GRADE_10_SUBJECT_Physical_Sciences_WEEK

Grade 10 Physical Sciences Lesson Plans
Physic a l a nd C he m ic a l c ha ng e
G RA DE 10 SUBJEC T Physic a l Sc ie nc e s WEEK 14 TO PIC Le sso n 1&2
(c he m ic a l c ha ng e ) - Tim e : 60 m inute s
LESSO N SUMMA RY FO R: DA TE STA RTED: DA TE C O MPLETED:
At the end of this lesson learners should be able to:

 Describe what happens to matter when it undergoes a chemical change.
 List examples of chemical changes that matter undergoes.
LESSO N O BJEC TIVES
The following results will be the outcome of this lesson:
 To re-enforce the concepts of physical and chemical change.
 The learners being able to describe and explain the chemical changes that elements and compounds undergo.
TEA C HING a nd LEA RNING A C TIVITIES
1. TEAC HING METHO D/ S USED IN THIS LESSO N:
Question and Answer; Narrative
2. LESSO N DEVELO PMENT
2.1 Intro duc tio n
Introduce the lesson with an exciting demonstration/ experiment OR explain an example where the lesson is applied to life in general.
e.g. Half fill a test tube with HYDROGEN PEROXIDE liquid, wait a few minutes and note what happens. Add a pinch of manganese dioxide and note what happens.
Learners observe the experiment/ record their results and observations/ listen and follow demonstration. [20 min.]
PRE- KNO WLEDG E
A basic understanding of :
 Atoms; molecules ; compounds and elements
 Matter and the different phases in which it is found in.
 Chemical changes and how to explain what happens in a chemical change.
EDUC ATO R te sts pre - knowledge by using the question and answer method as indicated in the baseline assessment.
BASELINE ASSESSMENT: QUESTIONS/ ACTIVITY [10 min.]
● What is matter? What are the components of matter? What are the different phases of matter?
● What are atoms? Give examples.
Term 2 Page 1 © Gauteng Department of Education (ver.1)

● What are molecules? Give examples.

● What is a physical change and list examples of physical changes.
● What is a chemical change and give examples of chemical changes.
2.2 Main Bo dy (Le sso n pre se ntatio n)
Educator starts lesson off with an exciting demonstration as mentioned in the introduction and explains the relevant concepts in terms of a chemical change. [20 min.]
 Matter is all around us and it undergoes changes all the time, these changes can be classified as PHYSICAL CHANGES OR CHEMICAL CHANGES.
 The CONCEPTS of PHYSICAL CHANGE and CHEMICAL CHANGE is shown in the table below, educator engages learners in a discussion of the different aspects of physical and
chemical change as mentioned in the table to re-enforce the concepts.
p hysic a l c ha ng e s c he m ic a l c ha ng e s
common signs that a chemical change has occurred are: common signs that a physical change has occurred are:
1. Production of gas bubbles 1. change in the size

2. Change in the way something smells 2. change in shape,
3. A release of energy such as a flash or a sound (like a firecracker) 3. change in colour, or
4. A precipitate forms (two liquids mixed together form a solid 4. Change in state/ phase of matter of a substance.
and a liquid) 5. No new substance is produced.
Exam ple s o f phy sic al c hang e s Exam ple s o f c he m ic al c hang e s
• A grape when stepped on (changes shape)  Metal rusting (new substance formed)
Blowing up a balloon (changes size and shape) • Stomach digesting food (break down of food to new substances)
• Liquid water turning to ice (changes state of matter) • Plant carrying out photosynthesis (putting water and carbon dioxide
• Liquid water turning to steam (changes state of matter) together to make sugar)
• Mixing salt and sugar (changes the appearance, but you can still • Mixing baking soda and vinegar (makes a neutral liquid and a gas)
separate the mixture)
• Mixing water and salt (changes the appearance, but you can still
separate the mixture)
 Educator discusses the results of the experiment with the learners.

 The liquid hydrogen peroxide decomposes (breaks up) to form oxygen gas and liquid water (The atomic model the using ball and stick as well as space filling diagrams to show
the reactants and products in this reaction).
 The MANGANESE DIOXIDE is a catalyst and speeds up the reaction. A C ATALYST is a chemical substance that changes the speed of a reaction without getting used up in the
process, at the end of the reaction the catalyst can be recovered. Eg. ENZYMES in our body help to speed up the digestive process.

Water Oxygen gas

Hydrogen Peroxide 2 hydrogens : 1 oxygen 2 oxygens
2 hydrogens: 2 oxygens
 Educator engages learners in a question and answer session with regards the observations they have made. What do the products look like? How are they different from the
original substances in terms of colour; phase; feel; smell etc.? Do the products have any of the properties of the original reactant, eg? Hydrogen peroxide is highly corrosive
(burns your skin burning sensation), can be used as a bleaching agent (removes colour/ cleaning of metals)
3. C o nc lusio n and C halkb o ard sum m ary
Ac tivity to Re - e nfo rc e le sso n (Educator explains main concepts of the lesson and summarises points on chalkboard. (CHALKBOARD SUMMARY). [10 min.]
 During a Chemical change the particles themselves are changed in some way. There are greater energy changes that take place in a chemical change as compared to a
physical change. The changes in energy are because energy is needed to break up bonds and then energy is given off when bonds are formed in the new products. It is very
difficult to reverse a chemical change as can be seen from the fried egg that forms when the liquid egg is heated.
 In most chemical changes that take place the total mass remains of the reactants and products remain the same but the number of atoms and molecules change as shown
below:
Water Oxygen gas

2 hydrogens : 1 oxygen 2 oxygens
Hydrogen Peroxide
2 hydrogens: 2 oxygens
HO MEWO RK Q UESTIO NS/ AC TIVITY (educator must give learners a few questions to answer at home by either writing them on the chalkboard or giving an exercise from the
prescribed textbook) [10 min]

i.e. 1. For each of the following say whether a CHEMICAL CHANGE or a PHYSICAL CHANGE occurs: 1.1 Melting candle wax. 1.2 Mixing sodium chloride and silver nitrate to form
silver chloride and sodium nitrate. 1.3 Dissolving salt in water. 1.4 Melting a piece of plastic. 1.5 Burning a piece of paper.
2. Explain your answer for each of the changes that took place in the situations from 1.1 To 1.5.
RESO URC ES USED:
Relevant apparatus (models/ atomic kits) and chemicals for practical demonstration; worksheet/ transparency for baseline assessment; relevant textbook/ notes eg (CAPS
document pg. 35-37; chapter 12 from textbook PHYSICAL SCIENCES 10 pg. 109-113 (platinum series- Grayson; Harris; Mckenzie and Schreuder); grade 10 physical science version 1
caps pg. 192-196(Siyavula and volunteers).
Re fle c tio n/ No te s:
Name of Teacher: HOD:
Sign: Sign:
Date: Date:

GRADE 10 SUBJECT Physical Sciences WEEK 15 TOPIC Physical and Chemical change (conservation
Lesson 1
of matter) – Time: 60 minutes
LESSON SUMMARY FOR: DATE STARTED: DATE COMPLETED:

 Illustrate the conservation of atoms and the non-conservation of molecules using atomic model diagrams (ball and stick and space filling)
LESSON OBJECTIVES
 The learners being able to use atomic models and diagrams to describe and explain the chemical changes that elements and compounds
undergo.
TEACHING and LEARNING ACTIVITIES

1. TEACHING METHOD/S USED IN THIS LESSON:
2. LESSON DEVELOPMENT
2.1 Introduction:
Educator introduces the lesson with an exciting demonstration/ experiment OR explains an example where the lesson is applied to life in general.
eg: Use the atomic model kit if available or use toothpicks and jelly tots to build the atomic/ molecular models for the reaction for the formation of the water molecule from the
hydrogen molecule and the oxygen molecule and also build models for the decomposition of hydrogen peroxide reaction. Use these models to show the conservation of atoms
and the non-conservation of molecules in a physical change.
PRE-KNOWLEDGE
EDUCATOR tests pre-knowledge by using the question and answer method as indicated in the baseline assessment.

● What is m
matter? What are the components of
o matter? What a
are the different p
phases of matter?
● What are
e atoms? Give exa
amples.
● What are
e molecules? Give
e examples.
● What is a physical change
e and list exampless of physical chan
nges.
● What is a chemical chang
ge and give examples of chemical c
changes.
2.2 Main Bo
ody (Lesson prese
entation)
Educator e
explains the LAW o
of CONSERVATION of MATTER using tthe different mode
els as well as diagrams and equatio
ons. [20 min.]
In a chemic
cal reaction the TO
OTAL NUMBER of ATOMS
A remains CO
ONSTANT BUT the
e NUMBER of MOLE
ECULES may CHAN
NGE as seen below
w in the reaction equations
e for the
formation o
of water from hyd
drogen gas and oxxygen gas and the
e decomposition o
of hydrogen perox
xide.
2H2 + O2 → 2H2O
2 Hydrogen P
Peroxide molecule
es 2 Water molecules = 4 hydrogen atoms
a + 2 oxygen
n 1 Oxygen molecule
= 4 hydrogen atoms + 4 oxygen
n atoms = 8 atomss atom = 6 atoms = 2 oxygen atoms
 The LAW
W of CONSERVATIO
ON of MATTER stattes that when elem
ments and compo
ounds bond to form
m new products in
n a chemical reac
ction the number of
o atoms of each type of
elemen
nt remains the sam
me before and aftter the reaction.
 ANOTH
HER 2 EXAMPLES SH
HOWN BELOW to in
ndicate that ATOM
MS ARE CONSERVED in a CHEMICAL
L REACTION.

3H2 + N2 2NH3
3 molecules of hydrogen gas 1 molecule of nitrogen gas 2 molecules of ammonia
6 atoms of hydrogen 2 atoms of nitrogen 6 atoms of hydrogen and 2 atoms of nitrogen
2SO2 + O2 2SO3
2 molecules of sulphur dioxide gas 1 molecule of oxygen gas 2 molecules of ammonia
2 atoms of sulphur and 2 atoms of oxygen 2 atoms of sulphur and
4 atoms of oxygen 6 atoms of oxygen
 CLOSED SYSTEM is when no outside factors (heat, other substances etc.) are added to the reaction to change the conditions to affect the reaction. Eg. Container must be
closed when gases are involved.
3. Conclusion and Chalkboard summary

Activity to Re-enforce lesson (Educator explains main concepts of the lesson and summarises points on chalkboard. (CHALKBOARD SUMMARY). [10 min.]
 During a Chemical change the particles themselves are changed in some ways. There are greater energy changes that take place in a chemical change as compared to a
physical change. The changes in energy are because energy is needed to break up bonds and then energy is given off when bonds are formed in the new products. It is very
difficult to reverse a chemical change as can be seen from the fried egg that forms when the liquid egg is heated. The total mass remains constant but the number of atoms
and molecules change in most chemical reactions as shown above in the ball and stick and space filling models in the reaction with hydrogen peroxide.
HOMEWORK QUESTIONS/ ACTIVITY (educator must give learners a few questions to answer at home by either writing them on the chalkboard or giving an exercise from the
i.e. 1. Copy the following diagrams in your books and complete the parts of the atoms and molecules that are missing.

HYDROGEN GAS + OXYGEN GAS WATER
2. Draw the ball and stick models for the following chemical equations: Balance the following equations. All the reactants and products are shown.
2.1 Magnesium is burned in oxygen to give magnesium oxide: 2.2 Carbon and chlorine gas react to form carbon tetrachloride:
2.3 Potassium oxide is formed by burning potassium in oxygen: K + O2 K2O
2.4 Hydrogen reacts with chlorine gas to form hydrogen chloride:

3. Now balance the number of atoms and molecules on the product side and the reactants side of the equation. Draw the ball and stick models for the above balanced chemical
equations:
RESOURCES USED:

Reflection/Notes:
Sign: Sign:
Date: Date:

Physic a l a nd C he m ic a l c ha ng e
G RADE 10 SUBJEC T Physic a l Sc ie nc e s WEEK 15 TO PIC Le sso n 3&4
(e xpe rim e nt) – Tim e : 60 m inute s
LESSO N SUMMARY FO R: DATE STARTED: DATE C O MPLETED:

 Illustrate the conservation of atoms and the non-conservation of molecules using an experiment.
 The learners being able to use atomic models and diagrams to describe and explain the chemical changes that elements and compounds
undergo.
TEAC HING a nd LEARNING AC TIVITIES
2.1 Intro duc tio n:
eg: Use the experiment between lead ii nitrate and sodium iodide OR sodium hydroxide and hydrochloric acid OR reacting Cal-C-Vita tablets with water to show the conservation
of matter. The following apparatus and chemicals are needed: test tubes (4); 2 glass beakers; the respective chemicals; spatula (plastic spoons); 1 test tube stand; mass-meter;
rubber stoppers.
PRE- KNO WLEDG E
 Atoms; molecules; compounds and elements.
BASELINE ASSESSMENT : QUESTIONS/ ACTIVITY [10 min.]
 What is matter? What are the components of matter? What are the different phases of matter?

 What are atoms? Give examples.

 What are molecules? Give examples.
 What is a physical change and list examples of physical changes.
 What is a chemical change and give examples of chemical changes.
2.2 Ma in Bo dy (Le sso n pre se nta tio n)
Educator starts lesson off with an exciting demonstration about atoms and molecules using the experiment mentioned in the introduction and explains all the relevant concepts.
[20 min.]
METHOD for the experiment: Educator measures approximately 5 g of each substance OR uses 1/3 of a teaspoon of the lead ii nitrate and the sodium iodide powder in each test
tube and fills the test tube up to the ¾ mark with water. The contents of the test tube are then shaken vigorously to dissolve the chemicals, use a rubber stopper to close the test
tube before shaking it. If possible measure the mass of all the test tubes with their contents and record this mass. To a third test tube add ½ of the contents of each test tube to the
third test tube and note your observations. Educator repeats experiment to make sure of results.
After a few seconds a solid starts forming in the solution, this solid has a yellow colour and is the lead iodide that forms a precipitate because it in insoluble in water. Now measure
the mass of each test tube after the reaction has taken place and compares it to the total mass before the reaction took place.
Educator divides class into groups of 4 to 6 learners, depending on how many sets of apparatus he has. The learners then carry out the experiments in their groups and record their
observations in the following table: [20 min.]
m a ss o f re a c ta nts a nd wa te r m a ss o f pro duc ts a nd wa te r
REAC TIO N 1
REAC TIO N 2
3. C o nc lusio n a nd C ha lkb o a rd sum m a ry
Ac tivity to Re - e nfo rc e le sso n (Educator explains main concepts of the lesson and summarises points on chalkboard. (CHALKBOARD SUMMARY). [10 min.]
Educator explains the LAW of CONSERVATION of MATTER using the BALANCED EQUATION as shown below.
In a chemical reaction the TOTAL NUMBER of ATOMS remains CONSTANT before and after the reaction takes place. The number of REACTANT ATOMS is equal to the number of
PRODUCT ATOMS. The TOTAL MASS at the start of the reaction is the same at the end of the reaction.

Pb(NO3)2 + 2NaI  2 NaNO3 + PbI2

1 molecule of LEAD NITRATE 2 molecules of sodium iodide 2 molecules of SODIUM NITRATE 1 molecule of LEAD IODIDE
1 atom of lead + 2 atoms of nitrogen = 2 atoms of sodium + 2 atoms of 2 atoms of sodium + 2 atoms of 1 atom of lead + 2 atoms of iodine
6 atoms of oxygen iodine nitrogen + 6 atoms of oxygen

1. For each of the following definitions give the correct term:
1.1 a change that can be seen or felt where the particles are not broken up in any way. 1.2 The formation of new substances in a chemical reaction. 1.3 A reaction where a new
product is formed from elements or smaller compounds.
2. Explain how a chemical change differs from a physical change, give two examples to support your explanation.
RESO URC ES USED:
Sign: Sign:
Date: Date:

Physical and Chemical change

GRADE 10 SUBJECT Physical Sciences WEEK 16 TOPIC (chemical change reaction equations) Lesson 1
Time: 60 minutes

 Represent chemical changes using reaction equations.
 Translate word equations into symbol representation using the correct symbols for the elements and compounds.
LESSON OBJECTIVES

2.1 Introduction:
hydrogen molecule and the oxygen molecule. Use these models to show the conservation of atoms and the non-conservation of molecules in a chemical change as well as the
conservation of mass using symbols in a chemical equation. [20 min.]
PRE-KNOWLEDGE
 Matter and the different phases in which it is found in.
 What is matter? What are the components of matter? What are the different phases of matter?


 What are molecules? Give examples.
 What is a physical change and list examples of physical changes.
 What is a chemical change and give examples of chemical changes.
2.2 Main Body (Lesson presentation)

 Educator starts lesson by explaining the different components of a chemical equation. [20 min.]
Directio
REACTANT n PRODUCT
of
A(S) + B(l) C(g) + D(aq) ∆H = + 50 J
CHANGE IN ENERGY
PHASE (Hproducts – Hreactants)
 In a chemical reaction the REACTANTS are the chemicals that are put in a container at the start of the reaction. The reaction then takes place to form the PRODUCTS which is
what is in the container after the reaction has taken place completely.
 A CHEMICAL EQUATION is a SYMBOL REPRESENTATION of the chemical reaction. The REACTANTS are always shown on the left hand side of the equation and the PRODUCTS are
always on the right hand side. The ARROW that separates the reactants from the products shows the DIRECTION of the reaction. The LETTERS (s) indicates a SOLID; the letter (l) a
LIQUID; the letter (g) a GAS and the letters (aq) AQUEOUS..... these letters show the PHASE of the reactants and products in a chemical equation. In some reactions the ΔH is
shown which means the CHANGE in ENERGY of a particular reaction, the amount of energy that is given off or taken in a chemical reaction.
 If the ΔH value is POSITIVE then the reaction is an ENDOTHERMIC REACTION, if it is a NEGATIVE value then the reaction is an EXOTHERMIC reaction.
 ENDOTHERMIC REACTION is a reaction in which energy is absorbed from the surrounding for the reaction to take place, the temperature of the reaction mixture decreases as
the reaction takes place.
 EXOTHERMIC REACTION is a reaction in which energy is given off to the surrounding, the temperature of the reaction mixture increases as the reaction takes place
 The equations below show word equations which is then translated into chemical equations using the correct symbols for the elements and compounds.(the equations are not
balanced)
1. HYDROGEN GAS + OXYGEN GAS WATER
H2(g) + O2 (g) H2 O (l)

2. HYDROGEN GAS + NITROGEN GAS AMMONIA
H2 + N2 NH3
1.
3. SULPHUR DIOXIDE + OXYGEN SULPHUR TRIOXIDE

SO2 + O2 SO3
3. Conclusion and Chalkboard summary

Activity to Re-enforce lesson (Educator explains main concepts of the lesson and summarises points on chalkboard. (CHALKBOARD SUMMARY). [10 min.]
 Educator discusses the writing of formulae with learners to re-enforce this skill. The following exercise is attempted by learners and then educator discusses answers on the board
using ionic equations and charges.
 Learners to write down the chemical formula of the following compounds: 1. Sodium chloride 2. Magnesium fluoride 3. Potassium oxide 4. Aluminium oxide 5. Zinc nitrate 6.
Aluminium sulphate 7. Iron iii chloride 8. Potassium dichromate 9. Ammonium phosphate 10. Sulphur iv oxide
HOMEWORK QUESTIONS/ ACTIVITY (educator must give learners a few questions to answer at home by either writing them on the chalkboard or giving an exercise from the
prescribed textbook) [10 min] i.e. Write down the correct chemical name for each of the following: 1. SO2 2. KMnO4 3. (NH4)2SO4 4. Fe3(PO4)2 5. KClO3
RESOURCES USED:
Reflection/Notes:
Sign: Sign:
Date: Date:


GRADE 10 SUBJECT Physical Sciences WEEK 16 TOPIC (balanced reaction equations using lesson 2
atomic models) – Time: 60 minutes

 Balance reaction equations using atomic models.
 Show the conservation of matter using balanced reaction equations.
LESSON OBJECTIVES

2.1 Introduction:
Educator introduces the lesson with an exciting demonstration/ experiment OR explain an example where the lesson is applied to life in general.
hydrogen molecule and the oxygen molecule . Use these models to show the conservation of atoms and the non-conservation of molecules in a chemical change. [20 min.]
PRE-KNOWLEDGE
 The writing of chemical formulae using the table of ions.
 List the components of a chemical equation.
 The writing of chemical formulae using the table of ions.

2.2 Main Bo
ody (Lesson prese
entation)
Educator sttarts lesson by exp
plaining the conservation of matter a
and mass using th
he atomic models and explains all other
o relevant concepts. [20 min.]
The LAW off CONSERVATION o

of MATTER: In a chemical reaction the TOTAL NUMBE
ER of ATOMS remains CONSTANT BUTT the NUMBER of MOLECULES
M may CHANGE
C as seen below
b in the
reaction eq ormation of water from hydrogen ga
quations for the fo as and oxygen gas and the decomposition of hydrog
gen peroxide.
1.
Hydrogeen Peroxide = 2 mo
olecule 2 Water mo
olecule 1 Oxygen
O molecule
4 hydrog
gen atoms + 4 oxyg
gen atoms = 8 ato
oms 4 hydrogen
n atoms + 2 oxyge
en atom = 6 atom
ms 2 oxxygen atoms
2 molecule
es 3 molecule
es
8 atoms 8 atoms
ANCING of chemical equations usin

Educattor explains the prrocess for the BALA ng the chemical equation
e for the ab
bove model.
2 H2 O O
2 H2 O2
Hydrrogen Peroxide = 2 molecule 2 Water molecule 1 Oxygen molecule

drogen atoms + 4 oxygen atoms = 8 atoms
4 hyd ogen atoms + 2 oxygen
4 hydro o atom = 6 atoms
a 2 oxygen atoms
2 moleccules 3 moleccules
8 ato
oms 8 atom
ms

2.
3. Conclussion and Chalkboard summary

Activity to R
Re-enforce lesson (Educator expla
ains main conceptts of the lesson and summarises poin
nts on chalkboard
d. (CHALKBOARD SUMMARY).
S [10 min.]
1. Write the
e unbalanced equ uation.
● Chemica al formulas of reactants are listed on
n the left-hand side
e of the equation..
● Products are listed on the rright-hand side of the equation.
● Reactantts and products arre separated by putting
p an arrow bbetween them to sshow the direction
n of the reaction. Reactions
R at equilibrium will have arrrows facing both directions.
2. Balancee the equation.

● Apply the
e Law of Conserva ation of Matter to get
g the same num mber of atoms of eevery element on each side of the equation.
e Tip: Startt by balancing an
n element that app
pears in
only one re
eactant and produ uct.
● Once one e element is balan
nced, proceed to balance anotherr, and another, un ntil all elements are
e balanced.
● Balance cchemical formulas by placing coeffficients in front of tthem. Do not add
d subscripts, becau use this will change the formulas. The number in FRON NT of a compound d applies to
ALL the ELE
EMENTS in the commpound.
3. Indicatee the states of mattter of the reactantts and products.

● Use (g) fo
or gaseous substannces; (s) for solids; (l) for liquids; (aq) for species in solu
ution in water.
● Write the state of matter im
mmediately followiing the formula of the substance it d describes.
RK QUESTIONS/ AC
HOMEWOR CTIVITY (educator must give learnerss a few questions tto answer at home
e by either writing them on the chalkboard or giving an
a exercise from the
t
prescribed textbook) [10 min
n]
Balance ea
ach of the followin
ng chemical equa
ations, using marbles of different colours to represent the
t different atom
ms and sticking the
e marbles together with prestik to ma
ake
e number of atoms on both sides of the reaction as sh
molecules. Now balance the hown below in the
e equations.
1. Cl2 (g) + H2(g) HCll(g)
2. Br2 (g) + H2(g) HBrr(g)
3. P (s) + C
Cl2(g) PCl3(g)

RESOURCES USED:
Reflection/Notes:
Sign: Sign:
Date: Date:

G RADE 10 SUBJEC T Physic a l Sc ie nc e s WEEK 16 TO PIC Physic a l a nd C he m ic a l c ha ng e (b a la nc e d

Le sso n 3
re a c tio n e q ua tio ns) - Tim e : 60 m inute s

 Write reaction equations from word equations and balance them.
2.1 Intro duc tio n:
hydrogen molecule and the oxygen molecule . Use these models to show the conservation of atoms and the non-conservation of molecules in a chemical change using symbols in
a chemical equation, the chemical equation must match the number of atoms and molecules in the atomic models being built. Use these models to show how to balance an
equation. [20
PRE- KNO WLEDG E
 The components of a chemical equation.
 List the components of a chemical equation


 What a
are molecules? Giv
ve examples.
2.2 Ma in Bo
o dy (Le sso n pre se
e nta tio n)
Educator sttarts lesson by exp

plaining the writing
g of chemical equations from word equation and sho
owing learners how
w to write the form
mula of compound
ds and then explaiining the
balancing of equations as sh
hown in the three examples
e done below. [20 min.]
1. HYDRO
OGEN GAS + OXYGEN GA
AS
WATER
H2 (g) + O2 (g)
H2 O (l)
Since there are 2 OXYGEN atoms on the reac ctant side and only 1 on the produc
ct side the equatio
on is not balanced
d, to balance it pu ut a 2 in front of th
he H2O and the OXYGEN
atoms aree balanced but thhis 2 also increasess the HYDROGEN a atoms to 4 on the product side, therefore a 2 must go
o in front of the H2 on the reactant side to give a total of 4 H
atoms on both sides of the equation. An equ uation can only bee balanced by CH HANGING the NUM MBER in FRONT of an
a ELEMENT or CO OMPOUND in an eq quation as shown below.
HYDROGE
EN GAS + OXYGEN GAS
2 H2 (g) + O2 (g) 2 H2O(l)
2. Iron re
eacts with sulphurr to form iron ii sulp
phide
Fe (s) + S (s) Fe S(s)
Since 1 a
atom of iron reactss with 1 atom of su
ulphur and the fina
al product has 1 a
atom of iron and 1 atom of sulphur the equation is balanced, it does no
ot need any coefficients to
balance it
3. Aluminium metal reactts with oxygen gass to form aluminium

m oxide
Al(s) + O 2 (g) Al2 O 3 (s)
Since the
e product has 3 Oxxygen atoms, Whe en balancing equa ations try to make
e the ODD NUMBER R of atoms into ann EVEN NUMBER an nd then it
becomess easier to balancee the rest of the atoms, to make the e OXYGENS into an even number it has to be multiplieed by 2, this INCRE
EASES the OXYGEN
N
ATOMS on the product side e to 6, BUT a 2 in frront of the ALUMIN
NIUM OXIDE AFFEC CTS the aluminium as well as the oxy
ygens as follows:
Al(s) + O 2 (g) 2 Al2 O 3 (s)
this now increases the ALUM

MINIUM ATOMS to
o 4 on the PRODUC
CT SIDE, therefore you need 4 Aluminium atoms on the
e REACTANT SIDE
4 Al(s) + O 2 (g) 2 Al2 O 3 (s)

4. BUT no
ow you need to MU
ULTIPLY OXYGEN ATOMS
A on the REA
ACTANT SIDE by 3 tto balance the 6 OXYGENS
O on the PRODUCT
P SIDE
4 Al(s) + 3 O 2 (g) 2A
Al2 O 3 (s)
The comp
plete equation is n
now balanced, ch
heck:
4 Al a to m s + 6 O a to m s o n re a c ta nt side 4 Al a to m s + 6 O a to m s o n re
e a c ta nt side
Educator e
explains the processs for the BALANC
CING of chemical e
equations: Educa
ator uses the follow
wing examples to show
s balancing of chemical equations and the consservation of
matter and
d mass.
3. C o nc lussio n a nd C ha lkb o a rd sum m a ry
Re - e nfo rc e le sso n (Educator expla

Ac tivity to R ains main conceptts of the lesson and summarises poin
nts on chalkboard
S [10 min.]
The followin
ng example is don
ne on the board to
o re-enforce the skkills in the writing a
and balancing of chemical
c equatio
ons
Wo rke d Exa
a m ple Pro b le m
Tin oxide is heated with hydro
ogen gas to form tin metal and watter vapour. Write tthe balanced equ
uation that describ
bes this reaction.
1. Write tthe unb a la nc e d e q ua tio n.

SnO2 + H2 → Sn + H2O
2. Ba la nc
c e the e q ua tio n.
Look aat the equation annd see which elem
ments are not bala anced. In this case
e, there are two ox xygen atoms on th he left-hand side of
o the equation and only one on the right-
hand side. Correct this b
by putting a coeffficient of 2 in frontt of water:
SnO2 + H2 → Sn + 2 H2O
This pu
uts the hydrogen aatoms out of balance. Now there are two hydrogen a atoms on the left and a four hydrogen atoms on the rigght. To get four hyd
drogen atoms on the right,
add a coefficient of 2 fo
or the hydrogen gas.
g Remember, coefficients are mu ultipliers, so if we write
w 2 H2O it denotes 2x2=4 hydrogeen atoms and 2x1= =2 oxygen atoms.
SnO2 + 2 H2 → Sn + 2 H2O
The eqquation is now balanced. Be sure to
o double-check yo our math! Each sidde of the equation n has 1 atom of Snn, 2 atoms of O, annd 4 atoms of H.
3. Indic a te the physic a l sta

a te s o f the re a c ta nts a nd pro duc ts.
To do this, you need to be familiar with thhe properties of va
arious compoundss or you need to be told what the phases are for the chemicals
c in the re
eaction. Oxides are solids,
hydrogen forms a diato omic gas, tin is a so
olid, and the term 'water vapor' indicates that water is
i in the gas phase
e:
SnO2(ss) + 2 H2(g) → Sn(ss) + 2 H2O(g)
HO MEWO R C TIVITY (educator must give learnerss a few questions tto answer at home
RK Q UESTIO NS/ AC e by either writing them on the chalkboard or giving an
a exercise from the
t
n]

Balance the following equations:

Balance the following chemical equations showing the conservation of atoms.
1. Fe + H2S04 Fe2(SO4)3 + H2
2. C2H6 + O2 H2O + CO2
3. KOH + H3PO4 K3PO4 + H2O
4. SnO2 + H2 Sn + H2O
5. NH3 + O2 NO + H2O
RESO URC ES USED:
Sign: Sign:
Date: Date:


GRADE 10 SUBJECT Physical Sciences WEEK 16 TOPIC (interpret balanced equations in Lesson 4
terms of mass) – Time: 60 minutes

 Interpret balanced reaction equations in terms of the conservation of mass.
LESSON OBJECTIVES
 To re-enforce the concepts of chemical change.
 The learners being able to explain balanced chemical equations in terms of mass.

2.1 Introduction:
hydrogen molecule and the oxygen molecule . Use these models to show the conservation of atoms and the non-conservation of molecules in a chemical change as well as the
conservation of mass using symbols in a chemical equation. [20 min.]
PRE-KNOWLEDGE :
 How to write formulae of compounds and elements
 The components of a chemical equation.
 Calculating relative atomic mass of elements and compounds from the periodic table.
 List the components of a chemical equation
 Calculating relative atomic mass of elements and compounds using the periodic table.

2.2 Main Bo
ody (Lesson prese
entation)
Educattor starts lesson by
y writing the chemical equations from word equationss and showing lea
arners how to write
e the formula of co
ompounds . The ed
ducator then exp
plains the
balanc
cing of equations u
using the law of co
onservation of ma
ass. The relative atomic of each elem
ment in the reacta
ants and the products are obtained
d from the periodic
c table as
shown in the three exam
mples done below.. [20 min.]
Law of conversation of m
mass states that: Mass
M can neither b
be created nor desstroyed during a chemical
c reaction
n. During a chemic
cal reaction total mass
m of products iss equal to
the tota
al mass of reactan
nts.
In a chemiccal equation thenn, the mass of the reactants
r must be
e equal to the masss of the products. In order to make sure that this is the
e case, the number of atoms of eac
ch element
in the reacttants must be equ
ual to the number of atoms of thosee same elements in
n the products. Soome examples are e shown below:
Example 1:
Fe + S → FeS
Reactants : Atomic mass of reactants = 56 + 32 = 88 g Num

mber of atoms of each element in the
t reactants: (1 × Fe) and (1
( × S)
Product: Atomic mass of pro

oduct = 56 + 32 = 88 g Number o of atoms of each eelement in the products: (1 × Fe) and (1 × S)
Since the number of atoms o
of each element is the same in the re
eactants and in th
he products, we sa
ay that the equatio
on is balanced.
Example 2:
H2 + O2 → H2O
Reactants: Atomic mass of re

eactants = (1 + 1) + (16 + 16) = 34 g Number of atom
ms of each elemen
nt in the reactantss: (2 × H and (2
H) × O)
Product: Atomic mass of prooduct = (1 + 1 + 16

6) = 18 g Number oof atoms of each e element in the pro
oducts: (2 × H) and (1 × O)
Since the to
otal atomic mass o
of the reactants and
a the products iss not the same an
nd since there are more oxygen ato
oms in the reactan
nts than there are in
i the product, the
e equation
is not balan
nced. The equatio
on can be balance ed as follows:
2 H2 + O2 → 2 H2O
Mass of Rea
actants in balance
ed equation: Atom
mic mass of reacttants = 2(1 + 1) + (1
16 + 16) = 36 g Number of atoms of
o each element in
n the reactants: (2 x 2 x H = 4 H) and
d (2 X O = 2
O atoms)

Mass of Pro
oducts in balanced
d equation: Atom
mic mass of produc
ct = (1 + 1 + 16) = 1
18 x 2 = 36 g Num
mber of atoms of each element in th
he products: (2 x 2 x H = 4 H) and (2 X O = 2 O
atoms)
Example 3:
Cl →
NaOH + HC NaCl + H
H2O
Reactants : Atomic mass of re

eactants = (23 + 16 + 1) + (1 + 35.5) = 76.5 g Number of atoms of each element in the rea
actants: (1 × Na) + (1 × O) + (2 × H) + (1 × Cl)
Products : A
Atomic mass of pro
oducts = (23 + 35.5) + (1 + 1 + 16) = 76.5 g Number of atoms of each element in the prod
ducts: (1 × Na) + (1
1 × O) + (2 × H) + (1 × Cl)
Since the number of atoms o

of each element is the same in the re
eactants and in th
he products, we sa
ay that the equatio
on is balanced.
3. Conclussion and Chalkboard summary

Activity to R
Re-enforce lesson (Educator expla
ains main conceptts of the lesson and summarises poin
nts on chalkboard
S [10 min.]
The followin
ng example is don
ne on the board to
o re-enforce the skkills in the writing a
and balancing of chemical
c equatio
ons
Worked Exa
ample Problem
Methane re
eacts with oxygen
n to form carbon dioxide
d and waterr. Write the balanc
ced equation that describes this rea
action.
1. Write tthe unbalanced e

equation.
CH4(g) + O2(g) → CO2(g) + H2O(l)
2. Balancce the equation.

Look aat the equation an nd see which elem ments are not bala anced. In this case e, there are two ox xygen atoms on thhe left-hand side of
o the equation and three on the rig
ght-hand
side. C
Correct this by puttting a coefficient of 2 in front of wa
ater and a 2 in fronnt of the oxygen:
CH4(g) + 2O2(g) → CO2(g) + 2H2O(l)
This pu
uts the hydrogen a atoms out of balance. Now there are four hydrogen atoms on the left and four hydrogen atoms on the rig ght. To get four hydrogen atoms on the right,
add a coefficient of 2 foor the water. Remmember, coefficien nts are multipliers, so if we write 2 H2O it denotes 2x2=4
4 hydrogen atomss and 2x1=2 oxyge en atoms.
The eqquation is now balanced. Be sure to o double-check yo our math!
Reactants : Atomic mass of re

eactants = (12 + 4 x 1) + (2 x 16 x 2) = 80 g Number off atoms of each ellement in the reac
ctants: (1 × C) + (4
4 × H) + (4 × O)
Products : A
Atomic mass of pro
oducts = (12 + 2 x 16) + (2 x 18) = 80
0 g Number of atoms of each eleme
ent in the productss: (1 × C) + (4 × O)) + (2 × H)
HOMEWOR
RK QUESTIONS/ AC
CTIVITY (educator must give learnerss a few questions tto answer at home
e by either writing them on the chalkboard or giving an
a exercise from the
t
n]

Balance the following chemical equations showing the conservation of mass of reactants and products.
1. Fe + H2S04 Fe2(SO4)3 + H2
2. C2H6 + O2 H2O + CO2
3. KOH + H3PO4 K3PO4 + H2O
4. SnO2 + H2 Sn + H2O
5. NH3 + O2 NO + H2O
RESOURCES USED:
Reflection/Notes:
Sign: Sign:
Date: Date:

Ma g ne tic a nd no n- m a g ne tic
G RADE 10 SUBJEC T PHYSIC AL SC IENC ES WEEK 17 TO PIC Le sso n 1
m a te ria ls – Tim e : 60 m inute s
LESSO N SUMMARY FO R: DATE STARTED: 122222 DATE C O MPLETED:
1. Learners will be taught and learn the following concepts:

 Classification of materials as magnetic or non-magnetic
 Daily applications of magnets
 Magnetic field of a permanent magnet
LESSO N O BJEC TIVES 2. The outcomes of the lesson are : At the end of the lesson learners should be able to :
 Test and classify materials as magnetic or non-magnetic
 Give examples of materials that are magnetic and materials that are non-magnetic
 Describe the daily applications of magnets
 Explain the magnetic field of a permanent magnet
TEAC HER AC TIVITIES LEARNER AC TIVITIES TIMING RESO URC ES NEEDED
1. Te a c hing m e tho ds
1. Ba se line Baseline:
Observation, Investigative and Question and answer 5 min
2. Le sso n de ve lo pm e nt: Ac tivity 1
2.1 Intro duc tio n
a. Pre-knowledge required. 1.1 Define the term force
Check the available
 The force of attraction and force of repulsion 1.2 Name two types of contact forces
resource like textbook,
 Classifying materials as metals or non-metals that can be exerted on an object.
question papers etc
b. Baseline assessment 1.3 What happens to an Iron nail as
 Refer to learner activities the magnet is passed nearer the
nail?
c. Do corrections on the board explaining and clarifying misconceptions. 1.4 What happens to an plastic comb
as the magnet is passed nearer the
comb?
2.2 De m o nstra tio n
If enough magnets are available, learners should do this investigation themselves De m o nstra tio n
Ac tivity 2
 Put the iron nail and lower the bar magnet nearer the magnet 25 min • Bar magnet
 Learners will record their observations 2.1 Classify the following as magnetic • Iron nails
 Repeat the same steps for all materials listed on the resources column and or non magnetic.
record the results on the structured form. e.g. • Copper pieces
Use the table on the teacher’s
presentation column. Answering • Zinc plate
10 min • Plastic comb
• Glass

2.2 Other than examples given above, • Wood

materials magnetic Non-magnetic give two examples of magnetic
• Graphite
Iron nails substances and examples of non-
Copper pieces magnetic substances. • aluminium
Zinc plate 2.3 Name and describe three different
Plastic comb applications of the magnets.
glass
Wood and etc. C o rre c tio ns :
 Learners will provide more examples of magnetic and non-magnetic
materials 10 min
 Place an iron nail on the table and pass a bar magnet 10 cm above the nail
and ask learners to record their observations
 Learners try to explain their observations and the teacher clarifies the
concept
 The teacher uses learners observations to explain the concept of magnetic
C o nc lusio n :
field.
 Some of materials of which the magnet is made are named in class. e.g. 5 minutes
cobalt, nickel, iron and its ores (magnetite and hematite)
 Learners list some daily applications of magnets .e.g. magnet strips on fridge
doors, speakers, telephone etc Le a rne r’s q ue stio ns
2.3 C o nc lusio n
5 min
 Summarise the lesson considering definition of a magnetic field, classification

of materials as magnetic or non-magnetic, the earth’s magnetic field and Ho m e wo rk :
the electric field.
Applications and importance of magnets need to be emphasised at this 30 min
stage

Sign: Sign:
Date: Date:

MAG NETIC FIELD O F A PERMANENT

MAG NET – Tim e : 60 m inute s

 Magnet as an object with two poles
 Attraction and repulsion of magnetic poles
 Magnetic field pattern around a permanent magnet
2. The outcomes of the lesson are : At the end of the lesson learners should be able to :
 Describe a magnet as an object with two opposite poles
 Predict the behaviour of the magnets when they are brought close together
 Sketch the magnetic field patterns, showing the shape, size and direction of magnetic field
1. Te a c hing m e tho ds 1. Ba se line Baseline:

Demonstration, Observation, & Question and answer 5 min
Ac tivity 1 A4 paper size
2. Le sso n de ve lo pm e nt: Bar magnet
2.1 Intro duc tio n 1.1 Where will the magnetic object
get attracted to the magnet? Iron filling
a. Pre-knowledge required.
 Magnetic and non-magnetic materials 1.2 Which objects may be attracted Several compasses
 Attraction and repulsion forces as a result of magnetic field to the magnet?
b. Baseline assessment 1.3 Define magnetic field
 Refer to learner activities 1.4 What is the magnet consist of?
c. Do corrections on the board explaining and clarifying misconceptions. Name three substances

De m o nstra tio n
If enough magnets are available, learners should do this investigation themselves 2.2 De m o nstra tio n
as groups 30 min
 Place an A4 size card paper on top of a bar magnet Ac tivity 2
 Evenly sprinkle iron filings over a sheet of card paper
 Tap the card lightly with your finger 2.1 Draw the field line pattern around
 The iron filings now show the magnetic field pattern of a bar magnet the bar magnet
Answe ring q ue stio ns
 Place the small compasses at various positions around the pattern to find
direction of the field lines 2.2 Which direction will the magnetic 10 min
 From the observation of the field lines and compass directions, draw the field lines of a bar magnet be
magnetic field lines around a bar magnet. pointing?

2.3 Draw the field lines between

unlike poles of the two bar
magnets and explain whether the
force experienced by the two
magnets is attractive or repulsive
2.4 What will happen if a bar magnet C o rre c tio ns :

is broken into two pieces right in
5 min
the middle? Will it still have north
pole and south pole or it will only
be two separated poles? Explain
 Repeat the same but with two bar magnets having their north poles facing
each other and draw the field pattern
C o nc lusio n :
5 minutes
Le a rne r’s q ue stio ns
5 min
 Repeat the steps above but with the south pole of one magnet facing the
north pole of the second magnet and draw the field lines pattern Ho m e wo rk :
 Illustrate the attraction force shown by joined lines between magnets and
30 min
repulsion force shown by bending lines between the south poles of two
magnets facing each other
2.3 C o nc lusio n
Summarise the lesson considering shape size and direction of magnetic field
lines. Indicate where the field is strong and where the field weak

Sign: Sign:
Date: Date:

G RADE 10 SUBJEC T PHYSIC AL SC IENC ES WEEK 17 TO PIC EA RTH’ S MA G NETIC FIELD – TIME: 60 MINUTES Le sso n 3

 Direction of magnetic field of a bar magnet
 Comparison between Earth’s magnetic field and magnetic field of a bar magnet
 Magnetic poles and geographic poles
LESSO N O BJEC TIVES 2. The outcomes of the lesson are : At the end of the lesson learners should be able to :
 Explain how the compass indicates the direction of a magnetic field
 Illustrate the difference between geographic poles and magnetic poles
 Name and describe phenomenon that are affected by earth’s magnetic field
 Discuss qualitatively how earth’s magnetic fields provide protection from solar winds
1. Te a c hing m e tho ds 1. Ba se line Baseline: 5 min
Demonstration, Observation, & Question and answer Ac tivity 1
2. Le sso n de ve lo pm e nt: 1.1 Define magnetic field

2.1 Intro duc tio n
1.2 Draw the magnetic field lines
a. Pre-knowledge required. around a bar magnet and show the
 Magnetic field pattern of a permanent magnet direction of the field
 Poles of a magnet
b. Baseline assessment 1.3 What are the two poles of a bar
 Refer to learner activities magnet?
c. Do corrections on the board explaining and clarifying misconceptions.
2.2 Ma in Bo dy (Le sso n pre se nta tio n) 2.2 De m o nstra tio n

De m o nstra tio n
 Demonstrate how the compass is used to find the direction of field lines
Ac tivity 2
around a bar magnet 30 min
2.1 What is meant by the solar winds?
 Use diagrams to indicate magnetic field lines around a bar magnet as in the
2.2 Describe briefly how the earth’s
previous lesson
magnetic field provides protection
from solar winds Answe ring q ue stio ns
 Compare the bar magnet with the earth as a big magnet, but be cautious
that learners should not misunderstand you in terms of magnetic poles and 7 min
2.3 How does Aurora Borealis
geographic poles
(Northern lights) occur?

2.4 Which molecules helps the

animals to migrate in the earth’s
magnetic field since they do not
have compass and navigators like
people?
2.5 Compare the magnetic field of the C o rre c tio ns : 8 min

earth to the magnetic field of a bar
magnet.
C o nc lusio n : 5 min

 Demonstrate the difference between the geographic poles and the
magnetic pole 5 min
 Illustrate that the magnetic poles also move about slightly over the time
 Use the earth’s magnetic field to explain the lights seen on the northern side
Ho m e wo rk : 30 min
due to objects sent off from the sun and the earths atmosphere - Northern
lights(Aurora Borealis)
 Explain how animals migration is influenced by the earth’s magnetic field. (

Magnetite Fe3O4 ) was found on the heads of animals and flies). Assumption
is that they use the earth’s magnetic field to navigate their journeys
2.3 C o nc lusio n
Summarise the lesson explaining the earth as the big magnet. The earth behaves
like a bar magnet and has poles. The difference between magnetic field of a
bar magnet and earth’s magnetic field are explained. Explain the Aurora Borealis
and the solar winds. Use geographical migration in certain seasons to emphasise
ability of animals and flies to navigate using magnetic field

Sign: Sign:
Date: Date:

G RADE 10 SUBJEC T PHYSIC AL SC IENC ES WEEK 17 TO PIC ELEC TRO STA TIC S – TIME: 60 MINUTES Le sso n 4

 Charges of a particle of an object
 Charging insulators by contact (tribo-electric charging)
 Name two particles found in an atom
 Identify number of protons and electrons in all neutral objects
 Determine the excess electrons on negatively charged particles and electrons deficiency on a positively charged particles
 Describe how an insulator may be charged by contact, and the type of charge they acquire
1. Te a c hing m e tho ds 1. Ba se line

Baseline: 5 min o Balloon
Demonstration, Observation, & Question and answer
Ac tivity 1 o Dry hair
2. Le sso n de ve lo pm e nt: o Plastic ruler
2.1 Intro duc tio n 1.1 What are the charges on a neutral
Particle and how do they o Small pieces of
a. Pre-knowledge required. compare?
paper
 Positive and negative charges
 Attraction and repulsion forces 1.2 Name the force that exist between o Running water from
unlike charges
tap
b. Baseline assessment
 Refer to learner activities 1.3 Define an insulator o Electroscope
c. Do corrections on the board explaining and clarifying

misconceptions. o V.d. Graaff
De m o nstra tio n generator
30 min
 Start the lesson with demonstration to make the lesson interesting 2.2 De m o nstra tio n
 Rub a plastic ball pen on the dry hair and draw it nearer small pieces of
paper. Ask learner to explain their observation Ac tivity 2
 (Only if teaching in the laboratory) Rub a plastic ruler and bring it closer to A learner rubs two substances, plastic and
thin running tap water. Learners will explain reason for water to bend as it Answe ring q ue stio ns
wool together.
approaches ruler 7 min
 A balloon is rubbed against dry hair, and brought closer to smooth flowing 2.1 Which particles will move
water. Learners observe and illustrate their observation between the plastic and wool?
 Define static electricity and electrification, give examples and explain why it
occurs

 Use electrons and protons to illustrate a neutral atom will have equal number 2.2 Refer to atomic structure to explain
of protons and electrons why the other particle in an atom does not
 Explain that rubbing a neutral object may result in transfer of electrons, get transferred between wool and plastic
leading to an imbalance of protons and electrons, then an object becomes
either positively or negatively charged 2.3 Explain why the gold leaf of an
 Using an electroscope, demonstrate how a positively charged Perspex rod, electroscope rises when a charged object
on touching dome of electroscope , swings gold leaves away from each is brought nearer or touches the dome of C o rre c tio ns : 8 min
other. (A negatively charged PVC may be used) electroscope
 Should a V.d.Graaf generator be available, use it to demonstrate how the
negatively charged long dry hair strands repel each other 2.4 Name two variables that can affect
 If time allows explain how a photocopier works, how lightning occurs , what the strength of the force between two
should be done and what to avoid during lightning or Spray painting ( better charged objects
give a guided research task on this section)
 Define polarisation and how polarisation occurs 2.5 How can each variable be changed
C o nc lusio n: 5 min
to obtain a stronger force?
2.3 C o nc lusio n
Summarise the lesson considering shape size and direction of magnetic field lines
around the bar magnet and use them to explain position and direction of earth’s
poles and the magnetic poles.
Illustrate the importance of magnetic field to both people and animals 5 min
Ho m e wo rk : 30 min

Sign: Sign:
Date: Date:

G RADE 10 SUBJEC T PHYSIC AL SC IENC ES WEEK 17 TO PIC C O NSERVA TIO N O F C HA RG E – TIME: 60 MINUTES Le sso n 4

 Principle of conservation of charge
 Application of principle of conservation of charge

 State the principle of conservation of charge
 Calculate the charge after two identical spheres on insulating stands come into contact and separate again
 Identify that resulting charge on each sphere after contact is the same
1. Te a c hing m e tho ds 1. Ba se line

Baseline: 5 min
Demonstration & Question and answer
Ac tivity 1
2. Le sso n de ve lo pm e nt:
Intro duc tio n 1.1 What are the two charges that an
a. Pre-knowledge required. object may acquire?
• Two charges usually acquired by an object 1.2 When do positive and negative
• Algebraic sum of the charges charges develop?
b. Baseline assessment 1.3 What type of force will be
• Refer to learner activities experienced by two objects
c. Do corrections on the board explaining and clarifying misconceptions. carrying like charges?

 Define an atom as a starting point
 State the particles an atom is consist of 2.2 De m o nstra tio n
 Identify the mass of each particle. ( protons, electrons and neutrons) De m o nstra tio n
 Allocate the signs +ve and –ve to protons and electrons respectively. Give a Ac tivity 2 35 min
reason why it is scientifically acceptable to allocate those signs in terms of
their algebraic sum. Explain that neutrons has no charge 2.1 State the principle of conservation
 Allocate the charge of 1.60 x10-19 C and give it the symbol e . Explain what of charge
makes the charge of an electron and proton differ 2.2 When is the charge quantized?
 Engage learners in discussion to explain when is an object electrically neutral Answe ring q ue stio ns
 Indicate to learners that the charge of an electron is the smallest amount of 2.3 How many electrons must be 5 min
free charge discovered removed from an electrically
 Provide symbol for charge and demonstrate how bigger charges and neutral silver dollar to give it a
number of electrons can be calculated from the equation q = e N where N is charge of + 2,4 micro-coulombs?
an integer

 Explain when is the charge said to be quantized

 Demonstration example :
How many electrons are there in one coulomb of negative charge?

Hint : Learners should always start by recopying the equation from the Data sheet
provided in the exam. Teachers should provide learners with copies now
C o rre c tio ns: 5 min
It is advisable for the learners to substitute without changing the subject of the
formula.
q = eN
1.00 = 1.6 x 10-19 x N
N = 6,25 x 1018
Therefore there are 6,25 x 1018 electrons in 1 C of charge
2.3 C o nc lusio n
Summarise the lesson explaining the earth as the big magnet. The earth behaves
5 min
like a bar magnet and has poles. The difference between magnetic of a bar
magnet and earth’s magnetic field are explained. Explain the Aurora Borealis
and the solar winds. Use common migration in certain season to emphasise ability
Ho m e wo rk: 30 min
of animals and flies to navigate using magnetic field

Sign: Sign:
Date: Date:

G RADE 10 SUBJEC T Physic a l Sc ie nc e s WEEK 18 TO PIC C ha rg e q ua ntiza tio n – Tim e 60 m inute s Le sso n 1
The outcomes of the lesson are : At the end of the lesson learners should be able to :

 State the principle of quantization of charge
 Calculate the charge or number of electrons from the equation q = eN

Demonstration ; Question and answer method

2.1 Intro duc tio n
a) PRE- KNO WLEDG E learners need understanding of the following:

i) Pre - kno wle dg e re q uire d .
 Two charges usually acquired by an object
 An atom and what is consisting an atom
 Charges on protons and electrons
b ) BASELINE ASSESSMENT (e duc a to r to de sig n a wo rkshe e t/ tra nspa re nc y o r write q ue stio ns o n the b o a rd [pre fe ra b ly a wo rkshe e t to sa ve tim e ] to g a ug e the le a rne rs m e m o ry o f
the ir re le va nt prio r kno wle dg e ) [5 m in]
QUESTIONS for the BASELINE ASSESSMENT
1.1 Write the value of charge of an electron. 1.2 What are the particles consisting an atom? 1.3 What nature is the charge carried by an electron?
c) Do c o rre c tio ns a nd c la rify m isc o nc e ptio ns
2.2 Ma in Bo dy (Le sso n pre se nta tio n) [35 m in]
 Define an atom as a starting point: A atom is the smallest particle of matter that can not be divided into simpler substances
 State the particles an atom is consist of : protons, electrons and neutrons)
 Identify the mass of each particle. ( protons, electrons and neutrons)
 Allocate the signs +ve and –ve to protons and electrons respectively. Give a reason why it is scientifically acceptable to allocate those signs in terms of their algebraic sum -
their algebraic sum is equal to zero.
 . Explain that neutrons has no charge. It is neither positive nor negative. It is naturally neutral.
 Allocate the charge of 1.60 x10-19 C and give it the symbol e .
 Explain what makes the charge of an electron and proton differ. Protons are much bigger compared to electrons. The ratio of electro: proton is approximately 1:1836
 Engage learners in discussion to explain when is an object electrically neutral?
 Indicate to learners that the charge of an electron is the smallest amount of free charge discovered
 State the quantization of charge: e ve ry c ha rg e in the unive rse c o nsists o f inte g e r multip le s o f the e le c tro n c ha rg e .

 Provide symbol for charge and demonstrate how bigger charges and number of electrons can be calculated from the equation q = e N where N is an integer
 Explain when is the charge said to be quantized
 Demonstrate how to calculate number of electrons:
example :
Ho w m a ny e le c tro ns a re the re in o ne c o ulo m b o f ne g a tive c ha rg e ?

Hint : Learners should always start by recopying the equation from the Data sheet provided in the exam. Teachers should provide learners with copies now to start practicing.
It is advisable for the learners to sub stitute witho ut ha ng ing the sub je c t o f the fo rm ula .
q = eN
1.00 = 1.6 x 10-19 x N
N = 6,25 x 1018
Therefore there are 6,25 x 1018 electrons in 1 C of charge
Le a rne rs Ac tivity [ 10 m in]
2.1 State the principle of quantization of charge. 2.2 When is the charge quantized? Explain 2.3 Give reason why it is acceptable to allocate + and – on the protons and
electrons respectively 2.4 Explain why electrically neutral substances have a charge of zero. .5 How many electrons must be removed from an electrically neutral silver dollar to
give it a charge of + 2,4 micro-coulombs?
C o rre c tio ns [5 m in]
3. C o nc lusio n [5 m in]
Summarise the lesson explaining the earth as the big magnet. The earth behaves like a bar magnet and has poles. The difference between magnetic of a bar magnet and earth’s
magnetic field are explained. Explain the Aurora Borealis and the solar winds. Use common migration in certain season to emphasise ability of animals and flies to navigate using
magnetic field
prescribed textbook) [30 min].
RESO URC ES USED: A4 paper size, Bar magnet, Iron filling, Several compasses
Wo rkshe e ts

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Date: Date:

EMF, PO TENTIAL DIFFERENC E(PD)

TIME: 60 MINUTES

 emf of a battery
 Potential difference across terminals of a battery
 Relationship between emf and potential difference of a battery

 Define an emf of a battery
 Define the potential difference across the ends of a conductor
 Identify the difference between emf and potential difference, and the unit of measurement for both
 Define the unit of measurement of potential difference (volt)
1. Te a c hing m e tho ds 1. Ba se line Baseline: 5 min o Light bulbs

Demonstration & Question and answer o Resistors
Ac tivity 1
2. Le sso n de ve lo pm e nt: o Batteries
2.1 Intro duc tio n 1.1 What is the function of a
o Ammeter
voltmeter in a circuit?
a. Pre-knowledge required. o Voltmeter
 Connection of an ammeter in a circuit (in series) 1.2 How should a voltmeter be
o Switch
 Connection of a voltmeter, across a battery, resistor, etc connected in circuit?
 Symbols of components of a circuit
b. Baseline assessment 1.3 In which unit is the potential
 Refer to learner activities difference measured?
c. Do corrections on the board explaining and clarifying misconceptions. 1.4 What is the energy conversion that
takes place in a battery?
2.2 Ma in Bo dy (Le sso n pre se nta tio n) 1.5 Why is it that the ammeter can not be
connected across a battery or a resistor
 To make your lesson more interesting, provide learners with circuit in a circuit?
components, mainly those quite relevant to the lesson. e.g. voltmeter,
batteries, resistor and a switch. De m o nstra tio n
 Learners will record the voltmeter reading for both an open switch and 2.2 De m o nstra tio n
closed switch. (Voltmeter m a y be connected across a resistor o r across a 30 min
Ac tivity 2
battery depending on time available). Lost volts may be introduced to 2.1 Define an emf
simplify your explanation

 From the results observed, define the potential difference in terms of 2.2 Calculate the potential difference Answe ring q ue stio ns
po te ntia l e ne rg y pe r unit c ha rg e b e twe e n the two po ints(The potential across the terminals of a battery if a charge
7 min
difference, V, between two points in a circuit is defined as the amount of of 3 C gains 27 J of energy passing through
the battery
work done, W, when one coulomb of charge passes from one point to the
other point. The SI unit for potential difference is Volt, V 2.3 Although potential difference and emf
are both measured in volts, they are not the
 and an e m f in te rm s o f m a xim um po te ntia l diffe re nc e whe n no c urre nt flo ws same. Describe the difference between emf
 Provide a unit for both quantities (vo lt) and define a volt and voltage
Po te ntia l diffe re nc e = energy transferred between two points 2.4

Charge moving past the two points
2.5 C o rre c tio ns: 8 min
V = W
Q
Calculation demonstration may be done using:
What is the potential difference of a light bulb if a charge of 17,5 C pass through
it, and radiates 4 200 J of energy?
Ask le a rne rs to a lwa ys sta rt b y c o pying the fo rm ula fro m the da ta she e t
V = W
Q C o nc lusio n: 5 min
Sub stitute witho ut c ha ng ing the sub je c t o f the fo rm ula
V = 4200
17,5 emphasise mark allocation here Le a rne r’s q ue stio ns
Learners use their calculators (help them) to find the voltage from 5 min
V = 4200
17,5
An answer without a unit is a wrong answer, practice that from class exercise to
tests and assignments etc
Mo re q ue stio ns m a y b e a dde d to a c tivity two
2.3 C o nc lusio n
In conclusion, describe how the voltmeter can be connected in a circuit. Define

emf, potential difference and the volt. Illustrate important calculation steps.

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Date: Date:

GRADE 10 SUBJECT PHYSICAL SCIENCES WEEK 18 TOPIC RESISTANCE – TIME: 60 MINUTES Lesson 3
LESSON SUMMARY FOR: DATE STARTED: 122222 DATE COMPLETED:

 Current in a circuit
 Calculations based on I = Q
∆t
LESSON OBJECTIVES
 Define electric current (I)
 State the unit in which current is measured
 Calculate the current that flows in a circuit or through certain component
 State the direction in which the current flows
TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED

1. Teaching methods 1. Baseline Baseline: 5 min o Light bulbs
Demonstration , Question and answer Activity 1 o Resistors

o Batteries
2. Lesson development: 1.1 In which direction does current flow in
2.1 Introduction a circuit? o Ammeter
o Voltmeter
a. Pre-knowledge required. 1.2 Mention three particles of matter
 Particles of an atom o Switch
 Relationship between current and resistance 1.3 Which of the particles mentioned
 Conventional current above is responsible for the low of
b. Baseline assessment electric current ?
 Refer to learner activities 1.4 Describe the relationship between
current and resistance in a
c. Do corrections on the board explaining and clarifying misconceptions. conductor and potential difference
1.5 How does direction of electric current

2.2 Main Body (Lesson presentation) differ from direction of flow of
electrons? Demonstration: 30 min
 Provide an ammeter (if possible the large scale that can be seen from
any position in class)
 Ask learners to explain how ammeter should be
2.2 Demonstration
Answering questions: 10 min

Activity 2
2.1 Define current
2.2 In which SI unit is current

measured? Define this SI unit of
current
2.3 Describe how should an ammeter

be connected in a circuit Corrections: 10 min
2.4 Calculate the current that flows

when 100 C of charge pass
connected in a circuit
through an ammeter in 5 seconds
2.5 A current of 10 A flows through a light
 Describe what the learners should consider if given ammeter to bulb for an hour. How much charge
connect in a circuit. flows through this light bulb in an hour?
 Learners are reminded of what the ammeter measures in a Conclusion: 5 min
circuit(current)
 Use a simple circuit diagram to explain the direction of flow of charges
in a circuit as opposed to direction of electric current
Homework: 30 min
 Define electric current and write an equation from the definition :

I = Q
∆t
Describe each quantity and provide the unit of measurement for each
NB : Please inform learners that it is scientifically unacceptable to use
“sec” as unit of time and “amps” for the unit of current
 Assist learners to convert to SI units. Explain what each letter stands for,
and demonstrate how to reach the required unit. e.g. If current is in
amperes

K H D Ampere (A) d c m
x 100 ÷ 10 ÷ 1000
x 1000 x 10 ÷ 100
Introduce micro-, nano-, pico- at this stage and assign a scientific value for
each
Micro (µ) - x 10-6

Nano (n) - x 10-9
Pico (p ) - x 10-12
 For calculation purpose learners should follow the following steps:

o Re-write equation as it appears on the information sheet
o Substitute without changing subject of the formula
2.3 Conclusion
Chalkboard / whiteboard summary concludes the lesson , considering the
definition of current, ampere and correct approach on doing calculations

Reflection/Notes:
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Date: Date:

VO LTAG E AND C URRENT MEASUREMENT

TIME: 60 MINUTES

 Connection of voltmeter and ammeter in a circuit
 Recording readings from both the ammeter and voltmeter
 Draw a circuit diagram
 Explain the correct connection of both an ammeter and voltmeter
 Accurately record readings from an ammeter and voltmeter
 Draw a circuit diagram with correct symbols for given components
Demonstration , Investigative & Question and answer Ac tivity 1 o Resistors

o Batteries
2. Le sso n de ve lo pm e nt: 1.1 What is an electric current?
2.1 Intro duc tio n o Ammeter
1.2 Which instrument is used to o Voltmeter
a. Pre-knowledge required. measure current in a circuit?
 Definition of current and potential difference o Switch
 Symbols of components of a circuit 1.3 What is the function of a voltmeter?
1.4 Draw the symbols for the following
b. Baseline assessment circuit components :
 Refer to learner activities A resistor, bulb, voltmeter, ammeter, a
c. Do corrections on the board explaining and clarifying misconceptions. battery etc.
2.2 Ma in Bo dy (Le sso n pre se nta tio n) De m o nstra tio n: 30 min

 Pre c a utio n:
Because ammeters are sensitive, and to avoid damage, discuss the connection
Ac tivity 2
of ammeter and voltmeter before learners touch the apparatus. i.e. a lwa ys
2.1 Define an emf
e nsure tha t the a m m e te r is c o nne c te d in se rie s, with the re d c o nne c te d to the Answe ring q ue stio ns
side a tta c he d to po sitive o f the b a tte ry a nd b la c k c o nne c te d to ne g a tive
2.2 Calculate the potential difference 7 min
te rm ina l fro m the b a tte ry sta rting with the b ig g e st sc a le .
across the terminals of a battery if a
 Provide learners with clear instructions to set-up circuit that measures current
charge of 3 C gains 27 J of energy passing
through a resistor or light bulb. (If using demonstration method, learners
through the battery
should connect the circuit components themselves)

 Learners should change the position of an ammeter and record their results 2.3 Although potential difference and emf
 Explain why an ammeter can not be connected in parallel with the resistor, are both measured in volts, they are not
battery or a light bulb the same. Describe the difference
 Explain how the voltmeter should be connected in a circuit ( in parallel with between emf and voltage
resistor, battery etc. because it has higher resistance and no current passes
through it) 2.4 Explain how the flow of charges differ
 Allow learners to change the position of the voltmeter from battery to resistor with the flow of electrons in a circuit C o rre c tio ns: 8 min
or bulb and record the results
 Ask learners to draw a circuit diagram , you can add more components to 2.5
5 min
the sketches below:
2.3 C o nc lusio n Ho m e wo rk: 30 min
Refer to the chalkboard/transparency summary, explaining how a voltmeter and

an ammeter should be connected in a circuit. Review symbols and circuit
diagrams for specific circuit.

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Date: Date:

G RADE 10 SUBJEC T PHYSIC AL SC IENC ES WEEK 19 TO PIC RESISTANC E – TIME: 60 MINUTES Le sso n 1

 Resistance and its unit
 Energy transformation in battery and other circuit components
 Application of resistors on daily lives
 Define resistance and ohm
 Illustrate the microscopic description of resistance in terms of electrons moving through the conductor
 Explain energy transformation in a battery and resistor

Demonstration , Investigative & Question and answer
Ac tivity 1 o Resistors
2. Le sso n de ve lo pm e nt: o Batteries
2.1 Intro duc tio n 1.1 Define resistance
o Ammeter
a. Pre-knowledge required. 1.2 What is the SI unit of potential o Voltmeter
 Electric current and circuit diagrams difference?
o Switch
 Potential difference
1.3 Describe the energy conversion
b. Baseline assessment that take place in :
 Refer to learner activities a) Radio speaker
b) Light bulb
c. Do corrections on the board explaining and clarifying misconceptions. c) Electric stove
1.4 Give the difference between emf
and potential difference
1.5 Why can’t an ammeter be
connected across the battery in a
2.2 Ma in Bo dy (Le sso n pre se nta tio n) circuit?
 Simple demonstration using an ammeter, voltmeter, wires and batteries can

make the introduction of the lesson interesting. Connect the ammeter, 2.2 De m o nstra tio n De m o nstra tio n: 30 min
voltmeter and the batteries together, then ask learners to record the results.
 Repeat the same, add the resistor and ask learners to record the results. Ac tivity 2
 Learners will compare the results observed without a resistor and the results 2.1 Define resistance
observed with a resistor.
 Seek explanation of the drop in current as in the second observation Answe ring q ue stio ns: 10 min

 Define resistance R as the property of matter that tends to oppose the flow of 2.2 In which SI unit is resistance
current in a conductor( If possible, show learners some of the common measured? Define this SI unit
samples of the resistors)
 Define the unit of resistance(ohm) as one volt per ampere and show the ratio 2.3 State the factors that influence
V resistance of a metallic conductor
I
 Give the microscopic description in terms of electrons moving through the 2.4 What is the scientific name given to
conductor the ratio V ?
 Identify the factors that influence the resistance of a conductor and explain I
how each factor affects the resistance of a metallic conductor ( If time allows, 2.5 A long nichrome wire has more C o rre c tio ns: 1 0 min
you may demonstrate to the learners. Otherwise summary is enough ) resistance to current than a short
o The longer the conductor, the higher is the resistance one of the same thickness. Explain
o Resistance increase with an increase in Temperature why.
o Thicker conductors have lower resistance than thinner conductors of the
same material
o Different materials will have different resistance. Nichrome (alloy of Nickel
and Chromium) will have higher resistance than copper or aluminium
 Mention application of resistance in daily life, e.g. stove, heaters, geysers,
electric iron, light bulbs, and etc.
The heating effect of current is utilised in the electrical heating appliances such
as electric iron, room heaters, water heaters, etc. All these heating appliances
contain coils of high resistance wire made of nichrome alloy. When these
appliances are connected to power supply by insulated copper wires then a
large amount of heat is produced in the heating coils because they have high Ho m e wo rk: 30 min
resistance, but a negligible heat is produced in the connecting wires because
the wires have low resistance.

 The heating effects of electric current is utilized in electric bulbs for producing
light. When electric current passes through a thin high resistance tungsten
filament of an electric bulb, the filament becomes white hot and emits light.
 An 'electric fuse' is an important application of the heating effect of current.
When the current drawn in a domestic electric circuit increases beyond a
certain value, the fuse wire gets over heated, melts and breaks the circuit. This
prevents fire and damage to various electrical appliances.
 Explain why a battery in a circuit goes flat eventually by referring to energy
transformation that take place in a battery and resistor. i.e. When the
potential energy has been converted into other forms of energy and the
difference in potential energy between the positive and the negative
terminals of the battery is zero, the battery goes flat.
2.3 C o nc lusio n
Chalkboard / whiteboard summary concludes the lesson , considering the

definition of resistance, ohm and the factors influencing resistance of a metallic
conductor. Daily application of resistors should be stated to inform learners of link
between Science in class and daily application (im po rta nc e o f re sisto rs) of
Science.

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Date: Date:

G RADE 10 SUBJEC T PHYSIC AL SC IENC ES WEEK 19 TO PIC RESISTO RS IN SERIES 2 – TIME: 60 MINUTES Le sso n 3
LESSO N SUMMARY FO R: DATE STARTED: 122222 DATE C O MPLETED: TIM E : 6 0 M IN

 Effect of resistors in series
 Total resistance in a circuit
 Potential difference across each resistor and total potential difference
 Measure resistance of each resistor and calculate the total resistance of the circuit
 Measure potential difference across of each resistor and calculate the total potential difference in a circuit
 Describe the effect of resistors connected in series

Demonstration , Investigative & Question and answer o 3 Resistors
Ac tivity 1
o Batteries
2. Le sso n de ve lo pm e nt:
2.1 Intro duc tio n 1.1 Define resistance o 3 Ammeters
1.2 How should ammeter and voltmeter be
o 4 Voltmeter
a. Pre-knowledge required. connected in a circuit
 Resistance, calculations and current 1.3 What is the relationship between o Switch
 Potential difference current and resistance in a circuit?
1.3 Measure current on each resistor
b. Baseline assessment and record results
 Refer to learner activities 1.4 Measure potential difference on
each one of the resistors and
c. Do corrections on the board explaining and clarifying misconceptions. record the results
2.2 Ma in Bo dy (Le sso n pre se nta tio n) 2.2 De m o nstra tio n

 From the previous summary : resistors in series are:
Ac tivity 2
o Potential dividers 2.1 What effect do resistors in series
have on the total resistance of the circuit ?
o Current is the same
2.2 A circuit consists of a 12 V battery
Total resistance increases and the circuit diagram, calculations to find re sista nc e , connected across a single resistor. If the De m o nstra tio n: 3 0 min
current in the circuit is 3 A, calculate the size
c urre nt or potential diffe re nc e can be done using
of the resistor. (4Ω)
R = V 2.3 Two 5Ω resistors are connected in
series with a 12 V battery.
I
Determine:

 Provide learners with a question to demonstrate manner in which (a) the potential difference across each Answe ring q ue stio ns
calculation(s) should be done in physical science. resistor; and
10 min
(b) the current flowing in the circuit. (6 V, 1.2
Example 1 A)
The current through light bulb in the section of a circuit is 0,625 A whereas the
voltmeter reading is 240 V. Calculate the resistance of the light bulb.
 2.4 . Consider the following circuit and
2.3 C o nc lusio n
then answer the questions below.
Chalkboard / whiteboard summary concludes the lesson , stating that resistors in
series are:
o Potential dividers
C o rre c tio ns : 10 min
o Total resistance increases
Report writing skills can be practiced from time to time using demonstrations
available.
a. State the potential difference

between X and Z.
b. State the potential difference

between X and Y.
c. How much potential is left at Y
In the c irc uit b e lo w, the re a ding o n the

a m m e te r is 3.2 A.

Determine:
a. the reading on the voltmeter;
b. the potential difference across the 40
resistor; and
Sign: Sign:
Date: Date:

G RADE 10 SUBJEC T PHYSIC AL SC IENC ES WEEK 19 TO PIC RESISTO RS IN PARALLEL – TIME: 60 MINUTES Le sso n 3

 Effect of resistors in parallel
 Describe the effect of resistors connected in parallel

o 3 Resistors
Demonstration , Investigative & Question and answer Ac tivity 1
o Batteries
2. Le sso n de ve lo pm e nt: 1.1 Define resistance o 3 Ammeters

2.1 Intro duc tio n 1.2 How should ammeter and voltmeter
o 4 Voltmeter
be connected in a circuit
a. Pre-knowledge required. 1.3 What is the relationship between o Switch
 Resistance, calculations and current current and resistance in a circuit?
 Potential difference 1.3 Measure current on each resistor
and record results
b. Baseline assessment 1.4 Measure potential difference on
 Refer to learner activities each one of the resistors and
record the results

 Divide learners into groups and provide in each group :
3 Resistors ( e.g. 1Ω, 3Ω, and 5Ω) Ac tivity 2
Batteries
De m o nstra tio n
4 Ammeters 2.1 What effect do resistors in series
30 min
4 Voltmeter have on the total resistance of the
circuit ?
Switch, otherwise a simple class demonstration will do.
2.2

De pe nding o n the tim e a va ila b le , le a rne rs sho uld b e g ive n c ha nc e to : Answe ring q ue stio ns
write inve stig a tive q ue stio n, hypo the sis a nd ide ntify va ria b le s. Assist the m to 2.3
10 min
ide ntify de pe nde nt, inde pe nde nt a nd c o nsta nt va ria b le s
2.4
 Connect three resistors in parallel to each other with the switch and batteries 2.5
 Connect an ammeter before each of the resistors, and the last ammeter
closer to the batteries then record the current on each ammeter. e.g. C o rre c tio ns: 10 min
C urre nt divide s (b ra nc he s) in Ho m e wo rk: 30 min

pa ra lle l
 Draw the circuit diagram on the board and each learner copies it from the
board with each of the ammeters marked on the board. e.g. A1, A2, and A3
 Connect the voltmeters across each of the resistors and the fourth one should
be connected across the batteries
 Learners will record the readings on each voltmeter.
 Total current is calculated from I1, I2, and I3 and the sum is compared to
current in the ammeter closer to the batteries
IT = I1 + I 2 + I3
2.3 C o nc lusio n

parallel are:
o Current dividers

o Potential difference is the same

o Total resistance decreases. Effective resistance of resistors in parallel is lower
than the resistance in the smallest resistor
available.
Sign: Sign:
Date: Date:

G RADE 10 SUBJEC T PHYSIC AL SC IENC ES WEEK 19 TO PIC RESISTO RS IN SERIES – TIME: 60 MINUTES Le sso n 4


o 3 Resistors
o Batteries

2.1 Intro duc tio n 1.2 How should ammeter and
o 4 Voltmeter
voltmeter be connected in a
a. Pre-knowledge required. circuit o Switch
 Resistance, calculations and current 1.3 What is the relationship between
 Potential difference current and resistance in a circuit?
1.3 Measure current on each resistor
b. Baseline assessment and record results
 Refer to learner activities 1.4 Measure potential difference on
each one of the resistors and
c. Do corrections on the board explaining and clarifying misconceptions. record the results
Ma in Bo dy (Le sso n pre se nta tio n)

 Divide learners into groups and provide in each group :
3 Resistors ( e.g. 1Ω, 3Ω, and 5Ω) Ac tivity 2
Batteries
De m o nstra tio n: 30 min
4 Ammeters 2.1 What effect do resistors in series
4 Voltmeter have on the total resistance of the
circuit ?
Switch, otherwise a simple class demonstration will do.
Answe ring q ue stio ns: 10 min

De pe nding o n the tim e a va ila b le , le a rne rs sho uld b e g ive n c ha nc e to :

write inve stig a tive q ue stio n, hypo the sis a nd ide ntify va ria b le s. Assist the m to
ide ntify de pe nde nt, inde pe nde nt a nd c o nsta nt va ria b le s
 Connect three resistors in series with the switch and batteries.
e.g.
 Connect an ammeter before each of the resistors, and the last ammeter
closer to the batteries then record the current on each ammeter. C urre nt is
the sa m e thro ug ho ut the c irc uit
 Draw the circuit diagram on the board and each learner copies it from the
board with each of the ammeters marked on the board. e.g. A1, A2, and A3 Ho m e wo rk: 30 min
 Connect the voltmeters across each of the resistors and the fourth one should
be connected across the batteries
 Learners will record the readings on each voltmeter.
 Total potential difference is calculated from V1, V2, and V3 and the sum is
compared to potential difference across the batteries
VT = V1 + V2 + V3
2.3 C o nc lusio n

series are:
o Potential dividers
o Total resistance increases
available.

Sign: Sign:
Date: Date:

G RADE 10 SUBJEC T PHYSIC AL SC IENC ES WEEK 19 TO PIC RESISTO RS IN PARALLEL 2 – TIME: 60 MINUTES Le sso n 4


o 3 Resistors
o Batteries

2.1 Intro duc tio n 1.2 How should ammeter and voltmeter
o 4 Voltmeter
be connected in a circuit
a. Pre-knowledge required. 1.3 What is the relationship between o Switch
 Resistance, calculations and current current and resistance in a circuit?
 Potential difference 1.3 Measure current on each resistor
and record results
b. Baseline assessment 1.4 Measure potential difference on
 Refer to learner activities each one of the resistors and
record the results

 Fro m the pre vio us le sso n sum m a ry : re sisto rs in PARALLEL a re :
o Current dividers Ac tivity 2
o Potential difference is the same De m o nstra tio n

o Total resistance decreases. Effective resistance of resistors in parallel is lower 30 min
1. Find the c urre nt in the 20Ω a nd 5Ω
than the resistance in the smallest resistor and the circuit diagram, calculations
re sisto rs in the fo llo wing c irc uit.
to find re sista nc e , c urre nt or potential diffe re nc e can be done using

R = V Answe ring q ue stio ns
I 10 min
Equation for the calculation of the parallel resistances R1 and R2:
2. In the c irc uit b e lo w, the re a ding o n

 Provide learners with a question to demonstrate manner in which calculations the a m m e te r is 3.2 A.
should be done in physical science.
Exa m ple 1 C o nc lusio n: 5 min
De te rm ine :
a . the re a ding o n the vo ltm e te r;
a) Calculate the effective resistance of the parallel combination b. the po te ntia l diffe re nc e a c ro ss the
b) Determine the potential difference on V2
40Ω re sisto r; a nd
c) How much is the potential difference through R1?
d) Find potential difference across terminals of the battery
 Insist that learners should identify given quantities, what is required to be
calculated and the relevant equation c. the c urre nt in the 40Ω re sisto r.
 Transcribe the equation to the board and learners do the same on their books

 Substitute without changing subject of the formula
3.
Indic a te m a rk a llo c a tio n a nd e m pha sise the im po rta nc e o f the unit
Exa m ple 2
Use the diagram below and calculate:

a) total resistance in a circuit
b) current in A1
c) How does current in A1 relate to current in A2 ?
d) Determine V1
e) Where do you think potential difference will be lesser? V1 or V2? Give a reason
Fo r the c irc uit a b o ve :

a. De te rm ine the to ta l re sista nc e .
b. Find the re a ding o n the
a m m e te r.
c. Dra w a vo ltm e te r in the
c o rre c t pla c e to m e a sure the
po te ntia l diffe re nc e a c ro ss the
0.3Ω re sisto r.
d. Dra w a n a m m e te r in the c o rre c t
pla c e to m e a sure the c urre nt in the 0.3Ω
re sisto r.
e. De te rm ine the re a ding s o n the
m e te rs m e ntio ne d in pa rts (c ) a nd (d)
a b o ve .
2.3 C o nc lusio n
4) Explain, step by step, how to
Chalkboard / whiteboard summary concludes the lesson, showing how calculations calculate the amount of current (I) that
can be done in physical sciences. Learners are reminded of importance of will go through each resistor in this
parallel circuit, and also the voltage (V)
transcribing and substituting without changing subject of the formula dropped by each resistor:

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Grade 10 Physical Sciences Lesson Plans

LESSO N SUMMA RY FO R: DA TE STA RTED: DA TE C O MPLETED:

At the end of this lesson learners should be able to:

TEA C HING a nd LEA RNING A C TIVITIES

1. TEAC HING METHO D/ S USED IN THIS LESSO N:

Question and Answer; Narrative

2. LESSO N DEVELO PMENT

2.1 Intro duc tio n

PRE- KNO WLEDG E

BASELINE ASSESSMENT: QUESTIONS/ ACTIVITY [10 min.]

Term 2 Page 1 © Gauteng Department of Education (ver.1)

● What are molecules? Give examples.

2.2 Main Bo dy (Le sso n pre se ntatio n)

1. Production of gas bubbles 1. change in the size

Exam ple s o f phy sic al c hang e s Exam ple s o f c he m ic al c hang e s

 Educator discusses the results of the experiment with the learners.

Term 2 Page 2 © Gauteng Department of Education (ver.1)

Water Oxygen gas

3. C o nc lusio n and C halkb o ard sum m ary

Water Oxygen gas

prescribed textbook) [10 min]

Term 2 Page 3 © Gauteng Department of Education (ver.1)

RESO URC ES USED:

Name of Teacher: HOD:

Term 2 Page 4 © Gauteng Department of Education (ver.1)

LESSON SUMMARY FOR: DATE STARTED: DATE COMPLETED:

TEACHING and LEARNING ACTIVITIES

Term 2 Page 5 © Gauteng Department of Education (ver.1)

Term 2 Page 6 © Gauteng Department of Education (ver.1)

3. Conclusion and Chalkboard summary

Term 2 Page 7 © Gauteng Department of Education (ver.1)

HYDROGEN GAS + OXYGEN GAS WATER

2.3 Potassium oxide is formed by burning potassium in oxygen: K + O2 K2O

2.4 Hydrogen reacts with chlorine gas to form hydrogen chloride:

Term 2 Page 8 © Gauteng Department of Education (ver.1)

Name of Teacher: HOD:

Term 2 Page 9 © Gauteng Department of Education (ver.1)

LESSO N SUMMARY FO R: DATE STARTED: DATE C O MPLETED:

At the end of this lesson learners should be able to:

TEAC HING a nd LEARNING AC TIVITIES

1. TEAC HING METHO D/ S USED IN THIS LESSO N:

Question and Answer; Narrative

2. LESSO N DEVELO PMENT

2.1 Intro duc tio n:

PRE- KNO WLEDG E

BASELINE ASSESSMENT : QUESTIONS/ ACTIVITY [10 min.]

Term 2 Page 10 © Gauteng Department of Education (ver.1)

 What are atoms? Give examples.

2.2 Ma in Bo dy (Le sso n pre se nta tio n)

m a ss o f re a c ta nts a nd wa te r m a ss o f pro duc ts a nd wa te r

3. C o nc lusio n a nd C ha lkb o a rd sum m a ry

Term 2 Page 11 © Gauteng Department of Education (ver.1)

Pb(NO3)2 + 2NaI  2 NaNO3 + PbI2

prescribed textbook) [10 min]

RESO URC ES USED:

Name of Teacher: HOD:

Term 2 Page 12 © Gauteng Department of Education (ver.1)

Physical and Chemical change

LESSON SUMMARY FOR: DATE STARTED: DATE COMPLETED:

TEACHING and LEARNING ACTIVITIES

Term 2 Page 13 © Gauteng Department of Education (ver.1)

 What are atoms? Give examples.

2.2 Main Body (Lesson presentation)

A(S) + B(l) C(g) + D(aq) ∆H = + 50 J