Grade 10 Physics Term 1 Scheme of Work
Physics • Grade 10
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📘 Preview: Week 10 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 10 | 1 | Mechanics and Thermal Physics | 1.3 Mechanical Properties of Materials | By the end of the lesson, the learner should be able to: a) use mathematical relationships to determine tensile stress, tensile strain and modulus of elasticity of materials; b) calculate Y = stress/strain; c) appreciate precision in engineering. |
The learners will be guided to: i> solve guided problems; ii> compare materials; iii> discuss bridge failures (Core competency: Critical thinking; PCI: Infrastructure safety). |
Why must engineers calculate stress? | Problem sets, calculators | Problem-solving quiz assessed using a critical thinking and infrastructure safety rubric | — |
| 10 | 2 | Mechanics and Thermal Physics | 1.4 Temperature and Thermal Expansion | By the end of the lesson, the learner should be able to: a) use digital media to search for more information on measuring temperature; b) compare technologies; c) appreciate digital tools in science. |
The learners will be guided to: i> compare thermometer specs online; ii> discuss use in labs vs. homes; iii> reflect on digital citizenship (Core competency: Citizenship; PCI: Ethical digital use). |
How has technology improved temperature measurement? | Digital devices, spec sheets | Comparison chart assessed using a digital citizenship and citizenship rubric | — |
| 10 | 3 | Mechanics and Thermal Physics | 1.5 Moments and Equilibrium | By the end of the lesson, the learner should be able to: a) at shopping centre, identify a vehicle, discuss with peers the relationship between stability of the vehicle and its load carrying capacity; b) analyze load distribution; c) appreciate road safety. |
The learners will be guided to: i> (virtual) shopping centre visit; ii> discuss vehicle stability; iii> propose safe loading practices (Core competency: Citizenship; PCI: Road safety). |
How does stability affect a vehicle's load capacity? | Vehicle images, discussion | Discussion summary assessed using a citizenship and road safety rubric | — |
| 10 | 4 | Mechanics and Thermal Physics | 1.6 Energy, Work, Power and Machines | By the end of the lesson, the learner should be able to: a) discuss mechanical energy transformations in moving parts of a motor vehicle; b) explain energy changes in acceleration; c) appreciate real-world energy dynamics. |
The learners will be guided to: i> research car energy flow; ii> create energy transformation diagrams; iii> discuss regenerative braking (Core competency: Application; PCI: Green transport). |
How does a car convert fuel into motion? | Diagrams, internet | Diagram and explanation assessed using an application and green transport rubric | — |
| 10 | 5 | Mechanics and Thermal Physics | 1.2 Pressure | By the end of the lesson, the learner should be able to: a) use print or non-print media to search for more information on the applications of atmospheric pressure and transmission of pressure in fluids; b) present findings on syphons and pumps; c) appreciate fluid dynamics in daily life. |
The learners will be guided to: i> research applications online; ii> create explanatory posters; iii> present to class (Core competency: Digital literacy; PCI: Climate change). |
How do syphons work? | Internet, poster materials | Poster presentation assessed using a digital literacy and climate change awareness rubric | — |
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