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1:
1.1 Measurement of length, time and volume
Prior Knowledge : LSS SoW (Topic 1.3. : Measurement ; 1.3.1. Length, Area and Volume)
Links To : Most topics
Keywords : S.I. Units, length, thickness, distance, diameter
Misconceptions : Students think that distance/thickness/diameter are not lengths.
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
Students should be able to : Do simple experiments using their own Combined Science :
rules to measure length of textbook, lab Teaching Guidelines
- use a ruler to measure length of tables etc. and Resources Upper
(a) use and describe
a given object, Display 15 cm, 30 cm, half-metre rule,1 Secondary ,Part 1, CDD
how to
- measure the length of a book, metre rule and measuring tape.
use rules,
table and fabric, What are they used for? Physics for ‘O’ Level
micrometers,
- state the SI unit for length Get the students to select the Combined Science and
vernier scales and
- identify the steps in using a appropriate instrument for measuring ‘N’ and ‘O’ Level
calipers to
vernier caliper and micrometer length of : * pencil * textbook * table Science, Brunei
determine
screw gauge to measure the Ask students to select the instrument Darussalam Edition.
lengths
diameter and thickness of objects. for measuring :
* the thickness of coin, wire
* diameter of coin and wire
The students will measure thickness of paper, hair, wire, thread, etc.
Extension
They can measure diameter of objects such as test tubes.
Skills are developed during laboratory practical in terms of minimizing errors by doing the same
Notes (including
procedures at least twice. Proper techniques of using micrometer screw gauge and vernier calipers to
safety)
determine the readings.
Topic Physical Quantities and Units
1:
1.1 Measurement of length, time and volume
Prior Knowledge : LSS Mathematical skills in calculations.
Links To : Most topics.
Keywords : Interval of time, period of a pendulum, volume of liquids, volume of solids
Misconceptions : The students think that a period of the pendulum is only half of 1 complete oscillation.
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
The students should be able to: Refer OTM 1a Comprehensive Physics
- name a suitable instrument for for ‘O’ Level Science,
(b) use and describe Use stop clocks and stopwatches to
measuring time, pg 16 to pg18
how to use clocks show how to read and record the time.
and other devices - do the experimental set-up to
measure the period of the Set up a simple pendulum and
for measuring an
pendulum, demonstrate how to find the period of
interval of time,
the pendulum by measuring the time of
including the - handle, manipulate and use
10 or 20 complete oscillations. Discuss
period of stopwatch to measure the period of
necessary precautions as well to
pendulum a pendulum,
improve accuracy and to reduce error.
- identify some ways to avoid
Students will repeat the procedure
errors.
Extension Find out the effect on the period of the pendulum if the length is changed.
Notes (including
Digital stopwatch is more accurate than analog stopwatch.
safety)
Links To : Osmosis, Transport in flowering plants (Transpiration), Transport in human (blood cells), Respiration
(Gaseous exchange)
Keywords : specialized, root hair cell, extension, elongated, absorb, absorption, osmosis, surface area, red blood
cell, transport, oxygen, haemoglobin, biconcave, depression
Misconceptions : Students think that all molecules move only by osmosis.
All animal cells have nuclei. All plant cells have chloroplasts.
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
(e) state, in simple Students should be able to : Show students root hairs of seedlings of http://schools.moe.edu.
terms, the green beans/peas which have been sg/chijsjc/Biology/Cell
- identify a root hair cell
relationship grown for a week. %20Structure/cell_struc
- make clear biological drawing
between cell ture.htm
of a root hair cell using a sharp Observe prepared slides of root hair cell
structure and cell
pencil and red blood cells using microscope. Cell specialisation
function for
(i) root hair cells –
- label the different parts of the http://www.bbc.co.uk/sc
Discussion & explanation on how a
root hair cell (cell wall, cell hools/ks3bitesize/scienc
absorption typical plant cell is specialized to
membrane, cytoplasm, vacuole, e/biology/cells_3.shtml
(ii) red blood cells become a root hair cell using diagrams.
nucleus) Specific function of
– transport of
- describe how a root hair is animal cells
oxygen
specialized from a typical plant http://www.bbc.co.uk/sc
cell hools/gcsebitesize/biolo
(f) identify these State the relationship between cell
- state how the structure of a gy/cellprocesses/1cellfu
cells from
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 5
YEAR 9 (2 + 2)
diagrams and root hair (shape & structure and cell function for these nctionsrev4.shtml
from - size)is related to its function cells (red blood cells and root hair Specific function of
photomicrographs (absorption of water and mineral cells). plant cells
salts) http://www.bbc.co.uk/sc
Discussion & explanation on how a
- state the function of a root hair hools/gcsebitesize/biolo
typical plant cell is specialized to
cell gy/cellprocesses/1cellfu
become a root hair cell using diagrams.
- state the differences between a nctionsrev5.shtml
root hair cell and a typical plant
cell
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
- identify a red blood cell
- make clear biological drawing
of red blood cell using a sharp
pencil
- label the different parts of the
red blood cell (cell
- membrane, cytoplasm)
- describe how a red blood cell is
specialized from a typical animal
cell
- state the function of a red blood
cell
- state how the structure of a red
blood cell is related to its function
- explain how the presence of
haemoglobin in a red blood cell is
related to its function
- state the differences between a
red blood cell and a typical animal
cell
Extension Find out the structure and function of xylem vessel and phloem.
Notes (including It is essential that these are very clearly taught lessons. This is a good opportunity for developing thinking
safety) skills rather than just telling students. It is worth spending time emphasizing terms eg haemoglobin,
Extension Use of a burette to work out a method to estimate the volume of one drop of water.
Notes (including
Care when handling mercury thermometers. Use of pipette fillers and burette funnels.
safety)
Topic 6 KINEMATICS
:
6. Graphical Analysis of Motion
2
Prior Knowledge : Plotting the speed-time graph and distance-time graph.
Links To : Calculating speed, velocity and acceleration
Keywords : uniform speed, uniform acceleration, deceleration.
Misconceptions : Acceleration is the change of velocity.
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
Students can investigate the role of macronutrients in plant growth (for example; magnesium,
Extension
phosphorus, calcium. potassium and sulphur)
Notes (including
safety)
Find out about deficiency symptoms of vitamins A, C, D and K and Mineral salts Iron, Calcium, Iodine.
Extension
Find out about bulimia, dietry requirements of a pregnant woman and a lactating mother.
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
Students can find out what kinds of food can be taken to avoid constipation problems.
Extension
Students can investigate different ways that can be followed to avoid obesity.
(k) state
(i) the role of the
- state the roles of liver in
liver in the
the digestion and assimilation of
metabolism of
food
glucose and
- explain what happens to
amino acids
excess glucose
(ii) the role of fat
- explain what happens to
as a storage
excess amino acids
substance
- explain what happens to
(l) state that the excess fats
formation of urea
and the
breakdown of - describe briefly how, and
alcohol occur in in what form, excess nitrogen is
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 30
YEAR 9 (2 + 2)
removed from the body
the liver
Some diabetic patients need to go to the hospital for injection of insulin into their body. Find out about
Extension
diabetes and insulin.
Notes (including
Remind students that the intake of alcohol is HARAM and can harm the liver.
safety)
Mixture
http://www.bbc.co.uk/sch
ools/ks3bitesize/science/c
hemistry/elements_com_
mix_6.shtml
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 35
YEAR 9 (2 + 2)
http://www.bbc.co.uk/sch
ools/ks3bitesize/science/c
hemistry/elements_com_
mix_7.shtml
Extension Find out elements in the Periodic Table named after countries, the planets, scientists and universities.
Notes (including
safety)
Links To : Deformation
Keywords : Moments, perpendicular distance, force, clockwise moment, counterclockwise moment.
Misconceptions : Moment and turning effect is a force.
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
(a) describe the Students should be able to : Start the lesson by asking these Comprehensive Physics
moment of a force - define the moment of a questions for ‘O’ Level Science, pg
in terms of its force Name objects which have fixed 56 to pg 60
turning effect and - locate the turning effect points or pivot or fulcrum.
give everyday of a force on a diagram, (Answers includes: the pointer on GCSE Physics 3rd edition,
examples the clock, tap, door, steering pg 80 to pg 83
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 42
YEAR 9 (2 + 2)
- identify clockwise and wheel.
anticlockwise moments, What happen if these objects are BBC - Schools - KS3
- give examples of pushed or pulled? Bitesize - Science -
(b) perform and
moment of force in everyday life, Physics - Forces and
describe an Make students aware that there are Motion
experiment to two types of moment: clockwise
- state the principle of
verify the principle moment and anticlockwise moment.
moments,
of moments Use a drawing of a see-saw and cut-
- do an experiment to
prove principle of moments,. out drawings of two people. Make one
(c) make larger than the other. Present these
calculations drawings using the OHP. They can
involving the also be used to explain the principle
- use the moment of a
principle of of moment.
force = force x perpendicular
moments
distance from the pivot in different
situations to solve related problems,
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
- show understanding that http://www.practicalphysi
the weight of a body maybe taken cs.org/go/Experiment_22
as acting at a single point at a 6.html;jsessionid=a8LXga
single point as its centre of gravity. Dewz--?
topic_id=$parameters.to
pic_id&collection_id=29
http://www.onlinephysics
help.com/principles_of_m
oments.htm
Extension Do experiments on balancing moments.
Notes (including
safety)
Extension
Notes (including Plenty of exercise on chemical formulae and chemical equations must be given to the students for
safety) practice.
Topic The Chemistry and Uses of Acids, Bases and Time Allowed : 2 weeks
20 : Salts
2 Characteristic properties of acids and bases
0.1
2 pH
0.2
Prior Knowledge : LSS SOW (Topic 14.0 : Acids, Alkalis & Salts; Topic 11.3 : Hydrogen); Acids, alkalis and salts are common
in daily life
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 52
YEAR 9 (2 + 2)
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.
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.
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
Students should be able to Use the reactivity series to guide the Chemistry for ‘O’ Level
(a) describe the ease
methods adopted for extraction of Combined Science and
in obtaining - relate the ease of
metals from their ores. ‘N’ and ‘O’ Level Science,
metals from extracting metals from their ores to
Refer to Table 10.2, Pg 201, of Brunei Darussalam
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 77
YEAR 9 (2 + 2)
their ores by their positions in the reactivity Combined Science, Chemistry
Edition.
relating the series. textbook.
elements to the Combined Science :
reactivity series - describe the main Use OTM 3a and 3b, Topic 15 to Teaching Guidelines and
reactions in the blast furnace during explain extraction of iron from Resources Upper
(b) describe the the extraction of iron from iron ore. haematite. Secondary, Part 2,
essential reactions Curriculum Development
in the - write the chemical Department, MOE.
equations for the reactions
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
Extension Project work : Taking pictures of metals and their alloys to show their uses.
Notes (including
safety)