Sow For Combined Science Year 9 (2+2 Programme) v2 - 2 Years

Topic Physical Quantities and Units Time Allowed : 1 week
1:
1.1 Measurement of length, time and volume
Prior Knowledge : LSS SoW (Topic 1.3. : Measurement ; 1.3.1. Length, Area and Volume)
Links To : Most topics
Keywords : S.I. Units, length, thickness, distance, diameter
Misconceptions : Students think that distance/thickness/diameter are not lengths.
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
Students should be able to : Do simple experiments using their own Combined Science :
rules to measure length of textbook, lab Teaching Guidelines
- use a ruler to measure length of tables etc. and Resources Upper
(a) use and describe
a given object, Display 15 cm, 30 cm, half-metre rule,1 Secondary ,Part 1, CDD
how to
- measure the length of a book, metre rule and measuring tape.
use rules,
table and fabric, What are they used for? Physics for ‘O’ Level
micrometers,
- state the SI unit for length Get the students to select the Combined Science and
vernier scales and
- identify the steps in using a appropriate instrument for measuring ‘N’ and ‘O’ Level
calipers to
vernier caliper and micrometer length of : * pencil * textbook * table Science, Brunei
determine
screw gauge to measure the Ask students to select the instrument Darussalam Edition.
lengths
diameter and thickness of objects. for measuring :
* the thickness of coin, wire
* diameter of coin and wire
Show students the correct way to use

the metre rule and the half-metre rule
by avoiding the ‘end error’ and the
‘parallax error’.
Demonstrate to students how to use
and read the scales on the micrometer
and the vernier calipers and allow them
to take measurements from real objects
such as coins, thin wire and wooden
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 1
YEAR 9 (2 + 2)
block
Refer OTM 1a
The students will measure thickness of paper, hair, wire, thread, etc.
Extension
They can measure diameter of objects such as test tubes.
Skills are developed during laboratory practical in terms of minimizing errors by doing the same
Notes (including
procedures at least twice. Proper techniques of using micrometer screw gauge and vernier calipers to
safety)
determine the readings.
Topic Physical Quantities and Units
1:
1.1 Measurement of length, time and volume
Prior Knowledge : LSS Mathematical skills in calculations.
Links To : Most topics.
Keywords : Interval of time, period of a pendulum, volume of liquids, volume of solids
Misconceptions : The students think that a period of the pendulum is only half of 1 complete oscillation.
Hyperlinks
The students should be able to: Refer OTM 1a Comprehensive Physics
- name a suitable instrument for for ‘O’ Level Science,
(b) use and describe Use stop clocks and stopwatches to
measuring time, pg 16 to pg18
how to use clocks show how to read and record the time.
and other devices - do the experimental set-up to
measure the period of the Set up a simple pendulum and
for measuring an
pendulum, demonstrate how to find the period of
interval of time,
the pendulum by measuring the time of
including the - handle, manipulate and use
10 or 20 complete oscillations. Discuss
period of stopwatch to measure the period of
necessary precautions as well to
pendulum a pendulum,
improve accuracy and to reduce error.
- identify some ways to avoid
Students will repeat the procedure
errors.
Extension Find out the effect on the period of the pendulum if the length is changed.
Notes (including
Digital stopwatch is more accurate than analog stopwatch.
safety)

YEAR 9 (2 + 2)
(c) use and describe - name a suitable device for Students will read volume of water from Comprehensive Physics
how to use a measuring volume measuring cylinder and to find the for ‘O’ Level Science,
measuring - measure volume of a given liquid, volume of a small irregular object (eg. a pg 7 and pg 8
cylinder to - measure volume of a given block of small stone) by displacement method.
measure a volume wood (regular solids)
Also show how to measure the volume
- measure the volume of an irregular
of a floating object (eg. a cork) using a
solid
measuring cylinder and a sinker.
- measure the volume of cork.
Extension Measure the volume of a given solid using a displacement can (eureka can)
Notes (including Precaution should be taken to place the measuring cylinder on a flat surface before reading the volume.
safety) The lower meniscus is read.
Topic CELL STRUCTURE AND ORGANISATION Time Allowed : 1 week

2:
2. Plant & Animal cells
1.
Prior Knowledge : LSS SOW (Topic 5.0. : Cell Structure & Organisation)
Links To : Specialised cells; Internal structure of a leaf
Keywords : cell, cellulose cell wall, cell membrane, cytoplasm, vacuole, nucleus, chloroplasts, chlorophyll
Misconceptions : All cells have cell wall.
Hyperlinks
(a) examine under Students should be able to : Prepare and examine onion cell and Combined Science :
the microscope an liver cell under the microscope. Teaching Guidelines
- prepare slides for use with the
animal cell (e.g. and Resources Upper
light microscope
from fresh liver) Use the pictures (onion cell) or (Elodea Secondary, Part 1, CDD.
- handle, manipulate and use the
and a plant cell cell) from online resources to ask
light microscope to view slides they
(e.g. from Elodea, students to draw one example of a Biology for ‘O’ level
have prepared
a moss, or any plant cell. Combined Science and
- make clear biological drawings
suitable locally ‘N” and ‘O’ Level
of both animal and plant cells
available material) Use the picture (cheek cell) from online Science, BDE

YEAR 9 (2 + 2)
- identify the main parts of the resources to ask students to draw one
(b) identify and cell example of an animal cell. Online resources
describe the Animal and plant cells
structures seen, - state the function of each part Draw and identify the structures seen in http://www.bbc.co.uk/sc
(cell membrane, of the cell the cells. hools/ks3bitesize/scienc
nucleus and State the functions of the different e/biology/cells_2.shtml
cytoplasm for structures seen in the cells. http://www.bbc.co.uk/sc
animal cells; cell hools/gcsebitesize/biolo
wall, cell Compare the visible differences in gy/cellprocesses/1cellfu
membrane, structures of an animal and plant cells. nctionsrev2.shtml
nucleus, http://www.micrographi
cytoplasm, sap a.com/specbiol/plan/pla
vacuole and - compare the visible structures naq/plaq0100.htm
chloroplasts for of the plant and animal cells http://www.natureedve
plant cells) - describe the similarities and ntures.com/pictures_20
differences between a named plant 07_session_1.php?
(c) compare the cell and a named animal cell group=Micro%20Me
visible differences
in structure of the - show an appreciation of the Cell structure
animal and plant presence of chloroplasts to make http://www.biotopics.co.
cells examined food by photosynthesis uk/life/cells.html
(d) state the function

of the cell
membrane in
controlling the
passage of
substances into
and out of the
cell
Hyperlinks
Extension Do a research on the function of the nucleus in passing down genetic information from a parent to a child.

YEAR 9 (2 + 2)
Handle microscope and fragile objects such as glass slides and cover slips with care.
Ensure that broken glassware is safely disposed of.
Notes (including
Avoid spilling Iodine on stain skin and clothes.
safety)
Clean up all spillages promptly if they occur.
Report all spillages and accidents to the teacher.
Topic CELL STRUCTURE AND ORGANISATION

2:
2.2. Specialised Cells
Prior Knowledge : LSS SOW (Topic 5.0. : Cell Structure & Organisation)
Links To : Osmosis, Transport in flowering plants (Transpiration), Transport in human (blood cells), Respiration
(Gaseous exchange)
Keywords : specialized, root hair cell, extension, elongated, absorb, absorption, osmosis, surface area, red blood
cell, transport, oxygen, haemoglobin, biconcave, depression
Misconceptions : Students think that all molecules move only by osmosis.
All animal cells have nuclei. All plant cells have chloroplasts.
Hyperlinks
(e) state, in simple Students should be able to : Show students root hairs of seedlings of http://schools.moe.edu.
terms, the green beans/peas which have been sg/chijsjc/Biology/Cell
- identify a root hair cell
relationship grown for a week. %20Structure/cell_struc
- make clear biological drawing
between cell ture.htm
of a root hair cell using a sharp Observe prepared slides of root hair cell
structure and cell
pencil and red blood cells using microscope. Cell specialisation
function for
(i) root hair cells –
- label the different parts of the http://www.bbc.co.uk/sc
Discussion & explanation on how a
root hair cell (cell wall, cell hools/ks3bitesize/scienc
absorption typical plant cell is specialized to
membrane, cytoplasm, vacuole, e/biology/cells_3.shtml
(ii) red blood cells become a root hair cell using diagrams.
nucleus) Specific function of
– transport of
- describe how a root hair is animal cells
oxygen
specialized from a typical plant http://www.bbc.co.uk/sc
cell hools/gcsebitesize/biolo
(f) identify these State the relationship between cell
- state how the structure of a gy/cellprocesses/1cellfu
cells from
YEAR 9 (2 + 2)
diagrams and root hair (shape & structure and cell function for these nctionsrev4.shtml
from - size)is related to its function cells (red blood cells and root hair Specific function of
photomicrographs (absorption of water and mineral cells). plant cells
salts) http://www.bbc.co.uk/sc
Discussion & explanation on how a
- state the function of a root hair hools/gcsebitesize/biolo
typical plant cell is specialized to
cell gy/cellprocesses/1cellfu
become a root hair cell using diagrams.
- state the differences between a nctionsrev5.shtml
root hair cell and a typical plant
cell
Hyperlinks
- identify a red blood cell
- make clear biological drawing
of red blood cell using a sharp
pencil
- label the different parts of the
red blood cell (cell
- membrane, cytoplasm)
- describe how a red blood cell is
specialized from a typical animal
cell
- state the function of a red blood
cell
- state how the structure of a red
blood cell is related to its function
- explain how the presence of
haemoglobin in a red blood cell is
related to its function
- state the differences between a
red blood cell and a typical animal
cell
Extension Find out the structure and function of xylem vessel and phloem.
Notes (including It is essential that these are very clearly taught lessons. This is a good opportunity for developing thinking
safety) skills rather than just telling students. It is worth spending time emphasizing terms eg haemoglobin,

YEAR 9 (2 + 2)
surface area, biconcave, extension, elongated.
Topic Diffusion & Osmosis Time allowed : 1 week

3:
3.1 Diffusion
3.2 Osmosis
Prior Knowledge : Plant cell, animal cell, root hair cell, red blood cell
Links To : Gaseous Exchange in the alveoli, Gaseous Exchange in stomata, Absorption of food molecules in the villi,
Transport in flowering plants
Keywords : Diffusion, Concentration, higher concentration, lower concentration, concentration gradient Osmosis,
Concentration, Dilute/Weak solution, Strong/ Concentrated solution, semi/partially/selectively permeable
membrane, Turgid, Firm, Stiff, wrinkled, Flaccid
Misconceptions : All substances can diffuse across the plasma membrane as long as a concentration gradient is
present.
Diffusion can occur only when there is a solvent and a solute.
Hyperlinks
(a) define diffusion Students should be able to : Demonstrate diffusion of the nitrogen Online resource :
as the movement - define diffusion dioxide and air; potassium How substances get into
of molecules manganate (VII) in water and (and
ammonia or
Hyperlinks

YEAR 9 (2 + 2)
out of) of cells
from a region of - differentiate dilute/weak/, perfume in air.
http://www.biotopics.co.u
their higher concentrated/strong solutions
k/life/osmsis.html
concentration to a - explain diffusion Illustrate the concept of diffusion by
http://www.bbc.co.uk/sch
region of their - give examples of diffusion in using OTM 2 and OTM 3.
ools/gcsebitesize/biology/
lower everyday life Carry out an experiment to
cellprocesses/2diffusiona
concentration, demonstrate osmosis by
ndosmosisrev2.shtml
down a - define and explain osmosis. using :
Osmosis
concentration - describe the idea of a (i) coloured sugar solution in
http://www.tvdsb.on.ca/w
gradient semi/partially/selectively visking tubing immersed in a
estmin/science/sbi3a1/Cel
- permeable membrane beaker of water
ls/Osmosis.htm
(b) define osmosis - work out the direction in which (ii) raisins immersed in water
http://www.biologycorner.
as the passage of water molecules should move (need a few hours for reaction
com/bio1/diffusion.html#
water molecules through a to take place)
http://www.pgjr.alpine.k1
from a region of semi/selectively/partially (iii) cut fresh chilies longitudinally
2.ut.us/science/whitaker/
their higher permeable membrane during and immersed in water and
Cell_Chemistry/Plasmolys
concentration to a osmosis concentrated sugar solution.
is.html
region of their (Do not remove stalk).
http://highered.mcgraw-
lower (iv) osmosis in plant tissue using
hill.com/sites/007249585
concentration, sugar/salt solution in potato
5/student_view0/chapter
through a partially well placed in a shallow trough
2/animation__how_osmos
permeable of water
is_works.html
membrane - explain the uptake of water by
plants Use Biology for ‘O’ level Combined Pupils’ experiments with
(c) describe the - explain wilting in a small plants Science BDE, pg 23, to explain the osmosis in carrot tissue
importance of in terms of osmosis effects of osmosis on animal tissue. http://www.biotopics.co.u
osmosis in the - explain the effects of osmosis k/life/carrot.html
uptake of water on red blood cell when they are Use Biology for ‘O’ level Combined
by plants and the placed in a concentrated solution Science BDE, pgs 23 and 25 to Osmosis in operation in
effects of osmosis and a dilute solution explain the importance in the uptake animal and plant cells
on animal tissue - predict the effect of placing red of plants and effect of osmosis on http://www.biotopics.co.u
blood cells in a solution which has animal tissue (red blood cells) or use k/life/osmdia.html
the same concentration as the the online resources to explain effect http://highered.mcgraw-
cytoplasm of the cells of osmosis on animal tissue. hill.com/sites/dl/free/0072
464631/291136/hemolysi
s_crenation.swf

YEAR 9 (2 + 2)
Extension Do an experiment on osmosis using carrot and straw at home.
Nitrogen dioxide is a poisonous gas. Experiment on diffusion on nitrogen dioxide can be performed in the
Notes (including fume cupboard.
safety) Potassium manganate(VII) will stain clothing and skin.
Take extra care when cutting chilies.
Topic EXPERIMENTAL CHEMISTRY Time Allowed : 2 weeks

4:
4.1 Experimental Design
Prior Knowledge : LSS SoW (Topic 1.2. Handling Common Laboratory Apparatus; 1.3.2. Mass & Time; 1.3.4. Temperature)
Links To : Most topics in Practical Chemistry

Keywords : Burette, thermometer, pipette, mass, volume, time, measuring cylinder, volume,
Misconceptions : Name and use of the pipette and burette; Not possible to measure precise volumes of liquids.
Volumes of liquids can only be measured using a measuring cylinder.
Hyperlinks
(a) name and use Students should be able to : Students to do the following practical
appropriate activities
- name and use apparatus for the
apparatus for the 1. Cooling curve for wax
measurement of time, temperature,
measurement of volume and mass. 2. Measurement of time
time, - give the correct units for these and temperature for some
temperature, quantities exothermic/endothermic reactions
mass and volume - state the levels of (eg. action of sodium hydroxide
including accuracy needed when using pellets on water or ammonium
burettes, pipettes common measuring apparatus nitrate in water)
and measuring 3. Action of dilute
cylinders. hydrochloric acid on marble chips.
- suggest suitable apparatus ,given (Students can plot a graph of loss
(b) design relevant in mass(g) vs. time in seconds)
arrangement of information, for a variety of simple 4. For measurements of
apparatus, given experiments. volumes – titration of acids with
information about alkalis can be demonstrated by
the substances using pipette and burette.
YEAR 9 (2 + 2)
involved. (This
needs to
permeate
throughout the
syllabus)
Extension Use of a burette to work out a method to estimate the volume of one drop of water.
Notes (including
Care when handling mercury thermometers. Use of pipette fillers and burette funnels.
safety)
Topic EXPERIMENTAL CHEMISTRY

4:
4.2 Methods of purification & analysis
Prior Knowledge : LSS SOW (Topic 2.0. Water), Names and uses of apparatus, soluble and insoluble substances, solute,
solvent and solutions,
Links To : Most topics in Practical Chemistry
Keywords : Filtration, evaporation, distillation, crystallization, residue, filtrate, distillate, chromatography, mixtures,
chromatogram, solvent
Misconceptions : All salts are soluble.
YEAR 9 (2 + 2)
Hyperlinks
(c) describe and use Students should be able to: The following experiments can be Chemistry for ‘O’ level
methods of carried out: Combined Science and
- describe filtration,
purification by the - separation of two ‘N” and ‘O’ Level Science,
evaporation, crystallization and
use of a suitable solids(sand and salt) by using a BDE
simple distillation.
solvent, filtration, suitable solvent and filtration.
- distinguish between
crystallization and - crystallization (growing Combined Science :
residue and filtrate in filtration.
distillation crystals by cooling a saturated Teaching Guidelines and
(including
- label parts of a
solution of copper(II)sulphate. Resources Upper
distillation apparatus and explain
description but - distillation (obtaining Secondary, Part 1, CDD.
how a distillate is obtained by two
not use of pure water from seawater)
processes – evaporation and
fractional Online resource :
condensation.
distillation). Use OTM 1, Topic 3 to explain Filtration
distillation of sea water. http://www.scs.sk.ca/cybe
(d) suggest suitable r/elem/learningcommunit
purification y/sciences/science10/curr
techniques given _content/science10/unita/
information about Students can separate and identify redon17.html
the substances the dyes in black ink and study the
involved. - explain the term food colours used in cakes. Paper chromatography
chromatography. http://www.sambal.co.uk/
(e) describe and use - draw a simple diagram to Teachers can provide prepared chromatography.html
paper show the apparatus used in a paper chromatograms to students to draw
chromatography chromatography experiment. conclusion from them. Basic KS3-GCSE notes
and interpret - state the difference on ELEMENTS,
chromatograms. between the chromatogram of a COMPOUNDS and
mixture and the chromatogram of a MIXTURES and their
pure substance. separation, CHEMICAL
- identify the constituents REACTIONS and
of a mixture by comparing its EQUATIONS
chromatogram with the http://www.wpbschoolhou
chromatograms of known se.btinternet.co.uk/page0
substances. 1/ElCpdMix/EleCmdMix.ht
m
YEAR 9 (2 + 2)
Hyperlinks
Separating mixtures
ools/ks3bitesize/science/c
hemistry/elements_com_
mix_8.shtml
Do an experiment to separate the pigments in chlorophyll, petals of flowers etc.
The purification of muddy water using a simple sand filter can be performed.
Extension
The principle of fractional distillation can be explained in detail to the better ability learners. This will help
them in understanding fractional distillation of crude oil to be taught in year 5.
Normal safety precautions to be observed.
Notes (including
Caution : The learners should not drink the filtered water as it contains bacteria and other micro-
safety)
organisms.
Topic 4 EXPERIMENTAL CHEMISTRY

:
4. Methods of purification & analysis
2.
Prior Knowledge : The use of thermometers
Links To : Most topics in Chemistry
Keywords : pure, impure, impurity
Misconceptions : A substance is pure if it is white. The melting point of a substance is 00C and its boiling point is
1000C.
Hyperlinks
f] identify substances Students should be able to : Determination of melting point of
and test their pure ice and ice with added impurity
- state what a pure
purity by melting (eg salt)
substance is.
point and boiling Determination of boiling point of
- explain how impurity
point water and water with salt added to it.
affects the melting point and boiling
determination and Students are to note the effect of
YEAR 9 (2 + 2)
point of a pure substance. impurities on melting points and
by
- predict if a substance is boiling points.
chromatography.
pure, given their melting and boiling Get students to find out
points i) why people put salt on
- deduce the purity & roads in winter – (stops water
identities of substances, given their freezing on roads so the roads
melting and boiling points won’t get icy.)
- describe an experiment ii) salt is added to ice used at
to fish markets.
a) determine the melting point
and boiling point of a
substance.
b) find out if a substance is pure.

Hyperlinks
- to identify a pure or Chromatography experiments can be
impure substances from graphs carried out to check if the dyes on
- distinguish between pure some food colours are pure or not.
substances and impure substances (eg. one spot on chromatogram
from their chromatograms. indicates pure substance).
Students can perform experiments to determine the boiling point of ethanol.
Extension
Students can find out the importance of purity in food industries.
Notes (including
Care when using ethanol as it is flammable.
safety)
Topic 5 KINETIC PARTICLE THEORY Time Allowed : 1 week

:
Prior Knowledge : LSS SOW (Topic 9 : Matter)
Keywords : solid, liquids, gases, interconversion, melting, freezing, boiling, evaporation, condensation, compressed,
vibrate, random motion.
Misconceptions : Boiling and evaporation are the same.
When a gas is compressed, the gas particles become smaller.
YEAR 9 (2 + 2)
Reading of graphs showing temperature change during melting, freezing, boiling, etc.
Hyperlinks
Chemistry for ‘O’ level
(a) describe the Student should be able to Demonstration of the kinetic model
Combined Science and
states of matter of matter
- describe the ‘N” and ‘O’ Level Science,
and explain their
arrangement of the particles in each - Play a game with BDE
interconversion in
of the three states of matter. students asking them to behave like
terms of the
- draw models to show the solid, liquid and gas molecules. Combined Science :
kinetic particle
arrangement of particles in solid, Solid – students shake their bodies Teaching Guidelines and
theory.
liquid and gas states in their own seats, holding Resources Upper
- describe the movement the hands of their nearest Secondary, Part 1, CDD.
of particles in all the three states of neighbours. They are not
matter. allowed to move around.
- describe the changes in Online resource
Liquid – students shake their
the arrangement of particles during States of matter
bodies more vigorously
melting and boiling. http://www.chem.purdue.
holding their neighbours’
- describe the edu/gchelp/atoms/states.
hands. They can get out of
interconversion of the three states html
their seats and move
of matter.
around the room.
- read graphs showing
temperature changes during Gas – Students shake their bodies
melting and boiling (melting point, more vigorously without
boiling point and physical states at holding hands. They can
different sections of the graphs) move around the room freely

Hyperlinks
- predict the physical state sometimes bumping into http://www.bbc.co.uk/sch
of matter at a given each other and sometimes ools/ks3bitesize/science/c
- temperature, given their bumping against the walls hemistry/physical_change
melting and boiling points of the room. s_2.shtml
- explain how the animation
Spacing in solids, liquids and gases
arrangement and movement of http://www.harcourtschoo
may be studied using sand, water and
particles differ when the l.com/activity/states_of_m
YEAR 9 (2 + 2)
temperature is increased or air compressed in a syringe. Relate atter/
decreased the results obtained to the spaces
between the particles. The particle model
Brown gas in a jar placed over
another jar with plate removed, liquid
hemistry/particle_model_i
stored in a conical flask is tilted and
ntro.shtml
the shape of the ice cube when it is
Particles and change of
placed in another container is studied
states
to show that gases fill space, liquids
change shape and solids stay the
same.
hemistry/physical_change
Simulation programs can be used to s_6.shtml
show the kinetic theory model of the States of matter
interconversion of the three states. http://www.footprints-
science.co.uk/states.htm
Ask the students to act as a solid
particles, liquid particles and gaseous
particles. As the particles in a solid,
ask them to become a liquid. Using
questioning techniques, ask them
what happen to them when they
change from solid to liquid.
Do the same thing with the other
conversions of states.
Place an ice cube on an evaporating
dish above a beaker of boiling or hot
water. Observe the processes
involved.
Use OTM 1, Topic 2 to explain change
of states or refer to Pgs 10 – 15,
Chemistry for ‘O’ level Combined
Science and ‘N” and ‘O’ Level
Science, BDE.
Extension Students can plot heating curve graph of melting ice and boiling water from given data.
YEAR 9 (2 + 2)
Notes (including
Care when handling mercury thermometers and burners.
safety)
Topic 6 KINEMATICS Time Allowed : ½ week
:
6. Speed, Velocity & Acceleration
1
Prior Knowledge : Graphing skills to determine the changes with time (using a stopwatch)
Links To : Measurement of time and distance.
Keywords : Acceleration, motion, constant velocity, average velocity, constant speed, average speed, distance.
Misconceptions : Students would think that acceleration is always positive (+).
Velocity is another word for speed. An object’s speed and velocity are always the same.
Hyperlinks
The students should be able to: Relate speed to the distance travel Comprehensive Physics
per unit time by asking these for ‘O’ Level Science, pg
(a) state what is - define speed,
questions like: 26 to pg 28
meant by speed, - show the relation of
velocity and speed, distance and time using the  How do you know that one car is
acceleration equation: speed = distance traveled faster than another car?
time  Why 80 km/h is faster than 50
- calculate speed and km/h? ( refer car speedometer).
average speed, Physics for ‘O’ Level
- define velocity Introduce the term constant speed. Combined Science and
- explain the difference In a given journey explain why ‘N’ and ‘O’ Level Science,
between speed and velocity, keeping a constant speed is Brunei Darussalam
- calculate velocity using impossible and why an average Edition.
the equation: speed is used instead.
- velocity = distance When giving the definition of velocity, BBC - GCSE Bitesize -
(b) recognise motion traveled remember to state and explain the Science: Physics
for which the time in a given direction. difference between speed and
acceleration is - convert km/hr to m/s and velocity. Britannica GCSE Physics –
constant vice-versa PC CD-rom
Introduce the term constant
- define acceleration, velocity and average velocity. http://www.glenbrook.k12
- calculate for acceleration Ask this question: .il.us/GBSSCI/PHYS/CLASS
YEAR 9 (2 + 2)
(c) recognise motion using the equations:  Why a person running round a /1DKin/U1L1d.html
for which the - acceleration = change in corner cannot have a constant
acceleration is not velocity/time taken or velocity even though his speed is
constant - acceleration = change in constant?
speed/time taken,
- convert km/hr2 to m/s2 Explain acceleration by presenting
and vice versa. students with two different cars
(example: Ferrari versus Toyota or F1
- describe uniform and car versus Nissan). Use the example
non-uniform acceleration, to explain that acceleration is related
- give examples of uniform to change in speed over time. Make
and non-uniform acceleration. them understand that the one with

Hyperlinks
shorter time to cover same distance
has higher acceleration.
Extension Do a practical or an experiment to determine the speed of a toy car.
Notes (including
Students should be aware that speed and velocity are different.
safety)
Topic 6 KINEMATICS
:
6. Graphical Analysis of Motion
2
Prior Knowledge : Plotting the speed-time graph and distance-time graph.
Links To : Calculating speed, velocity and acceleration
Keywords : uniform speed, uniform acceleration, deceleration.
Misconceptions : Acceleration is the change of velocity.
Hyperlinks

YEAR 9 (2 + 2)
Students should be able to : Give students speed-time data to http://www.stvincent.ac.u
- plot a graph of speed analyse and to be plotted. k/Resources/Physics/Spee
(d) plot and interpret
against time given data. d/speed/motgraphs.html
a speed-time
graph - calculate the area under
a speed-time graph to determine
the distance traveled for a motion
with uniform speed or uniform
acceleration. The graphs must show different
motions and should be drawn on the
- state that the
same axes for comparison.
acceleration of free fall for a body
(e) recognise from near to the earth is constant and is
Combined Science
the shape of a approximately 10 m/s2,
Teaching Guidelines and
speed-time graph
Resources Upper
when a body is - plot and interpret speed-
Secondary Pt 1
(i) at rest time graphs,
Topic 4 Appendix 1 and
(ii) moving with - differentiate and analyse
Appendix 2
constant speed the shapes of the graphs, if the
(iii) moving with body is at rest, moving with a
constant constant speed or with constant
acceleration acceleration.

Hyperlinks
Extension The students will be given more data to plot and interpret a speed-time graph.
Notes (including The students should be aware that the area under a speed-time graph is equal to the distance traveled by
safety) the object.
Topic 7 DYNAMICS Time Allowed : ½ week

:
7. Motion
1
Prior Knowledge : Displacement, speed and acceleration.
YEAR 9 (2 + 2)
Links To : Turning effects of force.
Keywords : Dynamics, Newton, force, magnitude of force, resultant force.
Misconceptions : Students think that friction can cause an object to accelerate.
Hyperlinks
Students should be able to : Demonstrate how a force can change Britannica GCSE Physics –
(a) describe the the motion of the body by asking one PC CD ROM
- name some things that
ways in which a student to walk slowly in front of the
forces can do, Physics for ‘O’ Level
force may change class. While the student is walking do
- describe the effect of Combined Science and
the motion of a the following:
balanced and unbalanced forces on ‘N’ and ‘O’ Level Science,
body a body,  push the student lightly from the
Brunei Darussalam
front,
Edition.
(b) use the relation  push the student lightly from the
between force, - identify the forces acting back, BBC - Schools - KS3
mass and on an object,  push the student lightly from the Bitesize - Science -
acceleration - use the relation between side. Physics - Forces and
force, mass and acceleration in the Motion
equation F = ma, to solve problems For each occasion ask the rest of the
- solve problems on students what happen to the motion http://www.bbc.co.uk/sch
motion involving forces, of their friend. Highlight the following: ools/scienceclips/ages/6_
- explain the effect of  stops or slows down the motion, 7/forces_movement.shtml
friction on the motion of a body,  make the motion faster, http://www.bbc.co.uk/sch
- determine when and  change the direction of the ools/scienceclips/ages/10
where friction occurs. motion. _11/forces_action.shtml
Make the students realise that the http://www.bbc.co.uk/sch
above are related to acceleration and ools/scienceclips/ages/5_
therefore acceleration is related to 6/pushes_pulls.shtml
force (the push in the demonstration).
Relate force with mass by asking this
question:
Which person is easier to push, a
small person or a big person? (pick
two students from the class as an
example)
YEAR 9 (2 + 2)
Hyperlinks
Discussion and explanation on how to
use F = ma in solving appropriate
problems.
Extension Do a practical to show the effect of friction on a moving object.
Notes (including
Do a research on the effect of forces on a parachutist and an airplane cruising at a constant speed.
safety)
Topic 8 ENZYMES Time Allowed : 1 week

:
8.1 Enzyme Action
8.2 Effects of Temperature & pH
Prior Knowledge : Plotting Graphs
Links To : Animal Nutrition (Chemical Digestion)
Keywords : Enzyme, protein, biological catalyst, specific, denatured/destroyed, optimum temperature, optimum pH,
germination
Misconceptions : Enzymes die when heated to high temperature. Enzymes are killed by heating.
Hyperlinks
Students should be able to : Use a small piece of liver placed in Combined Science
some hydrogen peroxide solution. Teaching Guidelines and
(a) define enzymes - define an enzyme
Resources Upper
as proteins which - explain enzyme action
Use online resource on Animation : Secondary Part One
function as using the Lock and Key Hypothesis
How enzymes work to explain the
biological
action of enzyme “Lock & Key Biology for ‘O’ Level
catalysts - describe the effect of
Hypothesis”. Combined Science and
temperatures on enzyme activity
‘N’ and ‘O’ Level Science,
(b) describe the - identify an optimum
Discussion & explanation on the Brunei Darussalam
effect of temperature for an enzyme activity
properties of enzymes. Edition
temperature and from a graph
of pH on enzyme - interpret a graph of an
Students will use tabulated data to Online resource :
YEAR 9 (2 + 2)
activity effect of temperature on the rate of plot graphs showing the effect of Enzymes
an enzyme-catalysed reaction temperature & pH on enzyme activity. http://www.bbc.co.uk/sch
- describe the effect of pH ools/gcsebitesize/chemist
on enzyme activity Students must be able to interpret ry/chemicalreactions/5en
- interpret a graph of an graphs and draw conclusions from zymesrev1.shtml
effect of temperature on the rate of them. Refer to OTM 2, OTM 3 of Topic http://www.biotopics.co.u
an enzyme-catalysed reaction 7, Teacher’s guide). k/other/enzyme.html
- state the properties of
enzymes

Hyperlinks
(c) state the effect - describe the role of Effects of enzymes on the Animation: How Enzymes
of enzymes on enzymes on the germination of germination of seeds can be studied Work
the germination of seeds by using Topic 7, OTM 4. http://highered.mcgraw-
seeds hill.com/sites/007249585
5/student_view0/chapter2
/animation__how_enzyme
s_work.html
Extension Find out the use of enzymes at home.
Notes (including
Spend time to teach students how to plot graphs (review form 1 SOW) and interpret them.
safety)
Topic 9 PLANT NUTRITION Time Allowed : 1 ½ weeks

:
9.1. Photosynthesis
Prior Knowledge : LSS SoW (Topic 7.1. Photosynthesis), Plant cell, diffusion , osmosis, enzymes
Links To : Cell structure & Organisation, Diffusion & Osmosis, Food chains & Food webs
Keywords : raw materials, photosynthesis, chloroplasts, chlorophyll, water, carbon dioxide, light energy, glucose,
oxygen, by-product, denatured/destroyed
Misconceptions : Photosynthesis occurs during the day. Plants respire at night.
Photosynthesis takes place only in green plants.
YEAR 9 (2 + 2)
Hyperlinks
Students should be able to : Use OTM 1 and OTM 4, Topic 10, to Combined Science
explain photosynthesis. Teaching Guidelines and
(a) understand that - state the raw materials
Resources Upper
photosynthesis is and products of photosynthesis
Use Hydrilla / Elodea as suitable Secondary Part One
the fundamental
plants to study the effect of light and
process by which Biology for ‘O’ Level
temperature on rate of
plants Combined Science and
photosynthesis. Refer to pg 10.1,
manufacture ‘N’ and ‘O’ Level Science,
Combined Science, Teaching
carbohydrates Brunei Darussalam
- write word and guidelines and resources.
from raw Edition
materials symbol/chemical equation for
photosynthesis Students to be provided with Online resource :
- explain photosynthesis tabulated data to plot graphs showing How photosynthesis
(b) define
the effects of light intensity and works
photosynthesis
temperature on rate of http://www.bbc.co.uk/sch
and state the
photosynthesis. ools/gcsebitesize/biology/
equation for
greenplantsasorganisms/
photosynthesis (in
0photosynthesisrev2.sht
words or symbols)
ml

Hyperlinks

YEAR 9 (2 + 2)
(c) state the effect of - plot a graph using data The effect of light
varying light of the rate of photosynthesis intensity on the rate of
intensity and against light intensity photosynthesis
temperature on - plot a graph using data http://www.biotopics.co.u
the rate of of the rate of photosynthesis k/pot/odds/elodea.html
photosynthesis against temperature
(e.g. in - state the effect of
submerged varying light intensity on the rate of
aquatic plants, photosynthesis
such as Elodea) - state the effect of
varying temperature on the rate of
photosynthesis
(d) describe the - describe how carbon

intake of carbon dioxide and water enter the plants
dioxide and water during photosynthesis
by plants, the - describe the role of
trapping of light chlorophyll in the manufacture of
energy by food during photosynthesis
chlorophyll, the - explain what happens to
conversion of light the glucose produced during
energy into photosynthesis
chemical energy,
the formation of
carbohydrates,
their subsequent
storage, and the
release of oxygen
- explain the importance of
(e) explain why most photosynthesis to organisms
forms of life are
completely
dependent on
photosynthesis
Construct a concept map on photosynthesis.
Extension
State forms of carbohydrate storage ; fruits, seeds, sugar cane, potato, yam
YEAR 9 (2 + 2)
Handle mercury thermometer with care.
It is essential that students spend time on plotting graphs in class and interpreting them.
Notes (including
When using Hydrilla or Elodea to study the effect of light and temperature on rate of photosynthesis,
safety)
make sure that Hydrilla or Elodea produce bubbles and wait for a few minutes at a given temperature or
light intensity before counting the number of bubbles produced.
Topic 9 PLANT NUTRITION

:
9.2 Leaf structure
9.3 Mineral nutrition
Prior Knowledge : LSS SoW (Topic 7.1. Photosynthesis)
Links To : Transport in flowering plants (Transpiration)
Keywords : Palisade layer, palisade cell, spongy layer, spongy cell, stoma (stomata), guard cells, xylem, phloem,
vascular bundle, intercellular air space,
Misconceptions : Plants obtain their food from the soil as fertilizers are added to it.
Hyperlinks
(f) identify and label Students should be able to : Use OTM 1, Topic 10 (leaf structure), The structure of the leaf
the cellular and to identify and label the cross-section http://www.biotopics.co.u
- identify and label the
tissue structure of of a dicotyledonous leaf. k/plants/leafst.html
cellular and tissue structure of a
a dicotyledonous Green plants
cross- section of a dicotyledonous
leaf, as seen in http://www.bbc.co.uk/sch
leaf
cross-section ools/ks3bitesize/science/b
- state the significance of
under the iology/green_plants_intro.
the distribution of chloroplasts in
microscope shtml
the spongy and palisade cells
- state the significance of
stomata and vascular tissues
Show examples of commonly used
- differentiate the palisade
fertilizers (NPK , inorganic and organic
and spongy layers
fertilizers).
(g) investigate and Mineral requirements of
state the effect of Study and compare plants with plants
- state the importance of
YEAR 9 (2 + 2)
insufficient nitrate ions or nitrogen-containing fertilizers and without them. http://www.bbc.co.uk/sch
nitrogen on plant ions for plant ools/gcsebitesize/biology/
growth and - explain how nitrate ions greenplantsasorganisms/
state the are absorbed by the root hairs 1watertransportrev5.sht
importance of - state the effect of ml
nitrogen- insufficient nitrogen on plant growth
containing ions for - describe an experiment
protein synthesis to study the deficiency symptoms of
and their use in plants when they lack nitrogen-
nitrogen- containing ions
containing
fertilisers for
agriculture
Students can investigate the role of macronutrients in plant growth (for example; magnesium,
Extension
phosphorus, calcium. potassium and sulphur)
Notes (including
safety)
Topic Animal Nutrition Time Allowed : 2 weeks

10 :
10.1 Diet
Prior Knowledge : LSS SoW (Topic 7.2. Food & its importance; 7.3. Classes of food; 7.4. Balanced diet)
Links To : Transport in Man (The Heart, Heart attack)
Keywords : diet, balanced diet, proteins, carbohydrates, fats, vitamins, minerals, fibre (roughage), malnutrition,
constipation, obesity
Misconceptions : Students think that vegetables and fruits play an insignificant role in diet.
Hyperlinks
a) define a balanced Students should be able to : Use OTM 5(a), (b), (c) to study the Combined Science
diet as a diet - define a balanced diet examples of food in a balanced diet. Teaching Guidelines and
supplying - list the different classes Resources Upper
sufficient of food that make a balanced diet Use OTM 6(a), (b), (c) and (d) to Secondary Part One
YEAR 9 (2 + 2)
quantities of - list the chemical study/explain the energy intake in
protein, elements which make up relation to age, sex and activity of an Biology for ‘O’ Level
carbohydrates, carbohydrates, fats and proteins individual. Combined Science and
fat, vitamins, - state the importance of ‘N’ and ‘O’ Level Science,
minerals, fibre, protein, carbohydrates and fats in Students can use the weight/height Brunei Darussalam
water and energy our diet graphs [reference to pg 64, Biology Edition.
to sustain a - state the importance of textbooks, Fig 5.13) to find out if they
healthy life taking vitamins C and D, minerals are within normal weights. Online resource :
(calcium & iron) and fibre in our diet Diet and digestion
- give the sources for Use OTM 7 to explain constipation. http://www.bbc.co.uk/sch
carbohydrates, proteins, fats, ools/ks3bitesize/science/b
vitamins C and D and mineral salts iology/diet_intro.shtml
(iron and calcium)
- explain the relation
between diet and age, diet and sex
b) explain why diet, and diet and activity of an individual
especially energy
intake, should be
related to age,
sex, and activity
of an individual - define malnutrition
- explain constipation and
c) state the effects the problems associated with this
of malnutrition in condition
relation to - explain obesity and the
constipation and health problems associated with this
obesity condition
Find out about deficiency symptoms of vitamins A, C, D and K and Mineral salts Iron, Calcium, Iodine.
Extension
Find out about bulimia, dietry requirements of a pregnant woman and a lactating mother.
Hyperlinks
Students can find out what kinds of food can be taken to avoid constipation problems.
Extension
Students can investigate different ways that can be followed to avoid obesity.

YEAR 9 (2 + 2)
Notes (including
safety)
Topic Animal Nutrition

10 :
10.2 Human alimentary canal
10.3 Mechanical and physical digestion
Prior Knowledge : LSS SoW (Topic 7.6. Structure & Function of teeth), Enzymes
Links To : Enzymes, Transport in Man
Keywords : mouth, teeth, chewing, dental decay, digestion, mechanical (physical) digestion, salivary glands, saliva,
oesophagus (gullet), peristalsis, stomach, duodenum, pancreas, liver, gall bladder ,ileum, small intestine,
colon, rectum, large intestine, anus, undigested food, ingestion, digestion, absorption, assimilation,
egestion
Misconceptions : Students think that the only organ in the digestive system is the stomach.
Hyperlinks
(d) identify, on Students should be able to : Use OTM 8, 9 , posters and models of Combined Science
diagrams and human alimentary canal to identify “Teaching Guidelines and
- name and state the
photographs, and and name the main regions of the Resources, Upper
function of the parts of the system
name the main alimentary canal and the associated Secondary, Part One”.
that make up the human alimentary
regions of the organs
canal and the associated organs The digestive system
alimentary canal
http://www.biotopics.co.u
and the
k/nutrition/digesy.html
associated organs:
http://trc.ucdavis.edu/bio
mouth, salivary
sci10v/bis10v/media/ch24
glands,
/human_digestive_v2.htm
oesophagus,
l
stomach,
- define ingestion, http://kidshealth.org/pare
duodenum,
digestion, absorption, assimilation nt/general/body_basics/di
pancreas, gall
and egestion gestive.html
bladder, liver,
- to identify which part of http://www.uclan.ac.uk/fa
ileum, colon,
alimentary canal is involved in the cs/health/nursing/sonic/sc
rectum and anus
enarios/uclananim/whole
YEAR 9 (2 + 2)
process mentioned above. bodyzoom.swf
(e) describe the http://www.besthealth.co
main functions of m/besthealth/bodyguide/r
these parts in eftext/html/dige_sys_fin.h
relation to tml
ingestion,
digestion,
absorption,
assimilation and
egestion of food,
as appropriate
Hyperlinks
f) describe the - identify the different Use OTM 11(c) and model of teeth to The virtual body
function of the types of teeth and state their describe function of teeth and causes http://www.ehc.com/vbod
teeth in reducing functions in relation to tooth of dental decay. y.asp
the size of food structure
Nutrition & digestion
particles - state the process and Invite professionals from the dental
causes of tooth decay care.
ools/gcsebitesize/biology/
(g) state the causes - state ways to prevent
humansasorganisms/0nut
of dental decay tooth decay Demonstrate peristalsis by fitting a
ritiondigestionrev1.shtml
and describe the - describe the proper care seed with about the same diameter as
proper care of of teeth in a rubber tubing or straw. Squeeze http://www.constipationa
teeth the rubber tubing or straw and dvice.co.uk/constipation/
observe how the seed moves along it. digestive_system.html
(h) describe chewing
and peristalsis - describe chewing Teeth
- describe mechanical http://www.biotopics.co.u
digestion k/nutrition/teeth.html
- describe the process of
peristalsis
Students can list enzymes present in intestinal juices.

Extension
Project work : Making posters of the human alimentary canal.

YEAR 9 (2 + 2)
Notes (including
safety)
Topic Animal Nutrition

10 :
10.4 Chemical digestion
10.5 Absorption and assimilation
Prior Knowledge : LSS SoW (Topic 7.7. Digestion in animals), Enzymes
Links To : Enzymes , Transport in Man
Keywords : enzyme, amylase, protease, lipase, starch, glucose, proteins, amino acids, fats, fatty acids, glycerol,
chemical digestion, bile, absorption, diffusion, optimum, capillaries, deamination
Misconceptions : Liquid milk does not need to be digested.
Acid in the stomach is a problem.
Hyperlinks
(i) describe the - define chemical digestion A practical can be carried out to show How do enzymes work?
function of a - distinguish chemical the function of a typical amylase http://www.tvdsb.on.ca/w
typical amylase, digestion and mechanical digestion using substrate (starch), amylase estmin/science/sbi3a1/dig
listing the powder and testing the presence of est/enzymes.htm
substrate and end sugar after enzyme activity.
products as an
example
Hyperlinks

YEAR 9 (2 + 2)
of extra-cellular - describe the role of Use Fig.8.5. pg 91 and fig.8.6, pg 92, The digestive system
digestion in the salivary and pancreatic amylase and of Combined Science textbook : http://health.howstuffwor
alimentary canal maltase in the digestion of starch Biology, to state the role of the liver ks.com/adam-
- state the end-products in the metabolism of glucose and 200142.htm
for digestion of starch amino acids. http://www.scienceclarifie
- describe the functions of d.com/Di-El/Digestive-
pepsin and lipase System.html
- state the end products http://www.abbysenior.co
for digestion of proteins and fats m/biology/digestive_syste
(j) describe - state the optimum pH for m.htm
absorption as the these enzymes http://www.skoool.com/di
passage of soluble gestive_system.htm
products of - describe how the http://www.scienceaid.co.
digestion through digested food molecules are uk/biology/humans/digest
the wall of the absorbed in the blood capillaries ion.html
small intestine
and into the blood
capillaries
(Structure of villi
is not required.)
(k) state
(i) the role of the
- state the roles of liver in
liver in the
the digestion and assimilation of
metabolism of
food
glucose and
- explain what happens to
amino acids
excess glucose
(ii) the role of fat
as a storage
excess amino acids
substance
(l) state that the excess fats
formation of urea
and the
breakdown of - describe briefly how, and
alcohol occur in in what form, excess nitrogen is
YEAR 9 (2 + 2)
removed from the body
the liver
Some diabetic patients need to go to the hospital for injection of insulin into their body. Find out about
Extension
diabetes and insulin.
Notes (including
Remind students that the intake of alcohol is HARAM and can harm the liver.
safety)

YEAR 9 (2 + 2)
Topic Atomic Structure Time Allowed : 1 week
11 :
11.1 Atomic structure
11.2 Isotopes
Prior Knowledge : Atom – the smallest particle of an element, some names of common atoms.
Links To : Chemical bonding, The Periodic Table and Group Properties
Keywords : atom, protons, electrons, neutrons, nucleus, proton number, nucleon or mass number, shells, isotopes,
group number, period, valence shell, valence electron
Misconceptions : In all atoms, number of protons = number of neutrons.
Nuclei of all atoms contain both protons and neutrons.
Inner most shell of atoms holds a maximum of 2 electrons, all the other shells hold a maximum of 8
electrons.
Hyperlinks

YEAR 9 (2 + 2)
Students should be able to Use OTM 5, Topic 3, to describe the Combined Science
relative charges and approximate Teaching Guidelines and
(a) state the relative - name the three sub-
relative masses of protons, electrons Resources Upper
charge and atomic particles and locate their
and neutrons. Secondary Part One
approximate position in an atom.
relative mass of a - state the symbols, Introduction to Periodic Table and
Chemistry for ‘O’ Level
proton, a neutron relative mass and charge of these interpretation of symbols and
and an electron particles numbers used in the Periodic Table.
- state the symbols of
Students to determine the number of Brunei Darussalam
(b) define proton most of the elements in the Periodic
protons, electrons and neutrons in the Edition.
number and Table especially elements with
nucleon number atomic numbers 1 – 20. first twenty elements.
Online resource :
- use the Periodic Table to Rules for the arrangement of Atomic structure
(c) use and interpret determine the proton number and electrons in an atom. http://www.bbc.co.uk/sch
such symbols as C nucleon number of a named
12 ools/gcsebitesize/chemist
6 element. Shells Maximum ry/classifyingmaterials/at
- explain the term ‘proton number of omic_structure1rev1.sht
(d) use proton number’ and ‘nucleon number’. electrons ml
number and the - state the number of 1 2
simple structure protons, electrons and neutrons in 2 8 http://www.bbc.co.uk/sch
of atoms to an atom, given its proton number 3 8 ools/gcsebitesize/chemist
explain the and nucleon number.
ry/classifyingmaterials/at
Periodic Table, - draw and state the Students are to work out the electron omic_structure2rev1.sht
with special electronic structures of the first arrangement (electronic ml
reference to the twenty elements in the Periodic configuration) in the first twenty Animation
elements of Table elements and then draw their atomic http://www.footprints-
proton number 1 - use diagrams of atomic structures. science.co.uk/atomicstruc
to 20 structures to work out mass
Teachers to explain that the number ture1.htm
(nucleon) numbers
(e) define isotopes of electrons in the outermost shell
- explain the tem corresponds to the group number of
‘isotopes’ and recognize isotopes the elements in the Periodic Table.
from given diagrams of atomic
structures or from relevant data
Hyperlinks
YEAR 9 (2 + 2)
(f) describe the - identify the group and
build-up of period number to which an element
electrons in belongs from its electronic
‘shells' and structure.
understand the - recognize that atoms
significance of with complete shells are noble
outer electrons gases.
and the noble gas
electronic
structures
Extension Students to find out the history of the development of the atomic model.
Notes (including There must be careful progression of ideas when teaching or discussing this topic from the introduction of
safety) sub-atomic particles to the arrangement of electrons in shells.
Topic Structure and Properties of Materials Time Allowed : ½ week

12 :
Prior Knowledge : LSS SOW (Topic 9.5 : Elements, Compounds & Mixtures)
Links To : Purity of substances (Determination of melting and boiling points)
Keywords : element, mixtures, compounds, alloys, ions, molecules, chemical formula
Misconceptions : If a substance decomposes when heated, the products must be elements.
The formula for the element hydrogen is H.
Atoms are coloured.
A compound can be separated into its elements by physical means, eg. Distillation.
Hyperlinks
Students should be able to Use of iron and sulphur powder as Combined Science
(a) describe the - define the terms examples of elements. Mixing iron Teaching Guidelines and
differences ‘element’, ‘compound’, and and sulphur powder as a mixture and Resources Upper
between ‘mixture’ and give examples of each then heating them to get the Secondary Part One
elements, - give symbols of common compound, iron(II) sulphide.
compounds and elements Chemistry for ‘O’ Level
mixtures, and Use OTM 3, Topic 3 to explain the Combined Science and
YEAR 9 (2 + 2)
- state the number of differences between a compound and ‘N’ and ‘O’ Level Science,
between metals
atoms and elements present in a a mixture. Brunei Darussalam
and non-metals
given chemical formula Edition.
- interpret diagrammatic Use OTM 4, Topic 3 to explain the
representations of a monoatomic, differences between metals and non-
diatomic molecules, compounds and metals.
mixtures

Hyperlinks
(b) describe alloys, - list the main differences Online resource
such as brass, as between elements, compounds and Atoms and elements
a mixture of a mixtures. http://www.bbc.co.uk/sch
metal with other - identify the dividing line ools/ks3bitesize/science/c
elements between metals and non-metals hemistry/elements_com_
running diagonally through the mix_1.shtml
Periodic Table
- name some elements Compounds
that are metalloids (those that are http://www.bbc.co.uk/sch
close to the dividing lines having ools/gcsebitesize/chemist
some properties of metals and non- ry/classifyingmaterials/el
metals) ements_and_compoundsr
- list some differences in ev3.shtml
physical properties between metals
and non-metals. http://www.bbc.co.uk/sch
- give a few examples of ools/ks3bitesize/science/c
common alloys. hemistry/elements_com_
mix_3.shtml
Mixture
mix_6.shtml
YEAR 9 (2 + 2)
mix_7.shtml
Extension Find out elements in the Periodic Table named after countries, the planets, scientists and universities.
Notes (including
safety)
Topic Ionic Bonding Time Allowed : 1 week

13
13.1 Ion formation
1 Ionic bond formation
3.2
Prior Knowledge : Atom, Atomic structure
Links To : Properties of compounds
Keywords : ion, positive ion, negative ion, ionic compound, bond, ionic bonding, ‘dot and cross’ diagram
Misconceptions : Atoms of elements in the same period of the Periodic Table have the same number of outer shell
electrons.
Ionic bonds are stronger than covalent bonds.
Sodium chloride consists of NaCl molecules.
Number of electrons and protons for an ion are equal.
Hyperlinks

YEAR 9 (2 + 2)
(a) describe the Students should be able to Teacher need to explain why the Combined Science
formation of ions noble gases are unreactive in terms Teaching Guidelines and
- account for the
by electron loss or of their electronic configuration. Resources Upper
unreactive nature of noble gases.
gain Secondary Part One
- explain the need for
most atoms to combine. Teacher to explain the formation of
Chemistry for ‘O’ Level
- describe how atoms positive and negative ions by losing
become stable ions by loss or gain and gaining electrons respectively.
of electrons. Refer to Figs.7.2 and 7.5, Pgs 77 and
Brunei Darussalam
- state the formula of 79 of the textbook.
Edition.
different ions formed when Practical activity on the formation of
electrons are lost or gained to attain Online resource :
magnesium oxide.
the noble gas configuration Worked examples on
- state the number of Students need to know why atoms ionic bonding
protons, electrons and neutrons in combine. http://www.teachmetuitio
an ion, given its symbol and charge n.co.uk/Chemistry/Chemi
(b) describe the Discuss the formation of sodium
- draw electronic diagrams calstructureandbonding/w
formation of ionic chloride and magnesium chloride
of some named ions eg Mg2+, Na+, orked_examples_on_ionic
bonds between using OTM 1 and 2, Topic 5.
K+ , Ca2+, , Al3+, Cl - , O2- , N3- _bonding.htm
metallic and non- Refer to Fig. 7.8, pg 81 of the
http://www.teachmetuitio
metallic elements textbook.
n.co.uk/Chemistry/Chemi
(e.g. in NaCl and - describe how an ionic Get the students to draw the calstructureandbonding/i
CaCl2 ) compound is formed by formation of the following ionic onic_bonding.htm
- using electronic compounds : KCl, CaO, Na2O, MgCl2 , Animation
structures. CaCl2 , NaF, KF, CaF2, MgF2, Al2O3 http://www.footprints-
- draw ‘dot and cross’ science.co.uk/ionic.htm
diagrams to represent the Animation of formation of
- ionic bonding in common ionic bonding
ionic compounds.
- state the formula of the
ionic compound formed
Hyperlinks
http://www.dac.neu.edu/p
hysics/b.maheswaran/phy
1121/data/ch09/anim/ani
YEAR 9 (2 + 2)
m0904.htm
Chemical bonding
http://www.visionlearning
.com/library/module_view
er.php?mid=55
ools/gcsebitesize/chemist
ry/classifyingmaterials/io
nic_bondingrev1.shtml
Get students to do concept map on formation of ions and ionic bonding.

Extension Get students to find the number of protons and electrons for some common ions; Cu2+, Fe2+, Fe3+, Ag+ , I
-
, Br - , Rb+ .
It is essential that these are very clearly taught lessons. A great opportunity for developing thinking skills
Notes (including rather than just telling students. It is important tat students really understand reason for charge on ion ant
safety) the fact that bonding is the electrostatic attraction.
A great deal of practice is needed involving the change from atomic structure to ionic structure.
Topic Covalent Bonding Time Allowed : 1 week

14 :
14.1 Covalent bond formation
14.2 Physical properties of covalent compounds
Prior Knowledge : Atomic structure
Links To : Organic Chemistry, Nitrogen and ammonia
Keywords : covalent bonds, sharing of electrons, volatility, single covalent bond, double covalent bond
Misconceptions : Ionic bonds are stronger than covalent bonds.
All substances with ionic bonds are soluble in water.
Strong forces are present in chlorine molecules.
Hyperlinks

YEAR 9 (2 + 2)
Students should be able to Discuss the formation of H2, HCl, Cl2 , Combined Science
- recognize that atoms of O2 and H2O using OTM 3, 4, 5, 6 Teaching Guidelines and
a) describe the
non metals can share electrons to and 7. Resources Upper
formation of
become stable. Secondary Part One
covalent bonds as Get the students to draw the
the sharing of structures of the following molecules :
pairs of Cl2 , CH4, NH3 and CO2 using
Hyperlinks
electrons leading - show the sharing of the dot and cross diagrams. Chemistry for ‘O’ Level
to the noble gas electrons in common simple Combined Science and
configuration (e.g. covalent molecules using ‘dot and ‘N’ and ‘O’ Level Science,
H2, Cl2 , HCl , H2O , cross’ diagrams. Brunei Darussalam
Teacher to explain the physical
CH4 and CO2 ) Edition.
properties of ionic and covalent
compounds. Online resource
(b) deduce the - draw the structural and
Covalent bonding
electron chemical formulae from the dot and
arrangement in cross diagrams
other covalent
ry/classifyingmaterials/co
molecules (c)
valent_bondingrev1.shtml
construct ‘dot and
cross' diagrams to http://www.teachmetuitio
show the outer n.co.uk/Chemistry/Chemi
electrons in calstructureandbonding/c
covalent - list the differences ovalent_bonding.htm
molecules between the properties of ionic
and covalent compounds in terms of Properties
(d) describe the solubility in solvents, ability to http://www.bbc.co.uk/sch
differences in conduct electricity and their ools/gcsebitesize/chemist
volatility, solubility volatility. ry/classifyingmaterials/bo
and electrical nding_higherrev2.shtml
conductivity http://www.bbc.co.uk/sch
between ionic and ools/gcsebitesize/chemist
covalent ry/classifyingmaterials/bo
compounds nding_higherrev3.shtml
YEAR 9 (2 + 2)
Students can make ball and stick models of various complex covalent molecules eg. Butane,
Extension tetrachloromethane etc.
Do a concept map on covalent bond formation & properties of covalent compounds.
It is worth spending time emphasizing key points; eg shared a pair of electrons.
Notes (including
Careful build up of the discussion or explanation of covalent bonding. A good opportunity for developing
safety)
thinking skills.
Topic Mass, Weight and Density Time Allowed : 1 week

15 :
15.1 Mass and weight
15.2 Density
Prior Knowledge : LSS SOW (Topic 1.3.3. : Density), Finding the mass, volume and density of an object.
Keywords : Mass, weight, volume, density, inertia, constant mass, Newton
Misconceptions : Mass changes if the gravitational field strength changes.
Mass and weight are the same.
The density of an object depends on its volume.
Hyperlinks

YEAR 9 (2 + 2)
Students should be able to : Present students with two labeled Comprehensive Physics
(a) demonstrate an
- explain the difference identical boxes fill with marbles (or for ‘O’ Level Science, pg
understanding
between mass and weight, any other suitable materials). One 11 to pg13
that mass is a
containing more marbles than the
measure of the - state that the mass of a
other. Tell students to hold the two GCSE Physics 3rd edition
amount of body resist a change in the state of
boxes in their hands and ask these by Tom Duncan, pg 66
substance in a rest or motion of the body,
questions: and pg 67
body - calculate the weight of a
 Which box is heavier?
given mass, account for the Britannica GCSE Physics –
(b) describe, and use variation in weight of a given mass  How do you explain that one is
heavier or lighter than the other? PC CD com
the concept of, from place to place,
weight as the - recall and apply the Open the two boxes to show the
marbles and relate mass to the BBC - Schools - KS3
effect of a relationship :
amount substance in a body. Bitesize - Science -
gravitational weight = mass x gravitational Physics - Forces and
field on a mass field, To explain that mass does not Motion
- convert kg to Newton or change, ask this question:
(c) demonstrate vice-versa  What happen to the boxes of http://algebralab.com/pra
understanding marbles if they were brought to ctice/practice.aspx?
that two - identify the instruments the moon? Will the number of file=Word_Density.xml
weights, and used to measure mass and weight marbles change?
therefore masses, - state the units of mass and weight
can be Explain why the instrument used to
compared using a measure mass and hence weight is
balance called balance by showing pictures of
old beam balances that are used long
(d) use appropriate - define density and time ago. Then explain how this
balances to volume, concept is used in designing the triple
measure mass - name a suitable beam balance and other balances
and weight instrument for measuring volume, available in the lab and at home.
- read accurately the Demonstrate to students how to use
(e) describe volume of a liquid using a the balances and record the readings.
experiments to measuring cylinder,
determine the - recall and apply the
density of a relationship:
density = mass/volume
YEAR 9 (2 + 2)
Hyperlinks
liquid, of a to new situations, Give students a number of objects
regularly - calculate the density (eg. coins, cork, marbles etc) for them
shaped solid and when given the mass and volume. to find the volume and hence the
of an irregularly density. Prepare the necessary
shaped solid (by apparatus: measuring cylinder,
the method of electronic balance, displacement can.
displacement) and
make the
necessary
calculations
Extension Do a practical to show the effects on the density of the object if the mass and volume are changed.
Notes (including That different substances have different densities. The density of water is 1 g/cm3. That if the density of
safety) an object compared with water is more than 1g/cm3 the object will sink and vice versa.
Topic Turning Effect of Forces Time Allowed : 1 week

16 :
1 Moments
6.1
Prior Knowledge : Friction, dynamics, forces, effects of balanced and unbalanced forces on a body.
Links To : Deformation
Keywords : Moments, perpendicular distance, force, clockwise moment, counterclockwise moment.
Misconceptions : Moment and turning effect is a force.
Hyperlinks
(a) describe the Students should be able to : Start the lesson by asking these Comprehensive Physics
moment of a force - define the moment of a questions for ‘O’ Level Science, pg
in terms of its force  Name objects which have fixed 56 to pg 60
turning effect and - locate the turning effect points or pivot or fulcrum.
give everyday of a force on a diagram, (Answers includes: the pointer on GCSE Physics 3rd edition,
examples the clock, tap, door, steering pg 80 to pg 83
YEAR 9 (2 + 2)
- identify clockwise and wheel.
anticlockwise moments,  What happen if these objects are BBC - Schools - KS3
- give examples of pushed or pulled? Bitesize - Science -
(b) perform and
moment of force in everyday life, Physics - Forces and
describe an Make students aware that there are Motion
experiment to two types of moment: clockwise
- state the principle of
verify the principle moment and anticlockwise moment.
moments,
of moments Use a drawing of a see-saw and cut-
- do an experiment to
prove principle of moments,. out drawings of two people. Make one
(c) make larger than the other. Present these
calculations drawings using the OHP. They can
involving the also be used to explain the principle
- use the moment of a
principle of of moment.
force = force x perpendicular
moments
distance from the pivot in different
situations to solve related problems,
Hyperlinks
- show understanding that http://www.practicalphysi
the weight of a body maybe taken cs.org/go/Experiment_22
as acting at a single point at a 6.html;jsessionid=a8LXga
single point as its centre of gravity. Dewz--?
topic_id=$parameters.to
pic_id&collection_id=29
http://www.onlinephysics
help.com/principles_of_m
oments.htm
Extension Do experiments on balancing moments.
Notes (including
safety)
Topic Deformation Time Allowed : ½ week

17 :
17.1 Elastic deformation
YEAR 9 (2 + 2)
Prior Knowledge : LSS SOW (Topic 4 : Forces.)
Links To : -
Keywords : elasticity, load, extension
Misconceptions : -
Hyperlinks
Students should be able to : Use an elastic band, spring, balloon Comprehensive Physics
(a) state that a force
- describe the effect of and other easy to get materials to for ‘O’ Level Science, pg
may produce a
force on the size and shape of a explain the effects of force on size 53 to pg 55
change in size and
body and shape of an object. Ask students
shape of a body
- explain elasticity, to give a few more examples. Britannica GCSE Physics –
PC CD rom
- describe an experiment Show how to set-up apparatus to
(b) plot, draw and Physics for ‘O’ Level
to find out the effect of load on study the relation of extension with
interpret Combined Science and
extension, different loads for a spring or elastic
extension-load ‘N’ and ‘O’ Level Science,
- plot and draw a graph of band.
graphs for elastic Brunei Darussalam
extension vs load given a set of Ask students to record the readings
solids and Edition.
data and draw the graph.
describe the
associated - interpret the extension- BBC - Schools - KS3
experimental load graph Bitesize - Science -
procedure Physics - Forces and
Motion
Hyperlinks
Extension
Notes (including
safety)
Topic Energy, Work and Power Time Allowed : 2 weeks

18 :
1 Energy conversion and conservation
8.1
YEAR 9 (2 + 2)
1 Major sources of energy
8.2
1 Work
8.3
1 Power
8.4
Prior Knowledge : LSS SOW (Topic 6.1. Sources of energy; 6.2. Conversion of energy; 6.3. Conservation of energy. Year 8)
Links To : Most topics
Keywords : joule, Newton, energy conversion and conservation, potential and kinetic energy, work, internal energy,
chemical, hydroelectric, solar, nuclear, geothermal, wind
Misconceptions : Energy is always lost to the environment whenever thermal energy is produced in a mechanical
system.
Energy can be recycled.
Hyperlinks
Students should be able to : Give students the names of some Keith Johnson GCSE
(a) give examples of
- identify the forms of appliances and objects such as light Physics For You, pg 127
energy in different
energy, bulb, electric kettle, burning candle, to pg 133
forms, its
- state and apply the burning matches, microphone, loud
conversion and Charles Chew & Leong
principle of conservation of energy speaker, etc. Ask students to give the
conservation, and See Cheng
to simple examples, energy conversions taken place in
apply the principle Comprehensive Physics
- describe energy these appliances or objects.
of energy for ‘O’ Level Science, pg
conservation to conversion Use a falling object (eg. ball) and a 72 to pg 89
simple examples - name some ways of simple pendulum to explain the terms
conserving energy Tom Duncan. GCSE
kinetic energy and potential energy in
(b) use the terms Physics. Pg 141 to pg
context. Make students see that as
kinetic energy and 144
the ball is falling, its height is
potential energy - define the terms decreasing and hence its potential Physics for ‘O’ Level
in context potential energy and kinetic energy, energy. Using the principle of Combined Science and
- use the equation: p. e. = conservation of energy, the potential ‘N’ and ‘O’ Level Science,
(c) describe, and mgh energy is converted to kinetic energy Brunei Darussalam
express a as can be seen by the increase of Edition.
qualitative - state that energy is speed of the ball.
understanding of, transformed from one form to BBC - Schools - KS3
YEAR 9 (2 + 2)
processes by another but not transferred from Pictures to help explain the processes Bitesize - Science -
which energy is one to another, involved in power station using the Physics - Energy
converted from - list the common sources different sources of energy Resources and Energy
of energy used on earth, Transfer
- explain the of
conversion of energy from one form
Hyperlinks
one form to to another, should be used. BBC - GCSE Bitesize -
another, including - explain the efficiency in Science: Physics
reference to energy conversion.
(i) chemical/fu http://www.howstuffworks
el energy (a re- .com/fpte.htm
grouping of
atoms)
(ii) hydroelectri
c generation
(emphasizing
the
mechanical
energies
involved)
(iii) solar
energy (nuclei
of atoms in the
Sun)
(iv) nuclear
energy
(v) geothermal
energy
(vi) wind
energy
Extension Make a research on the conservation of fossil fuels.
Notes (including

YEAR 9 (2 + 2)
safety)
Topic Formulae & Equations Time Allowed : 2 weeks

19 :
1 Formulae
9.1
19.2 Equations
Prior Knowledge : Ionic bonding, Covalent bonding
Keywords : element, compound, symbol, formula, word equation, chemical equation, balanced equation, ionic
equation
Misconceptions : Chemical formulae can be changed if this makes it easier to balance an equation.

Hyperlinks
Students should be able to – Using “flash cards” we can check if Combined Science
- define an element and a the students have memorized the Teaching Guidelines and
(a) state the symbols
compound symbols of the first 20 elements in Resources Upper
of the
- state the symbols for the periodic Table including bromine, Secondary Part One
elements and the
some common elements iodine, copper, zinc., and compounds
formulae
- state the formulae for formulae such as
of the
compounds some common compounds
Hyperlinks

YEAR 9 (2 + 2)
mentioned in the sodium chloride, calcium chloride, Chemistry for ‘O’ Level
syllabus, hydrogen chloride, water, carbon Combined Science and
dioxide, silicon dioxide, polythene, ‘N’ and ‘O’ Level Science,
(b) deduce the sulphuric acid, iron (III) oxide, Brunei Darussalam
formula of a ammonia, carbon monoxide, sulphur Edition.
simple compound dioxide, oxides of nitrogen, methane.
from the relative - determine the formula of ethane, ethanol. Online resource
numbers of atoms an ionic compound from the charges Chemical symbols
The symbols for the ions :
& vice -versa, on the ions present and vice versa. http://www.bbc.co.uk/sch
Ammonium, hydroxide, nitrate,
- state the number of each ools/ks3bitesize/science/c
(c) determine the carbonate & sulphate to be included.
type of element present in a hemistry/elements_com_
formula of an ionic
compound by referring to its Guide students to work out how many mix_2.shtml
compound from
the charges on formula. atoms arepresent in a compound
the ions present - give the names of some given its formula. (See Topic 8
& vice versa, common compounds. Appendix 1b of the teachers’ Guide)
Working out the formula of a Chemical formulae
compound http://www.bbc.co.uk/sch
Step 1 ools/ks3bitesize/science/c
Write down the name of the hemistry/elements_com_
compound. mix_5.shtml
Eg: Aluminium oxide chemical symbols
Step 2 ools/gcsebitesize/chemist
Under the name, write down the ry/classifyingmaterials/for
symbols of the elements present in mulae_and_equationsrev
a compound. 2.shtml
Al O
Step 3
Write down the charges above the
symbols.
Al3+ O 2 -
Step 4
Interchange the numbers (charges)
and write this below the symbols
YEAR 9 (2 + 2)
(as subscripts) to give the final
formula.
Al2O3
(d) construct - write word equation for a

equations with given chemical reaction
state symbols, - write a balanced
including ionic chemical equation including the
equations, state symbols

YEAR 9 (2 + 2)
- write an ionic equation

Hyperlinks
(e) deduce, from - predict the products of a Introduce the terms reactants,
experimental given chemical reaction products, state symbols
results, the See Topic 8 (Appendix 2) Teachers’
identity of the Guide
reactants & the
Steps to be followed
products & the
balanced chemical 1. Write out a word
equation for a equation for the reaction.
chemical reaction, 2. Write the correct formula
(Calculations will for each reactant and product of
not be required), the equation.
3. See where the equation
is not balanced and add
appropriate numbers in front of
each formula.
For example :
Hydrogen + oxygen  water
H 2 + O 2  H 2O
2H2 + O2  2H2O
Carry out experiments to show the

chemical reactions involved in
producing:
(a) hydrogen
(b) oxygen
(c) carbon dioxide
(d) ammonia

YEAR 9 (2 + 2)
(e) water vapour
And identifying these gases using

suitable tests.
Extension
Notes (including Plenty of exercise on chemical formulae and chemical equations must be given to the students for
safety) practice.

YEAR 9 (2 + 2)
Hyperlinks
Students should be able to : Using the Periodic Table the students Chemical calculations
(f) define relative
should identify the atomic masses of http://www.bbc.co.uk/sch
atomic mass, Ar - define relative atomic
the elements mentioned in the ools/gcsebitesize/chemist
mass
syllabus. ry/classifyingmaterials/ch
- identify which number for
a given element is the relative emical_calculationsrev1.s
Show several examples on how html
(g) define relative atomic mass
relative molecular masses should be
molecular mass,
calculated.
Mr, - define relative molecular
mass
Example :
(h) perform - determine the relative
calculations molecular mass Mr of calcium carbonate [CaCO3 ] =
concerning 40 + 12 + 3(16)
reacting - do calculations involving reacting =
masses using masses. 100
simple proportions
(Calculations will
not involve mole Show several examples on
concept) calculations involving reacting
masses.
Extension
Notes (including Plenty of exercise on finding relative molecular masses and calculations of reacting masses must be given.
safety) Guide the students in balancing a chemical equation using appropriate examples.
Topic The Chemistry and Uses of Acids, Bases and Time Allowed : 2 weeks
20 : Salts
2 Characteristic properties of acids and bases
0.1
2 pH
0.2
Prior Knowledge : LSS SOW (Topic 14.0 : Acids, Alkalis & Salts; Topic 11.3 : Hydrogen); Acids, alkalis and salts are common
in daily life
YEAR 9 (2 + 2)
Links To : Experiments in titration, Preparation of salts
Keywords : acids, alkalis, bases, salts, indicators, pH scale, neutralization, acidic oxides, basic oxides, amphoteric
oxides
Misconceptions : All acids and alkalis are harmful.
Copper(II) hydroxide is an alkali.
Litmus paper can measure the pH of a solution.
Carbonates are bases.
Some oxides of metals and nonmetals are amphoteric.
All salts are soluble in water. Salts must contain a metal part and a non-metal part.

Hyperlinks
Students should be able to- Students to perform experiments to Combined Science
show reactions of acids with some Teaching Guidelines and
(a) describe the - define an acid and an
metals and carbonates. Gaseous Resources Upper
meanings of the alkali.
products can be identified. Examples : Secondary Part One
terms acid and - state the colour change
acid with Mg, Zn and Cu; and with
alkali in terms of of some indicators with acids Chemistry for ‘O’ Level
K2CO3, CaCO3 and CuCO3.
the ions they Combined Science and
contain or These reactions to be represented by ‘N’ and ‘O’ Level Science,
produce in word and chemical equations. Brunei Darussalam
aqueous solution - describe some Edition.
Emphasize the general equations for
characteristics properties of acids as
each reaction. Online resource :
(b) describe the in reactions with metals, bases and
characteristic carbonates. Acids, Bases and Salts
Some acids can be tested using
properties of acids - construct equations for http://www.bbc.co.uk/sch
Universal Indicator and litmus paper.
as in their the reactions of acid. ools/gcsebitesize/chemist
reactions with - name expected products ry/chemicalreactions/0aci
metals, bases, in given reactions of acid dsbasesrev1.shtml
carbonates and - describe the chemical
their effects on test for hydrogen gas Neutralisation
indicator paper http://www.footprints-
science.co.uk/neutral.htm
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.
YEAR 9 (2 + 2)
Notes (including
Care must be taken when performing reactions involving acids.
safety)
Topic The Chemistry and Uses of Acids, Bases and

20 : Salts
2 Characteristic properties of acids and bases
0.1
2 pH
0.2
Keywords : ammonia, pH scale, neutral
Misconceptions : All carbonates are bases.
Hyperlinks
(c) describe the Students should be able to Students to perform an experiment
characteristic with copper(II) oxide (base) and an
- describe reactions
properties of acid (H2SO4).
involving bases with acid and
bases as in
Hyperlinks

YEAR 9 (2 + 2)
their reactions ammonium salts. Any ammonium salt can be used with
with acids and - write chemical equations a base and heated to produce
with ammonium for the reactions of bases. ammonia gas. Students can identify
salts and their - write an ionic equation to ammonia gas using red litmus paper.
effects on represent the reaction between an
indicator paper acid and alkali Some alkalis can be tested using
- define neutralization Universal Indicator paper and litmus
- name the salt produced papers.
from a neutralization reaction given
a named acid and alkali A range of substances can be tested
- describe the test for in liquid form using Universal pH scale
ammonia gas. Indicator and pH paper. http://www.footprints-
(d) describe science.co.uk/ph.htm
neutrality and - use the pH scale to Use OTM 1, Topic 11.
relative acidity determine whether given
and alkalinity in substances are acidic, alkaline or Teachers to provide names of crops
terms of pH neutral. that thrive in acidic and alkaline soils.
(whole numbers - state the colour changes
only), measured of indicator in alkaline solutions.
using Universal
Indicator paper
(e) describe and - explain why pH of soil

explain the needs to be adjusted according to
importance of the crops grown.
controlling acidity - suggest suitable
in soil chemicals that can alter the pH of
soil to suit the plants grown.
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)

YEAR 9 (2 + 2)
Topic The Chemistry and Uses of Acids, Bases and
20 : Salts
20 Types of oxides
.3
20 Preparation of salts
.4
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.
Hyperlinks
Students should be able to Teachers to provide some examples Combined Science
of oxides in each group (acidic, basic, Teaching Guidelines and
(f) classify oxides as - classify common oxides
amphoteric). Resources Upper
either acidic, as acidic, basic or
Secondary Part One
basic, or - amphoteric oxides.
Discuss with students the methods for
amphoteric - predict the type of oxide
preparing soluble salts : Chemistry for ‘O’ Level
related to based on the reaction, if
(i) acid + metal Combined Science and
metallic/non- - any, with acids and
(ii) acid + insoluble base ‘N’ and ‘O’ Level Science,
metallic character alkalis.
(iii) acid + insoluble carbonate Brunei Darussalam
- name soluble chlorides,
Edition.
sulphates, nitrates,
Various steps involved in the
(g) describe the - carbonates
preparation of the salt must be
preparation,
mentioned.
separation and - suggest suitable
YEAR 9 (2 + 2)
purification of reagents for the preparation of
salts as examples given soluble salts and describe the Experiments to prepare, separate and
of some of the steps involved in the preparation. purify salts such as copper(II)
techniques - describe how titration is sulphate or zinc chloride.
specified in topic used to prepare certain soluble
1.2(c): salts. Titration method (acid/alkali) to
methods of - describe how these prepare a soluble salt must also be
preparing salts to soluble salts are purified demonstrated.
illustrate the - name some common
practical insoluble salts and describe the Experiments to prepare insoluble salts
techniques should precipitation method in preparing such as lead(II) iodide, silver chloride
include the action these salts. & barium sulphate.
of acids with - describe how these
insoluble bases, insoluble salts are separated and Discuss with students the methods for
and acids with purified preparing insoluble salts by
insoluble - write ionic equations to precipitation method. For example :
carbonates represent the precipitation method lead nitrate and potassium iodide to
of preparing insoluble salts. prepare lead iodide crystals.
(h) suggest a
method of
preparing a given
salt
Hyperlinks
from suitable [Refer to Appendix 1, Topic 11].
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 : 1 ½ weeks

YEAR 9 (2 + 2)
21 :
21.1 Periodic trends
Prior Knowledge : Table of elements, Chemical Equations, Bonding
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.
Hyperlinks
Students should be able to Combined Science
Teaching Guidelines and
a) describe the - state how elements are Refer to OTM 6, Topic 15.
Resources Upper
Periodic Table as a classified in the Periodic Table.
Secondary Part One
method of
classifying Chemistry for ‘O’ Level
elements and Combined Science and
describe its use in ‘N’ and ‘O’ Level Science,
predicting Brunei Darussalam
properties of - describe the trend of Get students to list down the Edition.
elements metallic character to non-metallic electronic structures/configurations of
character of elements across a all elements in each group. Relate the
(b) describe the period. number of electrons in the outer shell
change from to the group number and to their
metallic to non- - state the electronic metallic/non-metallic character.
metallic character structures for the first twenty
across a period elements in the Periodic Table.

Hyperlinks

YEAR 9 (2 + 2)
(c) describe the - relate the group number Refer to OTM 7, 8 and 9, Topic 15 to
relationship of an element to explain the properties and trends.
between group a) the number of valency electrons
number, number and
of outer electrons charge of the ions
and b) the metallic or non metallic
metallic/nonmetall character.
ic 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 The Periodic Table

21 :
21.2 Group properties
Prior Knowledge : Atomic structure, chemical equations
Links To : Alkalis, salts
Keywords : alkali metals, halogens, trends, displacement, noble gases, stable, unreactive
Misconceptions : The reactivity of elements always increases down the group.
Elements in the same group of the Periodic Table are always at the same state at r.t.p.
Chlorine will displace a halogen from its aqueous salts.
All noble gases have eight electrons in their outer shell.
Hyperlinks

YEAR 9 (2 + 2)
Students should be able to Perform an experiment using Li and Online resource :
d) describe lithium,
Na to show softness of metals with a
sodium and - name elements in Group
knife and their reactions with water. Group I – alkali metals
potassium in 1 as alkali metals.
Group I (the alkali - describe the general Hand out a data sheet with the
metals) as a properties of Group 1 properties of an unknown element.
ry/periodictableandgroup
collection of - elements and the trend Students predict if the element is
s/group1rev1.shtml
relatively soft in reactivity down the group. from Group I.
metals showing a - write equations for the
Refer to OTM 8 and 10, Topic 15 for
trend in melting reactions between lithium, sodium
trends and properties.
point and in and potassium with water and
reaction with chlorine
water and with
chlorine
Hyperlinks

YEAR 9 (2 + 2)
(e) predict the - use information given to Teachers can demonstrate an http://www.s-
properties of other predict the properties of other experiment using chlorine water cool.co.uk/topic_quicklear
elements in Group elements in the group. (chlorox) on potassium iodide n.asp?
I, given data, solution. loc=ql&topic_id=3&quickl
where appropriate - name the elements in earn_id=3&subject_id=21
Group VII as the halogens. &ebt=214&ebn=&ebs=&
(f) describe - describe the general ebl=&elc=4
chlorine, bromine properties of Group VII elements Hand out data about an unknown
and iodine in and their trends in colour, state and element and predict what group it is Reaction of sodium with
Group VII (the reactivity down the group. in. water
halogens) as a - predict the observations, Hand out data relating to elements in http://www.theodoregray.
collection of if any for the reaction between a a group. Predict the properties of an com/PeriodicTable/Stories
diatomic halogen and the aqueous salt of unknown element in the group based /011.2/
nonmetals another halogen. on the known properties of the other
showing a trend in - explain the above elements. Refer to OTM 12, Topic 15. Group VII – The Halogens
colour, state, reactions, if any, based on the http://www.bbc.co.uk/sch
and in their reactivity of the 2 halogens. ools/gcsebitesize/chemist
displacement - use information provided ry/periodictableandgroup
reactions with to suggest suitable properties of s/group7rev1.shtml
other halide elements in other groups.
ions State the electronic configuration of
- give examples of noble the Group VIII elements to show why
(g) predict the gases. they are unreactive. Refer to OTM 11.
properties of other - explain the unreactive Group 0 – The Noble
elements in Group nature of noble gases. gases
Refer to Combined Science :
VII, given data, - state some uses of noble http://www.bbc.co.uk/sch
Chemistry Textbook, BDE, Pg
where appropriate gases. ools/gcsebitesize/chemist
ry/periodictableandgroup
(h) identify trends in s/group0rev1.shtml
other groups,
given information
about the
elements
concerned

YEAR 9 (2 + 2)
(i) describe the
noble gases as
being unreactive
(j) describe the uses

of the noble gases
in providing an
inert atmosphere
(e.g. argon in
lamps and helium
for filling balloons)

YEAR 9 (2 + 2)
Hyperlinks
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 : ½ week

22 :
22.1 Water Transpiration and ion uptake
22.2
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.

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 and
- name the tissue through
structure and organization) and could now be Resources Upper
which water travels from the roots
function of root covered as revision. Refer to Biology Secondary Part One
to the leaves
hairs in relation to textbook, pg 25, Fig 2.9.
- name the tissue through Biology for ‘O’ Level
their surface area, which sugar passes from the leaves Combined Science and
and to water and Use celery stalk dip in coloured dye to
to the rest of a plant ‘N’ and ‘O’ Level Science,
ion uptake (topic demonstrate uptake of water and
- draw a root hair cell and Brunei Darussalam
1.2(e)) transport of water in plants.
identify the different parts of a root Edition.
hair cell
- describe the structure of Online resource :
Refer to OTM 6 and 7, Topic 10 to
a root hair and how it is related to Transport and support in
illustrate transpiration.
its function in water and ion uptake plants
- describe how water and
YEAR 9 (2 + 2)
mineral salts enter root hair cells A demonstration of wilting occurring http://www.biotopics.co.u
in a cut branch of a plant should be k/plants/pltrsu.html
(b) define
- describe how water is lost through carried out. [Refer to bio textbook, Transpiration
transpiration as
the stomata BDE, pg 105, Fig 9.12 (a) and (b). http://www.bbc.co.uk/sch
the loss of water
- define transpiration ools/gcsebitesize/biology/
vapour from
greenplantsasorganisms/
stomata
1watertransportrev2.sht
- define wilting ml
(c) describe how
- describe causes of wilting
wilting occurs
Hyperlinks
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 : 2 weeks

23 :
2 Circulatory system
3.1
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.
Hyperlinks
(a) describe the
Students should be able to : Use OTM 13, Topic 7 or posters or Combined Science
circulatory system
online resources to explain the blood Teaching Guidelines and
YEAR 9 (2 + 2)
as a system of - describe that the Resources Upper
circulatory system.
tubes with a pump circulatory system is made up of a Secondary Part One
and valves to pump (heart) , blood vessels
ensure one- (network of tubes) and blood Biology for ‘O’ Level
Use OTM 14, 15(a) and 15(b), Topic 7
way flow of blood (medium of transport) Combined Science and
to explain structure, pumping of heart
and action of semi-lunar valves.
(b) describe the - identify and label the Brunei Darussalam
structure and four chambers of the heart, the Edition.
Use model/chart/optic cards to further
function of the blood vessels to and from the heart
explain the above.
heart in terms of and the valves Online resource :
muscular - draw arrows to show the
contraction and flow of blood into the heart, inside The heart and circulatory
the working of the heart and away from the heart system
valves - describe the function of http://www.biotopics.co.u
Use OTM 16, Topic 7 to explain the
the four chambers of the heart, the k/circuln/heart.html
structure and function of arteries,
blood vessels to and from the heart
veins and capillaries.
and the valves
- describe oxygenated
blood and deoxygenated blood
- compare the composition
of oxygenated blood and
deoxygenated blood
Hyperlinks

YEAR 9 (2 + 2)
(c) compare the - identify an artery, a vein Use OTM 17, Topic 7 to explain The heart
structure and and a capillary blockage of coronary arteries. http://www.activescience-
function of - compare the structure gsk.com/miniweb/content
arteries, veins and and function of an artery, a vein and Invite professionals from coronary /heart/hcs.cfm
capillaries a capillary care units (hospital) to deliver talks http://www.ehc.com/vbod
on heart related issues. y.asp
(d) describe - describe coronary heart The circulatory system
coronary heart disease http://www.bbc.co.uk/sch
disease in terms - list the possible causes of ools/gcsebitesize/biology/
of blockage of coronary heart disease humansasorganisms/1cir
coronary arteries - describe ways to reduce culationrev1.shtml
and list the the risks of coronary heart disease http://www.biotopics.co.u
possible causes k/circuln/hrtprb.html
Arteries, veins &
capillaries
http://library.thinkquest.o
rg/22016/circ/index.html
Coronary problems
http://library.thinkquest.o
rg/22016/circ/problems.ht
ml
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

23 :
23.1 Circulatory system
Prior Knowledge : LSS SoW (Topic 15: Transport System in Human Beings)
Links To : Specialised Cells (red blood cells)
YEAR 9 (2 + 2)
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.
Hyperlinks
Students should be able to : Use prepared Combined Science
slides/diagrams/photomicrographs to Teaching Guidelines and
(e) identify red and - identify red and white
identify/label different components of Resources Upper
white blood cells blood cells as seen under the
blood [red blood cells, white blood Secondary Part One
as seen under microscope on prepared slides, in
cells, platelets and plasma].
the microscope on diagrams and photomicrographs
Biology for ‘O’ Level
prepared slides,
and in diagrams
and
Brunei Darussalam
photomicrographs
- list the components of Edition.
(f) list the blood and state the function of each
Refer to OTM 20(a),(b), 21(a),(b),(c)
components of component More about white blood
and (d), Topic 7.
blood as red blood cells
cells, white blood http://www.bbc.co.uk/sch
cells, platelets and ools/gcsebitesize/biology/
plasma humansasorganisms/mai
ntaininghealthrev7.shtml
(g) state the - state the function of red
functions of blood blood cells Red blood cells
(i) red blood http://library.thinkquest.o
cells – - describe phagocytosis, rg/C0115080/?c=rbc
haemoglobin antibody formation and tissue White blood cells
and oxygen rejection http://library.thinkquest.o
transport rg/C0115080/?c=wbc
(ii) white blood - describe blood clotting Platelets
cells – http://library.thinkquest.o
phagocytosis, - state the contents of rg/C0115080/?
antibody plasma c=platelets
formation and
YEAR 9 (2 + 2)
tissue - describe the function of Blood
rejection plasma http://www.biotopics.co.u
(iii) platelets – k/circuln/blood.html
fibrinogen to Red blood cell production
fibrin causing http://health.howstuffwor
clotting ks.com/adam-
(iv) plasma – 200028.htm
transport of
blood cells, Blood clotting
ions, http://library.thinkquest.o
soluble food rg/C0115080/?c=clotting
substances,
hormones,
carbon dioxide,
urea,
vitamins and
plasma protein
Hyperlinks
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 : 1 week

24 :
24.1 Conduction
2 Convection
4.2
24.3 Radiation

YEAR 9 (2 + 2)
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.

Hyperlinks
Students should be able to : Relate daily experiences such as Keith Johnson. Physics For
wearing dark and light clothes and You,
(a) describe - define conduction,
using metal spoons and wooden
experiments to - give examples of good Physics for ‘O’ Level
spoons in cooking. Experiment to
distinguish and bad conductors of heat, Combined Science and
show water is a bad conductor of
between good and - describe in molecular ‘N’ and ‘O’ Level Science,
heat.
bad conductors of terms, how energy is Brunei Darussalam
heat - transferred by Installation of air-conditioners and Edition.
conduction, heaters at home may be used to
discuss convection process. Sea
- define convection, ools/ks3bitesize/science/p
(b) relate convection breeze and land breeze can also be
- show understanding that hysics/energy_transfer_4.
in fluids to density used in the discussion.
thermal energy is transferred from a shtml
changes and
describe region of higher temperature to a To explain conduction, convection http://www.bbc.co.uk/sch
experiments to region of lower temperature, and radiation, demonstrate the ools/gcsebitesize/physics/
illustrate - describe in molecular activities found in the book ‘GCSE energy/energytransferrev
convection terms, how energy is transferred by Physics For You’, Keith Johnson, 6.shtml
convection, Chapter 8, page 48 to 59.

Hyperlinks

YEAR 9 (2 + 2)
(c) describe - define radiation, Utilise the thermal energy kits http://www.uwsp.edu/cnr/
experiments to - describe in molecular provided in the lab wcee/keep/Mod1/Rules/E
distinguish terms, how energy is nTransfer.htm
between good and - transferred by radiation,
bad emitters and - differentiate good and http://zebu.uoregon.edu/
good and bad bad emitters; good and bad ~soper/Physics/thermaltr
absorbers of infra- absorbers, ansfer.html
red radiation
- describe the importance
(d) identify and of heat insulation in homes,
explain some of domestic hot water system and use
the everyday of thermos flasks.
applications and
consequences of
conduction,
convection and
radiation
Extension Do experiments on conduction, convection and radiation.
Notes (including
safety)

YEAR 9 (2 + 2)
Topic Temperature Time Allowed : 1 week
25 :
25.1 Principles of thermometry
25 Liquid-in-glass thermometers
.2
Prior Knowledge : Thermal energy
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.
Hyperlinks

YEAR 9 (2 + 2)
Students should be able to : Show different thermometers. Tom Duncan. GCSE
(a) appreciate how a
Highlight the physical properties that Physics 3rd edition, pg
physical property - explain the difference
each thermometer used. 150 to pg152
which varies with between heat and temperature,
temperature may
- describe the effects of Show the steps involved in marking Charles Chew & Leong
be used for the
changes in volume, e.m.f and the scale on a liquid-in-glass
measurement of See Cheng.
expansion of metal for the thermometer in explaining the
temperature and Comprehensive Physics
measurement of temperature,
state examples of importance of fixed points. for ‘O’
- describe a rise in
such properties Level Science, pg 94 to
temperature of a body in terms of
an increase in its internal energy. Use magnified diagrams of liquid-in- pg 109
glass thermometers to explain
(b) recognise the - describe how the lower sensitivity and range. Physics for ‘O’ Level
need for, and and upper fixed points of a Examples: Combined Science and
identify, fixed thermometer are calibrated,  Diagrams of two thermometers of ‘N’ and ‘O’ Level Science,
points - explain sensitivity, and the same length but different bore Brunei Darussalam
(c) show range of a thermometer, size. Edition.
understanding of - describe how the  Diagrams of two thermometers of
sensitivity and different thermometers are the same length but different bulb
range - selected for measuring size.
temperatures at different
conditions, Use real pictures of laboratory and
(d) describe the - describe the structure clinical liquid-in-glass thermometers
structure and and working of liquid-in-glass to explain the structures and actions.
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.
Notes (including
safety)
Topic Thermal Properties of Matter Time Allowed : 1 week
26 :
YEAR 9 (2 + 2)
26.1 Thermal expansion of solids, liquids and gases
Prior Knowledge : Density of gases
Links To : -
Keywords : Thermal expansion, solid, liquid, gas, contraction
Misconceptions : -
Hyperlinks
Students should be able to : Use the activities, experiments, Physics for ‘O’ Level
(a) describe
diagrams and pictures found in the Combined Science and
qualitatively the - describe and give
book ‘GCSE Physics For You’, Keith ‘N’ and ‘O’ Level Science,
thermal expansion examples of thermal expansion of
Johnson, Chapter 4, page 22 to 29. Brunei Darussalam
of solids, liquids solids, liquids and gases,
Edition.
and gases - compare the expansion
of solids, liquids and gases,
- explain with examples

(b) identify and the consequences of thermal
explain some of expansion,
the everyday - explain with examples
applications and the uses of thermal expansion.
consequences of
thermal expansion
Extension
Notes (including
safety)
Topic Properties of Metals Time Allowed : ½ week

27 :
Physical properties
27.1
27.2 Alloys
Prior Knowledge : Some properties and uses of metals
Links To : Displacement reactions
YEAR 9 (2 + 2)
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.
Hyperlinks
Students should be able to: Students can use the Combined Combined Science
Science Textbook, BDE to list the Teaching Guidelines and
(a) describe the - state the general physical properties
physical properties of metals. Resources Upper
general physical of metals.
Secondary Part 2, CDD
properties of
metals
Use OTM 1. Chemistry for ‘O’ Level
(b) explain why - define an alloy and explain the use
metals are often of alloys instead
Brunei Darussalam
used in the form of pure metals for making objects.
Edition.
of alloys
Online resource :
(c) identify - identify the structures of an alloy
representations of and a pure metal
Properties of metals &
metals and alloys from diagrams.
non-metals
from diagrams of
http://www.s-
structures
cool.co.uk/topic_quicklear
n.asp?
loc=ql&topic_id=12&quic
klearn_id=1&subject_id=
21&ebt=249&ebn=&ebs
=&ebl=&elc=4

YEAR 9 (2 + 2)
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 Reactivity Series Time Allowed : 1 week

28 :
28.1 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.

Hyperlinks

YEAR 9 (2 + 2)
Students should be able to Students can be provided with a Pg 15.2, Combined
range of metals (Ca, Cu, Fe, Mg, Zn Science : Teaching
(a) place in order of - place metals in order of
and Al) to investigate their reactions Guidelines and Resources
reactivity calcium, reactivity based on their reactions,
with water and hydrochloric acid. Upper Secondary, Part 2,
copper, if any with dilute acids, water and
Compare their reaction rates and list Curriculum Development
(hydrogen), iron, steam.
them in order of increasing reactivity. Department, MOE.
magnesium, - write equations for the
potassium, reactions between metals with Chemistry for ‘O’ Level
Use Fig 9.5, Pg 195 of Combined
sodium and zinc water, steam and acid Combined Science and
Science, Chemistry textbook to
by reference to ‘N’ and ‘O’ Level Science,
explain the presence of oxide layer
the reactions, if Brunei Darussalam
that adheres to the metal.
any, of the metals Edition.
with water (or
The reactivity series of
steam) and dilute
Use OTM 2 topic 15 to deduce an metals
hydrochloric acid
order of reactivity. http://www.bbc.co.uk/sch
- explain the apparent
(b) account for the unreactivity of aluminium.
ry/usefulproductsrocks/re
apparent
activity_seriesrev2.shtml
unreactivity of
Ordering metals in the
aluminium in
reactivity series
terms of the
presence of an
oxide layer which - use given observations to
ry/usefulproductsrocks/re
adheres to the deduce the order of reactivity of
activity_seriesrev1.shtml
metal metals.
- use the reactivity series Demonstration : Ca +
(c) deduce an order to predict the outcome of H 2O
of reactivity from reactions. http://www.angelo.edu/fa
a given set of culty/kboudrea/demos/cal
experimental cium_H2O/calcium_H2O.h
results tm
Reaction of sodium with
water
http://boyles.sdsmt.edu/s
odwat/reaction_of_sodiu
m_and_water.htm
YEAR 9 (2 + 2)
Hyperlinks
Comparing reactions of very small pieces of Aluminium foil and granulated aluminium metal with
hydrochloric acid.
Extension
Project work : Students can take pictures of reactions of metals with water and acid using digital camera
and use power point presentation to show their work.
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 week

29 :
29.1 Metal ores
29.2 The blast furnace
10.3 Iron and steel
10.4 Aluminium
10.5 Zinc
10.6 Copper
Prior Knowledge : Writing word and chemical equations, Calculation of reacting masses
Links To : Formulae and Equations
Keywords : ores, extraction, alloys
Misconceptions : All metals react with water and dilute acids to produce hydrogen.
Potassium is the most reactive metal.
Aluminium does not react with water or steam, so it is low in the reactivity series.
All metals occur in the earth’s crust as compounds.
Haematite is a mineral.
Reactive metals can be extracted from their ores only by electrolysis.
If an ore contains a metal oxide then the metal is always extracted by heating the ore with carbon.
Hyperlinks
Students should be able to Use the reactivity series to guide the Chemistry for ‘O’ Level
(a) describe the ease
methods adopted for extraction of Combined Science and
in obtaining - relate the ease of
metals from their ores. ‘N’ and ‘O’ Level Science,
metals from extracting metals from their ores to
Refer to Table 10.2, Pg 201, of Brunei Darussalam
YEAR 9 (2 + 2)
their ores by their positions in the reactivity Combined Science, Chemistry
Edition.
relating the series. textbook.
elements to the Combined Science :
reactivity series - describe the main Use OTM 3a and 3b, Topic 15 to Teaching Guidelines and
reactions in the blast furnace during explain extraction of iron from Resources Upper
(b) describe the the extraction of iron from iron ore. haematite. Secondary, Part 2,
essential reactions Curriculum Development
in the - write the chemical Department, MOE.
equations for the reactions
Hyperlinks

YEAR 9 (2 + 2)
extraction of iron involved in the extraction of iron Use OTM 4, Topic 15 to explain Online resource:
from haematite from iron ore objectives (c) and (d).
The Blast furnace
(c) describe the idea
- describe how the http://www.s-
of changing the
properties of iron are varied by the Refer to Table 11.1, Pg 206 of cool.co.uk/topic_quicklear
properties of
use of additives. Combined Science, Chemistry BDE for n.asp?
iron by the
uses of some metals (Al, Zn and Cu). loc=ql&topic_id=9&quickl
controlled use of
- state the uses of some earn_id=2&subject_id=21
additives to
metals and alloys and explain their &ebt=246&ebn=&ebs=&
form alloys called
uses based on their special ebl=&elc=4
steels
properties.
(d) state the uses of Iron and The Blast
mild steel (car Furnace
bodies and http://www.bbc.co.uk/sch
machinery) and ools/gcsebitesize/chemist
stainless steel ry/usefulproductsrocks/iro
(chemical plant n_blastfurnacerev1.shtml
and cutlery)
Extraction of metals
(e) state the uses of http://gcsechemistry.com
aluminium (e.g. in /ex17.htm
the manufacture
of aircraft parts
because of its
strength and low
density and in
food containers
because of its
resistance to
corrosion)
(f) state the uses of
zinc for
galvanising and
for making brass
(with copper)

YEAR 9 (2 + 2)
(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)

YEAR 9 (2 + 2)

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Topic Physical Quantities and Units Time Allowed : 1 week

Show students the correct way to use

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

Topic CELL STRUCTURE AND ORGANISATION Time Allowed : 1 week

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

(d) state the function

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 4

Topic CELL STRUCTURE AND ORGANISATION

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

Topic Diffusion & Osmosis Time allowed : 1 week

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

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

Topic EXPERIMENTAL CHEMISTRY Time Allowed : 2 weeks

Links To : Most topics in Practical Chemistry

Topic EXPERIMENTAL CHEMISTRY

Topic 4 EXPERIMENTAL CHEMISTRY

Syllabus Objective Learning Outcome Activities Resources and

Topic 5 KINETIC PARTICLE THEORY Time Allowed : 1 week

Syllabus Objective Learning Outcome Activities Resources and

Syllabus Objective Learning Outcome Activities Resources and

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

Syllabus Objective Learning Outcome Activities Resources and

Topic 7 DYNAMICS Time Allowed : ½ week

Topic 8 ENZYMES Time Allowed : 1 week

Syllabus Objective Learning Outcome Activities Resources and

Topic 9 PLANT NUTRITION Time Allowed : 1 ½ weeks

Syllabus Objective Learning Outcome Activities Resources and

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 22

(d) describe the - describe how carbon

Topic 9 PLANT NUTRITION

Topic Animal Nutrition Time Allowed : 2 weeks

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

Topic Animal Nutrition

Students can list enzymes present in intestinal juices.

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

Topic Animal Nutrition

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

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

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

Topic Structure and Properties of Materials Time Allowed : ½ week

Syllabus Objective Learning Outcome Activities Resources and

Topic Ionic Bonding Time Allowed : 1 week

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Get students to do concept map on formation of ions and ionic bonding.

Topic Covalent Bonding Time Allowed : 1 week

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Topic Mass, Weight and Density Time Allowed : 1 week

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Topic Turning Effect of Forces Time Allowed : 1 week

Topic Deformation Time Allowed : ½ week

Topic Energy, Work and Power Time Allowed : 2 weeks

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Topic Formulae & Equations Time Allowed : 2 weeks

Syllabus Objective Learning Outcome Activities Resources and

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

(d) construct - write word equation for a

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 49

Syllabus Objective Learning Outcome Activities Resources and

Carry out experiments to show the

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 50

And identifying these gases using

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 51