Sow For Combined Science Year 11)2+3 Programme)v2 - 3 Years

Topic 1 Static Electricity : 1.1. Principles of electrostatics Prior Knowledge Links To Keywords Misconceptions

: : : :

electrostatics, static electricity, coulomb, repel, attract, electric charges -

Syllabus Objective

Learning Outcome Students should be able to :

(a) show understanding that there are positive and negative charges and that charge is measured in coulombs (b) show understanding that unlike charges attract and that like charges repel

Time Allowed : ½ week

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describe simple experiments to show electric charges, state the two kinds of electric charges, describe experiments to show that charges of the same sign repel and charges of the opposite sign attract, give examples and effects of charging, state the unit of electric charge.

Activities Demonstrate the activities found in the book, Keith Johnson ‘GCSE Physics For You’, . Chapter 32, page 267.

Resources and Hyperlinks Keith Johnson. GCSE Physics For You. Physics for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition.

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http://www.bbc.co.uk/sc hools/ks3bitesize/scienc e/electricity http://science.howstuff works.com/vdg1.htm

Extension Notes (including safety)

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

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Topic Current Electricity 2: Electric current 2.1 Electromotive force 2.2 2.3 Potential difference 2.4 Resistance Prior Knowledge : Links To : Keywords :

LSS SOW (Topic 13 : Current Electricity) insulator, conductor, current, ampere, charge, coulomb, voltage, volts, energy, joules, electromotive force, resistance, potential difference, resistor, voltmeter, ammeter, ohm : All electric currents are flows of electrons. Electric current is a flow of energy. Current is the thing as voltage. Power and energy are the same thing.

Misconceptions Syllabus Objective

Learning Outcome Students should be able to :

(a) show understanding that a current is a rate of flow of charge and is measured in amperes

(b) use the

Time Allowed : 1 ½ weeks

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equation I = Q/t

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(c) use and

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give examples of insulators and conductors, determine whether a material is an insulator or conductor, explain and define an electric current, identify the unit of current as Ampere, calculate current using the equation: I = Q/t. describe the

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Activities

Resources and Hyperlinks

Show the pictures below:  Picture showing a circuit where an ammeter is connected in series with a bulb and a number of cells – to demonstrate how an ammeter should be connected.  Picture showing a series circuit where a voltmeter is connected parallel across a bulb – to demonstrate how a voltmeter should be connected.  Picture showing both the ammeter and the voltmeter connected in a

http://www.bbc.co.uk/sc hools/ks3bitesize/scienc e/electricity http://www.launc.tased. edu.au/online/sciences/ PhysSci/done/electric/c harge/Charge.htm http://www.gcse.com/cr ent.htm http://www.gcse.com/el

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describe the use of an ammeter (d) use the concept that the e.m.f. is measured by the energy dissipated by a source in driving charge round the complete circuit (e) show appreciation that the volt is given by J/C Syllabus Objective (f) show understanding that the potential difference across a circuit component is measured in volts (g) use and describe the use of a voltmeter

(h) state that resistance =

measurement of current using ammeter, identify circuit symbols and draw electric circuit diagrams, -

explain and define potential difference, explain the electromotive force of a cell,

circuit – to demonstrate how the resistance of a circuit component (eg. bulb) is measured. For each case above ask the students to draw the circuit diagrams themselves.

ectricity.htm http://idahoptv.org/dial ogue4kids/season3/elec tricity/facts.html http://www.sengpielaud io.com/calculatorohm.htm http://hyperphysics.phy astr.gsu.edu/hbase/elec tric/ohmlaw.html

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use the equation V = J/C, to calculate for potential difference (V), Learning Outcome

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Activities

Resources and Hyperlinks

describe the measurement of potential difference using a voltmeter,

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use the equation R = V/I to calculate the resistance, p. d. and current in a circuit, describe an experiment

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

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p.d./current and use the equation R = V/I

to determine the resistance of a Resistor.

Extension

More exercises on calculations involving (i) charge, current, time and energy, (ii) voltage, energy and charge (iii) resistance, voltage and current

Notes (including safety)

Spend time to explain (i) what a current is to avoid misconception. (ii) electromotive force (e.m.f) and potential difference as their units are the same and this can confuse the students.

Topic d.c. Circuits 3: 3 Current and potential difference in circuits .1 3.2 Series and parallel circuits

Time Allowed : 1 week

Prior Knowledge : LSS SOW (Topic 13 : Current Electricity) Links To : Keywords : circuit diagrams, series, parallel, switches, resistors, fixed resistors, variable resistors, ammeter, voltmeter, potential difference COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

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Misconceptions

: Current gets ‘used up’ as it flows through a circuit. Charges that flow in a circuit are from the battery.

Syllabus Objective

Learning Outcome Students should be able to :

(a) draw and interpret circuit diagrams containing sources, switches, resistors (fixed and variable), ammeters and voltmeters

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draw and interpret circuits which have energy sources, switches, resistors, ammeters, voltmeters, magnetizing coils, bells and relays,

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(b) show

understanding that the current at every point in a series circuit is the same (c) use the fact that the sum of the p.d.’s in a series circuit is equal to the p.d. across the whole circuit (d) calculate the combined resistance of two or more

differentiate a series circuit and parallel circuit, use ammeters to measure currents in a series circuit, calculate current in a series circuit, -

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use voltmeters to measure the potential difference in a series circuit,

calculate the effective resistance of resistors in series and parallel circuits,

Activities Ask students to do Experiment 35.4 to Experiment 35.12 and Experiment 35.19 of Chapter 35, GCSE Physics For You, Keith Johnson.

Resources and Hyperlinks Keith Johnson. GCSE Physics For You. http://www.bbc.co.uk/sc hools/ks3bitesize/scienc e/electricity Physics for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. Britannica GCSE Physics PC CD – rom http://www.allaboutcirc uits.com/vol_1/chpt_5/1 .html http://www.allaboutcirc uits.com/vol_1/chpt_7/1 .html http://www.ndted.org/EducationResour ces/HighSchool/Electrici ty/circuitdiagrams.htm

describe current in a

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

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resistors in series

parallel circuit.

(e) use the fact that the current from the source is the sum of the currents Syllabus Objective

Learning Outcome

Activities

Resources and Hyperlinks

in the separate branches of a parallel circuit, the current from the source being larger than the current in each branch Extension

More calculations of involving potential difference, resistors and current in a series and parallel circuits.

Notes (including safety) Topic Practical Electricity 4: Electric power and energy 4.1 Dangers of electricity 4.2 Safe use of electricity in the home 4.3 Prior Knowledge : Links To : Keywords : Misconceptions

Time Allowed : 2 weeks

current electricity electricity at homes and building (everyday living). power, voltage, current, energy, volts, joules, fuse, earthing, neutral, live, earth, double-insulation. : Fuse can be connected to any of the three (3) wires of the plug.

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

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Syllabus Objective

Learning Outcome Students should be able to :

(a) describe the

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uses of electricity in heating and lighting

(b) use the equations P=VI and E=VIt (c) state the hazards of (i) damaged insulation (ii) overheating of cables (iii) damp conditions Syllabus Objective

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describe the use of the heating effects of electricity in appliances such as electric kettles, ovens and heaters, apply the relationships for electrical power and energy to new situations or to solve related problems,

Activities

Resources and Hyperlinks

Make students aware that electricity is mostly used for heating and lighting by mentioning the electrical appliances found at home. Ask them what are these appliances used for.

Comprehensive Physics for ‘O’ Level Science, pg 295 to pg297

Show exposed cables, pictures of common hazards at home, a broken three pin plug, extended used of multiadapter, etc, to explain the hazard and ways the avoid the dangers of using electricity. Discuss everyday appliances such as electric iron, washing machines, electric kettle to explain earthing Perform simple activity for the students to wire a mains plug

Learning Outcome

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Activities

Comprehensive Physics for ‘O’ Level Science, pg 302 to pg 311 Physics for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. BBC - GCSE Bitesize Science: Physics

Resources and Hyperlinks

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(d) show understanding of the use of fuses and fuse ratings

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explain the uses of fuses and fuse and fuse ratings in electrical circuits,

(e) explain the need for earthing metal cases and for double insulation

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explain the importance of earthing and double insulation,

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explain the meaning of live, neutral, earth and their respective colours,

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explain why switches and fuses are connected to the live wire.

(f) give the meaning of the terms live, neutral and earth wire, and describe how to wire, a mains plug,

(g) give the reasons

Show fuses of different values to explain fuse ratings

http://hyperphysics.phy astr.gsu.edu/hbase/elec tric/elepow.html http://www.enersource. com/video/find_dangers /index.html

for switches and fuses in live leads Extension

Students should be able to calculate the cost of electricity use at home per day.

Notes (including safety)

Students should be aware of the dangers of handling electrical appliances, such as switches, plugs, etc.

Topic 5 The Use and Abuse of Drugs : Effects of heroin 5.1 Effects of alcohol 5.2 Prior Knowledge : Links To :

Time Allowed : 1 week

The liver Organic chemistry (Alcohols), Fermentation (Anaerobic respiration)

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

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Keywords : reaction, consumption

drug, withdrawal symptoms, drugs of abuse, AIDS, HIV, social problems, depressant, addiction, delayed

Syllabus Objective

(a) define a drug as an externally administered substance which modifies or affects chemical reactions in the body Syllabus Objective

Learning Outcome Students should be able to : -

explain what is a drug

Activities Get the students to report on drugs. Its uses and adverse effects in cases of drug abuse. Use OTM 11 and 12, Topic 19 (Resource file) to explain the effects of heroin and alcohol.

Learning Outcome

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Activities

Resources and Hyperlinks Combined Science : Teaching Guidelines and Resources Upper Secondary, Part 2, Curriculum Development Department, MOE. Resources and Hyperlinks

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(b) describe a drug such as heroin as a drug of abuse and its related effects such as a powerful depressant, problems of addiction, severe withdrawal symptoms, associated problems such as crime and infection (e.g. AIDS/HIV)

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describe the effects of heroin abuse to an individual and to the society describe the withdrawal symptoms of heroin abuse

Biology for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. Online resource

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describe the effects of excessive consumption of alcohol describe the effect of alcohol on the liver

Drugs and health http://www.bbc.co.uk/sc hools/ks3bitesize/scienc e/biology/health_2.shtm l

(c) describe the effects of excessive consumption of alcohol: reduced selfcontrol, depressant, problems of addiction, severe withdrawal symptoms, associated problems such as crime and infection (e.g. AIDS/HIV) COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

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Extension

Find out health problems caused by excess drinking of alcohol. Find out more about what trafficking offenders/drug addicts face in Brunei Darussalam. Get posters from The Anti-Narcotic Bureau or RIPAS. Visit to Al-Islah.

Notes (including safety)

Alcohol is HARAM for the Muslims. Over-consumption of drugs is prohibited for ALL.

Topic 6 Relationships of Organisms with One Another and with the : Environment Energy flow 6.1 Food chains and food webs 6.2 Carbon Cycle 6.3 Prior Knowledge : Links To : Keywords :

Plant Nutrition Photosynthesis non-cyclic, ecosystem, food web, food chain, producer, consumer, herbivore, primary consumer, carnivore, secondary consumer, trophic levels, photosynthesis, respiration, feeding, combustion, decay/death, fossilization : -

Misconceptions Syllabus Objective

Learning Outcome Students should be able to :

(a) state that the Sun is the principal source of energy input to biological systems

Time Allowed : 2 ½ weeks

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state the principal source of energy in an ecosystem explain the flow of energy in an ecosystem state how energy is lost

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Activities Use OTM 1, Topic 19 (Resource file) to show the uses of the Sun’s energy as it reaches the ground. Use OTM 2, Topic 19 (Resource book) to reinforce the concept of

Resources and Hyperlinks Combined Science : Teaching Guidelines and Resources Upper Secondary, Part 2, Curriculum Development Department, MOE.

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(b) describe the non-cyclical nature of energy flow

in a food chain or food web

energy flow in an ecosystem.

describe that the flow of energy in an ecosystem is noncyclic

Use OTM 3, 4, 5 and 6, Topic 19 (Resource file) to show food chains and food web.

give examples of a food chain and food web identify a producer, consumer, herbivore and carnivore from a given food chain or food web construct a food chain and food web from given information about organisms define food chain, food web, producer, consumer, herbivore, carnivore and decomposer

As a class exercise use OTM 7, Topic 19 (Resource book) for students to create food chains and food web.

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(c) define food chain, food web, producer, consumer, herbivore, carnivore and decomposer

(d) describe energy losses between trophic levels and the advantages of short food chains

Syllabus Objective

Use OTM 8, Topic 19 (Resource file) to illustrate the loss of energy from a food chain.

Biology for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. Online resources Energy transfer http://www.bbc.co.uk/school s/gcsebitesize/biology/livingt hingsenvironment/2energya ndnutrienttransferrev2.shtml http://www.mhhe.com/biosci /esp/2001_gbio/folder_struct ure/ec/m3/s2/ecm3s2_6.htm Food chains http://www.bbc.co.uk/school s/ks3bitesize/science/biology /feeding_1.shtml

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explain the importance of decomposers describe the transfer of energy in a food chain state the advantages of short food chains

Learning Outcome

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Activities

Resources and Hyperlinks

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(e) describe the carbon cycle in terms of photosynthesis, animal nutrition, respiration and combustion

Extension

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describe the carbon cycle identify photosynthesis, respiration, feeding, combustion, decay/death and fossilization in the Carbon Cycle

http://www.bbc.co.uk/school s/gcsebitesize/biology/livingt hingsenvironment/1feedingr elationshipsrev2.shtml http://www.bbc.co.uk/school s/gcsebitesize/biology/livingt hingsenvironment/1feedingr elationshipsrev3.shtml Quiz on Energy flow http://ouronlineschools.org/S chools/NC/Demoschool/5thG rade/Science/EnergyFlowThr ughEcosystem.htm Construct a food web http://www.hbschool.com/ac tivity/food/food_menu.html Food webs http://www.bbc.co.uk/school s/ks3bitesize/science/biology /feeding_3.shtml http://www.bbc.co.uk/school s/gcsebitesize/biology/livingt hingsenvironment/1feedingr elationshipsrev4.shtml Changes to food web http://www.bbc.co.uk/school s/ks3bitesize/science/biology /feeding_4.shtml Carbon cycle http://www.bbc.co.uk/school s/gcsebitesize/biology/livingt hingsenvironment/2energya ndnutrienttransferrev4.shtml Visit a garden or pond and draw the food chain or food web of organisms found there. Project work on food webs.

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Use OTM 9, Topic 19 (Resource file) to describe the Carbon Cycle.

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Notes (including safety)

The arrows in a food chain and a food web show how energy is transferred from one organism to another. Teach the students to use the arrows correctly. Food chain/food web should start with a producer.

Topic 6 Relationships of Organisms with One Another and with the Environment: : Effects of Man on the ecosystem 6.4 Pollution 6.5 Prior Knowledge : Links To : Keywords : Misconceptions Syllabus Objective

Atmosphere and Environment (Chemistry) Air Pollution, Transport in Man, Respiration, Diet deforestation, famine, pollution : Learning Outcome

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Activities

Resources and Hyperlinks

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Students should be able to :

(f) describe the

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effects of Man on the ecosystem with emphasis on examples of international importance (tropical rain forests, oceans and rivers)

(g) describe the problems which contribute to famine (unequal distribution of food, drought and flooding and increasing population) (h) describe the undesirable effects of air pollution on gaseous exchange surfaces Extension

describe the effects of human activities on :  tropical rainforests  oceans  rivers

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describe the effects of deforestation on the soil, climate, local human population describe some of the problems which contribute to famine

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define pollution describe the harmful effects of air pollution to the respiratory system list some common air pollutants name some health problems associated with air pollution

Get the students to make posters showing the effects of Man on the Ecosystems and rivers).

A class debate on the serious effects brought about by floods, droughts and increasing population.

Students will make a tabulation to show the pollutants, sources and undesirable effects of air pollution.

Deforestation http://www.bbc.co.uk/school s/gcsebitesize/geography/ec osystems/4rainforest2rev2.s html http://www.bcb.uwc.ac.za/En vfacts/facts/deforestation.ht m http://www.buzzle.com/articl es/causes-and-effects-ofdeforestation.html Famine http://library.thinkquest.org/ 10136/famine/famitq.htm http://www.dep.org.uk/activi ties/geactivities/11/ge11famineflow .htm Air pollution http://www.hc-sc.gc.ca/ewhsemt/air/outext/effe/health_effectseffets_sante_e.html http://www.aqmd.gov/forstu dents/health_effects_on_chil dren.html

Find out countries affected by famine and droughts. Students to find out more about p.s.i. for monitoring air pollution.

Notes (including safety) Topic 7 Organic Chemistry COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Time Allowed : 1 week

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: 7.1 Names of compounds Structures of compounds 7.2 Homologous series 7.3 Prior Knowledge : Links To : Keywords :

Covalent bonding homologous series, alkanes, structural formula, molecular formula, cracking, ball and stick model, viscosity, flammability, combustion, addition reaction, hydrogenation, saturated, unsaturated, polymerization, homologous series, decolourise, bitumen : All members of a homologous series has the same molecular formula and general formula. The simplest alkene molecule has one carbon atom. Alkanes and alkenes are unsaturated compounds.

Misconceptions

Syllabus Objective

Learning Outcome Students should be able to

(a) name, and draw the structure of, methane, ethane, ethene, ethanol and poly(ethene) (b) state the type of compound present given a chemical name, ending in -ane, -ene, or -ol, or given a molecular structure

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use the prefixes (met-, eth-, prop-, but- and pent-) and suffixes –ane, –ene and –ol name, draw the structures and write chemical formulae of the first five members of the homologous series (alkanes, alkenes & alcohols) use ‘dot and cross’ diagram to show the bonding in methane, ethane, ethene. draw the structure of poly(ethene) identify the type of compound present (alkane, alkene or alcohol) given names or structural formula of the compounds.

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Activities Introduce organic chemistry as the chemistry of carbon compounds. Introduce the topic by identifying carbon as being in Group IV and carbon therefore needs to form four bonds with other elements. Stress that carbon has four bonds only (cannot be more than 4 but can be less than 4 only in graphite). The prefixes meth-, eth-, prop- and butmust be mentioned and give their meanings. The suffixes -ane, -ene & - ol must also be mentioned to indicate the general family the compound comes from. From this, students are to name and draw “dot and cross” diagrams and deduce the structural formulae of the first four members of alkanes, alkenes and alcohols. Students are to deduce

Resources and Hyperlinks Combined Science : Teaching Guidelines and Resources Upper Secondary, Part 2, Curriculum Development Department, MOE. Chemistry for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition.

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(c) describe the general characteristics of a homologous series

Syllabus Objective

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name some organic compounds given their structural formulae and chemical formuale define a homologous series and describe the general characteristics of a homologous series. Learning Outcome

the molecular formulae of the compounds. Use the first four alkanes and their properties to discuss the general characteristics of a homologous series. Use OTM 1, Topic 18. State that alkanes, alkenes and alcohols are three different homologous series or families of carbon compounds. Activities

Resources and Hyperlinks

Extension

Students can draw the structures of the first four members of the carboxylic acids.

Notes (including safety)

Students are to spend more time on drawing the structures of given alkanes, alkenes and alcohols. Teacher can give more challenging compounds and ask students to draw the structural formulae. A good opportunity for developing thinking skills.

Topic 8 Fuels : Natural gas and petroleum as energy sources 8.1 Fractional distillation 8.2 Uses of fractions 8.3 Prior Knowledge Links To : Keywords : Misconceptions Syllabus Objective

Time Allowed : 1 week

: Names of some sources of energy Methods of purification fuels, natural gas, petroleum, hydrocarbons, fractional distillation, fractions : All fractions obtained from petroleum are liquids. Learning Outcome

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Activities

Resources and Hyperlinks

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Students should be able to (a) name natural gas and petroleum as sources of fuels

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define fuels. give examples of fuels and recognize methane as the main constituent of natural gas.

Define a fuel in terms of combustion and energy release. Discuss natural gas and petroleum in terms of the local industry. A trip to the Brunei Museum in Jalan Kota Batu could be worthwhile.

(b) name methane as the main constituent of natural gas

(c) describe petroleum as a mixture of hydrocarbons and its separation into useful fractions by fractional distillation

describe the separation of petroleum into various fractions by fractional distillation. name the fractions from the fractional distillation of petroleum. describe how heavier fractions are split into lighter fractions by catalytic cracking.

Use OTM 3, Topic 18 or Fig 18.8, Pg 252 of Chemistry for “O” Level Combined Science BDE to discuss the separation of crude oil into different fractions by fractional distillation. Mention that as the number of carbon atoms increases, the boiling point also increases.

Learning Outcome

Activities

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Syllabus Objective (d) name the uses of petroleum fractions: petrol (gasoline), as fuel in cars; paraffin (kerosene), for oil stoves and aircraft fuel; diesel, for fuel in diesel engines;

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state the important uses of the fractions obtained.

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Students need to know the name & use of each fraction as well as its relative position in the column as determined by the boiling points.

Combined Science : Teaching Guidelines and Resources Upper Secondary, Part 2, Curriculum Development Department, MOE. Chemistry for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. Online resources Fractional distillation of oil http://www.footprint sscience.co.uk/fractio nal.htm

Resources and Hyperlinks Oil and oil products http://www.bbc.co.uk/sc hools/gcsebitesize/che mistry/usefulproductsoil /oil_and_oilproductsrev 1.shtml How oil refining works http://science.howstuff works.com/oilrefining4.htm

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oils, for lubricants and making waxes and polishes; bitumen, for making roads

GCSE Notes on Oil and its useful products http://www.wpbschoolh ouse.btinternet.co.uk/p age04/OilProducts.htm

Extension

Students can make a field trip to OGDC, Seria.

Notes (including safety)

Care should be taken when handling crude oil samples, if any.

Topic Alkanes 9: 9. Properties of alkanes 1 Prior Knowledge : Links To : Keywords : Misconceptions

Time Allowed : 1 week

Covalent bonding alkanes, combustion : There is no difference between molecular formula and structural formula.

Syllabus Objective

Learning Outcome

Activities

Resources and Hyperlinks

Students should be able to

(a) describe the properties of alkanes (exemplified by methane) as being generally unreactive, except in terms of Syllabus Objective

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draw the ‘dot and cross’ diagram to show the bonding in methane and make a structural representation. name and draw the structural formula of the next three alkanes. Learning Outcome

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Use OTM 2a & 2b to review “dot and cross’ diagrams for methane, CH4.Similarly, draw a dot and cross diagram for ethane, C2 H6 .

Activities

Combined Science : Teaching Guidelines and Resources Upper Secondary, Part 2, Curriculum Development Department, MOE. Resources and Hyperlinks

19

burning

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construct equations for the combustion of alkanes. predict the next member of this series when a chemical formula is given

Review on naming the first four alkanes, drawing their structural formulae and deducing their molecular formulae. Use OTM 1, topic 18 to show the molecular formula, structural formula and boiling points of the first four alkanes to show the characteristics of this homologous series. Use the equations for burning of methane and ethane to show the property/reactions of alkanes.

Chemistry for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. Online resources Alkanes and Alkenens http://www.bbc.co.uk/sc hools/gcsebitesize/che mistry/usefulproductsoil /alkanes_and_alkenesre v1.shtml

Extension Notes (including safety)

Gaseous alkanes are flammable. Students should be aware that alkanes need sufficient air when used as fuels (eg lab gas & kitchen gas). Windows should be opened when cooking is done over a gas cooker.

Topic Alkenes 10 : 1 Cracking 0.1 1 Unsaturated hydrocarbons 0.2 Prior Knowledge : Links To : Keywords : Misconceptions Syllabus Objective

Time Allowed : 2 weeks

Covalent bonding Polymers alkenes, combustion, addition, unsaturated, saturated, poly(ethene) : The first alkene has one carbon atom. Alkanes and alkenes undergo addition reactions. Learning Outcome

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Activities

Resources and Hyperlinks

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Students should be able to (a) describe the manufacture of alkenes and of hydrogen by cracking

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describe cracking as a method of obtaining alkenes and hydrogen. draw the structural formulae of the first four alkenes.

Syllabus Objective

Learning Outcome

(b) describe the properties of alkenes in terms of burning and addition reactions with hydrogen and steam

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(c) distinguish

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between saturated and unsaturated hydrocarbons (i) from molecular structures (ii) by using aqueous bromine (d) describe the

describe the combustion reactions of alkenes and their addition reactions with hydrogen, steam and bromine. write chemical equations for the reactions above. explain what ‘unsaturation’ is and describe how it is tested.

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describe the formation of poly(ethene) make a representation to show the structure of

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Draw and name ethene, identifying it as having a double bond between two carbon atoms. Review the first three alkenes by drawing their “dot and cross” diagrams, their structural formulae and deduce their molecular formulae. Students can be asked to draw the structures on the board or use also OTM 7a & 7b to review “dot and cross’ diagrams for ethene. Activities Use OTM 6, topic 18 to show the molecular formula, structural formula and boiling points of alkenes to show the characteristics of this homologous series.

Combined Science : Teaching Guidelines and Resources Upper Secondary, Part 2, Curriculum Development Department, MOE. Chemistry for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Resources and Hyperlinks Darussalam Edition.

Use OTM 4 and 5, Topic 18 to explain cracking to manufacture alkenes. Use these examples also to explain more on cracking and ask the students to write down the equations. To prepare • ethene from decane (C10H22). • propene from octane (C8H18). • ethene from ethane. Write equations for the formation of an alkane from an alkene and for the formation of an alcohol from an alkene. Explain to the students that alkanes are

Refer to Pg 95 and 96 of Chemistry for “O” Level Combined Science BDE to explain combustion and

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formation of poly(ethene) as an example of additional polymerisation of monomer units

-

-

poly(ethene)

state some uses of poly(ethene).

saturated and alkenes are unsaturated hydrocarbons. Use molecular formulae and structural formulae of the ethane, ethene, propane, propene, butane and butane to distinguish them.

addition reactions with hydrogen and steam.

Explain the effects on liquid bromine using alkanes and alkenes.

(e) name some uses of poly(ethene) as a typical plastic (e.g. plastic bags)

Get students to identify monomer units from a polymer structure as well as drawing the polymer of monomer units joined together eg PVC, poly(ethene).

Extension

Students can explore various kinds of polymers ; PVC, PTFE, Terylene, Nylon.

Notes (including safety)

Plastics should not be disposed by burning as these release toxic gases that may be carcinogenic. Plastics should be recycled.

Topic Alcohols 11: 11.1 Formation of ethanol Combustion and oxidation 11.2 11.3 Uses of Ethanol Prior Knowledge : Links To : Keywords : Misconceptions

Time Allowed : 1 week

Covalent bonding Anaerobic respiration (fermentation), alcohol abuse ethanol, alcohol, fermentation, combustion, oxidation : All alcohols are ethanol. During fermentation, yeast reacts with sugar to form ethanol.

Syllabus Objective

Learning Outcome

Activities

Students should be able to (e) describe the formation of

-

describe the process of fermentation to obtain ethanol.

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Use OTM 8, Topic 18 to review the molecular formulae and structural

Resources and Hyperlinks Combined Science : Teaching Guidelines and Resources Upper

22

ethanol by fermentation and by the catalytic addition of steam to ethene

-

describe and write equation for the reaction between ethene and steam to form ethanol.

(f) describe the properties of ethanol in terms of combustion and of oxidation

describe combustion and oxidation reactions of ethanol. give conditions for oxidation -

formulae of the first four alcohols or ask students to draw the structure of ethanol on the board. Use equations to explain the formation of ethanol by fermentation and by catalytic addition of steam to ethene.

Secondary, Part 2, Curriculum Development Department, MOE. Chemistry for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition.

state some uses of ethanol.

(g) name the uses of ethanol (e.g. as a solvent, as a fuel and as a constituent of wine and beer) Extension

Students can read more on methanol and its industrial importance.

Notes (including safety)

Ethanol is flammable and should be used away from flames.

Topic Development of Organisms and Continuity of 12 : Life Asexual reproduction 12.1 12.2 Sexual reproduction in plants Prior Knowledge : Links To : Keywords :

Time Allowed : 3 weeks

LSS SOW (Topic 8 : Reproduction in Plants) reproduction, asexual reproduction, sexual reproduction, fusion, sepals, petals, stamens, anthers, filament, pollen grains, carpel, stigma, style, ovary, ovules, petals, zygote, embryo, radicle, plumule,

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

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cotyledons, gametes, pollination, self-pollination, cross-pollination, fertilization, embryo, seed, fruit, germination, dispersal : Plants do not have a reproductive system.

Misconceptions Syllabus Objective

Learning Outcome Students should be able to :

(a) define asexual reproduction as the process resulting in the production of genetically identical offspring from one parent

(b) describe sexual reproduction as the process involving the fusion of nuclei to form a zygote and the production of genetically dissimilar offspring (c) identify the sepals, petals, stamens and carpels of one, locally available, named dicotyledonous flower

-

explain the importance of reproduction state what is reproduction explain asexual reproduction give examples of asexual reproduction

-

explain sexual reproduction compare asexual and sexual reproduction

Activities The teacher will discuss a brief introduction on genes & heredity. Some examples of organisms showing asexual reproduction could be discussed. Use charts/drawings/specimens of organisms showing asexual reproduction. Examples, binary fission of amoeba, prepared slides showing asexual reproduction of yeast & bacteria, vegetative reproduction of onion, ginger, potato, yam. Use a diagram showing sex cells.

Resources and Hyperlinks Combined Science : Teaching Guidelines and Resources Upper Secondary, Part 2, Curriculum Development Department, MOE. Biology for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. Online resource

Study the Hibiscus / Alamanda / “Kuduk-Kuduk”/, Lily flowers and identify the parts and their functions. -

identify the different parts of a flower state the function of the different parts of the flower outline the process of pollination distinguish between selfpollination & cross-pollination compare an insect-pollinated and a wind-pollinated flowers define fertilization and explain

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Draw & label the parts of a flower. See OTM 1, 2 & 3, Topic 17 (Resource file). Provide each student with peanuts and soaked green peas to investigate the structure of a seed.

Parts of a flower http://www.cactusart.biz/notebook/Dictionary/Diction ary_F/dictionary_flower. htm http://www.bbc.co.uk/sc otland/education/bitesiz e/standard/biology/worl d_of_plants/growing_pla nts_rev3.shtml

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(d) state the functions of the sepals, petals, anthers and carpels Syllabus Objective

(e) investigate and describe the structure of a non-endospermic seed in terms of the embryo (radicle, plumule and cotyledons) and the testa, protected by the pericarp (fruit wall)

(f) state that seed and fruit dispersal by wind and animals provides a means of colonising new areas

the process

Learning Outcome

Activities

describe the structure of a seed identify radicle, plumule, cotyledons, testa and pericarp (fruit wall) explain the function of the different parts of the seed

Use actual specimens eg tomato, grass, angsana, seeds of tube flowers such as snow peas; dandelion & spear grass to show the methods of seed dispersal.

-

Do the Practical on Pg 17.3 (Resource file) to show the conditions essential for germination. -

explain why the dispersal of seeds and fruits is an advantage to plants describe how seeds and fruits are dispersed by wind and animals give examples of seeds and fruits dispersed by wind and animals -

(g) investigate and state the environmental conditions which affect germination of seeds

Resources and Hyperlinks

-

define the term germination of seeds recall the uses of enzymes in the germination of seeds state the conditions for germination describe the stages in the germination of seeds describe an experiment to show

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

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(suitable temperature, water and oxygen) Extension

that water, oxygen and temperature affect the germination of seeds

Find out the germination time for different beans seeds (green, red, black beans) and the flowering time for some plants.

Notes (including safety)

Topic Development of Organisms and Continuity of 12 : Life 12.3 Sexual reproduction in humans Sexually transmitted diseases 12.4 Prior Knowledge : Links To : Keywords :

LSS SOW (Topic 16 : Reproduction in Human Beings) & Cell Structure Urinary System in Man testes, scrotum, sperm ducts, prostate gland, urethra, penis, ovaries, oviducts, uterus, cervix, vagina, menstrual cycle, menstruation, ovulation, fertile, infertile, fertilization, zygote, embryo, foetus, birth control, chemical, spermicides, mechanical, hormonal, surgical, STD, AIDS, HIV, gonorrhoea, syphilis : Foetus develops in the stomach. A woman is fertile throughout the month. Birth canal is the anus.

Misconceptions Syllabus Objective (h) identify on diagrams of the male reproductive system and give the functions of:

Learning Outcome Students should be able to :

-

identify on diagrams the different parts of the male reproductive system

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Activities Use OTM 13 & 14, Topic 17 (Resource file).

Resources and Hyperlinks Combined Science : Teaching Guidelines and Resources Upper Secondary, Part 2, Curriculum

26

testes, scrotum, sperm ducts, prostate gland, urethra and penis (i) identify on diagrams of the female reproductive system and give the functions of: ovaries, oviducts, uterus, cervix and vagina

-

(j) describe the menstrual cycle with reference to the alternation of menstruation and ovulation, the natural variation in its length, and fertile and infertile phases of the cycle (k) state the effect of factors, such as diet and Syllabus Objective

-

state the functions of the different parts of the male reproductive system identify on diagrams the different parts of the female reproductive system state the functions of the different parts of the female reproductive system describe male and female gametes (sperms & ova) compare the male (sperms) and female (ova) sex cells in terms of size, number and mobility describe the different stages of the menstrual cycle and identify the fertile and infertile phases of the cycle state effects of diet and emotional state on menstrual cycle

Use OTM 15 & 16, Topic 17 (Resource file).

Use OTM 17, Topic 17 (Resource file).

Use OTM 18, Topic 17 (Resource file).

Development Department, MOE. Biology for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. The human reproductive system http://www.biotopics.co. uk/human2/reprsy.html The male reproductive system http://www.bbc.co.uk/sc hools/ks3bitesize/scienc e/biology/reproduction_ 1.shtml The female reproductive system http://www.bbc.co.uk/sc hools/ks3bitesize/scienc e/biology/reproduction_ 2.shtml

Learning Outcome

emotional state, which affect the menstrual COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Activities

Resources and Hyperlinks The menstrual cycle http://www.bbc.co.uk/sc hools/ks3bitesize/scienc

27

cycle

-

(l) describe fertilisation and the early development of the zygote simply in terms of the formation of a ball of cells which becomes implanted in the wall of the uterus, where it develops as the fetus (m) describe the advantages of breast milk compared with bottle-feeding

describe the process of fertilization, the development of the zygote and the implantation of the embryo

Students will debate on the pros & cons of breast feeding & bottle-feeding.

e/biology/reproduction_ 3.shtml

Use Appendix 1a & 1b, Topic 17 (Resource file).

Reproduction http://www.bbc.co.uk/sc hools/ks3bitesize/scienc e/biology/reproduction_i ntro.shtml

Use Appendix 2a & 2b (Resource file).

-

describe the advantages of breast milk compared to bottle feeding

-

describe the different methods of birth control

-

name some STDs describe the symptoms, signs and effects of gonorrhoea and syphilis

Birth control http://www.biotopics.co. uk/human2/birthc.html STDs http://www.psgaidsinfo. org/STD&AIDS.htm

(n) describe the following methods of birth control: natural, chemical (spermicides), mechanical, hormonal and surgical (o) describe the symptoms, signs, effects and treatment of gonorrhoea and

-

state what HIV and AIDS stand for.

-

explain how AIDS virus (HIV) is spread discuss methods by which AIDS

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

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syphilis

virus may be controlled

(p) discuss the spread of human immunodeficiency virus (HIV) and methods by which it may be controlled Syllabus Objective

Learning Outcome

Activities

Resources and Hyperlinks

Extension

Find out common drugs in the market to treat STDs.

Notes (including safety)

Teacher can discuss the process of birth with students to increase their general knowledge.

Topic Magnetism 13 : Laws of magnetism 13.1 13.2 Magnetic properties of matter Prior Knowledge : Links To : Keywords : Misconceptions

LSS SOW (Topic 10, Year 8) Application of permanent magnet and electromagnets in everyday life. magnet, attract, repel, induced magnetism, magnetic properties, electromagnet, permanent magnet : All metals can be magnetized.

Syllabus Objective

Learning Outcome The students should be able to:

(a) state the properties of magnets

Time Allowed : 1 ½ weeks

-

list down the properties of magnetism, like a freely-suspended magnet will always come to rest in a north-south direction,

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Activities Carry out simple activities for students to show properties of magnets such as suspended magnet and iron filings pattern Magnetic and non-magnetic materials

Resources and Hyperlinks Comprehensive Physics for ‘O’ Level Science, pg 232 to pg 252 Physics for ‘O’ Level

29

-

(b)

give an account of induced magnetism

(c)

distingui sh between magnetic and nonmagnetic materials

state that the two regions where magnetic attraction is strongest are the poles of the magnet, state the Law of Magnetism (like poles repel, unlike poles attract), -

describe induced magnetism, state that only repulsion can confirm that a magnetic material is already magnetized,

-

state that magnetic materials are: iron, cobalt, nickel and alloys,

-

distinguish between properties and uses of temporary magnet (iron) and permanent magnet (steel),

(d) distingui sh between the magnetic properties of iron and steel Syllabus Objective (e)

distinguish between the design and use of permanent magnets and electromagnets

may used for the same activities.

Combined Science and ‘N’ and ‘O’ Level Use optical pins to demonstrate induced Science, Brunei magnetism by placing them nearer or Darussalam Edition. touching a permanent magnet. BBC - Schools - KS3 Students can perform experiment by Bitesize - Science placing one end of a magnet nearer to Physics - Magnetism any magnetic and non-magnetic objects. Repeat the same procedure http://wwwwith the other end of the magnet. This spof.gsfc.nasa.gov/Educ is to differentiate between the two ation/Imagnet.html materials. http://www.school-forProperties of iron and steel can be champions.com/science distinguished by carrying out electrical /magnetism.htm method. Use familiar objects such as compasses, fridge magnets, pencil cases to give examples of permanent

Learning Outcome -

describe electrical methods of magnetism and demagnetism.

Activities magnets whereas door bells and transformers are two good examples of electromagnets.

Extension

Students should read more about uses of electromagnets in everyday life.

Notes (including safety)

Care should be taken when handling iron filings.

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Resources and Hyperlinks

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Topic Electromagnetic Induction 14 : 14.1 Principles of electromagnetic induction 14.2 The a.c. generator The transformer 14.3 Prior Knowledge : Links To : Keywords :

Magnetism, Current electricity (e.m.f. and current) Power generators, electricity transmission magnets, magnetic field, electromagnetic induction, electromagnet, induction, slip rings, cone, primary coil, secondary coil, right hand grip rule, lenz law, Faraday’s law, iron ring : Only magnet is moved to produce e.m.f.

Misconceptions Syllabus Objective

Learning Outcome Students should be able to:

(a) describe an experiment which shows that a changing magnetic field can induce an e.m.f. in a circuit (b) state the factors affecting the magnitude of the induced e.m.f. (c) show understanding that the direction of the induced e.m.f. opposes Syllabus Objective

Time Allowed : 1 ½ weeks

-

-

describe how strong magnets are usually made by placing a piece of magnetic material in a solenoid carrying a direct current,

Activities Use Topic 16, OTM 8, OTM 9 and OTM 10

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Keith Johnson. GCSE Physics For You. Pg 328 to Pg 337 Physics for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition.

list down the factors that can increase the magnetic strength of an electromagnet by:  passing a large current to the solenoid,  increasing the number of turns of the solenoid,  using a core made of soft magnetic material. Learning Outcome

Resources and Hyperlinks

BBC - GCSE Bitesize Science: Physics | Electricity and magnetism

Activities

Resources and Hyperlinks

31

the change producing it

http://www.physchem.c o.za/Current10/Magneti c3.htm

(d) describe a simple form of generator (e.g. rotating coil or rotating magnet) and the use of slip rings

http://micro.magnet.fsu .edu/electromag/java/fa raday2/ -

interpret the graph of voltage output vs time for a.c. generator.

(e) sketch a graph of voltage output against time for a simple a.c. generator

(f) describe the structure and principle of operation of a basic iron-cored transformer as used for voltage transformations Extension Notes (including safety)

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

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Topic 15 : 15.1 15.2 15.3 15.4

The Nuclear Atom

Time Allowed : 1 week

Atomic model Composition of a nucleus Proton number and nucleon number Nuclide notation

Prior Knowledge : Links To : Keywords : Misconceptions

Atomic Structure, Isotopes Atomic structure nucleus, electrons, protons, neutrons, nucleon number, proton number, nuclide, nuclide notation : -

Syllabus Objective

Learning Outcome The students should be able to:

(a) describe the structure of an atom in terms of a nucleus and electrons (b) describe the composition of the nucleus in terms of protons and neutrons

-

recall the atomic structure in terms of nucleus and electrons,

-

recall the components of the nucleus, in terms of protons and neutrons,

-

recall the terms nucleon number and proton number,

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Activities Give pre-requisite test to find out the students’ knowledge in atomic structure and its composition (from Chemistry topic) Enhance the students’ understanding by giving them a lot of written work

Resources and Hyperlinks Physics for ‘O’ Level Combined Science and ‘N’ and ‘O’ Level Science, Brunei Darussalam Edition. Britannica GCSE Physics PC CD – rom

33

(c) use the term

A Z

nucleon number, A and use the nuclide notation X

-

(d) use the term

use the terms nuclide and nuclide notation.

proton number, Z

(e) use the term nuclide Extension Notes (including safety)

Topic 16 : 16.1 16.2 16.3 16.4 16.5

Radioactivity

Time Allowed : 2 weeks

Detection of radioactivity Characteristics of the three types of emission Nuclear reactions Half-life Safety precautions

Prior Knowledge : Isotopes, Atomic Structure Links To : Atomic Structure Keywords : proton, neutron, nucleus, radioactivity, radioactive emissions, alpha-particles, beta-particles, gammarays, radioactive decay, half-life Misconceptions : Atoms can decay. Syllabus Objective

Learning Outcome

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Activities

Resources and Hyperlinks

34

Students should be able to: (a) describe the detection of alpha-particles, beta-particles and gamma-rays

-

(b) state, for radioactive emissions, (i) their nature (ii) their relative ionising effects (iii) their relative penetrating powers

-

-

name the three radioactive emissions produced by radioactive substances,

GCSE Physics 3rd edition pg 254 to pg 258 BBC - GCSE Bitesize Science: Physics

compare the nature, ionizing effects and penetrating power of the three radioactive emissions,

use equations to represent changes in the composition of a nucleus during radioactive decay,

(c)

show understanding of the meaning of radioactive decay, using equations (involving symbols) to represent changes in the composition of the nucleus when particles are emitted Syllabus Objective

Refer resources to discuss the detection of radioactivity.

Comprehensive Physics for ‘O’ Level Science, pg 330 to pg 349

http://hyperphysics.phy astr.gsu.edu/hbase/nucl ear/radact.html Provide plenty of equations to show nuclear reactions and let the students complete the equations themselves Introduce half-life by making the students halving the amount from 100 pieces of same item such as glass marbles, beads or even peanuts

http://home.clara.net/d arvill/nucrad/types.htm http://www.gcse.com/ra dioactivity.htm

Show varieties on how half-life may be calculated

Learning Outcome

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

Activities

Resources and Hyperlinks

35

(d)

use the term half-life in simple calculations which might involve information in tables or in decay curves

(e)

describe how radioactive materials are handled, used, stored and disposed of, in safe way

-

define half-life of a radioactive sample, use the concept of halflife in simple calculations,

-

Demonstrate the safety precautions

describe the safety precautions in the handling, use, storage, disposal of radioactive materials.

Extension

Students can find out the different uses of radioactive isotopes in medicine, agriculture, industry and archeology.

Notes (including safety)

Students should be aware of the hazards of radiation.

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) YEAR 11 (2 + 3)

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