Topic 1 : Static Electricity Time Allowed : ½ week

1.1. Principles of electrostatics

Prior Knowledge : -
Links To :
Keywords : electrostatics, static electricity, coulomb, repel, attract, electric charges
Misconceptions : -
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to : Demonstrate the activities found in the book, Keith Johnson. GCSE Physics
- describe simple experiments to show electric Keith Johnson ‘GCSE Physics For You’, . Chapter 32, For You.
(a) show understanding that
charges, page 267.
there are positive and
- state the two kinds of electric charges, Physics for ‘O’ Level Combined
negative charges and
Science and ‘N’ and ‘O’ Level
that charge is
measured in coulombs Science, Brunei Darussalam
- describe experiments to show that charges of the Edition.
(b) show understanding that same sign repel and charges of the opposite sign
unlike charges attract attract,
- give examples and effects of charging, http://www.bbc.co.uk/schools/ks3
and that like charges
- state the unit of electric charge. bitesize/science/electricity
repel
http://science.howstuffworks.com
/vdg1.htm

Extension
Notes (including safety)

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

YEAR 11 (2 + 3)
 Topic 2 : Current Electricity Time Allowed : 1 ½ weeks
2.1 Electric current
2.2 Electromotive force
2.3 Potential difference
2.4 Resistance
Prior Knowledge : LSS SOW (Topic 13 : Current Electricity)
Links To : -
Keywords : insulator, conductor, current, ampere, charge, coulomb, voltage, volts, energy, joules, electromotive force, resistance, potential difference,
resistor, voltmeter, ammeter, ohm
Misconceptions : All electric currents are flows of electrons. Electric current is a flow of energy.
Current is the thing as voltage. Power and energy are the same thing.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to : Show the pictures below: http://www.bbc.co.uk/schools/ks3
 Picture showing a circuit where an ammeter is bitesize/science/electricity
(a) show understanding that - give examples of insulators and conductors,
a current is a rate of flow - determine whether a material is an insulator or connected in series with a bulb and a number of
cells – to demonstrate how an ammeter should be http://www.launc.tased.edu.au/o
of charge and is conductor,
connected. nline/sciences/PhysSci/done/ele
measured in amperes - explain and define an electric current,
 Picture showing a series circuit where a voltmeter ctric/charge/Charge.htm
- identify the unit of current as Ampere,
- calculate current using the equation: I = Q/t. is connected parallel across a bulb – to
(b) use the equation I = Q/t
demonstrate how a voltmeter should be connected. http://www.gcse.com/crent.htm
- describe the measurement of current using
ammeter,  Picture showing both the ammeter and the
(c) use and describe the use
voltmeter connected in a circuit – to demonstrate http://www.gcse.com/electricity.h
of an ammeter - identify circuit symbols and draw electric circuit
how the resistance of a circuit component (eg. tm
diagrams,
bulb) is measured.
http://idahoptv.org/dialogue4kids/
(d) use the concept that the - explain and define potential difference,
For each case above ask the students to draw the season3/electricity/facts.html
e.m.f. is measured by the - explain the electromotive force of a cell,
circuit diagrams themselves.
energy dissipated by a
http://www.sengpielaudio.com/ca
source in driving charge
lculator-ohm.htm
round the complete
circuit
http://hyperphysics.phy-
astr.gsu.edu/hbase/electric/ohml
(e) show appreciation that - use the equation V = J/C, to calculate for potential
aw.html
the volt is given by difference (V),
J/C

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

YEAR 11 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(f) show understanding that - describe the measurement of potential difference
the potential difference using a voltmeter,
across a circuit
component is
measured in volts

(g) use and describe the use

of a voltmeter

(h) state that resistance = - use the equation R = V/I to calculate the
p.d./current and use resistance, p. d. and current in a circuit,
the equation R = V/I - describe an experiment to determine the
resistance of a Resistor.
More exercises on calculations involving
(i) charge, current, time and energy,
Extension
(ii) voltage, energy and charge
(iii) resistance, voltage and current

Spend time to explain

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

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

YEAR 11 (2 + 3)
 Topic 3 : d.c. Circuits Time Allowed : 1 week
3.1 Current and potential difference in circuits
3.2 Series and parallel circuits
Prior Knowledge : LSS SOW (Topic 13 : Current Electricity)
Links To : -
Keywords : circuit diagrams, series, parallel, switches, resistors, fixed resistors, variable resistors, ammeter, voltmeter, potential difference
Misconceptions : Current gets ‘used up’ as it flows through a circuit.
Charges that flow in a circuit are from the battery.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to : Ask students to do Experiment 35.4 to Experiment Keith Johnson. GCSE Physics
- draw and interpret circuits which have energy 35.12 and Experiment 35.19 of Chapter 35, GCSE For You.
(a) draw and interpret circuit
sources, switches, resistors, ammeters, Physics For You, Keith Johnson.
diagrams containing
voltmeters, magnetizing coils, bells and relays, http://www.bbc.co.uk/schools/ks3
sources, switches,
bitesize/science/electricity
resistors (fixed and
variable), ammeters and
Physics for ‘O’ Level Combined
voltmeters
Science and ‘N’ and ‘O’ Level
- differentiate a series circuit and parallel circuit, Science, Brunei Darussalam
(b) show understanding that
- use ammeters to measure currents in a series Edition.
the current at every point
in a series circuit is the circuit,
- calculate current in a series circuit, Britannica GCSE Physics PC CD
same
– rom
(c) use the fact that the sum - use voltmeters to measure the potential difference
in a series circuit, http://www.allaboutcircuits.com/v
of the p.d.’s in a series
ol_1/chpt_5/1.html
circuit is equal to the p.d.
across the whole circuit
http://www.allaboutcircuits.com/v
- calculate the effective resistance of resistors in ol_1/chpt_7/1.html
(d) calculate the combined
resistance of two or series and parallel circuits,
http://www.ndt-
more resistors in series
ed.org/EducationResources/High
- describe current in a parallel circuit. School/Electricity/circuitdiagrams
(e) use the fact that the
.htm
current from the source
is the sum of the currents

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

YEAR 11 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
in the separate branches
of a parallel circuit, the
current from the source
being larger than the
current in each branch
Extension More calculations of involving potential difference, resistors and current in a series and parallel circuits.
Notes (including safety)

Topic 4 : Practical Electricity Time Allowed : 2 weeks

4.1 Electric power and energy
4.2 Dangers of electricity
4.3 Safe use of electricity in the home
Prior Knowledge : current electricity
Links To : electricity at homes and building (everyday living).
Keywords : power, voltage, current, energy, volts, joules, fuse, earthing, neutral, live, earth, double-insulation.
Misconceptions : Fuse can be connected to any of the three (3) wires of the plug.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to : Make students aware that electricity is mostly used for Comprehensive Physics for ‘O’
heating and lighting by mentioning the electrical Level Science, pg 295 to pg297
(a) describe the uses of - describe the use of the heating effects of
electricity in appliances such as electric kettles, appliances found at home. Ask them what are these
electricity in heating and
appliances used for. Comprehensive Physics for ‘O’
lighting ovens and heaters,
Level Science, pg 302 to pg 311
Show exposed cables, pictures of common hazards at
(b) use the equations P=VI and - apply the relationships for electrical power and home, a broken three pin plug, extended used of multi- Physics for ‘O’ Level Combined
E=VIt energy to new situations or to solve related adapter, etc, to explain the hazard and ways the avoid Science and ‘N’ and ‘O’ Level
problems, the dangers of using electricity. Science, Brunei Darussalam
Discuss everyday appliances such as electric iron, Edition.
(c) state the hazards of
(i) damaged insulation washing machines, electric kettle to explain earthing
BBC - GCSE Bitesize - Science:
(ii) overheating of cables Perform simple activity for the students to wire a mains Physics
(iii) damp conditions plug

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 5

YEAR 11 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(d) show understanding of the - explain the uses of fuses and fuse and fuse Show fuses of different values to explain fuse ratings http://hyperphysics.phy-
use of fuses and fuse ratings in electrical circuits, astr.gsu.edu/hbase/electric/elepo
ratings w.html
(e) explain the need for - explain the importance of earthing and double
http://www.enersource.com/vide
earthing metal cases and insulation,
o/find_dangers/index.html
for double insulation
(f) give the meaning of the - explain the meaning of live, neutral, earth and
terms live, neutral and their respective colours,
earth wire, and describe
how to wire, a mains plug,
(g) give the reasons for
switches and fuses in live - explain why switches and fuses are connected
leads to the live wire.

Extension Students should be able to calculate the cost of electricity use at home per day.
Notes (including safety) Students should be aware of the dangers of handling electrical appliances, such as switches, plugs, etc.

Topic 5 : The Use and Abuse of Drugs Time Allowed : 1 week

5.1 Effects of heroin
5.2 Effects of alcohol
Prior Knowledge : The liver
Links To : Organic chemistry (Alcohols), Fermentation (Anaerobic respiration)
Keywords : drug, withdrawal symptoms, drugs of abuse, AIDS, HIV, social problems, depressant, addiction, delayed reaction, consumption
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(a) define a drug as an Students should be able to : Get the students to report on drugs. Its uses and Combined Science : Teaching
externally administered adverse effects in cases of drug abuse. Guidelines and Resources Upper
- explain what is a drug
substance which modifies Secondary, Part 2, Curriculum
or affects chemical Use OTM 11 and 12, Topic 19 (Resource file) to explain Development Department, MOE.
reactions in the body the effects of heroin and alcohol.

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

YEAR 11 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(b) describe a drug such as - describe the effects of heroin abuse to an Biology for ‘O’ Level Combined
heroin as a drug of individual and to the society Science and ‘N’ and ‘O’ Level
abuse and its related - describe the withdrawal symptoms of heroin Science, Brunei Darussalam
effects such as a abuse Edition.
powerful depressant,
problems of addiction,
severe withdrawal Online resource
symptoms, associated
problems such as crime Drugs and health
and infection (e.g. http://www.bbc.co.uk/schools/ks3
AIDS/HIV) bitesize/science/biology/health_2
.shtml
(c) describe the effects of - describe the effects of excessive consumption of
excessive consumption alcohol
of alcohol: reduced self- - describe the effect of alcohol on the liver
control, depressant,
problems of addiction,
severe withdrawal
symptoms, associated
problems such as crime
and infection (e.g.
AIDS/HIV)

Find out health problems caused by excess drinking of alcohol.

Find out more about what trafficking offenders/drug addicts face in Brunei Darussalam.
Extension
Get posters from The Anti-Narcotic Bureau or RIPAS.
Visit to Al-Islah.
Alcohol is HARAM for the Muslims.
Notes (including safety)
Over-consumption of drugs is prohibited for ALL.

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

YEAR 11 (2 + 3)
 Topic 6 : Relationships of Organisms with One Another and with the Environment Time Allowed : 2 ½ weeks
6.1 Energy flow
6.2 Food chains and food webs
6.3 Carbon Cycle
Prior Knowledge : Plant Nutrition
Links To : Photosynthesis
Keywords : non-cyclic, ecosystem, food web, food chain, producer, consumer, herbivore, primary consumer, carnivore, secondary consumer, trophic levels,
photosynthesis, respiration, feeding, combustion, decay/death, fossilization
Misconceptions : -
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to :
Use OTM 1, Topic 19 (Resource file) to show the Combined Science : Teaching
(a) state that the Sun is the - state the principal source of energy in an uses of the Sun’s energy as it reaches the Guidelines and Resources Upper
principal source of ecosystem ground. Secondary, Part 2, Curriculum
energy input to biological - explain the flow of energy in an ecosystem Development Department, MOE.
systems - state how energy is lost in a food chain or food Use OTM 2, Topic 19 (Resource book) to
web reinforce the concept of energy flow in an Biology for ‘O’ Level Combined Science
ecosystem. and ‘N’ and ‘O’ Level Science, Brunei
(b) describe the non-cyclical - describe that the flow of energy in an ecosystem Darussalam Edition.
nature of energy flow is non-cyclic Use OTM 3, 4, 5 and 6, Topic 19 (Resource file)
to show food chains and food web. Online resources
(c) define food chain, food - give examples of a food chain and food web Energy transfer
web, producer, - identify a producer, consumer, herbivore and As a class exercise use OTM 7, Topic 19 http://www.bbc.co.uk/schools/gcsebitesi
consumer, herbivore, carnivore from a given food chain or food web (Resource book) for students to create food ze/biology/livingthingsenvironment/2ene
carnivore and - construct a food chain and food web from given chains and food web. rgyandnutrienttransferrev2.shtml
decomposer information about organisms http://www.mhhe.com/biosci/esp/2001_
- define food chain, food web, producer, consumer, gbio/folder_structure/ec/m3/s2/ecm3s2
herbivore, carnivore and decomposer _6.htm
Food chains
(d) describe energy losses - explain the importance of decomposers Use OTM 8, Topic 19 (Resource file) to illustrate http://www.bbc.co.uk/schools/ks3bitesiz
between trophic levels - describe the transfer of energy in a food chain the loss of energy from a food chain. e/science/biology/feeding_1.shtml
and the advantages of - state the advantages of short food chains
short food chains

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

YEAR 11 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(e) describe the carbon cycle - describe the carbon cycle Use OTM 9, Topic 19 (Resource file) to describe http://www.bbc.co.uk/schools/gcsebitesi
in terms of - identify photosynthesis, respiration, feeding, the Carbon Cycle. ze/biology/livingthingsenvironment/1fee
photosynthesis, animal combustion, dingrelationshipsrev2.shtml
nutrition, respiration and - decay/death and fossilization in the Carbon Cycle http://www.bbc.co.uk/schools/gcsebitesi
combustion ze/biology/livingthingsenvironment/1fee
dingrelationshipsrev3.shtml
Quiz on Energy flow
http://ouronlineschools.org/Schools/NC/
Demoschool/5thGrade/Science/Energy
FlowThrughEcosystem.htm
Construct a food web
http://www.hbschool.com/activity/food/f
ood_menu.html
Food webs
http://www.bbc.co.uk/schools/ks3bitesiz
e/science/biology/feeding_3.shtml
http://www.bbc.co.uk/schools/gcsebitesi
ze/biology/livingthingsenvironment/1fee
dingrelationshipsrev4.shtml
Changes to food web
http://www.bbc.co.uk/schools/ks3bitesiz
e/science/biology/feeding_4.shtml
Carbon cycle
http://www.bbc.co.uk/schools/gcsebitesi
ze/biology/livingthingsenvironment/2ene
rgyandnutrienttransferrev4.shtml

Visit a garden or pond and draw the food chain or food web of organisms found there.
Extension
Project work on food webs.
The arrows in a food chain and a food web show how energy is transferred from one organism to another. Teach the students to use the arrows
Notes (including safety)
correctly. Food chain/food web should start with a producer.

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

YEAR 11 (2 + 3)
Topic 6 : Relationships of Organisms with One Another and with the Environment:
6.4 Effects of Man on the ecosystem
6.5 Pollution
Prior Knowledge : Atmosphere and Environment (Chemistry)
Links To : Air Pollution, Transport in Man, Respiration, Diet
Keywords : deforestation, famine, pollution
Misconceptions : -
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to : Get the students to make posters showing the Deforestation
effects of Man on the Ecosystems and rivers). http://www.bbc.co.uk/schools/gcsebitesi
(f) describe the effects of - describe the effects of human activities on :
ze/geography/ecosystems/4rainforest2r
Man on the ecosystem  tropical rainforests
ev2.shtml
with emphasis on  oceans
http://www.bcb.uwc.ac.za/Envfacts/fact
examples of international  rivers
s/deforestation.htm
importance (tropical rain
http://www.buzzle.com/articles/causes-
forests, oceans and
and-effects-of-deforestation.html
rivers)
Famine
(g) describe the problems - describe the effects of deforestation on the soil, A class debate on the serious effects brought
http://library.thinkquest.org/10136/famin
which contribute to climate, local human population about by floods, droughts and increasing
e/famitq.htm
famine (unequal - describe some of the problems which contribute to population.
http://www.dep.org.uk/activities/ge-
distribution of food, famine
activities/11/ge11famineflow.htm
drought and flooding and
increasing population)
Air pollution
http://www.hc-sc.gc.ca/ewh-
(h) describe the undesirable - define pollution Students will make a tabulation to show the
semt/air/out-ext/effe/health_effects-
effects of air pollution on - describe the harmful effects of air pollution to the pollutants, sources and undesirable effects of air
effets_sante_e.html
gaseous exchange respiratory system pollution.
http://www.aqmd.gov/forstudents/health
surfaces - list some common air pollutants
_effects_on_children.html
- name some health problems associated with air
pollution
Find out countries affected by famine and droughts.
Extension
Students to find out more about p.s.i. for monitoring air pollution.
Notes (including safety)
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 10
YEAR 11 (2 + 3)
 Topic 7 : Organic Chemistry Time Allowed : 1 week
7.1 Names of compounds
7.2 Structures of compounds
7.3 Homologous series
Prior Knowledge : Covalent bonding
Links To : -
Keywords : homologous series, alkanes, structural formula, molecular formula, cracking, ball and stick model, viscosity, flammability, combustion, addition
reaction, hydrogenation, saturated, unsaturated, polymerization, homologous series, decolourise, bitumen
Misconceptions : All members of a homologous series has the same molecular formula and general formula.
The simplest alkene molecule has one carbon atom.
Alkanes and alkenes are unsaturated compounds.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to Introduce organic chemistry as the chemistry of carbon Combined Science : Teaching
compounds. Guidelines and Resources Upper
(a) name, and draw the - use the prefixes (met-, eth-, prop-, but- and pent-)
Secondary, Part 2, Curriculum
structure of, methane, and suffixes –ane, –ene and –ol name, draw Introduce the topic by identifying carbon as being in Development Department, MOE.
ethane, ethene, ethanol the structures and write chemical formulae of the Group IV and carbon therefore needs to form four
and poly(ethene) first five members of the homologous series bonds with other elements. Stress that carbon has four
Chemistry for ‘O’ Level
(alkanes, alkenes & alcohols) bonds only (cannot be more than 4 but can be less than
Combined Science and ‘N’ and
(b) state the type of - use ‘dot and cross’ diagram to show the bonding 4 only in graphite).
‘O’ Level Science, Brunei
compound present given in methane, ethane, ethene. The prefixes meth-, eth-, prop- and but- must be
Darussalam Edition.
a chemical name, - draw the structure of poly(ethene) mentioned and give their meanings. The suffixes -ane, -
ending in -ane, -ene, or - - identify the type of compound present (alkane, ene & - ol must also be mentioned to indicate the
ol, or given a molecular alkene or alcohol) given names or structural general family the compound comes from. From this,
structure formula of the compounds. students are to name and draw “dot and cross”
- name some organic compounds given their diagrams and deduce the structural formulae of the first
structural formulae and chemical formuale four members of alkanes, alkenes and alcohols.
Students are to deduce the molecular formulae of the
(c) describe the general - define a homologous series and describe the compounds.
characteristics of a general characteristics of a homologous series.
Use the first four alkanes and their properties to discuss
homologous series
the general characteristics of a homologous series. Use
OTM 1, Topic 18.
State that alkanes, alkenes and alcohols are three
different homologous series or families of carbon
compounds.
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 11
YEAR 11 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Extension Students can draw the structures of the first four members of the carboxylic acids.
Students are to spend more time on drawing the structures of given alkanes, alkenes and alcohols. Teacher can give more challenging compounds
Notes (including safety)
and ask students to draw the structural formulae. A good opportunity for developing thinking skills.

Topic 8 : Fuels Time Allowed : 1 week

8.1 Natural gas and petroleum as energy sources
8.2 Fractional distillation
8.3 Uses of fractions
Prior Knowledge : Names of some sources of energy
Links To : Methods of purification
Keywords : fuels, natural gas, petroleum, hydrocarbons, fractional distillation, fractions
Misconceptions : All fractions obtained from petroleum are liquids.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to Define a fuel in terms of combustion and energy Combined Science : Teaching
release. Guidelines and Resources Upper
(a) name natural gas and - define fuels.
Discuss natural gas and petroleum in terms of the local Secondary, Part 2, Curriculum
petroleum as sources of - give examples of fuels and recognize methane as
industry. A trip to the Brunei Museum in Jalan Kota Development Department, MOE.
fuels the main constituent of natural gas.
Batu could be worthwhile.
(b) name methane as the Chemistry for ‘O’ Level
main constituent of Combined Science and ‘N’ and
natural gas ‘O’ Level Science, Brunei
Darussalam Edition.
(c) describe petroleum as a - describe the separation of petroleum into various Use OTM 3, Topic 18 or Fig 18.8, Pg 252 of Chemistry
mixture of hydrocarbons fractions by fractional distillation. for “O” Level Combined Science BDE to discuss the Online resources
and its separation into - name the fractions from the fractional distillation of separation of crude oil into different fractions by Fractional distillation of oil
useful fractions by petroleum. fractional distillation. Mention that as the number of http://www.footprints-
fractional distillation - describe how heavier fractions are split into lighter carbon atoms increases, the boiling point also science.co.uk/fractional.htm
fractions by catalytic cracking. increases.

Students need to know the name & use of each fraction

as well as its relative position in the column as
determined by the boiling points.
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 12
YEAR 11 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(d) name the uses of - state the important uses of the fractions obtained. Oil and oil products
petroleum fractions: http://www.bbc.co.uk/schools/gcs
petrol (gasoline), as fuel ebitesize/chemistry/usefulproduc
in cars; paraffin tsoil/oil_and_oilproductsrev1.sht
(kerosene), for oil stoves ml
and aircraft fuel; diesel, How oil refining works
for fuel in diesel engines; http://science.howstuffworks.com
oils, for lubricants and /oil-refining4.htm
making waxes and
polishes; bitumen, for GCSE Notes on Oil and its
making roads useful products
http://www.wpbschoolhouse.btint
ernet.co.uk/page04/OilProducts.
htm
Extension Students can make a field trip to OGDC, Seria.
Notes (including safety) Care should be taken when handling crude oil samples, if any.

Topic 9 : Alkanes Time Allowed : 1 week

9.1 Properties of alkanes
Prior Knowledge : Covalent bonding
Links To : -
Keywords : alkanes, combustion
Misconceptions : There is no difference between molecular formula and structural formula.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to
(a) describe the properties of - draw the ‘dot and cross’ diagram to show the Use OTM 2a & 2b to review “dot and cross’ diagrams Combined Science : Teaching
alkanes (exemplified by bonding in methane and make a structural for methane, CH4.Similarly, draw a dot and cross Guidelines and Resources Upper
methane) as being representation. diagram for ethane, C2 H6 . Secondary, Part 2, Curriculum
generally unreactive, - name and draw the structural formula of the next Development Department, MOE.
except in terms of three alkanes.

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

YEAR 11 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
burning - construct equations for the combustion of alkanes. Review on naming the first four alkanes, drawing their Chemistry for ‘O’ Level
- predict the next member of this series when a structural formulae and deducing their molecular Combined Science and ‘N’ and
chemical formula is given formulae. ‘O’ Level Science, Brunei
Darussalam Edition.
Use OTM 1, topic 18 to show the molecular formula,
structural formula and boiling points of the first four Online resources
alkanes to show the characteristics of this homologous Alkanes and Alkenens
series. http://www.bbc.co.uk/schools/gcs
ebitesize/chemistry/usefulproduc
Use the equations for burning of methane and ethane tsoil/alkanes_and_alkenesrev1.s
to show the property/reactions of alkanes. html

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

Topic 10 : Alkenes Time Allowed : 2 weeks

10.1 Cracking
10.2 Unsaturated hydrocarbons
Prior Knowledge : Covalent bonding
Links To : Polymers
Keywords : alkenes, combustion, addition, unsaturated, saturated, poly(ethene)
Misconceptions : The first alkene has one carbon atom. Alkanes and alkenes undergo addition reactions.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to Draw and name ethene, identifying it as having a Combined Science : Teaching
double bond between two carbon atoms. Guidelines and Resources Upper
(a) describe the manufacture - describe cracking as a method of obtaining
Secondary, Part 2, Curriculum
of alkenes and of alkenes and hydrogen.
Review the first three alkenes by drawing their “dot and Development Department, MOE.
hydrogen by cracking - draw the structural formulae of the first four
cross” diagrams, their structural formulae and deduce
alkenes.
their molecular formulae. Students can be asked to Chemistry for ‘O’ Level
draw the structures on the board or use also OTM 7a & Combined Science and ‘N’ and
7b to review “dot and cross’ diagrams for ethene. ‘O’ Level Science, Brunei
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 14
YEAR 11 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(b) describe the properties of - describe the combustion reactions of alkenes and Use OTM 6, topic 18 to show the molecular formula, Darussalam Edition.
alkenes in terms of their addition reactions with hydrogen, steam and structural formula and boiling points of alkenes to show
burning and addition bromine. the characteristics of this homologous series.
reactions with hydrogen - write chemical equations for the reactions above.
and steam Use OTM 4 and 5, Topic 18 to explain cracking to
manufacture alkenes.
(c) distinguish between - explain what ‘unsaturation’ is and describe how it Use these examples also to explain more on cracking
saturated and is tested. and ask the students to write down the equations. To
unsaturated prepare
hydrocarbons  ethene from decane (C10H22).
(i) from molecular  propene from octane (C8H18).
structures  ethene from ethane.
(ii) by using aqueous
bromine Write equations for the formation of an alkane from an
alkene and for the formation of an alcohol from an
(d) describe the formation of - describe the formation of poly(ethene) alkene.
poly(ethene) as an - make a representation to show the structure of Refer to Pg 95 and 96 of
example of additional - poly(ethene) Explain to the students that alkanes are saturated and Chemistry for “O” Level
polymerisation of alkenes are unsaturated hydrocarbons. Use molecular Combined Science BDE to
monomer units formulae and structural formulae of the ethane, ethene, explain combustion and addition
propane, propene, butane and butane to distinguish reactions with hydrogen and
(e) name some uses of - state some uses of poly(ethene). them. steam.
poly(ethene) as a typical
plastic (e.g. plastic bags) Explain the effects on liquid bromine using alkanes and
alkenes.

Get students to identify monomer units from a polymer

structure as well as drawing the polymer of monomer
units joined together eg PVC, poly(ethene).
Extension Students can explore various kinds of polymers ; PVC, PTFE, Terylene, Nylon.
Plastics should not be disposed by burning as these release toxic gases that may be carcinogenic.
Notes (including safety)
Plastics should be recycled.

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

YEAR 11 (2 + 3)
 Topic 11: Alcohols Time Allowed : 1 week
11.1 Formation of ethanol
11.2 Combustion and oxidation
11.3 Uses of Ethanol
Prior Knowledge : Covalent bonding
Links To : Anaerobic respiration (fermentation), alcohol abuse
Keywords : ethanol, alcohol, fermentation, combustion, oxidation
Misconceptions : All alcohols are ethanol. During fermentation, yeast reacts with sugar to form ethanol.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to
Combined Science : Teaching
(e) describe the - describe the process of fermentation to obtain Use OTM 8, Topic 18 to review the molecular formulae Guidelines and Resources Upper
formation of ethanol by ethanol. and structural formulae of the first four alcohols or ask Secondary, Part 2, Curriculum
fermentation and by the - describe and write equation for the reaction students to draw the structure of ethanol on the board. Development Department, MOE.
catalytic addition of between ethene and steam to form ethanol.
steam to ethene Use equations to explain the formation of ethanol by Chemistry for ‘O’ Level
fermentation and by catalytic addition of steam to Combined Science and ‘N’ and
(f) describe the - describe combustion and oxidation reactions of ethene. ‘O’ Level Science, Brunei
properties of ethanol in ethanol. Darussalam Edition.
terms of combustion - give conditions for oxidation
and of oxidation

(g) name the uses of - state some uses of ethanol.

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

Extension Students can read more on methanol and its industrial importance.
Notes (including safety) Ethanol is flammable and should be used away from flames.

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 16

YEAR 11 (2 + 3)
 Topic 12 : Development of Organisms and Continuity of Life Time Allowed : 3 weeks
12.1 Asexual reproduction
12.2 Sexual reproduction in plants
Prior Knowledge : LSS SOW (Topic 8 : Reproduction in Plants)
Links To : -
Keywords : reproduction, asexual reproduction, sexual reproduction, fusion, sepals, petals, stamens, anthers, filament, pollen grains, carpel, stigma, style,
ovary, ovules, petals, zygote, embryo, radicle, plumule, cotyledons, gametes, pollination, self-pollination, cross-pollination, fertilization, embryo,
seed, fruit, germination, dispersal
Misconceptions : Plants do not have a reproductive system.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to : The teacher will discuss a brief introduction on genes & Combined Science : Teaching
heredity. Guidelines and Resources Upper
(a) define asexual - explain the importance of reproduction
Some examples of organisms showing asexual Secondary, Part 2, Curriculum
reproduction as the - state what is reproduction
reproduction could be discussed. Development Department, MOE.
process resulting in the - explain asexual reproduction
production of genetically - give examples of asexual reproduction
Use charts/drawings/specimens of organisms showing Biology for ‘O’ Level Combined
identical offspring from
asexual reproduction. Examples, binary fission of Science and ‘N’ and ‘O’ Level
one parent
amoeba, prepared slides showing asexual reproduction Science, Brunei Darussalam
(b) describe sexual - explain sexual reproduction of yeast & bacteria, vegetative reproduction of onion, Edition.
reproduction as the - compare asexual and sexual reproduction ginger, potato, yam.
process involving the Use a diagram showing sex cells. Online resource
fusion of nuclei to form a
zygote and the Study the Hibiscus / Alamanda / “Kuduk-Kuduk”/, Lily Parts of a flower
production of genetically flowers and identify the parts and their functions. http://www.cactus-art.biz/note-
dissimilar offspring book/Dictionary/Dictionary_F/dict
Draw & label the parts of a flower. See OTM 1, 2 & 3, ionary_flower.htm
(c) identify the sepals, - identify the different parts of a flower
Topic 17 (Resource file).
petals, stamens and - state the function of the different parts of the http://www.bbc.co.uk/scotland/ed
carpels of one, locally flower ucation/bitesize/standard/biology
available, named - outline the process of pollination Provide each student with peanuts and soaked green /world_of_plants/growing_plants
dicotyledonous flower - distinguish between self-pollination & cross-
peas to investigate the structure of a seed. _rev3.shtml
pollination
(d) state the functions of the - compare an insect-pollinated and a wind-
sepals, petals, anthers pollinated flowers
and carpels - define fertilization and explain the process
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 17
YEAR 11 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(e) investigate and describe - describe the structure of a seed Use actual specimens eg tomato, grass, angsana,
the structure of a non- - identify radicle, plumule, cotyledons, testa and seeds of tube flowers such as snow peas; dandelion &
endospermic seed in pericarp (fruit wall) spear grass to show the methods of seed dispersal.
terms of the embryo - explain the function of the different parts of the
(radicle, plumule and seed
cotyledons) and the
testa, protected by the Do the Practical on Pg 17.3 (Resource file) to show the
pericarp (fruit wall) conditions essential for germination.

(f) state that seed and fruit - explain why the dispersal of seeds and fruits is an
dispersal by wind and advantage to plants
animals provides a - describe how seeds and fruits are dispersed by
means of colonising new wind and animals
areas - give examples of seeds and fruits dispersed by
wind and animals

(g) investigate and state the - define the term germination of seeds
environmental - recall the uses of enzymes in the germination of
conditions which affect seeds
germination of seeds - state the conditions for germination
(suitable temperature, - describe the stages in the germination of seeds
water and oxygen) - describe an experiment to show that water,
oxygen and temperature affect the germination of
seeds

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

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

YEAR 11 (2 + 3)
Topic 12 : Development of Organisms and Continuity of Life
12.3 Sexual reproduction in humans
12.4 Sexually transmitted diseases
Prior Knowledge : LSS SOW (Topic 16 : Reproduction in Human Beings) & Cell Structure
Links To : Urinary System in Man
Keywords : testes, scrotum, sperm ducts, prostate gland, urethra, penis, ovaries, oviducts, uterus, cervix, vagina, menstrual cycle, menstruation, ovulation,
fertile, infertile, fertilization, zygote, embryo, foetus, birth control, chemical, spermicides, mechanical, hormonal, surgical, STD, AIDS, HIV,
gonorrhoea, syphilis
Misconceptions : Foetus develops in the stomach. A woman is fertile throughout the month. Birth canal is the anus.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(h) identify on diagrams of Students should be able to : Use OTM 13 & 14, Topic 17 (Resource file). Combined Science : Teaching
the male reproductive Guidelines and Resources Upper
- identify on diagrams the different parts of the male
system and give the Secondary, Part 2, Curriculum
reproductive system
functions of: testes, Development Department, MOE.
- state the functions of the different parts of the
scrotum, sperm ducts, Use OTM 15 & 16, Topic 17 (Resource file).
male reproductive system
prostate gland, urethra Biology for ‘O’ Level Combined
- identify on diagrams the different parts of the
and penis Science and ‘N’ and ‘O’ Level
female reproductive system
Science, Brunei Darussalam
(i) identify on diagrams of - state the functions of the different parts of the
Use OTM 17, Topic 17 (Resource file). Edition.
the female reproductive female reproductive system
system and give the - describe male and female gametes (sperms &
The human reproductive system
functions of: ovaries, ova)
http://www.biotopics.co.uk/huma
oviducts, uterus, cervix - compare the male (sperms) and female (ova) sex
n2/reprsy.html
and vagina cells in terms of size, number and mobility
- describe the different stages of the menstrual
(j) describe the menstrual Use OTM 18, Topic 17 (Resource file). The male reproductive system
cycle and identify the fertile and infertile phases of
cycle with reference to http://www.bbc.co.uk/schools/ks3
the cycle
the alternation of bitesize/science/biology/reproduc
- state effects of diet and emotional state on
menstruation and tion_1.shtml
menstrual cycle
ovulation, the natural
variation in its length, and The female reproductive system
fertile and infertile http://www.bbc.co.uk/schools/ks3
phases of the cycle bitesize/science/biology/reproduc
tion_2.shtml
(k) state the effect of factors,
such as diet and
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 19
YEAR 11 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
emotional state, which The menstrual cycle
affect the menstrual http://www.bbc.co.uk/schools/ks3
cycle bitesize/science/biology/reproduc
tion_3.shtml
Students will debate on the pros & cons of breast
(l) describe fertilisation and - describe the process of fertilization, the
feeding & bottle-feeding.
the early development development of the zygote and the implantation of Reproduction
of the zygote simply in the embryo http://www.bbc.co.uk/schools/ks3
Use Appendix 1a & 1b, Topic 17 (Resource file).
terms of the formation of bitesize/science/biology/reproduc
a ball of cells which tion_intro.shtml
becomes implanted in
the wall of the uterus, Birth control
Use Appendix 2a & 2b (Resource file).
where it develops as the http://www.biotopics.co.uk/huma
fetus n2/birthc.html

(m) describe the advantages - describe the advantages of breast milk compared STDs
of breast milk compared to bottle feeding http://www.psgaidsinfo.org/STD&
with bottle-feeding AIDS.htm

(n) describe the following - describe the different methods of birth control
methods of birth control:
natural, chemical
(spermicides),
mechanical, hormonal
and surgical

(o) describe the symptoms, - name some STDs

signs, effects and - describe the symptoms, signs and effects of
treatment of gonorrhoea gonorrhoea and syphilis
and syphilis

(p) discuss the spread of - state what HIV and AIDS stand for.
human immuno- - explain how AIDS virus (HIV) is spread
deficiency virus (HIV) - discuss methods by which AIDS virus may be
and methods by which it controlled
may be controlled
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 20
YEAR 11 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Extension Find out common drugs in the market to treat STDs.
Notes (including safety) Teacher can discuss the process of birth with students to increase their general knowledge.

Topic 13 : Magnetism Time Allowed : 1 ½ weeks

13.1 Laws of magnetism
13.2 Magnetic properties of matter
Prior Knowledge : LSS SOW (Topic 10, Year 8)
Links To : Application of permanent magnet and electromagnets in everyday life.
Keywords : magnet, attract, repel, induced magnetism, magnetic properties, electromagnet, permanent magnet
Misconceptions : All metals can be magnetized.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
The students should be able to: Carry out simple activities for students to show Comprehensive Physics for ‘O’
properties of magnets such as suspended magnet and Level Science, pg 232 to pg 252
(a) state the properties of - list down the properties of magnetism, like a
iron filings pattern
magnets freely-suspended magnet will always come to rest
Magnetic and non-magnetic materials may used for the Physics for ‘O’ Level Combined
in a north-south direction,
same activities. Science and ‘N’ and ‘O’ Level
- state that the two regions where magnetic
Science, Brunei Darussalam
attraction is strongest are the poles of the
Use optical pins to demonstrate induced magnetism by Edition.
magnet,
placing them nearer or touching a permanent magnet.
- state the Law of Magnetism (like poles repel,
BBC - Schools - KS3 Bitesize -
unlike poles attract),
Students can perform experiment by placing one end of Science - Physics - Magnetism
(b) give an account of - describe induced magnetism, a magnet nearer to any magnetic and non-magnetic
induced magnetism - state that only repulsion can confirm that a objects. Repeat the same procedure with the other end http://www-
magnetic material is already magnetized, of the magnet. This is to differentiate between the two spof.gsfc.nasa.gov/Education/Im
materials. agnet.html
(c) distinguish between - state that magnetic materials are: iron, cobalt,
magnetic and non- nickel and alloys,
Properties of iron and steel can be distinguished by http://www.school-for-
magnetic materials carrying out electrical method. champions.com/science/magneti
(d) distinguish between the - distinguish between properties and uses of sm.htm
magnetic properties of temporary magnet (iron) and permanent magnet Use familiar objects such as compasses, fridge
iron and steel (steel), magnets, pencil cases to give examples of permanent

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

YEAR 11 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(e) distinguish between the - describe electrical methods of magnetism and de- magnets whereas door bells and transformers are two
design and use of magnetism. good examples of electromagnets.
permanent magnets and
electromagnets
Extension Students should read more about uses of electromagnets in everyday life.
Notes (including safety) Care should be taken when handling iron filings.

Topic 14 : Electromagnetic Induction Time Allowed : 1 ½ weeks

14.1 Principles of electromagnetic induction
14.2 The a.c. generator
14.3 The transformer
Prior Knowledge : Magnetism, Current electricity (e.m.f. and current)
Links To : Power generators, electricity transmission
Keywords : magnets, magnetic field, electromagnetic induction, electromagnet, induction, slip rings, cone, primary coil, secondary coil, right hand grip rule,
lenz law, Faraday’s law, iron ring
Misconceptions : Only magnet is moved to produce e.m.f.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to:
Use Topic 16, OTM 8, OTM 9 and OTM 10 Keith Johnson. GCSE Physics
(a) describe an experiment - describe how strong magnets are usually made by For You. Pg 328 to Pg 337
which shows that a placing a piece of magnetic material in a solenoid
changing magnetic field carrying a direct current, Physics for ‘O’ Level Combined
can induce an e.m.f. in a Science and ‘N’ and ‘O’ Level
circuit Science, Brunei Darussalam
Edition.
(b) state the factors affecting - list down the factors that can increase the
the magnitude of the magnetic strength of an electromagnet by: BBC - GCSE Bitesize - Science:
induced e.m.f.  passing a large current to the solenoid, Physics | Electricity and
 increasing the number of turns of the magnetism
(c) show understanding that solenoid,
the direction of the  using a core made of soft magnetic material.
induced e.m.f. opposes
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 22
YEAR 11 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
the change producing it http://www.physchem.co.za/Curr
ent10/Magnetic3.htm
(d) describe a simple form of
generator (e.g. rotating http://micro.magnet.fsu.edu/elect
coil or rotating magnet) romag/java/faraday2/
and the use of slip rings

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

(f) describe the structure

and principle of operation
of a basic iron-cored
transformer as used for
voltage transformations

Extension
Notes (including safety)

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

YEAR 11 (2 + 3)
 Topic 15 : The Nuclear Atom Time Allowed : 1 week
15.1 Atomic model
15.2 Composition of a nucleus
15.3 Proton number and nucleon number
15.4 Nuclide notation
Prior Knowledge : Atomic Structure, Isotopes
Links To : Atomic structure
Keywords : nucleus, electrons, protons, neutrons, nucleon number, proton number, nuclide, nuclide notation
Misconceptions : -
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
The students should be able to: Give pre-requisite test to find out the students’ Physics for ‘O’ Level Combined
knowledge in atomic structure and its composition (from Science and ‘N’ and ‘O’ Level
(a) describe the structure of - recall the atomic structure in terms of nucleus and
Chemistry topic) Science, Brunei Darussalam
an atom in terms of a electrons,
Edition.
nucleus and electrons
Enhance the students’ understanding by giving them a
lot of written work Britannica GCSE Physics PC CD
(b) describe the composition - recall the components of the nucleus, in terms of
– rom
of the nucleus in terms protons and neutrons,
of protons and neutrons

(c) use the term nucleon - recall the terms nucleon number and proton
number, A and use the number,
nuclide notation AZX

(d) use the term proton

number, Z

(e) use the term nuclide - use the terms nuclide and nuclide notation.

Extension
Notes (including safety)

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 24

YEAR 11 (2 + 3)
 Topic 16 : Radioactivity Time Allowed : 2 weeks
16.1 Detection of radioactivity
16.2 Characteristics of the three types of emission
16.3 Nuclear reactions
16.4 Half-life
16.5 Safety precautions
Prior Knowledge : Isotopes, Atomic Structure
Links To : Atomic Structure
Keywords : proton, neutron, nucleus, radioactivity, radioactive emissions, alpha-particles, beta-particles, gamma-rays, radioactive decay, half-life
Misconceptions : Atoms can decay.
Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
Students should be able to: Comprehensive Physics for ‘O’
Level Science, pg 330 to pg 349
(a) describe the detection of - name the three radioactive emissions produced by Refer resources to discuss the detection of
alpha-particles, beta- radioactive substances, radioactivity.
GCSE Physics 3rd edition pg 254
particles and gamma-
to pg 258
rays
BBC - GCSE Bitesize - Science:
(b) state, for radioactive - compare the nature, ionizing effects and
Physics
emissions, penetrating power of the three radioactive
(i) their nature emissions,
http://hyperphysics.phy-
(ii) their relative ionising
astr.gsu.edu/hbase/nuclear/rada
effects
ct.html
(iii) their relative
penetrating powers
http://home.clara.net/darvill/nucr
ad/types.htm
(c) show understanding of - use equations to represent changes in the Provide plenty of equations to show nuclear reactions
the meaning of composition of a nucleus during radioactive and let the students complete the equations themselves
http://www.gcse.com/radioactivit
radioactive decay, using decay,
y.htm
equations (involving Introduce half-life by making the students halving the
symbols) to represent amount from 100 pieces of same item such as glass
changes in the marbles, beads or even peanuts
composition of the
nucleus when particles Show varieties on how half-life may be calculated
are emitted

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YEAR 11 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and Hyperlinks
(d) use the term half-life in - define half-life of a radioactive sample, Demonstrate the safety precautions
simple calculations - use the concept of half-life in simple calculations,
which might involve
information in tables or in
decay curves

(e) describe how radioactive - describe the safety precautions in the handling,
materials are handled, use, storage, disposal of radioactive materials.
used, stored and
disposed of, in safe way

Extension Students can find out the different uses of radioactive isotopes in medicine, agriculture, industry and archeology.
Notes (including safety) Students should be aware of the hazards of radiation.

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YEAR 11 (2 + 3)