Resources Upper
formation of
- describe and write equation for students to draw the structure of Secondary, Part 2,
ethanol by
the reaction between ethene and ethanol on the board. Curriculum
fermentation and
steam to form ethanol. Development
by the catalytic Use equations to explain the formation
Department, MOE.
addition of steam of ethanol by fermentation and by
to ethene catalytic addition of steam to ethene.
‘N’ and
Hyperlinks

YEAR 10 (2 + 2)
(b) describe the - describe combustion and ‘O’ Level Science,
properties of oxidation reactions of ethanol. Brunei Darussalam
ethanol in terms - give conditions for oxidation Edition.
of combustion
and of oxidation
- state some uses of ethanol.
(c) name the uses of
ethanol (e.g. as a
solvent, as a fuel
and as a
constituent of
wine and beer)
Extension Students can read more on methanol and its industrial importance.
Notes (including
Ethanol is flammable and should be used away from flames.
safety)
Topic Development of Organisms and Continuity of Time Allowed : 2 weeks

21 : Life
21.1 Asexual reproduction
Sexual reproduction in plants
21.2
Prior Knowledge : LSS SOW (Topic 8 : Reproduction in Plants)
Links To : -
Keywords : reproduction, asexual reproduction, sexual reproduction, fusion, sepals, petals, stamens, anthers,
filament, pollen grains, carpel, stigma, style, ovary, ovules, petals, zygote, embryo, radicle, plumule,
cotyledons, gametes, pollination, self-pollination, cross-pollination, fertilization, embryo, seed, fruit,
germination, dispersal
Misconceptions : Plants do not have a reproductive system.
Hyperlinks

YEAR 10 (2 + 2)
Students should be able to : The teacher will discuss a brief Combined Science :
introduction on genes & heredity. Teaching Guidelines
(a) define asexual - explain the importance of
Some examples of organisms showing and Resources Upper
reproduction as reproduction
asexual reproduction could be Secondary, Part 2,
the process - state what is reproduction
discussed. Curriculum
resulting in the - explain asexual reproduction
Development
production of - give examples of asexual Use charts/drawings/specimens of
Department, MOE.
genetically reproduction organisms showing asexual
identical offspring reproduction. Examples, binary fission
from one parent of amoeba, prepared slides showing
asexual reproduction of yeast &
bacteria, vegetative reproduction of
Science, Brunei
onion,
Darussalam Edition.
Hyperlinks
(b) describe sexual - explain sexual reproduction ginger, potato, yam. Online resource
reproduction as - compare asexual and sexual Use a diagram showing sex cells.
the process reproduction Parts of a flower
involving the http://www.cactus-
fusion of nuclei to art.biz/note-
form a zygote and book/Dictionary/Diction
the production of ary_F/dictionary_flower.
genetically htm
dissimilar Study the Hibiscus / Alamanda /
offspring - identify the different parts of a “Kuduk-Kuduk”/, Lily flowers and http://www.bbc.co.uk/sc
flower identify the parts and their functions. otland/education/bitesiz
(c) identify the - state the function of the e/standard/biology/worl
sepals, petals, different parts of the flower d_of_plants/growing_pla
stamens and - outline the process of nts_rev3.shtml
carpels of one, pollination
locally available, - distinguish between self- Draw & label the parts of a flower. See
named pollination & cross-pollination OTM 1, 2 & 3, Topic 17 (Resource file).
dicotyledonous - compare an insect-pollinated
flower and a wind-pollinated flowers
- define fertilization and explain Provide each student with peanuts and
YEAR 10 (2 + 2)
(d) state the the process soaked green peas to investigate the
functions of the structure of a seed.
sepals, petals, - describe the structure of a seed
anthers and - identify radicle, plumule,
carpels cotyledons, testa and pericarp (fruit
wall) Use actual specimens eg tomato, grass,
(e) investigate and - explain the function of the angsana, seeds of tube flowers such as
describe the different parts of the seed snow peas; dandelion & spear grass to
structure of a show the methods of seed dispersal.
non-endospermic
seed in terms of
the embryo
(radicle, plumule - explain why the dispersal of Do the Practical on Pg 17.3 (Resource
and cotyledons) seeds and fruits is an advantage to file) to show the conditions essential for
and the testa, plants germination.
protected by the - describe how seeds and fruits
pericarp (fruit are dispersed by wind and animals
wall) - give examples of seeds and
fruits dispersed by wind and
(f) state that seed animals
and fruit dispersal
by wind and
animals provides
a means of
colonising new
areas

Hyperlinks

YEAR 10 (2 + 2)
(g) investigate and - define the term germination of
state the seeds
environmental - recall the uses of enzymes in
conditions which the germination of seeds
affect germination - state the conditions for
of seeds (suitable germination
temperature, - describe the stages in the
water and germination of seeds
oxygen) - describe an experiment to show
that water, oxygen and
temperature affect the germination
of seeds
Find out the germination time for different beans seeds (green, red, black beans) and the flowering time
Extension
for some plants.
Notes (including
safety)
Topic Development of Organisms and Continuity of

21 : Life
21.3 Sexual reproduction in humans
Sexually transmitted diseases
21.4
Prior Knowledge : LSS SOW (Topic 16 : Reproduction in Human Beings) & Cell Structure
Links To : Urinary System in Man
Keywords : testes, scrotum, sperm ducts, prostate gland, urethra, penis, ovaries, oviducts, uterus, cervix, vagina,
menstrual cycle, menstruation, ovulation, fertile, infertile, fertilization, zygote, embryo, foetus, birth
control, chemical, spermicides, mechanical, hormonal, surgical, STD, AIDS, HIV, gonorrhoea, syphilis
Misconceptions : Foetus develops in the stomach. A woman is fertile throughout the month. Birth canal is the anus.
Hyperlinks

YEAR 10 (2 + 2)
Students should be able to : Use OTM 13 & 14, Topic 17 (Resource Combined Science :
file). Teaching Guidelines
(h) identify on - identify on diagrams the
and Resources Upper
diagrams of the different parts of the male
Secondary, Part 2,
male reproductive reproductive system
Curriculum
system and give - state the functions of the
Use OTM 15 & 16, Topic 17 (Resource Development
the functions of: different parts of the male
file). Department, MOE.
testes, reproductive system
scrotum, sperm
ducts, prostate
gland, urethra
and penis
Science, Brunei
Darussalam Edition.
Hyperlinks
(i) identify on - identify on diagrams the Use OTM 17, Topic 17 (Resource file). The human
diagrams of the different parts of the female reproductive system
female reproductive system http://www.biotopics.co.
reproductive - state the functions of the uk/human2/reprsy.html
system and give different parts of the female
the functions of: reproductive system The male reproductive
ovaries, Use OTM 18, Topic 17 (Resource file). system
oviducts, uterus, http://www.bbc.co.uk/sc
cervix and vagina hools/ks3bitesize/scienc
- describe male and female e/biology/reproduction_
(j) describe the gametes (sperms & ova) 1.shtml
menstrual cycle - compare the male (sperms) and
with reference to female (ova) sex cells in terms of The female
the alternation of size, number and mobility reproductive system
menstruation and - describe the different stages of http://www.bbc.co.uk/sc
ovulation, the the menstrual cycle and identify the hools/ks3bitesize/scienc
natural variation fertile and infertile phases of the Students will debate on the pros & cons e/biology/reproduction_
in its length, and cycle of breast feeding & bottle-feeding. 2.shtml
fertile and infertile
phases of the Use Appendix 1a & 1b, Topic 17
YEAR 10 (2 + 2)
cycle - state effects of diet and (Resource file). The menstrual cycle
emotional state on menstrual cycle http://www.bbc.co.uk/sc
(k) state the effect hools/ks3bitesize/scienc
of factors, such as e/biology/reproduction_
diet and Use Appendix 2a & 2b (Resource file). 3.shtml
emotional state,
which affect the - describe the process of Reproduction
menstrual fertilization, the development of the http://www.bbc.co.uk/sc
cycle zygote and the implantation of the hools/ks3bitesize/scienc
embryo e/biology/reproduction_i
(l) describe ntro.shtml
fertilisation and
the early Birth control
development of http://www.biotopics.co.
the zygote simply uk/human2/birthc.html
in terms of the
formation of a STDs
ball of cells which - describe the advantages of http://www.psgaidsinfo.
becomes breast milk compared to bottle org/STD&AIDS.htm
implanted in the feeding
wall of the uterus,
where it develops
as the fetus
(m) describe the

advantages of
breast milk
compared with
bottle-feeding
Hyperlinks

YEAR 10 (2 + 2)
(n) describe the - describe the different methods
following methods of birth control
of birth control:
natural, chemical
(spermicides),
mechanical,
hormonal and
surgical
- name some STDs
(o) describe the - describe the symptoms, signs
symptoms, signs, and effects of gonorrhoea and
effects and Syphilis
treatment of
gonorrhoea and - state what HIV and AIDS stand
syphilis for.
- explain how AIDS virus (HIV) is
(p) discuss the spread
spread of human - discuss methods by which AIDS
immuno- virus may be controlled
deficiency virus
(HIV) and
methods by which
it may be
controlled
Extension Find out common drugs in the market to treat STDs.
Notes (including
Teacher can discuss the process of birth with students to increase their general knowledge.
safety)

YEAR 10 (2 + 2)
Topic Magnetism Time Allowed : 1 week
22 :
22.1 Laws of magnetism
22.2 Magnetic properties of matter
Prior Knowledge : LSS SOW (Topic 10, Year 8)
Links To : Application of permanent magnet and electromagnets in everyday life.
Keywords : magnet, attract, repel, induced magnetism, magnetic properties, electromagnet, permanent magnet
Misconceptions : All metals can be magnetized.
Hyperlinks

YEAR 10 (2 + 2)
The students should be able to: Carry out simple activities for students Comprehensive Physics
to show properties of magnets such as for ‘O’ Level Science,
(a) state the - list down the properties of
suspended magnet and iron filings pg 232 to pg 252
properties of magnetism, like a freely-suspended
pattern Physics for ‘O’ Level
magnets magnet will always come to rest in
Magnetic and non-magnetic materials Combined Science and
a north-south direction,
may used for the same activities. ‘N’ and ‘O’ Level
- state that the two regions
Science, Brunei
where magnetic attraction is
Use optical pins to demonstrate induced Darussalam Edition.
strongest are the poles of the
magnetism by placing them nearer or
magnet,
touching a permanent magnet. BBC - Schools - KS3
- state the Law of Magnetism
Bitesize - Science -
(like poles repel, unlike poles
Students can perform experiment by Physics - Magnetism
(b) give an account attract),
placing one end of a magnet nearer to
of induced
any magnetic and non-magnetic http://www-
magnetism - describe induced magnetism,
objects. Repeat the same procedure spof.gsfc.nasa.gov/Educ
- state that only repulsion can
with the other end of the magnet. This ation/Imagnet.html
confirm that a magnetic material is
is to differentiate between the two
(c) distinguish already magnetized,
materials. http://www.school-for-
between
champions.com/science
magnetic and - state that magnetic materials
Properties of iron and steel can be /magnetism.htm
non- magnetic are: iron, cobalt, nickel and alloys,
distinguished by carrying out electrical
materials
method.
(d) distinguish - distinguish between properties
Use familiar objects such as compasses,
between the and uses of temporary magnet
fridge magnets, pencil cases to give
magnetic (iron) and permanent magnet
examples of permanent magnets
properties of (steel),
whereas door bells and transformers
iron and steel
are two good examples of
- describe electrical methods of
electromagnets.
(e) distinguish magnetism and de-magnetism.
between the
design and use of
permanent
magnets and
electromagnets
YEAR 10 (2 + 2)
Hyperlinks
Extension Students should read more about uses of electromagnets in everyday life.
Notes (including
Care should be taken when handling iron filings.
safety)
Topic Electromagnetic Induction Time Allowed : 1 week

23 :
23.1 Principles of electromagnetic induction
The a.c. generator
23.2
14.3 The transformer
Prior Knowledge : Magnetism, Current electricity (e.m.f. and current)
Links To : Power generators, electricity transmission
Keywords : magnets, magnetic field, electromagnetic induction, electromagnet, induction, slip rings, cone, primary
coil, secondary coil, right hand grip rule, lenz law, Faraday’s law, iron ring
Misconceptions : Only magnet is moved to produce e.m.f.
Hyperlinks
Students should be able to:
Keith Johnson. GCSE
(a) describe an - describe how strong magnets Use Topic 16, OTM 8, OTM 9 and OTM Physics For You. Pg 328
experiment which are usually made by placing a piece 10 to Pg 337
shows that a of magnetic material in a solenoid
changing carrying a direct current, Physics for ‘O’ Level
magnetic field can Combined Science and
induce an e.m.f. ‘N’ and ‘O’ Level
in a circuit Science, Brunei
- list down the factors that can Darussalam Edition.
(b) state the factors increase the magnetic strength of
affecting the an electromagnet by: BBC - GCSE Bitesize -
magnitude of the * passing a large current to the Science: Physics |
induced e.m.f. solenoid, Electricity and
* increasing the number of turns magnetism
YEAR 10 (2 + 2)
(c) show of the solenoid,
understanding * using a core made of soft http://www.physchem.c
that the direction magnetic material. o.za/Current10/Magneti
of the induced c3.htm
e.m.f. opposes the
change producing http://micro.magnet.fsu
it .edu/electromag/java/fa
raday2/

Hyperlinks
(d) describe a simple
form of generator
(e.g. rotating
coil or rotating
magnet) and the
use of slip
rings - interpret the graph of voltage
output vs time for a.c. generator.
(e) sketch a graph of
voltage output
against time for a
simple a.c.
generator
(f) describe the

structure and
principle of
operation of a
basic iron-cored
transformer as
used for
voltage
transformations
Extension
YEAR 10 (2 + 2)
Notes (including
safety)
Topic The Nuclear Atom Time Allowed : ½ week

24 :
24.1 Atomic model
24.2 Composition of a nucleus
24.3 Proton number and nucleon number
24.4 Nuclide notation
Prior Knowledge : Atomic Structure, Isotopes
Links To : Atomic structure
Keywords : nucleus, electrons, protons, neutrons, nucleon number, proton number, nuclide, nuclide notation
Misconceptions : -
Hyperlinks

YEAR 10 (2 + 2)
Give pre-requisite test to find out the Physics for ‘O’ Level
The students should be able to:
students’ knowledge in atomic structure Combined Science and
(a) describe the - recall the atomic structure in and its composition (from Chemistry ‘N’ and ‘O’ Level
structure of an terms of nucleus and electrons, topic) Science, Brunei
atom in terms of a Darussalam Edition.
nucleus and Enhance the students’ understanding
electrons - recall the components of the by giving them a lot of written work Britannica GCSE
nucleus, in terms of protons and Physics PC CD – rom
(b) describe the neutrons,
composition of
the nucleus in
terms of protons - recall the terms nucleon
and neutrons number and proton number,
(c) use the term

nucleon number,
A and use the
nuclide notation
A
ZX - use the terms nuclide and
nuclide notation.
(d) use the term
proton number, Z
(e) use the term

nuclide
Extension
Notes (including
safety)
Topic Radioactivity Time Allowed : 1 week

25 :
25.1 Detection of radioactivity
25.2 Characteristics of the three types of emission
25.3 Nuclear reactions
YEAR 10 (2 + 2)
25.4 Half-life
25.5 Safety precautions
Prior Knowledge : Isotopes, Atomic Structure
Links To : Atomic Structure
Keywords : proton, neutron, nucleus, radioactivity, radioactive emissions, alpha-particles, beta-particles, gamma-
rays, radioactive decay, half-life
Misconceptions : Atoms can decay.
Resources and
Hyperlinks
Students should be able to: Comprehensive Physics
(a) describe the - name the three radioactive Refer resources to discuss the detection
pg 330 to pg 349
detection of emissions produced by radioactive of radioactivity.
alpha-particles, substances,
GCSE Physics 3rd edition
beta-particles and
pg 254 to pg 258
gamma-rays
Provide plenty of equations to show
BBC - GCSE Bitesize -
(b) state, for - compare the nature, ionizing nuclear reactions and let the students
Science: Physics
radioactive effects and penetrating power of complete the equations themselves
emissions, the three radioactive emissions,
http://hyperphysics.phy
(i) their nature
-
(ii) their relative
astr.gsu.edu/hbase/nucl
ionising effects
ear/radact.html
(iii) their
relative
http://home.clara.net/d
penetrating - use equations to represent
arvill/nucrad/types.htm
powers changes in the composition of a
nucleus during radioactive decay,
http://www.gcse.com/ra
(c) show
dioactivity.htm
understanding of
the meaning of
radioactive decay,
using equations
(involving
symbols) to
YEAR 10 (2 + 2)
represent
changes in the
composition of
the nucleus when
particles are
emitted
Resources and
Hyperlinks
(d) use the term - define half-life of a radioactive Introduce half-life by making the
half-life in simple sample, students halving the amount from 100
calculations - use the concept of half-life in pieces of same item such as glass
which might simple calculations, marbles, beads or even peanuts
involve
information in Show varieties on how half-life may be
tables or in calculated
decay curves
- describe the safety precautions Demonstrate the safety precautions
(e) describe how in the handling, use, storage,
radioactive disposal of radioactive materials
materials are
handled, used,
stored and
disposed of, in
safe way
Students can find out the different uses of radioactive isotopes in medicine, agriculture, industry and
Extension
archeology.
Notes (including
Students should be aware of the hazards of radiation.
safety)

YEAR 10 (2 + 2)
YEAR 10 (2 + 2)

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

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

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

Uploaded by

Copyright:

Available Formats

Topic 1 Respiration Time Allowed : 1 ½ weeks

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 2

(i) describe the role

Topic Excretion Time Allowed : ½ week

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 3

Topic Co-ordination and Response Time Allowed : 1 ½ weeks

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 5

The eye : adjusting for

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 6

Topic Co-ordination and Response

Syllabus Objective Learning Outcome Activities Resources and

Topic 4 General Wave Properties Time Allowed : 1 week

Syllabus Objective Learning Outcome Activities Resources and

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 8

Topic Light Time Allowed : 1 week

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 9

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 10

Syllabus Objective Learning Outcome Activities Resources and

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 12

Topic Electromagnetic Spectrum Time Allowed : ½ week

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 13

Topic Atmosphere and Environment Time Allowed : 1 week

Syllabus Objective Learning Outcome Activities Resources and

(f) define oxidation

Syllabus Objective Learning Outcome Activities Resources and

Topic 7 Atmosphere and Environment

Syllabus Objective Learning Outcome Activities Resources and

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 18

Do a research using internet on global warming.

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 20

(c) describe the

Topic Nitrogen Time Allowed : ½ week

Topic Static Electricity Time Allowed : ½ week

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 23

Topic Current Electricity Time Allowed : 1 week

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 24

(g) use and describe

More exercises on calculations involving

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 26

Topic d.c. Circuits Time Allowed : 1 week

Syllabus Objective Learning Outcome Activities Resources and

(e) use the fact that

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 28

Topic The Use and Abuse of Drugs Time Allowed : ½ week

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 32

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 34

Topic Relationships of Organisms with One Another and with

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 35

Find out countries affected by famine and droughts.

Topic Fuels Time Allowed : ½ week

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 38

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 39

Extension Students can make a field trip to OGDC, Seria.

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 40

Syllabus Objective Learning Outcome Activities Resources and

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 41

Topic Alkenes Time Allowed : 1 ½ weeks

Topic Alcohols Time Allowed : ½ week

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 44

Topic Development of Organisms and Continuity of Time Allowed : 2 weeks

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 45

Syllabus Objective Learning Outcome Activities Resources and