Year 10Science
Physical Sciences Elective
Text: Introduction to Physics Calculations (Matthews & Winter), Introduction to Chemistry Calculations (Matthews & Winter)
Other Resources: Education Perfect, Oxford Science 10 (Helen Silvester)
WA Curriculum Year 10 Science Content Descriptions
Chemical Sciences (Science Understanding)
- The atomic structure and properties of elements are used to organise them in the Periodic Table (ACSSU186)
- Different types of chemical reactions are used to produce a range of products and can occur at different rates(ACSSU187)
Physical Sciences (Science Understanding)
- Energy conservation in asystemcan be explained by describing energy transfers and transformations(ACSSU190)
- The motion of objects can be described and predicted using the laws of physics(ACSSU229)
Nature and Development of Science (Science as a Human Endeavour)
- Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community(ACSHE191)
Science Inquiry Skills
- Formulate questions or hypotheses that can be investigated scientifically(ACSIS198)
- Plan, select and use appropriateinvestigationtypes, including field work and laboratory experimentation, to collect reliabledata; assess risk and address ethical issues associated with these methods(ACSIS199)
- Select and use appropriate equipment, includingdigital technologies, to collect and recorddatasystematically and accurately(ACSIS200)
- Analyse patterns and trends indata, including describing relationships between variables and identifying inconsistencies(ACSIS203)
- Use knowledge of scientific concepts to draw conclusions that are consistent withevidence(ACSIS204)
- Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of thedata(ACSIS205)
- Criticallyanalysethevalidityof information in primary and secondary sources, andevaluatethe approaches used to solve problems(ACSIS206)
- Communicate scientific ideas and information for a particular purpose, including constructingevidence-based arguments and using appropriatescientific language, conventions and representations(ACSIS208)
Term 1 Physics: Electricity
Wk / Topic / Content / Activities andResources / Assessment Homework
1-2 / Static and Current Electricity /
- Course Induction – ice breaker exercise and program of study
- Introduce the Electricity topic, using simple electrostatic experiments to show that negative charge is transferred when materials are rubbed together. Link to the structure of the atom and identify the relatively loosely held outer electrons.
- Reinforce that negatively charged materials have an excess of electrons whereas positively charged materials have a lack of them.
- Demonstrate Laws of Electrostatics:
- Like charges repel
- Unlike charges attract
- Any charged body will always attract an uncharged body
- Discuss ‘charging by induction’.
- Reinforce that static electricity results from a charged body in a situation where the charges (usually electrons) can not move or flow. This is the situation with insulators, such as plastic rods and strips.
- However, current electricity results from a situation where the charges have little restriction and under certain circumstances, can flow.
- Demonstrate that given sufficient potential difference, charges can flow, even through air.
- Investigate the relative conduction / insulation properties of a selection of materials, using a very simple circuit. (ACSHE191)
- State that the more charge that flows in a given time, the greater the amount of electricity or the quicker a given of amount that flows, the greater the amount of electricity.
- Discuss and explain the term potential difference or voltage
- Introduce ammeters and voltmeters as instruments which can measure current and voltage, explaining carefully how they should be connected in a circuit, particularly the ammeter to avoid damage.
- Provide electrical circuit symbols to allow a more efficient means of drawing circuit diagrams.
- Discuss electrical safety. (ACSHE195)
- Van Der Graaf Generator and accessories. G.L.E.
- Van Der Graaf Generator and accessories, balloons, comb, etc.
- Van Der Graaf Generator and a fluorescent light tube.
- Battery, light globe, wires and a selection of materials, including a beaker of water.
- PSU, light globe, wires, an ammeter and a voltmeter.
Wk / Topic / Content / Activities and Resources / Assessment Homework
3 / Effects of Electrical Current and Electrolysis /
- Discuss the effects of an electric current: chemical, magnetic, heating and electrical – consider each effect in detail.
- Explain the meaning of electrolysis – the chemical effect!
- Discuss and investigate the factors which determine the rate of electrolysis:
- size of electric current
- time during which the circuit runs
- concentration of solution
- depth of electrodes in solution
- separation of electrodes
- Discuss the evidence for the creation of magnetic fields by moving charges - use plotting compasses to indicate the presence of a circular magnetic field around a current carrying conductor.
- Use a solenoid and paper clips to demonstrate a stronger magnetic field – the magnetic effect! (ACSHE192)
- Demonstrate that a coiled wire carrying a current will cause the temperature of a beaker of water to increase – the heating effect!
- Discuss a selection of transducers that convert electricity to other useful output forms of energy through a range of transformations – the electrical effect!
- PSU, copper electrodes, samples of copper sulphate solution of various concentrations, wires, an ammeter, a voltmeter, a rheostat, a sensitive balance and a stopwatch.
- PSU, solenoid, clamp / retort stand, box of paper clips.
- PSU, beaker, thermometer, length of constantan wire, connecting wires with alligator clips.
4-5 / Resistance & Ohm’s Law /
- Recap that some conductors allow electrical energy (flowing free electrons) to be transferred more easily. Introduce the idea of electrical resistance as the ‘opposition to the flow of electric charges’. Ask the students to consider the factors which affect the resistance of a given material, eg. a length of metal wire:
- the length of the wire
- the cross-sectional area of the wire
- the material from which the wire is made
- the temperature of the wire
- State, explain and demonstrate Ohm’s Law. Reinforce the need for the temperature to remain constant and what happens when it does not.
- Introduce the equation form of Ohm’s Law:
- voltage = current x resistance
- Simple problems / calculations using Ohm’s Law.
- Students should address the question ‘Are Globes Ohmic Conductors?’ (ACSHE194)
- Problem Sheet
- PSU, wires, an ammeter, a voltmeter, a rheostat and a standard 100 resistor.
- PSU, wires, an ammeter, a voltmeter, a rheostat and a 12V globe.
Wk / Topic / Content / Activities and Resources / Assessment Homework
6-7 / Resistance In a Wire Investigation /
- Re-visit factors affecting the resistance of a wire – consider and investigate length. Demonstrate how to use a rheostat.
- Students should then design and carry out an experiment to address the question ‘How does the thickness (area of cross-section) of a wire affect its electrical resistance?’ The subsequent experimental report should be completelyword-processed and all results presented taking full advantage of spreadsheet features. (ACSIS198), (ACSIS199), (ACSIS203), (ACSIS204)(ACSIS205), (ACSIS206) and (ACSIS208)
- Design and subsequent experimental write up
- PSU, wires, an ammeter, a voltmeter, a rheostat, a metre rule, wire boards, selection of 1 metre length of wires.
8 / Series and Parallel Circuits /
- Consider sources of potential difference in electrical circuits (cells and batteries), as devices capable of giving kinetic energy to charge in order that it can move (be raised to a higher potential). Investigate the potential at different points in simple electrical circuits.
- Introduce the concept of series and parallel circuits. Investigate the flow of current around both types of circuit, using ammeters to reinforce Kirchoff’s First Law. Investigate the potential difference (voltage) around both types of circuit, using voltmeters to reinforce Kirchoff’s Second Law. (ACSHE191)
- Discuss advantages, disadvantages and uses of both types of circuit. Ask students to draw the lighting circuit for the lab. (ACSHE230)
- Batteries and holders, wires, an ammeter, a voltmeter, a rheostat and a selection of globes.
- Typical series circuits, including up to 3 globes.
- Typical parallel circuits, including no more than 3 globes.
9 / Revision and Topic Test /
- Revision of Electricity
Term 1: Chemistry
10 / Covalent bonding /
- pure substances may be elements or compounds which consist of atoms of two or more elements chemically combined; the formulae of compounds indicate the relative numbers of atoms of each element in the compound
- molecular formulae represent the number and type of atoms present in the molecules
- molecular structural formulae (condensed or showing bonds) can be used to show the arrangement of atoms and bonding in covalent molecular substances
- chemical bonds are caused by electrostatic attractions that arise because of the sharing or transfer of electrons between participating atoms; the valency is a measure of the bonding capacity of an atom
- electron dot diagrams
- Naming chemical compounds worksheet
- Intro to Chemistry Part 1 Chapter 5 exercises 19-21
- Predicting the number of covalent bonds worksheet
- Intro to Chemistry Part 1 Chapter 5 exercises 27 and 30
- Lucarelli Essential Chemistry ATAR Units 1-2 p. 54 - 72
Wk / Topic / Content / Activities and Resources / Assessment Homework
11 / Ionic Bonding /
- ionic bonding can be modelled as a regular arrangement of positively and negatively charged ions in a crystalline lattice with electrostatic forces of attraction between oppositely charged ions
- the ionic bonding model can be used to explain the properties of ionic compounds, including high melting point, brittleness and non‐conductivity in the solid state; the ability of ionic compounds to conduct electricity when molten or in aqueous solution can be explained by the breaking of the bonds in the lattice to give mobile ions
- the formulae of ionic compounds can be determined from the charges on the relevant ions
- metallic bonding can be modelled as a regular arrangement of atoms with electrostatic forces of attraction between the nuclei of these atoms and their delocalised electrons that are able to move within the three-dimensional lattice
- the metallic bonding model can be used to explain the properties of metals, including malleability, thermal conductivity, generally high melting point and electrical conductivity; covalent bonding can be modelled as the sharing of pairs of electrons resulting in electrostatic forces of attraction between the shared electrons and the nuclei of adjacent atoms
- the properties of covalent network substances, including high melting point, hardness and electrical conductivity, are explained by modelling covalent networks as three‐dimensional structures that comprise covalently bonded atoms
- elemental carbon exists as a range of allotropes, including graphite, diamond and fullerenes, with significantly different structures and physical properties
- the properties of covalent molecular substances, including low melting point, can be explained by their structure and the weak intermolecular forces between molecules; their non‐conductivity in the solid and liquid/molten states can be explained by the absence of mobile charged particles in their molecular structure
- Lucarelli Essential Chemistry ATAR Units 1-2 p. 54 - 72
Term 2 Chemistry
W / Topic / Content / Activities and Resources / Assmnt/Hmwork
1 / Redox reactions
(transfer of oxygen) /
- Understand that oxidation was initially defined as a reaction with oxygen and reduction was a loss of oxygen or gain of hydrogen
- Understand that oxidation and reduction reactions always occur in pairs, hence they are called redox reactions
- In a chemical equation, identify the substance reduced, the substance oxidised, the reducing agent and the oxidising agent
- Study combustion and corrosion reactions as an example of redox reactions
- Understand that metals react with oxygen in the air to produce metal oxides
- Metal + oxygen metal oxide
- Combustion reactions are metal oxygen reactions which occur very fast producing large amounts of heat and light
- Corrosion reactions are metal oxygen reaction which occur slowly
- Study rusting as an example of corrosion reactions
- Study carbon reduction as an example of redox reactions
- Information:
- Experiment: Combust magnesium metal and steel wool, show the formation of MgO on magnesium metal.
- Experiment: The causes of rusting
- Experiment: Carbon reduction page 161 Pearson
- Intro to Chemistry Part 1 Chapter 7 exercise 42
2 / Redox reactions
(transfer of electrons) /
- Study redox reactions.
- Understand that redox reactions do not always involve the gain or loss of oxygen (OIL RIG)
- Oxidation is a loss of electrons
- Reduction is a gain of electrons
- Redox reactions involve the transfer of electrons
- Understand that half equations can be used to represent a redox equation in two parts.
- Study metal displacement reactions as an example of redox reactions
- Understand that metal displacement reactions are an example of redox reactions in which electrons are passed from one metal to another
- Use the activity series to predict whether metal displacement reactions will occur
- Write the half equations for metal displacement reactions
- Study the practical uses of metal displacement reactions through the prevention of rusting
- Galvanising and cathodic protection can be used to prevent the rusting of iron by preventing it’s oxidation.
- Intro to Chemistry Part 1 Chapter 7 exercise 45
- Metal displacement reactions experiment
- Information:
- Experiment: Factors affecting the corrosion of iron
W / Topic / Content / Activities and Resources / Assmnt/Hmwork
3 / Molecular, Formula Mass and Percentage composition / Relative atomic mass
- Understand that the mass of atom is too small and the quantity of atoms in most samples too high for the mass of a single atom to be of practical value in chemistry
- Understand that instead we use the relative atomic mass of a substance, which is the ratio of the average mass of that atom to 1/12 the mass of a carbon-12 isotope.
- Understand that because relative atomic mass is a ratio it has no units.
- Understand that the formula mass of an substance is the sum of the atomic masses for each atom in the molecule
- Calculate the formula mass of substances
- Calculate the percentage composition by mass of elements in compounds
- Introduction to Chemistry Part 2 set 1-4
- Introduction to Chemistry Part 2 chapter 8 sets 6-8
4 / Moles /
- Know the definition of a mole
- A mole of a substance is a sample containing 6.02 x 1023 particles (Avagadros number)
- One mole of a substance will have a mass equal to its atomic or formula mass
- Calculate the number of molecules of an atom or molecule using the formula
- Understand that the mass of 1 mole of any substance is known as the molar mass. It is the same value as the relative atomic/formula mass.
- Calculate the mass, molar mass or number or moles of a substance using the formula
- where m= mass (g) , M= molar mass (g), n=number of moles
- Calculate the number of moles or mass of atoms within molecules
5 / Revision and Chemistry Test /
- Revision of Bonding, Redox, Formula mass and moles
6-7 / Revision and Exam /
- Chemistry and Physics Exam Revision
Term 2: Motion Physics
Wk / Topic / Content / Activities and Resources / Assessment Homework
8 / Vector and Scalar /
- Introduce Mechanics topic – define and discuss scalar and vector quantities, using distance and displacement as examples. Introduce speed as a scalar quantity and velocity as a vector quantity. Define: speed = distance ÷ time velocity = displacement ÷ time Simple examples to emphasise the difference between them.
- Experiment – how does the height of a ramp affect the average speed of a car?(ACSIS198), (ACSIS203), (ACSIS204)
- Introduce the idea that a displacement-time graph can provide considerable information about the motion of a body (include negative displacement values) – the idea that the steepness of a slope indicates relative velocity, etc. Qualitative discussion only. Match a set of given displacement-time graphs to a variety of stated situations, eg. a ball rolling up a hill and back down the same side, then the other side.
- Simple calculations
9 / Acceleration & Velocity Time Graphs /
- Introduce the idea of acceleration and velocity-time graphs and treat in a similar way to that above. Introduce the concept that distance travelled can be determined from a velocity-time graph by calculating the area below the relevant section of the graph.
- Compare displacement, velocity and acceleration-time graphs for given situations
Term 3: Motion Physics
Wk / Topic / Content / Activities and Resources / Assessment Homework
1 / Motion Investigation /
- Introduce the major investigation – a detailed analysis of the motion of several students while running the 100 metre sprint in comparison to Usain Bolt. (ACSIS198)Demonstrate use of Spreadsheets. (ACSIS199), (ACSIS203), (ACSIS204)(ACSIS205), (ACSIS206) and (ACSIS208)
- Experimental report
2-3 / Forces /
- Discuss the different types of forces – mechanical as a contact force and gravitational, magnetic and electrostatic as those being able to act without contact, i.e. at a distance and that their effect weakens as the distance increases. Discuss the Newton as the unit in which all forces are measured. Understand that force is a vector quantity.
- Forces and their effects – changing motion, changing direction, deformation, etc. Forces can produce acceleration / deceleration – the greater the speed of an object, the greater the force needed to stop it in a certain time or the longer it will take to stop it with a certain force. Apply to car braking, braking distances, stopping distances, etc.
- Discuss balanced and unbalanced forces using everyday examples.
- Introduce Newton’s Laws of Motion- demonstrate the first law (the Law of Inertia) using the Linear Air Track, stating that friction can virtually be eliminated. Use of “Free Body Diagrams”. (ACSSU229)
- Use the LAT to demonstrate the second law – a constant mass being pulled with increasing forces and a constant force being used to pull increasing masses. Consider the relationship in both cases. Combine both and introduce the mathematical form of this law: force = mass x acceleration
- Simple examples using this equation.
- Use the LAT to demonstrate the third law and give everyday examples where the law can be applied.
- Problem sheet
Wk / Topic / Content / Activities and Resources / Assessment Homework
4 / Potential and Kinetic Energy /
- Introduce equations for calculating both kinetic and gravitational potential energy
- kinetic energy = ½ x mass x speed2
- potential energy = mass x gravitational field strength x height
- Simple calculations to find these energy values for bodies in a variety of situations, eg. an athlete, a car, a book on a shelf, etc.
- Introduce the concept of mechanical power as the rate at which energy is transferred or the rate at which work is done. State that the more powerful an appliance, the quicker it transfers energy or the more energy it transfers in a given time. Discuss the Watt as the unit in which power is measured, with appropriate prefixes.(ACSSU190)
- Students determine their
while running up a flight of
stairs
5 / Revision & Test
Term 3 Chemistry
6 / Balancing Equations and Simple Calculations /
- chemical reactions can be represented by chemical equations; balanced chemical equations indicate the relative numbers of particles (atoms, molecules or ions) that are involved in the reaction
- the relative atomic mass (atomic weight), Ar is the ratio of the average mass of the atom to 1/12 the mass of an atom of 12C; relative atomic masses of the elements are calculated from their isotopic composition
- percentage composition of a compound can be calculated from the relative atomic masses of the elements in the compound and the formula of the compound
- Imperial Formula
Percentage Composition: pg 30-31
Relative Atomic Mass: pg 8
Empirical Formula: BBC Bitesize
7 / Moles and Gases /
- Recap The Mole
- the mole concept can be used to calculate the mass of substances and volume of gases (at standard temperature and pressure) involved in a chemical reaction
- Use the equation to calculate concentration, molarity or volume.
80 - 91
The Mole: pg 80
Molar Mass: 80-81
8 / Problems involving equations /
- Understand that in a balanced chemical equation the coefficients represent the number of moles of each substance involved
- 2Na + Cl2 2NaCl, indicates that 2 moles of Na + 1 mole of Cl gives 2 moles of NaCl
- Use balanced chemical equations to calculate the number of moles or mass of a substance, given the mass or moles of a substance involved in the reaction.
Wk / Topic / Content / Activities and Resources / Assessment Homework
9 / Acids and Bases /
- Revise the properties of acids and bases
- Acids are sour, corrosive, turn litmus red
- Bases are bitter, slippery and turn litmus blue
- Define acids as substances which produce hydrogen ions in solution (look at common acids only)
- E.g. HCl H+ + Cl-
- Memorise the formula of hydrochloric, sulfuric, nitric, phosphoric, ascetic and carbonic acid)
- Define bases as substances which contain hydroxide or oxide ions and produce hydroxide ions in solution
- E.g. NaOH Na+ + OH-
- E.g. CaO + H2O Ca2+ + 2OH-
- Understand that carbonates, metal hydrogen carbonates and ammonia are also bases.
- Understand that pH is a measure of the hydrogen ion concentration of a solution
- The pH number refers to the superscipt number in the hydrogen ion concentration e.g. pH of 1 means 1 x 10-1mol L-1 of H+. Therefore a change in 1 pH unit corresponds to a 10 times change in hydrogen ion concentration
10 / Neutralisation /
- Define a salt as a product of an acid base neutralisation (it contains the positive ion of the base and negative ion of the acid).
- Know the general equation for neutralisation reactions
- Acid + metal hydroxide salt + water
- Acid + metal oxide salt + water
- Acid + metal carbonate salt + water + carbon dioxide
- Acid + metal hydrogen carbonate salt + water + carbon dioxide
- Predict the products of neutralisation reactions
- Understand that different indicators detect different pH changes
- Look at phenolphthalein, bromethyl blue, methyl red
- Understand that some salts are do not have a pH of 7
Experiment:
Term 4: Chemistry and Exam Revision
Wk / Topic / Content / Activities and Resources / Assessment Homework
1-2 / Acid base titration investigation /
- Calculate the amount of hydrochloric acid neutralised by an antacid
3 / Organic Chemistry /
- hydrocarbons, including alkanes, alkenes and benzene, have different chemical properties that are determined by the nature of the bonding within the molecules
- IUPAC nomenclature is used to name straight and simple branched alkanes and alkenes from C1‐ C8
Pages: 92 - 103
4 / Organic Chemistry /
- alkanes, alkenes and benzene undergo characteristic reactions such as combustion, addition reactions for alkenes and substitution reactions for alkanes and benzene
- Cis- and Trans-
5 / Revision and Test
6-7 / Exam
Revision
Assessment Outline