Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
Physical Sciences
WEEK
14
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
TOPIC
Physical and Chemical change
(chemical change) - Time: 60 minutes
Lesson
1&2
DATE COMPLETED:
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.
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.
TEACHING and LEARNING ACTIVITIES
1. TEACHING METHOD/S USED IN THIS LESSON:
Question and Answer; Narrative
2. LESSON DEVELOPMENT
2.1 Introduction
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-KNOWLEDGE
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.
EDUCATOR tests 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)
Grade 10 Physical Sciences Lesson Plans
● 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 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.
physical changes
chemical changes
common signs that a chemical change has occurred are:
common signs that a physical change has occurred are:
1. Production of gas bubbles
2. Change in the way something smells
3. A release of energy such as a flash or a sound (like a firecracker)
4. A precipitate forms (two liquids mixed together form a solid
and a liquid)
1. change in the size
2. change in shape,
3. change in colour, or
4. Change in state/ phase of matter of a substance.
5. No new substance is produced.
Examples of physical changes
Examples of chemical changes
• A grape when stepped on (changes shape)
Blowing up a balloon (changes size and shape)
• Liquid water turning to ice (changes state of matter)
• Liquid water turning to steam (changes state of matter)
• Mixing salt and sugar (changes the appearance, but you can still
separate the mixture)
• Mixing water and salt (changes the appearance, but you can still
separate the mixture)
 Metal rusting (new substance formed)
• Stomach digesting food (break down of food to new substances)
• Plant carrying out photosynthesis (putting water and carbon dioxide
together to make sugar)
• Mixing baking soda and vinegar (makes a neutral liquid and a gas)

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 CATALYST 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.
Term 2 Page 2
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
Water
2 hydrogens : 1 oxygen
Hydrogen Peroxide
2 hydrogens: 2 oxygens

Oxygen gas
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. 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 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:
Hydrogen Peroxide
2 hydrogens: 2 oxygens
Water
2 hydrogens : 1 oxygen
Oxygen gas
2 oxygens
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]
Term 2 Page 3
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
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.
RESOURCES 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).
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 2 Page 4
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
Physical Sciences
WEEK
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
15
TOPIC
Physical and Chemical change (conservation
of matter) – Time: 60 minutes
Lesson
1
DATE COMPLETED:
At the end of this lesson learners should be able to:
 Illustrate the conservation of atoms and the non-conservation of molecules using atomic model diagrams (ball and stick and space filling)
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 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:
Question and Answer; Narrative
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.
Learners observe the experiment/ record their results and observations/ listen and follow demonstration. [20 min.]
PRE-KNOWLEDGE
A basic understanding of :

Atoms; molecules ; compounds and elements

Chemical changes and how to explain what happens in a chemical change.
EDUCATOR tests pre-knowledge by using the question and answer method as indicated in the baseline assessment.
BASELINE ASSESSMENT: QUESTIONS/ ACTIVITY [10 min.]
Term 2 Page 5
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
● 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
2 Hydrogen P
Peroxide molecule
es
= 4 hydrogen atoms + 4 oxygen
n atoms = 8 atomss

+
O2
→
2H2O
2 Water molecules = 4 hydrogen atoms
a
+ 2 oxygen
n
atom = 6 atoms
1 Oxygen molecule
= 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.
Term 2 Page 6
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
3 molecules of hydrogen gas
6 atoms of hydrogen
2SO2
+
2 molecules of sulphur dioxide gas
2 atoms of sulphur and
4 atoms of oxygen

3H2
+
N2
1 molecule of nitrogen gas
2 atoms of nitrogen
O2
2NH3
2 molecules of ammonia
6 atoms of hydrogen and 2 atoms of nitrogen
2SO3
1 molecule of oxygen gas
2 atoms of oxygen
2 molecules of ammonia
2 atoms of sulphur and
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
prescribed textbook) [20 min]
i.e. 1. Copy the following diagrams in your books and complete the parts of the atoms and molecules that are missing.
Term 2 Page 7
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
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:
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. 112-116 (platinum series- Grayson; Harris; Mckenzie and Schreuder); grade 10 physical science version 1
caps pg. 197-201(Siyavula and volunteers).
Term 2 Page 8
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 2 Page 9
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
Physical Sciences
WEEK
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
15
TOPIC
Physical and Chemical change
(experiment) – Time: 60 minutes
Lesson
3&4
DATE COMPLETED:
At the end of this lesson learners should be able to:
 Illustrate the conservation of atoms and the non-conservation of molecules using an experiment.
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 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:
Question and Answer; Narrative
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 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.
Learners observe the experiment/ record their results and observations/ listen and follow demonstration. [20 min.]
PRE-KNOWLEDGE
A basic understanding of :

Atoms; molecules; compounds and elements.

Chemical changes and how to explain what happens in a chemical change.
EDUCATOR tests 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?
Term 2 Page 10
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans

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 Main Body (Lesson presentation)
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.]
mass of reactants and water
mass of products and water
REACTION 1
REACTION 2
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 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.
Term 2 Page 11
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
Pb(NO3)2
+
1 molecule of LEAD NITRATE
1 atom of lead + 2 atoms of nitrogen
6 atoms of oxygen
2NaI

2 molecules of sodium iodide
= 2 atoms of sodium + 2 atoms of
iodine
2 NaNO3
+
2 molecules of SODIUM NITRATE
2 atoms of sodium + 2 atoms of
nitrogen + 6 atoms of oxygen
PbI2
1 molecule of LEAD IODIDE
1 atom of lead + 2 atoms of iodine
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]
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.
RESOURCES 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. 114-116 (platinum series- Grayson; Harris; Mckenzie and Schreuder); grade 10 physical science version 1
caps pg. 202-203(Siyavula and volunteers).
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 2 Page 12
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
Physical Sciences
WEEK
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
16
TOPIC
Physical and Chemical change
(chemical change reaction equations)
Time: 60 minutes
Lesson
1
DATE COMPLETED:
At the end of this lesson learners should be able to:
 Represent chemical changes using reaction equations.
 Translate word equations into symbol representation using the correct symbols for the elements and compounds.
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.
TEACHING and LEARNING ACTIVITIES
1. TEACHING METHOD/S USED IN THIS LESSON:
Question and Answer; Narrative
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. 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
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.
EDUCATOR tests 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?
Term 2 Page 13
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans

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 Main Body (Lesson presentation)

Educator starts lesson by explaining the different components of a chemical equation. [20 min.]
REACTANT
A(S) + B(l)
Directio
n
of
PRODUCT
C(g)
+
∆H = + 50 J
CHANGE IN ENERGY
(Hproducts – Hreactants)
PHASE

D(aq)
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
H2(g)
+
+
OXYGEN GAS
O2 (g)
WATER
H2 O (l)
Term 2 Page 14
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
2. HYDROGEN GAS
+
+
H2
NITROGEN GAS
N2
AMMONIA
NH3
1.
3. SULPHUR DIOXIDE
SO2
+
+
OXYGEN
O2
SULPHUR TRIOXIDE
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:
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. 118-119 (platinum series- Grayson; Harris; Mckenzie and Schreuder); grade 10 physical science version 1
caps pg. 206-207(Siyavula and volunteers).
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 2 Page 15
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
Physical Sciences
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
WEEK
16
TOPIC
Physical and Chemical change
(balanced reaction equations using
atomic models) – Time: 60 minutes
lesson
2
DATE COMPLETED:
At the end of this lesson learners should be able to:
 Balance reaction equations using atomic models.
 Show the conservation of matter using balanced reaction equations.
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.
TEACHING and LEARNING ACTIVITIES
1. TEACHING METHOD/S USED IN THIS LESSON:
Question and Answer; Narrative
2. LESSON DEVELOPMENT
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.
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 . Use these models to show the conservation of atoms and the non-conservation of molecules in a chemical change. [20 min.]
PRE-KNOWLEDGE
A basic understanding of :

Atoms; molecules ; compounds and elements

The writing of chemical formulae using the table of ions.
EDUCATOR tests pre-knowledge by using the question and answer method as indicated in the baseline assessment.
BASELINE ASSESSMENT: QUESTIONS/ ACTIVITY [10 min.]

List the components of a chemical equation.

The writing of chemical formulae using the table of ions.
Term 2 Page 16
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
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
quations for the fo
ormation of water from hydrogen ga
as and oxygen gas and the decomposition of hydrog
gen peroxide.
1.
Hydroge
en Peroxide = 2 mo
olecule
4 hydrog
gen atoms + 4 oxyg
gen atoms = 8 ato
oms
2 Water mo
olecule
4 hydrogen
n atoms + 2 oxyge
en atom = 6 atom
ms
2 molecule
es
8 atoms
1 Oxygen
O
molecule
2 oxxygen atoms
3 molecule
es
8 atoms
Educattor explains the prrocess for the BALA
ANCING of chemical equations usin
ng the chemical equation
e
for the ab
bove model.
2 H2 O2
Hydrrogen Peroxide = 2 molecule
4 hyd
drogen atoms + 4 oxygen atoms = 8 atoms
2 H2 O
2 Water molecule
ogen atoms + 2 oxygen
o
atom = 6 atoms
a
4 hydro
O
1 Oxygen molecule
2 oxygen atoms
3 molec
cules
8 atom
ms
2 molec
cules
8 ato
oms
Term 2 Page 17
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
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 b
between them to sshow the direction
n of the reaction. Reactions
R
at equilibrium will have arrrows facing both directions.
2. Balance
e the equation.
● Apply the
e Law of Conserva
ation of Matter to get
g the same num
mber of atoms of e
every 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 c
chemical 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 com
mpound.
3. Indicate
e the states of mattter of the reactantts and products.
● Use (g) fo
or gaseous substan
nces; (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
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
HOMEWOR
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
molecules. Now balance the
e number of atoms on both sides of the reaction as sh
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)
Term 2 Page 18
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
RESOURCES 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. 118-119 (platinum series- Grayson; Harris; Mckenzie and Schreuder); grade 10 physical science version 1
caps pg. 209-214(Siyavula and volunteers).
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 2 Page 19
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
Physical Sciences
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
WEEK
16
TOPIC
Physical and Chemical change(balanced
reaction equations) - Time: 60 minutes
Lesson
3
DATE COMPLETED:
At the end of this lesson learners should be able to:
 Write reaction equations from word equations and balance them.
 Show the conservation of matter using balanced reaction equations.
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.
TEACHING and LEARNING ACTIVITIES
1. TEACHING METHOD/S USED IN THIS LESSON:
Question and Answer; Narrative
2. LESSON DEVELOPMENT
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.
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 . 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-KNOWLEDGE
A basic understanding of :

Atoms; molecules ; compounds and elements

The components of a chemical equation.
EDUCATOR tests pre-knowledge by using the question and answer method as indicated in the baseline assessment.
BASELINE ASSESSMENT : QUESTIONS/ ACTIVITY [10 min.]

List the components of a chemical equation

What are atoms? Give examples.
Term 2 Page 20
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans

What a
are molecules? Giv
ve examples.
2.2 Main Bo
ody (Lesson prese
entation)
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
+
H2 (g)
+
OXYGEN GA
AS
WATER
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
e balanced but th
his 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 are
atoms on both sides of the equation. An equ
uation can only be
e 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
+
2 H2 (g)
+
OXYGEN GAS
O2 (g)
2 H2O(l)
2. Iron re
eacts with sulphurr to form iron ii sulp
phide
Fe (s)
+
S (s)
FeS(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)
+
O2 (g)
Al2O3(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 an
n EVEN NUMBER an
nd then it
becomess easier to balance
e the rest of the atoms, to make the
e OXYGENS into an even number it has to be multiplie
ed 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)
+
O2 (g)
2 Al2O3(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)
+
O2 (g)
2 Al2O3(s)
Term 2 Page 21
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
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 O2 (g)
2A
Al2O3(s)
plete equation is n
now balanced, ch
heck:
The comp
4 Al atom
ms + 6 O atoms on reactant side
eactant side
4 Al atoms + 6 O atoms on re
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. 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.]
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
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 unbalanced e
equation.
SnO2 + H2 → Sn + H2O
2.
Balanc
ce the equation.
Look a
at the equation an
nd 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 righthand side. Correct this b
by putting a coeffficient of 2 in frontt of water:
SnO2 + H2 → Sn + 2 H2O
This pu
uts the hydrogen a
atoms out of balance. Now there are two hydrogen a
atoms on the left and
a
four hydrogen atoms on the rig
ght. 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 hydroge
en atoms and 2x1=
=2 oxygen atoms.
SnO2 + 2 H2 → Sn + 2 H2O
The eq
quation is now balanced. Be sure to
o double-check yo
our math! Each sid
de of the equation
n has 1 atom of Sn
n, 2 atoms of O, an
nd 4 atoms of H.
3.
Indica
ate the physical sta
ates of the reactants and products.
To do this, you need to be familiar with th
he 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)
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
prescribed textbook) [20 min
n]
Term 2 Page 22
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
Balance the following equations:
Balance the following chemical equations showing the conservation of atoms.
1.
Fe
+
H2S04
Fe2(SO4)3
+
H2
H2O
+
CO2
K3PO4
+
H2O
2.
C2H6
+
O2
3.
KOH
+
H3PO4
4.
SnO2
+
H2
Sn
+
H2O
5.
NH3
+
O2
NO
+
H2O
RESOURCES 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. 120-121 (platinum series- Grayson; Harris; Mckenzie and Schreuder); grade 10 physical science version 1
caps pg. 209-214(Siyavula and volunteers).
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 2 Page 23
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
Physical Sciences
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
WEEK
16
TOPIC
Physical and Chemical change
(interpret balanced equations in
terms of mass) – Time: 60 minutes
Lesson
4
DATE COMPLETED:
At the end of this lesson learners should be able to:
 Interpret balanced reaction equations in terms of the conservation of mass.
 Show the conservation of matter using balanced reaction equations.
The following results will be the outcome of this lesson:
 To re-enforce the concepts of chemical change.
 The learners being able to explain balanced chemical equations in terms of mass.
TEACHING and LEARNING ACTIVITIES
1. TEACHING METHOD/S USED IN THIS LESSON:
Question and Answer; Narrative
2. LESSON DEVELOPMENT
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.
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 . 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 :
A basic understanding of :

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.
EDUCATOR tests pre-knowledge by using the question and answer method as indicated in the baseline assessment.
BASELINE ASSESSMENT : QUESTIONS/ ACTIVITY [10 min.]

List the components of a chemical equation

Calculating relative atomic mass of elements and compounds using the periodic table.
Term 2 Page 24
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
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 chemic
cal equation then
n, 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 those
e same elements in
n the products. So
ome examples are
e shown below:
Example 1:
Fe
+
S
Reactants : Atomic mass of reactants = 56 + 32 = 88 g
→
FeS
Num
mber of atoms of each element in the
t reactants: (1
×
Fe) and (1
(
Product: Atomic mass of pro
oduct = 56 + 32 = 88 g Number o
of atoms of each e
element in the products: (1
×
Fe) and (1
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.
×
×
S)
S)
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 pro
oduct = (1 + 1 + 16
6) = 18 g Number o
of 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
o each element in
n the reactants: (2 x 2 x H = 4 H) and
d (2 X O = 2
16 + 16) = 36 g Number of atoms of
O atoms)
Term 2 Page 25
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
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:
NaOH + HC
Cl →
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
d. (CHALKBOARD SUMMARY).
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.
Balanc
ce the equation.
Look a
at the equation an
nd 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 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 fron
nt 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 fo
or the water. Rem
member, coefficien
nts are multipliers, so if we write 2 H2O it denotes 2x2=4
4 hydrogen atomss and 2x1=2 oxyge
en atoms.
The eq
quation 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
prescribed textbook) [20 min
n]
Term 2 Page 26
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
Balance the following chemical equations showing the conservation of mass of reactants and products.
Fe2(SO4)3
+
1.
Fe
+
H2S04
2.
C2H6
+
O2
3.
KOH
+
H3PO4
4.
SnO2
+
5.
NH3
+
H2
H2O
+
CO2
K3PO4
+
H2O
H2
Sn
+
H2O
O2
NO
+
H2O
RESOURCES 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. 122-123 (platinum series- Grayson; Harris; Mckenzie and Schreuder); grade 10 physical science version 1
caps pg. 209-214(Siyavula and volunteers).
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 2 Page 27
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
PHYSICAL SCIENCES
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
WEEK
17
122222
TOPIC
Lesson
1
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
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
1. Teaching methods
Observation, Investigative and Question and answer
2. Lesson development:
2.1 Introduction
a. Pre-knowledge required.

The force of attraction and force of repulsion

Classifying materials as metals or non-metals
b. Baseline assessment

Refer to learner activities
Do corrections on the board explaining and clarifying misconceptions.
2.2 Main Body (Lesson presentation)
If enough magnets are available, learners should do this investigation themselves



materials – Time: 60 minutes
DATE COMPLETED:
TEACHER ACTIVITIES
c.
Magnetic and non-magnetic
Put the iron nail and lower the bar magnet nearer the magnet
Learners will record their observations
Repeat the same steps for all materials listed on the resources column and
record the results on the structured form. e.g.
LEARNER ACTIVITIES
1.
Baseline
Activity 1
TIMING
Baseline:
5 min
1.1 Define the term force
1.2 Name two types of contact forces
that can be exerted on an object.
1.3 What happens to an Iron nail as
the magnet is passed nearer the
nail?
1.4 What happens to an plastic comb
as the magnet is passed nearer the
comb?
2.2 Demonstration
Activity 2
2.1 Classify the following as magnetic
or non magnetic.
Use the table on the teacher’s
presentation column.
RESOURCES NEEDED
Check the available
resource like textbook,
question papers etc
Demonstration
25 min
• Bar magnet
• Iron nails
• Copper pieces
Answering
• Zinc plate
10 min
• Plastic comb
• Glass
Term 2 Page 28
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
materials
magnetic
Non-magnetic
Iron nails
Copper pieces
Zinc plate
Plastic comb
glass
Wood and etc.

Learners will provide more examples of magnetic and non-magnetic
materials

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
field.

Some of materials of which the magnet is made are named in class. e.g.
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
2.2 Other than examples given above,
give two examples of magnetic
substances and examples of nonmagnetic substances.
2.3 Name and describe three different
applications of the magnets.
• Graphite
• aluminium
Corrections :
10 min
Conclusion :
5 minutes
Learner’s questions
5 min
2.3 Conclusion

• Wood
Summarise the lesson considering definition of a magnetic field, classification
of materials as magnetic or non-magnetic, the earth’s magnetic field and
the electric field.
Applications and importance of magnets need to be emphasised at this
stage
Homework :
30 min
Term 2 Page 29
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 2 Page 30
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
PHYSICAL SCIENCES
LESSON SUMMARY FOR: DATE STARTED:
WEEK
17
122222
TOPIC
MAGNETIC FIELD OF A PERMANENT
MAGNET – Time: 60 minutes
Lesson
2
DATE COMPLETED:
1. Learners will be taught and learn the following concepts:
 Magnet as an object with two poles
 Attraction and repulsion of magnetic poles
 Magnetic field pattern around a permanent magnet
LESSON OBJECTIVES
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
TEACHER ACTIVITIES
1. Teaching methods
Demonstration, Observation, & Question and answer
2. Lesson development:
2.1 Introduction
a. Pre-knowledge required.

Magnetic and non-magnetic materials

Attraction and repulsion forces as a result of magnetic field
b. Baseline assessment

Refer to learner activities
c. Do corrections on the board explaining and clarifying misconceptions.
LEARNER ACTIVITIES
1.
Baseline
Activity 1
2.2 Demonstration
Activity 2
2.1 Draw the field line pattern around
the bar magnet
2.2 Which direction will the magnetic
field lines of a bar magnet be
pointing?
Term 2 Page 31
RESOURCES NEEDED
Baseline:
5 min
A4 paper size
Bar magnet
1.1 Where will the magnetic object
get attracted to the magnet?
1.2 Which objects may be attracted
to the magnet?
1.3 Define magnetic field
1.4 What is the magnet consist of?
Name three substances
2.2 Main Body (Lesson presentation)
If enough magnets are available, learners should do this investigation themselves
as groups

Place an A4 size card paper on top of a bar magnet

Evenly sprinkle iron filings over a sheet of card paper

Tap the card lightly with your finger

The iron filings now show the magnetic field pattern of a bar magnet

Place the small compasses at various positions around the pattern to find
direction of the field lines

From the observation of the field lines and compass directions, draw the
magnetic field lines around a bar magnet.
TIMING
Iron filling
Several compasses
Demonstration
30 min
Answering questions
10 min
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
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
is broken into two pieces right in
the middle? Will it still have north
pole and south pole or it will only
be two separated poles? Explain

Corrections :
5 min
Repeat the same but with two bar magnets having their north poles facing
each other and draw the field pattern
Conclusion :
5 minutes
Learner’s questions
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
Illustrate the attraction force shown by joined lines between magnets and
repulsion force shown by bending lines between the south poles of two
magnets facing each other
Homework :
30 min
2.3 Conclusion
Summarise the lesson considering shape size and direction of magnetic field
lines. Indicate where the field is strong and where the field weak
Term 2 Page 32
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
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Date:
Date:
Term 2 Page 33
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
PHYSICAL SCIENCES
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
WEEK
17
122222
TOPIC
EARTH’S MAGNETIC FIELD – TIME: 60 MINUTES
Lesson
3
DATE COMPLETED:
1. Learners will be taught and learn the following concepts:
 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
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
TEACHER ACTIVITIES
LEARNER ACTIVITIES
1. Teaching methods
1.
Demonstration, Observation, & Question and answer
Activity 1
2. Lesson development:
2.1 Introduction
1.1 Define magnetic field
a. Pre-knowledge required.

Magnetic field pattern of a permanent magnet

Poles of a magnet
b. Baseline assessment

Refer to learner activities
c. Do corrections on the board explaining and clarifying misconceptions.
2.2 Main Body (Lesson presentation)

Demonstrate how the compass is used to find the direction of field lines
around a bar magnet

Use diagrams to indicate magnetic field lines around a bar magnet as in the
previous lesson

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
geographic poles
Baseline
TIMING
RESOURCES NEEDED
Baseline: 5 min
1.2 Draw the magnetic field lines
around a bar magnet and show the
direction of the field
1.3 What are the two poles of a bar
magnet?
2.2 Demonstration
Activity 2
2.1 What is meant by the solar winds?
2.2 Describe briefly how the earth’s
magnetic field provides protection
from solar winds
2.3 How does Aurora Borealis
(Northern lights) occur?
Term 2 Page 34
Demonstration
30 min
Answering questions
7 min
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
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
earth to the magnetic field of a bar
magnet.
Corrections : 8 min
Conclusion : 5 min

Demonstrate the difference between the geographic poles and the
magnetic pole

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
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
Learner’s questions
5 min
Homework : 30 min
2.3 Conclusion
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
Term 2 Page 35
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 2 Page 36
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
PHYSICAL SCIENCES
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
WEEK
17
122222
TOPIC
2. Lesson development:
2.1 Introduction
a. Pre-knowledge required.

Positive and negative charges

Attraction and repulsion forces
b. Baseline assessment

Refer to learner activities
LEARNER ACTIVITIES
1.
Baseline


TIMING
Balloon
Activity 1
o
Dry hair
1.1 What are the charges on a neutral
Particle and how do they
compare?
o
Plastic ruler
o
Small pieces of
1.2 Name the force that exist between
unlike charges
o
1.3 Define an insulator
o
Electroscope
o
V.d. Graaff
Baseline: 5 min
paper
Demonstration
2.2 Demonstration
Activity 2
A learner rubs two substances, plastic and
wool together.
2.1 Which particles will move
between the plastic and wool?
Term 2 Page 37
Running water from
tap
Do corrections on the board explaining and clarifying
misconceptions.
Start the lesson with demonstration to make the lesson interesting
Rub a plastic ball pen on the dry hair and draw it nearer small pieces of
paper. Ask learner to explain their observation
(Only if teaching in the laboratory) Rub a plastic ruler and bring it closer to
thin running tap water. Learners will explain reason for water to bend as it
approaches ruler
A balloon is rubbed against dry hair, and brought closer to smooth flowing
water. Learners observe and illustrate their observation
Define static electricity and electrification, give examples and explain why it
occurs
RESOURCES NEEDED
o
2.2 Main Body (Lesson presentation)

4
1. Learners will be taught and learn the following concepts:
 Charges of a particle of an object
 Charging insulators by contact (tribo-electric charging)
2. The outcomes of the lesson are : At the end of the lesson learners should be able to :
 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. Teaching methods
Demonstration, Observation, & Question and answer


Lesson
DATE COMPLETED:
TEACHER ACTIVITIES
c.
ELECTROSTATICS – TIME: 60 MINUTES
generator
30 min
Answering questions
7 min
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans






Use electrons and protons to illustrate a neutral atom will have equal number
of protons and electrons
Explain that rubbing a neutral object may result in transfer of electrons,
leading to an imbalance of protons and electrons, then an object becomes
either positively or negatively charged
Using an electroscope, demonstrate how a positively charged Perspex rod,
on touching dome of electroscope , swings gold leaves away from each
other. (A negatively charged PVC may be used)
Should a V.d.Graaf generator be available, use it to demonstrate how the
negatively charged long dry hair strands repel each other
If time allows explain how a photocopier works, how lightning occurs , what
should be done and what to avoid during lightning or Spray painting ( better
give a guided research task on this section)
Define polarisation and how polarisation occurs
2.3 Conclusion
2.2 Refer to atomic structure to explain
why the other particle in an atom does not
get transferred between wool and plastic
2.3 Explain why the gold leaf of an
electroscope rises when a charged object
is brought nearer or touches the dome of
electroscope
Corrections : 8 min
2.4 Name two variables that can affect
the strength of the force between two
charged objects
2.5 How can each variable be changed
to obtain a stronger force?
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
Conclusion: 5 min
Learner’s questions
5 min
Homework : 30 min
Term 2 Page 38
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 2 Page 39
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
PHYSICAL SCIENCES
LESSON SUMMARY FOR: DATE STARTED:
WEEK
17
TOPIC
122222
CONSERVATION OF CHARGE – TIME: 60 MINUTES
Lesson
4
DATE COMPLETED:
1. Learners will be taught and learn the following concepts:
 Principle of conservation of charge
 Application of principle of conservation of charge
LESSON OBJECTIVES
2. The outcomes of the lesson are : At the end of the lesson learners should be able to :
 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
TEACHER ACTIVITIES
1. Teaching methods
Demonstration & Question and answer
2. Lesson development:
Introduction
a. Pre-knowledge required.
• Two charges usually acquired by an object
• Algebraic sum of the charges
b. Baseline assessment
• Refer to learner activities
c. Do corrections on the board explaining and clarifying misconceptions.
LEARNER ACTIVITIES
1.
Baseline
TIMING
RESOURCES NEEDED
Baseline: 5 min
Activity 1
1.1 What are the two charges that an
object may acquire?
1.2 When do positive and negative
charges develop?
1.3 What type of force will be
experienced by two objects
carrying like charges?
2.2 Main Body (Lesson presentation)








Define an atom as a starting point
State the particles an atom is consist of
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. Explain that neutrons has no charge
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
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
Provide symbol for charge and demonstrate how bigger charges and
number of electrons can be calculated from the equation q = eN where N is
an integer
2.2 Demonstration
Activity 2
2.1 State the principle of conservation
of charge
2.2 When is the charge quantized?
2.3 How many electrons must be
removed from an electrically
neutral silver dollar to give it a
charge of + 2,4 micro-coulombs?
Term 2 Page 40
Demonstration
35 min
Answering questions
5 min
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans


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
Corrections: 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
Conclusion: 5 min
2.3 Conclusion
Learner’s questions
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
5 min
Homework: 30 min
Term 2 Page 41
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 2 Page 42
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
Physical Sciences
LESSON SUMMARY FOR: DATE STARTED:
WEEK
18
TOPIC
Charge quantization – Time 60 minutes
Lesson
1
DATE COMPLETED:
The outcomes of the lesson are : At the end of the lesson learners should be able to :
LESSON OBJECTIVES


State the principle of quantization of charge
Calculate the charge or number of electrons from the equation q = eN
TEACHING and LEARNING ACTIVITIES
1. TEACHING METHOD/S USED IN THIS LESSON:
Demonstration ; Question and answer method
2. LESSON DEVELOPMENT
2.1 Introduction
a) PRE-KNOWLEDGE learners need understanding of the following:
i) Pre-knowledge required.

Two charges usually acquired by an object

An atom and what is consisting an atom

Charges on protons and electrons
b) BASELINE ASSESSMENT (educator to design a worksheet/ transparency or write questions on the board [preferably a worksheet to save time] to gauge the learners memory of
their relevant prior knowledge) [5 min]
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 corrections and clarify misconceptions
2.2 Main Body (Lesson presentation) [35 min]










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: every charge in the universe consists of integer multiples of the electron charge.
Term 2 Page 43
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans



Provide symbol for charge and demonstrate how bigger charges and number of electrons can be calculated from the equation q = eN where N is an integer
Explain when is the charge said to be quantized
Demonstrate how to calculate number of electrons:
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 to start practicing.
It is advisable for the learners to substitute without hanging 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
Learners Activity [ 10 min]
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?
Corrections [5 min]
3. Conclusion [5 min]
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
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) [30 min].
RESOURCES USED: A4 paper size, Bar magnet, Iron filling, Several compasses
Worksheets
Term 2 Page 44
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 2 Page 45
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
PHYSICAL SCIENCES
LESSON SUMMARY FOR: DATE STARTED:
WEEK
18
TOPIC
122222
EMF, POTENTIAL DIFFERENCE(PD)
TIME: 60 MINUTES
Lesson
2
DATE COMPLETED:
1. Learners will be taught and learn the following concepts:
 emf of a battery
 Potential difference across terminals of a battery
 Relationship between emf and potential difference of a battery
LESSON OBJECTIVES
2. The outcomes of the lesson are : At the end of the lesson learners should be able to :
 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)
TEACHER ACTIVITIES
1. Teaching methods
Demonstration & Question and answer
2. Lesson development:
2.1 Introduction
a. Pre-knowledge required.

Connection of an ammeter in a circuit (in series)

Connection of a voltmeter, across a battery, resistor, etc

Symbols of components of a circuit
b. Baseline assessment

Refer to learner activities
c. Do corrections on the board explaining and clarifying misconceptions.
2.2 Main Body (Lesson presentation)


To make your lesson more interesting, provide learners with circuit
components, mainly those quite relevant to the lesson. e.g. voltmeter,
batteries, resistor and a switch.
Learners will record the voltmeter reading for both an open switch and
closed switch. (Voltmeter may be connected across a resistor or across a
battery depending on time available). Lost volts may be introduced to
simplify your explanation
LEARNER ACTIVITIES
1.
Baseline
TIMING
Baseline: 5 min
Activity 1
1.1 What is the function of a
voltmeter in a circuit?
1.2 How should a voltmeter be
connected in circuit?
RESOURCES NEEDED
o
Light bulbs
o
Resistors
o
Batteries
o
Ammeter
o
Voltmeter
o
Switch
1.3 In which unit is the potential
difference measured?
1.4 What is the energy conversion that
takes place in a battery?
1.5 Why is it that the ammeter can not be
connected across a battery or a resistor
in a circuit?
Demonstration
2.2 Demonstration
Activity 2
2.1 Define an emf
Term 2 Page 46
30 min
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans



From the results observed, define the potential difference in terms of
potential energy per unit charge between the two points(The potential
difference, V, between two points in a circuit is defined as the amount of
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
and an emf in terms of maximum potential difference when no current flows
Provide a unit for both quantities (volt) and define a volt
Potential difference = energy transferred between two points
Charge moving past the two points
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 learners to always start by copying the formula from the data sheet
V = W
Q
Substitute without changing the subject of the formula
V = 4200
17,5
2.2 Calculate the potential difference
across the terminals of a battery if a charge
of 3 C gains 27 J of energy passing through
the battery
Answering questions
7 min
2.3 Although potential difference and emf
are both measured in volts, they are not the
same. Describe the difference between emf
and voltage
2.4
2.5
Corrections: 8 min
Conclusion: 5 min
emphasise mark allocation here
Learner’s questions
5 min
Learners use their calculators (help them) to find the voltage from
V = 4200
17,5
Homework: 30 min
An answer without a unit is a wrong answer, practice that from class exercise to
tests and assignments etc
More questions may be added to activity two
2.3 Conclusion
In conclusion, describe how the voltmeter can be connected in a circuit. Define
emf, potential difference and the volt. Illustrate important calculation steps.
Term 2 Page 47
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 2 Page 48
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
PHYSICAL SCIENCES
LESSON SUMMARY FOR: DATE STARTED:
WEEK
18
122222
TOPIC
RESISTANCE – TIME: 60 MINUTES
Lesson
3
DATE COMPLETED:
1. Learners will be taught and learn the following concepts:
 Current in a circuit
 Calculations based on I = Q
∆t
LESSON OBJECTIVES
2. The outcomes of the lesson are : At the end of the lesson learners should be able to :
 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
1.
Teaching methods
LEARNER ACTIVITIES
1.
Baseline
TIMING
Baseline: 5 min
RESOURCES NEEDED
o
Light bulbs
Demonstration , Question and answer
Activity 1
o
Resistors
2. Lesson development:
2.1 Introduction
1.1 In which direction does current flow in
a circuit?
o
Batteries
o
Ammeter
a. Pre-knowledge required.

Particles of an atom

Relationship between current and resistance

Conventional current
b. Baseline assessment

Refer to learner activities
1.2 Mention three particles of matter
o
Voltmeter
o
Switch
c.
Do corrections on the board explaining and clarifying misconceptions.
2.2 Main Body (Lesson presentation)


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
1.3 Which of the particles mentioned
above is responsible for the low of
electric current ?
1.4 Describe the relationship between
current and resistance in a
conductor and potential difference
1.5 How does direction of electric current
differ from direction of flow of
electrons?
Demonstration: 30 min
2.2 Demonstration
Answering questions: 10 min
Term 2 Page 49
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
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
connected in a circuit



Describe what the learners should consider if given ammeter to
connect in a circuit.
Learners are reminded of what the ammeter measures in a
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
2.4 Calculate the current that flows
when 100 C of charge pass
through an ammeter in 5 seconds
2.5 A current of 10 A flows through a light
bulb for an hour. How much charge
flows through this light bulb in an hour?
Corrections: 10 min
Conclusion: 5 min
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

Term 2 Page 50
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
K
H
D
Ampere (A)
x 100
x 1000
d
c
m
÷ 10
x 10
÷ 1000
÷ 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
Term 2 Page 51
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 2 Page 52
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
PHYSICAL SCIENCES
LESSON SUMMARY FOR: DATE STARTED:
WEEK
18
122222
TOPIC
VOLTAGE AND CURRENT MEASUREMENT
Lesson
TIME: 60 MINUTES
4
DATE COMPLETED:
1. Learners will be taught and learn the following concepts:
 Connection of voltmeter and ammeter in a circuit
 Recording readings from both the ammeter and voltmeter
 Draw a circuit diagram
LESSON OBJECTIVES
2. The outcomes of the lesson are : At the end of the lesson learners should be able to :
 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
TEACHER ACTIVITIES
1.
Teaching methods
LEARNER ACTIVITIES
1.
Baseline
TIMING
Baseline: 5 min
RESOURCES NEEDED
o
Light bulbs
Demonstration , Investigative & Question and answer
Activity 1
o
Resistors
2. Lesson development:
2.1 Introduction
1.1 What is an electric current?
o
Batteries
o
Ammeter
o
Voltmeter
o
Switch
a. Pre-knowledge required.

Definition of current and potential difference

Symbols of components of a circuit
b. Baseline assessment

Refer to learner activities
c. Do corrections on the board explaining and clarifying misconceptions.
1.2 Which instrument is used to
measure current in a circuit?
1.3 What is the function of a voltmeter?
1.4 Draw the symbols for the following
circuit components :
A resistor, bulb, voltmeter, ammeter, a
battery etc.
2.2 Main Body (Lesson presentation)

Precaution:
Because ammeters are sensitive, and to avoid damage, discuss the connection
of ammeter and voltmeter before learners touch the apparatus. i.e. always
ensure that the ammeter is connected in series, with the red connected to the
side attached to positive of the battery and black connected to negative
terminal from the battery starting with the biggest scale.

Provide learners with clear instructions to set-up circuit that measures current
through a resistor or light bulb. (If using demonstration method, learners
should connect the circuit components themselves)
2.2 Demonstration
Activity 2
2.1 Define an emf
2.2 Calculate the potential difference
across the terminals of a battery if a
charge of 3 C gains 27 J of energy passing
through the battery
Term 2 Page 53
Demonstration: 30 min
Answering questions
7 min
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans





Learners should change the position of an ammeter and record their results
Explain why an ammeter can not be connected in parallel with the resistor,
battery or a light bulb
Explain how the voltmeter should be connected in a circuit ( in parallel with
resistor, battery etc. because it has higher resistance and no current passes
through it)
Allow learners to change the position of the voltmeter from battery to resistor
or bulb and record the results
Ask learners to draw a circuit diagram , you can add more components to
2.3 Although potential difference and emf
are both measured in volts, they are not
the same. Describe the difference
between emf and voltage
2.4 Explain how the flow of charges differ
with the flow of electrons in a circuit
Corrections: 8 min
2.5
Conclusion: 5 min
Learner’s questions
5 min
the sketches below:
Homework: 30 min
2.3 Conclusion
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.
Term 2 Page 54
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 2 Page 55
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
PHYSICAL SCIENCES
LESSON SUMMARY FOR: DATE STARTED:
WEEK
19
122222
TOPIC
RESISTANCE – TIME: 60 MINUTES
Lesson
1
DATE COMPLETED:
1. Learners will be taught and learn the following concepts:
 Resistance and its unit
 Energy transformation in battery and other circuit components
 Application of resistors on daily lives
LESSON OBJECTIVES
2. The outcomes of the lesson are : At the end of the lesson learners should be able to :
 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
TEACHER ACTIVITIES
1. Teaching methods
Demonstration , Investigative & Question and answer
2. Lesson development:
2.1 Introduction
a. Pre-knowledge required.

Electric current and circuit diagrams

Potential difference
b. Baseline assessment

Refer to learner activities
c.
Do corrections on the board explaining and clarifying misconceptions.
2.2 Main Body (Lesson presentation)




Simple demonstration using an ammeter, voltmeter, wires and batteries can
make the introduction of the lesson interesting. Connect the ammeter,
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.
Learners will compare the results observed without a resistor and the results
observed with a resistor.
Seek explanation of the drop in current as in the second observation
LEARNER ACTIVITIES
1.
Baseline
TIMING
Baseline: 5 min
RESOURCES NEEDED
o
Light bulbs
Activity 1
o
Resistors
1.1 Define resistance
o
Batteries
o
Ammeter
o
Voltmeter
o
Switch
1.2 What is the SI unit of potential
difference?
1.3 Describe the energy conversion
that take place in :
a) Radio speaker
b) Light bulb
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
circuit?
2.2 Demonstration
Demonstration: 30 min
Activity 2
2.1 Define resistance
Answering questions: 10 min
Term 2 Page 56
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans




o
o
o
o

Define resistance R as the property of matter that tends to oppose the flow of
current in a conductor( If possible, show learners some of the common
samples of the resistors)
Define the unit of resistance(ohm) as one volt per ampere and show the ratio
V
I
Give the microscopic description in terms of electrons moving through the
conductor
Identify the factors that influence the resistance of a conductor and explain
how each factor affects the resistance of a metallic conductor ( If time allows,
you may demonstrate to the learners. Otherwise summary is enough )
The longer the conductor, the higher is the resistance
Resistance increase with an increase in Temperature
Thicker conductors have lower resistance than thinner conductors of the
same material
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.
2.2 In which SI unit is resistance
measured? Define this SI unit
2.3 State the factors that influence
resistance of a metallic conductor
2.4 What is the scientific name given to
the ratio V ?
I
2.5 A long nichrome wire has more
resistance to current than a short
one of the same thickness. Explain
why.
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
resistance, but a negligible heat is produced in the connecting wires because
the wires have low resistance.
Corrections: 10 min
Conclusion: 5 min
Homework: 30 min
Term 2 Page 57
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans



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 Conclusion
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 (importance of resistors) of
Science.
Term 2 Page 58
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 2 Page 59
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
PHYSICAL SCIENCES
LESSON SUMMARY FOR: DATE STARTED:
WEEK
19
TOPIC
122222
RESISTORS IN SERIES 2 – TIME: 60 MINUTES
DATE COMPLETED:
TIME :
Lesson
3
60 MIN
1. Learners will be taught and learn the following concepts:
 Effect of resistors in series
 Total resistance in a circuit
 Potential difference across each resistor and total potential difference
LESSON OBJECTIVES
2. The outcomes of the lesson are : At the end of the lesson learners should be able to :
 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
TEACHER ACTIVITIES
1. Teaching methods
Demonstration , Investigative & Question and answer
LEARNER ACTIVITIES
1.
Baseline
TIMING
Baseline: 5 min
Activity 1
2. Lesson development:
2.1 Introduction
a. Pre-knowledge required.

Resistance, calculations and current

Potential difference
b. Baseline assessment

Refer to learner activities
c.
Do corrections on the board explaining and clarifying misconceptions.
2.2 Main Body (Lesson presentation)

From the previous summary : resistors in series are:
o
Potential dividers
o
Current is the same
Total resistance increases and the circuit diagram, calculations to find resistance,
current or potential difference can be done using
R = V
I
RESOURCES NEEDED
1.1 Define resistance
1.2 How should ammeter and voltmeter be
connected in a circuit
1.3 What is the relationship between
current and resistance in a circuit?
1.3 Measure current on each resistor
and record results
1.4 Measure potential difference on
each one of the resistors and
record the results
o
3 Resistors
o
Batteries
o
3 Ammeters
o
4 Voltmeter
o
Switch
2.2 Demonstration
Activity 2
2.1 What effect do resistors in series
have on the total resistance of the circuit ?
2.2 A circuit consists of a 12 V battery
connected across a single resistor. If the
current in the circuit is 3 A, calculate the size
of the resistor. (4Ω)
2.3 Two 5Ω resistors are connected in
series with a 12 V battery.
Determine:
Term 2 Page 60
Demonstration: 30 min
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans

Provide learners with a question to demonstrate manner in which
calculation(s) should be done in physical science.
Example 1
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.

2.3 Conclusion
(a) the potential difference across each
resistor; and
(b) the current flowing in the circuit. (6 V, 1.2
A)
Answering questions
10 min
2.4 .
Consider the following circuit and
then answer the questions below.
Chalkboard / whiteboard summary concludes the lesson , stating that resistors in
series are:
o
Potential dividers
o
Current is the same
o
Total resistance increases
Corrections :10 min
Report writing skills can be practiced from time to time using demonstrations
available.
Conclusion: 5 min
a.
State the potential difference
between X and Z.
b.
State the potential difference
between X and Y.
Homework: 30 min
c.
How much potential is left at Y
In the circuit below, the reading on the
ammeter is 3.2 A.
Term 2 Page 61
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
Determine:
a.
the reading on the voltmeter;
b.
the potential difference across the 40
resistor; and
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 2 Page 62
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
PHYSICAL SCIENCES
LESSON SUMMARY FOR: DATE STARTED:
WEEK
19
TOPIC
122222
RESISTORS IN PARALLEL – TIME: 60 MINUTES
Lesson
3
DATE COMPLETED:
1. Learners will be taught and learn the following concepts:
 Effect of resistors in parallel
 Total resistance in a circuit
 Potential difference across each resistor and total potential difference
LESSON OBJECTIVES
2. The outcomes of the lesson are : At the end of the lesson learners should be able to :
 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 parallel
TEACHER ACTIVITIES
1.
Teaching methods
LEARNER ACTIVITIES
1.
Baseline
Demonstration , Investigative & Question and answer
Activity 1
2. Lesson development:
2.1 Introduction
1.1 Define resistance
1.2 How should ammeter and voltmeter
be connected in a circuit
1.3 What is the relationship between
current and resistance in a circuit?
1.3 Measure current on each resistor
and record results
1.4 Measure potential difference on
each one of the resistors and
record the results
a. Pre-knowledge required.

Resistance, calculations and current

Potential difference
b. Baseline assessment

Refer to learner activities
c.
TIMING
RESOURCES NEEDED
Baseline: 5 min
o
3 Resistors
o
Batteries
o
3 Ammeters
o
4 Voltmeter
o
Switch
Do corrections on the board explaining and clarifying misconceptions.
2.2 Main Body (Lesson presentation)
 Divide learners into groups and provide in each group :
3 Resistors ( e.g. 1Ω, 3Ω, and 5Ω)
2.2 Demonstration
Activity 2
Batteries
4 Ammeters
4 Voltmeter
Switch, otherwise a simple class demonstration will do.
Demonstration
2.1 What effect do resistors in series
have on the total resistance of the
circuit ?
30 min
2.2
Term 2 Page 63
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
Depending on the time available, learners should be given chance to:
write investigative question, hypothesis and identify variables. Assist them to
identify dependent, independent and constant variables

Connect three resistors in parallel to each other with the switch and batteries

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.
Answering questions
2.3
10 min
2.4
2.5
Corrections: 10 min
Conclusion: 5 min




Homework: 30 min
Current divides (branches) in
parallel
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 Conclusion
Chalkboard / whiteboard summary concludes the lesson , stating that resistors in
parallel are:
o
Current dividers
Term 2 Page 64
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
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
Report writing skills can be practiced from time to time using demonstrations
available.
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 2 Page 65
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
PHYSICAL SCIENCES
LESSON SUMMARY FOR: DATE STARTED:
WEEK
19
TOPIC
122222
RESISTORS IN SERIES – TIME: 60 MINUTES
Lesson
4
DATE COMPLETED:
1. Learners will be taught and learn the following concepts:
 Effect of resistors in series
 Total resistance in a circuit
 Potential difference across each resistor and total potential difference
LESSON OBJECTIVES
2. The outcomes of the lesson are : At the end of the lesson learners should be able to :
 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
TEACHER ACTIVITIES
1.
Teaching methods
LEARNER ACTIVITIES
1.
Baseline
Demonstration , Investigative & Question and answer
Activity 1
2. Lesson development:
2.1 Introduction
1.1 Define resistance
1.2 How should ammeter and
voltmeter be connected in a
circuit
1.3 What is the relationship between
current and resistance in a circuit?
1.3 Measure current on each resistor
and record results
1.4 Measure potential difference on
each one of the resistors and
record the results
a. Pre-knowledge required.

Resistance, calculations and current

Potential difference
b. Baseline assessment

Refer to learner activities
c.
Do corrections on the board explaining and clarifying misconceptions.
Main Body (Lesson presentation)
 Divide learners into groups and provide in each group :
3 Resistors ( e.g. 1Ω, 3Ω, and 5Ω)
4 Voltmeter
Switch, otherwise a simple class demonstration will do.
RESOURCES NEEDED
Baseline: 5 min
o
3 Resistors
o
Batteries
o
3 Ammeters
o
4 Voltmeter
o
Switch
2.2 Demonstration
Activity 2
Batteries
4 Ammeters
TIMING
Demonstration: 30 min
2.1 What effect do resistors in series
have on the total resistance of the
circuit ?
Answering questions: 10 min
Term 2 Page 66
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
Depending on the time available, learners should be given chance to:
write investigative question, hypothesis and identify variables. Assist them to
identify dependent, independent and constant variables

Connect three resistors in series with the switch and batteries.
Corrections: 10 min
Conclusion: 5 min





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. Current is
the same throughout the circuit
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 potential difference is calculated from V1, V2, and V3 and the sum is
compared to potential difference across the batteries
VT = V1 + V2 + V3
Homework: 30 min
2.3 Conclusion
Chalkboard / whiteboard summary concludes the lesson , stating that resistors in
series are:
o
Potential dividers
o
Current is the same
o
Total resistance increases
Report writing skills can be practiced from time to time using demonstrations
available.
Term 2 Page 67
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 2 Page 68
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
GRADE
10
SUBJECT
PHYSICAL SCIENCES
LESSON SUMMARY FOR: DATE STARTED:
WEEK
19
TOPIC
122222
RESISTORS IN PARALLEL 2 – TIME: 60 MINUTES
Lesson
4
DATE COMPLETED:
1. Learners will be taught and learn the following concepts:
 Effect of resistors in series
 Total resistance in a circuit
 Potential difference across each resistor and total potential difference
LESSON OBJECTIVES
2. The outcomes of the lesson are : At the end of the lesson learners should be able to :
 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
TEACHER ACTIVITIES
1.
LEARNER ACTIVITIES
1.
Teaching methods
Baseline
Demonstration , Investigative & Question and answer
Activity 1
2. Lesson development:
2.1 Introduction
1.1 Define resistance
1.2 How should ammeter and voltmeter
be connected in a circuit
1.3 What is the relationship between
current and resistance in a circuit?
1.3 Measure current on each resistor
and record results
1.4 Measure potential difference on
each one of the resistors and
record the results
a. Pre-knowledge required.

Resistance, calculations and current

Potential difference
b. Baseline assessment

Refer to learner activities
c.
RESOURCES NEEDED
Baseline: 5 min
o
3 Resistors
o
Batteries
o
3 Ammeters
o
4 Voltmeter
o
Switch
Do corrections on the board explaining and clarifying misconceptions.
2.2 Main Body (Lesson presentation)

TIMING
2.2 Demonstration
From the previous lesson summary : resistors in PARALLEL are:
o
Current dividers
o
Potential difference is the same
o
Total resistance decreases. Effective resistance of resistors in parallel is lower
Activity 2
Demonstration
than the resistance in the smallest resistor and the circuit diagram, calculations
to find resistance, current or potential difference can be done using
1.
Find the current in the 20Ω and 5Ω
resistors in the following circuit.
Term 2 Page 69
30 min
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
R = V
Answering questions
I
10 min
Equation for the calculation of the parallel resistances R1 and R2:
Corrections: 10 min

Provide learners with a question to demonstrate manner in which calculations
should be done in physical science.
2.
In the circuit below, the reading on
the ammeter is 3.2 A.
Conclusion: 5 min
Example 1
Homework: 30 min
Determine:
a. the reading on the voltmeter;
a)
b)
c)
d)


Calculate the effective resistance of the parallel combination
Determine the potential difference on V2
How much is the potential difference through R1?
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
Transcribe the equation to the board and learners do the same on their books
b.
c.
the potential difference across the
40Ω resistor; and
the current in the 40Ω resistor.
Term 2 Page 70
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans

Substitute without changing subject of the formula
3.
Indicate mark allocation and emphasise the importance of the unit
Example 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
For the circuit above:
a.
Determine the total resistance.
b.
Find the reading on the
ammeter.
c.
Draw a voltmeter in the
correct place to measure the
potential difference across the
0.3Ω resistor.
d. Draw an ammeter in the correct
place to measure the current in the 0.3Ω
resistor.
e.
Determine the readings on the
meters mentioned in parts (c) and (d)
above.
2.3 Conclusion
Chalkboard / whiteboard summary concludes the lesson, showing how calculations
can be done in physical sciences. Learners are reminded of importance of
transcribing and substituting without changing subject of the formula
4) Explain, step by step, how to
calculate the amount of current (I) that
will go through each resistor in this
parallel circuit, and also the voltage (V)
dropped by each resistor:
Term 2 Page 71
© Gauteng Department of Education (ver.1)
Grade 10 Physical Sciences Lesson Plans
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 2 Page 72
© Gauteng Department of Education (ver.1)