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 Keith Johnson. GCSE
- describe simple book, Physics For You.
(a) show
experiments to show electric Keith Johnson ‘GCSE Physics For You’, .
understanding
charges, Chapter 32, page 267. Physics for ‘O’ Level
that there are
- state the two Combined Science and
positive and
kinds of electric charges, ‘N’ and ‘O’ Level
negative charges
Science, Brunei
and that charge is
Darussalam Edition.
measured in
coulombs - describe
experiments to show that charges
of the same sign repel and charges http://www.bbc.co.uk/sc
(b) show
of the opposite sign attract, hools/ks3bitesize/scienc
understanding
- give examples e/electricity
that unlike
charges attract and effects of charging,
- state the unit of http://science.howstuff
and that like
electric charge. works.com/vdg1.htm
charges repel

Extension
Notes (including
safety)

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

YEAR 11 (2 + 3)
 Topic Current Electricity Time Allowed : 1 ½ weeks
2:
Electric current
2.1
Electromotive force
2.2
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/sc
 Picture showing a circuit where an hools/ks3bitesize/scienc
(a) show - give examples of
ammeter is connected in series with e/electricity
understanding insulators and conductors,
that a current is a - determine a bulb and a number of cells – to
demonstrate how an ammeter http://www.launc.tased.
rate of flow of whether a material is an insulator or
should be connected. edu.au/online/sciences/
charge and is conductor,
 Picture showing a series circuit PhysSci/done/electric/c
measured in - explain and
where a voltmeter is connected harge/Charge.htm
amperes define an electric current,
- identify the unit parallel across a bulb – to
demonstrate how a voltmeter should http://www.gcse.com/cr
(b) use the of current as Ampere,
be connected. ent.htm
equation I = Q/t - calculate current
using the equation: I = Q/t.  Picture showing both the ammeter
and the voltmeter connected in a http://www.gcse.com/el
(c) use and - describe the
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 2
YEAR 11 (2 + 3)
 describe the use measurement of current using circuit – to demonstrate how the ectricity.htm
of an ammeter ammeter, resistance of a circuit component
- identify circuit (eg. bulb) is measured. http://idahoptv.org/dial
symbols and draw electric circuit ogue4kids/season3/elec
(d) use the diagrams, For each case above ask the students tricity/facts.html
concept that the to draw the circuit diagrams
e.m.f. is - explain and themselves. http://www.sengpielaud
measured by the define potential difference, io.com/calculator-
energy dissipated - explain the ohm.htm
by a source in electromotive force of a cell,
driving charge http://hyperphysics.phy
round the -
complete circuit astr.gsu.edu/hbase/elec
tric/ohmlaw.html
(e) show
appreciation that - use the equation
the volt is given V = J/C, to calculate for potential
by difference (V),
J/C
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
(f) show - describe the
understanding measurement of potential
that the potential difference using a voltmeter,
difference across
a circuit
component is
measured in volts

(g) use and

describe the use
of a voltmeter - use the equation
R = V/I to calculate the resistance,
(h) state that p. d. and current in a circuit,
resistance = - describe an experiment
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 3
YEAR 11 (2 + 3)
 p.d./current and to determine the resistance of a
use the Resistor.
equation R = V/I

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

Topic d.c. Circuits Time Allowed : 1 week

3:
3 Current and potential difference in circuits
.1
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

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

YEAR 11 (2 + 3)
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 Keith Johnson. GCSE
Experiment 35.12 and Experiment Physics For You.
(a) draw and - draw and interpret
35.19 of Chapter 35, GCSE Physics For
interpret circuit circuits which have energy sources,
You, Keith Johnson. http://www.bbc.co.uk/sc
diagrams switches, resistors, ammeters,
hools/ks3bitesize/scienc
containing voltmeters, magnetizing coils, bells
e/electricity
sources, switches, and relays,
resistors (fixed
Physics for ‘O’ Level
and variable),
Combined Science and
ammeters and
‘N’ and ‘O’ Level
voltmeters
Science, Brunei
- differentiate a series
Darussalam Edition.
(b) show circuit and parallel circuit,
understanding - use ammeters to
Britannica GCSE
that the current at measure currents in a series
Physics PC CD – rom
every point in a circuit,
series circuit is - calculate current in a
http://www.allaboutcirc
the same series circuit,
uits.com/vol_1/chpt_5/1
.html
(c) use the fact - use voltmeters to
that the sum of measure the potential difference in
http://www.allaboutcirc
the p.d.’s in a a series circuit,
uits.com/vol_1/chpt_7/1
series circuit is
.html
equal to the p.d.
across the whole
http://www.ndt-
circuit - calculate the effective
ed.org/EducationResour
resistance of resistors in series and
ces/HighSchool/Electrici
(d) calculate the parallel circuits,
ty/circuitdiagrams.htm
combined
resistance of two
or more - describe current in a

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

YEAR 11 (2 + 3)
 resistors in series parallel circuit.

(e) use the fact

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

Topic Practical Electricity Time Allowed : 2 weeks

4:
Electric power and energy
4.1
Dangers of electricity
4.2
Safe use of electricity in the home
4.3
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.
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 6
YEAR 11 (2 + 3)
 Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
Students should be able to : Make students aware that electricity is Comprehensive Physics
mostly used for heating and lighting by for ‘O’ Level Science,
(a) describe the - describe the use of the
mentioning the electrical appliances pg 295 to pg297
uses of electricity in heating effects of electricity in
appliances such as electric found at home. Ask them what are
heating and Comprehensive Physics
kettles, ovens and heaters, these appliances used for.
lighting for ‘O’ Level Science,
Show exposed cables, pictures of pg 302 to pg 311
(b) use the - apply the relationships common hazards at home, a broken
equations P=VI and for electrical power and energy to three pin plug, extended used of multi- Physics for ‘O’ Level
E=VIt new situations or to solve related adapter, etc, to explain the hazard and Combined Science and
problems, ways the avoid the dangers of using ‘N’ and ‘O’ Level
electricity. Science, Brunei
(c) state the Darussalam Edition.
Discuss everyday appliances such as
hazards of
electric iron, washing machines, electric
(i) damaged BBC - GCSE Bitesize -
kettle to explain earthing
insulation Science: Physics
(ii) overheating of Perform simple activity for the students
cables to wire a mains plug
(iii) damp conditions
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks

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

YEAR 11 (2 + 3)
 (d) show - explain the uses of Show fuses of different values to http://hyperphysics.phy
understanding of fuses and fuse and fuse ratings in explain fuse ratings -
the use of fuses electrical circuits, astr.gsu.edu/hbase/elec
and fuse ratings tric/elepow.html
(e) explain the need - explain the importance
http://www.enersource.
for earthing metal of earthing and double insulation,
com/video/find_dangers
cases and for
/index.html
double insulation
- explain the meaning of
(f) give the live, neutral, earth and their
meaning of the respective colours,
terms live, neutral
and earth wire,
and describe how
to wire, a mains
- explain why switches
plug,
and fuses are connected to the
(g) give the reasons live wire.
for switches and
fuses in live
leads
Extension Students should be able to calculate the cost of electricity use at home per day.
Notes (including
Students should be aware of the dangers of handling electrical appliances, such as switches, plugs, etc.
safety)

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

:
Effects of heroin
5.1
Effects of alcohol
5.2
Prior Knowledge : The liver
Links To : Organic chemistry (Alcohols), Fermentation (Anaerobic respiration)

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

YEAR 11 (2 + 3)
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 Students should be able to : Get the students to report on drugs. Its Combined Science :
an externally uses and adverse effects in cases of Teaching Guidelines
- explain what is a drug
administered drug abuse. and Resources Upper
substance which Secondary, Part 2,
modifies or affects Use OTM 11 and 12, Topic 19 (Resource Curriculum
chemical reactions file) to explain the effects of heroin and Development
in the body alcohol. Department, MOE.

Syllabus Objective Learning Outcome Activities Resources and

Hyperlinks

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

YEAR 11 (2 + 3)
 (b) describe a - describe the effects of Biology for ‘O’ Level
drug such as heroin abuse to an individual and to Combined Science and
heroin as a drug the society ‘N’ and ‘O’ Level
of abuse and - describe the withdrawal Science, Brunei
its related effects symptoms of heroin abuse Darussalam Edition.
such as a
powerful
depressant, Online resource
problems of
addiction, Drugs and health
severe withdrawal http://www.bbc.co.uk/sc
symptoms, hools/ks3bitesize/scienc
associated e/biology/health_2.shtm
problems such as - describe the effects of l
crime and excessive consumption of alcohol
infection (e.g. - describe the effect of
AIDS/HIV) alcohol on the liver

(c) describe the

effects of
excessive
consumption
of alcohol:
reduced self-
control,
depressant,
problems of
addiction, severe
withdrawal
symptoms,
associated
problems such as
crime and
infection (e.g.
AIDS/HIV)

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

YEAR 11 (2 + 3)
 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.
Notes (including Alcohol is HARAM for the Muslims.
safety) Over-consumption of drugs is prohibited for ALL.

Topic 6 Relationships of Organisms with One Another and with the Time Allowed : 2 ½ weeks
: Environment
Energy flow
6.1
Food chains and food webs
6.2
Carbon Cycle
6.3
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 Combined Science :
(a) state that the - state the principal source file) to show the uses of the Sun’s Teaching Guidelines and
Sun is the of energy in an ecosystem energy as it reaches the ground. Resources Upper Secondary,
principal source of - explain the flow of Part 2, Curriculum
energy input to energy in an ecosystem Use OTM 2, Topic 19 (Resource Development Department,
biological systems - state how energy is lost book) to reinforce the concept of MOE.
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 11
YEAR 11 (2 + 3)
 in a food chain or food web energy flow in an ecosystem.
Biology for ‘O’ Level
(b) describe the - describe that the flow of Use OTM 3, 4, 5 and 6, Topic 19 Combined Science and ‘N’
non-cyclical energy in an ecosystem is non- (Resource file) to show food chains and ‘O’ Level Science,
nature of energy cyclic and food web. Brunei Darussalam Edition.
flow
- give examples of a food As a class exercise use OTM 7, Online resources
(c) define food chain and food web Topic 19 (Resource book) for Energy transfer
chain, food web, - identify a producer, students to create food chains and http://www.bbc.co.uk/school
producer, consumer, herbivore and carnivore food web. s/gcsebitesize/biology/livingt
consumer, from a given food chain or food web hingsenvironment/2energya
herbivore, - construct a food chain ndnutrienttransferrev2.shtml
carnivore and and food web from given http://www.mhhe.com/biosci
decomposer information about organisms /esp/2001_gbio/folder_struct
- define food chain, food Use OTM 8, Topic 19 (Resource ure/ec/m3/s2/ecm3s2_6.htm
web, producer, consumer, file) to illustrate the loss of energy Food chains
herbivore, carnivore and from a food chain. http://www.bbc.co.uk/school
(d) describe decomposer s/ks3bitesize/science/biology
energy losses /feeding_1.shtml
between trophic - explain the importance of
levels and the decomposers
advantages of - describe the transfer of
short food chains energy in a food chain
- state the advantages of
short food chains

Syllabus Objective Learning Outcome Activities Resources and

Hyperlinks

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

YEAR 11 (2 + 3)
 (e) describe the - describe the carbon cycle Use OTM 9, Topic 19 (Resource http://www.bbc.co.uk/school
carbon cycle in - identify photosynthesis, file) to describe the Carbon Cycle.
s/gcsebitesize/biology/livingt
terms of respiration, feeding, combustion, hingsenvironment/1feedingr
photosynthesis, - decay/death and elationshipsrev2.shtml
animal nutrition, fossilization in the Carbon Cycle http://www.bbc.co.uk/school
respiration and s/gcsebitesize/biology/livingt
combustion hingsenvironment/1feedingr
elationshipsrev3.shtml
Quiz on Energy flow
http://ouronlineschools.org/S
chools/NC/Demoschool/5thG
rade/Science/EnergyFlowThr
ughEcosystem.htm
Construct a food web
http://www.hbschool.com/ac
tivity/food/food_menu.html
Food webs
http://www.bbc.co.uk/school
s/ks3bitesize/science/biology
/feeding_3.shtml
http://www.bbc.co.uk/school
s/gcsebitesize/biology/livingt
hingsenvironment/1feedingr
elationshipsrev4.shtml
Changes to food web
http://www.bbc.co.uk/school
s/ks3bitesize/science/biology
/feeding_4.shtml
Carbon cycle
http://www.bbc.co.uk/school
s/gcsebitesize/biology/livingt
hingsenvironment/2energya
ndnutrienttransferrev4.shtml
Visit a garden or pond and draw the food chain or food web of organisms found there.
Extension
Project work on food webs.
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 13
YEAR 11 (2 + 3)
Notes (including The arrows in a food chain and a food web show how energy is transferred from one organism to another.
safety) Teach the students to use the arrows correctly. Food chain/food web should start with a producer.

Topic 6 Relationships of Organisms with One Another and with the Environment:
:
Effects of Man on the ecosystem
6.4
Pollution
6.5
Prior Knowledge : 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

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 14

YEAR 11 (2 + 3)
 Students should be able to : Get the students to make posters Deforestation
showing the effects of Man on the http://www.bbc.co.uk/school
(f) describe the - describe the effects of
Ecosystems and rivers). s/gcsebitesize/geography/ec
effects of Man on human activities on :
osystems/4rainforest2rev2.s
the ecosystem  tropical
html
with emphasis on rainforests
http://www.bcb.uwc.ac.za/En
examples of  oceans vfacts/facts/deforestation.ht
international  rivers m
importance http://www.buzzle.com/articl
(tropical rain es/causes-and-effects-of-
forests, oceans deforestation.html
and rivers) A class debate on the serious
- describe the effects of effects brought about by floods,
Famine
(g) describe the deforestation on the soil, climate, droughts and increasing
http://library.thinkquest.org/
problems which local human population population.
10136/famine/famitq.htm
contribute to - describe some of the http://www.dep.org.uk/activi
famine (unequal problems which contribute to ties/ge-
distribution of famine activities/11/ge11famineflow
food, drought and .htm
flooding and Students will make a tabulation to
increasing show the pollutants, sources and
Air pollution
population) - define pollution undesirable effects of air pollution.
http://www.hc-sc.gc.ca/ewh-
- describe the harmful semt/air/out-
(h) describe the effects of air pollution to the ext/effe/health_effects-
undesirable respiratory system effets_sante_e.html
effects of air - list some common air http://www.aqmd.gov/forstu
pollution on pollutants dents/health_effects_on_chil
gaseous - name some health dren.html
exchange problems associated with air
surfaces 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)
Topic 7 Organic Chemistry Time Allowed : 1 week
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 15
YEAR 11 (2 + 3)
 :
7.1 Names of compounds
Structures of compounds
7.2
Homologous series
7.3
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 Combined Science :
chemistry of carbon compounds. Teaching Guidelines
(a) name, and - use the prefixes (met-,
and Resources Upper
draw the structure eth-, prop-, but- and pent-) and Introduce the topic by identifying
Secondary, Part 2,
of, methane, suffixes –ane, –ene and –ol name, carbon as being in Group IV and carbon
Curriculum
ethane, ethene, draw the structures and write therefore needs to form four bonds with
Development
ethanol and chemical formulae of the first five other elements. Stress that carbon has
Department, MOE.
poly(ethene) members of the homologous series four bonds only (cannot be more than 4
(alkanes, alkenes & alcohols) but can be less than 4 only in graphite).
Chemistry for ‘O’ Level
(b) state the type - use ‘dot and cross’ The prefixes meth-, eth-, prop- and but-
Combined Science and
of compound diagram to show the bonding in must be mentioned and give their
‘N’ and ‘O’ Level
present given a methane, ethane, ethene. meanings. The suffixes -ane, -ene & - ol
Science, Brunei
chemical name, - draw the structure of must also be mentioned to indicate the
Darussalam Edition.
ending in -ane, poly(ethene) general family the compound comes
-ene, or -ol, or - identify the type of from. From this, students are to name
given a molecular compound present (alkane, alkene and draw “dot and cross” diagrams and
structure or alcohol) given names or deduce the structural formulae of the
structural formula of the first four members of alkanes, alkenes
compounds. and alcohols. Students are to deduce
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 16
YEAR 11 (2 + 3)
 - name some organic the molecular formulae of the
(c) describe the compounds given their structural compounds.
general formulae and chemical formuale
Use the first four alkanes and their
characteristics of
properties to discuss the general
a homologous - define a homologous
characteristics of a homologous series.
series series and describe the general
Use OTM 1, Topic 18.
characteristics of a homologous
State that alkanes, alkenes and alcohols
series.
are three different homologous series
or families of carbon compounds.
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.
Notes (including
Teacher can give more challenging compounds and ask students to draw the structural formulae. A good
safety)
opportunity for developing thinking skills.

Topic 8 Fuels Time Allowed : 1 week

:
Natural gas and petroleum as energy sources
8.1
Fractional distillation
8.2
Uses of fractions
8.3
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

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

YEAR 11 (2 + 3)
 Students should be able to Define a fuel in terms of combustion Combined Science :
and energy release. Teaching Guidelines
(a) name natural - define fuels.
Discuss natural gas and petroleum in and Resources Upper
gas and - give examples of fuels
terms of the local industry. A trip to the Secondary, Part 2,
petroleum as and recognize methane as the main
Brunei Museum in Jalan Kota Batu could Curriculum
sources of constituent of natural gas.
be worthwhile. Development
fuels
Department, MOE.
(b) name methane
as the main Chemistry for ‘O’ Level
constituent of Combined Science and
natural gas - describe the separation Use OTM 3, Topic 18 or Fig 18.8, Pg 252 ‘N’ and ‘O’ Level
of petroleum into various fractions of Chemistry for “O” Level Combined Science, Brunei
(c) describe by fractional distillation. Science BDE to discuss the separation Darussalam Edition.
petroleum as a - name the fractions from of crude oil into different fractions by
mixture of the fractional distillation of fractional distillation. Mention that as Online resources
hydrocarbons and petroleum. the number of carbon atoms increases, Fractional distillation of
its separation into - describe how heavier the boiling point also increases. oil
useful fractions by fractions are split into lighter http://www.footprint
fractional fractions by catalytic cracking. Students need to know the name & use s-
distillation of each fraction as well as its relative science.co.uk/fractio
position in the column as determined by nal.htm
the boiling points.

Syllabus Objective Learning Outcome Activities Resources and

Hyperlinks
(d) name the uses - state the important uses Oil and oil products
of petroleum of the fractions obtained. http://www.bbc.co.uk/sc
fractions: petrol hools/gcsebitesize/che
(gasoline), as fuel mistry/usefulproductsoil
in cars; paraffin /oil_and_oilproductsrev
(kerosene), for oil 1.shtml
stoves and How oil refining works
aircraft fuel; http://science.howstuff
diesel, for fuel in works.com/oil-
diesel engines; refining4.htm
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 18
YEAR 11 (2 + 3)
 oils, for lubricants
GCSE Notes on Oil and
and making
its useful products
waxes and
http://www.wpbschoolh
polishes; bitumen,
ouse.btinternet.co.uk/p
for making roads
age04/OilProducts.htm

Extension Students can make a field trip to OGDC, Seria.

Notes (including
Care should be taken when handling crude oil samples, if any.
safety)

Topic Alkanes Time Allowed : 1 week

9:
9. Properties of alkanes
1
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 - draw the ‘dot and cross’ Use OTM 2a & 2b to review “dot and Combined Science :
properties of diagram to show the bonding in cross’ diagrams for methane, Teaching Guidelines
alkanes methane and make a structural CH4.Similarly, draw a dot and cross and Resources Upper
(exemplified by representation. diagram for ethane, C2 H6 . Secondary, Part 2,
methane) as - name and draw the Curriculum
being generally structural formula of the next three Development
unreactive, alkanes. Department, MOE.
except in terms of
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 19
YEAR 11 (2 + 3)
 burning - construct equations for Review on naming the first four Chemistry for ‘O’ Level
the combustion of alkanes. alkanes, drawing their structural Combined Science and
- predict the next member formulae and deducing their molecular ‘N’ and ‘O’ Level
of this series when a chemical formulae. Science, Brunei
formula is given Darussalam Edition.
Use OTM 1, topic 18 to show the
molecular formula, structural formula Online resources
and boiling points of the first four Alkanes and Alkenens
alkanes to show the characteristics of http://www.bbc.co.uk/sc
this homologous series. hools/gcsebitesize/che
mistry/usefulproductsoil
Use the equations for burning of /alkanes_and_alkenesre
methane and ethane to show the v1.shtml
property/reactions of alkanes.
Extension
Notes (including Gaseous alkanes are flammable. Students should be aware that alkanes need sufficient air when used as
safety) fuels (eg lab gas & kitchen gas). Windows should be opened when cooking is done over a gas cooker.

Topic Alkenes Time Allowed : 2 weeks

10 :
1 Cracking
0.1
1 Unsaturated hydrocarbons
0.2
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

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 20

YEAR 11 (2 + 3)
 Students should be able to Draw and name ethene, identifying it as Combined Science :
having a double bond between two Teaching Guidelines
(a) describe the - describe cracking as a
carbon atoms. and Resources Upper
manufacture of method of obtaining alkenes and
Secondary, Part 2,
alkenes and of hydrogen.
Review the first three alkenes by Curriculum
hydrogen by - draw the structural
drawing their “dot and cross” diagrams, Development
cracking formulae of the first four alkenes.
their structural formulae and deduce Department, MOE.
their molecular formulae. Students can
be asked to draw the structures on the Chemistry for ‘O’ Level
board or use also OTM 7a & 7b to Combined Science and
review “dot and cross’ diagrams for ‘N’ and ‘O’ Level
ethene. Science, Brunei
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
(b) describe the - describe the combustion Use OTM 6, topic 18 to show the Darussalam Edition.
properties of reactions of alkenes and their molecular formula, structural formula
alkenes in terms addition reactions with hydrogen, and boiling points of alkenes to show
of burning and steam and bromine. the characteristics of this homologous
addition reactions - write chemical equations for series.
with hydrogen the reactions above.
and steam Use OTM 4 and 5, Topic 18 to explain
cracking to manufacture alkenes.
(c) distinguish - explain what ‘unsaturation’ is Use these examples also to explain
between and describe how it is tested. more on cracking and ask the students
saturated and to write down the equations. To prepare
unsaturated • ethene from decane (C10H22).
hydrocarbons • propene from octane (C8H18).
(i) from • ethene from ethane.
molecular
structures Write equations for the formation of an
(ii) by using Refer to Pg 95 and 96
alkane from an alkene and for the
aqueous - describe the formation of of Chemistry for “O”
formation of an alcohol from an alkene.
bromine poly(ethene) Level Combined
- make a representation to show Science BDE to explain
Explain to the students that alkanes are
(d) describe the the structure of combustion and
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 21
YEAR 11 (2 + 3)
 formation of - poly(ethene) saturated and alkenes are unsaturated addition reactions with
poly(ethene) as hydrocarbons. Use molecular formulae hydrogen and steam.
an example of and structural formulae of the ethane,
additional ethene, propane, propene, butane and
polymerisation of - state some uses of butane to distinguish them.
monomer units poly(ethene).
Explain the effects on liquid bromine
(e) name some using alkanes and alkenes.
uses of
poly(ethene) as a Get students to identify monomer units
typical plastic from a polymer structure as well as
(e.g. plastic bags) drawing the polymer of monomer units
joined together eg PVC, poly(ethene).
Extension Students can explore various kinds of polymers ; PVC, PTFE, Terylene, Nylon.
Notes (including Plastics should not be disposed by burning as these release toxic gases that may be carcinogenic.
safety) Plastics should be recycled.

Topic Alcohols Time Allowed : 1 week

11:
11.1 Formation of ethanol
Combustion and oxidation
11.2
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 :
(e) describe the - describe the process of Use OTM 8, Topic 18 to review the Teaching Guidelines
formation of fermentation to obtain ethanol. molecular formulae and structural and Resources Upper
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 22
YEAR 11 (2 + 3)
 ethanol by - describe and write equation for formulae of the first four alcohols or ask Secondary, Part 2,
fermentation and the reaction between ethene and students to draw the structure of Curriculum
by the catalytic steam to form ethanol. ethanol on the board. Development
addition of steam Department, MOE.
to ethene Use equations to explain the formation
- describe combustion and of ethanol by fermentation and by Chemistry for ‘O’ Level
(f) describe the oxidation reactions of ethanol. catalytic addition of steam to ethene. Combined Science and
properties of - give conditions for oxidation ‘N’ and ‘O’ Level
ethanol in terms Science, Brunei
of combustion Darussalam Edition.
and of oxidation - state some uses of ethanol.

(g) name the uses

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

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

Topic Development of Organisms and Continuity of Time Allowed : 3 weeks

12 : Life
Asexual reproduction
12.1
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,
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 23
YEAR 11 (2 + 3)
 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 Combined Science :
introduction on genes & heredity. Teaching Guidelines
(a) define asexual - explain the importance of
Some examples of organisms showing and Resources Upper
reproduction as reproduction
asexual reproduction could be Secondary, Part 2,
the process - state what is reproduction
discussed. Curriculum
resulting in the - explain asexual reproduction
Development
production of - give examples of asexual
Use charts/drawings/specimens of Department, MOE.
genetically reproduction
organisms showing asexual
identical offspring reproduction. Examples, binary fission Biology for ‘O’ Level
from one parent of amoeba, prepared slides showing Combined Science and
(b) describe - explain sexual reproduction asexual reproduction of yeast & ‘N’ and ‘O’ Level
sexual - compare asexual and sexual bacteria, vegetative reproduction of Science, Brunei
reproduction as reproduction onion, ginger, potato, yam. Darussalam Edition.
the process Use a diagram showing sex cells.
involving the Online resource
fusion of nuclei to Study the Hibiscus / Alamanda /
form a zygote and “Kuduk-Kuduk”/, Lily flowers and Parts of a flower
the production of identify the parts and their functions. http://www.cactus-
genetically art.biz/note-
- identify the different parts of a
dissimilar Draw & label the parts of a flower. See book/Dictionary/Diction
flower
offspring OTM 1, 2 & 3, Topic 17 (Resource file). ary_F/dictionary_flower.
- state the function of the
htm
(c) identify the different parts of the flower
sepals, petals, - outline the process of
Provide each student with peanuts and http://www.bbc.co.uk/sc
stamens and pollination
soaked green peas to investigate the otland/education/bitesiz
carpels of one, - distinguish between self-
structure of a seed. e/standard/biology/worl
locally available, pollination & cross-pollination
d_of_plants/growing_pla
named - compare an insect-pollinated
nts_rev3.shtml
dicotyledonous and a wind-pollinated flowers
flower - define fertilization and explain

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

YEAR 11 (2 + 3)
 (d) state the the process
functions of the
sepals, petals,
anthers and
carpels
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
(e) investigate - describe the structure of a seed Use actual specimens eg tomato, grass,
and describe the - identify radicle, plumule, angsana, seeds of tube flowers such as
structure of a cotyledons, testa and pericarp (fruit snow peas; dandelion & spear grass to
non-endospermic wall) show the methods of seed dispersal.
seed in terms of - explain the function of the
the embryo different parts of the seed
(radicle, plumule
and cotyledons) Do the Practical on Pg 17.3 (Resource
and the testa, file) to show the conditions essential for
protected by the germination.
pericarp (fruit - explain why the dispersal of
wall) seeds and fruits is an advantage to
plants
(f) state that seed - describe how seeds and fruits
and fruit dispersal are dispersed by wind and animals
by wind and - give examples of seeds and
animals provides fruits dispersed by wind and
a means of animals
colonising new
areas - define the term germination of
seeds
- recall the uses of enzymes in
(g) investigate the germination of seeds
and state the - state the conditions for
environmental germination
conditions which - describe the stages in the
affect germination germination of seeds
of seeds - describe an experiment to show

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 25

YEAR 11 (2 + 3)
 (suitable that water, oxygen and
temperature, temperature affect the germination
water and of seeds
oxygen)

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

Topic Development of Organisms and Continuity of

12 : Life
12.3 Sexual reproduction in humans
Sexually transmitted diseases
12.4
Prior Knowledge : 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 Students should be able to : Use OTM 13 & 14, Topic 17 (Resource Combined Science :
diagrams of the file). Teaching Guidelines
male reproductive
- identify on diagrams the
and Resources Upper
different parts of the male
system and give Secondary, Part 2,
reproductive system
the functions of: Curriculum
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 26
YEAR 11 (2 + 3)
 - state the functions of the Use OTM 15 & 16, Topic 17 (Resource
testes, Development
different parts of the male file).
scrotum, sperm Department, MOE.
reproductive system
ducts, prostate
- identify on diagrams the
gland, urethra Biology for ‘O’ Level
different parts of the female
and penis Combined Science and
reproductive system Use OTM 17, Topic 17 (Resource file).
‘N’ and ‘O’ Level
(i) identify on - state the functions of the
Science, Brunei
diagrams of the different parts of the female
Darussalam Edition.
female reproductive system
reproductive - describe male and female
The human
system and give gametes (sperms & ova)
reproductive system
the functions of: - compare the male (sperms) and Use OTM 18, Topic 17 (Resource file).
http://www.biotopics.co.
ovaries, female (ova) sex cells in terms of
uk/human2/reprsy.html
oviducts, uterus, size, number and mobility
cervix and vagina - describe the different stages of
The male reproductive
the menstrual cycle and identify the
(j) describe the system
fertile and infertile phases of the
menstrual cycle http://www.bbc.co.uk/sc
cycle
with reference to hools/ks3bitesize/scienc
- state effects of diet and e/biology/reproduction_
the alternation of
emotional state on menstrual cycle 1.shtml
menstruation and
ovulation, the
natural variation The female
in its length, and reproductive system
fertile and infertile http://www.bbc.co.uk/sc
phases of the hools/ks3bitesize/scienc
cycle e/biology/reproduction_
2.shtml
(k) state the effect
of factors, such as
diet and
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
emotional state, The menstrual cycle
which affect the http://www.bbc.co.uk/sc
menstrual hools/ks3bitesize/scienc

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 27

YEAR 11 (2 + 3)
 cycle Students will debate on the pros & cons e/biology/reproduction_
- describe the process of
of breast feeding & bottle-feeding. 3.shtml
fertilization, the development of the
(l) describe zygote and the implantation of the
fertilisation and Use Appendix 1a & 1b, Topic 17 Reproduction
embryo
the early (Resource file). http://www.bbc.co.uk/sc
development of hools/ks3bitesize/scienc
the zygote simply e/biology/reproduction_i
in terms of the ntro.shtml
formation of a Use Appendix 2a & 2b (Resource file).
ball of cells which Birth control
becomes http://www.biotopics.co.
implanted in the uk/human2/birthc.html
- describe the advantages of
wall of the uterus,
breast milk compared to bottle
where it develops STDs
feeding
as the fetus http://www.psgaidsinfo.
org/STD&AIDS.htm
(m) describe
- describe the different methods
the advantages of
of birth control
breast milk
compared with
bottle-feeding

(n) describe the

following methods
of birth control: - name some STDs
natural, chemical - describe the symptoms, signs
(spermicides), and effects of gonorrhoea and
mechanical, syphilis
hormonal and
surgical
- state what HIV and AIDS stand
(o) describe the for.
symptoms, signs, - explain how AIDS virus (HIV) is
effects and spread
treatment of - discuss methods by which AIDS
gonorrhoea and
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 28
YEAR 11 (2 + 3)
 syphilis virus may be controlled

(p) discuss the

spread of human
immuno-
deficiency virus
(HIV) and
methods by which
it may be
controlled
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
Extension Find out common drugs in the market to treat STDs.
Notes (including
Teacher can discuss the process of birth with students to increase their general knowledge.
safety)

Topic Magnetism Time Allowed : 1 ½ weeks

13 :
Laws of magnetism
13.1
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 Comprehensive Physics
to show properties of magnets such as for ‘O’ Level Science,
(a) state - list down the properties of
suspended magnet and iron filings pg 232 to pg 252
the properties of magnetism, like a freely-suspended
pattern
magnets magnet will always come to rest in
Magnetic and non-magnetic materials Physics for ‘O’ Level
a north-south direction,
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 29
YEAR 11 (2 + 3)
 - state that the two regions may used for the same activities. Combined Science and
where magnetic attraction is ‘N’ and ‘O’ Level
strongest are the poles of the Use optical pins to demonstrate induced Science, Brunei
magnet, magnetism by placing them nearer or Darussalam Edition.
- state the Law of Magnetism touching a permanent magnet.
(like poles repel, unlike poles BBC - Schools - KS3
(b) give an attract), Students can perform experiment by Bitesize - Science -
account of placing one end of a magnet nearer to Physics - Magnetism
induced - describe induced magnetism,
any magnetic and non-magnetic
magnetism - state that only repulsion can
objects. Repeat the same procedure http://www-
confirm that a magnetic material is
with the other end of the magnet. This spof.gsfc.nasa.gov/Educ
already magnetized,
(c) distingui is to differentiate between the two ation/Imagnet.html
sh between - state that magnetic materials materials.
magnetic and are: iron, cobalt, nickel and alloys, http://www.school-for-
non- magnetic Properties of iron and steel can be champions.com/science
materials distinguished by carrying out electrical /magnetism.htm
- distinguish between properties method.
(d) distingui and uses of temporary magnet
sh between the (iron) and permanent magnet Use familiar objects such as compasses,
magnetic (steel), fridge magnets, pencil cases to give
properties of examples of permanent
iron and steel
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
(e) distinguish - describe electrical magnets whereas door bells and
between the methods of magnetism and de- transformers are two good examples of
design and use of magnetism. electromagnets.
permanent
magnets and
electromagnets
Extension Students should read more about uses of electromagnets in everyday life.
Notes (including
Care should be taken when handling iron filings.
safety)

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

YEAR 11 (2 + 3)
 Topic Electromagnetic Induction Time Allowed : 1 ½ weeks
14 :
14.1 Principles of electromagnetic induction
14.2 The a.c. generator
The transformer
14.3
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 Keith Johnson. GCSE
(a) describe an - describe how strong 10 Physics For You. Pg 328
experiment which magnets are usually made by to Pg 337
shows that a placing a piece of magnetic
changing material in a solenoid carrying a Physics for ‘O’ Level
magnetic field can direct current, Combined Science and
induce an e.m.f. ‘N’ and ‘O’ Level
in a circuit Science, Brunei
Darussalam Edition.
(b) state the - list down the factors that
factors affecting can increase the magnetic strength BBC - GCSE Bitesize -
the magnitude of of an electromagnet by: Science: Physics |
the induced e.m.f.  passing a large current Electricity and
to the solenoid, magnetism
(c) show
 increasing the number of
understanding
turns of the solenoid,
that the direction
of the induced  using a core made of soft
e.m.f. opposes magnetic material.
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 31
YEAR 11 (2 + 3)
 the change http://www.physchem.c
producing it o.za/Current10/Magneti
c3.htm
(d) describe a
simple form of http://micro.magnet.fsu
generator (e.g. .edu/electromag/java/fa
rotating coil or raday2/
rotating magnet) - interpret the graph of
and the use of voltage output vs time for a.c.
slip rings generator.

(e) sketch a graph

of voltage output
against time for a
simple a.c.
generator

(f) describe the

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

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

YEAR 11 (2 + 3)
 Topic The Nuclear Atom Time Allowed : 1 week
15 :
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 Physics for ‘O’ Level
students’ knowledge in atomic structure Combined Science and
(a) describe the - recall the atomic
and its composition (from Chemistry ‘N’ and ‘O’ Level
structure of an structure in terms of nucleus and
topic) Science, Brunei
atom in terms of a electrons,
Darussalam Edition.
nucleus and
Enhance the students’ understanding
electrons
by giving them a lot of written work Britannica GCSE
- recall the components of
Physics PC CD – rom
(b) describe the the nucleus, in terms of protons and
composition of neutrons,
the nucleus in
terms of protons
and neutrons - recall the terms nucleon
number and proton number,
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 33
YEAR 11 (2 + 3)
 (c) use the term
nucleon number,
A and use the
nuclide notation
A
Z X
- use the terms nuclide
(d) use the term and nuclide notation.
proton number, Z

(e) use the term

nuclide

Extension
Notes (including
safety)

Topic Radioactivity Time Allowed : 2 weeks

16 :
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

COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 34

YEAR 11 (2 + 3)
 Students should be able to: Comprehensive Physics
for ‘O’ Level Science,
(a) describe the - name the three Refer resources to discuss the detection
pg 330 to pg 349
detection of radioactive emissions produced by of radioactivity.
alpha-particles, radioactive substances,
GCSE Physics 3rd edition
beta-particles and
pg 254 to pg 258
gamma-rays
BBC - GCSE Bitesize -
(b) state, - compare the nature,
Science: Physics
for radioactive ionizing effects and penetrating
emissions, power of the three radioactive
http://hyperphysics.phy
(i) their emissions,
-
nature
astr.gsu.edu/hbase/nucl
(ii) their
ear/radact.html
relative
ionising effects Provide plenty of equations to show
http://home.clara.net/d
(iii) their nuclear reactions and let the students
arvill/nucrad/types.htm
relative - use equations to complete the equations themselves
penetrating represent changes in the
http://www.gcse.com/ra
powers composition of a nucleus during Introduce half-life by making the
dioactivity.htm
radioactive decay, students halving the amount from 100
(c) show pieces of same item such as glass
understanding of marbles, beads or even peanuts
the meaning of
radioactive decay, Show varieties on how half-life may be
using equations calculated
(involving
symbols) to
represent
changes in the
composition of
the nucleus when
particles are
emitted
Syllabus Objective Learning Outcome Activities Resources and
Hyperlinks
COMBINED SCIENCE – SPN 21 SCHEME OF WORK (INTERIM STAGE) 35
YEAR 11 (2 + 3)
(d) use the term - define half-life of a Demonstrate the safety precautions
half-life in simple radioactive sample,
calculations - use the concept of half-
which might life in simple calculations,
involve
information in
tables or in
decay curves
- describe the safety
(e) describe how precautions in the handling, use,
radioactive storage, disposal of radioactive
materials are materials.
handled, used,
stored and
disposed of, in
safe way

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

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

YEAR 11 (2 + 3)