Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

SCHEME OF WORK
SECONDARY ONE SCIENCE 2022 EXPRESS / NORMAL (ACADEMIC)

TERM /
TOPIC / LESSON OBJECTIVES / SUCCESS CRITERIA SUGGESTED ACTIVITIES REMARKS
WEEK
T1W2 – 3 Chap 1: The Scientific Endeavour Week 1: Orientation week for
SDL Reading (Textbook 1A) Sec 1
LO1: Show an awareness that Science is not confined to the laboratory, but is pg 4-5: What is science? Using
manifested in all aspects of our lives diabetes as a case study.
LO2: Show a healthy curiosity about the natural phenomena in the world pg 6-7 Science is everywhere!
LO3: Show an appreciation of Science being a human endeavor, with scientific Scientist at work inside and
knowledge contributed by different civilizations over the centuries outside the laboratory.
Success Criteria pg 17: SI units in Singapore.
- know that scientific exploration can be conducted in space, forest, ocean, Artic,
Antarctica, at back yard etc #SLS Lessons:
- Recognize that different “dead” scientists e.g. Sir Isaac Newton, Dmitri 1 Do you Science?
Mendeleev, Carl Linnaeus etc. contributed to building of the physics, chemistry 2 Nature of Scientific
and biology concepts we are studying today Knowledge
- Appreciate through learning experience of the Term 2 GA.

LO4: Recognise that scientific evidence can be quantitative or qualitative, and #SLS Lessons:
can be gathered through one’s senses or instruments as extensions of one’s 1 Multiple interpretations of
senses or instruments as extensions of one’s senses Science
LO5: understand how scientific knowledge is built from systematic collection 2 Scientific Inquiry
and analyses of evidence and rigorous reasoning based on the evidence
LO6: Show an awareness that scientific evidence is subject to multiple
interpretations
Success Criteria SDL Reading (Textbook 1A)
- State the 3 steps of The Scientific Method pg 13-15: Demonstrating ways
- Appreciate importance of the 3-step The scientific method: systematic of thinking and doing in
observation, experimentation and analysis science. Case-study of baking
cookies to introduce The
LO7: Use scientific inquiry skills such as posing questions, planning and Scientific Method.
carrying out investigations, evaluating experimental results and communicating
findings (Estimation and measurement skills, knowledge of S.I units, and using
appropriate units for the respective physical quantities, should be infused into
the respective topics) Activity Book 1A
*LO8 to 12 are on errors and accuracy – will be covered in Chapter 2 instead. pg 17-18: Writing hypothesis,
Success Criteria scientific questions and
- Construct hypothesis statements variables
- State independent variable, constant variable and dependent variable
- Plan experiment
⇒ Draw 2-d representation of apparatus
#Full description of SLS Lessons are found in Annex D
 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

TERM /
TOPIC / LESSON OBJECTIVES / SUCCESS CRITERIA SUGGESTED ACTIVITIES REMARKS
WEEK
⇒ Able to identify apparatus used
⇒ Understand parts of the Bunsen burner and its functions
⇒ Know difference between open and closed air-hole to obtain different
types of flame.
- Construct table of results AfLWS 1: LO6, 7 and 13
- Use table of results to plot graph
- State the conclusion from the result

LO13: Show attitudes such as creativity, objectivity, integrity, open-mindedness SDL Reading (Textbook 1A)
and perseverance in carrying out scientific inquiry pg 25-26: Values, ethics and
Success Criteria attitudes: Case-study if Marie
- Define the meanings of the 6 attitudes (curiosity, creativity, objectivity, integrity, Curie.
open-mindedness and perseverance) of a good scientist at work and from the AfL WS 2: LO7 and 14
meanings, be able to differentiate them. Video: Litre of Light (Attitudes
of Scientist)
Practical WB
#SLS Lesson: 1. Practical 1 – Laboratory
1 What influences the Way We Rules
Practise Science? 2. Practical 2 – Laboratory
Apparatus
LO14: demonstrate safety consciousness and adopt safe practices when SDL Reading (Textbook 1A) 3. Practical 3 – The
carrying out investigations pg 26-29: Safe practices in Bunsen Burner
Success Criteria science
- Identify hazard symbols
- Able to state precautions to take in the lab due to hazard symbols Online game: GHS symbols
- Able to identify safety hazards in the lab Simulation: Bunsen burner
- Know the laboratory rules and the appropriate behavior in the lab. lesson

Activity Book 1A
1. pg 27-28: Labelling and
steps to use Bunsen
burner
2. pg 29-30: Identifying
hazard symbols
LO15: Discuss the beneficial and harmful consequences of scientific and
technological applications to society
Success Criteria
- Define technology
- Recognize the advantages of technology e.g. development of medicine,
computers, etc.
#Full description of SLS Lessons are found in Annex D
 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

TERM /
TOPIC / LESSON OBJECTIVES / SUCCESS CRITERIA SUGGESTED ACTIVITIES REMARKS
WEEK

LO16: Relate applications of Science to some social and ethical issues

Success Criteria e-Topical WS on Google
- Recognize the disadvantages of technology which is how Scientific knowledge Classroom
have been used to cause harm e.g. biological terrorism Digital Literacy
LO16: LO16: Effectively utilise
LO17: State some current limitations of science and technology in solving appropriate digital creation
societal problems tools and applications to
LO18: Recognise the need to be responsible towards society and the Video: How Technology has document own learning.
environment in using technology and scientific knowledge. increased Human Development
Success Criteria
- improper and excessive use of useful technology can also cause harm e.g.
addiction to the use of the internet and computer games
T1W4-7 Chap 2: Exploring Diversity of Matter by its Physical Properties
*LO8 to 12 from Chap 1 about
LO1:estimate length, mass and volume errors, accuracy and precision
Success criteria merged with measurements
- able to identify the magnitude is 5 and unit is kg given a physical quantity like 5 kg for a better flow in teaching.
- able to state different units of a physical quantity
- able to state the SI unit of a physical quantity
- able to state the 6 base quantities and their units
- understand the use of upper and lower case in the units has a difference
- to be able to state the following:
▪ nano is 10-9
▪ micro is 10-6
▪ milli is 10-3
▪ kilo is 103
▪ mega is 106
▪ giga is 109
- able to convert magnitude to SI unit, e.g. converting 2 ms to 0.002 s
- able to convert magnitude given in SI unit to units with prefixes, e.g. converting
40000 N to 40 kN
Digital Literacy
LO2: measure accurately length, mass and volume (including mass and volume Simulation: LO16: Effectively utilise
of liquids and solids but not of gases) of matter using appropriate instruments 1. Vernier Calipers appropriate digital creation
(measuring tape, metre rule, digital calipers, measuring cylinder, electronic 2. Micrometer Screwgauge tools and applications to
balance) and methods document own learning
Success criteria
- to be able to differentiate the use of the different instrument to measure length Practice WS: Vernier Calipers
based on precision and range of instrument Practice WS: Micrometer
- to be able to take reading from a Vernier caliper Screwgauge
#Full description of SLS Lessons are found in Annex D
 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

TERM /
TOPIC / LESSON OBJECTIVES / SUCCESS CRITERIA SUGGESTED ACTIVITIES REMARKS
WEEK
- to be able to take reading from a micrometer screwgauge AfL WS1: LO1 and 2
- able to measure mass using electronic balance
- able to measure volume using measuring cylinder

[ LOs From Chap 1 AfL WS2: Chap 1 LO8-12

LO8: show an understanding that accuracy refers to the closeness of agreement SDL Reading (Textbook 1A)
between a measured value and the true value of what is being measured pg 18-21: Accuracy,
LO9: show an understanding that precision of measurement refers to the precision and errors
closeness of agreement between measured values obtained by repeated
measurements Activity Book 1A
LO10: dentify zero error as the condition where the measuring instrument To Err is Human (pg 21-22):
registers a reading when there should not be any reading Accuracy, Precision & Errors
LO11: identify parallax error as an error in reading an instrument as a result of
not viewing the measurement scale from the correct position
LO12: *show an understanding that measurement errors may exist due to errors
that are either unpredictable (e.g. human error) and / or consistent (e.g. zero
error of instrument) ]
Success criteria
- to be able to take readings accurately by avoiding parallax error and to give the
correct reading of the meniscus
- to be able to explain how to avoid parallax error i.e. to avoid parallax error by
placing the eye directly above the marking
- able to interpret the bull eye chart, that is, the closer the measured value is from
the true value, the accuracy of the measured value increases
- able to interpret the spread of repeated measured values, that is, if the spread of
the repeated values is close, the measured values are precise
- able to understand zero error using the electronic balance example
- able to identify the parallax error when reading length using ruler or measuring
volume of liquids (meniscus) using a measuring cylinder
- able to differentiate random from systematic errors and explain ways to reduce AfL WS3: LO3 to 6.
said errors.
Practical WB
LO3: *apply concepts of volume displacement to derive the volume of irregular #SLS Lesson: 1. Practical 4: IBL-
objects [POS] 1. How do we investigate the Density-Sink or Float?
LO4: show an understanding of how mass and volume affect density [CI] Density of Objects? 2. Practical 5:- Density-
LO5: predict whether an object will sink or float by comparing its density with 2. What are the Effects of Finding density of
that of its surrounding medium [POS] Different Densities regular shaped object
LO6: calculate density using the formula (density=mass/volume) and use the 3. Practical 6: IBL-
appropriate unit (e.g., g/cm3 or kg/m3 ) [POS] Density-Finding
Success criteria density of water
- able to define mass and volume
#Full description of SLS Lessons are found in Annex D
 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

TERM /
TOPIC / LESSON OBJECTIVES / SUCCESS CRITERIA SUGGESTED ACTIVITIES REMARKS
WEEK
- to be able to make use of the electronic balance to measure mass
- to be able to make use of the difference in readings on electronic balance to find
the mass of liquid
- to be able to find the volume of regular objects like cuboids and spheres using the
relevant formulae.
- to be able to find the volume of small irregular objects by using the readings of
measuring cylinder with liquid only and with liquid and object.
- able to define density
- able to use the formula to calculate density correctly
- able to know that a less dense object will float on a denser liquid and a denser
object will sink in a less dense liquid.
- given a diagram with different liquids and objects and students are able to identify
the order of densities AfL WS4: LO7-11
- able to use the formula to calculate density, mass or volume correctly

LO7: show an awareness of the importance of making informed choices of the SDL Reading (Textbook 1A)
appropriate and sustainable use of materials for household products (e.g., fibre, pg 39: Introducing different
plastics, ceramics, metals and glass) based on their physical properties, e.g., classes of materials
demonstrate curiosity about the physical properties of things commonly pg 41-45: Introduction to
encountered in daily life [VEA] physical properties of materials
LO8: classify a number of common everyday objects and recognise that there
are many ways of classifying the same group of objects [POS] #SLS Lesson: Why is it
LO9: evaluate the usage of different materials using data of their physical important to know the Physical
properties [POS] Properties of Matter?
LO10: communicate findings on classification and justify reasons [POS]
Success criteria
- able to classify materials in different ways either by states or by physical properties
(glass, plastic, metal, ceramic and fibre)
- able to select the materials to make an object for a particular purpose based on
the physical properties e.g. copper is used to make wires as it is a good electrical
conductor

LO11: describe physical properties that can be observed or measured, e.g., #SLS Lesson: What are some
electrical conductivity, thermal conductivity, boiling/melting point, *strength, Common Physical Properties of
*hardness, *flexibility and density [CI] Matter?
Success Criteria
- understand that physical quantity can be observed or measured using scientific
instruments
- to be able to describe the experiments to measure the electrical conductivity and
thermal conductivity
- to be able to state some good electrical conductors and poor electrical conductors
#Full description of SLS Lessons are found in Annex D
 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

TERM /
TOPIC / LESSON OBJECTIVES / SUCCESS CRITERIA SUGGESTED ACTIVITIES REMARKS
WEEK
and their uses
- to be able to state some good thermal conductors and poor thermal conductors
and their uses
- to be able to state melting and boiling point of water, alcohol and mercury
- to be able to interpret the Moh’s hardness scale e-Topical WS on Google
- to be able to differentiate between strength, hardness and flexibility Classroom
Digital Literacy
LO12: show an appreciation of how reducing the use of non-sustainable #SLS Lesson: Plastic and Us LO16: Effectively utilise
materials by using alternative materials with similar properties helps to minimise appropriate digital creation
environmental impact [VEA] Class discussion (Textbook tools and applications to
Success criteria 1A) document own learning
- aware that plastic waste issue is complex and involves ethical, social, pg 34-35: Creating a culture
environmental and economic considerations e.g. should the use of plastic bags be of sustainable living.
banned nationwide? How does the production of plastics affect living things and pg 36-37: Why do we need to
the environment? How much does it cost to produce disposable plastic utensils? recycle? Lead into
- Can plastic straws be replaced with paper straws or metal straws? understanding the physical
- Able to state ways of reducing the use of non-sustainable materials by using properties of matters.
alternative materials e.g. bringing own containers to pack food instead of using
Styrofoam boxes SDL Reading (Textbook 1A)
pg 55-58: Environmental
impact of our actions

Activity Book 1A
Becoming more sustainable
(pg 55-56)
T1W6 Class Test 1: Chap 1 (Not Weighted)
T1W8
Term 1 Graded Assignment: Chap 1 and 2 (Weighted 15%)
T1W9 Go through Term 1 GA
T2W4 – 7 Chap 3: Exploring Diversity of Matter by its Chemical Composition

LO1: state that elements are the basic building blocks of living and non-living Video: Elements, mixtures and Practical WB
matter compounds? Practical 7: IBL- Elements,
Success Criteria Compounds, Mixtures
- Define elements
- All living and non-living matter are of different chemical composition and the
basic building blocks are elements

LO2: recognize that there are different types of elements represented in the Practice WS – The Periodic
Periodic Table of Elements, e.g., metals and non-metals SDL Reading (Textbook 1A) Table
#Full description of SLS Lessons are found in Annex D
 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

TERM /
TOPIC / LESSON OBJECTIVES / SUCCESS CRITERIA SUGGESTED ACTIVITIES REMARKS
WEEK
Success Criteria pg 63: Elements
- Elements can be classified into metals and non-metals and are arranged in the
periodic table #SLS Lesson: Elements:
- Able to state the first twenty elements in the periodic table Metals or Non-Metals?
- Able to interpret diagrammatic representation of atoms of elements and
molecules of elements

LO3: show an understanding that compounds are substances consisting of two

or more chemically combined elements
Success Criteria SDL Reading (Textbook 1A)
- Define compounds pg 64-66: Compounds
- Able to state some compounds and the elements that are chemically combined to #SLS Lesson: Compounds and
form the compound e.g. water, carbon dioxide Mixtures

LO4: show an understanding that compounds have different characteristics

from their constituent elements
Success Criteria
- able to make use of the example of sodium, chlorine and sodium chloride to
understand that compounds have different characteristics from their constituent
elements
- other examples is hydrogen, oxygen and water

LO5: show an understanding that mixtures are made up of two or more elements
and/or compounds that are not chemically combined SDL Reading (Textbook 1A)
Success Criteria pg 67-71: Mixtures
- define mixture
- able to use the example of rojak or any common food to understand that the
constituents used to form the mixture are not chemically combined
- able to state some alloys and other common mixtures like air, carbonated drinks
etc.

LO6: show an understanding that mixtures display characteristics of their

constituents AfL WS 1: LO2 to 6 and 9
Success Criteria
- Define mixtures
- State the properties of elements, compounds and mixtures
- Using the description of substances to classify them into elements, compounds
or mixtures
- Recognise and identify the graphical / diagrammatic representation of elements,
compounds and mixtures.

#Full description of SLS Lessons are found in Annex D

 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

TERM /
TOPIC / LESSON OBJECTIVES / SUCCESS CRITERIA SUGGESTED ACTIVITIES REMARKS
WEEK
LO7: distinguish among solute, solvent and solution (*saturated and AfL WS 2: LO7 to 8
unsaturated solutions)
Success Criteria SDL Reading (Textbook 1A)
- able to define solute, solvent and solution pg 72-76: Solutions, solutes,
- able to state some examples of solutions solvents and suspensions
- understand the difference between saturated and unsaturated solutions
#SLS Lesson: Do You Have a
LO8: show an understanding that solutions and suspensions are mixtures Solution?
(*homogeneous and heterogeneous)
Success Criteria
- able to differentiate between solutions and suspensions based on filtration or
leaving the mixture to stand
- know the difference between homogeneous and heterogeneous

LO9: classify matter as elements, compounds and mixtures based on their

chemical composition
Success Criteria
- State the properties of elements, compounds and mixtures #SLS Lesson: Differentiating
- Using the description of substances to classify them into elements, compounds between Elements,
or mixtures Compounds and Mixtures
- Recognise and identify the graphical / diagrammatic representation of elements,
compounds and mixtures.

LO10: investigate the factors that affect the rate of dissolving and solubility of
substances
Success Criteria
- able to differentiate between rate of dissolving (how fast) and solubility of #SLS Lesson: Solubility and
substances (how much) Rate of Dissolving
- able to state the factors of rate of dissolving like temperature of solvent, size of
solute particles and rate of stirring
- able to state the factors affecting solubility of solute like nature of solute and
solvent and temperature of solvent
- able to interpret and use solubility graph to solve questions

LO11: show an appreciation of how recycling and reuse of precious materials

can be facilitated by the classification of waste products based on their
chemical composition #SLS Lesson: Why do we need
Success Criteria to know the Chemical
- able to understand why it is important to classify waste products for easier Composition of Matter?
recycling e.g. e-Waste so as to obtain precious materials like gold, copper and
aluminium etc.
#Full description of SLS Lessons are found in Annex D
 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

TERM /
TOPIC / LESSON OBJECTIVES / SUCCESS CRITERIA SUGGESTED ACTIVITIES REMARKS
WEEK
- able to understand the importance of reuse of precious materials as earth’s Class discussion (Textbook
resources are limited 1A) e-Topical WS on Google
1. pg 60-61: Understanding Classroom
LO12: show an awareness of the importance of knowing the chemical chemical composition of Digital Literacy
composition of every items and how it can be beneficial (e.g. melamine used for materials. Specific focus LO16: Effectively utilise
making plastic containers) or harmful (e.g. melamine in milk powder) on e-Waste. appropriate digital creation
Success Criteria 2. pg 62: Melamine of case- tools and applications to
- aware that chemical substances (e.g. melamine) can be beneficial or harmful. study document own learning.
Melamine is needed to make plastic containers but when added to milk powder to
boost the protein content, it becomes harmful. Activity Book 1A
1. e-Waste WS (pg 63-64)
2. Melamine WS (pg 67-68)
T2W1-3 To infuse Scientific Inquiry into Refer to Annex A: Design
experimentation aspect after Map - Sec 1 T2 GA Water
building device. Purification Device
Term 2 Graded Assignment: Water Purification Device (Weighted 15%) a) Identifying investigative
question Digital Literacy
1. Water accessibility and scarcity in less developed countries b) Writing of hypothesis LO1: Demonstrate effective
2. Researching best materials to create a water purification device using readily c) Design of the search skill
available home-made materials experiment LO8: Effectively utilize
3. Building and experimenting on water purification device. d) Performing the appropriate digital creation
4. Relate back to understanding of physical and chemical properties of materials. experiment tools and applications to
5. Reflecting on Singapore’s road to water independence e) Analysing results create digital text-based
f) Drawing conclusion and/or multimodal products
for personal, academic and
functional purposes
T2W8 – Chap 4: Exploring Diversity of Matter using Separation Techniques Laboratory Activities
10 Pract 8: Exploring Diversity of
LO1: explain how the constituents of a mixture can be separated based on their #SLS Lesson: How do we Matter using Separation
properties, using the following techniques: magnetic attraction, filtration, choose the appropriate Techniques (IBL)
evaporation, distillation and paper chromatography separation techniques? Pract 9: Distillation (Teacher’s
Success Criteria Demonstration) & Paper
- the choice of techniques depends on the constituents of a mixture: Chromatography
- magnetic attraction: contains magnetic materials like iron, cobalt and nickel
- filtration: insoluble solids with soluble solids e.g. mixture of sand and salt
- evaporation: substance does not decompose on strong heating e.g. salt from salt AfL WS 1: evaporation to
water dryness, filtration,
- distillation: difference in boiling points of liquids crystalisation
- paper chromatography: small sample of mixtures that have different solubility in a
selected solvent

#Full description of SLS Lessons are found in Annex D

 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

TERM /
TOPIC / LESSON OBJECTIVES / SUCCESS CRITERIA SUGGESTED ACTIVITIES REMARKS
WEEK
LO2: state some examples of the applications of the various separation
techniques in everyday life and industries e.g. water treatment (i.e. distillation or
reverse osmosis of sea water in desalination plants, and filtration and reverse
osmosis of treated used water), food safety and waste management AfL WS 2: Distillation and
Success Criteria chromatography
- dirty water is a suspension as it contains substances that are insoluble in water
- dirty water can be separated using filtration and reverse osmosis in the recycling of
used water to obtain portable water
- portable water can also be obtained from sea water in desalination plants
- evaporation is used to extend the shelf life of food such as ikan bilis and reduce
food wastage
- chromatography is used in food testing to ensure that food does not contain
harmful substance and is safe for consumption AfL WS 3: LO3

LO3: investigate the separation of constituents of mixtures based on basic

principles involved in the following separation techniques: magnetic attraction,
filtration, evaporation, distillation and paper chromatography
Success Criteria
i. For distillation:
- Understand the difference in set-up of simple distillation.
- Recognise what situations to use simple distillation (determined by range
of boiling points)
- For diagrams: water in/out, position of thermometer and ensure receiving
apparatus is not sealed.
- Identify common mistakes in experimental set-up
- Explain the purpose of using boiling stones, condenser and why conical
flask should not be sealed.

ii. For filtration:

- Used for solid-liquid mixtures.
- Recognise when to dissolve the liquids of a solid-solid mixture to obtain a
solid-liquid mixture.
- Differentiate filtrate from residue.
- e.g. of usage of filtration: filters in air conditioners; our nose as a filter, tea
strainers

iii. For crystalisation:

- Used when the salt is soluble in water and decomposes easily on heating.
- Used to remove most water from a liquid-liquid mixture where one liquid is
typically water to obtain a crystal.

#Full description of SLS Lessons are found in Annex D

 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

TERM /
TOPIC / LESSON OBJECTIVES / SUCCESS CRITERIA SUGGESTED ACTIVITIES REMARKS
WEEK
iv. For paper chromatography:
- Used to identify different components in a mixture.
- Draw and label parts of a chromatography set-up including the solvent
front, start line, sample spot and solvent level.
- Explain why start line must be drawn in pencil and not pen.
- To know solvents used can be water or ethanol
- Recognise the relationship between solubility and distance travelled by the
component on a chromatogram.
- State applications of chromatography.

LO4: show an appreciation of why water is a precious resource and the need to
conserve it
Success Criteria #SLS Lesson: Separation of
i. Singapore is a small country and we do not have enough space to collect and Mixtures – Obtaining Drinking
store all the water we need Water
ii. Reliable sources of water: Four National Taps
a. water from local catchment
b. imported water
c. NEWater
d. desalinated water e-Topical WS on Google
iii. To be sustainable, we need to know that water is precious and we need to Classroom
conserve it by reducing and reusing e.e.g washing car using water from a pail Digital Literacy
instead of a hose, reuse water from washing machine to flush toilet or wash LO16: Effectively utilise
the floor appropriate digital creation
tools and applications to
LO5: show an appreciation of how Singapore uses separation techniques to document own learning.
ensure a sustainable source of potable water
Success Criteria
- dirty water is a suspension as it contains substances that are insoluble in water
- dirty water can be separated using filtration and reverse osmosis in the recycling
of used water to obtain portable water
- portable water can also be obtained from sea water in desalination plants
T2W8 Class Test 2: Chap 3 (Not Weighted) Key in marks for Term 2 GA

#Full description of SLS Lessons are found in Annex D

 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

TERM /
TOPIC / LESSON OBJECTIVES / SUCCESS CRITERIA SUGGESTED ACTIVITIES REMARKS
WEEK
T3W1 – Chap 5: Ray Model of Light Laboratory Activity
T3W4 Pract 10: Ray Model of Light
LO1: show an understanding that the ray model represents the path taken by #SLS Lesson: How do we (SLS Virtual Lab)
light represent Light?
Success Criteria
- understand that light is a form of energy Video: Why the Solar Eclipse
- able to describe the experiment using a straight pipe and a bent pipe to show that will Blow Your Mind
light travels in a straight line
- able to represent a light ray using a straight light with an arrow showing the
direction of the ray
- able to identify natural phenomena to show that light travels in a straight line e.g.
formation of shadows, solar and lunar eclipse

LO2: describe the effects and uses of reflecting surfaces (e.g. plane and curved #SLS Lesson: What is
Success Criteria Reflection and What are its
- able to identify and label angle of incidence and reflection Applications?
- able to identify and label normal
- able to state that the angle of incidence is equal to angle of reflection
- able to draw and measure the angles of incidence and reflection Video: Understanding
- able to draw the ray diagram for reflection Reflection of Light
- able to describe the image formed by a plane mirror, concave mirror and convex
mirror Simulation showing angles are
same:
LO3: explain how reflection is affected by a smooth and rough surface using the https://iwant2study.org/lookang AfL Quiz 1: LO1 to 3 and 8
ray model of light ejss/04waves_13light/ejss_mod
Success Criteria el_mirrorv11/mirrorv11_Simulat Practice WS - Reflection
- able to identify that a smooth surface provides regular reflection and hence an ion.xhtml
image can be seen.
- able to identify that a rough surface provides irregular reflection and hence no
image is formed.
Simulation: Reflection
LO4: show an understanding that the change in the speed of light in different Simulation: Who can see who?
mediums can cause refraction (calculation of angles not required) Practice WS - Refraction
Success Criteria #SLS Lesson: What happens
- able to know that the speed of light changes what light travels from one medium to when the Reflecting Surface is
another of different optical density Rough?
- able to state that the speed of light in an optically less dense medium is slower that
the speed of light in an optically denser medium

#SLS Lesson: What happens

#Full description of SLS Lessons are found in Annex D when Light passes through
different mediums?
 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

TERM /
TOPIC / LESSON OBJECTIVES / SUCCESS CRITERIA SUGGESTED ACTIVITIES REMARKS
WEEK

LO5: describe some effects of refraction Video: Understanding AfL Quiz 2: LO4, 5
Success Criteria Refraction
- able to know that the speed of light changes what light travels from one medium to
another of different optical density Simulation: Refraction through
- able to state that the speed of light in an optically less dense medium is slower that different optical densities
the speed of light in an optically denser medium
- able to trace the path of a light ray from one medium to another of different optical
density (bending towards normal or bending away from normal)
- able to draw the ray diagram for refraction
- to know that the image of the object appears nearer to the surface of the water
- when a straw is placed into a glass of water, it appears bent

LO6: describe the dispersion of white light by a prism using the ray model of Video: Newton’s Light
light Spectrum Experiment
Success Criteria
- know that when white light enters a prism at an angle, it can disperse into
ROYGBIV.
- able to identify the different colours when white light is dispersed by a prism
Video: Light reflection off
LO7: investigate the characteristics of the image formed by a plane mirror concave vs convex mirrors
Success Criteria
- able to describe the characteristics of the image formed by a plane mirror Video: Concave Mirror Demo
a. The distance of the image from the mirror is equal to the distance of
the object from the mirror. Video: Concave Mirror Demo -
b. The image and the object are of the same size. Pendulum
c. The image is upright.
d. The image is laterally inverted. This means the left and right side of the Video: Convex Mirror Demo
image are reversed.
e. The image is virtual. This means that the image cannot be projected onto
a screen behind the mirror.

LO8: investigate that the angle of reflection is equal to the angle of incidence,
with respect to the normal
Success Criteria
- to infer from a video (teacher’s demonstration) that when light reflects from a
surface, angle of reflection is equal to angle of incidence
- to make use of the pHET simulation on reflection to allow students to investigate
the relationship

#Full description of SLS Lessons are found in Annex D

 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

TERM /
TOPIC / LESSON OBJECTIVES / SUCCESS CRITERIA SUGGESTED ACTIVITIES REMARKS
WEEK
LO9: show an awareness that EM radiation (e.g. infrared, ultraviolet and light) AfL Quiz 3: 9 and 10
has both beneficial and harmful effects. (Note: abbreviation, “EM”, suffice;
spelling of the full word “electromagnetic” is not required)
Success Criteria
- to be able to state that light is part of the EM spectrum #SLS Lesson: What is the
Impact of Applications of e-Topical WS on Google
LO10: show an awareness about the impact of light produced by technology, on Radiation on Society and the Classroom
society and environment (e.g. city lights can improve night visibility but cause Environment? Digital Literacy
light pollution, disorientation of birds and use up a lot of electrical energy) LO16: Effectively utilise
Success Criteria Video: Why should you care appropriate digital creation
- to be able to state two impacts of light e.g. light pollution and thus we are not able about light pollution? tools and applications to
to see the stars in the sky at night and disorientation of birds document own learning.
T3W5 – 6 Chap 6: Model of Cells – the Basic Units of Life Laboratory Activity
Practical 11 – The
LO1: show an understanding of the functions of the different parts of a typical #SLS Lesson: Cells as the Microscope
cell, including the nucleus which contains genetic material (DNA) that can be Basic Unit of Life Practical 12 – The Plant Cell
passed down to the next generation. (Note: the abbreviation DNA will suffice;
spelling of the full word and structure of DNA is not required)
Success Criteria Video: Introduction to Cells
- To describe the functions using key vocabulary
- chloroplasts: trap light energy, photosynthesis Video: See a Salamander Grow
- cell membrane: partially permeable membrane From a Single Cell (Time-
- cell wall: mechanical support lapse)
- cytoplasm: storage of water and nutrients
- cell vacuoles: large, sap-filled in plant cells, small, temporary in animal cells
- nucleus: control cellular activities

LO2: show an understanding that typical plant and animals cells are models
used to represent their various forms
Success Criteria
- to be able to draw a typical plant and animal cells
- to know that these are models and that the models can vary depending on the
type of cells e.g. nerve cells or root hair cells

LO3: recognise that in multicellular organisms (e.g. plants and animals), cells
are the basic building blocks that are organised into tissues, organs and #SLS Lesson: From Cell to
systems Organism
Success Criteria
- To understand and differentiate the terms: cell, tissue, organ and organ system”
- To outline the level of organization in organisms

#Full description of SLS Lessons are found in Annex D

 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

TERM /
TOPIC / LESSON OBJECTIVES / SUCCESS CRITERIA SUGGESTED ACTIVITIES REMARKS
WEEK
LO4: explain the significance of the division of labour, even at the cellular level
Success Criteria
- able to define division of labour
- able to understand the importance of division of labour for multicellular
organisms

LO5: identify, using the microscope safely and correctly, the different parts of a Simulation: Build a cell (both
typical cell (plant or animal): animal and plant)
i. cell wall
ii. cell membrane
iii. cytoplasm Video: Basic Cell Structures
iv. nucleus and Function
v. vacuole
vi. chloroplast (emphasize photosynthesis)
Success Criteria
- To understand the terms: organelle and cell structure
- To label the names of the structure and organelle with straight lines (without
cross labelling)
- To draw the cells using solid lines, no shading.

LO6: infer whether an organism is an animal or a plant, based on its cell

structures #SLS Lesson: Is it an Animal AfL Quiz 1: LO1, 2, 5 and 6
Success Criteria Cell or a Plant Cell?
- To state the similarities of plant and animal cells.
- To describe the differences of plant and animal cells based on cell wall,
vacuole, chloroplasts
e-WS: Virtual Microscope
LO7: show an appreciation for the relationship between advances in technology Activity
and knowledge-building, e.g., the development of the microscope e-Topical WS on Google
Success Criteria Classroom
- To know the various parts of a microscope Digital Literacy
- To be able to calculate the magnification of a microscope LO16: Effectively utilise
- To be able to make use of a microscope to view slides appropriate digital creation
- To be able to prepare slides using onion tools and applications to
document own learning.
T3W7 – Chap 7: Model of Matter – The Particulate Nature of Matter
10
LO1: show an appreciation of scientific attitudes such as creativity and open- #SLS Lesson: What’s That
mindedness in creating models to explain the fundamental nature of things and Scent?
the willingness to re-examine existing models e.g., attitudes required to derive
the particulate nature of matter (Brownian motion)
#Full description of SLS Lessons are found in Annex D
 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

TERM /
TOPIC / LESSON OBJECTIVES / SUCCESS CRITERIA SUGGESTED ACTIVITIES REMARKS
WEEK
Success criteria
- able to state that the haphazard motion of the smoke particles is due to the
collision with the invisible air particles
- able to state that air particles is in random motion as proven by Brownian
motion experiment
#SLS Lesson: Brownian Motion
LO2: show an awareness that according to the particulate nature of matter being
a model representing matter that is made up of small discrete particles which Trigger Activity
are in constant and random motion (*Brownian motion) A class activity for students to
Success criteria act out the movement of solid,
- able to state that the haphazard motion of the smoke particles is due to the liquid and gas.
collision with the invisible air particles
- able to state that air particles is in random motion as proven by Brownian #SLS Lesson: States of Matter
motion experiment AfL Quiz 1: LO3

LO3: describe the arrangement and movement of the particles in matter in the
solid, liquid and gaseous states, using the particulate nature of matter
Success criteria
- able to describe the arrangement/movement/forces of attractions of particles in #SLS Lesson: How does
the three states using the standardized description in the slides particulate nature of matter
- Be able to draw and identify diagrammatic representation of solid, liquid and help us to explain behavior of
gas. particles upon heating and
cooling?
LO4: explain expansion and contraction, and the conservation of mass during
these processes using models Video: Expansion and
Success criteria Contraction
- able to interpret using diagram the concept of expansion and contraction based
on the distance between the particles Video: Expansion and
- students must know that the particles does not increase in size or decrease in Contraction Demos
size AfL Quiz 2: LO5
- students must know that the number of particles remain the same, that is, Trigger Activity
conservation of mass A class activity for students to
act out the movement of solid,
LO5: explain melting and boiling in terms of conversion of the three states of liquid and gas during a change
matter using models of state.
Success criteria
- able to state that there is a change in energy when a change of state occurs #SLS Lesson: Changes in
- able to describe how the arrangement and movement of particles change when State
a change of state occurs Video: Changes of State
- able to describe that there is no temperature change when there is a change of
state
#Full description of SLS Lessons are found in Annex D
 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

TERM /
TOPIC / LESSON OBJECTIVES / SUCCESS CRITERIA SUGGESTED ACTIVITIES REMARKS
WEEK
- able to describe that energy is used to overcome forces of attraction during a
change of state so temperature remains constant #SLS Lesson: How does
- able to state the state of matter at the different parts of heating/cooling curve particulate nature of matter
- able to state the energy change occurring at the different parts of the curve help us to appreciate other
- able to state the temperature change or remain constant at the different parts of phenomena? e-Topical WS on Google
the curve Classroom
Video: What is Diffusion? Digital Literacy
LO6: show an understanding that diffusion is the net movement of particles LO16: Effectively tilize
from a region of higher concentration (i.e., more solute particles per unit volume appropriate digital creation
of the solution) to a region of lower concentration (i.e., fewer solute particles per tools and applications to
unit volume of the solution) document own learning.
Success Criteria
- Define diffusion using keywords “region of higher concentration to region of
lower concentration”.
- Able to state some examples of diffusion in real life e.g. an air freshener at one
corner of the room causes the entire room to be filled with the air freshener.
T3W5 Class Test 3 : Chap 5 (not weighted)
T3W7 –
Term 3 Graded Assessment: Chap 3, 4, 5 and 6 (Weighted 15%)
8
T4W1 – 2 Chap 8: Model of Matter – Atoms and Molecules Refer to Annex B: Design
Map – Atoms and Molecules
LO1: compare the size of an atom with the sizes of everyday objects
Success criteria
- able to state the order of magnitude of
i. height of mountain e.g. 8823m is 105m
ii. diameter of atom
iii. thickness of hair
iv. radius of earth

LO2: show an appreciation of how in practice, models are constructed, justified

and continuously revised as they are used to probe new phenomena and collect
additional data (e.g. the various atomic models)
Success criteria
- appreciate the development of model of atoms through history based on additional
data collected
- From Democritus (400 BC) to John Dalton (1803) to JJ Thompson (1904) to
Rutherford (1911) to Niels Bohr (1915) to Chadwick (1932) and the model may
continue to change #SLS Lesson: What are Some
Applications of Atomic
LO3: show an awareness that technologies resulting from the knowledge of Technologies and the Possible
atoms have created social and ethical issues, risks and costs (e.g. atomic Issues Arising From Them?
#Full description of SLS Lessons are found in Annex D
 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

TERM /
TOPIC / LESSON OBJECTIVES / SUCCESS CRITERIA SUGGESTED ACTIVITIES REMARKS
WEEK
bombs)
Success criteria
- to highlight the use of atomic bombs in WWII at Hiroshima and how this has
impacted the environment and caused health issues etc.
- chernobyl disaster #SLS Lesson: Why is an Atom
- fukushima daiichi nuclear disaster Electrically Neutral?

LO4: describe an atom as an electrically neutral entity and is made up of a #SLS Lesson: Model of an
positively charged nucleus (protons and neutrons) with negatively charged Atom
electrons moving round the nucleus
Success Criteria Simulation: Build an Atom
- Note the format of writing charges of proton and electron: charge is in front e.g +1
or -1
- State the relative mass of sub-atomic particles, for electron it is 1/1840 or
negligible

LO5: recognize that atoms have mass that is mainly contributed by the mass of
nucleus
Success Criteria
- understand that the nucleus is made up of protons and neutrons which contribute AfL Quiz 1: LO4, 5, 6
to the mass of the atoms as mass of electron it is 1/1840 or negligible

LO6: show an awareness that atoms of an element have a unique number of #SLS Lesson: How do we
protons Represent the Simplest Units of
Success Criteria Elements and Some
able to state the first 20 elements based on their proton numbers in the periodic table Compounds?

LO7: show an understanding that a molecule is a group of two or more atoms

that are chemically combined
Success criteria
- a molecule of hydrogen is formed when two atoms of hydrogen chemically
combined together
- a molecule of carbon monoxide is formed when an atom of carbon and an atom of Simulation: Build a Molecule
oxygen chemically combined together
- a molecule of carbon dioxide is formed when an atom of carbon and two atoms of
oxygen chemically combined together
- able to state other molecules e.g. water, sugar, sodium chloride etc.

LO8 compare atoms and molecules

Success criteria
- able to differentiate the following
#Full description of SLS Lessons are found in Annex D
 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

TERM /
TOPIC / LESSON OBJECTIVES / SUCCESS CRITERIA SUGGESTED ACTIVITIES REMARKS
WEEK
⇒ single atoms (e.g. metal and noble gases)
⇒ diatomic (two atoms to form a molecule) e.g. molecule of hydrogen and AfL Quiz 2: LO7, 8 and 9
molecule of carbon monoxide
⇒ triatomic (three atoms to form a molecule) e.g. molecule of carbon dioxide e-Topical WS on Google
⇒ polyatomic Classroom
⇒ molecules of elements (atoms of the same type) Digital Literacy
⇒ molecules of compounds (atoms of different types) LO16: Effectively utilise
appropriate digital creation
LO9: state the number and types of atoms, given the chemical formula of an tools and applications to
element or the chemical formula of a compound, e.g., carbon dioxide (Note: document own learning.
Writing of chemical formulae is not required. Giant molecular compounds are
also not required.)
Success criteria
- able to identify the different elements that made up a compound based on the
chemical formula.
- understand the subscripts in the formula
- able to tell the difference between Co and CO etc.
T4W3 Revision for EOY Examinations
T4W4–6 End-of-Year Examinations: Chap 1-8 (Weighted 55%)
December Holiday Refer to Annex C: Design
Assign Integrative Activity (Models) – Rube Goldberg Machine Map – Rube Goldberg
Machine

#Full description of SLS Lessons are found in Annex D

 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

Annex A

Themes Topics Essential Takeaways

SE 1: Science is a study of the physical and natural world.
SE 2: Scientific knowledge is derived partly from systematic observation,
1. The Scientific Endeavour experimentation and analysis and partly from human imagination and
creativity. Scientific knowledge is subject to change.
SE 3: Scientific knowledge can be applied to bring benefits and harm.
Diversity 2. Exploring Diversity of Matter by
their Physical Properties • The diversity of the rich resources in the natural world is important for
3. Exploring Diversity of Matter by its the continual survival of living things.
Chemical Composition • Humans have to use the rich resources in nature responsibly and
4. Exploring Diversity of Matter Using sustainably.
Separation Techniques • Man continually seeks to understand the complexity in the natural world
5. Understanding Diversity of Living by studying it in a systematic manner.
Things
Models 6. Model of Cells – the Basic Units of
Life
7. Model of Matter - The Particulate • Models are simplified representations of phenomena.
Nature of Matter • Models are constructed to explain phenomena.
8. Model of Matter - Atoms and • Models can be used to make predictions.
Molecules
9. Ray Model of Light
Systems 10. Transport System in Living Things • A system is a whole consisting of parts that work together to perform a
11. Human Digestive System function.
12. Human Sexual Reproductive • Parts of a system can influence one another and hence the whole
System system.
13. Electrical Systems • Inputs to a system can determine the outputs of the system.
Interactions 14. Interactions through the application
of forces • Interactions occur through the transfer of energy and/or matter, as well
15. Energy and Work Done as the application of forces.
16. Transfer of Sound Energy through • Interactions can lead to changes or stability in the system.
Vibrations • The interaction of Man with his environment drives the development of
17. Effects of Heat & its Transmission Science and Technology. At the same time, Science and Technology
18. Chemical Changes influences the way Man interacts with his environment.
19. Interactions within Ecosystems

#Full description of SLS Lessons are found in Annex D

 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

Annex B

Domains and Components of 21st Century Competencies

A B C

Civic Literacy, Global Critical and Inventive Thinking Information and

Awareness Cross-Cultural Communication Skills
Skills

1 Active Community Life Sound Reasoning and Openness

Decision-Making
2 National and Cultural Identity Reflective Thinking Management of Information
3 Global Awareness Curiosity and Creativity Responsible Use of
Information
4 Socio-Cultural Sensitivity and Managing Complexities and Communicating Effectively
Awareness Ambiguities

Components for ICT

1. Self-Directed Learning (SDL)
2. Collaborative Learning (CoL)
3. Others

Habits of Mind (HOM)

1. Striving for Accuracy
2. Gather data through all senses

Assessment Weightage:

Type of Assessment Weightage

Class Tests -
Term 1 Graded Assignment (T1 W10) 15%
Term 2 Graded Assignment: Scientific Inquiry Assignment (T2 W1-3) 10%
Term 3 Graded Assignment (T3 W7) 15 %
EOY 60%

Assessment Format:

#Full description of SLS Lessons are found in Annex D

 Secondary 1: Express / Normal (Academic) • Scheme of Work 2022

Exam Level Duration Section No. of Qn Mark

Class Tests 1E 30 min MCQ 5 5
Structured 3-5 20
1N 30 min MCQ 5 5
Structured 3-5 20
Term 1 1E 50 min MCQ 10 10
Graded Structured 4-6 30
Assignment 1N 50 min MCQ 10 10
Structured 4-6 30
Term 3 1E 50 min MCQ 10 10
Graded Structured 4-6 30
Assignment 1N 50 min MCQ 10 10
Structured 4-6 30
End of Year 1E 2 hr MCQ 30 30
Structured 6-12 40
Free Response 3 30
1N 2 hr MCQ 30 30
Structured 6-12 40
Free Response 3 30

#Full description of SLS Lessons are found in Annex D