Grade 10 Physical Science Curriculum

Grade 10 Physics Syllabus

A. Mechanics
1. Introduction to vectors and scalars
• List examples of physical quantities (e.g. time, mass, weight, force, charge…)
• Define a vector quantity as a physical quantity that has both magnitude and direction (e.g.
displacement, velocity, acceleration, force)
• Define a scalar as a physical quantity that has magnitude only (e.g. time, distance, speed,
energy, charge, current, etc.)
• Differentiate between vector and scalar quantities, giving examples of each.
• Understand that 𝐹⃗ represents the force vector, whereas F represents the magnitude of the force
vector
• Graphical representation of vector quantities using scalar diagrams
• an arrow represents the vector
• the length of the arrow represents the magnitude of the vector (a scale is used and must
be given with the scale diagram)
• the arrow head indicates the direction of the arrow (North, up etc must be indicated on
the scale diagram).
• Defining direction of a vector is important. Use compass points or bearing (e.g. 30°S of E and
120° bearing indicating the same direction):
• Compass points – e.g. 30°S of E means start at the easterly compass point and move
30° to the southerly compass point
• Bearing e.g 120° bearing means measure 120° clockwise from North.
• Properties of vectors like equality of vectors, positive and negative vectors, addition of vectors to
find a resultant using the force, displacement and velocity vector as an example.
• Define resultant vector as the single vector which has the same effect as the original vectors
acting together
• Find a resultant vector for a maximum of four vectors (force, displacement and velocity vectors
can be used) using:
o A scale diagram
▪ Find a resultant vector graphically using a scale diagram using the tail-to-head
method
o Pythagoras’ theorem and trigonometry.
▪ On a Cartesian plane, draw a sketch of the vertical (y-axis) and horizontal (x-axis)
▪ Add co-linear vertical vectors and co-linear horizontal vectors to obtain the net
vertical vector (Ry) and net horizontal vector (Rx)
▪ Sketch Rx and Ry on the Cartesian plane
▪ Sketch the resultant (R) using either the tail-to-head or tail-to-tail method
▪ Determine the magnitude of the resultant using the theorem of Pythagoras
▪ Determine the direction of the resultant using simple trigonometric ratios

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Grade 10 Physical Science Curriculum

2. Motion in one dimension

Reference frame, position, displacement and distance

• Describe the concept of a frame of reference and explain that a frame of reference has an origin
and a set of directions e.g. East and West or up and down or left and right
• Know that position is a vector quantity that points from the reference point as the origin
• Define position relative to a reference point and understand that position can be positive or
negative
• Define distance (D) as the length of path travelled and know that distance is a scalar quantity
• Define displacement (∆𝑥) a change in position and know that displacement is a vector quantity
that points from initial to final position
• Know the difference, illustrate and differentiate between displacement and distance
• Calculate distance and displacement for one dimensional motion and displacement two
dimensional motion (see above)

Average speed, average velocity, acceleration

• Define speed (s) as the rate of change of distance and know that speed is a scalar quantity
• Define average speed as the distance travelled divided by the total time and know that average
𝑑
speed is a scalar quantity. Mathematically, speed is defined as 𝑠 =
∆𝑡
• Define velocity (v) as the rate of change of position (or rate of displacement) and know that
displacement is a vector quantity
• Define average velocity as the displacement (or change in position) divided by the time taken
∆𝑥
and know that average velocity is a vector quantity. Mathematically velocity is defined as 𝑣 =
∆𝑡
• Use 𝑣⃗ as a symbol for average velocity

• Distinguish between average velocity and instantaneous velocity

• Calculate average speed and average velocity for one dimensional motion.
• Convert between different units of speed and velocity, e.g. m.s-1, km.h-1
• Define average acceleration (a) as the rate of change of velocity
• Differentiate between positive acceleration, negative acceleration and deceleration
• Understand that acceleration provides no information about the direction of motion; it only
doesn’t say left or right if positive then in
indicates how the motion (velocity) changes direction of motion if negative in opposition to
the direction of motion

Instantaneous speed, instantaneous velocity

• Define instantaneous velocity as the displacement (or change in position) divided by an

infinitesimal (very small) time interval
• Know that instantaneous velocity is a vector quantity
• Define instantaneous speed as the magnitude of the instantaneous velocity

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Grade 10 Physical Science Curriculum

Description of motion in words, diagrams and equations

• Describe in words and distinguish between motion with uniform velocity and uniformly
accelerated motion
• Use the kinematics equations to solve problems involving motion in one dimension
(horizontal only)
𝑣𝑓 = 𝑣𝑖 + 𝑎∆𝑡
𝑣𝑓2 = 𝑣𝑖2 + 2𝑎∆𝑥
1
∆𝑥 = 𝑣𝑖 ∆𝑡 + 𝑎∆𝑡 2
2
(𝑣𝑓 + 𝑣𝑖 )
∆𝑥 = ∆𝑡
2
where 𝑣𝑓 is the final velocity
𝑣𝑖 is the initial velocity
a is the acceleration
∆𝑥 is the displacement
∆𝑡 is the time interval
• Demonstrate an understanding of motion of a vehicle and safety issues, such as the
relationship between speed and stopping distance

3. Energy
Gravitational potential Energy Ep

• Fundamentally, there are only two kinds of energy viz. potential and kinetic
• Define gravitational potential energy as the energy an object possesses due to its position
relative to a reference point
• Calculate the gravitational potential energy of an object using
Ep = mgh
• Inform learners that g = 9,8m.s-2 and that this will be further studied in grade 11 and 12.
• This value is used to calculate gravitational potential energy

Kinetic energy Ek

• Define kinetic energy as the energy an object has as a result of the object's motion
• Determine the kinetic energy of an object using
1
Ek =2 𝑚𝑣 2
• Introduce kinetic energy as the energy an object has because of its motion.

Mechanical energy EM

• Define mechanical energy as the sum of the gravitational potential and kinetic energy at a
point
• Use equation: EM = Ek + Ep

• State the law of conservation of energy as the total energy in a system cannot be created
nor destroyed; only transformed from one form to another
• State the principle of conservation of mechanical energy as in the absence of air
resistance or any external forces, the mechanical energy of an object is constant
• Apply the principle of conservation of mechanical energy and solve problems using
(Ep + Ek)i = (Ep + Ek)f
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Grade 10 Physical Science Curriculum

B. Waves Will re-visit in later years

1. Transverse pulses and waves on a string

• Define a pulse as a single disturbance travelling through a medium

• Know that for a transverse pulse the particles of the medium move at right angles to the
direction of propagation of the pulse
• Define a transverse wave as a succession of transverse pulses
• Define amplitude (A) as the maximum distance of a particle from its rest (equilibrium) position
• Define wavelength () as the distance between two consecutive similar points on a wave
• Define frequency (f) as the number of cycles per second
• Define period (T) as the time taken for one cycle to occur
• Explain the wave concepts of in phase and out of phase - waves are in phase if they occupy
identical positions on the wave. Otherwise they are out of phase
• Identify the wavelength, amplitude, crests, troughs, points in phase and points out of phase on a
drawing of a transverse wave
• Know the relationship between frequency and period:
1 1
f = 𝑇 and T = 𝑓
• Define wave speed as the product of the frequency and wavelength of a wave
Use the speed equation, to solve problems involving waves:
v=f
where v is the wave speed

2. Electromagnetic radiation not Gr10

The nature of electromagnetic radiation

• Explain that some aspects of the behaviour of EM radiation can best be explained using a wave
model and some aspects can best be explained using a particle model. This is also known as
the wave-particle duality.
• Describe the source of electromagnetic waves as an accelerating charge
• Use words and diagrams to explain how an EM wave propagates through a vacuum when an
electric field oscillating in one plane produces a magnetic field oscillating in a plane at right
angles to it, which produces an oscillating electric field, and so on
• State that these mutually regenerating fields travel through space at a constant speed of
3x108m.s-1 represented by c

EM spectrum

• Given a list of different types of EM radiation, arrange them in order of frequency or wavelength
• Given the wavelength of EM waves, calculate the frequency and vice versa, using the equation:
c=f

Where c=3x108 m.s-1 is the speed of light in a vacuum

• Define a photon
• Calculate the energy of a photon using
E = hf
Where h = 6.63 x10-34 J.s is Planck’s constant;
c=3x108 m.s-1 is the speed of light in a vacuum; and
 is the wavelength
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Grade 10 Physical Science Curriculum

not in Gr10 Exam

C. Electricity & magnetism
1. Magnetism

Magnetic field of permanent magnets

• Explain that a magnetic field is a region in space where another magnet or ferromagnetic
material will experience a force (non-contact)
• Know that an electric field is a region in space where an electric charge will experience an
electric force.
• Know that the gravitational field is a region in space where a mass will experience a
gravitational force.
• Be able to explain the magnetic properties of ferromagnetic materials using the domain theory:
o Electrons moving inside any object have magnetic fields associated with them. In most
materials these fields point in all directions, so the net field is zero. In some materials
(ferromagnetic) there are domains, which are regions where these magnetic fields line up. In
permanent magnets, many domains are lined up, so there is a net magnetic field.

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

• Describe a magnet as an object that has a pair of opposite poles, called north and south. Even if
the object is cut into tiny pieces, each piece will still have both a N and a S pole
• Apply the fact that like magnetic poles repel and opposite poles attract to predict the behaviour
of magnets when they are brought close together
• Show the shape of the magnetic field around a bar magnet and a pair of bar magnets placed
close together, e.g. using iron filings or compasses.
• Sketch magnetic field lines to show the shape, size and direction of the magnetic field of
different arrangements of bar magnets

2. Electrostatics

Two kinds of charge

• Know that all materials contain positive charges (protons) and negative charges (electrons)
• Know that an object that has an equal number of electrons and protons is neutral (no net
charge)
• Know that positively charged objects are electron deficient and negatively charged objects have
an excess of electrons
• Describe how objects (insulators) can be charged by contact (or rubbing) –tribo-electric
charging

Charge conservation

• Know that the SI unit for electric charge is the coulomb

• State the principle of conservation of charge as: The net charge of an isolated system remains
constant during any physical process. e.g. two charges making contact and then separating.
• Apply the principle of conservation of charge
• Know that when two identical conducting objects having charges Q1 and Q2 on insulating stands
touch, that each has the same final charge on separation:
𝑄1 + 𝑄2 + 𝑄𝑛
𝑄=
𝑛

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Grade 10 Physical Science Curriculum

Charge quantisation

• State the principle of charge quantization that the charge of an object is an integer multiple of
the elementary charge (charge of an electron)
• Every charge in the universe consists of integer multiples of the electron charge:
• Apply the principle of charge quantization in calculations
Q=Ne
where Q is the charge of the object in coloumbs (C)
e is the charge of an electron = 1.6x10-19 C
N is the number of electrons lost or gained to give the charge on the object (an integer.

Forces between charges

• Recall that like charges repel and opposite charges attract

• Explain how charged objects can attract uncharged insulators because of the polarization of
molecules inside insulators

3. Electric circuits

emf, Terminal Potential Difference (terminal pd)

• Define potential difference as the work done per unit positive charge
• Do calculations using
𝑊
𝑉=
𝑄
Where V is potential difference measured in volts (V)
W is the work done or energy transferred measured in joules (J)
Q is the charge measured in coloumbs (C)
• Know that the voltage measured across the terminals of a battery when no current is flowing
through the battery is called the emf
• Know that the voltage measured across the terminals of a battery when current is flowing
through the battery is called terminal potential difference (terminal pd).
• Know that emf and pd are measured in volts (V)
• Explain why a battery in a circuit goes flat eventually by referring to the energy transformations
that take place in the battery and the resistors in a circuit
• Understand how to correctly connect a voltmeter to measure the potential difference at different
points in a circuit. parallel
• Know that a voltmeter has an infinitely high resistance

Current

• Define current as the rate of flow of charge

• Calculate the current flowing using
𝑄
𝐼=
𝑡
Where I is current measured in amperes (A)
t is the time measured in seconds (s)
Q is the charge in coulomb (C)
• Understand the difference between conventional current (flow of positive charge in the
circuit from the positive terminal to the negative terminal of the power source) and actual
flow (electron flow) from the negative terminal to the positive terminal of the power source.
• Understand how to correctly connect an ammeter to measure the current at different points in a
circuit.
• Know that an ammeter has an no resistance

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Grade 10 Physical Science Curriculum

Resistance

• Define resistance as a material's opposition to the flow of electric current

• State that the unit of resistance is the ohm Ω and that when one ampere of current flows
through a resistor with a potential difference of one volt across it, the resistance of the
resistor is one ohm.
• Give a microscopic description of resistance in terms of electrons moving through a conductor
colliding with the particles of which the conductor (metal) is made and transferring kinetic
energy.
• State and explain factors that affect the resistance of a substance:
o Length of a conductor – the longer the conductor, the higher the resistance
o Width of the conductor – the wider the conductor, the lower the resistance
o Material – different materials offer different amounts of resistance to the flow of electric
charge
o Temperature – the higher the temperature, the lower the resistance
• Solve problems using the mathematical expression of Ohm's Law for series, parallel and
combination circuits, limited to a maximum of three external resistors using
𝑉
𝑅=
𝐼
Where R is resistance measured in ohms ()
• Interpret circuit diagrams containing a source, switches, resistors, ammeters and voltmeters

Resistors in series

• Know that current is constant through each resistor in series circuit.

• Know that series circuits are called voltage dividers because the total potential difference is
equal to the sum of the potential differences across all the individual components.
• Calculate the effective (equivalent or total) resistance of resistors connected in series using:
Rs = R1 + R2 + R3 + …

Resistors in parallel

• Know that voltage is constant across resistors connected in parallel

• Know that a parallel circuit is called a current divider because the total current in the circuit
is equal to the sum of the branch currents
• Calculate the effective resistance of resistors in parallel using
1 1 1 1
= + + + …
𝑅𝑝 𝑅1 𝑅2 𝑅3

Resistors in combination circuits

• Interpret circuit diagrams containing a source, switches, resistors, ammeters and voltmeters.
𝑉
• Solve problems using the mathematical expression of Ohm's Law 𝑅 = 𝐼 for series and
parallel circuits, limited to a maximum of three external resistors.

Electrical energy

• State that electrical energy is measured in joules (J)

• Solve problems involving the concept of electrical energy using
𝑉2
𝑊 = 𝑉𝐼𝑡 OR 𝑊 = 𝑅
𝑡 OR 𝑊 = 𝐼2 𝑅𝑡

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Grade 10 Physical Science Curriculum

Grade 10 Chemistry Syllabus

A. Matter & Materials
1. Revision from Grade 7-9 syllabus:

Classification of matter:

• Pure substances: elements and compounds.

o Define a pure substance as a substance with a constant composition consisting of the
same type of particle throughout
o Classification of pure substances as compounds or as elements
o Define an element as a substance composed of only one type of atom; and a compound as
a substance composed of more than one type of atom chemically bonded together.
o Microscopic and symbolic representations for elements, compounds and mixtures
o Devise criteria for purity:
- Use melting point and boiling points as evidence of purity
- Use chromatography as evidence of purity

• Mixtures: heterogeneous and homogeneous.

o Know the properties of heterogeneous and homogenous mixtures
o Give examples of heterogeneous and homogeneous mixtures

Metals, metalloids and non-metals

• Know the classification of substances as metals, metalloids and non-metals using their
properties
• Identify the elements as metal, non-metals or metalloids using:
o their position on the periodic table
o properties of the element
▪ Strength
▪ Thermal and electrical conductivity
▪ Brittle, malleable or ductile
▪ Magnetic or non-magnetic
▪ Density
▪ Melting points and boiling points

2. Kinetic Molecular theory

Three states of matter

• Verify the particulate nature of matter by investigating diffusion and Brownian motion
• List and characterize the three states of matter
• Define freezing point, melting point and boiling point
• Identify the physical state of a substance at a specific temperature, given the melting point and
the boiling point of the substance
• Define melting, evaporation, freezing, sublimation and condensation as changes in state
• Demonstrate these changes of state

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Grade 10 Physical Science Curriculum

Kinetic Molecular Theory

• Describe a solid, a liquid, and a gas according to the Kinetic Molecular Theory in terms of
particles of matter, the movement and position of the particles in these phases of matter.
• Describe the changes in particle position and movement when matter transitions between
different states.

3. Atomic structure
Understand the evolution of the current theory of the atomic model. This section is not for examination
purposes.

Atomic mass and diameter

• Understand that the atom is mainly empty space with the nucleus containing positively charged
protons and neutrally charged neutrons occupying a very small space in any atom and
surrounded by negatively charged electrons orbiting the nucleus at high speeds in set energy
levels and orbitals

Structure of the atom: protons, neutrons, electrons.

• Define the atomic number (Z) of an element as the number of protons in the nucleus of the
atom; and give its value for any element on a given periodic table
• Give the number of electrons present in a neutral atom
• Show that by removing electrons from an atom the neutrality of the atom is changed and
determine the charge after removing/adding electrons from the atom.
• Define the mass number (A) of an atom as the number of protons and neutrons in the nucleus
of the atom
• Define the term isotope as atoms having the same number of protons but different numbers of
neutrons.
• Calculate the number of neutrons present in an isotope of an element
• Describe and use the concept of relative atomic mass of an atom
• Calculate the relative atomic mass of naturally occurring elements from the percentage of each
isotope in a sample of the naturally occurring element and the relative atomic mass of each of
the isotopes.
• Represent atoms (nuclides) using the notation 𝐴𝑍𝐸
• Give the electronic configuration of atoms (up to Z=20) according to the Aufbau diagrams
(orbital box notation, (↑↓)) and the sp electron configuration notation (1s2 2s2 2p6 3s2 3p6 4s2)
using Hund’s rule and Pauli’s Exclusion Principle to determine electron configuration
• Understand the terms core electrons and valence electrons from these electron configurations
• Draw Lewis dot diagrams of elements. Lewis dot diagrams show the number of valence
electrons of an atom using dots around the symbol.
• Describe atomic orbitals and the shapes of the s-orbitals and the p-orbitals

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4. Periodic table
The position of the elements in the periodic table (PT) related to their electronic
arrangements

• Understand that elements in the PT are arranged in order of ascending atomic number
• Appreciate the PT as a systematic way to arrange elements according to their atomic number,
their chemical properties and their electron configurations
• Define the group number and the period number of an element in the PT
• Relate the position of an element in the PT to its electronic structure and vice versa
• Understand periodicity by looking at the following properties from the elements Li to Ar:
o density, melting points and boiling points, atomic radius, periodicity in formulae of halides,
periodicity in formulae of oxides, and ionization energy.
• Define
o atomic radius as the typical distance from the centre of the nucleus to the boundary of
the surrounding cloud of electrons
o ionization energy as the amount of energy required to be added to remove an electron
from an atom or ion
o electron affinity as the amount of energy released when an electron is added to an atom
or ion
o electronegativity as the measure of the tendency of an atom to attract a bonded pair of
electrons
• State and explain the influence of periodicity on atomic radius, electron-affinity and
electronegativity
• Relate the electronic arrangements to the differences in reactivity and chemical properties of
group 1, 2, 17 and 18 elements
• Predict chemical properties of unfamiliar elements in groups 1, 2, 17 and 18 of the PT

5. Chemical Bonding
Covalent bonding

• Define an intramolecular bond as a bond which occurs between atoms within molecules. Also
called an interatomic force or simply bond.
• Be able to describe the formation of a covalent bond by two non-metal atoms as the sharing of
electrons between two atoms in order to satisfy their valency (fill up their valence shell; satisfy
the octet rule) such that the positive nuclei of each atom has a strong electrostatic force of
attraction to the shared pair of electrons thus keeping the atoms held together in a covalent
bond.
• Define:
o A covalent bond as a sharing of at least one pair of electrons by two non-metal atoms
o Non-polar covalent bond (pure covalent) as an equal sharing of electrons
o Polar covalent bond as unequal sharing of electrons leading to a dipole forming (as a
result of electronegativity difference)
• Use electronegativity numbers to determine the specific type of covalent bond and know that
o a zero difference in electronegativity indicates a non-polar (pure) covalent bond
o a non-zero difference in electronegativity indicates a polar covalent bond
o the greater the difference in electronegativity the more polar the bond
• Describe the formation of single, double and triple bonds in order to satisfy each atoms octet
rule
• Be able to draw Lewis structures of simple covalent molecules

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Grade 10 Physical Science Curriculum

• Be able to derive IUPAC names from molecular formulae of covalent compounds and vice
versa.
• Use molecular formulae and relative atomic masses of each atom from the periodic table to
calculate the relative molecular mass of covalent compounds

Ionic bonding

• Know that ionic bonding is generally between metals (or ammonium ions) and non-metals (or
polyatomic ions)
• Define an ionic bond as a transfer of electrons and subsequent electrostatic attraction
• Be able to describe the formation of an ionic bond when a metal atom with a low ionisation
energy loses its valence electrons to form a positive ion (cation) (or an ammonium ion is
formed); these electrons are taken in by a non-metal atom with a high electron affinity such that
the ion has a filled valence shell (satisfies its valency to obey the octet rule) thus forming a
negative ion (anion); and the subsequent electrostatic attraction between oppositely charged
ions to form an ionic bond.
• Define an ionic lattice as a regular, ordered arrangement of ions into a large network structure
held together by strong ionic bonds
• Be able to write chemical equations to show the formation of cations and anions from atoms,
e.g.:
o Na → Na+ + e-
o O + 2 e- → O2-
• Be able to draw Lewis structures for simple ionic compounds
• Be able to derive IUPAC names from chemical formulae of ionic compounds and vice versa.
Know the name and formula of the following polyatomic ions: ammonium, chlorate, ethanoate,
hydroxide, nitrate, nitrite, permanganate, carbonate, hydrogen carbonate, sulfate, hydrogen
sulfate, thiosulfate, sulfite, phosphate, dichromate.
• Use chemical formulae and relative atomic masses of each atom from the periodic table to
calculate the relative formula mass of ionic compounds

Metallic bonding
• Define metallic bonding as between a positive ion and a sea of delocalised electrons
• Be able to describe the formation of a metallic bond when metal atoms pack so closely together
such that their valence shells (the outermost energy level containing electrons) overlap and they
lose their valence electrons; the electrons become delocalised and are not associated with any
particular atom or ion. The positive ions have a very strong electrostatic attraction to the sea of
delocalised electrons and this is the strong metallic bond.

6. Particles substances are made of

(The EFFECT of the different types of chemical bonding are emphasized here.)

• Understand that molecular substances (consisting of molecules) are due to covalent bonding of
atoms and that ionic substances (consisting of formula units) are due to ionic bonding of atoms.
• Describe atoms as the very small particles of which all substances are made
• State that the only substances found in atomic form are the noble gases at ambient conditions.
These are termed atomic substances.
• Describe a compound as a group of two or more different atoms that are attracted to each other by
relatively strong interatomic forces or bonds. The atoms are combined in definite proportions
• When atoms share electrons they are bonded covalently and the resulting collection of atoms is
called a molecule. As a general rule molecular substances are almost always composed of
nonmetallic elements
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Grade 10 Physical Science Curriculum

o Give examples of molecules based on the above description

o Covalent molecular substances consist of separate molecules: e.g. oxygen, water, petrol,
CO2, S8, C60 (buckminsterfullerene or buckyballs)
o Covalent network structures consist of giant repeating lattices of covalently bonded atoms:
diamond, graphite, SiO2, some boron compounds
o Recognize molecules from models (space filling, ball and stick, …)
o Draw diagrams to represent molecules using circles to represent atoms
o Give the formula of a molecule from a diagram of the molecule and vice versa
o Represent molecules using
- Molecular formula for covalent molecular structures, e.g. O2, H2O, C8H18, C12H22O11,
- Empirical formulae for covalent network structures, e.g. C as diamond, graphite and SiO2
as quartz, glass or sand
• When the electrons of atoms are transferred from one atom to another atom to form positive and
negative ions, the ions bond with ionic bonds and the resulting solid is called an ionic lattice
structure (or salt or ionic compound). As a general rule, ionic substances are usually composed of
a metallic element (usually forming positive ions) or an ammonium ion and a nonmetallic elements
(usually forming negative ions) or a polyatomic anion
o Give examples of ionic lattice structures (solids, salts, ionic compounds) based on the above
description e.g. A sodium chloride crystal, potassium permanganate crystal,..
• When metal atoms lose their outer electrons to form a lattice of regularly spaced positive ions and
the outer electrons form a delocalized “pool” of electrons that surround the positive ions, the atoms
are bonded by metallic bonding and the resulting collection of atoms is called a metallic lattice
structure
o Give examples of metallic lattice structures based on the above description e.g. • a metal
crystal like a piece of copper, or zinc, or iron,

B. Chemical Change
1. Physical & chemical change
Separation of particles in physical change and chemical change.

• Define a physical change as a change that does not alter the chemical nature of the substance
(no new chemical substances are formed)
• Describe and identify a physical change as the rearrangement of molecules. Characteristics of
a physical change
o molecules are separated e.g. water evaporates to form water vapour
o disordering of molecules e.g. water molecules when ice melts due to breaking of
intermolecular forces; a solid is dissolved into a liquid
o the energy change is small in relation to energy changes in a chemical change
o mass, numbers of atoms and molecules are conserved during these physical changes
• Define a chemical change as a change in which the chemical nature of the substances
involved changes (new chemical substances are formed)
• Describe and identify examples of a chemical change. Characteristics of a chemical change:
o New substances are formed e.g. the decomposition of hydrogen peroxide to form water and
oxygen; and the synthesis of water when hydrogen burns in oxygen.
o the energy involved in these chemical changes as much larger than those of the physical
change i.e. hydrogen is used as a rocket fuel
o mass and atoms are conserved during these chemical changes but the number of molecules
is not. Show this with diagrams of the particles

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Grade 10 Physical Science Curriculum

• Illustrate the conservation of atoms and non-conservation of molecules during chemical

reactions using models of reactant molecules
• Draw diagrams representing molecules at a submicroscopic level to show how particles
rearrange in chemical reactions and atoms are conserved
• State the Law of Constant Composition as the ratio of atoms in a particular compound is fixed
as represented by its chemical formula
• Understand the energy changes that take place during a reaction:
o Energy is taken in to break the reactant bonds
o The atoms then combine in different ways to form the products and energy must be given
out to form these new product bonds.
• Understand the terms system and surroundings when discussing energy changes in chemical
reactions:
o System – the set of substances being studied
o Surroundings – the rest of the universe outside of the system
• An exothermic reaction is one in which chemical potential energy (from the reactant bonds) is
transferred into the surroundings as thermal energy.
• An endothermic reaction is one in which thermal energy from the surroundings is transferred
into the system as chemical potential energy (stored in the product bonds)

2. Representing chemical change

• Represent chemical changes using reaction equations i.e. translate word equations into chemical
equations with formulae with subscripts to represent phases (s), (ℓ), (g) and (aq)
• Balance reaction equations by
o using models of reactant molecules and rearranging the ‘atoms’ to form the products while
conserving atoms
o representing the molecules at a sub-microscopic level using coloured circles and simply
rearranging the pictures to form the product molecules while conserving atoms.
o by inspection using reaction equations
• Interpret balanced reaction equations in terms of
o conservation of atoms
o conservation of mass (use relative atomic masses)
o conservation of energy

3. Reactions in aqueous solutions

• Ions in aqueous solution: their interaction and effects.

o Be able to describe what happens when substances dissolve in water:

▪ Ionic substances dissociate in solution to form ions. Define the process of
dissociation as the splitting of an ionic compound into its ions in water
▪ Molecular substances may simply disperse and remain as molecular substances
▪ Molecular substances which are acidic will undergo ionisation – the reaction of a
molecular substance with water to form ions

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Grade 10 Physical Science Curriculum

o Represent the dissolution process using balanced reaction equations using the abbreviations
(s) and (aq) appropriately e.g. when salt is dissolved in water it dissociates into ions
according to the equation:

NaCl (s) → Na+ (aq) + Cl- (aq)

o Be able to describe the process of hydration when ions become surrounded with water
molecules in water solution. Be able to use the polarity of the water molecule and the charge
of the ions to draw an image representing this hydration process.
o Explain and use diagrams representing interactions at the sub-microscopic level, to show
how water is able to dissolve ionic compounds through the hydration of ions, with reference
to the polar nature of the water molecule
o Represent the ionisation reaction of acidic compounds using balanced chemical equations:
HCl (g) + H2O (l) → H3O+ (aq) + Cl- (aq)
o Use the acid-base theories of Arrhenius and Bronsted and Lowry to define acids and bases:
▪ Bronsted and Lowry - Define an acid as an H+ donor and a base as an H+ acceptor
in a chemical reaction
▪ Arrhenius – Define an acid as a substance which increases the H3O+ concentration
(the hydronium ion may sometimes be written simply as H+) and a base as a
substance which increases the OH- (hydroxide ion) concentration.
o Define an electrolyte as a substance that can conduct electricity by forming free ions when
molten or dissolved in solution
o Describe a simple circuit to measure conductivity of solutions which indicates the degree of
ionisation
o Relate conductivity of a solution to
- the type of substance, since some substances, like sugar, dissolve but this does not
affect conductivity. Thus conductivity is not always a measure of solubility
- the concentration of ions in solution and this in turn to the solubility of particular
substances

• Chemical reaction types in aqueous (water) solution

o Ion-exchange reactions are reactions where the positive ions exchange their respective
negative ions due to a driving force:
- the formation of an insoluble salt in a ion-exchange precipitation reactions
- the formation of a gas in ion-exchange gas forming reaction
- the transfer of protons in an acid-base reactions
- the transfer of electrons in a redox reactions. Use the charge of the atom to
demonstrate how losing or gaining electrons affect the overall charge of an atom

• Ion-exchange precipitation reactions

o Write balanced reaction equations to describe precipitation of insoluble salts
o Explain how to test for the presence of the following anions in solution:
- Chloride - using silver nitrate and nitric acid
- Bromide- using silver nitrate and nitric acid
- Iodide -using silver nitrate and nitric acid
- Sulphate - using barium nitrate and nitric acid
- Carbonate – using barium nitrate and acid (precipitate dissolves in nitric acid)
o Identify an ion or ions in a solution from a description of the reactants mixed and the
observations of the products

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Grade 10 Physical Science Curriculum

4. Quantitative chemistry
• Define the mole as the SI unit for amount of substance
• Relate amount of substance to relative atomic mass
• State that one mole contains Avogadro's number of particles (NA = 6,02 × 1023 mol−1)
• Define molar mass as the mass in grams of one mole of that substance
• Calculate the molar mass of a substance given its formula
• Solve problems using the equation
𝑚
𝑛=
𝑀
where n = number of moles
m = mass of substance and
M = molar mass
• Determine percentage composition from the molecular formula of a substance.
• Determine the empirical formula for a given substance from percentage composition; and
molecular formula given the molecular mass of the substance.
• Determine the number of moles of water of crystallization in salts like AlCl3.nH2O
• Know and use the fact that 1 mole of gas occupies 22,4 dm3 at STP, i.e. 0°C (273 K) and at
1 atmosphere (101,3 kPa)
• Solve problems using
𝑉
𝑛=
𝑉𝑀
where VM = 22,4 dm ·mol−1 is the molar volume
3

• Define solution as a homogenous mixture of solute and solvent

• Define solute as the substance that is dissolved in the solution
• Define solvent as the substance in which another substance is dissolved, forming a solution
• Identify the solute and/or solvent for a particular solution
• Define concentration as the amount of solute per unit volume of solution
• Calculate molar concentration of a solution using the equation:
𝑛
𝑐=
𝑣
where n is the number of moles (mol)
v is the volume of solution (dm3)
• Perform stoichiometric calculations (involving moles, mass, concentration, volume of solutions
and/or volume of gases at STP) using balanced equations to determine the theoretical yield of a
product in a chemical reaction.

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