Interesting Science fact #15

The air at the summit of Mount

Everest, 8851 metres is only a third as
thick as the air at sea level.

NATURAL
SCIENCES
LESSON PLAN
GRADE 9 TERM 3
 A MESSAGE FROM THE NECT
NATIONAL EDUCATION COLLABORATION TRUST (NECT)

Dear Teachers,

This learning programme and training is provided by the National Education Collaboration Trust
(NECT) on behalf of the Department of Basic Education (DBE)! We hope that this programme
provides you with additional skills, methodologies and content knowledge that you can use to teach
your learners more effectively.

What is NECT?

In 2012 our government launched the National Development Plan (NDP) as a way to eliminate
poverty and reduce inequality by the year 2030. Improving education is an important goal in the
NDP which states that 90% of learners will pass Maths, Science and languages with at least 50% by
2030. This is a very ambitious goal for the DBE to achieve on its own, so the NECT was established
in 2015 to assist in improving education and to help the DBE reach the NDP goals.

The NECT has successfully brought together groups of relevant people so that we can work
collaboratively to improve education. These groups include the teacher unions, businesses, religious
groups, trusts, foundations and NGOs.

What are the Learning programmes?

One of the programmes that the NECT implements on behalf of the DBE is the ‘District
Development Programme’. This programme works directly with district officials, principals, teachers,
parents and learners; you are all part of this programme!

The programme began in 2015 with a small group of schools called the Fresh Start Schools (FSS).
Curriculum learning programmes were developed for Maths, Science and Language teachers in
FSS who received training and support on their implementation. The FSS teachers remain part of
the programme, and we encourage them to mentor and share their experience with other teachers.

The FSS helped the DBE trial the NECT learning programmes so that they could be improved and
used by many more teachers. NECT has already begun this embedding process.

Everyone using the learning programmes comes from one of these groups; but you are now
brought together in the spirit of collaboration that defines the manner in which the NECT works.
Teachers with more experience using the learning programmes will deepen their knowledge and
understanding, while some teachers will be experiencing the learning programmes for the first time.

Let’s work together constructively in the spirit of collaboration so that we can help South Africa
eliminate poverty and improve education!

www.nect.org.za

2 Grade 9 NATURAL SCIENCES Term 3

 CONTENTS
PROGRAMME ORIENTATION 4
CAPS AND THE LESSON PLANS 8-14
TOPIC OVERVIEW FORCES 1A - 2C 5-17
Week 1 Lesson 1A 18
Week 1 Lesson 1B 23
Week 1 Lesson 1C 29
Week 2 Lesson 2A 34
Week 2 Lesson 2B 39
Week 2 Lesson 2C 46
TOPIC OVERVIEW ELECTRIC CELLS AS ENERGY SYSTEM 3A 52-53
Week 3 Lesson 3A 54
TOPIC OVERVIEW RESISTANCE 3B - 4A 60-61
Week 3 Lesson 3B 62
Week 3 Lesson 3C 67
Week 4 Lesson 4A 73
TOPIC OVERVIEW SERIES AND PARALLEL CIRCUITS 4B - 6A 78-80
Week 4 Lesson 4B 81
Week 4 Lesson 4C 87
Week 5 Lesson 5A 93
Week 5 Lesson 5B 100
Week 5 Lesson 5C 106
Week 6 Lesson 6A 113
TOPIC OVERVIEW SAFETY WITH ELECTRICITY 6B - 6C 119-120
Week 6 Lesson 6B 121
Week 6 Lesson 6C 127
TOPIC OVERVIEW ENERGY AND THE NATIONAL ELECTRICITY GRID 7A - 7C 133-135
Week 7 Lesson 7A 136
Week 7 Lesson 7B 143
Week 7 Lesson 7C 149
TOPIC OVERVIEW COST OF ELECTRICAL POWER 8A-9C 155-157
Week 8 Lesson 8A 158
Week 8 Lesson 8B 164
Week 8 Lesson 8C 170
Week 9 Lesson 9A 177
Week 9 Lesson 9B 182
Week 9 Lesson 9C 188
GRADE 9 ASSESSMENT 193
Term 3 Assessment: Project 196
Term 3 Assessment: Project Memo 200
Term 3 Assessment: Practical Task 201
Term 3 Assessment: Practical Task Memo 202
Term 3 Assessment: Test 203
Term 3 Assessment: Test Memo 209

Grade 9 NATURAL SCIENCES Term 3 3

 PROGRAMME ORIENTATION
Welcome to the NECT Natural Sciences learning programme! This CAPS compliant programme consists
of:
• A full set of lesson plans for the term (3 X 1 hour lessons per week)
• A resource pack with images to support the lesson plans
• A full colour poster
• An outline of the assessment requirements for the term
• A tracker to help you monitor your progress

Lesson Plan Structure

1. Term 3 lesson plans are structured to run for 9 weeks.

2. Each week, there are three lessons, of the following notional time:

3 x 1 hour

This time allocation of 3 hours per week is CAPS aligned.

Lesson Plan Contents

1. The lesson plan starts with a CONTENTS PAGE that lists all the topics for the term, together with
a breakdown of the lessons for that topic. You will notice that lessons are named by the week and
lesson number, for example, Week 8 Lesson 8C.

2. Every topic begins with a 2 - 4 page TOPIC OVERVIEW. The topic overview pages are grey,
making them easy to identify. The topic overview can be used to introduce the topic to learners.
The topic overview includes:

a. A general introduction to the topic that states how long the topic runs for, the value of the
topic in the final exam and the number of lessons in the topic.

b. A table showing the position of the topic in the term.

c. A sequential table that shows the prior knowledge required for this topic, the current
knowledge and skills that will be covered, and how this topic will be built on in future years.
Use this table to give learners an informal quiz to test their prior knowledge. If learners are
clearly lacking in the knowledge and skills required, you may need to take a lesson to cover
some of the essential content and skills. It is also useful to see what you are preparing learners
for next, by closely examining the ‘looking forward’ column.

d. A glossary of scientific vocabulary, together with an explanation of each word or phrase. It

is a good idea to display these words and their definitions somewhere in the classroom, for
the duration of the topic. It is also a good idea to allow learners some time to copy down these
words into their personal dictionaries or science exercise books. You must explicitly teach the
words and their meanings as and when you encounter these words in the topic. A good way to
teach learners new vocabulary is to use ‘PATS’:

4 Grade 9 NATURAL SCIENCES Term 3

 PROGRAMME ORIENTATION
o POINT – if the word is a noun, point at the object or at a picture of the object as you say the
word.
o ACT – if the word is a verb, try to act out or gesture to explain the meaning of the word, as
you say it.
o TELL – if the word has a more abstract meaning, then tell the learners the meaning of the
word. You may need to code switch at this point, but also try to provide a simple English
explanation.
o SAY – say the word in a sentence to reinforce the meaning.

e. Understanding the uses / value of science. It is very important to give learners a sense of
how science applies to their daily lives, and of the value that science adds to their lives. Hold a
brief discussion on this point when introducing the topic, and invite learners to elaborate on the
uses and value that this topic will have to their lives.
f. Personal reflection. At the end of every topic, come back to the topic overview, and
complete this table. In particular, it is important to note your challenges and ideas for future
improvement, so that you can improve your teaching the next year.

3. After the topic overview, you will find the INDIVIDUAL LESSONS. Every lesson is structured in
exactly the same way. This helps you and the learners to anticipate what is coming next, so that
you can focus on the content and skills. Together with the title, each lesson plan includes the
following:

a. Policy and Outcomes. This provides you with the CAPS reference, and an overview of the
skills that will be covered in the lesson. You can immediately see the science process skills that
will be covered, and whether they are lower middle or higher order skills.
b. Possible Resources. Here, you will see the resources that you should ideally have for the
lesson. If you need to use the poster or pages from the resource pack, this will be listed here.
There is also a space for improvised resources, and you are invited to add your own ideas
here.
c. Classroom Management. Every lesson starts in the same way. Before the lesson, you must
write a question that relates to the previous lesson on the chalkboard. Train your learners to
come in to the classroom, to take out their exercise books, and to immediately try to answer
this question. This links your lesson to the previous lesson, and it effectively settles your
learners.
Once learners have had a few minutes to answer, read the question and discuss the answer.
You may want to offer a small reward to the learner who answers first, or best. Get your
learners used to this routine.
Next, make sure that you are ready to begin your lesson, have all your resources ready, have
notes written up on the chalkboard, and be fully prepared to start. Remember, learners will get
restless and misbehave if you do not keep them busy and focussed.
d. Accessing Information. This section contains the key content that you need to share with
learners. Generally, it involves sharing some new information that is written on the chalkboard,
explaining this information, and allowing learners some time to copy the information into their
exercise books. Train learners to do this quickly and efficiently. Learners must anticipate this
part of the lesson, and must have their books, pens, pencils and rulers ready.

Grade 9 NATURAL SCIENCES Term 3 5

 PROGRAMME ORIENTATION
Explain to learners that this is an important resource for them, because these are the notes
they will revise when preparing for tests and exams.
Checkpoint 1. Straight after ‘Accessing Information’, you will find two checkpoint questions.
These questions help you to check that learners understand the new content thus far.

e. Conceptual Development. At this point, learners will have to complete an activity to think
about and apply their new knowledge, or to learn a new skill. This is the most challenging part
of the lesson. Make sure that you fully understand what is required, and give learners clear
instructions.

Checkpoint 2. Straight after ‘Conceptual Development, you will find two checkpoint questions.
These questions help you to check that learners understand the new concepts and skills that
they have engaged with.

f. Reference Points for Further Development. This is a useful table that lists the relevant
sections in each approved textbook. You may choose to do a textbook activity with learners in
addition to the lesson plan activity, or even in place of the lesson plan activity. You may also
want to give learners an additional activity to do for homework.

g. Additional Activities / Reading. This is the final section of the lesson plan. This section
provides you with web links related to the topic. Try to get into the habit of visiting these links
as part of your lesson preparation. As a teacher, it is always a good idea to be more informed
than your learners.

4. At the end of the week, make sure that you turn to the TRACKER, and make note of your
progress. This helps you to monitor your pacing and curriculum coverage. If you fall behind, make
a plan to catch up.

5. POSTER AND RESOURCE PACK. You will have seen that the Possible Resource section in the
lesson plan will let you know which resources you will need to use in a lesson.

Please note that you will only be given these resources once. It is important for you to manage and
store these resources properly. Do this by:

●● Writing your name on all resources

●● Sticking Resources onto cardboard or paper
●● Laminating all resources, or covering them in contact paper
●● Filing the resource papers in plastic sleeves once you have completed a topic

Have a dedicated wall or notice board in your classroom for Natural Sciences.

●● Use this space to display the resources for the topic

●● Display the vocabulary words and meaning here, as well as the resources
●● Try to make this an attractive and interesting space
●● Display learners’ work on this wall – this gives learners a sense of ownership and pride

6 Grade 9 NATURAL SCIENCES Term 3

 PROGRAMME ORIENTATION
6. ASSESSMENT. At the end of the lesson plans, you will find a sample assessment task, an
examination and memorandum. Feel free to use this task with your learners in the first year of this
programme. Thereafter, use it as a model to structure your own assessment tasks, in the same
way.

Lesson Plan Routine

Train your learners to know and anticipate the routine of Natural Sciences lessons. You will soon see that
a good knowledge of this routine will improve time-on-task and general classroom discipline and that you
will manage to work at a quicker pace.

Remember, every Natural Sciences lesson follows this routine:

1. Classroom Management: settle learners by having two questions written on the chalkboard.
Learners take out their exercise books and pens, and immediately answer the questions. Discuss
the answers to the questions, and reward the successful learner.

2. Accessing Information: have key information written on the chalkboard. Explain this to learners.
Allow learners to copy this information into their books.

3. Checkpoint 1: ask learners at least two questions to check their understanding.

4. Conceptual Development: complete an activity to apply new knowledge or skills.

5. Checkpoint 2: ask learners at least two questions to check their understanding.

6. Reference Points for Further Development: links to textbook activities – you may choose to use
these activities as additional classwork activities, or as homework activities.

7. Tracker: fill in your tracker at the end of the lessons to track your progress.

Grade 9 NATURAL SCIENCES Term 3 7

 PROGRAMME ORIENTATION
A vehicle to implement CAPS

Teaching Natural Sciences can be exciting and rewarding. These lesson plans have been designed
to guide you to implement the CAPS policy in a way that makes the teaching and learning experience
rewarding for both the teacher and the learners.

To support the policy’s fundamentals of teaching Natural Sciences, these lesson plans use the CAPS
content as a basis and:

●● provide a variety of teaching techniques and approaches

●● promote enjoyment and curiosity
●● highlight the relationship between Natural Science and other subjects
●● where appropriate, draw on and emphasise cultural contexts and indigenous knowledge
systems
●● show the relationship between science, learners, their societies and their environments
●● aim to prepare learners for economic activity and self-expression

Content and Time Allocation

These lessons plans have been developed to comply with CAPS in respect of both content and time
allocation. In developing these lesson plans, consideration of the realities of teachers was taken and to
this end, some simple adjustments were made, without deviating from policy, to make the teaching of
these lesson plans more achievable. The kinds of adjustments made include using some of the practical
tasks in the lesson plans for assessment purposes; and building in time for revision and exams during
terms 2 and 4.
CAPS assigns one knowledge strand to form the basis of content in each term. These strands are as
follows:

●● Term 1: Life and Living

●● Term 2: Matter and Materials
●● Term 3: Energy and Change
●● Term 4: Planet Earth and Beyond

8 Grade 9 NATURAL SCIENCES Term 3

 Grade 9

Term 1 Term 2 Term 3 Term 4

NS Strand NS Strand NS Strand NS Strand

Life and Living Matter and Materials Energy and Change Planet Earth and Beyond

Cells as the basic units of life Compounds Forces The Earth as a system

Systems in the human body Chemical reactions Electric cells as energy systems Mining of mineral resources

Human Reproduction Reactions of metals with oxygen Resistance Atmosphere

Circulatory and respiratory Reactions of non-metals with Series and parallel circuits Birth, life and death of stars
systems oxygen
Safety with electricity
Digestive system Acids, bases and pH value
Energy and the national electricity
Reactions of acids with bases grid

Reactions of acids with metals Cost of electrical power

These lesson plans have been designed against the stipulated CAPS requirements with topics being allocated for the time prescribed by CAPS.
(Remember that some slight changes have been incorporated to accommodate time for revision, tests and examinations).

Grade 9 NATURAL SCIENCES Term 3

PROGRAMME ORIENTATION
The distribution of these strands across the year is summarised in the table below:

9
 PROGRAMME ORIENTATION
The time allocation by topic is summarised in the table below.
Remember that one week equates to 3 hours or three lessons of 1 hour each.

GRADE 9 GRADE 8 GRADE 9

TERM Topic Time in Topic Time in Topic Time in
weeks weeks weeks

Term 1: • The biosphere 1 • Photosynthesis 2 • Cells as the 2

• Biodiversity and respiration basic units of life
Life and 3½
Living • Sexual • Interactions and 5 • Systems in the 2
3½
Reproduction interdependence human body
1 within the • Human
• Variation 2
environment Reproduction
• Micro-organism 2 • Circulatory 1½
and respiratory
systems
• Digestive 1½
system

(9 wks) (9 wks) (9 wks)

Term 2: • Properties of 2 • Atoms 2 • Compounds 1
materials • Particle model 5 • Chemical 1
Matter
and • Separating 2 of matter reactions
Materials mixtures • Chemical 1 • Reactions of 1½
• Acids, bases and 2 reactions metals with
neutrals oxygen
• Introduction to 2 • Reactions of 1
the periodic table non-metals with
of the elements oxygen
• Acids, bases 1
and pH value
• Reactions ½
of acids with
bases (I)
• Reactions 1
of acids with
bases (II)
• Reactions ½
of acids with
bases (III)
• Reactions 1
of acids with
metals
(8 wks) (8 wks) (8 wks)

10 Grade 9 NATURAL SCIENCES Term 3

 PROGRAMME ORIENTATION
Term 3: • Sources of 1 • Static electricity 1 • Forces 2
Energy energy • Energy transfer • Electric cells ½
3
and • Potential and 2 in electrical as energy
Change Kinetic energy systems systems 1
• Heat transfer 2 • Resistance
2 • Series and 2
• Insulation and • Series and
2 parallel circuits
energy saving 3 parallel circuits
• Visible light ½
• Energy transfer • Safety with
1 electricity
to surroundings
• Energy and 1
• The national
electricity supply 1 the national
system electricity grid
• Cost of 2
electrical power

(9 wks) (9wks) (9 wks)

Term 4: • Relationship of 4 • The Solar 3 • The Earth as a 1
the Sun and the System system
Planet
Earth • Beyond the 3 • The Lithosphere 2
Earth and
• Relationship of 2 Solar System • Mining of
Beyond 2
the Moon and • Looking into 2 mineral
the Earth space resources
• Historical 2 • Atmosphere 2
development of
• Birth, life and 1
astronomy
death of stars

(8 wks) (8 wks) (8 wks)

TOTALS 34 weeks 34 weeks 34 weeks

Grade 9 NATURAL SCIENCES Term 3 11

 PROGRAMME ORIENTATION
REFLECTING ON THE LESSONS THAT YOU TEACH

It is important to reflect on your teaching. Through reflection, we become aware of what is working and
what is not, what we need to change and what we do not. Reflecting on your use of these lesson plans
will also help you use them more effectively and efficiently.

These lesson plans have been designed to help you deliver the content and skills associated with CAPS.
For this reason, it is very important that you stick to the format and flow of the lessons. CAPS requires a
lot of content and skills to be covered – this makes preparation and following the lesson structure very
important.

Use the tool below to help you reflect on the lessons that you teach. You do not need to use this for
every lesson that you each – but it is a good idea to use it a few times when you start to use these
lessons. This way, you can make sure that you are on track and that you and your learners are getting
the most out of the lessons.

LESSON REFLECTION TOOL

Preparation
1. What preparation was done?

2. Was preparation sufficient?

3. What could have been done better?

4. Were all of the necessary resources available?

Classroom Management

Yes No
5. Was the question written on the board?
6. Was the answer written on the board?
7. Was the answer discussed with the learners in a meaningful way?
8. Overall reflection on this part of the lesson:
What was done well?
What could have been done better?

12 Grade 9 NATURAL SCIENCES Term 3

 PROGRAMME ORIENTATION
Accessing Information

Yes No
9. Was the text and/ or diagrams written on the chalkboard before the
lesson started?
10. Was the work on the board neat and easy for the learners to read?

11. Was the explanation on the content easy to follow?

12. Was the information on the board used effectively to help with the
explanations?
13. Was any new vocabulary taught effectively? (in context and using
strategies like PATS)
14. Were the learners actively engaged? (asked questions, asked for
their opinions and to give ideas or suggestions)
15. Were the checklist questions used effectively?

16. Overall reflection on this part of the lesson:

What was done well?
What could have been done better?

Grade 9 NATURAL SCIENCES Term 3 13

 PROGRAMME ORIENTATION
Conceptual Development

Yes No
17. Was the information taught in the ‘Accessing Information’ part of the
lesson used to foreground the activity?
18. Were clear instructions given for the conceptual development
activity?
19. Were the outcomes/answers to the activities explained to the
learners?
20. Could the learners ask questions and were explanations given?
21. Was a model answer supplied to the learners? (written or drawn on
the board)
21. Were the checklist questions used effectively?
22. At the end of the lesson, were the learners asked if they had
questions or if they needed any explanations?
23. Overall reflection on this part of the lesson:
What was done well?
What could have been done better?

14 Grade 9 NATURAL SCIENCES Term 3

TOPIC OVERVIEW:
Forces
Term 3, Weeks 1A – 2C
A. TOPIC OVERVIEW
TERM 3, WEEKS 1A – 1C

●● This topic runs for 2 weeks.

●● It is presented over 6 X 1 hour lessons.
●● This topic’s position in the term is as
follows:

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5

LESSON

A B C A B C A B C A B C A B C

WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

LESSON

A B C A B C A B C A B C A B C

B. SEQUENTIAL TABLE
GRADE 8 GRADE 9 GRADE 10-12
LOOKING BACK CURRENT LOOKING FORWARD
●● Gravitational force ●● Types of forces Grade 10
●● A bond is a force that holds ●● Contact forces ●● Conservation of
atoms together ●● Field forces (non-contact ●● mechanical energy (in the
●● Particles in gases have weak forces) absence of dissipative
forces between them ●● Gravitational force forces)
●● Magnetic force ●● Force exerted by charges on
●● Electrostatic force each other
Grade 11
●● Different kinds of forces:
weight, normal force,
frictional force, applied
(push, pull), tension (strings
or cables)
●● Intermolecular forces
●● Relationship between force
and acceleration
●● Relationship between
normal force and maximum
static friction

Grade 9 NATURAL SCIENCES Term 3 15

C. SCIENTIFIC VOCABULARY
Ensure that you teach the following vocabulary at the appropriate place in the topic:

TERM EXPLANATION
1. force Action that can be described as a push or a pull

2. exert To apply by pushing, pulling nd twisting

3. Newton Unit of force

4. balanced forces Two forces that have no visible effect because they unequal in size and
act in opposite directions.
5. unbalanced forces Two forces that have a visible effect because they are exactly equal and
opposite.
6. contact force Force that is exerted when two objects touch each other

7. non-contact force Force that is exerted over a distance. Also called a field force

8. field force Force that is exerted over a distance. Also called a contact force

9. friction Contact force that is created when two objects move over each other;
opposes the direction of motion
10. tension force Pulling force on a body, causing it to become taut (pulled tight)

11. compression force Pushing force on a body that causes it to become squashed

12. gravitational force Pulling force that bodies exert on each other over a distance due to their
masses
13. mass Measure of the amount of matter in an object

14. weight Force with which an object near the Earth or another body in space is
attracted towards the centre of that body by gravity
15. magnet An object that is able to attract certain metals

16. magnetic force Force that two magnetic materials exert on each other over a distance

17. magnetic field Invisible area of magnetism around a magnet

18. magnetism Physical property of a material that causes an object to be attracted to, or
repelled by, a magnet
19. magnetic pole One of two ends of a magnet

20. repel Push away

21. electrostatic force Field force that arises through differences in the electric charge of objects

22. rotate Turn or spin

23. force of attraction A pulling force that two objects exert on each other

24. force of repulsion A pushing force that two objects exert on each other

25. lightning Electrostatic discharge that occurs during a thunderstorm

26. potential energy Energy that is stored in a system

16 Grade 9 NATURAL SCIENCES Term 3

27. collide Bump into

28. force pair Two forces that act in an equal but opposite directions

29. friction A contact force that is created when two objects move over each other

D. UNDERSTANDING THE USES / VALUE OF SCIENCE

We encounter force in our everyday lives. We use force as we walk, lift objects, throw objects, or
move a given body in some particular speed or direction. There is also a force which acts on our
bodies and prevents us from floating off into space.

E. PERSONAL REFLECTION
Reflect on your teaching at the end of each topic:

Date completed:

Lesson successes:

Lesson challenges:

Notes for future

improvement:

Grade 9 NATURAL SCIENCES Term 3 17

 TOPIC: Forces

Term 3, Week 1, Lesson A

1A Lesson Title: Types of forces
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Types of forces

CAPS Page Number 71

Lesson Objectives
By the end of the lesson, learners will be able to:
• Explain that a force is a push or pull (or twist) exerted on an object
• Identify the Newton as the unit of measure for force
• Explain that a force can change the shape, direction and speed of an object
• Explain that all forces acting on an object can be placed in two groups - contact forces
and non-contact forces
• Explain that forces act in pairs.

1. DOING SCIENCE 
Specific
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
Aims
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
11. Doing Investigations

12. Recording
2. Observing  7. Raising Questions  Information
13. Interpreting
3. Comparing  8. Predicting
Information

4. Measuring 9. Hypothesizing 14. Communicating 
10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

18 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Forces

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Poster: Types of forces

Resource 1: Push force - 1

Resource 2: Push force - 2

Resource 3: Friction force

Resource 4: Gravitational force

Empty cold drink can, eraser, inflated balloon,
magnet, steel pin or paper clip
Projector and laptop with internet

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
What is the name of the force that acts between the earth and the Sun?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
Gravitational force

D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

TYPES OF FORCES

1. A force is an action that can be described as a push or a pull (or twist).

2. Force is measured in units called Newtons.
3. A force can change the shape, direction and speed of an object. A force can also
cause an object to rotate.
4. There are two main types of forces - contact forces and non-contact forces.
5. Forces act in pairs.
2. Display the poster: ‘Types of forces in the classroom’. Use Resources 1-4 as you discuss
the effects of forces. Use the empty cold drink can, eraser and balloon to demonstrate
the effects of force.

Grade 9 NATURAL SCIENCES Term 3 19

 TOPIC: Forces
3. Explain the following to the learners:
a. A force is an action that can be described as a push or a pull (or twist).
b. When we measure something, we need to use a unit of measurement. For
example, when we measure length, we can use a centimetre or metre as the unit of
measurement. Force is measured in units called Newtons.
c. Explain that a force can change the shape, direction and speed of an object. A force
can also cause an object to rotate.
d. All forces acting on an object can be placed in two groups - contact forces and non-
contact forces.
e. A contact force is a force that is exerted when two objects touch each other. Ask
learners to give examples of contact forces (people pushing a car, kicking a moving
ball to change its direction, friction slowing a moving object down).
f. A non-contact force is a force that is exerted over a distance. It is also called a field
force. Ask learners to give examples of non-contact forces (magnetism, gravitational
force).
g. Forces act in pairs. When a force is applied to an object, the object resists the force.
If you push against a wall, the wall resists as if it is pushing back. These two forces
are known as a force pair.
4. Demonstrate the effects of force as follows:
a. Use the cold drink can. Demonstrate how it can be crushed. Observe a safety
precaution – do not crush the can so hard that it breaks or tears as the thin metal
can cause nasty cuts.
b. Use the eraser. Flick the eraser across the desk to demonstrate that force can cause
a stationary object to move and accelerate.
c. Use the eraser. Drop the eraser to demonstrate how all objects are attracted to the
earth by a force.
d. Use the inflated balloon. Throw the balloon into the air and then tap the balloon to
demonstrate how force can change the direction of a moving object.
e. Get a learner to push against a wall. Discuss the concept of a force pair in this
demonstration.
f. Use the magnet and steel pin. Demonstrate the attraction of the pin by the magnet.
Remind learners that the objects do not have to be touching for the force to take
effect. This is a non-contact or field force.
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. What are the two main types of forces?
b. What is the difference between a contact force and a non-contact force?

Answers to the checkpoint questions are as follows:

a. Contact forces and non-contact forces
b. A contact force is exerted when two objects touch each other, while a non-contact
force is exerted without the two objects touching each other.

20 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Forces

E CONCEPTUAL DEVELOPMENT
1. Draw and write the following onto the chalkboard (always try to do this before the lesson
starts):
ACTIVITY

Type of force Effect of force

a.

b.

c.

d.

TASK 1

1. Complete Column A

TASK 2

1. Complete Column B.
2. Explain Task 1 to the learners as follows:
a. Learners work with a partner.
b. Remind learners to refer to the notes they wrote in their exercise books and the
poster as they complete Task 1.
c. Complete Column A. Column A has not been filled in. Look at each diagram, discuss
it with your partner and classify the force. Write the type of force in Column A.
Hint: If you cannot remember the types of forces, read your notes again.
3. Ask learners to share their answers to Task 1 with the class.
4. Model answer: Task 1

Type of force Effect of force

a. non-contact

b. contact

c. contact

d. non-contact

Grade 9 NATURAL SCIENCES Term 3 21

 TOPIC: Forces
5. When the learners have completed Task 1, hold a short class discussion on contact and
non-contact forces.
6. Next, get the learners to do Task 2:
a. Column B has not been filled in. Look at each diagram,
discuss it with your partner and complete Column B.
Hint: If you cannot remember the effects of forces, read your notes again.
7. Model answer: Task 2

Type of force Effect of force

a. non-contact Change the direction and speed of an object

b. contact Change the direction and speed of an object

c. contact Change the shape of an object

d. non-contact Change the direction and speed of an object

Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. What is another name for a non-contact force?
b. What is a force pair?

Answers to the checkpoint questions are as follows:

a. Field force
b. A force pair is two forces that act in an equal but opposite direction.

8. Ask the learners if they have any questions and provide answers and explanations.

22 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Forces

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Forces 145

Solutions for all Forces 160

Spot On Forces 95

Top Class Forces 132

Via Afrika Forces 118

Platinum Forces 129

Oxford Successful Forces 110

Pelican Natural Sciences Forces 207

Sasol Inzalo Bk B Forces 4

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. https://www.youtube.com/watch?v=FVLAyphuZOU (10min 38sec) [Forces/ Types of
forces/ Contact forces/ Non-contact force]

Grade 9 NATURAL SCIENCES Term 3 23

 TOPIC: Forces

Term 3, Week 1, Lesson B

1B Lesson Title: Contact forces and field forces
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Contact forces and field forces

CAPS Page Number 71

Lesson Objectives
By the end of the lesson, learners will be able to:

• Describe contact forces and field forces

• Give examples of contact forces and field forces
• Give one difference between contact forces and field forces
• Differentiate between a tension force and a compression force
• Explain that a field force results from action-at-a-distance between two bodies.

1. DOING SCIENCE 
Specific
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
Aims
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE 

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
11. Doing Investigations

12. Recording
2. Observing  7. Raising Questions  Information
13. Interpreting
3. Comparing  8. Predicting
Information

4. Measuring 9. Hypothesizing 14. Communicating

10. Planning
5. Sorting & Classifying  Investigations
15. Scientific Process

24 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Forces

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Poster: Types of forces

Resource 5: Pull or tension force

Resource 6: Compression force

Rope, spring, solid object – for example a Belt or cord to replace rope. If no spring is
wooden block, toy car, piece of sandpaper available, use Resource 2 – picture of hand
crushing a can
Projector and laptop with internet

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
What is the unit of measurement of force?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
Newton

D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

CONTACT FORCES AND FIELD FORCES

1. Contact forces are forces where the bodies that are exerting a force on each other
are in direct contact with each other.
2. Examples of contact forces are: a person pushing a wheelbarrow, two people pulling
on a rope, a compressed spring.
3. A tension force is a pulling force on a body, causing it to become taut.
4. A compression force is a pushing force on a body that causes it to become
squashed.
5. Friction is a contact force that is created when two objects move over each other.
6. The direction of friction force is always against the direction of movement.
7. Field forces are the result of an attracting or repelling force of one object on another
object, without the objects touching each other.
8. Examples of field forces are: gravitational force, magnetic force, electrostatic force.
2. Display the poster: Types of forces in the classroom.
3. Make sure Resources 5 and 6 are on display on the chalkboard.

Grade 9 NATURAL SCIENCES Term 3 25

 TOPIC: Forces
4. Explain the following to the learners:
a. Contact can mean to physically touch. Contact forces are forces where the bodies
that are exerting a force on each other are in direct contact with each other.
b. Examples of contact forces are a person pushing a wheelbarrow, two people pulling
on a rope, and a compressed spring. For each example, discuss the two objects that
are touching.
c. Taut means stretched or pulled, not slack. A tension force is a pulling force on a
body, causing it to become taut.
d. A compression force is a pushing force on a body that causes it to become
squashed.
e. Friction is a contact force that is created when two objects move over each other.
f. The direction of a friction force is always against the direction of movement.
g. Friction can be an advantage or a disadvantage. The advantages of friction are that
it is used in brakes to slow down and stop a car, and the friction of a match against
a matchbox causes the match to ignite. The main disadvantages of friction are that
it produces unnecessary heat in machinery, and that it slows down the motion of
moving objects.
h. Field forces are the result of an attracting or repelling force of one object on another
object without the objects touching each other.
i. Examples of field forces are gravitational force, magnetic force, and electrostatic
force.
5. Demonstrate contact and non-contact forces as follows:
a. Use the wooden block. Stand the block on a flat surface, for example, a desk.
Demonstrate what happens to the block when your hand makes firm contact with it.
This is an example of a contact force changing the speed and direction of an object.
b. Use the rope. Get two learners to hold the rope so that it is slack. Then get learners
to apply a tension (pulling) force so that the rope becomes taut. This is an example
of a contact force.
c. Use the spring. Place the spring on a flat surface, for example, a desk. Demonstrate
compression by applying a downward pressure on the spring. This is an example of
a contact force.
d. Use the toy car and the sandpaper. Get a learner to move the car over a smooth
surface, for example, a school desk and then to move the toy car over the
sandpaper. The learner should describe how the car moved over the two surfaces.
This is an example of friction, which is a contact force.
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. What is a compression force?
b. What is a tension force?

Answers to the checkpoint questions are as follows:

a. A pushing force on a body that causes it to become squashed
b. A pulling force on a body, causing it to become taut

26 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Forces

E CONCEPTUAL DEVELOPMENT
1. Draw and write the following onto the chalkboard (always try to do this before the lesson
starts):
ACTIVITY

1. Oxen pulling a plough

2. Squeezing wet clothes to remove excess water
3. Stretching the spring of a chest expander
4. Lighting a match

TASK 1

1. Identify the type of contact force exerted. Use the words tension, compression or
friction.

TASK 2

1. Give one situation in which friction is an advantage, and one situation in which
friction is a disadvantage.
2. Explain Task 1 to the learners as follows:
a. You have a list of different situations in which force is exerted. Think about each
situation carefully and then classify the force as: tension, compression or friction.
b. Remind learners to refer to the notes they wrote in their exercise books and the
poster, as they complete Task 1.
3. Ask learners to share their answers to Task 1 with the class.
4. Model answer: Task 1

1. Oxen pulling a plough Tension

2. Squeezing wet clothes to remove

Compression
excess water
3. Stretching the spring of a chest
Tension
expander

4. Lighting a match Friction

5. When the learners have completed Task 1, hold a short class discussion in which you
revise the forces of tension, compression and friction.
6. Next, get the learners to do Task 2:
a. Remind leaners that friction is a contact force that is created when two objects
move over each other; and that friction opposes the direction of movement. In our
everyday lives there are situations in which friction is an advantage and situations
where friction is a disadvantage.
7. Model answer: Task 2
Note: There are many possible answers. Here are some possible answers to situations
in which friction is an advantage and disadvantage.
●● Braking system in vehicles and bicycles
●● Lighting a match

Grade 9 NATURAL SCIENCES Term 3 27

 TOPIC: Forces
●● When walking or running – friction between the sole of shoe and the surface
prevents slipping.
Situations in which friction is a disadvantage:
●● Unnecessary heating in motors
●● Causes wear and tear in machinery
●● Causes unwanted slowing down of motion.

Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. What is friction?
b. What force is exerted when a cable is used to tow a vehicle?

Answers to the checkpoint questions are as follows:

a. Contact force that is created when two objects move over each other
b. Tension

8. Ask the learners if they have any questions and provide answers and explanations.

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Forces 145

Solutions for all Forces 160

Spot On Forces 95

Top Class Forces 132

Via Afrika Forces 118

Platinum Forces 129

Oxford Successful Forces 110

Pelican Natural Sciences Forces 207

Sasol Inzalo Bk B Forces 4

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. https://www.youtube.com/watch?v=FVLAyphuZOU (10min 38sec) [Forces/ Types of
forces/ Contact forces/ Non-contact forces]

28 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Forces

Term 3, Week 1, Lesson C

1C Lesson Title: Gravitational force
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Field forces

CAPS Page Number 71

Lesson Objectives
By the end of the lesson, learners will be able to:

• Explain that a field force results from action-at-a-distance between two bodies
• Describe the force of gravity
• Explain that objects with greater mass have more gravitational pull on each other
• Explain that force decreases as distance between the objects increases
• State the unit of measurement of gravity
• State four differences between weight and mass.

1. DOING SCIENCE 
Specific
Aims
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
11. Doing Investigations 
12. Recording
2. Observing  7. Raising Questions  Information

13. Interpreting
3. Comparing  8. Predicting
Information

4. Measuring  9. Hypothesizing 14. Communicating 
10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

Grade 9 NATURAL SCIENCES Term 3 29

 TOPIC: Forces

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Poster: Types of forces

Resource 7: Weight and mass

Spring balance, triple beam balance, one Newton force meter, bathroom or kitchen
kg mass piece and a variety of other objects scale, bag of sand that has a mass of exactly
heavy enough to be weighed, for example, a one kg (prepared in advance)
mug, book or stapler
Projector and laptop with internet

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
What is the main difference between a contact force and a field force?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
A contact force can only be exerted when the two objects touch each other, while a field force
acts over a distance.

D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

GRAVITATIONAL FORCE: A FIELD FORCE

1. A field force is exerted by one object on another object without the objects touching
each other.
2. Gravitational force is a pulling force that bodies exert on each other over a distance
due to their masses.
3. All matter has mass.
4. Gravitational forces act in a gravitational field.
5. Gravitational force works in pairs.
6. The Earth exerts a gravitational force on all matter.
7. There is a gravitational force between the Earth and the Moon, and between the
Earth and the Sun.
8. The size of gravitational force depends on the mass of the two objects, and the
distance between the two masses.
9. The differences between mass and weight:

30 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Forces
Mass Weight

Mass is a measure of the quantity of matter Weight is a measure of the size of force of
in an object. gravity acting on the mass of an object.

Mass is measured in kilograms (kg) Weight is measured in Newtons (N).

The mass of an object is the same anywhere The weight of an object is different in
in the universe. different places in the universe.
The mass of an object does not depend on The weight of an object depends on the size
the size of the gravitational force on it. of the gravitational force on it.
2. Display the poster: ‘Types of forces in the classroom’. Use Resource 7 – weight and
mass
3. Explain the following to the learners:
a. A field force is exerted by one object on another object without the objects touching
each other.
b.
b. Gravitational force is a pulling force that bodies exert on each other over a distance
due to their masses.
c. Remind learners that they learnt about the gravitational force between the Earth
and the Moon in GRADE 9. They also learned that force decreases as the distance
between objects increases.
d. Not only is there a gravitational force between the Earth and the Moon, but also
between the Earth and the Sun.
e. All matter has mass. There is a gravitational force between all matter on Earth and
planet Earth itself. It is this force that causes objects to fall directly downwards.
f. Gravitational forces act in a gravitational field.
g. Gravitational force works in pairs.
h. The size of gravitational force depends on the mass of the two objects, and the
distance between the two masses.
i. There are several differences between weight and mass:
• Mass is a measure of the quantity of matter in an object, while weight is a
measure of the size of force of gravity acting on the mass of an object.
• Mass is measured in kilograms, while weight is measured in Newtons.
• The mass of an object is the same anywhere in the universe, while weight is
different in different places in the universe.
• The mass of an object does not depend on the size of the gravitational force on
it, while the weight of an object depends on the size of the gravitational force
on it.
4. Demonstrate the investigation of the difference between the mass and weight of different
objects as follows. Get different learners to take the readings. Emphasise the need to
take accurate readings. All learners should record the readings in a table.
a. Use the triple beam balance. Determine the mass of the one kg mass piece and the
other objects.
b. Use the spring balance or the Newton force meter. Determine the weight of the one
kg mass piece and the other objects.
c. Note: answers will vary.

Grade 9 NATURAL SCIENCES Term 3 31

 TOPIC: Forces
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. What is mass?
b. What is weight?

Answers to the checkpoint questions are as follows:

a. Mass is a measure of the quantity of matter in an object.
b. Weight is a measure of the size of force of gravity acting on the mass of an object.

E CONCEPTUAL DEVELOPMENT
1. Draw and write the following onto the chalkboard (always try to do this before the lesson
starts):
ACTIVITY

TASK 1

1. What is the weight : mass ratio of the one kg mass piece?

2. Calculate the weight: mass ratio of all the other objects. Is it the same as the weight :
mass ratio of the one kg mass piece?
TASK 2

1. If you measured the mass and weight of the same objects on the Moon, would the
weight : mass ratio be the same? Explain your answer.
2. Explain Task 1 to the learners as follows:
a. Remind learners to refer to the notes they took during the demonstration.
b. Hold a short class discussion on mass (the quantity of matter in an object) and
weight (the size of the force of gravity acting on the mass of an object).
c. Remind learners that a ratio compares values, and that the order of the values must
be weight : mass, as indicated in the question.
3. Ask learners to share their answers to Task 1 with the class.
4. Model answer; Task 1
1. 9,8 : 1 or 10 : 1
2. Approximately 10 : 1. Yes.
5. When the learners have completed Task 1, hold a short class discussion. If the learners
had measured accurately, then all the weight : mass ratios should be approximately the
same. Explain to the learners that the gravitational acceleration on the surface of the
Earth is 9,8 m/s²
6. Next, get the learners to do Task 2:
7. Remind leaners that the weight of an object is different in different places in the universe.
8. Model answer: Task 2

32 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Forces
No. The weight of the same objects would be less on the Moon than on thee Earth
because the force of gravity on the Moon is less than the force of gravity on Earth.
For interest: The weight : mass ratio on the Moon would be approximately 1,8 : 1.

Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. Which heavenly body has the higher force of gravity - the Earth or the Moon?
b. Why?

Answers to the checkpoint questions are as follows:

a. The Earth
b. The mass of the Earth is greater than the mass of the Moon.

9. Ask the learners if they have any questions and provide answers and explanations.

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Forces 145

Solutions for all Forces 160

Spot On Forces 95

Top Class Forces 132

Via Afrika Forces 118

Platinum Forces 129

Oxford Successful Forces 110

Pelican Natural Sciences Forces 207

Sasol Inzalo Bk B Forces 4

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. https://www.youtube.com/watch?v=05EXSF5rVSE (2min 12sec) [Gravitational force]
2. https://www.youtube.com/watch?v=rFdbY_V7vIo (3min 36sec) [Physics - Are mass
and weight the same thing?]

Grade 9 NATURAL SCIENCES Term 3 33

 TOPIC: Forces

Term 3, Week 2, Lesson A

2A Lesson Title: Gravitational force
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Field forces

CAPS Page Number 72

Lesson Objectives
By the end of the lesson, learners will be able to:

• Explain that a magnetic force is a force that two magnetic materials exert on each other
over a distance
• Explain that magnets attract magnetic substances
• Define a magnetic field
• State that all magnets have a magnetic field and two ends/ poles.

1. DOING SCIENCE 
Specific
Aims
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
11. Doing Investigations 
12. Recording
2. Observing  7. Raising Questions  Information

13. Interpreting
3. Comparing 8. Predicting  Information

4. Measuring  9. Hypothesizing 14. Communicating 
10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

34 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Forces

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Poster: Types of forces

Two bar magnets, sheet of white paper, iron

filings, metal objects (iron nail, iron paper
clip - not plastic coated, aluminium foil, brass
buckle), non-metals (plastic, paper, wood),
plastic ruler
Resource 8: Magnetic force

Resource 9: Magnetic compass

Projector and laptop with internet

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
True or false? Magnetism is a field force.
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
True

D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

MAGNETIC FORCE: A FIELD FORCE

1. A magnetic force is a force that two magnetic materials exert on each other over a
distance.
2. A force of attraction is a pulling force that two objects exert on each other.
3. A force of repulsion is a pushing force that two objects exert on each other.
4. A magnetic field is an invisible area of magnetism around a magnet.
5. A magnet has a magnetic field around it.
6. A magnet has two magnetic poles, a north pole (N) and a south pole (S).
7. The magnetic field is strongest near the poles of a bar magnet.

Grade 9 NATURAL SCIENCES Term 3 35

 TOPIC: Forces
8. Opposite poles attract, like poles repel.
9. The Earth has a magnetic field, with a magnetic north pole and a magnetic south
pole.
2. Display the poster: ‘Types of forces in the classroom’. Use Resource 8: ‘Diagram of bar
magnet’ and Resource 9: ‘Magnetic compass’.
3. Explain the following to the learners:
a. A magnetic force is a field force that two magnetic materials exert on each other
over a distance.
b. A magnet is an object that is able to attract certain metals.
c. A magnet has a magnetic field around it.
d. A magnet has two magnetic poles, a north pole (N) and a south pole (S).
e. Opposite poles attract, like poles repel.
f. The Earth has a magnetic field, with a magnetic north pole and a magnetic south
pole. The needle of a magnetic compass is a small magnet. Therefore, a magnetic
compass can indicate the Earth’s magnetic north pole.
4. Demonstrate the magnetic field and forces of a magnet. Note: this lesson is presented
as a demonstration lesson. However, if there are sufficient magnets and iron filings, it
would be better if the learners work in groups to do the investigation. Learners should
record their observations. Tell learners to record their observations in a table, but they
should work out the table format themselves.
a. Use the magnet, metals and non-metals. Demonstrate which materials are attracted
to the magnet.
b. Use the magnet, plastic ruler and one of the objects that was attracted to the
magnet. Ask learners to predict whether the metal object will still be attracted to
the magnet if the plastic ruler is placed between the metal object and the magnet.
Demonstrate this so that learners can check their predictions.
c. Use the two bar magnets. Demonstrate that unlike poles attract and like poles repel.
d. Use the magnet, iron filings and sheet of paper. Hold the bar magnet directly below
the paper. Sprinkle iron filings on the paper. Learners must observe and draw the
pattern of the iron filings. This is the magnetic field.
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. What will happen when the north pole of one magnet is placed next to the north pole
of another magnet?
b. What will happen when the north pole of one magnet is placed next to the south pole
of another magnet?

Answers to the checkpoint questions are as follows:

a. The two magnets will repel each other.
b. The two magnets will attract each other.

36 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Forces

E CONCEPTUAL DEVELOPMENT
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

ACTIVITY

1. List objects that are attracted to a magnet.

2. List objects that are not attracted to a magnet.
3. Complete the sentences. Use words from the word box.

repel attract equator poles north south

a. Like poles ______; unlike poles ________.

b. The magnetic field is strongest at the ________.
c. The _______pole of the needle of a magnetic compass will point towards the
Earth’s magnetic north pole.

TASK 1

1. Answer questions 1 and 2.

TASK 2

1. Answer question 3
2. Explain Task 1 to the learners as follows:
a. Remind learners to refer to the notes they wrote in their exercise book and the notes
they took during the demonstration.
b. Learners answer questions 1 and 2.
3. Ask learners to share their answers to Task 1 with the class.
4. Model answer: Task 1
1. Answers will vary depending on materials but must include all the magnetic
materials such as iron and nickel.
2. Answers will vary depending on materials but must include all the non-magnetic
materials such as plastic, wood and paper.
5. When the learners have completed Task 1, hold a short class discussion in which you
emphasise that most magnetic materials contain iron and/ or nickel.
6. Next, get the learners to do Task 2:
a. Remind learners that the Earth acts like a giant magnet and has a magnetic field
with a magnetic north pole and a magnetic south pole.
b. Learners copy and complete question 3 using words from the word box.
7. Model answer: Task 2
a. Like poles repel; unlike poles attract.
b. The magnetic field is strongest at the poles.
c. The south pole of the needle of a magnetic compass will point towards the Earth’s
magnetic north pole.

Grade 9 NATURAL SCIENCES Term 3 37

 TOPIC: Forces
Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. What is a magnetic field?
b. What is a force of attraction?

Answers to the checkpoint questions are as follows:

a. Invisible area of magnetism around a magnet
b. Field force which pulls objects towards each other

8. Ask the learners if they have any questions and provide answers and explanations.

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Forces 145

Solutions for all Forces 160

Spot On Forces 95

Top Class Forces 132

Via Afrika Forces 118

Platinum Forces 129

Oxford Successful Forces 110

Pelican Natural Sciences Forces 207

Sasol Inzalo Bk B Forces 4

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. https://www.youtube.com/watch?v=yMEheEi-Hmo (49sec) [Magnetism: which
materials attract magnets]

38 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Forces

Term 3, Week 2, Lesson B

2B Lesson Title: Electrostatic force
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Field forces

CAPS Page Number 72

Lesson Objectives
By the end of the lesson, learners will be able to:

• Explain that when certain materials are rubbed together they can acquire an
electrostatic charge
• Explain electrostatic charge in terms of the movement of electrons
• Describe forces between unlike and like charges.

1. DOING SCIENCE 
Specific
Aims
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
11. Doing Investigations 
12. Recording
2. Observing  7. Raising Questions  Information

13. Interpreting
3. Comparing 8. Predicting  Information

4. Measuring  9. Hypothesizing 14. Communicating 
10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

Grade 9 NATURAL SCIENCES Term 3 39

 TOPIC: Forces

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Poster: Types of forces

Resource 10: An atom

Perspex ruler, plastic ruler, glass rod, tissue Perspex strip, plastic comb, woollen jersey,
paper, woollen cloth, string silk cloth, cotton cloth
Projector and laptop with internet

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
True or false? Electrostatics is a contact force.
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
False

D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

ELECTROSTATIC FORCE: A FIELD FORCE

1. An electrostatic force is a force that two electrostatically charged objects exert on

each other over a distance.
2. Electronic forces act in an electrostatic field.
3. An electrostatic field exists around any charged object.
4. An atom consists of a nucleus with a cloud of negatively charged electrons spinning
around it.
5. Inside the nucleus there are positively charged protons and neutral neutrons.
6. The protons and neutrons are held together in the nucleus by very strong forces.
Under normal circumstances the protons and neutrons of an atom remain inside the
nucleus.
7. Atoms are electronically neutral unless electrons are added or removed.
8. The electronic charge of substances can be changed by rubbing two substances
together.

40 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Forces
2. Display the poster: ‘Types of forces in the classroom’. Use Resource 10: ‘An atom’.
3. Explain the following to the learners:
a. Remind learners that they learned about atoms in Grade 8.
b. Revise the structure of the atom.
c. An atom consists of a nucleus with a cloud of negatively charged electrons spinning
around it – refer to Resource 10.
d. Inside the nucleus there are positively charged protons and neutral neutrons.
e. The protons and neutrons are held together in the nucleus by very strong forces.
Under normal circumstances the protons and neutrons of an atom remain inside the
nucleus.
f. Atoms are electronically neutral unless electrons are added or removed. In an
electronically neutral atom, the total positive charge in the nucleus is balanced by
the total negative charge of the electrons around the nucleus.
g. If electrons are removed (usually by rubbing one substance against another), then
the atom is no longer neutral but positively charged, because there are more protons
than electrons in the atom.
h. If electrons are added, then the atom is no longer neutral but negatively charged,
because there are more electrons than protons in the atom.
i. An electrostatic force is a force that two electrostatically charged objects exert on
each other over a distance.
j. Electronic forces act in an electrostatic field.
k. An electrostatic field exists around any charged object.
l. The electronic charge of substances can be changed by rubbing two substances
together.
m. Under normal circumstances an electronic charge is only changed by the movement
of electrons. This is because protons and neutrons are held in the nucleus by strong
bonds.
4. Learners should work in groups to investigate electrostatic force fields. Note: this
experiment does not work well in wet weather because the charge developed on the
material leaks into water droplets in the air. If you do not have sufficient resources, then
demonstrate the investigation. Learners should record their observations.
a. Tell learners that when Perspex or glass is rubbed with a woollen cloth, it loses
electrons and becomes positively charged. If plastic is rubbed with a woollen cloth, it
gains electrons and becomes negatively charged.
b. Tear the tissue paper into small pieces and spread them on your desk.
c. Rub the plastic ruler with the woollen cloth.
d. Bring the ruler near the pieces of paper. Record your observations.
e. Do the same with the Perspex ruler. Record your observations.
f. Tie a piece of string to the Perspex ruler so that the ruler hangs horizontally.
g. Charge the Perspex ruler by rubbing it with the woollen cloth.
h. Charge the plastic ruler by rubbing it with the woollen cloth.
i. Slowly bring the charged plastic ruler close to the hanging Perspex ruler. Record
your observations.
j. Rub the glass rod with the woollen cloth. Slowly bring the charged glass rod close to
the hanging Perspex ruler. Record your observations.

Grade 9 NATURAL SCIENCES Term 3 41

 TOPIC: Forces
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. If an object gains electrons, will it be positively or negatively charged?
b. When Perspex or glass is rubbed with a woollen cloth, it loses electrons. Does the
Perspex or glass become positively or negatively charged?

Answers to the checkpoint questions are as follows:

a. Negatively charged
b. Positively charged

E CONCEPTUAL DEVELOPMENT
1. This will be a pairs or small group activity.

2. If there are insufficient materials, it can be done as a demonstrated activity.

3. PLEASE NOTE: This activity will not be successful on a very wet day!

4. Ideally the learners should work in pairs or small groups.

5. To do this activity, each group will need:

• a plastic ruler

• a perspex ruler

• a few sheets of tissue or toilet paper

• a glass rod

• a woolen jersey/sock

• string

6. Ensure you have these materials prepared for each group before the lesson starts.

7. Tell the learners that they are going to be doing an investigation where they will be
exploring electrostatic force.

8. Write the following onto the chalkboard (always try to do this before the lesson starts):
PRACTICAL TASK

1. We are going to be exploring electrostatic charge in terms of the movement of electrons.

2. We are going to experiment with various materials to see how electrostatic force is
generated and how it behaves.
9. Read through the practical task with the learners.

10. Have the learners move into there groups and collect the equipment needed.

11. Call the learners to attention.

12. The following will need to be written onto the chalkboard:

42 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Forces
Task 1: (10 marks)

Do the following investigation:

Note: When perspex or glass are rubbed with a woollen cloth, it loses electrons and becomes
positively charged.

When plastic is rubbed with a woollen cloth, it gains electrons and becomes negatively
charged.

• Tear the tissue into tiny pieces and spread it on your desk.

• Rub the plastic ruler with the woollen material.

• Bring the plastic ruler near the pieces of paper, What do you notice?

• Rub the perspex ruler with the woollen material.

• Bring the perspex ruler near the pieces of paper, What do you notice?

Complete the following sentences using the words in the block below:

repel, attract, negatively, positively, neutral, gains , loses

1.1. Two objects with like charges___________each other, whilst two objects with unlike
charges____________ each other.

1.2. A perspex object becomes_______________ charged when rubbed with a woollen

cloth.

1.3. When plastic is rubbed with a woollen cloth, it ___________ electrons.

Answer these questions:

1.4. What did you observe when the charged plastic ruler was brought near to the pieces of
paper?

1.5. Why do you think the pieces of paper reacted in this way?

1.6. What did you notice when the charged perspex ruler was brought near to the pieces of
paper?

1.7. Why do you think the paper reacted in this way even though the two rulers have

different charge?

1.8. What state would we say the tissue was in?

Grade 9 NATURAL SCIENCES Term 3 43

 TOPIC: Forces
13. Read through task 1 with the learners.

14. Ask them if they have any questions.

15. Tell the learners they have 10 minutes to complete this task.

16. Tell the learners that all group members must complete the written answers in their
workbooks.

17. Supervise the learners whilst they complete the task and answer any questions they may
have.

18. After 10 minutes call the learners back to attention.

19. Tell the learners that they are now going to complete task 2.

20. The following will need to be written on the chalkboard:

Task 2: (10 marks)

• Tie a piece of string to one end of the perspex ruler so that you can hang it horizontally.

• Charge the perspex ruler by rubbing it with the woolen cloth.

• Charge the plastic ruler by rubbing it with the woolen cloth.

• Slowly bring the charged plastic ruler closer to the charged perspex ruler. Observe what
happens.

• Charge the glass rod by rubbing it with the woolen cloth.

• Slowly bring the charged glass rod closer to the charged perspex ruler. Observe what
happens.

Questions: (10 marks)

2.1. What did you observe when the charged plastic ruler was brought close to the charged
perspex ruler? Why do you think that occurred?

2.2. Draw a sketch to show the reaction between the plastic ruler and the Perspex ruler.

2.3. What did you observe when the charged glass rod was brought close to the charged
perspex ruler? Why do you think that occurred?

2.4. Draw a sketch to show the reaction between the glass rod and the perspex ruler.
21. Read through the task with the learners.

22. Ask them if they have any questions.

23. Tell the learners they have 10 minutes to complete this task.

24. Supervise the learners whilst they complete the task and answer any questions they may
have.

25. After 10 minutes call the learners back to attention.

26. Tell the learners to return all equipment and to tidy their work areas and return equipment.

27. Collect books for assessment.

44 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Forces

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Forces 145

Solutions for all Forces 160

Spot On Forces 95

Top Class Forces 132

Via Afrika Forces 118

Platinum Forces 129

Oxford Successful Forces 110

Pelican Natural Sciences Forces 207

Sasol Inzalo Bk B Forces 4

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. https://www.youtube.com/watch?v=zHJkJGBdvwE (5min 23sec) [Positive and
Negative charges]

Grade 9 NATURAL SCIENCES Term 3 45

 TOPIC: Forces

Term 3, Week 2, Lesson C

2C Lesson Title: Electrostatic force: Lightning
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Field forces

CAPS Page Number 72

Lesson Objectives
By the end of the lesson, learners will be able to:

• Explain that charged objects in an electrostatic system possess potential energy

• Describe the cause of a lightning strike
• List safety precautions that should be taken during thunder and lightning storms.

1. DOING SCIENCE
Specific
Aims
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
 11. Doing Investigations

12. Recording
2. Observing 7. Raising Questions  Information
13. Interpreting
3. Comparing 8. Predicting  Information

4. Measuring 9. Hypothesizing 14. Communicating 
10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

46 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Forces

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Poster: Types of forces

Resource 11: Lightning

Perspex ruler, plastic ruler, glass rod, tissue Perspex strip, plastic comb, woollen jersey,
paper, woollen cloth, string silk cloth, cotton cloth
Projector and laptop with internet

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
What is potential energy?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
Energy that is stored in a system

D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

LIGHTNING

1. Potential energy is energy that is stored in a system.

2. Static electricity has potential energy because it can do work.
3. Lightning is a giant spark of electricity.
4. The movement of water droplets and air in clouds creates friction.
5. Friction causes different charges in different parts of the cloud.
6. When the electronic charge becomes high enough, it discharges.
7. The thunder is the rapid expansion of the air as a result of the lightning.
8. The energy in a lightning bolt is very high and can cause death.
9. You should take precautions during a thunder and lightning storm.

Grade 9 NATURAL SCIENCES Term 3 47

 TOPIC: Forces
2. Display the poster: ‘Types of forces in the classroom’. Use Resource 11: ‘Lightning’.
3. Explain the following to the learners:
a. Remind learners that they learned about potential energy in GRADE 9.
b. Lightning is an example of the effects of electric charge on a very large scale.
c. Clouds are made up of water molecules, ice and air. The movement of the water, ice
and air particles as they rub against each other causes friction.
d. You know that friction can cause particles to become positively or negatively
charged.
e. The positive charges build up at the top of the cloud and the negative charges build
up at the bottom of the cloud.
f. When the electrostatic charge becomes high enough, it discharges in the form of a
lightning bond.
g. Lightning can occur within a cloud (between the top and bottom of the cloud),
between clouds, and between a cloud and the ground.
h. Lightning causes thunder. A lightning bolt opens up a channel in the air. Once the
light is gone, the air expands into the channel and creates a sound wave that we
hear as thunder. We see lightning before we hear thunder. This is because light
travels faster than sound.
i. Safety precautions against thunder include: installing a lightning conductor; seeking
shelter in a car or building; staying away from water and tall trees and structures;
avoiding swimming, showering and bathing; avoiding using appliances that conduct
electricity.
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. What force causes the build-up of electrically charged particles in a cloud?
b. What charge (positive or negative) builds up at the bottom of a cloud?

Answers to the checkpoint questions are as follows:

a. Friction
b. Positive

48 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Forces

E CONCEPTUAL DEVELOPMENT
1. Write and draw the following onto the chalkboard (always try to do this before the lesson
starts):
ACTIVITY

Note: consult Resource 11: ‘Lightning’.

Answer the questions based on the diagram:

1. What force causes the formation of the electrostatically charged particles shown?
2. Explain the formation of the positive and negative charges in the diagram.
3. Name two possible consequences of the build-up of electrostatically charged
particles, as shown in the diagram.
4. Write a paragraph in which you describe the formation of lightning from the time a
cloud has formed to the time the lightning strikes.
5. List two safety precautions you could take to protect yourself against lightning.

TASK 1

1. Answer questions 1-3

TASK 2

1. Answer question 4-5

Grade 9 NATURAL SCIENCES Term 3 49

 TOPIC: Forces
2. Explain Task 1 to the learners as follows:
a. Remind learners to refer to the notes they wrote in their exercise book.
b. Refer to Resource 11 and the diagram you have drawn on the chalkboard.
c. Describe the formation of lightning, step-by-step. Do not allow learners to write down
the answers at this stage. This is a listening activity.
d. Learners answer questions 1-3.
3. Ask learners to share their answers to Task 1 with the class.
4. Model answer: Task 1
1. Friction
2. As the air, ice and water particles move in the cloud, they collide. The collisions
cause friction and the friction causes the movement of electrons. When electrons
are lost, the particles become positively charged. When electrons are gained, the
particle becomes negatively charged.
3. Thunder and lightning.
5. When the learners have completed Task 1, hold a short class discussion in which you
answer any difficulties they might have had when answering the questions.
6. Next, get the learners to do Task 2:
a. Remind learners that a paragraph consists of more than two linked sentences. They
can use their answers to questions 1 and 2 as the basis of their paragraph.
a. Learners answer questions 4 and 5.
7. Model answer: Task 2
4. As the air, ice and water particles move in a cloud, they collide. The collisions cause
friction and the friction causes the movement of electrons. When electrons are lost,
the particle becomes positively charged. When electrons are gained, the particle
becomes negatively charged. When the electrostatic charge becomes high enough,
it discharges in the form of lightning.
5. Any two of the following:
6. Installing a lightning conductor; seeking shelter in a car or building; staying away
from water and tall trees and structures; avoiding swimming, showering and bathing;
avoiding appliances that conduct electricity.

50 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Forces
Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. What is the correct scientific term for the discharge of an electrostatic charge
between clouds, or between a cloud and the Earth’s surface?
b. You have learned about three field forces. Which of these forces is constantly
exerting a force on us?

Answers to the checkpoint questions are as follows:

a. Lightning
b. Gravitational force

8. Ask the learners if they have any questions and provide answers and explanations.

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Forces 145

Solutions for all Forces 160

Spot On Forces 95

Top Class Forces 132

Via Afrika Forces 118

Platinum Forces 129

Oxford Successful Forces 110

Pelican Natural Sciences Forces 207

Sasol Inzalo Bk B Forces 4

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. http://environment.nationalgeographic.com/environment/natural-disasters/lightning-
safety-tips/ [Lightning Safety Tips]
2. http://www.weatherwizkids.com/weather-lightning.htm [Lightning]

Grade 9 NATURAL SCIENCES Term 3 51

 TOPIC: Electric cells as energy systems

TOPIC OVERVIEW:
Electric cells as energy systems
Term 3, Weeks 3A
A. TOPIC OVERVIEW
TERM 3, WEEKS 3A

●● This topic runs for half a week.

●● It is presented over 1X 1 hour lesson.
●● This topic’s position in the term is as
follows:

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5

LESSON

A B C A B C A B C A B C A B C

WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

LESSON

A B C A B C A B C A B C A B C

B. SEQUENTIAL TABLE
GRADE 8 GRADE 9 GRADE 10-12
LOOKING BACK CURRENT LOOKING FORWARD
●● Energy transfer in electrical ●● Electric cells Grade 10
systems ●● Electric circuits
Grade 11
●● Electric circuits

52 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Electric cells as energy systems
C. SCIENTIFIC VOCABULARY
Ensure that you teach the following vocabulary at the appropriate place in the topic:

TERM EXPLANATION
1. cell System in which certain chemical reactions can cause the flow of
electricity through and external circuit
2. external circuit The connecting wires and resistors outside the cell

3. electrical charge A type of charge; either positive, negative or zero; found on the particles of
which all known matter is made
4. battery Group of connected cells

5. system Set of parts that work together to carry out an overall function

6. potential energy Stored energy

7. electrical energy Energy resulting from the flow of electric charge

8. kinetic energy Movement energy

9. salt bridge Link between electrically charged solutions

10. wet cell Source of power that produces energy through a chemical reaction in a
solution
11. dry cell Source of power that has the reactive chemical in a dry paste

12. ampere(s) Unit(s) of measurement for electric current

D. UNDERSTANDING THE USES / VALUE OF SCIENCE

Electricity is useful in our daily lives. We use electricity for heating, lighting and driving many electrical
machines. Energy must be conducted in an electric circuit. An understanding of how electric circuits
and electric cells work gives us a better understanding of the electricity we use in our daily lives.

E. PERSONAL REFLECTION
Reflect on your teaching at the end of each topic:

Date completed:

Lesson successes:

Lesson challenges:

Notes for future

improvement:

Grade 9 NATURAL SCIENCES Term 3 53

 TOPIC: Electric cells as energy systems

Term 3, Week 3, Lesson A

3A Lesson Title: Electric cells
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Electric cells

CAPS Page Number 73

Lesson Objectives
By the end of the lesson, learners will be able to:

• Explain that a cell is a system in which certain chemical reactions can cause the flow of
electricity through an external circuit
• Identify cells as a source of electricity
• Describe a battery as a group of connected cells.

1. DOING SCIENCE 
Specific
Aims
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
11. Doing Investigations
Information & issues
12. Recording
2. Observing 7. Raising Questions
Information
13. Interpreting
3. Comparing 8. Predicting
Information

4. Measuring 9. Hypothesizing 14. Communicating

10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

54 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Electric cells as energy systems

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Resource 12: Circuit symbols

Resource 13: Energy of charge at different

points in a circuit
Resource 14: Zinc copper cell

Strips of zinc and copper, zinc sulfate, copper Two glass jars, measuring cups.
sulfate, connecting wire, voltmeter, strip of You could use a lemon, electrical wire and
cotton cloth or cotton wool, two glass beakers, crocodile clips to make an electric cell
water, measuring cylinder, teaspoon
Projector and laptop with internet

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
What is the circuit symbol for an electric cell?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.

D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

ELECTRIC CELLS AS ENERGY SYSTEMS

1. Electrical energy is energy resulting from the flow of electric charge.

2. A cell is a chemical system in which certain chemical reactions can cause the flow of
electric charge through an external circuit.
3. We use electric cells to supply the energy needed for electrons to move around an
electric circuit.
4. A cell stores chemical substances as potential energy.
5. When a cell is connected to an external circuit the substances react with each other.
6. The reaction produces an electric charge with high potential energy.

Grade 9 NATURAL SCIENCES Term 3 55

 TOPIC: Electric cells as energy systems
2. Use Resource 13: 'Energy of charge at different points in a circuit'. Explain the following
to the learners:
a. An electric cell is a system in which certain chemical reactions can cause the flow of
electricity through an external circuit.
b. A cell stores chemical substances as potential energy. When the cell is connected to
an external circuit, these chemical substances substances react with each other to
produce an electrical charge with high potential energy.
c. The electrical charge which moves from the cell along the conducting wires of the
circuit has high kinetic energy. Electrical energy is a form of kinetic energy.
d. The electrical charge with high kinetic energy moves from the cell to a resistor (for
example, a light bulb).
e. The resistor uses the kinetic energy to do its work. For example, the light bulb uses
the kinetic/ electrical energy to light up.
f. The electrons re-enter the circuit and return to the cell.
g. This process is repeated many times.
3. Demonstrate how to make an electric cell. Learners must observe and make note to
record their observations.
4. Show learners Resource 14: ‘Zinc copper cell’. Demonstrate as follows:
a. In beaker 1, dissolve three teaspoons of zinc sulfate in 100 ml water.
Do this as advance preparation for the lesson.
b. In beaker 2, dissolve five teaspoons of copper sulfate in 100 ml water.
Do this as advance preparation for the lesson
c. Soak the cloth strip in the zinc sulfate.
d. Make a salt bridge by connecting the two beakers with the cloth strip (as shown in
Resource 14).
e. In beaker 1, put the zinc metal strip in the zinc sulfate solution.
f. In beaker 2, put the copper metal strip in the copper sulfate solution.
g. Connect the voltmeter to the two metal strips:
●● Attach the red terminal to the copper metal strip.
●● Attach the black terminal to the copper metal strip.
h. Take the voltmeter reading with the cloth strip acting as a salt bridge.
Note: the reading should be approximately 1,1 V.
i. Predict what the voltmeter reading will be if the cloth strip is removed.
j. Remove the cloth strip and then take the voltmeter reading.
k. Note: the reading should be 0 V.
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. What is an electric cell?
b. What is the difference between potential energy and kinetic energy?

Answers to the checkpoint questions are as follows:

a. An electric cell is a system in which certain chemical reactions can cause the flow of
electricity through an external circuit.
b. Potential energy is stored energy, while kinetic energy is movement energy.

56 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Electric cells as energy systems

E CONCEPTUAL DEVELOPMENT
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

ACTIVITY

1. What proof do you have that you constructed a functional electric cell?
2. Describe the energy conversion that takes place in the cell.
3. Explain the difference between the two voltmeter readings.
4. Draw a circuit diagram of the circuit with the salt bridge.
5. Is the cell you constructed suitable for use in a laptop? Give two reasons for your
answer.

TASK 1

1. Answer questions 1, 2 and 3

TASK 2

1. Answer question 4 and 5

2. Explain Task 1 to the learners as follows:
a. Remind learners to refer to the notes they wrote in their workbooks and that they
took during the demonstration.
b. Explain to learners that, if the voltmeter indicates a reading, then we know that there
is movement of an electrical charge in the circuit.
c. Learners must answer questions 1-3.
3. Ask learners to share their answers to Task 1 with the class.
4. Write the answers on the chalkboard.
5. Model answer: Task 1
1. The fact that the voltmeter gives a reading
2. The energy conversion is from chemical potential energy to electrical/ kinetic energy.
3. The voltmeter reading, with the cloth strip, indicated a functional cell. The voltmeter
reading of 0, without the cloth strip, showed that the cell was not functional as the
circuit had been broken.
6. When the learners have completed Task 1, hold a short class discussion on the answers
to questions 1-3. Clarify where necessary.
7. Next, get the learners to do Task 2:
a. Remind learners that in a circuit diagram we use symbols to represent the different
parts of a circuit. Refer the learners to Resource 12: ‘Circuit symbols’.
b. Tell learners that the cell they have constructed is a wet cell that requires solutions
to work. A dry cell contains a paste which cannot easily spill from the container.
8. Write the answers on the chalkboard.
9. Model answer: Task 2

Grade 9 NATURAL SCIENCES Term 3 57

 TOPIC: Electric cells as energy systems
4. Circuit diagram

5. No. the cell is a wet cell and is too big.

Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. What was the function of the cloth strip in the cell you constructed?
b. What does a voltmeter reading of 1.1 indicate?

Answers to the checkpoint questions are as follows:

a. It acted as a salt bridge to close the circuit.
b. That the cell is functional

10. Ask the learners if they have any questions and provide answers and explanations.

58 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Electric cells as energy systems

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Electric cells as energy systems 158

Solutions for all Electric circuits 190

Spot On Electric cells, resistance and circuits 113

Top Class Electric cells as energy systems 150

Via Afrika Electric cells as energy systems 130

Platinum Electric cells as energy systems 145-150

Oxford Successful Electric cells as energy systems 126

Pelican Natural Sciences Electric cells as energy systems 231

Sasol Inzalo Bk B Electric cells as energy systems 60

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. https://www.youtube.com/watch?v=UEPJXSXw7HA (4min 48sec) [Dry Cell]
2. https://www.youtube.com/watch?v=Rt7-VrmZuds (8min 43sec) [Electrochemistry]

Grade 9 NATURAL SCIENCES Term 3 59

 TOPIC: Resistance

TOPIC OVERVIEW:
Resistance
Term 3, Weeks 3B - 4A
A. TOPIC OVERVIEW
TERM 3, WEEKS 3B - 4A

●● This topic runs for 1 week.

●● It is presented over 3 x 1 hour lessons.
●● This topic’s position in the term is as
follows:

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5

LESSON

A B C A B C A B C A B C A B C

WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

LESSON

A B C A B C A B C A B C A B C

B. SEQUENTIAL TABLE
GRADE 8 GRADE 9 GRADE 10-12
LOOKING BACK CURRENT LOOKING FORWARD
●● Energy transfer in electrical ●● Uses of resistors Grade 10
systems ●● Factors that affect ●● Electrical conductivity
resistance in a circuit ●● Electrical conductors,
●● semiconductors and
insulators
●● Electric circuits
●● Resistance is
●● the opposition to the flow of
electric current
Grade 11
●● Electric circuits

60 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Resistance
C. SCIENTIFIC VOCABULARY
Ensure that you teach the following vocabulary at the appropriate place in the topic:

TERM EXPLANATION
1. conductor Substance that allows a flow of electric charge through it

2. resistance Opposition to the movement of charge through a substance

3. resistor A conductor that opposes the flow of electric charge

4. rheostat Resistor in which the resistance can be manually changed. Also called a
variable resistor
5. variable resistor Resistor in which the resistance can be manually changed. Also called a
rheostat
6. Ohm (Ω) Unit to measure resistance

7. potential difference Difference in electrical energy (volts) between two points in a circuit

8. incandescent light Light bulb with a wire filament

bulb
9. semi-conductor Substance that conducts electric current under certain conditions

10. insulator Substance that does not allow electric current to flow through it

11. ammeter Instrument for measuring electric current in amperes (A)

D. UNDERSTANDING THE USES / VALUE OF SCIENCE

Resistors are electrical components that help control the flow of current in a circuit. A high resistance
means there is less current available for a given voltage. Resistors convert electrical energy into
heat. This means that they make good heating elements for toasters, heaters and electric stoves.
Traditional light bulbs work because the very high temperature from their resistance turns a metal
filament white-hot, producing light.

E. PERSONAL REFLECTION
Reflect on your teaching at the end of each topic:

Date completed:

Lesson successes:

Lesson challenges:

Notes for future

improvement:

Grade 9 NATURAL SCIENCES Term 3 61

 TOPIC: Resistance

Term 3, Week 3, Lesson B

3B Lesson Title: Resistance
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Uses of resistors

CAPS Page Number 73

Lesson Objectives
By the end of the lesson, learners will be able to:

• Explain that conductors heat up when current passes through them

• Explain that some energy is ‘lost’/ ’wasted’ from conductors as heat
• Describe what a resistor is
• Describe how a resistor works
• List uses of resistors.

1. DOING SCIENCE 
Specific
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
Aims
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE 

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
11. Doing Investigations

12. Recording
2. Observing  7. Raising Questions  Information
13. Interpreting
3. Comparing 8. Predicting
Information

4. Measuring 9. Hypothesizing 14. Communicating

10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

62 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Resistance

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Resource 15: Different types of resistors used
to add resistance to an electrical circuit. See
end of lesson
Resource 16: Inside an electric kettle

Resource 17: An incandescent light bulb

Resource 18: An electric toaster

Kettle with visible element Resource 16: Inside an electric kettle

Incandescent light bulb Resource 17: An incandescent light bulb

Toaster Resource 18: An electric toaster

Projector and laptop with internet

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
What is the circuit symbol for a resistor?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.

D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

RESISTANCE

1. A conductor is a substance that allows the flow of electric charge through it.
2. Resistance is the way in which a material opposes (attempts to prevent) the flow of
something through it.
3. A resistor is a conductor that opposes the flow of something through it.
4. A resistor tries to prevent the flow of electric charge.
5. A resistor is placed in a circuit to control current, or to provide useful energy transfer.
6. Examples of resistors are bulbs, rheostats and motors.
7. A rheostat is a resistor in which the resistance can be manually changed.

Grade 9 NATURAL SCIENCES Term 3 63

 TOPIC: Resistance
2. Explain the following to the learners:
a. Think about your school break time. Imagine that all the learners are outside on the
field. The school bell rings, signaling the end of break. All the learners start moving
towards the school building. Learners are able to move easily because there is
sufficient space on the field. When the learners enter the narrow corridor, some
learners bump into each other because the space is limited. Space becomes even
more limited as the learners reach the classroom door - only one or two learners
at a time can move through the door. The movement of learners is similar to the
movement of electrons in an electrical conductor:
●● The field offers very little resistance to the learners. The learners are able
to move freely. In the same way, electrical current can flow freely through a
conductor in a circuit.
●● The narrow corridor and doorway restricts the movement of the learners. In the
same way, a resistor restricts the movement of an electrical current in a circuit.
b. Resistance in an electrical circuit opposes the passage of electrons. The unit of
measurement for resistance is the ohm, with the symbol Ω.
3. Demonstrate the uses of resistors as follows:
a. Resistors can be used to control the current in a circuit. Use Resource 15: ‘Different
types of resistors used to add resistance to an electrical circuit’.
b. Resistors can be used to provide useful energy transfers:
●● Use Resource 16: ‘Inside an electric kettle’, as well as an electric kettle (if
available). The metal coil in the kettle is a resistor. When the electrons move
through the resistor, they release a lot of energy in overcoming the resistance.
This energy is transferred to the water in the form of heat. This transfer of energy
is useful as the thermal energy is used to boil the water in the kettle.
●● Use Resource 17: ‘An incandescent light bulb’. Can you see there is a small
coiled wire in the glass bulb? This is called the filament. The filament is made
from tungsten wire. Tungsten has a high resistance. When the electrons move
through the filament they experience high resistance. This means that they
transfer a lot of their energy to the filament when they pass through. This causes
the filament to give off light and heat.
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. True or false? The element in an electric kettle is a resistor.
b. What is the wasted energy output in a light bulb?

Answers to the checkpoint questions are as follows:

a. True
b. Heat

64 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Resistance

E CONCEPTUAL DEVELOPMENT
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

ACTIVITY

1. What is the resistor in the toaster?

2. Why does the element in the toaster glow?
3. What is the useful output energy in the toaster system?
4. What is the wasted output energy in the toaster system?

TASK 1

1. Answer questions 1 and 2

TASK 2

1. Answer question 3 and 4

2. Explain Task 1 to the learners as follows:
a. RLearners should refer to Resource 18: ‘Electric toaster’.
b. Remind learners that resistors can provide useful energy transfers, and that a
toaster is used to ‘roast’ bread.
3. Ask learners to share their answers to Task 1 with the class.
4. Write the answers on the chalkboard.
5. Model answer: Task 1
1. The element
2. When the current flows through the resistor, some energy is lost as light.
6. When the learners have completed Task 1, hold a short class discussion on resistors
that are used to provide useful energy transfer. For example, the element in a toaster
turns electrical energy into heat energy used to toast the bread.
7. Next, get the learners to do Task 2:
a. Remind learners that all conductors, even good ones, heat up when current passes
through them and so some of the energy is lost as heat, and sometimes light.
8. Write the answers on the chalkboard.
9. Model answer: Task 2
3. Heat
4. Light

Grade 9 NATURAL SCIENCES Term 3 65

 TOPIC: Resistance
Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. What is the scientific term for the electric component that is used to provide useful
energy transfer?
b. What is the scientific term for a resistor in which the resistance can be manually
changed?

Answers to the checkpoint questions are as follows:

a. Resistor
b. Variable resistor or rheostat

10. Ask the learners if they have any questions and provide answers and explanations.

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Resistance 160

Solutions for all Electric circuits 190

Spot On Electric cells, resistance and circuits 113

Top Class Resistance 154

Via Afrika Resistance 134

Platinum Resistance 151

Oxford Successful Resistance 128

Pelican Natural Sciences Resistance 243

Sasol Inzalo Bk B Resistance 70

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. https://phet.colorado.edu/en/simulation/battery-resistor-circuit [Phet simulation:
Battery-Resistor Circuit]
2. https://www.youtube.com/watch?v=Gc1wVdbVI0E (6min 30sec) [What is a resistor?]
3. https://www.youtube.com/watch?v=wyYoE4fXKbE (43sec) [How do electric kettles
work?]
4. https://www.youtube.com/watch?v=YnMP1Uj2nz0 (1min 13sec) [How a light bulb
works]

66 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Resistance

Term 3, Week 3, Lesson C

3C Lesson Title:Factors that affect resistance in a circuit
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Factors that affect resistance in a circuit

CAPS Page Number 73

Lesson Objectives
By the end of the lesson, learners will be able to:

• List four factors that affect resistance in a circuit

• Discuss four factors that affect resistance in a circuit
• Investigate the effect of length of a conductor on resistance.

1. DOING SCIENCE 
Specific
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
Aims
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE 

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
11. Doing Investigations 
12. Recording
2. Observing  7. Raising Questions  Information

13. Interpreting
3. Comparing 8. Predicting
Information

4. Measuring  9. Hypothesizing 14. Communicating

10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

Grade 9 NATURAL SCIENCES Term 3 67

 TOPIC: Resistance

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

One metre nichrome wire, copper connecting
wire, ammeter, variable resistor (rheostat),
battery, bulb or LED light
Resource 12: Circuit symbols
Resource 19: Effect of temperature on
electrical resistance
Resource 20: Construction of circuit
Projector and laptop with internet

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
What is the difference between a rheostat and a resistor?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.

In a rheostat, or variable resistor, the resistance can be adjusted, while in a resistor the
resistance is fixed.

D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

FACTORS THAT AFFECT RESISTANCE IN A CIRCUIT

1. The four main factors that affect resistance in a circuit:

Length of the conductor The longer the conductor, the higher the
resistance
The thinner the conductor, the higher the
Thickness of the conductor
resistance
The resistance of most metals increases with
Temperature of the conductor
increasing temperature
Type of material Some metals, for example copper, are better
conductors than other metals, such as
nichrome. The higher the conductivity, the
lower the resistance.
2. Electric current is measured in amperes (A).
3. Electric current is measured using an ammeter.

68 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Resistance
2. Explain the following to the learners:
a. Electric current is measured in amperes (A).
b. Electric current is measured using an ammeter.
c. Different materials offer different resistance to the flow of electric current.
d. Good conductors offer low resistance to the flow of electrical charge. Silver, copper
and gold are good electrical conductors.
e. Silicon can conduct electricity under certain circumstances and is called a
semi-conductor.
f. Wood and rubber have such a high electrical resistance that we say that they do not
conduct electricity. Wood and rubber are insulators.
g. The longer the resistor is connected in an electric circuit, the higher the resistance in
a circuit.
h. The thicker the conductor, the lower the resistance. Compare two hosepipes of
different thickness – a thicker pipe has more space for water than a thinner pipe.
There is less resistance in a thicker pipe.
i. Electrical resistance varies with temperature. For most metals, the resistance
increases with increasing temperature. Use Resource 19: ‘Effect of temperature on
electrical resistance’.
j. An ammeter does not measure resistance directly, but if we measure the flow of
electrical current in different situations, we can deduce their relative resistance..
3. Demonstrate the effect of length of conductor on resistance as follows:
a. Use Resource 20: ‘Construction of circuit’. Set up the circuit as shown. Use the
copper wire as the connecting wire in the circuit. This should be done as advance
preparation for the lesson.
b. Learners must observe the investigation. Learners should record their observations
in a table like this:

Length of wire Ammeter reading Brightness of bulb

100 cm

80 cm

60 cm

40 cm

20 cm

c. Connect 100cm nichrome wire between points A and B. Learners record the
ammeter reading and the brightness of the bulb in the table.
d. Repeat this with 80cm, 60cm, 40cm and 20cm lengths of nichrome wire.
4. Model answer (Answers will vary but the trends should be as follows):

Grade 9 NATURAL SCIENCES Term 3 69

 TOPIC: Resistance
Length of wire Ammeter reading Brightness of bulb

100 cm highest dimmest

80 cm

60 cm

40 cm

20 cm lowest brightest

Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. Will a long piece of wire have a higher or lower resistance than a short piece of the
same wire?
b. What is the unit of measure for electrical current?

Answers to the checkpoint questions are as follows:

a. Higher
b. Ampere (A)

E CONCEPTUAL DEVELOPMENT
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

ACTIVITY

1. Draw a graph to show the relationship between the length of the wire and the
ammeter reading.
2. What does the graph tell you about the effect of conductor length on the resistance
of the conductor?
3. Write a sentence that summarises how the resistance of the conductor and the
length of the wire affect the brightness of the bulb.

TASK 1

1. Answer questions 1

TASK 2

1. Answer question 2 and 3

70 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Resistance
2. Explain Task 1 to the learners as follows:
a. Learners should refer to their notes on the factors that affect resistance in a circuit,
as well as the notes they took during the demonstration.
b. Learners should prepare their graph with length of wire on the horizontal axis and
ammeter reading on the vertical axis.
c. Learners should label the horizontal and vertical axes and give the graph a heading.
3. Ask learners to share their answers to Task 1 with the class.
4. Write the answers on the chalkboard.
5. Model answer: Task 1
1. The graph should be a straight-line graph showing that the longer the wire, the lower
the ammeter reading.

Effect of length of conductor on resistance

12
Current reading on Ammeter (A)

10
8
6
4
2
0
0 20 40 60 80 100 120

Conductor length (cm)

6. When the learners have completed Task 1, discuss the graph. Note again that it is a
straight- line graph indicating that the length of the conductor wire is directly proportional
to the resistance of the wire.
7. Next, get the learners to do Task 2:
8. Write the answers on the chalkboard.
9. Model answer: Task 2
2. The longer the wire, the greater the resistance
3. The shorter the wire, the lower the resistance and the brighter the bulb
OR
The longer the wire, the higher the resistance and the dimmer the bulb

Grade 9 NATURAL SCIENCES Term 3 71

 TOPIC: Resistance
Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. What is the relationship between the length of the conductor and resistance?
b. What is the relationship between the thickness of the conductor and resistance?

Answers to the checkpoint questions are as follows:

a. The longer the conductor, the higher the resistance
b. The thinner the conductor, the higher the resistance

10. Ask the learners if they have any questions and provide answers and explanations.

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Resistance 160

Solutions for all Electric circuits 190

Spot On Electric cells, resistance and circuits 113

Top Class Resistance 154

Via Afrika Resistance 134

Platinum Resistance 151

Oxford Successful Resistance 128

Pelican Natural Sciences Resistance 243

Sasol Inzalo Bk B Resistance 70

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. https://www.youtube.com/watch?v=w4xT6jMoubQ (6min 0sec) [Factors affecting the
resistance]

72 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Resistance

Term 3, Week 4, Lesson A

Lesson Title:Investigate factors that affect resistance
4A in a circuit
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Factors that affect resistance in a circuit

CAPS Page Number 73

Lesson Objectives
By the end of the lesson, learners will be able to:

• List four factors that affect resistance in a circuit

• Discuss four factors that affect resistance in a circuit
• Investigate the effect of different materials on resistance.

1. DOING SCIENCE 
Specific
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
Aims
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE 

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
11. Doing Investigations 
12. Recording
2. Observing  7. Raising Questions  Information

13. Interpreting
3. Comparing 8. Predicting
Information

4. Measuring  9. Hypothesizing 14. Communicating

10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

Grade 9 NATURAL SCIENCES Term 3 73

 TOPIC: Resistance

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

30 cm copper wire, 30 cm nichrome wire –
both wires should be the same thickness,
60 cm copper wire to use as connecting
wire in the circuit, ammeter, variable resistor
(rheostat), battery, bulb or LED light
Resource 12: Circuit symbols
Resource 20: Construction of circuit
Projector and laptop with internet

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
What will happen to the ammeter readings as the length of a conductor is increased?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
The ammeter reading will drop.

D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

THE EFFECT OF DIFFERENT MATERIALS ON RESISTANCE IN A CIRCUIT

1. Different materials offer different amounts of resistance to the flow of electric current.
2. Good electrical conductors offer low resistance to the flow of electrical charge.
3. Silver, copper and gold are the best electrical conductors.
4. In many circuits, copper is used as a conducting wire, as it is not as expensive as
silver and gold.
5. Silver and gold are used in the wiring of computers and cellphones.
6. Metals or mixtures of metals, such as tungsten or nichrome conduct electricity, but
offer much electrical resistance.

74 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Resistance
2. Explain the following to the learners:
a. All metals are electrical conductors, but some metals offer less resistance to the
flow of electricity than others.
b. Conductors that offer little resistance are called good conductors.
c. Conductors that offer high resistance are called resistors.
d. Some metals, for example copper, are better conductors than other metals, such as
nichrome. The higher the conductivity is, the lower the resistance.
e. Good conductors of electricity are used in devices where it is necessary to keep
resistance as low as possible.
3. Demonstrate the effect of length of conductor on resistance as follows:
a. Use Resource 20: ‘Construction of circuit’. Set up the circuit as shown. This should
be done as advance preparation for the lesson. The circuit set-up is the same as for
Lesson 3C.
a. Learners must observe the investigation. Learners should record their observations
in a table like this:

Type of wire Ammeter reading

Copper

Nichrome

c. Connect 30cm copper wire between points A and B. Learners record the ammeter
reading in the table.
d. Repeat this with 30cm of nichrome wire. Emphasise the fact that the two wires were
the same length and thickness.
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. Are gold, silver and copper electrical conductors or resistors?
b. Is the resistance high or low when the ammeter reading is high?

Answers to the checkpoint questions are as follows:

a. Electrical conductors
b. Low

Grade 9 NATURAL SCIENCES Term 3 75

 TOPIC: Resistance

E CONCEPTUAL DEVELOPMENT
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

ACTIVITY

1. In the investigation, why was it important that the two wires were the same length
and thickness?
2. Which wire gave the higher ammeter reading?
3. Which wire has the lower resistance? Give a reason for your answer.
4. Which wire would you use to connect the lights in a house? Give a reason for your
answer.
5. Why is silver or gold wire used in the wiring of computers and cellphones?

TASK 1

1. Answer questions 1-3

TASK 2

1. Answer question 4-5

2. Explain Task 1 to the learners as follows:
a. Learners should refer to their notes on the factors that affect resistance in a circuit,
as well as the notes they took during the investigation.
b. Remind learners of the relationship between the ammeter reading and resistance:
the ammeter reading gives a reading of the flow of current, not resistance. When
the ammeter reading is high, it means the current is flowing easily and thus the
resistance is low.
3. Ask learners to share their answers to Task 1 with the class.
4. Write the answers on the chalkboard.
5. Model answer: Task 1
1. The wires needed to be the same length and thickness so that only one variable (the
material) changes.
2. Copper wire
3. The copper wire has the lower resistance. The copper wire had the higher ammeter
reading, indicating that it offered less resistance to the flow of electrical current.
6. When the learners have completed Task 1, discuss their answers. Clarify where
necessary. Ensure that learners understand the relationship between ammeter reading
and resistance.
7. Next, get the learners to do Task 2.
8. Write the answers on the chalkboard.
9. Model answer: Task 2
4. Copper wire because it is a good electrical conductor and will allow electrical current
to flow to household appliances easily. This saves electricity.
5. Silver and gold are both good conductors of electrical current, and thus limit the
transfer of energy.

76 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Resistance
Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. True or false: A good electrical conductor resists the flow of electrical current?
b. If I am placed in an electrical circuit to cause useful energy transfer, what am I?

Answers to the checkpoint questions are as follows:

a. False
b. Resistor/ variable resistor/ rheostat

10. Ask the learners if they have any questions and provide answers and explanations.

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Resistance 160

Solutions for all Electric circuits 190

Spot On Electric cells, resistance and circuits 113

Top Class Resistance 154

Via Afrika Resistance 134

Platinum Resistance 151

Oxford Successful Resistance 128

Pelican Natural Sciences Resistance 243

Sasol Inzalo Bk B Resistance 70

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. https://www.youtube.com/watch?v=w4xT6jMoubQ (6min) [Factors affecting the
resistance in a circuit]

Grade 9 NATURAL SCIENCES Term 3 77

 TOPIC: Series and parallel circuits

TOPIC OVERVIEW:
Series and parallel circuits
Term 3, Weeks 4B - 6A
A. TOPIC OVERVIEW
TERM 3, WEEKS 4B - 6A

●● This topic runs for 2 weeks.

●● It is presented over 6 x 1 hour lessons.
●● This topic’s position in the term is as
follows::

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5

LESSON

A B C A B C A B C A B C A B C

WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

LESSON

A B C A B C A B C A B C A B C

B. SEQUENTIAL TABLE
GRADE 8 GRADE 9 GRADE 10-12
LOOKING BACK CURRENT LOOKING FORWARD
●● Energy transfer in electrical ●● Series and parallel circuits Grade 10
systems ●● Electric circuits
●● Components of a circuit Grade 11
●● Effects of an electric current ●● Electric circuits
●● Series and parallel circuits

78 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Series and parallel circuits
C. SCIENTIFIC VOCABULARY
Ensure that you teach the following vocabulary at the appropriate place in the topic:

TERM EXPLANATION
1. series circuit An electric circuit that only has one pathway for current to flow through

2. current The flow of electricity through a conductor

3. cell A device that supplies an electric circuit with chemical potential energy
that allows an electric current to flow through the circuit as a result of a
chemical reaction
4. resistor A device that opposes the flow of electric current

5. battery Two or more cells connected in series

6. parallel circuit An electric circuit that has more than one pathway for current to flow
through
7. voltage Electric force that forces electrons to move from one atom to another

8. potential difference Difference in potential energy (volts) between two points in a circuit

9. electron Negatively charged particles

10. voltmeter A device used to measure voltage (potential difference)

11. resistance A measure of how the flow of electric current is opposed

12. ohm Unit of measure for resistance

13. ammeter A device used to measure current

14. ampere Unit of measure for current

15. electrical system A system made up of parts and devices that transfer electrical energy

16. fuse A device that breaks or melts when the desired voltage is exceeded

Grade 9 NATURAL SCIENCES Term 3 79

 TOPIC: Series and parallel circuits
D. UNDERSTANDING THE USES / VALUE OF SCIENCE
Electricity is used all around us in our daily lives. Electricity is used to make electric devices work,
such as making a light bulb glow or driving machines like cars and toys. All electricity must be in
a closed electrical circuit. The circuit has a power source that provides electrical energy, electrical
devices that transfer electrical energy into other energy forms and conducting wires that connect the
power source and electrical devices. The components in an electric circuit can either be connected in
series or parallel. Components that are connected in series will behave differently to the components
that are connected in parallel. For example, if a light bulb that is connected in series to other light bulb
stops working, all the other light bulbs will stop working. If the light bulb is connected in parallel to the
other light bulbs, all the other light bulbs will continue to work. For this reason, the lighting system in
our houses is connected in parallel. It is important for us to understand the difference between series
and parallel circuits, and the effects of connecting components in this manner.

E. PERSONAL REFLECTION
Reflect on your teaching at the end of each topic:

Date completed:

Lesson successes:

Lesson challenges:

Notes for future

improvement:

80 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Series and parallel circuits

Term 3, Week 4, Lesson B

Lesson Title:Circuit diagrams of series and parallel
4B circuits
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Diagrams and components of series and parallel circuits

CAPS Page Number 73

Lesson Objectives
By the end of the lesson, learners will be able to:

• Identify, describe and draw simple series and parallel circuit diagrams.

1. DOING SCIENCE 
Specific
Aims
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
11. Doing Investigations

12. Recording
2. Observing 7. Raising Questions
Information

13. Interpreting
3. Comparing  8. Predicting
Information

4. Measuring 9. Hypothesizing 14. Communicating

10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

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 TOPIC: Series and parallel circuits

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Resource 12: Circuit symbols

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
What are the factors that affect resistance in a circuit?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
Type of conducting material, thickness of the conductor, length of the conductor and the
temperature of the conductor

D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

SERIES CIRCUITS

1. A series circuit provides only one pathway for current to flow.

2. The current is the same everywhere along the circuit.
3. Cells or resistors can be connected in series in a circuit.
4. Cells connected in series is called a battery.

Cells in series Resistors in series

PARALLEL CIRCUITS

1. A parallel circuit provides two or more pathways for current to flow.

2. The current can be different in each pathway, depending on the components in that
pathway.
3. Cells or resistors can be connected in parallel in a circuit.

82 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Series and parallel circuits

Cells in parallel Resistors in parallel

2. Explain the following to the learners:

a. An electrical circuit is a closed path that electrical energy flows through. Electrical
energy can only flow through a circuit if it is a closed loop.
b. A series circuit provides only one pathway for current to flow. All the components are
connected in one line.
c. The current is the same everywhere along the circuit. That means that the current
flowing through each component in a series circuit is the same.
d. Cells or resistors can be connected in series in a circuit.
e. Cells that are connected in series comprise a battery.
f. A parallel circuit provides two or more pathways for current to flow. We can say that
the circuit has branches.
g. The current can be different in each pathway or branch, depending on the
components in that pathway.
h. Cells or resistors can be connected in parallel in a circuit.
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. What is a series circuit?
b. What is a parallel circuit?

Answers to the checkpoint questions are as follows:

a. A series circuit is a circuit that has only one pathway for current to flow.
b. A parallel circuit is a circuit that has two or more pathways for current to flow.

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 TOPIC: Series and parallel circuits

E CONCEPTUAL DEVELOPMENT
1. Make sure that Resource 12 of 'Circuit symbols' is on display in the classroom.
2. Write the following onto the chalkboard (always try to do this before the lesson starts):
ACTIVITY

Use the circuit symbols displayed in the classroom to draw the following circuit diagrams.
Make sure you use the correct symbols and make sure the drawings are neatly drawn
with a ruler.
1. A cell connected in series to a resistor with an open switch.
2. A battery connected to a light bulb. There is another light bulb connected in parallel
to the first light bulb. The switch only controls both light bulb.
3. A cell is connected in parallel to another cell which is connected to two light bulbs
that are in series.
4. Describe the connections in the following circuit diagram:

L1

L2 L3

TASK 1

1. Answer questions 1-3

TASK 2

1. Answer question 4
3. Explain Task 1 to the learners as follows:
4. Give learners some time to complete Task 1 in their workbooks.
5. Ask learners to share their answers to Task 1 with the class.
6. The completed circuit diagrams are shown below.
7. Model answer: Task 1
1.

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 TOPIC: Series and parallel circuits
2.

3.

8. Next, get the learners to do Task 2.

9. Explain Task 2 to the learners as follows:
a. Work on your own.
b. Answer the questions in Task 2.
10. Give learners some time to do Task 2.
11. Ask learners to share their answers to Task 2 with the class.
12. Discuss the answers with the learners.
13. Model answer: Task 2
4. The two cells care connected in series. Light bulb 1 is connected in parallel to light
bulbs 2 and 3. Light bulbs 2 and 3 are connected in series to each other.
14. When the learners have completed Task 2, hold a short class discussion to revise:
a. A series circuit provides only one pathway for current to flow.
b. The current is the same everywhere along the circuit.
c. A parallel circuit provides two or more pathways for current to flow.
d. The current can be different in each pathway, depending on the components in that
pathway.

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 TOPIC: Series and parallel circuits
Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. What do we know about the current at any point in a series circuit?
b. What do we know about the current at any point in a parallel circuit?

Answers to the checkpoint questions are as follows:

a. The current is the same everywhere along the circuit.
b. The current can be different in each pathway, depending on the components in that
pathway.

10. Ask the learners if they have any questions and provide answers and explanations.

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Series and parallel circuits 162-166

Solutions for all Series and parallel circuits 203

Spot On Series and parallel circuits 118,121

Top Class Series and parallel circuits 159,164

Via Afrika Series and parallel circuits 139-143

Platinum Series and parallel circuits 161

Oxford Successful Series and parallel circuits 143

Pelican Natural Sciences Series and parallel circuits 255

Sasol Inzalo Bk B Series and parallel circuits 125

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc [Phet simulation:
Circuit Construction Kit]
2. https://www.youtube.com/watch?v=O8GgRIIB1Yc (5min 46sec) [ Series vs parallel
circuits]
3. https://www.youtube.com/watch?v=x2EuYqj_0Uk (8min 04sec) [Series and parallel
circuits]

86 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Series and parallel circuits

Term 3, Week 4, Lesson C

4C Lesson Title:Connecting cells in series
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Connecting cells in series

CAPS Page Number 73

Lesson Objectives
By the end of the lesson, learners will be able to:
• Explain that the total voltage in a series circuit is equal to the sum of the voltages of indi-
vidual cells in the circuit
• State that voltage is measured with a voltmeter
• Explain that voltmeters are always connected in parallel because they have a high resis-
tance
• Explain that the brightness of a light bulb increases as more cells are connected in
series.

1. DOING SCIENCE 
Specific
Aims
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
 11. Doing Investigations 
12. Recording
2. Observing  7. Raising Questions
Information

13. Interpreting
3. Comparing  8. Predicting  Information

4. Measuring  9. Hypothesizing  14. Communicating

10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

Grade 9 NATURAL SCIENCES Term 3 87

 TOPIC: Series and parallel circuits

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Circuit board • Cell holders
Three 1.5 volt cells
Two identical light bulbs • LED light bulbs
Conducting wire
Voltmeter
Resource 21: Voltmeter

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
What is the difference between a series and a parallel circuit?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
A series circuit only has one pathway for current to flow. A parallel circuit has more than one
pathway for current to flow.

D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

CONNECTING CELLS IN SERIES

1. When cells are connected in series, the total voltage is equal to the sum of the
voltages of individual cells.
2. Voltage is also called potential difference, and is the difference in the potential
energy before and after current has passed through a component.

88 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Series and parallel circuits
3. As we add more cells in a series circuit, the brighter the light bulb will glow.
4. Adding more cells increases the voltage in the series circuit.
5. This increases the force with which electrons are pushed through the circuit, and
the electrons move faster.
6. Remember current is the measure of the speed at which charge flows. Therefore,
more current flows through the light bulb and it will glow brighter.
7. This increases the voltage (potential difference) across the light bulb.
8. We can measure the voltage (potential difference) across the cells using a
voltmeter.
9. Because they have a very high resistance, voltmeters are always connected in
parallel to the component they are measuring the voltage across.
2. Make sure that Resource 21 of 'Voltmeter' is on display in the classroom.
3. Explain the following to the learners:
a. When cells are connected in series, the total voltage is equal to the sum of the
voltages of individual cells. As we add cells in series, the voltage in the circuit will
increase.
b. Voltage is also called potential difference, and is the difference in the potential
energy before and after current has passed through a component.
c. As we add more cells in a series circuit, the light bulb will glow more brightly.
d. Adding more cells increases the voltage in the series circuit. Remember that voltage
is a measure of the force with which electrons are pushed through a conductor. This
increases the force with which electrons are pushed through the circuit, and the
electrons move faster.
e. Remember current is the measure of the speed at which charge flows. Therefore,
more current flows through the light bulb and it will glow more brightly.
f. This increases the voltage (potential difference) across the light bulb.
4. Show learners Resource 21: ‘Voltmeter’.
5. Explain the following to the learners:
a. We can measure the voltage (potential difference) across the cells using a voltmeter.
b. Because they have a very high resistance, voltmeters are always connected in
parallel to the component whose voltage they are measuring.
c. In the diagram on the chalkboard, the voltmeter is connected in parallel across the
three cells (battery). The reading on the voltmeter will be equal to the sum of the
voltages of the three cells.
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. What is the total voltage in a circuit that has three 1.5 volt cells connected in series?
b. What happens to the total voltage of a series circuit as we add more cells?

Answers to the checkpoint questions are as follows:

a. 1.5 + 1.5 + 1.5 = 4.5 volts
b. The voltage increases.

Grade 9 NATURAL SCIENCES Term 3 89

 TOPIC: Series and parallel circuits

E CONCEPTUAL DEVELOPMENT
1. Advance preparation: ensure that you have all the resources for the demonstration.
2. If you have enough resources, you can get the learners to do the investigation in groups.
3. Write the following onto the chalkboard (always try to do this before the lesson starts):

ACTIVITY

Number of cells Voltmeter reading (V) Brightness of light bulbs

TASK 1

1. Copy the table into your workbooks.

2. Set up a series circuit with two light bulbs in series and one 1.5 volt cell. The
voltmeter must be connected in parallel across the cell.

3. Discuss what you think will happen to the brightness of the light bulbs as you add
cells in series to the circuit.
4. Observe the brightness of the light bulbs and record the reading on the voltmeter
each time a cell is added in series to the circuit.
5. Record your observations and readings in the table.

TASK 2

1. What conclusion can you make about the total voltage in a circuit as more cells are
added in series.
2. Think about the current flowing through the circuit and answer the following
questions:
a. What happens to the current through the circuit as more cells are added?
b. How do we know that this happens to the current?

90 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Series and parallel circuits
4. Explain Task 1 to the learners as follows:
a. The table drawn on the chalkboard has three columns.
b. The first column has the following heading: Number of cells.
c. The second column has the following heading: Voltmeter reading (V).
d. The third column has the following heading: Brightness of light bulbs.
e. Work in groups and complete Task 1.
5. Give learners some time to do Task 1.
6. Ask learners to share their answers to Task 1 with the class.
7. Discuss the answers with the learners.
8. Model answer: Task 1

Number of cells Voltmeter reading (V) Brightness of light bulbs

1 1.5 dim

2 3 brighter

3 4.5 brightest

9. Next, get the learners to do Task 2.

10. Explain Task 2 to the learners as follows:
a. Work on your own.
b. Answer the questions in Task 2.
11. Give learners some time to do Task 2.
12. Ask learners to share their answers to Task 2 with the class.
13. Discuss the answers with the learners.
14. Model answer: Task 2
1. The total voltage increases as more cells are added. The total voltage is the sum of
the voltages of each cell connected in series.
2.
a. The current increases.
b. The light bulbs glow brighter.
15. When the learners have completed Task 2, hold a short class discussion to revise the
following:
a. When cells are connected in series, the total voltage is equal to the sum of the
voltages of individual cells.
b. As we add more cells in the series circuit above, the light bulb will glow more
brightly.
c. Adding more cells in series increases the voltage in the series circuit.
d. Remember current is the measure of the speed at which charge flows. Therefore,
more current flows through the light bulb and it will glow more brightly.

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 TOPIC: Series and parallel circuits
Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. What is the name of the device used to measure voltage in a circuit?
b. Why do light bulbs glow brighter as we add more cells in series in a circuit?

Answers to the checkpoint questions are as follows:

a. Voltmeter
b. The voltage of the circuit increases which increases the current in the circuit, making
the light bulbs glow brighter.

16. Ask the learners if they have any questions and provide answers and explanations.

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Series and parallel circuits 162-166

Solutions for all Series and parallel circuits 203-204

Spot On Series and parallel circuits 118-119

Top Class Series and parallel circuits 159-161

Via Afrika Series and parallel circuits 139-141

Platinum Series and parallel circuits 162

Oxford Successful Series and parallel circuits 134-136

Pelican Natural Sciences Series and parallel circuits 255-263

Sasol Inzalo Bk B Series and parallel circuits 96-103

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc [Phet simulation:
Circuit Construction Kit]
2. https://www.youtube.com/watch?v=mvQe_Z-YpYA (6min 56sec) [Connecting
Batteries in Parallel and Series]

92 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Series and parallel circuits

Term 3, Week 5, Lesson A

5A Lesson Title: Connecting resistors in series
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Connecting resistors in series

CAPS Page Number 73-74

Lesson Objectives
By the end of the lesson, learners will be able to:
• Explain that the total voltage across the battery is equal to the sum of the voltages
across each of the resistors in a series circuit
• Explain that a resistor with a high resistance will have a higher voltage across it
• Explain that a resistor with a lower resistance will have a lower voltage across it
• State that the current is the same when measured at any point in a series circuit
• State that current is measured using an ammeter
• Explain that ammeters are always connected in series because they have a low resis-
tance
• Explain that the current in a circuit decreases with every resistor added in a series cir-
cuit.

1. DOING SCIENCE 
Specific
Aims
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
 11. Doing Investigations 
12. Recording
2. Observing  7. Raising Questions
Information

13. Interpreting
3. Comparing  8. Predicting
Information

4. Measuring  9. Hypothesizing 14. Communicating

10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

Grade 9 NATURAL SCIENCES Term 3 93

 TOPIC: Series and parallel circuits

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Circuit board Cell holders
Four 1.5 volt cells 6 volt battery
Three resistors with different resistances
Conducting wire
Voltmeter
Ammeter
Resource 22: Ammeter

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
Is a voltmeter connected in series or parallel and why?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
Voltmeters are always connected in parallel because they have a high resistance and will
affect the current flowing through the circuit.

D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

CONNECTING RESISTORS IN SERIES

1. Resistors can be connected in series in a circuit.

2. A light bulb is a type of resistor.
3. The unit of measure for resistance is the ohm (Ώ).
4. The total voltage across the battery is equal to the sum of voltages across each
resistor in the circuit.

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 TOPIC: Series and parallel circuits
Vt = V1 + V2

VT

V1 V2

5. A resistor that has a high resistance will have a higher voltage across it.
6. A resistor that has a lower resistance will have a lower voltage across it.
7. The current anywhere in the series circuit will be the same.
8. The current in the circuit decreases with each resistor that is added.
9. We can measure current with an ammeter.
10. The unit of measure of current is the ampere (A).
11. An ammeter is always connected in series because it has a very low resistance.
2. Make sure that Resource 22: 'Ammeter', is on display in the classroom.
3. Explain the following to the learners:
a. Resistors can be connected in series in a circuit.
b. A light bulb is a type of resistor.
c. The total voltage across the battery is equal to the sum of voltages across each
resistor in the circuit. The total voltage in the circuit increases each time we add a
cell in series. We can represent this using the equation:
d. A resistor that has a high resistance will have a higher voltage across it.
e. A resistor that has a lower resistance will have a lower voltage across it.
f. The current anywhere in the series circuit will be the same.
g. The current in the circuit decreases with each resistor that is added.
h. Show learners Resource 22: ‘Ammeter’.
4. Explain the following to the learners:
5. We can measure current with an ammeter.
6. An ammeter is always connected in series with the component with which we measure
the current because they have a very low resistance.

Grade 9 NATURAL SCIENCES Term 3 95

 TOPIC: Series and parallel circuits
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. What do we know about the current strength at any point in a series circuit?
b. What do we know about the total voltage across the battery of a circuit with resistors
connected in series?

Answers to the checkpoint questions are as follows:

a. It will be the same.
b. The total voltage across the battery of a circuit with resistors connected in series is
equal to the sum of the voltages across each resistor.

E CONCEPTUAL DEVELOPMENT
1. Advance preparation: ensure that you have all the resources for the demonstration.
2. If you have enough resources, you can get the learners to do the investigation in groups.
3. Write the following onto the chalkboard (always try to do this before the lesson starts):

ACTIVITY

Resistor Resistance Voltage across Ammeter Voltage across

number (Ώ) resistor (V) reading after battery (V)
each resistor
(A)

R1

R2

R3

Total

TASK 1

1. Copy the table into your workbooks.

2. Set up a series circuit with three resistors in series and four 1.5 volt cells or a 6 volt
battery.

V R1

R2 R3

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 TOPIC: Series and parallel circuits
3. Fill in the second column in the table by reading off the resistance of each resistor.
This should be written on the resistor.
4. Use a voltmeter and measure the voltage across each resistor. Make sure you
connect the voltmeter in parallel across each resistor. The diagram shows how to
connect the voltmeter for resistor 1 (R1). Record the voltmeter readings in the third
column.
5. Measure the voltage across the battery and record the reading in the last column.
6. Connect an ammeter in series after each resistor and record the current strength at
each position. The diagram shows how to connect the ammeter after resistor 1 (R1).
Record the ammeter readings in the fourth column.
7. Add up the voltages across each resistor and record the total in the table.

TASK 2

1. Compare the added voltage across each resistor to the total voltage measured
across the battery.
a. What do you notice?
b. What conclusion can you make about the voltage across the battery, and the
sum of the voltages across the resistors in a series circuit?
2. What did you notice about the current strength at any point in the circuit?
3. Which resistor had the highest voltage?
4. Which resistor had the lowest voltage?
5. What is the relationship between the resistance of a resistor and the voltage across
the resistor?
4. Explain Task 1 to the learners as follows:
a. The table drawn on the chalkboard has five columns.
b. The first column has the following heading: Resistor number.
c. The second column has the following heading: Resistance (Ώ).
d. The third column has the following heading: Voltage across resistor (V).
e. The fourth column has the following heading: Ammeter reading after each resistor
(A).
f. The fifth column has the following heading: Voltage across battery (V).
g. Work in groups and complete Task 1.
5. Give learners some time to do Task 1.
6. Ask learners to share their answers to Task 1 with the class.
7. Discuss the answers with the learners.
8. Model answer: Task 1

Grade 9 NATURAL SCIENCES Term 3 97

 TOPIC: Series and parallel circuits
Values will vary according to the resistors and battery that are available. For this model
answer, resistors with a resistance of 0.25 Ώ, 0.75 Ώ and 2 Ώ are used. The voltage
across the battery is 6 volts.
Resistor Resistance Voltage across Ammeter Voltage across
number (Ώ) resistor (V) reading after battery (V)
each resistor
(A)

R1 0.25 0.5 2

R2 0.75 1.5 2 6

R3 2 4 2

Total 6

It is important that the sum of the voltages across the resistors is equal to the voltage
across the battery, and the readings on the ammeters are the same.
9. Next, get the learners to do Task 2.
10. Explain Task 2 to the learners as follows:
a. Work on your own.
b. Answer the questions in Task 2.
11. Give learners some time to do Task 2.
12. Ask learners to share their answers to Task 2 with the class.
13. Discuss the answers with the learners.
14. Model answer: Task 2
1.
a. The voltages are the same.
b. The sum of the voltages across the resistors adds up to the voltage across the
battery in a series circuit.
2. The current is the same at any point in a series circuit.
3. Resistor 2 (R2)
4. Resistor 1 (R1)
5. A resistor that has a high resistance will have a higher voltage across it.
6. A resistor that has a lower resistance will have a lower voltage across it.
7. (Answers for questions 3 and 4 will vary according to the resistors used.)
15. When the learners have completed Task 2, hold a short class discussion to revise the
following:
a. The total voltage across the battery is equal to the sum of voltages across each
resistor in the circuit.
b. A resistor that has a high resistance will have a higher voltage across it.
c. A resistor that has a lower resistance will have a lower voltage across it.
d. The current anywhere in the series circuit will be the same.
e. The current in the circuit decreases with each resistor that is added.

98 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Series and parallel circuits
Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. What happens to the current strength when more resistors are added in series to a
circuit?
b. What do you think will happen to the brightness of a light bulb if another light bulb is
added in series?

Answers to the checkpoint questions are as follows:

a. The current decreases as more resistors are added.
b. The brightness of the light bulb will decrease.

16. Ask the learners if they have any questions and provide answers and explanations.

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Series and parallel circuits 162-166

Solutions for all Series and parallel circuits 204-208

Spot On Series and parallel circuits 119-120

Top Class Series and parallel circuits 162-164

Via Afrika Series and parallel circuits 139-141

Platinum Series and parallel circuits 163-166

Oxford Successful Series and parallel circuits 137-139

Pelican Natural Sciences Series and parallel circuits 255-263

Sasol Inzalo Bk B Series and parallel circuits 103-110

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc [Phet simulation:
Circuit Construction Kit]
2. https://www.youtube.com/watch?v=O8GgRIIB1Yc (5min 46sec) [ Series vs parallel
circuits]
3. https://www.youtube.com/watch?v=x2EuYqj_0Uk (8min 04sec) [Series and parallel
circuits]

Grade 9 NATURAL SCIENCES Term 3 99

 TOPIC: Series and parallel circuits

Term 3, Week 5, Lesson B

5B Lesson Title: Connecting cells in parallel
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Connecting cells in parallel

CAPS Page Number 74

Lesson Objectives
By the end of the lesson, learners will be able to:
• Explain that, when cells of the same voltage are connected in parallel, the voltage
across each cell is the same as the voltage for one cell on its own
• Explain that the brightness of a light bulb does not change as more cells are connected
in parallel.

1. DOING SCIENCE 
Specific
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
Aims
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE 

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
 11. Doing Investigations 
12. Recording
2. Observing  7. Raising Questions
Information

13. Interpreting
3. Comparing  8. Predicting  Information

4. Measuring  9. Hypothesizing 14. Communicating

10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

100 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Series and parallel circuits

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Circuit board Cell holders
Three 1.5 volt cells
Two identical light bulbs LED
Conducting wire
Voltmeter

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
What happens to the total voltage when more cells are added in series to a circuit?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
The total voltage in the circuit increases.

D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

CONNECTING CELLS IN PARALLEL

1. When cells (of the same voltage) are connected in parallel, the voltage across each
cell is the same as the voltage for one cell.
V1 = V2

V1

V2

Grade 9 NATURAL SCIENCES Term 3 101

 TOPIC: Series and parallel circuits
2. As more cells of the same voltage are added in parallel, the brightness of the light
bulb does not change.
2. Explain the following to the learners:
a. When cells (of the same voltage) are connected in parallel, the voltage across each
cell is the same as the voltage for one cell. The total voltage in the circuit stays the
same. We can represent this using the equation:
V1 = V2
b. As more cells of the same voltage are added in parallel, the brightness of the light
bulb does not change. Since the total voltage in the circuit does not change, the light
bulbs will not glow more brightly.
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. What is the total voltage across each cell in a circuit that has three 1.5 volt cells
connected in parallel?
b. What happens to the total voltage of a parallel circuit as we add more cells?

Answers to the checkpoint questions are as follows:

a. 1.5 volts
b. It stays the same.

E CONCEPTUAL DEVELOPMENT
1. Advance preparation: ensure that you have all the resources for the investigation.
2. If you have enough resources, you can get the learners to do the investigation in groups.
3. Write the following onto the chalkboard (always try to do this before the lesson starts):

ACTIVITY

Number of cells Voltmeter reading (V) Brightness of light bulbs

TASK 1

1. Copy the table into your workbooks.

2. Discuss what you think will happen to the brightness of the light bulbs, as you add
cells in parallel to the circuit.
3. Set up a circuit with two light bulbs in series and one 1.5 volt cell. The voltmeter
must be connected in parallel across the cell.

102 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Series and parallel circuits
Circuit with two cells in parallel
Circuit with one cell
Circuit with one cell Circuit with two cells in parallel

V v

4. Observe the brightness of the light bulbs and record the reading on the voltmeter
each time a cell is added in parallel to the circuit.
5. Record your observations and readings in the table.
6. When you have added three cells in parallel, move the voltmeter across each cell,
one by one, and record the voltage across each cell.

TASK 2

1. What happened to the brightness of the light bulbs, as more cells were added to the
circuit in parallel?
2. What did you notice about the voltage across each cell, when three cells were
connected in parallel?
3. What is the total voltage in the parallel circuit?
4. Explain Task 1 to the learners as follows:
a. The table drawn on the chalkboard has three columns.
b. The first column has the following heading: Number of cells.
c. The second column has the following heading: Voltmeter reading (V).
d. The third column has the following heading: Brightness of light bulbs.
e. Work in groups and complete Task 1.
5. Give learners some time to do Task 1.
6. Ask learners to share their answers to Task 1 with the class.
7. Discuss the answers with the learners.
8. Model answer: Task 1

Number of cells Voltmeter reading (V) Brightness of light bulbs

1 1.5 same brightness

2 1.5 same brightness

3 1.5 same brightness

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 TOPIC: Series and parallel circuits
9. Next, get the learners to do Task 2.
10. Explain Task 2 to the learners as follows:
a. Work on your own.
b. Answer the questions in Task 2.
11. Give learners some time to do Task 2.
12. Ask learners to share their answers to Task 2 with the class.
13. Discuss the answers with the learners.
14. Model answer: Task 2
1. The brightness of the light bulbs did not change.
2. The voltage of each cell is the same (1.5 volts).
3. 1.5 volts
15. When the learners have completed Task 2, hold a short class discussion to revise the
following:
a. When cells are connected in parallel, the total voltage is equal to the voltage of each
individual cell.
b. As we add more cells in the parallel circuit above, the brightness of the light bulbs
does not change.
c. Adding more cells in parallel does not increase the voltage of the circuit.
Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. What is the name of the device used to measure current in a circuit?
b. What happens to the brightness of a light bulb as more cells are added in parallel?

Answers to the checkpoint questions are as follows:

a. Voltmeter
b. The brightness of the light bulb will not change.

16. Ask the learners if they have any questions and provide answers and explanations.

104 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Series and parallel circuits

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Series and parallel circuits 162-166

Solutions for all Series and parallel circuits 208-209

Spot On Series and parallel circuits 121-122

Top Class Series and parallel circuits 164-168

Via Afrika Series and parallel circuits 141-142

Platinum Series and parallel circuits 167

Oxford Successful Series and parallel circuits 140-141

Pelican Natural Sciences Series and parallel circuits 263-267

Sasol Inzalo Bk B Series and parallel circuits 111-113

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc [Phet simulation:
Circuit Construction Kit]
2. https://www.youtube.com/watch?v=mvQe_Z-YpYA (6min 56sec) [Connecting
Batteries in Parallel and Series]

Grade 9 NATURAL SCIENCES Term 3 105

 TOPIC: Series and parallel circuits

Term 3, Week 5, Lesson C

5C Lesson Title: Connecting resistors in parallel
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Connecting resistors in parallel

CAPS Page Number 74

Lesson Objectives
By the end of the lesson, learners will be able to:
• Explain that the voltage is the same across each resistor that is connected in parallel in
a circuit
• Explain that the total current through the battery is equal to the sum of the currents
through the resistors in parallel
• The total current in the circuit increases as more resistors are added in parallel.

1. DOING SCIENCE 
Specific
Aims
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
 11. Doing Investigations 
12. Recording
2. Observing  7. Raising Questions
Information

13. Interpreting
3. Comparing  8. Predicting  Information

4. Measuring  9. Hypothesizing 14. Communicating

10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

106 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Series and parallel circuits

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Circuit board Cell holders
Four 1.5 volt cells 6 volt battery
Three resistors with different resistances
Conducting wire
Voltmeter
Ammeter

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
What happens to the voltage across cells as more cells are added in parallel?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
The voltage does not change and is the same for one cell as on its own.

D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

CONNECTING RESISTORS IN PARALLEL

a. Resistors can be connected in parallel in a circuit.

b. The voltage is the same across each resistor connected in parallel.
V1 = V2
c. The total current through the battery is equal to the sum of the currents through the
resistors.
It = I1 + I2

Grade 9 NATURAL SCIENCES Term 3 107

 TOPIC: Series and parallel circuits

AT

A1

V1

A2

V2

d. The total current in the circuit increases with each resistor that is added in parallel.
2. Explain the following to the learners:
a. Resistors can be connected in series in a circuit.
b. The voltage is the same across each resistor connected in parallel. We can
represent this using the equation:
V1 = V2
c. The total current through the battery is equal to the sum of the currents through the
resistors. We can represent this using the equation:
It = I1 + I2
d. The total current in the circuit increases with each resistor that is added in parallel.
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. What do we know about the total current through the battery in a circuit that has
resistors connected in parallel?
b. What do we know about the total voltage across the battery of a circuit with resistors
connected in parallel?

Answers to the checkpoint questions are as follows:

a. The total current through the battery is equal to the sum of the currents through the
resistors.
b. The voltage is the same across each resistor connected in parallel and across the
battery.

108 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Series and parallel circuits

E CONCEPTUAL DEVELOPMENT
1. Advance preparation: ensure that you have all the resources for the investigation.
2. If you have enough resources, you can get the learners to do the investigation in groups.
3. Write the following onto the chalkboard (always try to do this before the lesson starts):

ACTIVITY

Ammeter
Voltage Voltage Ammeter
Resistor Resistance reading
across across reading at
number (Ώ) after each
resistor (V) battery (V) battery (A)
resistor (A)

R1

R2

R3

Total

TASK 1

1. Copy the table into your workbooks.

2. Set up a series circuit with three resistors in series and four 1.5 volt cells or a 6 volt
battery.

AT

R3
A3

R2
A2

R1
A3

3. Fill in the second column in the table by reading off the resistance of each resistor.
This should be written on the resistor.
4. Use a voltmeter and measure the voltage across each resistor. Make sure you
connect the voltmeter in parallel across each resistor. The diagram shows how to
connect the voltmeter for resistor 1 (R1). Record the voltmeter readings in the third
column.

Grade 9 NATURAL SCIENCES Term 3 109

 TOPIC: Series and parallel circuits
5. Measure the voltage across the battery and record the reading in the last column.
6. Connect an ammeter in series at each resistor and record the current strength at
each position. The diagram shows how to connect the ammeter after resistor 1 (R1).
Record the ammeter readings in the fourth column.
7. Connect the ammeter at the battery and record the current strength at ammeter AT.
8. Add up the current readings at each resistor and record the summation in the table.

TASK 2

1. Compare the added ammeter readings at each resistor to the total ammeter reading
measured at the battery.
a. What do you notice?
b. What conclusion can you make about the total current flowing through the battery
and the sum of the currents at each resistor connected in parallel?
2. What did you notice about the voltage at any point in the circuit?
3. Which resistor had the highest current flowing through it?
4. Which resistor had the lowest current flowing through it?
5. What is the relationship between the resistance of a resistor and the current flowing
through the resistor when the resistors are connected in parallel?
4. Explain Task 1 to the learners as follows:
a. The table drawn on the chalkboard has six columns.
b. The first column has the following heading: Resistor number.
c. The second column has the following heading: Resistance (Ώ).
d. The third column has the following heading: Voltage across resistor (V).
e. The fourth column has the following heading: Ammeter reading after each resistor
(A).
f. The fifth column has the following heading: Voltage across battery (V).
g. The sixth column has the following heading: Ammeter reading at battery (A).
h. Work in groups and complete Task 1.
5. Give learners some time to do Task 1.
6. Ask learners to share their answers to Task 1 with the class.
7. Discuss the answers with the learners.
8. Model answer: Task 1

110 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Series and parallel circuits
Values will vary according to the resistors and battery that are available. For this
model answer, resistors with a resistance of 0.25 Ώ, 0.75 Ώ and 2 Ώ are used. The
voltage across the battery is 6 volts.
Ammeter
Voltage Voltage Ammeter
Resistor Resistance reading
across across reading at
number (Ώ) after each
resistor (V) battery (V) battery (A)
resistor (A)

R1 0.25 6 24

R2 0.75 6 8 6 35

R3 2 6 3

Total 35

It is important that the sum of the ammeter readings at the resistors is equal to
the ammeter reading at the battery, and the readings on the voltmeters across the
resistors and across the battery are the same.
9. Next, get the learners to do Task 2.
10. Explain Task 2 to the learners as follows:
a. Work on your own.
b. Answer the questions in Task 2.
11. Give learners some time to do Task 2.
12. Ask learners to share their answers to Task 2 with the class.
13. Discuss the answers with the learners.
14. Model answer: Task 2
1.
a. The ammeter readings are the same, therefore the current is the same.
b. The total current through the battery is equal to the sum of the currents through
the resistors.
2. The voltage is the same at any point in a parallel circuit.
3. Resistor 1 (R1)
4. Resistor 3 (R3)
5. A resistor that has a high resistance will have a lower current flowing through it.
A resistor that has a lower resistance will have a higher current flowing through it.
(Answers for questions 3 and 4 will vary according to the resistors used.)
15. When the learners have completed Task 2, hold a short class discussion to revise th
following:
a. The voltage is the same across each resistor connected in parallel.
b. The total current through the battery is equal to the sum of the currents through
the resistors.
c. The total current in the circuit increases with each resistor that is added in
parallel.

Grade 9 NATURAL SCIENCES Term 3 111

 TOPIC: Series and parallel circuits
Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. What happens to the current through the battery when more resistors are added in
parallel to a circuit?
b. What do you think will happen to the brightness of a light bulb if another light bulb is
added in parallel?

Answers to the checkpoint questions are as follows:

a. The current strength increases.
b. The brightness will not change.

16. Ask the learners if they have any questions and provide answers and explanations.

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Series and parallel circuits 162-166

Solutions for all Series and parallel circuits 208-209

Spot On Series and parallel circuits 121-122

Top Class Series and parallel circuits 164-168

Via Afrika Series and parallel circuits 141-142

Platinum Series and parallel circuits 167

Oxford Successful Series and parallel circuits 140-141

Pelican Natural Sciences Series and parallel circuits 263-267

Sasol Inzalo Bk B Series and parallel circuits 111-113

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc [Phet simulation:
Circuit Construction Kit]
2. https://www.youtube.com/watch?v=O8GgRIIB1Yc (5min 46sec) [ Series vs parallel
circuits]
3. https://www.youtube.com/watch?v=Az7VRuTA8dQ (4min 23sec) [GCSE Physics
Revision Current in Parallel Circuits]
4. https://www.youtube.com/watch?v=x2EuYqj_0Uk (8min 04sec) [Series and parallel
circuits]

112 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Series and parallel circuits

Term 3, Week 6, Lesson A

6A Lesson Title: Series and parallel circuits in the home
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Series and parallel circuits in the home

CAPS Page Number 74

Lesson Objectives
By the end of the lesson, learners will be able to:
• Explain that the lighting system in homes is usually connected in parallel
• Explain why the lighting system in homes is usually connected in parallel
• Explain that resistors are designed to have accurate resistance to control the current
strength.

1. DOING SCIENCE 
Specific
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
Aims
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE 

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
 11. Doing Investigations

12. Recording
2. Observing 7. Raising Questions
Information
13. Interpreting
3. Comparing  8. Predicting  Information

4. Measuring 9. Hypothesizing 14. Communicating

10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

Grade 9 NATURAL SCIENCES Term 3 113

 TOPIC: Series and parallel circuits

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

N/A

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
What happens to the brightness of light bulbs when more cells are added in parallel?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
The brightness of the light bulbs stays the same.

D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

SERIES AND PARALLEL CIRCUITS IN THE HOME

1. Resistors can control the voltage and current in parallel and series circuits.
2. Resistors are designed to have accurate resistances in order to control the current
through the electrical system.
3. For example, for two circuits that have the same total voltage, the circuit with the
lower resistance will have a higher current and the circuit with the higher resistance
will have the lower current.
4. Electric circuits are used for the wiring in our homes, cars and even in toys.
5. The lighting system in our homes is usually connected in parallel.
6. If one light bulb fuses (the filament breaks), the rest of the lights will stay on,
because they are each connected to the mains circuit by their own parallel path.
2. Explain the following to the learners:
a. Resistors are designed to have accurate resistances in order to control the current
through the electrical system.
b. For two circuits that have the same total voltage, the circuit with the lower resistance
will have a higher current, and the circuit with the higher resistance will have the
lower current.
c. Electric circuits are used for the wiring in our homes, cars and even in toys.
d. The lighting system in our homes is usually connected in parallel.

114 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Series and parallel circuits
e. If one light bulb fuses (the filament breaks), the rest of the lights will stay on because
they are each connected to the mains circuit by their own parallel path.
f. Many Christmas lights are connected in series. This can cause a problem, because
if one light bulb fuses or breaks, all the lights will stop working.

Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. Why is a parallel circuit used in the lighting system in our houses?
b. What are resistors designed to control?

Answers to the checkpoint questions are as follows:

a. If one light bulb fuses (the filament breaks), the rest of the lights will stay on,
because they are each connected to the mains circuit by their own parallel path.
b. The current and voltage through an electrical system

E CONCEPTUAL DEVELOPMENT
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

ACTIVITY

Tebogo is buliding her house and decided to draw a plan (diagram 1) of how she is going
to wire the lights in her house. Her friend, Nombulelo told Tebogo that it is not a good
idea to wire her lights in that way. Nombulelo told Tebogo to redraw her plan (diagram 2).

Circuit Diagram 1 Circuit Diagram 2

Grade 9 NATURAL SCIENCES Term 3 115

 TOPIC: Series and parallel circuits
Circuit Diagram 3 Circuit Diagram 4

V1

V1

A1 1A
A1 A2
A2

A3
V2 V3 2A
V2
5V
12V

TASK 1

1. Look at circuit diagrams 1 and 2 and copy them into your workbooks.
2. Do you agree with Nombulelo telling Tebogo to change her plans? Explain.

TASK 2

1. Look at circuit diagram 3 and copy it into your workbooks.

a. What is the voltage reading on voltmeter V3?
b. What is the ammeter reading on ammeter A2?
2. Look at circuit diagram 4 and copy it into your workbooks.
a. What is the voltage reading on voltmeter V1?
b. What is the ammeter reading on ammeter A1?
2. Explain Task 1 to the learners as follows:
a. Work with the person sitting next to you.
3. Give learners some time to complete Task 1 in their workbooks.
4. Ask learners to share their answers to Task 1 with the class.
5. Write the answers on the chalkboard.
6. Model answer: Task 1
2. Yes.
Tebogo's light wiring plans have the lights connected in series. If one light fuses,
then all the lights in Tebogo's house will stop working. It is a better idea to wire the
lights the way Nombulelo has suggested, where the lights are connected in parallel.
This means that if one light fuses, the others will still work.

116 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Series and parallel circuits
7. Next, get the learners to do Task 2.
8. Explain Task 2 to the learners as follows:
a. Work on your own.
b. Answer the questions in Task 2.
9. Give learners some time to do Task 2.
10. Ask learners to share their answers to Task 2 with the class.
11. Discuss the answers with the learners.
12. Model answer: Task 2
2.
a. 7V
b. 2A
3.
a. 12V
b. 3A
13. When the learners have completed Task 2, hold a short class discussion to revise the
following:
a. Resistors can control the voltage and current in parallel and series circuits.
b. For two circuits that have the same total voltage, the circuit with the lower resistance
will have a higher current and the circuit with the higher resistance will have the
lower current.
c. The lighting system in our homes is usually connected in parallel.
Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. If two circuits each have a voltage of 4 volts, but the one circuit has a resistance of 3
Ώ and the other has a resistance of 6 Ώ, which circuit will have the lower current?
b. Which circuit is suitable for electric wiring in a house?

Answers to the checkpoint questions are as follows:

a. The circuit with the 6 Ώ resistor (higher resistance) will have the lower current.
b. Parallel circuit

14. Ask the learners if they have any questions and provide answers and explanations.

Grade 9 NATURAL SCIENCES Term 3 117

 TOPIC: Series and parallel circuits

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Series and parallel circuits 162-166

Solutions for all Series and parallel circuits 112-16

Spot On Series and parallel circuits 123

Top Class Series and parallel circuits 169-171

Via Afrika Series and parallel circuits 142-143

Platinum Series and parallel circuits 171-173

Oxford Successful Series and parallel circuits 144-147

Pelican Natural Sciences Series and parallel circuits 267-273

Sasol Inzalo Bk B Series and parallel circuits 122

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc [Phet simulation:
Circuit Construction Kit]
2. https://www.youtube.com/watch?v=O8GgRIIB1Yc (5min 46sec) [ Series vs parallel
circuits]
3. https://www.youtube.com/watch?v=Az7VRuTA8dQ (4min 23sec) [GCSE Physics
Revision Current in Parallel circuits]
4. https://www.youtube.com/watch?v=x2EuYqj_0Uk (8min 04sec) [Series and parallel
circuits]

118 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Safety with electricity

TOPIC OVERVIEW:
Safety with electricity
Term 3, Weeks 6B - 6C
A. TOPIC OVERVIEW
TERM 3, WEEKS 6B - 6C

●● This topic runs for half a week.

●● It is presented over 2 x 1 hour lessons.
●● This topic’s position in the term is as
follows:

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5

LESSON

A B C A B C A B C A B C A B C

WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

LESSON

A B C A B C A B C A B C A B C

B. SEQUENTIAL TABLE
GRADE 8 GRADE 9 GRADE 10-12
LOOKING BACK CURRENT LOOKING FORWARD
●● Effects of an electric circuit: ●● Safety practices
fuses

C. SCIENTIFIC VOCABULARY
Ensure that you teach the following vocabulary at the appropriate place in the topic:

TERM EXPLANATION
1. overload To put too much load on or in something

2. circuit breaker A safety device that stops electricity from flowing when the current is too
high
3. fuse A device that has a metal wire that will melt if too much current flows
through it
4. earth leakage A system that allows extra current produced to travel safely to the earth

5. circuit boards A unit that houses the circuit breakers, fuse and earth leakage

6. electromagnet An electromagnet is formed when an electric current travels through a coil

around a bar magnet

Grade 9 NATURAL SCIENCES Term 3 119

 TOPIC: Safety with electricity
7. insulated Separated from conducting bodies by material that prevents electricity
from passing pass through it
8. casing A material that forms a protective barrier around something

9. illegal connections Connecting to the national power supply without authorisation; it is a

criminal offence.

D. UNDERSTANDING THE USES / VALUE OF SCIENCE

It is important for us to understand the dangers of electricity. We use electricity in our homes to
provide light and power our electronic devices and appliances. However, we seldom think about the
dangers of electricity if it is not used correctly. Circuits can undergo power surges where the current
through the circuit is too high, or can become overloaded when too many appliances are plugged into
one power point. This can cause wires to heat up and start fires or damage your appliances. Simple
devices like 3-pin plugs are specially designed with earth wires to prevent us from getting shocked, if
the live wires in the appliances become loose. It is important for us to know how to wire a 3-pin plug
correctly to make sure that the earth wire is protecting us. Our homes also have safety devices such
as circuit breakers, fuses and earth leakage systems that stop dangerously high current from flowing
through the electric circuit of the house.

E. PERSONAL REFLECTION
Reflect on your teaching at the end of each topic:

Date completed:

Lesson successes:

Lesson challenges:

Notes for future

improvement:

120 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Safety with electricity

Term 3, Week 6, Lesson B

Lesson Title: Circuit breakers, fuses and earth
6B leakage systems
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Safety practices

CAPS Page Number 75

Lesson Objectives
By the end of the lesson, learners will be able to:
• Explain that parallel circuits can cause overload on main circuits
• Explain circuit breakers, fuses and earth leakage systems as safety devices.

1. DOING SCIENCE 
Specific
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
Aims
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE 

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
 11. Doing Investigations

12. Recording
2. Observing  7. Raising Questions
Information

13. Interpreting
3. Comparing 8. Predicting
Information

4. Measuring 9. Hypothesizing 14. Communicating

10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

Grade 9 NATURAL SCIENCES Term 3 121

 TOPIC: Safety with electricity

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Resource 23: Circuit board with circuit
breakers
Resource 24: Circuit breaker diagram
Resource 25: Fuse

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
Why are lighting systems in our homes connected in parallel?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
If one light bulb fuses, the rest of the lights remain on because they are each connected to
their own parallel pathways.

D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

SAFETY PRACTICES WITH ELECTRICITY

1. Circuits that have parallel connections can cause overloads on main circuits.
2. The current increases every time another pathway is added.
3. A circuit is overloaded when more current flows through the circuit than the circuit
can handle, for example, when too many devices are plugged into one power point.
4. This is dangerous because the wires can become very hot and start fires. The wires
can also melt and break the circuit.
5. Circuit breakers, fuses and earth leakages can be used as safety devices.

CIRCUIT BREAKERS

1. A circuit breaker is a safety device that stops electricity from flowing when the
current is too high. Circuit breakers are used in circuit boards.
2. A circuit breaker has an electromagnet that breaks the circuit when the current is
too high. There are different circuit breakers for the different circuits in the house.

122 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Safety with electricity
FUSES

1. A fuse is a device that is connected in series to the main supply.

2. If the current becomes too high, the (filament) wire in the fuse melts and breaks the
circuit, disconnecting the main supply to the house. Each fuse shows the maximum
current it can carry before it breaks.
3. Once a fuse has melted, it has to be replaced.

EARTH LEAKAGE SYSTEMS

1. An earth leakage system allows extra current produced to travel safely to the earth.
People who are working on a system, or animals that may have accidentally come
into contact with a high voltage line, are protected from being shocked.
2. Make sure that Resource 23: 'Circuit board with circuit breakers', Resource 24: 'Circuit
breaker diagram' and Resource 25: 'A fuse', are on display in the classroom.
3. Explain the following to the learners:
a. Circuits that have parallel connections can cause overloads on main circuits.
b. The current increases every time another pathway is added.
c. A circuit is overloaded when more current flows through it than the circuit can
handle, for example, when too many devices are plugged into one power point.
d. This is dangerous because the wires can become very hot and start fires. The wires
can also melt and break the circuit.
4. Show learners Resource 23: 'Circuit board with circuit breakers'.
5. Explain the following to the learners:
a. Circuit breakers, fuses and earth leakages can be used as safety devices.
b. A circuit breaker is a safety device that stops electricity from flowing when the
current is too high. Circuit breakers are used in circuit boards.
6. Show learners Resource 24: 'Circuit breaker diagram'.
7. Explain the following to the learners:
a. A circuit breaker has an electromagnet that breaks the circuit when the current is
too high. Remember, an electromagnet is formed when an electric current travels
through a coil around a bar magnet.
b. As the current through the coil increases, the strength of the electromagnet also
increases. When the current is too high, the electromagnet is strong enough to
attract the iron catch which is a long iron rod. The iron catch holds the contact point
in place so that current flows. Once the iron catch moves towards the electromagnet,
the contact between the two points is broken and electricity can no longer flow.
c. There are different circuit breakers for the different circuits in the house. There is
a circuit breaker for the lights, and circuit breakers for the plugs in different rooms,
the geysers and other connections. There is also a main circuit breaker that is
connected in series to all other circuit breakers. If the current is too high from the
main supply, the main circuit breaker will trip and no current will flow through any
part of the house. The main circuit breaker should always be disconnected before
any electrical work is done on the house.

Grade 9 NATURAL SCIENCES Term 3 123

 TOPIC: Safety with electricity
8. Show learners Resource 25: 'A fuse'.
9. Explain the following to the learners:
a. A fuse is a device that is connected in series to the main supply.
b. If the current becomes too high, the wire in the fuse melts and breaks the circuit,
disconnecting the main supply to the house.
c. An earth leakage system allows extra current produced to travel safely to the
earth, protecting people who are working on a system or animals that may have
accidentally come into contact with a high voltage line. Lightning strikes increase the
current suddenly. Earth leakages allow the extra current to flow safely to the ground.
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. What is the function of a circuit breaker?
b. What is the function of an earth leakage system?

Answers to the checkpoint questions are as follows:

a. A circuit breaker, breaks an electric circuit when the current flowing through the
circuit is dangerously high.
b. An earth leakage system allows excess current to flow safely to the earth, preventing
shock or damage to appliances as a result of high current flowing through the circuit.

E CONCEPTUAL DEVELOPMENT
1. Make sure that Resource 23: 'Circuit board with circuit breakers', Resource 24: 'Circuit
breaker diagram' and Resource 25: 'A fuse', are on display in the classroom.
2. Write the following onto the chalkboard (always try to do this before the lesson starts):
ACTIVITY

1. Use the diagram of a circuit breaker to explain how a circuit breaker works.
2. Jerry is going to change the fitting on a wall plug. What is the first thing he must do
before starting to change the fitting?
3. Look at the picture of a fuse. Sketch a diagram of a fuse and explain how it works.
Label the thin wire in the diagram.
4. What is the purpose of an earth leakage system?
5. At home, ask an adult to help you identify the circuit breakers, fuses and earth
leakage systems in your home.

TASK 1

Answer questions 1 and 2 in your workbooks.

TASK 2

Answer questions 3-5 in your workbooks.

124 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Safety with electricity
2. Explain Task 1 to the learners as follows:
a. Work on your own and complete Task 1.
3. Give learners some time to do Task 1.
4. Ask learners to share their answers to Task 1 with the class.
5. Model answer: Task 1

1. A circuit breaker has an electromagnet that breaks the circuit when the current is
too high. An electromagnet is formed when an electric current travels through a coil
around a bar magnet. As the current through the coil increases, the strength of the
electromagnet also increases. When the current is too high, the electromagnet is
strong enough to attract the iron catch (refer to Resource 24). The iron catch holds
the contact point in place so that current flows. Once the iron catch moves towards
the electromagnet, the contact between the two points is broken and electricity can
no longer flow.
2. Jerry must switch off the main circuit breaker, or he must switch off the circuit breaker
for the room in which he will be working. This will stop electricity from flowing, and he
will not be shocked.
6. Next, get the learners to do Task 2.
7. Explain Task 2 to the learners as follows:
a. Work on your own.
b. Answer the questions in Task 2.
8. Give learners some time to do Task 2.
9. Ask learners to share their answers to Task 2 with the class.
10. Discuss the answers with the learners.
11. Model answer: Task 2
3.

thin wire that melts

4. An earth leakage system allows extra current produced to travel safely to the earth,
preventing people who are working on a system from being shocked, or animals that
may have accidentally come into contact with a high voltage line. The filament melts
and breaks the circuit.

Grade 9 NATURAL SCIENCES Term 3 125

 TOPIC: Safety with electricity
Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. Why are fuses and circuit breakers important?
b. How do we know that the current was too high when we examine a fuse?

Answers to the checkpoint questions are as follows:

a. Fuses and circuit breakers stop the flow of current when it is dangerously high, and
prevent the possibility of fires or damage to electrical appliances and devices.
b. The thin wire in the fuse will be broken because it melted as a result of the high
current.

12. Ask the learners if they have any questions and provide answers and explanations.

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Safety with Electricity 167

Solutions for all Safety with Electricity 218-221

Spot On Safety with Electricity 124

Top Class Safety with Electricity 172-174

Via Afrika Safety with Electricity 144

Safety with Electricity and the national

Platinum 175-177
electricity grid

Oxford Successful Safety with Electricity 148-153

Pelican Natural Sciences Safety with Electricity 274-277

Sasol Inzalo Bk B Safety with Electricity 132-141

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. https://www.youtube.com/watch?v=RXBQ6OP4PPA (3min 3sec) [Circuit breakers
video]
2. https://www.youtube.com/watch?v=R7TcGgoK5P8 (3min 17sec) [Fuse vs circuit
breaker - Difference between fuses and circuit breakers]

126 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Safety with electricity

Term 3, Week 6, Lesson C

6C Lesson Title: Three-pin plugs
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Safety practices

CAPS Page Number 75

Lesson Objectives
By the end of the lesson, learners will be able to:
• Connect a 3-pin plug
• Identify the live, neutral and earth wires in a 3-pin plug
• Explain the purpose of the earth wire
• Draw a plan for wiring lights and light switches in a house.

1. DOING SCIENCE 
Specific
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
Aims
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE 

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
 11. Doing Investigations 
12. Recording
2. Observing  7. Raising Questions
Information
13. Interpreting
3. Comparing 8. Predicting
Information

4. Measuring 9. Hypothesizing 14. Communicating

10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

Grade 9 NATURAL SCIENCES Term 3 127

 TOPIC: Safety with electricity

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Resource 26: 3-pin plug wiring

Resource 27: Illegal electricity connection

3-pin plug/s

Screw driver

Craft knife Knife or pair of scissors

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
Why is it important to have circuit breakers in our homes?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
Circuit breakers stop current from flowing when the current is dangerously high, preventing the
possibility of fires and damage to appliances.

D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

3-PIN PLUGS

1. Many devices use a 3-pin plug as a safety device to connect to the main electricity
supply.
2. 3-pin plugs have a live wire (brown), neutral wire (blue) and an earth wire (green and
yellow).
3. Some 3-pin plugs also have fuses.
4. All the wires are insulated with a plastic covering, preventing the current from
flowing to other objects that touch the wires.
5. The live and neutral wires carry the current around the circuit.
6. The earth wire is connected to the outer metal casing of the appliance. For
example, the casing of a kettle.
7. The other end of the earth wire is connected to the earth cable in the ground by the
wall plug.

128 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Safety with electricity
8. If the live wire becomes loose and touches the outer casing of the appliance, the
appliance becomes live and we can get shocked when we touch the appliance. The
earth wire has almost zero resistance. It prevents current from flowing through us
when we touch the live appliance by safely discharging the current to the ground.
9. Illegal connections to the ESKOM mains supply are dangerous and are considered
as energy theft.
2. Make sure that Resource 26: ‘3-pin plug wiring’ and Resource 27: 'Illegal electricity
connection' are on display in the classroom.
3. Show learners Resource 26: '3-pin plug wiring’.
4. Explain the following to the learners:
a. Many devices use a 3-pin plugs as a safety device to connect to the main electricity
supply.
b. 3-pin plugs have a live wire (brown), neutral wire (blue) and an earth wire (green and
yellow). The 3-pin plug must be wired as shown with the correct wires in the correct
places. Some 3-pin plugs also have fuses which can protect appliances from being
damaged when the current is too high.
c. All the wires are insulated with a plastic covering, preventing the current from flowing
to other objects that touch the wires. The plastic covering acts as an insulator.
d. The live and neutral wires carry the current around the circuit.
e. The earth wire is connected to the outer metal casing of the appliance, for example,
the casing of a kettle.
f. The other end of the earth wire is connected to the earth cable in the ground by the
wall plug.
g. If the live wire becomes loose and touches the outer casing of the appliance, the
appliance becomes live and we can get shocked when we touch the appliance. The
earth wire has almost zero resistance. It prevents current from flowing through us
when we touch the live appliance by safely discharging the current to the ground.
5. Show learners Resource 27: 'Illegal electricity connection’.
6. Explain the following to the learners:
a. Illegal connections to the ESKOM mains supply is dangerous and is considered as
energy theft.
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. What are the three wires in a 3-pin plug?
b. What is the purpose of the earth wire?

Answers to the checkpoint questions are as follows:

a. Live, neutral and earth wire.
b. The earth wire is there to prevent current from flowing through us when we touch an
appliance. When the live wire has become loose and has touched the outer casing
of the appliance, the earth wire safely discharges the current to the ground.

Grade 9 NATURAL SCIENCES Term 3 129

 TOPIC: Safety with electricity

E CONCEPTUAL DEVELOPMENT
1. Advance preparation: demonstrate how to wire a 3-pin plug to the learners. Ensure that
you have all the resources for the demonstration.
2. If you have enough resources, you can get the learners to do the demonstration in
groups.
3. Write and draw the following onto the chalkboard (always try to do this before the lesson
starts):
ACTIVITY

E
earth wire terminal screw

L
fuse

neutral wire N
live wire

cable grip

1. Use a flat screwdriver to loosen the plug screw and remove the cover.
2. Remove the fuse and use the screw driver to loosen the screws for each terminal.
3. Remove some of the cable plastic casing to expose the three inner wires.
4. Twist the exposed copper strands at the end of each wire.
5. Place the cable under the cable grip and secure it.
6. Fit each wire into the correct terminal hole and tighten each terminal screw.
7. Check that the correct wires are connected to the correct terminals and then place
the fuse back in its position.
8. Screw the cover back onto the plug.

TASK 1

1. Copy the diagram and instructions of how to wire a 3-pin plug into your workbooks.
2. Observe your teacher or practise how to wire a 3-pin plug.

TASK 2

1. Draw the wiring system in a room of a house. Show how you would wire the lights
with their switches.
2. The house must also have a main switch and a fuse.

130 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Safety with electricity
1. Explain Task 1 to the learners as follows:
a. Remind learners that they must make sure that the correct colour wire is connected
to the correct terminal screw.
2. Give learners some time to complete Task 1 in groups or on their own, if enough
resources are available.
3. Check that each group has wired the 3-pin plug correctly
4. Model answer: Task 1
Make sure the 3-pin plug is wired correctly with each wire colour connected to the correct
terminal screw.
5. Next, get the learners to do Task 2:
a. Remind learners that the lights in a house are connected in parallel and that there is
a live and neutral part of the circuit.
6. Draw the answers on the chalkboard.
7. Model answer: Task 2
The diagrams of learners may vary. Make sure that the light bulbs are connected in
parallel and that there is a live and neutral part of the circuit.

neutral

live

main switch
and fuse box

Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. What colour is the live wire in a 3-pin plug?
b. Why are the wires on a 3-pin plug covered in a plastic casing?

Answers to the checkpoint questions are as follows:

a. Brown
b. The plastic casing acts as insulation and prevents the current from flowing through
other objects that may touch the live wires.
8. Ask the learners if they have any questions and provide answers and explanations.

Grade 9 NATURAL SCIENCES Term 3 131

 TOPIC: Safety with electricity

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Safety with Electricity 168-170

Solutions for all Safety with Electricity 222-225

Spot On Safety with Electricity 125-128

Top Class Safety with Electricity 175-179

Via Afrika Safety with Electricity 145-147

Safety with Electricity and the national

Platinum 178-179
electricity grid

Oxford Successful Safety with Electricity 148-153

Pelican Natural Sciences Safety with Electricity 277-284

Sasol Inzalo Bk B Safety with Electricity 141-153

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. https://www.youtube.com/watch?v=Pr9YntO7V1U (4min 26sec) [Kids safety]
2. https://www.youtube.com/watch?v=a52UVl3FoSA (1min 59sec) [Indoor Electric
Safety]
3. https://www.youtube.com/watch?v=1NlUb5FRnx4 (1min 11sec) [How to wire a plug]
4. https://www.youtube.com/watch?v=ZPLRwEMASbA (2min 24sec) [Illegal
connections]

132 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Energy and the national electricity grid

TOPIC OVERVIEW:
Energy and the national electricity grid
Term 3, Weeks 7A - 7C
A. TOPIC OVERVIEW
TERM 3, WEEKS 7A - 7C

●● This topic runs for 1 week.

●● It is presented over 3 x 1 hour lessons.
●● This topic’s position in the term is as
follows:

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5

LESSON

A B C A B C A B C A B C A B C

WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

LESSON

A B C A B C A B C A B C A B C

B. SEQUENTIAL TABLE
GRADE 8 GRADE 9 GRADE 10-12
LOOKING BACK CURRENT LOOKING FORWARD
●● Energy transfer in electrical ●● Energy generation Grade 10
systems ●● Alternative energy sources ●● Electric circuits
●● Nuclear power in South Grade 11
Africa ●● Electric circuits
●● The National Electricity Grid
●● Power surges and grid
overload

Grade 9 NATURAL SCIENCES Term 3 133

 TOPIC: Energy and the national electricity grid
C. SCIENTIFIC VOCABULARY
Ensure that you teach the following vocabulary at the appropriate place in the topic:

TERM EXPLANATION
1. power station A system of parts that work together to generate electricity and transfer it
from the power station to homes and other facilities
2. generate(s) Produce(s) or create(s)

3. coal A fossil fuel that is non-renewable and used in the generation of electricity

4. turbine(s) Device(s) with blades that are turned by the force of moving air or wind

5. generator A device that transfers kinetic energy to electrical energy

6. nuclear fission A process where the nucleus of an atom is split and results in the release
of large amounts of energy
7. renewable can be re-used

8. non-renewable Cannot be re-used

9. sustainable Using resources to meet current needs without compromising the ability of
future generations to meet their own needs
10. environmental Effects on our natural surroundings (usually refers to the negative effects)
impact
11. carbon dioxide A colourless gas that is produced when we breathe out and when coal is
burned
12. global warming The increase in temperature of the atmosphere of the Earth because of
the presence of certain gases like carbon dioxide
14. nuclear power A power station that uses nuclear fuel (uranium) to generate electricity
station by using the energy released when the nucleus of atoms is split (nuclear
fission)
15. radioactive Giving off harmful energy rays by breaking down the atom of an element

16. uranium An element used as nuclear fuel in the generation of electricity at nuclear
power stations
17. nuclear fuel Fuel that can be used to generate electricity in a nuclear power station, for
example: uranium
18. nuclear waste Nuclear fuel that has been used and is still radioactive

19. national grid A network of interacting parts that generate and transfer electrical energy
from the power station to homes and other facilities
20. power lines Long cables that carry electrical energy from power stations to homes and
other buildings
21. transformers Devices that change the voltage of electricity

22. power surge A voltage that is 110% above the normal voltage in the power line because
of a break-down in a part of the grid

134 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Energy and the national electricity grid
D. UNDERSTANDING THE USES / VALUE OF SCIENCE
It is important for us to understand where the electricity (energy) in our homes comes from. This is
important because South Africa has a limited supply of electricity. Most of our electricity is produced in
coal power stations. Coal is a fossil fuel and is a non-renewable source of energy. This means that we
will eventually run out of coal. The use of coal for the generation of electricity is not sustainable and it
has a negative environmental impact since it releases carbon dioxide when it is burned, contributing
to global warming. We must look into alternative sources of energy that are sustainable and have
less negative environ-mental impacts. Nuclear power is one alternative energy source that can
produce large amounts of energy and could one day replace coal power stations. However, nuclear
waste must be disposed of carefully. These energy resources feed electrical energy to the National
Electricity Grid which transfers electrical energy to our homes. It is important for us to understand and
prevent power surges and overloads, because they can disrupt power supplies.

E. PERSONAL REFLECTION
Reflect on your teaching at the end of each topic:

Date completed:

Lesson successes:

Lesson challenges:

Notes for future

improvement:

Grade 9 NATURAL SCIENCES Term 3 135

 TOPIC: Energy and the national electricity grid

Term 3, Week 7, Lesson A

7A Lesson Title: Electricity generation
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Power stations in South Africa and alternative energy resources

CAPS Page Number 75

Lesson Objectives
By the end of the lesson, learners will be able to:
• Explain that a power station is a system for generating electricity
• Explain how coal generates electricity
• List other alternative sources of energy that can be used to drive turbines and
generators
• Compare alternative resources in terms of sustainability and environmental impact.

1. DOING SCIENCE
Specific
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
Aims
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE 

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
 11. Doing Investigations

12. Recording
2. Observing 7. Raising Questions  Information

13. Interpreting
3. Comparing  8. Predicting  Information

4. Measuring 9. Hypothesizing 14. Communicating 
10. Planning
5. Sorting & Classifying  Investigations
15. Scientific Process

136 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Energy and the national electricity grid

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Resource 28: The national grid

Resource 29: Alternative energy sources

diagram
Resource 30: Alternative energy sources

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
Which fossil fuel is the most used in South Africa for the generation of electricity?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
Coal

D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

ELECTRICITY GENERATION

1. A power station is a system that generates electricity.

2. Most power stations in South Africa use coal as a fuel in the generation of electricity.
3. Coal is burned in order to boil water.
4. The steam from the boiling water rises and turns turbines.
5. The turbines turn a generator which produces electricity.

ALTERNATIVE RESOURCES OF ENERGY

1. Alternative energy sources besides coal can be used to drive turbines and
generators to generate electricity for the national grid.
2. Examples of such alternative resources include: wind, falling water (hydroelectric),
sun-heated steam, nuclear fission, and waves in the sea.
3. These alternative resources are renewable and can be re-used or replaced.
4. Coal is a non-renewable energy source and cannot be replaced once it is used up.
5. This means that coal is not a sustainable energy source.
6. Coal also has a negative environmental impact. Burning coal produces carbon
dioxide that contributes to global warming.

Grade 9 NATURAL SCIENCES Term 3 137

 TOPIC: Energy and the national electricity grid
2. Explain the following to the learners:
a. Energy cannot be created or destroyed, but it can be transferred from one form to
another. Power stations use energy from coal, oil, natural gas, nuclear resources,
and other renewable resources, and transfer the energy into electrical energy. A
power station is made up of many parts that work together in a system to transfer
the energy from one form to another.
b. A power station is a system that generates electricity. Eskom is the leading supplier
of electricity in South Africa.
c. Most power stations in South Africa use coal as a fuel in the generation of electricity.
3. Show learners Resource 28: ‘The national grid’.
4. Explain the following to the learners:
a. Coal is burned in order to boil water.
b. The steam from the boiling water rises and turns turbines.
c. The turbines turn a generator which produces electricity.
5. Show learners Resource 29: ‘Alternative energy sources diagram’.
6. Explain the following to the learners:
a. Alternative energy sources besides coal can be used to drive turbines and
generators to generate electricity for the national grid.
7. Point to the corresponding alternative energy in Resource 29.
8. Explain the following to the learners:
a. Examples of such alternative resources include: wind, falling water (hydroelectric),
sun-heated steam, nuclear fission and waves in the sea.
b. Wind turns turbines that turn generators which produce electricity.
c. Falling water, which is usually found in dams, also turns turbines that turn generators
which produce electricity.
d. Sun-heated steam uses the Sun's energy to generate electricity.
e. Nuclear fission involves the splitting of the nucleus of an atom which releases large
amounts of energy that is used to turn generators and produce electricity in nuclear
power stations.
f. In coastal areas, the waves of the ocean can be used to generate electricity.
g. These alternative resources, except for nuclear energy, are renewable and can be
re-used or replaced.
h. Coal is a non-renewable energy source and cannot be replaced once it is used up.
i. This means that coal is not a sustainable energy source.
j. Coal also has a negative environmental impact. Burning coal produces carbon
dioxide that contributes to global warming.

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Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. How does a coal power station generate electricity?
b. What are some examples of alternative energy sources?

Answers to the checkpoint questions are as follows:

a. Coal is burned in order to boil water. The steam from the boiling water rises and
turns turbines. The turbines turn a generator which produces electricity.
b. Wind, falling water (hydroelectric), sun-heated steam, nuclear fission and waves in
the sea

E CONCEPTUAL DEVELOPMENT
1. Divide the class into manageable groups. Give each group a copy of Resource 30:
'Alternative energy sources’ from the resource pack.
2. Write the following onto the chalkboard (always try to do this before the lesson starts):

ACTIVITY

Source of energy Advantages Disadvantages

Wind

Hydroelectric

Sun-heated steam

Nuclear fission

Waves

TASK 1

1. Read the information on alternative resources handed out to you by your teacher.
2. Fill in the columns, listing the advantages and disadvantages of using that source of
energy.

TASK 2

1. South Africa has a limited amount of coal that can be used to generate electricity.
Which energy source do you think should replace coal power stations once coal is
depleted? Support your answer using the information from the resource.
3. Explain Task 1 to the learners as follows:
a. In your groups, read the information about each energy source.
b. Use the information to list advantages and disadvantages of the energy sources.
4. Give learners some time to complete Task 1 in their workbooks.
5. Ask learners to share their answers to Task 1 with the class.
6. The completed table is shown below. Fill in the advantages and disadvantages of the
energy sources on the table on the chalkboard.

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7. Model answer: Task 1

ACTIVITY

Source of energy Advantages Disadvantages

Wind ●● Renewable and ●● Not efficient when there

sustainable is no wind
●● More environmentally ●● Does not produce large
friendly than fossil fuels amounts of electricity
●● No waste ●● Noise pollution
●● Kills birds
●● Visually not pleasing
Hydroelectric ●● Renewable and ●● Largest environmental
sustainable impact of the alternative
●● More environmentally energy sources
friendly than fossil fuels ●● Dams destroy habitats
●● Produces large amounts ●● Dams displace animals
of electricity and people
●● No waste
Sun-heated steam ●● Renewable and ●● Does not produce large
sustainable amounts of electricity
●● No waste ●● Not efficient on cloudy
days
●● Destruction of habitat
since large areas are
needed
Nuclear fission ●● Large amounts are ●● Destruction of habitat
still available making since large areas are
it renewable and needed
sustainable ●● Produces nuclear waste
●● Produces the most which is radioactive
amount of electricity of ●● Waste is buried
the alternative energy underground destroying
sources habitats
●● More expensive than all
other sources
Waves ●● Renewable and ●● Does not produce large
sustainable amounts of electricity
●● Destroys habitats along
coast
●● Displaces marine animals
●● Visually not pleasing
8. When the learners have completed Task 1, hold a short class discussion on alternative
energy sources besides coal (these sources can be used to drive turbines and
generators to generate electricity for the national grid).
9. Next, get the learners to do Task 2:

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10. Next, get the learners to do Task 2:
a. Remind learners that coal has a negative impact on the environment. Coal is dug
up from the ground. When it is burned, it releases carbon dioxide which destroys
habitats, thus contributing to global warming.
11. Give learners some time to complete Task 2 in their groups.
12. Ask learners to share their answers to Task 2 with the class.
13. Model answer: Task 2
Answers will vary. All energy sources have some environmental impact. Learners are
required to substantiate their answers using the information. They should create an
argument as to why the chosen energy source should replace coal power stations.

Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. Why is burning coal for electricity production not sustainable?
b. What is the environmental impact of burning coal for electricity generation?

Answers to the checkpoint questions are as follows:

a. Coal is non-renewable and will eventually run out.
b. Burning coal releases carbon dioxide, which contributes to global warming.

14. Ask the learners if they have any questions and provide answers and explanations.

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F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Energy and the national electricity grid 171

Solutions for all Energy and the national electricity grid 226-231

Spot On Energy and the national electricity grid 129-132

Top Class Energy and the national electricity grid 180-183

Via Afrika Energy and the national electricity grid 148-150

Platinum Energy and the national electricity grid 180-181

Oxford Successful Energy and the national electricity grid 154-155

Pelican Natural Sciences Energy and the national electricity grid 285-290

Sasol Inzalo Bk B Energy and the national electricity grid 154-161

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. https://www.youtube.com/watch?v=SeXG8K5_UvU&t=4s (2min 12sec) [How a coal
power station works]
2. https://www.youtube.com/watch?v=0Kx3qj_oRCc (1min 21sec) [How wind turbines
generate electricity]
3. https://www.youtube.com/watch?v=rnPEtwQtmGQ (2min 10sec) [How
hydroelectricity works]
4. https://www.youtube.com/watch?v=FgjfJGfusdE (2min 47sec) [Solar Thermal 101]
5. https://www.youtube.com/watch?v=_UwexvaCMWA (4min 47sec) [How nuclear
power plants work]
6. https://www.youtube.com/watch?v=gcStpg3i5V8 (2min 43sec) [Ocean energy]

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Term 3, Week 7, Lesson B

7B Lesson Title: Nuclear power in South Africa
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Nuclear power stations

CAPS Page Number 75

Lesson Objectives
By the end of the lesson, learners will be able to:
• Explain the process that occur in nuclear power stations in electricity generation
• Explain nuclear fission
• State that nuclear waste is radioactive
• Explain why nuclear waste needs to be properly disposed of.

1. DOING SCIENCE 
Specific
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
Aims
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE 

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
 11. Doing Investigations

12. Recording
2. Observing 7. Raising Questions
Information
13. Interpreting
3. Comparing  8. Predicting
Information

4. Measuring 9. Hypothesizing 14. Communicating

10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

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B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Resource 31: Nuclear fuel: uranium

Resource 32: Nuclear waste disposal

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
Why do we need to consider energy sources other than coal to generate electricity?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
Coal is a non-renewable resource and will eventually run out. It also has a negative
environmental impact through the production of carbon dioxide which contributes to global
warming.

D ACCESSING INFORMATION
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

NUCLEAR POWER IN SOUTH AFRICA

1. A nuclear power station uses radioactive fuel to generate electricity.

2. South africa has a nuclear power station called koeberg that is in the western cape.
3. Uranium is an element that is the radioactive fuel used in the power station.
4. Radioactivity produces heat during nuclear fission.
5. Nuclear fission is the splitting of atoms. This process releases heat.
6. The heat is then used to boil water and produce steam.
7. The steam spins a turbine which turns a generator that produces electricity.
8. The electricity is then channeled into the national electricity grid.
9. Nuclear fuel that has been used is called nuclear waste.
10. Nuclear waste is still radioactive for hundreds of years.
11. It can be dangerous to people if not disposed of properly.
12. Nuclear waste can be disposed of by being stored in special containers and buried
underground.

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2. Make sure that Resource 31: 'Nuclear fuel: uranium’ and Resource 32: 'Nuclear waste
disposal' are on display in the classroom.
3. Explain the following to the learners:
a. A nuclear power station uses radioactive fuel to generate electricity. Radioactive fuel
releases rays of energy when atoms are broken down.
b. South Africa has a nuclear power station called Koeberg that is in the Western Cape.
4. Show learners Resource 31: 'Nuclear fuel: uranium’.
5. Explain the following to the learners:
a. Uranium is an element that is the radioactive fuel. Uranium is yellow in colour and is
mined out of the ground as uranium ore.
b. Nuclear fission is the splitting of the nucleus of an atom. The nucleus of the atoms of
uranium is split and this process releases heat.
c. Radioactivity produces heat during nuclear fission.
d. The heat is then used to boil water and produce steam.
e. The steam spins a turbine which turns a generator that produces electricity.
f. The electricity is then channeled into the National Electricity Grid.
g. Nuclear fuel that has been used is called nuclear waste.
6. Show learners Resource 32: 'Nuclear waste disposal'.
7. Explain the following to the learners:
a. Nuclear waste is still radioactive for hundreds of years.
b. It can be dangerous to people if not disposed of properly. Exposure to nuclear
waste can cause cancerous growths and can cause genetic problems for plants and
animals for many generations.
c. Nuclear waste can be disposed of by being stored in special containers and buried
underground.
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. What fuel does a nuclear power station use to generate electricity?
b. How is nuclear waste disposed of?

Answers to the checkpoint questions are as follows:

a. Radioactive material such as uranium
b. It is buried underground in sealed containers.

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E CONCEPTUAL DEVELOPMENT
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

ACTIVITY

1. What is the difference between a coal power station and a nuclear power station?
2. Explain the process in which nuclear power stations generate electricity.
3. What are the final products of a coal power station and a nuclear power station?
4. How do the final products of both the coal and nuclear power stations affect the
environment?

TASK 1

Answer questions 1-2.

TASK 2

Answer questions 3-4.

2. Explain Task 1 to the learners as follows:
a. Remind learners that coal power stations use coal to generate electricity and nuclear
power stations use radioactive material.
3. Give learners some time to complete Task 1 in their workbooks.
4. Ask learners to share their answers to Task 1 with the class.
5. Write the answers on the chalkboard
6. Model answer: Task 1
1. Coal power stations use coal which is burned to produce heat. Nuclear power
stations use radioactive material such as uranium. The nucleus of uranium atoms is
split during nuclear fission. This produces heat.
2. Nuclear power stations undergo fission which is the splitting of atoms. The atoms
of radioactive elements such as uranium are split. This process releases heat. The
heat is then used to boil water and produce steam. The steam turns a turbine which
turns a generator that produces electricity. The electricity is then channeled into the
National Electricity Grid.
7. When the learners have completed Task 1, hold a short class discussion in which you
revise the process of electricity generation in nuclear power stations.
8. Next, get the learners to do Task 2:
a. Remind learners that the burning of coal released carbon dioxide into the air and
that nuclear waste remains after the radioactive material has been used to generate
electricity.
9. Write the answers on the chalkboard.
10. Model answer: Task 2

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3. The final products of both the coal power station and the nuclear power station is
electrical energy. Coal power stations produce carbon dioxide and nuclear power
stations produce nuclear waste.
4. The carbon dioxide produced by coal power stations adds to the carbon dioxide in
the air and contributes to global warming. Nuclear waste is radioactive and harmful
to plants and animals. It is stored underground in special containers which can
cause habitat destruction.

Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. Why must nuclear waste be disposed of carefully?
b. How do nuclear power stations generate electricity?

Answers to the checkpoint questions are as follows:

a. Nuclear waste is still radioactive for many years and can be harmful to life.
b. Radioactivity produces heat by nuclear fission (the splitting of the nucleus of an
atom). The heat boils water to produce steam which turns turbines and generators.

11. Ask the learners if they have any questions and provide answers and explanations.

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F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Energy and the national electricity grid 173

Solutions for all Energy and the national electricity grid 231-232

Spot On Energy and the national electricity grid 133

Top Class Energy and the national electricity grid 183-184

Via Afrika Energy and the national electricity grid 151

Platinum Energy and the national electricity grid 182-183

Oxford Successful Energy and the national electricity grid 156-157

Pelican Natural Sciences Energy and the national electricity grid 290-292

Sasol Inzalo Bk B Energy and the national electricity grid 162-165

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. https://www.youtube.com/watch?v=_UwexvaCMWA (4min 47sec) [How nuclear
power plants work]

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Term 3, Week 7, Lesson C

7C Lesson Title: National Electricity Grid
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic National Electricity Grid

CAPS Page Number 76

Lesson Objectives
By the end of the lesson, learners will be able to:
• Describe the national grid as a network of interacting parts
• Explain that power stations feed electrical energy into the national grid at high voltages
• Explain that power lines carry electricity at high voltages
• Explain why power lines carry electricity at high voltages
• Explain the purpose of step-down transformers
• State that 15% of the electrical energy is wasted in the form of heat energy when it is
carried along transmission lines and transformers
• Explain that power surges and grid overload can disrupt the power supply.

1. DOING SCIENCE
Specific
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
Aims
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE 

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
 11. Doing Investigations

12. Recording
2. Observing 7. Raising Questions
Information
13. Interpreting
3. Comparing 8. Predicting
Information

4. Measuring 9. Hypothesizing 14. Communicating

10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

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B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Resource 28: The national grid

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
Which company is the leading supplier of electricity in South Africa?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
Eskom

D ACCESSING INFORMATION
1. Write the following information on the chalkboard (always need to do this before you
start the lesson):
NATIONAL ELECTRICITY GRID

1. The national grid is a network of interacting parts.

2. It is a system where a change in one part of the grid affects the other parts of the
grid.
3. The three main parts of the national grid include a power station, power lines and
transformers.
4. The power stations feed electrical energy into the national grid at high voltages.
5. Power lines carry electricity at high voltages from the power station to our homes.
Power lines carry electricity over long distances and need to have high voltages to
make sure electricity with a high enough voltage reaches houses.
6. The electricity travels at high voltages (as high as 500 000 volts) to reduce heat
loss. These voltages are too high and will damage our appliances and need to be
lowered.
7. Transformers step down the voltage for local distributors and consumers to 230
volts.
8. 15% Of the energy is wasted due to heating in the transmission lines and
transformers.
9. A power surge occurs when the voltage is 110% above the normal voltage in the
power line.
10. Power surges occur when one part of the grid breaks down and the other parts of
the grid must carry more electricity.
11. Power surges and grid overload can disrupt the power supply.

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2. Make sure that Resource 28: 'The national grid' is on display in the classroom.
3. Explain the following to the learners:
a. The national grid is a network of interacting parts.
b. It is a system where a change in one part of the grid affects the other parts of the
grid.
c. The three main parts of the national grid include a power station (labels 1-4), power
lines (labels 6 and 7) and transformers (label 5).
d. The power stations feed electrical energy into the national grid at high voltages.
e. Power lines carry electricity at high voltages from the power station to our homes.
f. The electricity travels at high voltages (as high as 500 000 volts) because of the
need to transport electricity over long distances and to reduce heat loss. If the
current is very high, the power lines can melt, and if the voltage is too low, then the
voltage of the electricity reaching homes would be too low. These high voltages
will damage our appliances and need to be lowered. Most of our appliances are
designed to receive a voltage of 230 volts.
g. A transformer is a device that changes the voltage. Transformers step down the
voltage for local distributors and consumers to 230 volts.
h. 15% of the energy is wasted due to heating in the transmission lines and
transformers.
i. A power surge occurs when the voltage is 110% above the normal voltage in the
power line. The voltage is too high and can damage many appliances in your home.
Many appliances have fuses which melt and cause a break in the system during
power surges. This protects your appliance.
j. Power surges occur when one part of the grid breaks down and the other parts of
the grid must carry more electricity.
k. Power surges and grid overload can disrupt the power supply.

Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. What is a power surge?
b. Why do transformers need to reduce the voltage to our homes?

Answers to the checkpoint questions are as follows:

a. A power surge is a sudden increase in the voltage supply of 110% above the normal
voltage. It occurs when one part of the grid breaks down, and the other parts of the
grid must carry more electricity, overloading the system.
b. The voltage carried by the power lines is too high for use in our homes.

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E CONCEPTUAL DEVELOPMENT
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

ACTIVITY

1. Electrical power is transported through power lines at very high voltages. Why is it
necessary to have such high voltages?
2. Which device reduces high voltages to 230 volts for comercial use?
3. Explain how damage in one part of the national grid can affect other parts of the
national grid.
4. Bongani connected six appliances to one wall plug. When he switched all the
appliances on, the power tripped. What caused the power to trip?

TASK 1

Answer questions 1 and 2.

TASK 2

Answer questions 3 and 4.

2. Explain Task 1 to the learners as follows:
a. Remind learners that the three main parts of the national grid include a power
station, power lines and transformers.
b. The power stations feed electrical energy into the national grid at high voltages.
c. Power lines carry electricity at high voltages from the power station to our homes.
3. Give learners some time to complete Task 1 in their workbooks.
4. Ask learners to share their answers to Task 1 with the class.
5. Write the answers on the chalkboard.
6. Model answer: Task 1
1. Power lines carry electricity over long distances and need to have high voltages to
make sure electricity with a high enough voltage reaches houses. Power lines also
carry electricity at high voltages to reduce heat loss, as electricity travels along the
power lines.
2. Transformers
7. When the learners have completed Task 1, hold a short class discussion on power
stations and voltages.
8. Next, get the learners to do Task 2:
a. Remind learners that the national grid is a network of interacting parts.
b. It is a system where a change in one part of the grid affects the other parts of the
grid.
9. Ask learners to share their answers to Task 2 with the class.
10. Write the answers on the chalkboard.
11. Model answer: Task 2

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3. When one part of the grid breaks down, the other parts of the grid must carry more
electricity. This can cause power surges as the voltage through the other parts of the
circuit becomes too high.
4. Bongani connected too many appliances to the power supply. More electricity was
needed than what was available for use. This caused a circuit overload.

Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. 15% of the energy is wasted in the transmission lines and transformers. In what form
is this energy wasted?
b. What has occurred in the national grid when your appliances are damaged from the
supply of electricity?
Answers to the checkpoint questions are as follows:
a. Heat energy
b. A power surge

12. Ask the learners if they have any questions and provide answers and explanations.

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F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Energy and the national electricity grid 172

Solutions for all Energy and the national electricity grid 233-235

Spot On Energy and the national electricity grid 134-137

Top Class Energy and the national electricity grid 184-186

Via Afrika Energy and the national electricity grid 151-153

Platinum Energy and the national electricity grid 184-186

Oxford Successful Energy and the national electricity grid 158-159

Pelican Natural Sciences Energy and the national electricity grid 293-299

Sasol Inzalo Bk B Energy and the national electricity grid 166-175

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. https://www.youtube.com/watch?v=nbPmsBmo03Y (3min 46sec) [Electrical grid 101]
2. https://www.youtube.com/watch?v=s8LzYzYRMOk (1min 49sec) [How does
electricity reach our homes?]
3. https://www.youtube.com/watch?v=yS4DdqDh2wY (3min 14sec) [What is a power
surge?]

154 Grade 9 NATURAL SCIENCES Term 3

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TOPIC OVERVIEW:
Cost of electrical power
Term 3, Weeks 8A - 9C
A. TOPIC OVERVIEW
TERM 3, WEEKS 8A - 9C

●● This topic runs for 2 weeks.

●● It is presented over 6 x 1 hour lessons.
●● This topic’s position in the term is as
follows:

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5

LESSON

A B C A B C A B C A B C A B C

WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

LESSON

A B C A B C A B C A B C A B C

B. SEQUENTIAL TABLE
GRADE 8 GRADE 9 GRADE 10-12
LOOKING BACK CURRENT LOOKING FORWARD
●● Insulation and energy saving ●● Cost of electrical power Grade 11
●● Energy transfer to ●● The cost of power ●● Electric circuits
surroundings consumption
●● The national electricity
supply system: Conserving
electricity in the home

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C. SCIENTIFIC VOCABULARY
Ensure that you teach the following vocabulary at the appropriate place in the topic:

TERM EXPLANATION
1. electrical power The rate at which electrical energy is supplied

2. electric current The flow of electric charge

3. voltage An electric force that allows electrons to flow

4. electron(s) Negatively charged particles

5. conductor(s) Materials that allow electricity to flow through them easily

6. watt Unit of measure of power

7. power rating Electrical power an appliance needs in order to work

8. joule Unit of measure of the amount of energy

9. consumer(s) People who use and pay for electricity

10. kilowatt hour Measure of the quantity of electrical power used

11. unit price of Cost of electricity in Rands or cents per kilowatt hour
electricity
12. sliding scale Costing system where the unit price of electricity increases at certain
intervals as more electricity is used
14. prepaid electricity Cards onto which money is loaded and inserted into an electricity meter.
card(s) Once the money on the card is finished the electricity supply is switched
off.
15. prepaid electricity Special electricity meter that supplies a quantity of electricity power that is
meter limited to the amount of money loaded onto a prepaid electricity card
16. energy efficient Using energy wisely and not wasting it

17. fluorescent light A light bulb that uses mercury in the form of vapour to produce light. They
bulb are more efficient than incandescent light bulbs.
18. incandescent light Light bulbs that have a high resistance wire, made of tungsten that heats
bulb(s) up and produces light when there is a current flowing through it. A lot of
energy is wasted as heat energy.
19. solar heating panel A device that uses the Suns heat energy to heat up water in a tank

20. renewable Able to be re-used

21. convection The transfer of heat in a liquid or gas that involves the rising of warmer
particles and the sinking of cooler particles, forming convection currents
The creation of a magnetic field by moving an iron core through a current
carrying a coiled conductor

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D. UNDERSTANDING THE USES / VALUE OF SCIENCE
Electricity is used all around us every day. All the appliances that help us work and survive need
electricity to work. However, different appliances need different amounts of electrical power in order
to work. We can read off the power rating in watts on the label at the back of the appliance. Electricity
is not free. We need to pay for all the electrical power that we use every day. Electrical meters record
the quantity of electrical power that has been used in kilowatt hours. It is important for us to be able
to calculate the cost of the electrical energy that we use so that we can be more careful when it
comes to using electricity. Prepaid electricity meters can help us understand and control the amount
of electricity we use. Some appliances are more energy efficient than others and cost less to run.
There are also electrical appliances that do not need electricity to perform the same work. Using less
electricity not only means we pay less, but also means that there is less impact on the environment.

E. PERSONAL REFLECTION
Reflect on your teaching at the end of each topic:

Date completed:

Lesson successes:

Lesson challenges:

Notes for future

improvement:

Grade 9 NATURAL SCIENCES Term 3 157

 TOPIC: Cost of electrical power

Term 3, Week 8, Lesson A

8A Lesson Title: Electrical Power
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic The cost of power consumption

CAPS Page Number 76

Lesson Objectives
By the end of the lesson, learners will be able to:
• Define electrical power as the rate at which electrical energy is supplied
• State that electrical power is measured in units called watts (W) or kilowatts (kW)
• Explain that all electrical appliances use electrical power to work
• Explain that the power rating of appliances can be determined by looking at the back
panel of the appliance.

1. DOING SCIENCE 
Specific
Aims
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
11. Doing Investigations

12. Recording
2. Observing  7. Raising Questions  Information

13. Interpreting
3. Comparing  8. Predicting  Information

4. Measuring 9. Hypothesizing 14. Communicating

10. Planning
5. Sorting & Classifying  Investigations
15. Scientific Process

158 Grade 9 NATURAL SCIENCES Term 3

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B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

A kettle Any other appliance that has a power rating on
the back panel
Resource 33: Power rating of different
appliances

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
Through which interconnected system is electrical energy transported to our homes?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
The National Electricity Grid

D ACCESSING INFORMATION
1. Write the following information on the chalkboard (always need to do this before you
start the lesson):
ELECTRICAL POWER

1. Electrical power is the rate of electrical energy supply.

2. Electrical power is the amount of electrical current that is flowing through a system
as a result of voltage.
3. Remember, current (i) is the rate at which electrons flow through a conductor.
4. Voltage (v) is the force with which electrons are pushed through a conductor.
5. Electrical power is measured in units called watts (W) or kilowatts (kW).
6. All electrical appliances use electrical power to work.
7. The power rating of appliances can be determined by looking at the back panel of
the appliance.

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 TOPIC: Cost of electrical power
2. Explain the following to the learners:
a. Electrical power is the rate of electrical energy supply.
b. Electrical power is the amount of electrical current that is flowing through a system
as a result of voltage.
c. Remember current (I) is the rate at which electrons flow through a conductor.
d. Voltage (V) is the force with which electrons are pushed through a conductor.
e. Electrical power is measured in units called watts (W) or kilowatts (kW).
f. All electrical appliances use electrical power to work.
3. Show learners the back panel of a kettle.
4. Explain the following to the learners:
a. The power rating of appliances can be determined by looking at the back panel of
the appliance.
b. The back panel of an appliance usually shows the voltage that the appliance
requires, and the power rating of the appliance.
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. What is electrical power?
b. What is the unit of measure of electrical power?

Answers to the checkpoint questions are as follows:

a. Rate of electrical energy supply
b. Watts (W) or kilowatts (kW)

160 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Cost of electrical power

E CONCEPTUAL DEVELOPMENT
1. Divide the class into manageable groups. Give each group a copy of Resource 33: '
Power rating of different appliances' from the resource pack.
2. Write the following onto the chalkboard (always try to do this before the lesson starts):

ACTIVITY

Appliance Power rating (W)

Television

Radio

Electric iron

Toaster

Kettle

Electric carving knife

Slow cooker

TASK 1

1. Copy the table into your workbooks.

2. Use the pictures of the back labels of different appliances handed out to you by your
teacher and fill in the table.

TASK 2

1. Arrange the appliances in order from those that have the highest power rating to
those that have the lowest power rating.
2. Which appliance do you think would be the most expensive to use?
3. Explain Task 1 to the learners as follows:
a. The table drawn on the chalkboard has two columns.
b. The first column has the following heading: Appliance.
c. The second column has the following heading: Power rating (W).
d. Work in groups and complete Task 1.
5. Give learners some time to do Task 1.
6. Ask learners to share their answers to Task 1 with the class.
7. Complete the table on the chalkboard
8. Discuss the answers with the learners.
9. Model answer: Task 1

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 TOPIC: Cost of electrical power
2. ACTIVITY

Appliance Power rating (W)

Television 140

Radio 80

Electric iron 2200

Toaster 1500

Kettle 2200

Electric carving knife 120

Slow cooker 320

10. Next, get the learners to do Task 2.

11. Explain Task 2 to the learners as follows:
a. Work on your own.
b. Answer the questions in Task 2.
12. Give learners some time to do Task 2.
13. Ask learners to share their answers to Task 2 with the class.
14. Discuss the answers with the learners.
15. Model answer: Task 2
1. Electric iron, kettle, toaster, slow cooker, television, electric carving knife, radio
2. The electric iron or the kettle

Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. Where can we read the power rating of an appliance?
b. What does the power rating of an appliance tell us?

Answers to the checkpoint questions are as follows:

a. On the back label of the appliance
b. It tells us how much electrical power an appliance uses.
16. Ask the learners if they have any questions and provide answers and explanations.

162 Grade 9 NATURAL SCIENCES Term 3

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F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Cost of electrical power 174-177

Solutions for all Cost of electrical power 237-247

Spot On Cost of electrical power 138-142

Top Class Cost of electrical power 187-192

Via Afrika Cost of electrical power 154-157

Platinum Cost of electrical power 187-191

Oxford Successful Cost of electrical power 160-162

Pelican Natural Sciences Cost of electrical power 300-315

Sasol Inzalo Bk B Cost of electrical power 176-179

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. http://www.eskom.co.za/sites/idm/SchoolYard/Documents/
EducatorguideScienceGr9.pdf [How to save energy]
2. https://www.youtube.com/watch?v=VSpB3HivkhY&t=36s (5min 20sec) [Basic
Electricity-Power and Watts]

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Term 3, Week 8, Lesson B

8B Lesson Title: Measure electrical power
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Measure electrical power

CAPS Page Number 76

Lesson Objectives
By the end of the lesson, learners will be able to:
• State that one watt of power is equal to one joule of energy supplied in a second
• State that 1 watt = 1 joule per second
• Explain that consumers pay for the quantity (amount) of power they use
• Explain that we can calculate the quantity of electrical power used by multiplying the
power rating of the appliance by the number of hours it was in use.

1. DOING SCIENCE 
Specific
Aims
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
 11. Doing Investigations

12. Recording
2. Observing  7. Raising Questions
Information

13. Interpreting
3. Comparing  8. Predicting
Information

4. Measuring 9. Hypothesizing 14. Communicating

10. Planning
5. Sorting & Classifying  Investigations
15. Scientific Process

164 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Cost of electrical power

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

N/A

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
What is electrical power?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
The rate of electrical energy supply

D ACCESSING INFORMATION
1. Write the following information on the chalkboard (always need to do this before you
start the lesson):
MEASURING ELRCTRICAL POWER

1. Electrical power is measured in units called watts (W) or kilowatts (kW).

2. 1 000 Watts = 1kW
3. One watt of power is equal to one joule of energy supplied in a second.
4. 1 Watt = 1 joule per second
5.
5. Consumers pay for the quantity (amount) of power they use.
6. An electric meter records how much electricity you have used so that the company
that is supplying the electricity can charge you the necessary costs.
7. The quantity of electrical power used is measured in kWh (kilowatt hours).
8. We can calculate the quantity of electrical power used by multiplying the power
rating of the appliance by the number of hours it was used for:
Electrical power used = power rating x number of hours used.

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 TOPIC: Cost of electrical power
2. Explain the following to the learners:
a. Electrical power is measured in units called watts (W) or kilowatts (kW):
b. 1 000 watts = 1kW
c. To convert watts to kilowatts, we divide by 1000.
d. One watt of power is equal to one joule of energy supplied in a second. Remember
that the joule is the unit of measure of energy. Therefore, the watt is a measure of
the rate at which energy is used: 1 watt = 1 joule per second.
e. Consumers pay for the quantity (amount) of power they use. The more power we
use, the more we have to pay.
f. If we use appliances with a higher power rating, it will cost more to run.
g. If we use appliances for longer periods of time, it will cost more to run.
h. An electric meter records how much electricity you have used so that the company
that is supplying the electricity can charge you the necessary costs.
i. The quantity of electrical power used is measured in kWh (kilowatt hours).
j. An electric meter records the amount of power used in kWh.
k. We can calculate the quantity of electrical power used by multiplying the power
rating of the appliance by the number of hours it was used for:
Electrical power used = power rating x number of hours used.

Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. How do we convert from watts to kilowatts?
b. How can we calculate the quantity of electrical power used?

Answers to the checkpoint questions are as follows:

a. Divide by 1000
b. Multiplying the power rating of the appliance by the number of hours it was in use

166 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Cost of electrical power

E CONCEPTUAL DEVELOPMENT
1. Divide the class into manageable groups. Give each group a copy of Resource 33: '
Power rating of different appliances' from the resource pack.
2. Write the following onto the chalkboard (always try to do this before the lesson starts):

ACTIVITY

Number of
Power rating Power rating Power used per
Appliance hours used per
(W) (kW) day (kWh)
day (hrs)

Television 140 6

Radio 80 2

Electric iron 2200 0.5

Toaster 1500 0.2

Kettle 2200 0.5

Electric carving
120 0.25
knife

Slow cooker 320 12

TASK 1

1. Copy the table into your workbooks.

2. Convert the power rating from watts to kilowatts and filling in the third column.
3. Calculate the power used per day and fill in the fifth column.

TASK 2

1. Arrange the appliances in order from those that use the most power to those that
use the least power every day.
2. Which appliance is used for the longest during the day?
3. Which appliance is used for the shortest during the day?
4. Which appliance do you think costs the most every day given the time that it is used
for?
3. Explain Task 1 to the learners as follows:
a. The table drawn on the chalkboard has five columns.
b. The first column has the following heading: Appliance.
c. The second column has the following heading: Power rating (W).
d. The third column has the following heading: Power rating (kW).Give learners some
time to do Task 1.

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 TOPIC: Cost of electrical power
e. The fourth column has the following heading: Number of hours used per day (hrs).
f. The fifth column has the following heading: Power used per day (kWh).
g. Remember that we divide by 1000 when we convert from watts to kilowatts.
h. Remember that we multiply the power rating of the appliance by the number of hours
it was used to calculate the quantity of power used.
i. Work with the person sitting next to you and complete Task 1.
4. Give learners some time to do Task 1.
5. Ask learners to share their answers to Task 1 with the class.
6. Complete the table on the chalkboard.
7. Discuss the answers with the learners.
8. Model answer: Task 1
Number of
Power rating Power rating Power used per
Appliance hours used per
(W) (kW) day (kWh)
day (hrs)

Television 140 0.14 6 0.84

Radio 80 0.08 2 0.16

Electric iron 2200 2.2 0.5 1.1

Toaster 1500 1.5 0.2 0.3

Kettle 2200 2.2 0.5 1.1

Electric carving
120 0.12 0.25 0.03
knife

Slow cooker 320 0.32 12 3.84

9. Next, get the learners to do Task 2.

10. Explain Task 2 to the learners as follows:
a. Work on your own.
b. Answer the questions in Task 2.
11. Give learners some time to do Task 2.
12. Ask learners to share their answers to Task 2 with the class.
13. Discuss the answers with the learners.
14. Model answer: Task 2
1. Slow cooker, electric iron and kettle, television, toaster, radio, electric carving knife
2. Slow cooker
3. Electric carving knife
4. Slow cooker

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 TOPIC: Cost of electrical power
Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. Do you think it is a good idea to leave appliances running when they are not being
used? Why?
b. Where can we read off the amount of kWh that we have used?

Answers to the checkpoint questions are as follows:

a. Yes. Electrical appliances use electrical power to work, so they should be turned off
when they are not being used in order to save energy.
b. Electric meter

15. Ask the learners if they have any questions and provide answers and explanations.

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Cost of electrical power 174-177

Solutions for all Cost of electrical power 237-247

Spot On Cost of electrical power 138-142

Top Class Cost of electrical power 187-192

Via Afrika Cost of electrical power 154-157

Platinum Cost of electrical power 187-191

Oxford Successful Cost of electrical power 160-162

Pelican Natural Sciences Cost of electrical power 300-315

Sasol Inzalo Bk B Cost of electrical power 176-190

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. http://www.eskom.co.za/sites/idm/SchoolYard/Documents/
EducatorguideScienceGr9.pdf [How to save energy]
2. https://www.youtube.com/watch?v=41-37Kv_ljw (7min 27sec) [Electric power (1 of 3)
and Watts, an Explanation]

Grade 9 NATURAL SCIENCES Term 3 169

 TOPIC: Cost of electrical power

Term 3, Week 8, Lesson C

8C Lesson Title: Measure electrical power
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic The cost of electrical power

CAPS Page Number 76

Lesson Objectives
By the end of the lesson, learners will be able to:
• Explain that the cost is calculated by multiplying the power rating of the appliance by the
number of hours it was in use, multiplied by the unit price of electricity
• Explain that the unit price of electricity changes every year
• Explain that in South Africa, our electricity unit charges work on a sliding scale.

1. DOING SCIENCE 
Specific
Aims
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
11. Doing Investigations

12. Recording
2. Observing  7. Raising Questions
Information

13. Interpreting
3. Comparing  8. Predicting  Information

4. Measuring  9. Hypothesizing 14. Communicating

10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

170 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Cost of electrical power

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Resource 34: Sample Electricity tariff account

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
How much is 1 watt in terms of joules per second?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
1 joule per second

D ACCESSING INFORMATION
1. Write the following information on the chalkboard (always need to do this before you
start the lesson):
THE COST OF ELECTRICAL POWER

1. We can calculate the cost of electricity to the consumer.

2. The cost is calculated by multiplying the power rating of the appliance by the number
of hours it was in use, multiplied by the unit price of electricity.
Cost = power rating x number of hours used x unit cost of electricity.
3. The unit price of electricity changes every year.
4. In south africa, our electricity unit charges work on a sliding scale.
5. This means that the cost of electricity increases at certain intervals as you use more
electricity.
6. We can also load money on prepaid electricity cards to help us control and
understand how much energy we are consuming, and how much money we spend
on electricity.
7. To use prepaid electricity cards, we need to have a prepaid electricity meter.

Grade 9 NATURAL SCIENCES Term 3 171

 TOPIC: Cost of electrical power
2. Explain the following to the learners:
a. We can calculate the cost of electricity to the consumer.
b. The cost is calculated by multiplying the power rating of the appliance by the number
of hours it was in use, and then multiplied by the unit price of electricity.
c. The unit price of electricity changes every year.
d. In South Africa, our electricity unit charges work on a sliding scale
e. This means that the cost of electricity increases at certain intervals as you use more
electricity.
3. Show learners Resource 34: ‘Sample electricity tariff account’.
4. Explain the following to the learners:
a. Once a month, households receive an electricity tariff account that states how much
their electricity usage has cost for that month.
b. From the sample electricity tariff we can read:
i. The reading period, which is 31 days.
ii. The actual meter readings (power used in kWh) - note that there are two meter
readings on this sample.
iii. The daily average consumption, which is 35kWh.
iv. The structure of the charges which are on a sliding scale. From the sample,
we can see that the charge is R1.1065/kWh for the first 509.24 kWh. Then the
charge increases to R1.2698/kWh for the next 509.24kWh.
v. As the quantity of power used increases, so does the unit cost. This is a sliding
scale.
vi. A management levy, service charge, network charge and VAT charges are also
added onto the cost of electricity.
c. We should all know how to read our electricity tariff accounts and calculate our
electricity costs.
d. We can also load money on prepaid electricity cards. This means that our electricity
will switch off once all the money on the card has been used. This can help us
control and understand how much energy we are consuming and how much money
we spend on electricity.
e. We need to have a prepaid meter installed in our houses to use a prepaid electricity
card.
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. How do we calculate the cost of electrical power?
b. What is the quantity of electrical power measured in?

Answers to the checkpoint questions are as follows:

a. Multiply the power rating of the appliance by the number of hours it was in use,
multiplied by the unit price of electricity
b. kilowatt hours (kWh)

172 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Cost of electrical power

E CONCEPTUAL DEVELOPMENT
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

ACTIVITY

Power used per month - 30

Appliance Power used per day (kWh)
days (kWh)

Television 1

Radio 1.2

Electric iron 14

Toaster 0.2

Kettle 4

Electric carving knife 13.2

Electricity cost sliding scale for 2017

Step Cost (R/kWh)

Step 1 [0 < 509.24kWh] 1.1065

Step 2 [509.24 - 1018.48kWh] 1.2698

TASK 1

1. Copy the tables into your workbooks.

2. Convert the power used per day into power used per month by multiplying each
value by 30.
3. Calculate the total power used in kWh for the month.
4. Use the sliding scale in the table to calculate the cost of the total cost of electricity
for that month.

TASK 2

1. The power rating of an LED light bulb is 30 watts. Busi has 11 LED light bulbs in
her restaurant. Busi leaves each light on for 5 hours every day. The unit cost of
electricity is R 1.12 per kWh.
a. How much electrical power in kWh do all the lights in Busi's restaurant use every
day?
b. How much electrical power in kWh do all the lights in Busi's restaurant use every
month (30 days)?
c. How much does it cost Busi every month to keep the lights on?
2. The monthly cost to run a 2kW geyser for 5 hours a day is R 300. Calculate the unit
cost of electricity in R/kWh.

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 TOPIC: Cost of electrical power
2. Explain Task 1 to the learners as follows:
a. There are two tables drawn on the chalkboard.
b. The first table drawn on the chalkboard has three columns.
c. The first column has the following heading: Appliance.
d. The second column has the following heading: Power used per day (kWh).
e. The third column has the following heading: Power used per month - 30 days (kWh).
f. The second table drawn on the chalkboard has two columns.
g. The second table shows the rates used on a sliding scale for 2017.
h. Remember that a sliding scale means that the cost of electricity increases as more
electricity is used.
i. The first column has the following heading: Step.
j. The second column has the following heading: Cost (R/kWh).
k. Work with the person sitting next to you and complete Task 1.
3. Give learners some time to do Task 1.
4. Ask learners to share their answers to Task 1 with the class.
5. Copy the table on to the chalkboard.
6. Discuss the answers with the learners.
7. Model answer: Task 1

Appliance Power rating (W) Power rating (kW)

Television 1 30

Radio 1.2 36

Electric iron 14 420

Toaster 0.2 6

Kettle 4 120

Electric carving knife 13.2 396

3. 1 008 kWh
4. Total cost for Step 1 [0 < 509.24kWh] = 509. 24 x 1.1065
= R563.47

kWh left after step 1 = 1008 - 509.24

= R498.76

Step 2 [509.24 - 1018.48kWh] = 498.76 x 1.2698

= R633.33

The total cost = 498.76 + 633.33

= R1 132.09

174 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Cost of electrical power
8. Next, get the learners to do Task 2.
9. Explain Task 2 to the learners as follows:
a. Work on your own.
b. Answer the questions in Task 2.
10. Give learners some time to do Task 2.
11. Ask learners to share their answers to Task 2 with the class.
12. Discuss the answers with the learners.
13. Model answer: Task 2
1.
a. Electrical power per day = 30 watts x 11 light bulbs x 5 hours
1650xWh ÷ 1 000 - 1.65 kWh = 1650 Wh
b. 1.65 kWh x 30 = 49.5 kWh
c. 49.5 kWh x 1.12 = R 55.4
2. 2 kW x 5 hrs = 10 kWh per day
10 kWh x 30 days = 300 kWh per mpnth
Unit cost = R300
300 kWh
=1R
kWh
= 1 R / kWh

Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. What advantages dos a prepaid meter and prepaid electricity card offer?
b. What does it mean to use a sliding scale as the unit cost of electricity?

Answers to the checkpoint questions are as follows:

a. It can help us control and understand how much energy we are consuming and how
much money we spend on electricity.
b. The more electricity you use, the more you will pay per unit.

Grade 9 NATURAL SCIENCES Term 3 175

 TOPIC: Cost of electrical power

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Cost of electrical power 174-177

Solutions for all Cost of electrical power 237-247

Spot On Cost of electrical power 138-142

Top Class Cost of electrical power 187-192

Via Afrika Cost of electrical power 154-157

Platinum Cost of electrical power 187-191

Oxford Successful Cost of electrical power 160-162

Pelican Natural Sciences Cost of electrical power 300-315

Sasol Inzalo Bk B Cost of electrical power 176-190

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. http://www.eskom.co.za/sites/idm/SchoolYard/Documents/
EducatorguideScienceGr9.pdf [How to save energy]
2. https://www.youtube.com/watch?v=pffcs7Vlo-w (5min 53sec) [The cost of electricity -
GCSE Physics]
3. https://www.youtube.com/watch?v=nnsl-lIihdM (5min 42sec) [Electric Power (3 of 3)
Calculating the Cost of Electric Power]

176 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Cost of electrical power

Term 3, Week 9, Lesson A

Lesson Title: Compare energy consumption of
9A appliances I
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Energy consumption of appliances

CAPS Page Number 76

Lesson Objectives
By the end of the lesson, learners will be able to:
• State that different appliances consume different amounts of energy
• Explain that fluorescent light bulbs are more energy efficient than incandescent light
bulbs
• Explain that appliances that use less energy to work will reduce the cost of electricity.

1. DOING SCIENCE
Specific
Aims
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
11. Doing Investigations

12. Recording
2. Observing 7. Raising Questions
Information

13. Interpreting
3. Comparing  8. Predicting
Information

4. Measuring 9. Hypothesizing 14. Communicating 
10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

Grade 9 NATURAL SCIENCES Term 3 177

 TOPIC: Cost of electrical power

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Resource 35: Incandescent and fluorescent
light bulbs

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
How do we calculate the cost of electricity that an appliance uses?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
The cost is calculated by multiplying the power rating of the appliance by the number of hours
it was in use, multiplied by the unit price of electricity.

D ACCESSING INFORMATION
1. Write the following information on the chalkboard (always need to do this before you
start the lesson):
COMPARE THE COST OF ELECTRICAL POWER

1. Different appliances consume different amounts of energy.

2. Some appliances that do the same thing are more energy efficient than other
appliances.
3. Fluorescent light bulbs are more energy efficient than incandescent light bulbs.
4. Fluorescent light bulbs still need electricity to work, but they use much less electricity
than incandescent light bulbs to light up a room.
5. Appliances that use less energy to work will reduce the cost of electricity.

2. Explain the following to the learners:

a. Different appliances consume different amounts of energy.
b. Some appliances that do the same thing are more energy efficient than other
appliances.
c. Fluorescent light bulbs are more efficient than incandescent light bulbs.
3. Show learners Resource 35: ‘Incandescent and fluorescent light bulbs’.
4. Explain the following to the learners:
a. Fluorescent light bulbs still need electricity to work, but they use much less electricity
than incandescent light bulbs to light up a room.

178 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Cost of electrical power
b. Appliances that use less energy will reduce the cost of electricity.
c. New, more modern appliances may be more expensive to purchase, but they often
use less electricity than older appliances. In the long term, we can save energy and
money. Some appliances also have a lower environmental impact.
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. How do appliances that use less electricity affect our electricity costs?
b. Why are fluorescent light bulbs better to use than incandescent light bulbs?

Answers to the checkpoint questions are as follows:

a. They reduce our electricity costs.
b. Fluorescent light bulbs have a lower power rating and use less electricity than the
incandescent light bulbs to do the same job.

E CONCEPTUAL DEVELOPMENT
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

ACTIVITY

Appliance Power rating (watts)

Incandescent light bulb 60

Fluorescent light bulb 11

Old box TV 130

Flat screen TV 74

TASK 1

1. Copy the table into your workbooks.

2. Which light bulb would you install in your house?
3. Why would you choose that light bulb?

TASK 2

1. Tom is trying to reduce his electricity costs. He has already replaced all his
incandescent light bulbs with more energy efficient fluorescent light bulbs. His
brother is giving him a free flat screen TV. Tom already has an old box TV in his
house and is wondering if he should or should not replace it with a newer flat screen
TV. Use the table to advise Tom on what he should do.
2. Explain Task 1 to the learners as follows:
a. The table drawn on the chalkboard has two columns.
b. The first column has the following heading: Appliance.
c. The second column has the following heading: Power rating (watts).
d. Work with the person sitting next to you and complete Task 1.

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 TOPIC: Cost of electrical power
3. Give learners some time to do Task 1.
4. Ask learners to share their answers to Task 1 with the class.
5. Discuss the answers with the learners.
6. Model answer: Task 1
2. Fluorescent light bulb
3. Fluorescent light bulbs have a lower power rating (11 watts) than incandescent light
bulbs (60 watts). Lowering the power rating of appliances will reduce the cost of
electricity
7. Next, get the learners to do Task 2.
8. Explain Task 2 to the learners as follows:
a. Work on your own.
b. Answer the questions in Task 2.
9. Give learners some time to do Task 2.
10. Ask learners to share their answers to Task 2 with the class.
11. Discuss the answers with the learners.
12. Model answer: Task 2
4. Tom should accept the flat screen TV from his brother and use it instead of the old
box TV. The flat screen TV has a lower power rating (74 watts) than the old box
TV (130 watts). Lowering the power rating of appliances will reduce the cost of
electricity.

Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. True or false? Appliances that use less electricity are better for the environment.
b. Can you give reasons for your answer?

Answers to the checkpoint questions are as follows:

a. True
b. Electricity is produced through the burning of coal. When coal is burned, it releases
gases such as carbon dioxide, harming the environment. Using less electricity
reduces the amount of coal we use. This is less harmful to the environment.

13. Ask the learners if they have any questions and provide answers and explanations.

180 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Cost of electrical power

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Cost of electrical power 174-177

Solutions for all Cost of electrical power 237-247

Spot On Cost of electrical power 138-142

Top Class Cost of electrical power 193

Via Afrika Cost of electrical power 158-163

Platinum Cost of electrical power 192-193

Oxford Successful Cost of electrical power 162-163

Pelican Natural Sciences Cost of electrical power 300-315

Sasol Inzalo Bk B Cost of electrical power 191-192

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. http://www.eskom.co.za/sites/idm/SchoolYard/Documents/
EducatorguideScienceGr9.pdf [How to save energy]
2. https://www.youtube.com/watch?v=76SHiFQq4t0 (5min 24sec) [LED vs CFL vs
Incandescent A19 Light Bulbs]
3. https://www.youtube.com/watch?v=TdI98ciCf3c (2min 27sec) [Energy Efficiency At
Home: Appliances]

Grade 9 NATURAL SCIENCES Term 3 181

 TOPIC: Cost of electrical power

Term 3, Week 9, Lesson B

Lesson Title: Compare energy consumption of
9B appliances II
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Alternative appliances

CAPS Page Number 76

Lesson Objectives
By the end of the lesson, learners will be able to:
• State that alternative appliances and systems can be used to reduce electricity usage
and costs
• Explain that solar heating panels can be used to reduce electricity usage and costs.

1. DOING SCIENCE 
Specific
Aims
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
 11. Doing Investigations

12. Recording
2. Observing  7. Raising Questions
Information

13. Interpreting
3. Comparing  8. Predicting
Information

4. Measuring 9. Hypothesizing 14. Communicating

10. Planning
5. Sorting & Classifying  Investigations
15. Scientific Process

182 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Cost of electrical power

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

Resource 36: Solar water heating diagram

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
Are fluorescent light bulbs less costly than incandescent light bulbs?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
Fluorescent light bulbs are less costly. They have a lower power rating and use less energy to
light up a room.

D ACCESSING INFORMATION
1. Write the following information on the chalkboard (always need to do this before you
start the lesson):
WAYS TO USE ENERGY MORE CAREFULLY

1. Leaving appliances on all the time, or using appliances that have high power ratings,
like ovens and heaters, uses a lot of electricity.
2. These are some ways in which we can reduce our electricity usage:
●● Switching off appliances when they are not in use
●● Drying clothes on a washing line instead of a tumble drier
●● Closing doors and wearing warm clothing instead of using heaters.
3. The more electricity we use, the more coal we need to burn to produce more
electricity.
4. The more coal we burn, the more we pollute the air around us. This has a having a
negative impact on the environment.
5. We should not only use appliances that use less electricity, but we should also
consider alternative appliances that do not use any electricity.

Grade 9 NATURAL SCIENCES Term 3 183

 TOPIC: Cost of electrical power
ALTERNATIVE APPLIANCES

1. Alternative appliances or systems can also be used to reduce electricity.

2. Solar heating panels can be used to heat water in homes.
3. Solar heating panels can be used instead of electric geysers. Electric geysers have
3.
a very high power rating and contribute greatly to the cost of electricity.
4. A solar heating panel does not need electricity to heat up the water, and it reduces
the cost of electricity.
5. Solar heating panels use renewable energy from the Sun to heat water.
6. Special solar energy collectors collect the heat energy from the Sun and heat water
in a tank by convection.
2. Explain the following to the learners:
a. Leaving appliances on all the time, or using appliances that have high power ratings,
like ovens and heaters, uses a lot of electricity. Leaving the lights on unnecessarily
can also be very wasteful over long periods of time.
b. These are some ways in which we can reduce our electricity usage:
c. switching off appliances when they are not in use
d. drying clothes on a washing line instead of a tumble drier
e. closing doors and wearing warm clothing instead of using heaters.
f. The more electricity we use, the more coal we need to burn to produce more
electricity. The more coal we burm, the more we pollute the air around us through
the emission of carbon dioxide and other fumes. This contributes to global warming
and has a negative impact on the environment.
g. We should not only use appliances that use less electricity, but we should also
consider alternative appliances that do not use any electricity. For example, we
could use candles instead of lights when we do not need too much light.
h. Alternative appliances or systems can also be used to reduce electricity.
i. For example, solar heating panels can be used to heat water in homes.
3. Show learners Resource 36: ‘Solar water heater diagram’.
4. Explain the following to the learners:
a. Solar heating panels can be used instead of electric geysers.
b. No electricity is needed to heat up the water, and the cost of electricity is reduced.
c. Many solar heating panels have been installed in low cost housing to assist people
who cannot afford electricity costs.
d. Solar heating panels use renewable energy from the Sun to heat water.
e. Special solar energy collectors collect the heat energy from the Sun and heat water
in a tank by convection.
f. Remember convection is the heating of water or air because of warmer particles
moving up and cooler particles sinking, thus forming convection currents.

184 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Cost of electrical power
Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. How do solar heating panels heat water?
b. Why are solar heating panels useful for saving electricity costs?

Answers to the checkpoint questions are as follows:

a. They use the energy from the Sun.
b. Solar heating panels do not use electricity to heat water and can be used instead of
electric geysers. This reduces the quantity of power used, which reduces electricity
costs.

E CONCEPTUAL DEVELOPMENT
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

ACTIVITY

1. List some possible ways in your home to reduce electricity costs.

2. Why is it a good idea to use less electricity other than to reduce our electricity costs?
3. How does a solar heating panel reduce electricity costs?

TASK 1

Answer questions 1-2.

TASK 2

Answer question 3.

2. Explain Task 1 to the learners as follows:

a. Work on your own.
b. Complete Task 1 by answering questions 1-2.
3. Give learners some time to complete Task 1.
4. Ask learners to share their answers to Task 1 with the class.
5. Write the answers on the chalkboard.
6. Model answer: Task 1
1. Any of the following:
●● Switching off appliances when they are not in use
●● Drying clothes on a washing line instead of a tumble drier
●● Closing doors and wearing warm clothing instead of using heaters
●● Using candles instead of lights
●● Opening windows and doors and wearing light clothing, when it is hot in summer,
instead of using air conditioners
●● Decide what you want to take out of the fridge before you open it
●● Any others that are valid.

Grade 9 NATURAL SCIENCES Term 3 185

 TOPIC: Cost of electrical power
2. The more electricity we use, the more coal we need to burn to produce more
electricity. As we burn more and more coal, the more we pollute the air around us
through the emission of carbon dioxide and other fumes. This contributes to global
warming and has a negative impact on the environment.
7. Next, get the learners to do Task 2.
8. Explain Task 2 to the learners as follows:
a. Work on your own.
b. Answer the question in Task 2.
9. Give learners some time to do Task 2.
10. Ask learners to share their answers to Task 2 with the class.
11. Discuss the answers with the learners.
12. Model answer: Task 2
3. Solar heating panels use the renewable energy from the Sun to heat water. Special
solar energy collectors collect the heat energy from the Sun and heat water in a tank
by convection. They do not use electricity to heat water.

Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. True or false? Reducing electricity usage will reduce our cost of electricity.
b. True or false? Solar heating panels and incandescent light bulbs are examples of
appliances or systems that help us to save energy.

Answers to the checkpoint questions are as follows:

a. True
b. False. Solar heating panels and fluorescent light bulbs are examples of appliances
or systems that help us to save energy.

13. Ask the learners if they have any questions and provide answers and explanations.

186 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Cost of electrical power

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Cost of electrical power 174-177

Solutions for all Cost of electrical power 237-247

Spot On Cost of electrical power 138-142

Top Class Cost of electrical power 193

Via Afrika Cost of electrical power 158-163

Platinum Cost of electrical power 192-193

Oxford Successful Cost of electrical power 162-163

Pelican Natural Sciences Cost of electrical power 300-315

Sasol Inzalo Bk B Cost of electrical power 191-192

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. http://www.eskom.co.za/sites/idm/SchoolYard/Documents/
EducatorguideScienceGr9.pdf [How to save energy]
2. https://www.youtube.com/watch?v=NsCZD1MZPPo (1min 25sec) [My Energy: How
Solar Heaters Work]

Grade 9 NATURAL SCIENCES Term 3 187

 TOPIC: Cost of electrical power

Term 3, Week 9, Lesson C

9C Lesson Title: Careers in the energy sector
Time for lesson: 1 hour

A POLICY AND OUTCOMES

Sub-Topic Careers in the energy sector

CAPS Page Number 76

Lesson Objectives
By the end of the lesson, learners will be able to:
• List some careers involved in the energy sector
• Explain the role of these careers in the energy sector.

1. DOING SCIENCE 
Specific
2. KNOWING THE SUBJECT CONTENT & MAKING CONNECTIONS 
Aims
3. UNDERSTANDING THE USES OF SCIENCES & INDIGENOUS KNOWLEDGE 

SCIENCE PROCESS SKILLS

1. Accessing & recalling 6. Identifying problems
Information
 & issues
 11. Doing Investigations

12. Recording
2. Observing 7. Raising Questions
Information
13. Interpreting
3. Comparing  8. Predicting
Information

4. Measuring 9. Hypothesizing 14. Communicating

10. Planning
5. Sorting & Classifying 15. Scientific Process
Investigations

188 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Cost of electrical power

B POSSIBLE RESOURCES
For this lesson, you will need:

IDEAL RESOURCES IMPROVISED RESOURCES

N/A

C CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.
2. Write the following question onto the chalkboard before the lesson starts:
Why should we consider using solar heating panels instead of geysers to heat water?
3. Learners should enter the classroom, then discuss the question with the teacher and
then answer it in their workbooks.
4. Discuss their answers with the learners.
5. Write the model answer onto the chalkboard.
Electric geysers have a very high power rating and contribute greatly to the cost of electricity.
A solar heating panel does not need electricity to heat up the water, and it reduces the cost
of electricity. Solar heating panels also use renewable energy and are less harmful to the
environment.

D ACCESSING INFORMATION
1. Write the following information on the chalkboard (always need to do this before you
start the lesson):
CAREERS IN THE ENERGY SECTOR

1. Many careers that can be followed for maintaining and improving appliances and
energy systems.
2. Electricians install, repair and maintain electrical components. They also wire homes
and other machines.
3. Electrical engineers study electricity, electronics and electromagnetism. Engineers
also study ways in which electricity can be saved. They invent appliances and
electronic devices that are more energy efficient.
4. Artisans build the electronic components, appliances, machines or systems that are
needed in the energy sector.
5. Information technology (it) specialists mainly work with computers and technology.
They design, build and test software. They ensure that all the electrical systems
work efficiently and effectively.

Grade 9 NATURAL SCIENCES Term 3 189

 TOPIC: Cost of electrical power
2. Explain the following to the learners:
a. There are many careers that can be followed that deal with maintaining and
improving appliances and energy systems so that they are more energy efficient and
less costly.
b. Electricians install, repair and maintain electrical components. They also wire homes
and other machines.
c. Electrical engineers study electricity, electronics and electromagnetism. Engineers
also study ways in which electricity can be saved and used efficiently by inventing
appliances and electronics that are more energy efficient.
d. Artisans build the electronic components, appliances, machines or systems that are
needed in the energy sector.
e. Information Technology (IT) specialists mainly work with computers and technology.
They design, build and test software. This ensures that electrical systems work
efficiently and effectively.
f. It is important for people to follow these careers. Without such skilled people, we
would not be able to improve the function and use of our power supply.
g. They are constantly looking for new technologies and methods of improving the
living conditions of people.

Checkpoint 1

Ask the learners the following questions to check their understanding at this point:
a. Why is it important for people to be involved in careers that relate to electricity and
electricity use?
b. Which career is involved in the designing of software that ensures that electrical
systems work efficiently and effectively?

Answers to the checkpoint questions are as follows:

a. All the current electrical inventions that we have were once invented by people that
followed these careers. In order to improve our technology and reduce the cost of
electricity, we need people to constantly come up with new technologies.
b. IT specialists

190 Grade 9 NATURAL SCIENCES Term 3

 TOPIC: Cost of electrical power

E CONCEPTUAL DEVELOPMENT
1. Write the following onto the chalkboard (always try to do this before the lesson starts):

ACTIVITY

In manageable groups, discuss the following two tasks.

TASK 1

Write a sentence explaining the purpose of each career in the energy sector.

TASK 2

1. Which career in the energy sector do you like the most and why?
2. Present your answers to the class.
2. Explain Task 1 to the learners as follows:
a. Work in your groups.
b. Complete Task 1 by answering questions 1.
3. Give learners some time to complete Task 1.
4. Ask learners to share their answers to Task 1 with the class.
5. Write the answers on the chalkboard.
6. Model answer: Task 1
●● Electricians install, repair and maintain electrical components. They also wire homes
and other machines.
●● Electrical engineers study electricity, electronics and electromagnetism. Engineers
also study ways in which electricity can be saved and used efficiently by inventing
appliances and electronics that are more energy efficient.
●● Artisans build the electronic components, appliances, machines or systems that are
needed in the energy sector.
●● Information Technology (IT) specialists mainly work with computers and technology.
They design, build and test software. They ensure that electrical systems work
efficiently and effectively.
7. Next, get the learners to do Task 2.
8. Explain Task 2 to the learners as follows:
a. Work in your groups.
b. Answer the questions in Task 2.
9. Give learners some time to do Task 2.
10. Ask learners to present their answers to Task 2 with the class.
11. Discuss the answers with the learners.
12. Model answer: Task 2

2. Answers will differ depending on learner preferences.

Grade 9 NATURAL SCIENCES Term 3 191

 TOPIC: Cost of electrical power
Checkpoint 2

Ask the learners the following questions to check their understanding at this point:
a. Which career is involved in the repairing of electrical components and ensuring
correct and legal wiring has been done in houses?
b. Which career would attempt to improve the design of a geyser to make it more
energy efficient?

Answers to the checkpoint questions are as follows:

a. Electricians
b. Electrical engineers

13. Ask the learners if they have any questions and provide answers and explanations.

F REFERENCE POINTS FOR FURTHER DEVELOPMENT

If you need additional information or activities on this topic, you can find these in your
textbook on the following pages:

NAME OF TEXTBOOK TOPIC PAGE NUMBER

Step-by-Step Cost of electrical power 174-177

Solutions for all Cost of electrical power 248-250

Spot On Cost of electrical power 138-142

Top Class Cost of electrical power 193-194

Via Afrika Cost of electrical power 158-163

Platinum Cost of electrical power 193-194

Oxford Successful Cost of electrical power 163

Pelican Natural Sciences Cost of electrical power 300-315

Sasol Inzalo Bk B Cost of electrical power 193-194

G ADDITIONAL ACTIVITIES/ READING

In addition, further reading, listening or viewing activities related to this sub-topic are available
through the following web links:
1. http://www.eskom.co.za/sites/idm/SchoolYard/Documents/
EducatorguideScienceGr9.pdf [How to save energy]
2. https://www.youtube.com/watch?v=L5OSflBilXU (5min 43sec) [Electrical
Engineering: What can you do with your degree?]

192 Grade 9 NATURAL SCIENCES Term 3

 NATURAL
SCIENCES
ASSESSMENT
GRADE 9 TERM 3
Grade 9 NATURAL SCIENCES Term 3 193
 GRADE 9 ASSESSMENT

●● This section presents the CAPS assessment requirements for this grade for this term.
●● See your prescribed textbooks for examples of the required assessments.

CAPS Assessment

Assessment is a continuous planned process that involves identifying, gathering, interpreting and
diagnosing information about the performance of learners.

Assessment involves generating and collecting evidence of learner achievement and progress, and
using this information to understand and provide assistance to the learner during the process of teaching
and learning.

Assessment should be both formal and informal:

a. Informal Assessment involves regular checking of learners’ class work and practical tasks;
asking questions; discussions; informal classroom interactions; and giving constructive
feedback. Informal assessment marks do not need to be recorded, but the teacher can make
notes for future reference.

b. Formal Assessment provides teachers with a systematic way of evaluating how well learners
are progressing. Formal Assessment consists of selected assessment tasks. These tasks are
stipulated by CAPS and the marks need to be recorded. These tasks are done throughout the
year, and include practical / investigations, project, tests and examinations.

i. Tests and Examinations

The weighting of the marks should reflect the time allocated to each section in the
curriculum content. Tests and exams should consist of a range of questions that cover
different cognitive levels: recall; understanding; application; evaluation; analysis; and
synthesis. CAPS aligned tests and examinations, with accompanying memoranda, are
provided with these lesson plans.

ii. Practical / investigation tasks

Practical / investigation tasks give learners the opportunity to demonstrate knowledge,
skills and understanding. They form part of the activities included in these lesson plans.
Each term, one practical / investigation task has been selected for assessment. A rubric is
provided to conduct the assessment.

iii. Poject
Projects give learners the opportunity to demonstrate knowledge, skills, understanding
and application. The project can be given in any term but must be recorded for term 4
assessment.

A minimum mark allocation is prescribed in CAPS for, practical / investigation, projects, tests and
examinations for each grade. These are summarised, by grade, in the table below:

194 Grade 9 NATURAL SCIENCES Term 3

 GRADE 9 ASSESSMENT
Grade 9

Programme of Formal Assessment

TOTAL %
Formal
TERM 1 TERM 2 TERM 3 TERM 4 FOR THE
Assessments
YEAR
School-based Test 1 Test 2 Test 3 Practical task/
assessments [40 marks] [40 marks] [40 marks] investigation 4
[20 marks]
40%
Practical task/ Practical task/ Practical task/
investigation 1 investigation 2 investigation 3 Project
[20 marks] [20 marks] [20 marks] [50 marks]
Exams Exam 1 Exam 2
[60 minutes] on work from on work from
60%
terms 1 and 2 terms 3 and 4
[80 marks] [80 marks]
Number
of formal 2 3 2 3 Total: 100%
assessments

Refer to CAPS on the processes for converting marks to percentages and to the 7-point scale.

In this section of the booklet, you will find your science assessments for this term.

There are two assessments included:

1. A Practical Activity

The activity completed is drawn from one of the lessons in the lesson plans. The rubric or
memorandum attached in this pack will assist you with assessing the task completed by the learners.

2. A Test

The test included will need to be copied onto the chalkboard for learners to complete. There is also a
test memorandum included to assist you with marking the learners completed test scripts.

3. A Project

The project will be completed in Term 3, but the marks will be used in Term 4. The project focuses on
Term 3 work. There are instructions for learners and a memorandum is included to assist you with
marking the completed projects.

All of the assessments are aligned to CAPS requirements and the marks allocated for each
assessment are as stipulated in CAPS.

Grade 9 NATURAL SCIENCES Term 3 195

 GRADE 9 ASSESSMENT – PROJECT TERM 3

Natural Sciences
GRADE 9
Project
Information and instructions for the teacher

NOTE TO THE TEACHER

1. If possible, photocopy the project information for each learner. If this is not possible, write the
information on the chalkboard and have the learners copy it down.

2. This project will focus on NUCLEAR ENERGY.

3. Time needs to be taken to explain the project at the beginning of term 3.

4. A due date needs to be set for submission at the end of Term 3 or early in Term 4.

5. The project mark is to be used in Term 4.

6. This project is out of 50 marks.

7. The rubric for assessing the project is provided.

8. Ongoing support, encouragement and reminders should be provided for the learners.

9. The due date should be visibly displayed in the classroom.

196 Grade 9 NATURAL SCIENCES Term 3

 GRADE 9 ASSESSMENT – PROJECT TERM 3
Grade 9
Natural Sciences
Project

Topic: Nuclear Energy

50 Marks

Name or learner:

Due date:

INSTRUCTIONS TO THE LEARNERS

1. This project will be done individually.

2. Pay attention to the mark allocations.

3. The marks for this project count towards term 4 assessment.

4. Read through the entire project to ensure you understand the tasks.

5. Plan your time carefully.

6. NO LATE projects will be accepted.

7. Work neatly and pay attention to your presentation.

The project criteria:

• Complete the answers to the questions in your workbook.

• Submit evidence of all your interviews as proof of work. These can also be completed in your
workbook.

Step-by-step:

• Write the heading “Nuclear energy project” on paper or at the back of your workbook.

• Complete the tasks and questions below:

Grade 9 NATURAL SCIENCES Term 3 197

 GRADE 9 ASSESSMENT – PROJECT TERM 3
The questions and instructions:

1. Research and explain how nuclear energy is generated.

2. Explain what the advantages and disadvantages of nuclear energy are?

3. Read the passage below. It is a shortened version of an article that appeared in Fin24 on
22/03/2019. Read the article at least twice and then answer the following questions:

3.1. Do you think nuclear energy is a suitable energy source for South Africa? Justify your
answer with quotes from the article.

3.2. What other possible sources of renewable energy could be a suitable solution for South
Africa? Give reasons for your answer.

Zuma says nuclear could’ve solved load shedding

Former president Jacob Zuma, whose term in government has been blamed for SA’s current
power outages, has said the power crisis could have been avoided if the country had built nuclear
power stations.

In an interview with the Business day newspaper on Friday, Zuma said the expensive nuclear
build programme he supported during his presidency could have “solved our problems, once and
for all.”

Zuma, who resigned as president in mid-February 2018, said the Russians would have been the
most trustworthy country to carry out the project, because of their support in the struggle against
apartheid.

Plans put forward to build a second nuclear power station, with a cost thought to be around R1
trillion, were criticised as unaffordable during Zuma’s presidency.

A person from the Democratic Alliance said, “Our country is in a much worse economic (money)
position than we were a few years ago, we…cannot afford nuclear. We need to use different
energy sources by bringing renewable energy to the grid”.

Zuma’s spokesperson… did not immediately reply to a request for a comment on Friday. The
former president, however, told Business Day he is convinced nuclear is the right way to go.

South Africa has been experiencing rolling blackouts for the past week as Eskom struggles to
generate enough power to supply demand. According to Eskom, the shortages have been caused
by a lack of diesel supplies, scheduled and unscheduled outages at generation units, and the
devastating effect of the cyclone that hit lines from Mozambique.

A High Court in 2017 stopped the country’s nuclear plans, ruling that the processes to buy nuclear
were unlawful. This application to the High Court was brought by environmental activists.

In July 2018, President Cyril Ramaphosa told Russian president Vladimir Putin that South Africa
could not afford new nuclear reactors.

198 Grade 9 NATURAL SCIENCES Term 3

 GRADE 9 ASSESSMENT – PROJECT TERM 3
4. Using the questions that follow, interview 5 adults. DO NOT go to a stranger’s home alone. Try to
interview neighbours, family members or people you know. Include the interview sheets as proof
that the work has been completed thoroughly.

4.1. What do you know about nuclear energy?

4.2. What do you think the benefits of nuclear energy are?

4.3. What do you think the disadvantages of nuclear energy are?

4.4. Do you think nuclear energy is a good energy source for South Africa? Why/why not?

5. Using the information from your interviews, write 1-2 paragraphs discussing your findings? Use the
questions below to guide your thinking:

5.1. Did your interviewees know a lot about nuclear energy?

5.2. Did your interviewees know the benefits and disadvantages of nuclear energy?

5.3. What is the opinion of your interviewees about nuclear energy?

5.4. Do you think there is enough information available about nuclear energy for people to make
informed decisions about nuclear energy?

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 GRADE 9 ASSESSMENT – PROJECT TERM 3 MEMO
Project Assessment Rubric

Name or learner:

Date:

Excellence achieved Achieved Mostly achieved Was not Total

submitted
Score 10-8 7-4 4-1 0
Question 1 A full and detailed Explanation is Explanation is Work not
explanation of how nuclear correct but lacks incorrect, contains submitted
energy is generated all details. errors or is
including fuel. radioactivity, incomplete.
fission and generation.
Question 2 At least 3 advantages are At least 2 At least 1 Work not
discussed in detail. advantages are advantage is submitted
discussed in discussed in some
At least 4 disadvantages are
some detail. detail.
discussed in detail.
2-3 disadvantages 1-2 disadvantages
are discussed in are discussed in
some detail. some detail.
Question 3 A strong argument is made A reasonable An attempt at Work not
with quotes from the article. argument is made argument is submitted
with quotes from made at least one
At least two suitable sources
the article. reference to the
of renewable energy are
article.
named with logical reasons. At least two
suitable sources At least one
of renewable suitable source of
energy are renewable energy
named with some is named with
reasoning. some reasoning.
Question 4 All 5 interviews were All 5 interviews All 5 interviews Work not
conducted. were conducted. were conducted. submitted

Interviews are detailed and Interviews show Interviews lack

thorough. some detail. detail.

Information is organised and Information is

orderly. organised.
Question 5 Clear and logical Some conclusions An attempt to draw Work not
conclusions are drawn from are drawn from conclusions from submitted
the interviews. the interviews. the interviews has
been made.
Opinions are logical and Opinions show
justified with evidence logic and an Opinions are
drawn from the interviews. attempt has been expressed without
made to reference referencing
the interviews. interviews.
50 marks

200 Grade 9 NATURAL SCIENCES Term 3

 GRADE 9 ASSESSMENT – PRACTICAL TASK TERM 3

Natural Sciences
Grade 9
Practical Task
Term 3

20 Marks
Time allocation: 40 minutes (15 minutes preparation, 25
minutes task time)

NOTE TO THE TEACHER:

1. This practical activity will be completed as part of Section E of lesson 2B.

2. This practical will take place during the lesson after the teaching component in Section D,
“Accessing Information”.

3. The first 15 minutes will be used to teach section D and prepare learners for the practical task.

4. The next 25 minutes will be used to complete the practical activity as outlined in Section E.

5. The instructions and content of the practical task should be written on the chalkboard for the
learners.

6. The memo for assessing the practical task is provided.

7. This will be a pair-work or small-group work lesson.

8. Should there be insufficient equipment, this can be done as a demonstration lesson.

9. The following equipment will need to be collected before the lesson:

• a plastic ruler

• a Perspex ruler

• tissue or toilet paper sheets

• a glass rod

• string

• a woolen jersey/ sock or similar

10. Ensure that all the materials have been collected before the practical lesson. This may take a few
days. Allow enough time for this.

11. The learners should complete the drawings/ graphs with a sharp pencil and the written answers
should be completed in pen.

Grade 9 NATURAL SCIENCES Term 3 201

 GRADE 9 ASSESSMENT – PRACTICAL TASK TERM 3 MEMO

Grade 9
Natural Sciences
Term 3
Practical
Memorandum
CAPS Topic Task Expected answer(s) Marks
1
repel  2
Forces 1.1
attract 
Forces 1.2 positively  1
Forces 1.3 gains  1
Forces 1.4 Paper was attracted to the ruler.  1
Forces 1.5 The ruler and paper have different charges.  1
Forces 1.6 Paper was attracted to the ruler.  1
The rule of attraction states that like charges 2
Forces 1.7 will repel each other  and unlike charges will
attract each other. 
Forces 1.8 Neutral  1
2.
Forces They attracted each other.  The Perspex 3
2.1 ruler has a positive charge  and the plastic
ruler has a negative charge. 
Forces 2

2.2


They repelled each other.  The perspex ruler 3
has a negative charge and the glass rod has
Forces 2.3
a negative charge.  Objects with the same
charge will repel each other.
Forces 2

2.4


TOTAL 20

202 Grade 9 NATURAL SCIENCES Term 3

 GRADE 9 ASSESSMENT – TEST TERM 3

Grade 9
Natural Sciences
Term 3
Test
40 Marks
80 Minutes

NOTE TO THE TEACHER:

If possible, photocopy this test for each learner. If this is not possible, write the test on the
chalkboard.

INSTRUCTIONS TO THE LEARNERS

1. Answer all questions in blue or black ink.

2. Read each question carefully before answering it.

3. Pay attention to the mark allocations.

4. Plan your time carefully.

5. Write your answers in the spaces provided.

6. Write neatly.
PRACTICE QUESTION

Read the question and circle the letter that shows the correct answer.

1.1 What is the unit used to measure force?

a. Joules

b. Newtons

c. Tons

d. Metrics
You have answered correctly if you have circled B

QUESTION 1: MULTIPLE CHOICE [4]

Read each question and circle the letter that shows the correct answer.

1.1. Which one of these is NOT an example of a resistor?

a. bulbs

b. motors

c. rheostats

d. copper wires

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 GRADE 9 ASSESSMENT – TEST TERM 3
1.2. Which of these statements is false?

a. An atom consists of a nucleus with a cloud of positively charged electrons spinning

around it.

b. Inside the nucleus there are positively charged protons and neutral neutrons.

c. The protons and neutrons are held together by very strong forces.

d. Atoms are electronically neutral unless electrons are added or removed.

1.3. Which of these is an example of a field force?

a. compression force

b. tension force

c. electrostatic force

d. contact force
1.4. Which one of these statements is true?

a. Electrical energy is energy resulting from the storage of electrical charge.

b. A cell stores chemical substances as potential energy.

c. The electrical charge that moves from the cell along the conducting wires of a circuit has
low kinetic energy.

d. Electrical energy is not a form of kinetic energy.

QUESTION 2: MATCH THE COLUMNS [4]

Instructions:

Match the sentences in COLUMN A with the words in COLUMN B.

Draw a line to join the sentence in COLUMN A with the correct word in COLUMN B. Do this as shown in
the example below.

COLUMN A COLUMN B
example Needed by all living things to survive A. Particle
2.1. A device that transfers kinetic energy to electrical energy. B. Element
2.2. A device used to measure current. C. Biofuel
2.3. Unit of measure for current. D. Vacuum
2.4. ohm E. Air

204 Grade 9 NATURAL SCIENCES Term 3

 GRADE 9 ASSESSMENT – TEST TERM 3
QUESTION 3 [5]
Write the word or words that is/are being described in the sentences below.

Only write the answer.

3.1. Unit to measure resistance.

_______________________________

3.2. An element used as fuel in the generation of electricity at nuclear power stations.

_______________________________

3.3. Two or more cells forming a chemical system that stores electrical potential energy.

_______________________________

3.4. An element used as nuclear fuel in the generation of electricity at nuclear power stations.

_______________________________

3.5. Devices that change the voltage of electricity.

_______________________________

QUESTION 4 [6]
Look at the diagram below and answer the questions that follow:

NOTE: All the light bulbs and the cells in the circuit are identical. V stands for voltmeter and A stands
for ammeter.

Grade 9 NATURAL SCIENCES Term 3 205

 GRADE 9 ASSESSMENT – TEST TERM 3
4.1. Write an equation that shows the relationship between voltmeters 1, 2 and 3.

_____________________________________________________

4.2. If the reading on ammeter 1 is 5A and the reading on ammeter 3 is 2A, what will the reading
on ammeter 2 be?

_____________________________________________________

4.3. Which bulb will glow the brightest, a, b or c? Give a reason for your answer.

______________________________________________________

4.4. If another two cells are connected in series to the existing cells, what will happen to the total
voltage in the circuit?

_______________________________________________________

4.5. If the two cells are connected in parallel to the existing two cells, what will happen to the total
voltage in the circuit?

________________________________________________________

4.6. If the extra two cells are now added in parallel to the existing cells in the circuit, what will
happen to the total voltage?

________________________________________________________

QUESTION 5 [9]
Look at the information on the table below and answer the question that follow:

APPLIANCE POWER RATING (Watts)

Electric kettle 2000
Electric iron 2100
Electric geyser 2200
Incandescent light bulb 60
Fluorescent light bulb 11

206 Grade 9 NATURAL SCIENCES Term 3

 GRADE 9 ASSESSMENT – TEST TERM 3
5.1. Draw a bar graph to show the power rating of the different appliances on the table above. The
appliances must be represented on the X-axis and the power rating on the Y-axis.

5.2. How long would it cost in Rands to use the electric geyser for 5 hours continuously if the cost
of electricity is 180c per kilowatt hour? (Show all calculations).

___________________________________________________________

5.3. Would you use incandescent or fluorescent light bulbs in your home? Give a reason for your
answer.

___________________________________________________________

___________________________________________________________

QUESTION 6 [12]
6.1. Write a basic explanation as to how nucleur energy is produced.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

6.2. Name 1 disadvantage of nucleur energy.

___________________________________________________________

6.3. Name 1 advantage of nucleur energy.

____________________________________________________________

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 GRADE 9 ASSESSMENT – TEST TERM 3
6.4. Considering all the forms of energy available to manufacture electricity, which two do you
think are the most suitable for South Africa? Give a reason for your answer.

____________________________________________________________

____________________________________________________________

6.5. In your opinion, are coal fired power stations a good long-term solution for energy generation?
Give a reason for your answer,

____________________________________________________________

____________________________________________________________

____________________________________________________________
Total: 40 marks

208 Grade 9 NATURAL SCIENCES Term 3

 GRADE 9 ASSESSMENT – TEST TERM 3 MEMO

Grade 9
Natural Sciences
Term 3

Test
Memorandum

CAPS Topic Questions Expected answer(s) Marks

1
Resistance 1.1 D 1
Forces 1.2 A 1
Forces 1.3 C 1
Electric cells as energy 1.4 B 1
systems
2.
Electricity and the national 2.1 B 1
electricity grid
Series and parallel circuits 2.2 A 1
Series and parallel circuits 2.3 C 1
Resistance 2.4 D 1
3.
Resistance 3.1 ohm  1
Energy and the national 3.2 uranium  1
electricity grid
Energy and the national 3.3 battery  1
electricity grid
Series and parallel circuits 3.4 electron  1
Series and parallel circuits 3.5 transformers  1
4.
Series and parallel circuits 4.1 V1 = V2 + V3  1
Series and parallel circuits 4.2 3A  1
Series and parallel circuits 4.3 a

1
Series and parallel circuits 4.4 Lightbulbs b and c will share the current 1
through the pathway 
Series and parallel circuits 4.5 The voltage will double  1
Series and parallel circuits 4.6 The voltage will remain the same  1

Grade 9 NATURAL SCIENCES Term 3 209

 GRADE 9 ASSESSMENT – TEST TERM 3 MEMO
5.
Energy and the national 5.1 3
electricity grid

Energy and the national 5.2 2200W = 2.2kW  4

electricity grid
180c = R1.80 

Cost = 2.2kW x 5hrs x R1.80 

Cost: R19.80 
Energy and the national 5.2 (Answers may vary) 2
electricity grid
Fluorescent light bulbs  because they have a
lower power rating and will be cheaper to use
in my house. 
6
Energy and the national 6.1 (Answers may vary) 5
electricity grid
• Uranium is the element that is used in the
power station. 

• Radioactivity produces heat during nuclear

fission. 

• Nuclear fission is the splitting of atoms. 

• The heat released is used to heat water

which produces steam. 

• This steam is used to spin a turbine

which turns a generator which generates
electricity. 
Energy and the national 6.2 (Any one)  1
electricity grid
• Produces radioactive waste

• Expensive
Energy and the national 6.3 (Any one)  1
electricity grid
• Renewable

• Produces large amounts of electricity

• Does not produce greenhouse gasses

210 Grade 9 NATURAL SCIENCES Term 3

 GRADE 9 ASSESSMENT – TEST TERM 3 MEMO
Energy and the national 6.4 (Answers will vary) 3
electricity grid
• Solar and wind. 

• South Africa has an plenty of sunlight and

most homes can be fitted with a solar
panel at a reasonable cost. 

• South Africa has large open spaces that

are suitable for wind turbines. 
Energy and the national 6.5 (Answers may vary) 2
electricity grid
No. Coal is a non-renewable energy resource
and is also responsible for large amounts of
pollution.  
TOTAL 40

Grade 9 NATURAL SCIENCES Term 3 211