CHEMICAL CHANGE

&
MECHANICS
Leave Blank
 Matthew Goniwe School of Leadership and Governance

PHYSICAL SCIENCES SSIP (JIT) GRADE 10

TEACHER TRAINING
Chemical Change
&
Mechanics
(Participant Guide)

Copyright 2024
Copyright © Matthew Goniwe School of Leadership and Governance (MGSLG)

First edition, first impression 2024

© All rights reserved. Apart from any fair dealing for the purpose of research, criticism or
review as permitted under the Copyright Act, no part of this book may be reproduced or
transmitted in any form or by any means, electronic or mechanical, including photocopying
and recording, without permission in writing from the Matthew Goniwe School of Leadership
and Governance.
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Table of Content
List of Acronyms and Abbreviations...................................................................................ii
Programme Overview....................................................................................................……iv
Preface.................................................................................................................................iv
Introduction..........................................................................................................................iv
Notional Hours.....................................................................................................................iv
Module Outcome Mapping....................................................................................................v
Icons Used..........................................................................................................................vii
Unit 1: Quantitative Aspects of Chemical Change..............................................................1
1.1 Pre-Assessment.............................................................................................................2
1.2 Introduction.....................................................................................................................3
1.3 Unit Objectives...............................................................................................................6
1.4 Unit Resources...............................................................................................................7
1.5 Atomic mass and Mole concept......................................................................................7
1.6 Molecular, Formula masses and Molar volume of gases...............................................8
1.7 Determining the composition of
substances……………………………………………….12
1.8 Basic Stoichiometric calculations…………………………………………………………..14
1.9 Participant Notes..........................................................................................................15
1.10 Unit Summary.............................................................................................................16
Unit 2: Vectors and Scalars.................................................................................................17
2.1 Pre-Assessment...........................................................................................................18
2.2 Introduction...................................................................................................................19
2.3 Unit Objectives.............................................................................................................21
2.4 Unit Resources.............................................................................................................21
2.5 Introduction to Vectors and Scalars..............................................................................21
2.6 Resultant......................................................................................................................22
2.7 Participant Notes..........................................................................................................24
2.8 Unit Summary...............................................................................................................25
Unit 3: Motion in one dimension
3.1 Pre-Assessment
3.2 Introduction
3.3 Unit Objectives
3.4 Unit Resources
3.5 Reference frame, position, displacement and distance

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3.6 Average speed, Average velocity and Acceleration

3.7 Participant Notes
3.8 Unit Summary………………………………………………………………………………

Unit 4: Instantaneous speed and velocity and the equations of motion

4.1 Pre-Assessment
4.2 Introduction
4.3 Unit Objectives
4.4 Unit Resources
4.5 Instantaneous speed and velocity
4.6 Description of motion in words, diagrams, graphs and equationds
4.7 Participant Notes
4.8 Unit Summary………………………………………………………………………………

List of Acronyms and Abbreviations

Acronyms/ Meaning/Explanation
Abbreviations/Symbols

STP Standard Temperature and Pressure

At STP: 1 mole of any gas occupies 22,4 dm 3 at 0 °C (273

K) and 1 atmosphere (101,3 kPa). Thus the molar gas
volume, VM, at STP = 22,4 dm3 ∙mol-1.

c Concentration of a solution in mol.dm-3. It can be calculated

using the equations:

n m
c= and c = .
V MV

n Number of moles in mol. Can be calculated using

equations:

m V N
n= , n = cV , n = ,n=
M V M N A

V Volume of a gas or solution (dm3)

NA Avogadro’s constant /Avogadro's number, NA, as the

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number of particles (atoms, molecules, formula- units)

present in mole (NA = 6,022 x 1023 mol-1).

M Molar mass of a substance in g.mol -1. Molar mass of a

substance can be calculated using relative atomic masses
from the periodic table if its chemical formula given. It can
m
also be calculated using the equation n = .
M

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Programme Overview
Preface
Chemical Change and Mechanics are the two Grade 10 knowledge areas that are the
emphasis of this participant guide. The quantitative aspects of chemical change are the main
focus of knowledge area Chemical Change. Regarding Mechanics, its vectors and scalars,
one-dimensional motion, instantaneous speed and velocity, and the equations of motion, as
well as energy. These topics advance to Grades 11 and 12, and the goal of this training is to
provide our students with a solid foundation as we get them ready for those grades.

Introduction
The aim of this participant guide is to provide teachers and learners with additional support
and development in Physical Sciences as a subject. It aims to close the content gaps and
enhance teaching and learning in the classroom. The content in this participant guide is
CAPS aligned. Furthermore, it promotes integration of ICT into teaching and learning which
seek to improve performance and quality of results in Grade 10.

Notional Hours

Session
Unit Contact Session Activity
Total
1. Unit 1: Quantitative
aspects of chemical 80 Min 30 Min 2 Hours
change
2. Unit 2: Vectors &
40 Min 15 Min 1 Hour
Scalars
3. Unit 3: Motion in one
40 Min 15 Min 1 Hour
dimension
4. Unit 4: Instantaneous
speed & velocity, and 40 Min 15 Min 1 Hour
Equations of Motion
Total 200 Min 75 Min 5 Hours

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Module Outcome Mapping

Unit 1: Quantitative aspects of chemical change

Objectives/Outcomes Associated Assessment Criteria
 Atomic mass and the mole concept  Activity 1.5.1
 Activity 1.5.2
 Molecular, formula masses and Molar  Activity 1.6.1
volume of gases  Activity 1.6.2
 Activity 1.6.3
 Determining the composition of  Activity 1.7.1
substances  Activity 1.7.2
 Basic stoichiometric calculations  Activity 1.8

Unit 2: Vectors and scalars

Objectives/Outcomes Associated Assessment Criteria
 Introduction to vectors & Scalars  Activity 2.5
 Resultant vector  Activity 2.6

Unit 3: Motion in one dimension

Objectives/Outcomes Associated Assessment Criteria
 Reference frame, position,  Activity 3.5
displacement and distance
 Average speed, average velocity,  Activity 3.6
acceleration

Unit 4: Instantaneous speed and velocity and the equations of motion

Objectives/Outcomes Associated Assessment Criteria
 Instantaneous velocity and  Activity 4.5
instantaneous speed
 Description of motion in words,  Activity 4.6
diagrams, graphs and equations

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Icons Used

Individual Activity

Group Activity

Study/teaching tips

Notes/Title

Assessment

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Unit 1:
Quantitative Aspects of
Chemical Change

Duration/Hours 2 hours
Unit Learning
Understanding all topics under Quantitative Aspects of Chemical Change
Outcomes
Manual Unit Progress Tracker Completed
1.1 Pre-Assessment
1.2 Introduction
1.3 Unit Objectives
1.4 Unit Resources
Unit Outline (List 1.5 Sub-Topic: Atomic mass and Mole concept
of topics) 1.6 Sub-Topic: Molecular, Formula masses and Molar
volume of gases
1.7 Sub-Topic: Composition of substances
1.8 Sub-Topic: Basic Stoichiometric calculations
1.9 Participant Notes
1.10 Unit Summary

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1.1 Pre-Assessment

1.Consider the following unbalanced chemical equation.

Zn(s) + HCℓ(aq) → ZnCℓ2 (aq) + H2(g)

1.1 Balance the equation.

1.2 List the reactants.
1.3 List the products.
1.4 Write down the chemical names of the reactants.
1.5 Write down the chemical names of the products.
1.6 Is the above an example of physical change or chemical change? Explain.

Solutions

1.1 Zn(s) + 2HCℓ(aq) → ZnCℓ2 (aq) + H2(g)

1.2 Zn and HCℓ

1.3 ZnCℓ2 and H2

1.4 Zinc and Hydrochloric acid/hydrogen chloride

1.5 Zinc chloride and Hydrogen (gas)
1.6 Chemical change
New substances are being formed

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1.2 Introduction

 Sometimes it is important to know exactly how many particles (e.g. atoms or

molecules) are in a sample of a substance, or what quantity of a substance is needed
for a chemical reaction to take place. The amount of substance is so important in
chemistry that it is given its own name, which is the mole.
 The mole (abbreviation “mol”) is the SI (Standard International) unit for “amount of
substance”. One mole is the amount of substance having the same number of
particles as there are atoms in 12 g carbon-12. The mole is a counting unit just like
hours or days. We can easily count one second or one minute or one hour. If we
want bigger units of time, we refer to days, months and years. Even longer time
periods are centuries and millennia. The mole is even bigger than these numbers.
The mole is 602 204 500 000 000 000 000 000 or 6, 022 × 10 23 particles. This is a
very big number! We call this number Avogadro’s number. We use Avogadro’s
number and the mole in chemistry to help us quantify what happens in chemical
reaction. If we measure the relative atomic mass of any element on the periodic
table, we have one mole of that element.
 Relative atomic mass is the mass of a particle on a scale where an atom of carbon-
12 has a mass of 12.
 Molar mass as the mass of one mole of a substance measured in g·mol -1. Mass,
molar mass and number of moles can be calculated according to the relationship n =
m
, number of moles (n) is always in mole (mol), the mass is in grams (g) and molar
M
mass is in grams per mol (g.mol-1 ).
 Empirical formula is defined as the simplest whole-number ratio of atoms in a
compound.
 Water of crystallisation is defined as as water that is stoichiometrically bound into a
crystal, e.g. the H2O in CuSO4 ·5H2O.
 Percentage composition is the mass of each atom present in a compound expressed
as a percentage of the total mass of the compound.
 Concentration is the number of moles of solute per cubic decimetre of solution and
n
can be calculated using c = .
V
 Avogadro's law states that one mole of any gas occupies the same volume at the
same temperature and pressure.

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 The theoretical yield is the calculated yield of a product in a chemical reaction. Actual
yield is the quantity physically obtained from a chemical reaction.

QUANTITATIVE ASPECTS OF CHEMICAL CHANGE

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1.3 Unit Objectives

 Definition of a mole, relative atomic mass, relative formular mass, relative molecular
mass, and molar mass.
 Calculation of relative atomic mass, relative formular mass, relative molecular mass,
and molar mass.
 Relationship between molar mass, relative molecular mass and relative formula
mass.
m
 Calculation of mass, molar mass and number of moles using the equation n = .
M
 Definition of empirical formula and determining the empirical formula for a given
substance from percentage composition.
 Definition of water of crystallisation and determining the number of moles of water of
crystallisation in salts.
 Define percentage composition and determine percentage composition of an element
in a compound.
 State Avogadro's law and know that at STP: 1 mole of any gas occupies 22,4 dm 3 at
0 °C (273 K) and 1 atmosphere (101,3 kPa). Thus the molar gas volume, VM,
at STP = 22,4 dm3 ∙mol-1.
 Interpret balanced equations in terms of volume relationships for gases, i.e. under
the same conditions of temperature and pressure, equal number of moles of all
gases occupies the same volume.
 Perform stoichiometric calculations based on balanced equations which may include
calculations based on concentration, mass, moles, molar mass, number of particles
and volume.
 Determine the theoretical yield of a product in a chemical reaction when you start
with a known mass of reactant.
actual yield
 Determine the percentage yield of a chemical reaction: % yield =
theoretical yeild
x100

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1.4 Unit Resources

 Calculator
 Periodic table
 Table of constants
 Data sheet

1.5 Sub-Topic

Atomic mass and the Mole concept

Activity 1.5.1: Mole, molar mass, relative atomic mass,

relative molecular mass, and relative formula mass

1. Determine the relative atomic mass of:

1.1 Silver
1.2 Mg
1.3 H
1.4 Mercury
2. Calculate the relative molecular mass of:
2.1 Water
2.2 Chlorine gas
2.3 H2
2.4 NH3
3. Calculate the relative formula mass of:
3.1 Iron (III) oxide
3.2 Potassium chloride
3.3 MgSO4
3.4 CuSO4 .5H2O
4. Deduce the relationship between molar mass, relative molecular mass and relative
formula mass.

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Activity 1.5.2: Mole, molar mass, relative atomic mass,

relative molecular mass and relative formula mass

1. Define the following terms:

1.1 Mole

1.2 Molar mass

1.3 Relative formula mass

1.4 Avogadro’s number

2. Calculate the molar mass of:

2.1 Water

2.2 HOCℓ

2.3 (NH4)2 SO4

2.4 Nitrogen (II) oxide

1.6 Sub-Topic

Molecular and formula masses

Activity 1.6.1: Number of moles

Calculate the number of moles in:

1.1 32 g of calcium oxide
1.2 21,6 g of lithium
1.3 6,4 g SO3
2. Calculate the mass of:

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2.1 0,5 moles of bromine, Br2

2.2 1,26 moles of sodium chloride
3. State Avogadro’s law in words.
4. Calculate the number of moles at STP in:
4.1. 56 dm3 argon.
4.2 550 cm3 nitrogen, N2.
4.3 2,24 dm3 carbon dioxide.
5. The volume at STP occupied by 3 moles of ammonia is…
A. 22,4 dm3
B. 67,2 dm3
C. 0,13 dm3
D. 7,47 dm3
6. Calculate the number of:
6.1 Molecules in 2 moles of carbon monoxide.
6.2 Atoms in 4 moles of potassium.
6.3 Formula units in 10 moles of sodium bromide.
7. The number of oxygen atoms in 5 moles of CuSO4 is …
A. 8,30 × 10-27
B. 3,32 × 10-26
C. 3,01 × 1024
D. 1,20 × 1025

Solutions

m 32
1.1. n= == = 0,57 mol
M 56

m 21 ,6
1.2. n= == = 1,96 mol
M 11

m 6,4
1.3. n= == = 0,08 mol
M 80

2.1 m = n × M = 0,5 × 160 = 80g

2.2 m = n × M = 1,26 × 58,5 = 73,71g

3 one mole of any gas occupies the same volume at the same temperature and
pressure.

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V 56
4.1 n= == = 2,5 mol
VM 22 , 4
V 0 , 55
4.2 n= == = 2,5 mol
VM 22 , 4
V 2 ,24
4.3 n= == = 0,1 mol
VM 22 , 4
5. B
6.1 N = n × NA = 2 × 6,022 × 1023 = 1,20 × 1024
6.2 N = n × NA = 4 × 6,022 × 1023 =6,022 × 1024
6.3 N = n × NA = 10 × 6,022 × 1023 =6,022 × 1023
7. D

Activity 1.6.2: Empirical formula

1. Define the term empirical formula.

2. Vinegar is a dilute form of ethanoic acid. The percentage composition of ethanoic acid
is

as follows: 39,9% C; 6,7% H and 53,4% O. For ethanoic acid, determine its empirical

formula.

3. 56 g of iron combine with 32 g of sulphur to form iron (II) sulphide. Determine its

empirical formula.

4. Write down the empirical formula of butane if its molecular formula is C4H10.

Activity 1.6.3: Water of crystallisation.

Aim: To determine the formula of hydrated copper (II) sulphate i.e. solve for x in the
formula CuSO4.xH2O.

Apparatus & chemicals

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 Tripod
 Clay triangle
 Crucible
 Spatula
 Hydrated copper (II) sulphate
 Bunsen burner
 Chemical balance
Method
1. Determine the mass of crucible and record it in the table.
2. Half fill the crucible with hydrated copper (II) sulphate.
3. Determine the mass of the crucible and its contents and record the mass in the table.
4. Place the crucible on the clay triangle and heat using a clean blue flame.
5. Heat strongly for about five minutes until no further change is observed.
6. Remove the crucible from the flame and allow it to cool down.
7. Determine the mass of the crucible and its contents again.
8. Repeat the heating until the mass of the crucible and its contents remain constant.

Results
Record this constant mass in the table.
Record all the masses and calculate the mass of water of crystallisation.
1. Mass of crucible (g) =
2. Mass of crucible and hydrated CuSO4 (g) =
3. Mass of hydrated CuSO4 (g) [2 – 1] =
4. Mass of crucible and anhydrous CuSO4 (g) =
5. Mass of anhydrous CuSO4 (g) [4 – 1] =
6. Mass of crystal water [3 – 5] =

Conclusion and Questions

1. Define the following terms:
1.1 Water of crystallisation
1.2 Hydrated salt
1.3 Anhydrous salt
2. What do you initially see happening when the crystals are heated?
3. How do you know when all the water of crystallisation has been lost?
4. What is the colour of:
4.1 Hydrated copper (II) sulphate

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4.2 Dehydrated copper (II) sulphate

5. What is the formula of a water molecule? Calculate the molar mass of water.
6. Use the results obtained to calculate the number of moles of water of crystallisation in
hydrated copper (II) sulphate.
7. Write down the formula of anhydrous copper (II) sulphate. Calculate its molar mass.
8. Use the results obtained to calculate the number of moles of anhydrous copper (II)
sulphate.
9. Calculate the ratio of the number of moles of water of crystallisation to the number of
moles of anhydrous copper (II) sulphate.
10. Express your answer to Question 9 as a whole number and write down the formula of
hydrated copper (II) sulphate.

11. 1,628 g of hydrated magnesium iodide is heated to remove the crystal water. Its mass

is reduced to 1,072 g when all the crystal water is removed. Determine the formula of

hydrated magnesium iodide.

12. A 4,89 g sample of calcium sulphate was heated. After the water was driven off,

3,87 g of the anhydrous calcium sulphate remained. Determine the formula of this

hydrate.

1.7 Sub-Topic

Determining the composition of substances

Activity 1.7.1: Concentration of solutions

1. Calculate the volume of a 0,43 mol∙dm-3 salt solution that contains 0,01 mol of salt.
2. Calculate the number of moles of solute in 350 cm3 of a solution of concentration
2,05 mol∙dm-3.
3. Concentration of a solution is defined as…
A. Number of moles of solute per cubic decimetre of solution.
B. The mass of one mole of a substance.

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C. The volume of one mole of a gas.

D. The amount of substance with the same number of particles as there are atoms in
12 g carbon-12.
4. The concentration of a 150 cm3 solution, containing 5 g of NaCℓ is:
A.0, 09 mol · dm-3
B. 5, 7 × 10-4 mol · dm-3
C. 0, 57 mol · dm-3
D. 0, 03 mol · dm-3
4. Calculate the concentration of a solution containing:
4.1 5,3 moles calcium carbonate dissolved in 1 dm3 of water
4.2 11,7 g of Na2CO3 in 0,5 ℓ solution
4.3 62,5 g CuSO4 .5H2O dissolved in 1500 cm3 of water
5. Calculate the mass of sodium hydroxide present in 2 dm3 of a 1 mol∙dm-3 solution

Activity 1.7.1: Percentage composition

1. Define the term percentage composition.

2. In the compound potassium sulphate (K2SO4), oxygen makes up x % of
the mass of the compound. x = ?
A.36, 8
B.9, 2
C. 4
D. 18, 3
3. Fertilisers contain nitrogen needed by plants to grow. Ammonium nitrate is used as
fertiliser. It has the formula NH4 NO3. Calculate the:
3.1 Percentage of nitrogen in ammonium nitrate
3.2 Mass of nitrogen in a 12 kg bag of fertiliser
4. Calculate the percentage of chlorine in each of the following compounds:

4.1 CuCℓ2

4.2 NH4Cℓ

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1.8 Sub-Topic
Basic stoichiometric calculations

Activity 1.8: Stoichiometric calculations

1. Consider the following balanced equation: 3Fe + 4H2O → Fe3O4 + 4H2

How many moles of:
1.1 Fe3 O4 will be formed from 11,2 moles of Fe
1.2 Fe are needed to produce 6 moles of H2
1.3 H2 will be formed if 4,09 moles of Fe3O4 are formed
2. Calculate the mass of carbon that reacts with 5,95 g of copper (II) oxide. The balanced
equation for the reaction is: 2CuO + C → 2Cu + CO2
3. Calcium metal reacts with water to form an insoluble suspension of calcium hydroxide
and hydrogen gas.
3.1 Write down the balanced chemical equation for this reaction.
3.2 Calculate the mass of hydrogen produced from 12 g of calcium.
5. Calculate the volume of hydrogen produced at STP from 4 dm3 of ammonia in the

following reaction: 2NH3 → N2 + 3H2

6. 96, 2 g sulphur reacts with an unknown quantity of zinc according to the following

equation: Zn + S → ZnS

6.1 What mass of zinc will you need for the reaction, if all the sulphur is to be used up?

6.2 Calculate the theoretical yield for this reaction.

6.3 It is found that 275 g of zinc sulphide was produced. Calculate the % yield.

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1.9 Participant Notes

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1.10 Unit Summary

The mole (n) (abbreviation mol) is the SI (Standard International) unit for amount of
substance. The number of particles in a mole is called Avogadro’s number and its value is
6, 022 × 1023. These particles could be atoms, molecules or other particle units, depending
on the substance. The molar mass (M) is the mass of one mole of a substance and is
measured in grams per mole or g.mol-1. The numerical value of an element’s molar mass is
the same as its relative atomic mass. For a covalent compound, the molar mass has the
same numerical value as the molecular mass of that compound. For an ionic substance, the
molar mass has the same numerical value as the formula mass of the substance. The
relationship between moles (n), mass in grams (m) and molar mass (M) is defined by the
m
following equation: n = . In a balanced chemical equation, the number in front of the
M
chemical symbols describes the mole ratio of the reactants and products. The empirical
formula of a compound is an expression of the relative number of each type of atom in the
compound. The molecular formula of a compound describes the actual number of atoms of
each element in a molecule of the compound. The formula of a substance can be used to
calculate the percentage by mass that each element contributes to the compound. The
percentage composition of a substance can be used to deduce its chemical formula. We can
use the products of a reaction to determine the formula of one of the reactants. We can find
the number of moles of waters of crystallisation. One mole of gas occupies a volume of 22, 4
dm3 at S.T.P. The concentration of a solution can be calculated using the following equation,
n
c= , where C is the concentration (in mol · dm−3), n is the number of moles of solute
V
dissolved in the solution and V is the volume of the solution (in dm 3). The concentration is a
measure of the amount of solute that is dissolved in each volume of liquid. The concentration
of a solution is measured in mol·dm -3.Stoichiometry is the calculation of the quantities of
reactants and products in chemical reactions. It is also the numerical relationship between
reactants and products. The theoretical yield of a reaction is the maximum amount of
product that we expect.

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Unit 2:
MECHANICS: VECTORS
AND SCALARS

Duration/Hours 1 hour
Unit Learning
Understanding Vectors, Scalars and Resultant
Outocmes
Manual Unit Progress Tracker Completed
2.1 Pre-Assessment
2.2 Introduction
2.3 Unit Objectives
Unit Outline (List
2.4 Unit Resources
of topics)
2.5 Sub-Topic: Introduction to Vectors and Scalars
2.6 Sub-Topic: Resultant
2.7 Participant Notes
2.8 Unit Summary

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2.1 Pre-Assessment

1. What is a physical quantity?

2. List 10 examples of physical quantities.
3. A vector is a physical quantity that has both magnitude and direction while a scalar
is a physical quantity with magnitude only. Classify the physical quantities in
Question 2 as vectors or scalars.
4. A force on 5N acting in an easterly direction acts on an object.
4.1 Define a force.
4.2 Represent a force of 5N East using a (vector) diagram

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2.2 Introduction

We come into contact with many physical quantities in the natural world on a daily basis. For
example, things like time, mass, weight, force, and electric charge, are physical quantities
with which we are all familiar. We know that time passes, and physical objects have mass.
Things have weight due to gravity. We exert forces when we open doors, walk along the
street and kick balls. We experience electric charge directly through static shocks in winter
and through using anything which runs on electricity. There are many physical quantities in
nature, and we can divide them up into two broad groups called vectors and scalars.

LIST OF VECTORS

Physical quantity Symbol Unit of measurement

Force F newton (N)

Weight w newton (N)

Acceleration a metre per second squared (m∙s-2)

Velocity v metre per second (m∙s-1)

Displacement
x/y metre (m)
(change in position in straight line )

LIST OF SCALARS

Physical quantity Symbol Unit of measurement

Temperature T kelvin (K) / degrees celcius (°C)

Mass m kilogram (kg)

Time t second (s)

Volume V cubic decimetre (dm3)

Distance D metre (m)

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VECTORS AND SCALARS

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2.3 Unit Objectives

 List physical quantities, for example time, mass, weight, force, charge, etc.
 Define a vector and a scalar quantity.
 Represent vectors graphically where the length of the line segment represents the
magnitude of the vector and the arrowhead points in the direction of the vector.
 Use the force vector as an example to show equality of vectors, negative vectors,
addition and subtraction of vectors and has to be done in one dimension only
 Define a resultant as the single vector having the same effect as two or more vectors
together.
 Determine a resultant graphically using the tail-to-head method as well as by
calculation for a maximum of four force vectors in one dimension only, i.e. along a
straight line.

2.4 Unit Resources

 Calculator
 Mathematical instruments set
 Pencil

2.5 Sub-Topic

Introduction to Vectors and Scalars

Activity 2.5: Vectors and Scalars

Define the following terms:

1.1 Vector

1.2 Scalars

2. Distinguish between displacement and distance in words and with the aid of a sketch.

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3. Which ONE of the following physical quantities is not a scalar?

A. Distance

B. Force

C. Time

D. Speed

4. Two forces P and Q act on an object which does move. Which statement is correct?

The two forces:

A. Are equal

B. Act in the same direction

C. Act in opposite directions

D. Are equal and act in opposite directions

5. Represent the following vectors graphically:

Use a SCALE 10mm: 1 N

5.1 30 N, at a bearing of 60°

5.2 55 N, N 40° W

5.3 84 N, 20° north of east

5.4 63 N to the left

5.5 200 N east

2.6 Sub-Topic

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Resultant

Activity 2.6: Finding Resultant graphically and by

calculation

1. Define the term resultant.

2. Use a calculation to determine the resultant of the following pairs of forces:

2.1 25 N, East and 34 N, East

2.2 50 N to the right and 64 N to the left

3. Use the tail-to-head method to determine the resultant of the following pairs of forces:

SCALE: 10mm: 1N

3.1 25 N, East and 34 N East

3.2 50 N to the right and 64 N to the right

4. Four forces of magnitudes 12 N North, 8 N North, 9 N South and 4 N South act on the

same point on an object. Use the tail-to-head method to determine the resultant of these

forces.

5. Two vectors act on the same point. What should the angle between them be so that a

maximum resultant is obtained?

A. 00

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B. 900

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C. 180

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D. cannot tell

6. Two forces, 4 N and 11 N, act on a point. Which one of the following cannot be the

magnitude of a resultant?

A. 4 N

B. 7 N

C. 11 N

D. 15 N

2.7 Participant Notes

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2.8 Unit Summary

A scalar is a physical quantity with magnitude only. A vector is a physical quantity with
magnitude and direction. Vectors may be represented as arrows where the length of the
arrow indicates the magnitude, and the arrowhead indicates the direction of the vector. The
direction of a vector can be indicated by referring to another vector or a fixed point (e.g. 60 0
from the river bank); using a compass (e.g. N 60 0 W); or bearing (e.g.0530). The resultant
vector is the single vector whose effect is the same as the individual vectors acting together.

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Unit 3:

MECHANICS:

MOTION IN ONE DIMENSION

Duration/Hours 1 hour
Understanding reference frame, position, displacement, distance,
Unit Learning
average speed, average velocity and acceleration for motion of an
Outcomes
object in one dimension
Unit Outline (List Manual Unit Progress Tracker Completed
of topics)
3.1 Pre-Assessment
3.2 Introduction
3.3 Unit Objectives:
3.4 Unit Resources
3.5 Sub-Topic: to reference frame, position,
displacement and distance
3.6 Sub-Topic: average speed, average velocity and
acceleration

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3.7 Participant Notes

3.8 Unit Summary

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3.1 Pre-Assessment

1. Classify the following quantities as vectors or scalars:

displacement, distance, speed, velocity, acceleration, time
2. Classify the following statement as TRUE or FALSE.
An object can move for 10 seconds and still have a zero displacement.
If true, give an example. If false, give a reason.
3. Suppose you run along three different paths from position A to position B. Along which
path(s) would the distance travelled differ from the displacement?

Path 1 Path 2 Path 3

4. You run from your house to a friend's house that is 3 kilometres away. From there, you
walk back home.
4.1 What distance did you travel?

4.2 What was the displacement for the entire trip?

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3.2 Introduction

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3.3 Unit Objectives

 Describe the concept of a frame of reference as a coordinate system used to

represent and measure properties of objects, such as position
 Explain that a frame of reference has an origin and a set of directions, e.g. east and
west or up and down
 Define one-dimensional motion as motion along a straight line. The object may move
forward or backward along this line.
 Define position relative to a reference point and understand that position can be
positive or negative.
 Define distance as the total path length travelled. Know that distance is a scalar
quantity.
 Define displacement as the difference in position in space. Know that displacement is
a vector quantity that points from the initial to the final position.
 Describe and illustrate the difference between displacement and distance.
 Calculate distance and displacement for one-dimensional motion.
 Define average speed as the total distance travelled per total time. Know that
average speed is a scalar quantity.
∆x
 Define average velocity as the rate of change of position. In symbols: v =
∆t
 Know that average velocity is a vector quantity.
 Calculate average speed and average velocity for one-dimensional motion.
∆v
 Define acceleration as the rate of change of velocity. In symbols: a =
∆t
 Know that acceleration is a vector quantity. Differentiate between positive
acceleration, negative acceleration and deceleration.
 Positive acceleration: An object moving in the positive direction is experiencing an
increase in speed and an object moving in the negative direction is experiencing a
decrease in speed.
 Negative acceleration: An object moving in the positive direction is experiencing a
decrease in speed and an object moving in the negative direction is experiencing an
increase in speed
 Deceleration: An object is experiencing a decrease in speed.

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3.4 Unit Resources

 Calculator
 Data sheet
 Smartboard
 Projector

3.5 Sub-Topic

Reference frame, position, displacement, and distance

Activity 3.5: Determine Reference frame, position,

displacement and distance

1. Differentiate between distance and displacement.

2. Consider the diagram below. A person starts at A and walks along the path shown in
bold

to B. Each square represents 1 km x 1 km.

Determine the:

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2.1 Distance walked by the person

2.2 Displacement of the person

3. A cross-country skier moves from position A to position B, then from position B to

position

C and then from position C to position D as illustrated below. Each leg of the back and-

forth motion takes 1 minute to complete. The total time taken in moving from position A

to position D is 3 minutes.

Calculate the:

3.1 Total distance travelled by the skier during the three minutes

3.2 Displacement of the skier during the three minutes

3.3 Displacement during the second minute (from 1 min. to 2 min.)

3.4 Displacement during the third minute (from 2 min. to 3 min.)

3.6 Sub-Topic

Average speed, average velocity, acceleration

Activity 3.6: Calculate average speed, average velocity,

and acceleration

1.Define the following terms:

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1.1 Acceleration

1.2 Average speed

1.3 Average velocity

2. A car accelerates from rest to 90 km∙h-1 in 8,8 s.

2.1 Convert 90 km∙h-1 to m.s-1

2.2 Calculate the acceleration of the car in m∙s-2.

3. A Jet aircraft landing on an aircraft carrier is brought to a complete stop in 2,7 seconds

from a velocity of 2 ms-1. Calculate the acceleration of the Jet.

4. A certain car accelerates constantly at 2,4 m∙s-2. If it starts from rest, how long (in

seconds) will the car require to obtain a velocity of 90 km∙h-1?

5. A car starts from rest and accelerates at 2 m∙s-2 to the right for 3 seconds. Calculate the

car’s average velocity at t = 3 s.

6. A bicyclist travels at an average velocity of 1,5 m.s-1 north for 20 minutes. Calculate his

displacement during this time.

7. A car moves 20 km east and then 60 km west in 2 hours. Calculate its average velocity.

8. An electric toy car travelled a distance of 300m in 15s. Calculate average speed of the

toy car.

3.7 Participant Notes

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3.8 Unit Summary

Reference point is a point from where you take your measurements. A frame of reference is
a reference point with a set of directions. Your position is where you are located with respect
to your reference point. The displacement of an object is how far it is from the reference
point. It is the shortest distance between the object and the reference point. It has magnitude
and direction because it is a vector. The distance of an object is the length of the path
travelled from the starting point to the end point. It has magnitude only because it is a scalar.
Speed (v) is the distance covered (D) divided by the time taken (∆t) Average velocity (vave) is

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the displacement (∆x) divided by the time taken (∆t). Acceleration (a) is the change in
velocity (∆v) over a time interval (∆t).

Unit 4:

MECHANICS: INSTANTANEOUS SPEED AND

VELOCITY AND THE EQUATIONS OF MOTION

Duration/Hours 1 Hour
Unit Learning Understanding how to describe motion in words, graphically, by
Outcomes diagrams, and using equations of motions
Manual Unit Progress Tracker Completed
4.1 Pre-Assessment
4.2 Introduction
4.3 Unit Objectives
Unit Outline (List 4.4 Unit Resources
of topics)
4.5 Sub-Topic: Instantaneous speed and velocity
4.6 Sub-Topic: Description motion in words, graphically,
by diagrams, and using equations of motions
4.7 Participant Notes
4.8 Unit Summary

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4.1 Pre-Assessment

1. Which one of the following is not a vector quantity?

A. Velocity

B. Acceleration

C. Time

D. Displacement

2. Which ONE of the following can be used to calculate the velocity from a displacement

versus time graph?

A. Area under the graph.

B. Gradient of the graph

C. Addition of all values given on graph

D. None of the above

3. Moving from rest implies:

A. A final velocity of zero

B. An initial velocity of zero

C. No acceleration

D. None of above

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4.2 Introduction

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4.3 Unit Objectives

 Define instantaneous velocity as the rate of change in position, i.e. the displacement
divided by a very small time interval or the velocity at a particular time. Know that
instantaneous velocity is a vector quantity.
 Define instantaneous speed as the magnitude of the instantaneous velocity. Know
that instantaneous speed is a scalar quantity.
 Description of motion in words, diagrams, graphs and equations
 Describe in words and distinguish between motion with uniform velocity and
uniformly accelerated motion.
 Uniform velocity: Motion at constant velocity, i.e. no acceleration
 Uniform accelerated motion: The velocity of an object changes with the same amount
during each time interval.
 Describe the motion of an object given its position versus time, velocity versus time
and acceleration versus time graph.
 Determine the velocity of an object from the gradient of the position versus time
graph.
 Determine the instantaneous velocity at a particular time using the gradient of a
tangent to a position versus time graph.
 Determine the acceleration of an object from the gradient of the velocity vs. time
graph
 Determine the displacement of an object by finding the area between the time axis
and the graph of a velocity vs. time graph.
 Use the equations of motion, listed below, to solve problems involving motion in one
dimension
 Solve problems for the motion of a vehicle including safety issues such as the
relationship between speed and stopping distance.

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4.4 Unit Resources

 Calculator
 Data sheet
 Smartboard
 Projector

4.5 Sub-Topic
Instantaneous velocity and instantaneous speed

Activity 4.5: Instantaneous velocity, instantaneous speed

and Graphs of motion

1.Differentiate between Instantaneous velocity and instantaneous speed

2. The following velocity-time graph represents the motion of a train.

2.1 Describe the motion of the train.

2.2 Calculate the acceleration of the train between 20 and 28 s.

2.3 Calculate the distance travelled in the 44 s.

2.4 Draw an acceleration time graph from this velocity time graph.

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3. The table below shows data obtained for the motion of an object.

Time (s) 0 1 2 3 4 5

Position (m) 0 20 50 130 150 200

3.1 Draw the position-time graph for the motion of the object.

3.2 From the graph, determine the:

3.2.1 Average speed during the first 2 seconds

3.2.2 Average speed between the 2nd and the 3rd second

3.2.3 Average speed for the whole trip

3.3 Determine the tangent of the graph between the 2nd and the 3rd second.

3.4 How does the answer to QUESTION 3.2.2 compare to the answer of QUESTION 3.3?

4.6 Sub-Topic

Equations of motion

Activity 4.6: Graphs and equations of motion

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1. Study the velocity-time graph for the motion of an object in a straight line. Initially
the object moves in an easterly direction.

1.1 Describe the motion of the object in words. Refer to the magnitude and the direction of

the velocity, in your description.

1.2 Use the graph to determine the acceleration of the object over the following periods:

1.2.1 Between 0 and 2 s

1.2.2 Between the 2nd and 6th second

1.2.3 In the 8th second

1.3 Determine the total displacement of the object.

1.4 Determine the total distance covered by the object. A car accelerates uniformly in 12 s

from 10 m·s-1 to a speed of 18 m·s-1. Calculate the distance travelled by the car while it

is accelerating.

2. An aeroplane with a velocity of 35 m·s-1 comes in to land at the start of the runway and

brakes at - 8 m·s-1. Will it be able to stop in time if the runway is 290 m long? Use the

necessary calculations to explain our answer.

3. A motorcycle moving at 20 m⋅s-1 due west on a straight road, brakes and comes to a

standstill after 3 s. Calculate the acceleration of the motorcycle.

4. Sipho is cycling at 5 m⋅s-1 on a gravel road when he spots a bull 20 m ahead of him. It

takes him 30 seconds before he starts to apply the brakes. If he stops after 3 minutes,

will he stops before he collides with the bull? YES or NO. Support your answer by
means

of calculations

5. A car accelerates from rest at 2,65 m∙s-2. Calculate the:

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4.7 Participant Notes

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4.8 Unit Summary

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