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• GETSenPhaseMaths

This module and collection are included inLens: Siyavula: Mathematics (Gr. 7-9)
By: Siyavula

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Course by: Siyavula Uploaders. E-mail the author

# Temperature

Module by: Siyavula Uploaders. E-mail the author

## Memorandum

• <

21. a) Stormvoël en koning-pikkewyn

1. a) Nee

d) Nee. Kan nie in temperature onder vriespunt leef nie

1. a) Nee. Nee. Kan nie in temperature kouer as –10 grade leef nie

22. x = 12; 3

x – 9 + 4: 0; -8; -12; -23

## LEERDERS AFDELING

### AKTIWITEIT: Temperature [LU 2.6, LU 2.1]

20. HET JY GEWEET?

Water vries by 0°C en kook by 100°C. ’n Sweedse sterrekundige het die Celsius-skaal uitgevind. Kyk na die verskil tussen die Celsius- en die Fahrenheit-skale.

20.1 Vul in: < ; > or = : -30 ........ -22

20.2 Volgens die termometer op die vorige bladsy is -30°C = -22°F. Verduidelik hoe dit moontlik is.

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21. Kyk na die maksimum en minimum temperatuur wat dié lewendige organismes kan verduur. Beantwoord dan die vrae wat volg.

a) Wie / wat kan in -60°C oorleef? ___________________________________

b) Kan ’n erdwurm in temperature onder vriespunt bly lewe?

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c) Wat is die verskil tussen die minimum en maksimum temperature waarin die volgende lewende organismes kan bestaan?

i) stormvoël ____________________________________________________

ii) huisvlieg_______________________________________________________

iii) koningpikkewyn _________________________________________________

d) Sal ’n tuinslak in Londen oorleef in Desember?

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Motiveer jou antwoord.

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e) Dink jy daar is baie huisvlieë in die omgewing naby die Noordpool? _____________________________________________________________________

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Motiveer jou antwoord.

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f) Kyk weer na die skets. Wat is die som van al die organismes se minimum temperature?

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22. Kan jy die volgende tabel voltooi?

 x 5 –3 –7 –18 x - 9 + 4 7 –2

## Assessering

Leeruitkomste 2:Die leerder is in staat om patrone en verwantskappe te herken, te beskryf en voor te stel en probleme op te los deur algebraïese taal en vaardighede te gebruik.

Assesseringstandaard 2.1: Dit is duidelik wanneer die leerder numeriese en meetkundige patrone ondersoek en uitbrei op soek na ‘n verwantskap of reëls, insluitend patrone.

Assesseringstandaard 2.6: Dit is duidelik wanneer die leerder ‘n situasie beskryf deur ‘n grafiek daarvan te interpreteer, of ‘n grafiek teken van ‘n beskrywing van ‘n situasie (bv. die hoogte van ‘n wipwaentjie oor tyd; die spoed van ‘n resiesmotor wat om ‘n baan beweeg).

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