1

NATIONAL STANDARDS CURRICULUM

GRADE 9 PHYSICS

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 2

About the Unit

In this unit students will learn the correct and appropriate use of various measuring instruments while determining physical quantities associated with
objects and events. They will develop an understanding of static electricity, and the mechanism by which it is produced, through hands-on investigations.
They will explore useful applications as well as dangers associated with static electricity. They will learn to construct and diagrammatically represent electric
circuits. They will explore series and parallel circuits through inquiry based learning. Students will become familiar with the properties of magnets through
simple investigations, and explore the relationship between electricity and magnetism. Additionally they will investigate the relationship between voltage
and current in a simple series circuit, and represent this relationship graphically

Range of Content
 Measuring area and volume
 Sub-atomic particles and how they contribute to the generation of static electricity
 Applications and dangers of static electricity
 Conductors, insulators and current electricity
 Components, construction, diagrammatic representation and types of circuits
 Magnets and their properties
 Relationship between current and voltage in circuits
 Production of a magnetic effect from a current and vice versa.

GUIDANCE FOR THE TEACHER

Ensure that proper safety practices are followed in the use of electrical equipment and operation of electrical circuits.

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 3

Prior Learning
Check that students can:
Differentiate between area and volume

UNIT TITLE: Working like a physicist

Theme: Science Exploration, Application and Design Practice Objectives

Students will:
Attainment Target(s):  Formulate a simple working definition for the term area
 Apply scientific knowledge and processes to the solution of real world  Formulate a simple working definition for the term volume
problems.  Use appropriate units for area and volume
 Calculate the area of regular shapes
 Use mathematics as a tool for problem-solving, and as a means of
 Estimate the area of irregular shapes
expressing and/or modelling scientific theories.  Calculate the volume of regular shaped objects
 Appreciate the influence and limitations of science with consideration  Determine the volume of irregular shaped objects
for ethical issues.
 Demonstrate a positive attitude towards the use of scientific language.
 Demonstrate positive interpersonal skills in order to foster good
working relationships.

Benchmarks:
 Apply the principles of measurement in the solution of everyday
problems.
 Use scientific knowledge to select appropriate experimental methods.
 Construct explanations, design and evaluate solutions to complex real-
world problems, based on scientific knowledge.
 Appreciate the importance of scientific methods.
 Demonstrate objectivity by seeking data and information to validate
observations and explanations.
 Demonstrate care and concern for living things and the environment.

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 4

 Demonstrate concern for safety of self and others.

 Demonstrate curiosity, objectivity and perseverance in their approach
to scientific activities.
 Demonstrate sensitivity to others who are different.

Topic: Area and Volume

Duration: 4 hours

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

In groups, given similar shapes of different sizes (see examples below), select Work in groups, infer, define Correct selections of greatest area.
the shape with the greatest area in each case, giving reasons for choices. operationally, communicate Logical reasons given for
Suggest a definition for area. Share selections, reasons and definitions with the selections.
class. (Teacher should use class discussion to establish accepted definition for
area.)

Be given diagrams of composite shapes (such as below). Identify all the Analyse, manipulate, calculate, All shapes identified.
individual shapes that it is comprised of. Make appropriate measurements to compare Appropriate and correct
determine the area of each shape identified. Determine the area of the measurements made.
composite shape. Area calculated correctly for

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 5

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

shapes, and correct units given.

Steps correctly carried out.

for any of the composite shapes, determine the area by carrying out the
following steps:
1. Cut out the shape
2. Place the shape on a grid (graph sheet) and draw its outline
3. Count the number of boxes/squares covered by the outline; only boxes
that are at least half covered should be counted
4. Multiply the number of boxes by the area of one box

Compare the area obtained by the grid method with the calculated area.

Half fill a container with water. Submerge a solid object into water and record Measure, record, investigate, Correct procedures used in reading
observations. Repeat the procedure at least two times using a larger object on infer, communicate, define volume.
each occasion. Explain observations and share with class. Suggest a definition operationally, observe Correct reading of scale.
for volume. (Teacher should use class discussion to establish accepted definition
for volume.)

In groups, provided various solids (e.g. cube, rectangular block, sphere, Analyse, manipulate, calculate, Steps correctly carried out.
cylinder), make appropriate measurements to determine the volume of each. compare, record, infer, Correct procedures used in reading
For any of the objects, determine the volume by carrying out the following investigate, measure volume.
steps: Correct reading of scale.
1. Half fill a measuring cylinder and note the volume (V1) Correct method for determining
2. Tie a string around the object and gently lower it into the water volume of irregular object chosen.
3. Record the new volume (V2) Logical justification offered for
4. Calculate the change in volume of the contents of the measuring selection.

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 6

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

cylinder (V2 – V1)

Compare the volume obtained by the displacement method with the calculated
volume.

Provided an irregular shaped object, select which method would be most

appropriate for determining the volume, displacement or calculation method.
Justify selection made with class.

Learning Outcomes
Students who demonstrate understanding can:
 Explain the meanings of the terms ‘area’ and ‘volume’
 Use appropriate methods to determine area and volume
 Apply methods of determining area and volume to everyday situations.

Points to Note Extended Learning

As an alternative to using the measuring cylinder for displacement In groups, make appropriate measurements to calculate the area of a floor in
activities, the displacement/eureka can may be used. the school (classroom/auditorium/library etc.) and determine the number of
tiles of a specific dimension required to cover the area.
Resources Key vocabulary
Sheet containing similar shapes of different sizes, diagrams of various Area, volume, displacement method, regular shape, irregular shape, composite
composite shapes, rulers, measuring cylinder, scissors, graph paper,
various regular and irregular shaped objects
Links to other subjects
Mathematics – measurement, numbers

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 7

Prior Learning
Check that students:
Know the sub-atomic particles and their charges

UNIT TITLE: Electricity

Theme: Energy, Forces and Matter Objectives:

Students will:
Attainment Target(s):  Recall that atoms contain protons, neutrons and electrons and
 Understand natural laws as they apply to motion, forces, and energy state their respective charges
transformations.  Investigate the production of static electricity
 Describe useful applications and hazards of static electricity
 Apply scientific knowledge and processes to the solution of real world
 Conduct investigations with due regard for safety
problems.  Work cooperatively in groups
 Use mathematics as a tool for problem-solving, and as a means of
expressing and/or modelling scientific theories.
 Appreciate the influence and limitations of science with consideration
for ethical issues.
 Demonstrate a positive attitude towards the use of scientific language.
 Demonstrate positive interpersonal skills in order to foster good
working relationships.

Benchmarks:
 Be familiar with the nature of electricity and understand the different
types of electrical circuits.
 Apply the principles of measurement in the solution of everyday
problems.
 Use scientific knowledge to select appropriate experimental methods.
 Construct explanations, design and evaluate solutions to complex real-
world problems, based on scientific knowledge.

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 8

 Appreciate the importance of scientific methods.

 Demonstrate objectivity by seeking data and information to validate
observations and explanations.
 Demonstrate concern for safety of self and others.
 Demonstrate curiosity, objectivity and perseverance in their approach
to scientific activities.
 Demonstrate sensitivity to others who are different.

Topic: Static Electricity

Duration: 4 hours

ICT Attainment Targets:

 COMMUNICATION AND COLLABORATION - Students use technology
to communicate ideas and information, and work collaboratively to
support individual needs and contribute to the learning of others.
 RESEARCH, CRITICAL THINKING AND DECISION MAKING- Students use
digital tools to design and develop creative products to demonstrate
their learning and understanding of basic technology operations.
 DESIGNING AND PRODUCING – Students use appropriate digital tools
and resources to plan and conduct research, aid critical thinking,
manage projects, solve problems and make informed decisions.
 DIGITAL CITIZENSHIP - Students recognise the human, ethical, social,
cultural and legal issues and implications surrounding the use of
technology and practice online safety and ethical behaviour.

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 9

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:
Review the sub atomic particles and their respective charges (Protons – Communicate
positive, and electrons – negative and neutrons – no charge).

carry out simple static electricity activities:

1. Tear off several small bits of paper and place them on a table/desk. Communicate, observe, Accurate record of observations.
Vigorously rub a dry plastic object (e.g. a pen, comb) with a dry piece of manipulate materials, record, Suggestions logical and make
cloth/tissue paper/in hair, and then bring the plastic object near to the investigate, think critically reference to charges.
paper bits. Observe and record what happens. Discuss and suggest
reasons for observations. Share explanations with class.

2. Turn on the water so it is flowing from the tap in a narrow stream (just Communicate, observe, Accurate record of observations.
a few millimetres across but not droplets). Rub a plastic comb/balloon manipulate, discuss, record, Suggestions logical and make
back and forth in their hair several times. Slowly move the comb or investigate, think critically reference to charges.
balloon towards the stream of water (without touching it) while
watching closely to see what happens. Record and suggest reasons for
observations. Share explanations with class.

3. Blow up a balloon and tie it off. Rub it several times across their hair Communicate, observe, Accurate record of observations.
and then press it against a wall. Record what happens. Leave the manipulate, record, report, Suggestions logical and make
balloon in place for a while. Record how long it stays when left investigate, think critically reference to charges.
undisturbed. Suggest reasons for observations and share explanations
with class.

After teacher guided class discussion, explain with the aid of diagrams using communicate, draw diagrams Diagrams meet criteria: neat, no
multimedia presentations tool, the charging of materials by rubbing, in terms Create and use multimedia to shading, labels on one side.
of the transfer of charges. present information Diagrams and annotations
accurately depict process of
charging by friction.

Research/ navigate digital content on websites and storage devices and report research, report, record, interpret Report reflects accurate knowledge
on: Navigate and manipulate digital of hazards and uses that can be
1. some useful applications of static electricity; content applied.
2. Some possible hazards of static electricity.

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 10

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

Research lightning and ways of reducing the dangers of lightning strikes. Create research, communicate
a poster/digital story etc. giving tips on safety practices that reduce the Create and present digital
possibility of being struck by lightning. content

Learning Outcomes
Students who demonstrate understanding can:
 produce static electricity through charging by friction
 explain how a body becomes electrostatically charged
 cite evidence of the usefulness and dangers of static electricity
 Plan and conduct research, using a wide variety of electronic sources e.g. Internet and storage devices e.g., CDs, DVDs, etc.
 Create multimedia presentations

Points to Note Extended Learning

static electricity should be explain in terms of stationary charges Research animals that generate static electricity (e.g. Electric Eel, Electric Ray).
useful application include: photocopier, dust extraction, painting car,
crop spraying
possible hazard include: lightning,
Create multimedia presentations which incorporate text, audio,
images, videos and links to external resources to represent learning
and original work
Follow guidelines to promote healthy use of ICT tools
Resources Key vocabulary
Plastic object, tissue paper, balloon, comb, static electricity, charge,
computer, speakers, Internet, multimedia projector, video CDs/DVDs,
multimedia and graphic software tools
Links to other subjects
Technical and Vocational Education

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 11

Prior Learning
Check that students:
Know that static electricity refers to stationary charges

UNIT TITLE: Current Electricity

Theme: Energy, Forces and Matter Objectives:

 Formulate a simple working definition for the term ‘electric
Attainment Target(s): current’
 Understand natural laws as they apply to motion, forces, and energy  Classify materials/substances as insulators and conductors of
transformations. electricity
 Construct simple circuits using lamps, insulated wires, dry cells,
 Apply scientific knowledge and processes to the solution of real world
switches to distinguish between series and parallel circuit
problems.  Draw diagrams to represent series and parallel circuit
 Use mathematics as a tool for problem-solving, and as a means of  Conduct investigations with due regard for safety
expressing and/or modelling scientific theories.  Work cooperatively in groups
 Appreciate the influence and limitations of science with consideration
for ethical issues.
 Demonstrate a positive attitude towards the use of scientific language.
 Demonstrate positive interpersonal skills in order to foster good
working relationships.

Benchmarks:
 Be aware of the types of currents and understand the effects of
resistance and voltage on current flow.
 Recognise the connection between electricity and magnetism.
 Be familiar with the nature of electricity and understand the different
types of electrical circuits.
 Apply the principles of measurement in the solution of everyday
problems.

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 12

 Use scientific knowledge to select appropriate experimental methods.

 Construct explanations, design and evaluate solutions to complex real-
world problems, based on scientific knowledge.
 Appreciate the importance of scientific methods.
 Demonstrate objectivity by seeking data and information to validate
observations and explanations.
 Demonstrate concern for safety of self and others.
 Demonstrate curiosity, objectivity and perseverance in their approach
to scientific activities.
 Demonstrate sensitivity to others who are different.

Topic: Current Electricity

Duration: 8.5 hours

ICT Attainment Targets:

 COMMUNICATION AND COLLABORATION - Students use technology
to communicate ideas and information, and work collaboratively to
support individual needs and contribute to the learning of others.
 RESEARCH, CRITICAL THINKING AND DECISION MAKING- Students use
digital tools to design and develop creative products to demonstrate
their learning and understanding of basic technology operations.
 DESIGNING AND PRODUCING – Students use appropriate digital tools
and resources to plan and conduct research, aid critical thinking,
manage projects, solve problems and make informed decisions.
 DIGITAL CITIZENSHIP - Students recognise the human, ethical, social,
cultural and legal issues and implications surrounding the use of
technology and practice online safety and ethical behaviour.

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 13

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

In a teacher led class discussion, review the phenomenon of lightning (Teacher communicate, operationally
should emphasize that a lightning strike is the movement of electric charges). define, collaborate
With the aid of the teacher, derive a definition for an electric current (the
movement of charges).

In groups, given each a box containing a D-cell battery, two 12-cm insulated manipulate, think critically, The bulb is made to light.
wires, and a bulb, explore how the bulb can be made to light. Draw the setup investigate, draw diagrams, Students worked cooperatively.
used in their science notebook/journal. Share setup with class by drawing it on collaborate, communicate
the board.
Participate in teacher led discussion to deduce the reason for the lamp lighting.
Create a definition for the term circuit and discuss the connection between
current and circuit.

Brainstorm to identify switches as a means of controlling the flow of current in Observe, manipulate, investigate, Switch correctly attached in circuit.
a circuit. Observe as teacher demonstrates how a switch is attached in a circuit. collaborate, communicate Switches used in everyday
In groups, create simple circuits with switches. Demonstrate to class how the electronic devices correctly
switch works in the circuit and/or watch and manipulate online/offline Navigate and manipulate digital identified/described.
interactive video tutorials on switches and circuits. In groups, identify various content
devices/situations in which switches are involved in circuits. In class discussion
identify/describe the use of switches in everyday electronic equipment.

In groups investigate which material (paper, foil, cloth, aluminium, plastic, Investigate, manipulate, observe, Materials correctly classified as
glass, water, salt water, etc.) will allow a lamp to light when used to complete a record, think critically, classify, conductors and insulators
circuit. Observe and record result of the investigation in a variety of ways. draw diagrams, collaborate,
Present findings to class using a multimedia presentation. Participate in teacher communicate
led discussion to deduce that some materials allow electric current to flow Create multimedia presentation
while others do not (here, teacher should introduce the terms conductors and
insulators as relating to electrical conductivity) and/or watch and manipulate Conduct electronic search
online/offline interactive video tutorials on electrical conductors and insulators

be given a D-cell battery, four 12-cm insulated wires, and two bulbs, explore Investigate, manipulate, Series arrangement constructed.
different ways in which both bulbs can be made light and draw the collaborate, communicate Parallel arrangement constructed.
arrangements, using digital drawing tool. Identify the arrangement in which Differences between series and

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 14

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

one lamp will not light when the other is removed. Identify the arrangement in Create digital drawings parallel arrangements identified.
which one lamp will remain lit when the other is removed. In groups discuss
and outline the physical differences between circuits, record and share with
class (. (Here, teacher should introduce the terms series circuit – single pathway,
and parallel circuit – multiple pathways.)

In groups research online/offline the circuit symbols for connecting wires, Research, collaborate, draw Correct symbols identified for
lamps, cell, battery and switch. Use the circuit symbols to represent the series circuit diagrams, manipulate components.
and parallel circuits created in previous activity. Draw circuit diagrams using Circuit diagrams constructed
digital drawing tool with additional lamps/cells/switches (e.g. a parallel circuit correctly.
with a switch in each branch). Construct the circuits drawn. Circuits correctly constructed
based on circuit diagrams drawn.

As a class name electrical appliances that use varied electric current when communicate, investigate, Explanation of observations
operated. In groups create a simple circuit consisting of a battery and a 12 com manipulate, research, identify that heat is produced by
bare wire. Place 5 ml of water in a container (e.g. a beaker) and record the collaborate, think critically electric currents.
temperature of the water. Place a section of the wire in the water for 10 Presentation contains correct
minutes then record the temperature. Propose an explanation for observations information on safety devices.
and share with class (teacher should emphasize that heat is a by-product of
electric currents).

As a class discuss the need for safety devices to protect humans and appliances
from electrical hazards. In groups view safety devices, or online/offline videos
of safety devices used to prevent/mitigate electrical hazards (e.g. fuses,
insulated wires, three pin plugs and circuit breakers). Research and describe
the use of fuses, insulated wires, three pin plugs and circuit breakers. Present
information to the class in a variety of ways.
Examine electrical hazards and suggest ways of preventing them. In groups communicate, formulating List comprises of at least six logical
create multimedia presentations with a list of electrical safety rules to create models, collaborate electrical safety rules.
awareness of need to avoid the hazards. Also use class email/wiki/blogs to Collaborate and communicate
collaborate and share ideas/information on how to prevent electrical hazards. using class email/wiki and blogs

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 15

Learning Outcomes
Students who demonstrate understanding can:
 Construct and diagrammatically represent series and parallel circuits
 Explain the meaning of the terms circuit and current
 Differentiate between conductors and insulators
 Create and manipulate multimedia presentation to communicate information
 Manipulate digital content from a variety technological devices
 Collaborate and communicate ideas and information through file sharing using class email/wiki and blogs

Points to Note Extended Learning

Teacher should guide students in the construction of the series and Identify applications of series and parallel circuits in the home (e.g. Christmas
parallel circuit lights, house wiring)
the differences between both series and parallel circuit connections Research the operation and application of fuses
in terms of current flow and pathway (series- all the current flows in Identify and list safety devices and hazards in the home and suggest ways in
the one path, parallel- current splits between the various paths) which you can make your home safer.
Highlight the dangers involved in the practice of illegal electrical connections
Student would be guided to collaborate through file sharing (e.g.,
upload/download )

Resources Key vocabulary

Paper, foil, cloth, aluminium, plastic, glass, water, salt water, bulb, Insulator, conductor, current, circuit, series, parallel, battery, switch, cell, wire,
socket, insulating wires, switch, textbook, fuses, insulated wires, three fuses, insulated wires, three pin plug, circuit breaker, electrical hazards
pin plug, circuit breaker
computer, speakers, Internet, multimedia projector, video CDs/DVDs,
multimedia and graphic software tools

Links to other subjects

Technical and Vocational Education

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 16

Prior Learning
Check that students:
Know that attractive and repulsive forces occur between
magnets
Can connect circuit components in series arrangements
Know that current is same in all parts of a series circuit

UNIT TITLE: Electricity and Magnetism

Theme: Energy, Forces and Matter Objectives

Attainment Target(s): Students will:

 Understand natural laws as they apply to motion, forces, and energy  Perform simple activities to identify the poles of a bar magnet
transformations.  Demonstrate that unlike poles attract and like poles repel
 Apply scientific knowledge and processes to the solution of real world  Investigate the relationship between voltage (V) and current (I) in a
problems. simple series circuit
 Construct an electromagnet
 Use mathematics as a tool for problem-solving, and as a means of
 Investigate the properties of an induced current
expressing and/or modelling scientific theories.  Conduct investigations with due regard for safety
 Appreciate the influence and limitations of science with consideration  Work cooperatively in groups
for ethical issues.
 Demonstrate a positive attitude towards the use of scientific language.
 Demonstrate positive interpersonal skills in order to foster good
working relationships.

Benchmarks:
 Be familiar with the nature of electricity and understand the different
types of electrical circuits.
 Apply the principles of measurement in the solution of everyday
problems.
 Use scientific knowledge to select appropriate experimental methods.

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 17

 Construct explanations, design and evaluate solutions to complex real-

world problems, based on scientific knowledge.
 Appreciate the importance of scientific methods.
 Demonstrate objectivity by seeking data and information to validate
observations and explanations.
 Demonstrate concern for safety of self and others.
 Demonstrate curiosity, objectivity and perseverance in their approach
to scientific activities.
 Demonstrate sensitivity to others who are different.

Topic: Electromagnets

Duration: 4 hours

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

Be provided with a magnet and various materials (including iron, iron alloys, Investigate, observe, record, Materials correctly classified as
non-magnetic materials etc.). In groups carry out an investigation to determine communicate magnetic and non-magnetic.
which of the materials are attracted by the magnet. Record results in a tabular
form and share with class.

In groups use a string to suspend a bar magnet and allow it to swing freely until Observe, manipulate materials, North-South correctly identified as
it comes to rest. Record the direction in which the magnet comes to rest and investigate the direction which the magnets
share with class. (Based on discussions, teacher should introduce the concepts comes to rest.
of magnetic North-pole and South-pole.)

Place a magnet on a table and bring the like pole of another magnet towards it. Observe, infer, manipulate Statements correctly completed.

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 18

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

Record observations. Repeat the process bringing the opposite pole towards materials, investigate
the magnet on the table and record observations. Complete the following
statements:
1. like poles of magnets ______________
2. unlike poles of magnets______________

Be given a dry cell 1.5 V, a one metre long resistance wire (e.g. constantan), Manipulate materials, measure, Circuit correctly connected.
three connecting wires, two thumb tacks and a metre rule. In groups, attach experiment, interpret data Recorded values of voltages in
the wire along the metre rule and secure its ends with the thumb tacks, leaving table within reasonable limits of
one centimetre at each end for connections. Use the components provided to error from theoretical values.
connect the circuit in the diagram below. Use the voltmeter to measure the Graph has title
voltage (V) across various lengths in order to obtain at least six readings. Set Axes of graph labelled with
the length of wire, close the switch, take voltmeter and ammeter readings. quantities and units.
Tabulate the results. Voltage (y-axis) and resistance (x-
axis)
Individually, plot a graph of voltage against resistance and draw a line of best Scales more than half length of
fit through the points. Based on the graph, identify the relationship between grid.
voltage and current. Points plotted accurately.
Points represented using small “x”
(×) or circled dot ().
Line of best fit drawn with thin line.
Large triangle for selecting points
to calculate gradient.
Points on best fit line selected.
Read off coordinates of selected
points correctly

Relationship between voltage and

current correctly identified.

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 19

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

resistor

A
Metre rule resistance wire

In groups, close wrap a 80 cm length connecting wire around a 8cm (3 inches) Manipulate materials, measure, Logical explanation proposed for
nail and try to take up small paper clip. Connect the ends of the wire to a 1.5V experiment, infer observation.
dry cell and try to take up the paper clip again. Record and explain
observations.

In groups, close wrap the 80 cm length connecting wire around a 2.5cm (1 inch) Manipulate materials, measure, Correct answers to questions
PVC pipe and slide the PVC pipe from between the wire so that the wire retains experiment, infer.
its helical form. Connect the ends of the wire to a voltmeter in the microvolt
range or an ammeter in the microampere range. Insert one end of a strong bar
magnet into the middle of the wire coil and rapidly withdraw it. Note what
happens to the scale reading on the voltmeter/ammeter. Repeat the exercise
with the other end of the bar magnet being inserted into the middle of the coil
and withdrawn.
State whether the voltmeter/ammeter showed a scale reading when the

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 20

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

magnet was stationary in between the coil.

State whether the voltmeter/ammeter showed a scale reading when the
magnet was withdrawn from between the coil.
Answer the following questions
1. What does a scale reading on the voltmeter/ammeter suggest?
2. What can you conclude from the results of the exercise?

Learning Outcomes
Students who demonstrate understanding can:
 Locate the poles of a bar magnet
 use instruments to measure voltage and current accurately
 Demonstrate the relationship between electric current and magnetic effect.
 Make an electromagnet
 Demonstrate some properties of an induced current

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 21

Points to Note Extended Learning

Emphasize that magnets does not attract all metals Research on the uses of magnets in everyday activities and state how it affects
Constantly remind student to open circuit when they are not in use. our lives.
Research on the effect of the speed at which the magnet is moved relative to
the coil on the voltage/ current generated.
Research on the current conducted with different soil types (clay, sand and
loam) and different conditions (wet soil and dry soil).
Design a simple device that uses an electromagnet

Resources Key vocabulary

Short pieces of connecting wire, 80 cm length connecting wire, Voltmeter, resistor, ammeter, voltage, ohms,
resistors, voltmeter, ammeter, switch, cell, short length of one inch
PVC pipe, strong bar magnet.

Links to other subjects

Mathematics – measurement; relations, functions and graphs
Technical Vocational Education

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 22

Prior Learning
Check that students:
Know that matter is made up of tiny particles in constant
motion;
Know that thermal energy is transferred by conduction,
convection or radiation;
Know that thermal energy flows from objects at higher
temperatures to objects at lower temperatures.

UNIT TITLE: Thermal Energy

Theme: Energy, Forces and Matter Objectives:

Students will:
Attainment Target(s):  Formulate a simple working definition of temperature
 Understand natural laws as they apply to motion, forces, and energy  recall that temperature determines the direction of thermal
transformations. energy transfer
 investigate physical properties which vary with temperature
 Apply scientific knowledge and processes to the solution of real world
 compare the transfer of thermal energy by conduction, convection
problems. and radiation
 Use mathematics as a tool for problem-solving, and as a means of  investigate the absorption and emission of thermal energy by
expressing and/or modelling scientific theories. materials
 Appreciate the influence and limitations of science with consideration  construct a device that utilises the principles of thermal energy
for ethical issues. transfer
 work cooperatively in groups
 Demonstrate a positive attitude towards the use of scientific language.
 carry out investigations with due regard to safety
 Demonstrate positive interpersonal skills in order to foster good
working relationships.

Benchmarks:
 Understand and apply the principles of thermal energy transfer.
 Apply the principles of measurement in the solution of everyday
problems.

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 23

 Use scientific knowledge to select appropriate experimental methods.

 Construct explanations, design and evaluate solutions to complex real-
world problems, based on scientific knowledge.
 Appreciate the importance of scientific methods.
 Demonstrate objectivity by seeking data and information to validate
observations and explanations.
 Demonstrate concern for safety of self and others.
 Demonstrate curiosity, objectivity and perseverance in their approach
to scientific activities.
 Demonstrate sensitivity to others who are different.
 real-world problems, based on scientific knowledge.

Topic: Heat Transfer

Duration: 8 hours

ICT Attainment Targets:

 COMMUNICATION AND COLLABORATION - Students use technology
to communicate ideas and information, and work collaboratively to
support individual needs and contribute to the learning of others.
 RESEARCH, CRITICAL THINKING AND DECISION MAKING- Students use
digital tools to design and develop creative products to demonstrate
their learning and understanding of basic technology operations.
 DESIGNING AND PRODUCING – Students use appropriate digital tools
and resources to plan and conduct research, aid critical thinking,
manage projects, solve problems and make informed decisions.
 DIGITAL CITIZENSHIP - Students recognise the human, ethical, social,
cultural and legal issues and implications surrounding the use of
technology and practice online safety and ethical behaviour.

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 24

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:
Touch various objects on display, and list them in order of Investigate, collaborate, think Acceptable definition of
increasing/decreasing temperature. In groups, measure the temperatures to critically, record, communicate temperature provided.
verify their listing. Suggest and record a simple working definition of
temperature. Share and discuss their definitions with the class.

In groups, predict what will happen when two objects of different Collaborate, make predictions, Acceptable explanations of results.
temperatures are made to touch each other for several minutes in an insulated think critically, investigate,
container, and then final temperature of each is measured. Carry out the record, communicate
investigation and record and explain their results. Share their findings with the
class. As a class, discuss the relationship between temperature and the flow of
thermal energy.

In groups, carry out the following activities.

 Fill a balloon with air and use a string to measure its maximum Collaborate, manipulate, think Acceptable explanations of results.
diameter. Warm up the balloon by rubbing it with their hands then use critically, investigate, record
the string to recheck its maximum diameter. Repeat the investigation
this time cooling the balloon with ice or cold running water. Record
their observations and suggest reasons for their findings.

 Fill a small glass/metal container with water and place a straw in it, Collaborate, manipulate, think Acceptable explanations of results.
ensuring that the straw stands vertically. Note the initial height of the critically, investigate, record
water in the straw, and then gently heat the container for a few
minutes while observing the height of water in the straw. Record and
suggest reasons for their findings.

 Test the tightness of a metal cap on a glass container. Gently heat the Collaborate, manipulate, think Acceptable explanations of results.
lid for a few minutes using hot water or other heating source. Re-test critically, investigate, record
the tightness of the metal cap. Record their results and suggest reasons
for the differences observed.

Share and discuss the findings of the investigations and their explanations with
the class. As a class, summarise how physical properties vary with temperature.

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 25

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:
Recap the ways in which thermal is energy transferred (conduction, convection Collaborate, communicate, think Correct similarities and differences
and radiation). In groups, discuss the similarities and differences among them. critically identified.
Share and discuss their ideas with the class. As a class, finalise their findings in a
summary chart.

In groups, carry out the following activities.

 Wrap four similar metal containers (e.g. condense milk tins) with paper Collaborate, investigate, Investigations conducted with
of different colours (light and dark) and reflectivity (shiny and dull). manipulate, think critically, appropriate safety precautions.
Pour equal volumes on water in each container and measure their conduct fair-tests Containers with largest and
initial temperatures. Place the containers simultaneously in the Sun for smallest temperature changes
the same period of time (e.g. 10 minutes) and record their final correctly identified.
temperatures. Determine which containers had the largest and
smallest temperature changes and suggest reasons for their findings.

 Wrap four similar metal containers (e.g. condense milk tins) with paper Collaborate, investigate, Investigations conducted with
of different colours (light and dark) and reflectivity (shiny and dull). manipulate, think critically, appropriate safety precautions.
Pour equal volumes on hot water in each container and measure their conduct fair-tests Containers with largest and
initial temperatures. Allow the containers to cool for the same period smallest temperature changes
of time (e.g. 10 minutes) and record their final temperatures. correctly identified.
Determine which containers had the largest and smallest temperature
changes and suggest reasons for their findings.

Share and discuss their findings with the class. As a class, list materials in order Communicate, think critically Acceptable conclusions drawn.
of from best to worst absorber and emitter of thermal energy. Draw
conclusions about the thermal properties of the materials.

In groups, research how the device assigned by the teacher works (e.g. Collaborate, research, Presentation contains correct
refrigerator, radiator, electric kettle, vacuum flask/thermos etc.). Discuss the communicate, think critically information on how the device
information collected and summarise how the device uses the methods of utilises thermal energy transfer.
thermal energy transfer in its operation. Present ideas to the class in a variety
of ways (electronic/non-electronic).

In groups, apply the Engineering Design Process to construct and test a device Collaborate, investigate, think Device performs intended
that either minimises or maximises thermal energy transfer (e.g. an insulated critically, communicate function(s).

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3

 26

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:
box, a solar cooker etc.). Present their device to the class and explain its Device utilise thermal energy
operation, identifying the thermal energy transfer principles utilised. transfer principles.

Learning Outcomes
Students who demonstrate understanding can:
 describe the flow of thermal energy in situations where there is temperature change
 prove the expansion of all three states of matter on heating and contraction on cooling
 differentiate among conduction, convection and radiation
 prove that good absorbers are also good emitters of heat and poor absorbers are also good emitters
 use their knowledge about the thermal energy transfer to build devices that maximise/minimise heating/cooling
 work safely with various heat sources

Points to Note Extended Learning

Explain why different clothes are worn at different times (e.g. why test/first-
Where possible, use ‘ball and ring’ or other expansion demonstration
class cricketers wear white clothes when playing a four/five day match?).
apparatus to illustrate the effects of heating materials.
Explain why houses and buildings are painted in light colours.
As much as is possible, use hot water and electrical heaters for heating
rather than open flames.
DO NOT include the calculation of thermal energy transferred.
Temperatures used for heating activities should not be too high.
Resources Key vocabulary
Thermometers, electrical heaters, Bunsen burners, methylated spirit Heat, thermal energy, temperature, conduction, convection, radiation, thermal
lamps, balloons, glass containers with metal lids, straws, milk tins, expansion, reflective, thermal absorption, thermal emission
cartridge paper (assorted colours), aluminium foil, string, timers (e.g.
stopwatches)

Links to other subjects

TVET – Energy; Grade 7 science – Energy forms

Version 4: June 2016; NSC Physics: Grade 9; Terms 1-3