Samantha Jayne Hackett

Student number- 63341972

LADNSCC 2018
The nature and origin of natural science
Assignment 01
Unique code: 768289
University of South Africa
 Contents

1. Curriculum and assessment policies for grade 7-9………………….………………3

2.1 Discuss how you would expand concepts and to design and organise learning
experiences according to your own local circumstances at grade 7:………………………....5
a) Biosphere…………………………………………………………………………………………5
b) Biodiversity……………………………………………………………………………………….5

c) Sexual reproduction……………………………………………………………………………..7

d) Variation ………………………………………………………………………………………….8

2.2 Discuss how you would expand concepts and to design and organise learning
experiences according to your own local circumstances at grade 8: ...………………………9

a) Static electricity……………………………………………………….………………………….9
b) Energy transfer in electrical systems………………………………………………………….10

c) Series and parallel circuits……………………………………………………………………...11

d) Visible light ………………………………………………………………………………………12.

2.3 Discuss how you would expand concepts and to design and organise learning
experiences according to your own local circumstances at grade 9: …………………………15

a) Compounds……………………………………………………………………………………….15
b) Chemical reactions ………………………………………………………………………………16

c) Reactions of metals with oxygen……………………………………………………………….16

d) Reactions of non-metals with oxygen………………………………………………………….18

e) Acids and Bases ………………………………………………………………………………...18

2.4 Discuss how you would expand concepts and to design and organise learning
experiences according to your own local circumstances at grade 9: …………………………22

a) The earth as a system…………………………………………………………………………...22

b) Lithosphere……………………………………………………………………………………….22

c) Mining of mineral resources…………………………………………………………………….23

d) Atmosphere……………………………………………………………………………………….24

e) Birth, life and death of stars …………………………………………………………………….26

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Question 1: Curriculum and assessment policies for grade 7-9

1.1 3 hours a week are allocated for Natural Science in the senior phase.
1.2 The Natural Science knowledge strands are as follows:
 Life and Living
 Matter and materials
 Energy and change
 Planet earth and beyond
1.3 The three specific aims for Natural science are:
 Doing Science
 Knowing the subject content and making connections
 Understanding the uses of Science
1.4 This is not true, teachers should be able to improvise when equipment is limited as the
teacher should be able to develop the same skills and knowledge without the equipment.
However this is not ideal.

1.5 The cognitive and practical process skills for Natural Science:

i. Observing: Taking note in detail of organisms, events and objects

ii. Comparing: Taking note of similarities and differences between things, e.g. male and
female plants

iii. Accessing and recalling information: Using a variety of sources to obtain information
such as the internet, books or interviews and to remember the key facts and ideas.

iv. Measuring: Making use of measuring instruments such as thermometers, rulers and
syringes.

v. Sorting and classifying: Planning criteria in a specific order to sort into tables, lists or
mind maps.

vi. Identifying problems and issues: Being able to identify the needs and wants of
people.

vii. Predicting: Stating before an investigation what you think the results would be. E.g.
predicting that certain elements are acids before testing.

viii. Raising questions: Being able to think and articulate relevant questions about issues
and natural phenomena.

ix. Hypothesizing: Suggesting a possible explanation for certain facts to prove or

disprove the hypothesis. E.g. ice cream melts faster than ice.

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x. Planning investigations: Thinking through the method for an activity in advance, e.g.
investigating a fair test by keeping the variables the same while other things vary.

xi. Doing investigations: This involves the carrying out of methods by using the
apparatus, collecting data by observing, comparing, measuring, sorting and classifying.

xii. Recoding information: record data in a methodological way which includes drawings,
tables, graphs and descriptions.

xiii. Interpreting information: Explaining the results of an activity from the maps, tables
and graphs to convert it into information.

xiv. Communicating: Making use of oral, written, or visual forms of communication to

deliver information.

xv. The Scientific Process: is a way of investigating about the world following certain
steps to solve problems. The steps are:

Step 1: Identifying the problem and develop a question

Step 2: Form a hypothesis,

Step 3: Design the activity to test the hypothesis

Step 4: Observe and note changes

Step 5: Make references about the observations in the form of tables, graphs,
photographs or drawings, and make conclusions.

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 Question 2

2.1 Discuss how you would expand concepts and to design and organise learning
experiences according to your own local circumstances when teaching The
biosphere; Biodiversity; Sexual Reproduction; Variation at grade 7.

A) Topic: THE BIOSPHERE Grade: 7

Content and The concept of the biosphere
concepts: •The biosphere is where life exists and includes the lithosphere (soil and rocks),
hydrosphere (water), and atmosphere (gases)
•It also includes all living organisms, and dead organic matter.
•There are many different kinds of living things including plants, animals, and
microorganisms
•All living things can carry out all the seven life processes: nutrition (feeding), growth,
reproduction, respiration (energy production), excretion, sensitivity (to the environment), and
movement

Requirements for sustaining life

•Living things need energy, gases, water, soil and favourable temperatures.
•Living things are suited (adapted) to the environment in which they live, such as fish have
fins to move easily through water.

Suggested •Describing the components of Earth’s biospheres

activities: •Identifying living organisms found in each sphere
Investigations, •Describing conditions that sustain life
Practical work
and •Investigating requirements (such as light, water) for the growth of seedlings [germinate
Demonstrations: seeds and grow the seedlings under different conditions]
Equipment and  Textbooks and other reference materials
resources  Pictures or video clips of the Earth and its biosphere

 Seeds, soils and containers to grow seeds, rulers and measuring tapes

B) Topic: THE BIODIVERSITY Grade: 7

Content and Classification of living things

concepts: •Plants, animals and microorganisms, and their habitats make up the total biodiversity of the
Earth
•Living organisms are sorted and classified according to their shared characteristics
•Scientists have grouped the organisms into a classification system
•The five main groups (called Kingdoms) of living organisms include Bacteria, Protista,
Fungi, Plants and Animals
•Basic differences in processes such as movement, nutrition and reproduction, distinguishes
plants from animals

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 •Kingdoms are further subdivided into Phyla/Divisions, then Classes, then Families, then
Orders, then Genera, and the smallest group is Species.

Diversity of animals
•Animals are classified as either vertebrates (animals with backbones) or invertebrates
(animals without backbones)
•Vertebrates are subdivided into five classes on the basis of distinguishing characteristics:
- Reptiles
- Birds
- Fish
- Amphibians
- Mammals
•Invertebrates are subdivided into the Phyla Arthropoda and mollusca, on the basis of
distinguishing characteristics
•Arthropods have a hard outer covering (exoskeleton) and jointed legs, such as Insects
(locust), Arachnids (spider), Crustaceans (crab)
•Molluscs are soft bodied animals such as snails

[Note: Classification of all of the invertebrates is not required]

Diversity of plants
•Plants are classified as plants with seeds (such as maize) or plants without seeds (such as
ferns)
•Plants with seeds are Angiosperms (flowering plants) and Gymnosperms (cone bearing
plants such as the cycad)
•Plants can produce their seeds in flowers (Angiosperms) or in cones (Gymnosperms)
•Angiosperms consist of two major groups, dicotyledons and monocotyledons. These
groups differ with respect to their roots, stems, leaves, flowers, fruits and seeds

[Note: Emphasise local and other South African examples]

Suggested •Grouping a selection of everyday objects according to observable features, for example
activities: shape, colour, size, and use
Investigations, •Drawing up a table of the basic differences between plants and animals
Practical work •Sorting vertebrates and invertebrates using observable characteristics.
and
Demonstrations:
•Listing the distinguishing characteristics of the 5 classes of vertebrates
•Listing the distinguishing characteristics of the 4 groups (Classes/Phyla ) of invertebrates
•Observing and describing the land snail

•Identifying and describing the observable differences between

- Angiosperms and Gymnosperms
- monocotyledons and dicotyledons

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Equipment and •Magnifying lenses, live or preserved specimens
resources: •Selection of pictures, photographs or drawings of vertebrates and invertebrates

•Reference materials
•Selection of plants collected in and around the school property
•Magnifying lenses
•Live or preserved specimens

C) Topic: SEXUAL REPRODUCTION Grade 7

Content and Sexual reproduction in angiosperms

concepts: •Seeds are produced in flowers, which are the sexual organs of Angiosperms
•The components of a flower usually include:
-Male structures called stamens for producing pollen (containing male sex cells)
-Female structures called stigma (for receiving pollen), style and ovary (for producing
female sex cells)
-Petals (for attracting pollinators)
-sepals (for protecting the flower bud)
•Pollination and fertilisation are essential processes for flowers to produce seeds
•Pollination is the transfer of pollen between plants of the same species for the purpose of
fertilisation
•Wind and water can facilitate pollination
•Pollination can also be aided by pollinators such as insects, birds, mammals
•Flowers have special adaptations to promote pollination, such as large colourful petals,
scent and sweet nectar to attract insects and birds
•Pollinators play an important role in the production of food crops (such as maize) for
humans
•Fertilisation is the fusion of the male and female sex cells to produce seeds
•During fertilization the following happens: each mature pollen grain contains two male sex
cells. When the pollen attaches to the stigma of a flower from the same species, the pollen
produces a pollen tube, which grows down the neck of the style, transporting the male sex
cells to the ovule. Within the embryo sac of the ovule, one male sex cell fertilizes the egg,
which develops into a seed. The other male sex cell unites with two cells in the embryo sac
and this results in the development of the endosperm, the starchy food that feeds the
developing seed. The ovary enlarges and becomes a fruit.
•Fruits and seeds are dispersed in various ways
•The seeds are contained in fruit

Human reproduction
•The main purpose of reproduction is for the sperm (male sex cell) and egg (female sex cell)
to combine, develop and produce a baby
•Puberty is the stage in the human life cycle when sexual organs mature for reproduction
•Humans also experience drastic physical and emotional changes during this stage
•The male reproductive organs include the penis and the testis (produces sperm cells)
•The female reproductive organs include the vagina, uterus, ovaries (contain egg cells/ ova)
•Fertilisation is a process when the sperm fuses with the egg

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 •The uterus develops a thick layer of blood in preparation for a fertilised egg
•If fertilisation does not take place, menstruation occurs. The thick layer of blood breaks
down and is released through the vagina
•If fertilisation takes place, the fertilised egg is embedded (implanted) in the blood lining of
the uterus. This leads to pregnancy
•Pregnancy can be prevented by using contraceptives such as condoms to prevent the
sperm reaching the egg
•Condoms also prevent the transmission of HIV/AIDS and other STDs (sexually transmitted
diseases), if used effectively
[Note: It is important that learners understand that early sexual activity can have serious
consequences. Learners need to know enough about this topic to be able to make informed
decisions and responsible choices]

Suggested Sexual reproduction in Angiosperms

activities: •Growing plants such as beans or maize seeds to observe the stages in the life cycle.
Investigations, Measure the height of the plant as it grows. Record observations in diagrams, tables and
Practical work graphs
and •Identifying, drawing and describing the components of a flower
Demonstrations: •Comparing the structure of a variety of flowers, and the methods of pollination
•Describing different fruit, seeds and the method of seed dispersal
•Describing how flowers are adapted to promote pollination

Human Reproduction
•Drawing a personal time line and locating puberty
•Discussing and writing about the changes experienced during puberty
•Discussing myths about menstruation and sex
•Discussing and writing about responsible sexual behaviour

Equipment and Sexual reproduction in Angiosperms

resources: A variety of plant species, soils, containers to grow plants, seeds, rulers or measuring tapes

D) Topic: VARIATION Grade 7

Content and Variations exists within a species

concepts: •A species is a category within the classification system. Living things of the same type
belong to the same species. For example, humans are one species and dogs are another
species
•Individuals of the same species can reproduce to make more individuals of the same
species
•All people are human (Homo sapiens) and belong to the same species
•Differences between living things of the same species is called variation
•Variation amongst humans can be inherited. Some inherited characteristics are height and
tongue-rolling

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Suggested •Measuring and collecting information (data) about the height of learners in the class.
activities: Show the results as a bar graph
Investigations, - collecting information (data) about the height of adults in the immediate family of the
Practical work learners
and - correlating the height of their family members with the height of learners in the class
Demonstrations: •Recording information about how many learners are able (or not) to roll their tongues
- calculating the percentage of learners in the class who are able to roll their tongues
- recording information about tongue rolling amongst members of the families of the
learners
- calculating the percentage of family members in a family who are able to roll their tongue
or not
•Discussing about careers in the chemical industry, including agriculture, pharmacy or the
food industry, chemical engineering, mining [not for assessment purposes]

Equipment and
resources:

2.2 Discuss how you would expand concepts and to design and organise learning
experiences according to your own local circumstances when teaching static
electricity, energy transfer in electrical systems, series and parallel circuits and
visible light at grade 8.

A) Topic: STATIC ELECTRICITY Grade 8

Content and Friction and static electricity

concepts: •How Is static electricity created?
•Friction (rubbing) between certain materials (such as plastic, perspex, glass, nylon, wool,
silk) transfers electrons between the atoms of the two materials being rubbed together
•The electrons move from one material causing a positive charge on its surface, and
causing a negative charge on the surface of the other material [It is only the electrons that
are transferred, protons and neutrons do not move]
•Objects/materials with opposite/unlike charges attract each other
•Objects/materials with same/like charges repel each other
•A discharge of the electrons causes the sparks or shock of static electricity, especially
when the air is dry

Suggested •Rubbing a plastic or perspex ruler with a piece of wool or nylon or silk fabric. Bring the
activities: ruler close to small pieces of tissue paper or sawdust.
Investigations, Observe what happens and describe in terms of same or opposite charge on the materials
Practical work
and •Research the cause of lightning and why it is static
Demonstrations:
Equipment and Internet, textbooks, plastic or Perspex rods, wool/nylon/silk fabric, small pieces of paper
resources:

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 B) Topic: Energy Transfer in electrical systems Grade 8

Content and Circuits and current electricity

concepts: •A circuit is a system for transferring electrical energy
•A closed circuit is needed to make a device work, such as making a bulb light up
•A circuit is a complete conducting pathway for electricity and has a number of components
connected together:
- from one terminal at the source of energy (cell/battery) a along conducting material (wires)
a through the device (filaments of incandescent bulbs) a back to the other terminal of the
source of energy (cell/battery)

Components of a circuit
•Conducting wires are usually made of metal and carry electricity over a short or long
distance
•Switches provide a convenient way of controlling electrical circuits
•Cells/batteries are chemical systems that are sources of energy
- cells store chemical substances (potential energy)
- when the circuit is completed, the chemicals react together to produce an electric current
- an electric current is the flow of charges (kinetic energy) along a conductor

•Resistors are made of materials that resist/oppose the flow of electrical current in a circuit
- resistors in a circuit have an influence on the amount of electric current flowing in that
circuit
- some resistors (including bulb filaments, heating wires, elements in
kettles/heaters/geysers/stoves) can heat up to provide useful output energy
- a light bulb such as a torch bulb, contains a resistance wire called a filament. The filament
heats up to be white hot when connected in a circuit. The resistance wire is connected to
two contact points - the one end to the screw part (casing) and the other end to the solder
knob at the bottom. The two contacts are separated by an insulator

Effects of an electric current

•A current causes a magnetic field (such as in electromagnets)
-An electrical current transfers energy to the particles in a bulb filament, producing light that
the filament emits
- circuits can overheat if a short circuit occurs:
Fuses are special wires which break the circuit when they overheat and melt. These are
safety devices that reduce the danger when using electricity
A short circuit can occur when an electric current takes the path of lowest resistance, for
example when a conductor is connected directly to both terminals of a cell/ battery
•A current can heat a resistance wire (such as a bulb filament)
-An electric current can be used for making temporary magnets known as electromagnets.
Moving charges (current) in a conductor (such as a wire), cause a magnetic field around it
•An electric current can cause a chemical reaction in a solution, this process is called
electrolysis
- water can be broken down by electrolysis to produce oxygen and hydrogen gas

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 - copper (II) chloride solution can be broken down to copper metal and chlorine gas. Copper
is deposited on one electrode (cathode) and chlorine gas is formed as bubbles at the other
electrode (anode)

Suggested Circuits and current electricity

activities: •Drawing and interpreting an electrical circuit diagram and the symbols used in it
Investigations,
Practical work Effects of an electric current
and •Reading about how fuses work
Demonstrations: •Investigating the heating effect of a current by using a resistance wire (such as a strand of
steel-wool/ nichrome wire)
- observe, record and write about the effect
- predict or interpret information about other applications
•Investigating the magnetic effect of a current in a wire bent into a coil
- observe and record its effect on a magnetic compass
- predict or interpret information about other applications
•Investigating electrolysis of copper(II) chloride solution
- observe and record what happens
- predict or interpret information about other applications

Equipment and Electrical circuit diagrams

resources:
Cells/batteries, circuit boards, torch bulbs, switches, resistors, copper wires, steel wires,
copper (II) chloride, magnetic compasses,

C) Topic: SERIES AND PARALLEL CIRCUITS Grade 8

Content and Series circuits

concepts: •A series circuit provides only one pathway for the current passing through it. The current is
the same everywhere in the circuit but every time a resistor is added in series, the overall
current in the circuit decreases

Parallel circuits
•A parallel circuit provides two or more pathways for the current passing through it, but the
overall current increases when more resistors are added in parallel

Other output devices

•Other complex circuits are used for output devices such as beepers, buzzers, LEDs (Light
Emitting Diodes) or motors
Suggested •Investigating a series circuit by observing the effects of connecting more resistors (such
activities: as bulbs) into the circuit (observe the brightness of the light bulbs as more bulbs are added)
Investigations, - insert more bulbs in series into the circuit
Practical work •Investigating a parallel circuit by observing the effects of connecting more resistors (bulbs)
and in parallel into the circuit (observe the brightness of the light bulbs as more bulbs are added)
Demonstrations: - insert more bulbs in parallel into the circuit
•Comparing the effects of resistors in series and in parallel by recording observations in a
table

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 •Investigating how different metals conduct electricity differently (all conductors have some
resistance) in a series circuit. Observe the effects on the brightness of the light bulbs
- insert different conductors (wires such as copper, nichrome) into a series circuit
•Researching and writing about notable events in the history of electricity in South Africa
and elsewhere
•Finding out about careers in electrical engineering, (such as electricians) electronics,
electricity supply maintenance
Equipment and Cells/batteries, circuit boards, torch bulbs, switches, resistors, copper wires, steel wires
resources:

D) Topic: VISABLE LIGHT Grade 8

Content and Radiation of light

concepts: •Light is emitted from luminous objects such as the Sun and light bulbs, and is transferred
by radiation
•Light travels in straight lines
•Light travels through empty space at a speed of 300 000 kilometres per second (the
distance from the Sun to Earth is 150 million kilometres)

Spectrum of visible light

•White light consists of a spectrum (range) of different frequencies and wavelengths - violet,
indigo, blue, green, yellow, orange, red. All these colours make up the spectrum of visible
light
•A rainbow is seen when light falls on water droplets in the air and is refracted and dispersed
into the different colours (violet, indigo, blue, green, yellow, orange, red) seen in the rainbow
•The light at the violet, indigo, blue range of the spectrum has the highest frequency
(shortest wavelength) and orange and red light has the lowest frequency (longest
wavelength)

Opaque and transparent substances

•Light cannot pass through opaque surfaces (such as metal, clay, bricks, wall paint,
cardboard), therefore it is either absorbed or reflected
•Opaque substances cast shadows on the side facing away from the light source
•Light passes through transparent substances (such as glass, clear plastic, cellophane,
clean water), therefore some of the light is absorbed, some is reflected, but most passes
through

Absorption of light
•Light can be absorbed by surfaces of some materials
•Light is absorbed differently by different materials
•A material has colour because it absorbs some of the colours in the spectrum (some of the
frequencies) and reflects other colours
•The frequencies that are absorbed do not reach the eye
- a red object (such as a wall painted red) reflects the frequencies we see as red and
absorbs other frequencies/ colours such as violet, indigo, blue, green

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 - a white object (such as white paper) reflects all of the frequencies/colours and therefore
looks white
- a black object (such as a black pot) absorbs all of the frequencies/colours and therefore
looks black

Reflection of light
•Light is reflected off most surfaces, including mirrors
•Light can change its direction when it is reflected
•In reflection, the angle of incidence and the angle of reflection are equal
•The angles of incidence and reflection are measured from the normal which is a line
perpendicular to the surface
•On rough surfaces, reflected light is scattered
•On smooth surfaces, all light is reflected in the same direction

Seeing light
•The frequencies/colours that are reflected enter the eye
•Specialised receptor cells in the eye’s retina are stimulated by specific frequencies
(colours)
•In the eye, light energy is converted to electrical nerve impulses
•Impulses travel to the brain and the brain interprets them as our perceptions of light
•The frequencies/colours of light that are absorbed by the surface of an object do not reach
the eye

Refraction of light
•Light can be refracted by transparent substances
•Light can change its direction when it is refracted
•Light entering a transparent medium (such as glass, water, perspex) at an angle, changes
direction towards the normal in that medium
•Light travelling out of the medium (back into the air) changes direction away from the
normal
•A triangular prism is able to refract and disperse white light into the colours observed in a
rainbow
•A lens is able to refract and focus light

Suggested Radiation of light

activities: •Drawing a ray diagram to explain the image formed in the tissue paper at the back of the
Investigations, pinhole camera
Practical work
and Spectrum of visible light
Demonstrations: •Observing and recording the sequence of colours in the visible spectrum when light is
shone through a triangular prism

Opaque and transparent substances

•Drawing diagrams to show how shadows are cast by opaque objects.
•Predicting effects of moving the object (such as a cardboard shape) closer or further away
from the light source

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 Reflection of light
•Drawing a ray diagram to show the change in direction of light rays at a smooth reflector
(such as a mirror)
•Drawing a ray diagram to show the changes in direction of light rays reflected off a rough
surface (such as crumpled aluminium foil). Reflected light is scattered in different directions

Seeing light
•Explaining why
- a sunflower is yellow
- leaves are green
- a blue car looks blue

Refraction of light
•Demonstrating the change in the direction of a light ray (beam) through a parallel sided
prism
•Inserting a pencil/ruler in a glass of clean water and observing the apparent change in
position of the pencil/ruler below the surface of the water, as a result of refraction
•Drawing a ray diagram of a triangular prism and a magnifying glass (lens) to show
dispersing and focusing of light
•Discussing about careers in optics, physics, optical transmission of information (fibre
optics)

Equipment and Radiation of light

resources: Internet videos about electromagnetic spectrum, Pinhole camera, Cardboard box, Tissue
paper, Glue
Spectrum of visible light
Pin, tinfoil for making pinhole camera, light source, cardboard with narrow slit, triangular
prism
Opaque and transparent substances
Light source, cut-out cardboard shapes
Reflection of light
Mirror, light source, aluminium foil
Refraction of light
Internet videos, parallel sided prism, light source, cardboard with narrow slit or glass, pencil
or ruler, clear container with water

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 2.3 Discuss how you would expand concepts and to design and organise learning
experiences according to your own local circumstances when teaching compounds,
chemical reactions, reactions of metals with oxygen, reaction of non-metals with
oxygen and acids and bases at grade 9.
A) Topic: COMPOUNDS Grade 9

Content and The Periodic table

concepts: Briefly review and revise concepts dealt with in Grade 8, focusing on compounds
[Note: use the Periodic Table of Elements as a reference tool in the topics that follow]
•The elements can be classified into metals, non-metals and semi metals
•The elements found in groups (vertical columns) have similar chemical properties
•Each element on the Periodic Table (in its own block) has an atomic number (smaller
number), mass number (larger number), name and symbol
•A formula/e is ratio of the symbols of the elements and number of atoms for each symbol in
a compound
Names of compounds
•Many compounds are named according to their elements, such as sodium chloride (table
salt) which is made of the elements sodium and chlorine. But others have common names
such as water and ammonia
•Some compounds have names such as carbon monoxide CO, carbon dioxide CO2, sulfur
trioxide SO3. In these compounds:
- monoxide- tells us that one oxygen atom has combined with the carbon atom
- dioxide- tells us that two oxygen atoms have combined with the carbon atom
- trioxide- tells us that three oxygen atoms have combined with the sulfur atom

Suggested The Periodic table

activities: •Memorising the name and the symbol of each of the first 20 elements, on the Periodic
Investigations, Table, as well as iron (Fe), copper (Cu), zinc (Zn) [learners need not memorise the atomic
Practical work number of each element]
and
Demonstrations: Names of compounds
•Naming, writing symbols, and drawing pictures or making models (using beads, beans
or plasticine or playdough) of several elements and compounds. Including: water (H2O),
oxygen (O2), carbon monoxide(CO), carbon dioxide (CO2),copper oxide (CuO), sodium
chloride (NaCl), sulfur trioxide (SO3)
Equipment and The Periodic table
resources: Textbooks, reference materials and the periodic table
Names of compounds
Beads, plasticine or playdough

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 B) Topic: CHEMICAL REACTIONS Grade 9

Content and Chemical equations to represent reactions

concepts: •Chemical reactions can be represented with models
•Chemical reactions are usually represented with symbols such as in chemical equations:
For example:
- C+O2 →CO2
- 2H2 +O2 → 2H2O
•The subscript number indicates the number of atoms of an element found in the formula
•The numbers in front of the compounds indicate the ratio in which the molecules react. For
example two molecules of hydrogen react with one molecule of oxygen to form water,
therefore the ratio is 2:1 (H:O)
•No atoms are lost or gained in the reaction, they are simply rearranged

Balanced equations
•Chemical equations must be written as balanced chemical equations. The total number and
type of atoms of the reactants is the same as in the products. The above equations are
therefore balanced in the following way:
- 4Fe + 3O2→ 2Fe2 O3 (brown rusty coating)
- 2mg+ O2 → 2MgO (white powder)
•Another example is copper reacting with oxygen to form copper oxide. This is a very slow
reaction
- Word equation: copper + oxygen → copper oxide
chemical equation: 2Cu + O2 → 2CuO

Suggested •Naming, writing symbols, and drawing pictures or making models (using beads, beans
activities: or plasticine or playdough) of the chemical reactions:
Investigations, - C+O2 →CO2
Practical work - 2H2 +O2 → 2H2O

and [make models of the reactants and rearrange the atoms to show how the products are
Demonstrations: formed]

Equipment and Plastic beads or plasticine or playdough

resources:

C) Topic: REACTIONS OF METALS WITH OXYGEN Grade 9

Content and The general reaction of metals with oxygen

concepts: •Some metals react with oxygen during burning (combustion)
•When a metal reacts with oxygen, a metal oxide is formed as a product. The general
equation for this type of reaction is always:
metal + oxygen → metal oxide

Reaction of iron with oxygen

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 •When the metal iron is burnt in air (which contains oxygen), the reaction forms iron oxide as
a product
- word equation: iron + oxygen → iron oxide
- chemical equation: Fe + O2→ Fe2O3 [unbalanced]

Reaction of magnesium with oxygen

•When the metal magnesium is burnt in air (which contains oxygen), the reaction forms
magnesium oxide as a product
- word equation: magnesium + oxygen→ magnesium oxide
- chemical equation: Mg + O2 → MgO [unbalanced]

Formation of rust
•Rusting is a slow chemical reaction of iron metal, with oxygen and moisture (water) to form
a complex compound part of which is iron oxide.
•Rust (a form of corrosion) only occurs at the surface of the iron exposed to the air
•Steel (which consists mostly of iron) is an essential material in modern construction.
Equipment and structures can rust, and weaken

Ways to prevent rusting

•Iron and steel can be painted to keep away moisture and oxygen
•Iron and steel can be coated with a thin layer of chromium or zinc (metals which do not
rust) This is done by an electroplating technique which is a form of electrolysis
Suggested Reaction of iron with oxygen
activities: •Burning a small amount of steel wool [use a pair of tongs to hold the steel wool in the
Investigations, flame of a Bunsen/ spirit burner until it ignites]
Practical work [Safety note: Teacher demonstration only. Steel wool gets very hot when it burns, and
and can produce sparks. Be careful not to start a fire or burn yourself]
Demonstrations:
Reaction of magnesium with oxygen
•Burning a small amount of magnesium ribbon [use a pair of tongs to hold the magnesium
ribbon in the flame of a Bunsen/spirit burner until it ignites].

[Special note: Keep the white oxide produced from this reaction to use later in “reactions of
acids with metal oxides”]
[Safety note: Teacher demonstration only. Magnesium ribbon produces a very bright light
which can permanently damage eyes if looked at directly. Ask learners to look to the side
and just be aware of the bright light rather than looking at it directly. Be careful not to start a
fire or burn yourself]

Equipment and Heat source (such as a Bunsen Burner), matches, safety goggles, steel wool, tongs or
resources:
pliers, magnesium ribbon

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 D Topic: REACTIONS OF NON-METALS WITH OXYGEN Grade 9

Content and The general reaction of non-metals with oxygen

concepts: •Non-metals react with oxygen to form non-metal oxides
•When any non-metal is burnt in excess oxygen, the general equation is always:
non-metal + oxygen → non-metal oxide

Reaction of carbon with oxygen

•When the non-metal carbon is burnt in oxygen, carbon dioxide is produced
- word equation: carbon + oxygen →carbon dioxide
- chemical equation: C + O2 → CO2 (this equation is already balanced)

Reaction of sulfur with oxygen

•Another example is sulfur reacting with oxygen to form sulfur dioxide
- word equation: sulfur + oxygen→ sulfur dioxide
- chemical equation: S + O2 → SO2 (this equation is already balanced)

Suggested Reaction of sulfur with oxygen

activities: •Naming, writing symbols, and drawing pictures or making models (using beads, beans
Investigations, or plasticine or playdough) of the chemical reaction:
Practical work - S + O2 → SO2
and [Make models of the reactants and rearrange the atoms to show how the products are
Demonstrations: formed]
[Note: It is not required to demonstrate the above reaction, as the product sulfur dioxide is
dangerous for asthmatics. This reaction cannot be done safely in most classrooms]
Equipment and Plastic beads or plasticine or playdough
resources:

E) Topic: ACIDS & BASES, AND THE pH value Grade 9

Content and The concept of pH value

concepts: •pH is a measure of how acidic or basic a substance is. The pH scale ranges from 1 to 14
•Acids have a pH in the range of 1 to 7. Strong acids have very low pH values
•Bases have a pH in the range of 7 to 14. Strong bases have very high pH values
•A neutral substance has a pH of 7
•We use chemical indicators (such as universal indicator, litmus paper, red cabbage water,
red onion water, turmeric water, bromothymol blue, phenolphthalein) to tell us whether a
substance is an acid, base or neutral
•Universal indicator has the ability to indicate the full range of pH values on the pH scale by
colour changes
- acids change the colour of universal indicator towards the yellow, orange and red colours
- bases change the colour of universal indicator towards the blue and purple colours
- neutral substances (pH 7), change the colour of universal indicator to green

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Suggested The concept of pH value
activities: •Investigating a selection of household substances (such as water, tea and rooibos, coffee,
Investigations, milk, fruit juices, vinegar, tartaric acid, washing powder, bicarbonate of soda, salt water) to
Practical work test whether they are acids, bases or neutrals using universal indicator and at least one
and other indicator (such as red cabbage water, red onion water, turmeric water, bromothymol
Demonstrations: blue, phenolphthalein). Record results (colour change) on a table and draw conclusions
(acid, base or neutral)
•Sequencing the above substances according to the colour change of the universal
indicator, from the most acidic (darkest red) to the most basic (purple)

Equipment and The concept of pH value

resources: Universal indicator, red cabbage/ red onion/ turmeric/ bromothymol blue or phenolphthalein
Test tube racks, Test tubes, Glass containers
Liquids such as: tea, rooibos, coffee, milk, fruit juices, fizzy drinks
Household substances such as: vinegar, tartaric acid, lemon, soap, bicarbonate of soda,
liquid soap

Topic: REACTIONS OF ACIDS & BASES: PART 1 Grade 9

Content and Neutralisation and pH

concepts: •Acids and bases react together, we call this a neutralisation reaction
•A base reacts with an acid, to make it less acidic / neutral
•An acid reacts with a base, to make it less basic / neutral
•Acids commonly used in the laboratory include sulphuric acid (H2SO4) and hydrochloric
acid (HCl)
•After reacting an acid and a base together, the resultant pH will vary based on the strength
of the acid and base reactants
•Non-metal oxides tend to be acidic (low pH)
•Bases (high pH) include metal oxides, metal hydroxides, metal carbonates
Suggested Neutralisation and pH
activities: •Investigating neutralisation by reacting vinegar (acid) with bicarbonate of soda (base) [Use
Investigations, universal indicator to find the approximate point at which the acid completely neutralises the
Practical work base (Hint: universal indicator must turn green)]
and
Demonstrations:
Equipment and Neutralisation and pH
resources: Beakers, glass jars, test tubes, vinegar, bicarbonate of soda, water, universal indicator

Topic: REACTIONS OF ACIDS & BASES: PART 2 Grade 9

Content and The general reaction of an acid with a metal oxide (base)
concepts: •When metals react with oxygen, they tend to form oxides which are bases
•When any acid reacts with a metal oxide, the products formed are a salt and water. The
type of salt formed will depend on the specific acid and metal oxide used in that reaction
•The general equation is always:
acid + metal oxide →salt + water

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 • Example:
- word equation: hydrochloric acid + magnesium oxide → magnesium chloride + water
- balanced chemical equation: 2HCl + MgO → MgCL2 + H2O

Applications
•Burning wood and fossil fuels releases carbon dioxide and sulfur dioxide into the
atmosphere. These combine with water in the atmosphere to produce acid rain
•Limestone (CaCO3) is used in agriculture to make soil less acidic

The general reaction of an acid with a metal hydroxide (base)

•When metals react with water, they tend to form hydroxides which are bases
•When any acid reacts with a metal hydroxide, the products formed are a salt and water.
The type of salt formed will depend on the specific acid and metal oxide used in that
reaction
•The general equation is always:
acid + metal hydroxide → salt + water
• Example:
- word equation: hydrochloric acid + sodium hydroxide → sodium chloride + water
- balanced chemical equation: HCl + NaOH → NaCl + H2O
[Note: sodium chloride (NaCl) is table salt]

Suggested The general reaction of an acid with a metal oxide (base)

activities: •Investigating whether the magnesium oxide (mgO) [kept product from burning
Investigations, magnesium] is an acid or a base when dissolved in water. Test the pH using universal
Practical work indicator. Record the pH, and draw conclusions
and
Demonstrations: Applications
•Reading about the causes and consequences of acid rain and including possible ways to
reduce acid rain
[Safety note: For the following activities – LEARNERS SHOULD NOT TRY TO DILUTE
HYDROCHLORIC ACID THEMSELVES as acids react strongly with water. An acid must be
slowly added to water and not water to an acid to dilute it.]

The general reaction of an acid with a metal hydroxide (base)

•Investigating neutralisation of metal hydroxides by reacting dilute sodium hydroxide
(NaOH) with dilute hydrochloric acid (HCl) [Use universal indicator to find the approximate
point at which the acid completely neutralises the base. (Hint: universal indicator must turn
green) Use a dropper to add the acid as the solution begins to turn the universal indicator
yellow to red]

•Recovering the table salt (sodium chloride) from the above neutralisation by crystallising it
(evaporating the solvent) [Note: only do this once you have confirmed that the sodium
hydroxide has been completely neutralised (universal indicator turns green)]

Equipment and •Magnesium oxide powder, water, Universal indicator, Test tubes, Test tube racks, Glass
resources: containers, Beakers/ glass jars, Pictures illustrating the effects of acid rain, Dilute sodium
hydroxide, Heat source (such as Bunsen or spirit burner), Evaporating tins, Dropper

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 Topic: REACTIONS OF ACIDS & BASES: PART 3 Grade 9

Content and The general reaction of an acid with a metal carbonate (base)
concepts: •Metal carbonates are bases
•When any acid reacts with a metal carbonate, the products formed are a salt, carbon
dioxide and water. The type of salt formed will depend on the specific acid and metal
carbonate used in that reaction
•The general equation is always:
acid + metal carbonate → salt + carbon dioxide + water
•Example:
- word equation: hydrochloric acid + calcium carbonate → calcium chloride + carbon dioxide
+ water
-Balanced chemical equation: HCL+ CaCO3 → CaCl2 +CO2 +H2O

Suggested •Investigating neutralisation of metal carbonates by reacting chalk dust (calcium carbonate)
activities: with dilute hydrochloric acid (HCl) [Use universal indicator to find the approximate point at
Investigations, which the acid completely neutralises the base (Hint: universal indicator must turn green)].
Practical work Collect the carbon dioxide as the reaction proceeds. Test for the presence of carbon dioxide
and
Demonstrations: [Note: lime water - Ca(OH)2 , is used to test for carbon dioxide (CO2) gas. When CO2 is
bubbled through clear lime water, it turns white]
Equipment and Chalk dust, dilute hydrochloric acid, water, Universal indicator, Beakers/ glass jars, test
resources:
tubes, lime water.

Topic: REACTIONS OF ACIDS WITH METALS Grade 9

Content and The general reaction of an acid with a metal

concepts: •When any acid reacts with a metal, the products formed are a salt and hydrogen gas. The
type of salt formed will depend on the specific acid and metal used in that reaction
•The general equation is always:
acid + metal →salt + hydrogen gas
•Example:
- word equation: hydrochloric acid + magnesium → magnesium chloride + hydrogen gas
- balanced chemical equation: 2HCl + Mg → MgCl2 + H2

Suggested Investigating reactions of acids with metals by reacting dilute hydrochloric acid (HCl) with
activities: magnesium. Test for H2 gas
Investigations, [Note: a glowing splint is used to test for the presence of hydrogen gas. It produces a
Practical work popping sound]
and •Writing a summary of the following general chemical reactions, using words. Also give an
Demonstrations: example of each written as a balanced chemical equation:
- metals and non-metals with oxygen
- acids with bases (neutralisation)
- acids with metal hydroxides
- acids with metal carbonates
- acids with metal oxides

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 •Reading about careers in the chemical industry, including agriculture, pharmacy, chemical
engineering, mining [not for assessment purposes]
Equipment and Magnesium, dilute hydrochloric acid, water, beaker/glass jars, test tubes, wooden splint
resources:

2.4 Discuss how you would expand concepts and to design and organise learning
experiences according to your own local circumstances when teaching the earth as a
system, lithosphere, mining of mineral resources, atmosphere and birth, life and
death of stars at grade 9.

A) Topic: THE EARTH AS A SYSTEM Grade 9

Content and Spheres of the earth

concepts: •The Earth can be understood as a complex system where all the parts (called spheres)
interact with each other
•Four spheres interact on or near the surface of the Earth:
- the lithosphere consists of solid rock and soil
- the biosphere consists of all living plants and animals and their interactions with rocks,
soil, air and water
- the hydrosphere consists of water in all its forms
- the atmosphere is a layer of gases around the Earth
Suggested •Writing to explain the interaction between the spheres (lithosphere, hydrosphere,
activities: atmosphere, biosphere)
Investigations, •Drawing and labelling the concentric layers of the inside of the Earth
Practical work
and
Demonstrations:
Equipment and Textbooks and reference materials, models or pictures of the Earth
resources:

B) Topic: LITHOSPHERE Grade 9

Content and Lithosphere

concepts: •The Earth consists of four concentric layers called the inner core, outer core, mantle and
crust
•The lithosphere (‘lith’ means ‘rocks’) has three layers: the solid outer most part of the
mantle, the crust and the soil
•Different combinations of elements and compounds form minerals such as copper, gold
and hematite (iron oxide) in the crust
The rock cycle
•The rock cycle is the natural continuous process in which rocks form, are broken down and
re-form over long periods of time
•There are three rock types: igneous, sedimentary and metamorphic rocks
•The rock cycle can be explained in the following steps:

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 - molten rock from the mantle (magma) pushes up through the crust
- pools of magma cool down slowly in the crust to form igneous rocks, like granite
- some magma escapes to the surface as a volcano
- this magma cools down rapidly to form igneous rocks, like pumice stone
- rocks on the surface of the Earth are weathered by heat, cold, wind and water to form
smaller particles
- wind and water transport these particles to flood plains and the sea by erosion
- the particles are laid down as sediments
- the sediments are covered by more layers

The rock cycle – explained in steps

•The pressure of many layers turns the lower layers into sedimentary rock like sandstone
•Hot magma heats the surrounding rock and changes its chemical structure to form
metamorphic rock like slate from shale or marble from limestone
•Some rock is pushed below the crust, melts and becomes magma again

Suggested •Researching and reading about what elements and compounds we get from the crust
activities: •Modeling the formation of rock layers
Investigations, [use brown and white slices of bread for alternate layers]
Practical work •Writing, and making labeled drawings to explain the rock cycle
and •Collecting and identifying different types of rocks from samples or pictures
Demonstrations:
Equipment and Samples of different rocks or pictures if available, pictures that show the rock cycle
resources:

C) Topic: MINING OF MINERAL RESOURCES Grade 9

Content and Extracting ores

concepts: •People extract valuable minerals from the lithosphere
•Rock that contains high concentrations of a valuable mineral is called an ore
•The ore is removed from the crust by mining
•Some minerals can be used in their natural form such as sand, potash, diamonds

Refining minerals
•Some other minerals require a chemical or physical process to extract the required material
such as iron from iron-ore (chemical) or gold from gold-ore (physical)
•Knowledge of iron and copper extraction is thousands of years old
- iron ore was heated with charcoal to make lumps of iron
- South African archaeological sites in KwaZulu Natal and Limpopo provide evidence for this
•Modern processes mix coke (a form of carbon made from coal) and other metals with iron
to produce steel

Mining in south africa

•There is large scale mining activity in South Africa
•This activity has significant environmental impacts such as
- creation of mine dumps - loss of farming and wild life environments

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 - pollution of water resources
- damage to places with high tourist or cultural heritage value
Suggested •Reading about how metal is extracted from ore
activities: •Investigating / demonstrating how lead is extracted from its ore by heating lead oxide on
Investigations, a carbon block
Practical work •Illustrating physical separation processes used in mining [hand sorting or sifting stones
and from sand]
Demonstrations:
•Researching and writing about a mining activity in South Africa. Describe the:
- environmental impacts
- elements and compounds being mined
- chemical and physical separation methods used
Equipment and Video clips from the internet showing metals being extracted from ore, Pictures to show
resources: methods of mining, blow pipes, lead oxide, carbon blocks, Bunsen burners.

D) Topic: ATMOSPHERE Grade 9

Content and Atmosphere

concepts: •The atmosphere is the mixture of gases held around the Earth by gravity
•This mixture is known as air and consists of nitrogen (78%), oxygen (21%), carbon dioxide
(less than 1%), and other gases, including water vapour (1%)
•The density of the gas particles decreases as the distance from the Earth increases (the
further away from the Earth, the thinner the air)
•The atmosphere has four layers: troposphere, stratosphere, mesosphere, thermosphere
•Each layer has a different temperature gradient
•Temperature gradient is how much the temperature changes with height above sea level
(altitude)

Troposphere
•This layer extends from sea level to about 10 km above the surface of the Earth
•It contains more than 70% of the mass of the atmosphere (particles closest together) and it
has the greatest density
•The temperature decreases as the distance from the surface increases (the further away
from the Earth, the colder the air)
•Weather occurs in this layer
•All animals and plants live in this layer

Stratosphere
•This layer extends from about 10 km to about 50 km above the Earth’s surface
•The air in the stratosphere is very thin compared to the air in the troposphere
•Some aeroplanes fly as high as the stratosphere
•The stratosphere includes a band of ozone gas (O3) which absorbs ultraviolet radiation
from the Sun

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 •This absorption of ultraviolet radiation increases the temperature of the stratosphere - as a
result, the further away from the Earth, the warmer the air becomes
•Too much ultraviolet radiation interferes with life on Earth (human health, photosynthesis,
life cycles and sizes of
populations of species)

Mesosphere
•This layer extends from about 50 – 80 km above the Earth’s surface
•The air is extremely thin and very cold
•There is still enough air in this layer to burn up small rocks and dust entering from space
•Burning rocks are visible from the Earth and known as ‘shooting stars’

Thermosphere
•This layer starts above 80 km from the Earth (the thermosphere slowly diminishes at about
350 km and space begins after that. Satellites orbit much further away)
•The International Space Station (ISS), where astronauts work in space orbits the Earth at a
height of about 370 km
•The lowest part of the thermosphere absorbs ultraviolet radiation and dangerous X-rays
from the Sun
•It also reflects radio waves back to Earth for TV and radio broadcasts
The greenhouse effect
•The greenhouse effect is a natural phenomenon – it warms the atmosphere sufficiently to
sustain life
•Greenhouse gases trap the ultraviolet radiation which then warms the air closest to the
surface of the Earth (like inside a greenhouse)
•The most common greenhouse gases are carbon dioxide, water vapour and methane
•An increase in greenhouse gases leads to global warming
•Global warming is an increase in the average temperature of the atmosphere
•Global warming is a potentially life threatening problem on Earth. It can lead to:
- food shortages
- mass extinctions
- climate change
- rising sea levels

Suggested Atmosphere
activities: •Drawing with labels and writing about the layers of the atmosphere to scale
Investigations,
Practical work Troposphere
and •Calculating the temperature at different heights above sea level in the troposphere (the
Demonstrations: temperature gradient is about 1⁰C per 100 metres in still air)

The greenhouse effect

•Investigating and reporting on the impact of global warming
•Making a model to show the greenhouse effect [use clear plastic bags and thermometers]

Equipment and Reference materials, video clips showing greenhouse effect, pictures, thermometers, clear
resources: plastic bags

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 E) Topic: BIRTH, LIFE AND DEATH OF STARS Grade 9

Content and The birth of a star

concepts: •Stars exist for a finite period of time
•Stars form inside huge clouds of gas and dust called nebulae, far out in space
•These nebulae (huge amounts of dust and gas) are pulled together by gravity and slowly
collapse
•As they contract they heat up
•Once the temperature is high enough a nuclear fusion reaction begins, that changes
hydrogen to helium
•This reaction radiates large amounts of energy into space

Life of a star
•Stars change in their appearance over billions of years
•Stars that look blue are hotter and usually younger than stars that appear red
•Our Sun is about half way through its life cycle – it is medium-sized yellow star with a
lifespan of about 9 billion years
•For most of their life, stars change hydrogen to helium
•Later, towards the end of their life, stars like the Sun will swell up to form a ‘red giant’

Death of a star
•At some point the nuclear reaction runs out of fuel
•For stars like the Sun, the core of the star contracts to become a ‘white dwarf’
•For stars like the Sun, the outer gases of the star are ejected into space, where they form
an expanding cloud around the white dwarf called a planetary nebula
•planetary nebulae are lit up by their central white dwarf star and are beautiful objects to
observe
Suggested •Observing different coloured stars in the night sky
activities: •Sequencing, explaining and presenting an information poster on the birth, life and death
Investigations, of stars
Practical work
and
Demonstrations:
Equipment and Video clips and images from the internet
resources:

References:

National Curriculum Status (NSC). 2011. Curriculum and Assessment Policy Statement
GRADES 7-9. Department of Basic Education. South Africa

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