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LEARNING AREA FRAMEWORK (Year Plan) :

WORK SCHEDULE:PHYSICAL SCIENCEGRADE: 10 CAPS

TERM: 4/2020 KNOWLEDGE AREA:CHEMICAL SYSTEMS

% cumulative completion

Week

Time frame

Topic

Content, Concepts and Skills

Practical activities

Date completed & signature

Revise Matter & classification

Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

0.0 %

1

15 – 17 Jan 3 days

0,25 Hrs

The material(s) of which an object is composed.

· Properties of materials:

· Strength, brittle, malleable, ductile, density (Pb/Al)

· Thermal and electrical conductivity

· Magnetic or non-magnetic

· Melting point and boiling point

0.0 %

0,25 Hrs

Mixtures:

· Heterogeneous

· Homogeneous

· Properties of:

· Heterogeneous mixture.

· Homogeneous mixture.

· Examples of heterogeneous and homogeneous mixtures

· Make mixtures (sand & water, K2Cr2O74 & water, iodine & ethanol, iodine & water.

· Identify which mixtures are heterogeneous / and homogeneous?

0.0 %

0,25 Hrs

Pure substances:

· Elements

· Compounds.

· Microscopic and symbolic representations for elements, compounds and mixtures.

· Define:

· An element.

· A compound.

· Pure substances

· Classification of substances as:

· Pure, Compounds & Elements.

· Devise criteria for purity - Use mp, bp and chromatography as evidence of purity

· Sand dune - material of which it is made.

· Decide on purity of the following substances: water, tea, salt water, copper, brass, air, oxygen.

· Use molecular models - build pure substances, elements and compounds.

Experiment:

· Paper chromatography - show that water soluble ink-pens or “Smarties” are not pure, but are mixtures of colours.

0.2%

0,25 Hrs

Names and formulae of substances

· Names of compounds

· Cation and anion table

· Writing of names, when given the formulae.

· Writing of formulae, when given the names.

· Meaning of name endings,(–ide, -ite and –ate)

· Meaning of prefixes, di-, tri- etc.

· Identify elements in a compound on labels (food containers, medicine bottles, chocolate wrappers)

· Compare scientific & traditional names for compounds


Week

Time frame

Topic




0.2%

2

20 -24 Jan 5 days

0,25 Hr

Metals, metalloids and non-metals.

· Classify substances (use characteristic properties):

· metals & non-metals

· metalloids:

· describe metalloids: - have mainly non-metallic properties

· increasing conductivity with increasing temperature (the reverse of metals) e.g. silicon and graphite

· Identify metals, non-metals and metalloids - their position on PT and compare number of non-metals & metals

· Identify position & names/symbols of metals, non-metals and metalloids on the periodic table.

· Test copper, lead, aluminium, zinc, iron, sulphur, carbon, iodine, graphite and silicon and identify metallic, metalloid or non-metallic character.

· Give uses of these elements in industry.

0.2%

0,25 Hr

Electrical conductors, semiconductors and insulators

· Test and classify and give examples

· Application -identify substances and ‘appliances/objects’, in common daily use in homes/ offices, for their electrical properties (conductors, insulators and semi-conductors)

· Test glass, wood, graphite, copper, zinc, aluminium, iron nails and materials of your own choice, & classify as:

· Conductors, Semiconductors, insulators

· Heat conductors and insulators

· Magnetic and nonmagnetic

0.4 %

0,25 Hr

Thermal conductors and insulators

· Test and classify materials

· Give examples

·

0.7%

0,25 Hr

Magnetic and nonmagnetic materials.

· Test and classify.

· Examples & the use of magnets in daily life (in speakers, in telephones, electric motors, as compasses)

·

INFORMAL TEST on revision of concepts Week 1 - 2


Week

Time frame

Topic




States of Matter and the Kinetic Molecular Theory

Physical state is only one of the ways of classifying matter. The Kinetic-molecular theory and intermolecular forces are the basis for solid, liquid, gas and solution phenomena

1.5 %

3

27- 31 Jan 5 days

1 Hrs

Three states of matter

· Verify particulate nature of matter by:

· Diffusion

· Brownian motion.

· List and characterize the three states of matter

· Define:

· Freezing, boiling & melting point

· Melting, evaporation, freezing, sublimation and condensation as changes in state

· Identify the physical state and change of state of a substance at a specific temperature, given the mp and the bp of the substance.

· Use play dough/marbles to represent each phase

· Explain macroscopic, submicroscopic

· Use symbols (g, ℓ, s)

2.4 %

1 Hrs

Kinetic Molecular Theory

· Describe a solid, a liquid and a gas according to the Kinetic Molecular Theory in terms of particles of matter.

·

Prescribed experiment for formal assessment:

· Heating curve of water.

Give results on a graph.

Controlled conditions: Write-up of heating curve experiment

·


Week

Time frame




The Atom: basic building block of all matter (Atomic structure)

All matter is made up of atoms. Everything around you, including your own body, your hair, your organs and even the air you breathe is made up of atoms. Atomic theory is the foundation for understanding the interactions and changes in matter. The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structure. Everything in the world is made up of different combinations of atoms from the elements on the periodic table.

2.8 %

4

3 - 7 Feb 5 days

0,5 Hrs

Models of the atom

· Given a list of key discoveries (or hypotheses)

· Match to description of the atom that followed the discovery. (For the period starting with the Greek suggestion that atoms constituted matter, through the electrical experiments of the 19th century, to the discovery of radioactivity, Rutherford’s gold foil experiment and the Bohr model.)

· Identify 5 major contributions to current atomic model used today.

· Purpose of a model of the atomic structure

· Make a list of key discoveries about atomic structure. (key discovery in ONE sentence – match to description of atom - library assignment)

· Make a flow chart on the discoveries OR construct a time line to display the discoveries.

3.3 %

0,5 Hrs

Atomic mass and diameter

· Give a rough estimate of the mass and diameter of an atom

·

Show atom is mainly empty space [nucleus occupying a very small space in any atom (explain -particle scattering exp).]

· Describe and use the concept of relative atomic mass

· Use analogies to compare small nucleus to the atom. (simulate scattering exp.)

4.1 %

1,0 Hrs

Structure of the atom:

· Protons

· Neutrons

· Electrons

· Given a periodic table or suitable data:

· Define the atomic number of an element and give its value.

· Give the number of:

· Protons present in an atom of an element

· Electrons present in a neutral atom

· Show that by removing electrons from an atom the neutrality of the atom is changed

· Determine charge after removing electrons from the atom.

· Calculate the:

· number of neutrons present

· mass number for an isotope of an element

· Use the PT to make a Science puzzle to clarify and strengthen concepts

· Make a drawing to show your interpretation of the structure of an atom.

5 %

4 (cont’)

1,0 Hrs

Isotope

· Explain the term isotope

· Calculate the:

· relative atomic mass of naturally occurring elements from the % of each isotope in a sample of the naturally occurring element and the relative atomic mass of each of the isotopes.

·

Represent atoms (nuclides) using the notation (A = mass no.; Z = atomic number; E = symbol of element

5.9 %

1,0 Hrs

Electron-

configu-ration

· Describe atomic orbitals - shapes of s- and p-orbitals

· State:

· Hund’s rule and

· Pauli’s Exclusion Principle.

· Give electronic arrangement of atoms (up to Z=20) according to:

· orbital box diagrams (notation, (↑↓)) and

· spectroscopic electron configuration notation (1s2, 2s2, 2p6, 3s2, 3p6, 4s2) (Aufbau principle)

· Represent the electronic arrangements of atoms using electron diagrams.

Recommended experiment for informal assessment:

· Flame tests - identify some metal cations and metals


Week

Time frame




Periodic Table

The PT displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structure. Student should develop an understanding about the importance of the periodic table in Chemistry. Knowledge and concepts about periodic trends of physical properties of some elements are required.

7.6 %

5

10 - 14 Feb 5 days

2,0 Hrs

The position of the elements in the periodic table related to their electronic arrange-ment

· Define (of an element in the PT):

· group and period number

· Atomic radius

· Ionization energy

· Electronaffinity AND electronegativity

· Understand arrangement of elements in the PT:

· order of ascending atomic number

· appreciate the PT as a systematic way to arrange elements

· relate the position of an element to its electronic structure and vice versa

· Understand periodicity by looking at the following properties from the elements Li to Ar:

· Atomic radius, electron-affinity, ionization energy & electronegativity

· Density, melting points and boiling points,

· Periodicity in formulae of halides and oxides

· Search for and present information on elements and the development of the PT

· Use an empty PT grid to:

· Make a science puzzle

· Pack own PT and discover the missing elements. Use ff concepts:

· Periodicity

· Predict properties, groups & periods

· Obtain paint colour samples (hardware store). Pack colour chips according to the ff rules:

· Basic colour represents chemical properties

· Shade of the paint chip represents atomic mass

· Similar intensities of shade are in the same period.

· Sequence metals to non metals according to the colours of the visible spectrum from red to violet.

· Remove a few paint chips - pack the periodic table again.

· Describe the properties of the missing chip (elements)

9.4 %

2.0 Hrs

Similarities in chemical properties among elements in Groups 1, 2, 17 and 18

· Chemical properties:

· Relate to electronic arrangement of group 1, 2, 17 & 18 elements

· Describe differences in reactivity of group 1, 2 and 17 elements

· Prediction of unfamiliar elements’ in groups 1, 2, 17 & 18

· (Indicate position on the periodic table of:

· Metals &Nonmetals &Transition metals) DONE ALREADY in WEEK 2


Week

Time frame




Chemical bonding

Interactions between matter generate substances with new physical and chemical properties.

11.1 %

6

17 - 21 Feb 5 days

2 Hrs

Covalent bonding

Covalent bonding:

· Sharing of electrons in the formation of covalent bond - single, double and triple bonds.

· Electron diagrams of simple covalent molecules,

· Names and formulae of covalent compounds

· Draw Lewis dot diagrams of elements

Covalent bond:

· Describe/draw, using electron diagrams, the formation of single, double and triple bonds.

· Write the names and formulae of covalent compounds in terms of the elements present and the ratio of their atoms.

12.0 %

1 Hrs

Ionic bonding

Ionic bonding:

· Transfer of electrons in the formation of ionic bonding,

· Know cations and anions (formulae and names)

· Electron diagrams of simple ionic compounds

· Ionic structure as illustrated by sodium chloride


Ionic bond:

· Describe/Draw using electron diagrams:

· formation of cations, anions & ionic bonds

· Predict the ions formed by atoms of metals and non-metals

· Name ionic compounds based on the component ions

· Describe the structure of an ionic crystal

12.9 %

1 Hrs

Metallic bonding

Metallic bonding

· Sharing a delocalized electron cloud among positive nuclei in the metal.


Metallic bond:

· Describe simple model of metallic bonding

INFORMAL TEST on content in week 3- 6


TERM: 1/2020 KNOWLEDGE AREA:MATTER AND MATERIALS

35


Week

Time frame




7

24 – 28 Feb 5 days

Transverse pulses on a string or spring

14.6 %

2 hours

Pulse

Amplitude

· Define:

· Pulse

· Transverse pulse (particles of the medium move at right angles to the direction of propagation of the pulse)

· Amplitude (max disturbance of particle from rest/equilibrium position)

Recommended experiment for informal assessment:

Use a ripple tank:

Demonstrate constructive and destructive interference of two pulses

Demonstration:

· Motion of a single pulse travelling along a long, soft spring or a heavy rope.

16.3 %

2 hours

Super-position of pulses

· Define/Explain:

· Superposition (Addition of the amplitudes of two pulses that occupy the same space at the same time) – apply to pulses

· Constructive interference

· Destructive interference

· how two pulses (use diagrams), that reach the same point in the same medium superpose constructively and destructively and then continue in the original direction of motion


Week

Time frame

Topic




18.1 %

8

2 - 6 Mar 5 days

2 hrs

Transverse waves

Wavelength frequency, amplitude, period,

wave speed

· Define:

· Transverse wave (Succession of transverse pulses.)

· Wavelength, Frequency, Period, Crest, Trough of a wave.

·

Wave speed (Product frequency & wavelength of wave: v = f )

· Explain the wave concepts - in phase and out of phase.

· Identify on a drawing of a transverse wave:

· Wavelength, Amplitude, Crests, Troughs

· Points in phase, Points out of phase.

·

Know relationship - frequency and period, i.e. f = and T =

·

Do calculations with the wave equation, v = f

19 %

1 hr

Longitudinal waves:

On a spring

· Generate a longitudinal wave in a spring

· Draw a diagram:

· To represent a longitudinal wave in a spring

· Show direction of motion of wave relative to direction particle motion

Demonstration:

· Generate a longitudinal wave in a spring

19.8 %

1 hr

Wavelength, frequency, amplitude, period, wave speed

· Define: (of a longitudinal wave)

· Wavelength

· Amplitude

· Compression and Rarefaction

· Period and Frequency

·

Know/use relationship between period and frequency,

·

Do calculations, using the wave equation, v = f


Week

Time frame

Topic




21.6 %

9

9 - 13 Mar 5 days

2 hrs

Sound waves

· Explain origin of sound waves (Created by vibrations in a medium in the direction of propagation. The vibrations cause a regular variation in pressure in the medium.)

· Describe a sound wave as a longitudinal wave

· Explain the relationship between wave speed and the properties of the medium in which the wave travels (gas, liquid or solid)

· Understand:

· Sound waves undergo reflection

· Echos

· Do calculations using the wave equation, v = f - involving also echoes, sonar & bats

22.4 %

1 hrs

Pitch, loudness, quality (tone)

· Relate:

· Pitch of a sound to the frequency of a sound wave

· Loudness of a sound to both the amplitude of a sound wave and the sensitivity of the human ear

23.3 %

1 hours

Ultrasound

· Describe ultrasound (sound with frequencies higher than 20 kHz to about 100 kHz.)

· Explain image creation using ultrasound (wave encounters a boundary between two media, part of the wave is reflected and part is transmitted).

· Describe medical benefits and uses of ultrasound, e.g. safety, diagnosis, treatment, pregnancy.

CONTROLLED TEST 1


Week

Time frame

Topic




23.7 %

10

16 – 20 Mar 5 days

0,5 hrs.

Electromagnetic Radiation

Dual (particle/wave) nature

· Explain some aspects of behaviour of EM radiation by using a:

· Wave model

· Particle model.

24.6 %

1 hrs.

Nature of EM radiation

· Describe source of EM waves - accelerating charge

· Explain EM wave propagation (use words & diagrams - electric field oscillating in one plane produces a magnetic field oscillating in a plane at right angles to it, which produces an oscillating electric field, etc)

· State that these mutually regenerating fields travel through space at a constant speed of 3 x 108 m∙s-1, represented by c.

25.5 %

1 hrs.

EM spectrum

· Given (a list) of different types of EM radiation, i.e. gamma rays, X-rays, ultraviolet light, visible light, infrared, microwave and radio and TV waves:

· Arrange them in order of frequency or wavelength

· Give an example of the use of each type

· Indicate penetrating ability & relate to energy of the radiation

· Describe dangers of gamma rays, X-rays, damaging effect of UV radiation on skin

· Discuss radiation from cell-phones

·

Calculate frequency and vice versa, using the equation, c = f if wavelength is given

26.4 %

1 hours

Nature of EM as particle – energy of a photon related to frequency and Wavelength

· Define:

· a photon

·

Calculate the energy of a photon, using E = hf = , (where h = 6,63 x 10−34 J·s is Planck’s constant, c = 3 x 108 m·s−1 (speed of light in a vacuum; =is the wavelength.)

26.8 %

0,5,hrs

Waves, legends and folklores

· Discuss qualitatively animal behavior related to natural disasters across at most two different cultural groups and within current scientific studies


TERM: 1/2020 KNOWLEDGE AREA:WAVES, LIGHT AND SOUND

END OF TERM 1


Week

Time frame

Topic




Particles substances are made of

Matter is described as anything that has mass and occupies space. All matter is made up of atoms. Atoms can combine to form compounds: molecular compounds (molecules) or ionic compounds (salts) or metals (copper or iron or …)

33.8 %

11

31 March – 3 April 4 days

8 hours

Atoms and compounds

Molecules (molecular substances) are due to covalent bonding.

· Describe:

· ATOMS (very small particles of which all substances are made.)

· only substances found in atomic form are noble gases

· COMPOUNDS (group of 2 or more atoms, attracted by relatively strong forces or bonds. The atoms are combined in definite proportions.)

· MOLECULES (when atoms share electrons, are bonded covalently, the resulting collection of atoms is known as a molecule)

· General rule:

· molecular substances (sharing of electrons) - composed of nonmetallic elements.

· Ionic substances (electrons are transferred – composed of both metallic element (forming positive ions) and nonmetallic elements (forming negative ions)

· Give examples of molecules:

· Covalent molecular structures: consist of separate molecules: oxygen, water, petrol, CO2, S8, C60 (buckminsterfullerene or buckyballs)

· Covalent network structures: -consist of giant repeating lattices of covalently bonded atoms: diamond, graphite, SiO2, some boron compounds

· Draw diagrams to represent molecules (circles to represent atoms) :

· Give formula of a molecule from a diagram of the molecule & vice versa

· Use molecular formula (covalent molecular structures), e.g. O2, H2O, C8H18, C12H22O11, etc

· Empirical formulae (covalent network structures), e.g. C (diamond, graphite) and SiO2 as quartz, glass or sand.

· Recognize molecules from models (space filling, ball and stick, …)

Experiment:

The electrolysis of water (sodium sulfate added) - identify products, elements and the compounds.

Demonstration:

1. Use “Jelly Tots” & tooth picks or play dough

2. Use atomic model kits.


Week

Time frame

Topic




35,5 %

12

6 – 9 April 4 days

2 hrs

Ionic substances are due to ionic bonding.

· Transfer of electrons of atoms from one atom to another atom: form + and - ions, the ions bond with ionic bonds

· Resulting solid is an ionic substance (or salt or ionic compound)

· General rule ionic substances - composed of both metallic elements (usually forming positive ions) and nonmetallic elements (usually forming negative ions)

· Give examples (solids, salts, ionic compounds), e.g. NaCl & KMnO4 crystal, …

37.3 %

2 hrs

Metals

· Metal atoms lose their outer electrons - form a lattice (regularly spaced + ions & outer electrons form a delocalized “pool” of electrons that surround the + ions)

· Resulting collection of atoms - a metal.

· Give examples: Metals, e.g. a metal crystal (piece of Cu, Zn, or Fe)


TERM: 2/2020 KNOWLEDGE AREA:MATTER AND MATERIALS


Week

Time frame

Topic




39.9 %

13

14 - 17 April 4 days

3 hours

Separation of particles in physical change and chemical change.

· Define a:

· physical change (a change that does not alter the chemical nature of the substance, no new chemical substances are formed)

· chemical change (a change in which the chemical nature of the substances involved changes, new chemical substances are formed)

· Describe (during physical changes) how rearrangement of molecules occurs:

· Separation of molecules - evaporation water to form water vapour

· Disordering of H2O molecules - ice melts due to breaking of IMF

· Energy change (as small) - in relation to chemical changes

· Conservation of mass, numbers of atoms and molecules

· Describe:

· examples of a chemical change:

· Decomposition of hydrogen peroxide to form water and oxygen;

· Synthesis reaction - occurs when H2 burns in O2 to form water.

· Energy involved - chemical changes - much larger than those of physical change - H2 used as a rocket fuel

Practical Demonstration: Show physical changes:

1. macroscopically - when ice is heated - to liquid and to gas.

2. with small plastic pellets/marbles the arrangement of the particles in ice, water and water vapour.

3. Separation reactions: - distillation, filtration and paper-chromatography.

Show chemical changes:

4. Mix iron & sulfur - Separate with magnet.

5. Heat iron and sulfur with a burner. Test the new substance formed.


Week

Time frame




PHYSICAL & CHEMICAL CHANGE

The properties of matter determine how matter interacts with energy.

40.7 %

14

20 - 24 April 5 days

1 hrs

Conservation of atoms and mass.

· Illustrate the conservation of atoms and non-conservation of molecules during chemical reactions (Conservation of mass & atoms, but not the number of molecules

· Show with diagrams of the particles

· Use models of reactant molecules (coloured marbles & ‘prestik’)

· Draw diagrams representing molecules at a submicroscopic level

· Show particle rearrangement in chem. react. & conservation of atoms

Experiments:

1. Add H2O2 to MnO2 (catalyst). Collect the oxygen by the downwards displacement of water in the test tube.

2. H2 combustion in O2.

3. Investigate ratio in which the ff elements combine - AgNO3 and NaCl; Pb(NO3)2 and NaI; FeCl3 and NaOH

Recommended experiment for informal assessment. Prove law of Conservation of matter by reacting:

· lead(II) nitrate with sodium iodide

· NaOH with HCl

· Cal-C-Vita tablet with water

4.

Law of constant

composition

· State the law of constant proportions

· Explain the ratio in a particular compound - fixed as represented by its chemical formula

5.


Week

Time frame




Representing chemical change

Balanced chemical equations represent chemical change and concur with the Law of Conservation of Matter. Balanced chemical equations are fundamentally important for understanding the quantitative basis of chemistry. Always start with a balanced chemical reaction equation before carrying out a quantitative study of the chemical reaction.

44.2 %

15

28 – 30 Apr 3 days

4 hours

Balanced chemical equations

· Represent chemical changes using reaction equations

· translate word equations into chemical equations with formulae

· use subscripts to represent phases (s), (), (g) and (aq)

· Balance reaction equations by:

· using models of reactant molecules (coloured marbles & ‘prestik’) and rearranging the ‘atoms’ to form the products while conserving atoms

· representing molecules at a sub-microscopic level - use coloured circles and simply rearranging the pictures to form the product molecules while conserving atoms’

· inspection using reaction equations

· Interpret balanced reaction equations in terms of

· conservation of atoms

· conservation of mass (use relative atomic masses)

Experiment:

Test Law of Conservation of Matter:

Amount of product is related to amount of reactant according to balanced equation (sodium hydrogen carbonate and dilute sulphuric acid).

· INFORMAL TEST week 11 - 15


TERM: 2/2020 KNOWLEDGE AREA:CHEMICAL CHANGE


Week

Time frame




16

4 – 8 May 5 days

Magnetism

44.7 %

0,5 hrs

Magnetic field of permanent magnets

· Explain/know:

· a magnetic field (Region in space where another magnet or ferromagnetic material will experience a force (non-contact))

· An electric field (is a region in space where an electric charge will experience an electric force.)

· The gravitational field (is a region in space where the mass will experience a gravitational force.)

· Compare the magnetic field with the electric and gravitational field

Pattern & direction of the magnetic field around a bar magnet.

45.5 %

1 hour

Poles of permanent magnets, attraction and repulsion, magnetic field lines

· Describe:

· a magnet (object with a pair of opposite poles, called north and south.) Even if the object is cut into tiny pieces, each piece will still have both a N and a S pole.

· Predict behaviour of magnets when brought close together - apply fact: like magnetic poles repel & opposite poles attract

· Magnetic field lines:

· Show shape around a bar magnet and a pair of bar magnets placed close together - use iron filings or compasses

· Sketch - show shape, size and direction of the magnetic field of different arrangements of bar magnets

46 %

0,5 hours

Earth’s magnetic field, compass

· Explain how a compass indicates the direction of a magnetic field.

· Compare the magnetic field - Earth and a bar magnet - use words and diagrams

· Explain the difference between the geographical North pole and the magnetic North pole of the Earth.

· Give examples of phenomena are affected by Earth’s magnetic field e.g. Aurora Borealis (Northern Lights), magnetic storms.

· Discuss qualitatively how the earth’s magnetic field provides protection from solar winds

16 (cont’)

Electrostatics

47.3 %

0,5 hours

Two kinds of charge

· Know that:

· All materials contain +ve charges (protons) and -ve charges (electrons).

· An object that has an equal number of electrons and protons is neutral (no net charge)

· Positively charged objects are electron deficient and negatively charged objects have an excess of electrons

· Describe how objects (insulators) can be charged by contact (or rubbing) – tribo-electric charging

Practical Demonstration:

Rubbing a balloon against dry hair. Bring a charged balloon, rubbed against dry hair, near a stream of smooth flowing water (laminar flow).

48.1 %

1 hour

Charge conservation

· State the principle of conservation of charge (The net charge of an isolated system remains constant during any physical process. e.g. two charges making contact and then separating.)

· Apply the principle of conservation of charge

· Know:

·

that when two objects having charges Q1 and Q2 make contact, each will have the same final charge: Q = after separation

· the SI unit for electric charge (coulomb)

49.9 %

2 hrs

Charge quantization

· State and apply the principle of charge quantization, use Q = nqe (qe = 1,6 x 10-19 C)

50.3 %

0,5 hrs

Force exerted by charges on each other - Attraction between charged and uncharged objects (polarisation)

· Recall - like charges repel and opposite charges attract

· Explain how charged objects can attract uncharged insulators because of the movement of polarized molecules in insulators


Week

Time frame




17

11 - 15 May 5 days

Electric circuits

51.2 %

1 hr

Emf

Terminal potential difference (pd)

· Define potential difference ( in terms of work done and charge (V = W/Q))

· Know that voltage measured across the terminals of a battery when:

· no current is flowing through the battery is called the emf.

· a current is flowing through the battery is called terminal potential difference (pd).

· Unit: Emf and pd are measure in volts (V)

· Do calculations using V = W/Q

Practical Demonstrations:

Set up a circuit to measure the:

1. emf and potential difference. (Account for the discrepancy in readings).

2. current flowing through a resistor or light bulb and also to measure the potential difference across a light bulb or resistor.

52.1 %

1 hour

Current

· Define current, I (rate of flow of charge)

· Unit - measured in ampere (A), = coulomb per second

·

Calculate current flowing, use equation I =

· Indicate the direction of the current in circuit diagrams (conventional)

52.9 %

1 hour

Measure-ment of voltage (pd) and current

· Draw a diagram to show how to correctly connect:

· an ammeter to measure the current through a given circuit element

· a voltmeter to measure the voltage across a given circuit element

53.8 %

1 hour

Resistance

· Define resistance (opposition to the flow of electric current)

·

Unit: of resistance; one ohm () - one volt per ampere.

· Give a microscopic description of resistance - ito electrons moving through a conductor colliding with the particles of which the conductor (metal) is made and transferring EK.

· Explain:

· And state factors that affect resistance of a substance

· Why a battery in a circuit goes flat eventually - refer to the energy transformations that take place in the battery and the resistors in a circuit

INFORMAL TEST week 16 - 17


Week

Time frame




55.6 %

18

18 - 22 May 5 days

2 hrs

Resistors in series

· Know that:

· Current is constant through each resistor in series circuit.

· Series circuits are called voltage dividers because the total potential difference is equal to the sum of the potential differences across all the individual components.

· Calculate the equivalent (total) resistance of resistors connected in series using: Rs = R1 + R2 + …

57.3 %

2 hrs

Resistors in parallel

· Know that:

· Voltage is constant across resistors connected in parallel.

· A parallel circuit is a current divider - the total current in the circuit is equal to the sum of the branch currents.

·

Calculate the equivalent (total) resistance of resistors connected in parallel using:

· Know that for two resistors connected in parallel, the total resistance can be calculated using:

Rp = =

Prescribed experiment:

Part 1

Set up a circuit to show that series circuits are voltage dividers, while current remains constant,

Part 2

Set up a circuit to show that parallel circuits are current dividers, while potential difference remains constant

Controlled conditions: Write-up of electric circuit experiment


TERM: 2/2020 KNOWLEDGE AREA:ELECTRICITY & MAGNETISM


Week

Time frame




19 - 21

25 May – 12 Jun

3 weeks

Formal evaluation – Midyear Examination

END OF TERM 2


TERM: 2/2020 KNOWLEDGE AREA:FORMAL ASSESSMENT


Week

Time frame




Reactions in aqueous solution:

Chemical reactions can be investigated and described through their stoichiometric, kinetic, equilibrium, and thermodynamic characteristics. Many reactions in chemistry and the reactions in living systems are carried out in aqueous solution. We shall study chemical reactions that occur in aqueous solutions where water is the solvent.

59 %

22

7 – 10 Jul 4 days

2 hrs

Corrections JUNE EXAM

Ions in aqueous solution: their interaction and effects.

· Define the process of :

· Dissolving (solid ionic crystals breaking up into ions in H2O)

· Hydration (where ions become surrounded with water molecules in water solution) (no IMF - only the polarity of the water molecule and the charge of the ions).

· Explain how water is able to dissolve ions:

· Use diagrams representing interactions at the sub-microscopic level,

· Refer to the polar nature of the water molecule

· Represent the dissolution process by using:

· balanced reaction equations

· use abreviations, (s) and (aq), appropriately e.g. when salt is dissolved in water, ions form according to the equation:

NaCl(s) Na+(aq) + Cl-(aq)

Practical work:

Investigate different types of :

1. Solutions (table salt, KMnO4, NaOH and KNO3 in water).

2. Write balanced ionic equations for each.

3. Ion-exchange reactions


Week

Time frame




59.9 %

23

13 – 17 Jul 5 days

1 hour

Electrolytes and extent of ionization as measured by conductivity

· Describe a simple circuit to measure conductivity of solutions

· Relate conductivity to:

· Concentration of ions in solution

· Solubility of particular substances

· Type of substance – some substances such as sugar, dissolve but does not affect conductivity, it means conductivity will not always be a measure of solubility

Experiment:

1. Dissolve respectively 500 mg sugar, sodium chloride, calcium chloride and ammonium chloride in 1 ml water. Measure the temperature. Evaporate the water afterwards.

2. Do some qualitative analysis tests of cations and anions (e.g. chlorides, bromides, iodides, sulfates, carbonates).

3. Prepare a salt (e.g. CuCO3) from its soluble reagents.

62.5 %

3 hours

Precipitation reactions

· Write balanced reaction equations to describe precipitation of insoluble salts

· Explain how to test for the presence of the following anions in solution:

· Chloride, iodide and bromide – using silver nitrate and nitric acid

· Sulfate – using barium nitrate and nitric acid

· Carbonate –using barium nitrate and acid (precipitate dissolves in nitric acid)

· Identify an ion or ions in a solution from:

· a description of the reactants mixed and

· the observations of the products

1.

64.3 %

2 hours

Other chemical reaction types in water solution

· Ion exchange reactions:

· Precipitation reactions

· Gas forming reaction

· Acid-base reactions.

· Driving force of each reaction type? (formation of - insoluble salt, gas; transfer of: protons, electrons)

· Redox reactions. Use the charge of the atom as:

· an indication of electron transfer

· to demonstrate how losing or gaining electrons affect the overall charge of an atom.

2.


Week

Time frame




24

20 - 24 Jul 5 days

Quantitative aspects of chemical change:

65.1 %

1 hour

Atomic mass and the MOLE CONCEPT

· Define:

· mole (SI unit for amount of substance)

· molar mass.

· Describe the:

· relationship between mole and Avogadro’s number

· relationship between amount of substance, relative atomic mass, molar mass and relative molecular mass and relative formula mass

· Calculate the molar mass of a substance given its formula

66.9 %

2 hours

Molecular and formula masses

· Reason qualitatively and proportionally the relationship between number of moles, mass and molar mass

· Calculate:

· Mass

· molar mass

·

number of moles, using n =

· Determine the:

· empirical formula for a given substance from percentage composition

· number of moles of water of crystallization in salts like AlCl3.nH2O.

Experiment:

1. Remove the water of crystallization from copper(II) sulfate or cobalt(II) chloride .

2. Determine the number of moles of water removed from the crystals


Week

Time frame




68.6 %

25

27 - 31 Jul 5 days

2 hours

Determine the comp. of substances

· Determine percent composition of an element in a compound.

· Define:

· Concentration (moles per volume)

· Calculate:

·

concentration, using C =

1. Describe practical quantitative methods for determining chemical composition

2. Determine the percentage composition from the chemical formula of the substance


Week

Time frame




69.5 %

26

3 – 7 Aug 5 days

1 hrs

Amount of substance (mole), molar volume of gases, concentra-tion of solutions

· Define molar volume (1 mol of gas occupies 22,4 dm3 at 00C (273 K) and 1 atmosphere (101.3 kPa)

· Calculate the:

· number of moles of a salt with given mass.

· molar concentration of a solution.

71.2 %

2 hours

Basic stoichio-metric calculations

· Calculate/determine the:

· concentration, mass, moles, molar mass and volume.

· theoretical yield of a product in a chemical reaction, when you start with a known mass of reactant.

INFORMAL TEST week 22 - 26


TERM: 3/2020 KNOWLEDGE AREA:CHEMICAL CHANGE


Week

Time frame




74.7 %

27

11 - 14 Aug 4 days

4 hours

Vectors and scalars

Introduction to vectors & scalars.

· List physical quantities (time, mass, weight, force, charge etc.)

· Define and differentiate between: vector and a scalar quantity.

· Understand:

·

represents the force vector

· F represents the magnitude of the force vector

· Graphical representation of vector quantities.

· Properties of vectors: equality of vectors, negative vectors, addition, subtraction and multiplication of vectors (use force vector) (1D only)

· Define resultant vector.

· Find resultant vector:

· graphically (tail-to-head method) and

· by calculation using a maximum of four force vectors (1D only)


Week

Time frame




Motion in one dimension:

77.3 %

28

17 - 21 Aug 5 days

3 hours

Reference frame, position, displacement and distance

· Describe concept of a frame of reference (has origin and a set of directions e.g. East and West OR up and down.)

· Define:

· one dimensional motion

· position - relative to reference point , can be positive or negative

· distance - scalar quantity

· Displacement (change in position, vector quantity that points from initial to final position.)

· Know and illustrate difference between displacement & distance

· Calculate distance and displacement for one dimensional motion


1. Use a long straight track, a curved track, a toy car and a meter rule to illustrate the concept of position, distance and displacement.

2. Make cardboard arrows to represent vector quantities.


Week

Time frame




81.7 %

29

24 – 28 Aug 5 days

5 hours

Average speed, average velocity, acceleration

· Define Average …:

· Speed (distance travelled divided by the total time, scalar quantity)

·

Velocity (displacement (or change in position) divided by the time taken, vector quantity). Use as symbol for vave.

· Acceleration (change in velocity divided by the time taken) (acceleration provides no info about the direction of motion; it only indicates how the motion (velocity) changes)

· Differentiate between positive acceleration, negative acceleration and deceleration

· Know acceleration does NOT provide info regarding direction of motion, only how motion (velocity) changes.

· Calculate Average …:

· speed

· velocity for one dimensional motion

· Convert between different units - speed & velocity, (m·s-1, km·h-1)

Experiment:

Measurement of velocity


Week

Time frame




83.4 %

30

31 Aug - 4 Sep 5 days

2 hours

Instantaneous velocity, instantaneous speed

· Define instantaneous:

· velocity (displacement (or change in position) divided by an infinitesimal (very small) time interval), vector quantity

· speed (magnitude of the instantaneous velocity)

CONTROLLED TEST 2


Week

Time frame




Instantaneous speed and velocity and the equations of motion.

86.1 %

31

7 – 11 Sep 5 days

3 hours

Description of motion in words, diagrams, graphs and equations.

· Describe (using words):

· motion with uniform velocity & uniformly accelerated motion (distinguish between them)

· the motion of an object given its position vs time, velocity vs time and acceleration vs time graph

· Determine the :

· velocity of an object from the gradient of the position vs time graph.

· Know that the slope of a tangent to a position vs. time graph yields the instantaneous velocity at that particular time.

· acceleration of an object from the gradient of the velocity vs time graph.

· displacement of an object by finding the area under a velocity vs time graph.

· Calculate:

· Use the kinematics equations to solve problems involving motion in one dimension (horizontal only). Use …

vf = vi + aΔtΔx = viΔt + ½a(Δt)2vf2 = vi2 + 2aΔxΔx =

· Demonstrate understanding of motion of a vehicle & safety issues e.g. relationship speed & stopping distance.


Week

Time frame




86.1 %

32

14 - 18 Sept 5 days

0 hours

· Revision of mechanics

· (May continue with energy, Term 4)

· INFORMAL TEST week 27 - 31

END OF TERM 3


TERM: 3/2020 KNOWLEDGE AREA:MECHANICS


Week

Time frame




Energy:

87.4 %

33

29 Sep – 2 Oct 4 days

1,5 hrs

Gravitational potential Energy

· Define gravitational potential energy of an object (energy it has because of its position in the field relative to some reference point.)

· Determine the gravitational potential energy of an object using EP = mgh

88.7 %

1,5 hrs

Kinetic energy

· Define kinetic energy (energy an object possess as a result of its motion)

· Determine the kinetic energy of an object using EK = ½mv2

89.5 %

1 hr

Mechanical energy (EM)

· Define mechanical energy (the sum of the gravitational potential and kinetic energy.)

· Determine/calculate, use equation: EM = EK + EP


Week

Time frame




93 %

Energy:

34

5 - 9 Oct 5 days

4 hrs

Conservation of mechanical energy (in the absence of dissipative forces).

· State:

· The law of the conservation of energy

· That in the absence of air resistance, the mechanical energy of an object moving in the earth’s gravitational field is constant (conserved)

· Apply the principle of conservation of mechanical energy to various contexts (objects dropped or thrown vertically upwards, the motion of a pendulum bob, roller coasters and inclined plane problems)

· Use equation: EK1 + EP1 = EK2 + EP2


Conversion of Energy

(qualitative

INFORMAL TEST based on content of week 33 - 34


TERM: 4/2020 KNOWLEDGE AREA:MECHANICS


Week

Time frame




The hydrosphere

The hydrosphere consists of the earth’s water. It is found as liquid water (both surface and underground), ice (polar ice, icebergs, and ice in frozen soil layers called permafrost), and water vapour in the atmosphere.

96.5 %

35

12 - 16 Oct 5 days

8 hours

Its composition and interaction with other global systems

· Identify the hydrosphere and give an overview of its interaction with the atmosphere, the lithosphere and the biosphere. Water moves through:

· air (atmosphere)

· rocks and soil (lithosphere)

· plants and animals (biosphere)

· dissolving and depositing, cooling and warming.

· Explain how the building of dams affects the lives of the people and the ecology in the region

Activity:

Study the ecology of the dams built to provide water for communities. Interviews with the people who have lived in the area under investigation for many years or rely on literature about their areas.

· Study the ecology of rivers in your area

· Investigate how the building of dams has changed the ecology of rivers and the livelihood of people in the areas - apply science

100%

36

19 - 24 Oct 5 days

Recommended experiment for informal assessment

Test water samples for carbonates, chlorides, nitrates, nitrites, pH

Look at water samples under the microscope.

37

26 – 30 Oct

5 days

REVISION

38 - 42

2 Nov – 2 Dec

5 weeks

FINAL EXAMINATION

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