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Grade

8

Natural Sciences

FOREWORD Following a comprehensive review of the implementation of the National Curriculum Statement, undertaken by a Ministerial Panel of Experts, the Minister of Basic Education, Ms Angie Motshekga, MP, has announced certain changes that will be introduced from 2010. The implications of the national process suggest that the WCED work schedules can be used. These are guidelines, and should be used as such. Best Wishes

Dr. S. Naicker, Chief Director: Curriculum Development

NATURAL SCIENCES SENIOR PHASE

WORK SCHEDULE AND TEACHER’S GUIDE

The Natural Sciences Work Schedule and the Teachers’ Guide provide support to teachers to implement the NCS. This is not a policy document but is a resource for teachers. The Work Schedule and the Teachers’ Guide follow the same weekly plan for each grade. The Work Schedule

• This broad framework offers a selection of content (Learning Outcomes and Core Knowledge and Concepts) for each grade 7-9.

• The Work Schedule gives a week by week outline of the content, and the assessment focus. • It works towards all three NS Learning Outcomes and covers all the assessment standards. • It covers all the Core Knowledge and Concepts in the four strands of the Natural Sciences.

The Teacher’s Guide

• The teacher’s guide elaborates and elucidates the outline given in the Work Schedule week by week in each grade.

• It gives a wide variety of lessons which build up to various assessment tasks related to the NS Learning Outcomes.

• It gives further detail of the concepts to be taught and methods to be used. • It also details the integration possibilities between the NS strands as well as between the

different Learning Areas. How to use the Work Schedule and Teacher’s Guide We recommend that:

• Teachers use these documents to support their own plans and incorporate what they find useful. • Teachers adapt the programme to the pace of their learners. • Teachers choose what is suitable to their context and what is manageable in their classroom. • Teachers should plan their assessment programme in advance for each term according to their

own teaching pace. • Teachers should integrate content wherever it is appropriate. • Teachers should consult the National Curriculum Statement Policy - Document as a reference to

the learning outcomes, assessment standards and prescribed content knowledge. • Teachers should make sure that learners use correct scientific terminology as stated in the work

schedules. • Teachers should use mind maps / concept maps / flow charts / diagrams, etc as part of their

teaching strategy to make sure that learners are sure in which context they are learning. • Teachers should address and develop among learners a range of process skills effectively (e.g.,

observing and comparing, measuring & estimating, classifying, questioning, hypothesising, recording information in tables and graphs, predicting, experimenting communicating what they see, draw graphs, etc.), that will develop their ability to be objective, think and reason in a variety of ways.

ACKNOWLEDGEMENTS

Sincere thanks to the teachers and curriculum advisers who have developed the work schedule for the Senior Phase. Directorate Curriculum: GET

- 1 -

NATURAL SCIENCE GRADE 8 TERM 1

ENERGY AND CHANGE

WK LO & AS

ASSESSSMENT STANDARDS & CORE TEACHING TG

1

LO 1-3

LO 1, 2

8.1.1 8.1.2 8.1.3 8.2.4

Briefly revise the following concepts

o Energy Sources (potential energy) o Energy Transfers (kinetic energy) o Energy conversions (potential energy to kinetic energy) o Energy Systems

Investigative Process Skills Explain the following concepts and process skills with examples where

necessary: o Observation and Comparing o Selecting and using appropriate equipment, technology, tools and

metric system units of measurement o Making observations o Scientific Apparatus o Measuring ,Estimating o Recording Information, Graphs, Tables o Sorting and Classifying o Predicting o Designing an experiment o Developing a testable question o Researching scientific literature o Identifying the independent and the dependent variables o Communicating methods used to collect, analyse and interpret data o Answering a question o Hypothesising

Apply conceptual knowledge to following process skills: o measuring o predicting o estimating o recording o sorting and classifying

Wk 1

2

LO 2

8.2.1 8.2.2 8.2.4

Energy Sources

Explain the following concepts with examples: o Energy sources o Renewable sources of energy e.g. Sun, wind and water o Non- renewable sources of energy e.g. Coal, Crude oil, Natural gas o Fuels o Renewable fuels o Fossil fuels o Fossilisation o Solar energy o Water (Hydro) o Wind

Wk 2

- 2 -

Discuss the renewable and the non renewable energy sources:

o Why is the sun, water, wind, food classified as renewable energy source?

o Why coal, crude oil, natural gas is classified as non renewable energy source?

Explain how to make the best use of the energy from Sun, water, wind,

crude oil, coal and natural gas in: o Generating electricity o The process of photosynthesis

Describe fuels i.e.

o Fossil fuels (paraffin, petroleum gas, petrol, coal) o Uranium o Wood

Categorise sources of energy into renewable and non-renewable i.e.

o How cost efficient it is. o Availability. o Degree of cleanliness.

Interpret information on how energy is transferred in systems using

various sources e.g. tables, diagram, charts, pictures. Apply the concept of energy flow in the system to explain:

o How electricity is generated. o Photosynthesis in plants.

Describe the process of fossilisation of plants and animals remains into crude oil, coal, etc.

3

LO 2, 3

8.2.1 8.2.3 8.2.4 8.3.1 8.3.2

Electricity and development in South Africa

Explain the following concepts: o Electricity o Development o Poverty o Relief o Energy supply o Electrification o Electrical energy

Discuss electricity: o Explain why electrification is essential for the development in South

Africa. o Explain how relief of poverty depends on electricity in South Africa.

Apply the concept of electrification to explain: o How electricity has improved people’s lives in rural areas of South

Africa. o Electricity as an energy source in South Africa.

Wk 3

- 3 -

4

LO 2,3

8.2.1 8.2.2 8.2.4

8.3.2

Electricity supply

Describe the following concepts with examples: o Electricity supply o Generator o Turbine o Systems o Burning gas o Burning coal o Falling water o Nuclear reactions o Environmental o Global environment o Local environment o Pollutants o Non-pollutants

Explain why large-scale electricity supply depends on generating

system which use a few energy sources: o Burning coal o Nuclear reactions o Burning natural gas o Falling water (hydro-electric energy)

Use diagrams to illustrate how the coal-fired power stations generate

electricity; nuclear power station generates electricity; hydro-electric power station and gas power station.

Compare the amount of energy released by different energy sources

used in generating electricity. o Burning coal o Nuclear reactions o Burning natural gas o Falling water

Discuss the environmental implications from use of any these sources

o Release of greenhouse gases o Loss of water o Acid rain o Damage of human lungs and causing breathing problems o Destruction agricultural land and natural habitat of plants and

animals o Release of radioactive waste

Apply the concept of burning fuels in generating electricity to the global warming, destruction of ozone layer in the stratosphere.

Wk 4

- 4 -

5

LO 2

8.2.1 8.2.2 8.2.4

Briefly revise:

o Adaptation o Biodiversity o Ecosystem o Environment o Food chain o Food pyramid o Habitat o Interdependence o Invertebrate o Species o Vertebrate

Classification of organisms

Introduce and explain the following concepts with examples: o Classify o Organism o Diversity o Vertebrates o Invertebrates o Amphibians o Birds o Reptiles o Fish o Mammals

Explain the reason for having to classify plants and animals into groups.

Explain how to use a classification system (e.g. dichotomous key).

Apply the classification system to familiar and unfamiliar organisms

(e.g. distinguish between different classes of vertebrates).

Wk 5

6

Formal Assessment Task 1 - ENERGY AND CHANGE

Wk 6

7

LO

1, 2, 3

8.2.1 8.2.2 8.2.3 8.2.4

8.1.1 8.1.2 8.1.3

8.3.1

Biodiversity

Introduce and explain the following concepts with examples: o Biodiversity o Capacity of ecosystems o Environment o Alien species o Over-consumption o Sustainability o Endangered species o Extinct species o Abiotic factors o Biotic factors

Wk 7

- 5 -

Discuss and explain (e.g.

o Extinct and endangered species o Capacity of environment to sustain species, etc.).

Find patterns / trends on data on population size (e.g.:

o How the total number of a species decreased until it became endangered

o How long will it take for an endangered species to become either restored or extinct, etc.).

Discuss ways in which the effect of alien species on our ecosystems can be limited (e.g. the use of biological control, etc.).

Design an investigation to determine the effect of human activity on the

biodiversity on the school grounds. o Identify factors considered for investigation (e.g. address focus

questions) o Plans ways to collect and record the data across a range of values

(e.g. types of plants, number of examples). o Collects information as accurately as the investigation purposes

require. o Communicate the gathered data in the form of tables, graphs etc o Evaluate data and generalises in terms of relevant aspects o Describe how the data supports the generalisation

8

LO 1, 2, 3

8.2.1 8.2.2 8.2.3 8.2.4

8.1.1 8.1.2 8.1.3

8.3.1 8.3.2

Ecosystems

Introduce and explain the following concepts with examples:

o Ecosystem o Food web o Competition o Population o Biodiversity o Sustainable development o Carnivore o Herbivore o Producer o Consumer

Classifies living organisms according to their feeding methods and use

this information to draw a food web.

Find patterns / trends on data on (e.g.: the effect of pollution on the Earth’s temperature and the consequent effect on the size of certain species).

Compare terrestrial with an ocean ecosystem.

Explain ways in which people can use biodiversity knowledge to earn

an income through tourism etc.

Discuss and explain the following complex facts with respect to e.g..: o Sustainable use of tropical forests, oceans, etc. o Traditional agriculture, etc.)

Wk 8

- 6 -

Discuss the ways in which sustainable practices will benefit people

today and in the future.

Plans investigations to proof that plants are in constant competition for food and water in order to survive o Identify factors considered for investigation (e.g. competition

amongst plants for water, light, etc.) o Plans ways to collect and record the data across a range of values

(e.g. types of plants, number of examples). o Collects information as accurately as the investigation purposes

require. o Communicate the gathered data in the form of tables, graphs etc o Evaluate data and generalises in terms of relevant aspects o Describe how the data supports the generalization

9

LO 1-

3

FORMAL ASSESSMENT TASK 2

Wk 9

10

LO 1-

3

7.1.1 to

7.3.1

Proposed themes for consolidation of work:

o Energy transfers in Systems o Energy Sources o Classification of organisms o Biodiversity o Ecosystems

Wk 10

- 7 -


MATTER AND MATERIALS

WK LO & AS


1

LO 1, 2

8.1.1 8.1.2 8.1.3

8.2.1

8.2.4

The particle model of matter

Introduce and explain the following concepts with examples: o the particle model of matter o melting o evaporation o condensation o solidification o sublimation o diffusion

Explain the above concepts in relation to phases of matter using examples. Eg. o Sublimation ( the use of naphthalinein toilets) o Condensation ( the formation of water on the windows in the

mornings) o Solidification ( the formation of ice in the freezer) o Melting ( the melting of ice)

Explain that all solids consist of particles. Explain that if solid particles melt into liquids then liquids must consist of

particles. Explain that if solid particles sublimate into gases then gases must also

consist on particles. Design an investigation to determine the effect of heating on ice.

o Plan a simple test to investigate the above concept. o Decide on which variables to control to make it a fair test o Use various equipment (e.g. Bunsen burner, thermometer, beaker,

etc.) to collect and record data. o Communicate the gathered data in the form of tables and a graph. o Evaluate data generalise into relevant aspects o Communicate how effective the methods were.

Applies conceptual knowledge to predict the shape of the graph if the water (ice) is replaced by alcohol.

Wk 1

2

LO 2

The periodic table.

Introduce and explain the following concepts with examples: o Periodic table o Groups o Periods o Alkaline metals o Alkaline earth metals

Wk 2

- 8 -

o Halogens o Noble gases o Transition metals o Families o Chemical symbol o Atomic number o Mass number

Discuss the structure of the periodic table by referring to the:

o Position of metals and non metals. o Groups and periods. o Identify elements using their atomic number (Z) o Differentiating between families and periods

Describe the arrangement of elements in periodic table and how it was developed e.g. o Originally according to mass. Later according to atomic structure,

noble gases, etc.

Describe how electrons are located in different energy levels in an atom and how outer electrons determine its chemical properties.

Use the energy level or shell model of electron structure to write the electron configurations for the first twenty elements (Na 2, 8, 1)

Explain the relationship between: Position on the Periodic Table and number of valence electrons of

elements in groups 1, 2 and 13–18 The number of valence electrons and chemical properties of elements in

groups 1, 2 and 13–18 Explain the formation of positive and negative ions for elements in

groups 1, 2 and 13–18. Name the groups with specific names and define their positions on the

table e.g. o Alkaline metals o alkaline earth metals o halogens o noble gases o transition metals

3-4

LO2

8.2.1

8.2.4 8.2.1

Elements and compounds (decomposition reactions)

Introduce and explain the following concepts with examples: o Chemical reaction o Chemical word equation o Decomposition reactions o Elements o Compounds o Pure substance o Decomposition o Electrolysis o Electrode o Electrolyte o Electroplating

Wk 3-

4

- 9 -

Interpret the chemical formula by identifying the number of atoms in a

chemical formula Explain how the formulae of simple familiar compounds are written Describe how to write (e.g.: word equations, chemical reactions,

symbols used in a chemical equation and products given such as +, →, etc.)

Identify and name the reactant/s or product/s given an incomplete word equation.

Explain a procedure of writing word chemical word equations. e.g. Hydrogen reacts with oxygen to form water

hydrogen + oxygen → water

Explain the concept of a decomposition reaction. Demonstrate the following decomposition reactions.

o Decomposition of Ammonium carbonate by heating o Decomposition of Copper Chloride by electrolysis o Decomposition of water using a Hoffman’s voltammeter.

Explain the complex fact that decomposition reactions require energy. Apply their conceptual knowledge by writing chemical word equations

for the decomposition reactions e.g. o ammonium carbonate → ammonia + carbon dioxide

State and explain the law of conservation of mass

5

LO 1-3

Formal Assessment Task 3 -

Wk 5

6

LO

1, 2, 3

8.2.1 8.2.2 8.2.3 8.2.4

8.1.1 8.1.2 8.1.3

8.3.1 8.3.2

Motion in the solar system, gravity as the driving force

Briefly explain the following concepts with examples: o Gravity o Force o Solar system o Motion of moons around planets o Definitions of days, year, phases of moons o Eclipse o Motion of planets and comets in orbit around sun o The relative position of moon, sun and earth o The phases of the moon o Eclipses of the Sun and moon o Definitions of days, year o Eclipse

Explain how gravity depends on the mass of a body. Compare the size of gravity on Earth to that on the moon e.g.:

o Estimate how that would change the motion of astronauts on the moon

o Use clips of actual astronauts to verify the hypothesis

Wk 6

- 10 -

Explain how would human movement (e.g.:

o Be affected by looking at gravity on Jupiter and o Decreases as you move away from that body, use examples of

rockets having to escape the Earth’s gravity pull o Pulls objects towards the centre of the body, this results in smaller

objects orbiting in an elliptical path around the larger objects .Give examples using planet/moon, sun/planet systems. Use diagrams to illustrate orbits.

Explain how the force that pulls ALL objects ( including

seas/atmosphere) towards the center of the earth, keeping us on the Earth’s surface

Explain how the paths of planets / comets around the Sun are

predictable due to being driven by gravity. Show night sky reports with predicted positions of planets in sky for

different times of the year Explain that comets have elliptical orbits with the sun towards one side

of the orbit not in the middle. Describe how the position of the moon relative to the Sun and Earth,

causes the different views (phases) of the moon as seen from earth, include diagrams to show how different phases occur

Use diagrams to explain the relative positions of Sun, moon & Earth needed to produce and solar and lunar eclipse

Describe the difference between solar & lunar eclipses. Explain that solar eclipses can be predicted, both for time and where on

the Earth’s surface they occur.

7

LO 2,

8.2.1 8.2.2 8.2.3 8.2.4

The layered structure of the Earth

Briefly explain the following concepts with examples: o Crust o Mantle o Inner o Outer core o Atmosphere o Hydrosphere o Lithosphere o Biosphere o Plates

Explain the following about the structure of the Earth:

o Its layers o The approximate depth at which each layers can be found o State the different chemical composition of each layer o Use a diagram to explain the approximate depths at which the layers

of the earth occur o Compare the structure of the different layers of the earth (e.g.: crust,

mantle, outer core, inner core, lithosphere, etc.)

Wk 7

- 11 -

8

LO 2, 3

8.2.1 8.2.2 8.2.3 8.2.4

8.3.1 8.3.2

Climate regions

Explain the following concepts with examples: o Climatic regions o Climate o Climate system o Greenhouse gases, o Greenhouse effect o Global warming o Globe o Polar regions o Tropical regions o Adapt

Compare how climate differ from weather Explain how the world’s climates are classified. Explain the primary cause of seasons. Explain how and why the seasons differ in the different hemispheres Explain how temperature and moisture affect global climate Explain the effect of seasons on climates in different parts of the world Differentiate between the three major climates zones on earth (polar,

temperate, and tropical). Discuss the different types of climate that exist around the world (desert,

savannah, tropical, temperate, Mediterranean, polar). Explain how the distribution of continents and oceans affects climate Describe own local climate including conditions that influence it, (e.g. is

it dry, hot, windy, snowy, rainy, etc.?) Describe some adaptations plants and animals have made in order to

survive in their habitat (e.g. deserts tend to have fewer plants and not as many varieties of plants, desert animals have developed ways to deal with limited rainfall, hot daytime temperatures and cool nights

Explain the distribution of plants and animals in different regions of the world (e.g. using the relationships among climate, vegetation, soil, and geology)

Identify some plants and animals native to your region and explain how you think climate change will affect them?

Research climate patterns in your area and explain how they affect plants and animals native to your area?

Wk 8

9

LO1-3

Formal Assessment Task 4

Wk 9

10

LO 1-3

7.1.1

to 7.3.1


The particle model of matter The periodic table. Elements and compounds (decomposition reactions) Motion in the solar system, gravity as the driving force

The layered structure of the Earth

Climate regions

Wk 10

- 12 -


LIFE AND LIVING

WK LO & AS

ASSESSSMENT STANDARDS & CORE TEACHING

TG

1

LO 2, 3

8.2.1 8.2.2 8.2.3 8.2.4

8.3.1

Adaptations of organisms

Introduce and explain the following concepts with examples: o Organisms o Adaptation o Reproduction o Predator o Survival o Habitat o Protection o Water balance

Use characteristics to classify organisms according to the (e.g.

o Type of food they eat using number of teeth, size and shape of beak, etc.

o Best mechanisms they can use to survive with limited water supply using size, colour and arrangement of leaves, etc.)

Discuss and explain how animals are adapted to survive with limited

water supply. Discuss and explain how animals and plants use e.g. camouflage,

mimicry, etc. to escape their predators.

Find patterns / trends on data on (e.g.: the effect of predators on a prey population at a specific time)

Discuss and explain the effect of a veld fire on the adaptation of some animals and plants.

Describe ways in which people use their knowledge of

protection/camouflage

Wk 1

2

LO 2, 3

8.2.1 8.2.2

8.3.1 8.3.2

Natural selection

Introduce and explain the following concepts with examples: o Natural selection o Variation o Species o Environment o Offspring o Extinction o Characteristic o Genetic engineering o Dominant characteristic o Recessive characteristic

Wk 2

- 13 -

Classify animals of the same species with different variations to

determine which of them will survive. Compare dominant versus recessive characteristics among

organisms. Describe how the process of natural selection can be used by

species to increase food supplies, etc. Discuss the importance of conservation of endangered resources.

3

LO 2

8.2.1 8.2.2 8.2.4

Behavioural patterns

Introduce and explain the following concepts with examples: o Behaviour pattern

Discuss and explain examples of behaviour patterns displayed by different animals.

Explain how animals with certain behaviour patterns will manage to escape threats in their environment.

Wk 3

4

LO

1, 2, 3

8.2.1 8.2.2 8.2.3 8.2.4

8.1.1 8.1.2 8.1.3

8.3.1 8.3.2

Pollution

Introduce and explain the following concepts with examples: o Natural processes o Pollution o Interdependent o Diversity o Ecosystem o Bio-degradable o Bio-undegradable o Wetland

Explain the impact of pollution on the environment and biodiversity. Compare bio-degradable with bio-undegradable materials Find patterns / trends on data on (e.g.: Increase in greenhouse

gasses, etc.). Describe ways in which people use their knowledge to save a

threatened wetland.

Discuss information required to make a judgement about resource use (e.g. the different organizations, legislation, etc.).

Design an investigations about pollution e.g. in certain areas of our school premises and how this is a threat to the natural environment.

Identifies factors to be considered in investigations (e.g. what type, where pollution is found, etc.)

Plans ways to collect data (e.g. table) Plans investigations to find out which areas of the school premises

are highly threatened by pollution and how this is a threat to the natural environment o Identify factors considered for investigation (e.g. type of pollution,

areas where pollution is found, etc.) o Plans ways to collect and record the data o Collects information as accurately as the investigation purposes

require (e.g. same time, place, etc.)

Wk 4

- 14 -

o Communicate the gathered data in the form of tables, graphs etc o Evaluate data and generalises in terms of relevant aspects o Describe how the data supports the generalisation

5

LO 1-3 Formal Assessment Task 5

Wk 5

6

LO 2, 3

8.2.1 8.2.2 8.2.3 8.2.4

8.3.1 8.3.2

Use of wood as a source of energy in South Africa

Explain the following concepts: o Fuel wood o Heating o Cooking o Soil o Poverty o Community forestry

Describe the fuel wood as energy source in South Africa. Recall how wood is used in generating energy by heating and

cooking. Explain how plants such as trees are renewable energy source. Apply classification systems to the different energy sources by

comparing amount of energy released by the electricity and burning fuel wood as sources of energy

Describe how fuel wood crisis in a community that depends solely on wood can be reduced through: o Community forestry-program by the Department of Water Affairs

and Forestry Identify and make a judgement about sustainable use of earth’s

resource o If more trees are planted and the soil is well managed, it can be a

renewable energy source, etc.

Wk 6

7

Investigate Energy Focus question: Which fuel produced the most energy when it is burned? , etc.

Identifies factors to be considered in investigations (e.g. variables) Plans ways to collect data Collect data Record data Evaluate data and communicate finding Conclude with reasonable answers to the focus question

Wk 7

- 15 -

8

LO 2,3

8.2.1 8.2.2 8.2.3 8.2.4

8.3.1

Saving Cost of Generating Electricity

Explain the following concepts: o Saving o Costs o Environmental o Impact o Design o Building o Appliances o Consumers o Exploiting o Solar cells o Solar energy o Wind o Batteries o Cell o Electrical circuits o Parallel circuit o Series circuit

Describe energy sources and usage in South Africa

o Illustrate by using graphs, charts to show South Africa’s primary sources of energy and how different sectors of the economy used the energy.

Discuss the energy crisis e.g. power outages Recall better practices in using energy to save costs to consumers

i.e. o Using energy-efficient appliances o Planning more energy-efficient buildings

Apply classification to electricity-generation system (e.g. cells, solar cells, etc.)

Interpret units of power on the electrical appliances, cost of using electricity

Apply the concept of electricity generation to explain: o Simple cells, simple electrical circuit

Wk 8

9

LO 1- 3


Wk 9

10

LO 1- 3

7.1.1 to

7.3.1


o Adaptations of organisms o Natural selection o Behavioural patterns o Pollution o Use of wood as a source of energy in South Africa o Saving Cost of Generating Electricity

Wk 10

- 16 -


EARTH AND BEYOND

WK LO & AS


1

LO 2, 3

8.2.1 8.2.2 8.2.3 8.2.4

8.3.1

The recycling of the Earth’s surface

Briefly explain the following concepts with examples: o Constructive forces o Destructive forces o Erosion o Weather o Landforms o Deposition of sediments

Explain that destructive forces breakdown existing land and

constructive forces build new landforms

Explain that weathering is the break down of rocks ‘in situ’ o Explain the examples of: o Physical weathering (e.g. freeze-thaw, expansion / contraction,

etc.) o Chemical weathering (e.g. acid rain, limestone, etc.) o Biological weathering (e.g. action of plants, animals, etc.)

Explain how erosion occurs when rocks are moved by the action of

wind / water / ice. Explain how the action of wind / water / ice breaks down the rocks

and the landscape over which they move Explain how erosion happens due to the effects of wind / water ice Explain how the power of waves / waterfall can erode rocks

Explain why the slow down of air/ water/ ice, deposit the sediment /

rocks they are carrying (e.g. at the delta of a river, bend of a river, etc.)

Demonstrate the structure of a volcano using a diagram. Explain how molten rock is sourced from the mantle and erupted to

form new structures Explain the different types of lava and material produced by a

volcano, (e.g.: o Thick lava causing explosions e.g. Mt St Helens o Runny lava, producing gently sloping volcanoes e.g. Hawaiian

islands o Ash/rock explosions, etc.)

Explain how new landforms e.g. mountains, can be created due to

the immense pressure caused when plates collide (e.g.: the formation of the Himalayas)

Wk 1

- 17 -

2

LO 2, 3

8.2.1 8.2.2 8.2.3 8.2.4

8.3.1

The composition and structure of the atmosphere

Briefly explain the following concepts with examples: o Atmosphere o The chemical composition of the atmosphere o Troposphere o Mesosphere o Stratosphere o Thermosphere

Describe the different properties at different elevations of the

atmosphere Explain that the atmosphere is mainly made up of nitrogen and

oxygen. Use data to show and describe the proportions of the gases that

make up the atmosphere Discuss the gases that make up a much smaller percentage of the

atmosphere and investigate their affect on life (e.g. o Water vapour on the water cycle o Carbon dioxide and methane as greenhouse gases

Explain how the atmosphere is divided into layers that depend on

temperature and their key properties (e.g.: troposphere, mesosphere, stratosphere, thermosphere, etc.)

Describe the key properties of these layers Explain by means of diagrams to show the elevation at which these

layers occur Explain why the atmosphere is less dense at higher elevations

Wk 2

3-4

LO 2

8.2.1

8.2.4

Oxygen, Hydrogen and Carbon dioxide Demonstrate the preparation of

o O2 using a Hoffman’s voltammeter/any other method o H2 using a Hoffman’s voltammeter / the reaction of Zn with

hydrochloric acid o C2O through the decomposition of ammonium carbonate.

Demonstrate the tests for

o O2 - showing that it makes a glowing splinter ignite. o H2 - showing that a burning splinter goes out in an explosive pop

in the presence of H2. o C2O showing that it makes clear limewater turn milky.

Explain the writing of chemical word chemical equations for: the preparation of O2 tests for the O2 the preparation of H2 tests for the , H2 the preparation of CO2 tests for the C2O

Wk 3-4

- 18 -

5

LO 1- 3


Wk 5

6-7

LO 2

8.2.1

Exothermic and endothermic reactions


o Endothermic reaction o Exothermic reaction

Demonstrate certain endothermic reactions e.g.

o The reaction of ammonium carbonate and water. o The reaction of sugar with water

Demonstrate certain exothermic reactions e.g. o The reaction of sugar and sulphuric acid. o The burning of magnesium in oxygen o The reaction of alkaline metals with water.

Discuss the results of these demonstrations drawing them to the facts that o Energy is required for an endothermic reaction o Given off in various forms during an exothermic reaction.

Wk 6-7

8

LO 2

8.2.1 8.2.4

Acids and bases


o Acid o Bases o Neutralisation o Indicator o Concentrated acid o Concentrated base o Strong acid o Strong base o weak acid o weak base o Diluted acid o Diluted base Titration

Discuss the concepts of acids and bases and that one renders the

other harmless through neutralisation. Distinguish between concentrated and diluted acids and bases. Explain the preparation of a diluted acid from a concentrated acid. Distinguish between weak and strong acids and bases using pH

scale. Explain why the acid is added to water and not vice versa. Demonstrate a titration of an acid and a base / allow learners to

perform a titration themselves. Explain that the reaction of an acid and a base gives a salt and

water. Demonstrate the reaction of acids with metals.

Wk 8

- 19 -

Discuss writing of chemicals word equations for various examples for

the reactions of o An acid and a base o An acid and a metal.

9-10

LO 1- 3


Wk

9-10

CLASS GROUP

Task 1

Task 2

TOTAL

CODE

Task 3

Task 4

TOTAL

CODE

Task 5

Task 6

TOTAL

CODE

Task 7

Task 8

TOTAL

CODE

#SU

RNAM

E, F

IRST

NA

MES

%.

%%

%1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

NA

TUR

AL

SCIE

NC

ES G

RA

DE

7 A

ND

8

TERM

1TE

RM 2

TERM

3

FINAL CODE

SUMM

ARY

RECO

RDIN

G SH

EET

GRAD

E7 A

ND 8

SCHO

OL B

ASED

ASS

ESSM

ENT

TERM

4

phase work schedules -...

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