Topic 1 : The Chemistry and Uses of Acids, Bases and Salts Time Allowed : 3 ½ 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 common in daily life
Links To : Experiments in titration, Preparation of salts
Keywords : acids, alkalis, bases, salts, indicators, pH scale, neutralization, acidic oxides, basic oxides, amphoteric oxides
Misconceptions : 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 and Hyperlinks
Students should be able to- Students to perform experiments to show reactions of Combined Science
acids with some metals and carbonates. Gaseous Teaching Guidelines and
(a) describe the meanings of - define an acid and an alkali.
products can be identified. Examples : acid with Mg, Zn Resources Upper Secondary
the terms acid and alkali
and Cu; and with K2CO3, CaCO3 and CuCO3. Part One
in terms of the ions they
contain or produce in Chemistry for ‘O’ Level
These reactions to be represented by word and
aqueous solution Combined Science and ‘N’ and
chemical equations.
‘O’ Level Science, Brunei
(b) describe the - state the colour change of some indicators with Darussalam Edition.
Emphasize the general equations for each reaction.
characteristic acids
properties of acids as in - describe some characteristics properties of acids Online resource :
their reactions with as in reactions with metals, bases and
Some acids can be tested using Universal Indicator and Acids, Bases and Salts
metals, bases, carbonates.
litmus paper. http://www.bbc.co.uk/schools/gcs
carbonates and their - construct equations for the reactions of acid.
effects on indicator paper - name expected products in given reactions of acid ebitesize/chemistry/chemicalreac
- describe the chemical test for hydrogen gas tions/0acidsbasesrev1.shtml

Neutralisation
http://www.footprints-
science.co.uk/neutral.htm

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 1

YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Find out names of different acids present in food using internet.
Extension
Find out the acid responsible for gastritis and a remedy for this problem.
Notes (including safety) Care must be taken when performing reactions involving acids.

Topic 1 : The Chemistry and Uses of Acids, Bases and Salts

1.1 Characteristic properties of acids and bases
1.2 pH
Keywords : ammonia, pH scale, neutral
Misconceptions : All carbonates are bases.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(c) describe the characteristic Students should be able to Students to perform an experiment with copper(II) oxide
properties of bases as in (base) and an acid (H2SO4).
- describe reactions involving bases with acid and
their reactions with acids
ammonium salts.
and with ammonium Any ammonium salt can be used with a base and
- write chemical equations for the reactions of
salts and their effects on heated to produce ammonia gas. Students can identify
bases.
indicator paper ammonia gas using red litmus paper.
- write an ionic equation to represent the reaction
between an acid and alkali pH scale
Some alkalis can be tested using Universal Indicator
- define neutralization http://www.footprints-
paper and litmus papers.
- name the salt produced from a neutralization science.co.uk/ph.htm
(d) describe neutrality and
reaction given a named acid and alkali
relative acidity and A range of substances can be tested in liquid form
- describe the test for ammonia gas.
alkalinity in terms of pH using Universal Indicator and pH paper.
- use the pH scale to determine whether given
(whole numbers only),
substances are acidic, alkaline or neutral.
measured using Use OTM 1, Topic 11.
- state the colour changes of indicator in alkaline
Universal Indicator paper
solutions.
Teachers to provide names of crops that thrive in acidic
and alkaline soils.
(e) describe and explain the - explain why pH of soil needs to be adjusted
importance of according to the crops grown.
controlling acidity in soil - suggest suitable chemicals that can alter the pH of
soil to suit the plants grown.

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

YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
The pH of soil around the school can be studied using Universal Indicator.
Extension 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 (including safety) Care must be taken when performing experiments involving heating.

Topic 1 : The Chemistry and Uses of Acids, Bases and Salts

1.3 Types of oxides
1.4 Preparation of salts
Prior Knowledge : acids, alkalis and salts as common in daily life
Links To : Experiments in titration, preparation of salts.
Keywords : acidic oxides, basic oxides, amphoteric oxides, titration, precipitation
Misconceptions : 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
Students should be able to Teachers to provide some examples of oxides in each Combined Science
group (acidic, basic, amphoteric). Teaching Guidelines and
(f) classify oxides as either - classify common oxides as acidic, basic or
Resources Upper Secondary
acidic, basic, or amphoteric oxides.
Discuss with students the methods for preparing Part One
amphoteric related to - predict the type of oxide based on the reaction, if
soluble salts :
metallic/non-metallic any, with acids and alkalis.
(i) acid + metal Chemistry for ‘O’ Level
character - name soluble chlorides, sulphates, nitrates,
(ii) acid + insoluble base Combined Science and ‘N’ and
carbonates
(iii) acid + insoluble carbonate ‘O’ Level Science, Brunei
(g) describe the preparation,
- suggest suitable reagents for the preparation of Darussalam Edition.
separation and
given soluble salts and describe the steps Various steps involved in the preparation of the salt
purification of salts as
involved in the preparation. must be mentioned.
examples of some of
the techniques specified - describe how titration is used to prepare certain Experiments to prepare, separate and purify salts such
in topic 1.2(c): soluble salts. as copper(II) sulphate or zinc chloride.
methods of preparing - describe how these soluble salts are purified
salts to illustrate the - name some common insoluble salts and describe Titration method (acid/alkali) to prepare a soluble salt
practical techniques the precipitation method in preparing these salts. must also be demonstrated.
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 3
YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
should include the - describe how these insoluble salts are separated Experiments to prepare insoluble salts such as lead(II)
action of acids with and purified iodide, silver chloride & barium sulphate.
insoluble bases, and - write ionic equations to represent the precipitation
acids with insoluble method of preparing insoluble salts. Discuss with students the methods for preparing
carbonates insoluble salts by precipitation method. For example :
lead nitrate and potassium iodide to prepare lead iodide
(h) suggest a method of
crystals.
preparing a given salt
from suitable starting
[Refer to Appendix 1, Topic 11].
materials, given
appropriate information
Students can find out more about uses of some salts.
Extension
Get students to come up with a concept map or flow chart on this topic.
Alkalis and bases are commonly confused, so worth spending a little time to explain these to the students.
Notes (including safety)
Extra care is needed in doing the practical.

Topic 2 : The Periodic Table Time Allowed : 3 weeks

2.1 Periodic trends
Prior Knowledge : Table of elements, Chemical Equations, Bonding
Links To : Most topics in Chemistry
Keywords : proton number, group number, period, electronic structure, valency (valence) electron, transition elements, alkali metals, halogens, displacement
reactions
Misconceptions : 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 and Hyperlinks
a) describe the Periodic Students should be able to Refer to OTM 6, Topic 15. Combined Science
Table as a method of Teaching Guidelines and
- state how elements are classified in the Periodic
classifying elements and Resources Upper Secondary
Table.
describe its use in Part One
predicting properties of
elements
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 4
YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(b) describe the change from - describe the trend of metallic character to non- Chemistry for ‘O’ Level
metallic to non-metallic metallic character of elements across a period. Combined Science and ‘N’ and
character across a period ‘O’ Level Science, Brunei
Darussalam Edition.
(c) describe the relationship - state the electronic structures for the first twenty Get students to list down the electronic
between group number, elements in the Periodic Table. structures/configurations of all elements in each group.
number of outer - relate the group number of an element to Relate the number of electrons in the outer shell to the
electrons and metallic / (a) the number of valency electrons and charge group number and to their metallic/non-metallic
nonmetallic character of the ions character.
(b) the metallic or non metallic character.
(c) the type of bond formed by the element with Refer to OTM 7, 8 and 9, Topic 15 to explain the
other elements. properties and trends.
- relate the period number of an element to the
number of shells present in an atom.

Extension Students can read more on the history and development of the Periodic Table.
Notes (including safety)

Topic 2 : The Periodic Table

2.2 Group properties
Prior Knowledge : Atomic structure, chemical equations
Links To : Alkalis, salts
Keywords : alkali metals, halogens, trends, displacement, noble gases, stable, unreactive
Misconceptions : 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 and Hyperlinks
Students should be able to Perform an experiment using Li and Na to show Online resource :
d) describe lithium, sodium
softness of metals with a knife and their reactions with
and potassium in Group I - name elements in Group 1 as alkali metals. Group I – alkali metals
water.
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 5
YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(the alkali metals) as a - describe the general properties of Group 1 Hand out a data sheet with the properties of an http://www.bbc.co.uk/schools/gcs
collection of relatively elements and the trend in reactivity down the unknown element. Students predict if the element is ebitesize/chemistry/periodictable
soft metals showing a group. from Group I. andgroups/group1rev1.shtml
trend in melting point and - write equations for the reactions between lithium,
in reaction with water and sodium and potassium with water and chlorine Refer to OTM 8 and 10, Topic 15 for trends and http://www.s-
with chlorine properties. cool.co.uk/topic_quicklearn.asp?l
oc=ql&topic_id=3&quicklearn_id
(e) predict the properties of - use information given to predict the properties of Teachers can demonstrate an experiment using =3&subject_id=21&ebt=214&ebn
other elements in Group other elements in the group. chlorine water (chlorox) on potassium iodide solution. =&ebs=&ebl=&elc=4
I, given data, where
appropriate Reaction of sodium with water
http://www.theodoregray.com/Pe
(f) describe chlorine, - name the elements in Group VII as the halogens. Hand out data about an unknown element and predict riodicTable/Stories/011.2/
bromine and iodine in - describe the general properties of Group VII what group it is in.
Group VII (the halogens) elements and their trends in colour, state and Hand out data relating to elements in a group. Predict Group VII – The Halogens
as a collection of reactivity down the group. the properties of an unknown element in the group http://www.bbc.co.uk/schools/gcs
diatomic nonmetals - predict the observations, if any for the reaction based on the known properties of the other elements. ebitesize/chemistry/periodictable
showing a trend in between a halogen and the aqueous salt of Refer to OTM 12, Topic 15. andgroups/group7rev1.shtml
colour, state, and in their another halogen.
displacement reactions - explain the above reactions, if any, based on the
with other halide ions reactivity of the 2 halogens.
- use information provided to suggest suitable
(g) predict the properties of properties of elements in other groups. Group 0 – The Noble gases
other elements in http://www.bbc.co.uk/schools/gcs
Group VII, given data, ebitesize/chemistry/periodictable
where appropriate andgroups/group0rev1.shtml

(h) identify trends in other

groups, given information
about the elements
concerned

(i) describe the noble gases - give examples of noble gases. State the electronic configuration of the Group VIII
as being unreactive - explain the unreactive nature of noble gases. elements to show why they are unreactive. Refer to
- state some uses of noble gases. OTM 11.
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 6
YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(j) describe the uses of the Refer to Combined Science : Chemistry Textbook,
noble gases in BDE, Pg
providing an inert
atmosphere (e.g. argon
in lamps and helium for
filling balloons)
Extension
Extra care when performing reactions of Group I metals with water. This is for teacher’s demonstration only.
Notes (including safety) 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.

Topic 3 : Transport in Flowering Plants Time Allowed : 1 week

3.1 Water and ion uptake
3.2 Transpiration
Prior Knowledge : Specialised cells
Links To : Photosynthesis, Diffusion & Osmosis
Keywords : mineral salts, water, food, root hairs, xylem vessel, diffusion, osmosis, transpiration, stomata, evaporation, wilting
Misconceptions : Mineral salts are absorbed in the form of elements or molecules.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to : This section has already been covered earlier in year 3 Combined Science
a) describe the structure and
(cell structure and organization) and could now be Teaching Guidelines and
function of root hairs in - name the tissue through which water travels from
covered as revision. Refer to Biology textbook, pg 25, Resources Upper Secondary
relation to their surface the roots to the leaves
Fig 2.9. Part One
area, and to water and - name the tissue through which sugar passes from
ion uptake (topic 1.2(e)) the leaves to the rest of a plant
Use celery stalk dip in coloured dye to demonstrate Biology for ‘O’ Level Combined
- draw a root hair cell and identify the different parts
uptake of water and transport of water in plants. Science and ‘N’ and ‘O’ Level
of a root hair cell
Science, Brunei Darussalam
- describe the structure of a root hair and how it is
Edition.
related to its function in water and ion uptake
Refer to OTM 6 and 7, Topic 10 to illustrate
- describe how water and mineral salts enter root
transpiration. Online resource :
hair cells

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 7

YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(b) define transpiration as the - describe how water is lost through the stomata A demonstration of wilting occurring in a cut branch of a Transport and support in plants
loss of water vapour - define transpiration plant should be carried out. [Refer to bio textbook, BDE, http://www.biotopics.co.uk/plants
from stomata pg 105, Fig 9.12 (a) and (b). /pltrsu.html
Transpiration
(c) describe how wilting - define wilting http://www.bbc.co.uk/schools/gcs
occurs - describe causes of wilting ebitesize/biology/greenplantsaso
rganisms/1watertransportrev2.sh
tml
Extension
Notes (including safety) It is worth to demonstrate the experiment above to show students the uptake of water.

Topic 4 : Transport in Humans Time Allowed : 3 weeks

4.1 Circulatory system
Prior Knowledge : LSS SoW (Topic 15: Transport System in Human Beings)
Links To : Diet
Keywords : 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, pulmonary artery, pulmonary vein, aorta, septum, coronary arteries, artery, vein, lungs, oxygenated
blood, deoxygenated blood, coronary heart disease, cholesterol
Misconceptions : 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 and Hyperlinks
Students should be able to : Use OTM 13, Topic 7 or posters or online resources to Combined Science
explain the blood circulatory system. Teaching Guidelines and
(a) describe the circulatory - describe that the circulatory system is made up of
Resources Upper Secondary
system as a system of a pump (heart) , blood vessels (network of tubes)
Part One
tubes with a pump and and blood (medium of transport)
valves to ensure one-
Biology for ‘O’ Level Combined
way flow of blood
Science and ‘N’ and ‘O’ Level
Science, Brunei Darussalam
Edition.
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 8
YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(b) describe the structure and - identify and label the four chambers of the heart, Use OTM 14, 15(a) and 15(b), Topic 7 to explain Online resource :
function of the heart in the blood vessels to and from the heart and the structure, pumping of heart and action of semi-lunar
terms of muscular valves valves. The heart and circulatory system
contraction and the - draw arrows to show the flow of blood into the http://www.biotopics.co.uk/circuln
working of valves heart, inside the heart and away from the heart /heart.html
Use model/chart/optic cards to further explain the
- describe the function of the four chambers of the The heart
above.
heart, the blood vessels to and from the heart and http://www.activescience-
the valves gsk.com/miniweb/content/heart/h
- describe oxygenated blood and deoxygenated cs.cfm
blood http://www.ehc.com/vbody.asp
- compare the composition of oxygenated blood The circulatory system
and deoxygenated blood http://www.bbc.co.uk/schools/gcs
ebitesize/biology/humansasorga
(c) compare the structure - identify an artery, a vein and a capillary nisms/1circulationrev1.shtml
and function of arteries, - compare the structure and function of an artery, a http://www.biotopics.co.uk/circuln
veins and capillaries vein and a capillary /hrtprb.html
Arteries, veins & capillaries
(d) describe coronary heart - describe coronary heart disease Use OTM 16, Topic 7 to explain the structure and http://library.thinkquest.org/2201
disease in terms of - list the possible causes of coronary heart disease function of arteries, veins and capillaries. 6/circ/index.html
blockage of coronary - describe ways to reduce the risks of coronary Coronary problems
arteries and list the heart disease Use OTM 17, Topic 7 to explain blockage of coronary http://library.thinkquest.org/2201
possible causes arteries. 6/circ/problems.html

Invite professionals from coronary care units (hospital)

to deliver talks on heart related issues.

Use the website address given to find out more about heart problems and the causes.
http://chinese-school.netfirms.com/heart-disease-causes.html
Extension
http://healthlink.mcw.edu/article/931378865.html
http://www.home-remedies-for-you.com/remedy/Coronary-Heart-Disease.html
Notes (including safety)

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

YEAR 10 (2 + 3)
 Topic 4 : 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 and Hyperlinks
Students should be able to : Use prepared slides/diagrams/photomicrographs to Combined Science
identify/label different components of blood [red blood Teaching Guidelines and
(e) identify red and white - identify red and white blood cells as seen under
cells, white blood cells, platelets and plasma]. Resources Upper Secondary
blood cells as seen the microscope on prepared slides, in diagrams
Part One
under the microscope on and photomicrographs
prepared slides, and in Biology for ‘O’ Level Combined
diagrams and Science and ‘N’ and ‘O’ Level
photomicrographs Science, Brunei Darussalam
Edition.
Refer to OTM 20(a),(b), 21(a),(b),(c) and (d), Topic 7.
(f) list the components of - list the components of blood and state the function
blood as red blood cells, of each component More about white blood cells
white blood cells, http://www.bbc.co.uk/schools/gcs
platelets and plasma ebitesize/biology/humansasorga
nisms/maintaininghealthrev7.sht
(g) state the functions of ml
blood
(i) red blood cells – - state the function of red blood cells Red blood cells
haemoglobin and http://library.thinkquest.org/C011
oxygen 5080/?c=rbc
transport White blood cells
(ii) white blood cells – - describe phagocytosis, antibody formation and http://library.thinkquest.org/C011
phagocytosis, tissue rejection 5080/?c=wbc
antibody Platelets
formation and tissue http://library.thinkquest.org/C011
rejection 5080/?c=platelets

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

YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(iii) platelets – fibrinogen - describe blood clotting Blood
to fibrin causing http://www.biotopics.co.uk/circuln
clotting /blood.html
Red blood cell production
(iv) plasma – transport - state the contents of plasma
http://health.howstuffworks.com/
of blood cells, ions, - describe the function of plasma
adam-200028.htm
soluble food
substances,
Blood clotting
hormones, carbon
http://library.thinkquest.org/C011
dioxide, urea,
5080/?c=clotting
vitamins and plasma
proteins
Find out about blood groups from the internet. Suggested website address :
http://nobelprize.org/educational_games/medicine/landsteiner/readmore.html
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Blood_groups
Extension
http://www.blood.co.uk/pages/all_about.html
http://waynesword.palomar.edu/aniblood.htm
http://www.howstuffworks.com/blood.htm

Notes (including safety)

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 11

YEAR 10 (2 + 3)
 Topic 5 : Transfer of Thermal Energy Time Allowed : 2 weeks
5.1 Conduction
5.2 Convection
5.3 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 and Hyperlinks
Students should be able to : Relate daily experiences such as wearing dark and light Keith Johnson. Physics For You,
clothes and using metal spoons and wooden spoons in
(a) describe experiments to - define conduction,
cooking. Experiment to show water is a bad conductor Physics for ‘O’ Level Combined
distinguish between good - give examples of good and bad conductors of
of heat. Science and ‘N’ and ‘O’ Level
and bad conductors of heat,
Science, Brunei Darussalam
heat - describe in molecular terms, how energy is
Installation of air-conditioners and heaters at home may Edition.
transferred by conduction,
be used to discuss convection process. Sea breeze and
(b) relate convection in fluids - define convection, land breeze can also be used in the discussion. http://www.bbc.co.uk/schools/ks3
to density changes and - show understanding that thermal energy is bitesize/science/physics/energy_
describe experiments to transferred from a region of higher temperature to To explain conduction, convection and radiation, transfer_4.shtml
illustrate convection a region of lower temperature, demonstrate the activities found in the book ‘GCSE
- describe in molecular terms, how energy is Physics For You’, Keith Johnson, Chapter 8, page 48 to http://www.bbc.co.uk/schools/gcs
transferred by convection, 59. ebitesize/physics/energy/energyt
ransferrev6.shtml
(c) describe experiments to - define radiation, Utilise the thermal energy kits provided in the lab
distinguish between good - describe in molecular terms, how energy is
and bad emitters and transferred by radiation,
http://www.uwsp.edu/cnr/wcee/k
good and bad absorbers - differentiate good and bad emitters; good and bad eep/Mod1/Rules/EnTransfer.htm
of infra-red radiation absorbers,
(d) identify and explain some - describe the importance of heat insulation in http://zebu.uoregon.edu/~soper/
of the everyday homes, domestic hot water system and use of Physics/thermaltransfer.html
applications and thermos flasks.
consequences of
conduction, convection
and radiation
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 12
YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Extension Do experiments on conduction, convection and radiation.
Notes (including safety)

Topic 6 : Temperature Time Allowed : 1 ½ weeks

6.1 Principles of thermometry
6.2 Liquid-in-glass thermometers
Prior Knowledge : Thermal energy
Links 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 and Hyperlinks
Students should be able to : Show different thermometers. Highlight the physical Tom Duncan. GCSE Physics 3rd
properties that each thermometer used. edition, pg 150 to pg152
(a) appreciate how a physical - explain the difference between heat and
property which varies temperature,
Show the steps involved in marking the scale on a Charles Chew & Leong See
with temperature may be - describe the effects of changes in volume, e.m.f
liquid-in-glass thermometer in explaining the Cheng. Comprehensive Physics
used for the and expansion of metal for the measurement of
importance of fixed points. for ‘O’ Level Science, pg 94 to pg
measurement of temperature,
109
temperature and state - describe a rise in temperature of a body in terms
Use magnified diagrams of liquid-in-glass thermometers
examples of such of an increase in its internal energy.
to explain sensitivity and range. Physics for ‘O’ Level Combined
properties
Examples: Science and ‘N’ and ‘O’ Level
 Diagrams of two thermometers of the same length Science, Brunei Darussalam
(b) recognise the need for, - describe how the lower and upper fixed points of a
but different bore size. Edition.
and identify, fixed points thermometer are calibrated,
 Diagrams of two thermometers of the same length
but different bulb size.
(c) show understanding of - explain sensitivity, and range of a thermometer,
sensitivity and range - describe how the different thermometers are
Use real pictures of laboratory and clinical liquid-in-
selected for measuring temperatures at different
glass thermometers to explain the structures and
conditions,
actions.

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

YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(d) describe the structure and - describe the structure and working of liquid-in-
action of liquid-in-glass glass thermometers, namely mercury and clinical
thermometers (laboratory thermometers.
and clinical)
Extension Do an experiment to determine the melting ice and boiling point of water.

Notes (including safety)

Topic 7 : Thermal Properties of Matter Time Allowed : 1 ½ weeks

7.1 Thermal expansion of solids, liquids and gases
Prior Knowledge : Density of gases
Links To : -
Keywords : Thermal expansion, solid, liquid, gas, contraction
Misconceptions : -
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to : Use the activities, experiments, diagrams and pictures Physics for ‘O’ Level Combined
found in the book ‘GCSE Physics For You’, Keith Science and ‘N’ and ‘O’ Level
(a) describe qualitatively the - describe and give examples of thermal expansion
Johnson, Chapter 4, page 22 to 29. Science, Brunei Darussalam
thermal expansion of of solids, liquids and gases,
Edition.
solids, liquids and gases - compare the expansion of solids, liquids and
gases,

(b) identify and explain some - explain with examples the consequences of
of the everyday thermal expansion,
applications and - explain with examples the uses of thermal
consequences of expansion.
thermal expansion

Extension

Notes (including safety)

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 14

YEAR 10 (2 + 3)
 Topic 8 : Properties of Metals Time Allowed : 1 week
8.1 Physical properties
8.2 Alloys
Prior Knowledge : Some properties and uses of metals
Links 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 earth’s 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 and Hyperlinks
Students should be able to: Students can use the Combined Science Textbook, Combined Science
BDE to list the physical properties of metals. Teaching Guidelines and
(a) describe the general - state the general physical properties of metals.
Resources Upper Secondary
physical properties of
Part 2, CDD
metals
Use OTM 1.
Chemistry for ‘O’ Level
(b) explain why metals are - define an alloy and explain the use of alloys
Combined Science and ‘N’ and
often used in the form of instead of pure metals for making objects.
‘O’ Level Science, Brunei
alloys
Darussalam Edition.
(c) identify representations - identify the structures of an alloy and a pure metal
Online resource :
of metals and alloys from from diagrams.
diagrams of structures Properties of metals & non-
metals
http://www.s-
cool.co.uk/topic_quicklearn.asp?l
oc=ql&topic_id=12&quicklearn_i
d=1&subject_id=21&ebt=249&eb
n=&ebs=&ebl=&elc=4

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 15

YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Extension Students can give the names of some common alloys used in everyday life, eg, in coins, pewter, cutlery, medals etc.

Notes (including safety) Stress more on the relationship between structure of metals with the physical properties (high melting point, 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 water
Links To : The chemistry and uses of acids, bases & salts; The Periodic Table & Group Properties
Keywords : reactivity series, apparent unreactivity
Misconceptions : Aluminium is unreactive because it shows no reaction with water or steam.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to Students can be provided with a range of metals (Ca, Pg 15.2, Combined Science :
Cu, Fe, Mg, Zn and Al) to investigate their reactions Teaching Guidelines and
(a) place in order of reactivity - place metals in order of reactivity based on their
with water and hydrochloric acid. Resources Upper Secondary,
calcium, copper, reactions, if any with dilute acids, water and
Compare their reaction rates and list them in order of Part 2, Curriculum Development
(hydrogen), iron, steam.
increasing reactivity. Department, MOE.
magnesium, potassium, - write equations for the reactions between metals
sodium and zinc by with water, steam and acid Chemistry for ‘O’ Level
Use Fig 9.5, Pg 195 of Combined Science, Chemistry
reference to the Combined Science and ‘N’ and
textbook to explain the presence of oxide layer that
reactions, if any, of the ‘O’ Level Science, Brunei
adheres to the metal.
metals with water (or Darussalam Edition.
steam) and dilute
hydrochloric acid The reactivity series of metals
Use OTM 2 topic 15 to deduce an order of reactivity.
http://www.bbc.co.uk/schools/gcs
(b) account for the apparent - explain the apparent unreactivity of aluminium.
ebitesize/chemistry/usefulproduc
unreactivity of aluminium
tsrocks/reactivity_seriesrev2.sht
in terms of the presence
ml
of an oxide layer which
Ordering metals in the reactivity
adheres to the metal
series
(c) deduce an order of - use given observations to deduce the order of http://www.bbc.co.uk/schools/gcs
reactivity from a given set reactivity of metals. ebitesize/chemistry/usefulproduc
of experimental results - use the reactivity series to predict the outcome of tsrocks/reactivity_seriesrev1.sht
reactions. ml
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 16
YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Demonstration : Ca + H2O
http://www.angelo.edu/faculty/kb
oudrea/demos/calcium_H2O/calc
ium_H2O.htm
Reaction of sodium with water
http://boyles.sdsmt.edu/sodwat/r
eaction_of_sodium_and_water.ht
m
Comparing reactions of very small pieces of Aluminium foil and granulated aluminium metal with hydrochloric acid.
Extension Project work : Students can take pictures of reactions of metals with water and acid using digital camera and use power point presentation to show
their work.
Students should be reminded that the experiment for the reaction of calcium with dilute hydrochloric acid should be performed in a test tube using a
Notes (including safety)
testtube holder.

Topic 10 : Extraction and Uses of Metals Time Allowed : 1 ½ weeks

10.1 Metal ores
10.2 The blast furnace
10.3 Iron and steel
10.4 Aluminium
10.5 Zinc
10.6 Copper
Prior Knowledge : Writing word and chemical equations, Calculation of reacting masses
Links To : Formulae and Equations
Keywords : ores, extraction, alloys
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.
All metals occur in the earth’s 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.

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 17

YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Use the reactivity series to guide the methods adopted Chemistry for ‘O’ Level
Students should be able to
(a) describe the ease in for extraction of metals from their ores. Combined Science and ‘N’ and
obtaining metals from - relate the ease of extracting metals from their ores Refer to Table 10.2, Pg 201, of Combined Science, ‘O’ Level Science, Brunei
their ores by relating the to their positions in the reactivity series. Chemistry textbook. Darussalam Edition.
elements to the
reactivity series - describe the main reactions in the blast furnace Use OTM 3a and 3b, Topic 15 to explain extraction of Combined Science : Teaching
during the extraction of iron from iron ore. iron from haematite. Guidelines and Resources Upper
(b) describe the essential - write the chemical equations for the reactions Secondary, Part 2, Curriculum
reactions in the involved in the extraction of iron from iron ore Development Department, MOE.
extraction of iron from Use OTM 4, Topic 15 to explain objectives (c) and (d).
haematite - describe how the properties of iron are varied by Online resource:
the use of additives.
(c) describe the idea of Refer to Table 11.1, Pg 206 of Combined Science, The Blast furnace
changing the properties - state the uses of some metals and alloys and Chemistry BDE for uses of some metals (Al, Zn and http://www.s-
of iron by the controlled explain their uses based on their special Cu). cool.co.uk/topic_quicklearn.asp?l
use of additives to form properties. oc=ql&topic_id=9&quicklearn_id
alloys called steels =2&subject_id=21&ebt=246&ebn
=&ebs=&ebl=&elc=4
(d) state the uses of mild
steel (car bodies and Iron and The Blast Furnace
machinery) and stainless http://www.bbc.co.uk/schools/gcs
steel (chemical plant and ebitesize/chemistry/usefulproduc
cutlery) tsrocks/iron_blastfurnacerev1.sht
ml
(e) state the uses of
aluminium (e.g. in the Extraction of metals
manufacture of aircraft http://gcsechemistry.com/ex17.ht
parts because of its m
strength and low density
and in food containers
because of its resistance
to corrosion)

(f) state the uses of zinc for

galvanising and for

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

YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
making brass (with
copper)

(g) state the uses of copper

related to its properties
(e.g. electrical wiring)
Extension Project work : Taking pictures of metals and their alloys to show their uses.
Notes (including safety)

Topic 11 : Respiration Time Allowed : 2 ½ weeks

11.1 Aerobic respiration
11.2 Anaerobic respiration
11.3 Human gaseous exchange
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 can do role-playing on aerobic respiration. Biology for ‘O’ Level Combined
Students should be able to :
(a) define respiration as the (Example can be found on Pg 141, Biology BDE). Science and ‘N’ and ‘O’ Level
release of energy from - explain why living organisms respire Science, Brunei Darussalam
food substances in living - define respiration An experiment on Pg 13.2, Topic 13 (Resource File) Edition.
cells - explain the results of the investigation of could be demonstrated to show that out body burns
respiration in living organisms food to produce carbon dioxide, water and energy. Combined Science : Teaching
(b) define aerobic respiration - describe aerobic respiration An experiment on fermentation using glucose solution Guidelines and Resources Upper
as the release of a - write down the word equation for aerobic and yeast can be demonstrated. Secondary, Part 2, Curriculum
relatively large amount of respiration Development Department, MOE.
energy by the breakdown - state the products of aerobic respiration
of food substances in the Online resource
presence of oxygen The respiration process

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 19

YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(c) state the equation for http://www.biotopics.co.uk/huma
aerobic respiration, using ns/respro.html
words only Gaseous exchange and
respiration
(d) define anaerobic - describe and explain anaerobic respiration of Students will do role-playing on anaerobic respiration. http://www.bbc.co.uk/schools/ks3
respiration as the release yeast using glucose solution (Example can be found on Pg 142-143, Biology BDE). bitesize/science/biology/gas_intr
of a relatively small - write down the word equation for anaerobic o.shtml
amount of energy by the respiration Respiration
breakdown of food - state the products of anaerobic respiration http://www.bbc.co.uk/schools/gcs
substances in the - differentiate between aerobic and anaerobic ebitesize/biology/humansasorga
absence of oxygen respiration nisms/3respirationrev1.shtml
- differentiate aerobic respiration and breathing
(e) state the equation for
anaerobic respiration, The human respiratory system
using words only http://www.biotopics.co.uk/huma
The students will predict the changes in gas ns/resyst.html
(f) describe the production of - describe the anaerobic respiration in muscles concentration between inspired & expired air. Use OTM
lactic acid in muscles during exercise 6 to go over the changes). Breathing
during exercise - define an inspired air and expired air Use the diagram/tabulation, Fig.12.2 on Pg 147, http://www.bbc.co.uk/schools/gcs
- explain the differences between inspired air and Biology BDE. ebitesize/biology/humansasorga
(g) state the differences The teacher will use either Respiratory System Model nisms/2breathingrev1.shtml
expired air
between inspired and or chart to identify the parts & functions of the organs.
expired air Discuss the diffusion of gases between blood and the Experiments to compare content
air inside the alveoli & their role in gas exchange. Use of inhaled and exhaled air
(h) investigate and state the - state the effects of physical activity on rate and OTM 4 & 5, Topic 13 (Resource file). http://www.biotopics.co.uk/huma
effect of physical activity depth of breathing ns/inhaledexhaled.html
on rate and depth of - identify and label the parts of the breathing
breathing system in humans Gaseous Exchange
- state the pathway take by air when it enters the http://health.howstuffworks.com/
(i) describe the role of the
respiratory system adam-200022.htm
exchange surface of the
- describe how the alveoli are adapted for efficient http://health.howstuffworks.com/l
alveoli in gaseous
exchange of gases ung.htm/printable
exchange (Details of the
- describe the role of the alveoli in gaseous
role of the diaphragm,
exchange
ribs and intercostal
- explain how exchange of gases takes place
muscles in breathing are
not required.)
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 20
YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Extension Find out effects of smoking to the Respiratory System.

Notes (including safety)

Topic 12 : Excretion Time Allowed : 0.5 weeks

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.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to : Use OTM 7, 8, 9 and 10 of Topic 13 (Resource file) to Biology for ‘O’ Level Combined
describe description of carbon dioxide, excess water Science and ‘N’ and ‘O’ Level
a) define excretion as the - explain the importance of removing toxic materials
and urea. Science, Brunei Darussalam
removal of toxic materials and waste products from organisms
and the waste products - explain how carbon dioxide is produced by living Edition.
Use OTM 11, Topic 13 (Resource file) to go over the
of metabolism from cells
urinary system. Combined Science : Teaching
organisms
Guidelines and Resources Upper
(b) describe the removal of - describe how carbon dioxide and excess water Secondary, Part 2, Curriculum
carbon dioxide from the are removed from the body Development Department, MOE.
lungs, and of water and - describe how urea is produced in the body
urea through the kidneys - define excretion The Urinary System
(Details of kidney - identify and label the kidneys and their associated http://health.howstuffworks.com/
structure and nephron structures adam-200032.htm
are not required.) - state the function of the kidneys and their
associated structures
- describe how urea is removed from the body
- compare the contents of blood in the renal artery
and the renal vein
Extension Find out how a person whose kidneys have failed to function remove urea and excess water from their body.
Notes (including safety)
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 21
YEAR 10 (2 + 3)
 Topic 13 : Co-ordination and Response Time Allowed : 2 weeks
13.1 Receptors
13.2 Reflex action
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.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to : Use OTM 5, Topic 9 and Fig. 3.3, Pg 301 and fig. 3.4, Biology for ‘O’ Level Combined
Pg 302 of Biology for “O” Level Combined Science Science and ‘N’ and ‘O’ Level
(a) state the principal - identify and label the parts of an eye as seen in
BDE to label the different parts of the eye and to Science, Brunei Darussalam
functions of component front view
state each function. Students can also draw and label Edition.
parts of the eye in - name the parts of the eye as seen in horizontal
their front eye view using a mirror.
producing a focused section
Combined Science : Teaching
image of near and distant - state the function of the different parts of the eye
Models and charts of the eye are helpful in aiding to Guidelines and Resources Upper
objects on the retina - explain how the eye produces an image of an
understand the function f each structure. Secondary, Part 2, Curriculum
object on the retina
Development Department, MOE.
- explain how the eye focuses both near and distant
A round flask of fluorescein with a convex lens at the
objects on the retina
front can be used to show how light is focused on to Online resources:
the retina (the back of the flask). The human eye
Use Fig. 3.5, Pg 304, Biology BDE to discuss how http://www.purchon.com/biology/ey
light is focused onto the retina. e.htm

Use Figs. 3.7, 3.8, 3.9 and 3.19, Pgs 306 and 307 of The eye and vision
Biology for “O” Level Combined Science, BDE to http://www.biotopics.co.uk/humans/
discuss focusing image of near and distant objects on eyevis.html
to the retina. The eye function
http://www.bbc.co.uk/schools/gcse
(b) describe the pupil reflex - describe how the pupil responds to bright and dim The pupil reflex is a good example of a reflex action, bitesize/biology/humansasorganis
in response to bright and ight and students can see this in their own eyes, by ms/4nervoussystemrev5.shtml
dim light - compare accommodation and pupil reflex 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.
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 22
YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
With a partner use a weak torch to demonstrate the The eye structure
response of the pupil to changing light intensity. http://www.bbc.co.uk/schools/gcse
Students need to observe and describe the changes bitesize/biology/humansasorganis
in the size of pupil. ms/4nervoussystemrev6.shtml
Use Fig.3.11, Pg 309 and Fig. 3.12, Pg 310 of
Biology for “O” Level Combined Science, BDE to Seeing
explain how the pupil responds to changing light http://health.howstuffworks.com/ad
conditions. am-200013.htm

The eye : adjusting for light &

focusing
http://www.bbc.co.uk/schools/gcse
bitesize/biology/humansasorganis
ms/4nervoussystemrev7.shtml

Extension Make a research on the defects and diseases of the eyes and how they are remedied.

Notes (including safety) Teacher needs to emphasize on pupil reflex and accommodation.

Topic 13 : Co-ordination and Response

13.3 Hormones
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.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Use Fig. 4.1 and 4.3, Pgs 324 and 325 to introduce
Students should be able to : The endocrine system
hormones. Adrenaline makes a good introduction to the
http://www.biotopics.co.uk/huma
(c) define a hormone as a - define and describe a hormone with an example. idea of hormones, as everyone is aware of its effects.
ns/hormon.html
chemical substance, - explain how the hormone adrenaline boosts the Discussion will bring out most of these, and students
produced by a gland, glucose levels in the blood should be able to suggest how they help to prepare the

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

YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
carried by the blood, - give examples of situations in which the hormone body for 'fight or flight'.
which alters the activity adrenaline is released
of one or more specific Refer to Pg 4.3 and 4.4, Pgs 326 and 327, Biology for
target organs and is “O” Level Combined Science, BDE.
then destroyed by the Discussion should include the after-effect on the
liver concentration of the hormone in the blood.
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 safety) Teacher should not go into detail on specific hormones.

Topic 14 : General Wave Properties Time Allowed : 1 ½ weeks

14.1 Describing wave motion
14.2 Wave terms
14.3 Longitudinal and transverse waves
Prior Knowledge : -
Links To : -
Keywords : wave, longitudinal waves, transverse waves, speed, frequency, wavelength, amplitude, crest, trough, wavelength, rest position
Misconceptions : -
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to : Demonstrate the experiments found in the book ‘GCSE Physics for ‘O’ Level Combined
Physics For You’, Keith Johnson, Chapter 21, page Science and ‘N’ and ‘O’ Level
a) describe what is meant by - identify the parts of a wave,
174. Science, Brunei Darussalam
wave motion as - demonstrate wave motion using a ripple tank,
Edition.
illustrated by vibration
BBC - GCSE Bitesize - Science: Physics
in ropes, springs and by
Britannica GCSE Physics PC CD
experiments using a
– com
ripple tank
(b) distinguish between - identify the differences between transverse and BBC - GCSE Bitesize - Science:
longitudinal and longitudinal waves, Physics
transverse waves and - name examples of longitudinal and transverse
give suitable examples waves.
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 24
YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(c) give the meaning of - describe amplitude and wavelength, http://www.kettering.edu/~drusse
speed, frequency, - use the relation between, speed, frequency and ll/Demos/waves/wavemotion.htm
wavelength and wavelength in the equation: l
amplitude and use the speed = frequency x wavelength
equation c = f x λ - identify the symbols, v, ƒ and λ http://members.aol.com/nicholas
hl/waves/movingwaves.html

http://hyperphysics.phy-
astr.gsu.edu/hbase/sound/tralon.
html

http://www.cbu.edu/~jvarrian/app
lets/waves1/lontra_g.htm

http://webphysics.davidson.edu/p
hyslet_resources/bu_semester1/
c20_trans_long.html

http://library.thinkquest.org/1543
3/unit5/5-1.htm

http://library.thinkquest.org/1543
3/unit5/5-2.htm

Extension
Notes (including safety)

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 25

YEAR 10 (2 + 3)
 Topic 15 : Light Time Allowed : 2 weeks
15.1 Reflection of light
15.2 Refraction of light
15.3 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.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
- Students should be able to : For able classes ask the students to do the experiments Keith Johnson. GCSE Physics
(a) perform and describe
to illustrate the laws of reflection and demonstrate For You. Pg 184 and Pg 194
experiments to illustrate - use the following terms in ray diagrams:
refraction of light through glass block.
the laws of reflection incident ray, reflected ray, point of incidence,
Charles Chew & Leong See
normal, angle of incidence and angle of reflection,
For less able students demonstrate the experiments. Cheng. Comprehensive Physics
for ‘O’ Level Science, pg 169 to
(b) describe an experiment to - state the characteristics of an image formed by a
Ask students to perform the measurements and pg173
find the position of an plane mirror,
calculations
optical image formed by
Comprehensive Physics for ‘O’
a plane mirror
Use ray box Level Science, pg 176 to pg179
(c) use the law i = r in - state the laws of reflection,
Physics for ‘O’ Level Combined
reflection - describe experiments that illustrate the laws of
Science and ‘N’ and ‘O’ Level
reflection,
Science, Brunei Darussalam
Edition.
(d) perform simple - use the laws of reflection to perform simple
constructions, constructions, measurements and calculations,
Britannica GCSE Physics PC CD
measurements and
– rom
calculations for reflection
Online resources
(e) describe and perform - describe experiments to demonstrate how light is
Reflection
experiments to refracted through glass blocks,
http://id.mind.net/~zona/mstm/ph
demonstrate refraction of - describe the passage of light through parallel-
ysics/light/rayOptics/reflection/ref
light through glass blocks sided objects made of transparent materials,
lection1.html
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 26
YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(f) use the terminology for - define the terms: incident ray, refracted ray, http://library.thinkquest.org/2735
the angle i and r in emergent ray, point of incidence, normal, angle of 6/p_reflection.htm
refraction and describe incidence and angle of refraction,
the passage of light http://www.glenbrook.k12.il.us/gb
through parallel sided ssci/phys/mmedia/optics/lr.html
transparent material
Refraction
(g) use the equation sin i = n - give the meaning of refractive index, http://sol.sci.uop.edu/~jfalward/re
sin r - calculate refractive index, fraction/refraction.html
(refractive index) - explain the overall effect when a parallel beam of
Use the optic set provided to schools to demonstrate
(h) give the meaning of light passes through a convex lens.
the action of a thin converging lens on a beam of light.
refractive index
(i) describe the action of a
thin converging lens on a
beam of light
Extension

Notes (including safety) Spend time to clarify to students the characteristics of image formed by a plane mirror are different from the ones formed on the retina of the eyes.

Topic 16 : Electromagnetic Spectrum Time Allowed : 1 week

16.1 Properties of electromagnetic waves
Prior Knowledge : Transverse waves
Links To : Waves
Keywords : electromagnetic waves, vacuum, electromagnetic spectrum, wavelength, frequency,
Misconceptions : -
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to : Start the lesson by producing the seven colours of the Keith Johnson. GCSE Physics
visible light using a glass prism placed on the OHP. For You. Pg 224 and 225
(a) state that all - describe electromagnetic waves,
electromagnetic waves - state the speed of electromagnetic waves in a
Make students notice that the arrangement of the Tom Duncan. GCSE Physics 3rd
are transverse waves vacuum,
colours are according to their wavelengths or edition, pg 48 to pg 51
that travel with the same
frequencies.
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 27
YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
high speed invacuo and From there introduce the other members which are Physics for ‘O’ Level Combined
state the magnitude of invisible. Science and ‘N’ and ‘O’ Level
this speed, Science, Brunei Darussalam
Discuss uses of the waves in daily life such as remote Edition.
(b) describe the main - describe the electromagnetic spectrum in terms
control, cell phone, microwave oven and so on.
components of the of:
http://www.yorku.ca/eye/spectru.
electromagnetic  types of electromagnetic waves,
htm
spectrum  wavelength
 frequency
http://www.glenbrook.k12.il.us/G
 uses.
BSSCI/PHYS/CLASS/light/u12l2
a.html

http://www.colourtherapyhealing.
com/colour/electromagnetic_spe
ctrum.php

http://users.netconnect.com.au/~
astronet/spectrum.htm

http://www.windows.ucar.edu/tou
r/link=/earth/climate/cli_spectrum
.html

Extension
Notes (including safety)

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

YEAR 10 (2 + 3)
 Topic 17 : Atmosphere and Environment Time Allowed : 2 weeks
17.1 Air
17.2 Corrosion
17.3 Pollution
17.4 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.

Syllabus Objective Learning Outcome Activities Resources and Hyperlinks

Combined Science : Teaching
Students should be able to :
(a) describe the volume Use OTM 2a & 2b, Topic 8 to describe % composition Guidelines and Resources Upper
composition of clean - list the volume composition of air. of gases in the air. Secondary, Part 2, Curriculum
air in terms of 79% - describe tests for carbon dioxide and oxygen. Development Department, MOE.
nitrogen, 20% oxygen,
with the remainder being Chemistry for ‘O’ Level
noble gases (with argon Combined Science and ‘N’ and
as the main constituent), ‘O’ Level Science, Brunei
carbon dioxide and Darussalam Edition.
variable amounts of
water vapour
Global warming
(b) name the uses of oxygen - state a medical use and industrial uses of oxygen. Perform an experiment by burning magnesium to http://www.bbc.co.uk/schools/gcs
in making steel, oxygen demonstrate combustion. ebitesize/biology/livingthingsenvi
tents in hospitals, and Carry out an experiment to show rusting by using iron ronment/3impactofhumansrev10.
with acetylene (a nail. shtml
hydrocarbon) in welding Write word equations for respiration, combustion and
rusting and then identify the need for oxygen in each
(c) describe, in simple terms, - define respiration and write a word equation to case.
the ideas of respiration, represent it. Use the results of the experiments to explain burning
combustion and rusting - define combustion and name the products formed and rusting.
by the combination of oxygen with a metal, non Review on respiration (Topic : Respiration, Biology
metal and a hydrocarbon. Section).

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 29

YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
- write a word equation to represent rusting and Use the following examples and their respective
state the conditions for rusting. chemical equations to explain oxidation and reduction
where appropriate.
(d) describe methods of rust - list some methods of rust prevention.  Burning magnesium in oxygen
prevention by painting  Reaction of copper(II) oxide and hydrogen
and other coatings  Reaction of iron(III) oxide and carbon monoxide
(including galvanising)  Reaction of copper(II) oxide and ammonia
 Burning of methane
(e) identify processes - identify if a reaction is an oxidation or
involving the addition of reduction reaction Perform or demonstrate simple experiments to prepare
oxygen as oxidation and and test for the following gases.
the removal of oxygen as  oxygen
reduction Add equal volume of hydrogen peroxide to
acidified potassium dichromate(VI) solution.
(f) define oxidation and Cover the mouth of test tube with your thumb.
reduction in terms of Place a glowing splint into the test tube.
oxygen/hydrogen  carbon dioxide
gain/loss Add dilute hydrochloric acid to solid calcium carbonate
in a test tube. Place an empty, dry test tube above it to
(g) describe the identification collect the gas. Put a few drops of limewater into the
of oxygen using a empty test tube. Shake the mixture and observe.
glowing splint

(h) describe the identification

of carbon dioxide using
limewater (Equations are
not required.)

Extension
Extra care when performing the experiments. Collect enough carbon dioxide gas in the empty test tube. It may take a few minutes. Make sure the
Notes (including safety)
reaction produce bubbles.

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 30

YEAR 10 (2 + 3)
 Topic 17 : Atmosphere and Environment
Links To : Acidic oxides
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.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to Project work such as drawing posters / essay
competitions on common pollutants ; their sources and
(i) name common pollutants - name carbon monoxide, sulphur dioxide, oxides of
effects on the environment, health, plant and animal
of air (carbon monoxide, nitrogen and lead compounds as common air
life. This project would be a good way to make the
sulphur dioxide, oxides of pollutants.
students aware of the adverse effects of pollution.
nitrogen and lead
compounds)

(j) state the source of each - state the common sources of these pollutants.
of these pollutants
(i) carbon monoxide - describe the adverse effects of these pollutants on
from the our health and the environment.
incomplete
combustion of
carbon-containing
substances
(ii) sulphur dioxide - explain the harm caused by acid rain.
from the
combustion of
fossil fuels which
contain sulphur
compounds
(leading to acid
rain)
(iii) oxides of nitrogen
and lead
compounds from
car exhausts

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 31

YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(k) state the adverse effect
of acidic pollutants on
buildings and plants, and
of carbon monoxide and
lead compounds on
health

(I) describe, in outline, the - briefly describe how water is purified before it Use Fig 13.6, Pg 157 of Chemistry for “O” Level
purification of the water reaches our homes, with emphasis on filtration and Combined Science BDE or OTM 2 Topic 3, to explain
supply in terms of chlorination. the purification of water.
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)

Topic 18 : Hydrogen Time Allowed : 1 week

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.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to Review with students the reactions of reactive Combined Science : Teaching
metals with water and with acids (Topic 9, Year 4) Guidelines and Resources Upper
(a) describe the formation of - describe how hydrogen can be obtained by the
by doing experiments, (Na with H2O ; Mg with Secondary, Part 2, Curriculum
hydrogen as a product of reaction between some metals and dilute acids
HCl). Collect the gas and test it using lighted splint. Development Department, MOE.
the reaction between and water.
(i) reactive metals and - construct equations for the reactions above. Chemistry for ‘O’ Level Combined
Write word and chemical equations for their
water Science and ‘N’ and ‘O’ Level
reactions.
(ii) metals and acids Science, Brunei Darussalam Edition.
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 32
YEAR 10 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(b) name the uses of - state some uses of hydrogen.
hydrogen in the
manufacture of ammonia
and margarine, and as a
fuel in rockets

(c) describe the identification - describe the test for hydrogen.

of hydrogen using a
lighted splint (water being
formed)

Extension
Notes (including safety) Students should exercise care when testing for hydrogen gas. Use of test tube holder should be emphasized.

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 33

YEAR 10 (2 + 3)
 Topic 19 : Nitrogen Time Allowed : 1 week
19.1 Ammonia and the Haber process
19.2 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.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to Combined Science : Teaching
Guidelines and Resources Upper
a) describe the need for - explain why plants need nitrogen, phosphorus and Review on the need of nitrogen in plants (Topic 9) and
Secondary, Part 2, Curriculum
nitrogen, phosphorus and potassium compounds. discuss the need of phosphorus and potassium
Development Department, MOE.
potassium compounds in compounds in plant life.
plant life
Chemistry for ‘O’ Level
Combined Science and ‘N’ and
(b) name the use of nitrogen - state the use of nitrogen in the manufacture of Use Fig. 8.6, Pg 366 of Chemistry for “O” Level
‘O’ Level Science, Brunei
in the manufacture of ammonia. Combined Science BDE to explain the manufacture of
Darussalam Edition.
ammonia ammonia.
Useful products from air
(c) describe the essential - describe the essential conditions for the
http://www.bbc.co.uk/schools/gcs
conditions for the manufacture of ammonia by the Haber process.
ebitesize/chemistry/usefulproduc
manufacture of ammonia - write the chemical equation for the formation of
tsair/ammonia_haberrev1.shtml
by the Haber process ammonia from nitrogen.
Use the flow chart on Pg 367, of Chemistry for “O”
(d) name the uses of - describe the use of ammonia in the manufacture Level Combined Science BDE to explain the uses of
ammonia in the of fertilizers. ammonia.
manufacture of fertilisers
such as ammonium
sulphate and nitrate

Students can write down equations for the preparations of ammonium chloride, ammonium sulphate, ammonium nitrate and ammonium phosphate
Extension
from ammonia.
Notes (including safety) It is important to tell students that the formula of ammonia is NH3 not NH4 .

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

YEAR 10 (2 + 3)