Department: Education PROVINCE OF KWAZULU-NATAL...
Transcript of Department: Education PROVINCE OF KWAZULU-NATAL...
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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.
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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.
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 5
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?
6 Grade 9 Natural Sciences
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.
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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
Week 10: Formal assessment test: See Printable Resources OR set your own testLB p. 153*; TG pp. 161–162*
Via Afrika Natural Sciences Week 4: Practical activity on resistanceLB pp. 136–137; TG pp. 99–100 Choose ONE of the investigations listed
Week 10: Formal assessment test: See Printable Resources OR set your own testLB p. 162*; TG pp. 123–125*
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
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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.
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 9
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
10 Grade 9 Natural Sciences
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.
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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
12 Grade 9 Natural Sciences
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 13
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
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:
14 Grade 9 Natural Sciences
Pelican: Electric cells as energy systems
Pelican Natural Sciences Week 3: Electric cells and resistors
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
4 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity
73 233–234 Act. I 146 63–65Activity
72–79
5 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity
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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 15
Pelican: Series and parallel circuits
Pelican Natural Sciences Week 4: Resistance and circuits
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
LB pp.
LBAct.
TG pp.
Sasol Inzalo Class
LB pp. TG pp.
Date completed
1 Resistance: Uses of resistors: All conductors have some resistance; a resistor is a conducting material
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
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:
16 Grade 9 Natural Sciences
Pelican: Series and parallel circuits
Pelican Natural Sciences Week 5: Cells and resistors
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 17
Pelican: Current, resistors and safety
Pelican Natural Sciences Week 6: Safety with electricity
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
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:
18 Grade 9 Natural Sciences
Pelican: The national electricity grid
Pelican Natural Sciences Week 7: Electricity generation
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
2 Illegal connections to the Eskom mains supply can be dangerous, and are regarded as energy theft
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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 19
Pelican: Cost of electrical power
Pelican Natural Sciences Week 8: Cost of electricity consumption
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
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:
20 Grade 9 Natural Sciences
Pelican: Cost of electrical power
Pelican Natural Sciences Week 9: Cost of electricity consumption
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
2 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
76 305–307 180–186 176–189Activity
200–212
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
76 305–307 180–186 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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 21
Pelican
Pelican Natural Sciences Week 10: Catch up, revision and end-of-term test: Plan your week
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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?
What will you change next time? Why?
HOD: Date:
22 Grade 9 Natural Sciences
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 23
2. Platinum Natural Sciences (Maskew Miller Longman)
Platinum: Forces
Platinum Natural Sciences Week 1: Types of 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 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
2 Investigating physical (mechanical) push and pull forces on objects and materials
71 131–132 Act. 2 72 11–14Activity
11–13
3 Investigating physical (mechanical) push and pull forces on objects and materials
71 132–133 Act. 3 72 11–14Activity
11–13
4 Contact forces: a contact force (including friction, tension, compression) results when two bodies are in contact (touch) with each other
71 134 Act. 4 72 14–22 20–30
5 Investigating physical (mechanical) push and pull forces on objects and materials
71 135 Act. 5 72 11–14Activity
13–20
6 Investigating physical (mechanical) push and pull forces on objects and materials
71 135 Act. 5 72 11–14Activity
13–20
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:
24 Grade 9 Natural Sciences
Platinum: Forces
Platinum 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 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
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 !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
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
72 141–142 Act. 12 75 41–47Activity
52–59
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 25
Platinum: Electric cells as energy systems
Platinum Natural Sciences Week 3: Electric cells and resistors
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
LB pp.
LB Act.
TG pp.
Sasol Inzalo Class
LB pp. TG pp.
Date completed
1 A lightning strike occurs when there is a massive discharge (release of charge) between the thunder cloud and the ground
72 143 47–48 60–64
2 Forces 71–72 144 Topic 10 RA
76 Revision51–59
Revision65–71
3 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity
73 145 Act. 1 77 60–65 72–73
4 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity
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
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:
26 Grade 9 Natural Sciences
Platinum: Resistance
Platinum Natural Sciences Week 4: Factors that affect resistance
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
2 Resistance: Uses of resistors: All conductors have some resistance; a resistor is a conducting material
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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 27
Platinum: Series and parallel circuits
Platinum Natural Sciences Week 5: Series circuits
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
2 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
73 161–162 Act. 1 86 96–101Activity
112–120
3 Series circuits: when cells are connected together in series, the total voltage is the sum of the voltages of individual cells
73 162–163 Act. 2Act. 3
87–88 96–101Activity
112–124
4 Series circuits: when cells are connected together in series, the total voltage is the sum of the voltages of individual cells
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
6 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
74 166 Act. 6 89 107–111Activity
128–130
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:
28 Grade 9 Natural Sciences
Platinum: Series and parallel circuits
Platinum Natural Sciences Week 6: Parallel circuits
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
2 Measuring voltages across each resistor in parallel, and across the battery; the voltage is the same across each resistor connected in parallel
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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 29
Platinum: Safety and the national electricity grid
Platinum Natural Sciences Week 7: Safety practices
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
6 Illegal connections to the Eskom mains supply can be dangerous, and are regarded as energy theft
75 179 95 146–148 168–170
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:
30 Grade 9 Natural Sciences
Platinum: The national electricity grid and the cost of electrical power
Platinum Natural Sciences Week 8: Electricity generation
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
6 Return and review tests with learners
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 31
Platinum: The cost of electrical power
Platinum Natural Sciences Week 9: The cost of power consumption
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
76 188–189 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
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:
32 Grade 9 Natural Sciences
Platinum
Platinum Natural Sciences Week 10: Catch up, revision and end-of-term test: Plan your week
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 33
Platinum
Platinum 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:
34 Grade 9 Natural Sciences
3. Solutions for All Natural Sciences (Macmillan)
Solutions: Forces
Solutions for All 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 upon an object; all forces acting on objects can be placed into two broad groups: contact forces and field forces
71 168–172 Checkself
163–166166–167
4–6Activity
6–11
2 Contact forces: a contact force (including friction, tension, compression) results when two bodies are in contact (touch) with each other
71 172–174 167 14–16Activity
11–20
3 Investigating physical (mechanical) push and pull forces on objects and materials
71 174–175 PA 1 (1) 167 7–8Activity
20–31
4 Investigating physical (mechanical) push and pull forces on objects and materials
71 175–176 PA 1(2)Questions
167 9–13Activity
20–31
5 Investigating physical (mechanical) push and pull forces on objects and materials
71 176–177 PA 2 168 13–18Activity
20–31
6 Investigating physical (mechanical) push and pull forces on objects and materials
71 176–177 PA 2 168 18–22Activity
20–31
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 35
Solutions: Forces
Solutions for All Natural Sciences Week 2: Field forces
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
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
72 181–183 PA 4 170 34–35Activity
45–48
4 Investigating whether a magnetic force can act on magnetic substance when it is separated from the magnet by different materials
72 181–183 PA 4 170 36–37Activity
48–52
5 Observing the pattern made by a magnet on iron filings; investigating repulsion and attraction forces of two bar magnets
72 181–183 PA 4 170 37–41Activity
52–62
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
72 184–186 PA 5 170–171 41–41Activity
52–62
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:
36 Grade 9 Natural Sciences
Solutions: Electric cells as energy systems
Solutions for All Natural Sciences Week 3: Electric cells and resistors
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
LB pp.
LB Act.
TG pp.
Sasol Inzalo Class
LB pp. TG pp.
Date completed
1 A lightning strike occurs when there is a massive discharge (release of charge) between the thunder cloud and the ground
72 186–187 CA 1 171 47–48 71
2 Forces 72 188 Extra practice
172–173 Revision51–59
Revision52–62
3 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity
73 190–191 Check self
174–177 60–63 72–79
4 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity
73 191–195 PA 1 (A) 177–178 63–66 72–79
5 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity
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
73 196–199 Check self
179–180 70–80 84–91
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 37
Solutions: Series and parallel circuits
Solutions for All Natural Sciences Week 4: Resistance and circuits
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 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
2 Factors that affect resistance in a circuit: type of material: different conducting materials have different resistance to an electric current
73 199–203 PA 2 (B) 182–183 96Activity
91–96
3 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
73 203–205 Check self
183 80–86Revision
93–95
107–112Revision110–111
4 Series circuits: when cells are connected together in series, the total voltage is the sum of the voltages of individual cells
73 205–207 PA 3 (A) 184 98–101Activity
112–118
5 When cells are connected together in series, the total voltage is the sum of the voltages of individual cells
73 205–207 PA 3 (A) 184 101–109Activity
118–128
6 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
73 205–208 PA 3 (A, B)
184–185 109–110 128–131
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:
38 Grade 9 Natural Sciences
Solutions: Series and parallel circuits
Solutions for All Natural Sciences Week 5: Parallel circuits
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 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
3 Parallel circuits: resistors can be connected in parallel in a circuit; the total current in the circuit increases with each resistor added in parallel
74 211–212 PA 4 186 115–118Activity
134–138
4 Measuring voltages across each resistor in parallel, and across the battery; the voltage is the same across each resistor connected in parallel
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)
187 122–123Activity
143
6 FAT investigation 3 on series and parallel circuits 74 269–272 122–123Activity
142–143
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 39
Solutions: Current, resistors and safety
Solutions for All Natural Sciences Week 6: Safety with electricity
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
75 218–221 Check self
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
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:
40 Grade 9 Natural Sciences
Solutions: The national electricity grid
Solutions for All Natural Sciences Week 7: Electricity generation and the national grid
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
2 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
75 226–227Self–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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 41
Solutions: The national electricity grid
Solutions for All Natural Sciences Week 8: Cost of electrical power
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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)
76 236–237 Check self
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
5 The energy consumption of different appliances (such as incandescent and compact fluorescent lamps) varies
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
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:
42 Grade 9 Natural Sciences
Solutions: The cost of electrical power
Solutions for All Natural Sciences Week 9: Cost of power consumption
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 Return and review tests with learners
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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 43
Solutions
Solutions for All Natural Sciences Week 10: Catch up, revision and end-of-term test: Plan your week
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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?
What will you change next time? Why?
HOD: Date:
44 Grade 9 Natural Sciences
Solutions
Solutions for All 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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 45
4. Spot On Natural Sciences (Heinemann)
Spot On: Forces
Spot On Natural Sciences Week 1: Types of forces
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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 upon an object; all forces acting on objects can be placed into two broad groups: contact forces and field forces
71 96–97 159–160 4–10Activity
6–11
2 Investigating physical (mechanical) push and pull forces on objects and materials
71 97 Act. 1.1 161 11–14Activity
11–20
3 Contact forces: a contact force (including friction, tension, compression) results when two bodies are in contact (touch) with each other
71 97–98 162 14–18 20–30
4 Contact forces: a contact force (including friction, tension, compression) results when two bodies are in contact (touch) with each other
71 99–100 PA 2.1 162 19–20 20–30
5 Investigating physical (mechanical) push and pull forces on objects and materials
71 101 PA 2.2 163 20 13–19
6 Investigating physical (mechanical) push and pull forces on objects and materials
71 101 PA 2.3 164 21–22 13–19
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:
46 Grade 9 Natural Sciences
Spot On: Forces
Spot On Natural Sciences Week 2: Field forces
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
71 102–103 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
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
72 105–106 PA 4.1 167–168 34–35Activity
45–47
4 Investigating whether a magnetic force can act on magnetic substance when it is separated from the magnet by different materials
72 106 PA 4.2 169 36–37Activity
47–48
5 Observing the pattern made by a magnet on iron filings; investigating repulsion and attraction forces of two bar magnets
72 107–108 PA 4.3PA 4.4,
4.5
169–170 37–41Activity
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
72 109–110 PA 5.1 171 41–47Activity
52–59
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 47
Spot On: Electric cells as energy systems
Spot On Natural Sciences Week 3: Electric cells and resistors
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
LB pp.
LB Act.
TG pp.
Sasol Inzalo Class
LB pp. TG pp.
Date completed
1 A lightning strike occurs when there is a massive discharge (release of charge) between the thunder cloud and the ground
72 111 Act. 5.2 171 47–48 60
2 Forces 71–72 112 RA 9 172–173 Revision51–59
Revision65–71
3 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity
73 113–114 174Resource
10176–177
60–63Activity
72–76
4 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity
73 114 PA 1.1 178 63–65Activity
76–78
5 Resistance: Uses of resistors: All conductors have some resistance; a resistor is a conducting material
73 115–116 Resource 10
176–177
Revision67–6870–80
Revision82
84–96
6 Factors that affect resistance in a circuit: type of material: different conducting materials have different resistance to an electric current
73 117 PA 2.1a 179 80–84Activity
96–99
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:
48 Grade 9 Natural Sciences
Spot On: Series and parallel circuits
Spot On Natural Sciences Week 4: Resistance and circuits
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
73 117 PA 2.1 2b 179 86–90 103–107
2 Factors that affect resistance in a circuit: thickness of the conductor: thinner wires have more resistance than thicker wires
73 117 PA 2.1 2c 179 84–86Activity
99–103
3 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
73 118 PA 3.1 180 Revision 93–9596–101Activity
Revision110–111
112–120
4 Series circuits: when cells are connected together in series, the total voltage is the sum of the voltages of individual cells
73 118 PA 3.1 180 101–103Activity
120–122
5 When cells are connected together in series, the total voltage is the sum of the voltages of individual cells
73 119 PA 3.2 180 103–109 122–128
6 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
74 120 PA 3.3 181 109–111 128–130
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 49
Spot On: Series and parallel circuits
Spot On Natural Sciences Week 5: Parallel circuits
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
74 120 PA 3.3 181 109–111 128–130
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
74 121 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
4 Measuring voltages across each resistor in parallel, and across the battery; the voltage is the same across each resistor connected in parallel
74 122 PA 4.2 182 118–121Activity
135–138
5 Measuring voltages across each resistor in parallel, and across the battery; the voltage is the same across each resistor connected in parallel
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
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:
50 Grade 9 Natural Sciences
Spot On: Current, resistors and safety
Spot On Natural Sciences Week 6: Safety with electricity
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
6 The earth wire is connected to the metal case of the appliance, such as in a kettle
75 126 PA 6.2 185 142–145 164–167
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 51
Spot On: The national electricity grid
Spot On Natural Sciences Week 7: Electricity generation
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
75 127 Act. 6.3 185 146–148Activity
168–170
2 Illegal connections to the Eskom mains supply can be dangerous, and are regarded as energy theft
75 127 Act. 6.3 185 146–148 168–170
3 Electrical circuits 74–75 128 RA 10 186 Revision150–152
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
75 129–130 187–188 154–156 176–180
5 There are alternative sources of energy besides coal, that can be used to drive turbines and generators including; wind and falling water (hydroelectric)
75 131–132 188 156–162Activity
180–185
6 There are alternative sources of energy besides coal, that can be used to drive turbines and generators including; wind and falling water (hydroelectric)
75 131–132 188 156–162Activity
180–185
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:
52 Grade 9 Natural Sciences
Spot On: The cost of electrical power
Spot On Natural Sciences Week 8: Cost of electrical consumption
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
2 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
75 133 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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 53
Spot On: The cost of electrical power
Spot On Natural Sciences Week 9: Cost of electrical consumption
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
LB pp.
LB Act.
TG pp.
Sasol Inzalo Class
LB pp. TG pp.
Date completed
1 Return and review tests with learners
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
4 The energy consumption of different appliances (such as incandescent and compact fluorescent lamps) varies
76 141 Act. 3.1 195 189 212–214
5 The energy consumption of different appliances (such as incandescent and compact fluorescent lamps) varies
76 141 Act. 3.1 195 191–193 212–214
6 Energy consumption 75–76 142 RA 11 196 Revision196–201
Revision218–220
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:
54 Grade 9 Natural Sciences
Spot On
Spot On Natural Sciences Week 10: Catch up, revision and end-of-term test: Plan your week
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 55
Spot On
Spot On Natural Sciences Week 11: Review and remediation of test
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:
56 Grade 9 Natural Sciences
5. Step by Step Natural Sciences (Lingua Franca)
Step by Step: Forces
Step by Step Natural Sciences Week 1: Types of 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 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
71 145–146 Act. 1 113 4–10 6–8
2 Investigating physical (mechanical) push and pull forces on objects and materials
71 147 Act. 2 113 4–10Activity
11–20
3 Contact forces: a contact force (including friction, tension, compression) results when two bodies are in contact (touch) with each other
71 148–150 113 11–14 20–30
4 Investigating physical (mechanical) push and pull forces on objects and materials
71 149 Act. 3 113 11–14Activity
8–13
5 Investigating physical (mechanical) push and pull forces on objects and materials
71 149–150 Act. 4 113 14–22 13–22
6 Investigating physical (mechanical) push and pull forces on objects and materials
71 149–150 Act. 5 113 14–22Activity
22–30
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 57
Step by Step: Forces
Step by Step 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 Field forces (non-contact forces) field forces result from action-at-a-distance between two bodies; demonstrating gravitational force using falling objects
71 151 Act. 6 113–114 22–25 31–34
2 Field forces (non-contact forces) field forces result from action-at-a-distance between two bodies
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
5 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
72 154 Act. 10 (1–5)
114 34–47Activity
45–46
6 Observing the pattern made by a magnet on iron filings; investigating repulsion and attraction forces of two bar magnets
72 154 Act. 10 (6)
114–115 48–52Activity
47–52
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:
58 Grade 9 Natural Sciences
Step by Step: Electric cells as energy systems
Step by Step Natural Sciences Week 3: Electric cells and resistors
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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 as a result of the loss or gain of electrons; investigating how to charge objects by rubbing different materials/objects together
72 156 Act. 12 115 41–44Activity
52–59
2 A lightning strike occurs when there is a massive discharge (release of charge) between the thunder cloud and the ground
72 157 115 47–48Revision
51–59
60Revision
65–71
3 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity
73 158–159 115 60–63 72–76
4 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity
73 159 Act. 13 115 63–65Activity
76–78
5 Resistance: Uses of resistors: All conductors have some resistance; a resistor is a conducting material
73 160 Act. 14 115 Revision67–6970–80
Revision82
84–96
6 Factors that affect resistance in a circuit: type of material: different conducting materials have different resistance to an electric current
73 161 Act. 15 115 80–84Activity
86–99
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 59
Step by Step: Series and parallel circuits
Step by Step Natural Sciences Week 4: Resistance and circuits
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
3 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
73 162 Act. 16 115 Revision93–9596–98
Revision110–111
4 Series circuits: when cells are connected together in series, the total voltage is the sum of the voltages of individual cells
73–74 162 * 115 98–106Activity
118–121
5 When cells are connected together in series, the total voltage is the sum of the voltages of individual cells
74 162–163 * 116 98–106 118–121
6 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
74 116 107–111Activity
122–128
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:
60 Grade 9 Natural Sciences
Step by Step: Series and parallel circuits
Step by Step Natural Sciences Week 5: Current, resistors and voltage
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
74 164–165 Act. 17 116–117 111–113Activity
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
74 165 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
4 Measuring voltages across each resistor in parallel, and across the battery; the voltage is the same across each resistor connected in parallel
74 165 116–117 118–121Activity
139–142
5 Measuring voltages across each resistor in parallel, and across the battery; the voltage is the same across each resistor connected in parallel
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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 61
Step by Step: Current, resistors and safety
Step by Step Natural Sciences Week 6: Safety with electricity
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
6 The earth wire is connected to the metal case of the appliance, such as in a kettle
75 169–170 Act. 20 118 144 168
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:
62 Grade 9 Natural Sciences
Step by Step: The national electricity grid
Step by Step Natural Sciences Week 7: Electricity generation
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
75–76 171–172 Act. 21 118 146 168–170
2 Illegal connections to the Eskom mains supply can be dangerous, and are regarded as energy theft
75–76 171–172 Act. 21 118 146–148 168–170
3 Electrical circuits 75–76 172 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
75–76 171 119 154–156 176–180
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; the steam from the water turns a turbine which turns a generator, which produces electricity
75–76 171 119 154–156 176–180
6 There are alternative sources of energy besides coal, that can be used to drive turbines and generators including; wind and falling water (hydroelectric)
75–76 * 119 156–161Activity
180–186
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 63
Step by Step: The cost of electrical power
Step by Step Natural Sciences Week 8: Cost of electrical consumption
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
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
76 120 166 190–191
4 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
76 120 166–167Activity
190–191
5 Electricity consumption 76 174 121 Revision170–174
Revision196–1986 Electricity consumption 76 174 121
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:
64 Grade 9 Natural Sciences
Step by Step: The cost of electrical power
Step by Step Natural Sciences Week 9: Cost of electrical consumption
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
76 174 * 121 176–189Activity
200–201
2 Return and review tests with learners
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
76 174 121 191–192 202–212
4 The energy consumption of different appliances (such as incandescent and compact fluorescent lamps) varies
76 174 121 Careers193
212–214
5 The energy consumption of different appliances (such as incandescent and compact fluorescent lamps) varies
76 174 * 121 Revision196–201
212–214
6 Energy consumption 76 174 121 Revision218–220
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 65
Step by Step
Step by Step Natural Sciences Week 10: Catch up, revision and end-of-term test: Plan your week
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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?
What will you change next time? Why?
HOD: Date:
66 Grade 9 Natural Sciences
Step by Step
Step by Step 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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 67
6. Successful Natural Sciences (Oxford University Press)
Successful: Forces
Successful 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 upon an object; all forces acting on objects can be placed into two broad groups: contact forces and field forces
71 109–112 PA 1 101–103 4–10Activity
6–11
2 Investigating physical (mechanical) push and pull forces on objects and materials
71 112 PA 2 104 11–14Activity
11–20
3 Investigating physical (mechanical) push and pull forces on objects and materials
71 113 Act. 3 105 11–14Activity
11–20
4 Contact forces: a contact force (including friction, tension, compression) results when two bodies are in contact (touch) with each other
71 114 101–103 14–22Activity
20–30
5 Field forces (non-contact forces) field forces result from action-at-a-distance between two bodies
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
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:
68 Grade 9 Natural Sciences
Successful: Forces
Successful 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 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
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
72 118 PA 1 108–109 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
72 119 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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 69
Successful: Electric cells as energy systems
Successful Natural Sciences Week 3: Electric cells and resistors
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
3 A lightning strike occurs when there is a massive discharge (release of charge) between the thunder cloud and the ground
72 124–125 Act. 2 114 47Revision
51–59
60Revision
65–71
4 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity
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
6 Resistance: Uses of resistors: All conductors have some resistance; a resistor is a conducting material
73 128–129 118–119 Revision67–68
Revision82
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:
70 Grade 9 Natural Sciences
Successful: Series and parallel circuits
Successful Natural Sciences Week 4: Resistance and circuits
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 71
Successful: Series and parallel circuits
Successful Natural Sciences Week 5: Series circuits, current and voltage
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
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:
72 Grade 9 Natural Sciences
Successful: Parallel circuits, current and voltage
Successful Natural Sciences Week 6: Parallel circuits
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 73
Successful: Safety with electricity
Successful Natural Sciences Week 7: Safety practices
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
6 Illegal connections to the Eskom mains supply can be dangerous, and are regarded as energy theft
75 153 146–148Revision150–152
168–170Revision173–174
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:
74 Grade 9 Natural Sciences
Successful: Energy and the national electricity grid
Successful Natural Sciences Week 8: Electricity generation
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
2 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
75 154–155 141–142 154–156Activity
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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 75
Successful: The cost of electrical power
Successful Natural Sciences Week 9: Cost of electrical consumption
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
LB pp.
LB Act.
TG pp.
Sasol Inzalo Class
LB pp. TG pp.
Date completed
1 Return and review tests with learners
2 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
76 160–161 145 176–177 200–202
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
5 The energy consumption of different appliances (such as incandescent and compact fluorescent lamps) varies
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
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:
76 Grade 9 Natural Sciences
Successful
Successful Natural Sciences Week 10: Catch up, revision and end-of-term test: Plan your week
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 77
Successful
Successful 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:
78 Grade 9 Natural Sciences
7. Top Class Natural Sciences (Shuter & Shooter)
Top Class: Forces
Top Class Natural Sciences Week 1: Types of 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 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
71 131–132 70–71 4–10Activity
6–11
2 Contact forces: a contact force (including friction, tension, compression) results when two bodies are in contact (touch) with each other
71 133 70–71 14–22Activity
11–14
3 Investigating physical (mechanical) push and pull forces on objects and materials
71 133 Act. 13.1 (A, B)
71 & 78 11–14Activity
14–22
4 Investigating physical (mechanical) push and pull forces on objects and materials
71 133 Act. 13.1 (C, D)
71 & 78 11–14 22–25
5 Investigating physical (mechanical) push and pull forces on objects and materials
71 133 Act. 13.1 (E, F)
71 & 78 11–14Activity
25–28
6 Investigating physical (mechanical) push and pull forces on objects and materials
71 133 Act. 13.1 (G, H)
WS 13.1141
11–14 28–30
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 79
Top Class: Forces
Top Class 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 Field forces (non-contact forces) field forces result from action-at-a-distance between two bodies; demonstrating gravitational force using falling objects
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
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
72 140–141 Act. 13.4 73 22–25Activity
45–46
4 Investigating whether a magnetic force can act on magnetic substance when it is separated from the magnet by different materials
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
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:
80 Grade 9 Natural Sciences
Top Class: Electric cells as energy systems
Top Class Natural Sciences Week 3: Electric cells and resistors
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
4 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity
73 150–151 Act. 14.1 (A)
79 60–63 72–73
5 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity
73 152–153 Act. 14.1 (B)
80 63–64Activity
74–76
6 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity
73 153 Revision 80 67–68 76–78
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 81
Top Class: Resistance and series and parallel circuits
Top Class Natural Sciences Week 4: Resistance and circuits
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
LB pp.
LBAct.
TG pp.
Sasol Inzalo Class
LB pp. TG pp.
Date completed
1 Resistance: Uses of resistors: All conductors have some resistance; a resistor is a conducting material
73 154–155 81 & 144WS 15.1
70–80 84–96
2 Factors that affect resistance in a circuit: length of the conductor: longer wires have more resistance than shorter wires
73 156 Act. 15.1 82 86–90Activity
103–107
3 Factors that affect resistance in a circuit: thickness of the conductor: thinner wires have more resistance than thicker wires
73 156–157 Act. 15.2 82 84–86Activity
99–103
4 Factors that affect resistance in a circuit: type of material: different conducting materials have different resistance to an electric current
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
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:
82 Grade 9 Natural Sciences
Top Class: Series and parallel circuits
Top Class Natural Sciences Week 5: Current, resistors and voltage
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
3 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
73 163 Act. 16.3 87 107–109Activity
127–130
4 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
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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 83
Top Class: Current, resistors and safety
Top Class Natural Sciences Week 6: Safety with electricity
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
LBpp.
LBAct.
TGpp.
Sasol Inzalo Class
LB pp. TG pp.
Date completed
1 Measuring voltages across each resistor in parallel, and across the battery; the voltage is the same across each resistor connected in parallel
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
6 Illegal connections to the Eskom mains supply can be dangerous, and are regarded as energy theft
75 176 WS 17.1 92, 94 & 146
146–148 168–170
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:
84 Grade 9 Natural Sciences
Top Class: The national electricity grid
Top Class Natural Sciences Week 7: Electricity generation
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 85
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
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
2 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
75 183 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
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:
86 Grade 9 Natural Sciences
Top Class: The cost of electrical power
Top Class Natural Sciences Week 9: Cost of electrical consumption
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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 – –
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
76 192–193 191–193Activity
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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 87
Top Class
Top Class Natural Sciences Week 10: Catch up, revision and end-of-term test: Plan your week
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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?
What will you change next time? Why?
HOD: Date:
88 Grade 9 Natural Sciences
Top Class
Top Class 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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 89
8. Via Afrika Natural Sciences (Via Afrika)
Via Afrika: Forces
Via Afrika 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 upon an object; all forces acting on objects can be placed into two broad groups: contact forces and field forces
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
3 Investigating physical (mechanical) push and pull forces on objects and materials
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
5 Field forces (non-contact forces) field forces result from action-at-a-distance between two bodies; demonstrating gravitational force using falling objects
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
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:
90 Grade 9 Natural Sciences
Via Afrika: Forces
Via Afrika Natural Sciences Week 2: Field 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 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
4 Investigating whether a magnetic force can act on magnetic substance when it is separated from the magnet by different materials
72 125–126 Act. 7 91 36–37 47–48
5 Investigating whether a magnetic force can act on magnetic substance when it is separated from the magnet by different materials
72 125–126 Act. 7Ex. 3
91–92 36–37Activity
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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 91
Via Afrika: Electric cells as energy systems
Via Afrika Natural Sciences Week 3: Electrostatics and electric cells
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
2 A lightning strike occurs when there is a massive discharge (release of charge) between the thunder cloud and the ground
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
4 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity
73 131–132 Act. 1 95 60–63Activity
72–76
5 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity
73 132–133 Act. 2Ex. 3
95–96 63–65Revision
67–68
76–78
6 Resistance: Uses of resistors: All conductors have some resistance; a resistor is a conducting material
73 134–135 97–98 70–80 84–96
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:
92 Grade 9 Natural Sciences
Via Afrika: Series and parallel circuits
Via Afrika Natural Sciences Week 4: Resistance and circuits
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
Act. 2 99–101 84–86Activity
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
Act. 2 99–102 90–92Activity
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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 93
Via Afrika: Series and parallel circuits
Via Afrika Natural Sciences Week 5: Current, resistors and voltage
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 When cells are connected together in series, the total voltage is the sum of the voltages of individual cells
74 140 Act. 2Step 1
105 101–103Activity
120–128
2 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
74–75 140–141 Act. 2Step 2
105 103–113Activity
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
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:
94 Grade 9 Natural Sciences
Via Afrika: Safety with electricity
Via Afrika Natural Sciences Week 6: Safety practices
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 95
Via Afrika: The national electricity grid
Via Afrika Natural Sciences Week 7: Electricity generation
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
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
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
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:
96 Grade 9 Natural Sciences
Via Afrika: The cost of electrical power
Via Afrika Natural Sciences Week 8: Cost of electrical consumption
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
LB pp.
LB Act.
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
76 155 117–119 176–177 200–202
2 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
76 155 117–119 176–177 200–202
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
5 Calculate and record the units of power consumed by different appliances in a given time period
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
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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 97
Via Afrika: The cost of electrical power
Via Afrika Natural Sciences Week 9: Cost of electrical consumption
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
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:
98 Grade 9 Natural Sciences
Via Afrika
Via Afrika Natural Sciences Week 10: Catch up, revision and end-of-term test: Plan your week
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 99
Via Afrika
Via Afrika 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:
100 Grade 9 Natural Sciences
9. Sasol Inzalo Natural Sciences (Siyavula)
Sasol Inzalo: Forces
Sasol Inzalo Natural Sciences Week 1: Types of forces
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
LB pp.
TG pp.
Class
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 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?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 101
Sasol Inzalo: Forces
Sasol Inzalo Natural Sciences Week 2: Field forces
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
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?
What will you change next time? Why?
HOD: Date:
102 Grade 9 Natural Sciences
Sasol Inzalo: Electric cells as energy systems
Sasol Inzalo Natural Sciences Week 3: Electrostatics and electric cells
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
2 A lightning strike occurs when there is a massive discharge (release of charge) between the thunder cloud and the ground
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
5 Electric cells: a cell is a system in which certain chemical reactions can cause the flow of electricity
73 63–65 76–78
6 Revision 73 67–68 82
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?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 103
Sasol Inzalo: Electric cells as energy systems
Sasol Inzalo Natural Sciences Week 4: Resistance and circuits
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
73–74 98–101Activity
112–120
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?
What will you change next time? Why?
HOD: Date:
104 Grade 9 Natural Sciences
Sasol Inzalo: Series and parallel circuits
Sasol Inzalo Natural Sciences Week 5: Current, resistors and voltage
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
LB pp.
TG pp.
Class
Date completed
1 When cells are connected together in series, the total voltage is the sum of the voltages of individual cells
74 98–107Activity
120–128
2 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
74–75 107–110Activity
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
75 111–113Activity
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]
75 118–121Activity
139–141
6 Series and parallel circuits 75 121–123Activity
142–143
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?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 105
Sasol Inzalo: Safety with electricity
Sasol Inzalo Natural Sciences Week 6: Safety practices
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
75 138–141Activity
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
75 146–148Activity
168–170
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?
What will you change next time? Why?
HOD: Date:
106 Grade 9 Natural Sciences
Sasol Inzalo: The national electricity grid
Sasol Inzalo Natural Sciences Week 7: Electricity generation
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
LB pp.
TG pp.
Class
Date completed
1 Return and review tests with learners
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
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?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 107
Sasol Inzalo: The cost of electrical power
Sasol Inzalo Natural Sciences Week 8: Cost of electrical consumption
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
5 Calculate and record the units of power consumed by different appliances in a given time period
76 180–184Activity
206–208
6 Calculate and record the units of power consumed by different appliances in a given time period
76 184–189Activity
209–210
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?
What will you change next time? Why?
HOD: Date:
108 Grade 9 Natural Sciences
Sasol Inzalo: The cost of electrical power
Sasol Inzalo Natural Sciences Week 9: Cost of electrical consumption
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
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
76 191–193Activity
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
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?
What will you change next time? Why?
HOD: Date:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 109
Sasol Inzalo
Sasol Inzalo Natural Sciences Week 10: Catch up, revision and end-of-term test: Plan your week
S # CAPS concepts, practical activities and assessment tasks CAPSpp.
LB pp.
TG pp.
Class
Date completed
1
2
3
4
5
6
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?
What will you change next time? Why?
HOD: Date:
110 Grade 9 Natural Sciences
Sasol Inzalo:
Sasol Inzalo 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:
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 111
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
112 Grade 9 Natural Sciences
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.
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 113
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
114 Grade 9 Natural Sciences
Learner name Learner surname Task 1Investigation
Task 2Written test
Process skills Questions
A B C D 1 2 3 4 5
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 115
2.
Nat
ural
Sci
ence
s G
rad
e 9:
End
of
Term
3 t
est
No
te: N
umb
ers
in b
old
ind
icat
e th
e to
tal m
arks
for
each
que
stio
n.
Que
stio
n O
ne
List
the
wo
rds
Fig
ure
1, F
igur
e 2,
Fig
ure
3 an
d s
o o
n up
to
Fig
ure
8 o
ne b
elo
w t
he o
ther
in
your
ans
wer
bo
ok.
Bes
ide
each
wo
rd, w
rite
‘co
ntac
t’ o
r ‘n
on-
cont
act’
dep
end
ing
on
the
typ
e
of f
orc
e w
hich
is p
ictu
red
. [8
]
FIG
UR
E 1
FIG
UR
E 2
FIG
UR
E 3
FIG
UR
E 4
FIG
UR
E 5
FIG
UR
E 6
FIG
UR
E 7
FIG
UR
E 8
Que
stio
n Tw
o
Exp
lain
why
gra
vita
tiona
l fo
rce,
mag
netic
forc
e an
d e
lect
rost
atic
forc
e ar
e no
n-co
ntac
t fo
rces
. [6
]
Que
stio
n Th
ree
Co
nsid
er t
he c
ircui
ts p
ictu
red
bel
ow
in F
igur
e 9
and
Fig
ure
10. E
xam
ine
the
figur
es a
nd
answ
er t
he q
uest
ions
tha
t fo
llow
.
FIG
UR
E 9
: CIR
CU
IT D
IAG
RA
M F
OR
QU
EST
ION
3
3.1
List
the
co
mp
one
nts
of t
he c
ircui
t.
(6)
3.2
Ho
w w
oul
d t
he c
urre
nt c
hang
e if
the
num
ber
of l
amp
s o
r b
ulb
s w
ere
dec
reas
ed?
(1)
116 Grade 9 Natural Sciences
3.3
Ho
w w
oul
d t
he c
urre
nt c
hang
e if
the
circ
uit
wer
e co
nnec
ted
as
in F
igur
e 10
? (1
)
FIG
UR
E 1
0: S
EC
ON
D C
IRC
UIT
DIA
GR
AM
FO
R Q
UE
STIO
N 3
3.4
Wha
t in
stru
men
t is
use
d t
o m
easu
re c
urre
nt?
(1)
3.5
Wha
t in
stru
men
t is
use
d t
o m
easu
re v
olta
ge?
(1
)
3.6
Whe
re o
n th
e ci
rcui
t sh
oul
d t
ota
l vo
ltag
e b
e m
easu
red
? (1
)
3.7
Co
mp
are
the
tota
l res
ista
nces
of t
he c
ircui
ts p
ictu
red
in F
igur
e 9
and
Fig
ure
10.
(4)
[1
5]
Que
stio
n Fo
ur
Stud
y th
e lis
t o
f po
wer
rat
ing
s o
f var
ious
ap
plia
nces
on
the
follo
win
g p
age.
Po
wer
rat
ing
s o
f ap
plia
nces
Clo
ck
10 W
Tab
le la
mp
10
0 W
Dril
l 75
0 W
Iron
1,2
kW
Ket
tle
2,4
kW
Imm
ersi
on
heat
er
3,0
kW
4.1
Stat
e w
hat
po
wer
rat
ing
mea
ns.
(1)
4.2
Exp
lain
why
the
iro
n, k
ettle
and
imm
ersi
on
heat
er h
ave
muc
h hi
ghe
r p
ow
er
ratin
gs
than
the
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
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 117
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
118 Grade 9 Natural Sciences
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%
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 119
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
120 Grade 9 Natural Sciences
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
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 121
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.
122 Grade 9 Natural Sciences
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.
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 123
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
.
124 Grade 9 Natural Sciences
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.
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 125
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.
126 Grade 9 Natural Sciences
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.
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 127
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
128 Grade 9 Natural Sciences
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
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 129
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
130 Grade 9 Natural Sciences
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
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 131
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?
…
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
…
132 Grade 9 Natural Sciences
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.
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 133
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.)
134 Grade 9 Natural Sciences
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
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 135
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
082
580
0
LIFE
IN
YE
AR
S*0,
99,
122
,8
AN
NU
AL
EN
ER
GY
C
OST
**R
70,0
0R
15,0
0R
15,0
0
CO
ST O
F B
ULB
**R
10,0
0-R
13,0
0R
20,0
0-R
30,0
0R
100,
00-R
150,
00
* ca
lcul
ated
on
3 ho
urs
per
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?
136 Grade 9 Natural Sciences
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.
Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 137
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.
138 Grade 9 Natural Sciences
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
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.
NATURALSCIENCESSCIENCESNATURA-NATURALSCIENCESSCIENCESNATURANATURALSCIENCESSCIENCESNATURA-NATURALSCIENCESSCIENCESNATURANATURALSCIENCESSCIENCESNATURANATURALSCIENCESSCIENCESNATURA
educationDepartment:EducationPROVINCE OF KWAZULU-NATAL
GRADE
ENDORSED BY
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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