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Springfield Secondary School Scheme of Work for Science Sec 2 Express/Normal Academic TERM 1, 2013 Week 0 (2/1 – 6/1)

Chapter/Topics

E- lesson on Lab Safety

Specific Instructional Objectives

Safety Briefing: Laboratory Rules, Safety Briefing and Safety Shower 1. Emphasis safety as the most important priority in the laboratory. 2. Briefing on the Laboratory rules and the concepts for the rules. 3. Brief on the use of • Safety shower (Stay under the shower for 10 minutes at least), • Fire extinguisher (Pull the safety pin, aim at the fire and squeeze the lever), • First aid box, and • Fire evacuation route.

Teaching Strategy

Assignments/Projects/ Assessments

PB Activity Knowing Your Science Laboratory and obeying Its Rules (pg 1)

Safety Poster / Powerpoint Online quiz

ICT (website link, SDL,CoL) Website: http://springfieldsec2s cience.weebly.com/la b-rules.html

Thinking Skills (if nec)

Values / National Education

Resources

Safety Briefing Power point and worksheet http://nobel.scas. bcit.ca/debeck_pt/ science/safety.ht m http://www.carneg ieinstitution.org/fir st_light_case/hor n/labsafety.html

Students to complete an online quiz at the end of the e-lesson.

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Week 1–2 (7/1 – 20/1)

Chapter/Topics Chapter 27 Populations, communities and ecosystems

Specific Instructional Objectives

Teaching Strategy

1. identify a habitat and some of the organisms associated with that habitat such as producers, consumers and decomposers. 2. explain the terms ‘population’ and community’ and ‘habitat’ in a named ecosystem. 3. understand the interrelationship among the various organisms in a community such as predator-prey, mutualism, commensalism, parasitism. 4. explain the importance of various physical factors like air, water, temperature, light, minerals and acidity/alkalinity, pH to the life of organisms. 5. investigate an environment using measurement instruments such as data logger probes to collect data on physical quantities such as pH, temperature and light intensity. 6. explain the importance of conserving the environment. 7. appreciate the importance for Man to understand and maintain the connections among living things. 8. evaluate the effects of : - water pollution by sewage and by inorganic waste - air pollution by sulfur dioxide and oxides of nitrogen (acid rain) - land pollution due to insecticides

PB Activity 92 Exploring the Physical Environment of the School Eco-garden (pg 99)

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Assignments/Projects/ Assessments TB Let’s Review (pg 182) Theory Workbook Revision 27 (pg 125) Pop Quiz 1

ICT (website link, SDL,CoL) E-learning • A slideshow followed by a short test on Population, communities and ecosystems http://lgfl.skoool.co.uk/ content/keystage3/bio logy/pc/learningsteps/ HITLC/launch.html http://lgfl.skoool.co.uk/ content/keystage3/bio logy/pc/learningsteps/ ITDLC/launch.html • The acid lake http://www.ecokids.ca /pub/eco_info/topics/fr ogs/acid_rain/play_aci dlake.cfm

Thinking Skills (if nec)

Values / National Education Science Nugget (pg 162, 171, 172) Ask students to name habitats that they can find around the school and compare the conditions and organisms found in the different habitats.

Resources Textbook (pg 161 – 180) - Digital book - Powerpoint slides - Animations/ Videos - Digital resource library - Diagnostic Test - Q-setter

Science in Action (pg 166) Connect (pg 163, 173, 175, 176, 180) N.E. (pg 162, 177, 178) NE: Discuss some of the sources of pollution in Singapore

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Week

Chapter/Topics

3 (21/1 – 27/1)

4 (28/1 – 3/2)

Chapter 28 Energy transfer process in the ecosystem

Chapter 29 Nutrient cycles in the ecosystem

Specific Instructional Objectives

Teaching Strategy

Assignments/Projects/ Assessments

1. describe the process of non-cyclic energy flow through a food chain in a named ecosystem starting with the green plant as a primary food producer. 2. infer how food consumed by animals and the energy produced during respiration is temporarily stored for use in life processes. 3. differentiate a food chain from a food web and construct a food web in a specific habitat. 4. predict the consequences of selective addition or removal of an organism from an environment. 5. explain the diminishing energy transfer from one level to the next level in a food chain or food pyramid.

TB Let’s Review (pg 193)

1. explain and infer the role of decomposers in the recycling of nutrients in the environment 2. understand the concept of recycling of nutrients trapped in living organisms 3. describe briefly the carbon and nitrogen cycles and the role of the carbon and nitrogen cycles in maintaining a balanced ecosystem. 4. appreciate men’s responsibility to have care and concern for living things.

TB Let’s Review (pg 200)

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Theory Workbook Revision 28 (pg 133) Pop Quiz 2

Theory Workbook Revision 29 (pg 143) Pop Quiz 3

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ICT (website link, SDL,CoL) E-learning • Population http://lgfl.skoool.co.uk/ viewdetails_ks4.aspx ?id=424

Thinking Skills (if nec)

Values / National Education

Textbook (pg 186 – 192) - Digital book - Powerpoint slides - Animations/ Videos - Digital resource library - Diagnostic Test - Q-setter

• Food web creator http://www.gould.edu .au/foodwebs/kids_w eb.htm

E- learning • Decomposers http://www.teachersd omain.org/resource/t dc02.sci.life.oate.dec ompose/ Decomposers and scavengers (info followed by quiz) http://www.nhptv.org/ natureworks/nwep11. htm •

Resources

Science Nugget (pg 196, 197, 199)

Textbook (pg 196 – 199) - Digital book - Powerpoint slides - Animations/ Videos - Digital resource library - Diagnostic Test - Q-setter

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Week 5-7 (4/2 – 24/2) 8/2 (CNY school celebrati on) 10/2 – 12/2 (CNY public holidays )

Chapter/Topics

Specific Instructional Objectives

Chapter 11 Particulate Model of Matter

1. show an awareness that matter is made up of small discrete particles which are in constant and random motion. 2. draw the simple model of solids, liquids and gases. 3. describe and distinguish the three states of matter using the models, in terms of arrangement, movement, forces of attraction and spacing between the particles. 4. explain the properties of matter (eg. density, compressibility) using particulate model of matter. 5. explain melting and boiling in terms of change of state and the particulate model of matter. 6. interpret cooling and heating curve.

Teaching Strategy

Assignments/Projects/ Assessments Review Questions (pg 170) Think-Tank (pg 172) Theory Workbook Revision 11 (pg 101) Pop Quiz 4

Arrangement of particles at different states http://phet.colorado.e du/en/simulation/stat es-of-matter-basics •

* Highlighted are not covered in 2NA

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ICT (website link, SDL,CoL) E-learning • Particulate Theory of Matter slide show http://preparatoryche mistry.com/Bishop_K MT_frames.htm

Thinking Skills (if nec)

Values / National Education

Resources Textbook (pg 164 – 169) - Digital book - PowerPoint slides - Animations/ Videos - Digital resource library - Diagnostic Test - Q-setter

Gas, liquid and solid in a container http://mw.concord.o rg/modeler/showca se/chemistry.html

Boiling of pure substance http://www.physicschemistry-interactiveflashanimation.com/matter _change_state_meas urement_mass_volum e/boiling_pure_substa nce_water_from_liqui d_to_gas_vaporizatio n.htm •

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Week

Chapter/Topics

Specific Instructional Objectives

Teaching Strategy

Assignments/Projects/ Assessments •

ICT (website link, SDL,CoL) States of matter (heating & cooling curve) http://www.footprint sscience.co.uk/state s.htm

Thinking Skills (if nec)

Values / National Education

Resources

Changing matter (heating a solid) http://www.bgfl.org/bg fl/custom/resources_ft p/client_ftp/ks3/scienc e/changing_matter/ind ex.htm •

Melting and boiling point + self test http://lgfl.skoool.co.uk/ content/keystage3/ch emistry/pc/learningste ps/MBPLC/launch.ht ml •

8 9 -10

Revision COMMON TEST 1 Review of Examination Scripts Post Examination Activities

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TERM 2, 2013 Week

Chapter/Topics

1-3 (25/3 – 14/4)

Chapter 12 Simple concepts of Atoms and Molecules

29/3 (Good Friday Public Holiday)

Specific Instructional Objectives 1. describe an atom as an electrically neutral entity made up of a positively charged nucleus (protons and neutrons) with negatively charged electrons moving round the nucleus. 2. show an awareness that atoms of the same element contain the same number of protons and those of different elements contain different numbers of protons. 3. state the relative charges and mass of proton, neutron and electron 4. use and interpret such symbols as 12C and deduce the no. of protons, neutrons and electrons in atoms and ions given proton and nucleon numbers. 5. define isotopes as atoms of the same element that contain the same number of protons but different number of neutrons. 6. describe the build-up of electrons in ‘shells’ and understand the significance of valence electrons and the noble gas electronic structures. 7. describe the relationship between Group number, number of valence electrons and metallic/non-metallic character.

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Teaching Strategy

Assignments/Projects/ Assessments

By writing out the electronic configuration of elements in table form, determine the relationship between the group number and number of valency electrons.

Review Questions (pg 183) Think-Tank (pg 185) Theory Workbook Revision 12 (pg 108) Pop Quiz 5

ICT (website link, SDL,CoL) E- learning • Build an atom http://phet.colorado .edu/en/simulation/ build-an-atom About atoms http://www.scool.co.uk/gcse/che mistry/atomicstructure/reviseit/atoms •

Thinking Skills (if nec)

Values / National Education Science Nugget (pg 177)

Resources Textbook (pg 174 – 181) - Digital book - PowerPoint slides - Animations/ Videos - Digital resource library - Diagnostic Test - Q-setter

Ionic compound construction kit http://antoine.frostbur g.edu/chem/senese/1 01/kits/kit_ionic_com pound.html

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Isotopes http://phet.colorado .edu/en/simulation/i sotopes-andatomic-mass

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Week

Chapter/Topics

Specific Instructional Objectives

Teaching Strategy

Assignments/Projects/ Assessments

ICT (website link, SDL,CoL)

Thinking Skills (if nec)

Values / National Education

Resources

8. describe the formation of ions by electrons loss/gain in order to obtain the electronic configuration of an inert gas. 9. draw the electronic structures of atoms and ions. 10. deduce the formulae of a simple ionic compound from the relative numbers of atoms present and vice versa. (including complex ions) 11. state the number and types of atoms, given the chemical formula of a compound. 12. show an understanding that molecules of a compound consist of a fixed number of different types of atoms combined together and that molecules of an element consist of a fixed number of the same kind of atoms combined together. 13. draw ionic bonding involving metals and non-metals. * Highlighted are not covered in 2NA

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Week

Chapter/Topics

4-5 (15/4 – 28/4)

Chapter 16 Energy Forms and Conversion

Specific Instructional Objectives

Teaching Strategy

Assignments/Projects/ Assessments

1. state what is meant by energy. 2. describe different forms of energy (e.g. kinetic, potential, light and sound) and how energy changes from one form to another 3. calculate kinetic energy using KE = ½mv2 and gravitational potential energy using PE = mgh 4. apply the relationship for kinetic energy and potential energy to new situations or to solve related problems 5. apply the relationship power = energy converted / time taken to new situations or to solve related problems. 6. state the law of conservation of energy where energy cannot be created or destroyed but can be transformed from one form to another. 7. understand how electricity is generated. 8. show an appreciation of the need for Singapore which has no natural resources of her own, to conserve energy 9. recognise the various renewable sources of energy.

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TB Let’s Review (pg 12) Theory Workbook Revision 16 (pg 7) Pop Quiz 6

ICT (website link, SDL,CoL) E-learning • Energy transformation in a roller coaster http://science.howstuff works.com/engineerin g/structural/rollercoaster3.htm

Thinking Skills (if nec)

Values / National Education Science in Action (pg 5) Connect (pg 8, 9) Science Nugget (pg 11) NE (pg 11)

Resources Textbook (pg 3 – 11) - Digital book - PowerPoint slides - Animations/ Videos - Digital resource library - Diagnostic Test - Q-setter

Ask students to find out if there are schemes / programmes implemented in other countries that encourage people to conserve energy.

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Week

Chapter/Topics

6-7 (29/4 – 12/5)

Chapter 17 Light Part A (Reflection)

1/5 (Labour Day Public Holiday)

8 - 10

Specific Instructional Objectives

Teaching Strategy

1. understand how light travels so that the eye can see an object. 2. make comparisons between the speed of light, sound and common moving objects. 3. explain what is meant by reflection. 4. explain how reflection is affected by a smooth and a rough surface (regular and diffused reflection). 5. define the terms used in reflection, including normal, angle of incidence and angle of reflection. 6. state the laws of reflection. 7. state that, for reflection, the angle of incidence is equal to the angle of reflection and use this principle in constructions, measurements and calculations. 8. drawing of mirror ray diagrams to show position of image formed. 9. investigate & list the characteristics of the image formed by a plane mirror. 10. describe the effects and uses of reflecting surfaces (e.g. plane and curved)

PB Activity 52 Investigating the Properties of the Image Formed by a Plane Mirror (pg 3)

Assignments/Projects/ Assessments TB Let’s Review (pg 28) Theory Workbook Revision 17 (pg 17) Pop Quiz 7 Level Practical assessment: To investigate the path of a refracted ray of light through a rectangular glass block.

ICT (website link, SDL,CoL) E-learning • Light reflection animation http://www.tutorvista.c om/content/physics/ph ysics-ii/lightreflection/lightreflectionanimation.php

Thinking Skills (if nec)

Values / National Education Science Nugget (pg 16)

Resources

Connect (pg 17)

- Digital book - PowerPoint slides - Animations/ Videos - Digital resource library - Diagnostic Test - Q-setter

Textbook (pg 16 – 21)

LEAD Resources Theory – Light and Colour Activity – Light and Colour Quiz – Light and Colour Test bank – Light and Colour CD-ROM: Light & Sound. Bradford

MID YEAR EXAMINATION Review of Examination Scripts Post Examination Activities

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Week

Chapter/Topics

Specific Instructional Objectives

Teaching Strategy

Assignments/Projects/ Assessments

ICT (website link, SDL,CoL)

Thinking Skills (if nec)

Values / National Education

Resources

June Holiday Project: Inquiry-Based Learning (IBL) You are a group of officers working for the Power Supply company. You are going to run a campaign in schools during their assembly programmes to educate the youths about energy conservation. Your presentation should cover the following points: • Singapore’s present sources of energy supply • The importance and methods to conserve energy in the community/school/home • Singapore’s future energy supply Your group is to come up with 1. Catchy slogan for your campaign 2. A glogster poster on which should include a /video/skit/dance/rap/song (to be given to/shown/demonstrated to their classmates) 3. 10 minutes presentation Your project work will be assessed as CA marks for term 3. Each group will be assessed as follows: Grading Presentation Skills + Q &A: 15 marks Content : 10 marks Creativity : 5 marks

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TERM 3, 2013 Week 1-2 (1/7 – 14/7)

Chapter/Topics Chapter 17 Light Part B (Refraction)

Specific Instructional Objectives 1. define the terms used in refraction, including angle of incidence, angle of refraction and normal. 2. explain what is meant by refraction and explain the difference between reflection and refraction. 3. draw the ray diagram to show path of light ray as it travels from one medium to another. 4. drawing of ray diagram to show position of image formed. 5. list some effects and consequences of refraction

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Teaching Strategy PB Activity 53 Observing the Effects of Refraction (pg 7)

Assignments/Projects/ Assessments TB Let’s Review (pg 28) Theory Workbook Revision 17 (pg 17 ) Pop Quiz 8

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ICT (website link, SDL,CoL) E-learning • How light travel in different medium? http://www.pbs.org/wg bh/nova/physics/spee d-light.html • Short animated slideshow on refraction http://lgfl.skoool.co.uk/ viewdetails_ks3.aspx ?id=507

Thinking Skills (if nec)

Values / National Education Science Nugget (pg 23)

Resources Textbook (pg 21 – 23) - Digital book - PowerPoint slides - Animations/ Videos - Digital resource library - Diagnostic Test - Q-setter CD-ROM: Light & Sound. Bradford

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Week 3 (15/7 – 21/7)

Chapter/Topics Chapter 21 Concept of force and pressure

Specific Instructional Objectives 1. describe the effects of forces. 2. give examples of forces. 3. use appropriate instruments and units to measure force. 4. relate pressure to force and area 5. state the applications of pressure in everyday life.

Teaching Strategy PB Activity 75 Measuring Forces (pg 57)

Assignments/Projects/ Assessments TB Let’s Review (pg 92) Theory Workbook Revision 21 (pg 61) Pop Quiz 9

ICT (website link, SDL,CoL) E- learning • Type of forces + self- quiz http://www.engineerin ginteract.org/resourc es/parkworldplot/flash /concepts/allaboutfor ces.htm • Playing sports on the Moon http://teacher.scholas tic.com/activities/expl orations/space/level1/ MoonOlympics.htm • Unbalanced forces and self- test http://lgfl.skoool.co.uk/ viewdetails_ks3.aspx ?id=501

Thinking Skills (if nec)

Values / National Education Science Nugget (pg 87)

Resources

Science in Action (pg 87, 88, 89, 91)

- Digital book - PowerPoint slides - Animations/ Videos - Digital resource library - Diagnostic Test - Q-setter

Ask students to list other examples where high pressure and low pressure is required in daily life. How is this high or low pressure achieved?

Textbook (pg 85 – 91)

• Resource website on Forces and Motion http://classroom.jcschools.net/sciunits/force.htm

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Week

Chapter/Topics

4 (22/7 – 28/7)

Chapter 22 Moment of a force

Specific Instructional Objectives 1. state what is meant by moment of a force. 2. calculate the moment of a force using the equation: Moment of a force about a point = force x perpendicular distance from the pivot to the line of action of the force . 3. state that when an object is balanced, the sum of clockwise moments is equal to the sum of anticlockwise moments. 4. solve problems related to principle of moments. 5. describe the application of forces in levers. 6. identify the application of moment of a force in everyday life.

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Teaching Strategy PB Activity 76 Investigating the Turning Effect of Forces (pg 59)

Assignments/Projects/ Assessments TB Let’s Review (pg103) Theory Workbook Revision 22 (pg 71) Pop Quiz 10

ICT (website link, SDL,CoL) E-learning • Balanced beam http://www.freezeray.c om/flashFiles/balance dBeam.htm • Clockwise and anticlockwise moment. http://lgfl.skoool.co.uk/ viewdetails_ks3.aspx ?id=617

Thinking Skills (if nec)

Values / National Education Science Nugget (pg 97)

Resources Textbook (pg 96 – 102) - Digital book - PowerPoint slides - Animations/ Videos - Digital resource library - Diagnostic Test - Q-setter LEAD Resources Theory – Work and Moment of a Force Activity – Work and Moment of a Force Quiz – Work and Moment of a Force Test bank – Work and Moment of a Force

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Week 5 (29/7 – 4/8)

Chapter/Topics Chapter 23 Work

Specific Instructional Objectives 1. State what is meant by work done 2. State the unit of work as the joule 3. Calculate work done by a force using: work done = force x distance moved in the direction of the force 4. Differentiate between situations involving forces where work is done and where no work is done

Teaching Strategy PB Activity 79 Measuring Work Done (pg 63)

Assignments/Projects/ Assessments TB Let’s Review (pg 112) Theory Workbook Revision 23 (pg 83) Pop Quiz 11

ICT (website link, SDL,CoL)

Thinking Skills (if nec)

Values / National Education Science Nugget (pg 109)

Resources Textbook (pg 108 – 111) - Digital book - PowerPoint slides - Animations/ Videos - Digital resource library - Diagnostic Test - Q-setter LEAD Resources Theory – Work and Moment of a Force, Work done & Energy Changes Activity – Work and Moment of a Force Quiz – – Work and Moment of a Force Test bank – – Work and Moment of a Force

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Week

Chapter/Topics

6-8 (4/8 – 25/8)

Chapter 18 Electricity

7/8 (Nationa l Day School Celebrat ion) 8/8 (Hari Raya Puasa Public Holiday) 9/8 (Nationa l Day Public Holiday)

Specific Instructional Objectives 1. explain what current is and state the units of current. (Q = It) 2. draw and interpret circuit diagrams and set up circuits involving various electrical components. ICT lesson 1: Training of students on how to draw circuit diagram using ICT tools from the given worksheet. Use the java applet (look for Yuansheng to obtain the resources) 3. use an ammeter to measure current. 4. explain what a series circuit and a parallel circuit is. 5. explain what voltage/potential difference is and state the units of voltage. 6. use a voltmeter to measure voltage. 7. explain what resistance is and state the units of resistance. (V = IR) ICT lesson 2: Determination of properties of voltage and current for series and parallel circuits. Use the java applet (look for Yuansheng to obtain the resources) Lesson package for the ICT based lesson has been prepared

Teaching Strategy Activity 56 Investigating Electric Circuits (pg 17) Activity 57 Measuring Electric Current (pg 19)

Assignments/Projects/ Assessments TB Let’s Review (pg 49) Theory Workbook Revision 18 (pg 27) Pop Quiz 12

Activity 58 Investigating Series and Parallel Circuits (pg 21)

ICT (website link, SDL,CoL) E-learning • Interactive electricity http://ippex.pppl.gov/i nteractive/electricity/in tro.html • Ohm Zone http://www.article19.co m/shockwave/oz.htm

Thinking Skills (if nec)

Values / National Education Connect (pg 33)

Resources

Science Nugget (pg 39, 40)

- Digital book - PowerPoint slides - Animations/ Videos - Digital resource library - Diagnostic Test - Q-setter

Science in Action (pg 43, 44, 47) NE (pg 46) Ask students to describe other effects of electricity that they encounter in their daily life.

Activity 59 Measuring the Voltage of Dry Cells (pg 23)

Textbook (pg 32 – 48)

CD-ROM Electricity & Magnetism. Bradford.

Activity 60 Measuring the Voltage across Electric Bulbs (pg 25) Activity 61 Measuring Resistance (pg 27) Activity 62 Investigating the Effect of Varying Resistance (pg 29)

8. calculate total resistance in a © Marshall Cavendish International (Singapore)

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Week

Chapter/Topics

Specific Instructional Objectives series/parallel/combined circuit.

RT = R1 + R2 + R3

Assignments/Projects/ Assessments

ICT (website link, SDL,CoL)

Thinking Skills (if nec)

Values / National Education

Resources

Activity 63

1 1 Investigating 1 1 the Heating & = Effect + of+Electricity RT R1 R2 R3

9. state that the current at every point in a series circuit is the same. 10. state that the sum of the potential differences in a series circuit is equal to the potential difference across the whole circuit. 11. apply the principle of the sum of potential differences in a series circuit to new situations or to solve related problems. 12. state that the current from the source is the sum of the currents in the separate branches of a parallel circuit 13. apply the principle of current in a parallel circuit to new situations or to solve related problems. 14. state that the potential difference across each branch in a parallel circuit is the same. 15. solve related problems involving series, parallel & combined circuits using principle of current in a series circuit and principle of potential difference in a parallel circuit 16. describe the effect of varying resistance using fixed or variable resistors on the current in the circuit. 17. describe the effect of changing the length or cross-sectional area of conductor on resistance. 18. connect circuits involving Š Marshall Cavendish International (Singapore)

Teaching Strategy

(pg 31)

Activity 64 Investigating the Chemical Effect of Electricity (pg 33) Activity 65 Investigating the Magnetic Effect of Electricity (pg 35)

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Week

Chapter/Topics

Specific Instructional Objectives

Teaching Strategy

Assignments/Projects/ Assessments

ICT (website link, SDL,CoL)

Thinking Skills (if nec)

Values / National Education

Resources

series, parallel & combined circuits and calculate resistance using graph of V/V against I/A (Practical) 19. explain qualitatively the chemical, heating and magnetic effects of an electric current and list some applications. * Highlighted are not covered in 2NA * Highlighted are ICT based lesson that must be conducted 9 - 10

COMMON TEST 2 Review of Examination Scripts Post Examination Activities

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TERM 4, 2013 Week 1-2 (16/9 – 29/9)

3

Chapter/Topics Chapter 19 Using electricity

Specific Instructional Objectives 1. list some electrical hazards. 2. list some safety features of home electrical wiring. - Three-pin plug - Fuses - Earth wire - Double insulation - Consumer unit 3. list some precautions to ensure the safe use of electricity at home. 4. explain what is meant by power and state its units. (P=IV) 5. solve simple problems on the cost of using electrical appliances, using kilowatt-hour as a unit of electrical energy consumption. (E=IVt) 6. discuss the importance of reducing electrical energy wastage. 7. show an appreciation of the need for Singapore, which has no natural resources of her own, to conserve energy.

Teaching Strategy Activity 66 Getting to Know the Electric Plug (pg 39) Activity 67 Testing the Electrical Conductivity of A Material (pg 41 )

Assignments/Projects/ Assessments TB Let’s Review (pg 63) Theory Workbook Revision 19 (pg 39) Pop Quiz 13

ICT (website link, SDL,CoL) E-learning • Electrical safety http://www.miamisci.o rg/af/sln/frankenstein/ safety.html Tips on electrical safety http://www.ema.gov.s g/attachments/downlo ad/20071022184704_ 1260_leaflet_electricit y_safety.pdf •

Thinking Skills (if nec)

Values / National Education N.E. (pg 53, 61)

Resources

Science Nugget (pg 55, 60)

- Digital book - PowerPoint slides - Animations/ Videos - Digital resource library - Diagnostic Test - Q-setter

Textbook (pg 53 – 61)

Electrical Bills http://www.echalk.co. uk/Science/Physics/el ectricityBills/electricity Bills.html •

Energy Sources http://www.eia.gov/ki ds/energy.cfm? page=2 •

Revision

4-5

Final Year Examination

6-8

Review of Examination Scripts Post Examination Activities

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sow for sec 2 express

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