NATURAL SCIENCE GRADE 6 2020

TOPICS COVERED
LIVING ORGANISMS

MATTER AND FORCE

WATER

ELECTRICITY
LIVING ORGANISMS

Characteristics of living organisms

List five characteristics of living organisms

ACTIVITY

Define respiration

Respiration: is the process by which energy is released from food.

The word equation for respiration

Glucose + Oxygen Energy + Water + Carbon Dioxide

Explain the process of respiration in plants

 Plants need oxygen during respiration, oxygen enters the leaves through stomata.
 Plants respire when the stored food (glucose) react with oxygen to release energy, water
and carbon dioxide.

Explain the process of respiration in animals

 Animals respire when oxygen they breathe in react with glucose in the cells to release
energy, water and carbon dioxide.
Describe growth, movement and feeding in living organisms
 Growth:to increase in size
 Movement: is the ability of living organisms to change position
 Feeding: is to take in food (to eat)
ACTIVITY

PLANTS
VARIATION AMONG PLANTS

Flowering plants

There are two types of flowering plants namely:

1. Monocotyledons (monocots)

2. Dicotyledons (dicots)

List examples of monocots and dicots as found in their local environment

The examples of monocots found in our local environment

 Maize plant
 Wheat plant
 Palm
 Sorghum plant
 Mahangu plant
 Natural grass

The examples of dicots found in our local environment

 Bean plant
 Marula tree
 Tomatoes plant
 Camelthorn trees
 Baobab tree
 Mopanes tree
(Platinum p 97)

Differentiate between monocots and dicots

Monocots
 Have narrow leaves
 Leaf veins are parallel
 Flower petals in multiples of three
 Have a fibrous root system
 Have one seed leaves (cotyledons)
dicots
 Have broad leaves
 Leaf veins are branched
 Flower petals in multiples of four or five
 Have taproot system
 Have only to seed leaf (cotyledon)

(DiagramsLets do pg.92)
Compare & explain how the leaves and flowers from different local trees
and other plants differ and are alike.

How plant leaves and flowers differ and alike

Leaves:

 some leaves are big, some are small

 some leaves are clustered, some are scattered
 some leaves are thick and fleshy, some are thin
 some leaves have veins, some have spores
 leaves have different colours and smell

Flowers:

 they have different colours

 they have different smell (scent)
 they have different sizes
 they have different shapes

Food crops

Food crops are plants grown to feed human and animals.

Identify plants from which processed foods come (bread, biscuits,

breakfast cereals, crips, cool drinks and sweets)

Plants from which processed food come from

1. Bread:Wheat
2. Biscuits: Wheat or Maize
3. Breakfast cereal: Wheat or Maize
4. Crisps ( chips): potatoes, Sweet potatoes or Beetroots
5. Cool drinks: sugar canes
6. Sweets: fruits and vegetable
7. Sugar: Sugar canes
8. Juice: Fruits

Activity

Complete the table below. Remember that some processed foods might come from more than
one plant.

Changed (processed) food Plant the processed food comes from

Biscuits
Bread
Jam
Potato crisps
chocolate
cornflakes
Distinquish food crops in Namibia

 wheat
 Maize
 Mahangu
 Potatoes etc.

Describe how plants are sources of food

 Much of the food we eat comes from plants, trees, crops, bushes, leaves and sometimes
even roots. The most obvious examples of the foods we source from plants are fruits
and vegetables. All of the fruits and vegetables grow on plants.

 Fruits: Apples, Oranges, Bananas, Mangoes

 Leaves: Spinach, Coriander, Kale, Lettuce
 Root: Potato, Carrots, Turnips
 Seeds: Rice, wheat, maize, nuts (peanuts, almonds)

Distinguish foods that come from plants grown outside

Some of them are locally grown in some regions

 Onions
 carrots
 apples
 oranges
 pears
 Potatoes
 tomatoes
 Bananas etc.

CULTIVATED AND WILD PLANTS

The difference between wild and cultivated plants

Identify and describe the differences between cultivated and wild plants
 Cultivated plants Wild plants

 These are plants that have been  These are plants that grow on their own in
grown by human. the wild.
 They need human help to grow.  They grow naturally.
 Grow very fast.  Grow very slowly.

Examples: Maize; Wheat; Examples: natural grass; Welwitschia

Mahangu etc. Mirabilis; Acacia; !Nara plant; Makalani
etc.

Activity

Choose the correct words from the box to fill in the missing spaces

Survive plants breakfast cereal world cultivated

All our food comes from _________________. Processed foods such as bread, biscuits and
____________ ___________ also come from plants. Some food crops are grown in Namibia
but some are ________________ in other parts of the _______________. Namibia is too hot
and dry for many plants to _______________.

FAST-GROWING AND SLOW-GROWING PLANTS

Describe characteristics of slow-growing and fast-growing plants as an

adaptation to dry environment.

Fast-growing plants:

 Plants which grow quickly.

 They are called annuals. E.g. “Mashed potato”; “Namib tsamma”

Characteristics of fast-growing plants as an adaptation to a dry

environment

 They grow quickly after the rain.

 Their seeds only grow when they get water
 They live for a year or less
 Their seeds can stay alive for many years in dry condition.
Slow-growing plants

 Plants which grow slowly

 They are called perennials E.g.Welwitschia mirabilis; Acacia

Characteristics of slow-growing plants as an adaptation to a dry

environment

 They store water in their leaves and stem

 Their seeds are strong which survive very high temperature
 They loss leaves during dry season
 They are dormant during dry season
 They live for many years
 Some have thorns instead of leaves
 They have waxy coating on their leaves to reduce water loss

PLANT AND ANIMAL CELLS

Cell: is the smallest basic unit of life.

 All living things are made up of cells.

 Cells contain structures called organelles.

The basic structure of the cell

Describe the basic structure of plant cells (onion & geranium cells) and
animals (liver cells)
1. Nucleus: is the central structure of the cell.

Function: control all the work of the cell.

2. Cell membrane: is a thin layer that surrounds the cell.

Function: control the movement of substances in and out of the cell.

: give the cell its shape.

3. Cytoplasm: Is a jelly-like substance that fills the cell.

Function: it is where all the cell organelles are found.

4. Vacuole: They are storage spaces that contain dissolved substances.

Function: to store substances.

: To keep the cell firm.

The organelles which are found in plant cells only

1. Cell wall: it is a thick, firm protective wall around the cell.

Function: protect the cell and give it a shape.

2. Chloroplasts: it’s the organelle that contains the green pigment called chlorophyll.

Function: trap light energy from the sun for photosynthesis.

ACTIVITY: Draw the general structure of an animal and plant cell and
clearly label them. (6)

ANIMAL CELL PLANT CELL

Diagrams, solid pg 128

Similarities and differences between plant and animals cell

Identify the similarities and differences between plant and animal cells

Plant cell Animal cell

 The cell is rectangular shaped  The cell is round shaped

 It has a cell wall  It has no cell wall
 It has a cell membrane  It has a cell membrane
 It has a nucleus  It has a nucleus
 It has a large central vacuole  It has one or more small vacuole
 It has chloroplast  It has no chloroplast
 It has cytoplasm  It has cytoplasm
 It has a mitochondria  It has a mitochondria

Discuss the importance of cells in living organisms

 They help living organisms to fight diseases

 Help to repair wounds
 Help plants to photosynthesize
 They help living organisms to grow
 They work together to perform different functions.
 NUTRITION IN PLANTS

Photosynthesis

Define photosynthesis

 Is the process by which green plants produce their own food.

List the requirements for photosynthesis

Water
Carbon dioxide
 Chlorophyll
sunlight

Name the end products of photosynthesis

Glucose ( carbohydrate/ food)

Oxygen

The word equation for photosynthesis

Sunlight

Water + carbon dioxide glucose + oxygen

Energy

Explain how carbohydrates produced during photosynthesis are used as

energy source in plants

The use of carbohydrate (glucose) produced during photosynthesis

 Used as energy for plant growth

 Used as energy for plant movement
 Used as energy for plant reproduction
 Used as energy for cell respiration
 NB:some carbohydrates are stored in leaves, seeds, roots or fruits of the plant in the
form of starch for future use.
 Complete the activity below.

ANIMALS

Variation among animals

The different groups of animals:

1. Insects
2. Fish
3. Amphibians
4. Mammals
5. Birds
6. Reptiles
Give local example of the following animal groups

Examples of insects

 Ants; Flies
 Bees; Beetles
 Butterflies; Crickets; Cockroaches

Examples of amphibians

 Frogs; Newts
 Toads; Salamanders

Examples of fish

 Carp; Bass
 Pilchards; Hakes; Sharks

The criteria used to classify animals into different groups

Explain the criteria used to classify animals into different group

1. Body parts
2. Body covering
3. Breathing organs
4. Movement
5. Habitat
6. Reproduction
7. Shape
8. Size etc.

The external features used to classify animals

Describe the external features used to classify animals

Insects

 They have a hard exoskeleton

 Body is divided into three parts (head, thorax, abdomen)
 Have three pairs of jointed legs
 They have compound eyes
 They have one pair of antennae
 They lay eggs
 They live on land, in water or in air
  They crawl, swim and fly

Amphibians

 Body is covered with moist skin

 They crawl, hop and swim
 They live in water
 They lay eggs
 They have two forelimbs and two hind limbs

Fish

 Body is covered with scales

 They have fins
 They swim
 They breathe through gills
 They lay eggs
 The live in water

Compare the different groups of animals and infer why animals are grouped
the way they are

___________________________________________________________
___________________________________________________________
___________________________________________________________

Predict a model of an imaginary animal for one of the animal group.

Make a model
LIFE CYCLE OF ANIMALS

Life cycle: the stages a living thing goes through during its life.

Identify and name the stages in the life cycle of two common animals found
n their local environment (insects, amphibians or fish)

The life cycle of insects

 There are two types of insect life cycle:

1. Incomplete metamorphosis: animal does not change it look.
2. Complete metamorphosis: animal completely change its look.

The life cycle of amphibian

(Diagram solid, pg. 141)

The life cycle of fish

(Diagram solid pg. 141)

Suggest a comparative outline on the life cycle of insects, amphibians

and /fish

Comparing the life cycles of insects and amphibians

Insect with Insects with Amphibian

incomplete complete ( frog)
metamorphosis metamorphosis
(e.g. Locust) ( e.g. Butterfly)
Number of stages in life 3 4 3
cycle
Stage 1 Egg Egg Egg
Stage 2 Nymph Larva Larva (tadpole)
Stage 3 Adult Pupa Adult (frog)
Stage 4 Adult

Comparing the life cycle of insects and fish

Insect with Insects with Fish

incomplete complete (hake)
metamorphosis metamorphosis
(e.g. Locust) ( e.g. Butterfly)
Number of stages 3 4 3
in life cycle
Stage 1 Egg Egg Egg
Stage 2 Nymph Larva Baby fish
Stage 3 Adult Pupa Adult
Stage 4 Adult
Activity

1. Explain the differences between a complete life cycle and an incomplete life
cycle.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. Look at the diagram showing the life cycle of a butterfly ( insect) and the frog
(amphibian). Write a short paragraph, comparing the cycle of insects and
amphibians.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

The sustainable use of animals in Namibia

 To use animals sustainably means not to use them all up at one time.

Some of the common wild animals in Namibia’s national parks

Identify some of the common wild animals in Namibia’s national park

 (Diagram Let’s do ,pg 109)

The value of wild animals to the local and national economy

Explain the value of wild animals to the local and national economy

 Generate income
 Create job opportunities
 Generate foreign currency
 Provide raw material for industries

The value of wild animals to the environment

Explain the value of wild animals to the environment

 They add/provide nutrients to the soil

 They spread pollen and seeds of plants
 They allow energy to flow in the ecosystem (Balancing the ecosystem)
 For beautification
 Provide carbon dioxide to plants
 They form part of the environment biodiversity

ENDANGERED ANIMALS

Explain what is meant by endangered?

 Is when the number of animals of species drops very low and is in danger of
becoming extinct.

Some of Namibia’s endangered animals

Name one of Namibia’s endangered animals

1. Cheetah
2. Leopard
3. Rhino
4. Wild dog
5. Pangolin
6. Vultures
7. Walthog etc.

NB: Extinct = no longer living on Earth

Animal products that Namibia use from the sea

Name an animal product that Namibia uses from the sea.

Fish meal
Shell fish
Fresh fish
Guano
Seal pelt (fur)

Activity
1. Name two endangered animals that live in our national parks
_______________________________________________________
2. Name two land animals and two sea animals that tourists come to see in
Namibia.
_______________________________________________________________
_______________________________________________________________
3. Say why wild animals are important our environment.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. Write down two ways in which Namibia earns money from its wild animals
_______________________________________________________________
_______________________________________________________________
CARE OF ANIMALS

Define captivity

 Is when animals are kept in the place where they are not free to leave.eg. Park.

List the needs of animals in the captivity

Space
Water
Shade
Air
Food

Explain how to feed and care for dogs at school or at home

 Providing them with enough health food and right type of food
 Providing them with clean water
 Providing them with shelter
 Giving them veterinary attention (medication)
 Treating them with care/Give them love
 Give them plenty of exercise
 Wash your animals

Explain how to feed and care for goldfish/ Guppies at school or at home

 Providing them with enough pellets (food)

 Cleaning their aquarium
 Providing them with enough space

Activity

1. Study the following illustrations. What is wrong with the captive environment
in A,B and C

A B C
___________________________________________________________________________
___________________________________________________________________________

2. Choose an animal that you have or would like to have at home and explain
how to feed and care for the animal.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Describe the relationships between plants and animals

 Plants and animals depend on each other.

 Plants depend on animals for:
 Carbon dioxide
 Pollination
 Seed dispersal
 Nutrients

PRACTICAL INVESTIGATION
Investigate how animals are dependent on plants in their local environment
(SOLID FOUNDATION,PAGE 151, GR 6)
Carry out an investigation to determine how animals are dependent on plants in your local
environment
Name of the animal Name of plant How the plant is used by the
animal

Describe how animals are dependent on plants in your local environment

 Animals get food from plants

 Animal get Oxygen from plants
 Animals depend on plants for shelter
 Animals depend on plants for shade
 Animals depend on plants for protection
 Animals scratch their itching skins on plants

Describe how plants are dependent on animals in your local environment

 Manure
 Provision of carbon dioxide
 Balancing of plant population
 Seed dispersal
 Pollination
 Matter and Force
The properties of materials

Outline that different types of matter have different material properties.

The objects that we use every day are made of different materials which are different types of
matter. Different materials have different properties, so we need to choose the materials with
the properties needed for a specific object.

Main properties of materials

Analyse everyday materials in their local environment to estabilish

properties and uses of the materials.

Colour: The colour of the material. It affects how the material looks and how it absorbs or
reflects light.
Texture: How the material feels when you touch it. Is it rough or smooth?
Hardness: How difficult the material is to scratch or change the shape.
Lustre: How shiny the surface of the material is?
Brittleness: How easily the material breaks or shatters without bending.
Flexibility: How easily the material can bend without breaking.
Malleability: How easily the material can be changed into a different shape.
Smell: How does the material smell?

INVESTIGATION: Investigation the collection of and identify different types

of plastic, paper, glass, wood, fabric and metal.

Comparing properties of materials

Identify & compare properties (such as hardness, texture, colour, lustre,

flexibility, smell, brittleness and malleability) of paper, glass, cotton,
plastic, wood and metal.

PROPERTIES PAPER GLASS COTTON PLASTIC WOOD METAL

hardness Not hard hard soft Hard some Hard hard

soft
texture smooth smooth smooth Smooth Rough, smooth
smooth
when
sanded
colour Many Many Many Many Brown, Often
colours colours, colours colours unless silver, etc
often painted
transparent
lustre dull shiny dull Shiny or Shiny or shiny
dull dull,
 depends
on
treatment
flexibility flexible Not flexible Some are Not Some are
flexible flexible flexible flexible
brittleness Not brittle brittle Not brittle Not brittle Not brittle Not brittle
malleability Not Not Not Not Not Most of
malleable malleable malleable malleable malleable them are
malleable
smell No smell No smell No smell No smell No smell No smell

Activity

Floating and sinking

Compare & distinguish between objects by carrying out tests to determine

which objects float and which sink in water

Some objects float (stay on top of water), while some sink (go down) when you put them in
water.
Why things float?

 Because of different density between water and an object.

When an object is placed in water, it experiences two opposite forces

1. Force of gravity. It pulls the object downwards depending on the mass of the object.
Heavy objects sink while light objects float.

2. Force of buoyancy: it pushes the object upwards. It is caused by displaced water pushing
back against the object.

MATERIALS AND ENVIRONMENT

Explain the difference between natural or human made (synthesis) material

and identify and classify materials in the local environment as natural or
human made

Natural materials

 Materials that come from nature.They come from plants, animals or underground.
Example: sand, stones, clay, iron ore, crude oil, natural gas, diamonds, wood, cotton
and wool.

We classify natural materials as renewable or non-renewable resources.

Renewable resources

 Are natural materials that can be replaced after they have been used up.
For example: wood from trees, cotton from cotton plants and wool from sheep.

Non-renewable resources

 Natural materials that cannot be replaced after they have been used up.
For example: coal, crude oil and natural gas. These materials take hundred thousand
years to form and we use them faster than nature can replace them. We need to be
careful in the way we use this materials.

Synthetic(human made) materials:

 Are materials made by a chemical processes. They are made by humans and are made
from natural materials. For example: steel, glass, plastic and paper. Papers are made
from wood, glass from sand, plastic from oil and steel from iron.

Activity
Complete the table below
product Natural material or What the product is
human made made from
material
 Oshiwambo
traditional basket
Leather belt
Mirror
Plastic mat

Recycling materials

One way of saving natural materials is by recycling waste products.

 Recycling refers to changing waste products into new products.

The importance of recycling materials

State the importance of recycling materials

 To save natural resources such as trees and minerals

 To create work for people
 To save energy
 To reduce pollution

What can be recycled?

Identify objects in their environment which are reused items or are made
from recycled materials such soda bottles, oil drums and papers

Paper, glass, bottles, cans, plastics, oil drum etc.

Example

FORCES

 A force is a push or pull that comes from one object interacting with one another.
Identify forces in everyday life.

Identify pushing and pulling forces (repulsion & attraction)

Pushing forces: They push objects away from each other. They are called forces of
repulsion.

Pulling forces: They pull objects towards each other. They are called forces of attraction.

The unit of measuring force is Newton.

Activity
The effects of pushing and pulling forces

Name five effects of pushing & pulling forces (repulsion and attraction)

1. They can make an object to move or stop its movement.

2. They can change the speed of a moving object.
3. They can change the direction of a moving object.
4. They can change the shape of an object.
5. They can change the size of an object.

Compare forces in terms of contact and non-contact forces

Contact forces

 Forces that occur when two objects are in physical contact with each other.
e.g force of friction: it occurs when the surface of one object moves against a surface
of another object.

Non-contact forces

 Forces that occur when two objects are not in physical contact with each other.

Eg. force of gravity (weight): it occurs when object are pulled downwards towards the
centre of earth.

Magnetic force: two magnets can attract or repel each other without touching each
other.

Name and identify different types of forces

 Friction, weight, magnetism, electrostatic

 Friction Weight Magnetism

Electrostatic

Describe how to build a simple spring balance to measure different forces

 YOU CAN CHECK IN LETS DO TEXTBOOK PAGE32-33

We can use a spring balance to measure force.

WATER

Physical Properties of water

The phases of water

Water can occur in three physical states called phases or forms.

The three phases or forms of water are:

 Solid phase - ice

 Liquid phase - water
 Gas phase - water vapour

Revise the water cycle and explain the importance of the phases

Water can change from one phase to another as a result of heating or cooling by the following
process:

Evaporation: Liquid water changes to water vapour due to heating.

Condensation: water vapour changes to liquid water due to cooling.

Freezing: liquid water changes to ice due to cooling.

Melting: ice changes to liquid water due to heating.

-The changes of phase of water is important for the water cycle.

The water cycle

The movement of water between the air, land and living organisms of the earth.
-In the water cycle, water changes from a liquid state to a gas state and back to a liquid state.
This change of water in the water cycle happen because of repeated condensation and
evaporation that occurs.

The main stages in the water cycle as shown in the picture above:

 Water falls from the atmosphere to the ground as rain. Some of the rain water drains
into dams, rivers, and seas, and some sinks into the ground.
 As the sun heats the surface water and the ground, some of the water evaporates and
moves as water vapour back into the atmosphere.
 As the sun heats plants, water evaporates from the surfaces of their leaves. This
process is called Transpiration.
 Water vapour in the atmosphere rises and cools. This causes it to condense into tiny
water droplets, which form clouds.
 When the air is saturated, the water droplets fall to the ground as rain and the water
cycle begin again.
 When the temperature in the clouds become so low that the water droplets freeze into
solid ice particles. Theses frozen droplets fall to the ground in the form of snow or
hail.

Properties of water

Analyse and Explain the basic properties of water (evaporation, surface

tension, etc.) and describe the phases in water can change.

Evaporation

When evaporation occurs, water changes from a liquid to a gas (water vapour)

Surface tension

 Is the attraction of molecules at the surface of a liquid resulting in strong surface

layer.
 Water has a high surface tension. Water molecules attract one another strongly.

Effect of surface area on evaporation of water

Compare and describe the rate of water in containers holding the same
volume of water but with different surface areas.

The following activity shows how you can compare the rate of evaporation of water in
containers with different surface area.
  Evaporation needs heat energy to take place. Therefore the greater the surface area,
the faster the evaporation will be.
 Water evaporates fast from the container with the large opening and slow from the
container with the small opening.

The effect of evaporation on water resources

Discuss the effect of evaporation on the local water resources (oshanas,

dams and reservoirs)

 Water evaporates more quickly from the large shallow pools of the oshanas, this is
because more water is exposed to the sun’s energy and the drying effect of wind.
 Water also evaporates more quickly from dams with a larger surface area than those
with a small surface area.

The cooling effects of evaporation

Explain that the evaporation of perspiration cools the body and keeps it at
a safe temperature.

 The human body uses the cooling effect of evaporation to stay cool. The body needs
to stay at a temperature of about 37°c.
 On a hot day or after exercise, the body sweats or perspires. As the sweat evaporates,
it takes heat from your skin and cools down the body down.

How to keep the body at a safe temperature.

 Drink water to replace the water that the body loses through sweating.
Ways that other animals (dogs, cattles, cats, birds) cool themselves.

Investigate ways that other animals ( dogs, cattle, cats, birds) cool
themselves

Dogs

 They pant (fast breathing through the mouth) to stay cool.

 Water evaporates from its tongue and cools the dog down.

Cattles

 They keep cool through sweating and stay in the shade during the day to keep
themselves cool.

Cats

 They pant, lick themselves and lie in the shade and on a cool surface in order to keep
cool.

Birds

 They open their beaks and spread their wings to keep cool.

Energy from water

Sources of energy from water

Show and explain how water and steam can be used as a source of energy
(falling water/running water/hydro-electricity, e.g Ruacana

We use water as a source of energy in the following ways.

1. Energy from falling water

 Moving water has energy. People have used energy from moving water to do work.
For example, water wheels are used to grind grain.
 Energy from moving or falling water can also be used to make other kinds of energy
such as electricity.
2. Electrical energy using steam
 To generate electrical energy using steam, coal is used to heat water.
 The heated water forms steam. The steam turns the turbine, the turbine then turns the
generator and the generator generates electricity.

3. Hydro – electricity
 Electrical energy is generated in a hydro-electric power station.
 The hydro-electric power station at Ruacana falls in Namibia uses water falling from
great height to turn the turbines that power the generator. The generator then
generates electricity.
How to build a water wheel

( grade 6 solid foundation, page75)

Activity

Match the word in column A with the description in column B.

COLUMN A COLUMN B
Generator a. Electricity generated by falling/ running water
Hydro-electric power b. Electricity
Turbine c. Machine that converts mechanical energy into electric
energy
Electrical energy d. Wheel that makes a generator turn

Water as a solvent

Define the concepts: Solution, Solvent, Solution, Solvent, Solubility,

Dissolved substance, Saturated and Unsaturated solution.

Solution

 A solution is a mixture formed when a solute mixed with the right solvent.

Solvent

 A solvent is a liquid that can dissolve other substances.

Solubility

 Solubility is an extent to which a substance is able to dissolve.

Insolubility

 Insolubility is when a substance is not able to dissolve.

Dissolved substance

 Dissolved substance is a substance that can dissolve in a solvent.

Saturated solution

 Saturated solution is a solution that can be absorb no more of a soluble substance.

Unsaturated solution

 Unsaturated solution is a solution that can still absorb more of a soluble substance.
State factors which influence the solubility of a substance.

Solubility of a substance is affected by the following factors

a. Stirring
b. Particles size
c. Temperature

Describe how the following will affect the rate of dissolving

The following activity shows how you can investigate the effects of these three factors on the
rate of dissolving.

1. Stirring

Questions:

(i) What happens to the salt in each jar? Explain why?

(ii) How long did it take for the salt in each jar to dissolve?

2. Particles’ size

(i) What happens to the salt in.

(iii) In which jar did the salt dissolve the fastest? Explain why?
(iv)
3. Temperature

(i) What happens to the salt jars? Explain why?

(ii) In which jar did the salt dissolve the slowest? Why?

Describe how the following will affect the rate of dissolving.

o Temperature
-Increasing temperature increases the rate of dissolving. When you heat a substance,
the particles move faster, this allows particles of solute and solvent to mix faster.

o Particle size
-The smaller the solute particles, the faster they dissolve in a solvent. The smaller the
solute particles, the greater the surface area that the water molecules can reach to
dissolve the solute particles.

o Stirring
-stirring increases the rate of dissolving. E.g. stirring moves the salt and water
particles around and allow them to move between each other quickly to form a
solution.

PRACTICAL INVESTIGATION: Investigate and explain how crystals can be

reclaimed from solutions

 the solutes can be separated from the solvent of a solution by the process of
crystallisation. Crystallisation can be achieved by heating a solution so that the
solvent evaporates, leaving crystals of the solute behind.
Importance of sufficient clean water.

Discuss that the scarcity of clean water could lead to health problems of
the eyes, skin and scalp.

A lack of clean water or not bathing regularly can cause health problems such as:

1. Skin infections
2. Eye infections
3. Scalp

 Scabies is a common skin infection in children caused by mites which tunnel under
the skin and cause itchy and bumps.
 Conjunctivitis (pink eye) is an infection in the eye that causes redness, pus and a mild
burning.
 If you don’t bath regularly or bath with dirty water develop death cells (scale) in the
head.

PRACTICAL INVESTIGATION: Investigate preventive measures to avoid

contracting these health problems

Suggest why pit latrines should be built downhill from water sources

 For the waste not to go down into water sources.

 To avoid smell and diseases.
Explain the location of household rubbish pits in improving sanitation and
health.

 A rubbish pit must be far away from home, well and rivers.
 A rubbish pit will keep flies away from home and stop the spread of diseases.

Water pollution and purification of contaminated water

Discuss water as a solvent and its many uses in everyday life

Water is a good solvent, so we use it for washing and cleaning.

We need water:

 To drink to stay alive

 To grow crops
 To raise livestock for food
 To water our gardens
 For reaction
 Wild plants and animals also need water to survive.

Describe ways of conserving water

Conserving water means using it carefully so that we do not waste it.

Conserving water in the garden .

 Planting plants that do not need lots of water e.g indigenous plants.
 Keep lawn areas as small as possible.
 Use shade cloth or netting over vegetable beds to prevent water evaporation.
 Remove weeds regularly.
 Water when it is cool such as early in the morning or in the evening.
 Mulch between plants.

Conserving water at home

 Fix leaks
 Close taps
 Re-use water
Explain the importance of conserving water

 It is important to conserve water because Namibia is a dry country with little rainfall
and droughts often occur.

Clean water and polluted water

Distinguish between clean/pure water and polluted and examine pure and
polluted water under the microscope.

 Clean water is water that is safe to drink (potable water)

 Polluted water is water that contains harmful things or impurities.

Name and classify impurities which occur in water

Water purification techniques

There are different techniques used to purify or remove the impurities from water. More than
one technique is usually needed to remove all the impurities. (decanting, filtering and
distilling of water)

Describe the different purification techniques (as described in 4.6)

Decanting: is useful for removing heavy solids such as sand and stones from water.
Filtering: means to separate solid impurities from a liquid by passing it through a filter. The
solid impurities that are larger than the holes in the filter remain behind, while the liquid
passes through.

Distillation: means to separates pure water from almost any impurities it may contain,
including solids, dissolved chemicals and metals and it also kills any living organisms in the
water.

Investigate and record how the local municipality uses the process of filtering
At the municipal waterworks, water is cleaned and purified to destroy the germs (bacteria,
algae and fungi) that could make animals and humans sick.

Explain the need for purifying contaminated water by boiling

 Boiling kill living organisms in polluted water.

Explain the importance of chlorination to remove bacteria, algae and fungi

from water.

 Chlorination kills micro-organisms such as bacteria algae in water.

Name sources of water pollution

 Fertilizers
 Pesticides
 Oil spills from ships
 Litter
 Human waste
 Industrial and mining waste

Discuss the disadvantages and dangers of polluted water

 Polluted water can be health hazard-it can make people sick.

 It can make animal sick.
 It can cause plants to be unhealthy.
 It is expensive to purify polluted water.

EQUIPMENTS AND PROCEDURES FOR DECANTING, FILTERING AND

DISTILLING OF WATER

Identify and outline the use of equipment (with reference to 4.6)

Equipment Uses
Glass beakers  For measuring, mixing, heating and
pouring liquids.
Conical flasks  For holding chemicals and mixing or
heating them easily without them
spilling out of the narrow neck.
Filter paper  Used together with a funnel to
separate solids or impurities from a
liquid.
A funnel  Helps you to pour liquid into a
container that has a narrow neck.
A spirit burner  To heat containers or liquids.
A Liebig condenser  Used in distillation/to distil water

Use appropriate techniques and handle with due regard to safety the
following equipment: glass beaker, funnel, filter paper, spirit burner, Liebig
condenser, flat-bottomed jar.

Equipment Appropriate techniques/safety regards

Glass beaker  If you heat anything in a glass beaker use tongs or
heat-resistance gloves.
Conical flask  Conical flask can break easily, handle them with
care.
 Use tongs or heat resistance gloves.
A spirit burner  Do not knock it over or use it if is leaking.
Liebig condenser  It is fragile handle it with care.
Flat-bottom jar 
Filter paper 

PRACTICAL INVESTIGATIONS
1. Investigate and describe the process of decanting whereby water is carefully poured
into a second beaker, leaving behind the sediment or insoluble impurities.

2. Investigate and describe the process of filtration whereby water is filtered resulting in
a clear filtrate.

3. Study the uses of filtration (eg. Municipalities that use large sand filters)

4. Investigate the process of distillation of a solution of water and soluble impurities.

 ELECTRICITY
Static electricity

 Is the electricity that does not flow but can discharge, positive and negative charges
are produced when objects are rubbed to each other.

State that objects are either charged or uncharged (Neutral)

 Object can be charged or discharged (neutral)

Lightning

 Is when sparks jumping from one cloud to another.

 The movement of electrons when clouds are sliding over each other which cause the
attraction of charges.

PRACTICAL INVESTIGATION

 Observe what occurs when they rub plastic combs with a dry cloth & then attract
small pieces of papers to the comb.
 Observe what happens when an air-filled balloon is rubbed on a lean chalk board.
 State that objects are either charged or uncharged.

 Electrical charge is caused by tiny particles called protons and electrons.

Protons have positive charge (+) and Electron charge have negative charge (-).

 Electrons can move from one object to another. Example when you comb your hair
some electrons move from your hair to the comb. This give the comb negative charge
and leaves your hair with positive charge.
If an object has the same number of positive, negative charges, the charge cancel each other
out and the object is an overall neutral charge.

Explain the spark that jumps from finger to a metal objective when the air
is dry:

It is a static discharge

 When you rubbed the metal, electrons moved from the metal leaving the metal with a
positive charge. This flow of electrics charge is called static discharge. It is visible
as a spark, the same thing happen when the air is dry and you touch a metal object
with your finger.

Explain the relationship of spark jumping from a finger to a metal object

and of lightning striking a cloud to another or other object.

 Lightning is huge static discharge from cloud, the top of cloud become positive
charged and the bottom of cloud become negative charged. If the electrical charge in
the cloud is big enough the electrons will flow from the cloud to the ground, or to
another cloud in huge static discharge.

MATTER AND ELECTRIC CURRENT

Explain the proper use of electrical outlets and appliances:

 When have a lot of electrical appliance like

 Electrical kettle
 Iron
 Freezer
 Stove
 Radio and cell phone chargers
 Always switch the electricity off the socket before you pull out the plug
 Never use electricity near the water
 Check that the wire are insulated or not exposed
 Wear shoes
 Switch off and remove plugs before changing fuses, filling kettle etc.
 Uses correct leads extension lead and plugs

Explain the danger of bare electrical wires:

 It can shock you

 It can cause fire
 The shock can stop your heart-beat and you may die.

Circuit symbols:

___________ Wires/Connectors
 Cells

Bulbs

Open switch and Closed switch

PRACTICAL INVESTIGATION:

Investigate the building of a simple flashlight by constructing a simple closed circuit which
contains a single cell bulb and a switch

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