Professional Documents
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MATTER AND
G 4
M
RADE
ATERIALS
WHAT CAN WE FIND OUT ABOUT MATTER?
6 Investigation – How can we measure the
1 What is Matter? quantity of a liquid?
2 What are solids, liquids and gases? 7 How do we measure the amount of matter we
3 What solids, liquids and gases are around us? have?
4 How do we measure solids, liquids and gases? 8 How do we measure the amount of gas we
5 How much can a medicine spoon hold? have?
Contents
Section 1
1. Learning experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1–24
2. Assessment tasks
LO2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
LO1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
LO3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Section 3
Extracts from the National Curriculum Statement for Natural Sciences Grades R-9
1. Core knowledge and concepts for Matter and Materials (NCS) . . . . . . . .43–45
2. Learning Outcomes and assessment standards (NCS) . . . . . . . . . . . . . . .46–51
GR 4 M&M 2008 10/20/08 3:26 PM Page iv
Section 1
1. Learning experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 1–24
2. Assessment tasks
LO2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
LO1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
LO3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
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1
Key concept
What is Matter?
g Everything around us
is made of matter
MATTER
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Note to teachers
Everything in the world is made of ‘matter’. All matter is made from very
small particles. These small particles are called atoms. (Atoms occur
naturally throughout the Earth, and in the water and in the atmosphere on
Earth.) There are many different kinds of atoms. So we get many
different kinds of matter. For example, copper is made from
copper atoms. Water is made from hydrogen
atoms combined with oxygen
atoms.
Scientists like to classify
matter in different ways. One way is to classify
it by the kind of atoms that it is made of. The study of
chemistry is the study of different kinds of matter and the atoms that
make up the matter.
One way of classifying matter is to classify it into the three forms or phases of
matter which occur naturally. These are solids, liquids and gases. Some substances
occur naturally in one form. For example, coal is found as a solid; oxygen in air is
found as a gas; and saliva is found as a liquid.
Sometimes it is difficult to decide whether something is a solid, or a liquid, or a
gas. This is because different substances can behave more like a liquid in some
conditions, but more like a solid in other conditions.
For example, when syrup is warm, it’s like a liquid because it pours like a
liquid. But when it is cold we can’t pour it. It’s more like a solid, although it
takes the shape of its container. It’s the same with porridge. Porridge is runny
when it’s hot, but solid when it cools. Uncooked rice can be poured, although each
grain retains its shape like other solids.
Sometimes a solid or liquid substance also gives off a gas, which we can smell but
we can’t see. For example, a hard-boiled egg gives off a smell. So does fruit juice.
However, many things around us are made up of a combination of more than
one form of matter. For example, an orange has a skin which is solid. It has
juice which is liquid. And it gives off a gas which helps us to smell that it’s an
orange. Another example is soda water in a bottle. The bottle is a solid. The
water is a liquid. And the bubbles are a gas (carbon dioxide).
We also know that some substances can change their form or phase. For
example, ice is a solid. But when we heat it, it becomes a liquid – water.
When we heat it even further, it becomes a gas – water vapour. Water is one of
the few substances that occur in all three phases naturally on the Earth’s surface.
Water is one of
the few
substances that
occur in all
three phases
naturally on the
Earth’s surface.
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2
Key concept
What are solids, liquids and gases?
g We find matter in
three different forms:
solids, liquids and
gases
Preparation
1. Hand out boxes containing common examples of solids, liquids and gases eg
cloth, oil, inflated balloon, helium balloon (ask at the Spur), tea, chocolate,
water, bean, milk, bottle of air, glass bottle, fruit juice, tea bag, bottle of car
fumes, biscuit, egg shell etc.
2. Label all the objects with their names. Ask the learners to read the labels
before they do the task.
Learner Task
Sorting, drawing and writing
1. Sort the things in your box into solids, liquids and gases.
or
e 28 f 2. Write and draw pictures to show which things are solids, which things are
See pag er Task
rn liquids, and which things are gases.
the Lea hotocopy.
p
Card to
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What can all solids do? What can all liquids do? What can all gases do?
a All solids keep their shape. a All liquids can pour. a All gases take the shape of
a All liquids take the shape their container.
of the container. a All gases can escape into
the air.
Consolidation
a Check that each child has sorted the objects correctly and that s/he has
recorded the sorting correctly at her/his table.
a You can do this by getting children to call out the answers. Correct and explain
where necessary. They can then check their own work and make corrections.
a Read through the properties in the last row of the table and explain them to
the children.
Explain
a Explain that the properties of a solid are the things that all solids have in
common. The properties of a liquid are the things that all liquids have or can
do. The properties of a gas are the things that all gases have or can do.
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Instructions
1. Bring as many things as you can from your home, which are a combination of
solid, liquid and gas.
Explain to your group about the solid, liquid and gas in each one.
2. Write and draw in your book about the solids, liquids and gases from your
home. Your writing and drawings must show everything you understand about
solids, liquids and gases.
When you write, use some of the words from the word game.
ASSESSMENT CRITERIA
What solids, liquids and gases are around us?
Assessment for LO2
Assessment task Assessment criteria
Write and draw in your book about the Learners must:
solids, liquids and gases at your home. a Choose suitable examples of objects from home
that are a combination of solid, liquid and gas.
a Draw pictures of the objects that show
understanding about the solids, liquids and/or
gases in them.
a Make drawings which are clear, neat and detailed.
a Provide labels or captions for the drawings using
key words such as, solid, liquid and gas as well as
appropriate verbs generated in the word game.
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Once upon a time there was a little girl called Thandi. She lived with
her grandmother. One morning she woke up feeling terrible. She was
hot and sweaty and her chest was hurting. When she tried to get out of
bed her legs felt weak and wobbly. She coughed and coughed, which
made her chest even more sore.
Thandi’s grandmother could see that something was wrong. She put her
hand on Thandi’s forehead and it felt very hot. She could hear Thandi
coughing and wheezing. She got a big fright. She began to look for the
medicine that the doctor had given her the last time Thandi had such a
high temperature. This liquid medicine would help to lower Thandi’s
temperature and make her sleep. It would also help to stop the pain in
her chest.
Thandi’s grandmother searched for the medicine. At last she found it in
the box above the sink. She read the instructions on the bottle to see
how much to give Thandi. Then she looked for the medicine spoon but
all the spoons were at their Auntie’s house. She had borrowed them for
the party the next day.
So Thandi’s grandmother took the medicine to Thandi and told her to
Note to teachers drink just a little bit from the bottle.
Use examples of
medicines from the
chemist, homeopathic
medicines and herbal Discussion
remedies – or ask To help learners understand why it is important to measure substances
your learners to bring a What do you think happened to Thandi? Did she get better?
examples from home. a Did her grandmother do the right thing?
You will find that all a What should she have done?
of these have a Do traditional healers measure the amount of medicines? How do they do this?
different ways of a Look at a bottle of medicine. What measurements are shown on the bottle? Is
measuring the dose. there more than one? What do these measurements tell us?
Sometimes it is
a Why do some medicines have directions on the bottle?
measured in drops.
a What do the directions tell us?
Sometimes it is
a Why should we follow the directions properly?
measured in spoons.
a Why should we always only take the recommended amount (measurement) of
And sometimes it is
measured in milli- this medicine?
litres. a Do you think it is important to measure accurately? Why?
a Why do you think the amount of medicine is different for adults and children?
a Can you think of any other situations where it is important to measure matter
accurately?
a Do people measure gas? Why is it important to measure gas accurately?
a Do people measure solids? Why?
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MEASURING MEDICINES
Name of medicine Dose: Amount of medicine
Discuss
Discuss these questions with your group
Questions
1. Why do we have to measure some medicines before we take them?
2. Why is the dose different for children and for adults?
3. What will happen if a child is given an adult’s dose?
4. What will happen if an adult is given a child’s dose?
5. How will you find out what the dose is of a medicine?
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5
Key concepts
How much can a medicine spoon hold?
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Consolidation
a Help the learners to come to a conclusion about what they have found out.
They will find that the quantity of liquid or powder in the spoon is always 5ml,
no matter what liquid or powder you use.
a Write the following question on the chalkboard. Help them to answer it and
ask your learners to write the question and answer into their science books.
6
Key concepts
INVESTIGATION
How can we measure the
g We measure liquids in quantity of a liquid?
units called millilitres
(ml).This is for very
small amounts of liquid. Teacher Task
g We also measure liquids
in units called litres (l). Introduction
This is for larger Introduce and explain the concept of volume. Introduce and explain the units for
amounts of liquid. measuring the volume, (ml and l). Remind your learners that these units are used
g There are 1000 internationally to measure volume. Remind your learners about medicine spoons as
millilitres of liquid in 1 well. Remind them that medicine spoons can hold 5ml of liquid.
litre.
g When we are measuring Preparation
Prepare your learners to carry out an investigation. They must work out how to
the quantity of liquid,
measure the quantity (the volume) of water that will fill different containers.
we say we are
measuring the volume
Investigation
of the liquid.The volume
The purpose of this investigation is for learners to:
tells us how much space
a Experience the size of different volumes of water
the quantity of liquid
a Find out that a big volume is made up of multiples of smaller volumes. This will
takes up. So the volume
help them to begin to convert from smaller units to larger units.
of a liquid is measured
Apparatus
in millilitres and litres.
For each group you will need:
a Plastic medicine spoons
a A baby food jar
a A 500ml cool drink bottle/box
a A 1-litre plastic milk bottle
a A 2-litre milk bottle
a A funnel (You can cut a coke bottle to make a funnel.)
a A bottle or jug of water.
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Note to teachers
Some baby food jars have measurements on the side. Point is generally filled up to the neck. Draw your learners’
out these measurements to the children. Show them that attention to this. Then you can tell them to fill up their
the small baby food jars contain 100ml of liquid when they bottles to the neck and after that to do the calculation.
are filled up to the neck of the jar, not up to the lid. In the case of bottles that are used for fizzy drinks (like
This is a useful measurement because they can put 20 of coke bottles), the liquid is not filled up to the neck. A
the 5ml medicine spoons of water in it to fill it to 100ml. space is left for expansion of the gas in the bottle. If the
These jars are also useful because when you use them to fill children use these bottles and fill them up to the neck, then
up the 500ml, 1l and 2l bottles, the calculation will be easy they will measure a bit more than the 1l or 2l printed on
for the children. the bottle.
When learners do their own investigation, they can choose
Let them work out for themselves how they will go about
any container and fill it up to the neck. Then they can do
measuring the quantity of water in their containers.
their calculation. In an investigation you can expect many
Remind them to pour carefully.
different containers and answers from different learners.
When you select 500ml, 1l and 2l bottles for this activity, But you must check that they have used a suitable method
try to use milk or juice bottles because the liquid in them to measure, and that their calculations are correct.
Group activity
Learner Task
How can we measure the quantity of a liquid?
See page 32 for Measure and calculate the amount of water that will fill different containers.
the Learner Task a Remember 5ml of water can fill 1 medicine spoon.
Card to photocopy. 1. Use the water and containers to measure how much water will fill each
container. Record your findings.
How many baby food Pour water How many baby food How much water is
bottles of water bottles of water did it take there in the bigger
will fill the to fill the small fruit juice bottle?
small fruit bottle?
juice bottle?
How many baby Pour water How much water is there How much water is
food bottles in the small milk bottle? there in the bigger
of water did bottle?
it take to fill
fill the small milk bottle?
How many baby Pour water How many baby food bottles How much water is
food bottles of of water did it take to fill there in the bigger
water will fill the big milk bottle? bottle?
the big milk
bottle?
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Instructions
1. Bring any container from home.
2. Talk about how you will find out how many millilitres (ml) of water will fit into
your container.
3. Carry out your plan.
4. Draw and write to tell how you found out.
Suggested drawing and writing frame to help learners record what they
did.
This is my container
Predicting:
I think my container will hold . . . . . . . . . . . . . . . . . . . . .
Doing:
This is what I did . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................................
Calculating:
This is my calculation . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................................
I calculated that my container holds . . . . . . . . . . . . . . . .
of water
My prediction was correct/incorrect
Was your prediction a good one? Explain why to your group.
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ASSESSMENT CRITERIA
Investigation: To measure how much water will fill my
container
Assessment for LO1
Assessment task Assessment criteria
Measure how much water your Learners must:
container will hold a Bring a suitable container
a Make a reasonable prediction of the
quantity of water it will hold
a Work out a reasonable and accurate way of
finding the volume of the container using
known measurements such as medicine
spoons and small bottles
a Draw and write a method that shows their
understanding
a Show any calculations
a Compare their answer and prediction and
reflect on the accuracy of their prediction.
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7
Key concepts
How do we measure the
amount of matter we have?
Teacher Task
g The amount of matter in Note to teach
a substance is called the Introduction In the pre er
vious lea
mass. Talk with your learners about shopping for food. Show experienc rning
es we ha
g We measure mass in them some food packets from sugar, mealie meal, flour, measured v e
the volum
grams (g) or kilograms rice, a box of tea, and so on. quantity e or
of liquids
(kg). powders. an d
g We can measure the The volum
us how m e tells
amount of matter (mass) uch spac
somethin e
in a substance using a g takes u
y p or can
on occupy. B
beamer balance.This ol measure
ut when
w e
P mass we
measurement is used are
measurin
when scientists measure g the am
matter in ount of
the amount of matter it.
there is in a solid, liquid For exam
ple, a very
or gas.This measurement piece of large
polystyre
is called the mass. We have a big n e will
volume b
measure it in units called small am ut a
ount of m
grams (g) and kilograms it (mass) a t ter in
. A small
(kg). We use grams (g) lead will p iece of
for small amounts of have a sm
volume b a ll
matter. We use kilograms ut will h
large amo av e a very
(kg) for larger amounts unt of m
(mass). A a tt e r in it
of matter. loaf of bre
have a sm ad will
all mass
brick wil but a
l have a
large mas
s.
Ask your learners:
a When we shop for sugar, how do we know how much sugar we are buying?
(Draw their attention to the measurements on the packets and get your
learners to read them.)
a Do all food packets have the same amount of food in them?
a What units are used on the packets to measure the food?
a Which units are used for the bigger amounts?
a Which units are used to measure the smaller amounts?
Introduce the word mass to the children and explain the concept. Also introduce
and explain the units g and kg. Explain how to measure mass by demonstrating
how to use a beamer balance. When we use a beamer balance we put the
substance we are measuring in one side and a known mass in the other side. If the
two sides balance, then the masses are the same.
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rice sugar water flour sand stones salt tea salt oil sugar
water water
6 medicine spoons of different kinds of matter
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4g
Consolidation
1. Discuss the following questions with your learners. Refer to the results of their
measurements in order to decide on the answers.
Questions
a Do all objects have the same amount of matter?
a Do all objects have the same mass?
a Do bigger objects always have a bigger mass?
a Do smaller objects always have a smaller mass?
2. Then get your learners to write the questions and answers into their books.
3. Write the conclusion with them.
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8
Key concepts
How do we measure the
amount of gas we have?
Teacher Task
g A gas is made up of
particles of matter and Thinking about measuring gases
so we can measure its 1. Ask your learners
mass. a What gases do we use around the house?
g It is difficult to a Do people ever need to measure a gas? When?
measure the volume a How do you think you can measure how much gas you
(the quantity) of a gas. have? Would it be easy to measure a gas?
This is because a gas
will spread out until it Finding out about measuring gases
fits any size of 2. Then ask your learners to find out whether the gas in gas
container. So the bottles (eg BP gas and Cadac gas) is measured in grams and
volume of the gas kilograms or in millilitres and litres. They must also find out
changes depending on if you can buy different amounts of gas, and make a note of
the size of its the different amounts of gas we can buy. Learners can look at
container. the gas bottles at home or they can find out at garages and
places where gas bottles are filled.
Note to teacher
The gas we buy is always measured in kilograms, not in container, it will have a small volume. If the same mass
litres. It is difficult to measure the quantity (volume) of of gas is now put into a bigger container it will spread
the gas. This is because gas just spreads out to the size of out to fill the container, and its volume will be large,
its container. If a certain mass of gas is put in a small even though it is still the same amount of matter.
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When we want to buy gas, we want to be sure of the amount of gas matter we are
paying for. So the gas is squashed (compressed) into the bottle until a certain
mass (measured in kg) is reached. Then you know that you are buying a certain
amount of that gas matter.
1 kg gas
5 kg gas 25 kg gas
45 kg gas 90 kg gas
1 kg 5 kg 2 5 kg 4 5 kg 9 0 kg
a How does the person who fills up the bottles know when the bottle is full?
Discuss
The purpose of this discussion is to prepare the learners for the assessment task
for LO3
Lead a class discussion using questions like this:
a What sort of gases do we use in our lives?
a What sorts of devices (things) need gas to make them work?
a Why do these devices need gas to make them work?
a Why are these devices useful to us?
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Discuss
1. Think about the places where you live. Are there any things that use gas to
make them work?
Look at home
2. Look at home for all the things that need a gas to make them work.
Think about how the gas makes each thing work
3. Explain to your group how each thing works.
4. Explain what each thing is used for.
Do
5. Draw and write about the things that use a gas to make them work. You must
show that you understand how gas helps each of the things to work. You must
also show how these devices are useful to us.
ASSESSMENT CRITERIA
Assessment task Assessment criteria
Draw and write to tell The learner must:
about the things that a Provide suitable examples of technological
use a gas to make devices that make use of a gas to work, eg.
them work. a bicycle pump, a football, a tyre, a
compressor to pump up tyres, a compressor
which powers a jack-hammer, air brakes on a
bus, pumping a primus stove, using a gas
stove to cook, a parachute, a kite, the doors
of a bus which use compressed air, a deep-
sea diver’s air tanks etc.
a Provide information about what these
devices are used for.
a Show some understanding of the purpose of
the gas in the device.
a Provide a suitable heading.
a Draw clearly and write legibly using suitable
key words.
24
PERIOD 1 PERIOD 2 PERIOD 3 PERIOD 4 PERIOD 5
GR 4 M&M 2008
Learning exp. 1 • Learners sort draw and Explain properties of Learner writing task • Playing with words
Introduce: What is matter? write about solids, solids, liquids and gases • What solids, liquids and • Introduce objects with
liquids and gases Learning exp. 3 gases are around us? combinations of solid,
10/20/08
Learning exp. 2
Introduce: What are solids, • Check sorting Introduce: What solids, liquid and gas
liquids and gases? • Consolidation liquids and gases are • Prepare learners for
3:26 PM
25
26
GR 4 M&M 2008
investigation measure the amount of recording compare the masses of other objects
matter we have? • Check measuring and different objects • Recording
• Explain concept of mass recording
3:26 PM
and units
• Demonstrate how to use
a beamer balance
Page 26
M
a
ustment
s.
assumes heme. It
Section 2
Teacher Resources
Task cards to Photocopy
1. Task card 1. Solids, liquids and gases . . . . . . . . . . . . . . . . . . . . . . . .28
2. Task card 2. Assessment for LO2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
3. Task card 3. How do we measure solids liquids and gases . . . . . .30
4. Task card 4. How much can a medicine spoon hold? . . . . . . . . . . . .31
5. Task card 5. How can we measure the quantity of a liquid? . . . . . .32
6. Task card 6. Assessment for LO1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
7. Task card 7. How do we measure the amount of matter we have? 35
8. Task card 8. Measuring the mass of different objects . . . . . . . . . .37
9. Task card 9. Assessment for LO3 . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
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What can all solids do? What can all liquids do? What can all gases do?
a All solids keep their shape. a All liquids can pour. a All gases take the shape
a All liquids take the shape of their container.
of the container. a All gases can escape
into the air.
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Measuring medicines
1. Bring some empty medicine boxes and bottles to your class. Look for the instructions found
on them. Sometimes there is a paper with instructions inside a medicine box.
2. Read the instructions and find out what how much of the medicine must be taken.
3. Then make a list in your books like this:
MEASURING MEDICINES
Discuss
Discuss these questions with your group
Questions
5. Why do we have to measure some medicines before we take them?
6. Why is the dose different for children and for adults?
7. What will happen if a child is given an adult’s dose?
8. What will happen if an adult is given a child’s dose?
5. How will you find out what the dose is of a medicine?
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Record:
Liquid Syringe Measuring cylinder
1 spoonful of . . . . . . . . . . . . . . . . . . . . . . . volume = . . . . . . . . . .ml volume = . . . . . . . . . .ml
1 spoonful of . . . . . . . . . . . . . . . . . . . . . . . volume = . . . . . . . . . .ml volume = . . . . . . . . . .ml
1 spoonful of . . . . . . . . . . . . . . . . . . . . . . . volume = . . . . . . . . . .ml volume = . . . . . . . . . .ml
.........................................................................
.........................................................................
.........................................................................
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How many baby food Pour water How many baby food How much water is
bottles of water bottles of water did it take there in the bigger
will fill the to fill the small fruit juice bottle?
small fruit
juice bottle?
How many baby Pour water How much water is there How much water is
food bottles in the small milk bottle? there in the bigger
of water did bottle?
it take to fill
fill the small
milk bottle?
How many baby Pour water How many baby food bottles How much water is
food bottles of of water did it take to fill there in the bigger
water will fill the big milk bottle? bottle?
the big milk
bottle?
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Investigation
How much water will fill my container?
Learner Assessment Task Card for LO1
To measure how much water will fill my container
1. Bring any container from home.
2. Talk about how you will find out how many millilitres (ml) of water will fill your container.
3. Carry out your plan.
4. Draw and write to tell how you found out.
This is my container
Predicting:
I think my container will hold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Doing:
This is what I did . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
..........................................................
..........................................................
..........................................................
..........................................................
..........................................................
Calculating:
This is my calculation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
..........................................................
I calculated that my container holds . . . . . . . . . . . . . . . . . . . . . . of water
My prediction was correct/incorrect
Was your prediction a good one? Explain why to your group.
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Group reflection
Discuss these questions with your group
These questions will help you to think about what you have done.
1. Compare your prediction and your final answer. How good was your prediction?
2. Was it easy to measure the quantity of liquid in your container?
How accurate were your measurements?
3. Was it easy to make accurate measurements? What was difficult to do?
4. How important is it to make accurate measurements and calculations?
5. What would have helped you to be more accurate?
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Beamer balance
MEASURING
Substance What quantity (volume) How much matter
do you have? (ml) mass do you have? (g)
6 medicine spoons of
…………………………………………
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x
rice
6 teaspoons of matter
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different objects
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Questions
a Do all objects have the same amount of matter?
a Do all objects have the same mass?
a Do bigger objects always have a bigger mass?
a Do smaller objects always have a smaller mass?
Conclusion
Different objects have different amounts of matter. The amount of matter
which something has, does not depend on its size.
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Assessment
LEARNER TASK CARD 9 TASK CARDS TO PHOTOCOPY
Assessment Task
The purpose of this task is for you to understand that we use gas to make things
work.
Discuss
1. Think about the places where you live. Are there any things
that use a gas to make them work?
Look at home
2. Look at home for all the things that need a gas to make them
work.
Think about how the gas makes each thing work.
3. Explain to your group how each thing works.
4. Explain what each thing is used for.
Do
5. Draw and write about the things that use a gas to make them work. You must
show that you understand how gas helps each of the things to work. You must
also show how these devices are useful to us.
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Section 3
Extracts from the National Curriculum Statement for Natural Sciences Grades R-9
1. Core knowledge and concepts for Matter and Materials (NCS) . . . . . . . .42–44
2. Learning Outcomes and assessment standards (NCS) . . . . . . . . . . . . . . .44–49
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The paragraphs below have been extracted from the NCS policy
documents. We have numbered each paragraph and supplied a
heading for each paragraph. This makes the paragraphs easier to work
with.The paragraphs describe the knowledge and concepts the learners
must know.
Foundation Phase
1. Sorting materials according to their different 2. Mixing different substances
properties Substances can be mixed and sometimes changes
Materials have different properties such as texture, can be seen, such as the dissolving of a solid, or new
colour, strength and heaviness, and can be classified by colours when food colourings/paints are mixed.
these properties. We make things with materials which
have the properties we want.
Intermediate Phase
1. Boiling and melting points of different substances 4. Temporary and permanent changes to materials
Pure substances have melting temperatures and boiling Some changes to materials are temporary but other
temperatures which are characteristic for each changes are permanent.
substance, and help us to identify the substance. 5. Changes brought about by heating
2. Materials, their properties and classifying them Substances change when they receive or lose energy
Materials are evaluated and classified by their as heat. These changes include contraction and
properties (such as hardness, flexibility, thermal expansion, melting, evaporation, condensation and
conductivity or insulation, electrical conductivity or solidification. (Links with Energy and Change)
insulation whether they can be magnetised, solubility 6. Dissolving-factors that affect the speed of
and rusting). dissolving
3. Metals, ceramics, polymers and composite The dissolving of a substance in a solvent depends
materials on variables which affect the rate of dissolving.
Major classes of materials are metals, ceramics
(including glasses) and polymers (including plastics and
fibres). Composite materials combine the properties of
two or more materials.
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Senior Phase
9. Particle model of matter
1. Different states of matter and their properties A particle model of matter can explain
Substances in different states (‘phases’) have distinct properties physical changes of substances such as
such as crystalline structures, or compressibility/incompressibility, melting, evaporation, condensation,
or tendency to diffuse. solidification, diffusion and heating by
2. Absorption and radiation by different surfaces conduction.
Dark-coloured surfaces get hotter than light-coloured surfaces 10. Acids and bases, reaction of acids
when exposed to radiating sources of energy like the Sun. Dark- Many household substances are acidic or
coloured objects radiate their energy as heat more readily than basic. Indicators are substances that react
shiny light-coloured objects. (Links with Energy and Change) with acids and soluble bases to produce
3. Magnetism and electrical charging products that have distinctive colours. Acids
Some materials are magnetised by electric currents or magnets. and bases neutralise one another to form
Some materials can be electrically changed by rubbing them with a salts. Acids have characteristic reactions with
different material. (Links with Energy and Change) metals, metal oxides, hydroxides and
4. Conductors and resistors carbonates.
Some conductors and circuit components reduce the current in an 11. Energy in chemical reactions
electric circuit to a significant extent and are called resistors. Many chemical reactions need some energy to
Resistors can be selected or designed to control currents. get started; many chemical reactions give off
5. Separating and purifying mixtures energy as they happen.
A pure substance cannot be separated into different substances 12. Atoms, elements and compounds
while a mixture can be separated usually by physical means. Elements are made of just one kind of atom,
Differences in properties can be used to separate mixtures of whereas compounds are made of two or more
different substances (by methods such as filtration, distillation, kinds of atoms in fixed proportions. Elements
evaporation, chromatography or magnetism). (Links with Matter may react to form compounds, and
and Materials) compounds may be decomposed into their
6. Oxygen, carbon dioxide and hydrogen – properties reactions elements. Energy input is needed to break a
and commercial uses compound into its elements, whereas energy
Specific gases may be separated from the air or produced in is given out when elements react to form a
reactions, and have many uses in industry and other sectors of the compound.
economy. Oxygen, hydrogen and carbon dioxide have characteristic 13. Reactions with Oxygen
properties and reactions by which we can identify them. Oxygen has characteristic reactions with
7. Extraction of raw materials metals and non-metals, forming oxides. Some
Extracting useful materials from raw materials depends on of these oxides dissolve in water to form
chemical reactions and methods of separation. acidic or alkaline solutions. Some metals react
8. Processing and producing raw materials – effect on the more readily with oxygen than other metals.
environment Corrosion of iron is an economically important
Raw materials, from which processed materials are made, must be reaction which can be prevented through an
mined, grown or imported from other countries. Raw materials that understanding of the reactions between iron,
are mined are non-renewable and mining has environmental costs. water and oxygen.
Growing raw materials involves choices about the use of arable 14. Cellular Respiration
land and water catchment areas The reaction of oxygen with food releases
energy in the cells of living things. (Links with
Life and Living)
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