G1 Science

Learn the integrated Science course topic by topic, with the required practical skills.

SEC G1 Science 2027
K123 · Singapore-Cambridge SEC
12 topics

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SEC G1 Science (K123, 2027)

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The 2027 G1 Science (K123) course: Machines Around Us, Food Matters, and Our Body and Health, taught topic by topic.

Learning goals

Forms of energy
Direction of thermal transfer
Conservation of energy
Power
Fossil-fuel electricity generation
High-voltage transmission
Step-up and step-down transformers
Draw and interpret circuit diagrams and components
Set up physical circuits safely using the specified components
Series and parallel arrangements
Using a multimeter
Current in series
Potential difference in series
Resistance in series
Current in parallel
Potential difference in parallel
Resistance in parallel
Household parallel wiring
Appliance ratings
Electrical power
Cost in kilowatt-hours
Reading an electricity bill
Reducing electrical-energy wastage
Generating waves
Energy transfer by waves
Amplitude, frequency and wavelength
Radio waves
Microwaves
Infrared
Light
Ultraviolet
X-rays
Gamma rays
Measuring length
Measuring time
Changing shape or size
Changing rest or motion
Turning effect
Meaning of speed and acceleration
Average speed
Acceleration
Distance–time graphs
Moment of a force
Requirements for plant growth
Why production must improve
Fertilisers
Pesticides and herbicides
Slash-and-burn
Fertiliser pollution
Pesticide and herbicide pollution
Slash-and-burn damage
Biological control
Improved varieties
Intensive farming
Uses of plant hormones
Measuring volume
Dissolving
Filtration
Evaporation
Distillation
Everyday uses of separation
Paper chromatography
Chemical reactions
Slowing food decay
Slowing cooking and burning
Slowing rusting
Indicators
Measuring pH
The pH scale
Acid and metal
Acid and base
Acid and carbonate
Neutralisation
Microbes
Microbial action on food
Reducing microbial activity
Lowering pH
Reducing oxygen
Reducing water
Using high temperature
Using low temperature
Preservatives
Nutritional supplements
Texture and appearance modifiers
Active lifestyle
Balanced diet
Sufficient rest
Good hygiene
Meaning of balanced diet
Roles of nutrients
Calculating and interpreting BMI
Undereating and over-exercising
Fracture and osteoporosis
Cartilage and ligament
Arthritis, dislocation and sprain
Reducing bone and joint risk
Bacterial and viral diseases
Antimicrobial agents
Completing antibiotics
Vaccination
Hereditary conditions
Limits of organ-support technology
Importance of digestion
Digestive organs and their functions
Enzyme action and optima
Interpreting enzyme-rate data
Constipation
Alcohol and the liver
Diabetes risk
Breathing and respiration
Respiratory parts and functions
Inhaled and exhaled air
Carbon-dioxide test
Water-vapour test
Choking
Smoking and passive smoking
Components of blood
Plasma
Platelets
Red blood cells
White blood cells
Heart–lung blood pathway
Vessel structure and function
Circulatory measurements
Response to physical activity
Plaque, heart attack and stroke
Circulatory risk factors
Measurements of length, mass, temperature, time interval, volume of liquids/solids and force (e.g. weight) using appropriate instruments
Determination of average speed of an object
Measurements of current, voltage and resistance using multimeter

Syllabus statements covered

show an understanding that electrical energy, kinetic energy, light energy, potential energy (chemical, elastic and gravitational), sound energy and thermal energy are examples of different forms of energy
show an understanding that thermal energy is transferred from a region of higher temperature to a region of lower temperature until both regions reach the same temperature
state the principle of conservation of energy and apply the principle to solve problems
recall and apply the relationship power = energy / time taken to solve problems
describe the generation of electricity with reference to the energy conversions that take place in fossil fuel power stations
explain why electricity is transmitted from power stations through a grid of high voltage transmission lines
describe the use of step-up and step-down transformers in transmission of electricity and in electrical appliances (the term alternating current is not required)
draw and interpret circuit diagrams, and set up circuits, with power sources (cell or battery), switches, lamps, resistors (fixed and variable), bells, fuses, ammeters and voltmeters
identify series and parallel arrangements of circuit components
use a multimeter to measure current, voltage and resistance
state that the current is the same at every point in a series circuit
state that the voltage across the power source is equal to the sum of voltages across the other components in a series circuit
state that the effective resistance increases when the number of resistors connected in series increases
state that the current through the power source is the sum of the currents in the separate branches of a parallel circuit
state that the voltage is the same across the separate branches of a parallel circuit
state that the effective resistance decreases when the number of resistors connected in parallel increases
explain the advantages of connecting household appliances in parallel
identify voltage rating and power rating found on a label of an electrical appliance
recall and apply the relationship power = current × voltage to solve problems
calculate the cost of using electrical appliances where the energy unit is the kWh
identify electricity usage found on an electricity bill
state some ways to reduce electrical energy wastage in daily lives (e.g. use energy-efficient appliances)
describe how waves can be generated by vibrations, as illustrated by wave motion in ropes and springs (the terms longitudinal and transverse are not required)
show an understanding that waves transfer energy
show an understanding of the terms amplitude, frequency and wavelength used to describe wave motion
state some uses of the following types of waves: — radio waves (e.g. radio and television communications)
state some uses of the following types of waves: — microwaves (e.g. microwave oven, satellite communication)
state some uses of the following types of waves: — infrared (e.g. remote-controlled devices)
state some uses of the following types of waves: — light (e.g. optical fibres for telecommunication)
state some uses of the following types of waves: — ultraviolet (e.g. sterilisation, sunbeds)
state some uses of the following types of waves: — X-rays (e.g. engineering and radiological applications)
state some uses of the following types of waves: — gamma rays (e.g. medical treatment)
use a ruler and a measuring tape to measure length
use a digital stopwatch to measure time interval
show an understanding of the following effects of force: — change in shape and/or size of an object
show an understanding of the following effects of force: — change the state of rest or motion of an object (including change in speed and/or direction)
show an understanding of the following effects of force: — bring about turning effect of an object
show an understanding of what is meant by speed and acceleration
recall and apply the relationship average speed = total distance / total time taken to solve problems
recall and apply the relationship acceleration = change in speed / time taken to solve problems (for motion in one direction only)
plot and interpret a distance-time graph
describe the moment of a force in terms of its turning effect and relate this to everyday examples (knowledge of equations is not required)
state that plants need air, light, water, nutrients and appropriate pH for photosynthesis and growth
show an understanding that the increase in world population and the limitation in space to grow food lead to the need to improve food production
describe how the following methods improve crops produced: — use of fertilisers
describe how the following methods improve crops produced: — use of pesticides and herbicides
describe how the following methods improve crops produced: — slash-and-burn
describe the environmental problems associated with the following methods: — use of fertilisers (water contamination leading to increased growth of algae and water weeds)
describe the environmental problems associated with the following methods: — use of pesticides and herbicides (soil and water contamination leading to transfer of harmful substances along the food chain)
describe the environmental problems associated with the following methods: — slash-and-burn method (haze leading to breathing difficulties and deforestation leading to soil erosion)
explain how the use of biological control reduces the need for pesticides (limited to control of prey by their predators)
describe how food production can be improved by: — improving varieties of plants and animals
describe how food production can be improved by: — intensive farming methods for crops and farm animals (e.g. chicken, fish) [details of technologies are not required]
state that plant hormones are used as weed killers, and in regulating growth and ripening of fruits
use a measuring cylinder to measure volume of liquid/solid
explain that substances can be separated from a mixture through the following techniques: — dissolving
explain that substances can be separated from a mixture through the following techniques: — filtration
explain that substances can be separated from a mixture through the following techniques: — evaporation
explain that substances can be separated from a mixture through the following techniques: — distillation
state some uses of separation techniques in homes and food industries (e.g. remove tea leaves from a cup of tea, obtain water from seawater)
explain that substances can be separated from a mixture through the following techniques: — paper chromatography
describe a chemical reaction as a process that leads to the formation of new products
state the following everyday changes that involve chemical reactions and how they can be slowed down: — decaying of food slowed down by food preservation methods (see also LO 2.3(d))
state the following everyday changes that involve chemical reactions and how they can be slowed down: — cooking of food and burning of fuel slowed down by reducing oxygen/fuel supply
state the following everyday changes that involve chemical reactions and how they can be slowed down: — rusting of iron cans slowed down by tin-plating
describe the properties of acids and alkalis in terms of their effects on litmus paper and universal indicator solution
use universal indicator solution and a pH meter to measure pH
describe acidity, neutrality and alkalinity in terms of the pH scale
describe the characteristic properties of acids in terms of their reactions with metals, bases and carbonates that are found in daily lives: — metals (e.g. cooking utensil)
describe the characteristic properties of acids in terms of their reactions with metals, bases and carbonates that are found in daily lives: — bases (e.g. toothpaste, antacid)
describe the characteristic properties of acids in terms of their reactions with metals, bases and carbonates that are found in daily lives: — carbonates (e.g. baking soda, effervescent vitamin C tablet) [knowledge of general products is required; chemical names of salts and equations are not required]
state that neutralisation takes place when an acid reacts with a base and the products can be salt and water only
state what microbes are
describe the action of microbes on food (e.g. bacteria on milk, mould on bread)
state that stopping or reducing microbial activity may prevent food spoilage
describe the following methods of preventing food spoilage and give example(s) for each of them: — lowering pH (pickling)
describe the following methods of preventing food spoilage and give example(s) for each of them: — reducing oxygen supply (bottling and vacuum packaging)
describe the following methods of preventing food spoilage and give example(s) for each of them: — reducing water content (freeze-drying, dehydration and use of chemical preservatives)
describe the following methods of preventing food spoilage and give example(s) for each of them: — using high temperature (sterilisation, pasteurisation and canning)
describe the following methods of preventing food spoilage and give example(s) for each of them: — using low temperature (freezing)
explain the use of the following food additives and give examples for each of them: — preservatives (e.g. salt, sugar, sulfur dioxide, vinegar)
explain the use of the following food additives and give examples for each of them: — nutritional supplements (e.g. minerals, vitamins)
explain the use of the following food additives and give examples for each of them: — texture and appearance modifiers (e.g. food colourings, starch)
state the following ways in maintaining good physical health: — adopting an active lifestyle
state the following ways in maintaining good physical health: — eating a balanced diet
state the following ways in maintaining good physical health: — having sufficient rest
state the following ways in maintaining good physical health: — practising good hygiene
show an understanding of what is meant by a balanced diet
state the dietary importance of carbohydrates, dietary fibre, fats, proteins, minerals (calcium), vitamins (vitamin D) and water
recall and determine the body mass index, BMI = mass (kg)/[height (m) × height (m)] to deduce whether an individual's mass is in the healthy range
describe the health risks of undereating and over-exercising to lose weight
describe the following problems related to bones: fracture and osteoporosis
state the following parts associated with common joints and their functions: cartilage and ligament
describe the following problems related to parts associated with joints: arthritis, dislocation and sprain
state how diet and level of physical activity can affect the risk of developing problems related to bones and joints
state that diseases can be caused by bacteria or viruses (structures of bacteria and viruses are not required)
describe the effects of antimicrobial agents (e.g. antiseptics, disinfectants) on the population growth of microbes (e.g. bacteria, fungi)
explain the importance of completing a prescribed course of antibiotics for diseases caused by bacteria
state that diseases caused by bacteria and viruses may be prevented by vaccinations
state that some diseases/conditions are hereditary by nature (e.g. sickle cell disease, thalassemia, colour deficiency)
state some limitations of the use of technology in replacing or supporting malfunctioning organs (e.g. tissue rejection after organ transplant, lifelong dependence on kidney dialysis)
explain the importance of digestion
identify the following main organs and associated organs of the digestive system, and state their functions: mouth, gullet, stomach, small intestine, large intestine, rectum, anus, salivary glands, pancreas, liver and gall bladder
show an understanding that enzymes speed up the rate of digestion and require an optimum temperature and pH to work efficiently (names of enzymes and substrates are not required)
interpret data on the effect of pH and temperature on the rate of digestion by enzymes
explain why constipation occurs and state possible preventive measures
state the effects of excessive alcohol consumption on the liver (e.g. damaged liver, liver cancer)
state how diet and level of physical activity can affect the risk of developing diabetes
describe the roles of breathing and respiration in keeping humans alive
identify the following parts of the respiratory system and state their functions: windpipe, bronchi, lungs, diaphragm and ribcage
explain the differences in the composition of inhaled and exhaled air
use simple tests for: — carbon dioxide (limewater test)
use simple tests for: — water vapour (cobalt chloride paper test) [knowledge of detailed procedures of tests is not required]
explain how choking affects breathing
state the effects of smoking and passive smoking on the respiratory system (e.g. bronchitis, lung cancer)
state the following components of blood: plasma, platelets, red blood cells and white blood cells
state the role of blood and its following components in transport and defence: — plasma – transport of digested food substances and waste substances (carbon dioxide)
state the role of blood and its following components in transport and defence: — platelets – clotting of blood
state the role of blood and its following components in transport and defence: — red blood cells – transport of oxygen
state the role of blood and its following components in transport and defence: — white blood cells – antibody formation, destruction of bacteria and viruses, and tissue rejection
outline the pathway of blood through the heart and the lungs in relation to the transport of oxygen and carbon dioxide
state the structure of arteries, veins and capillaries, and relate it to their functions
state that blood pressure, heart rate and pulse rate can be used to monitor the condition of the circulatory system
explain why breathing rate, heart rate and pulse rate increase during physical activities
describe how the formation of plaque leads to heart attack and stroke
state how diet, level of physical activity and smoking can affect the risk of developing heart diseases, high blood pressure and stroke
Measurements of length, mass, temperature, time interval, volume of liquids/solids and force (e.g. weight) using appropriate instruments
Determination of average speed of an object
Measurements of current, voltage and resistance using multimeter

Topics

Work through the topics in order, or open the one you are revising.

Machines Around Us (II)

Food Matters

Our Body and Health (II)

Practical requirements

Practical requirementsChoosing measuring instruments, finding average speed and using a multimeter safely.

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Course guides

About this course

K123 integrated Science · 2027

G1 Science is one integrated course. Physics, Chemistry and Biology ideas are taught through the same three contexts rather than as separate qualifications.

Paper 1 is a 1 h 15 min e-examination worth 50%; Paper 2 is a 1 h written paper worth 50%.

Official K123 syllabus

Questions about this course

Where should I start?

Begin with Topic 1 if you are new to the course. Each topic has a reviewed lesson sequence and a topic check.

Are Physics, Chemistry and Biology separate G1 courses?

No. K123 is one integrated Science course, so this roadmap keeps all eleven topics together.

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Open your saved G1 learning plan or choose the topic your teacher is currently teaching.

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