Singapore Secondary 2 Science (G2) Syllabus

This syllabus outlines the key learning outcomes for the General 2 course of the Lower Secondary Science curriculum, implemented starting with the 2021 Secondary One Cohort. It is based on the 2021 G2/G3 Lower Secondary Science Syllabus updated in April 2024, published by the Ministry of Education (MOE), Singapore.

A. The Scientific Endeavour

Key Inquiry Questions:

• What is "The Scientific Endeavour"?
• What is the nature of scientific knowledge?
• How do we practice Science?
• What influences the way we practice Science?
• Why do we learn Science?

Essential Takeaways:

• Science is a study of natural phenomena in the world.
• Scientific knowledge is derived from cycles of systematic observation, experimentation, analysis, and human imagination and creativity. Scientific knowledge is subject to change.
• Applications of scientific knowledge can bring about beneficial or harmful consequences.

Learning Outcomes:

• Show an awareness that Science is manifested in all aspects of our lives.
• Show a healthy curiosity about natural phenomena.
• Show an appreciation of Science being a human endeavour.
• Recognize that scientific evidence can be quantitative or qualitative.
• Show an understanding of how scientific knowledge is built.
• Show an awareness that scientific evidence is subject to multiple interpretations.
• Use scientific inquiry skills.
• Show an understanding of accuracy and precision of measurement.
• Identify zero errors and parallax errors.
• Show an understanding that measurement errors may exist.
• Show attitudes such as creativity, objectivity, integrity, open-mindedness, and perseverance.
• Demonstrate safety consciousness.
• Discuss the beneficial and harmful consequences of scientific and technological applications.
• Relate applications of Science to social and ethical issues.
• State some current limitations of science and technology.
• Recognize the need to be responsible towards society and the environment.

B. Diversity

Key Inquiry Questions:

• How does the diversity of things contribute to our lives?
• How do we classify things in our world?
• How do we find out the properties and characteristics of things around us?

Essential Takeaways:

• The diversity of resources in the natural world is important for the survival of living things.
• We have to use nature's resources responsibly and sustainably.
• We continually seek to understand the complexity in the natural world.

Learning Outcomes:

• 2. Exploring Diversity of Matter by its Physical Properties:
• Describe physical properties that can be observed or measured (electrical conductivity, thermal conductivity, melting/boiling point, strength, hardness, flexibility, density).
• Show an understanding of how mass and volume affect density.
• Classify common everyday objects.
• Evaluate the usage of different materials using data of their physical properties.
• Communicate findings on classification and justify reasons.
• Estimate and measure length, mass, and volume.
• Apply concepts of volume displacement.
• Predict whether an object will sink or float.
• Calculate density.
• Show an awareness of the importance of making informed choices of materials.
• Show an appreciation of how reducing the use of non-sustainable materials minimizes environmental impact.
• 3. Exploring Diversity of Matter by its Chemical Composition:
• State that elements are the basic building blocks of matter.
• Recognize different types of elements.
• Show an understanding that compounds are substances consisting of two or more chemically combined elements.
• Show an understanding that compounds have different characteristics from their constituent elements.
• Show an understanding that mixtures are made up of two or more elements and/or compounds that are not chemically combined.
• Show an understanding that mixtures display characteristics of their constituents.
• Distinguish between solute, solvent, and solution.
• Show an understanding that solutions and suspensions are mixtures.
• Distinguish between elements, compounds, and mixtures.
• Classify matter as elements, compounds, and mixtures.
• Investigate the factors that affect the rate of dissolving and solubility of substances.
• Show an appreciation of how recycling and reuse of materials can be facilitated by classification of waste products.
• Show an awareness of the importance of knowing the chemical composition of everyday items.
• 4. Exploring Diversity of Matter using Separation Techniques:
• Explain how the constituents of a mixture can be separated based on their properties (magnetic attraction, filtration, evaporation, distillation, paper chromatography).
• State examples of the applications of separation techniques.
• Investigate the separation of constituents of mixtures.
• Show an appreciation of why water is a precious resource.
• Show an appreciation of how Singapore uses separation techniques to ensure a sustainable source of potable water.

C. Models

Key Inquiry Questions:

• Why is the construction and use of models important?
• How do we know that the models used are appropriate representations?

Essential Takeaways:

• Models are simplified representations of phenomena.
• Models are constructed to explain phenomena.
• Models can be used to make predictions.

Learning Outcomes:

• 5. Ray Model of Light:
• Show an understanding that the ray model represents the path taken by light.
• Describe the effects and uses of reflecting surfaces.
• Explain how reflection is affected by a smooth and rough surface.
• Show an understanding that the change in the speed of light can cause refraction.
• Describe some effects of refraction.
• Describe the dispersion of white light.
• Investigate the characteristics of the image formed by a plane mirror.
• Investigate that the angle of reflection is equal to the angle of incidence.
• Show an awareness that EM radiation has both beneficial and harmful effects.
• Show an awareness about the impact of light produced by technology.
• 6. Model of Cells - the Basic Unit of Life:
• Show an understanding of the functions of the different parts of a typical cell.
• Show an understanding that typical plant and animal cells are models.
• Recognize that cells are the basic building blocks in multicellular organisms.
• Explain the significance of the division of labour at the cellular level.
• Identify the different parts of a typical cell using a microscope.
• Infer whether an organism is an animal or a plant based on its cell structures.
• Show an appreciation for the relationship between advances in technology and knowledge-building.
• 7. Model of Matter - The Particulate Nature of Matter:
• Show an awareness about the particulate nature of matter being a model.
• Describe the arrangement and movement of particles in different states of matter.
• Show an understanding that diffusion is the net movement of particles from a region of higher concentration to a region of lower concentration.
• Explain expansion and contraction, and the conservation of mass.
• Explain melting and boiling in terms of the conversion of states of matter.
• Show an appreciation of scientific attitudes such as creativity and open-mindedness.
• 8. Model of Matter - Atoms and Molecules:
• Describe an atom.
• Recognize that atoms have mass mainly contributed by the nucleus.
• Show an awareness that the atoms of an element have a unique number of protons.
• Show an understanding that a molecule is a group of two or more atoms chemically combined.
• State the numbers and types of atoms given the chemical symbol or formula.
• Compare the size of an atom with everyday objects.
• Compare atoms and molecules.
• Show an appreciation of how models are constructed, justified, and revised.
• Show an awareness that technologies resulting from the knowledge of atoms have created social and ethical issues.

D. Interactions

Key Inquiry Questions:

• How does knowledge of interactions help us understand and improve our environment?
• What are examples of interactions between physical phenomena and life processes?

Essential Takeaways:

• Interactions usually involve the transfer of energy, causing changes in motion and/or conditions.
• Our interactions with the world can lead to changes that influence the stability of a system.
• Our interactions with the environment drive the development of science and technology.

Learning Outcomes:

• 9. Application of Forces and Transfer of Energy:
• Show an understanding that a force can be a contact or non-contact force.
• Recognize that interactions between objects result in a transfer of energy.
• State the SI unit of work and energy.
• Identify that work done is an example of energy transfer.
• Recognize that energy cannot be created or destroyed.
• Measure force.
• Compare weight and mass.
• Investigate pressure.
• Infer that energy can be converted from one form to another.
• Show curiosity about the destructive power of forces in nature.
• Show an appreciation of the uses of various energy sources and their impact.
• 10. Transfer of Heat Energy and its Effects:
• State the SI unit of temperature.
• Describe some effects and applications of expansion and contraction.
• Explain the transfer of heat energy through conduction, convection, and radiation.
• Show an understanding that the rate of heat energy loss or gain through radiation is affected by colour, texture, and surface temperature.
• Explain applications of heat energy transfer.
• Infer that substances expand when heated and contract when cooled.
• Infer that thermal expansion results in a change in density.
• Infer from experiments that different materials have different rates of heat energy transfer.
• Show an awareness of the various proposed causes of climate change.
• 11. Chemical Changes:
• Identify a chemical change.
• Use word equations to represent chemical reactions.
• Recognize that chemical reactions involve a rearrangement of atoms.
• Recognize that mass is conserved during a chemical reaction.
• Show an awareness that there are different types of chemical changes.
• Investigate chemical reactions.
• Investigate the effect of solutions on indicators.
• Investigate chemical changes that matter undergoes.
• Show an awareness of how chemical reactions can benefit our lives and cause harm.
• 12. Interactions within Ecosystems:
• Explain the importance of conserving the environment.
• Explain the importance of various physical factors to the survival of organisms.
• Recognize how adaptive traits and environmental conditions affect survival.
• Show an understanding of an ecosystem.
• Show an understanding of interrelationships between organisms.
• Show an understanding that energy flows through food chains and food webs.
• Describe how nutrients are recycled.
• Investigate an environment using measuring instruments.
• Evaluate the impact of human activities on the environment.
• Show an awareness of how some cultures practice sustainable living.

E. Systems

Key Inquiry Questions:

• How do parts of a system work together to perform a function?
• How could parts of a system affect the function of other parts?
• How may a system be affected when a part or parts do not behave consistently?

Essential Takeaways:

• A system is a whole consisting of parts that work together.
• Each part of a system performs a specific function.
• The functions of a system may be disrupted if a part does not function well.

Learning Outcomes:

• 13. Electrical Systems:
• Describe current, potential difference, and resistance, stating their SI units.
• Describe the applications of the chemical, heating, and magnetic effects of current.
• State how changes to an electrical system can cause hazards.
• State precautionary measures for safe use of electrical energy.
• Explain power and relate it to an electrical system, stating its SI unit.
• Draw and interpret circuit diagrams and set up circuits.
• Investigate how series or parallel arrangements of resistors affect current.
• Investigate the effect of varying resistance on current.
• Calculate the cost of using electrical appliances.
• Show an awareness of ways to reduce electrical energy consumption.
• 14. Human Digestive System:
• Explain the importance of the digestive system.
• Explain how the main parts of the human digestive system work together.
• Describe how the digestive system helps in the digestion of food.
• State that the end products of digestion are used for cellular processes.
• Investigate the effect of enzymes in digestion.
• Show an appreciation of the importance of sensible food and lifestyle choices.
• Show an awareness that bacteria can have beneficial or harmful effects.
• 15. Transport Systems in Living Things:
• Describe the functions of blood vessels.
• Show an understanding that the xylem transports water and mineral salts, while the phloem transports food.
• Explain the need for a transport system in multicellular organisms.
• Explain how diffusion facilitates the transport of substances in humans and plants.
• State that osmosis facilitates water absorption at the roots.
• Infer from investigation that the xylem transports water and mineral salts.
• Show an awareness that the abuse of drugs has detrimental effects.
• Show awareness of ethical issues relating to heart transplant.
• 16. Human Sexual Reproductive System:
• Recognize that the union of egg and sperm nuclei forms a fertilized egg.
• Recognize that the sexual reproductive system facilitates heredity.
• Recognize that a new individual receives a unique combination of genetic information.
• State some physical changes during puberty.
• Describe briefly how the reproductive systems are involved in fertilization.
• Describe how the female reproductive system is involved in the menstrual cycle.
• Outline how birth control methods prevent conception.
• State the harmful consequences of STIs.
• State that some bacterial STIs can be cured by antibiotics, but not viral STIs.
• Evaluate the consequences and issues relating to abortion and pre-marital sex.
• Suggest reasons for the world's growing human population.
• Show an awareness that substance abuse can have negative effects on the fetus.

This syllabus provides a framework for understanding the key concepts and skills students are expected to acquire in Secondary 2 Science (G2). It emphasizes the importance of scientific inquiry, the application of scientific knowledge, and the development of responsible attitudes towards science and the environment.