Department: Education PROVINCE OF KWAZULU-NATAL ...kznfunda.kzndoe.gov.za/.../Senior/Grade_9/NS/Gr9...The breakdown of work to be done each week corresponds to the annual teaching

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THE PROGRAMME TO IMPROVE LEARNING OUTCOMES

The StablesHollard Campus22 Oxford RoadParktown2193

Tel: +27 11 351 2430/2457

Email: [email protected]

Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others.

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educationDepartment:EducationPROVINCE OF KWAZULU-NATAL

GRADE

ENDORSED BY

TEACHER TOOLKIT

NATURAL SCIENCES

CAPS Planner and Tracker

ISBN: 978-1-928319-26-9

2018 TERM 3

Grade 9 Nat Science Tracker 2018 Term 3 cover 140 KZN.indd 1 3/7/2018 3:21:27 PM

Teacher Toolkit: CAPS Planner and TrackerNatural Sciences

GRADE 9

2018 TERM 3

Published in 2015, and revised in 2016, 2017 and 2018, by Jika iMfundo.Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others.

The Programme to Improve Learning Outcomes (PILO)The Stables, Hollard Campus, 22 Oxford Road, Parktown, 2193Tel: +27 11 351 2430/2457Email: [email protected]

© The National Education Collaboration Trust (NECT)A partnership involving business, civil society, government and labour that strives to improve education outcomes.

The National Education Collaboration TrustGround Floor, Block D, Lakefield Office Park, 272 West Avenue, Centurion, 0163Tel: +27 12 752 6200Email: [email protected]: www.nect.org.za

No part of this publication may be reproduced without prior permission from the NECT. These materials are currently being evaluated and will be improved on the basis of the evaluation.

ISBN: 978-1-928319-26-9

Materials development by the PILO team along with representatives from the districts and province.

Publishing management by The Word Horse, www.wordhorse.co.zaDesign and typesetting by COMPRESS.dsl, www.compressdsl.com

CONTENTS

A. About the Tracker and Resources ___________________________________ 2

1. Your quick guide to using this planner and tracker ______________ 2

2. Purpose of the tracker _______________________________________ 4

3. Links to the CAPS __________________________________________ 4

4. Links to approved LTSMs ____________________________________ 4

5. Managing time allocated in the tracker ________________________ 4

6. Links to assessment _________________________________________ 5

7. Resource list _______________________________________________ 5

8. Columns in the tracker ______________________________________ 5

9. Weekly reflection ___________________________________________ 5

B. Term Planning _____________________________________________________ 6

1. Check the term focus _______________________________________ 6

2. Prepare resources __________________________________________ 6

3. Plan for assessment _________________________________________ 6

C. Daily Lesson Planning and Preparation ______________________________ 8

D. Trackers for Each Set of Approved LTSMs __________________________ 11

1. Pelican Natural Sciences (Global MBD Africa Publishing) ________ 12

2. Platinum Natural Sciences (Maskew Miller Longman) ___________ 23

3. Solutions for All Natural Sciences (Macmillan) _________________ 34

4. Spot On Natural Sciences (Heinemann) _______________________ 45

5. Step by Step Natural Sciences (Lingua Franca) ________________ 56

6. Successful Natural Sciences (Oxford University Press) ___________ 67

7. Top Class Natural Sciences (Shuter & Shooter) _________________ 78

8. Via Afrika Natural Sciences (Via Afrika) ________________________ 89

9. Sasol Inzalo Natural Sciences (Siyavula) ______________________ 100

E. Additional Information and Ideas for Extension ____________________ 111

F. Assessment Resources ___________________________________________ 113

1. Sample item analysis sheet ________________________________ 113

2. Natural Sciences Grade 9: End of Term 3 test ________________ 115

3. Natural Sciences Grade 9: End of Term 3 test memorandum ___ 117

4. Cognitive level demand analysis for Term 3 test ______________ 118

5. Additional worksheets for learners __________________________ 119

2 Grade 9 Natural Sciences

A. ABOUT THE TRACKER AND RESOURCES

1. Your quick guide to using this planner and tracker

What is Jika iMfundo and where do I fit in?

But who will help me?

What you do matters! What you do every day as a teacher can change the life-chances of every child that you teach. Jika iMfundo is a campaign that supports teachers by providing CAPS planners and trackers so that teachers can plan to cover the curriculum, track progress, and seek help when they are falling behind.

Jika iMfundo will work with your school management team (SMT) and assist them to have supportive and professional conversations with you about curriculum coverage that will be orientated to identifying and solving problems.

I have looked at the planner and tracker. It goes too fast!

How do I use the planner and tracker?

The CAPS planner and tracker is an expanded ATP. It helps you pace yourself as if you were able to cover everything in the ATP/CAPS. When you fall behind because time has been lost, or because the learners are progressing slowly, you need to confidently discuss this with your teaching team without feeling blamed. The pace of coverage will be determined by the pace of learning. That is why coverage must be tracked by the teacher and the SMT.

See the "Quick 5-step Guide to Using theCAPS Planners and Trackers" on the opposite page.

Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 3

The CAPS planners and trackers also provide guidelines for assessment with samples, and may also have enrichment and remedial suggestions. Read the introduction pages carefully for a full explanation.

QUICK 5-STEP GUIDE TO USING THE CAPS PLANNERS AND TRACKERS

1. Find the textbook that YOU are using.

2. Use the planning page each week to plan your teaching for the week. It will help you link the CAPS content and skills to relevant material in the textbook, the teacher's guide, and other materials such as the DBE workbook.

3. Keep a record of the date when you were able to complete the topic. It may be different from the date you planned, and for different classes. Write this date in the column on the right for your records.

4. At the end of the week, reflect and check if you are up to date. Make notes in the blank space.

5. Be ready to have a professional and supportive curriculum coverage conversation with your HoD (or subject or phase head).

If this is a campaign, who is part of it?

All teacher unions in KwaZulu-Natal support Jika iMfundo because they believe it will help teachers in their work. The district director, circuit managers and subject advisers are leading Jika iMfundo in your district because they believe that we can improve learning if we improve curriculum coverage. You, as a teacher, and your colleagues on the staff and the SMT of the school are invited to join Jika iMfundo. Because what you do matters.

If you see mistakes in the planners and trackers, please send details of these to [email protected].

If you would like to be kept informed about developments in Jika iMfundo, send the following information to [email protected]:

• your cell phone number • the grade/s you teach• the subject/s you teach.

We will add you to a WhatsApp group that will operate in your circuit.

Look for Jika iMfundo on Facebook.


2. Purpose of the tracker

The Grade 9 Natural Sciences Curriculum and Assessment Planner and Tracker is a tool to support you in your role as a professional teacher. Its main purpose is to help you keep pace with the time requirements and the content coverage of the CAPS by providing the details of what should be taught each day of the term; and of when formal assessments should be done.

The tracker provides a programme of work that should be covered each day of the term and a space for reflection of work done for each of the LTSMs on the National Catalogue. By following the programme in the tracker for the Learner’s Book you are using, you will cover the curriculum in the allocated time, and complete the formal assessment programme. By noting the date when each session is completed, you can assess whether or not you are on track. If you are not, strategise with your head of department (HOD) and colleagues to determine the best way in which to make up time to ensure that all the content prescribed for the term is completed. In addition, the tracker encourages you to reflect on what parts of your lessons were effective, and which parts of your lessons can be strengthened. These reflections can be shared with colleagues. In this way, the tracker encourages continuous improvement in practice.

This tracker should be kept and filed at the end of the term.

3. Links to the CAPS

The Grade 9 Natural Sciences tracker is based on the requirements prescribed by the Department of Basic Education’s Curriculum and Assessment Policy Statement (CAPS) for Natural Sciences in the Senior Phase. The CAPS prescribes three hours per week for Natural Sciences. The work set out in the tracker for each day is linked directly to the topics and subtopics given in the CAPS, with the specified amount of time allocated to each topic. It gives the page number in the CAPS document of the topics and subtopics being addressed in each session. This enables you to refer to the CAPS document directly should you wish to do so.

4. Links to approved LTSMs

There is a tracker for each set of Learner’s Books and Teacher’s Guides of the approved books on the National Catalogue and for the Sasol Inzalo Natural Sciences book. The tracker aligns the CAPS requirements with the content set out in the approved Learner's Books and Teacher's Guides. You must refer to the tracker for the book that is used by

learners at your school. If you have copies of other Learner’s Books, you can also refer to these trackers to give you ideas for teaching the same content in a different way. However you must ensure that you cover the content systematically. For each set of LTSM in the tracker, links are given to the relevant pages in both the Learner's Book and Teacher's Guide to make it easier for teachers to access the correct resources. There is also a link to the Sasol Inzalo resources in the tracker for each of the other sets of LTSMs. You should thus be able to use the Sasol Inzalo books as your primary LTSM, or to supplement work in whichever other set of LTSMs you are using with your class.

In addition, further suggestions for extension, enrichment, and/or homework exercises have been made. We recommend that you always have an extra activity available for those learners who complete their work earlier than others.

Each tracker is based on the latest print editions of the eight approved LTSMs. Take note that page numbers may differ slightly from other print runs of the same book. If the page numbers in your edition are not exactly the same as those given in the tracker, you should use the activity/exercise numbers given in the tracker to guide you to the correct pages. These should only differ by a page or two from those given in the tracker.

5. Managing time allocated in the tracker

The CAPS prescribes three hours of Natural Sciences per week in Grade 8. The tracker provides a suggested plan for 54 half-hour sessions, organised into six sessions per week. Depending on your school’s timetable, you may use two of these sessions in one double period. You might also need to adjust the work prescribed for a session to meet the demands of your timetable. However, the content that needs to be covered in a week, should always be covered in a week.

The breakdown of work to be done each week corresponds to the annual teaching plan and programme of assessment drawn up by the Department of Education; however, the tracker gives a more detailed outline of what should be taught each day.

If some learners complete their work well ahead of schedule, consider providing them with enrichment activities. We have provided some examples of enrichment activities in this tracker. If some learners do not complete their written work in time, they can complete the enrichment activity for homework. If for any reason you miss a lesson, or find that you need to spend more time than planned on some aspect of the work, find a way to get back on track so that the curriculum for the term is covered as required.


The programme in the tracker completes the formal teaching programme in nine weeks. This leaves Week 10 for you to complete any work you have not managed to cover in the first nine weeks, to review assignments, do remediation and revision work with your learners, and for the end-of-term test. Week 11 is thus available for you to review the test with your learners and for remediation. The work to be done during these last two weeks will vary from class to class so we have left Weeks 10 and 11 blank for you to complete on your own. Should you use this tracker in a third term that is longer or shorter than 11 weeks, you will need to adjust the programme accordingly. It is important that you check the length of the term at the start of the term.

6. Links to assessment

The tracker indicates where in the series of lessons the formal assessment activities/tasks/practical activities should be done. This varies slightly from Learner’s Book to Learner’s Book, but is always in line with the CAPS specifications. We suggest that you discuss testing times with your colleagues, who are teaching other subjects. In this way you can avoid having the learners write several tests on the same day in a single week.

In addition to formal assessment, you should assess your learners informally throughout the term. Make use of any of the activities, revision activities or self-tests provided in the LTSMs for this purpose. Also assess learners’ understanding of the work revealed in class discussion, and by the questions they ask and their responses to questions asked by others.

7. Resource list

The tracker suggests resources that you could use for certain lessons. In addition, suggestions for alternative equipment and resources have been made. Learners need to interact with learning material as much as possible, therefore every attempt has been made to allow for such interaction.

8. Columns in the tracker

The tracker plan for all of the LTSMs, except for Sasol Inzalo Natural Sciences, consists of the following columns:

1. Session number2. CAPS content, concepts and skills for the day and the relevant CAPS

page number

3. Learner’s Book page number4. Learner activity number5. Teacher’s Guide page number6. Sasol Inzalo Learner’s Book page number7. Sasol Inzalo Teacher’s Guide page number8. Date completed – this needs to be filled in each day and there are columns for

each of the classes you teach.

The columns in the Sasol Inzalo tracker are the same, except that the information in columns 7 and 8 is in columns 4 and 5, and there is no reference to another resource.

9. Weekly reflection

The tracker provides a space to record reflections on a weekly basis. This weekly reflection provides you with a record for the next time you implement the same lesson, and also forms the basis for collegial conversations with the your HOD and colleagues. It should be shared both informally and at regular departmental meetings. Together with your HOD and colleagues, think of ways of improving your lessons and in turn your learners’ work. If for some reason not all the work for the week has been covered, strategise with your HOD and colleagues as to how best to catch up so that the curriculum is covered.

You are encouraged to reflect on your lessons daily – thinking about what went well, or did not go so well in each, and how better to help your learners grasp the content being taught. Briefly jot down your reflection by following the prompts in the tracker. When reflecting, you could think about things such as:

• Was my preparation for the lesson adequate? For example: Did I have all the necessary resources? Had I thought through the content so that I understood it fully and so that I could teach it effectively?

• Did the purpose of the lesson succeed? For example: Did the learners reach a good understanding of the key concepts for the day? Could the learners use the language expected from them? Could the learners write what was expected from them?

• Did the learners cope with the work set for the day? For example: Did they finish the classwork? Was their classwork done to an adequate standard? Did I assign any homework?

• What can I do to support learners who did not manage the work, or to extend those who completed the work easily?

• What might I change next time I teach this same content? Will I try a different approach?


B. TERM PLANNING

Before considering weekly and daily plans which are set out in the tracker, think about the term as a whole.

1. Check the term focus

Take note of the focus for the term. The CAPS document provides clear details regarding the focus for Grade 9, as set out below:

Term 1 – Life and living (Life Sciences or Biology)Term 2 – Matter and materials (Basic Chemistry)Term 3 – Energy and change (Basic physical phenomena such as forces

and energy)Term 4 – Planet Earth and beyond (Physical Geography or Earth Science with minor

Life Science)

2. Prepare resources

This stage in your preparation is vital. Details of some possible Natural Sciences resources are listed below and specific details regarding resources for each lesson are given in the tracker:

• old cloth remnants some of which can be used to wipe up spills• pieces of fabric, especially silk and polyester, which could be used in

electrostatic investigations• any magnets• newspaper and magazine articles and pictures about solar panels and energy

saving light bulbs• newspaper and magazine articles and pictures about lightning• newspaper and magazine articles and pictures about load shedding and

electricity costs• scraps of cardboard and paper• short pencils• pieces of different metals i.e. nails, nuts and bolts, screws, staples, pins,

copper pieces• pieces of different non-metals i.e. foam rubber, Styrofoam, plastic, paper,

broken crockery• old, washed plastic or Perspex combs, rulers and rods

• any Eskom communiques (available from the internet)• old electricity invoices (name of consumer deleted)• old dry cells• ‘rechargeable’ dry cells• usable dry cells• old motor car batteries (with chemicals removed)• old appliances (made safe by removal of electrical flex)• electrical flex (use the copper wire within).

In the third term, a lot of material listed above will be needed for practical investigations. When discussing phenomena like electricity, opportunities are provided for learners to become more aware of how important – and how expensive – energy is in our everyday lives. Learners should be motivated and taught how they can become responsible consumers and make informed decisions. Safety when dealing with energy is also vital. Learners should be encouraged to consider and learn about the hazards associated with this phenomenon.

3. Plan for assessment

The CAPS prescribes one practical task/investigation and one test for the formal assessment programme for Term 3. A project, which can be done in any term, is also prescribed in the formal assessment programme for the year. The marks for this project should be included in the formal assessment marks for Term 4. All the Learner’s Books and/or Teacher’s Guides provide examples of these CAPS compliant formal assessment tasks. Some books include an optional project.

Where the LTSMs used at your school have the test in the Learner’s Book, this test cannot be used because the learners will be able to prepare for it in advance. An exemplar test is provided in Section F of this tracker. You may use this exemplar test or set your own test.

Table 1 below gives an overview of the formal practical activities/investigations, projects and tests in each of the LTSMs and when they are scheduled in the tracker. This will help you in your preparation.

Please note: The DBE makes changes to the assessment requirements from time to time. When you receive official notification of such changes, you should change the assessment programme shown here to align with them.


TABLE 1: FORMAL ASSESSMENT TASKS FROM EACH APPROVED SET OF LTSMs

Name of book Practical assessment exemplars Test *Use for revision only

Pelican Natural Sciences Week 5: Practical activity/investigation on electrical resistanceLB pp. 263–264; TG pp. 155–156

Week 10: Formal assessment test: See Printable Resources OR set your own testLB p. 314

Platinum Natural Sciences Weeks 3–4: Practical activity/investigation on electromagnetismLB p. 153; TG p. 82

Week 10: Formal assessment test: See Printable Resources OR set your own testLB p. 199*; TG p. 91*

Solutions for All Natural Sciences Weeks 5–6: Investigation 3 on series and parallel circuitsTG pp. 269–272

Week 10: Formal assessment test: See Printable Resources OR set your own test OR TG pp. 287–288 & 291

Spot on Natural Sciences Weeks 8–9: FAT 6 practical activity on the cost of electrical powerLB p. 140; TG pp. 193–194

Week 10: Formal assessment test: See Printable Resources OR set your own test OR TG pp. 197–198

Step by Step Natural Sciences Not provided – see suggested practical activity in any of the other LTSMs

Week 10: Formal assessment test: See Printable Resources OR set your own test LB pp. 175–177*; TG pp. 122–124*

Successful Natural Sciences Week 4: Practical activity on resistanceLB p. 132; TG p. 123

Week 10: Formal assessment test: See Printable Resources OR set your own testLB p. 165*; TG pp. 187–188*

Top Class Natural Sciences Week 2: Practical activity on magnetismLB p. 142, Act. 13.6; TG p. 74 OR Weeks 7–8: Research on energyLB p. 183, Act. 18.1; TG pp. 95–98


Via Afrika Natural Sciences Week 4: Practical activity on resistanceLB pp. 136–137; TG pp. 99–100 Choose ONE of the investigations listed


Sasol Inzalo Natural Sciences Week 4: Practical Investigation on making an electromagnetLB pp. 40–41; TG pp. 48–50

Week 10: Formal assessment test: See Printable Resources OR set your own test


C. DAILY LESSON PLANNING AND PREPARATION

The tracker provides details of the content (in half-hour sessions) that you need to teach to your class. However, to deliver the lessons successfully, you must do the necessary preparation yourself. This entails a number of key steps that range from ensuring that you have a good understanding of the term focus through to checking the detailed preparation of resources needed for each lesson. Natural Sciences require a range of resources ranging from printed material to typical science apparatus, such as test tubes or household items including food items.

1. Check your own knowledge of the content

However well you know your work, it is easy to make small mistakes when in a classroom with learners asking questions. Always read through the content that you are going to cover to ensure that you are familiar with the work. If possible, also do additional reading from other sources. Refer to Section E Additional Information and Ideas for Extension of this document where additional information about many of the topics for the term and some common errors – not always made explicit in the Learner’s Books or Teacher’s Guides – are addressed.

2. Prepare the conceptual framework for the lesson topic

When preparing the content to be taught think carefully about how the concepts are organised in a conceptual framework; how to help learners develop this framework for themselves; what possible questions learners might ask; and difficulties learners might have and how to address these.

One way of preparing the content is to summarise it using a tool like a mind map. In the example below showing different forces, the mind map gives some detail about forces that is beyond the curriculum focus. By using this kind of tool, you prepare yourself to answer questions learners nay have about other aspects of the topic.

FIGURE 1: MIND MAP OF FORCES

FORCES

NON CONTACT

Pushes and Pulls

CONTACT

NEWTONS

F = ma

FIELDSelectrical

magnetic

gravitational

Do not give the learners your mind map, instead let them make their own summaries using words and/or pictures. In this way, the learners will interact with concepts, and this in turn will promote deep learning. It is also a good idea to leave a question unanswered for a short time and let the lesson activities suggest a possible answer. If the question is still unanswered, then you should provide the necessary help. Doing this will provide good opportunities for you to correct any wrong ideas or misconceptions.

3. Baseline assessment and remediation of misconceptions

Baseline assessment should take place at the beginning of each new topic. This enables you to establish what learners already know and to pick up any possible misconceptions. Some of the most common misconceptions have been addressed in relation to the relevant CAPS content in Section E Additional Information and Ideas for Extension of this document. Baseline assessment can take many forms – such as a quick question and answer session; or a paper and pencil activity. Once a gap in understanding or a misconception has been identified, address these misconceptions before moving on to teaching the new work for the term. In this context the word remediation refers to overcoming the learners’ wrong ideas.

4. Learner activities

Think about the tasks that learners need to complete in each lesson because it is important that they do something constructive. On rare occasions they may copy something from the chalkboard or another medium, but this should not be the sole focus of the lesson.


Some examples of activities they can do in each lesson include, answering questions by writing the answers (the CAPS encourages writing); completing translation activities by converting a drawing to a description, or a table to a graph. You set the stage for the learner activities by giving explanations about different concepts, asking questions, setting problem-solving activities, or giving clear instructions about what learners need to do.

In Section E Additional Information and Ideas for Extension of this document you will find ideas for activities linked to several CAPS topics beyond the scope of those given in many of the LTSMs. Refer to this resource when preparing your lessons. Where there is an asterisk (*) in the tracker for the Learner’s Book your learners are using, it indicates that insufficient content or an inadequate amount of work for them to complete. In some instances, a more appropriate practical activity than the one in the Learner’s Book has been included for your use.

Ensure that you have enough chalk or markers. Where instructions in the Learner’s Book that you are using is not clear, use the chalkboard (or whatever media you use in your classroom) to draw or write instructions about what the learners need to do in order to complete the prescribed activity. Chalkboards are also useful for the writing down and explaining of new vocabulary.

Always allow time in your lessons to review learners’ work and to give formative feedback on any assessment that has been done. Ensure that during peer or self-assessment you have a list of possible answers.

5. Informal assessment

In addition to specifying the number and nature of the formal assessment tasks, the CAPS suggests that there should be on-going informal assessment each term. Learners can do a variety of informal assessment tasks, both in class and for homework, and many of the Learner’s Book activities are useful for this purpose. Informal assessment tasks do not have to be marked by the teacher. You can allow learners to mark their own or each other’s work. You should consider collecting about five or six pieces of work from time to time to help you assess progress informally and to keep learners attentive. Also change your review techniques from time to time.

While learners do not always need marks for their work, they do need feedback. You need to know which concepts they understood and which one they did not. This will enable you to correct and support their learning. Record any marks that are awarded or key comments for your own interest.

6. Learners with special needs

People are not all the same. Learners will attend the Natural Science classes with different needs, styles of learning and also with a variety of alternative ideas about scientific phenomena. It is challenging for a teacher to accommodate all these differences, but it is important that you consider these differences during your preparation.

For different learning styles, you can use a variety of teaching methods. These include whole class teaching, peer interaction, small-group learning, writing activities, drawing and mind-mapping activities, presentations, debates and role play. Wherever possible, encourage reading, writing and speaking skills.

There is a large amount of additional information to help you in the Teacher’s Guides. The Learner’s Books also provide additional suggestions. Additional to this, the DBE has published some excellent materials to support you in working with learners with learning barriers. Two such publications are:

• Directorate Inclusive Education, Department of Basic Education (2011) Guidelines for responding to learner diversity in the classroom through curriculum and assessment policy statements. Pretoria. www.education.gov.za, www.thutong.doe.gov.za/InclusiveEducation

• Directorate Inclusive Education, Department of Basic Education (2010) Guidelines for inclusive teaching and learning. Education White Paper 6. Special needs education: Building an inclusive education and training system. Pretoria. www.education.gov.za, www.thutong.doe.gov.za/InclusiveEducation

7. Enrichment

In certain tasks, learners will work at different speeds. For those learners who complete their work earlier than others, refer to enrichment or extension activities in the Teacher’s Guide, those suggested in Section E Additional Information and Ideas for Extension of this document, or those provided in Section F Assessment Resources of this document.

8. Homework

Examine the tracker and decide what sorts of tasks are appropriate for homework each week. Allow a few minutes at the end of each lesson to provide homework instructions. Homework can be a useful consolidation exercise and need not take learners very


long. If well planned in advance, learners can sometimes be given a longer homework exercise to be handed in within a week. This arrangement allows for flexibility.

If homework tasks are allocated, it is essential to allow a few minutes at the start of the following lesson to review the previous day’s homework.

9. Practical investigations

The science process skills as outlined on page 11 in the CAPS are as follows:• Writing the topic• Raising a question to investigate• Making a prediction or hypothesis• Planning the investigation• Collecting data• Recording data• Evaluating and communicating results.

Others include handling apparatus, observing changes, classifying, following safety precautions, and working independently/as a team member.

We suggest that a minimum of two and a maximum of four process skills are assessed in a single investigation for purposes of assessment.

It is important that the learners are well-disciplined (self-discipline is best) and do not play around with equipment and materials. There are several web sites dealing with laboratory safety, some of which provide cartoons of people doing irresponsible, silly things in a school laboratory. An activity that requires learners to identify the mistakes in a cartoon will be a better way of teaching learners about laboratory safety, and is more likely to change their behaviour, than giving them a list of forbidden activities.

To conduct a successful practical activity, the following procedures are suggested:• Before the practical session, check that the materials are the correct ones so

that no mistakes occur.

• Talk through the activity with learners or read from the Learner’s Book with them.• Stop from time to time to emphasise certain points. For example, remember

that you should not work with electricity when your hands are wet. We suggest that you let learners work in their chosen groups of friends on some occasions, but then to change the groups on other occasions.

• Keep a watchful eye on the learners during activity. Walk around looking at what learners are doing and provide assistance, where necessary. This teaching strategy provides you with an opportunity to assess learners’ skills of working with apparatus.

• Drawing the experimental set-up on the chalkboard or another medium helps learners to focus.

• Ensure that books and bags are safely stowed away from the practical work area.• Enforce a strict rule of no tasting. There should be no eating of any kind in

the laboratory or classroom where investigations are conducted.• Ensure that work areas are clean both before and after the practical activity.• Encourage learners to wear plastic aprons and safety glasses and insist on

closed shoes wherever possible.• Insist on the correct labelling of all tubes and bottles.• Set a good example by following correct procedures at all times.• Insist that learners tidy their work places when they have finished.• Have a supply of tap water at hand in case of accidental acid spills. Do not

attempt to neutralise acids and bases on a learner or yourself. Simply wash with plenty of water.

• Have a fire extinguisher handy and know how to use it.• Keep a supply of gauze and plasters in a simple first aid box. A plastic

container works well.• For environmental awareness, keep spent dry cells in a safe place and dispose

of them appropriately. Many shops and supermarkets have designated areas for this type of waste.


D. TRACKERS FOR EACH SET OF APPROVED LTSMs

This section maps out how you should use your Natural Sciences Learner’s Book and Teacher’s Guide in a way that enables you to cover the curriculum sequentially and in a well-paced manner, aligning with the CAPS for meaningful teaching.

The following components are provided in the columns of the tracker:1. Lesson number2. CAPS concepts, practical activities, assessment tasks and page reference numbers3. Learner’s Book page number4. Learner’s Book activity/task5. Teacher’s Guide page number6. Completion date.

In addition, a list of resources for each session and extension/enrichment ideas are provided.

Weekly reflection

The tracker provides a space for you to jot down both successes and ideas for a different approach in future years. This reflection should be based on the daily sessions you have taught during the week.

Share your ideas with colleagues and with your HOD. Discuss aspects that went well and aspects that did not go as well as you expected.

• Did the learners grasp the main concepts of the lesson?• Was my content preparation adequate?• Did I have all the correct resources in sufficient numbers?• Did the learners interact with the learning material provided?• Did learners ask and answer questions relating to the concept?• Did the learners finish their work in time?• Was there enough work to keep learners busy for the allocated time?• What quality of homework did learners produce?

Put your thoughts in writing by briefly jotting down your reflections each week, but think about your lessons daily.

The prompts for reflection in the tracker are as follows: • What went well? • What did not go well? • What did the learners find difficult or easy to understand or do? • What will you do to support or extend learners? • Did you complete all the work set for the week? If not, how will you get back

on track?• What will you change next time? Why?

The reflection should be based on the daily lessons you have taught each week. It will provide you with a record for the next time you implement the same lesson, and also forms the basis for collegial conversations with your HOD and peers.

Explanation of abbreviations and symbols used in the trackersAct. ActivityAlt. AlternativeCA Class activityEx. ExerciseHOD Head of DepartmentIA Informal assessmentLB Learner’s Bookp. PagePA Practical activitypp. PagesRA Revision activityQ QuestionS # Half-hour sessionTG Teacher’s GuideWS Worksheet* Additional/alternative activity provided


1. Pelican Natural Sciences (Global MBD Africa Publishing)

Pelican: Forces

Pelican Natural Sciences Week 1: Types of forces

S # CAPS concepts, practical activities and assessment tasks CAPS pp.

LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Types of forces: a force is a push or pull (or twist) exerted on an object; all forces acting on objects can be placed into two broad groups: contact forces and field forces

71 207–210 132–133 4–10Activity

6–11

2 Investigating physical (mechanical) push and pull forces on objects and materials

71 210 Act. I 133 11–14 11–20

3 Contact forces: a contact force (including friction, tension, compression) results when two bodies are in contact (touch) with each other

71 211–212 133 14–22Activity

20–30

4 Field forces (non-contact forces) field forces result from action-at-a-distance between two bodies

71 212–213 IA 140 22–25 31–34

5 Demonstrating gravitational force using falling objects 71 214 Act. II 135 25Activity

34–38

6 Demonstrating gravitational force using falling objects 71 214–215 Act. II 135 25–28Activity

34–38

Reflection

Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand/do? What will you do to support or extend learners?

What will you change next time? Why?

HOD: Date:


Pelican: Forces

Pelican Natural Sciences Week 2: Field forces

S # CAPS concepts, practical activities and assessment tasks CAPSpp.

LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Measuring and recording the weights and masses of different objects 71 216 Act. III 136 28–31Activity

38–45

2 Measuring and recording the weights and masses of different object 71 216–217 Act. IIIIA

136 31–34Activity

38–45

3 Field forces: magnetic force: magnets attract magnetic substances; investigating which substances (non-metals and metals) are attracted by a bar magnet; record the observations in table form

72 217–218 Act. IV 137 34–35 45–48

4 Investigating repulsion and attraction forces of two bar magnets 72 219 Act. V 137–138 36–41Activity

48–52

5 Observing the pattern made by a magnet on iron filings 72 219–221 Act. VI 138 41–44Activity

48–52

6 Electrostatic force: When certain materials are rubbed together, they can acquire an electrostatic charge as a result of the loss or gain of electrons; investigating how to charge objects by rubbing different materials/objects together

72 221–222 Act. VII 138–139 41–44 52–62

Reflection



HOD: Date:


Pelican: Electric cells as energy systems

Pelican Natural Sciences Week 3: Electric cells and resistors


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Investigating how to charge objects by rubbing different materials/objects together

72 222–223 Act. VIIIAct. IX

139–140 44–47Activity

52–62

2 A lightning strike occurs when there is a massive discharge (release of charge) between the thunder cloud and the ground

72 223–225 IA 140 47–48ActivityRevision

51–59

Revision65–71

3 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity

73 231–232 60–63Activity

72–79


73 233–234 Act. I 146 63–65Activity

72–79


73 235–238 IAIA

146–147 Revision67–69

Revision82

6 Resistance: Uses of resistors: All conductors have some resistance; a resistor is a conducting material

73 243–244 IA 152 70–72Activity

84–91

Reflection



HOD: Date:


Pelican: Series and parallel circuits

Pelican Natural Sciences Week 4: Resistance and circuits


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


73 244–247 IA 151 73–80Activity

91–96

2 Factors that affect resistance in a circuit: type of material: different conducting materials have different resistance to an electric current

73 247 150–151 80–84Activity

96–99

3 Factors that affect resistance in a circuit: length of the conductor: longer wires have more resistance than shorter wires; thinner wires have more resistance than thicker wires

73 248–249 Act. IIA

151–152 84–91ActivityRevision

93–95

Revision110–111

4 Series and parallel circuits: Series circuits: when cells are connected together in series, the total voltage is the sum of the voltages of individual cells

73 254–255 IA 152 96–98Activity

113–120

5 Series circuits: when cells are connected together in series, the total voltage is the sum of the voltages of individual cells

73 255–257 Act. I 158 98–101Activity

120–122

6 When cells are connected together in series, the total voltage is the sum of the voltages of individual cells

73 259–261 IAAct. II

152159–160

101–109Activity

99–101

Reflection



HOD: Date:


Pelican: Series and parallel circuits

Pelican Natural Sciences Week 5: Cells and resistors


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 The current is the same when measured at any point in a given series circuit; the total current decreases with each resistor added in series to the circuit

74 262–263 Act. IIIIA

160–161 109–111Activity

128–130

2 Parallel circuits: resistors can be connected in parallel in a circuit; the total current in the circuit increases with each resistor added in parallel

74 263–264 155–156 113–114Activity

130–135

3 Measuring voltages across each resistor in parallel, and across the battery; the voltage is the same across each resistor connected in parallel

74 265 Act. V 162 111–113Activity

139–142

4 The total current in the circuit increases with each resistor added in parallel; Measuring the total current through each of the resistors, and the battery

74 265 Act. VI 163 115–118 135–138

5 Formal assessment: Practical activity on electricity 74 315–316 – – 115–118Activity

131–133

6 The lighting system in our homes is usually connected in parallel 74 267–268 IA 163 121–123Revision125–131

Revision47–51

Reflection



HOD: Date:


Pelican: Current, resistors and safety

Pelican Natural Sciences Week 6: Safety with electricity


LBpp.

LBAct.

TGpp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Safety practices: Circuit breakers, fuses and earth leakage systems are used as safety devices

75 275 IA 167169–170

132–134 154–156

2 Safety practices: Circuit breakers, fuses and earth leakage systems are used as safety devices

75 276–277 Act. I 168 134–138 157–160

3 Safety practices: Many appliances have a 3-pin plug as a safety device to connect to the main circuit

75 277–278 Explore 169 139–141 160–164

4 The 3-pin plug has a live wire, neutral wire and an earth wire 75 278–279 Act. II 169 141–145Activity

164–167

5 & 6

Safety practices 75 279–280 Act. III 169 132–145Activities

167–168

Reflection



HOD: Date:


Pelican: The national electricity grid

Pelican Natural Sciences Week 7: Electricity generation


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Illegal connections to the Eskom mains supply can be dangerous, and are regarded as energy theft

75 280–281 IA 170 146 168–170


75 282–283 Ex. A & B 170 146–148Activity

168–170

3 Electrical circuits 75 283 Ex. C & D

170–172 Revision150–153

Revision173–174

4 Electricity generation: A power station is a system for generating electricity; most power stations in South Africa use coal as a fuel to boil water; the steam from the water turns a turbine which turns a generator, which produces electricity

75 285–287 173–179 154–156 176–177

5 Electricity generation: A power station is a system for generating electricity 75 285–287 173–179 154–156Activity

178–180

6 There are alternative sources of energy besides coal, that can be used to drive turbines and generators including; wind and falling water (hydroelectric)

75 287–288 not provided

156–161 181–183

Reflection



HOD: Date:


Pelican: Cost of electrical power

Pelican Natural Sciences Week 8: Cost of electricity consumption


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Other alternative sources of energy include sun-heated steam, nuclear fission, waves in the sea

75 289–290 IA 175 154Activity

183–186

2 Nuclear power in South Africa 75 290–292 IA 175 162–166 186–187

3 Researching about alternative sources of energy that can be used to drive generators for the national grid. Compare them in terms of sustainability and environmental impact

156–162 186–190

4 The national grid 75 293–295 IA 175 166–168Revision168–175

191–193Revision196–198

5 The cost of power consumption 73 303 Act. I 181 176–189Activity

200–212

6 The cost of power consumption 76 303 Act. I 181 176–189Activity

200–212

Reflection



HOD: Date:


Pelican: Cost of electrical power

Pelican Natural Sciences Week 9: Cost of electricity consumption


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 The cost of power consumption: The cost to the consumer is calculated in the following way: cost = power rating of the appliance × the number of hours it was used × the unit price of electricity

76 304 Act. II 182 176–189Activity

200–212


76 305–307 180–186 176–189Activity

200–212


76 305–307 180–186 Revision196–201

Revision218–220

4 & 5

The energy consumption of different appliances (such as incandescent and compact fluorescent lamps) varies; there are also alternative appliances/systems such as solar panels

76 308–309 IAEx.

p. 313 (4)

182–183186

176–189Activity

212–215

6 Return and review tests with learners

Reflection



HOD: Date:


Pelican

Pelican Natural Sciences Week 10: Catch up, revision and end-of-term test: Plan your week


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1

2

3

4

5

6

Reflection

Think about and make a note of the following as they apply to the activities you planned for this week: What have you learnt from the test – what did the learners find easy or difficult? How will this impact on how you teach the work next time? What common errors did you find when you marked? How will you remediate these? Did you manage to do the work you had planned for the week? Why/why not? If you have completed the work for the term, what extension or remediation will you plan for next week? If you have not completed the work for the term, how will you get back on track?


HOD: Date:


Pelican

Pelican Natural Sciences Week 11: Review and remediation of test

End-of-term reflection

Think about and make a note of: 1. Was the learners’ performance during the term what you had expected and

hoped for? Which learners need particular support with Natural Sciences in the next term? What strategy can you put in place for them to catch up with the class? Which learners would benefit from extension activities? What can you do to help them?

2. With which specific topics did the learners struggle the most? How can you adjust your teaching to improve their understanding of this section of the curriculum in the future?

3. What ONE change should you make to your teaching practice to help you teach more effectively next term?

4. Did you cover all the content as prescribed by the CAPS for the term? If not, what are the implications for your work on these topics in future? What plan will you make to get back on track?

HOD: Date:


2. Platinum Natural Sciences (Maskew Miller Longman)

Platinum: Forces

Platinum Natural Sciences Week 1: Types of forces


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Types of forces: a force is a push or pull (or twist) exerted upon an object; all forces acting on objects can be placed into two broad groups: contact forces and field forces

71 129–131 Act. 1 71 4–10Activity

4–11


71 131–132 Act. 2 72 11–14Activity

11–13


71 132–133 Act. 3 72 11–14Activity

11–13


71 134 Act. 4 72 14–22 20–30


71 135 Act. 5 72 11–14Activity

13–20


71 135 Act. 5 72 11–14Activity

13–20

Reflection



HOD: Date:


Platinum: Forces

Platinum Natural Sciences Week 2: Field forces


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Field forces (non-contact forces) field forces result from action-at-a-distance between two bodies; Demonstrating gravitational force using falling objects

71 136–138 Act. 6Act. 7

73 22–28Activity

31–38

2 Measuring and recording the weights and masses of different objects 71 138–139 Act. 8 73 28–34Activity

38- 44


72 !39 Act. 9 74 34–35Activity

45–46

4 Investigating whether a magnetic force can act on magnetic substance when it is separated from the magnet by different materials

72 140 Act. 10 74 36–38 Activity

47–48

5 Observing the pattern made by a magnet on iron filings; investigating repulsion and attraction forces of two bar magnets

72 141 Act. 11 75 38–41Activity

48–52


72 141–142 Act. 12 75 41–47Activity

52–59

Reflection



HOD: Date:


Platinum: Electric cells as energy systems

Platinum Natural Sciences Week 3: Electric cells and resistors


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


72 143 47–48 60–64

2 Forces 71–72 144 Topic 10 RA

76 Revision51–59

Revision65–71


73 145 Act. 1 77 60–65 72–73


73 146–147 Act. 2 78 60–65Activity

73–76

5 A battery is a group of cells that are connected together; make a cell by placing zinc & copper plates as electrodes

73 148 Act. 3 78 60–65Activity

76–78

6 To show voltage 73 149 Act. 4 79 Revision67–68

Revision82

Reflection



HOD: Date:


Platinum: Resistance

Platinum Natural Sciences Week 4: Factors that affect resistance


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Cells 73 150 Topic 11RA

79–80 Revision67–68

Revision82


73 151–152 Act. 1 81 70–72 84–89

3 A resistor controls current 73 153 Act. 2 & 3

82 73–80 Activity

89–95

4 Measure current and voltage 73 154–155 Act. 4 & 5

83

5 Factors that affect resistance in a circuit: longer wires have more resistance than shorter wires; different conducting materials have different resistance to an electric current

73 156–158 Act. 6 84 84–91Activity

96–99

6 Factors that affect resistance in a circuit: thickness of the conductor: thinner wires have more resistance than thicker wires

73 158 Act. 7 84 84–89Activity

100–107

Reflection



HOD: Date:


Platinum: Series and parallel circuits

Platinum Natural Sciences Week 5: Series circuits


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Resistors 73 159–160 SkillsRA 12

85 Revision93–95

Revision 110–111


73 161–162 Act. 1 86 96–101Activity

112–120


73 162–163 Act. 2Act. 3

87–88 96–101Activity

112–124


73 164 Act. 4 88 96–101Activity

124–128

5 The current is the same when measured at any point in a given series circuit; measuring the current at different points in a series circuit

74 165 Act. 5 88–89 107–111Activity

128–130


74 166 Act. 6 89 107–111Activity

128–130

Reflection



HOD: Date:


Platinum: Series and parallel circuits

Platinum Natural Sciences Week 6: Parallel circuits


LBpp.

LBAct.

TGpp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Parallel circuits: when cells (of same voltage) are connected in parallel, the voltage across them is the same as for one cell

74 167 Act. 7 89–90 111–113Activity

130–133


74 168 Act. 8 90 111–113Activity

139–142

3 The voltage is the same across each resistor connected in parallel 74 169 Act. 9 90 121Activity

139–142

4 The total current in the circuit increases with each resistor added in parallel; measuring the total current through each of the resistors, and the battery

74 169–170 Act. 10 90 113–114Activity

143–148

5 The total current in the circuit increases with each resistor added in parallel; measuring the total current through each of the resistors, and the battery

74 171 Act. 11 91 115–118Activity

143–148

6 The lighting system in our homes is usually connected in parallel; identifying series and parallel circuits in electrical wiring in homes, cars and toys

74 171–172 Act. 12 91 121–123Activity

142–143

Reflection



HOD: Date:


Platinum: Safety and the national electricity grid

Platinum Natural Sciences Week 7: Safety practices


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Series and parallel circuits 74 173–174 Act. 13RA 13

91–92 Revision125–130

Revision147–151

2 Safety practices: Parallel connections can cause overload on mains circuits; circuit breakers, fuses and earth leakage systems are used as safety devices; identifying fuses, circuit breakers, and earth leakage systems

75 175–178 Act. 2 94 132–134Activity

154–165

3 & 4

Drawing a plan for wiring a house 75 178 Act. 3 94 144–145 167–168

5 Many appliances have a 3-pin plug as a safety device toconnect to the main circuit; practising how to connect 3-pin plugs

75 179 Act. 4 95 139–145Activity

166–167


75 179 95 146–148 168–170

Reflection



HOD: Date:


Platinum: The national electricity grid and the cost of electrical power

Platinum Natural Sciences Week 8: Electricity generation


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Electricity generation: A power station is a system for generating electricity; there are alternative sources of energy besides coal; researching about alternative sources of energy; compare them in terms of sustainability and environmental impact

75 180–181 Act. 5 96 154–162Activity

176–186

2 Electricity generation: A power station is a system for generating electricity; there are alternative sources of energy besides coal; researching about alternative sources of energy; compare them in terms of sustainability and environmental impact

75 180–181 Act. 5 96 154–162Activity

176–186

3 Nuclear power in South Africa: such as Koeberg in the Cape 75 182–183 Act. 6 97 162–166Activity

186–191

4 The national grid: the national grid is a network of interacting parts; change in one part of the grid affects other parts of the grid

76 184–185 Act. 7 98 166–168 191–192

5 Electricity generation and usage 75–76 186–188 RA 14Act. 1

98–100 Revision170–174

Revision196–198


Reflection



HOD: Date:


Platinum: The cost of electrical power

Platinum Natural Sciences Week 9: The cost of power consumption


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


76 188–189 Act. 2Act. 3

101 176–184Activity

200–201

2 Calculate and record the units of power consumed by appliances in a given time period (kWh)

76 191 Act. 4 101–102 176–184Activity

202–212

3 The energy consumption of different appliances (such as incandescent and compact fluorescent lamps) varies

76 192–193 Act. 5 102 191–192177–184

212–214

4 There are also alternative appliances/systems such as solar heating panels for heating water

76 194–195 Act. 7 103 –

5 Discussing the many careers in the energy sector 76 193 Act. 6 102 193

6 FAT practical investigation: The cost of running various household electrical appliances

76 196–199 Practical investigation

104–105 184–189Revision196–201

Revision218–220

Reflection



HOD: Date:


Platinum

Platinum Natural Sciences Week 10: Catch up, revision and end-of-term test: Plan your week


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1

2

3

4

5

6

Reflection



HOD: Date:


Platinum

Platinum Natural Sciences Week 11: Review and remediation of test







HOD: Date:


3. Solutions for All Natural Sciences (Macmillan)

Solutions: Forces

Solutions for All Natural Sciences Week 1: Types of forces


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


71 168–172 Checkself

163–166166–167

4–6Activity

6–11


71 172–174 167 14–16Activity

11–20


71 174–175 PA 1 (1) 167 7–8Activity

20–31


71 175–176 PA 1(2)Questions

167 9–13Activity

20–31


71 176–177 PA 2 168 13–18Activity

20–31


71 176–177 PA 2 168 18–22Activity

20–31

Reflection



HOD: Date:


Solutions: Forces

Solutions for All Natural Sciences Week 2: Field forces


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Field forces (non-contact forces) field forces result from action-at-a-distance between two bodies; demonstrating gravitational force using falling objects

71 177–178 168–169 22–28Activity

34–38

2 Measuring and recording the weights and masses of different objects 71 178–180 PA 3 169 28–34Activity

38–45


72 181–183 PA 4 170 34–35Activity

45–48


72 181–183 PA 4 170 36–37Activity

48–52


72 181–183 PA 4 170 37–41Activity

52–62


72 184–186 PA 5 170–171 41–41Activity

52–62

Reflection



HOD: Date:


Solutions: Electric cells as energy systems

Solutions for All Natural Sciences Week 3: Electric cells and resistors


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


72 186–187 CA 1 171 47–48 71

2 Forces 72 188 Extra practice

172–173 Revision51–59

Revision52–62


73 190–191 Check self

174–177 60–63 72–79


73 191–195 PA 1 (A) 177–178 63–66 72–79


73 191–195 PA 1 (B) 178–179 63–66Revision

67–68

72–79Revision

82

6 Resistance: Uses of resistors; All conductors have some resistance; a resistor is a conducting material


179–180 70–80 84–91

Reflection



HOD: Date:


Solutions: Series and parallel circuits

Solutions for All Natural Sciences Week 4: Resistance and circuits


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Factors that affect resistance in a circuit: length of the conductor: longer wires have more resistance than shorter wires

73 199–200 PA 2 (A) 180–182 87–90Activity

96–107


73 199–203 PA 2 (B) 182–183 96Activity

91–96



183 80–86Revision

93–95

107–112Revision110–111


73 205–207 PA 3 (A) 184 98–101Activity

112–118


73 205–207 PA 3 (A) 184 101–109Activity

118–128


73 205–208 PA 3 (A, B)

184–185 109–110 128–131

Reflection



HOD: Date:


Solutions: Series and parallel circuits

Solutions for All Natural Sciences Week 5: Parallel circuits


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Parallel circuits 74 208–211 185 111–113 130–133

2 Parallel circuits: cells in parallel; investigating the effects of connecting more cells in parallel into the circuit

74 211–212 PA 4 186 111–113Activity

130–133


74 211–212 PA 4 186 115–118Activity

134–138


74 211–212 PA 4 186 118–121Activity

131–142

5 The lighting system in our homes is usually connected in parallel 74 212–214 PA 5 (A & B)


143

6 FAT investigation 3 on series and parallel circuits 74 269–272 122–123Activity

142–143

Reflection



HOD: Date:


Solutions: Current, resistors and safety

Solutions for All Natural Sciences Week 6: Safety with electricity


LBpp.

LBAct.

TGpp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Identifying series and parallel circuits in electrical wiring in homes, cars and toys

74 215 CA 1 187 Revision 125–130

Revision147–151

2 Series and parallel circuits 74 216 Extra practice

188 Revision 125–130

Revision147–151

3 Safety practices: Parallel connections can cause overload on mains circuits; circuit breakers, fuses and earth leakage systems are used as safety devices


189–191 132–133 154

4 Circuit breakers, fuses and earth leakage systems are used as safety devices 75 223 PA 1 191–192 133–141Activity

155–164

5 Many appliances have a 3-pin plug as a safety device to connect to the main circuit

75 221–222 191–192 141–148Activity

164–167

6 The 3-pin plug has a live wire, neutral wire and an earth wire; practising how to connect 3-pin plugs

75 224 PA 2 192 141–148Activity

164–167

Reflection



HOD: Date:


Solutions: The national electricity grid

Solutions for All Natural Sciences Week 7: Electricity generation and the national grid


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Safety practices 75 225 Extra practice

192–193 Revision150–152

Revision173–174


75 226–227Self–check

194–196 154–155 176–180

3 Electricity generation: A power station is a system for generating electricity 75 228–230 194–196 155–156 176–180

4 There are alternative sources of energy besides coal, that can be used to drive turbines and generators including; wind and falling water (hydroelectric); sun-heated steam, nuclear fission, waves in the sea

75 230–232 CA 1 197 156–166Activity

180–189

5 Researching about alternative sources of energy that can be used to drive generators for the national grid; Compare them in terms of sustainability and environmental impact

75 230–232 CA 1 197 166Activity

189–191

6 The national electricity grid 76 233–234 CA 2 198 166–168Activity

191–192

Reflection



HOD: Date:


Solutions: The national electricity grid

Solutions for All Natural Sciences Week 8: Cost of electrical power


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 FAT test See Assessment Resources OR set your own test OR TG pp. 287–291

2 Cost of electrical power; electrical power is the rate of electrical energy supply; electrical power is measured in units called watts (W)


200–202202

170–174 196–198

3 Consumers pay for the quantity of power they use which is measured in kWh (kilowatt hours)

76 238–239 202 176–177 200–201

4 The cost to the consumer is calculated in the following way: cost = power rating of the appliance × the number of hours it was used × the unit price of electricity

76 202 188–189 206–210


76 239–242 PA 1(A) 202 179–188 202–205

6 Calculating how much money it will cost the consumer to run one of the appliances for a given period

76 239–242 PA 1(B) 203 191–192 211–214

Reflection



HOD: Date:


Solutions: The cost of electrical power

Solutions for All Natural Sciences Week 9: Cost of power consumption


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


2 There are also alternative appliances/systems such as solar heating panels for heating water

76 242–244 188–189 202–205

3 Examine examples of electricity accounts that show electricity usage and cost 76 245 CA 1 203 – –

4 Electricity consumption: the cost to the consumer 76 246 CA 2 203 180–187 205–206

5 Energy consumption 76 247 Extra practice

204 191–193 206–210

6 Discussing the many careers in the energy sector, including electricians, electrical engineers, artisans, IT specialists for maintaining and improving the power grid

76 248–250 Revision196–201

Revision218–220

Reflection



HOD: Date:


Solutions

Solutions for All Natural Sciences Week 10: Catch up, revision and end-of-term test: Plan your week


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1

2

3

4

5

6

Reflection



HOD: Date:


Solutions

Solutions for All Natural Sciences Week 11: Review and remediation of test







HOD: Date:


4. Spot On Natural Sciences (Heinemann)

Spot On: Forces

Spot On Natural Sciences Week 1: Types of forces


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


71 96–97 159–160 4–10Activity

6–11


71 97 Act. 1.1 161 11–14Activity

11–20


71 97–98 162 14–18 20–30


71 99–100 PA 2.1 162 19–20 20–30


71 101 PA 2.2 163 20 13–19


71 101 PA 2.3 164 21–22 13–19

Reflection



HOD: Date:


Spot On: Forces

Spot On Natural Sciences Week 2: Field forces


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


71 102–103 PA 3.1 165 22–28Activity

31–38

2 Measuring and recording the weights and masses of different objects 71 104 PA 3.2 166 28–34Activity

33–45


72 105–106 PA 4.1 167–168 34–35Activity

45–47


72 106 PA 4.2 169 36–37Activity

47–48


72 107–108 PA 4.3PA 4.4,

4.5

169–170 37–41Activity

48–52


72 109–110 PA 5.1 171 41–47Activity

52–59

Reflection



HOD: Date:


Spot On: Electric cells as energy systems

Spot On Natural Sciences Week 3: Electric cells and resistors


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


72 111 Act. 5.2 171 47–48 60

2 Forces 71–72 112 RA 9 172–173 Revision51–59

Revision65–71


73 113–114 174Resource

10176–177

60–63Activity

72–76


73 114 PA 1.1 178 63–65Activity

76–78


73 115–116 Resource 10

176–177

Revision67–6870–80

Revision82

84–96


73 117 PA 2.1a 179 80–84Activity

96–99

Reflection



HOD: Date:


Spot On: Series and parallel circuits

Spot On Natural Sciences Week 4: Resistance and circuits


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


73 117 PA 2.1 2b 179 86–90 103–107


73 117 PA 2.1 2c 179 84–86Activity

99–103


73 118 PA 3.1 180 Revision 93–9596–101Activity

Revision110–111

112–120


73 118 PA 3.1 180 101–103Activity

120–122


73 119 PA 3.2 180 103–109 122–128


74 120 PA 3.3 181 109–111 128–130

Reflection



HOD: Date:


Spot On: Series and parallel circuits

Spot On Natural Sciences Week 5: Parallel circuits


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


74 120 PA 3.3 181 109–111 128–130


74 121 PA 4.1 182 111–113Activity

131–135

3 The total current in the circuit increases with each resistor added in parallel 74 121 PA 4.1 182 113–118 131–135


74 122 PA 4.2 182 118–121Activity

135–138


74 122 PA 4.2 182 118–121Activity

139–142

6 Measuring the total current through each of the resistors, and the battery 74 122 PA 4.3 182 118–121Activity

131–133

Reflection



HOD: Date:


Spot On: Current, resistors and safety

Spot On Natural Sciences Week 6: Safety with electricity


LBpp.

LBAct.

TGpp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Measuring the total current through each of the resistors, and the battery 74 122 PA 4.3 182 118–121 131–143

2 The lighting system in our homes is usually connected in parallel 74 123 Act. 5.1 183 122 143

3 Safety practices: Parallel connections can cause overload on mains circuits; circuit breakers, fuses and earth leakage systems are used as safety devices; many appliances have a 3-pin plug as a safety device to connect to the main circuit

75 124 184 Revision125–131132–141Activity

Revision147–151

4 The 3-pin plug has a live wire, neutral wire and an earth wire 75 125 PA 6.1 184 141–142 154–164

5 The earth wire is connected to the metal case of the appliance, such as in a kettle

75 126 PA 6.2 185 142–145Activity

164–167


75 126 PA 6.2 185 142–145 164–167

Reflection



HOD: Date:


Spot On: The national electricity grid

Spot On Natural Sciences Week 7: Electricity generation


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


75 127 Act. 6.3 185 146–148Activity

168–170


75 127 Act. 6.3 185 146–148 168–170

3 Electrical circuits 74–75 128 RA 10 186 Revision150–152

Revision173–174


75 129–130 187–188 154–156 176–180


75 131–132 188 156–162Activity

180–185


75 131–132 188 156–162Activity

180–185

Reflection



HOD: Date:


Spot On: The cost of electrical power

Spot On Natural Sciences Week 8: Cost of electrical consumption


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Other alternative sources of energy include sun-heated steam, nuclear fission, waves in the sea

75 132–133 Resource 11

189–190 162Activity

185


75 133 Act. 1.1 190 162–166Activity

185–191

3 The national grid 76 134–136 191 166–168 191–192

4 Electricity consumption 76 137 Act. 2.1 191 Revision170–174

Revision196–198

5 The cost of power consumption: The cost to the consumer is calculated in the following way: cost – power rating of the appliance × the number of hours it was used × the unit price of electricity

76 138–139 192 175 200–205

6 FAT 6 practical activity on the cost of electrical power 76 140 FAT 6 193–194 176–184Activity

205–208

Reflection



HOD: Date:


Spot On: The cost of electrical power

Spot On Natural Sciences Week 9: Cost of electrical consumption


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


2 FAT 6 practical activity on the cost of electrical power (cont.)(Alternative)

76 140 FAT 6(Alternative)

193–194 176–184Activity

209–212

3 The energy consumption of different appliances (such as incandescent and compact fluorescent lamps) varies; there are also alternative appliances/systems such as solar panels

76 140 FAT 6 193–194 187–188 206–208


76 141 Act. 3.1 195 189 212–214


76 141 Act. 3.1 195 191–193 212–214

6 Energy consumption 75–76 142 RA 11 196 Revision196–201

Revision218–220

Reflection



HOD: Date:


Spot On

Spot On Natural Sciences Week 10: Catch up, revision and end-of-term test: Plan your week


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1

2

3

4

5

6

Reflection



HOD: Date:


Spot On

Spot On Natural Sciences Week 11: Review and remediation of test

Reflection






HOD: Date:


5. Step by Step Natural Sciences (Lingua Franca)

Step by Step: Forces

Step by Step Natural Sciences Week 1: Types of forces


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


71 145–146 Act. 1 113 4–10 6–8


71 147 Act. 2 113 4–10Activity

11–20


71 148–150 113 11–14 20–30


71 149 Act. 3 113 11–14Activity

8–13


71 149–150 Act. 4 113 14–22 13–22


71 149–150 Act. 5 113 14–22Activity

22–30

Reflection



HOD: Date:


Step by Step: Forces

Step by Step Natural Sciences Week 2: Field forces


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


71 151 Act. 6 113–114 22–25 31–34


71 152 Act. 7 114 22–25Activity

34–38

3 Measuring and recording the weights and masses of different objects 71 153 Act. 8 114 28–31 38–44

4 Measuring and recording the weights and masses of different objects 71 153 Act. 9 114 31–34 38–44


72 154 Act. 10 (1–5)

114 34–47Activity

45–46


72 154 Act. 10 (6)

114–115 48–52Activity

47–52

Reflection



HOD: Date:


Step by Step: Electric cells as energy systems

Step by Step Natural Sciences Week 3: Electric cells and resistors


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


72 156 Act. 12 115 41–44Activity

52–59


72 157 115 47–48Revision

51–59

60Revision

65–71


73 158–159 115 60–63 72–76


73 159 Act. 13 115 63–65Activity

76–78


73 160 Act. 14 115 Revision67–6970–80

Revision82

84–96


73 161 Act. 15 115 80–84Activity

86–99

Reflection



HOD: Date:


Step by Step: Series and parallel circuits

Step by Step Natural Sciences Week 4: Resistance and circuits


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Factors that affect resistance in a circuit; length of the conductor: longer wires have more resistance than shorter wires

73 161 Act. 15 115 86–90Activity

103–106

2 Factors that affect resistance in a circuit; thickness of the conductor: thinner wires have more resistance than thicker wires

73 161 Act. 15 115 84–91Activity

100–102


73 162 Act. 16 115 Revision93–9596–98

Revision110–111


73–74 162 * 115 98–106Activity

118–121


74 162–163 * 116 98–106 118–121


74 116 107–111Activity

122–128

Reflection



HOD: Date:


Step by Step: Series and parallel circuits

Step by Step Natural Sciences Week 5: Current, resistors and voltage


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


74 164–165 Act. 17 116–117 111–113Activity

128–130


74 165 Act. 17 116–117 113–115Activity

130–133

3 The total current in the circuit increases with each resistor added in parallel 74 164 * 116–117 115–118Activity

134–138


74 165 116–117 118–121Activity

139–142


74 165 116–117 121–122Activity

139–142

6 Measuring the total current through each of the resistors, and the battery 74 165 116–117 121–122 142–144

Reflection



HOD: Date:


Step by Step: Current, resistors and safety

Step by Step Natural Sciences Week 6: Safety with electricity


LBpp.

LBAct.

TGpp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 The lighting system in our homes is usually connected in parallel 74 166 117 Revision125–131

Revision147–151

2 FAT: Activity on the electrical wiring of a house 74 166 Act. 18 117

3 Safety practices: Parallel connections can cause overload on mains circuits; circuit breakers, fuses and earth leakage systems are used as safety devices

75 167 118 132–141Activity

154–164

4 The 3-pin plug has a live wire, neutral wire and an earth wire 75 168 Act. 19 118 141–143Activity

166–168

5 Practising how to connect 3-pin plugs 75 168 Act. 19 118 141–143Activity

166–168


75 169–170 Act. 20 118 144 168

Reflection



HOD: Date:


Step by Step: The national electricity grid

Step by Step Natural Sciences Week 7: Electricity generation


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


75–76 171–172 Act. 21 118 146 168–170


75–76 171–172 Act. 21 118 146–148 168–170

3 Electrical circuits 75–76 172 Revision150–153

Revision173–174


75–76 171 119 154–156 176–180


75–76 171 119 154–156 176–180


75–76 * 119 156–161Activity

180–186

Reflection



HOD: Date:


Step by Step: The cost of electrical power

Step by Step Natural Sciences Week 8: Cost of electrical consumption


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 FAT test: See Assessment Resources OR set your own test

2 Nuclear power in South Africa 76 173 * 120 162–166Activity

186–190


76 120 166 190–191


76 120 166–167Activity

190–191

5 Electricity consumption 76 174 121 Revision170–174

Revision196–1986 Electricity consumption 76 174 121

Reflection



HOD: Date:


Step by Step: The cost of electrical power

Step by Step Natural Sciences Week 9: Cost of electrical consumption


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


76 174 * 121 176–189Activity

200–201



76 174 121 191–192 202–212


76 174 121 Careers193

212–214


76 174 * 121 Revision196–201

212–214

6 Energy consumption 76 174 121 Revision218–220

Reflection



HOD: Date:


Step by Step

Step by Step Natural Sciences Week 10: Catch up, revision and end-of-term test: Plan your week


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1

2

3

4

5

6

Reflection



HOD: Date:


Step by Step

Step by Step Natural Sciences Week 11: Review and remediation of test







HOD: Date:


6. Successful Natural Sciences (Oxford University Press)

Successful: Forces

Successful Natural Sciences Week 1: Types of forces


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


71 109–112 PA 1 101–103 4–10Activity

6–11


71 112 PA 2 104 11–14Activity

11–20


71 113 Act. 3 105 11–14Activity

11–20


71 114 101–103 14–22Activity

20–30


71 115–116 105–106 22–25 31–34

6 Demonstrating gravitational force using falling objects 71 115 PA 1 106 25–28Activity

34–38

Reflection



HOD: Date:


Successful: Forces

Successful Natural Sciences Week 2: Field forces


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 The weights and masses of different objects 71 116–117 Act. 2 107 28–31 38–44

2 Measuring and recording the weights and masses of different objects 71 117 PA 3 108 31–34Activity

38–44


72 118 PA 1 108–109 34–35Activity

45–46


72 119 PA 2 110 36–37Activity

47–48

5 Observing the pattern made by a magnet on iron filings 72 120–121 PA 3 111 37–41Activity

48–50

6 Investigating repulsion and attraction forces of two bar magnets 72 122 PA 4 112 50–52

Reflection



HOD: Date:


Successful: Electric cells as energy systems

Successful Natural Sciences Week 3: Electric cells and resistors


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Electrostatic force: When certain materials are rubbed together, they can acquire an electrostatic charge; investigating how to charge objects by rubbing different materials/objects together

72 124 PA 1 113 41–47Activity

52–54

2 Investigating how to charge objects by rubbing different materials/objects together

72 124 PA 1 113 41–47Activity

55–59


72 124–125 Act. 2 114 47Revision

51–59

60Revision

65–71


73 126–127 PA 1 115–116 60–63Activity

72–76

5 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricityPossible project

73 127 Project 1 116–118 63–65 76–78


73 128–129 118–119 Revision67–68

Revision82

Reflection



HOD: Date:


Successful: Series and parallel circuits

Successful Natural Sciences Week 4: Resistance and circuits


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Factors that affect resistance in a circuit 73 130–131 119 70–80 84–96

2 FAT practical investigation: Factors that affect resistance in a circuit: type of material: different conducting materials have different resistance to an electric current

73 131 PA 1 120 80–84Activity

96–99

3 FAT practical investigation: Factors that affect resistance in a circuit: length of the conductor: longer wires have more resistance than shorter wires

73 132 PA 2 121–122 86–90Activity

103–107

4 FAT practical investigation: Factors that affect resistance in a circuit: thickness of the conductor: thinner wires have more resistance than thicker wires (Alternative)

73 132–133 PA 3 123–124 84–86Activity

100–103

5 Series and parallel circuits: Series circuits: investigating the effects of connecting more cells in series into the circuit [observe the brightness of the light bulbs]

73 134–135 125 Revision93–9596–98

Activity

Revision110–111112–118

6 Series circuits: when cells are connected together in series, the total voltage is the sum of the voltages of individual cells; measuring voltages across each resistor in series and across the battery

73 136 PA 2 126 98–101Activity

118–121

Reflection



HOD: Date:


Successful: Series and parallel circuits

Successful Natural Sciences Week 5: Series circuits, current and voltage


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Measuring voltages across each resistor in series 73 137–138 PA 3PA 4

127–128 101–109Activity

122–128

2 Measuring the current at different points in a series circuit 73 138–139 PA 5 128–129 109–111Activity

128

3 The total current decreases with each resistor added in series to the circuit 73 139 PA 6 129–130 111Activity

130

4 When cells (of same voltage) are connected in parallel, the voltage across them is the same as for one cell; investigating the effects of connecting more cells in parallel into the circuit

74 140 PA 1 131–132 111 128

5 Resistors can be connected in parallel in a circuit; Measuring voltages across each resistor in parallel

74 141 PA 2 132–133 111–113Activity

134–135

6 Measuring the effects on current of cells connected in parallel 74 142 PA 3 133–134 111–113Activity

135–138

Reflection



HOD: Date:


Successful: Parallel circuits, current and voltage

Successful Natural Sciences Week 6: Parallel circuits


LBpp.

LBAct.

TGpp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 The total current in the circuit increases with each resistor added in parallel 74 143 PA 4 134–135 113–116Activity

138–143

2 Drawing series and parallel circuit diagrams 74 143 Act. 5 135–136 See revision exercises

3 The lighting system in our homes is usually connected in parallel; If one light bulb fuses, the rest of the lights remain on because they are each connected in their own parallel pathway, to the mains circuit

74 144–145 PA 1 136–137 113–116Activity

143

4 Drawing series and parallel circuit diagrams 74 146 Act. 2 137–138 See revision exercises

5 Identifying series and parallel circuits in electrical wiring in homes, cars and toys 74 146 Act. 3 138–139 121–123 Revision147–1516 Resistors are manufactured to have accurate resistances to control current 74 146–147 Revision

25–30

Reflection



HOD: Date:


Successful: Safety with electricity

Successful Natural Sciences Week 7: Safety practices


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Safety practices: Parallel connections can cause overload on mains circuits 75 148–149 139–140 132–134 154–156

2 Circuit breakers, fuses and earth leakage systems are used as safety devices; Identifying fuses, circuit breakers, and earth leakage systems in real circuits, or on circuit diagrams

75 150–151 Act. 1 140 132–134Activity

157–164

3 Drawing the plan for wiring a house 75 151 Act. 2 140 144–145

4 Drawing the plan for wiring a house 75 151 Act. 2 140 144–145

5 Many appliances have a 3-pin plug as a safety device to connect to the main circuit; practising how to connect 3-pin plugs

75 152–153 Act. 3 141 134–143Activity

166–168


75 153 146–148Revision150–152

168–170Revision173–174

Reflection



HOD: Date:


Successful: Energy and the national electricity grid

Successful Natural Sciences Week 8: Electricity generation


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 FAT formal assessment test: See Assessment Resources OR set your own test 146–148Revision150–152

168–170Revision173–174


75 154–155 141–142 154–156Activity

176–180

3 There are alternative sources of energy besides coal that can be used to drive turbines and generators; Researching about alternative sources of energy

75 155 Act. 1 142–143 156–162 180–186

4 Nuclear power in South Africa: a nuclear power station such as Koeberg in the Cape, uses radioactive fuel

75 156–157 143–144 162–166Activity

186–192

5 Nuclear power in South Africa: a nuclear power station such as Koeberg in the Cape, uses radioactive fuel

75 156–157 143–144 162–166Activity

186–192

6 The national grid 75–76 158–159 144 Revision170–174

Revision196–198

Reflection



HOD: Date:


Successful: The cost of electrical power

Successful Natural Sciences Week 9: Cost of electrical consumption


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed



76 160–161 145 176–177 200–202

3 Record in a table the power rating printed on devices; calculate and record the units of power consumed

76 161–162 Act. 1 145–146 177–179Activity

202–205

4 Calculating how much money it will cost the consumer 76 161–162 Act. 1 145–146 180–189 206–212


76 162–163 146 191–192Activity

212–214

6 Discussing the many careers in the energy sector 76 163 Act. 2 147 193–195Revision196–207

Revision218–220

Reflection



HOD: Date:


Successful

Successful Natural Sciences Week 10: Catch up, revision and end-of-term test: Plan your week


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1

2

3

4

5

6

Reflection



HOD: Date:


Successful

Successful Natural Sciences Week 11: Review and remediation of test







HOD: Date:


7. Top Class Natural Sciences (Shuter & Shooter)

Top Class: Forces

Top Class Natural Sciences Week 1: Types of forces


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


71 131–132 70–71 4–10Activity

6–11


71 133 70–71 14–22Activity

11–14


71 133 Act. 13.1 (A, B)

71 & 78 11–14Activity

14–22


71 133 Act. 13.1 (C, D)

71 & 78 11–14 22–25


71 133 Act. 13.1 (E, F)

71 & 78 11–14Activity

25–28


71 133 Act. 13.1 (G, H)

WS 13.1141

11–14 28–30

Reflection



HOD: Date:


Top Class: Forces

Top Class Natural Sciences Week 2: Field forces


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


71 137–138 Act. 13.2 72 14–22Activity

30–38

2 Measuring and recording the weights and masses of different objects 71 139 Act. 13.3 73 26–35Activity

38–45


72 140–141 Act. 13.4 73 22–25Activity

45–46


72 142 Act. 13.5 74 34–37Activity

47–48

5 FAT practical activity: Observing the pattern made by a magnet on iron filings 72 142 Act. 13.6 74 37–41Activity

48–49

6 Investigating repulsion and attraction forces of two bar magnets 72 143 Act. 13.7 75 37–41 50–51

Reflection



HOD: Date:


Top Class: Electric cells as energy systems

Top Class Natural Sciences Week 3: Electric cells and resistors


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Electrostatic force: When certain materials are rubbed together, they can acquire an electrostatic charge; investigating how to charge objects by rubbing different materials/objects together

72 144–145 Act. 13.8 76 41–47Activity

52–59

2 A lightning strike occurs when there is a massive discharge (release of charge) between the thunder cloud and the ground; writing about safety precautions during thunder and lightning storms

72 145–147 Act. 13.9 76 47–48Activity

59–60

3 Forces 71–72 148–149 Revision 77 Revision51–59

Revision65–71


73 150–151 Act. 14.1 (A)

79 60–63 72–73


73 152–153 Act. 14.1 (B)

80 63–64Activity

74–76


73 153 Revision 80 67–68 76–78

Reflection



HOD: Date:


Top Class: Resistance and series and parallel circuits

Top Class Natural Sciences Week 4: Resistance and circuits


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


73 154–155 81 & 144WS 15.1

70–80 84–96


73 156 Act. 15.1 82 86–90Activity

103–107


73 156–157 Act. 15.2 82 84–86Activity

99–103


73 157 Act. 15.3 83 80–84Activity

96–99

5 Resistance: Uses of resistors; Factors that affect resistance in a circuit 73 158 Revision 83–84 Revision93–95

Revision110–111

6 Series and parallel circuits: Series circuits 73 159–160 WS 16 85–86 & 145

96–98 112–114

Reflection



HOD: Date:


Top Class: Series and parallel circuits

Top Class Natural Sciences Week 5: Current, resistors and voltage


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Series circuits: investigating the effects of connecting more cells in series into the circuit

73 161 Act. 16.1 86 98–103Activity

115–120

2 Measuring voltages across each resistor in series, and across the battery 73 162 Act. 16.2 86 103–107Activity

120–127


73 163 Act. 16.3 87 107–109Activity

127–130


73–74 163 Act. 16.3 87 109–111Activity

127–130

5 Parallel circuits 74 164–167 87 111–113 130–131

6 Investigating the effects of connecting more cells in parallel into the circuit 167–168 Act. 16.4 87 111–113Activity

131–133

Reflection



HOD: Date:


Top Class: Current, resistors and safety

Top Class Natural Sciences Week 6: Safety with electricity


LBpp.

LBAct.

TGpp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


74 168 Act. 16.5 88 113–115Activity

139–143

2 Parallel circuits: the total current in the circuit increases with each resistor added in parallel; Measuring the total current through each of the resistors, and the battery

74 169 Act. 16.6 88 115–121Activity

134–138

3 Identifying series and parallel circuits in electrical wiring in homes, cars and toys

74 169 Act. 16.7 89 See revision

exercises

See revision

exercises

4 Series and parallel circuits: drawing series and parallel circuit diagrams 73–74 170–171 Revision 89–91 Revision125–130

Revision147–151

5 Safety practices: Parallel connections can cause overload on mains circuits; circuit breakers, fuses and earth leakage systems are used as safety devices; many appliances have a 3-pin plug as a safety device to connect to the main circuit

75 172–176 91–92 132–143Activity

154–165


75 176 WS 17.1 92, 94 & 146

146–148 168–170

Reflection



HOD: Date:


Top Class: The national electricity grid

Top Class Natural Sciences Week 7: Electricity generation


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Identifying fuses, circuit breakers, and earth leakage systems in real circuits, or on circuit diagrams

75 176–177 Act. 17.1 92 133–141Activity

154–165

2 The 3-pin plug has a live wire, neutral wire and an earth wire; practising how to connect 3-pin plugs

75 177 Act. 17.2 92 141–143Activity

166–167

3 Drawing the plan for wiring a house 75 178 Act. 17.3 93 144–146 167–168

4 Safety with electricity 75 178–179 Revision 93–94 Revision150–152

Revision173–174

5 Electricity generation: A power station is a system for generating electricity; most power stations in South Africa use coal as a fuel to boil water

75 180–181WS 18.1

94–95 & 147

154–156 176–180

6 There are alternative sources of energy besides coal, that can be used to drive turbines and generators including; wind and falling water (hydroelectric); sun-heated steam, nuclear fission, waves in the sea

75 181–183 Act. 18.1 95–98 156–166Activity

& 178–191

180–186

Reflection



HOD: Date:


Top Class: The national energy grid and the cost of electrical power

Top Class Natural Sciences Week 8: Electricity generation and the cost of electrical consumption


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 FAT formal assessment test: See Assessment Resources OR set your own test OR TG pp. 153–154 and 161–162

66–67Activity


75 183 18.1 95–98 66–67Activity

186–193

3 The national grid 75 184–186 WS 18.1 147 66–67 186–193

4 Cost of electrical power; The cost of power consumption: The cost to the consumer is calculated in the following way: cost = power rating of the appliance × the number of hours it was used × the unit price of electricity

76 187–189 100 176–177Revision170–175

Revision196–198

5 The energy consumption of different appliances varies; calculate and record the units of power consumed by different appliances in a given time

76 190 Act. 19.1 101 177–179Activity

202–228

6 Calculate how much money it will cost the consumer to run one of the appliances

76 191 Act. 19.2 102 179–183Activity

229–212

Reflection



HOD: Date:


Top Class: The cost of electrical power

Top Class Natural Sciences Week 9: Cost of electrical consumption


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Calculate how long a particular prepaid card will last 76 191 Act. 19.3 102 – –

2 Calculate how long a particular prepaid card will last 76 191 Act. 19.3 102 – –


76 192–193 191–193Activity

212–214

4 Discussing the many careers in the energy sector 76 193–194 Act. 19.4 102 – –

5 Electrical power and consumption 75–76 195 Revision 103 Revision 196–201

Revision218–220

6 Electrical power and consumption 75–76 195 Revision 103 Revision196–201

Revision218–220

Reflection



HOD: Date:


Top Class

Top Class Natural Sciences Week 10: Catch up, revision and end-of-term test: Plan your week


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1

2

3

4

5

6

Reflection



HOD: Date:


Top Class

Top Class Natural Sciences Week 11: Review and remediation of test







HOD: Date:


8. Via Afrika Natural Sciences (Via Afrika)

Via Afrika: Forces

Via Afrika Natural Sciences Week 1: Types of forces


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


71 116–118 85–88 4–10Activity

6–11

2 Contact forces: a contact force results when two bodies are in contact with each other

71 119 Act. 1 88 14–22Activity

11–14


71 119 Act. 2 88 10–14Activity

14–22

4 Types of forces: all forces acting on objects can be placed into two broad groups: contact forces and field forces

71 120 Ex. 1 89 22–25 22–30


71 121 Act. 3 89 25–28Activity

31–34

6 Gravitational force: gravity is the force of attraction that objects have on one another due to their masses; Measuring and recording the weights and masses of different objects

71 122 Act. 4 90 28–32Activity

34–38

Reflection



HOD: Date:


Via Afrika: Forces

Via Afrika Natural Sciences Week 2: Field forces


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Gravitational force: gravity is the force of attraction that objects have on one another due to their masses

71 123 Ex. 2 90 33–34Activity

38–41

2 Field forces: magnetic force: observing the pattern made by a magnet on iron filings; investigating repulsion and attraction forces of two bar magnets

72 123–124 Act. 5 91 37–41Activity

48–52

3 Magnets attract magnetic substances; investigating which substances (non-metals and metals) are attracted by a bar magnet; record the observations in table form

72 125 Act. 6 91 34–35Activity

45–46


72 125–126 Act. 7 91 36–37 47–48


72 125–126 Act. 7Ex. 3


47–48

6 Electrostatic force: When certain materials are rubbed together, they can acquire an electrostatic charge as a result of the loss or gain of electrons

72 127–128 92 41–44Activity

52–56

Reflection



HOD: Date:


Via Afrika: Electric cells as energy systems

Via Afrika Natural Sciences Week 3: Electrostatics and electric cells


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Charged objects in an electrostatic system possess potential energy; The energy comes from the work done during rubbing

72 128 Act. 8 92 47–48 56–59


72 129 Act. 9 92–93 47–48Activity

60

3 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity; a battery is a group of cells that are connected together

73 130–131 94 Revision51–59

Revision 65–71


73 131–132 Act. 1 95 60–63Activity

72–76


73 132–133 Act. 2Ex. 3

95–96 63–65Revision

67–68

76–78


73 134–135 97–98 70–80 84–96

Reflection



HOD: Date:


Via Afrika: Series and parallel circuits

Via Afrika Natural Sciences Week 4: Resistance and circuits


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Factors that affect resistance in a circuit 73 135 98–99 80–84 84–96

2 FAT practical investigation: Factors that affect resistance in a circuit: material of the conductor

73 FAT136

Act. 1 99–101 86–90Activity

96–99

3 FAT practical investigation: Factors that affect resistance in a circuit: thickness of the conductor: thinner wires have more resistance than thicker wires (Alternative)

73 FAT136–137


99–103

4 FAT practical investigation: Factors that affect resistance in a circuit: thickness of the conductor: thinner wires have more resistance than thicker wires; length of conductor affects resistance (Alternative)

73 FAT136–137


103–107

5 Series and parallel circuits: investigating the effects of connecting more cells in series into the circuit

73–74 138–139 Act. 1 104 96–98Revision

93–95

Revision110–111

6 Series circuits: investigating the effects of connecting more cells in series into the circuit

74 139 Act. 1 104 98–101Activity

112–120

Reflection



HOD: Date:


Via Afrika: Series and parallel circuits

Via Afrika Natural Sciences Week 5: Current, resistors and voltage


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


74 140 Act. 2Step 1


120–128


74–75 140–141 Act. 2Step 2


129–131

3 Parallel circuits: resistors can be connected in parallel in a circuit; measuring the total current through each of the resistors, and from the battery

75 141–142 Act. 3Step 1

106–107 113–118Activity

131–135

4 Measuring the total current through each of the resistors, and from the battery 75 141–142 Act. 3Step 2

106–107 118–121 135–138

5 Measuring the total current through each of the resistors, and from the battery; [observe the brightness of the light bulbs]

75 142 Act. 3Step 3

106–107 118–121Activity

139–143

6 The lighting system in our homes is usually connected in parallel 75 143 Ex. 1 107 Revision125–130

Revision147–151

Reflection



HOD: Date:


Via Afrika: Safety with electricity

Via Afrika Natural Sciences Week 6: Safety practices


LBpp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Safety practices: many appliances have a 3-pin plug as a safety device to connect to the main circuit; practising how to connect 3-pin plugs

75 144–145 Act. 1 109–110 141–143Activity

154–157&

166–167

2 Safety practices: Circuit breakers, fuses and earth leakage systems are used as safety devices; drawing the plan for wiring a house

75 145–146 Act. 2 111 132–141Activity

158–168

3 Safety practices: Circuit breakers, fuses and earth leakage systems are used as safety devices; drawing the plan for wiring a house

75 145–146 Act. 2 111 144–145Activity

158–168

4 Safety practices: Illegal connections to the Eskom mains supply can be dangerous, and are regarded as energy theft

75 146–147 111 144–148Activity

168–170

5 Circuits 74–75 147 Ex. 2 112 Revision150–152

Revision173–174

6 Electricity generation: A power station is a system for generating electricity 75 148–149 113–115 154–156 176–180

Reflection



HOD: Date:


Via Afrika: The national electricity grid

Via Afrika Natural Sciences Week 7: Electricity generation


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Electricity generation: There are alternative sources of energy besides coal, that can be used to drive turbines and generators including

75 149–150 114 156–162Activity

180–186

2 There are alternative sources of energy besides coal, that can be used to drive turbines and generators including wind, falling water, sun-heated steam, nuclear fission, waves in the sea

75 151 Act. 1 114 162–165Activity

180–186


75 151 Act. 1 114 166 186–189

4 Nuclear power in South Africa: A nuclear power station such as Koeberg in the Cape, uses radioactive fuel, the radioactivity produces heat by nuclear fission. The heat is then used to boil water to produce steam

75 151 115 166Activity

190–191

5 The national electricity grid 75 151–153 Ex. 1 115 166–167Activity

191–192

6 The national electricity grid 75 151–153 Ex. 1 115 Revision170–174

Revision196–198

Reflection



HOD: Date:


Via Afrika: The cost of electrical power

Via Afrika Natural Sciences Week 8: Cost of electrical consumption


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed


76 155 117–119 176–177 200–202


76 155 117–119 176–177 200–202

3 The energy consumption of different appliances varies 76 155–156 Act. 1 119 177–179Activity

202–205

4 Calculate and record the units of power consumed by different appliances in a given time period

76 156–157 Act. 2 119–120 179–184Activity

206–208


76 156–157 Act. 2 119–120 184–189Activity

209–210

6 Calculate how much money it will cost the consumer to run one of the appliances above for a given period

76 120worked

example

191–192 210–212

Reflection



HOD: Date:


Via Afrika: The cost of electrical power

Via Afrika Natural Sciences Week 9: Cost of electrical consumption


LB pp.

LB Act.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1 Return and review written work with learners

2 Select one appliance; Calculate how long a particular prepaid card will last if only that appliance is used

76 156 Act. 1 120 – –

3 The cost of power consumption 76 157 120 189 210–212

4 There are alternative appliances/systems such as solar panels and cost effective light bulbs

76 158–159 Ex. 1 120 191–193Activity

212–214

5 Energy 71–76 162–163 120–121 Careers193

–

6 Energy 71–76 162–163 120–121 Revision196–207

Revision218–220

Reflection



HOD: Date:


Via Afrika

Via Afrika Natural Sciences Week 10: Catch up, revision and end-of-term test: Plan your week


LB pp.

LBAct.

TG pp.

Sasol Inzalo Class

LB pp. TG pp.

Date completed

1

2

3

4

5

6

Reflection



HOD: Date:


Via Afrika

Via Afrika Natural Sciences Week 11: Review and remediation of test







HOD: Date:


9. Sasol Inzalo Natural Sciences (Siyavula)

Sasol Inzalo: Forces

Sasol Inzalo Natural Sciences Week 1: Types of forces


LB pp.

TG pp.

Class

Date completed


71 4–14Activity

6–11

2 Contact forces: a contact force results when two bodies are in contact with each other 71 14–22Activity

11–14

3 Investigate physical (mechanical) push and pull forces on objects and materials 71 14–22Activity

14–22

4 Types of forces: all forces acting on objects can be placed into two broad groups: contact forces and field forces

71 22 22–30

5 Field forces (non-contact forces) result from action-at-a-distance between two bodies 71 22–23 31–34

6 Gravitational force: gravity is the force of attraction that objects have on one another due to their masses

71 23–25Activity

31–34

Reflection

Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track?


HOD: Date:


Sasol Inzalo: Forces

Sasol Inzalo Natural Sciences Week 2: Field forces


LB pp.

TG pp.

Class

Date completed

1 Demonstrate gravitational force using falling objects 71 25–28Activity

34–38

2 Weight and mass 28–30Activity

3 Magnets attract magnetic substances; investigate which substances (non-metals and metals) are attracted by a bar magnet; record the observations in table form

72 34–35Activity

45–46

4 Investigate whether a magnetic force can act on magnetic substance when it is separated from the magnet by different materials

72 36–37 47–48

5 Investigate magnetic fields; observe the pattern made by a magnet on iron filings; investigate repulsion and attraction forces of two bar magnets

72 37–41Activity

47–52

6 Field forces: magnetic force: observe the pattern made by a magnet on iron filings; investigate repulsion and attraction forces of two bar magnets

72 37–41Activity

47–52

Reflection



HOD: Date:


Sasol Inzalo: Electric cells as energy systems

Sasol Inzalo Natural Sciences Week 3: Electrostatics and electric cells


LB pp.

TG pp.

Class

Date completed

1 Electrostatic force: when certain materials are rubbed together, they can acquire an electrostatic charge as a result of the loss or gain of electrons

72 41–44Activity

52–56

1 Charged objects in an electrostatic system possess potential energy; the energy comes from the work done during rubbing

72 44–47 56–59


72 47–48Activity

60

3 Revision 72 Revision51–59

Revision 65–71

4 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity; a battery is a group of cells that are connected together

73 60–63Activity

72–76


73 63–65 76–78

6 Revision 73 67–68 82

Reflection



HOD: Date:


Sasol Inzalo: Electric cells as energy systems

Sasol Inzalo Natural Sciences Week 4: Resistance and circuits


LB pp.

TG pp.

Class

Date completed

1 Resistance: uses of resistors: all conductors have some resistance; a resistor is a conducting material

73 70–80 84–96

2 FAT practical investigation: factors that affect resistance in a circuit: material of the conductor (Alternative)

73 80–84Activity

96–99

3 FAT practical investigation: factors that affect resistance in a circuit: thickness of the conductor: thinner wires have more resistance than thicker wires (Alternative)

73 84–86Activity(Alt.)

99–103

4 FAT practical investigation: factors that affect resistance in a circuit: length of conductor affects resistance (Alternative)

73 86–90Activity(Alt.)

103–107

5 Revision 73–74 Revision93–98

Revision110–111

6 Series and parallel circuits: investigate the effects of connecting more cells in series into the circuit


112–120

Reflection



HOD: Date:


Sasol Inzalo: Series and parallel circuits

Sasol Inzalo Natural Sciences Week 5: Current, resistors and voltage


LB pp.

TG pp.

Class

Date completed


74 98–107Activity

120–128


74–75 107–110Activity

129–130

3 Parallel circuits: resistors can be connected in parallel in a circuit; measure the total current through each of the resistors, and from the battery


130–135

4 Measure the total current through each of the resistors, and from the battery 75 113–118 135–138

5 Measure the total current through each of the resistors, and from the battery; [observe the brightness of the light bulbs]


139–141

6 Series and parallel circuits 75 121–123Activity

142–143

Reflection



HOD: Date:


Sasol Inzalo: Safety with electricity

Sasol Inzalo Natural Sciences Week 6: Safety practices


LB pp.

TG pp.

Class

Date completed

1 Revision 75 Revision125–130

Revision147–151

2 FAT Formal Assessment Test: See Assessment Resources OR set your own test

3 Safety practices: Circuit breakers, fuses and earth leakage systems are used as safety devices 75 132–137Activity

154–165

4 Safety practices: Circuit breakers, fuses and earth leakage systems are used as safety devices; draw the plan for wiring a house


161–165

5 Safety practices: practise how to connect 3-pin plugs; draw the plan for wiring a house 75 141–145Activity

166–167

6 Safety practices: illegal connections to the ESKOM mains supply can be dangerous, and are regarded as energy theft


168–170

Reflection



HOD: Date:


Sasol Inzalo: The national electricity grid

Sasol Inzalo Natural Sciences Week 7: Electricity generation


LB pp.

TG pp.

Class

Date completed


2 Circuits 74–75 Revision150–152

Revision173–174

3 Electricity generation: a power station is a system for generating electricity 75 154–156 176–180

4 Electricity generation: there are alternative sources of energy besides coal that can be used to drive turbines and generators including wind, falling water, sun-heated steam, nuclear fission, waves in the sea

75 156–165 Activity

180–186

5 Research about alternative sources of energy that can be used to drive generators for the national grid; compare them in terms of sustainability and environmental impact

75 165 186–189

6 Nuclear power in South Africa: a nuclear power station such as Koeberg in the Cape uses radioactive fuel, the radioactivity produces heat by nuclear fission; the heat is then used to boil water to produce steam

75 166Activity

190–191

Reflection



HOD: Date:


Sasol Inzalo: The cost of electrical power

Sasol Inzalo Natural Sciences Week 8: Cost of electrical consumption


LB pp.

TG pp.

Class

Date completed

1 The national electricity grid 76 166–167 191–192

2 Electricity generation 76 Revision170–174

Revision196–198

3 The cost of power consumption: the cost to the consumer is calculated in the following way: cost = power rating of the appliance × the number of hours it was used × the unit price of electricity

76 176–177 200–202

4 The energy consumption of different appliances varies 76 177–180Activity

202–205



206–208



209–210

Reflection



HOD: Date:


Sasol Inzalo: The cost of electrical power

Sasol Inzalo Natural Sciences Week 9: Cost of electrical consumption


LB pp.

TG pp.

Class

Date completed

1 The cost of power consumption 76 189 210–212

2 There are alternative appliances/systems such as solar panels and cost-effective light bulbs


212–214

3 The energy consumption of different light bulbs varies 76 191–192 212–214

4 Discuss the many careers in the energy sector 71–76 193 –

5 Energy 71–76 Revision196–207

Revision218–220

6 Energy 71–76 Revision196–207

Revision218–220

Reflection



HOD: Date:


Sasol Inzalo

Sasol Inzalo Natural Sciences Week 10: Catch up, revision and end-of-term test: Plan your week


LB pp.

TG pp.

Class

Date completed

1

2

3

4

5

6

Reflection



HOD: Date:


Sasol Inzalo:

Sasol Inzalo Natural Sciences Week 11: Review and remediation of test


Think about and make a note of:1. Was the learners’ performance during the term what you had expected and hoped

for? Which learners need particular support with Natural Sciences in the next term? What strategy can you put in place for them to catch up with the class? Which learners would benefit from extension activities? What can you do to help them?




HOD: Date:


CAPS concepts, practical activities and assessment tasks Additional information and ideas for extension

Forces

Forces Before teaching this section, it may be a good idea to conduct a diagnostic test. See Worksheet 1.

Forces that two objects exert on each other always act in pairs; a force can change the shape, direction and speed of an object

You may find that learners have prior ideas (alternative conceptions) about forces. Some prior conceptions may arise from everyday language. Learners may associate the word ‘force’ with living things and their physical activity. They need to become aware that forces are present in the interactions of non-living things as well. Passive forces are often unrecognised. Learners also may not be aware that forces act in pairs.

A force is a push or a pull or a twist on an object See Worksheet 2.

Investigating physical (mechanical) push and pull forces

Types of forces: Contact forces and Field forces (non-contact forces)

Gravitational force: Gravity is the force of attraction (pull) that objects/bodies have on one another due to their masses

The difference between these may not always be obvious to learners. Let those who experience difficulty differentiating between these two forces practise distinguishing them.Learners may not link the word ‘weight’ with the force of gravity. They may consider weight a property of an object.

Investigating which substances (non-metals and metals) are attracted by a bar magnet, using materials such as paper, wood, plastic, iron, brass, aluminium. Record the observations in table form

Investigating whether a magnetic force can act on a magnetic substance when it is separated from the magnet by different materials, such as, wood, paper, foil, a hand and steel

Include both instances and non-instances in this investigation. Non-instances typically include objects that we instinctively know will not be attracted by a magnet.To work towards overcoming the misconception that all shiny metals are magnetic, include metals like copper, aluminium and silver (if possible).It is also possible to conduct a diagnostic test by providing learners with a list of possible magnetic objects, such as, a gold ring; a silver chain; a tin can; aluminium foil; an iron nail; zinc roof; a brass bell; copper wire; a metal coin; and to ask them which of those they think would be attracted by a magnet. After experimenting they can see when they were right and when they were wrong. A quick and easy demonstration is to place the magnetic object in a glass or test tube and observe the results.

Electrostatic force: Safety precautions should be considered during thunder and lightning storms

Many people in South Africa have been struck by lightning. See Worksheet 3.

Writing about safety precautions during thunder and lightning storms Invite learners to use what they have learned and to write a letter to a friend telling him/her about safety precautions.Learners can also compile a list of precautions to be displayed in the classroom and/or about the school.

Electric cells as energy systems Many people have conducted research to understand energy and to use it for the benefit of humankind. We do not know about all the energy pioneers because many inventions and discoveries went unrecorded. However, as an exercise in accessing information, learners can follow the instructions in Worksheet 4.

E. ADDITIONAL INFORMATION AND IDEAS FOR EXTENSION


CAPS concepts, practical activities and assessment tasks Additional information and ideas for extension

Electric cells as energy systems

Making a cell by placing zinc and copper plates, as electrodes in a solution of laboratory chemicals

If there is insufficient material, let learners work in groups or conduct a demonstration.

Making a cell by placing zinc and copper plates, as electrodes in a solution of laboratory chemicals in an acidic fruit (such as a lemon)

Most fruits will provide a current if enough of them are used. Do not allow learners to place electrodes on their tongues.

Investigating at least one of the factors that affect resistance of a conductor in a circuit

These investigations are quite easy to conduct and they give learners practice in connecting circuits. Remind them that we apply our knowledge of resistance in our everyday lives. For example, if we use an electrical appliance attached to a coiled electric cord, the resistance will increase, the cord will overheat and a fuse will blow. This knowledge is also used in the construction of an electric heating element.

Series and parallel circuits

Series and parallel circuits Ensure that learners understand the differences between these quantities before continuing on to the next section. It may be a good idea to revise work done in Grade 8.

Investigating the effects of connecting more cells into the circuitMeasuring voltages across each resistor and across the batteryMeasuring the total current through each of the resistors, and from the batteryIdentifying series and parallel circuits in electrical wiring in homes, cars and toys

Conduct these investigations very carefully because learners get confused with cells and resistors. They also get confused with voltage, current and resistance. There are many variations on these themes with cells and resistors or lamps being connected in series or parallel. See Worksheet 7.

Safety with electricity

Safety practices Too many people are unaware of the dangers of electricity in our everyday lives. To help learners become aware of potential hazards and to change their behaviour if necessary, let them interact with one or both Worksheets 5 and 6.

Practising how to connect 3-pin plugs Collect the plugs from old appliances.

Cost of electrical power

Nuclear power in South AfricaA nuclear power station such as Koeberg in the Cape, uses radioactive fuel

To encourage discussion on this topic, invite the learners to work on Worksheet 8.

Spent nuclear fuel (nuclear waste) is still radioactive and remains so for many hundreds of years, therefore it needs to be properly disposed of so it is not a danger to life for years to come

Look up ‘Chernobyl’ on the internet or in a book in the local library or other medium. The disaster of Chernobyl is a warning about the possible dangers of nuclear power. The cost of the Chernobyl disaster was enormous, especially in terms of life and the environment.

The energy consumption of different appliances (such as incandescent and compact fluorescent lamps) varies; there are also alternative appliances/systems such as solar heating panels for heating water

Help learners realise that using solar panels and energy-saving light bulbs is expensive at first. In the long term, after using these devices for some time, the consumer will save on costs; See Worksheet 9.

Examples of electricity accounts that show electricity usage and cost Consumers should be aware of how their electricity invoice works. See Worksheet 10.


F. ASSESSMENT RESOURCES

1. Sample item analysis sheet

NATURAL SCIENCES TERM 3 GRADE 9

Learner name Learner surname Task 1Investigation

Task 2Written test

Process skills Questions

A B C D 1 2 3 4 5


Learner name Learner surname Task 1Investigation

Task 2Written test

Process skills Questions

A B C D 1 2 3 4 5


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clo

ck a

nd t

able

lam

p.

(2)

4.3

If th

e un

it p

rice

of e

lect

ricity

is R

1,37

, cal

cula

te t

he c

ost

of u

sing

the

dril

l fo

r ha

lf an

ho

ur.

Sho

w y

our

wo

rkin

g.

(3)

[6

]

Que

stio

n Fi

ve

Eva

luat

e th

e us

e o

f so

lar

pan

els,

men

tioni

ng a

dva

ntag

es a

s w

ell a

s d

isad

vant

ages

. [5

]

TO

TAL

MA

RK

S: 4

0

End

of

exam

inat

ion


3.

Nat

ural

Sci

ence

s G

rad

e 9:

End

of

Term

3 t

est

mem

ora

ndum

Que

stio

n O

ne

1.

non-

cont

act

2.

non-

cont

act

3.

cont

act

4.

non-

cont

act

5.

cont

act

6.

non-

cont

act

7.

non-

cont

act

8.

cont

act

Que

stio

n Tw

o

Thes

e th

ree

forc

es a

ct a

t a

dis

tanc

e . T

his

mea

ns t

hat

ther

e is

no

co

ntac

t b

etw

een

the

forc

e an

d

the

ob

ject

on

whi

ch it

is a

ctin

g.

Que

stio

n Th

ree

3.1

bat

tery

t

wo

c

ells

, a

clo

sed

sw

itch

thr

ee la

mp

s c

onn

ecte

d in

ser

ies.

3.

2 It

wo

uld

incr

ease

. 3.

3 It

wo

uld

incr

ease

. 3.

4 A

n am

met

er

3.5

A v

oltm

eter

3.

6 A

cro

ss t

he b

atte

ry

3.7

In t

he c

ircui

t in

Fig

ure

9, t

he la

mp

s (w

hich

are

resi

stan

ces)

are

co

nnec

ted

in s

erie

s.

In t

his

typ

e o

f circ

uit,

the

to

tal r

esis

tanc

e is

eq

ual t

o t

he s

um o

f the

ind

ivid

ual r

esis

tanc

es.

Th

eref

ore

, the

to

tal r

esis

tanc

e is

eq

ual t

o t

he s

um o

f the

resi

stan

ces

of t

he t

hree

lam

ps

and

th

eref

ore

gre

ater

tha

n th

e re

sist

ance

of a

sin

gle

lam

p.

In

the

circ

uit

in F

igur

e 10

, the

lam

ps

(resi

stan

ces)

are

co

nnec

ted

in p

aral

lel.

This

mea

ns t

hat

the

curr

ent

is s

hare

d a

mo

ng t

he re

sist

ance

s.

The

refo

re, t

he t

ota

l res

ista

nce

is s

mal

ler

than

tha

t o

f an

ind

ivid

ual l

amp

.

Que

stio

n Fo

ur

4.1

Pow

er r

atin

g o

f an

app

lianc

e is

the

qua

ntity

of e

lect

rical

ene

rgy

used

by

the

app

lianc

e in

an

hour

4.

2 Th

ese

app

lianc

es a

re u

sed

to

hea

t so

met

hing

(wat

er o

r a

pie

ce o

f met

al).

H

eatin

g u

sing

a g

reat

dea

l of e

lect

rical

ene

rgy

and

is t

here

fore

ver

y co

stly

.

4.3

Co

st =

po

wer

rat

ing

x t

ime

in h

our

s ×

uni

t p

rice

= 0

,750

kilo

wat

t ho

urs

x 0,

5 ho

urs

× R

1,37

per

kilo

wat

t ho

ur

= 0

,51

= 5

1c

Que

stio

n Fi

ve

Sug

ges

ted

ans

wer

, bec

ause

no

t al

l res

po

nses

will

be

the

sam

e.

Sola

r en

erg

y is

ad

vant

ageo

us b

ecau

se it

is fr

ee

and

(unl

ike

foss

il fu

els)

will

no

t ru

n o

ut.

It d

oes

no

t p

ollu

te a

nd d

oes

no

t m

ake

a no

ise.

H

ow

ever

, it

is in

itial

ly v

ery

exp

ensi

ve

so

the

long

ter

m

ben

efits

are

no

t im

med

iate

ly fe

lt. In

ad

diti

on,

alth

oug

h w

e re

ceiv

e a

gre

at d

eal o

f sun

light

, so

lar

pan

els

cann

ot

be

used

at

nig

ht.

Co

gni

tive

leve

ls s

plit

bec

ause

the

dis

adva

ntag

es a

re le

ss a

pp

aren

t.

TO

TAL

MA

RK

S: 4

0


4. Cognitive level demand analysis for Term 3 test

Note: In CAPS (p. 87) the orders of cognitive demand are described as follows:

Low order: Knowing science

Middle order: Understanding Science and applying scientific knowledge

High order: Evaluating, analysing and synthesising scientific knowledge

The table below shows the number and percentage of marks in the test in each order, and the percentage specified for each order in CAPS (p. 87). It can be seen that this test conforms to the specified distribution of cognitive weighting.

Order of cognitive demand

Questionnumber Low order Middle order High order

Question One

1 6

Question Two

2 8

Question Three

3.1 6

3.2 1

3.3 1

3.4 1

3.5 1

3.6 1

3.7 4

Order of cognitive demand

Questionnumber Low order Middle order High order

Question Four

4.1 1

4.2 2

4.3 3

Question Five

5 3 2

TOTAL 14 19 7

Percentageof test 35% 47% 13%

Percentage specified by CAPS 40% 45% 15%


5.

Ad

dit

iona

l wo

rksh

eets

fo

r le

arne

rs

Wor

kshe

et 1

Che

ck y

our

kno

wle

dg

e o

f fo

rces

: Und

erlin

e th

e co

rrec

t alte

rnat

ive

in e

ach

case

.

1.

The

unit

of f

orc

e is

:

A

m

etre

per

sec

ond

B

m

etre

C

jo

ule

D

ne

wto

n

2.

Whe

n an

ob

ject

falls

, air

resi

stan

ce:

A

d

oes

no

t ac

t at

all

B

ac

ts a

gai

nst

the

mo

vem

ent

C

ac

ts w

ith g

ravi

ty

D

ac

ts in

all

dire

ctio

ns

3.

Wei

ght

is m

easu

red

in:

A

ki

log

ram

s

B

m

etre

s

C

ne

wto

ns

D

g

ravi

ty

4.

Whi

ch o

f the

se is

no

t a

forc

e?

A

Fr

ictio

n

B

H

eig

ht

C

W

eig

ht

D

M

agne

tism

5.

Gra

vity

pul

ls t

ow

ard

s:

A

Th

e g

roun

d

B

Th

e p

avem

ent

C

Th

e ce

ntre

of t

he E

arth

D

Th

e se

a b

ed

6.

Fric

tion

occ

urs

bet

wee

n

A

So

lids

onl

y

B

So

lids

and

liq

uid

s o

nly

C

Li

qui

ds

and

gas

es o

nly

D

So

lids,

liq

uid

s an

d g

ases

7.

A s

hip

flo

ats

in w

ater

bec

ause

:

A

Th

ere

is n

o g

ravi

ty in

wat

er

B

W

ater

pus

hes

upw

ard

s

C

Th

e p

ush

of t

he w

ater

up

war

ds

equa

ls t

he p

ull o

f gra

vity

do

wnw

ard

s

D

Th

e sh

ip lo

ses

mas

s in

wat

er

8.

Stat

ic e

lect

ricity

is re

late

d t

o

A

Th

e lo

ss a

nd g

ain

of e

lect

rons

B

Th

e lo

ss o

f pro

tons

C

Th

e g

aini

ng o

f neu

tro

ns

D

Th

e lo

ss a

nd g

ain

of p

roto

ns


AN

SWE

RS

FOR

WO

RK

SHE

ET

1

1.

The

unit

of f

orc

e is

:

A

m

etre

per

sec

ond

B

m

etre

C

jo

ule

D

ne

wto

n

2.

Whe

n an

ob

ject

falls

, air

resi

stan

ce:

A

d

oes

no

t ac

t at

all

B

ac

ts a

gai

nst

the

mo

vem

ent

C

ac

ts w

ith g

ravi

ty

D

ac

ts in

all

dire

ctio

ns

3.

Wei

ght

is m

easu

red

in:

A

ki

log

ram

s

B

m

etre

s

C

ne

wto

ns

D

g

ravi

ty

4.

Whi

ch o

f the

se is

no

t a

forc

e?

A

Fr

ictio

n

B

H

eig

ht

C

W

eig

ht

D

M

agne

tism

5.

Gra

vity

pul

ls t

ow

ard

s:

A

Th

e g

roun

d

B

Th

e p

avem

ent

C

Th

e ce

ntre

of t

he E

arth

D

Th

e se

a b

ed

6.

Fric

tion

occ

urs

bet

wee

n:

A

So

lids

onl

y

B

So

lids

and

liq

uid

s o

nly

C

Li

qui

ds

and

gas

es o

nly

D

So

lids,

liq

uid

s an

d g

ases

7.

A s

hip

flo

ats

in w

ater

bec

ause

:

A

Th

ere

is n

o g

ravi

ty in

wat

er

B

W

ater

pus

hes

upw

ard

s

C

Th

e p

ush

of t

he w

ater

up

war

ds

equa

ls t

he p

ull o

f gra

vity

do

wnw

ard

s

D

Th

e sh

ip lo

ses

mas

s in

wat

er

8.

Stat

ic e

lect

ricity

is re

late

d t

o:

A

Th

e lo

ss a

nd g

ain

of e

lect

rons

B

Th

e lo

ss o

f pro

tons

C

Th

e g

aini

ng o

f neu

tro

ns

D

Th

e lo

ss a

nd g

ain

of p

roto

ns


Wor

kshe

et 2

: For

ces

at w

ork

Stud

y th

e p

ictu

res

and

ans

wer

the

que

stio

ns a

bo

ut fo

rces

1.

The

swiv

el c

hair

A

W

hy d

oes

the

lad

y no

t fa

ll o

n th

e g

roun

d?

B

W

hy d

oes

the

lad

y no

t fly

off

into

the

air?

C

Sh

e w

ants

to

mo

ve a

cro

ss t

he fl

oo

r in

her

cha

ir w

itho

ut g

ettin

g u

p.

Exp

lain

ho

w s

he c

an d

o t

his.

Yo

u ca

n us

e m

arb

les

to s

imul

ate

(sho

w)

the

actio

ns.

D

In

wha

t d

irect

ion

mus

t he

r fe

et m

ove

if s

he w

ants

to

mo

ve fo

rwar

ds?

E

In

wha

t d

irect

ion

mus

t he

r fe

et m

ove

if s

he w

ants

to

mo

ve b

ackw

ard

s?

F

Imag

ine

she

is s

ittin

g o

n a

diff

eren

t so

rt o

f cha

ir –

one

with

no

whe

els.

D

escr

ibe

how

thi

s ch

air

mo

ves

acro

ss t

he fl

oo

r co

mp

ared

to

the

cha

ir w

ith w

heel

s.

G

E

xpla

in t

he d

iffer

ence

bet

wee

n th

e m

ove

men

ts in

the

tw

o c

hairs

.

2.

The

bo

xer

(T

ry th

is w

ithou

t hitt

ing

any

bod

y el

se!

U

se a

sac

k of

flou

r, a

bea

n b

ag o

r som

ethi

ng s

imila

r.)

A

W

hat

do

es t

he b

oxe

r fe

el?

B

W

hat

hap

pen

s to

the

bo

xer’s

face

?

C

Li

st a

ll th

e th

ing

s th

e o

ther

bo

xer

did

bef

ore

the

pun

ch la

nded

.

D

E

xpla

in w

hat

this

bo

xer

in 3

ab

ove

felt

as t

he p

unch

ed la

nded

.

3.

The

bik

er

A

W

hy d

oes

the

bik

er fi

nd c

yclin

g u

phi

ll m

ore

diffi

cult

than

cy

clin

g a

long

leve

l gro

und

and

muc

h m

ore

diffi

cult

than

cy

clin

g d

ow

nhill

?

B

W

hy d

o w

e ha

ve t

o p

ull o

urse

lves

up

?

4.

The

runn

ers

A

Th

e b

oy

is h

old

ing

the

girl

’s ha

nd a

s th

ey r

un t

og

ethe

r.

Wha

t w

oul

d h

app

en if

she

sto

pp

ed r

unni

ng a

nd s

too

d s

till?

B

W

hat

wo

uld

hap

pen

if s

he w

ere

on

a sk

ateb

oar

d?

C

E

xpla

in y

our

ans

wer

.

D

Th

e g

irl in

the

fig

ure’

s rig

ht le

g is

stic

king

out

bac

kwar

ds.

D

escr

ibe

all t

he c

hang

es w

hich

to

ok

pla

ce fr

om

the

tim

e th

is le

g w

as

o

n th

e g

roun

d in

fro

nt o

f her

bo

dy.

You

may

find

it e

asie

r to

ans

wer

the

que

stio

n if

you

try

a ru

nnin

g e

xerc

ise

for

your

self.


AN

SWE

RS

FOR

WO

RK

SHE

ET

2

1.

The

swiv

el c

hair

A

Th

e ch

air

is h

old

ing

her

up

or

pus

hing

her

up

i.e.

exe

rtin

g a

forc

e up

war

ds

on

her.

B

Th

e E

arth

is p

ullin

g h

er d

ow

n i.e

. exe

rtin

g a

forc

e d

ow

nwar

ds

on

her

C

H

er fe

et m

ust

touc

h th

e g

roun

d. S

he m

ust

giv

e a

hard

pus

h w

ith h

er fe

et a

nd t

he c

hair

will

mo

ve.

D

H

er fe

et m

ust

mo

ve b

ackw

ard

s i.e

. she

mus

t b

end

the

kne

es.

E

H

er fe

et m

ust

mo

ve b

ackw

ard

s i.e

. she

mus

t st

raig

hten

the

kne

es.

F

She

will

hav

e to

pus

h m

uch

hard

er. T

he c

hair

will

mo

ve a

lot

less

if a

t al

l. It

may

scr

atch

th

e flo

or.

G

In

the

cha

ir w

ith w

heel

s, t

here

is e

asy

mo

vem

ent

bec

ause

the

re is

muc

h le

ss fr

ictio

n.

In t

he c

hair

with

out

whe

els,

the

re is

diffi

cult

mo

vem

ent

bec

ause

the

re is

muc

h m

ore

fric

tion.

2.

The

bo

xer

A

A

pai

nful

thu

mp

or

pus

h.

B

It

is s

qua

shed

and

bru

ised

, may

be

teet

h b

roke

n.

C

H

e p

ulle

d h

is a

rm b

ack,

he

mad

e a

fist,

and

he

pus

hed

his

han

d fo

rwar

d a

s ha

rd a

s he

co

uld

.

D

H

e p

ulle

d h

is a

rm b

ack.

E

H

e fe

lt p

ress

ure

on

his

hand

.

3.

The

bik

er

A

It

is e

asy

to m

ove

do

wnh

ill. A

ll th

ing

s, e

ven

wat

er, m

ove

do

wnw

ard

s na

tura

lly. I

f we

cycl

e up

hill,

we

have

to

pul

l our

selv

es u

p. I

f we

cycl

e al

ong

leve

l gro

und

, we

do

no

t ha

ve t

o

pul

l so

har

d.

B

B

ecau

se o

f gra

vity

. Thi

s m

eans

tha

t th

e E

arth

is p

ullin

g u

s d

ow

n.

4.

The

runn

ers

A

Th

e b

oy

wo

uld

hav

e to

pul

l har

der

. The

girl

mig

ht fa

ll o

ver.

They

mig

ht b

oth

fall

ove

r.

B

It

wo

uld

be

easy

for

him

. He

wo

uld

no

t ha

ve t

o p

ull s

o h

ard

.

C

Th

ere

wo

uld

be

less

fric

tion

if th

e g

irl w

ere

on

a sk

ateb

oar

d.

D

Yo

u m

ay fi

nd it

eas

ier

to a

nsw

er t

he q

uest

ion

if yo

u tr

y a

runn

ing

exe

rcis

e fo

r yo

urse

lf.

The

leg

is in

fro

nt. T

hen

she

pus

hes

do

wn

and

bac

k w

ith t

his

leg

. At

the

sam

e tim

e, s

he

brin

gs

the

left

leg

forw

ard

. Her

rig

ht le

g p

ushe

s he

r b

od

y fo

rwar

d a

nd u

pw

ard

. The

n th

e le

ft le

g is

in fr

ont

and

the

rig

ht le

g is

beh

ind

her

bo

dy.

She

lift

s th

e rig

ht le

g u

p. T

hen

it st

arts

ag

ain.


Wor

kshe

et 3

: Lig

htni

ng c

an k

ill

Rea

d t

he e

xtra

ct b

elo

w a

nd a

nsw

er t

he q

uest

ions

whi

ch fo

llow

:

Lig

htni

ng k

ills

hund

red

s ev

ery

year

in S

out

h A

fric

a (S

apa,

13

Feb

ruar

y 20

13 1

2:35

)

Mo

re t

han

260

peo

ple

are

kill

ed b

y lig

htni

ng in

So

uth

Afr

ica

each

yea

r, th

e SA

Wea

ther

Ser

vice

sai

d

on

Wed

nesd

ay.

Fore

cast

er P

usel

etso

Mof

oken

g s

aid

thes

e fig

ures

wer

e an

nual

ave

rag

es b

ased

on

Stat

istic

s SA

dat

a b

etw

een

1999

and

200

7, w

hen

2 37

5 lig

htni

ng re

late

d d

eath

s w

ere

rep

orte

d. H

e w

as s

pea

king

aft

er tw

o g

roup

s of

Jo

hann

esb

urg

sch

ool p

upils

wer

e st

ruck

by

light

ning

this

wee

k. F

our 1

6-ye

ar-o

ld P

rote

a G

len

Seco

ndar

y sc

hool

girl

s w

ere

stru

ck w

hile

on

thei

r way

hom

e fro

m s

choo

l on

Mon

day

. One

was

crit

ical

ly in

jure

d.

Nin

e b

oys

fro

m K

ing

Ed

war

d V

II Sc

hoo

l, ag

ed b

etw

een

16 a

nd 1

8, w

ere

pul

ling

the

co

vers

ove

r a

cric

ket

pitc

h w

hen

a b

olt

of l

ight

ning

str

uck

the

field

on

Tues

day

aft

erno

on.

Tw

o w

ere

criti

cally

inju

red

.

Mo

foke

ng s

aid

it w

as li

kely

tha

t so

me

dea

ths

wen

t un

rep

ort

ed. “

The

year

with

the

low

est

reco

rded

dea

th

rate

was

200

0, w

hen

onl

y ab

out

205

[dea

ths]

wer

e re

po

rted

.”

Mo

st o

f the

lig

htni

ng fa

talit

ies

hap

pen

ed in

the

Eas

tern

Cap

e, c

lose

ly fo

llow

ed b

y K

waZ

ulu-

Nat

al.

Pro

vinc

es w

ith t

he s

eco

nd-h

ighe

st r

isk

wer

e th

e Fr

ee S

tate

, Gau

teng

, and

No

rth

Wes

t. M

pum

alan

ga

and

Li

mp

op

o h

ad m

arg

inal

ly lo

wer

lig

htni

ng r

isks

, whi

le t

he N

ort

hern

and

Wes

tern

Cap

e ha

d lo

w in

cid

ence

s o

f lig

htni

ng.

Mo

foke

ng s

aid

: “Li

ght

ning

itse

lf is

ver

y d

ang

ero

us, a

ll th

e tim

e. T

here

do

esn’

t ha

ve t

o b

e a

seve

re s

torm

.”

If th

und

er c

oul

d b

e he

ard

, eve

n in

the

dis

tanc

e, it

was

wis

e to

tak

e p

reca

utio

ns, b

ecau

se li

ght

ning

co

uld

st

rike

fro

m a

dis

tanc

e. M

ofo

keng

sai

d t

here

was

a c

om

mo

n m

isco

ncep

tion

that

lig

htni

ng m

ainl

y st

ruck

d

urin

g h

eavy

rai

n. “

Ther

e d

oes

n’t

have

to

be

rain

fall

for

light

ning

to

str

ike,

and

whe

n a

sto

rm is

pas

t it

can

still

be

dan

ger

ous

.”

CB

I-el

ectr

ic P

rofe

sso

r o

f Lig

htni

ng Ia

n Ja

ndre

ll, o

f the

Wits

Hig

h Vo

ltag

e La

bo

rato

ry, a

gre

ed: “

Lig

htni

ng

gen

eral

ly p

rece

des

rai

nfal

l or

com

es a

fter

the

rai

n.”

He

said

it w

as “

go

od

ad

vice

” no

t to

tak

e a

bat

h o

r sh

ow

er d

urin

g s

torm

s, b

ut t

his

dep

end

ed o

n ho

w w

ell t

he h

om

e w

as e

arth

ed. J

and

rell

said

he

had

no

t vi

site

d t

he a

reas

whe

re t

he li

ght

ning

str

ikes

occ

urre

d, b

ut w

as s

pea

king

fro

m in

sig

hts

bas

ed o

n th

e un

der

stan

din

g o

f ho

w li

ght

ning

wo

rks.

“Li

ght

ning

is a

ver

y co

mp

lex

phe

nom

eno

n.”

Jand

rell

said

the

re w

ere

man

y co

mm

on

myt

hs a

bo

ut li

ght

ning

in S

out

h A

fric

a an

d t

he re

st o

f the

wo

rld.

For

exam

ple

, co

verin

g m

irro

rs d

urin

g s

torm

s to

red

uce

the

likel

iho

od

of a

str

ike

had

no

sci

entifi

c b

asis

. Si

mila

rly, p

laci

ng c

ar t

yres

on

the

roo

f of o

ne’s

hom

e w

oul

d n

ot

rep

el li

ght

ning

.

At

leas

t se

ven

peo

ple

hav

e b

een

kille

d b

y lig

htni

ng s

ince

the

beg

inni

ng o

f the

yea

r. In

the

Eas

tern

Cap

e o

n M

ond

ay, a

17-

year

-old

bo

y w

as k

illed

and

a 1

6-ye

ar-o

ld g

irl c

ritic

ally

inju

red

whe

n lig

htni

ng s

truc

k th

em

at M

sint

sane

, nea

r M

that

ha. I

n K

waZ

ulu-

Nat

al, t

hree

tee

nag

ers

wer

e ki

lled

whi

le w

alki

ng h

om

e fr

om

a

tuck

-sho

p in

Kw

aChe

zu, N

kand

la, o

n Ja

nuar

y 9.

At

the

time,

pro

vinc

ial c

o-o

per

ativ

e g

ove

rnan

ce M

EC

No

mus

a D

ube

said

: “Th

ese

inci

den

ts a

re g

ettin

g

mo

re s

ever

e, a

nd t

heir

freq

uenc

y su

gg

ests

tha

t ex

trem

e an

d a

bno

rmal

wea

ther

co

nditi

ons

cau

sed

by

clim

ate

chan

ge

have

a lo

t to

do

with

the

se t

rag

edie

s.”

Que

stio

ns

1.

Nam

e th

e tw

o g

roup

s o

f Jo

hann

esb

urg

sch

oo

l pup

ils w

ho w

ere

stru

ck b

y lig

htni

ng.

2.

Sug

ges

t a

reas

on

for

the

idea

tha

t m

any

light

ning

dea

ths

go

‘unr

epo

rted

’?*

3.

List

the

SA

pro

vinc

es in

ord

er fr

om

hig

hest

cha

nce

of a

lig

htni

ng s

trik

e to

low

est

chan

ce.

4.

Wha

t co

mm

on

mis

conc

eptio

n ab

out

lig

htni

ng a

nd r

ain

is h

eld

by

man

y p

eop

le?

5.

Ho

w d

oes

‘ear

thin

g’ a

dw

ellin

g p

lace

red

uce

the

risk

of l

ight

ning

str

ikes

?

6.

Ho

w d

o y

ou

thin

k th

e ‘m

yths

’ ab

out

lig

htni

ng c

ame

abo

ut?*

7.

Hav

ing

read

thi

s ar

ticle

, ho

w w

oul

d y

ou

advi

se p

eop

le a

nd c

om

mun

ities

ab

out

sta

ying

sa

fe w

hen

light

ning

thr

eate

ns?

*

Ther

e is

no

sin

gle

co

rrec

t an

swer

.


AN

SWE

RS

FOR

WO

RK

SHE

ET

3

1.

1.1

Four

Pro

tea

Gle

n Se

cond

ary

Scho

ol g

irls.

1.

2 N

ine

bo

ys fr

om

Kin

g E

dw

ard

VII

Scho

ol.

2.

Ans

wer

s w

ill v

ary.

Giv

e cr

edit

for

sens

ible

idea

s e.

g. ‘

the

fam

ily m

ay b

e so

up

set

they

did

no

t th

ink

of r

epo

rtin

g t

he in

cid

ent

to t

he a

utho

ritie

s’.

3.

Eas

tern

Cap

e, K

waZ

ulu-

Nat

al, F

ree

Stat

e, G

aute

ng, N

ort

h W

est,

Mp

umal

ang

a, L

imp

op

o,

No

rthe

rn C

ape,

Wes

tern

Cap

e.

4.

Lig

htni

ng a

nd r

ain

alw

ays

occ

ur t

og

ethe

r.

5.

The

‘ear

thin

g’ s

yste

m p

rovi

des

a s

afe

pat

hway

for

the

elec

tric

al c

urre

nt.

6.

Ans

wer

s w

ill v

ary.

Giv

e cr

edit

for

sens

ible

idea

s e.

g. ‘

peo

ple

try

to

exp

lain

nat

ural

p

heno

men

a an

d t

hese

exp

lana

tions

are

pas

sed

do

wn

in fa

mili

es a

nd c

om

mun

ities

.’

7.

* Th

ere

is n

o s

ing

le c

orr

ect

answ

er.


Wor

kshe

et 4

: Wha

t d

id t

hey

find

out

?

The

follo

win

g p

eop

le a

ll co

nduc

ted

so

me

rese

arch

into

ene

rgy

and

ho

w it

wo

rks.

They

wo

rked

on

light

, so

und

, mag

netis

m, e

lect

ricity

and

nuc

lear

ene

rgy.

Do

so

me

rese

arch

to

find

out

wha

t th

ese

peo

ple

are

sai

d t

o h

ave

do

ne.

Ear

lier

inve

ntio

ns c

oul

d h

ave

bee

n m

ade,

but

we

do

no

t kn

ow

ab

out

the

m.

Ja

mes

Wat

t (1

736–

1819

) …

……

……

……

……

……

……

……

……

……

……

.……

.

M

icha

el F

arad

ay (1

791–

1867

) …

……

……

……

……

……

……

……

……

……

……

.……

.

Th

om

as A

lva

Ed

iso

n (1

847–

1931

) …

……

……

……

……

……

……

……

……

……

……

.……

.

N

iko

la T

esla

(185

6–19

43)

……

……

……

……

……

……

……

……

……

……

….…

….

Is

aac

New

ton

(164

2–17

27)

……

……

……

……

……

……

……

……

……

……

….…

….

H

einr

ich

Her

tz (1

857–

1894

) …

……

……

……

……

……

……

……

……

……

……

.……

.

A

less

and

ro V

olta

(174

5–18

27)

……

……

……

……

……

……

……

……

……

……

….…

….

O

tto

Hah

n (1

879–

1968

) …

……

……

……

……

……

……

……

……

……

……

.……

.

G

eorg

e St

ephe

nso

n (1

781–

1848

) …

……

……

……

……

……

……

……

……

……

……

.……

.

A

lber

t E

inst

ein

(187

9–19

55)

……

……

……

……

……

……

……

……

……

……

….…

….

G

uglie

lmo

Mar

coni

(187

4–19

37)

……

……

……

……

……

……

……

……

……

……

….…

….

A

lexa

nder

Gra

ham

Bel

l …

……

……

……

……

……

……

……

……

……

……

.……

.

B

enja

min

Fra

nklin

(170

6–17

90)

……

……

……

……

……

……

……

……

……

……

….…

….

E

tienn

e Le

noir

(182

2–19

00)

……

……

……

……

……

……

……

……

……

……

….…

….

A

lfred

No

bel

(183

3–18

96)

……

……

……

……

……

……

……

……

……

……

….…

….

G

uglie

lmo

Mar

coni

(187

4–19

37)

……

……

……

……

……

……

……

……

……

……

….…

….

Jo

hn L

og

ie B

aird

(188

8–19

46)

……

……

……

……

……

……

……

……

……

……

….…

….

E

nric

o F

erm

i (19

01–1

954)

…

……

……

……

……

……

……

……

……

……

……

.……

.

No

w it

’s y

our

tur

n!

Find

out

wha

t so

me

Afr

ican

sci

entis

ts h

ave

dis

cove

red

or

inve

nted

in t

he p

ast

100

year

s.


AN

SWE

RS

FOR

WO

RK

SHE

ET

4

Ja

mes

Wat

t (1

736–

1819

) is

sai

d t

o h

ave

inve

nted

the

mo

der

n st

eam

eng

ine.

M

icha

el F

arad

ay (1

791–

1867

) is

sai

d t

o h

ave

dis

cove

red

ele

ctro

mag

netic

ind

uctio

n.

Th

om

as A

lva

Ed

iso

n (1

847–

1931

) is

sai

d t

o h

ave

dev

elo

ped

the

lig

ht b

ulb

.

N

iko

la T

esla

(185

6–19

43)

is s

aid

to

hav

e m

ade

po

ssib

le t

he h

arne

ssin

g o

f Nia

gar

a Fa

lls

with

the

firs

t hy

dro

elec

tric

pla

nt in

the

Uni

ted

Sta

tes

in 1

886.

Is

aac

New

ton

(164

2–17

27)

is s

aid

to

hav

e d

evis

ed t

heo

ries

on

gra

vity

.

H

einr

ich

Her

tz (1

857–

1894

) is

sai

d t

o h

ave

laid

the

foun

dat

ion

for

the

futu

re d

evel

op

men

t o

f rad

io, t

elep

hone

, tel

egra

ph,

and

eve

n te

levi

sio

n.

A

less

and

ro V

olt

a (1

745–

1827

) is

sai

d t

o h

ave

foun

d o

ut t

hat

cont

act

bet

wee

n tw

o d

iffer

ent

met

als

pro

duc

es e

lect

ricity

.

O

tto

Hah

n (1

879–

1968

) is

sai

d t

o h

ave

unco

vere

d t

he p

roce

ss o

f nuc

lear

fiss

ion

dur

ing

w

hich

pro

cess

larg

e q

uant

ities

of e

nerg

y ar

e re

leas

ed.

G

eorg

e St

ephe

nso

n (1

781–

1848

) is

sai

d t

o h

ave

inve

nted

a s

team

eng

ine

whi

ch w

as fa

ster

tha

n an

y o

ther

eng

ine.

A

lber

t E

inst

ein

(187

9–19

55)

Eins

tein

’s fo

rmul

a (E

= m

c2 ) p

rove

d t

hat

one

gra

m o

f mas

s ca

n b

e co

nver

ted

into

a v

ery

larg

e q

uant

ity o

f ene

rgy.

To

do

thi

s,

the

activ

ity o

f the

ato

ms

has

to o

ccur

in t

he n

ucle

us.

G

uglie

lmo

Mar

coni

(187

4–19

37)

was

an

Ital

ian

inve

nto

r an

d e

lect

rical

eng

inee

r is

kno

wn

for

his

pio

neer

ing

wo

rk o

n lo

ng-d

ista

nce

rad

io t

rans

mis

sio

n an

d

is c

red

ited

with

the

inve

ntio

n o

f wire

less

co

mm

unic

atio

n an

d

the

rad

io.

A

lexa

nder

Gra

ham

Bel

l (18

47–1

922)

is

cred

ited

with

inve

ntin

g t

he fi

rst

pra

ctic

al t

elep

hone

.

B

enja

min

Fra

nklin

(170

6–17

90)

was

the

firs

t to

use

the

ter

ms

po

sitiv

e an

d n

egat

ive

char

ge.

E

tien

ne L

eno

ir (1

822–

1900

) is

said

to

hav

e in

vent

ed t

he fi

rst

pra

ctic

al in

tern

al c

om

bus

tion

eng

ine.

A

lfre

d N

ob

el (1

833–

1896

) w

ork

ed w

ith e

xplo

sive

s lik

e ni

tro

-gly

cerin

e, g

elig

nite

and

d

ynam

ite. H

e w

as a

gai

nst

the

use

of h

is in

vent

ions

for

mili

tary

pur

po

ses.

Jo

hn L

og

ie B

aird

(188

8–19

46)

is s

aid

to

be

the

first

per

son

to h

ave

tran

smitt

ed a

pic

ture

ac

ross

the

Atla

ntic

.

E

nric

o F

erm

i (19

01–1

954)

in

vent

ed t

he fi

rst

ato

mic

reac

tor,

usin

g U

rani

um. H

is w

ork

laid

th

e fo

und

atio

n fo

r th

e d

evel

op

men

t o

f mo

der

n re

acto

rs w

hich

g

ener

ate

hug

e am

oun

ts o

f nuc

lear

ene

rgy.


Wor

kshe

et 5

: Ele

ctri

city

can

be

dan

ger

ous

Iden

tify

the

elec

tric

al h

azar

d in

eac

h o

f the

se fi

gur

es. I

n th

e b

oxe

s p

rovi

ded

, writ

e a

sent

ence

to

exp

lain

just

ho

w e

ach

figur

e re

pre

sent

s an

ele

ctric

al h

azar

d. T

he fi

rst

one

has

bee

n d

one

as

exam

ple

.

Rea

son:

Rea

son:

FIG

UR

E 1

FIG

UR

E 2

Rea

son:

Rea

son:

FIG

UR

E 3

FIG

UR

E 4

Rea

son:

Rea

son:

FIG

UR

E 5

FIG

UR

E 6

Rea

son:

FIG

UR

E 7


AN

SWE

RS

FOR

WO

RK

SHE

ET

5

Rea

son:

The

sock

et is

ove

r lo

aded

with

plu

gs

fro

m

app

lianc

es. A

n el

ectr

ical

fir

e co

uld

resu

lt.

Rea

son:

A p

lug

is in

sert

ed in

to

a so

cket

whi

le a

pud

dle

o

f wat

er li

es n

earb

y.

Ele

ctric

ity c

oul

d ju

mp

into

th

e p

erso

n’s

bo

dy,

cau

sing

an

ele

ctric

sho

ck.

FIG

UR

E 1

FIG

UR

E 2

Rea

son:

Ele

ctric

ity c

oul

d b

e co

nduc

ted

fro

m t

he

ove

rload

ed p

ow

er li

ne

to t

he p

eop

le s

tand

ing

w

ith w

et w

ashi

ng n

earb

y ca

usin

g e

lect

ric s

hock

s.

Rea

son:

Ele

ctric

al c

ord

s le

ft ly

ing

ab

out

may

trip

a p

erso

n w

ho t

hen

inad

vert

ently

d

isco

nnec

ts a

n ap

plia

nce.

FIG

UR

E 3

FIG

UR

E 4

Rea

son:

Thes

e p

ow

er li

nes

are

ove

rload

ed a

nd t

his

situ

atio

n co

uld

cau

se a

fir

e, w

hich

is d

ang

ero

us.

Rea

son:

Wat

er c

an c

ond

uct

elec

tric

ity. A

cur

rent

of

elec

tric

ity c

oul

d p

ass

thro

ugh

the

per

son

with

th

e ap

plia

nce

as w

ell a

s th

e p

erso

n in

the

bat

h.FI

GU

RE

5FI

GU

RE

6

Rea

son:

The

elec

tric

al c

ord

is

dam

aged

and

the

co

nduc

tors

are

left

ex

po

sed

. An

elec

tric

al fi

re

coul

d re

sult.

FIG

UR

E 7


Wor

kshe

et 6

: Ele

ctri

city

can

be

dan

ger

ous

Exa

min

e th

e w

arni

ng s

igns

bel

ow

.

Fig

ures

1 t

o 5

In t

he s

pac

es p

rovi

ded

, writ

e a

sing

le s

ente

nce

whi

ch e

xpla

ins

each

of t

he s

igns

. Th

e fir

st o

ne h

as b

een

do

ne a

s ex

amp

le.

Fig

ure

6

Exp

lain

why

per

sons

with

pac

emak

ers

and

sur

gic

al m

etal

imp

lant

s sh

oul

d n

ot

visi

t ar

eas

whe

re

hig

h vo

ltag

e el

ectr

icity

is g

ener

ated

or

used

.

FIG

UR

E 1

FIG

UR

E 2

FIG

UR

E 3

FIG

UR

E 4

FIG

UR

E 5

FIG

UR

E 6


AN

SWE

RS

FOR

WO

RK

SHE

ET

6

ELE

CTR

ICIT

Y!

Dan

ger

of d

eath

due

to

el

ectr

ic s

hock

whe

re b

od

y ac

ts a

s a

cond

ucto

r

ELE

CTR

ICIT

Y!

Dan

ger

of e

lect

rocu

tion

whe

re b

od

y ac

ts a

s a

cond

ucto

r

FIG

UR

E 1

FIG

UR

E 2

DA

NG

ER

Bat

tery

with

che

mic

als

unco

ntai

ned

DO

NO

T TO

UC

H

Ele

ctric

fenc

e

FIG

UR

E 3

FIG

UR

E 4

WA

RN

ING

!

No

ele

ctro

nic

dev

ices

allo

wed

her

e

FIG

UR

E 5

For

the

teac

her:

Pace

mak

ers

are

wire

d w

ith v

ery

tiny

and

ver

y co

mp

lex

circ

uits

, whi

ch a

re h

ighl

y se

nsiti

ve t

o s

urro

und

ing

el

ectr

om

agne

tism

. The

refo

re, t

hey

are

likel

y to

be

inte

rfer

ed w

ith b

y el

ectr

om

agne

tic r

adia

tion.

Thi

s in

terf

eren

ce c

an c

ause

the

pac

emak

er t

o m

alfu

nctio

n (fu

nctio

n b

adly

or

wro

ngly

). Th

e p

acem

aker

can

eve

n st

op

wo

rkin

g. L

earn

ers

sho

uld

sim

ply

be

awar

e th

at

elec

tro

mag

netis

m in

terf

eres

with

the

func

tioni

ng o

f th

e p

acem

aker

.FI

GU

RE

6


Wor

kshe

et 7

: Ser

ies

and

par

alle

l circ

uits

The

figur

es b

elo

w d

epic

t tw

o d

iffer

ent

circ

uits

. Stu

dy

the

figur

es a

nd, i

n th

e sp

aces

pro

vid

ed,

answ

er t

he q

uest

ions

whi

ch fo

llow

.

+ –

R1

R2

R3

E

A

B

C

+ –

R1

R2

V1

I 1

E

FIG

UR

E 1

RE

SIST

OR

S IN

SE

RIE

S FI

GU

RE

2 R

ESI

STO

RS

IN P

AR

ALL

EL

Fig

ure

1

1.

Ho

w w

oul

d w

e ca

lcul

ate

the

tota

l res

ista

nce

of t

he t

hree

resi

sto

rs in

thi

s ci

rcui

t?

…

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

…

2.

If w

e m

easu

red

the

cur

rent

at

po

ints

A, B

and

C, w

hat

read

ing

s co

uld

we

exp

ect?

(C

hoos

e fr

om th

e su

gg

estio

ns b

elow

and

writ

e th

e on

e yo

u ha

ve c

hose

n)

A

> B

; A =

B =

C; A

> B

> C

; A <

B <

C

…

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

…

3.

If an

oth

er c

ell w

ere

add

ed t

o t

he b

atte

ry, h

ow

wo

uld

the

vo

ltag

e ac

ross

the

bat

tery

cha

nge?

…

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

…

Fig

ure

2

4.

Ho

w d

oes

the

to

tal r

esis

tanc

e o

f thi

s ci

rcui

t d

iffer

fro

m a

circ

uit

with

iden

tical

co

mp

one

nts

with

resi

sto

rs c

onn

ecte

d in

ser

ies?

…

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

…

5.

If w

e w

ere

to m

easu

re t

he v

olta

ge

acro

ss a

ny o

ne o

f the

resi

sto

rs, h

ow

sho

uld

the

vo

ltmet

er

be

conn

ecte

d?

…

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

…

6.

Ho

w w

oul

d t

he t

ota

l cur

rent

in t

he c

ircui

t ch

ang

e if

ano

ther

resi

sto

r w

ere

add

ed t

o t

he c

ircui

t?

…

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

…


AN

SWE

RS

FOR

WO

RK

SHE

ET

7

1.

We

add

the

ind

ivid

ual r

esis

tors

to

get

her

to o

bta

in t

he t

ota

l res

ista

nce.

2.

A =

B =

C

3.

It w

oul

d in

crea

se.

4.

The

tota

l res

ista

nce

in t

his

circ

uit

dec

reas

es w

ith e

ach

add

itio

nal r

esis

tor.

5.

The

voltm

eter

sho

uld

be

conn

ecte

d in

par

alle

l.

6.

The

tota

l cur

rent

in t

his

circ

uit

wo

uld

incr

ease

with

eac

h ad

diti

ona

l res

isto

r.


Wor

kshe

et 8

: Nuc

lear

pow

er in

Sou

th A

fric

a

Rea

d t

he a

rtic

le a

nd a

nsw

er t

he q

uest

ions

whi

ch fo

llow

:

SA t

o e

xpan

d n

ucle

ar p

ow

er s

tati

ons

Thur

sday

8 J

anua

ry 2

015

11:3

0 Se

ntle

eng

Leh

ihi

Sout

h A

fric

a’s

noto

rious

po

wer

cut

s co

uld

so

on

be

a th

ing

of t

he p

ast

as t

he c

oun

try

pla

ns t

o

exp

and

its

nucl

ear

po

wer

sta

tions

.1

The

exp

ansi

on

will

hel

p t

o re

duc

e th

e co

untr

y’s

80%

relia

nce

on

coal

-fire

d p

ow

er p

lant

s.2

With

a b

udg

et o

f ab

out

R1

trill

ion,

the

co

untr

y is

pla

nnin

g a

gre

emen

ts w

ith v

ario

us c

oun

trie

s,

incl

udin

g R

ussi

a an

d J

apan

, to

find

way

s to

pro

cure

a w

hop

pin

g 9

600

meg

awat

ts o

f nuc

lear

ene

rgy

by

2030

.

3

The

coun

try,

thr

oug

h its

sta

te o

wne

d u

tility

Esk

om

, is

pre

sent

ly s

trug

glin

g t

o m

eet

po

wer

dem

and

s an

d h

as b

attle

d ro

lling

bla

cko

uts

as a

co

nseq

uenc

e o

f dec

ades

of u

nder

inve

stm

ent

in e

nerg

y.4

Acc

ord

ing

to

the

Dep

artm

ent

of E

nerg

y’s

offi

cial

web

site

, So

uth

Afr

ica

sup

plie

s tw

o-t

hird

s o

f A

fric

a’s

elec

tric

ity a

nd is

one

of t

he fo

ur c

heap

est

elec

tric

ity p

rod

ucer

s in

the

wo

rld.

5

Alm

ost

90%

of S

out

h A

fric

a’s

elec

tric

ity is

gen

erat

ed in

co

al-fi

red

po

wer

sta

tions

with

Ko

eber

g,

a la

rge

nucl

ear

stat

ion

near

Cap

e To

wn,

pro

vid

ing

ab

out

5%

of c

apac

ity, w

hile

a fu

rthe

r 5%

is

pro

vid

ed b

y hy

dro

elec

tric

and

pum

ped

sto

rag

e sc

hem

es.

6

Muc

h o

f the

loca

l ele

ctric

ity s

upp

lied

, ab

out

95

% is

sup

plie

d b

y E

sko

m. H

ow

ever

, ene

rgy

exp

ert

Chr

is Y

ella

nd p

aint

s a

ble

ak p

ictu

re o

f wha

t al

l of t

hat

rep

rese

nts

on

the

gro

und

.7

“To

be

dep

end

ent

on

one

sup

plie

r th

at’s

in fi

nanc

ial d

ifficu

lty is

ob

vio

usly

a b

ig r

isk

for

sout

h A

fric

a.

My

view

is t

hat

we

sho

uld

div

ersi

fy a

way

fro

m o

ur o

ver

dep

end

ence

on

coal

to

var

ious

oth

er e

nerg

y so

urce

s in

clud

ing

nuc

lear

, gas

, so

lar,

win

d, h

ydro

.”

8

“At

the

mo

men

t o

ur d

epen

den

ce o

n co

al is

suc

h th

at w

e ar

e ru

nnin

g la

te o

n co

al p

ow

ered

po

wer

st

atio

ns M

edup

i and

Kus

ile a

nd t

his

is t

he c

ause

of t

he p

rob

lem

s in

So

uth

Afr

ica.

”9

The

po

wer

cris

is h

as s

een

Sout

h A

fric

a’s

rand

plu

mm

et t

o a

six

-yea

r lo

w.

10

Acc

ord

ing

to

the

revi

sed

inte

gra

ted

reso

urce

pla

n fr

om

the

dep

artm

ent

of e

nerg

y, S

out

h A

fric

a ne

eds

to d

ecre

ase

its d

epen

den

ce o

n co

al t

o 1

4% a

nd in

crea

se n

ucle

ar p

ow

er e

nerg

y g

ener

atio

n to

23%

by

2030

.

11

Sout

h A

fric

a cu

rren

tly h

as t

wo

op

erat

iona

l nuc

lear

reac

tors

in t

he W

este

rn C

ape

that

acc

oun

ts fo

r 5%

of t

he c

oun

try’

s lo

cal e

lect

ricity

sup

ply

.12

Yella

nd s

ays

exp

and

ing

the

co

untr

y’s

nucl

ear

cap

acity

is b

enefi

cial

as

nucl

ear

is m

ore

sus

tain

able

th

an t

he c

urre

nt d

om

inan

t en

erg

y so

urce

.13

Mea

nwhi

le, E

sko

m s

ays

load

she

dd

ing

co

uld

be

a re

ality

for

the

next

thr

ee y

ears

unt

il th

e K

usile

an

d M

edup

i po

wer

sta

tions

are

fully

op

erat

iona

l.14

Que

stio

ns

1.

Why

are

So

uth

Afr

ica’

s p

ow

er c

uts

said

to

be

‘no

torio

us’?

(Sen

tenc

e 1)

2.

Wha

t d

oes

‘dec

ades

of u

nder

inve

stm

ent

in e

nerg

y’ m

ean?

(Sen

tenc

e 4)

3.

Whe

re a

re t

he p

ow

er s

tatio

ns M

edup

i and

Kus

ile lo

cate

d?

(Sen

tenc

e 9)

4.

Why

, do

yo

u th

ink,

a p

ow

er s

hort

age

wo

uld

lead

to

the

Ran

d b

eing

dev

alue

d?

(Sen

tenc

e 10

)

5.

Man

y p

eop

le a

re a

frai

d o

f nuc

lear

ene

rgy.

Why

is t

his

so?

(Sen

tenc

es 1

, 2, 1

2, 1

3)

(Lea

rner

s m

ay n

eed

to

co

nduc

t re

sear

ch.)

6.

Co

al is

sai

d t

o b

e a

‘foss

il fu

el’.

Wha

t d

oes

the

phr

ase

‘foss

il fu

el’ m

ean?

(N

ot

stat

ed in

ext

ract

. Lea

rner

s sh

oul

d c

ond

uct

rese

arch

.)

7.

Wha

t is

the

pro

ble

m w

ith t

he s

upp

ly o

f co

al a

nd o

ther

‘fo

ssil

fuel

s?

(No

t st

ated

in e

xtra

ct. L

earn

ers

sho

uld

co

nduc

t re

sear

ch.)


AN

SWE

RS

FOR

WO

RK

SHE

ET

8

1.

Pow

er c

uts

are

very

inco

nven

ient

so

mo

st p

eop

le t

alk

abo

ut t

hem

as

bei

ng a

‘bad

thi

ng’.

The

wo

rd ‘n

oto

rious

’ mea

ns ‘w

ell-k

now

n fo

r so

met

hing

‘bad

’ or

‘sha

mef

ul’.

2.

This

mea

ns t

hat

for

man

y ye

ars

not

eno

ugh

mo

ney

was

use

d t

o b

uild

mo

re p

ow

er s

tatio

ns.

3.

Med

upi i

s lo

cate

d in

Lim

po

po

pro

vinc

e an

d K

usile

is lo

cate

d in

Mp

umal

ang

a.

4.

If th

ere

is n

o e

lect

ricity

, man

y in

dus

trie

s ca

nno

t fu

nctio

n, s

o S

out

h A

fric

a ca

nno

t p

rod

uce

g

oo

ds

and

mat

eria

ls. T

his

lack

of m

ater

ials

to

sel

l or

to u

se le

ads

to la

ck o

f buy

ers

whi

ch

lead

s to

lack

of c

ash.

In t

his

way

, the

Ran

d lo

ses

its v

alue

.

5.

Nuc

lear

ene

rgy,

if n

ot

care

fully

co

ntro

lled

, can

be

very

dan

ger

ous

. Rad

ioac

tive

mat

eria

ls,

bei

ng o

f ver

y hi

gh

ener

gy

can

caus

e d

amag

e to

peo

ple

and

the

env

ironm

ent.

6.

Foss

il fu

els

like

coal

are

the

rem

ains

of p

lant

s w

hich

live

d m

illio

ns o

f yea

rs a

go

.

7.

Foss

il fu

els

are

non-

rene

wab

le re

sour

ces.

Thi

s m

eans

tha

t th

ere

is o

nly

a ce

rtai

n am

oun

t o

f th

ese

foss

il fu

els.

Whe

n th

ey a

re fi

nish

ed, t

here

is n

o w

ay o

f ob

tain

ing

mo

re.

No

te t

o t

he t

each

er

The

map

bel

ow

sho

ws

the

loca

tions

of t

he p

ow

er s

tatio

ns m

entio

ned

in Q

uest

ion

3.

You

may

wan

t to

mak

e a

cop

y fo

r th

e le

arne

rs t

o lo

ok

at.

Lim

pop

o

Mp

umal

ang

a

Kw

aZul

u-N

atal

Free

Sta

te

Nor

th W

est

Nor

ther

n C

ape

East

ern

Cap

e

Wes

tern

Cap

e

ME

DU

PI

KU

SILE


Wor

kshe

et 9

: Lea

rn a

bou

t d

iffer

ent

light

bul

bs

Stud

y th

e ta

ble

bel

ow

and

ans

wer

the

que

stio

ns w

hich

follo

w.

You

may

hav

e to

co

nduc

t so

me

rese

arch

to

ans

wer

so

me

of t

he q

uest

ions

.

Not

e th

at a

lum

en is

a m

easu

re o

f lig

ht ‘b

right

ness

’.

CO

MPA

RIS

ON

OF

THR

EE

LIG

HT

BU

LBS

TYP

EIn

cand

esce

nt li

ght

bul

bC

FL li

ght

bul

bLE

D li

ght

bul

b

FIG

UR

E

WA

TTS

6013

13

LUM

EN

S84

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YE

AR

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NU

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on

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urs

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day

use

** c

ost

s m

ay h

ave

chan

ged

rece

ntly

but

co

st d

iffer

ence

s re

mai

n si

mila

r

1.

Wha

t d

oes

inca

ndes

cent

mea

n?

2.

Wha

t m

ater

ial m

akes

up

the

fila

men

t o

f the

inca

ndes

cent

bul

b?

3.

Wha

t d

oes

CFL

sta

nd fo

r?

4.

Wha

t d

oes

LE

D s

tand

for?

5.

The

CFL

bul

b c

ont

ains

sm

all a

mo

unts

of m

ercu

ry. T

his

bul

b c

an t

here

fore

bec

om

e a

haza

rd o

n d

isp

osa

l. Fi

nd o

ut h

ow

to

dis

po

se o

f the

se b

ulb

s sa

fely

.

6.

Go

to

yo

ur lo

cal s

uper

mar

ket

or

oth

er s

hop

and

find

out

the

co

st o

f the

diff

eren

t lig

ht b

ulb

s.

Th

en c

om

ple

te t

he la

st ro

w b

y fil

ling

in t

he in

form

atio

n in

the

co

rrec

t ce

lls.

7.

Taki

ng a

ll th

e in

form

atio

n in

to c

ons

ider

atio

n, d

o y

ou

thin

k th

e C

FL a

nd L

ED

bul

bs

are

ec

ono

mic

al in

ter

ms

of m

one

y?


AN

SWE

RS

FOR

WO

RK

SHE

ET

9

1.

Inca

ndes

cent

mea

ns s

hini

ng b

right

ly b

y b

eco

min

g h

ot.

Th

e fil

amen

ts in

inca

ndes

cent

lig

ht b

ulb

s g

low

whi

te h

ot.

2.

Tung

sten

3.

Co

mp

act

fluo

resc

ent

lam

p

4.

Lig

ht e

mitt

ing

dio

de

or

light

em

ittin

g d

evic

e

5.

Esk

om

has

sug

ges

tions

for

dis

po

sal o

f the

se li

ght

bul

bs.

Th

ere

are

also

co

mp

anie

s lik

e La

mp

crus

h an

d D

extr

ite w

hich

will

ass

ist

the

cons

umer

.

6.

See

last

row

of t

able

7.

In t

he lo

ng t

erm

the

CFL

and

LE

D b

ulb

s ar

e m

ore

eco

nom

ical

but

at

first

the

co

nsum

er

will

pay

mo

re.


Wor

kshe

et 1

0: U

nder

stan

d y

our

elec

tric

ity

acco

unt

Exa

min

e th

e ex

amp

le o

f an

Esk

om

ele

ctric

ity b

ill b

elo

w.

On

a se

par

ate

pag

e, li

st t

he n

umb

ers

fro

m 1

to

11.

Bes

ide

each

num

ber

, writ

e th

e in

form

atio

n p

rovi

ded

in t

he s

pac

e to

whi

ch t

he n

umb

er re

fers

.

The

first

one

has

bee

n d

one

as

exam

ple

.

Exa

mp

le: 1

. Thi

s is

the

nam

e an

d a

dd

ress

of t

he a

cco

unt

hold

er.


AN

SWE

RS

FOR

WO

RK

SHE

ET

10

1.

This

is t

he n

ame

and

ad

dre

ss o

f the

acc

oun

t ho

lder

.

2.

This

is t

he m

unic

ipal

val

uatio

n o

f the

pro

per

ty

(ho

w m

uch

the

loca

l mun

icip

ality

thi

nks

the

pro

per

ty is

wo

rth)

.

3.

The

VAT

num

ber

(fo

r b

usin

esse

s) a

pp

ears

her

e.

4.

The

invo

ice

num

ber

ap

pea

rs h

ere.

Th

e co

nsum

er m

ust

quo

te t

his

num

ber

if t

hey

are

mak

ing

a q

uery

.

5.

Thes

e ar

e us

eful

co

ntac

t nu

mb

ers

for

the

cons

umer

.

6.

Thes

e ar

e th

e VA

T nu

mb

ers

of s

ervi

ce p

rovi

der

s.

7.

The

dat

e o

f the

sta

tem

ent

app

ears

her

e. It

hel

ps

the

cons

umer

kee

p t

rack

of m

ont

hly

pay

men

ts.

8.

This

is t

he E

asy

Pay

num

ber

whi

ch is

use

d if

yo

u p

ay y

our

acc

oun

t at

a s

uper

mar

ket,

for

exam

ple

.

9.

You

sho

uld

quo

te t

his

num

ber

if y

ou

pay

yo

ur a

cco

unt

at t

he b

ank,

or

elec

tro

nica

lly.

10.

You

sho

uld

pay

yo

ur a

cco

unt

on

or

bef

ore

thi

s d

ate.

11.

Use

thu

s PI

N c

od

e if

you

wan

t to

find

yo

ur a

cco

unt

on

the

inte

rnet

.

No

tes

to t

he t

each

er

(i)

Som

e o

f thi

s in

form

atio

n m

ay n

ot

be

very

mea

ning

ful t

o G

rad

e 9

lear

ners

. In

stea

d o

f usi

ng a

ll th

e nu

mb

ers

cho

ose

onl

y so

me

of t

hem

for

the

lear

ners

to

co

nsid

er.

(ii)

This

is a

n E

sko

m in

voic

e fo

r a

cons

umer

in J

oha

nnes

bur

g.

If yo

u p

refe

r, us

e a

loca

l one

inst

ead

.

GR

AD

E 9

NA

TU

RA

L SC

IEN

CE

S – T

EA

CH

ER

TO

OLK

IT: CA

PS

Plan

ne

r and

Tracker

THE PROGRAMME TO IMPROVE LEARNING OUTCOMES

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educationDepartment:EducationPROVINCE OF KWAZULU-NATAL

GRADE

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NATURAL SCIENCES

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ISBN: 978-1-928319-26-9

2018 TERM 3

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Department: Education PROVINCE OF KWAZULU-NATAL ...kznfunda.kzndoe.gov.za/.../Senior/Grade_9/NS/Gr9...The breakdown of work to be done each week corresponds to the annual teaching