Science LowSec All
Science SyllabusLower SecondarySpecial/Express/Normal (Academic)&Normal (Technical)
Curriculum Planning & Development DivisionMinistry of EducationScience SyllabusLower SecondarySpecial/Express/Normal (Academic)2001
Science SyllabusLower SecondarySpecial/Express/Normal (Academic) Copyright 2004 Curriculum Planning & Development Division.This publication is not for sale. All rights reserved.No part of this publication may be reproduced without the prior permission of the Ministry of Education,Singapore.Year of implementation: from 2005
CONTENTS1OVERVIEW Philosophy and Aims Syllabus Framework Themes and Topics Scientific Inquiry and Processes12362EVALUATION Assessment Objectives Modes of Assessment Guidelines for Assessment91011113SYLLABUS CONTENT154GLOSSARY OF TERMS485ACKNOWLEDGEMENTS49
Lower Secondary Syllabus S/E/N(A)Preambletechnology and thinking into the teaching and learning ofscience are included alongside the learning outcomes.This Lower Secondary Science Syllabus is essentially acontinuation and further development of the Primary ScienceSyllabus. It is also a bridge to, and a foundation for, pursuitof scientific studies at higher levels. The syllabus has alsotaken into consideration the desired outcomes of educationfor our lower secondary students as well as the nationaleducation emphasis.Teachers are advised not to follow the syllabus too rigidly butto exercise their professional judgement in implementing it.Schemes of work should be developed with the interests andabilities of the students uppermost in mind. Teachers areencouraged to use a variety of approaches in their teachingand to incorporate ideas and materials from various sources,in order to enhance the learning of science.This syllabus emphasises the need for a balance between theacquisition of science knowledge and process and thinkingskills. In addition, as and where the topics lend themselves,the technological applications, social implications and thevalue aspects of science are also considered. It alsoemphasises the broad coverage of fundamental concepts inthe physical, biological and environmental sciences.Certain parts of the syllabus have been underlined. Thetopics concerned are optional for the Normal (Academic)course students.Asterisks (*) placed alongside learning outcomes indicateareas of the syllabus where it is anticipated that teachersmight use applications of Information Technology, asappropriate. It should be appreciated that the list is notexhaustive.The “Remarks” column contains teaching strategies. Theyalso include statements that help teachers focus on the keylearning points for the respective learning outcomes.A thematic approach incorporating elements of a crosscurricular nature is adopted in organising the content of thissyllabus using the Science as an Inquiry framework. A briefdescription of each theme is given. It is hoped that teacherswould emphasise the underlying organising principle of thevarious themes in their teaching. The content of the syllabushas been carefully selected to ensure continuity andprogression across the primary and secondary levels.The aims spelt out in the syllabus provide the guidingprinciples for the suggested teaching approaches andevaluation methods. A list of process skills, thinking skillsand processes for teaching is also provided. In addition,information and suggestions on infusing information1 Overview1
Lower Secondary Syllabus S/E/N(A)1.1PHILOSOPHY AND AIMSThe goal of science education was once thought to besolely to prepare a person for a career in science orengineering. Hence, great emphasis was given to theacquisition of scientific knowledge and understanding.However, the ever-expanding scientific knowledgemakes it impossible for the student to acquire all of it,while the ability to access, generate and processinformation becomes more important. The aims of thesyllabus now include the acquisition of knowledge andunderstanding as well the acquisition of lifelong skills,from discrete process skills, thinking skills toprocesses such as decision-making and problemsolving.The rapid advances in science and technology requireordinary people to acquire basic scientific andtechnological literacy so as to enable them tounderstand and make informed decisions on mattersrelating to science and technology in everyday life.Also, the realisation that scientific and technologicaldevelopments are now shaping people’s lives makes itnecessary that science education should inculcatepositive attitudes towards self and society.Thus, the Lower Secondary Science Syllabus is aimedat preparing students for further studies at uppersecondary level as well as developing them intoscientifically informed and responsible adults.The aims are to:2i)enable students to acquire understanding andknowledge so as: to become confident citizens in atechnological world, able to take ordevelop an interest in matters relating toscience and technology; to recognise and appreciate theusefulness and limitations of the scientificmethod to investigating and solvingproblems; to be prepared for science studies atupper secondary level and beyond.ii)develop abilities and skills that are relevant to the study and practice ofscience; are useful in everyday life; encourage effective communication; encourage safety consciousness andsafe practice.iii)develop attributes relevant to the study and/orpractice of science such as: concern for accuracy, objectivity, inquisitiveness, initiative, innovativeness, integrity, perseverance, critical analysis.
Lower Secondary Syllabus S/E/N(A)1.2iv)stimulate curiosity, interest and enjoyment inscience and its methods of inquiry; interest in, and care for, the environment.v)promote an awareness: that the study and practice of science areco-operative and cumulative activitiesand are subject to social, economic,technological, ethical and culturalinfluences and limitations; that the applications of science aregenerally beneficial; but the abuse ofscientific knowledge can be detrimental; of the importance of the use of IT forcommunications and as a tool for datacollection and analysis.topics in the Physical and Life Sciences are organisedinto 6 main themes. They are Diversity, Cycles,Energy, Interactions, Models and Systems, andMeasurement. The first four themes are similar tothose found in Primary Science. The theme Modelsand Systems is an extension of a similar themeSystems in Primary Science.The themeMeasurement is introduced only at the lowersecondary level. The concepts introduced in PrimaryScience under the similar themes are revisited andconsolidated in Lower Secondary Science for furtherdevelopment in terms of knowledge, skills andprocesses.The Lower Secondary Science Syllabus uses theScience as an Inquiry framework to weave the skills,processes and attitudes in science throughout the 6themes. In addition, the applications and impact ofscience and technology are included whereverappropriate.SYLLABUS FRAMEWORKThe Lower Secondary Science Syllabus is essentiallya continuation of the Primary Science Syllabus wherethe scientific base is developed further and in greaterdepth. It is also a bridge to, and a foundation for, thepursuit of scientific studies at higher levels. It is basedon a spiral curriculum where concepts introduced atthe primary level are treated in increasing depth at thelower secondary level, and then at the uppersecondary level.Science as an InquiryThe Science as an Inquiry framework should not be aseparate component from the other 6 themes. Itprovides for the development of skills and hands-onactivities that are the essence of doing science.Students use concepts and integrate process skillsacquired to inquire further into the many phenomenalearnt. Teachers should integrate the Science as anInquiry framework into the instruction of the content ofall the 6 themes.The Lower Secondary Science Syllabus is structuredin a similar way to the Primary Science Syllabus. The3
Lower Secondary Syllabus S/E/N(A)mathematical. Examples of models in this syllabus arethe atomic model and particulate model of matter.THEMES AND TOPICSStudents should recognise that a system is a wholeconsisting of parts that work together to perform afunction. There are systems in nature as well as manmade systems. Parts of a system influence oneanother. Two or more systems can interact with oneanother to perform a function. Examples of systems innature are the digestive systems and reproductivesystems.DiversityStudents should appreciate that there is a great varietyof living and non-living things in the world. Man seeksto organise this great variety to better understand theworld in which he lives. There are common threadsthat connect all living things and unifying factors in thediversity of non-living things that help him to classifythem. It is important to develop the ability to classifyand organise living and non-living things. The study ofliving and non-living things in terms of properties andchanges is greatly facilitated by putting them intogroups.Classes of matter such as elements,compounds and mixtures, solutions and suspensionsare introduced.InteractionsStudents should appreciate that a study of theinteractions between and within systems helps Man tobetter understand his environment.There areinteractions between the living world and theenvironment at various levels; i.e. interactions whichoccur within an organism, between organisms as wellas between organisms and the environment. Thereare also interactions between forces and objects, andenergy and matter. In addition, the effects of harmfulsubstances such as drugs and alcohol on the humanbody would be discussed.CyclesStudents should recognise that there are repeatedpatterns of changes in nature and understand howthese patterns arise. Examples of these cycles are thenutrient cycles in the ecosystems. Studying thesecycles helps Man to predict events and processes andto understand the Earth as a self-sustaining system.EnergyStudents should appreciate that energy is necessaryfor all living and non-living systems. There are manyforms of energy and one form can be converted toanother. Man uses energy in many ways. Livingthings obtain energy and use it to carry out lifeModels and SystemsStudents should appreciate that models are simplifiedrepresentations of phenomena. These models areconstructed to facilitate understanding of thephenomena. There are three types of models in thelearning of science, namely, physical, conceptual and4
Lower Secondary Syllabus S/E/N(A)recapitulate the underlying organising principles ofthese themes and also the concepts taught at Sec 1when they reintroduce these themes again at Sec 2.processes. Energy makes changes and movementpossible in everyday life.MeasurementStudents should recognise the need for Man toquantify his interactions with the environment. Manmakes estimations and also accurate measurementsof quantities not just when he is engaged in scientificinquiry but also in everyday activities.Directmeasurements of quantities include length, mass,volume and time and calculated quantities includedensity, speed and rate. The study of measurementwould enable Man to plan the use of resourcesefficiently.Table 1 gives the overview of the topics by levels.The topics are distributed in such a way that there is abalance between physical and life sciences. In thisthematic approach of organising the topics, it is hopedthat teachers would stress the underlying organisingprinciples when teaching the content.As shown in Table 1, the themes covered in Sec 1 areMeasurement, Diversity, Models and Systems,Interactions and Energy. In Sec 2, the themescovered are Cycles, Models and SystemsInteractions,, and Energy. The themes Models andSystems, Interactions and Energy are covered inboth levels. It is important for teachers to review and5
Lower Secondary Syllabus S/E/N(A)Table 1 :Sec 1Sec 21.3Science as anInquiry Science andtechnology Attitudes Scienceprocess skills(To be integratedinto the teachingof the content inthe variousthemes)Science as anInquiry Science andtechnology Attitudes Scienceprocess skills(To be integratedinto the teachingof the content inthe variousthemes)Measurement Use ofmeasuringinstruments Physicalquantities &unitsOverview of Topics by levelsDiversity Classification ofmatter Classification ofplant andanimal life Elements,compounds &mixtures Solutions &suspensionsCycles Nutrientcycles in theecosystemsModels andSystems Cells- structure,function &organisationEnergyInteractions Force and its Sources ofrelated conceptsenergy andstorage of Effects of heatenergy Transmission of Photosynthesisheatand respirationModels andSystems Particulatemodel of matter Simple conceptsof atoms andmolecules Transport inliving organisms Digestion inanimals Sexualreproduction inhuman beingsInteractionsEnergy Chemical Lightchanges Electricity Sound Simple conceptsof populations,community andecosystem Energy transferprocess in theecosystem Abuses to lifeprocessesThe Lower Secondary Science Syllabus, as in thePrimary Science Syllabus, promotes inquiry wherebySCIENTIFIC INQUIRY AND PROCESSES6
Lower Secondary Syllabus S/E/N(A) ComparingThis is the skill of identifying the similarities anddifferences between or among objects or entities.students use concepts and integrate the process andthinking skills acquired to inquire further into thephenomena in the environment.Scientific Inquiryinvolves science process and thinking skills as well asgeneral inquiry processes such as problem-solving,logical reasoning, decision-making and clarification ofvalues. Science process skills are those employed byscientists to make sense of the natural world. Communicating [C3]This is the skill of transmitting and receiving informationpresented in various forms - verbal, tabular, graphical orpictorial Inferring: Induction [C3]This is the skill of explaining observations or data orinformation gathered. Generalisations are then drawnbased on the patterns or relations in these areas.SKILLS Using apparatus and equipment [C1]This is the skill of knowing the functions and limitationsof various equipment and apparatus, and being able toselect and handle them appropriately for various tasks. Inferring: Deduction [C3]This is also the skill of explaining observations or data orinformation gathered. This process uses reasoningbased on principles and generalisations in order toderive unstated specific consequences. Formulating questions [C4]This is the skill involving the clarification of issues andmeaning through inquiry. Good questions focus attentionon important information and are designed to generatenew information. Observing [C2]This is the skill of using our senses to gather qualitative aswell as quantitative information about a particular object,event or phenomenon. This also includes the use ofinstruments to extend the range of our senses. ClassifyingThis is the skill of grouping objects or events accordingto common attributes or properties. Formulating hypothesis [C4]This is the skill of making a general explanation for arelated set of observations or events. It is an extensionof inferring. Predicting [C4]This is the skill of assessing the likelihood of an outcomebased on prior knowledge of how things usually turn out. Analysing [C4]This is the skill of clarifying information by examiningparts and relationships contained in the information. 7Elaborating
Lower Secondary Syllabus S/E/N(A)This is the skill of providing details, examples and otherrelevant information so as to make one’s ideas morecomprehensible to others.PROCESSES Planning investigation [C4]This process involves formulating questions orhypotheses for investigating, and devising ways to findanswers. It also involves deciding on the type ofequipment required and measurements to be made, aswell as identifying the variables involved andmanipulating the variables so that the effect of only onevariable can be observed in any one experiment. Establishing criteriaThis is the skill of setting standards for judging theusefulness or logic of ideas. These criteria are oftenderived from culture, experience, and instruction andoffered as reasons for making a favourable judgement. VerifyingThis is the skill of confirming or proving the truth ofinformation, using specific standards or criteria ofevaluation. Decision-makingThis is the process of generating and applying criteria toselect from among seemingly equal alternatives.Engaging students in decision-making tasks not onlyteaches them a useful process but enhances theirlearning by requiring that they understand content wellenough to use it. Generating possibilitiesThis is the skill of focusing attention on exploring all thealternatives, possibilities and choices beyond theobvious or preferred one. Creative problem solvingThis is the process of thinking through a problem andchoosing a creative solution that meets therequirements. This thinking process is used wheneverone faces obstacles and wishes to overcome them so asto arrive at a practical and workable solution. AbstractingThis is the skill of selecting the disparate facts orinformation and translating these to a general pattern ofinformation. It allows an individual to see how twoseemingly unrelated things are really connected on alevel beyond the literal. Defining the problemThis is the skill of consciously clarifying situations thatare puzzling in some way. The extent, scope and natureof the problem are identified and clarified.It must be pointed out that there is as yet no consensusof opinion among science educators on the number ofand categorisation of science process skills and thinkingskills. There is also no one definite sequence of priorityamong the science process skills and thinking skills8
Lower Secondary Syllabus S/E/N(A)listed above. For example, observation may lead tohypothesising but at other times a hypothesis can leadto an observation. All the process skills and thinkingskills listed above are seen as part of the total processof investigation.intelligent guess is made. This is then tested againby experiment until a valid hypothesis is established.It should be noted that when scientists investigateproblems, they might follow these steps, but notnecessarily in the sequence given. Much time may alsobe spent on defining the problem and makinghypotheses.In science process teaching and learning, effort shouldinitially be directed at teaching explicitly each of theprocess skills through the use of appropriate activities.Later effort should be directed to helping studentsintegrate some or all of the process skills inexperimentation or in carrying out investigative projects.In all scientific investigations, the adoption of certainmental attitudes such as curiosity, humility, impartiality,integrity, inventiveness, healthy scepticism, openmindedness and perseverance is advocated. Attemptsshould also be made to promote safety consciousnessamong students and to encourage students to adoptsafe practices.One way of integrating the process skills will be throughscientific problem solving as seen in investigativeexperiments or projects. This is commonly conceived asthe scientific method and the steps are: Make observations, which may lead to theidentification of a problem. Suggest a hypothesis, which is a tentativeexplanation of the problem.From the types of questions asked by the students,teachers could gather information on their students’‘frame of mind’ and the quality of their understanding.Students should be encouraged to ask both closed andopen questions. Opportunities should be provided in theclassroom for students to ask questions. The classroomenvironment must be conducive for students to askquestions. To foster this enquiring mind, teachers maywant to answer a question with a question. Test the hypothesis, through planning andconducting of the investigation that may involveusing apparatus and equipment to collect data andmaking observ
Lower Secondary Syllabus S/E/N(A) 1 Preamble This Lower Secondary Science Syllabus is essentially a continuation and further development of the Primary Science Syllabus. It is also a bridge to, and a foundation for, pursuit of scientific studies at higher levels. The syllabus has also t
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Introduction to Science Section 2 The Branches of Science, continued The branches of science work together. -biological science: the science of living things botany, ecology -physical science: the science of matter and energy chemistry: the science of matter and its changes physics: the science of forces and energy -earth science: the science of the Earth, the
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