Caps SP Natural Sciences GR 7-9 Web

National Curriculum Statement (NCS)
Curriculum and Assessment

NATURAL SCIENCES
Policy Statement
Senior Phase
Grades 7-9

Curriculum and Assessment Policy Statement
GRADES 7-9
NATURAL SCIENCES
CAPS
NATURAL SCIENCES GRADES 7-9
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2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

FOREWORD by the minister
Our national curriculum is the culmination of our efforts over a period of seventeen
years to transform the curriculum bequeathed to us by apartheid. From the start of
democracy we have built our curriculum on the values that inspired our Constitution
(Act 108 of 1996). The Preamble to the Constitution states that the aims of the
Constitution are to:
• heal the divisions of the past and establish a society based on democratic
values, social justice and fundamental human rights;
• improve the quality of life of all citizens and free the potential of each person;
• lay the foundations for a democratic and open society in which government is
based on the will of the people and every citizen is equally protected by law;
and
• build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of
nations.
Education and the curriculum have an important role to play in realising these aims.
In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience
of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum
Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).
Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National
Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document.
From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined
in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National
Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide
clearer specification of what is to be taught and learnt on a term-by-term basis.
The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South
African schools and comprises of the following:
(a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document;
(b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement
Grades R-12; and
(c) National Protocol for Assessment Grades R-12.
MRS ANGIE MOTSHEKGA, MP

MINISTER OF BASIC EDUCATION
CAPS
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

CONTENTS
Section 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement..... 3
1.1 Background...................................................................................................................................................... 3
1.2 Overview........................................................................................................................................................... 3
1.3 General aims of the South African Curriculum............................................................................................. 4
1.4 Time Allocation................................................................................................................................................. 6
1.4.1 Foundation Phase.................................................................................................................................... 6
1.4.2 Intermediate Phase.................................................................................................................................. 6
1.4.3 Senior Phase........................................................................................................................................... 7
1.4.4 Grades 10-12........................................................................................................................................... 7
SECTION 2: INTRODUCTION TO NATURAL SCIENCES ....................................................................... 8
2.1 Introduction...................................................................................................................................................... 8
2.2 Indigenous knowledge systems and Natural Sciences................................................................................ 8
2.3 Teaching Natural Sciences.............................................................................................................................. 8
2.4 Organisation of the Natural Sciences Curriculum ....................................................................................... 9
2.5 Allocation of teaching time............................................................................................................................. 9
2.6 Specific aims.................................................................................................................................................. 10
2.7 Process Skills ................................................................................................................................................ 10
2.8 Resources....................................................................................................................................................... 12
2.9 Detailed summary of Natural Sciences concepts and content, and time allocations............................. 13
SECTION 3: SENIOR PHASE NATURAL SCIENCES CONTENT AND CONCEPTS............................. 17
SECTION 4: ASSESSMENT..................................................................................................................... 85
4.1 INTRODUCTION.............................................................................................................................................. 85
4.2 INFORMAL ASSESSMENT OR DAILY ASSESSMENT................................................................................. 85
4.3 FORMAL ASSESSMENT................................................................................................................................ 86
4.4 FORMAL ASSESSMENT REQUIREMENTS FOR NATURAL SCIENCES ................................................... 87
4.5 RECORDING AND REPORTING.................................................................................................................... 89
4.6 MODERATION OF ASSESSMENT................................................................................................................. 93
4.7 GENERAL........................................................................................................................................................ 93
CAPS 1

Section 1: INTRODUCTION TO THE Curriculum and
Assessment Policy Statement
1.1 Background
The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the
schooling sector.
To improve implementation, the National Curriculum Statement was amended, with the amendments coming into
effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for
each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines
in Grades R-12.
1.2 Overview
(a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning
and teaching in South African schools and comprises the following:
(i) Curriculum and Assessment Policy Statements for each approved school subject;
(ii) The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12; and
(iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012).
(b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula
statements, namely the
(i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002,
and
(ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and
No. 27594 of 17 May 2005.
(c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy
documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January
2012) during the period 2012-2014:
(i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment
Guidelines for Grades R-9 and Grades 10-12;
(ii) The policy document, National Policy on assessment and qualifications for schools in the General
Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No.
29626 of 12 February 2007;
(iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005;
CAPS 3
(iv) The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special
needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy
document, National policy pertaining to the programme and promotion requirements of the National
Curriculum Statement Grades R-12; and
(v) The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol
for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette
No. 29467 of 11 December 2006.
(d) The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as
contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National
Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act,
1996 (Act No. 84 of 1996,)form the basis for the Minister of Basic Education to determine minimum outcomes
and standards, as well as the processes and procedures for the assessment of learner achievement to be
applicable to public and independent schools.
1.3 General aims of the South African Curriculum
(a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth
learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge
and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in
local contexts, while being sensitive to global imperatives.
(b) The National Curriculum Statement Grades R-12 serves the purposes of:
• equipping learners, irrespective of their socio-economic background, race, gender, physical ability or
intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful
participation in society as citizens of a free country;
• providing access to higher education;
• facilitating the transition of learners from education institutions to the workplace; and
• providing employers with a sufficient profile of a learner’s competences.
(c) The National Curriculum Statement Grades R-12 is based on the following principles:
• Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal
educational opportunities are provided for all sections of the population;
• Active and critical learning: encouraging an active and critical approach to learning, rather than rote and
uncritical learning of given truths;
• High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each
grade are specified and set high, achievable standards in all subjects;

• Progression: content and context of each grade shows progression from simple to complex;
• Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and
environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The
National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality,
race, gender, language, age, disability and other factors;
• Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as
important contributors to nurturing the values contained in the Constitution; and
• Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to
those of other countries.
(d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to:
• identify and solve problems and make decisions using critical and creative thinking;
• work effectively as individuals and with others as members of a team;
• organise and manage themselves and their activities responsibly and effectively;
• collect, analyse, organise and critically evaluate information;
• communicate effectively using visual, symbolic and/or language skills in various modes;
• use science and technology effectively and critically showing responsibility towards the environment and
the health of others; and
• demonstrate an understanding of the world as a set of related systems by recognising that problem solving
contexts do not exist in isolation.
(e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can
only happen if all teachers have a sound understanding of how to recognise and address barriers to learning,
and how to plan for diversity.
The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support
structures within the school community, including teachers, District-Based Support Teams, Institutional-Level
Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom,
teachers should use various curriculum differentiation strategies such as those included in the Department of
Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).
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1.4 Time Allocation
1.4.1 Foundation Phase
(a) The instructional time in the Foundation Phase is as follows:
GRADE R GRADES 1-2 GRADE 3

SUBJECT
(HOURS) (HOURS) (HOURS)
Home Language 10 8/7 8/7
First Additional Language 2/3 3/4
Mathematics 7 7 7
Life Skills 6 6 7
• Beginning Knowledge (1) (1) (2)
• Creative Arts
(2) (2) (2)
• Physical Education
(2) (2) (2)
• Personal and Social Well-being
(1) (1) (1)
TOTAL 23 23 25
(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.
(c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a
minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for
Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated
for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language.
(d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours
in brackets for Grade 3.
1.4.2 Intermediate Phase
(a) The instructional time in the Intermediate Phase is as follows:
SUBJECT HOURS
Home Language 6
First Additional Language 5
Mathematics 6
Natural Sciences and Technology 3, 5
Social Sciences 3
Life Skills 4
• Creative Arts (1, 5)
• Physical Education
(1)
• Personal and Social Well-being
(1, 5)
TOTAL 27, 5

1.4.3 Senior Phase
(a) The instructional time in the Senior Phase is as follows:
SUBJECT HOURS
Home Language 5
First Additional Language 4
Mathematics 4, 5
Natural Sciences 3
Social Sciences 3
Technology 2
Economic Management Sciences 2
Life Orientation 2
Creative Arts 2
TOTAL 27, 5
1.4.4 Grades 10-12
(a) The instructional time in Grades 10-12 is as follows:
Subject Time allocation per week (hours)

Home Language 4.5
First Additional Language 4.5
Mathematics 4.5
Life Orientation 2
minimum of any three subjects selected from Group B
A 12 (3x4h)
Annexure B, Tables B1-B8 of the policy document, National policy
pertaining to the programme and promotion requirements of
the National Curriculum Statement Grades R-12, subject to the
provisos stipulated in paragraph 28 of the said policy document.
TOTAL 27, 5
The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and
may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer
additional subjects, additional time must be allocated for the offering of these subjects.
CAPS 7
SECTION 2: INTRODUCTION TO NATURAL SCIENCES
2.1 Introduction
Science as we know it today has roots in African, Arabic, Asian, European and American cultures. It has been shaped
by the search to understand the natural world through observation, testing and proving of ideas, and has evolved to
become part of the cultural heritage of all nations. In all cultures and in all times people have wanted to understand
how the physical world works and have needed explanations that satisfy them.
What is Science?
Science is a systematic way of looking for explanations and connecting the ideas we have. In Science certain methods
of inquiry and investigation are generally used. These methods lend themselves to replication and a systematic
approach to scientific inquiry that attempts at objectivity. The methods include formulating hypotheses, and designing
and carrying out experiments to test the hypotheses. Repeated investigations are undertaken, and the methods and
results are carefully examined and debated before they are accepted as valid.
The science knowledge we teach at school is not in doubt – most of it has been tested and known since the 1800s –
but a good teacher will tell the learners something of the arguments and confusion among the people who were the
first to investigate this knowledge.
Science also explores the frontiers of the unknown. There are many unanswered questions such as: Why is climate
changing around the world? What is making the universe expand? What causes the earth’s magnetic field to change?
As with all knowledge, scientific knowledge changes over time as scientists acquire new information and people
change their ways of viewing the world.
2.2 Indigenous knowledge systems and Natural Sciences
Our forebears would not have survived if they had not been able to learn about the natural world they depended on.
They made careful observations, recognised regular patterns in seasons, the life cycles of plants, and the behaviour
of animals.
They had theories about cause and effect too, and understood many of the relationships in the environment where
they lived. These sets of knowledge, each woven into the history and place of people, are known as indigenous
knowledge systems.
Indigenous knowledge includes knowledge about agriculture and food production, pastoral practices and animal
production, forestry, plant classification, medicinal plants, management of biodiversity, food preservation, management
of soil and water, iron smelting, brewing, making dwellings and understanding astronomy. As society changes, some
of that knowledge is being lost. People such as biologists, pharmacists and archaeologists are seeking it out and
writing it down before it is gone.
2.3 Teaching Natural Sciences
Careful selection of content, and use of a variety of approaches to teaching and learning Science, should promote
understanding of:
• Science as a discipline that sustains enjoyment and curiosity about the world and natural phenomena

• the history of Science and the relationship between Natural Sciences and other subjects
• the different cultural contexts in which indigenous knowledge systems have developed
• the contribution of Science to social justice and societal development
• the need for using scientific knowledge responsibly in the interest of ourselves, of society and the environment
• the practical and ethical consequences of decisions based on Science.
Natural Sciences at the Senior Phase level lays the basis of further studies in more specific Science disciplines,
such as Life Sciences, Physical Sciences, Earth Sciences or Agricultural Sciences. It prepares learners for active
participation in a democratic society that values human rights and promotes responsibility towards the environment.
Natural Sciences can also prepare learners for economic activity and self-expression.
2.4 Organisation of the Natural Sciences Curriculum
In this curriculum, the knowledge strands below are used as a tool for organising the content of the subject Natural
Sciences.
Natural Sciences Knowledge Strands

Life and Living
Matter and Materials
Energy and Change
Planet Earth and Beyond
Each Knowledge Strand is developed progressively across the three years of the Senior Phase. The Knowledge
Strands are a tool for organising the subject content. When teaching Natural Sciences, it is important to emphasise
the links learners need to make with related topics to help them achieve a thorough understanding of the nature of
and the connectedness in Natural Sciences. Links must also be made progressively, across grades to all Knowledge
Strands.
2.5 Allocation of teaching time
Time for Natural Sciences has been allocated in the following way:
• 10 weeks per term, with 3 hours per week
• Grades 7, 8 and 9 have been designed to be completed within 34 weeks
• 6 hours have been included for assessment in terms 1 and 3
• Terms 2 and 4 work will cover 8 weeks each, plus 2 weeks for revision and examinations
The time allocated per topic is a guideline and should be applied flexibly according to circumstances in the classroom
and to accommodate the interests of the learners.
CAPS 9
The time allocations given to the different topics provide an indication of the weighting of each topic.
In all Grades, a significant amount of time should be spent on doing practical tasks and investigations which are an
integral part of the teaching and learning process. See detailed time allocation in Section 2.9
2.6 Specific aims
This curriculum aims to provide learners with opportunities to make sense of ideas they have about nature. It also
encourages learners to ask questions that could lead to further research and investigation.
There are three specific aims in Natural Sciences
Specific Aim 1: ‘Doing Science’
Learners should be able to complete investigations, analyse problems and use practical processes and
skills in evaluating solutions.
Learners plan and do simple investigations and solve problems that need some practical ability. Attitudes and
values underpin this ability. Respect for living things is an example – learners should not damage plants; if they
examine small animals they should care for them and release them in the place where they found them.
Specific Aim 2: ‘Knowing the subject content and making connections’
Learners should have a grasp of scientific, technological and environmental knowledge and be able to apply
it in new contexts.
The main task of teaching is to build a framework of knowledge for learners and to help them make connections
between the ideas and concepts in their minds – this is different to learners just knowing facts. When learners do
an activity, questions and discussion must follow and relate to previously acquired knowledge and experience, and
connections must be made.
Specific Aim 3: ‘Understanding the uses of Science ’
Learners should understand the uses of Natural Sciences and indigenous knowledge in society and the
environment.
Science learnt at school should produce learners who understand that school science can be relevant to everyday
life. Issues such as improving water quality, growing food without damaging the land and building energy-efficient
houses are examples of applications.
An appreciation of the history of scientific discoveries, and their relationship to indigenous knowledge and different
world views, enriches our understanding of the connections between Science and Society.
2.7 Process Skills
The teaching and learning of Natural Sciences involves the development of a range of process skills that may be
used in everyday life, in the community and in the workplace. Learners also develop the ability to think objectively and
use a variety of forms of reasoning while they use these skills. Learners can gain these skills in an environment that
taps into their curiosity about the world, and that supports creativity, responsibility and growing confidence.

The following are the cognitive and practical process skills that learners will be able to develop in Natural Sciences
1. Accessing and recalling information – being able to use a variety of sources to acquire information, and to
remember relevant facts and key ideas, and to build a conceptual framework
2. Observing – noting in detail objects, organisms and events
3. Comparing – noting similarities and differences between things
4. Measuring – using measuring instruments such as rulers, thermometers, clocks and syringes (for volume)
5. Sorting and classifying – applying criteria in order to sort items into a table, mind-map, key, list or other format
6. Identifying problems and issues – being able to articulate the needs and wants of people in society
7. Raising questions – being able to think of, and articulate relevant questions about problems, issues, and
natural phenomena
8. Predicting – stating, before an investigation, what you think the results will be for that particular investigation
9. Hypothesizing – putting forward a suggestion or possible explanation to account for certain facts. A hypothesis
is used as a basis for further investigation which will prove or disprove the hypothesis
10. Planning investigations – thinking through the method for an activity or investigation in advance. Identifying
the need to make an investigation a fair test by keeping some things (variables) the same whilst other things
will vary
11. Doing investigations – this involves carrying out methods using appropriate apparatus and equipment, and
collecting data by observing and comparing, measuring and estimating, sequencing, or sorting and classifying.
Sometimes an investigation has to be repeated to verify the results.
12. Recording information – recording data from an investigation in a systematic way, including drawings,
descriptions, tables and graphs
13. Interpreting information – explaining what the results of an activity or investigation mean (this includes reading
and understanding maps, tables, graphs). A Translation Task requires learners to make sense of information
and convert the information into a different format e.g. from information captured on a table into a graph format
and or written format.
14. Communicating – using written, oral, visual, graphic and other forms of communication to make information
available to other people
15. The Scientific Process is a way of investigating things about the world. Scientists use this process to find out
about the world and to solve problems. The steps that make up the scientific process are not necessarily in
order (sequential), and may include:
Step 1: Identify a problem and develop a question. What is it you want to find out?
Step 2: Form a hypothesis. A hypothesis is your idea, answer, or prediction about what will happen and why.
Step 3: Design an activity or experiment. Do something that will help you test your idea or prediction to see if
you were right.
CAPS 11
Step 4: Observe/note changes/reactions (e.g. through measuring), and record your observations (e.g. onto a
table). What were the results of your activity or experiment? Write about what happened.
Step 5: Make inferences about the observations recorded in the tables, graphs, drawings, photographs. Make
some conclusions. What did you find out? Do your results support your hypothesis? What did you learn from
this investigation?
Developing Language Skills: Reading and Writing
The ability to read well is central to successful learning across the curriculum. Writing is also a powerful instrument
of communication. Writing allows learners to construct and communicate thoughts and ideas coherently. Frequent
reading and writing practice across a variety of tasks and subjects enables learners to communicate functionally and
creatively.
Learners are required to read and write particular genres of texts (including instructions, reports and explanations)
during Natural Sciences lessons. Learners need regular opportunities to read and write a range of genres in order to
improve their reading and writing skills. The ability to read and write well is also critical when learners are assessed,
both informally and formally.
2.8 Resources
The resources needed for teaching Natural Sciences are listed against each topic in order to assist teachers with
planning and preparation. The list is a guide and suitable alternative tools and materials may be used.
Every learner must have his/her own textbook. Teachers should ensure that a system is in place for recovering
textbooks at the end of every year. Schools must provide secure storage space where textbooks, and other equipment,
can be stored safely.
Every learner should have access to sufficient workspace and equipment to carry out investigations. For safety and
educational reasons it is recommended that no more than three learners share space and equipment. Teachers
should ensure that learners are familiar with rules regarding the safe use of equipment.
Schools must make every effort to ensure that the essential equipment is provided. Tools, apparatus, materials
and consumables must be acquired through a planned budgeting process. Secure storage for equipment must be
provided by the school.
While it is acknowledged that it is not ideal to have to improvise equipment, teachers should remember that it is
more important for learners to have the experience of carrying out a variety of investigations than to depend on the
availability of equipment. In instances where equipment is limited, teachers should be encouraged to improvise. The
same knowledge and skills can be developed using improvised equipment.
In instances where there is no alternative, it is more effective for teachers to demonstrate an investigation than not to
do investigations due to a lack of equipment.

2.9 Detailed summary of Natural Sciences concepts and content, and time allocations
Each term focuses on one Natural Sciences knowledge strand
CAPS
• The strands are organised to show clear progression of concepts across the Grades and in the phase.
TERM 1: TERM 2: TERM 3: TERM 4:

LIFE & LIVING MATTER & MATERIALS ENERGY & CHANGE PLANET EARTH & BEYOND
TOTAL
GRADE
TOPIC WKS TOPIC WKS TOPIC WKS TOPIC WKS
• The biosphere 1 • Properties of materials 2 • Sources of energy 1 • Relationship of the Sun to 4
-- The concept of the -- Physical properties of - Renewable and non- the Earth
biosphere materials renewable sources of -- Solar energy and the
-- Requirements for -- Impact on the environment energy Earth’s seasons
sustaining life` • Potential and Kinetic -- Solar energy and life on
2
• Biodiversity Energy Earth
• Separating mixtures
-- Classification of living - Potential energy -- Stored solar energy
3½ -- Mixtures 2
things - Kinetic energy
-- Methods of physical
-- Diversity of animals separation - Potential and kinetic energy • Relationship of the Moon to
in systems the Earth 2
-- Diversity of plants -- Sorting and recycling
• Sexual Reproduction materials - Law of conservation of -- Relative positions
energy -- Gravity
-- Sexual Reproduction in
Angiosperms 3½ • Heat transfer 2 -- Tides
• Acids, bases and neutrals
-- Human Reproduction - Heating as a transfer of
-- Tastes of substances
2 energy
7 • Variation -- Properties of acids, bases • Historical development of
- Conduction astronomy 2
34 weeks
-- Variations exists within a and neutrals

species - Convection -- Early indigenous
-- Acid-base indicators
1 - Radiation knowledge
• Insulation and energy 2 -- Modern developments
• Introduction to the Periodic
saving
Table of Elements
- Using insulating materials
-- Arrangement of elements 2
on the Periodic Table • Energy transfer to
1
surroundings
-- Some properties of metals,
semi-metals and non- - Useful and ‘wasted’ energy
metals • The national electricity
supply system 1
- Energy transfers in the
13
9 8 national grid 9 8
wks wks - Conserving electricity in the wks wks
home
TOTAL
14
GRADE
• Photosynthesis and 2 • Atoms 2 • Static electricity 1 • The Solar System 3
respiration
-- Atoms – building blocks of -- Friction and static electricity -- The Sun
-- Photosynthesis matter
• Energy transfer in electrical -- Objects around the Sun
-- Respiration -- Sub atomic particles systems
3 -- Earth’s position in the Solar
• Interactions and -- Pure substances -- Circuits and current System
interdependence within the electricity
-- Elements • Beyond the Solar System
environment 5
-- Components of a circuit
-- Compounds -- The Milky Way Galaxy
-- Introduction to ecology 3
-- Effects of an electric
-- Mixtures of elements and -- Our nearest star
-- Ecosystems current
compounds
-- Light years, light hours and
-- Feeding relationships • Series and parallel circuits
• Particle model of matter light minutes
-- Energy flow: Food chains -- Series circuits 2
-- The concept of the particle -- Beyond the Milky Way
and food webs
model of matter 5 -- Parallel circuits Galaxy

-- Balance in an ecosystem
8 -- Change of state -- Other output devices • Looking into space
-- Adaptations
34 weeks
-- Density, mass and volume • Visible light -- Early viewing of space

-- Conservation of the
-- Density and states of -- Radiation of light -- Telescopes
ecosystem
matter
-- Spectrum of visible light 2
• Micro-organisms
-- Density of different
-- Opaque and transparent 3
-- Types of micro-organisms materials
substances
-- Harmful micro-organisms -- Expansion and contraction
-- Absorption of light
of materials
-- Useful micro-organisms
-- Reflection of light
2 -- Pressure

-- Seeing light
• Chemical reactions 1
-- Refraction of light
-- Reactants and products
9 8 9 8
wks wks
wks wks
TOTAL
GRADE
CAPS
• Cells as the basic units of 2 • Compounds 1 • Forces 2 • The Earth as a system 1
life
-- The Periodic Table - Types of forces - Spheres of the Earth
-- Cell structure
-- Names of compounds - Contact forces • Lithosphere
-- Differences between plant
• Chemical reactions - Field forces (non-contact - Lithosphere 2
and animal cells
forces)
-- Chemical equations to 1 - The rock cycle
-- Cells in tissues, organs and
represent reactions • Electric cells as energy
systems ½ • Mining of mineral
systems
-- Balanced equations resources
• Systems in the human body
- Electric cells
• Reactions of metals with - Extracting ores
- Body systems 2 2
oxygen • Resistance
- Refining minerals
• Human reproduction 1
-- The general reaction of - Uses of resistors
- Mining in South Africa
- Purpose and puberty metals with oxygen 1½
- Factors that affect
• Atmosphere
- Reproductive organs 2 -- Reaction of iron with resistance in a circuit
oxygen - Atmosphere
- Stages of reproduction • Series and parallel circuits
-- Reaction of magnesium - Troposphere
9 • Circulatory and respiratory - Series circuits 2
with oxygen
systems
34 weeks
- Stratosphere
- Parallel circuits 2
-- Formation of rust
- Breathing, gaseous - Mesosphere
• Safety with electricity
exchange, circulation and -- Ways to prevent rusting
- Thermosphere
respiration - Safety practices
• Reactions of non-metals
- The greenhouse effect
• Digestive system 1½ with oxygen • Energy and the national
electricity grid • Birth, life and death of stars
- Healthy diet -- The general reaction of ½
non-metals with oxygen - Electricity generation - The birth of a star
- The alimentary canal and
digestion -- Reaction of carbon with - Nuclear power in South - Life of a star
oxygen Africa
- Death of a star
-- Reaction of sulfur with 1 1
- National electricity grid
oxygen
• Cost of electrical power
• Acids & bases, and pH
- The cost of power
value
consumption
-- The concept of pH value
15
TOTAL
16
GRADE
• Reactions of acids with 1 1
bases: Part I
-- Neutralisation and pH
2
• Reactions of acids with
bases: Part II
½
-- The general reaction of
an acid with a metal oxide
(base)
1½
-- Applications
-- The general reaction of an
34 weeks
1
acid with a metal hydroxide
(base)
• Reactions of acids with ½

bases: Part III
- The general reaction of an
acid with a metal carbonate
(base) ½
9 Reactions of acids with 8 9 8
wks metals wks wks wks
Teachers have the freedom to expand concepts and to design and organise learning experiences according to their own local circumstances.
Examples of indigenous knowledge that teachers select for study should, as far as possible, reflect different South African cultural groupings. They should also link directly

to specific content in the Natural Sciences curriculum.
Notes: * These totals include the 6 hours per term for school-based assessment but exclude the 2 weeks set aside for the mid-year and the end of year examinations
General: Time spent on each topic should serve as a guideline for weighting of marks in Tests and Exams. The purpose of using times as guidelines is to ensure that all
topics are assessed.
SECTION 3: SENIOR PHASE NATURAL SCIENCES CONTENT AND CONCEPTS
GRADE 7 TERM 1
CAPS
STRAND: LIFE AND LIVING
SUGGESTED ACTIVITIES: INVESTIGATIONS, EQUIPMENT AND
TIME TOPIC CONTENT & CONCEPTS
PRACTICAL WORK, AND DEMONSTRATIONS RESOURCES
1 week The The concept of the biosphere • describing the components of Earth’s biospheres • Textbooks and
biosphere other reference
• the biosphere is where life exists and includes the lithosphere • identifying living organisms found in each sphere
materials
(soil and rocks), hydrosphere (water), and atmosphere (gases)
• describing conditions that sustain life
• Pictures and/
• it also includes all living organisms, and dead organic matter
or video clips
• there are many different kinds of living things including plants, of Earth and its
animals, microorganisms biosphere
• all living things can carry out all the seven life processes:
nutrition (feeding), growth, reproduction, respiration (energy
production), excretion, sensitivity (to the environment),
movement
Requirements for sustaining life • investigating requirements (such as light, water) for • Seeds, soil and
the growth of seedlings [germinate seeds and grow containers to grow
• living things need energy, gases, water, soil and favourable
the seedlings under different conditions] seeds, rulers or
temperatures
measuring tapes
• living things are suited (adapted) to the environment in which
they live, such as fish have fins to move easily through water
3 ½ weeks Biodiversity Classification of living things • grouping a selection of everyday objects according to • Selection
observable features, for example shape, colour, size, of pictures,
• plants, animals and microorganisms, and their habitats make
and use photographs
up the total biodiversity of the Earth
or drawings of
• drawing up a table of the basic differences between
• living organisms are sorted and classified according to their vertebrates and
plants and animals
shared characteristics invertebrates
• sorting vertebrates and invertebrates using
• scientists have grouped the organisms into a classification • Magnifying lenses,
observable characteristics
system live or preserved
specimens
• 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
• Kingdoms are further subdivided into Phyla/Divisions, then
17
Classes, then Families, then Orders, then Genera, and the
smallest group is Species
18
Biodiversity Diversity of animals • listing the distinguishing characteristics of the 5 • Reference
classes of vertebrates materials
[continued...] • animals are classified as either vertebrates (animals with
backbones) or invertebrates (animals without backbones) • listing the distinguishing characteristics of the 4 • Selection of plants
groups (Classes/Phyla ) of invertebrates collected in and
• vertebrates are subdivided into five classes on the basis of
around the school
distinguishing characteristics: observing and describing the land snail
property
-- Fish
• Magnifying lenses
-- Amphibians
• Live or preserved
-- Reptiles specimens
-- Birds
-- 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 • identifying and describing the observable
plants without seeds (such as ferns) differences between
• plants with seeds are Angiosperms (flowering plants) and -- Angiosperms and Gymnosperms
Gymnosperms (cone bearing plants such as the cycad)
-- monocotyledons and dicotyledons
• 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]
3 ½ weeks Sexual Sexual reproduction in Angiosperms • growing plants such as beans or maize seeds to • A variety of plant
CAPS
reproduction • seeds are produced in flowers, which are the sexual organs of observe the stages in the life cycle. Measure the specimens
Angiosperms height of the plant as it grows. Record observations in • Soil
diagrams, tables and graphs
• the components of a flower usually include: • Containers to
• identifying, drawing and describing the components grow plants
-- male structures called stamens for producing pollen of a flower
(containing male sex cells) • Seeds (such as
• comparing the structure of a variety of flowers, and beans and maize)
-- female structures called stigma (for receiving pollen), style the methods of pollination
and ovary (for producing female sex cells) • Rulers or
• describing how flowers are adapted to promote measuring tapes
-- petals (for attracting pollinators) pollination
-- sepals (for protecting the flower bud) • describing different fruit, seeds and the method of
• pollination and fertilisation are essential processes for flowers seed dispersal
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.
• the seeds are contained in fruit
19
• fruits and seeds are dispersed in various ways
20
Sexual Human Reproduction • drawing a personal time line and locating puberty
reproduction
• the main purpose of reproduction is for the sperm (male • discussing and writing about the changes
[continued...]
sex cell) and egg (female sex cell) to combine, develop and experienced during puberty
produce a baby
• discussing and writing about responsible sexual
• puberty is the stage in the human life cycle when sexual behaviour
organs mature for reproduction
• discussing myths about menstruation and sex
• 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
• 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]
1 week Variation Variations exists within a species • measuring and collecting information (data) about
CAPS
the height of learners in the class. Show the results as
• a species is a category within the classification system.
a bar graph
Living things of the same type belong to the same species.
For example, humans are one species and dogs are another -- collecting information (data) about the height of adults
species in the immediate family of the learners
• individuals of the same species can reproduce to make more -- correlating the height of their family members with the
individuals of the same species height of learners in the class
• all people are human (Homo sapiens) and belong to the same • recording information about how many learners are
species able (or not) to roll their tongues
• differences between living things of the same species is called -- calculating the percentage of learners in the class
variation who are able to roll their tongues
• variation amongst humans can be inherited. Some inherited -- recording information about tongue rolling amongst
characteristics are height and tongue-rolling 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]
Assessment This content and the associated concepts must be integrated with the aims and Check the learner’s knowledge and that they can:
guidelines skills for Natural Sciences (refer to Section 2).
• describe conditions that support life
• Learners should read, write, draw and do practical tasks regularly
• name the different components of the biosphere
• Evidence of learner’s work, including assessments, should be kept in the
• sort plants and animals into groups based on observable similarities
learner’s notebook
School-based assessment (including practical tasks and class tests), checking for • give the distinguishing characteristics of the five vertebrate classes
correctness, and providing constructive feedback should be done regularly. • give the distinguishing characteristics of the selected invertebrates
Allow for a maximum of 6 hours to be used for assessment throughout the term. • name, describe and provide the function of the components of the flower
For more detailed guidelines on assessment, refer to Section 4. • distinguish between pollination and fertilization
• relate the structure with the function of the reproductive organs of humans
• define the terms puberty, menstruation, fertilization, pregnancy and
contraception
• link the presence of differences between living things of the same species to
variation
21
GRADE 7 TERM 2
STRAND: MATTER AND MATERIALS
22
2 weeks Properties of Physical properties of materials • investigating and comparing the strength of selected • Textbooks
materials materials [by dropping weights onto, or hanging
• properties of materials determine their suitability for a • Selection of
weights on materials such as different shopping bags,
particular use such as: (refer to Grade 5 Energy & Change) materials for
aluminium foil, newspaper, photocopier/printer paper,
example:
-- strength plastic wrap, wax paper]
Paper, cardboard,
-- flexibility • reading about the boiling and melting points of
copper wire, wood,
different materials such as salt, water, ethanol,
-- boiling and melting points rubber, plastic,
paraffin, iron, copper, gold, silver, lead
stone/clay, brick,
-- electrical conductivity
• investigating what happens when water heats glass, aluminium
-- heat conductivity up and boils [heat water and take the temperature foil, wax paper,
reading every 3 minutes until the temperature reading rope/string
• the boiling point of a substance is the temperature at which becomes constant for three readings]. Record time
the liquid starts boiling (boiling is a rapid change in state from intervals and temperature readings in a table, and • Heat sources
a liquid state to a gas state) draw a line graph [Note: you can do the same with • Tripod stands,
• other factors (such as cost, colour and texture) are also taken other liquids such as orange juice, apple juice, cola] gauze and glass
into account when using materials containers
Impact on the environment • Thermometers
• the production and/or use of materials such as metals, plastics • reading and writing about how a material such as a
and fuels has an impact on the environment metal or plastic or fuel is produced and its impact on
the environment
2 weeks Separating Mixtures • designing and explaining about the best ways to
mixtures separate and collect all the materials from a mixture of
• a mixture is made up of two or more substances or materials
sand, iron filings, salt, ethanol and water. Explain why
that have different physical properties. Where the properties
you have chosen each method of separation
differ, the substances can be separated

• demonstrating distillation by using a Liebig
Methods of physical separation
condenser or any other suitable apparatus
• the physical properties of the materials in a mixture determine • Sieves
• separating ink by chromatography [use black ballpoint
the separating method to be used
ink (or other koki colours), white paper strips and • Filter paper
• some methods used to separate materials include hand methylated spirits as a solvent]
• Funnel
sorting (separating sheep wool from thorns), sieving
(separating stones from sand), filtration (separating sand from • Glass or plastic
water) (refer to Grade 6 Matter & Materials) jars
Separating Methods of physical separation [continued...] • Magnets
CAPS
mixtures • additional methods include • Iron or metal filings
[continued...] -- using a magnet (separating iron from sand) (or coins)
-- evaporation (retrieving salt from sea water) • Sugar/salt
-- distillation (retrieving pure water from sea water). Distillation • Heat source
always involves boiling and condensation [change from gas • Liebig condenser
to a liquid] (if available) or test
-- chromatography (separating different colour pigments from tubes, stoppers
one colour pigment, such as black and glass and
rubber tubes
Sorting and recycling materials • Black ink
discussing about the many careers in chemistry,
• it is every person’s responsibility to dispose of waste in a mining, waste management [not for assessment • Koki colours
proper way purposes] • Methylated spirits
• only certain materials are suitable for recycling, such as
metals, plastics and glass. Organic waste can be made into
compost. Material which cannot be recycled has to be dumped
• local authorities have systems for sorting and disposing of
waste materials
• there are negative consequences associated with poor
waste management such as pollution of water, soil and the
environment; health hazards and diseases; blockage of
sewage and water drainage systems; waste of land used
for landfills; wastage of valuable materials which could be
recycled
2 weeks Acids, bases Tastes of substances • Red litmus paper
and neutrals • the human tongue can sense four different tastes, salty, sweet, • Blue litmus paper
sour and bitter • Glass containers
[There is a survival advantage to being able to distinguish these • Liquids such
tastes, such as selecting a ripe apple which usually tastes as: tea, rooibos,
sweet, but discarding an unripe one which tastes sour] coffee, milk, fruit
[Note: not all substances are safe to taste] juices, fizzy drinks,
Properties of acids, bases and neutrals • investigating common beverages to determine • Household
whether they are acids, bases or neutrals (such substances such
• acids and bases are an important group of chemicals as water, tea and rooibos, coffee, milk, fruit juices, as: vinegar,
• many foods and household chemicals can be classified as fizzy drinks) to test whether they are acids, bases or tartaric acid,
acids, bases, or neutrals depending on their properties neutrals lemon, antacids,
23
• using red and blue litmus paper. Record results on a shampoo, soap,
table and draw conclusions bicarbonate of
soda, liquid soap
24
Acids, bases Properties of acids, bases and neutrals [continued...] • investigating a range of household substances (such
and neutrals as vinegar, tartaric acid, aspirin, antacids, shampoo,
• acids (such as lemon and other fruit juices, vinegar, tartaric
soap, bicarbonate of soda, salt water, sugar water,
[continued...] acid, swimming pool acid) have the following properties
liquid soap) to test whether they are acids, bases
-- taste sour or neutrals using red and blue litmus paper. Record
results on a table and draw conclusions
-- feel rough on the skin
[Detergents/soaps are expected to test basic, but
-- many are dangerous to taste or feel (are corrosive)
some have additives such as lemon juice and
• bases (such as bicarbonate of soda, washing powder, most therefore may test acidic instead. Check on packaging
soaps, bleach and household cleaners) have the following labels]
properties
-- taste bitter
-- feel slippery on the skin
-- many are dangerous to taste or feel (are corrosive)
[soluble bases are called alkaline/s]
• neutrals (such as pure water, salt solution, sugar solution,

cooking oil) are neither acids nor bases
Acid-base indicators
• red and blue litmus paper can be used to test/indicate whether
a substance is an acid, a base or a neutral
-- red litmus paper remains red in an acid and a neutral, but
turns blue in a base
-- blue litmus paper remains blue in a base and a neutral, but
turns red in an acid
• we always use both red and blue litmus to test a substance

2 weeks Introduction Arrangement of elements on the Periodic Table • reading about and learning the names and symbols • Periodic Tables
CAPS
to the of the first 20 elements of the Periodic Table [learners
• the Periodic Table of Elements is a classification system for • Three colours of
Periodic need NOT memorise the atomic number of each
the elements which make up matter and materials in the world pencils / crayons
Table of element]
[an element is a pure substance which cannot be broken down
Elements
further] • categorising the elements in a copy of the Periodic
Table by colouring each category (metals, semi-metals
• the Periodic Table was devised by Dmitri Mendeleev in the
and non-metals) in different colours
1860s. He arranged the elements according to their properties
in a table format • identifying a number of elements from the Periodic
Table used in everyday life/ the household. Describe
• the elements of the Periodic Table are arranged into three
them in writing
main categories; metals, semi-metals and non-metals:
-- metals are arranged on the left hand side of the table
-- non-metals are found on the far right hand side of the table
-- semi-metals are found in the region between metals and non-
metals
• each element has its own name, symbol, atomic number and
position on the Periodic Table
Some properties of metals, semi-metals and non-metals
• metals are usually shiny, ductile and malleable, solid (except
mercury) and have high melting and boiling points
• non-metals have a variety of different properties (depending
on whether they are solids or gases)
• semi-metals are solids and have some properties of metals
and some properties of non-metals
• measure the temperature of water as it heats up to boiling point, draw accurate
• Learners should read, write, draw and do practical tasks regularly line graphs, understand and explain the results
• Evidence of learner’s work, including assessments, should be kept in the • explain the separation processes correctly and write about how to separate
learner’s notebook and collect sand, iron filings, salt, ethanol and water from a mixture
School-based assessment (including practical tasks and class tests), checking for • discuss one important consequence of poor waste management for the
correctness, and providing constructive feedback should be done regularly. environment
As this is an exam term, the final two weeks may be required for revision. • classify several common beverages/ household substances into acids or
bases or neutrals using an indicator
For more detailed guidelines on assessment, refer to Section 4.For more detailed
25
guidelines on assessment, refer to Section 4. • identify metals, semi-metals and non-metals on the Periodic Table of elements
GRADE 7 TERM 3
STRAND: ENERGY AND CHANGE
26
1 week Sources of Renewable and non-renewable sources of energy • listing non-renewable energy sources. Explain why • Textbooks and
energy • energy is needed to make everything work, move or live they are regarded as non-renewable reference materials
• a source of energy has energy stored waiting to be used, or • listing renewable energy sources. Explain why they • Pictures and
energy that is needed to make something happen are regarded as renewable reading texts about
non-renewable and
-- non-renewable sources of energy cannot be replenished
renewable sources
once used, such as fossil fuels (coal, oil, natural gas) and
of energy
nuclear fuels (such as uranium) [Links to Planet Earth and
Beyond Grade 7 term 4]
-- renewable sources of energy are continually replenished,
such as hydro power, wind, sunlight, biofuel (wood)
2 weeks Potential Potential energy • finding the energy content in different foods, by • Rubber bands
and Kinetic • potential energy is energy that is stored in a system, such as reading the labels on food packaging • Various food
Energy in a stretched rubber band, a weight balanced on the edge of packaging with
a table, a cell (battery), fuel labels showing
• there is also potential energy in food [all energy is measured energy content
in a unit called the joule (J)]. The energy content in foods • Cells (batteries)
is usually labelled on food packaging [Note: definition and
calculation of joules is NOT required]
Kinetic energy
• kinetic energy is the energy that a body has when it is moving, • investigating energy transfers in
such as when a rubber band snaps back, a weight falls off a -- mechanical systems (such as - scissors cutting
table, wind blows, water falls, a vehicle moves, current flows paper, a bent ruler can flick a pellet across the
through a circuit (electricity) classroom, cricket ball hit by a bat)
Potential and kinetic energy in systems -- thermal systems (such as - a candle heating cold

• potential and kinetic energy are involved in water in a can, a cup of tea losing heat to the
surroundings)
-- mechanical systems
-- electrical systems (such as - a cell/ battery in a
-- thermal (heating) systems
circuit can activate a motor, buzzer or a small torch
-- electrical systems bulb)
-- biological systems -- biological systems (such as - a horse eats a plant
[a system is a set of parts working together] and can move or pull a cart, energy being passed
along a food chain)
Potential Law of conservation of energy • comparing features of these systems, and observing • Scissors, paper,
CAPS
and Kinetic the effects of energy transfers in the different parts and rulers
• energy can neither be created nor destroyed but can be
Energy describing:
converted from one form to another • Candles, cans
[continued…]
-- where the input energy comes from
• energy can be transferred in a system when different parts • Cells (batteries),
of the system interact with one another and cause changes -- where the energy goes (transfer) conducting wire,
[Approach should be to provide learners with examples rather motors, torch bulbs,
-- the energy changes (in terms of potential and kinetic
than a definition] buzzers
energy) observed in the system
• energy can also be transferred from one system to another
• recording observations in a flow diagram using
such as from an electrical system to a mechanical system in a
arrows to show how energy is changed as it is
motor
transferred
2 weeks Heat transfer Heating as a transfer of energy • Video clips from
the internet to
• heating is a process in which energy is transferred from a
show conduction,
hotter body to cooler body
convection and
• the energy transfer continues until both bodies are at the same radiation
temperature
• Spirit / Bunsen
• heat is transferred in three ways by: burner
-- conduction • Steel, brass,
aluminium and Iron
-- convection
rods
-- radiation
• Styrofoam
Conduction
• Wood
• is the transfer of heat between solid objects that are in direct • investigating heat conduction using various metals
such as aluminium, steel, brass, iron rods and • Plastic
physical contact with each other
compare their rates of conduction. Identify variables
• Wax or Vaseline
• heat “travels” from the source of heat through the object, or that could affect the findings. [attach a pin to one end
from one object to another by conduction of each rod with Vaseline. Heat the other end of the • Drawing pins
rod in a bath of hot water and record the time of how
• metals are conductors of heat. Some metals conduct heat • Heat conducting
long it takes for the pin to fall off]
better than others tins (if available)
-- draw a bar graph to show the results
• good conductors are used for making things such as cooking • Wrist watch with
pots a second hand /
Stopwatch
• other materials prevent/slow down conduction of heat, and are
called insulators of heat (such as plastics and wood). These
are generally poor conductors of heat
27
28
Heat transfer Convection • demonstrating convection currents in water in a • Food colouring or
[continued…] • is the transfer of heat from one place to another by the transparent container crystal of potassium
movement of liquid or gas particles • drawing and labelling to explain why heaters are permanganate
-- air and water expand when heated and the particles move best placed near the floor and air conditioners are best • Glass/transparent
upwards. When cooled they move down again. This is called placed near the ceiling plastic container
a convection current • demonstrating heat energy transfer through radiation • Candles
Radiation using a candle • Shiny silver
• radiation is the transfer of heat and does not require physical surfaces (wrapped
contact or movement of particles • investigating/demonstrating and measuring the by aluminium foil)
• the heat from the Sun travels mainly by radiation across empty amount of radiant heat absorbed using dark coloured • Matt black surfaces
space to the Earth (matt black), light coloured (white, yellow) and shiny (painted matt black)
(silver) surfaces [make envelopes of different coloured • Thermometers
• shiny surfaces (such as silver) are good reflectors of radiant
paper and aluminium foil, insert thermometers, place
heat and dark surfaces (such as black) absorb heat energy • Cardboard or paper
in the Sun and measure the temperature increase over
(links to Light in Grade 8 and FET) and glue
time].
• radiation heats up dark surfaces more quickly (absorb heat)
-- draw a line graph to show the results
than it heats up shiny surfaces (reflect heat)

2 weeks Insulation Using insulating materials • explaining how a solar water heating system works, • Pictures /diagrams
and energy • heat can be ‘lost’ through conduction, convection and radiation in terms of radiation, conduction and convection [use of solar water
saving from our bodies and objects such as electric geysers, real examples, pictures or diagrams] heaters
• heat can also be gained through radiation, conduction and • Video clips from
convection, for example in solar water heaters • investigating different insulating materials (such as internet
• people use insulating materials to help minimise heat loss in styrofoam, newspaper, plastic, glass) by how well they • Thermometers
winter or heat gain in summer keep hot objects hot (such as a cup of tea) or prevent • Insulating materials
cold objects (such as ice) from heating up. Measure such as styrofoam,
• insulating materials slow down heat transfer (heat loss or gain) temperature loss or gain and record results. Sequence
through conduction, convection and radiation. Insulators are newspaper,
the insulators from very good to poor plastic and glass
used
containers, ice

-- for making things such as “cool boxes”
• designing, making and testing a system (“hot box/ • Cooking pot
-- in the ceilings of buildings, wonder box”) which uses insulating materials to keep (or container),
-- for clothing (such as coats, jerseys, woolly hats) and food hot for longer or to keep ice cold cardboard box to
blankets make a ‘hotbox’,
• conservation of heat energy in homes and buildings can be insulation materials
-- measure temperature change after some time.
improved by minimising heat loss in winter and heat gain in such as paper,
Record results and draw a line graph
summer fabric, cushions,
blankets
• many indigenous, traditional homes and technologies in South
OR • Materials to build a
Africa are designed for our climate and to be energy efficient
-- designing, making and testing a model of a well- model of a house
insulated house to minimise heat loss • Insulating materials
1 week Energy Useful and ‘wasted’ energy • researching the waste of energy from different • Pictures or
CAPS
transfer to machines and appliances such as examples of tools/
surroundings • systems such as appliances, tools, vehicles, machines provide
appliances such as
useful energy outputs -- a car which wastes about 65% of the energy from
electric drill, electric
fuel in the form of heat
• some energy that is transferred in a system can escape to the iron, kettle, food
surrounding environment as ‘wasted energy’ -- a power station which wastes about 50% of the mixer
energy from burning coal, to the surroundings
• the output energy in a system is always less than the
input energy, because some of the energy escapes to the
surroundings
• identifying the input energy, useful output energy and
• ‘wasted’ energy can escape in the form of heat and/or sound ‘wasted energy’ when systems are operated. [Use real
examples or pictures of systems such as electric drill,
-- sound is an example of ‘wasted’ energy in an electric drill, electric iron, kettle, food mixer, candle, engine, paraffin
food processor, hair dryer lamp]
-- heat is an example of ‘wasted’ energy in a candle, lamp,
engine
1 week The national Energy transfers in the national grid • interpreting diagrams or pictures of the national • Pictures of how
electricity electricity grid; from the power station to the consumer. electricity is
• the national electricity grid is a system (circuit)
supply Explain the energy transfers generated in the
system • the electricity is supplied in the following sequence power station, to the
wires of the supply
-- energy from sources such as coal, oil, gas, nuclear fuels,
grid, to the electrical
falling water and wind, is transferred to turbines
appliances in the
-- turbines transfer energy to a generator home
-- a generator changes energy from mechanical movement • Video clips from the
into electricity and transfers the electricity into the wires of internet
the national electricity supply grid
• A dynamo (or
-- the wires transfer energy to the electrical appliances and pictures of how they
lights are used)
• dynamos are small generators, which also change energy
from mechanical movement to electricity
• dynamos are used in some bicycle lights and mine helmets,
and in wind-up torches and radios
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30
The national Conserving electricity in the home • suggesting and writing about ways to conserve
electricity energy in the home/school/community
• South Africa has a limited supply of electrical energy
supply
system • there are many different ways to use energy wisely and to
save energy at home: by turning off lights and appliances, • discussing about careers in the field of electricity
[continued…]
using energy saving light bulbs, wearing warm clothing, power generation (coal, nuclear, wind, water) including
stopping cold draughts, using energy efficient appliances, engineers, scientists (research), artisans, technicians
matching pot size to stove plate and using a “hotbox” for [not for assessment purposes]
cooking
• distinguish between renewable and non-renewable sources of energy and give
• Learners should read, write, draw and do practical tasks regularly examples of each
• Evidence of learner’s work, including assessments, should be kept in the • compare potential and kinetic energy
• describe the input energy and trace and record the transfer and changes of
School-based assessment (including practical tasks and class tests), checking for energy through various energy transfer systems
correctness, and providing constructive feedback should be done regularly.

• describe and demonstrate the difference between conduction, convection and
Allow for a maximum of 6 hours to be used for assessment throughout the term. radiation
For more detailed guidelines on assessment, refer to Section 4. • show how to use insulating materials to minimise heat loss or heat gain
• identify and describe ways to conserve energy in the home/school/community

GRADE 7 TERM 4
STRAND: PLANET EARTH AND BEYOND
CAPS
4 weeks Relationship Solar energy and the Earth’s seasons • making a model of the globe using a ball showing the • Textbooks
of the Sun to south and north poles, the equator and the southern and reference
• the Sun radiates heat and light in all directions
the Earth and northern hemispheres materials
• the Earth receives energy from the Sun in the form of heat and
• Globe / ball
light (solar energy)
• demonstrating the passage of the Earth around the • Torch
• the Earth spins on its axis once per day
Sun. [A learner can hold a torch (for the Sun) and
• Pictures and video
• the Earth’s axis is an imaginary line that goes through the another learner can carry the globe at its tilt]
clips from the
centre of the Earth from the north pole to the south pole
internet of the Sun
• the Earth’s axis is not vertical, it is tilted from the vertical by an and showing:
• drawing and labelling diagrams to show the tilt of
angle of 23,5º
the Earth and the direct and oblique rays of sunlight -- the Earth’s
• the tilt of the Earth’s axis does not change as the Earth orbits energy that cause the four seasons passage around
around the Sun the Sun
• due to the tilt of the Earth, the intensity of the solar energy -- the changing
(amount per unit area) that reaches different parts of the Earth amounts of solar
changes through the year energy reaching
• differing intensities of solar energy reaching the southern different parts
and northern hemispheres through the year lead to the four of the Earth
seasons through the year
• when the solar energy falls more directly on the southern

hemisphere, the solar energy is spread over a smaller area
and it is summer in the southern hemisphere
• when the solar energy falls obliquely (at an extreme angle) on
the southern hemisphere, the solar energy is spread over a
wider area and it is winter in the southern hemisphere
• the length of the day also depends upon the season. In
summer, days are longer than in winter. This is also caused by
the tilt of the Earth’s axis.
Solar energy and life on Earth • Pictures and video
clips from the
• plants absorb light from the Sun and produce energy-
internet of
containing food (refer to Grade 8)
-- the Sun and
• all plants and animals depend on this process for their energy
(refer to Grade 8) -- how coal, oil and
31
gas are formed
• the Sun’s energy sustains all life on Earth
from the Sun’s
energy
32
Relationship Stored solar energy • drawing a diagram which shows the flow of energy
of the Sun to from the Sun through to the formation of fossil fuels
• dead plants and animals can eventually form coal, oil or gas
the Earth like coal, oil and gas.
(fossil fuels) after millions of years
[continued...]
• this happens when:
-- the remains of dead plants and animals are covered by
layers of mud and soil
-- the layers press down on these remains
-- more layers lead to increased pressure
-- increased pressure, over long periods of time, changes
these remains into coal, oil or gas
• the coal, oil and gas store energy from the Sun that was • drawing, labelling and writing to explain the
absorbed by plant s millions of years ago sequence of processes and events that lead to the
storage of energy from the Sun in coal, oil and gas
• humans are using this store of energy (coal, oil and gas) faster
than it is being formed (non-renewable resource)

2 weeks Relationship Relative positions • Ball and rope or
of the Moon string
• the Moon revolves around the Earth in its orbit
to the Earth
• Video clips from
the internet
Gravity • demonstrating the pull of gravity by swinging a ball showing:
attached to rope or string in a circular motion
• gravity is the tendency of all objects to attract (pull) each other -- the Moon in orbit
• the pull of gravity depends on how much mass each object around the Earth
has and how far apart they are -- the Moon’s
-- more massive objects exert a stronger pull than smaller gravity results in
objects over the same distance ocean tides on

Earth
-- for objects of the same mass, the closer they are to each
other, the stronger is the pull of gravity between them -- Full Moon and
New Moon
• the Earth is held in its orbit around the Sun by the pull of the cause spring
Sun’s gravity tides
• the Moon is held in its orbit around the Earth by the pull of the
Earth’s gravity
• the Moon also has its own gravity
Relationship Tides • using diagrams to write and explain the effects of
CAPS
of the Moon the Moon’s gravity on the Earth showing the tides
• tides are the predictable, repeated rise and fall of sea and
to the Earth
ocean levels
[continued…]
• tides on Earth are caused mainly by the gravity of the Moon
• the gravity of the Moon pulls on the water in the seas and
oceans on Earth
• this pull causes the Earth to experience high and low tides in • Pictures and texts
the oceans. There are usually two high tides and two low tides about shoreline
over a day and a night ecosystems
• when the Moon is aligned with (in line with) the Sun (at Full
Moon and New Moon), the Sun’s gravity adds to the Moon’s
gravity. This causes higher than usual high tides and extra-low
low tides (spring tides)
• tides sustain unique shoreline ecosystems between the high • writing to explain the effects of the Moon’s gravity on
and low water levels ecosystems on Earth
[an ecosystem is a community of living organisms and their
interaction with the environment]
33
34
2 weeks Historical Early indigenous knowledge • writing about traditional cultural interpretations and
development stories about the Sun, Moon and patterns in the sky
• the Moon and Sun and stars seem to move in predictable
of astronomy
patterns
• people observed these patterns and used them to measure
time and develop different calendars
-- a year (a time period that includes the four seasons)
-- a month (a time period from one full moon to the next full moon)
-- a day (a time period from one sunrise to the next sunrise)
• people used these patterns in different ways such as to denote
a time for planting, finding direction and special holy days
• people passed this knowledge on using stories
Modern developments • researching and writing about a significant discovery • Reference
in astronomy materials on
• people have made and continue to make important

significant
discoveries in astronomy
discoveries
• Copernicus suggested that the Sun is at the centre of the relating to
Solar System (1514) astronomy
• Galilei made the first telescope to observe planets and their
moons (1610)
• Kepler used mathematics to describe orbits accurately (1609)
• Newton showed that gravity held the Solar System together
(1687)

• demonstrate the Earth’s tilt as it orbits around the Sun
• describe the relationship between solar energy, the Earth’s movement around
the Sun and the seasons
School-based assessment (including practical tasks and class tests), checking for
correctness, and providing constructive feedback should be done regularly. • demonstrate their understanding of how coal, oil and gas are formed in the
Earth, starting from the Sun’s energy
As this is the exam term, the final two weeks may be required for revision.
• explain the effects of the Moon’s gravity on the Earth, including tides and
For more detailed guidelines on assessment, refer to Section 4. ecosystems
• discuss significant events around the development of knowledge of astronomy
GRADE 8 TERM 1
CAPS
2 weeks Photosynthesis Photosynthesis • writing about the requirements for, and products of • Textbooks and
and respiration photosynthesis other resource
• interactions and interdependence in an ecosystem are driven
materials
by the need for energy to sustain life
• the Sun is the important source providing this energy in the
form of light and heat
• plants use carbon dioxide (from the air), water (from the soil)
and energy from the Sun in a series of chemical reactions to
produce glucose (food). This process is called photosynthesis
• oxygen gas is released into the air as a by-product
chlorophyll
carbon dioxide + water glucose + oxygen
sunlight
[No further details are required]

• plants change glucose into starch, cellulose and other • conducting an investigation to show that leaves • A variety of leaves
chemical compounds to enable processes such as growth and produce starch [soak the leaf in boiling water, extract
• Heat source /
reproduction chlorophyll using ethanol/methylated spirits, add a
spirit or Bunsen
few drops of iodine solution]. Write a report using the
burners
headings; aim, hypothesis, method, results, conclusion
Respiration and discussion • Glass containers/
test tubes
• food contains energy (potential energy). This energy can be
released from food by a series of chemical reactions. This • Ethanol/
• writing about the requirements for, and products of
process is called respiration methylated spirits
respiration
• respiration (in all living organisms) is the process by which • lodine solution
energy is released from food in a series of chemical reactions
• White surfaces
glucose + oxygen energy + carbon dioxide + water • testing for the presence of carbon dioxide in exhaled
air using clear lime water • Slaked lime (to
[No further details are required] make lime water)
• Drinking straws
35
36
5 weeks Interactions and Introduction to ecology • Pictures
interdependence of different
• ecology is the study of interactions of organisms with one
within the ecosystems
another and with the physical and chemical environment
environment (large and small)
• scientists usually classify the study of ecological interactions showing the living
into four levels; populations, communities, ecosystem and the and non-living
biosphere components
Ecosystems • Thermometers
• listing abiotic and biotic factors in an ecosystem
• all ecosystems combined make up the biosphere • Hand lenses
• selecting and marking off an ecosystem
• an ecosystem consists of an ecological community that • String (for making
includes all living organisms (biotic) such as plants and -- identify and describe the abiotic aspects of the quadrats)
animals, together with the non-living (abiotic) environment ecosystem such as amount of sunlight, water, wind,
• Rulers/meter
such as temperature, wind, water, interacting as a system temperature, soil type and slope of the area
sticks
• the size of an ecosystem is not specifically defined and it • selecting and marking off an ecosystem [continued...]
• Sieves
usually encompasses a specific, limited area (although it can
-- describe how the abiotic factors of the ecosystem
encompass the entire planet) • Hand lenses

affect the plants and animals
• ecosystems are defined by the network of interactions among • Field guides for
-- identify, count and describe the plants and animals
organisms, and between organisms and their environment identifying plants
(biotic factors) in the ecosystem
and animals
• survival of individual organisms and populations depends on
-- describe the relationship between the biotic factors
the its ability to cope with changes (adapt) in its habitat (the
(such as feeding and shelter) in the ecosystem
place where an organism lives) or in the ecosystem
-- identify any human interferences in the area (such as
litter and pathways)
-- study a small sample of the soil in the ecosystem
marked, using a hand lens, and identify any remains
of dead plants and animals

Interactions and Feeding relationships • classifying selected examples of organisms into • Pictures of
CAPS
interdependence their respective feeding groups (such as cows are different local/
• plants are producers. They make their own food
within the herbivores) South African
environment • animals are consumers. They obtain food from plants either organisms
directly (such as herbivores) or indirectly (such as carnivores)
[continued...] • Video clips
• herbivores: feed on plant material (for example cows, horses)
• carnivores: feed on other animals (living or dead). The group
includes:
-- those that hunt other animals (prey) are predators (for
example leopards)
-- those that eat dead animals are scavengers (for example
hyenas, vultures)
-- insectivores feed mainly on insects and other smaller
invertebrates such as worms (for example earthworms)
• omnivores: feed on plants and animals (for example humans)
• decomposers: breakdown (decompose) the remains of dead
plants and animals. They recycle important nutrients in the
environment (for example bacteria, fungi, earthworms)
37
38
Interactions and Energy flow: Food chains and food webs • identifying a food chain or food web in an • Pictures of plants
interdependence ecosystem in or near the school grounds. Record the and animals
• plants (and algae) play an important role in the ecosystem,
within the observations in different
as they capture energy from the Sun by the process of
environment ecosystems,
photosynthesis • writing and drawing food chains and food webs
such as forests,
[continued...] (linking names with arrows) in different ecosystems
• this energy is passed along a food chain from producers to oceans, deserts
consumers; decomposers are the last link in this transfer of • drawing and analysing energy pyramids [Note: on
energy and release energy as heat to the environment average about 10 % of net energy production at one
trophic level is passed on to the next level]
• each stage of a food chain is called a trophic level
• evaluating the impact of various factors (such as
• energy transfer and energy loss occur at each trophic level
loss of habitat, loss of species, change of weather or
• interlinked food chains together form food webs climate) on ecosystems
Balance in an ecosystem • evaluating the impact on a food web when one of the
organisms is removed
• an ecosystem can only accommodate as many organisms as
its resources (food, water and shelter) can carry, and it will fail • drawing and labelling diagrams of any selected
if it does not remain in balance plants, and describe in the labels how they are
adapted to their environment

• this balance can be disrupted by natural and human factors
• reading and writing about how animals are adapted
-- natural factors include extreme changes in patterns of weather
to live in extreme environments (camel and polar
and climate, such as floods, drought, extreme and sudden
bear); how animals are adapted to being good
changes in temperatures
predators (shark and cheetah); and about other animal
-- human factors include removing organisms from the adaptations such as camouflage and mimicry
ecosystem (such as poaching), human induced pollution
• writing about the importance of maintaining
• these factors can contribute to an imbalance in an ecosystem, biodiversity and sustainable use of natural resources
seriously impacting on its components and altering its nature
• writing about irresponsible human practices (such
Adaptations as inappropriate waste disposal) and their impact on
ecosystems. Suggest possible solutions
• adaptation is the change in the structural, functional and
behavioural characteristics of an organism

• adaptation allows the organism to survive as it adapts to
changing conditions within the environment
• organisms that are unable to adapt to changes within the
environment die out (become extinct)
Conservation of the ecosystem
• environmentalists and others work towards managing
ecosystems, such as control of alien vegetation and
preservation of wetlands
• individuals can contribute to conservation in various ways,
such as appropriate waste disposal (including recycling, re-
using)
2 weeks Micro- Types of micro-organisms • using hand lenses or micro viewers to examine small • Hand lenses
CAPS
organisms objects (such as bread mould, mushrooms, newsprint)
• micro-organisms are living things or
to understand the concept of magnification (make
• they are too small to see with the naked eye [they can only be bigger in order to see a microscopic object) • Bio-viewers
seen under a microscope]
• examining and analysing photographs and/or
• there is a variety of micro-organisms, including Viruses, micrographs of micro-organisms. Use scales to
Bacteria, Protista and Fungi calculate the real size of the organisms
Harmful micro-organisms • writing about the cause, effects, symptoms and

treatments of one of the diseases caused by micro-
• some micro-organisms cause diseases, such as TB (caused
organisms
by bacteria), AIDS (caused by HI virus), malaria (caused by a
protest) • discussing cultural and historical beliefs about
diseases caused by micro-organisms
• disease causing organisms are found almost everywhere,
such as at ATMs, handrails of staircases and toilets • observing micro-organisms by investigating the
growth of yeast under different conditions [use
• waterborne diseases (such as cholera and diarrhoea) account
different amounts of sugar, different temperatures]
for many child deaths
and record observations. Write an experimental report
• effective methods of preventing the spread of diseases caused using the headings; aim, hypothesis, method, results,
by micro-organisms include washing hands and sterilising conclusion, discussion and applications
• modern scientists such as Louis Pasteur play an important
role in identifying and developing cures for some diseases
Useful micro-organisms
• some micro-organisms play an essential role in ecosystems, • discussing about the many careers that require
such as decomposing dead plant and animal matter, thereby knowledge of environmental studies, nature
recycling nutrients in the soil conservation, zoology, botany, entomology, the
study of micro-organisms, including agriculture, food
• some micro-organisms are used by people for making certain industry, medicine [not for assessment purposes]
foods (such as yoghurt) and medicines (such as penicillin)
Assesment This content and the associated concepts must be integrated with the aims and skills Check the learner’s knowledge and that they can:
guidelines for Natural Sciences (refer to Section 2).
• explain photosynthesis and respiration
• explain how to test for starch in leaves
• Evidence of learner’s work, including assessments, should be kept in the learner’s
• explain important concepts related to ecology, such as ecosystems, habitats,
notebook
communities, populations, species, adaptations, extinctions
correctness, and providing constructive feedback should be done regularly. • distinguish between biotic and abiotic factors of an ecosystem
39
Allow for a maximum of 6 hours to be used for assessment throughout the term. • evaluate disruptions to an ecosystem; giving causes, effects and solutions
For more detailed guidelines on assessment, refer to Section 4.

GRADE 8 TERM 2
40
2 weeks Atoms Atoms – building blocks of matter • Textbooks
and reference
• all matter is made up of tiny particles called atoms
materials
• an element is made up of atoms of the same kind. For
example all the atoms of an element, such as copper, are
the internet
identical
showing
• an element is a substance that cannot be broken down into animations
two or more substances by chemical means (An element of atoms and
cannot be changed into another element by means of a molecules
chemical reaction)
• atoms of one element differ from the atoms of all other
elements
• all known elements are listed on the Periodic Table of the

Elements
Sub atomic particles • making a 2-dimensional model or drawing of an atom • Beads/ dried lentils
(choose an element from the first 20 elements from or dried peas
• atoms are made up of smaller sub-atomic particles (protons,
the Periodic Table) [Use beads or dried lentils or dried
neutrons and electrons) • Paper plates
peas pasted with glue onto a paper plate, to make a
• the central region of the atom is called the nucleus basic model of an atom of a selected element. Show • Glue
protons and neutrons making up the nucleus, and
• the nucleus is made up of positively charged particles called
electrons in the space around the nucleus]
protons and neutral particles called neutrons
• negatively charged particles called electrons move around the
nucleus
• atoms are neutral because the number of negatively charged

particles (electrons) is equal to the number of positively
charged particles (protons)
Atoms Pure substances • Plastic “popit”
CAPS
[continued…] beads or modelling
• elements and compounds are pure substances
clay or playdough
Elements
• Copper(II) chloride
• an element is a material that consists of atoms of only one • making models showing the atoms which make up
• Cell/ battery
kind, such as hydrogen (H), oxygen (O), carbon (C), sodium molecules (such as O2, H2, N2, H2O, CO2), using plastic
(Na) and chlorine (Cl) “popit” beads or modelling clay or playdough • Conducting wires
• all known elements are listed on the Periodic Table of • demonstrating and recording observations of how • Metal plates
Elements. They are limited in number and are the building a compound can be broken down into elements by (electrodes)
blocks of millions of compounds electrolysis • Test tubes or small
• some elements on the Periodic Table of Elements form -- copper(II) chloride (CuCl2) solution decomposes glass containers
diatomic molecules for example hydrogen (H2), nitrogen (N2), to form copper (Cu) and chlorine (Cl2) [use carbon • Potassium
oxygen (O2), chlorine (Cl2). These are called molecules of electrodes and a power source of about 3 to 9 volts] permanganate
elements
• Heat source (such
• sometimes atoms react together chemically to form molecules
and/or as Bunsen burner
of compounds (such as H2O, CO2)
or spirit lamp)
• demonstrating and recording observations of how a
Compounds
compound decomposes into elements by heating • Wooden splint
• a compound is a material that consists of atoms of two or
-- potassium permanganate (KMnO4) to obtain oxygen • Matches
more different elements chemically bonded together, such as
(O2) [Note: oxygen is not the only product]. Test for • Small ceramic/
water (H2O), carbon dioxide (CO2), salt (NaCl)
O2 glass dish (heat
• the atoms in a given compound are always combined/bonded
resistant)
in a fixed ratio such as, in water, where the ratio is always two
hydrogen atoms (H) to one oxygen atom (O) [Note: a glowing splint is used to test for the presence of
oxygen gas. It re-lights in oxygen gas]
• a chemical bond is the force that holds atoms together
• compounds [such as water (H2O), carbon dioxide (CO2), salt
(NaCl)] are formed by chemical reactions
• compounds can be broken down in a decomposition reaction
into other compounds or their original elements by heating
or electrolysis. For example, electrolysis decomposes water
(H2O) to form hydrogen (H2) and oxygen (O2)
Mixtures of elements and compounds
• elements and compounds are often found mixed together,
such as in air, sea water, rocks, and in living things
• mixtures are separated by physical means; compounds can
be separated by chemical means
41
42
5 weeks Particle The concept of the particle model of matter • drawing diagrams to represent particles in a solid,
model of a liquid and a gas, and explain them in terms of
• atoms and molecules are referred to as particles in the particle
matter arrangement, movement, forces and spacing using the
model of matter
particle model of matter
• the particle model of matter is a scientific theory used to
explain that all matter (solids, liquids and gases) is made up of
particles • drawing a table comparing the particles of gases,
liquids and solids
• these particles are too small to see (in a drop of water there
would be many billions of water particles)
• the spaces between the particles are empty [Note: these
spaces do not contain air, they contain nothing]
• scientists have evidence that suggests that the particles are
arranged differently in a solid, liquid and a gas
-- in a solid, the particles
o are closely packed in a regular arrangement
o do not move around but vibrate against each other

o have strong forces holding them together
o have small spaces between them
• in a liquid, the particles
-- are loosely arranged but still quite close together
-- can move quite fast and slide past each other
-- have weaker forces between them
-- have small spaces between them

• in a gas, the particles
-- have no particular arrangement
-- move very fast
-- have extremely weak forces between them
-- have very big spaces between them compared to solids and
liquids
Particle • diffusion is a process in which particles in liquids and gases • investigating the rate of diffusion of a gas • Ether
CAPS
model of move (separate and spread) from a highly-concentrated area compared to a liquid relating the speed of diffusion
• Measuring
matter to an area with a lower concentration of those particles to kinetic energy [Throw a small amount of ether
cylinder/large
onto a blackboard; the ether gas diffuses through
[continued…] • diffusion is faster in gases compared to liquids [the concept of glass jar
the classroom quickly. Or diffuse a small amount
diffusion also applies in Life & Living, see Respiratory System
of potassium permanganate in a large measuring • Potassium
Grade 9]
cylinder/glass container of water. It takes a few days permanganate
for the purple colour to be equally distributed]
Change of state • investigating change of state by heating solid candle • Empty tins
wax in an empty tin or small tin foil pie dish [the
• heating and cooling can cause a material to change state • Spirit burners
hot, liquid wax will then solidify if the heat source is
• the solid material first changes to a liquid (melting) when removed and it is allowed to cool down] • Foil pie dishes
heated, and then it changes to a gas (evaporating or boiling)
• Tripod stands
on further heating
[Note: do not heat the wax to very high temperatures • Gauze wire mats
• the gas first changes to a liquid (condensing) when cooled,
in order to vaporise it, as the vapour can ignite. If ice is
and then it changes to a solid (freezing or solidifying) when • Candle wax
available, it is safer to use. This can be heated to melt
cooled further
the ice and to make the water evaporate or boil] • Matches
• as a solid material is heated, the movement of the particles
increases which enables them to move past each other and
form a liquid
• the particles move much further apart from each other when
the material changes from the liquid to the gas state
Density, mass and volume • finding objects with same volume but with different • Sponge,
mass and compare them (by hand) in terms of their
• the density of a material describes the amount of mass in a • Polystyrene
density, such as sponge, polystyrene, wooden and
given volume of that material
metal blocks of the same size • Wooden and metal
Density and states of matter blocks of the same
size
• in general, gases are less dense than liquids and liquids are
less dense than solids [water is an exception as ice is less
dense than water and therefore it floats]
43
44
Particle Density of different materials • comparing the densities of different materials (by • Paper / plastic
model of hand) using identical paper/plastic cups full of air, cups (of identical
• some materials have low density and some have high density.
matter water, sand, flour [Note: each cup of material will size)
For example a loaf of bread has a lower density than a clay
have a different mass to the others, although all are
[continued…] brick of the same size • Water, sand, flour
the same volume. This tells us that the materials in the
• the individual particles making up one material may have cup are of different densities]
different masses compared to the individual particles making
up another material. In addition, there are spaces between the
particles
• the density of a material will depend on the kind of particles it
is made up of and the size of the spaces between them
• a material which has lower density will float on a liquid which • mixing oil and water to show that oil is less dense • Beakers
has higher density, for example oil (lower density) will float on than water and therefore oil floats on the water
• Oil and water
water (higher density)
• reading about pollution of water by oil [Note: oil
spreads out on top of the water and therefore can
pollute a large body of water on the surface]
Expansion and contraction of materials

• solids, liquids and gases tend to expand when heated and
contract when cooled
• particles of liquids and gases are in a state of constant motion
• as a material is heated, the movement of the particles
increases and they move further apart, therefore the material • drawing and explaining how expansion and • Ball and ring
expands contraction takes place in terms of the particle model apparatus
of matter [use a metal ball and ring apparatus for
• as a material is cooled, the movement of the particles
demonstration]
decreases and they move closer together, therefore the
material contracts

• when a material expands or contracts, the size and number
of particles does not change. Instead, it is only the spaces
between the particles that get bigger or smaller
-- during expansion, the spaces between the particles get
bigger
-- during contraction, the spaces between the particles get
smaller
Particle Pressure • demonstrating what happens as we blow up a • Balloons
CAPS
model of balloon or pump up a soccer ball or bicycle tyre using
• a gas exerts a pressure because of the collisions of the • Soccer ball
matter a hand pump [As more air is blown or pumped in,
particles with each other and against the sides of the container
blowing and pumping becomes more difficult]. Draw • Bicycle tyre
[continued…]
• pumping more gas into a container increases the number of and write to explain why it becomes more difficult
• Hand pump
gas particles in the container. This increases the number of
collisions and therefore increases the pressure
[Note: heating also increases the pressure by giving the
particles more energy, making them move faster, and collide
with greater force. We do not have to deal with this aspect of
pressure in this grade]
1 week Chemical Reactants and products • investigating the chemical reaction that takes • White vinegar
reactions place when a whole egg is placed in white vinegar
• substances can react with each other to form products with • Egg
[the reactants, vinegar and the egg shell (calcium
different chemical properties
carbonate) react together to produce the products, • Beaker
• in a chemical reaction, the substances that react with one carbon dioxide gas and a solution (calcium acetate)].
another are called the reactants Make drawings to show what was observed. Show
reactants (before) and products (after) the reaction
• in a chemical reaction, the substances that are produced are
has taken place
called the products of the reaction
• investigating what happens when you blow with a
• in reactions, re-arrangement of the atoms takes place, to form
drinking straw through clear limewater in a beaker/
different products
flask [the reactants, carbon dioxide and calcium
• during a chemical reaction, chemical bonds (a bond is a force hydroxide react together to form the products, a white • Drinking straw
that holds atoms together) of the reactants break and new suspension of calcium carbonate and water]. Make
drawings to show what was observed. Show reactants • Clear limewater
bonds form to produce the products
(before) and products (after) the reaction has taken • Beakers / flasks
• indigenous knowledge includes some examples of useful place
chemical reactions such as fermentation in brewing [which
produces carbon dioxide and ethanol (alcohol)] [This links to Life & Living Grade 9, Respiratory
System – lime water test for carbon dioxide]
[The concept of chemical reactions is developed in Grade 9]
• discussing / reading about careers in inorganic and
organic chemistry, mining, engineering, materials
development and in the bio-fuels industry [not for
assessment purposes]
45
46
• describe the basic structure of an atom
• give examples of molecules of elements and molecules of compounds
• explain the difference between elements and compounds, and mixtures and
compounds
School based assessment (including practical tasks and class tests), checking for
correctness, and providing constructive feedback should be done regularly. • use the particle model of matter to describe different states of matter and
explain change of state, density and pressure
As this is an exam term, the final two weeks may be required for revision.
• identify reactants and products in a simple chemical equation
For more detailed guidelines on assessment, refer to Section 4

GRADE 8 TERM 3
CAPS
1week Static Friction and static electricity • rubbing a plastic or perspex ruler with a piece of wool • Textbooks and
electricity • friction (rubbing) between certain materials (such as plastic, or nylon or silk fabric. Bring the ruler close to small reference materials
perspex, glass, nylon, wool, silk) transfers electrons between pieces of tissue paper or sawdust. Observe what • Video clips from the
the atoms of the two materials being rubbed together happens and describe in terms of same or opposite internet
charge on the materials [Note: Learners do not need
• the electrons move from one material causing a positive to memorise what charge the materials acquire when • Plastic or perspex
charge on its surface, and causing a negative charge on the rubbed together] rods or rulers
surface of the other material [It is only the electrons that are • Pieces of wool/
transferred, protons and neutrons do not move] nylon/silk fabric
• objects/materials with same/like charges repel each other • Small pieces of
• objects/materials with opposite/unlike charges attract each paper
other
• a discharge of the electrons causes the sparks or shock of
static electricity, especially when the air is dry
3 weeks Energy Circuits and current electricity • drawing and interpreting an electrical circuit diagram • Electrical circuit
transfer in • a circuit is a system for transferring electrical energy and the symbols used in it diagrams
electrical
systems • a closed circuit is needed to make a device work, such as
making a bulb light up (refer to Grade 6 Energy & Change)
• 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)
à along conducting material (wires) à through the device
(filaments of incandescent bulbs) à 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
47
to produce an electric current
-- an electric current is the flow of charges (kinetic energy)
along a conductor
48
Energy Components of a circuit [continued...]
transfer in • resistors are made of materials that resist/oppose the flow of
electrical electrical current in a circuit
systems
-- resistors in a circuit have an influence on the amount of
[continued…] 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
o 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 • reading about how fuses work • Cells/batteries

• a current can heat a resistance wire (such as a bulb filament) • investigating the heating effect of a current by using • Circuit boards
-- an electrical current transfers energy to the particles in a a resistance wire (such as a strand of steel-wool/ • Torch bulbs
bulb filament, producing light that the filament emits nichrome wire)
• Switches
-- circuits can overheat if a short circuit occurs: -- observe, record and write about the effect
• Resistors (steel
o fuses are special wires which break the circuit when they -- predict or interpret information about other wool or nichrome
overheat and melt. These are safety devices that reduce applications wire)
the danger when using electricity • investigating the magnetic effect of a current in a wire • Copper wires
o a short circuit can occur when an electric current bent into a coil
• Steel wires
takes the path of lowest resistance, for example when a -- observe and record its effect on a magnetic
• Copper(II)chloride
conductor is connected directly to both terminals of a cell/ compass
battery • Magnetic
-- predict or interpret information about other
compasses
• a current causes a magnetic field (such as in electromagnets) applications

• other (available)
-- an electric current can be used for making temporary • investigating electrolysis of copper(II) chloride
input and output
magnets known as electromagnets. Moving charges solution
devices
(current) in a conductor (such as a wire), cause a magnetic -- observe and record what happens
field around it
-- predict or interpret information about other
• an electric current can cause a chemical reaction in a solution, applications
this process is called electrolysis
-- water can be broken down by electrolysis to produce oxygen
and hydrogen gas
-- 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)
2 weeks Series and Series circuits [Note: Use simple circuit boards, and draw circuit • Cells/batteries
CAPS
parallel • a series circuit provides only one pathway for the current diagrams showing all components used, for the following • Circuit boards
circuits passing through it. The current is the same everywhere in the investigations (the effects of resistance are treated
qualitatively by observing the brightness of a bulb in the • Torch bulbs
circuit but every time a resistor is added in series, the overall
current in the circuit decreases circuit)] • Switches
• Resistors (various
• investigating a series circuit by observing the effects conducting wires,
Parallel circuits steel wool or
of connecting more resistors (such as bulbs) into the
• a parallel circuit provides two or more pathways for the current circuit (observe the brightness of the light bulbs as nichrome wires)
passing through it, but the overall current increases when more bulbs are added) • Copper wires
more resistors are added in parallel
-- insert more bulbs in series into the circuit • Steel wires
• investigating a parallel circuit by observing the effects
Other output devices of connecting more resistors (bulbs) in parallel into
• other complex circuits are used for output devices such as the circuit (observe the brightness of the light bulbs as
beepers, buzzers, LEDs (Light Emitting Diodes) or motors more bulbs are added)
-- insert more bulbs in parallel into the circuit
• comparing the effects of resistors in series and in
parallel by recording observations in a table
• 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 [not for examination purposes]
3 weeks Visible light Radiation of light • drawing a ray diagram to explain the image formed • Video clips from
in the tissue paper at the back of the pinhole camera the internet
• light is emitted from luminous objects such as the Sun and
[Teacher can demonstrate using a pinhole camera] about the electro-
light bulbs, and is transferred by radiation
magnetic spectrum
• light travels in straight lines • Pinhole camera (if
• light travels through empty space at a speed of 300 000 available)
kilometres per second (the distance from the Sun to Earth is • Cardboard box
49
150 million kilometres) (refer to Grade 7 Energy and Change) (shoe box)
• Tissue paper
• Glue
50
Visible light Spectrum of visible light • observing and recording the sequence of colours • Pin
[continued...] • white light consists of a spectrum (range) of different in the visible spectrum when light is shone through a • Tinfoil (to make a
frequencies and wavelengths - violet, indigo, blue, green, triangular prism pinhole camera)
yellow, orange, red. All these colours make up the spectrum • Light source
of visible light [Note: NO further detail on wavelengths and
• Cardboard with
frequencies is required at this level]
narrow slit
• a rainbow is seen when light falls on water droplets in the air
• Triangular prism
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 • drawing diagrams to show how shadows are cast by • Light source
• light cannot pass through opaque surfaces (such as metal, opaque objects. • Cut-out cardboard
clay, bricks, wall paint, cardboard), therefore it is either • predicting effects of moving the object (such as a shapes
absorbed or reflected cardboard shape) closer or further away from the light
• opaque substances cast shadows on the side facing away source

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 • Textbooks

• light can be absorbed by surfaces of some materials and reference
materials
• light is absorbed differently by different materials
• a material has colour because it absorbs some of the colours
the internet
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
-- a black object (such as a black pot) absorbs all of the
frequencies/colours and therefore looks black [links to
absorption of heat by matt black surfaces: Grade 7]
-- a white object (such as white paper) reflects all of the
frequencies/colours and therefore looks white [links to
reflection of heat by shiny silver or white surface Grade 7]
Visible light Reflection of light • drawing a ray diagram to show the change in direction • Mirror
CAPS
• light is reflected off most surfaces, including mirrors of light rays at a smooth reflector (such as a mirror) • Light source
[continued...]
• light can change its direction when it is reflected • Aluminium foil
• in reflection, the angle of incidence and the angle of reflection • drawing a ray diagram to show the changes in
are equal direction of light rays reflected off a rough surface
(such as crumpled aluminium foil). Reflected light is
• the angles of incidence and reflection are measured from the scattered in different directions
normal which is a line perpendicular to the surface [actual
measurement of angles not included here]
• on smooth surfaces, all light is reflected in the same direction
• on rough surfaces, reflected light is scattered
Seeing light • explaining why
• the frequencies/colours that are reflected enter the eye -- a blue car looks blue
• specialised receptor cells in the eye’s retina are stimulated by -- a sunflower is yellow
specific frequencies (colours) -- leaves are green
• in the eye, light energy is converted to electrical nerve [Similar examples may be used]
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 • demonstrating the change in the direction of a light • Reference

• light can be refracted by transparent substances ray (beam) through a parallel sided prism materials
• light can change its direction when it is refracted • inserting a pencil/ruler in a glass of clean water and • Video clips from
observing the apparent change in position of the the Internet
• light entering a transparent medium (such as glass, water, pencil/ruler below the surface of the water, as a result
perspex) at an angle, changes direction towards the normal in • Parallel sided
of refraction prism
that medium
• light travelling out of the medium (back into the air) changes • Light source
direction away from the normal • drawing a ray diagram of a triangular prism and • Cardboard with a
a magnifying glass (lens) to show dispersing and narrow slit or glass
• a triangular prism is able to refract and disperse white light focusing of light
into the colours observed in a rainbow • Pencil or ruler
• a lens is able to refract and focus light • Clear container
• discussing about careers in optics, physics, optical with water
transmission of information (fibre optics)
51
[not for assessment purposes]
52
Assessment This content and the associated concepts must be integrated with the aims and Check the Learner’s knowledge and that they can:
• name the components in an electrical circuit, explain how they are connected
• Learners should read, write, draw and do practical tasks regularly to form a complete conducting pathway and interpret the symbols used in a
circuit diagram correctly
learner’s notebook • show and describe how to:
School-based assessment (including practical tasks and class tests), checking for -- make a simple fuse
-- make a simple electromagnet
Allow for a maximum of 6 hours to be used for assessment throughout the term.
-- carry out electrolysis
• describe the role of a resistor in a circuit
• demonstrate and explain the effects on the brightness of the light bulbs when
connected in a series circuit compared to when connected in a parallel circuit
• describe the visible spectrum of light formed when light is shone through a
triangular prism
• explain the colour of an object in terms of absorption and reflection of light

• demonstrate and explain the refraction of light

GRADE 8 TERM 4
CAPS
3 weeks The Solar The Sun • Textbooks
System and reference
• the Sun is like all other stars – it produces large amounts of
materials
heat and light continuously
• the energy in our Sun comes from powerful nuclear reactions
the internet
during which hydrogen gas changes into helium gas
showing:
Objects around the Sun • constructing a model of the Solar System showing -- Surface of the
relative distances of the planets from the Earth and Sun
• a variety of objects orbit the Sun - eight planets and their
relative sizes of planets
moons, rocky asteroids, outer dwarf planets and many distant -- Movement of the
icy and dusty objects in the Kuiper Belt and Oort Cloud, at the planets around
edge of the Solar System the Sun
• interpreting a table of facts about the Solar System
• all the planets and other objects in the Solar System have their -- Meteors,
own special features including size, distance from the Sun, asteroids,
number of moons known, composition, surface temperature, • comparing and writing about the conditions on other comets
time it takes for one orbit around the Sun planets in our Solar System including their special
features • Table of facts
• comets from the Oort Cloud come close to the Sun from time about the Solar
to time System
• the Solar System looks like a flat disc or plate. The Sun spins OR
(rotates) at the centre and the planets and all other objects
orbit around it in the same direction
• presenting a fact sheet about any object found in our
• gravity is the force that keeps all these objects in their stable, Solar System
predictable orbits around the Sun
Earth’s position in the Solar System • writing about why the conditions on Earth are ideal
for life
• the Earth is the third planet from the Sun
• the Earth is the only planet that is known to support life
• the conditions that support life on Earth include:
-- temperature: Earth’s distance from the Sun provides the ideal
temperature range
-- water is a liquid, gas or solid in Earth’s temperature range
-- sunlight provides the energy in the food chain
53
-- oxygen: early life forms and algae produced enough oxygen
for the evolution of more sophisticated life forms
54
3 weeks Beyond the The Milky Way Galaxy • demonstrating the shape of the Milky Way Galaxy • Video clips from
Solar System • our Solar System is in the Milky Way Galaxy with a spiral shape the internet
showing:
• a galaxy is a collection of stars held together by their mutual
gravity -- Images of the
Milky Way Galaxy
• our Sun is only one of billions of stars in the Milky Way Galaxy
-- Images of other
• the Milky Way Galaxy is in the shape of a spiral with many galaxies
arms
• our Sun is located towards the edge of the Milky Way Galaxy
in one of the spiral arms
• drawing spiral arms to represent the Milky Way
• from the Earth, looking towards the centre of the Milky Way Galaxy and placing our Solar System in the outer
Galaxy, we see a hazy path of light across the sky edges of the spiral to show our its location in the
• ancient Greeks described it as spilled milk galaxy
Our nearest star
• the Sun is the nearest star to Earth
• the star called Alpha Centauri is the nearest easily visible star
to the Sun (it is the brighter of the two Pointers of the Southern
Cross constellation)
• Alpha Centauri is 4,2 light years away from our Solar System
Light years, light hours and light minutes
• people use light years to measure distances to stars and other
objects beyond the Solar System
• a light year is the distance that light travels in one year
• one light year is equal to about 10 trillion kilometres (km)
• Alpha Centauri is 42 trillion km away
• a light hour is the distance that light travels in one hour

• our Solar System has a diameter of about 13 light hours
• a light minute is the distance that light travels in one minute
• the Earth is about 8 light minutes away from the Sun
Beyond the Milky Way Galaxy
• our Milky Way Galaxy is only one of billions of galaxies
scattered across the Universe
• the size of the observable Universe is estimated to be about
28 billion light years
• galaxies have various shapes and sizes
2 weeks Looking into Early viewing of space • using star maps of the Southern Sky to identify a • Video clips and
CAPS
space few easily recognisable constellations such as the images from the
• people can see planets and stars in the night sky
Southern Cross, Orion and also the planets internet such as:
• stars can be arranged into visible constellations
-- Constellations
• different cultures have identified and named certain
OR -- SALT telescope
constellations
-- Hubble
• some constellations have stories linked to them
telescope
• observing, recording and comparing the
Telescopes
appearance of the Southern Cross constellation by -- SKA telescope
• people can see more details in the sky when they use a viewing it at least three times during the months of
• Star maps from
telescope September and October
the internet
• a telescope forms an image of the object and magnifies it
(makes it look bigger)
• there are different types of telescopes including: • drawing with labels to explain how a telescope works
[choose any type of telescope]
-- optical telescopes receive light and focus it by refraction
(using lenses) or reflection (using mirrors) such as SALT
(Southern Africa Large Telescope), and the Hubble Space
• presenting an information poster on a telescope,
telescope
explaining how it is used and noting the most
-- radio telescopes receive radio waves and focus them by important information it has captured
reflection (typically using a metal receiving dish) such as the
SKA (Square Kilometre Array)
• discussing the many opportunities in South Africa for
• good conditions for looking into space include cloudless skies careers in astronomy
with limited light and air pollution
[not for assessment purposes]
• South Africa has many locations that meet these requirements
• interpret information about the special features of the planets and objects in
• Learners should read, write, draw and do practical tasks regularly our Solar System and describe them
• Evidence of learner’s work, including assessments, should be kept in the • explain why life can exist on planet Earth
• describe the main features of a star, the Milky Way Galaxy, and beyond the
School-based assessment (including practical tasks and class tests), checking for Milky Way Galaxy
• explain the concept of light minutes, light hours and light years
As this is an exam term, the final two weeks may be required for revision.
• identify and describe the most important telescopes in South Africa
• identify some of the constellations of the Southern Sky
55
GRADE 9 TERM 1
56
2 weeks Cells as the Cell structure • making a 3-dimensional (3D) model of a cell • Textbooks and
basic units other reference
• the cell is the basic structural and functional unit of all living • drawing, labelling and describing the structure of
of life material
organisms. Cells can be seen under a microscope (they are plant and animal cells
microscopic) • 3 dimensional (3D)
model of a cell,
• plant and animal cells have a cell membrane, cytoplasm,
and/or pictures
nucleus, and organelles such as mitochondria, vacuoles and
chloroplasts
-- the cell membrane encloses the contents of the cell. It allows
specific substances to pass into and out of the cell
-- the cytoplasm is the jelly-like medium in which many chemical
reactions take place
-- the nucleus contains DNA

o the nucleus is enclosed by a nuclear membrane (in plants
and animals)
o DNA contains inherited characteristics, such as whether
eyes are blue or brown
o DNA is unique to each person; this variation accounts for
differences within species
-- Mitochondria are responsible for respiration to release energy
from food
Differences between plant and animal cells • identifying and explaining the main differences
between plant and animal cells
• plant cells differ from animal cells

-- plant and animal cells are enclosed by a cell membrane,
and plant cells also have rigid cellulose cell walls to provide
support for the plant
-- plant cells also contain organelles such as large vacuoles and
chloroplasts. Chloroplasts contain chlorophyll to absorb light
energy for photosynthesis (refer to Grade 8 Life & Living).
Vacuoles in plant cells have several functions including
support and storage (Vacuoles in animal cells are small and
temporary or absent)
Cells as the Cells in tissues, organs and systems • researching and writing about the history of the
CAPS
basic units • cells come in many different shapes and sizes discovery of the light and electron microscopes
of life • tabulating functions of the different parts of a basic
• cells are adapted to perform specific functions, such as
[continued...] muscle cells which are specialised to contract and enable light microscope
movement • preparing and examining slides of plant and animal
• microscopic organisms such as bacteria, consist of a single cells such as onion cells, cheek cells. Draw and label
cell. Macroscopic organisms such as humans, consist of large a few cells from each observation
numbers of cells AND/OR
• a group of cells performing a specific function form a tissue, • examining micrographs of plant and animal cells. • micrographs of
a group of tissues make up an organ, and organs working Draw and label cells from at least two different tissue plant and animal
together in groups form systems, systems make up an types cells
organism
• researching, discussing and writing about stem cell
• stem cells are cells that have the ability to divide and develop research and ethical issues involved
into many different cell types [No detail required]
2 weeks Systems in [Note: The intention of this topic is to provide learners with an • drawing a large outline of the human body. Draw and • Models or charts
the human overview of the structure and functions of organs and systems in label each system [as it is dealt with], onto the outline of torso, heart,
body the human body] [photocopy one outline of the human body for each kidney, digestive
Body systems learner, as well as a set of systems and organs which system, lungs
they can cut out and stick onto the outline]
• the human body consists of several integrated systems
working together including the following • researching and writing about the health issues
related to each system
• digestive system: breaks down food into dissolved nutrients
that can be absorbed into the blood stream and transported to
cells throughout the body
-- the main processes include ingestion, digestion absorption
and egestion
-- the main components include the mouth, oesophagus,
stomach, intestines, liver
-- health issues include ulcers, anorexia nervosa, diarrhoea,
liver cirrhosis
• circulatory system: brings nutrients and oxygen to cells and
removes waste products
-- the main processes include circulating blood between heart
and lungs, and circulating blood between the heart and the
rest of the body
-- the main components include the heart, blood vessels
(arteries, veins, capillaries), blood
57
-- health issues include high blood pressure, heart attacks,
strokes
58
Systems in Body systems [continued...]
the human
• respiratory system: is responsible for supplying oxygen to
body
the body and for removing carbon dioxide
[continued...]
-- the main processes include breathing (inhalation and
exhalation), gaseous exchange (diffusion) and respiration
-- the main components include the nose and mouth, trachea
and other air passageways, lungs, blood
-- health issues include asthma, lung cancer, bronchitis,
asbestosis
• musculoskeletal system: muscles produce body movement.
The skeleton protects the body, provides support and enables
movement
-- the main processes include contraction and relaxation of
muscles, locomotion and movement
-- the main components include the muscles, bones, cartilage,

tendons, ligaments
-- health issues include rickets, arthritis, osteoporosis
• excretory system: removes waste from the blood and
regulates the body’s fluids
-- the main processes include filtration, absorption, diffusion,
excretion
-- the main components include the kidneys, bladder, ureters
-- health issues include kidney failure, bladder infection, kidney
stones

• nervous system: receives and helps the body respond to
stimuli
-- the main processes include hearing, seeing, feeling, tasting,
smelling, sending and receiving impulses, regulating
temperature
-- the main components include the brain, spinal cord, nerves,
ears, nose, eyes, skin, tongue
-- health issues include deafness, blindness, short
sightedness, effects of drugs and alcohol on the brain
Systems in Body systems [continued...] producing a poster advocating healthy life style choices
CAPS
the human
• reproductive system: produces sex cells for the purpose of
body
continuation of the species
[continued…]
-- the main processes include growth, cell division, maturation,
copulation, ejaculation, ovulation, menstruation, fertilisation,
implantation
-- the main components include testes, ovaries, uterus
-- health issues include infertility, foetal alcohol syndrome,
STDs
2 weeks Human Purpose and puberty • labelling diagrams and explaining processes § Models or
Reproduction involved in reproduction charts of the
• the main purpose of reproduction is for the gametes (male
reproductive
and female sex cells) to combine for the continuation of the
system
species
• drawing flow charts to show the sequence of the
• puberty is the stage in the human life cycle when sexual stages in reproduction
organs mature for reproduction. This process is initiated when
the pituitary gland releases hormones into the blood stream,
triggering the testes and ovaries to release sex hormones • researching and writing about the effects of alcohol,
(testosterone and oestrogen) smoking and drug abuse on the foetus [Relate this to
the role of the placenta]
• testosterone (from the testes) and oestrogen (from the
ovaries) cause secondary sexual characteristics such as
menstruation, breast development, pubic hair, facial hair,
• debating and discussing issues such as abortion,
deepening of the male voice
infertility, surrogacy, contraception, population control
Reproductive organs
• the male reproductive organs include the penis, sperm duct
(vas deferens), testes (produces sperm cells), scrotum,
urethra
• the female reproductive organs include the vagina, uterus,
ovaries (contain egg cells/ ova), oviducts (Fallopian tubes)
59
60
Human Stages of reproduction
Reproduction
• once a month, one of the ovaries releases a ripe egg in a
[continued…] process called ovulation
• in preparation for a fertilised egg, the uterus develops a thick layer
of blood
• if fertilisation does not take place, menstruation occurs
• menstruation is the breakdown of the thick layer of blood in
the uterus, which is released through the vagina
• the menstrual cycle is usually a 28 day cycle
• during copulation, the erect penis is inserted into the vagina
and semen is released (ejaculation)
• fertilisation is the fusion of the sperm and egg, producing a
zygote
• if fertilisation takes place, the fertilised egg is implanted in the

blood layer in the uterus, and pregnancy results
• the developing embryo/foetus is attached to the uterus wall by
the placenta which plays a vital role in feeding and removing
waste from the foetus
• the stage of pregnancy in humans (gestation) is about 40
weeks
• 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

1 ½ weeks Circulatory Breathing, gaseous exchange, circulation and respiration • measuring and comparing heart rates before and • Sheep/pig
CAPS
and after exercise
• oxygen is inhaled in a process called breathing • heart and lungs
respiratory
-- collect information/data on at least 10 learners
systems • in the lungs gases are exchanged (gaseous exchange) • Stop watch/cell
between the alveoli and the surrounding capillaries by the -- identify the variables phone (for timing)
process of diffusion
-- draw a bar graph of the results
• oxygenated blood is transported (circulation) from the lungs
-- make deductions about the fitness of the learners
to the left side of the heart where it is pumped under high
based on heart rate
pressure to the body through the arteries [arteries transport
oxygenated blood, except for the pulmonary arteries] -- writing about the benefits of exercise for the cardio
vascular system
• arteries subdivide to form capillaries which are in close contact
with the body cells. Here, gaseous exchange occurs and • drawing up a table of differences between arteries,
oxygen moves into the cells by the process of diffusion veins and capillaries
• in the mitochondria of the cells, oxygen is combined with food • labelling diagrams of the respiratory system
in the process of respiration and energy is released for other
• dissecting a pig or sheep heart and lungs [obtained
body processes
from butchery] to examine the structure
• carbon dioxide (by-product of respiration), diffuses from the
• drawing flow charts to show the sequence of the
cells into the capillaries for excretion, and is transported
stages from inhaling oxygen, to respiration, to exhaling
(circulation) in the blood to the right side of the heart by veins
carbon dioxide
[veins transport deoxygenated blood, except for the pulmonary
veins] • researching and writing about one of the causes of
health issues (such as smoking, drinking alcohol, high
• the heart pumps the deoxygenated blood (contains carbon
cholesterol levels) associated with the circulatory and
dioxide), to the lungs where it is, where it diffuses into the air
respiratory systems
that is exhaled out of the body
1 ½ weeks Digestive Healthy diet • conducting an investigation to test for the presence • Pictures of eating
system of starch and grease (fats and oils) in food. Write disorders
• a healthy diet (eating plan) requires different components
an experimental report using the headings; aim,
including proteins, carbohydrates, fats and oils, vitamins and • Video clips
hypothesis, method, results, conclusion and
minerals, fibre and water
discussion [Add a few drops of iodine solution to test • Samples of food
• disorders of the digestive system can be related to for starch, crush food, mix with alcohol / ethanol, stain
• Iodine solution
inappropriate eating plans a white paper with mixture]
• White paper
• Ethanol or pure
alcohol
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Digestive The alimentary canal and digestion • conducting a starch test and grease test on a variety
system of foods such as potatoes, raw pasta, cheese
• the alimentary canal is composed of the mouth, oesophagus,
[continued…] stomach, small intestine, large intestine, rectum and anus
• digestion is the breakdown of food into a usable dissolved • discussing a variety of unhealthy dietary components
form There are two types of digestion: such as additives, and the harmful effects of some
diets such as eating too much fast food and diets
-- mechanical digestion involves the physical breaking, crushing
developed for weight loss
and mashing of food
-- chemical digestion involves the mixing food with digestive
enzymes and hydrochloric acid [no detail of the enzymes • comparing balanced diets from different cultures such
required] as kosher / halaal and non-kosher / non-halaal food
• the structure of each part of the alimentary canal is adapted to
its function [no detail required]
• identify, describe and give the function of the basic components of plant and
• Learners should read, write, draw and do practical tasks regularly animal cells
• Evidence of learner’s work, including assessments, should be kept in the • draw and label a generalised plant and animal cell
• explain the relationship between cells, tissues, organs and systems
correctness, and providing constructive feedback should be done regularly. • list the systems [dealt with], and give the purpose and main components of
each
Allow for a maximum of 6 hours to be used for assessment throughout the term.
• describe and give the function of the male and female reproductive organs
For more detailed guidelines on assessment, refer to Section 4
• explain the main processes in reproduction, such as menstruation, fertilization
• explain the impact of factors on the foetus during pregnancy, such as smoking,
alcohol

• describe breathing, gaseous exchange and respiration
• label the reproductive, respiratory and digestive systems
GRADE 9 TERM 2
CAPS
1 week Compounds Briefly review and revise concepts dealt with in Grade 8, • Textbooks
focusing on compounds and reference
materials
The Periodic Table
[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 • memorising the name and the symbol of each of the • Periodic Table of
an atomic number (smaller number), mass number (larger first 20 elements, on the Periodic Table, as well as Elements
number), name and symbol iron (Fe), copper (Cu), zinc (Zn) [learners need not
memorise the atomic number of each element]
• a formula/e is ratio of the symbols of the elements and number
of atoms for each symbol in a compound
Names of compounds • naming, writing symbols, and drawing pictures • beads/ beans/
plasticine or
• many compounds are named according to their elements, or
playdough
such as sodium chloride (table salt) which is made of the
making models (using beads, beans or plasticine
elements sodium and chlorine. But others have common
or playdough) of several elements and compounds.
names such as water and ammonia
Including: water (H2O), oxygen (O2), carbon monoxide
• some compounds have names such as carbon monoxide CO, (CO), carbon dioxide (CO2), copper oxide (CuO), sodium
carbon dioxide CO2, sulfur trioxide SO3. In these compounds: chloride (NaCl), sulfur trioxide (SO3)
-- monoxide- tells us that one oxygen atom has combined with [Note: the latest internationally accepted spelling is now
the carbon atom sulfur not sulphur]
-- 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
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1 weeks Chemical Chemical equations to represent reactions • naming, writing symbols, and drawing pictures or • Plastic beads/
reactions making models (using beads, beans or plasticine or beans/ plasticine
• chemical reactions can be represented with models
playdough) of the chemical reactions: or playdough
• chemical reactions are usually represented with symbols such
-- C+O2 CO2
as in chemical equations: For example:
-- 2H2+O2 2H2O
-- C+O2 CO2
[make models of the reactants and rearrange the atoms
-- 2H2+O2 2H2O
to show how the products are formed]
• 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 2Fe2O3 (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
[Learners are not required to write the formulae/symbols for
other word equations]
Note: Grade 9 learners must write the names and the formulae (chemical symbols) of ALL the substances for every reaction that follows.
They must also identify the relevant elements, mentioned in the reactions, on the Periodic Table of Elements
1 ½ weeks Reactions of The general reaction of metals with oxygen • Heat source (such
CAPS
metals with as Bunsen burner
oxygen • some metals react with oxygen during burning (combustion)
or spirit lamp)
• when a metal reacts with oxygen, a metal oxide is formed as
• matches
a product. The general equation for this type of reaction is
always: • Safety goggles
metal + oxygen metal oxide • Steel wool
Reaction of iron with oxygen • Tongs/ pliers
• when the metal iron is burnt in air (which contains oxygen), the • burning a small amount of steel wool [use a pair of
• Heat source (such
reaction forms iron oxide as a product tongs to hold the steel wool in the flame of a Bunsen/
as Bunsen burner
spirit burner until it ignites]
or spirit lamp)
-- word equation: iron + oxygen iron oxide
[Safety note: Teacher demonstration only. Steel wool
• matches
-- chemical equation: Fe + O2 Fe2O3 [unbalanced] gets very hot when it burns, and can produce sparks. Be
careful not to start a fire or burn yourself] • Safety goggles
Reaction of magnesium with oxygen
• burning a small amount of magnesium ribbon [use • magnesium ribbon
• when the metal magnesium is burnt in air (which contains
a pair of tongs to hold the magnesium ribbon in the
oxygen), the reaction forms magnesium oxide as a product • Tongs/ pliers
flame of a Bunsen/spirit burner until it ignites].
-- word equation: magnesium + oxygen magnesium oxide
[Special note: Keep the white oxide produced from this
-- chemical equation: Mg + O2 MgO [unbalanced] 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]
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Reactions of Formation of rust • Pictures of rusty
metals with objects
oxygen • rusting is a slow chemical reaction of iron metal, with oxygen
and moisture (water) to form a complex compound part of
[continued…] 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
1 week Reactions of The general reaction of non-metals with oxygen

non-metals
• non-metals react with oxygen to form non-metal oxides
with oxygen
• 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 • naming, writing symbols, and drawing pictures or -- Plastic beads/
making models (using beads, beans or plasticine or beans/ plasticine
• another example is sulfur reacting with oxygen to form sulfur
playdough) of the chemical reaction: or playdough
dioxide
-- S + O2 SO2
-- word equation: sulfur + oxygen sulfur dioxide
[Make models of the reactants and rearrange the atoms
-- chemical equation: S + O2 SO2 (this equation is already
to show how the products are formed]
balanced)
[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]
1 week Acids & The concept of pH value • investigating a selection of household substances • Universal indicator
CAPS
bases, and (such as water, tea and rooibos, coffee, milk, fruit
• pH is a measure of how acidic or basic a substance is. The pH • Red cabbage/ red
pH value juices, vinegar, tartaric acid, washing powder,
scale ranges from 1 to 14 onion/ turmeric/
bicarbonate of soda, salt water) to test whether they
bromothymol blue
• acids have a pH in the range of 1 to 7. Strong acids have very are acids, bases or neutrals using universal indicator
or phenolphthalein
low pH values and at least one other indicator (such as red cabbage
water, red onion water, turmeric water, bromothymol • Test tubes
• bases have a pH in the range of 7 to 14. Strong bases have
blue, phenolphthalein). Record results (colour change)
very high pH values • Test tube racks
on a table and draw conclusions (acid, base or neutral)
• a neutral substance has a pH of 7 • Glass containers
• sequencing the above substances according to the
• we use chemical indicators (such as universal indicator, litmus colour change of the universal indicator, from the most • Liquids such
paper, red cabbage water, red onion water, turmeric water, acidic (darkest red) to the most basic (purple) as: tea, rooibos,
bromothymol blue, phenolphthalein) to tell us whether a coffee, milk, fruit
[Note: see Appendix 1 (at the end of this term) for colour
substance is an acid, base or neutral juices, fizzy drinks
changes of these indicators]
• universal indicator has the ability to indicate the full range of • Household
pH values on the pH scale by colour changes substances such
as: vinegar, tartaric
-- acids change the colour of universal indicator towards the
acid, lemon, soap,
yellow, orange and red colours
bicarbonate of
-- bases change the colour of universal indicator towards the soda, liquid soap
blue and purple colours
-- neutral substances (pH 7), change the colour of universal
indicator to green
½ week Reactions of Neutralisation and pH • investigating neutralisation by reacting vinegar • Beakers/ glass jars
acids with (acid) with bicarbonate of soda (base) [Use universal
• acids and bases react together, we call this a neutralisation • Test tubes
bases: Part I indicator to find the approximate point at which the
reaction
acid completely neutralises the base (Hint: universal • Vinegar
• a base reacts with an acid, to make it less acidic / neutral indicator must turn green)]
• Bicarbonate of
• an acid reacts with a base, to make it less basic / neutral soda
• acids commonly used in the laboratory include sulphuric acid • Water
(H2SO4) and hydrochloric acid (HCl)
• Universal indicator
• 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
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1 week Reactions of The general reaction of an acid with a metal oxide (base) • investigating whether the magnesium oxide (MgO) • Magnesium oxide
acids with [kept product from burning magnesium] is an acid powder
• when metals react with oxygen, they tend to form oxides which
bases: Part II or a base when dissolved in water. Test the pH
are bases (see reactions of metals with oxygen) • Water
using universal indicator. Record the pH, and draw
• when any acid reacts with a metal oxide, the products formed conclusions • Universal indicator
are a salt and water. The type of salt formed will depend on
• Test tubes
the specific acid and metal oxide used in that reaction
• Test tube racks
• the general equation is always:
• Glass containers
acid + metal oxide salt + water
• Pictures illustrating
• Example:
the effects of acid
-- word equation: hydrochloric acid + magnesium oxide rain
magnesium chloride + water
• Dilute sodium
-- balanced chemical equation: 2HCl + MgO MgCl2 + H2O hydroxide
Applications • reading about the causes and consequences of acid • Dilute hydrochloric
rain and including possible ways to reduce acid rain acid

• burning wood and fossil fuels releases carbon dioxide and
sulfur dioxide into the atmosphere. These combine with water [Safety note: For the following activities - LEARNERS • Water
in the atmosphere to produce acid rain SHOULD NOT TRY TO DILUTE HYDROCHLORIC ACID
THEMSELVES as acids react strongly with water. An acid
• limestone (CaCO3) is used in agriculture to make soil less
must be slowly added to water and not water to an acid to • Beakers/ glass jars
acidic
dilute it.]
• Test tubes
The general reaction of an acid with a metal hydroxide
• investigating neutralisation of metal hydroxides by
(base) • Universal indicator
reacting dilute sodium hydroxide (NaOH) with dilute
• when metals react with water, they tend to form hydroxides hydrochloric acid (HCl) [Use universal indicator to find • Heat source (such
which are bases the approximate point at which the acid completely as Bunsen or spirit
neutralises the base. (Hint: universal indicator must burner)
• when any acid reacts with a metal hydroxide, the products
turn green) Use a dropper to add the acid as the
formed are a salt and water. The type of salt formed will • Evaporating tins
solution begins to turn the universal indicator yellow to

depend on the specific acid and metal oxide used in that
red] • Dropper
reaction
• the general equation is always:
• recovering the table salt (sodium chloride) from the
acid + metal hydroxide salt + water
above neutralisation by crystallising it (evaporating the
• Example: solvent) [Note: only do this once you have confirmed
that the sodium hydroxide has been completely
-- word equation: hydrochloric acid + sodium hydroxide neutralised (universal indicator turns green)]
sodium chloride + water
-- balanced chemical equation: HCl + NaOH NaCl + H2O
[Note: sodium chloride (NaCl) is table salt]
½ week Reactions of The general reaction of an acid with a metal carbonate • investigating neutralisation of metal carbonates by • Chalk dust
CAPS
acids with (base) reacting chalk dust (calcium carbonate) with dilute
• Dilute hydrochloric
bases: Part III hydrochloric acid (HCl) [Use universal indicator to find
• metal carbonates are bases acid
the approximate point at which the acid completely
• when any acid reacts with a metal carbonate, the products neutralises the base (Hint: universal indicator must • Water
formed are a salt, carbon dioxide and water. The type of salt turn green)]. Collect the carbon dioxide as the reaction
formed will depend on the specific acid and metal carbonate proceeds. Test for the presence of carbon dioxide
used in that reaction • Beakers/ glass jars
• the general equation is always: • Test tubes
acid + metal carbonate salt + carbon dioxide + water
• Example: [Note: lime water - Ca(OH)2, is used to test for carbon • Lime water
dioxide (CO2) gas. When CO2 is bubbled through clear
-- word equation: hydrochloric acid + calcium carbonate lime water, it turns white]
calcium chloride + carbon dioxide + water
-- balanced chemical equation: 2HCl + CaCO3 CaCl2 +
CO2 + H2O
½ week Reactions of The general reaction of an acid with a metal investigating reactions of acids with metals by reacting • Magnesium
acids with dilute hydrochloric acid (HCl) with magnesium. Test for
• when any acid reacts with a metal, the products formed are a • Dilute hydrochloric
metals H2 gas
salt and hydrogen gas. The type of salt formed will depend on acid
the specific acid and metal used in that reaction
• Water
• the general equation is always: [Note: a glowing splint is used to test for the presence of
• Beakers/ glass jars
hydrogen gas. It produces a popping sound]
acid + metal salt + hydrogen gas
• Test tubes
• writing a summary of the following general chemical
• Example:
reactions, using words. Also give an example of each • Wooden splint
-- word equation: hydrochloric acid + magnesium written as a balanced chemical equation:
magnesium chloride + hydrogen gas
-- metals and non-metals with oxygen
-- balanced chemical equation: 2HCl + Mg MgCl2 + H2
-- acids with bases (neutralisation)
-- acids with metal oxides
-- acids with metal hydroxides
-- acids with metal carbonates
• reading about careers in the chemical industry,
including agriculture, pharmacy, chemical engineering,
mining [not for assessment purposes]
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70
• distinguish between pure substances and mixtures
• distinguish between elements and compounds
• Evidence of learner’s work, including assessments, should be kept in the learner’s
• name and make models of simple molecules
notebook
School-based assessment (including practical tasks and class tests), checking for • for any of the studied reactions: 1) describe it in general terms; 2) describe the
correctness, and providing constructive feedback should be done regularly. changes that occur during the reaction; 3) write a balanced equation
As this is an exam term, the final two weeks may be required for revision. • describe the neutralisation of an acid with a base using pH

Appendix:
Table: Colour changes of selected indicators used in the Senior Phase
INDICATOR COLOUR IN ACID (pH 1 – 6) COLOUR IN NEUTRAL (pH 7) COLOUR IN BASE (pH 8 -14)
Universal indicator Red, orange, yellow Green Blue, violet, purple
Red cabbage water Red, pink Violet, purple Blue, green, yellow
Red onion water Red Violet Green
Tumeric water Yellow Yellow Red

Phenolphthalein colourless colourless Pink, red
Bromothymol blue Yellow Green Blue
Red litmus paper Red Red Blue
Blue litmus paper Red Blue Blue
GRADE 9 TERM 3
CAPS
2 weeks Forces Types of forces • Textbooks and
• a force is a push or pull (or twist) exerted upon an object reference materials
• force is measured in units called newtons (N)
• forces that two objects exert on each other always act in pairs • Investigating physical (mechanical) push and pull • Wooden blocks
• a force can change the shape, direction and speed of an forces on objects and materials, such as wooden • Sponges
object blocks, sponges, erasers, fabric, balls and balloons.
• Rubber (eraser)
Observe what happens when one person pulls
• all forces acting on objects can be placed into two broad • Fabric
another, when both people pull, when one person
groups:
pushes, when two people push • Balls/balloons
-- contact forces
-- field forces
Contact forces
• a contact force (including friction, tension, compression)
results when two bodies are in contact (touch) with each other
Field forces (non-contact forces)
• field forces result from action-at-a-distance between two
bodies
• common examples of field forces include gravitational,
magnetic and electrostatic forces
-- Gravitational force: gravity is the force of attraction (pull) • demonstrating gravitational force using falling
that objects/bodies have on one another due to their masses. objects: direction is always “downwards” towards the
For example the attraction of Sun and planets, Earth and centre of the Earth. The object (small mass) and the
Moon, Earth and objects on the surface (people and things) Earth (large mass) attract one another
o objects with greater mass have more gravitational pull on
each other
o force decreases as distance between the objects
increases (refer to Grade 7 Planet Earth & Beyond)
o force of gravity is measured in newtons (N) • measuring and recording the weights (in newtons) • Spring balances
o the weight of an object is the gravitational force exerted of different objects using a spring balance and force calibrated in
on it by the Earth (or the Moon, or another planet). It is meter newtons,
also measured in newtons (N)
◊ the mass of the object stays the same no matter where
it is determined
71
◊ however, the weight of an object will change when
weighed in different places with different gravitational
force such as on Earth compared to the Moon

72
Forces Field forces (non-contact forces) [continued...] • Investigating which substances (non-metals and • Bar magnets
metals) are attracted by a bar magnet, using materials
[continued...] • Magnetic force: magnets attract magnetic substances • Iron fillings
such as paper, wood, plastic, iron, brass, aluminium.
including iron, steel, cobalt, nickel
Record the observations in table form. • Paper
-- all magnets have two ends/poles (north & south)
• Investigating whether a magnetic force can act on • Wood
o opposite poles attract and like poles repel each other a magnetic substance when it is separated from the
• Plastic
(magnetism is the push or pull force) magnet by different materials such as wood, paper,
foil, a hand and steel • Iron
o just like a bar magnet, the Earth has a magnetic field
(north and south poles) • Brass
• observing the pattern made by a magnet on iron • Aluminium foil
filings [sprinkle iron filings on a piece of paper, and
place a magnet under the paper]
• investigating repulsion and attraction forces of two

bar magnets when:
-- opposite poles are close to each other (pull force)

-- like poles are close to each other (push force)
• Electrostatic force: When certain materials are rubbed • investigating how to charge objects by rubbing • Perspex
together, they can acquire an electrostatic charge as a result different materials/objects together using available
• Plastic ruler/comb
of the loss or gain of electrons [Note: only the electrons are materials and objects including different fabrics,
transferred, protons cannot move] inflated balloons, plastic combs, perspex, glass, plastic • Plastic bags
bags and pieces of paper. Observe the electrostatic
-- during rubbing, the electrons move from one material causing • Silk cloth and other
forces of attraction and repulsion between the objects
a positive charge on its surface, and causing a negative fabrics
[Note: This activity does not work well in rainy weather
charge on the surface of the other material
or humid conditions as water droplets in the air allow • Inflated balloons
-- objects which have like charge (+ and + or - and -) repel electric charge to “leak” away from charged objects]
• Glass

(push) each other and those with unlike charge (+ and -)
attract (pull) each other (refer to Gr 8 Energy & Change) • Pieces of paper
-- charged objects in an electrostatic system possess potential
energy. The energy comes from the work done during rubbing
-- a thunder cloud becomes charged by the rubbing together • writing about safety precautions during thunder and
of air and water particles moving past each other in the lightning storms
atmosphere
o a lightning strike occurs when there is a massive
discharge (release of charge) between the thunder cloud
and the ground. Lightning is a giant spark of electricity
o safety precautions should be considered during thunder
and lightning storms
½ week Electric cells Electric cells • making a cell by placing zinc and copper plates, as • Conducting wires
CAPS
as energy • a cell is a system in which certain chemical reactions can electrodes • LED bulbs
systems cause the flow of electricity through an external circuit -- in a solution of laboratory chemicals (such as zinc • Zinc and copper
• cells are a source of electricity sulphate and copper sulphate) [use a cloth soaked in plates, zinc
either of the solutions as a salt bridge] sulphate, copper
• a battery is a group of cells that are connected together
OR sulphate,
-- in an acidic fruit (such as a lemon)
[Note: Connect several cells in series until a LED (Light
Emitting Diode) is able to light up or connect a sensitive
multimeter/voltmeter to the electrodes to show the
voltage]
1 week Resistance Uses of resistors
• conductors (even good conductors) heat up when current
passes through them: some energy is ‘lost’/’wasted’ as heat.
All conductors have some resistance
• a resistor is a conducting material selected to control the
current or to provide useful energy transfer, such as in bulbs,
rheostats, motors, light sensitive diodes, light emitting diodes
Factors that affect resistance in a circuit • investigating at least one of the factors (type of • Circuit board
• type of material: different conducting materials have different material, thickness or length of the conductor) that • Cells/battery
resistance to an electric current affect resistance of a conductor in a circuit [make a
circuit containing a cell, light bulb and an ammeter in • Different conductors
• thickness of the conductor: thinner wires have more resistance series, then insert the different conductors, one at a (wires)
than thicker wires time]. Record ammeter readings on a table and draw • Light bulbs or LEDs
• length of the conductor: longer wires have more resistance conclusions • Ammeter
than shorter wires [Note: It is not required to do an activity on the effect of
• temperature of the conductor: generally hotter conductors temperature at this level]
(metals) have higher resistance than colder conductors
2 weeks Series and Series circuits • investigating the effects of connecting more cells in • Circuit board
parallel • when cells are connected together in series, the total voltage series into the circuit [observe the brightness of the • Cells/battery
circuits is the sum of the voltages (potential differences) of individual light bulbs as more cells are added]
• Conductor (wire)
cells • measuring voltages across each resistor in series,
and across the battery [show that the sum of the • Resistors
• resistors can be connected in series in a circuit
voltages across the resistors adds up to the voltage • Light bulbs or
• the total voltage across the battery is the same as the sum of across the battery]. Record measurements on the
the voltages across each of the resistors • LEDs
circuit diagram
-- a resistor with higher resistance will have higher voltage • Voltmeter
73
across it • Ammeter
-- a resistor with lower resistance will have a lower voltage
across it
74
Series and Series circuits [continued...] [Note: In order to measure voltage, a voltmeter must
parallel always be connected across (in parallel) a resistor or
circuits • the current is the same when measured at any point in a given
battery. However, to measure current, an ammeter
series circuit
[continued...] needs to be connected in line (in series) with the resistor
• the total current decreases with each resistor added in series or battery]
to the circuit
• measuring the current at different points in a series

circuit [show that the current is the same when
measured at any point in a given series circuit].
Record measurements on a circuit diagram
Parallel circuits • investigating the effects of connecting more cells in
parallel into the circuit [observe the brightness of the
• when cells (of same voltage) are connected in parallel, the
light bulbs as more cells are added]
voltage across them is the same as for one cell.
• resistors can be connected in parallel in a circuit • measuring voltages across each resistor in parallel,
and across the battery [show that the voltage is the
• the voltage is the same across each resistor connected in
same across each resistor connected in parallel].
parallel
Record measurements on the circuit diagram
• The total current through the battery is the same as the sum of
the currents through the resistors
• measuring the total current through each of the
• the total current in the circuit increases with each resistor
resistors, and from the battery [show that the sum of
added in parallel
the currents through the resistors adds up to the total
current in the circuit]. Record measurements on the
circuit diagram
• the lighting system in our homes is usually connected in • identifying series and parallel circuits in electrical

parallel. If one light bulb fuses (filament breaks), the rest of wiring in homes, cars and toys
the lights remain on because they are each connected in their
• drawing series and parallel circuit diagrams
own parallel pathway, to the mains circuit
• resistors are manufactured to have accurate resistances to
control current
• for two circuits with the same total voltage:
-- the current will be bigger in a circuit with low resistance
-- the current will be smaller in a circuit with high resistance
½ week Safety with Safety practices • identifying fuses, circuit breakers, earthing and earth • Pictures or
CAPS
electricity leakage systems in real circuits, or on circuit diagrams diagrams of wiring
• parallel connections can cause overload on mains circuits
showing fuses,
• practising how to connect 3-pin plugs
• circuit breakers, fuses and earth leakage systems are used as circuit breakers
safety devices • drawing the plan for wiring a house: and earthing
• many appliances have a 3-pin plug as a safety device to -- each room should have its own light with a switch • Three-pin plugs
connect to the main circuit
-- the house should have a main switch and a fuse (to • Screwdrivers
• the 3-pin plug has a live wire, neutral wire and an earth wire prevent overload)
-- the earth wire is connected to the metal case of the [Note: It is not necessary to construct a model house]
appliance, such as in a kettle. The earth wire is connected
via the wall plug to an earth cable in the ground
-- the earth cable has almost zero resistance, so if the metal
casing of an appliance becomes charged due to a fault, the
charge is safely discharged to the ground
• illegal connections to the ESKOM mains supply can be
dangerous, and are regarded as energy theft
1 week Energy and Electricity generation • Pictures of
the national power stations in
• a power station is a system for generating electricity
electricity southern Africa
grid • most power stations in South Africa use coal as a fuel to boil
• Pictures of
water
components of a
• the steam from the water turns a turbine which turns a power station
generator, which produces electricity
• there are other alternative sources of energy besides coal, • researching about alternative sources of energy the internet
that can be used to drive turbines and generators including that can be used to drive generators for the national
wind, falling water (hydroelectric), sun-heated steam, nuclear grid. Compare them in terms of sustainability and
fission, waves in the sea environmental impact
Nuclear power in South Africa

• a nuclear power station such as Koeberg in the Cape, uses
radioactive fuel, the radioactivity produces heat by nuclear
fission. The heat is then used to boil water to produce steam
• the steam from the water turns a turbine which turns a
generator, that produces electricity. The electricity is then
channelled into the national electricity grid
75
• spent nuclear fuel (nuclear waste) is still radioactive and
remains so for many hundreds of years, therefore it needs to
be properly disposed of so it is not a danger to life for years to
come
76
Energy and National electricity grid • Diagram showing
the national • the national grid is a network of interacting parts (a system): the national
electricity change in one part of the grid affects other parts of the grid electricity grid
grid with main power
-- power stations feed electrical energy into the national grid at stations
[continued...] high voltages
-- power lines carry electricity at high voltages
-- transformers step down the voltage for local distributors
and consumers: 15% of energy is wasted due to heating of
transmission lines and transformers [No details are required
of alternating current or step-down transformers]
• power surges and grid overload can disrupt the power supply
2 weeks Cost of The cost of power consumption • examining labels (in adverts, or real electrical • Examples
electrical • electrical power is the rate of electrical energy supply appliances such as iron, stove, TV, radio, refrigerator), of electricity
power and accounts that
• electrical power is measured in units called watts (W) or show electricity
-- record in a table the power rating printed on the
kilowatts (kW) [one watt of power is equal to one joule of usage and cost
energy supplied in a second (I watt = 1 joule per second)] devices
• consumers pay for the quantity of power they use -- calculate and record the units of power consumed
by these different appliances in a given time
-- quantity of electrical power used is measured in kWh (kilowatt period (kWh) [different learners can calculate the
hours) consumption of different appliances]
-- the cost to the consumer is calculated in the following way: -- sequence the appliances from those which require
cost = power rating of the appliance × the number of hours it the most power to those which require the least
was used × the unit price of electricity power
• the energy consumption of different appliances (such as • calculating how much money it will cost the consumer
incandescent and compact fluorescent lamps) varies to run one of the appliances above for a given period
• there are also alternative appliances/systems such as solar [show how to calculate the cost by multiplying the kWh
heating panels for heating water by the unit cost of electricity

(Note: The unit cost of electricity increases from time to
time. Find out what the current unit cost of electricity is in
your municipality for this calculation)
OR
• selecting one appliance from the above appliances.
Calculate how long a particular prepaid card will last if
only that appliance is used
• discussing the many careers in the energy sector,
including electricians, electrical engineers, artisans,
IT specialists for maintaining and improving the power
grid
Assessment This content and the associated concepts must be integrated with the aims and Check the Learner’s knowledge and that they can:
CAPS
• explain and demonstrate the two broad groups of forces
• demonstrate and explain the similarities and differences between gravitational,
• Evidence of learner’s work, including assessments, should be kept in the magnetic and electrostatic forces
• make a table of the differences between mass and weight
correctness, and providing constructive feedback should be done regularly. • give the scientific explanation of how lightning occurs
Allow for a maximum of 6 hours to be used for assessment throughout the term. • construct a simple cell to provide electrical energy from chemical energy
For more detailed guidelines on assessment, refer to Section 4. • measure voltages across resistors and the current through them accurately
• give advantages and disadvantages for series and parallel circuits
• draw and interpret various circuit diagrams
• distinguish between series and parallel circuits in the wiring of the home, cars
and toys and explain the differences
• describe the national energy supply grid and the impact of electricity
generation on the environment
• calculate the energy consumption of various appliances in the home
77
GRADE 9 TERM 4
78
1 week The Earth as Spheres of the Earth • drawing and labelling the concentric layers of the • Textbooks and
a system inside of the Earth [revision from Social Sciences reference materials
• the Earth can be understood as a complex system where all
Grade 7)
the parts (called spheres) interact with each other • Models or pictures
• writing to explain the interaction between the spheres of the Earth (globe)
• four spheres interact on or near the surface of the Earth:
(lithosphere, hydrosphere, atmosphere, biosphere)
-- the lithosphere consists of solid rock and soil
-- the hydrosphere consists of water in all its forms
-- the atmosphere is a layer of gases around the Earth
-- the biosphere consists of all living plants and animals and
their interactions with rocks, soil, air and water
2 weeks Lithosphere Lithosphere • researching and reading about what elements and • Samples of
compounds we get from the crust different rocks
• the Earth consists of four concentric layers called the inner

(if available) or
core, outer core, mantle and crust (link to Grade 7 Social
pictures of different
Sciences)
rocks
• the lithosphere (‘lith’ means ‘rocks’) has three layers: the solid
• Pictures that show
outermost part of the mantle, the crust and the soil
the rock cycle
• different combinations of elements and compounds form
minerals such as copper, gold and hematite (iron oxide) in the
crust
The rock cycle • modeling the formation of rock layers
• the rock cycle is the natural continuous process in which [use brown and white slices of bread for alternate
rocks form, are broken down and re-form over long periods of layers]

time
• writing, and making labeled drawings to explain the
• there are three rock types: igneous, sedimentary and rock cycle
metamorphic rocks
• collecting and identifying different types of rocks
• the rock cycle can be explained in the following steps: from samples or pictures
-- 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
Lithosphere -- rocks on the surface of the Earth are weathered by heat,
CAPS
cold, wind and water to form smaller particles
[continued…]
-- 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
79
80
2 weeks Mining of Extracting ores • reading about how metal is extracted from ore • Video clips from the
mineral internet showing
• people extract valuable minerals from the lithosphere
resources metals being
• rock that contains high concentrations of a valuable mineral is OR extracted from ore
called an ore
• Pictures to show
• the ore is removed from the crust by mining various methods of
• investigating / demonstrating how lead is extracted
mining
• some minerals can be used in their natural form such as from its ore by heating lead oxide on a carbon block
sand, potash, diamonds • Blow pipes
• Lead oxide
OR
Refining minerals • Carbon blocks
• some other minerals require a chemical or physical process • Bunsen / spirit
• illustrating physical separation processes used in
to extract the required material such as iron from iron-ore burners
mining [hand sorting or sifting stones from sand]
(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 • researching and writing about a mining activity in
South Africa. Describe the:
• there is large scale mining activity in South Africa
-- elements and compounds being mined
• this activity has significant environmental impacts such as
-- chemical and physical separation methods used
-- creation of mine dumps

-- environmental impacts
-- pollution of water resources
-- damage to places with high tourist or cultural heritage value
-- loss of farming and wild life environments
2 weeks Atmosphere Atmosphere • drawing with labels and writing about the layers of • Video clips from the
the atmosphere to scale [use a ruler to draw the scale internet
• the atmosphere is the mixture of gases held around the Earth
accurately]
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%)
Atmosphere Atmosphere [continued…]
CAPS
[continued…] • 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 • calculating the temperature at different heights above

sea level in the troposphere (the temperature gradient
• this layer extends from sea level to about 10 km above the
is about 1oC per 100 metres in still air)
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
• 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
81
(human health, photosynthesis, life cycles and sizes of
populations of species)
82
Atmosphere Mesosphere
[continued…] • 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 • making a model to show the greenhouse effect [use • Reference
the atmosphere sufficiently to sustain life clear plastic bags and thermometers] materials
• greenhouse gases trap the ultraviolet radiation which then • investigating and reporting on the impact of global • Video clips from the
warms the air closest to the surface of the Earth (like inside a warming internet showing
greenhouse) the greenhouse
effect
• the most common greenhouse gases are carbon dioxide,
water vapour and methane • Pictures

• an increase in greenhouse gases leads to global warming • Thermometers
• global warming is an increase in the average temperature of • Clear plastic bags
the atmosphere
• global warming is a potentially life threatening problem on
Earth. It can lead to:
-- climate change
-- rising sea levels
-- food shortages
-- mass extinctions
1 week Birth, life and The birth of a star • Video clips and
CAPS
death of stars • stars exist for a finite period of time images from the
internet
• 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 • observing different coloured stars in the night sky
that appear red
• sequencing, explaining and presenting an
• our Sun is about half way through its life cycle – it is a information poster on the birth, life and death of stars
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
83
84
• describe the Earth as a complex system of parts (spheres) that interact with
• Learners should read, write, draw and do practical tasks regularly each other
• Evidence of learner’s work, including assessments, should be kept in the • identify and describe igneous, sedimentary and metamorphic rocks
• explain the main processes causing the cycle of the formation of rock
correctness, and providing constructive feedback should be done regularly. • write about the processes of separating and extracting metals from ore
As this is an exam term, the final two weeks may be required for revision. • describe the atmosphere and its layers in detail
For more detailed guidelines on assessment, refer to Section 4. • make a model to show the greenhouse effect
• describe the impact of global warming
• show their understanding of the birth, life and death of stars

SECTION 4: ASSESSMENT
4.1 INTRODUCTION
Assessment is a continuous and planned process of identifying, gathering, interpreting and diagnosing, information
about the performance of learners. All forms of assessment involve generating and collecting evidence of achievement;
evaluating this evidence and using this information to understand and thereby assist the learner’s development and
the teaching process.
Assessment should be both informal and formal. In both cases regular feedback should be provided to learners to
enhance the learning experience.
Informal and formal assessment
Informal assessment consists of regular checking of learners’ class work (including practical tasks) asking questions
orally and giving constructive feedback. Marks for informal assessment need not be recorded.
Formal assessment consists of selected assessment tasks, the marks of which should be recorded formally. These
assessment tasks are done throughout the year and include tests, selected practical tasks or investigations and
examinations. All marks that are recorded formally contribute to the final year mark.
Assessment is a process that measures individual learners’ attainment of knowledge (content, concepts and skills) in
a subject by collecting, analysing and interpreting the data and information obtained from this process to:
• Enable the teacher to judge a learners’ progress in a reliable way
• Inform learners of their strengths, weaknesses and progress
• Assist teachers, parents and other stakeholders in making decisions about the learning process and the
progress of learners
Assessment should be mapped out against the content (concepts and skills) and specific aims for Natural Sciences.
In both informal and formal assessments it is important to ensure that in the course of a school year:
• all of the subject content is covered
• the full range of major skills is included. (See Section 2.7 and Section 4.5)
• a variety of different forms of assessment is used. (See Section 4.4)
4.2 INFORMAL ASSESSMENT OR DAILY ASSESSMENT
The purpose of Informal assessment is to continuously collect information on a learner’s achievement that can be
used to improve their learning.
Informal assessment is a daily monitoring of learners’ progress. It should not be seen as separate from the learning
activities taking place in the classroom.
CAPS 85
Informal assessment can be done through observation, discussion, practical demonstrations, informal classroom
interactions, classwork, investigations and so on. Informal assessment may be as simple as stopping during the
lesson to observe learners or to discuss with learners how learning is progressing. Informal assessment should also
be used to provide feedback to the learners and to inform planning for teaching.
Self-assessment and peer assessment, as part of informal assessment, actively involves learners in assessment
and a teacher playing an overseeing role. This is important as it allows learners to learn from and reflect on their own
performance.
Selected informal assessment tasks may be marked by learners or teachers, but need not be recorded unless
the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion and
certification purposes, but for improving teaching and learning.
Informal, on-going assessments should be used to encourage the acquisition of knowledge and skills and should
be the stepping stones leading up to the formal tasks in the Programme of Formal Assessment. (See Section 4.4)
4.3 FORMAL ASSESSMENT
Formal assessment tasks and tests form part of a year-long formal Programme of Assessment in each Grade
and subject. Formal assessments are marked and recorded by the teacher for progression purposes. All Formal
Assessment tasks must be moderated for the purpose of quality assurance and to ensure that appropriate standards
are maintained.
Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a
Grade and in a particular subject. Formal assessment tasks in Natural Sciences are tests, examinations, selected
practical tasks or investigations and a project. The project may be done at any time during the year, but the marks
must be recorded in the 4th term. (See details in Section 4.4)
The School-based assessment component in the different phases is as follows:
Grades Formal school-based End-of-year examinations

R-3 100% n/a
4-6 75% 25%
7-9 40% 60%
10 and 11 25% 75%
25% including school-based mid-year
12 External examination: 75%
and ‘trial’ examinations
Formally assessed tests and practical tasks/investigations must together reflect the whole term’s work. Weighting of
marks should reflect time allotted to each section in the curriculum content.
The cognitive demands of assessment
The cognitive demands of assessment used should be appropriate to the age and developmental level of the learners
in the grade. Assessments in Natural Sciences must cater for a range of cognitive levels and abilities of learners
within this context. The assessment tasks should be carefully designed to cover the content of the subject as well as
the range of major skills that have been specified under the Process skills (See Section 2.7)

The Specific Aims, the topics and content and the range of major skills must be used to inform the planning and
development of assessment tasks.
Cognitive levels for the assessment of content in Grades 7, 8 and 9
Evaluating,
Setting tests and
Understanding Applying scientific analyzing,
tasks for different Knowing science
science knowledge synthesising
cognitive levels
scientific knowledge
Percentages
indicating the
proportion of low, Low order questions Middle order questions High order questions
middle and high
order questions 40% 45% 15%
in tasks, tests and
exams
Useful verbs to State Explain Predict Select
use when setting
questions Name Compare Apply Differentiate
Label Rearrange Use knowledge to Analyse
demonstrate
List Illustrate Infer
Solve
Define Give an example Suggest a reason
Implement
Describe Calculate Interpret
Judge
and others ... Make a generalisation Discuss
and others …
and others … Categorise
and others ...
These cognitive skills apply to all three Specific Aims for Natural Sciences. (See Section 2.6)
4.4 FORMAL ASSESSMENT REQUIREMENTS FOR NATURAL SCIENCES
In any formal assessment, learners should be made aware of what will be assessed and how that will be assessed.
Grades 7, 8 and 9
FORMAL TOTAL % FOR

TERM 1 TERM 2 TERM 3 TERM 4
ASSESSMENTS THE YEAR
Test 1 Test 2 Test 3 *Practical task/
School-based Investigation 4
40%
assessments *Practical task/ *Practical task/ *Practical task/ ***Project
Investigation 1 Investigation 2 Investigation 3
**Exam 1 **Exam 2
Exams on work from on work from 60%
terms 1 & 2 terms 3 & 4
Number of formal
2 3 2 3 Total: 100%
assessments
Notes: * Grade appropriate assessment on aspects of investigation processes should form part of the selected
practical tasks in the assessment programme for the year
** Content, concepts and skills across all the topics, including knowledge of investigations and some skills
associated with practical work must be assessed in the written exams
*** The project can be done at any time of the year but it is incorporated in the 4th term mark
CAPS 87
A note on tests and examinations
Tests and examinations consist of a range of questions that cover the different cognitive levels – knowing science,
understanding and applying scientific knowledge, evaluating, analysing and synthesising. (See percentages indicating
the weighting of Cognitive levels for the assessment of content under Section 4.3). The weighting of marks
should reflect time allotted to each section in the curriculum content.
A single formal class test in a term will not necessarily provide the most accurate and reliable evidence of every
learner’s performance. One formal class test in the first three terms is the minimum number that must be recorded.
Learners are required to respond to questions within a specified time under controlled conditions. Since they are
generally easy to mark reliably, they are a good way to conduct formal assessment, and can also be a useful informal
assessment tool. Examinations are similar to tests; the only difference is that they cover more content.
A note on practical tasks
In carrying out practical tasks learners are required to demonstrate their skills or proficiencies. Learners use materials
and equipment to create, produce or investigate something. The teacher observes the learner demonstrate specific
practical skills (e.g. measuring the height of a plant, manipulating materials to make models, using a thermometer to
measure temperature, etc.). Practical tasks can be very useful for assessing how learners draw on knowledge and
values to carry out practical skills (manual and/or behavioural, e.g. safety and handling of equipment).
Any practical task should provide opportunities for learners to demonstrate several different skills - see those listed
under Section 2.7. These may or may not include investigation skills. However, there are some circumstances in
which only some of these skills would apply and not every skill can be assessed in every practical task.
Practical tasks include a range of activities where learners communicate what they know and can do. Include a range
of tasks to ensure inclusivity and to accommodate different learning styles. These ways to communicate include:
acting out, speaking/discussing, drawing, making models, doing science practical work, working in the environment,
writing and doing calculations.
Assessment of practical tasks
The assessment may be based on the end-result of the activity (the product), or the carrying-out of the activity (the
process), or a combination of both. Assessment tools of projects could be a combination of rubric, memorandum,
checklist, etc.
A note on projects
Projects are tasks in which learners illustrate or apply knowledge that they have gained in class. Projects may
involve aspects of investigation and/or research. Learners may collect data to understand a particular set of
circumstances and/or phenomena. In doing this, they can build models, compile reports, essays or posters and even
give presentations. Learners can do projects individually or in groups or working alone, but with some support and
guidance from the teacher. The teacher directs the choice of the project, usually by providing the learners with a topic
or brief for the investigation.

Assessment of projects
Teachers can assess different stages of projects separately, or the entire project. Assessment of projects should be
based on the understanding of content, application of skills and values applicable in a relevant context and may vary
in extent. Projects may be done in class and should be sufficiently diverse to promote inclusivity. Assessment tools
of projects could be a combination of rubric, memorandum, checklist, etc. One project per year must be done in the
Senior Phase. It can be done in any term, but the marks must be recorded in term 4.
4.5 RECORDING AND REPORTING
4.5.1 Recording is a process in which the teacher documents the level of a learner’s performance in a specific
assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the
Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the
learner’s conceptual progression within a grade and her/his readiness to be promoted to the next Grade. Records of
learner performance should also be used to verify the progress made by teachers and learners in the teaching and
learning process. Records should be used to monitor learning and to plan ahead.
Guidelines on how the major process skills can be recorded for marks in Natural Sciences
Many of these major process skills (also refer to Section 2.7) are combined into one activity. Not every major skill
needs to be marked and recorded in each task.
Natural Sciences major investigation process skills Mark allocation

Writing the topic
Raising/ writing a question to investigate
Making a prediction/ hypothesis
Planning the investigation
Collecting data
Recording data
Evaluating and communicating results
Total
4.5.2 Reporting is a process of communicating learner performance to learners, parents, schools, and other
stakeholders. Learner performance can be reported in a number of ways. These include report cards, parents’
meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc.
Teachers will record actual marks against the task by using a record sheet; and report percentages against
the subject on the learners’ report cards. Percentages are reported and may be related to the 7-point rating
code. (See Section 4.5.4)
Schools are required to provide quarterly feedback to parents on the Programme of Formal Assessment, using a
formal reporting tool, such as a report card. The schedule and the report card should indicate the overall level of
performance of a learner.
CAPS 89
4.5.3 Mark allocation
A minimum mark allocation is prescribed for the tests, tasks, project and examinations for each Grade in the Senior
Phase.
For purposes of reporting, the marks for the assessment tasks of each term must be combined to create a mark out
of 100 (a percentage). For Term 2 and for the overall year mark (calculated at the end of Term 4), the school based
assessments and examinations should be combined in the ratio 40:60.
See the examples for each Grade below.
GRADE 7 (Example based on minimum prescribed marks)
FORMAL TOTAL % FOR

Test 1 Test 2 Test 3 Practical task /
(30 marks) (30 marks) (30 marks) Investigation 4
(20 marks)
School-based
40%
assessments
Practical task / Practical task / Practical task / Project
Investigation 1 Investigation 2 Investigation 3 (20 marks)1
(20 marks) (20 marks) (20 marks)
Exam 1 Exam 2
on work from on work from
Exams 60%
(60 marks) (60 marks)
Number of formal
2 3 2 3 Total: 100%
assessments
1. Calculating the marks for each term:
Term 1 (%) = (Test 1 mark + Practical task 1 mark) ÷ (30 + 20) × 100
Term 2 (%) = (Test 2 mark + Practical 2 mark) ÷ (30 + 20) × 40 + (Exam 1 mark ÷ 60) × 60
Term 3 (%) = (Test 3 mark + Practical 3 mark) ÷ (30 + 20) × 100
Term 4 (%) = Final year mark (see number 4 below)
2. Calculating the School-based assessment mark:
School-based assessment mark = (Test 1 mark + Test 2 mark + Test 3 mark + Practical 1 + Practical 2 mark +
Practical 3 mark + Practical 4 mark + Project mark) ÷ (30 + 30 + 30 + 20 + 20 + 20 + 20 + 20) × 100
3. Calculating the Exam mark:
Exam mark = (Exam 1 mark + Exam 2 mark) ÷ (60 + 60) × 100
4. Calculating the Final year mark:
Final year mark = (School based assessment mark × 0,4) + (Exam mark × 0,6)
Percentages are reported and may be related to the 7-point rating code as given below.

FORMAL TOTAL % FOR

Investigation 4
(20 marks)
School-based
40%
assessments Practical task / Practical task / Practical task / Project
Exam 1 Exam 2
Exams 60%
Number of formal
2 3 2 3 Total: 100%
assessments
CAPS 91
FORMAL TOTAL % FOR

Investigation 4
(20 marks)
School-based
40%
assessments Practical task / Practical task / Practical task / Project
Exam 1 Exam 2
Exams 60%
Number of formal
2 3 2 3 Total: 100%
assessments

4.5.4 Codes and percentages for reporting in Grades R – 12
RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE

7 Outstanding achievement 80 – 100
6 Meritorious achievement 70 – 79
5 Substantial achievement 60 – 69
4 Adequate achievement 50 – 59
3 Moderate achievement 40 – 49
2 Elementary achievement 30 – 39
1 Not achieved 0 – 29
4.6 MODERATION OF ASSESSMENT
Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should
be implemented at school, district and, if necessary provincial levels. Comprehensive and appropriate moderation
practices must be in place for the quality assurance of all subject assessments.
In Grades 7, 8 & 9 the formal School-based assessment (including the practical assessment tasks) should be
moderated by the relevant subject specialist(s) at district level and if necessary at provincial level in consultation with
the moderators at school. Moderation serves the following purposes:
1. It should ascertain whether the subject content and skills have been taught and assessed. (sufficiently covered)
2. It should ensure that the correct balance of cognitive demands is reflected in the assessment.
3. It should ensure that the assessments and marking are of an acceptable standard and consistency.
4. It should identify areas in which the teacher may need further development and should lead to support for such
development.
5. It should reflect the scope covered by the teacher in line with the term’s requirement.
Moderation is therefore an ongoing process and not a once-off event at the end of the year. There is no national
moderation in the Senior Phase.
4.7 GENERAL
This document should be read in conjunction with:
4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement
Grades R – 12; and
4.7.2 The policy document, National Protocol for Assessment Grades R – 12.
(Footnotes)
1 (NB – the project can be done at any time of the year but it is incorporated in the 4th term mark)
CAPS 93

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National Curriculum Statement (NCS)

Curriculum and Assessment

E-mail: [email protected] or fax (012) 328 9828

Department of Basic Education

120 Plein Street Private Bag X9023

© 2011 Department of Basic Education

Design and Layout by: Ndabase Printing Solution

Printed by: Government Printing Works

2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

(c) National Protocol for Assessment Grades R-12.

MRS ANGIE MOTSHEKGA, MP

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

1.3 General aims of the South African Curriculum............................................................................................. 4

1.4 Time Allocation................................................................................................................................................. 6

1.4.1 Foundation Phase.................................................................................................................................... 6

1.4.2 Intermediate Phase.................................................................................................................................. 6

1.4.3 Senior Phase........................................................................................................................................... 7

1.4.4 Grades 10-12........................................................................................................................................... 7

SECTION 2: INTRODUCTION TO NATURAL SCIENCES ....................................................................... 8

2.2 Indigenous knowledge systems and Natural Sciences................................................................................ 8

2.3 Teaching Natural Sciences.............................................................................................................................. 8

2.4 Organisation of the Natural Sciences Curriculum ....................................................................................... 9

2.5 Allocation of teaching time............................................................................................................................. 9

2.6 Specific aims.................................................................................................................................................. 10

2.7 Process Skills ................................................................................................................................................ 10

SECTION 3: SENIOR PHASE NATURAL SCIENCES CONTENT AND CONCEPTS............................. 17

4.2 INFORMAL ASSESSMENT OR DAILY ASSESSMENT................................................................................. 85

4.3 FORMAL ASSESSMENT................................................................................................................................ 86

4.4 FORMAL ASSESSMENT REQUIREMENTS FOR NATURAL SCIENCES ................................................... 87

4.5 RECORDING AND REPORTING.................................................................................................................... 89

4.6 MODERATION OF ASSESSMENT................................................................................................................. 93

2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

1.3 General aims of the South African Curriculum

• providing access to higher education;

• providing employers with a sufficient profile of a learner’s competences.

4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

• work effectively as individuals and with others as members of a team;

• collect, analyse, organise and critically evaluate information;

1.4.1 Foundation Phase

(a) The instructional time in the Foundation Phase is as follows:

GRADE R GRADES 1-2 GRADE 3

1.4.2 Intermediate Phase

(a) The instructional time in the Intermediate Phase is as follows:

6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

(a) The instructional time in the Senior Phase is as follows:

1.4.4 Grades 10-12

(a) The instructional time in Grades 10-12 is as follows:

Subject Time allocation per week (hours)

2.2 Indigenous knowledge systems and Natural Sciences

2.3 Teaching Natural Sciences

8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

• the contribution of Science to social justice and societal development

• the practical and ethical consequences of decisions based on Science.

2.4 Organisation of the Natural Sciences Curriculum

Natural Sciences Knowledge Strands

Matter and Materials

Energy and Change

Planet Earth and Beyond

2.5 Allocation of teaching time