Topic The Chemistry and Uses of Acids, Bases and Time Allowed : 3 ½ weeks

1: Salts
1 Characteristic properties of acids and bases
.1
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 Combined Science
show reactions of acids with some Teaching Guidelines
(a) describe the - define an acid and an alkali.
metals and carbonates. Gaseous and Resources Upper
meanings of the
products can be identified. Examples : Secondary Part One
terms acid and
acid with Mg, Zn and Cu; and with
alkali in terms of Chemistry for ‘O’ Level
K2CO3, CaCO3 and CuCO3.
the ions they Combined Science and
contain or ‘N’ and ‘O’ Level
These reactions to be represented by
produce in - state the colour change of Science, Brunei
word and chemical equations.
aqueous solution some indicators with acids Darussalam Edition.
- describe some characteristics
Emphasize the general equations for Online resource :
(b) describe the properties of acids as in reactions
each reaction.
characteristic with metals, bases and carbonates.
Acids, Bases and Salts
properties of acids - construct equations for the
http://www.bbc.co.uk/sc
as in their reactions of acid.
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 1
YEAR 10 (2 + 3)
 reactions with - name expected products in Some acids can be tested using hools/gcsebitesize/che
metals, bases, given reactions of acid Universal Indicator and litmus paper. mistry/chemicalreaction
carbonates and - describe the chemical test for s/0acidsbasesrev1.shtm
their effects on hydrogen gas l
indicator paper
Neutralisation
http://www.footprints-
science.co.uk/neutral.ht
m

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
Care must be taken when performing reactions involving acids.
safety)

Topic The Chemistry and Uses of Acids, Bases and

1: Salts
1.1 Characteristic properties of acids and bases
1. pH
2
Keywords : ammonia, pH scale, neutral
Misconceptions : All carbonates are bases.
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks

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

YEAR 10 (2 + 3)
(c) describe the Students should be able to Students to perform an experiment with
characteristic copper(II) oxide (base) and an acid
- describe reactions involving
properties of (H2SO4).
bases with acid and ammonium
bases as in their
salts.
reactions with Any ammonium salt can be used with a
- write chemical equations for
acids and with base and heated to produce ammonia
the reactions of bases.
ammonium salts gas. Students can identify ammonia gas
- write an ionic equation to pH scale
and their effects using red litmus paper.
represent the reaction between an http://www.footprints-
on indicator
acid and alkali science.co.uk/ph.htm
paper Some alkalis can be tested using
- define neutralization
Universal Indicator paper and litmus
- name the salt produced from a
papers.
neutralization reaction given a
named acid and alkali
(d) describe A range of substances can be tested in
- describe the test for ammonia
neutrality and liquid form using Universal Indicator
gas.
relative acidity and pH paper.
- use the pH scale to determine
and alkalinity in
whether given substances are
terms of pH Use OTM 1, Topic 11.
acidic, alkaline or neutral.
(whole
- state the colour changes of
numbers only), Teachers to provide names of crops
indicator in alkaline solutions.
measured using that thrive in acidic and alkaline soils.
Universal
- explain why pH of soil needs to
Indicator paper
be adjusted according to the crops
grown.
(e) describe and - suggest suitable chemicals that
explain the can alter the pH of soil to suit the
importance of plants grown.
controlling acidity
in soil

Syllabus Objective Learning Outcome Activities Resources and

Hyperlinks

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

YEAR 10 (2 + 3)
 The pH of soil around the school can be studied using Universal Indicator.
Students can find out the pH of some common substances used in daily life eg soap, detergents,
Extension
toothpaste, milk, vinegar, shampoo, glass cleaner.
Do a concept map on acids, bases and salts.
Notes (including
Care must be taken when performing experiments involving heating.
safety)

Topic The Chemistry and Uses of Acids, Bases and

1: 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 Combined Science
oxides in each group (acidic, basic, Teaching Guidelines
(f) classify oxides as - classify common oxides as
amphoteric). and Resources Upper
either acidic, acidic, basic or amphoteric oxides.
Secondary Part One
basic, or - predict the type of oxide based
Discuss with students the methods for
amphoteric on the reaction, if any, with acids
preparing soluble salts : Chemistry for ‘O’ Level
related to and alkalis.
(i) acid + metal Combined Science and
metallic/non- - name soluble chlorides,
(ii) acid + insoluble base ‘N’ and ‘O’ Level
metallic character sulphates, nitrates, carbonates
(iii) acid + insoluble carbonate Science, Brunei
- suggest suitable reagents for Darussalam Edition.
(g) describe the
the preparation of given soluble Various steps involved in the
preparation,
salts and describe the steps preparation of the salt must be
separation and
involved in the preparation. mentioned.
purification of
salts as examples - describe how titration is used to Experiments to prepare, separate and
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 4
YEAR 10 (2 + 3)
 of some of the prepare certain soluble salts. purify salts such as copper(II) sulphate
techniques - describe how these soluble or zinc chloride.
specified in topic salts are purified
1.2(c): - name some common insoluble Titration method (acid/alkali) to prepare
methods of salts and describe the precipitation a soluble salt must also be
preparing salts method in preparing these salts. demonstrated.
to illustrate the
practical
techniques
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
should include - describe how these insoluble Experiments to prepare insoluble salts
the action of salts are separated and purified such as lead(II) iodide, silver chloride &
acids with - write ionic equations to barium sulphate.
insoluble bases, represent the precipitation method
and acids with of preparing insoluble salts. Discuss with students the methods for
insoluble preparing insoluble salts by
carbonates precipitation method. For example :
lead nitrate and potassium iodide to
(h) suggest a
prepare lead iodide crystals.
method of
preparing a given
[Refer to Appendix 1, Topic 11].
salt from suitable
starting 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.
Notes (including Alkalis and bases are commonly confused, so worth spending a little time to explain these to the students.
safety) Extra care is needed in doing the practical.

Topic The Periodic Table Time Allowed : 3 weeks

2:
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 5
YEAR 10 (2 + 3)
 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 Students should be able to Refer to OTM 6, Topic 15. Combined Science
Periodic Table as Teaching Guidelines
- state how elements are
a method of and Resources Upper
classified in the Periodic Table.
classifying Secondary Part One
elements and
describe its use in
predicting
properties of
elements
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
(b) describe the - describe the trend of metallic Chemistry for ‘O’ Level
change from character to non-metallic character Combined Science and
metallic to non- of elements across a period. ‘N’ and ‘O’ Level
metallic character Science, Brunei
across a period Get students to list down the electronic Darussalam Edition.
- state the electronic structures structures/configurations of all
(c) describe the for the first twenty elements in the elements in each group. Relate the
relationship Periodic Table. number of electrons in the outer shell to
between group - relate the group number of an the group number and to their
number, number element to metallic/non-metallic character.
of outer electrons (a) the number of valency
and metallic / electrons and charge of the ions Refer to OTM 7, 8 and 9, Topic 15 to
nonmetallic (b) the metallic or non explain the properties and trends.
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 6
YEAR 10 (2 + 3)
 character metallic character.
(c) the type of bond formed
by the element with other
elements.
- 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. Group properties
2
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 Online resource :
d) describe lithium,
to show softness of metals with a knife
sodium and - name elements in Group 1 as Group I – alkali metals
and their reactions with water.
potassium in alkali metals.
Group I
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks

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

YEAR 10 (2 + 3)
 (the alkali metals) - describe the general properties Hand out a data sheet with the http://www.bbc.co.uk/sc
as a collection of of Group 1 elements and the trend properties of an unknown element. hools/gcsebitesize/che
relatively soft in reactivity down the group. Students predict if the element is from mistry/periodictableand
metals showing a - write equations for the Group I. groups/group1rev1.sht
trend in melting reactions between lithium, sodium ml
point and in and potassium with water and Refer to OTM 8 and 10, Topic 15 for
reaction with chlorine trends and properties. http://www.s-
water and with cool.co.uk/topic_quickle
chlorine Teachers can demonstrate an arn.asp?
- use information given to predict experiment using chlorine water loc=ql&topic_id=3&qui
(e) predict the the properties of other elements in (chlorox) on potassium iodide solution. cklearn_id=3&subject_i
properties of the group. d=21&ebt=214&ebn=
other elements in &ebs=&ebl=&elc=4
Group I, given
data, where Hand out data about an unknown Reaction of sodium with
appropriate - name the elements in Group VII element and predict what group it is in. water
as the halogens. Hand out data relating to elements in a http://www.theodoregra
(f) describe - describe the general properties group. Predict the properties of an y.com/PeriodicTable/Sto
chlorine, bromine of Group VII elements and their unknown element in the group based ries/011.2/
and iodine in trends in colour, state and reactivity on the known properties of the other
Group VII (the down the group. elements. Refer to OTM 12, Topic 15. Group VII – The
halogens) as a - predict the observations, if any Halogens
collection of for the reaction between a halogen http://www.bbc.co.uk/sc
diatomic and the aqueous salt of another hools/gcsebitesize/che
nonmetals halogen. mistry/periodictableand
showing a trend in - explain the above reactions, if groups/group7rev1.sht
colour, state, and any, based on the reactivity of the 2 ml
in their halogens.
displacement - use information provided to
reactions with suggest suitable properties of
other halide elements in other groups.
ions Group 0 – The Noble
gases
(g) predict the http://www.bbc.co.uk/sc
properties of hools/gcsebitesize/che
State the electronic configuration of the
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 8
YEAR 10 (2 + 3)
 other elements in Group VIII elements to show why they mistry/periodictableand
Group VII, given are unreactive. Refer to OTM 11. groups/group0rev1.sht
data, where ml
appropriate

(h) identify trends in - give examples of noble gases.

other groups, - explain the unreactive nature of
given information noble gases.
about the - state some uses of noble gases.
elements
concerned

(i) describe the

noble gases as
being unreactive
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
(j) describe the uses Refer to Combined Science : Chemistry
of the noble gases Textbook, BDE, Pg
in 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
Notes (including only.
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 Transport in Flowering Plants Time Allowed : 1 week

3:
3.1 Water and ion uptake
3.2 Transpiration
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 9
YEAR 10 (2 + 3)
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 Combined Science
a) describe the
earlier in year 3 (cell structure and Teaching Guidelines
structure and - name the tissue through which
organization) and could now be covered and Resources Upper
function of root water travels from the roots to the
as revision. Refer to Biology textbook, Secondary Part One
hairs in relation to leaves
pg 25, Fig 2.9.
their surface - name the tissue through which
Biology for ‘O’ Level
area, and to water sugar passes from the leaves to the
Use celery stalk dip in coloured dye to Combined Science and
and ion uptake rest of a plant
demonstrate uptake of water and ‘N’ and ‘O’ Level
(topic 1.2(e)) - draw a root hair cell and
transport of water in plants. Science, Brunei
identify the different parts of a root
Darussalam Edition.
hair cell
- describe the structure of a root
Refer to OTM 6 and 7, Topic 10 to Online resource :
hair and how it is related to its
illustrate transpiration.
function in water and ion uptake
- describe how water and mineral
salts enter root hair cells
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
(b) define - describe how water is lost A demonstration of wilting occurring in Transport and support
transpiration as through the stomata a cut branch of a plant should be in plants
the loss of water - define transpiration carried out. [Refer to bio textbook, BDE, http://www.biotopics.co.
vapour from pg 105, Fig 9.12 (a) and (b). uk/plants/pltrsu.html
stomata Transpiration
- define wilting http://www.bbc.co.uk/sc
(c) describe how - describe causes of wilting hools/gcsebitesize/biolo
wilting occurs gy/greenplantsasorgani
sms/1watertransportrev

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

YEAR 10 (2 + 3)
 2.shtml

Extension
Notes (including
It is worth to demonstrate the experiment above to show students the uptake of water.
safety)

Topic Transport in Humans Time Allowed : 3 weeks

4:
4. Circulatory system
1
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 Combined Science
online resources to explain the blood Teaching Guidelines
(a) describe the - describe that the circulatory
circulatory system. and Resources Upper
circulatory system system is made up of a pump
Secondary Part One
as a system of (heart) , blood vessels (network of
tubes with a tubes) and blood (medium of
Biology for ‘O’ Level
pump and valves transport)
Combined Science and
to ensure one-
‘N’ and ‘O’ Level
way flow of blood
Science, Brunei
Darussalam Edition.

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

YEAR 10 (2 + 3)
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
(b) describe the - identify and label the four Use OTM 14, 15(a) and 15(b), Topic 7 to Online resource :
structure and chambers of the heart, the blood explain structure, pumping of heart and
function of the vessels to and from the heart and action of semi-lunar valves. The heart and
heart in terms of the valves circulatory system
muscular - draw arrows to show the flow of http://www.biotopics.co.
Use model/chart/optic cards to further
contraction and blood into the heart, inside the uk/circuln/heart.html
explain the above.
the working of heart and away from the heart The heart
valves - describe the function of the four http://www.activescienc
chambers of the heart, the blood e-
vessels to and from the heart and gsk.com/miniweb/conte
the valves nt/heart/hcs.cfm
- describe oxygenated blood and http://www.ehc.com/vb
deoxygenated blood ody.asp
- compare the composition of The circulatory system
oxygenated blood and http://www.bbc.co.uk/sc
deoxygenated blood hools/gcsebitesize/biolo
(c) compare the gy/humansasorganisms
structure and - identify an artery, a vein and a Use OTM 16, Topic 7 to explain the /1circulationrev1.shtml
function of capillary structure and function of arteries, veins http://www.biotopics.co.
arteries, veins - compare the structure and and capillaries. uk/circuln/hrtprb.html
and capillaries function of an artery, a vein and a Arteries, veins &
capillary Use OTM 17, Topic 7 to explain capillaries
(d) describe blockage of coronary arteries. http://library.thinkquest
coronary heart - describe coronary heart disease .org/22016/circ/index.ht
disease in terms - list the possible causes of Invite professionals from coronary care ml
of blockage of coronary heart disease units (hospital) to deliver talks on heart Coronary problems
coronary arteries - describe ways to reduce the related issues. http://library.thinkquest
and list the risks of coronary heart disease .org/22016/circ/problem
possible causes s.html

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

YEAR 10 (2 + 3)
 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)

Topic Transport in Humans

4:
4. Circulatory system
1
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 Combined Science
slides/diagrams/photomicrographs to Teaching Guidelines
(e) identify red and - identify red and white blood
identify/label different components of and Resources Upper
white blood cells cells as seen under the microscope
blood [red blood cells, white blood cells, Secondary Part One
as seen under on prepared slides, in diagrams and
platelets and plasma].
the microscope on photomicrographs Biology for ‘O’ Level
prepared slides, Combined Science and
and in diagrams ‘N’ and ‘O’ Level
and Science, Brunei
photomicrographs Darussalam Edition.
- list the components of blood
Refer to OTM 20(a),(b), 21(a),(b),(c) and
(f) list the and state the function of each More about white blood
(d), Topic 7.
components of component cells
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 13
YEAR 10 (2 + 3)
 blood as red blood http://www.bbc.co.uk/sc
cells, white blood hools/gcsebitesize/biolo
cells, platelets gy/humansasorganisms
and plasma /maintaininghealthrev7.
shtml
(g) state the - state the function of red blood
functions of blood cells Red blood cells
(i) red blood http://library.thinkquest
cells – .org/C0115080/?c=rbc
haemoglobin White blood cells
and oxygen - describe phagocytosis, http://library.thinkquest
transport antibody formation and tissue .org/C0115080/?c=wbc
(ii) white blood rejection Platelets
cells – http://library.thinkquest
phagocytosis, .org/C0115080/?
antibody c=platelets
formation and
tissue
rejection

Syllabus Objective Learning Outcome Activities Resources and

Hyperlinks
(iii)platelets – - describe blood Blood
fibrinogen to clotting http://www.biotopics.co.
fibrin causing uk/circuln/blood.html
clotting Red blood cell
production
(iv) plasma - state the contents of plasma
http://health.howstuffw
– transport of - describe the function of plasma
orks.com/adam-
blood cells,
200028.htm
ions, soluble
food
Blood clotting
substances,
http://library.thinkquest
hormones,
.org/C0115080/?
carbon
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 14
YEAR 10 (2 + 3)
 c=clotting
dioxide, urea,
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)

Topic Transfer of Thermal Energy Time Allowed : 2 weeks

5:

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

YEAR 10 (2 + 3)
 5. Conduction
1
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 Keith Johnson. Physics
wearing dark and light clothes and For You,
(a) describe - define conduction,
using metal spoons and wooden spoons
experiments to - give examples of good and bad
in cooking. Experiment to show water is Physics for ‘O’ Level
distinguish conductors of heat,
a bad conductor of heat. Combined Science and
between good - describe in molecular terms,
‘N’ and ‘O’ Level
and bad how energy is transferred by
Installation of air-conditioners and Science, Brunei
conductors of conduction,
heaters at home may be used to Darussalam Edition.
heat
- define convection, discuss convection process. Sea breeze
- show understanding that and land breeze can also be used in the http://www.bbc.co.uk/sc
(b) relate convection thermal energy is transferred from discussion. hools/ks3bitesize/scienc
in fluids to density a region of higher temperature to a e/physics/energy_transf
changes and region of lower temperature, To explain conduction, convection and er_4.shtml
describe - describe in molecular terms, radiation, demonstrate the activities
experiments to how energy is transferred by found in the book ‘GCSE Physics For http://www.bbc.co.uk/sc
illustrate convection, You’, Keith Johnson, Chapter 8, page 48 hools/gcsebitesize/phys
convection to 59. ics/energy/energytransf
- define radiation, errev6.shtml
- describe in molecular terms, Utilise the thermal energy kits provided
how energy is transferred by in the lab
(c) describe radiation, http://www.uwsp.edu/c
experiments to - differentiate good and bad nr/wcee/keep/Mod1/Rul
distinguish emitters; good and bad absorbers, es/EnTransfer.htm
between good
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 16
YEAR 10 (2 + 3)
 and bad emitters - describe the importance of heat
and good and bad insulation in homes, domestic hot http://zebu.uoregon.edu
absorbers of infra- water system and use of thermos /~soper/Physics/therma
red radiation flasks. ltransfer.html
(d) identify and
explain some of
the everyday
applications and
consequences of
conduction,
convection and
radiation
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
Extension Do experiments on conduction, convection and radiation.
Notes (including
safety)

Topic Temperature Time Allowed : 1 ½ weeks

6:
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

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

YEAR 10 (2 + 3)
 Students should be able to : Show different thermometers. Highlight Tom Duncan. GCSE
the physical properties that each Physics 3rd edition, pg
(a) appreciate how a - explain the difference between
thermometer used. 150 to pg152
physical property heat and temperature,
which varies with - describe the effects of changes
Show the steps involved in marking the Charles Chew & Leong
temperature may in volume, e.m.f and expansion of
scale on a liquid-in-glass thermometer See Cheng.
be used for the metal for the measurement of
in explaining the importance of fixed Comprehensive Physics
measurement of temperature,
points. for ‘O’ Level Science,
temperature and - describe a rise in temperature
pg 94 to pg 109
state examples of of a body in terms of an increase in
Use magnified diagrams of liquid-in-
such properties its internal energy.
glass thermometers to explain Physics for ‘O’ Level
sensitivity and range. Combined Science and
(b) recognise the
Examples: ‘N’ and ‘O’ Level
need for, and - describe how the lower and
Science, Brunei
 Diagrams of two thermometers of
identify, fixed upper fixed points of a thermometer
the same length but different bore Darussalam Edition.
points are calibrated,
size.
(c) show - explain sensitivity, and range of  Diagrams of two thermometers of
understanding of a thermometer, the same length but different bulb
sensitivity and - describe how the different size.
range thermometers are selected for
measuring temperatures at Use real pictures of laboratory and
different conditions, clinical liquid-in-glass thermometers to
explain the structures and actions.
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
(d) describe the - describe the structure and
structure and working of liquid-in-glass
action of liquid-in- thermometers, namely mercury and
glass clinical thermometers.
thermometers
(laboratory
and clinical)
Extension Do an experiment to determine the melting ice and boiling point of water.

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

YEAR 10 (2 + 3)
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, Physics for ‘O’ Level
diagrams and pictures found in the Combined Science and
(a) describe - describe and give examples of
book ‘GCSE Physics For You’, Keith ‘N’ and ‘O’ Level
qualitatively the thermal expansion of solids, liquids
Johnson, Chapter 4, page 22 to 29. Science, Brunei
thermal and gases,
Darussalam Edition.
expansion of - compare the expansion of
solids, liquids and solids, liquids and gases,
gases
- explain with examples the
consequences of thermal
(b) identify and expansion,
explain some of - explain with examples the uses
the everyday of thermal expansion.
applications and
consequences of
thermal
expansion
Extension
Notes (including
safety)

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

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 Combined Science
Textbook, BDE to list the physical Teaching Guidelines
(a) describe the - state the general physical
properties of metals. and Resources Upper
general physical properties of metals.
Secondary Part 2, CDD
properties of
metals
Use OTM 1. Chemistry for ‘O’ Level
Combined Science and
(b) explain why - define an alloy and explain the
‘N’ and ‘O’ Level
metals are often use of alloys instead of pure metals
Science, Brunei
used in the form for making objects.
Darussalam Edition.
of alloys
Online resource :
(c) identify - identify the structures of an
representations of alloy and a pure metal from Properties of metals &
metals and alloys diagrams. non-metals
from diagrams of http://www.s-
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 20
YEAR 10 (2 + 3)
 structures cool.co.uk/topic_quickle
arn.asp?
loc=ql&topic_id=12&qu
icklearn_id=1&subject_i
d=21&ebt=249&ebn=
&ebs=&ebl=&elc=4
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
Students can give the names of some common alloys used in everyday life, eg, in coins, pewter, cutlery,
Extension
medals etc.
Notes (including Stress more on the relationship between structure of metals with the physical properties (high melting
safety) 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 Pg 15.2, Combined
of metals (Ca, Cu, Fe, Mg, Zn and Al) to Science : Teaching
(a) place in order of - place metals in order of
investigate their reactions with water Guidelines and
reactivity calcium, reactivity based on their reactions,
and hydrochloric acid. Resources Upper
copper, if any with dilute acids, water and
Compare their reaction rates and list Secondary, Part 2,
(hydrogen), iron, steam.
them in order of increasing reactivity. Curriculum
magnesium, - write equations for the
Development
potassium, reactions between metals with
Use Fig 9.5, Pg 195 of Combined Department, MOE.
sodium and zinc water, steam and acid
Science, Chemistry textbook to explain
by reference to Chemistry for ‘O’ Level
the presence of oxide layer that
the reactions, if Combined Science and
adheres to the metal.
any, of the metals ‘N’ and ‘O’ Level
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 21
YEAR 10 (2 + 3)
 with water (or Science, Brunei
steam) and dilute Darussalam Edition.
hydrochloric acid Use OTM 2 topic 15 to deduce an order
- explain the apparent
of reactivity. The reactivity series of
(b) account for the unreactivity of aluminium.
metals
apparent
http://www.bbc.co.uk/sc
unreactivity of
hools/gcsebitesize/che
aluminium in
mistry/usefulproductsro
terms of the
cks/reactivity_seriesrev
presence of an
- use given observations to 2.shtml
oxide layer which
deduce the order of reactivity of Ordering metals in the
adheres to the
metals. reactivity series
metal
- use the reactivity series to http://www.bbc.co.uk/sc
(c) deduce an order predict the outcome of reactions. hools/gcsebitesize/che
of reactivity from mistry/usefulproductsro
a given set of cks/reactivity_seriesrev
experimental 1.shtml
results

Syllabus Objective Learning Outcome Activities Resources and

Hyperlinks
Demonstration : Ca +
H2O
http://www.angelo.edu/f
aculty/kboudrea/demos
/calcium_H2O/calcium_
H2O.htm
Reaction of sodium
with water
http://boyles.sdsmt.edu
/sodwat/reaction_of_sod
ium_and_water.htm
Extension Comparing reactions of very small pieces of Aluminium foil and granulated aluminium metal with
hydrochloric acid.
Project work : Students can take pictures of reactions of metals with water and acid using digital camera
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 22
YEAR 10 (2 + 3)
 and use power point presentation to show their work.

Notes (including Students should be reminded that the experiment for the reaction of calcium with dilute hydrochloric acid
safety) should be performed in a test tube using a testtube holder.

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

10 :
10.1 Metal ores
10.2 The blast furnace
1 Iron and steel
0.3
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.

Syllabus Objective Learning Outcome Activities Resources and

Hyperlinks
Use the reactivity series to guide the Chemistry for ‘O’ Level
Students should be able to
(a) describe the ease methods adopted for extraction of Combined Science and
in obtaining - relate the ease of extracting metals from their ores. ‘N’ and ‘O’ Level
metals from metals from their ores to their Refer to Table 10.2, Pg 201, of Science, Brunei
their ores by positions in the reactivity series. Combined Science, Chemistry textbook. Darussalam Edition.
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 23
YEAR 10 (2 + 3)
 relating the
elements to the - describe the main reactions in Use OTM 3a and 3b, Topic 15 to explain Combined Science :
reactivity series the blast furnace during the extraction of iron from haematite. Teaching Guidelines
extraction of iron from iron ore. and Resources Upper
(b) describe the - write the chemical equations Secondary, Part 2,
essential for the reactions involved in the Use OTM 4, Topic 15 to explain Curriculum
reactions in the extraction of iron from iron ore objectives (c) and (d). Development
extraction of iron Department, MOE.
from haematite - describe how the properties of
iron are varied by the use of Refer to Table 11.1, Pg 206 of Online resource:
(c) describe the idea additives. Combined Science, Chemistry BDE for
of changing the uses of some metals (Al, Zn and Cu). The Blast furnace
properties of iron - state the uses of some metals http://www.s-
by the controlled and alloys and explain their uses cool.co.uk/topic_quickle
use of additives to based on their special properties. arn.asp?
form alloys called loc=ql&topic_id=9&qui
steels cklearn_id=2&subject_i
d=21&ebt=246&ebn=
(d) state the uses of &ebs=&ebl=&elc=4
mild steel (car
bodies and Iron and The Blast
machinery) and Furnace
stainless steel http://www.bbc.co.uk/sc
(chemical plant hools/gcsebitesize/che
and cutlery) mistry/usefulproductsro
cks/iron_blastfurnacere
(e) state the uses of v1.shtml
aluminium (e.g. in
the Extraction of metals
manufacture of http://gcsechemistry.co
aircraft parts m/ex17.htm
because of its
strength and low
density and in
food containers
because of its
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 24
YEAR 10 (2 + 3)
 resistance to
corrosion)

(f) state the uses of

zinc for
galvanising and
for
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 Respiration Time Allowed : 2 ½ weeks

11 :
1 Aerobic respiration
1.1
11.2 Anaerobic respiration
1 Human gaseous exchange
1.3
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
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 25
YEAR 10 (2 + 3)
 Hyperlinks
Students can do role-playing on aerobic Biology for ‘O’ Level
Students should be able to :
(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 living to show that out body burns food to Combined Science :
(b) define aerobic 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 breakdown respiration Department, MOE.
of food
substances in the Online resource
presence of The respiration process
oxygen
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
(c) state the http://www.biotopics.co.
equation for uk/humans/respro.html
aerobic Gaseous exchange and
respiration, using respiration
words only - describe and explain anaerobic Students will do role-playing on http://www.bbc.co.uk/sc
respiration of yeast using glucose anaerobic respiration. (Example can be hools/ks3bitesize/scienc
(d) define anaerobic solution found on Pg 142-143, Biology BDE). e/biology/gas_intro.sht
respiration as the - write down the word equation ml
release of a for anaerobic respiration Respiration
relatively small - state the products of anaerobic http://www.bbc.co.uk/sc
amount of energy respiration hools/gcsebitesize/biolo
by the breakdown - differentiate between aerobic gy/humansasorganisms
of food and anaerobic respiration /3respirationrev1.shtml
substances in the - differentiate aerobic respiration
absence of and breathing The human respiratory
oxygen
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 26
YEAR 10 (2 + 3)
 The students will predict the changes in system
(e) state the
gas concentration between inspired & http://www.biotopics.co.
equation for
expired air. Use OTM 6 to go over the uk/humans/resyst.html
anaerobic - describe the anaerobic
changes).
respiration, using respiration in muscles during
Use the diagram/tabulation, Fig.12.2 on Breathing
words only exercise
Pg 147, Biology BDE. http://www.bbc.co.uk/sc
- define an inspired air and
The teacher will use either Respiratory hools/gcsebitesize/biolo
(f) describe the expired air
System Model or chart to identify the gy/humansasorganisms
production of - explain the differences between
parts & functions of the organs. /2breathingrev1.shtml
lactic acid in inspired air and expired air
Discuss the diffusion of gases between
muscles during
blood and the air inside the alveoli & Experiments to
exercise
their role in gas exchange. Use OTM 4 & compare content of
(g) state the - state the effects of physical 5, Topic 13 (Resource file). inhaled and exhaled air
differences activity on rate and depth of http://www.biotopics.co.
between inspired breathing uk/humans/inhaledexha
and expired air - identify and label the parts of led.html
the breathing system in humans
(h) investigate and - state the pathway take by air Gaseous Exchange
state the effect of when it enters the respiratory http://health.howstuffw
physical activity system orks.com/adam-
on rate and depth - describe how the alveoli are 200022.htm
of breathing adapted for efficient exchange of http://health.howstuffw
gases orks.com/lung.htm/print
(i) describe the role able
- describe the role of the alveoli
of the exchange
in gaseous exchange
surface of the
- explain how exchange of gases
alveoli in gaseous
takes place
exchange (Details
of the role of the
diaphragm, ribs
and intercostal
muscles in
breathing are not
required.)
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 27
YEAR 10 (2 + 3)
Extension Find out effects of smoking to the Respiratory System.
Notes (including
safety)

Topic Excretion Time Allowed : 0.5 weeks

12 :
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 Biology for ‘O’ Level
(Resource file) to describe description Combined Science and
a) define excretion - explain the importance of
of carbon dioxide, excess water and ‘N’ and ‘O’ Level
as the removal of removing toxic materials and waste
urea. Science, Brunei
toxic materials products from organisms
and the waste - explain how carbon dioxide is Darussalam Edition.
Use OTM 11, Topic 13 (Resource file) to
products of produced by living cells
go over the urinary system. Combined Science :
metabolism from
organisms Teaching Guidelines
- describe how carbon dioxide and Resources Upper
(b) describe the and excess water are removed from Secondary, Part 2,
removal of carbon the body Curriculum
dioxide from the - describe how urea is produced Development
lungs, and of in the body Department, MOE.
water and urea - define excretion
through the The Urinary System
- identify and label the kidneys
kidneys (Details http://health.howstuffw
and their associated structures
of kidney orks.com/adam-
- state the function of the
structure and 200032.htm
kidneys and their associated
nephron are not structures
required.) - describe how urea is removed
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 28
YEAR 10 (2 + 3)
 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 : 2 weeks
13 :
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 Biology for ‘O’ Level
301 and fig. 3.4, Pg 302 of Biology for Combined Science and
(a) state the - identify and label the parts of
“O” Level Combined Science BDE to ‘N’ and ‘O’ Level Science,
principal functions an eye as seen in front view
label the different parts of the eye and Brunei Darussalam
of component - name the parts of the eye as
to state each function. Students can Edition.
parts of the eye seen in horizontal section
also draw and label their front eye
in producing a - state the function of the
view using a mirror. Combined Science :
focused image different parts of the eye
Teaching Guidelines and
of near and - explain how the eye produces
Models and charts of the eye are Resources Upper
distant objects on an image of an object on the retina
helpful in aiding to Secondary, Part 2,
the retina - explain how the eye focuses
understand the function f each Curriculum Development
both near and distant objects on the
structure. Department, MOE.
retina

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

YEAR 10 (2 + 3)
 A round flask of fluorescein with a Online resources:
convex lens at the front can be used The human eye
to show how light is focused on to the http://www.purchon.com/
retina (the back of the flask). biology/eye.htm
Use Fig. 3.5, Pg 304, Biology BDE to
discuss how light is focused onto the The eye and vision
retina. http://www.biotopics.co.u
k/humans/eyevis.html
Use Figs. 3.7, 3.8, 3.9 and 3.19, Pgs The eye function
- describe how the pupil 306 and 307 of Biology for “O” Level http://www.bbc.co.uk/sch
(b) describe the responds to bright and dim ight Combined Science, BDE to discuss ools/gcsebitesize/biology/
pupil reflex in - compare accommodation and focusing image of near and distant humansasorganisms/4ne
response to bright pupil reflex objects on to the retina. rvoussystemrev5.shtml
and dim light
The pupil reflex is a good example of
a reflex action, and students can see
this 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.
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks

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

YEAR 10 (2 + 3)
 With a partner use a weak torch to
demonstrate the response of the pupil
to changing light intensity. Students
need to observe and describe the
changes in the size of pupil.
Use Fig.3.11, Pg 309 and Fig. 3.12, Pg
310 of Biology for “O” Level Combined
Science, BDE to explain how the pupil
responds to changing light conditions.
The eye structure
http://www.bbc.co.uk/sch
ools/gcsebitesize/biology/
humansasorganisms/4ne
rvoussystemrev6.shtml
Seeing
http://health.howstuffwor
ks.com/adam-
200013.htm

The eye : adjusting for

light & focusing
http://www.bbc.co.uk/sch
ools/gcsebitesize/biology/
humansasorganisms/4ne
rvoussystemrev7.shtml
Extension Make a research on the defects and diseases of the eyes and how they are remedied.
Notes (including
Teacher needs to emphasize on pupil reflex and accommodation.
safety)

Topic Co-ordination and Response

13 :
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

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

YEAR 10 (2 + 3)
 Use Fig. 4.1 and 4.3, Pgs 324 and 325
Students should be able to : 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, - explain how the hormone its effects. Discussion will bring out
produced by a adrenaline boosts the glucose levels most of these, and students should be
gland, in the blood able to suggest how they help to
prepare the
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
carried by the - give examples of situations in body for 'fight or flight'.
blood, which which the hormone adrenaline is
alters the activity released Refer to Pg 4.3 and 4.4, Pgs 326 and
of one or more 327, Biology for “O” Level Combined
specific target Science, BDE.
organs and is Discussion should include the after-
then destroyed by effect on the concentration of the
the liver 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
Teacher should not go into detail on specific hormones.
safety)

Topic General Wave Properties Time Allowed : 1 ½ weeks

14 :
Describing wave motion
14.1
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 : -
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 32
YEAR 10 (2 + 3)
Syllabus Objective Learning Outcome Activities Resources and
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
- identify the differences BBC - GCSE Bitesize -
a ripple tank
between transverse and Science: Physics
(b) distinguish longitudinal waves,
between - name examples of longitudinal
longitudinal and and transverse waves.
transverse waves
and give suitable
examples
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
(c) give the meaning - describe amplitude and http://www.kettering.ed
of speed, wavelength, u/~drussell/Demos/wav
frequency, - use the relation between, es/wavemotion.html
wavelength and speed, frequency and wavelength in
amplitude and the equation: http://members.aol.com
use the equation speed = frequency x wavelength /nicholashl/waves/movi
c=fxλ - identify the symbols, v, ƒ and λ ngwaves.html

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

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

YEAR 10 (2 + 3)
 http://www.cbu.edu/~jv
arrian/applets/waves1/l
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

http://library.thinkquest
.org/15433/unit5/5-
2.htm

Extension
Notes (including
safety)

Topic Light Time Allowed : 2 weeks

15 :
15.1 Reflection of light
15.2 Refraction of light
15.3 Thin converging lens
Prior Knowledge : -
Links To : Coordination & Response (The eye)
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 34
YEAR 10 (2 + 3)
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 Keith Johnson. GCSE
(a) perform and
the experiments to illustrate the laws of Physics For You. Pg 184
describe - use the following terms in ray
reflection and demonstrate refraction of and Pg 194
experiments to diagrams:
light through glass block.
illustrate the laws incident ray, reflected ray, point of
Charles Chew & Leong
of reflection incidence, normal, angle of
For less able students demonstrate the See Cheng.
incidence and angle of reflection,
experiments. Comprehensive Physics
for ‘O’ Level Science,
(b) describe an - state the characteristics of an
Ask students to perform the pg 169 to pg173
experiment to find image formed by a plane mirror,
measurements and calculations
the position of an
Comprehensive Physics
optical image
Use ray box for ‘O’ Level Science,
formed by a plane
pg 176 to pg179
mirror - state the laws of reflection,
- describe experiments that
Physics for ‘O’ Level
(c) use the law illustrate the laws of reflection,
Combined Science and
i = r in reflection ‘N’ and ‘O’ Level
- use the laws of reflection to
Science, Brunei
perform simple constructions,
Darussalam Edition.
(d) perform simple measurements and calculations,
constructions, Britannica GCSE
measurements Physics PC CD – rom
and calculations
for reflection - describe experiments to
Online resources
demonstrate how light is refracted
Reflection
(e) describe through glass blocks,
http://id.mind.net/~zon
and perform - describe the passage of light
a/mstm/physics/light/ra
experiments to through parallel- sided objects
yOptics/reflection/reflec
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 35
YEAR 10 (2 + 3)
 demonstrate made of transparent materials, tion1.html
refraction of light
through glass
blocks
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
(f) use the - define the terms: incident ray, http://library.thinkquest
terminology for refracted ray, emergent ray, point .org/27356/p_reflection.
the angle i and r of incidence, normal, angle of htm
in refraction and incidence and angle of refraction,
describe the http://www.glenbrook.k
passage of light 12.il.us/gbssci/phys/mm
through parallel edia/optics/lr.html
sided transparent
material - give the meaning of refractive Refraction
index, http://sol.sci.uop.edu/~j
Use the optic set provided to schools to
(g) use the equation - calculate refractive index, falward/refraction/refra
demonstrate the action of a thin
sin i = n - explain the overall effect when ction.html
converging lens on a beam of light.
sin r a parallel beam of light passes
(refractive index) through a convex lens.
(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 : 1 week

16 :
16.1 Properties of electromagnetic waves

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 36

YEAR 10 (2 + 3)
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 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
Make students notice that the Tom Duncan. GCSE
transverse waves electromagnetic waves in a
arrangement of the colours are Physics 3rd edition, pg
that travel with vacuum,
according to their wavelengths or 48 to pg 51
the same
frequencies.
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
high speed From there introduce the other Physics for ‘O’ Level
invacuo and members which are invisible. Combined Science and
state the ‘N’ and ‘O’ Level
magnitude of this Discuss uses of the waves in daily life Science, Brunei
- describe the electromagnetic
speed, such as remote control, cell phone, Darussalam Edition.
spectrum in terms of:
microwave oven and so on.
(b) describe the  types of
http://www.yorku.ca/ey
main components electromagnetic waves,
e/spectru.htm
of the  wavelength
electromagnetic  frequency http://www.glenbrook.k
spectrum  uses. 12.il.us/GBSSCI/PHYS/C
LASS/light/u12l2a.html

http://www.colourthera
pyhealing.com/colour/el
ectromagnetic_spectru
m.php

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 37

YEAR 10 (2 + 3)
 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
safety)

Topic Atmosphere and Environment Time Allowed : 2 weeks

17 :
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

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

YEAR 10 (2 + 3)
 Hyperlinks
Combined Science :
Students should be able to :
(a) describe the Use OTM 2a & 2b, Topic 8 to describe % Teaching Guidelines
volume - list the volume composition of composition of gases in the air. and Resources Upper
composition of air. Secondary, Part 2,
clean air in - describe tests for carbon Curriculum
terms of 79% dioxide and oxygen. Development
nitrogen, 20% Department, MOE.
oxygen, with
the remainder Chemistry for ‘O’ Level
being noble gases Combined Science and
(with argon as the ‘N’ and ‘O’ Level
main constituent), Science, Brunei
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
simple terms, the hydrocarbon.
ideas of
respiration,
combustion and
rusting

Syllabus Objective Learning Outcome Activities Resources and

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 39
YEAR 10 (2 + 3)
 Hyperlinks
- write a word equation to Use the following examples and their
represent rusting and state the respective chemical equations to
conditions for rusting. explain oxidation and reduction where
(d) describe appropriate.
methods of rust - list some methods of rust • Burning magnesium in oxygen
prevention by prevention. • Reaction of copper(II) oxide and
painting and other hydrogen
coatings • Reaction of iron(III) oxide and
(including carbon monoxide
galvanising) • Reaction of copper(II) oxide and
- identify if a reaction is an oxidation ammonia
(e) identify or
• Burning of methane
processes reduction reaction
involving the
Perform or demonstrate simple
addition of
experiments to prepare and test for the
oxygen as
following gases.
oxidation and the
• oxygen
removal of
Add equal volume of hydrogen
oxygen as
peroxide to acidified potassium
reduction
dichromate(VI) solution. Cover the
mouth of test tube with your
(f) define oxidation
thumb. Place a glowing splint into
and reduction in
the test tube.
terms of
oxygen/hydrogen • carbon dioxide
gain/loss Add dilute hydrochloric acid to solid
calcium carbonate in a test tube. Place
(g) describe the an empty, dry test tube above it to
identification of collect the gas. Put a few drops of
oxygen using a limewater into the empty test tube.
glowing splint Shake the mixture and observe.

(h) describe the

identification of

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

YEAR 10 (2 + 3)
 carbon dioxide
using limewater
(Equations are not
required.)

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 Atmosphere and Environment

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 41
YEAR 10 (2 + 3)
 17 :
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
(i) name common - name carbon monoxide,
pollutants ; their sources and effects on
pollutants of air sulphur dioxide, oxides of nitrogen
the environment, health, plant and
(carbon and lead compounds as common air
animal life. This project would be a
monoxide, pollutants.
good way to make the students aware
sulphur dioxide,
of the adverse effects of pollution.
oxides of
nitrogen and lead
compounds) - state the common sources of
these pollutants.
(j) state the source
of each of these - describe the adverse effects of
pollutants these pollutants on our health and
(i) carbon the environment.
monoxide
from the
incomplete
combustion
of carbon- - explain the harm caused by
containing acid rain.
substances
(ii) sulphur
dioxide from
the
combustion
of fossil
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 42
YEAR 10 (2 + 3)
 fuels which
contain
sulphur
compounds
(leading to
acid rain)
(iii)oxides of
nitrogen and
lead
compounds
from car
exhausts

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

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 43

YEAR 10 (2 + 3)
Notes (including
safety)

Topic Hydrogen Time Allowed : 1 week

18 :
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 Combined Science :
of reactive metals with water and Teaching Guidelines and
(a) describe the - describe how hydrogen can be
with acids (Topic 9, Year 4) by doing Resources Upper
formation of obtained by the reaction between
experiments, (Na with H2O ; Mg with Secondary, Part 2,
hydrogen as a some metals and dilute acids and
HCl). Collect the gas and test it Curriculum Development
product of the water.
using lighted splint. Department, MOE.
reaction between - construct equations for the
(i) reactive reactions above. Chemistry for ‘O’ Level
Write word and chemical equations
metals and Combined Science and ‘N’
for their reactions.
water and ‘O’ Level Science,
(ii) metals Brunei Darussalam Edition.
and acids
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks

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

YEAR 10 (2 + 3)
(b) name the uses of - state some uses of hydrogen.
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
formed)
Extension
Notes (including Students should exercise care when testing for hydrogen gas. Use of test tube holder should be
safety) emphasized.

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

YEAR 10 (2 + 3)
 Topic Nitrogen Time Allowed : 1 week
19 :
19.1 Ammonia and the Haber process
Fertiliser manufacture
19.2
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
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
Chemistry for ‘O’ Level
(b) name the use of manufacture of ammonia. “O” Level Combined Science BDE to
Combined Science and
nitrogen in the explain the manufacture of ammonia.
‘N’ and ‘O’ Level
manufacture of
Science, Brunei
ammonia - describe the essential
Darussalam Edition.
conditions for the manufacture of
(c) describe the ammonia by the Haber process.
Useful products from air
essential - write the chemical equation for
http://www.bbc.co.uk/sc
conditions for the the formation of ammonia from Use the flow chart on Pg 367, of
hools/gcsebitesize/che
manufacture of nitrogen. Chemistry for “O” Level Combined
mistry/usefulproductsai
ammonia by the Science BDE to explain the uses of
r/ammonia_haberrev1.s
Haber process - describe the use of ammonia in ammonia.
html
the manufacture of fertilizers.
(d) name the uses of
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 46
YEAR 10 (2 + 3)
 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)

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 47

YEAR 10 (2 + 3)