Curriculum Outline for Secondary 1 Science Topic Objectives Worksheets/ Practicals/ Assessments 1. The Scientific

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1 1 3-5 * 1-2 Sec 1 Orientation Programme Curriculum Outline for Secondary 1 Science 1. The Scientific W1A Endeavour [Chap 1] : K1. show an awareness that that there are many branches of science to find out about the different parts of the world around us. K2. recognize that scientific evidence can be quantitative or qualitative. K3. state the key elements of the processes in science (scientific method). K4. define and explain independent, dependent and control variables K5. state and explain some basic laboratory safety rules while doing experiments. K6. use scientific inquiry skills such as posing questions, observing, measuring, communicating, inferring, predicting, formulating hypotheses, thinking skills (incl. analyzing data, etc). P1A P1B S1. make quantitative or qualitative observations. S2. distinguish between observations and inferences. S3. demonstrate safety consciousness and adopt safe practices when carrying out investigations. S4. light a Bunsen burner to produce luminous and non-luminous flame. S5. distinguish between luminous and non-luminous flame Exploring Diversity of Matter by its Physical Properties [Chap 2] : K1. understand that observable physical properties can be used to classify materials. K2. state some physical properties used to classify materials like strength, hardness, flexibility, density, electrical conductivity, heat (or thermal) conductivity, melting /boiling point. K3. explain the choice of the main classes of materials (plastic, glass metal, ceramic and fibre) in the production of common household items, in terms of their properties. K4. state that physical quantities are physical properties that can be measured. K5. distinguish between base physical quantities and derived physical quantities. K6. state the respective SI units of base physical quantities and hence the SI unit of derived physical quantities. K7. define mass of an object as the amount of matter it has. K8, Define weight and explain the difference between mass and weight. K9. define density of a substance as the mass of substance per unit volume and calculate density using the formula (D = M/V). W2A W2B W2C P2A P2B P2C Assessment 1 1

2 S1. classify a number of common everyday objects and recognize that there are many ways of classifying the same group of objects. S2. communicate findings on classification and justify reasons. S3. display the habit of sustainable use of materials and able to evaluate the environmental impact of excessive use of paper and the disposal of plastics. S4. identify the following physical quantities (length, mass time & temperature) as base physical quantities. S5. Make estimations and measure accurately length, volume and mass (of solids & liquids) using appropriate instruments (meter rule, vernier calipers, measuring cylinder, displacement can, electronic balance) and methods. S6. predict whether an object will sink or float by comparing its density with that of its surrounding medium. S7. demonstrate precision & accuracy in making measurements (taking into consideration parallax error and zero errors) and convert units with one prefix to another Model of Matter The Particulate Nature of Matter [Chap 7] K1. describe the main properties of solids, liquids & gases. K2. show an awareness that matter is made up of small discrete particles which are in constant and random motion. K3. describe diffusion as evidence for the particulate nature of matter. K4. state the particulate theory of matter. K5. show an understanding of the simple models of solids, liquids and gases, in terms of arrangement and movement of the particles. W3.1 P3 Practical Test 1 : S1. Compare the properties of solids, liquids and gases (e.g. volume, shape, density, compressibility) in terms of the arrangement and movement of particles. S2. Use of particle model of matter to explain the following: Expansion and contraction Change of state (melting, freezing, evaporating, boiling, condensing & subliming) a) Exploring Diversity of K1. understand that substances can be classified as elements, compounds W4A W4B 2

3 Matter by its Chemical Composition [Chap 3] b) Model of Matter Atoms & Molecules [Chap 8] and mixtures. K2. distinguish among elements, compounds and mixtures. K3. recognize that elements are the basic building blocks of living and nonliving matter. K4. define elements as substances that cannot be broken down into simpler substances by chemical methods. K5. recognise that elements are classified according to their properties in the Periodic Table, in groups and periods. K6. recognise the chemical symbols for the first twenty elements and the following elements: Iron, copper, zinc, bromine, silver, iodine, gold, mercury, lead. K7. recognize that elements can be classified into solids, liquids and gases and state mercury and bromine as the only two elements in liquid state at room temperature and pressure. K8. recognize that elements can also be classified into metals and nonmetals by the staircase line in the Periodic Table. K9. describe the general physical properties of metal as solids having high melting and boiling points, malleable, ductile, good conductors of heat and electricity, sonorous. K10. describe the general physical properties of non-metals as elements which are non-malleable, brittle, ductile, poor conductors of heat and electricity, non-sonorous. K11. recognise that an atom is the smallest unit of an element that can take part in the chemical reactions. K12. recognise that a molecule is a group of 2 or more atoms chemically joined together. K13. know that elements are also made up molecules of similar atoms. (E.g. H 2, N 2, O 2, F 2, Cl 2, Br 2, I 2, ) K14. define compounds as substances consisting of two or more elements chemically combined in fixed proportions. K15. show an awareness of ways to make and break a compound. (E.g. using heating to make and break compounds and electrolysis to break compounds.) K16. show an awareness of how some common compounds are named according to some general rules. K17. idenitfy the types of elements present in a compound from its chemical name. K18. know that a compound can be represented by a chemical formula. K19. define mixtures as 2 or more substances (elements /compounds) that are not chemically combined. K20. state that pure substances have fixed melting and boiling points. P4A P4B P4C P4D Performance Task Practical Test 2 3

4 K21. show an understanding that solutions and suspensions are mixtures. K22. show an understanding of the terms solute, solvent and solubility. S1. classify elements as metals and non-metals / solids, liquids and gases at room temperature and pressure based on melting /boiling point based on their characteristic properties. S2. be able to represent elements, compounds and mixtures using particle diagrams. S3. use the Bunsen burner correctly to heat small quantities of solids and liquids in a test tube. S4. observe changes in substances caused by heating. S5. use of common laboratory apparatus correctly such as beaker, test tube, dropper, glass rod, crucible. S6. investigate the factors that affect solubility Exploring Diversity of Matter Using Separation Techniques [Chap 4] K1. define a pure substance as a single substance, containing only one type of particles. K2. state that pure substances melt and boil at fixed temperatures. K3. show an understanding that impurity will raise boiling point & lower melting point. K4. recognise that mixtures melt and boil over a range of temperatures. K5. understand that mixtures can be separated by physical methods. K6. show an awareness of basic principles involved in: a) Filtration (state and define key words: residue, filtrate, filter, list the apparatus needed, draw the experimental set up) b) Magnetic attraction c) Evaporation (state that only solutes that do not decompose upon heating can be separated using this method, list the required apparatus and draw experimental set up.) d) Simple distillation (label the apparatus of the experimental set up) e) Separating funnel f) Sublimation g) Paper chromatography K7. describe using filtration, evaporation to separate mixtures. W5 P5A P5B P5C Assessment 2 4

5 S1. explain how the constituents of a mixture can be separated based on their properties (e.g. particle size, solubility, melting /boiling point, density, miscibility) using the appropriate separation techniques. S2. explain the difference between physical and chemical methods of separation. S3. use of common laboratory apparatus correctly such as beaker, evaporating dish, filter funnel, retort stand, separating funnel. S4. draw in proportion, sectional diagrams of apparatus in an experimental set-up for filtration and evaporation Effects of Heat & Its Transmission [Chap 17] K1. know that temperature is a base physical quantity. K2. state the SI unit of temperature is kelvin, K. Another commonly used unit is degree Celsius, o C. K3. use both the Kelvin and Celsius scales at ease, including converting the reading from one scale to another. K4. show understanding that thermal energy is transferred from a region of higher temperature to a region of lower temperature. K5. know why metals are better conductors than non metals highlighting the presence of mobile electrons in metals. K6. Explain how convection currents are set up in a fluid due to density changes, and how heat is thus transferred throughout the fluid. K7. know some effects and applications of expansion and contraction in everyday life. K8. identify and explain applications of heat conduction & convection (e.g. in cooling, heating, insulation & weather patterns) K9. show an understanding that the rate of heat loss or gain by a body through radiation is affected by nature of its surface and temperature difference between the body and its surroundings. K10. explain what radiation (infra red) is and list the factors that affect the rate of radiation (colour, surface area & initial temperature of surface). W6A W6B W6C P6A P6B S1. determine the precision of a liquid-in-glass thermometer and record the readings using a liquid-in-glass thermometer to the correct precision. S2. take the necessary precautions when using a liquid-in-glass thermometer to take measurements. S3. infer that generally, solids, liquids and gases expand when heat is absorbed and contract when heat is given out. S4. explain what is meant by conduction, convection and radiation (Using particulate model of matter to explain conduction) 5

6 S5. identify and explain applications of conduction, convection & radiation (e.g. Styrofoam cups, metal pots, air conditioner, kettle, solar radiation, colour and surface area) S6. explain what radiation (infra red) is and list the factors that affect the rate of radiation (colour, surface area & initial temperature of surface). S7. infer that thermal expansion results in a change in volume of the substance and therefore the density of the substances. S8. infer from experiments that different materials have different rates of conduction Model of Cells The Basic Units of Life [Chap 6] K1. state the functions of the following organelles: (i) chloroplasts, (ii) cell membrane, (iii) cell wall, (iv) cytoplasm, (v) cell vacuoles (large, sap filled in plant cells, small, temporary in animal cells), (vi) nucleus and (vii) mitochondrion. K2. compare the structure of typical animal and plant cells. 3 K3. show an understanding of the functions of the different parts of the cell includes the nucleus (which controls the activities of the cell) and contains genetic materials that determines heredity. 1 K4. recognise that multi-cellular organisms (both plants and animals), cells (e.g. red blood cells, xylem, root hair cell, sperm cell, palisade cell, etc.) of similar structures are organized into tissues (e.g. muscle, xylem, phloem, etc.); several tissues may make up an organ (e.g. heart, skin, leaf, etc.); organ are organized into systems. 1 K5. explain the significance of division of labour, even at the cellular level. 1 K6. briefly describe mitosis as the process in cells that produces daughter cells that are identical to each other and to the parent cell. K7. * identify, with the aid of diagrams, the main stages of mitosis. Optional K8. outline the relationship between genes, chromosomes, and DNA. 4 K9. state the rule of complementary base pairing. 4 K10. state that DNA is used to carry the genetic code (details of translation and transcription are not required). 4 K11. state that each gene is (i) a sequence of nucleotides, as part of a DNA molecule and (ii) controls the production of one polypeptide. 4 W7A W7B P7A P7B P7C S1. identify cell structures (including organelles) of typical plant and animal cells from diagrams, photomicrographs and as seen under the light microscope using prepared slides and fresh material treated with an appropriate temporary staining technique: 3 (i) chloroplasts, (ii) cell membrane, (iii) cell wall, (iv) cytoplasm, (v) cell 6

7 vacuoles (large, sap filled in plant cells, small, temporary in animal cells), (vi) nucleus and (vii) mitochondrion. S2. draw and label typical plant and animal cell (including organelles) S3. prepare specimens (cheek cell and onion epidermal cell) and view them using a typical light microscope Human Digestive System [Chap 11] (Biological Molecules) 9. Transport in Living Things [Chap 10] (Diffusion & Osmosis) *Notes given K1. define and explain the need of a balanced diet. K2. state the roles of water in living organisms. 3 K3. list the chemical elements which make up: (i) carbohydrates (simple sugar, complex sugar & complex carbohydrates), (ii) fats d (iii) proteins. K4. * understand and appreciate the processes of condensation and hydrolysis in the synthesis and digestion of disaccharides. Optional K5. state that large molecules are synthesized from smaller basic units 3 : (i) glycogen from glucose, (ii) polypeptides and proteins from amino acids and (iii) lipids such as fats from glycerol and fatty acids. K6. recognise that a gram of carbohydrates, fats & proteins each supplies a different amount of energy to the body K7. explain why the following food substances are important in the diet Carbohydrates, Vitamins (eg. A, B1, C, D, K, E), Fats, Mineral salts (eg. Fe, Na, Ca, I), Proteins, Water, Fibre. Emphasis to be made on Vitamins C and D and the minerals Fe and Ca. K8. state the sources of all the above nutrients and the deficiency diseases of all vitamins, minerals, proteins and fibre. K9. define diffusion and discuss its importance in nutrient uptake and gaseous exchange in plants and humans. K10. define osmosis and discuss the effects of osmosis on plant and animal tissues. W8 P8A P8B Practical Test 3 Assessment 3 W9A W9B P9A P9B S1. describe and carry out tests for 3 : (i) starch (iodine solution), (ii) reducing sugars (Benedict s solution), (iii) protein (Biuret s test) and(iv) fats (ethanol emulsion) Chemical Changes [Chap 18] (Nutrition & Transport in Plants ) K1. state the word equation for photosynthesis. K2. * state the chemical equation, with symbol for photosynthesis. Optional K3. describe the intake of carbon dioxide and water by plants. K4. * show an understand for the mechanism of stomatal opening. Optional K5. state that chlorophyll traps light energy and converts it into chemical W10A W10B W10C P10A P10B 7

8 energy for the formation of carbohydrates and their subsequent storage. K6. outline the process of photosynthesis by which plant manufacture carbohydrates using raw materials. K7. show an understanding for the conditions (light energy & chlorophyll) and raw materials (carbon dioxide & water) necessary for photosynthesis. K8. show an understanding on how plants take in oxygen and remove carbon dioxide. K9. outline water transport and food translocation in plants via the xylem, with reference to osmosis and transpiration pull) K10. outline food translocation in phloem tissues (sufficient to identify source-sink relationship) S1. identify the cellular and tissue structure of a dicotyledonous leaf, as seen in cross-section under the microscope and state their functions: 3 (i) distribution of chloroplasts photosynthesis, (ii) stomata and mesophyll cells gaseous exchange and (iii) vascular bundles transport S2. describe and carry out tests for the test for starch in leaf. Final Year Exam 8