Gr11 PhysicalSciences JikaImfundo Tracker Term3 2018

Downloaded from hlayiso.com education Department: Education PROVINCE OF KWAZULU-NATAL PHYSICALSCIENCES 11 SCIENCESPHYSICA PHYSICALSCIENCES SCIENCESPHYSICA PHYSICALSCIENCES GRADE SCIENCESPHYSICA PHYSICALSCIENCES PHYSICAL SCIENCES SCIENCESPHYSICA TEACHER TOOLKIT PHYSICALSCIENCES CAPS Planner and Tracker Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others. SCIENCESPHYSICA PHYSICALSCIENCES 2018 TERM 3 THE PROGRAMME TO IMPROVE LEARNING OUTCOMES SCIENCESPHYSICA The Stables Hollard Campus ENDORSED BY 22 Oxford Road Tel: +27 11 351 2430/2457 Parktown 2193 Email: admin@pilo.co.za ISBN: 978-1-928320-88-3 Grade 11 Physical Science Tracker 2018 Term 3 cover 80 KZN.indd 1 3/7/2018 3:26:27 PM

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Downloaded from hlayiso.com https://ultradeep.co.za GRADE 11 Physical Sciences Teacher Toolkit: CAPS Planner and Tracker 2018 TERM 3 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za Published in 2016, and revised in 2017 and 2018, by Jika iMfundo. Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others. The Programme to Improve Learning Outcomes (PILO) The Stables, Hollard Campus, 22 Oxford Road, Parktown, 2193 Tel: +27 11 351 2430/2457 Email: admin@pilo.co.za © The National Education Collaboration Trust (NECT) A partnership involving business, civil society, government and labour that strives to improve education outcomes. The National Education Collaboration Trust Ground Floor, Block D, Lakefield Office Park, 272 West Avenue, Centurion, 0163 Tel: +27 12 752 6200 Email: info@nect.org.za Web: www.nect.org.za No part of this publication may be reproduced without prior permission from the NECT. These materials are currently being evaluated and will be improved on the basis of the evaluation. ISBN: 978-1-928320-88-3 Materials development by the PILO team along with representatives from the districts and province. Publishing management by The Word Horse, www.wordhorse.co.za Design and typesetting by COMPRESS.dsl, www.compressdsl.com https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za CONTENTS A. About the Tracker___________________________________________________ 2 F. Assessment Resources_____________________________________________ 59 1. Your quick guide to using this planner and tracker_______________ 2 1. Sample item analysis sheets_________________________________ 59 2. Purpose of the tracker_ ______________________________________ 4 2. Physical Sciences Grade 11: End-of-Term 3 Control Test_________ 61 3. Links to the CAPS___________________________________________ 4 3. Physical Sciences Grade 11: End-of-Term 3 Control Test 4. Links to approved LTSMs_____________________________________ 4    Memorandum__________________________________________ 68 5. Managing time allocated in the tracker_________________________ 4 4. Cognitive Analysis for Physical Sciences Grade 11: 6. Links to assessment__________________________________________ 5     End-of-Term 3 Control Test_______________________________ 71 7. Resource list________________________________________________ 5 8. Columns in the tracker_______________________________________ 5 G. Additional Worksheet______________________________________________ 72 9. Weekly reflection____________________________________________ 5 1. Worksheet 1_______________________________________________ 72 2. Answers for Worksheet 1____________________________________ 75 B. Term Planning______________________________________________________ 6 C. Daily Lesson Planning and Preparation______________________________ 11 D. Trackers for Each Set of Approved LTSMs___________________________ 14 1. Study and Master Physical Sciences (Cambridge University Press)__ 16 2. Platinum Physical Sciences (Maskew Miller Longman)____________ 30 3. Successful Physical Sciences (Oxford University Press)___________ 42 E. Additional Information and Enrichment Activities____________________ 56 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za A. ABOUT THE PLANNER AND TRACKER I have looked at the planner and tracker. It goes too fast! 1. Your quick guide to using this planner and tracker What is Jika iMfundo and where do I fit in? The CAPS planner and tracker is an expanded ATP. It helps you pace yourself as if you were able to cover everything in the ATP/CAPS. When you fall behind because time has been lost, or because the learners are progressing slowly, you need to confidently discuss this with your teaching What you do matters! What you do every day as a teacher team without feeling blamed. The pace of coverage will be can change the life-chances of every child that you teach. determined by the pace of learning. That is why coverage Jika iMfundo is a campaign that supports teachers by must be tracked by the teacher and the SMT. providing CAPS planners and trackers so that teachers can plan to cover the curriculum, track progress, and seek help when they are falling behind. How do I use the planner and tracker? But who will help me? See the "Quick 5-step Guide to Using the CAPS Planners and Trackers" on the opposite page. Jika iMfundo will work with your school management team (SMT) and assist them to have supportive and professional conversations with you about curriculum coverage that will be orientated to identifying and solving problems. 2 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za QUICK 5-STEP GUIDE TO USING THE CAPS PLANNERS AND TRACKERS If this is a campaign, who is part of it? 1. Find the textbook that YOU are using. 2. Use the planning page each week to plan your teaching for the week. It will help you link the CAPS content and skills to relevant material in the textbook, the teacher's guide, and other materials such as the All teacher unions in KwaZulu-Natal support Jika iMfundo DBE workbook. because they believe it will help teachers in their work. The district director, circuit managers and subject advisers are leading Jika iMfundo in your district because they believe that we can improve learning if we improve curriculum 3. Keep a record of the date when you were able to complete the topic. coverage. You, as a teacher, and your colleagues on the It may be different from the date you planned, and for different staff and the SMT of the school are invited to join Jika classes. Write this date in the column on the right for your records. iMfundo. Because what you do matters. 4. At the end of the week, reflect and check if you are up to date. Make notes in the blank space. 5. Be ready to have a professional and supportive curriculum coverage If you see mistakes in the planners and trackers, please send details of these to conversation with your HoD (or subject or phase head). admin@pilo.co.za. If you would like to be kept informed about developments in Jika iMfundo, send the following information to admin@pilo.co.za: • your cell phone number The CAPS planners and trackers also provide guidelines for • the grade/s you teach assessment with samples, and may also have enrichment • the subject/s you teach. and remedial suggestions. Read the introduction pages We will add you to a WhatsApp group that will operate in your circuit. carefully for a full explanation. Look for Jika iMfundo on Facebook. Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 3 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za 2. Purpose of the tracker 4. Links to approved LTSMs The Curriculum and Assessment Planner and Tracker is a tool to support you in your There is a tracker for each set of Learner’s Books and Teacher’s Guides of the approved role as a professional teacher. Its main purpose is to help you keep pace with the time books on the National Catalogue. The tracker aligns the CAPS requirements with the requirements and the content coverage of the CAPS by providing the details of what content set out in the approved Learner’s Books and Teacher’s Guides. You must refer should be taught each day of the term; and of when formal assessments should be to the tracker for the book that is used by learners at your school. If you have copies done. Each of the sessions for Physical Sciences in Grade 11 is linked to the approved of other Learner’s Books, you can also refer to these trackers to give you ideas for sets of Learner’s Books and Teacher’s Guides on the National Catalogue, as well as the teaching the same content in a different way. However, ensure that you cover the Everything Science Learner’s Book (Siyavula) which has been distributed to schools content systematically. For each set of LTSMs in the tracker, links are given to the by the Department of Basic Education as an additional resource. You can download it relevant pages in both the Learner’s Book and Teacher’s Guide to make it easier for from www.everythingscience.co.za. teachers to access the correct resources. Links to the Everything Science materials have been inserted in the trackers for all Learner’s Books. The tracker provides a programme of work that should be covered each day of the term and a space for reflection of work done for each of the LTSMs on the National In addition, further suggestions for extension, enrichment, and/or homework exercises Catalogue. By following the programme in the tracker for the Learner’s Book you are have been made. We recommend that you always have an extra activity available for using, you will cover the curriculum in the allocated time, and complete the formal those learners who complete their work earlier than others. assessment programme. By noting the date when each session is completed, you can Each tracker is based on the latest print editions of the three approved LTSMs. Take assess whether or not you are on track. If you are not, strategise with your head of note that page numbers may differ slightly from other print runs of the same Learner’s department (HOD) and colleagues to determine the best way in which to make up Book. If the page numbers in your edition are not exactly the same as those given in time to ensure that all the content prescribed for the term is completed. In addition, the tracker, you should use the activity/exercise numbers given in the tracker to guide the tracker encourages you to reflect on what parts of your lessons were effective, and you to the correct pages. These should only differ by a page or two from those given which parts of your lessons can be strengthened. These reflections can be shared with in the tracker. colleagues. In this way, the tracker encourages continuous improvement in practice. This tracker should be kept and filed at the end of the term. 5. Managing time allocated in the tracker The tracker provides a suggested plan for 32 one-hour sessions, organised into four 3. Links to the CAPS sessions per week. Depending on your school’s timetable, you may use two of these The Grade 11 Physical Sciences tracker is based on the requirements prescribed by sessions in one double period. You might also need to adjust the work prescribed for a the Department of Basic Education’s Curriculum and Assessment Policy Statement session to meet other demands of your timetable. However, the content that needs to (CAPS) for Physical Sciences in the Further Education and Training (FET) band. The be covered in a week, should always be covered in a week. If for some reason you do CAPS prescribes four hours per week for Physical Sciences. The work set out in the not complete the work set for the week, you need to find a way to get back on track. tracker for each day is linked directly to the topics and subtopics given in the CAPS, The breakdown of work to be done each week corresponds to the annual teaching plan with the specified amount of time is allocated to each topic. It gives the page number and programme of assessment drawn up by the Department of Education; however, in the CAPS document of the topics and subtopics being addressed in each session. the tracker gives a more detailed outline of what should be taught each day. This enables you to refer to the curriculum document directly should you wish to do so. The tracker has been planned for a third term of 11 weeks. Eight weeks are allocated for covering the set curriculum. Week 9 is for catching up any work not done in this 4 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za time. This leaves Weeks 10 and 11 for you to give your learners the required control 4. Learner’s Book page number test and to do remediation work with them. During this time, you will also need to 5. Learner activity number make sure that the formal assessment of practical work has been completed. 6. Teacher’s Guide page number 7. Everything Science Learner’s Book page number Homework has been allocated for most sessions. For learners to benefit from these 8. Everything Science Teacher’s Guide page number activities, it is necessary to provide feedback on the homework. Do this at the beginning 9. Date completed – this needs to be filled in each day and there are columns for of the next lesson or at the end of a topic. Learners who do not complete their written each of the classes you teach. work in time can complete the activity for homework. If some learners complete their work well ahead of schedule, consider providing them with enrichment activities. We have provided some examples of enrichment activities in this tracker. If some learners 9. Weekly reflection do not complete their written work in time, they can complete the enrichment activity The tracker provides a space to record reflections on a weekly basis. This weekly for homework. If for any reason you miss a lesson, or find that you need to spend more reflection provides you with a record for the next time you implement the same lesson, time than planned on some aspect of the work, find a way to get back on track so that and also forms the basis for collegial conversations with your head of department the curriculum for the term is covered as required. (HOD) and colleagues. It should be shared both informally and at regular departmental meetings. Together with your HOD and colleagues, think of ways of improving your 6. Links to assessment lessons and in turn your learners’ work. If for some reason not all the work for the week The tracker indicates where in the series of lessons the CAPS assessment activities/ has been covered, strategise with your HOD and colleagues as to how best to catch tasks/practical activities should be done. This varies slightly from Learner’s Book to up so that the curriculum is covered. Learner’s Book, but is always in line with the CAPS specifications. We suggest that you You are encouraged to reflect on your lessons daily – thinking about what went well, discuss testing times with your colleagues who teach other subjects. In this way you or did not go so well in each, and how better to help learners grasp the content being can avoid having learners write several tests on the same day in a single week. taught. Briefly jot down your reflection by following the prompts in the tracker. When For informal assessment tasks, you may want to use a variety of assessment methods, reflecting, you could think about things such as: including peer assessment, self-assessment and spot marking. • Was my preparation for the lesson adequate? For example: Did I have all the necessary resources? Had I thought through the content so that I understood 7. Resource list it fully and could teach it effectively? • Did the purpose of the lesson succeed? For example: Did the learners reach The tracker suggests resources that you could use for certain lessons. In addition, a good understanding of the key concepts for the day? Could the learners suggestions for alternative equipment and resources have been made. Learners need use the language expected from them? Could the learners write what was to interact with learning material as much as possible, therefore every attempt has expected from them? been made to allow for such interaction. • Did the learners cope with the work set for the day? For example: Did they finish the classwork? Was their classwork done to an adequate standard? Did I 8. Columns in the tracker assign any homework? The following columns can be found in the tracker for each set of LTSMs: • What can I do to support learners who did not manage the work, or to extend 1. Session number those who completed the work easily? 2. Relevant CAPS page number • What might I change next time I teach this same content? Will I try a different 3. CAPS content, concepts and skills for the day approach? Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 5 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za B. TERM PLANNING a field. In terms of electrostatics this is a three-dimensional space that surrounds any charged object. When another charged object enters this region it will experience a force. The force may be an attractive force if the charged objects are oppositely Before you consider weekly and daily plans which are set out in the tracker, think about charged (i.e. one positive and one negative) or a force of repulsion if they have the the term as a whole. same charges (i.e. both positively charged or both negatively charged). You need to draw your learners’ attention to the fact that there are strong similarities between an 1. Check the term focus electrostatic field, a magnetic field and a gravitational field. Take note of the focus for the term. The CAPS document provides clear details The emphasis in Grade 11 is on quantifying the strength of the electrostatic field that regarding the focus for Grade 11: surrounds different charged objects. We begin by introducing Coulomb’s Law which Term 1 – Physics: Mechanics is used to calculate the force of attraction or repulsion between charged objects. Mathematically, the equation is similar to the equation used to describe Newton’s Law Chemistry: Matter and materials of Universal Gravitation. It is particularly important to emphasise the inverse square Term 2 – Physics: Waves, sound and light relationship between the electrostatic force and the distance between the centres of Geometrical optics the charges. Your learners need to be familiar with the fact that if you increase the 2D and 3D wavefronts distance by a certain factor then the force will decrease by the square of that factor. Questions based on this relationship are often asked in examinations. It can save Chemistry: Matter and materials learners time too, as they do not have to repeat calculations where calculator errors Ideal gases and thermal properties can give them an incorrect answer. An example has been included in Worksheet 1 (see Chemical change Section G of this tracker). Quantitative aspects of chemical change Coulomb’s Law also provides an opportunity to revise and forces and force vectors in Term 3 – Chemistry: Chemical change this new context. It is recommended that learners draw labelled free body diagrams. Physics: Electricity and magnetism They need to apply Newton’s Third Law as well. It is particularly important that learners use subscripts to identify the forces. For example, if two charged objects A and B are Term 4 – Chemistry: Chemical change and chemical systems brought close to each other then the force on object A should be labelled as FBA and Overview of Term 3 Topics the force on object B should be labelled as FAB. Electrostatics In order to provide a more concrete picture of an electrostatic field, we draw diagrams of field lines. Learners need to draw neat diagrams with a sharp pencil. Field lines This is a topic that usually fascinates learners, especially if simple experiments are always leave a surface at 90° to the surface and never cross each other. When field done. These may include charging a Perspex ruler or a glass rod by rubbing them lines are close together the field is strong; when they are far apart the field is weaker. with different types of cloth. This is best done on a dry day. Most schools will not We determine the direction of the field line by introducing a small positive test charge have access to a Van de Graaff generator but it you can show learners a video clip of into the region around a charged object. We ask the question, ‘In which direction will one in action. It provides a hair-raising experience which can be shocking! Many of the electrostatic force act on the test charge?’ We indicate the direction using an arrow these experiments are done in the lower grades but it is worthwhile repeating these as on the field line. demonstrations so that you can probe learners’ understanding of the concepts. The use of a test charge gives rise to a vector quantity called electric field strength, F One of the most important concepts that needs to be developed is the concept of E, which is defined as the force per unit charge at a point in the field: E = q . The 6 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za charge q in this equation is usually the test charge and the electric field is produced FIGURE 1: DIAGRAM OF A STRAIGHT CURRENT-CARRYING CONDUCTOR by another charge. When we combine this defining equation with Coulomb’s Law, we (SIDE VIEW) k.Q get the equation E = 2 . The Q in this equation is the charge that is producing the r Top field at a distance from itself. Many learners confuse these two equations. Spend time on clarifying the differences between them and stress the difference in q (the charge experiencing the force) and Q (the charge producing the electric field). When teaching electrostatics, you could consider introducing terminology that is usually used in the context of electromagnetism. For example, a charged Perspex ruler will cause a stream of water to bend. There is no contact between the ruler and the stream of water. We can say the electric field has induced a change in direction of the stream of water. The word induced is not common but is crucial in understanding Bottom Faraday’s Law. In the side view of the conductor (Figure 1), the current is moving from the bottom of Electromagnetism the page to the top of the page. The direction of the current is given by an arrow. The discovery of the link between magnetism and current electricity changed the world FIGURE 2: DIAGRAM OF A STRAIGHT CURRENT-CARRYING CONDUCTOR and is probably responsible for the explosion of technology that is part of our daily (TOP VIEW) lives. Studying this topic gives us the opportunity to inspire learners to ask questions and make discoveries of their own. One role model from this field is Michael Faraday. Faraday was born into a very poor family and had no formal education. He had to go to work when he was still very young. He worked as an apprentice to a book binder and taught himself to read. At the time scientists all belonged to the wealthy classes and science was not accessible to ordinary people. Michael Faraday changed that. He developed an interest in science through reading and volunteered to be a laboratory assistant to a famous scientist who was trying to use magnets to generate electricity. In the top view of the conductor (Figure 2), the current is moving towards the viewer But it was Michael Faraday who discovered that if you move a magnet through a coil (out of the page) and this symbolised with a dot in the middle of the conductor. of wire you can induce a potential difference across the ends of the coil. He went on FIGURE 3: DIAGRAM OF A STRAIGHT CURRENT-CARRYING CONDUCTOR to use this principle to develop electric motors and generators. Michael Faraday is (BOTTOM VIEW) also famous because he shared his discoveries with ordinary people by giving public lectures on science. This topic requires learners to develop a mental picture of the interaction between a magnetic field and a current. These interactions happen at 90° to each other so it is not easy to draw them on a flat piece of paper. To help us we use symbols. However, the key to developing a good conceptual understanding is to be explicit about where the viewer is observing the interaction from. Learners need to become comfortable with In the bottom view of the conductor (Figure 3), the current is moving away from the changing their point of view. Figures 1–5 illustrate this idea. viewer (into the page) and this is symbolised with a cross. Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 7 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za The crucial step in using these different views comes when you combine the current The diagram is also critical in developing the concept of magnetic flux. Initially you and the associated magnetic field. This link was first discovered by Ørsted. He found could ask learners to count the number of dots or crosses in a square close to the that a magnetic field formed around the conducting wire and that it was perpendicular conductor. Next you could move the square away from the conductor and the number to the direction of current. The magnetic field is strongest close to the conductor but of dots and crosses passing through the square would decrease. This exercise links the becomes weaker further away. The magnetic field is illustrated by concentric circles idea of a magnetic field passing through an area that is perpendicular to the field and and the direction of the field by arrows (Figure 4). so defines the term magnetic flux. FIGURE 4: DIAGRAM OF A STRAIGHT CURRENT-CARRYING CONDUCTOR One can then look at magnetic flux for a loop or a solenoid while exploring the idea (TOP VIEW) SHOWING MAGNETIC FIELD that a moving charge (current) produces a magnetic field. Learners should be able to understand that the magnetic flux inside a solenoid is much higher than outside the coil. The next step is to explore the converse relationship that Faraday discovered. Here we look at how a moving magnet field can induce an electromagnetic field (emf) across the ends of a conductor. The relationship is summarised in the equation for Faraday’s Law ε ∆Φ = –N where N is the number of turns in the coil and Φ is the magnetic flux. This is best ∆t demonstrated by moving a magnet into a coil connected to a galvanometer. We say the moving magnet induces an emf across the ends of the conducting wires. When these wires are connected to form a closed circuit, current will pass through the wire. The direction So what would the side view look like? The diagram in Figure 5 shows the magnetic of the current changes when the direction of the movement of the magnet changes. field lines as dots and crosses. The dots show the direction of the field out of the page The factors that affect the size of the induced emf may also be explored, including the and the crosses represent the magnetic field direction into the page. This diagram strength of the magnet and the number of turns in the coil. Learners will also discover that shows that the magnetic field lines are closer together nearer the conductor and the faster the magnet moves, the greater the induced emf. This evidence can be used farther apart at a greater distance from the conductor. to explain the phrase ‘rate of change’ which is found in the statement of Faraday’s Law. FIGURE 5: DIAGRAM OF A STRAIGHT CURRENT-CARRYING CONDUCTOR Electric circuits (SIDE VIEW) SHOWING MAGNETIC FIELD Top The relationship between emf (potential difference) and current is explored in this – topic. One of the crucial activities in this section of work is to verify Ohm’s Law. It is important to link these topics, as your learners could be asked to combine Faraday’s Law and Ohm’s Law in order to calculate resistance of a coil or the magnitude of the induced current in a coil. Electric circuits are not new to learners. However, it is important to revise the definitions of potential difference, emf, current and resistance with them. They should also be reminded about series and parallel connections. Drawing and interpreting circuit diagrams is also crucial. + Ohm’s Law is a very powerful tool in solving circuit problems. Investigating the relationship Bottom between current passing through a conductor and the potential difference across its ends 8 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za will allow learners to develop their practical skills. They will also need to tabulate data, plot a catalyst easily after watching this demonstration. For more information, see https:// graphs and refine their understanding of what ‘directly proportional’ means. sciencebob.com/fantastic-foamy-fountain/ Learners need to be given lots of opportunity to solve circuit problems. They need to In Term 2, your learners completed the verification of Snell’s Law as a Physics project. be comfortable dealing with combinations of resistors in parallel and in series. They In Term 3, they will need to investigate endothermic and exothermic reactions as need to start with identifying which resistors are in series and which are in parallel. part of the formal practical assessment as a Chemistry project. The results of one of They can usually work out the equivalent resistance of the branched resistors. They these projects needs to be recorded for reporting purposes. Guidelines for managing should also identify where the current is the same (in the series section of the circuit) projects are given in the CAPS and in the teacher guides. You may also want to and where potential difference (voltmeter readings) are the same (branched sections). encourage learners to enter regional science fairs. For more details and guidelines on By applying Ohm’s Law, most unknowns can then be calculated. It is important to managing projects contact Eskom Expo for Young Scientists (www.exposcience.co.za). recognise that there are often different ways to solve circuit problems. Learners should learn to solve these problems in different ways, so that they can check their answers Acids and bases in exams. Acids and bases is another topic that learners will have investigated in earlier grades. Electric circuits are examined in the final Grade 12 Physics papers. Examiners’ reports They also did stoichiometric calculations that involved acid–base reactions in Term 2. over the years indicate that many learners struggle with questions in this section. Acids and bases are referred to in everyday conversation, so learners should be familiar However, a good understanding of the basic concepts and a clear strategy for dealing with the basic concepts, but there is more to learn. In Grade 11, learners define an acid with circuits will ensure learners do well in this section. as a proton donor (hydrogen ion donor) and a base as a proton acceptor. An acid– base reaction therefore involves a transfer of hydrogen ions. Learners are also formally Energy and chemical change introduced to titrations. The concepts developed in this section of Chemistry will be developed and examined One of the most fascinating things about acid–base reactions is that you can observe a in Grade 12. The terminology used must be learnt. The most important aspect colour change in the solution by using an indicator when doing a titration. An indicator in this section is drawing and interpreting graphs of energy profiles. These graphs is a chemical that has a distinct colour in an acidic solution and a different colour in indicate why not all reactions are spontaneous and illustrate the difference between a basic solution. So when they add a base to an acidic solution in a titration, learners endothermic and exothermic reactions. will observe a distinct colour change as the base neutralises the acid. What is most The concept of a catalyst is also very important, particularly in biochemistry and interesting is that these colour changes can be reversed. If an acid is added to a basic industrial chemistry. Catalysts are chemical substances that participate in chemical solution, the indicator’s colour will return to the original colour. This demonstrates the reactions without being used up. They may be changed during the reaction but this concept of a reversible reaction. change is not permanent. The same mass of catalyst present at the start of a reaction will be present at the end. Catalysts lower the activation energy of a reaction, often Reversible reactions are important in many different contexts, including biochemistry by providing a surface for reactant molecules to join together and form new products. and industrial chemistry. In the context of acid–base reactions we look at reversible Reactions involving catalysts are easy to demonstrate and some involve chemicals reactions by pairing the acid and its conjugate base and the base and its conjugate available in most pharmacies or supermarkets. An example is ‘elephant toothpaste’, acid. Many learners get confused by this concept, possibly because the word in which a catalyst such as potassium iodide, manganese dioxide, dried yeast or even conjugate is not familiar to them. To help them you need to explain that the acid chicken liver is added to hydrogen peroxide, thus releasing a large volume of oxygen. and its conjugate base differ by a hydrogen ion. The conjugate base acts as a base By adding a small amount of liquid dishwashing detergent to the hydrogen peroxide, by accepting a hydrogen ion to reform the acid. In a similar way, the base and the the oxygen is captured in a mass of small bubbles. Learners will not forget the effect of conjugate acid also differ by a hydrogen ion. Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 9 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za Once learners have grasped these theoretical concepts, they need to apply them and additional worksheets. These have been referenced in the tracker for each book by exploring various acid–base reactions and then using them to prepare salts. and are included as homework activities. However, in some cases the Learner’s Book may not have enough questions and we have referred you to additional activities This section needs to include a lot of practical work and so preparation is critical. from the Everything Science Learner’s Book. If your learners don’t have a copy, they You can conduct most of the required investigations even if you do not have can access these questions online from www.everythingscience.co.za. The Learner’s laboratory glassware. By doing practical work you will stimulate learners’ interest Books can also be downloaded or print copies can be ordered from a supplier and help them to apply the theory. This is particularly important when preparing referred to on the same site. There is a huge database of questions that will be very salts. You can ask learners to write balanced chemical equations for each of the useful for learners to work through both for remediation, revision and extension. activities they complete. If you make it a requirement that learners must submit Not all the activities are referenced in the tracker. If you identify that your learners the chemical equations before doing the practicals they will be more motivated are struggling in a particular section, select questions that are relevant to them. to get the chemical equations correct. You will also be able to identify learners or groups of learners who need remediation. A list of resources for the term appears below in case you want to collect these well in advance. You will find it worthwhile to collect these well in advance and leave them in 2. Prepare resources a box or something similar. This way, you will avoid a last-minute rush. Remember that some materials are used on several different occasions, so keep laboratory equipment This stage in your preparation is vital. The prescribed Learner’s Books provide both safe and well cleaned. Depending on how quickly your learners complete a section, information and activities. The Teacher’s Guides also provide valuable information and on what activities you choose, you may find that you are still on a certain week as teaching guidelines. When you are planning, you need to be familiar with the when the following week’s requirements are listed. Continue normally and check with information in the Learner’s Book your learners will be using. This will ensure that the CAPS document to find out what you still need. you do not need to either read from the Learner’s Book or ask your learners to copy down notes from the chalkboard or projector. 3. Plan for required formal assessment tasks Teaching Physical Sciences should not be based on reading and discussing the Learner’s The CAPS requirements for formal assessment in Term 3 are a project (practical Book. Learners need activities, demonstrations, problem solving opportunities and assessment) and an end-of-term test. The project specified for Term 3 is either active debates. This all takes careful planning and preparation of resources. a physics or a chemistry project. The physics project is based on work done in Term 2, and if it was done there, the mark must be recorded for Term 3 practical Resources can range from everyday objects like a marble or a ball, to more work. Projects have not been allocated class time in the trackers as it is expected scientific apparatus like a ticker timer, or even digital resources like a short video that learners will do them in their own time. Most of the Learner’s Books and/or clip or simulation. Whatever resource you select as the focus of the lesson, make Teacher’s Guides provide examples of CAPS-compliant formal assessment tasks, sure you think carefully about the questions you will ask learners to think about including practical investigations, revision activities and a sample control test. and discuss. You may plan these discussions in pairs or small groups. Through observation, reflection and discussion you will engage learners in helping them Where the LTSMs used at your school have the test in the Learner’s Book, this test construct their own knowledge. It is important to challenge this knowledge and at cannot be used because the learners will be able to prepare for it in advance, but times disagree with them even if they are correct. You can also present a common it is useful for revision and informal assessment. An exemplar test is provided in misconception and encourage them to be critical of the proposed idea. Section F Assessment Resources of this tracker. Problem solving and application of knowledge are very important in Physical Sciences. Table 1 gives an overview of the practical task/investigations/project and control Your learners will need to practise exam-type questions; the Learner’s Books all give test provided in each of the LTSMs, and where they are scheduled in each tracker. worked examples. There are also end-of-chapter or unit questions, exam practice This will help you in your preparation. 10 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za TABLE 1: FORMAL ASSESSMENT TASKS INCLUDED IN EACH APPROVED SET C. DAILY LESSON PLANNING AND OF LTSMs FOR TERM 3 PREPARATION Name of Formal practical assessment Control test book The tracker provides details of the content (in hour sessions) that you need to teach to your Study and Mark from work done in Term 2 Week 2: Week 10: class. However, to deliver the lessons successfully, you must do the necessary preparation Master Project: Verify and apply Control test yourself. This entails a number of key steps that range from ensuring that you have a good Physical Snell’s Law LB p. 145; TG D51–D52 TG B19–B20 understanding of the term focus through to checking the detailed preparation of resources Sciences OR Memo in TG B21–B22 needed for each lesson. Physical Sciences requires a range of resources, from printed material Week 6: Project: Exothermic and Exemplar test provided to typical science apparatus, such as test tubes, or household items including food items. endothermic reactions LB pp. 252–254; in Section F TG D89–D91 1. Check your own knowledge of the content Platinum Mark from work done in Term 2 Week 2: Week 10: Physical Project: Verify and apply Test 3 in Control However well you know your work, it is easy to make small mistakes when in a classroom Sciences Snell’s Law LB p. 110; TG pp. 66–68 Test Book pp. 10–13 with learners asking questions. Always read through the content that you are going to OR Memo in TG pp. 24–25 cover to ensure that you are very familiar with the work. If possible, also do additional Week 6: Project: Exothermic and Exemplar test provided endothermic reactions LB pp. 229–231; in Section F reading from other sources. Refer to Section E Additional Information and Enrichment TG pp. 130–134 Activities of this tracker where additional information about many of the topics for the term and some common errors – not always made explicit in the Learner’s Books or Successful Mark from work done in Term 2 Week 2: Week 10: Physical Project: Verify and apply Exemplar test given in Teacher’s Guides – are addressed. Sciences Snell’s Law LB p. 137; TG pp. 117–119 LB pp. 329–333 (useful OR for practice, not for 2. Prepare the conceptual framework for the lesson topic Week 6: Project: Exothermic and formal assessment) endothermic reactions LB pp. 252–253; On CD in TG When preparing the content to be taught think carefully about how the concepts are TG pp. 224–227 Memo in TG pp. 259–262 organised in a conceptual framework; how to help learners develop this framework for Exemplar test provided themselves; what possible questions learners might ask; and difficulties learners might in Section F have and how to address these. Please note: The DBE occasionally makes changes to the assessment requirements One way of preparing the content is to summarise it using a tool like a mind map, as published in the CAPS. If any changes are made after this document is printed, you shown in Figure 6. When you introduce a topic, learners will benefit from seeing the will need to adjust the assessment programme provided here and in the trackers big picture and a concept map is a useful way to present this. It is also a useful way of accordingly. showing learners how the class is progressing. At the end of the topic encourage your learners to make their own summaries in words and/or pictures. In this way, they will interact with concepts, and this in turn will promote deep learning. Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 11 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za FIGURE 6: MIND MAP OF KEY CONCEPTS ASSOCIATED WITH CHEMICAL CHANGE such as a quick question and answer session; or a paper and pencil activity. Once a gap in understanding or a misconception has been identified (e.g. some people think that when you kick a ball, it continues to move forward because of the force of Rearrangement the kick), address these misconceptions before moving on to teaching the new work of atoms for the term. In this context the word remediation refers to overcoming the learners’ Chemical interaction Making new substances between atoms wrong ideas. and molecules The mid-year examination for Grade 11 learners is the first step in preparing learners CHEMICAL CHANGE to write the matric examination. It is crucial that learners develop good study skills Interactions may involve different Conservation of atoms and exam technique. It is even more important that they learn from their mistakes. substances One of the ways you can assist learners is to identify areas of strength and weakness. Non In Section F, an example of an analysis sheet has been provided. You could use these conservation of molecules tables to analyse trends for a class or grade or to highlight an individual learner’s performance. Feedback and a detailed review of the mid-year examinations is essential to preparing your learners for future success. You may need to allocate time out of the While you prepare the conceptual framework, it is important to think about what prior normal allocation to address some of the common errors and to provide support and knowledge learners should have and to have a clear idea of where and when they will remediation particularly for the weaker learners. need to draw on the concepts taught in earlier grades. It is also very important for you to have a clear idea of where and when learners will need to draw on the concepts 4. Learner activities taught in the Grade 11 lessons. For this purpose, it is vital that you are familiar with Think about the tasks that learners need to complete in each lesson because it is the Grade 12 Examination Guides for Physical Sciences as many of the topics taught in important that they do something constructive. On rare occasions they may copy Grade 11 are examined in the final Grade 12 exam. something from the chalkboard or another medium, but this should not be the sole In your preparation, think carefully about the types of questions learners will ask. You focus of the lesson. Some examples of activities they can do in each lesson include, may want to pre-empt some of these questions by asking open-ended questions to answering questions by writing the answers (the CAPS encourages writing); completing arouse learners’ curiosity and to engage them in the process of learning. It is also a translation activities by converting a drawing to a description, or a table to a graph. You good idea to leave a question unanswered for a short time and let the lesson activities set the stage for the learner activities by giving explanations about different concepts, suggest a possible answer. If the question is still unanswered, then you should provide asking questions, setting problem-solving activities, or giving clear instructions about the necessary help. Doing this will provide good opportunities for you to correct any what learners need to do. wrong ideas or misconceptions. In Section E Additional Information and Enrichment Activities of this document you will find ideas for activities linked to several CAPS topics beyond the scope of those given 3. Baseline assessment and remediation of misconceptions in many of the LTSMs. Refer to this resource when preparing your lessons. In some instances, a more appropriate practical activity than the one in the Learner’s Book has Baseline assessment should take place at the beginning of each new topic. This been included for your use. enables you to establish what learners already know and to pick up any possible misconceptions. Some of the most common misconceptions have been addressed Ensure that you have enough chalk or markers. Where instructions in the Learner’s in relation to the relevant CAPS content in Section E Additional Information and Book that you are using is not clear, use the chalkboard (or whatever media you use Enrichment Activities of this document. Baseline assessment can take many forms – in your classroom) to draw or write instructions about what the learners need to do in 12 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za order to complete the prescribed activity. Chalkboards are also useful for the writing • Directorate Inclusive Education, Department of Basic Education (2011) down and explaining of new vocabulary. Guidelines for responding to learner diversity in the classroom through curriculum and assessment policy statements. Pretoria. www.education.gov.za, Always allow time in your lessons to review learners’ work and to give formative www.thutong.doe.gov.za/InclusiveEducation feedback on any assessment that has been done. Ensure that during peer or self- • Directorate Inclusive Education, Department of Basic Education (2010) assessment you have a list of possible answers. Guidelines for inclusive teaching and learning. Education White Paper 6. Special needs education: Building an inclusive education and training system. 5. Informal assessment Pretoria. www.education.gov.za, www.thutong.doe.gov.za/InclusiveEducation In addition to specifying the number and nature of the formal assessment tasks, the CAPS suggests that there should also be ongoing informal assessment each term. 7. Enrichment Learners can do a variety of informal assessment tasks, both in class and for homework, In certain tasks, learners will work at different speeds. For those learners who complete and many of the Learner’s Book activities are useful for this purpose. Informal their work earlier than others, refer to enrichment or extension activities in the Teacher’s assessment tasks do not have to be marked by the teacher. You can allow learners to Guide, those suggested in Section E Additional Information and Enrichment Activities mark their own or each other’s work. You should consider taking in about five or six and Section G Additional Worksheet of this tracker. pieces of work from time to time to help you assess progress informally and to keep learners attentive. Also change your review techniques from time to time. 8. Homework While learners do not always need marks for their work, they do need feedback. You It is essential for Grade 11 learners to do homework every day. Examine the tracker need to know which concepts they understood and which one they did not. This will and decide what sorts of tasks are appropriate for homework each week. Allow a enable you to correct and support their learning. Record any marks that are awarded few minutes at the end of each lesson to provide homework instructions. Homework or key comments for your own interest. can be a useful consolidation exercise and need not take learners very long. If well planned in advance, learners can sometimes be given a longer homework exercise to 6. Learners with special needs be handed in within a week. This arrangement allows for flexibility. People are not all the same. Learners will attend the Physical Science classes with different If homework tasks are allocated, it is essential to allow a few minutes at the start of the needs, styles of learning and also with a variety of alternative ideas about scientific following lesson to review the previous day’s homework. phenomena. It is challenging for a teacher to accommodate all these differences, but it is important that you consider these differences during your preparation. 9. Practical work For different learning styles, the teacher can use a variety of teaching methods. These Practical work must be integrated with theory to strengthen the concepts being include whole class teaching, peer interaction, small-group learning, writing activities, taught. This may take the form of simple practical demonstrations or an experiment drawing and mind-mapping activities, presentations, debates and role play. Wherever or practical investigation. Some of these practical activities will be done as part of possible, encourage reading, writing and speaking skills. formal assessment and others can be done as part of informal assessment. Learners There is a large amount of additional information to help you in the Teacher’s Guides. are also required to complete one project on either Physics or Chemistry this term. The Learner’s Books also provide additional suggestions. Additional to this, the DBE This gives a total of three formal assessments in practical work in Physical Sciences for has published some excellent materials to support you in working with learners with the year. It is also recommended that learners do a minimum of four experiments for learning barriers. Two such publications are: informal assessment (two Chemistry and two Physics experiments). This gives a total of Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 13 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za seven assessments in practical work in Physical Sciences for the year. Learners need to to use safety glasses and not to look directly at burning magnesium. understand and experience that practical work in science distinguishes this discipline • Let learners sometimes work in their chosen groups of friends and change the from other knowledge areas. groups on other occasions. • Keep a watchful eye on the activity and walk around looking at what learners In Term 3, learners are required to investigate exothermic and endothermic reactions as are doing. This teaching strategy provides you with the opportunity to assess a project. In order to prepare learners for this formal assessment, it is important to give their skills of working with apparatus. them opportunities to complete other informal Physics and Chemistry investigations. • Drawing the experimental set-up on the chalkboard or another medium helps The marks for either the verification of Snell’s Law or the investigation of exothermic learners to focus. and endothermic reactions need to be recorded. • Ensure that books and bags are safely stowed away from the practical work area. For learners to achieve the most from their experience of practical work, you need • Enforce a strict rule of no tasting. There should be no eating of any kind in the to be extremely well prepared. Think carefully and plan how to accommodate all laboratory or classroom where investigations are conducted. learners in doing practical activities. In most schools, there may be a limited amount of • Ensure that work areas are clean both before and after the practical activity. equipment. This means that you may need to give groups of learners the opportunity • Encourage learners to wear plastic aprons and safety glasses and insist on to complete the practical work after school hours. If equipment is limited, one solution closed shoes wherever possible. is to set up different stations with different equipment. Learners rotate from one station • Insist on the correct labelling of all tubes and bottles. to the next in order to complete a series of experiments. • Set a good example by following correct procedures at all times. • Insist that learners tidy their workplaces when they have finished. Learners also need to be well prepared for any formal or informal practical work. In • Have a supply of tap water at hand in case of accidental acid spills. Do not the trackers, you will see that learners are required to review the investigations for attempt to neutralise acids and bases on a learner or yourself. Simply wash homework on the day before they are required to do the investigation. You could ask with plenty of water. them to complete pre-practical questions. • Have a fire extinguisher handy and know how to use it. Safety is critical whenever doing practical work. Please ensure you discuss safety rules • Keep a supply of gauze and plasters in a simple first aid box. A plastic with your learners regularly. Refer to the websites below that deal with laboratory container works well. safety: • International chemical safety cards: www.inchem.org/pages/icsc.html • Merck safety data sheets: www.merck-chemicals.com/msds-search/ D. TRACKERS FOR EACH SET OF APPROVED • School chemistry laboratory safety guide: www.cdc.gov/niosh/docs/2007–107/ LTSMs pdfs/2007–107.pdf • WCED laboratory safety guidelines: www.curriculum.wcape.school.za/site/52/ This section maps out how you should use your Physical Sciences Learner’s Book and pol/view/ Teacher’s Guide in a way that enables you to cover the curriculum sequentially and in a well-paced manner, aligning with the CAPS for meaningful teaching. To conduct a successful practical activity, the following procedures are suggested: • Before the practical session, check that the materials are the correct ones so The following components are provided in the columns of the tracker: that no mistakes occur. 1. Lesson number • Talk through the activity with learners or get them to read the descriptions 2. CAPS concepts, practical activities, assessment tasks and page reference from the Learner’s Book before they come to a practical class. number • Stop from time to time to emphasise certain points. For example, remember 3. Learner’s Book page number 14 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za 4. Learner’s Book activity/task Explanation of abbreviations and symbols used in the trackers 5. Teacher’s Guide page number 6. Everything Science Learner’s Book page number A Answer 7. Everything Science Teacher’s Guide page number Act. Activity 8. Completion date CA Class activity Demo. Demonstration In addition, a list of resources for each session and enrichment ideas are provided. ES Everything Science Ex. Exercise Weekly reflection Exp. Experiment The tracker provides space for you to jot down both successes and ideas for a different HOD Head of Department approach in future years. This reflection should be based on the daily sessions you IA Informal assessment have taught during the week. Inv. Investigation LB Learner’s Book Share your ideas with colleagues and with your HOD. Discuss aspects that went well No. Number and aspects that did not go as well as you expected. p. Page • Did the learners grasp the main concepts of the lesson? pp. Pages • Was my content preparation adequate? PA Practical activity • Did I have all the correct resources in sufficient numbers? PT Periodic table • Did the learners interact with the learning material provided? Q. Question • Did learners ask and answer questions relating to the concept? S# Hour session • Did the learners finish their work in time? TG Teacher’s Guide • Was there enough work to keep learners busy for the allocated time? WS Worksheet • What quality of homework did learners produce? TYS Test Yourself (Study and Master) Put your thoughts in writing by briefly jotting down your reflections each week but # Examined in Grade 12 think about your lessons daily. The prompts for reflection in the tracker are as follows: • What went well? • What did not go well? • What did the learners find difficult or easy to understand or do? • What will you do to support or extend learners? • What will you change next time? Why? • Did you complete all the work set for the week? • If not, how will you get back on track? The reflection should be based on the daily lessons you have taught each week. It will provide you with a record for the next time you implement the same lesson, and also forms the basis for collegial conversations with your HOD and peers. Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 15 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za 1. Study and Master Physical Sciences (Cambridge University Press) Study and Master Physical Sciences Week 1: Electrostatics S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Review and remediation: Mid-year Examinations Homework: Selected questions from Mid-Year Exam or from Exemplar B15–B18 Papers in Term 2 Tracker 2 Coulomb’s Law 84 204–208 WS 1 D76 194–199 256–257 • State Coulomb’s Law, which can be represented mathematically as Q. 1.1–1.2 F = kQr Q 1 2 2 • Solve problems using Coulomb’s Law to calculate the force exerted on a charge by one or more charges in one dimension (1D) Homework WS 1 199–201 257–258 Q. 2.1–2.3 Ex. 5.1 1–13 3 Coulomb’s Law 84 208–209 WS 1 201–206 • Solve problems using Coulomb’s Law to calculate the force exerted Q. 2.4 on a charge by one or more charges in one dimension (1D) and two dimensions (2D) Homework WS1 205 258–260 Q. 3 and 4 Ex. 5.2 1–2 4 Electric field 85 209–211 TYS 1 D77 328–335 • Describe an electric field as a region of space in which an electric 1–2 charge experiences a force • The direction of the electric field at a point is the direction that a positive test charge (+1C) would move if placed at that point • Draw electric field lines for various configurations of charges Homework TYS 1 D77 342 266 3 9.2 4a and b 16 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: Study and Master Physical Sciences Week 2: Electrostatics and electromagnetism S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Electric field 85 211–214 214 D77 335–340 263–264 • Define the magnitude of the electric field at a point as the force per TYS 2 Ex. 9.2 unit charge E = Fq , E and F are vectors 1 1–2 • Deduce that the force acting on a charge in an electric field is F = q.E WS1 • Calculate the electric field at a point due to a number of point 5 charges, using the equation E = kQ r 2 • to determine the contribution to the field due to each charge 2 Electric field 85 243 D85–D86 • Calculate the electric field at a point due to a number of point 4–6 charges, using the equation: E = kQr to determine the contribution to 2 the field due to each charge Homework 243 D85–D87 342–343 267–268 3a–c, Ex. 9.3 7–9 5–8 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 17 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB pp. TG pp. 3 Magnetic field associated with current-carrying wires 86 215–216 WS1 346–350 • Provide evidence for the existence of a magnetic field (B) near a Q. 7.1 348 current-carrying wire Act. 1 • Use the Right Hand Rule to determine the magnetic field (B) 349 associated with: Act. 2 −− a straight current-carrying wire 1–6 • Draw the magnetic field lines around −− a straight current-carrying wire Homework WS1 349 270–271 Q. 7.2 Act. 2 6–12 355 Ex. 10.1 1–2 4 Magnetic field associated with current-carrying wires 86 216–218 218 D78–79 350–351 • Use the Right Hand Rule to determine the magnetic field (B) PA associated with: Act. 1 −− a current-carrying loop (single) of wire −− a solenoid Draw the magnetic field lines around: −− a current-carrying loop (single) of wire −− a solenoid • Discuss qualitatively the environmental impact of overhead electrical cables Homework WS1 356 271–272 Q. 7.3 Ex. 10.1 3–4 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: 18 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za Study and Master Physical Sciences Week 3: Electromagnetism S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Faraday’s Law 87 219–222 219–220 D79–D80 357–362 • State Faraday’s Law PA • Use words and pictures to describe what happens when a bar magnet Act. 2 is pushed into or pulled out of a solenoid connected to a galvanometer • Use the Right Hand Rule to determine the direction of the induced current in a solenoid when the north or south pole of a magnet is inserted or pulled out Homework: Prepare for informal practical assessment on Faraday’s Law 219–220 D79–D80 PA Act. 2 2 Faraday’s Law 87 219–222 219–220 D79–D80 357–362 • State Faraday’s Law PA • Use words and pictures to describe what happens when a bar magnet Act. 2 is pushed into or pulled out of a solenoid connected to a galvanometer • Use the Right Hand Rule to determine the direction of the induced current in a solenoid when the north or south pole of a magnet is inserted or pulled out Homework: Complete report on practical activity 222 D80 367–368 272–273 TYS 3 Ex. 10.2 1a-f 1–2 3 Faraday’s Law 87 222–226 226 D80 357–362 • Know that for a loop of area A in the presence of a uniform magnetic TYS4 field B, the magnetic flux (Φ) passing through the loop is defined as: 1–2 Φ = BA cos θ where θ is the angle between the magnetic field B and the normal to the loop of area A • Know that the induced current flows in a direction so as to set up a magnetic field to oppose the change in magnetic flux • Calculate the induced emf and induced current for situations involving a changing magnetic field using the equation for Faraday’s Law: ε = –N∆Φ∆t where Φ = BA cos θ is the magnetic flux Homework 226 D80 369 276–277 TYS4 Ex. 10.3 3–4 1–4 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 19 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB pp. TG pp. 4 Electromagnetism 246 D87–D88 369 278–279 Consolidation, remediation and revision 10–13 Ex. 10.3 5–9 Homework 244 D85 369 276–277 3d–e D88 Ex. 10.3 247 1–4 14–15 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: Study and Master Physical Sciences Week 4: Electromagnetism and electric circuits S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Ohm’s Law 88 227–231 230–231 372–375 282 • Determine the relationship between current, voltage and resistance at PA constant temperature using a simple circuit Act. 3 • State the difference between Ohmic and non-Ohmic conductors and give an example of each Homework: Prepare for Ohm’s Law investigation 227–231 230–231 375 283–284 PA Ex. 11.1 Act. 3 1a–e Ohm’s Law 88 227–231 230–231 373–375 −− Determine the relationship between current, voltage and PA 376–378 resistance at constant temperature using a simple circuit Act. 3 Homework: Complete report on Ohm’s Law investigation 227–231 230–231 373–375 PA 376–378 Act. 3 20 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB pp. TG pp. 2 Ohm’s Law 88 232–235 234 D83 376–383 284–285 Solve problems using the mathematical expression of Ohm’s Law: Act. 4 Ex. 11.2 R = VI for series and parallel circuits 1a–c 1–3 Homework: 234 D83 382–383 287–289 Act. 4 Ex. 11.3 2 1–5 3 Ohm’s Law 88 232–235 234 D83 383–397 290–294 Solve problems using the mathematical expression of Ohm’s Law: Act. 4 393 R = VI for series and parallel circuits 3 Ex. 11.4 1–6 Homework 234 D83 397 296–301 Act. 4 Ex. 11.5 4 1–4 4 Electric circuits 247 D88 Revision, consolidation and remediation 16 Homework 244 D88 3f 247 17 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 21 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za Study and Master Physical Sciences Week 5: Power, energy S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Power, energy 89 236–240 240 D84 399–407 • Define power as the rate at which electrical energy is converted in an TYS 5 electric circuit and is measured in watts (W) 1a–c • Know that electrical power dissipated in a device is equal to the product of the potential difference across the device and current flowing through it: P = IV • Know that power can also be given by P = I 2R or P = VR 2 • Solve circuit problems involving the concept of power Homework: Prepare for practical investigation 238–239 D83–D84 407 301–307 Act. 5 Ex. 11.6 1–4 2 Power, energy 238–239 D83–D84 • Define power as the rate at which electrical energy is converted in an Act. 5 electric circuit and is measured in watts (W) Q. 1–4 • Know that electrical power dissipated in a device is equal to the product of the potential difference across the device and current flowing through it: P = IV • Know that power can also be given by P = I 2R or P = VR 2 • Solve circuit problems involving the concept of power Homework: Complete questions for practical investigation 238–239 D83–D84 Act. 5 D84–D85 Q. 1–4 240 TYS 5 Q. 2 3 Power, energy 89 240–242 242 D85 409–412 • Know that the electrical energy is given by E = P.Δt TYS 6 • and is measured in joules (J) Q. 1 • Solve problems involving the concept of electrical energy • Know that the kilowatt hour (kWh) refers to the use of 1 kilowatt of electrical energy for 1 hour • Calculate the cost of electricity usage given the power specifications of the appliances used, as well as the duration if the cost of 1 kWh is given 22 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB pp. TG pp. Homework 242 D85 407 307–310 TYS 6 Ex. 11.6 Q. 1 5–6 4 Electricity and magnetism 243–247 D85–D88 413–414 310–311 Revision, consolidation and remediation WS3 Ex. 11.7 (Informal assessment: Class test) 1–4 Homework 243–247 D85–D88 414–415 311–315 WS3 Ex. 11.7 5–9 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: Study and Master Physical Sciences Week 6: Energy and chemical change, types of reactions S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Energy changes in reactions related to bond energy changes 90 248–255 252–254 D89–D91 418–428 318–319 • Explain the concept of enthalpy and its relationship to heat of reaction PA 424 319–320 • Define exothermic and endothermic reactions Act. 5 Ex. 12.1 • Identify that bond breaking requires energy and that bond formation 1–2 releases energy • Classify (with reason) the following reactions as exothermic or endothermic: respiration, photosynthesis, combustion of fuels Homework: Prepare for formal practical assessment (project) 252–254 D89–D91 428–429 320–322 PA Ex. 12.2 Act. 5 1–3 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 23 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB pp. TG pp. 2 Activation energy 91 255–258 256–257 D91 429–432 323 • Define activation energy Act. 6 432 • Explain a reaction process in terms of energy change and relate this 1–9 Ex. 12.3 change to bond breaking and formation and to ‘activated complex’ 1–2 • Draw freehand graphs of endothermic reactions and exothermic reactions (with activation energy) Homework 256–257 D91 433 324 Act. 6 Ex. 12.4 1–9 1–3 258 TYS 4 1a–e 3 Activation energy 91 258–259 258 D92 • Explain a reaction process in terms of energy change and relate this Act. 7 change to bond breaking and formation and to ‘activated complex’ • Draw freehand graphs of endothermic reactions and exothermic reactions (with activation energy) Homework: Prepare for formal practical assessment (project) 259 D92–D93 433 325–327 Act. 8 D89–D91 Ex. 12.4 252–254 4–6 PA Act. 5 4. Investigate endothermic and exothermic reactions (project) 91 252–254 252–254 D89–D91 PA Act. 5 Homework: Revision and extension 275 D93–D94 5–8 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: 24 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za Study and Master Physical Sciences Week 7: Types of reactions S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Acid–base 92 260–261 261 D93 438–441 330–331 • Use the acid–base theories of Arrhenius and Brønsted and Lowry to TYS 5 define acids and bases 1 • Define an acid as an H+ donor and a base as an H+ acceptor in reactions Homework 261 D93 441–442 331–332 TYS 5 Ex. 13.1 2 1–2 2 Acid–base 92 262–264 262 D93 442–443 • Identify conjugate acid/base pairs TYS 6 • Define an ampholyte 1a–b • List common acids (including hydrochloric acid, nitric acid, sulfuric acid and acetic acid) and common bases (including sodium carbonate, sodium hydrogen carbonate and sodium hydroxide) by name and formula Homework 262 D93 443 332–333 TYS 6 Ex. 13.2 1c–d 1–2 3 Acid–base 92 264–267 266 D93–D94 443–445, • Write the overall equation for simple acid–metal hydroxide, acid– TYS 7 447–450 metal oxide and acid–metal carbonate reactions and relate these to 1, 3 what happens at the macroscopic and microscopic level Homework: Prepare for informal practical investigation on indicators 269–270 D94–D95 447 334 Act. 10 Ex. 13.3 1 448 Ex. 13.4 1 450 Ex. 13.5 1 4 Acid–base 92 268–270 269–270 D94–D95 445–446 • What is an indicator? Act. 10 • Look for some natural indicators Homework: Complete report on indicators 269–270 D94–D95 467 344–345 Act. 10 Ex. 13.9 4–6 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 25 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: Study and Master Physical Sciences Week 8: Types of reactions S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Acid–base 92 271 267 D94 450–452 • Use acid–base reactions to produce and isolate salts, e.g. Na2SO4, PA CuSO4 and CaCO3 Act. 9 Homework: Complete report on titration 267 D94 452 334 PA Ex. 13.6 Act. 9 1–2 2 Acid–base 271 D95 • Use acid–base reactions to produce and isolate salts, e.g. Na2SO4, Act. 11 CuSO4 and CaCO3 Homework 266 D94 452 334 TYS 7 Ex. 13.6 2 3 26 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB pp. TG pp. 3 Acid–base 92 272–273 272 D96 450–452 • Use acid–base reactions to produce and isolate salts, e.g. Na2SO4, Act. 12 CuSO4 and CaCO3 Homework 273 D96 452 Act. 13 Ex. 13.6 4–6 4 Acid–base 92 274–275 275 D98 Consolidation, revision and remediation 9–11 Homework 274 D97 467–468 345 1–4 Ex. 13.9 7–9 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 27

Downloaded from hlayiso.com Study and Master Physical Sciences Week 9: Catch up and consolidation – plan your week S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 2 3 4 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: 28 Grade 11 Physical Sciences

Downloaded from hlayiso.com Study and Master Physical Sciences Weeks 10–11: Term 3 Control test, review of test and corrections End-of-term reflection Think about and make a note of: 3. What ONE change should you make to your teaching practice to help you teach 1. Was the learners’ performance during the term what you had expected and hoped more effectively next term? for? Which learners need particular support with Physical Sciences in the next term? What strategy can you put in place for them to catch up with the class? Which learners would benefit from extension activities? What can you do to help them? 2. With which specific topics did the learners struggle the most? How can you adjust 4. Did you cover all the content as prescribed by the CAPS for the term? If not, what your teaching to improve their understanding of this section of the curriculum are the implications for your work on these topics in future? What plan will you in the future? make to get back on track? HOD: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 29

Downloaded from hlayiso.com 2. Platinum Physical Sciences (Maskew Miller Longman) Platinum Physical Sciences Week 1: Electrostatics S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Review and remediation: Mid-year Examinations Homework: Selected questions from Mid-Year Exam or from exemplar Control papers in Term 2 Tracker Test Book 6–9 21–23 2 Coulomb’s Law 84 188–191 188 106 318–326 256–257 • State Coulomb’s Law, which can be represented mathematically as: Act. 9.1 106 Ex. 9.1 F = kQr Q 1 2 2 1–3 107 1–3 • Solve problems using Coulomb’s Law to calculate the force exerted on a 189 charge by one or more charges in one dimension (1D) Ex. 9.1 1–3 Ex. 9.2 1–2 Homework 189 107 326 257–258 Ex. 9.1 Ex. 9.1 4–7 4–6 3 Coulomb’s Law 84 191–192 192 107 • Solve problems using Coulomb’s Law to calculate the force exerted on a Ex. 9.3 charge by one or more charges in one dimension (1D) and two dimensions (2D) 1 Homework 192 107 327 258–263 Ex. 9.3 Ex. 9.1 2 7–12 4 Electric field 85 193–194 194 108 328–335 • Describe an electric field as a region of space in which an electric charge Ex. 9.4 experiences a force 1.1–1.2 • The direction of the electric field at a point is the direction that a positive test charge (+1C) would move if placed at that point • Draw electric field lines for various configurations of charges • Define the magnitude of the electric field at a point as the force per unit charge: E = Fq , E and F are vectors • Deduce that the force acting on a charge in an electric field is: F = qE • Calculate the electric field at a point due to a number of point charges, using the equation: E = kQ r 2 to determine the contribution to the field due to each charge 30 Grade 11 Physical Sciences

Downloaded from hlayiso.com S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB pp. TG pp. Homework 194 108 342 266 Ex. 9.4 Ex. 9.2 2 4a, b Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: Platinum Physical Sciences Week 2: Electrostatics and electromagnetism S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Electric field 85 194–195 194 108 335–340 263–264 • Define the magnitude of the electric field at a point as the force per Ex. 9.5 Ex. 9.2 unit charge: E = Fq , E and F are vectors 1–2 1–2 • Deduce that the force acting on a charge in an electric field is: F = qE • Calculate the electric field at a point due to a number of point charges, using the equation: E = kQ r 2 to determine the contribution to the field due to each charge Homework 196 109 341–342 265–266 1–3 Ex. 9.3 1–3 2 Electric field 85 196 109–110 Revision, remediation and consolidation 4–6 Homework 196 110 342–343 267–268 7–9 Ex. 9.3 5–8 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 31

Downloaded from hlayiso.com S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB pp. TG pp. 3 Magnetic field associated with current-carrying wires 86 197–198 198 111–112 346–350 • Provide evidence for the existence of a magnetic field (B) near a PA 348 current-carrying wire 10.1 Act. 1 • Use the Right Hand Rule to determine the magnetic field (B) associated 349 with: Act. 2 −− a straight current-carrying wire 1–6 • Draw the magnetic field lines around: −− a straight current-carrying wire Homework: Prepare for project: Make an electromagnet 200 112 349 270–271 PA Act. 2 6–12 355 Ex. 10.1 1–2 4 Magnetic field associated with current-carrying wires 86 199–200 200 350–351 • Use the Right Hand Rule to determine the magnetic field (B) PA associated with: −− a straight current-carrying wire −− a current-carrying loop (single) of wire −− a solenoid • Draw the magnetic field lines around: −− a straight current-carrying wire −− a current-carrying loop (single) of wire −− a solenoid • Discuss qualitatively the environmental impact of overhead electrical cables Homework 206 115 356 271–272 1.1–1.3 Ex. 10.1 3–4 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: 32 Grade 11 Physical Sciences

Downloaded from hlayiso.com Platinum Physical Sciences Week 3: Electromagnetism S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Faraday’s Law 87 201–202 201 113 357–362 • State Faraday’s Law PA • Use words and pictures to describe what happens when a bar Act. 10.2 magnet is pushed into or pulled out of a solenoid connected to a galvanometer • Use the Right Hand Rule to determine the direction of the induced current in a solenoid when the north or south pole of a magnet is inserted or pulled out Homework: Complete report on Act. 10.2 201 113 367–368 272–274 PA Ex. 10.2 Act. 10.2 1–4 3 Faraday’s Law 87 202–204 202 113 363–367 • Know that for a loop of area A in the presence of a uniform magnetic Ex. 10.1 114 field B, the magnetic flux (Φ) passing through the loop is defined as: 1 Φ = BA cos θ where θ is the angle between the magnetic field B and 203 the normal to the loop of area A Act. 10.3 • Know that the induced current flows in a direction so as to set up a magnetic field to oppose the change in magnetic flux Homework 202 113–144 368 274–276 Ex. 10.1 Ex. 10.2 2–3 5–7 4 Faraday’s Law 87 203–205 204 114 • Calculate the induced emf and induced current for situations Ex. 10.2 115 involving a changing magnetic field using the equation for Faraday’s 1–4 ∆Φ Law: ε = –N ∆t where Φ = BA cos θ is the magnetic flux 205 Ex. 10.3 1–2 Homework: Revision 207 115–116 369 276–279 2–4 Ex. 10.3 1–9 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 33

Downloaded from hlayiso.com Platinum Physical Sciences Week 4: Electromagnetism and electric circuits S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 2 Ohm’s Law 88 210–211, 208 117–119 372–375 282 • Determine the relationship between current, voltage and resistance at 208 PA constant temperature using a simple circuit Exp 1 Homework: Complete report on Ohm’s Law experiment and prepare for 211 119 375 283–284 Part 2 of practical investigation Ex. 11.1 Ex. 11.1 1–7 1a–e 3 Ohm’s Law 88 209–212 212 376–383 284–285 • State the difference between Ohmic and non-Ohmic conductors, and Ex. 11.2 Ex. 11.2 give an example of each 1–4 1–3 • Solve problems using the mathematical expression of Ohm’s Law: R = VI • for series and parallel circuits Homework 216 122 382–383 287–289 1.1–1.2 Ex. 11.3 1–5 4 Ohm’s Law 88 216 122 383–397 290–294 • Solve problems using the mathematical expression of Ohm’s Law: 2–3 393 R = VI Ex. 11.4 • for series and parallel circuits 1–6 Homework 222 127 397 296–301 8.1–8.4 Ex. 11.5 1–4 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: 34 Grade 11 Physical Sciences

Downloaded from hlayiso.com Platinum Physical Sciences Week 5: Power, energy S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Power, energy 89 213–214 213–214 120 399–407 • Define power as the rate at which electrical energy is converted in an PA electric circuit and is measured in watts (W) Ex. 11.2 • Know that electrical power dissipated in a device is equal to the product of the potential difference across the device and current flowing through it: P = IV • Know that power can also be given by: P = I2R or P = VR 2 • Solve circuit problems involving the concept of power Homework 214 120–121 407 301–307 Act. 11.1 Ex. 11.6 1–4 1–4 2 Power, energy 89 214–216 214 120 409–412 • Solve circuit problems involving the concept of power Ex. 11.3 121 • Know that the electrical energy is given by: E = Pt and is measured in 1–3 joules (J) 215 • Solve problems involving the concept of electrical energy Act. 11.2 • Know that the kilowatt hour (kWh) refers to the use of 1 kilowatt of 1–2 electricity for 1 hour • Calculate the cost of electricity usage given the power specifications of the appliances used, as well as the duration if the cost of 1 kWh is given 3 Homework 217 122–123 407 307–310 4–7 Ex. 11.6 5–6 4 Electric circuits 218–22 219–221 124–126 413–414 310–311 Consolidation 1–5 Ex. 11.7 1–4 Homework 221 126–127 414–415 311–315 6, 7, 9 Ex. 11.7 5–9 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 35

Downloaded from hlayiso.com Platinum Physical Sciences Week 6: Energy and chemical change, types of reactions S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Energy changes in reactions related to bond energy changes 90 224–228 227 128–129 418–428 318–319 • Explain the concept of enthalpy and its relationship to heat of Ex. 12.1 424 319–320 reaction 1–2 Ex. 12.1 • Define exothermic and endothermic reactions 1–2 • Identify that bond breaking requires energy and that bond formation releases energy • Classify (with reason) the following reactions as exothermic or endothermic: respiration, photosynthesis, combustion of fuels Homework: Prepare for formal practical assessment (project) 229 129 428–429 320–322 1–4 130–134 Ex. 12.2 229–231 1–3 2 Energy changes in reactions related to bond energy changes 90 232–233 233 135 429–432 323 • Classify (with reason) the following reactions as exothermic or PA 432 endothermic: respiration, photosynthesis, combustion of fuels Exp. 12.1 Ex. 12.3 1–2 Homework: Prepare for formal practical assessment (project) 233 130–134 433 324–327 Ex. 12.2 Ex. 12.4 1–3 1–6 229–231 3 Activation energy 91 234–236 234 136 • Define activation energy Ex. 12.3 136 • Explain a reaction process in terms of energy change and relate this 235 change to bond breaking and formation and to ‘activated complex’ Act. 12.1 • Draw freehand graphs of endothermic reactions and exothermic 1–6 reactions (with activation energy) Homework: Prepare for formal practical assessment (project) 236 136 Ex. 12.4 130–134 1.1–1.2 229–231 4 Investigate endothermic and exothermic reactions (project) 229–231 130–134 Homework: Revision 236 137–138 1–6 36 Grade 11 Physical Sciences

Downloaded from hlayiso.com Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: Platinum Physical Sciences Week 7: Types of reactions S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Acid–base 92 238–240, 249 139–140 438–441 330–331 • Use the acid–base theories of Arrhenius and Brønsted and Lowry to 242 1.1–1.5 define acids and bases • Define an acid as an H+ donor and a base as an H+ acceptor in reaction • Define an ampholyte • List common acids (including hydrochloric acid, nitric acid, sulfuric acid and acetic acid) and common bases (including sodium carbonate, sodium hydrogen carbonate and sodium hydroxide) by name and formula Homework: Revision 236 137–138 441–442 331–332 1–6 Ex. 13.1 1–2 2 Acid–base 92 240–242 249 143 440–442 332–333 • Identify conjugate acid/base pairs Ex. 443 • Define an ampholyte 2.1–2.3 Ex. 13.2 1–2 Homework 249 143 447 334 Ex. Ex. 13.3 3.1–3.3 1 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 37

Downloaded from hlayiso.com S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB pp. TG pp. 3 Acid–base 92 242–245 244 140 443–445, • Write the overall equation for simple acid–metal hydroxide, acid– Ex. 13.1 140–141 447–450 metal oxide and acid–metal carbonate reactions and relate these to 1–3 what happens at the macroscopic and microscopic level 245 Exp. 13.1 Homework: Revision 249 143 447 334 Prepare for informal practical investigation on indicators 4–5 141 Ex. 13.3, 246 1 Exp. 13.2 448 Ex. 13.4, 1 450 Ex. 13.5, 1 4 Acid–base 92 244–246 246 141 445–446 What is an indicator? Exp. 13.2 Look for some natural indicators Homework: Complete report on natural indicators 246 141 467 344–345 Exp. 13.2 Ex. 13.9 4–6 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: 38 Grade 11 Physical Sciences

Downloaded from hlayiso.com Platinum Physical Sciences Week 8: Types of reactions S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Acid–base 92 245–248 245 140–141 450–452 • Use acid–base reactions to produce and isolate salts, e.g. Na2SO4, Exp. 13.1 142 CuSO4 and CaCO3 247 Exp. 13.3 1–3 Homework 248 142 452 Act. 13.4 Ex. 13.6 1–4 1–3 2 Acid–base 92 247 142 450–452 • Use acid–base reactions to produce and isolate salts, e.g. Na2SO4, Exp. 13.3 CuSO4 and CaCO3 1–3 Homework 248 142 452 Act. 13.4 Ex. 13.6 1–4 4–6 3 Chemical change 264–267 266 156 Revision, consolidation, remediation 3.1–3.4 Homework 265– 266 156 467–468 345 1.1–1.6 Ex. 13.9 2.1–2.6 7–9 4 Chemical change 264– 267 266 156–157 Revision, consolidation, remediation 4, 5 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 39

Downloaded from hlayiso.com Platinum Physical Sciences Week 9: Catch up and consolidation – plan your week S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 2 3 4 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: 40 Grade 11 Physical Sciences

Downloaded from hlayiso.com Platinum Physical Sciences Weeks 10–11: Term 3 Control test, review of test and corrections End-of-term reflection Think about and make a note of: 3. What ONE change should you make to your teaching practice to help you teach 1. Was the learners’ performance during the term what you had expected and hoped more effectively next term? for? Which learners need particular support with Physical Sciences in the next term? What strategy can you put in place for them to catch up with the class? Which learners would benefit from extension activities? What can you do to help them? 2. With which specific topics did the learners struggle the most? How can you adjust 4. Did you cover all the content as prescribed by the CAPS for the term? If not, what your teaching to improve their understanding of this section of the curriculum are the implications for your work on these topics in future? What plan will you in the future? make to get back on track? HOD: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 41

Downloaded from hlayiso.com 3. Successful Physical Sciences (Oxford University Press) Successful Physical Sciences Week 1: Electrostatics S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Review and remediation: Mid-year Examinations Homework: Selected questions from Mid-year Exam or from Exemplar 334–338 263–268 Papers in Term 2 Tracker 2 Coulomb’s Law 84 203–207 205 173–175 318–326 256–257 • State Coulomb’s Law, which can be represented mathematically as: Act. 1 Ex. 9.1 F = kQr Q 1 2 2 1–3 1–3 • Solve problems using Coulomb’s Law to calculate the force exerted on a charge by one or more charges in one dimension (1D) Homework 209 175–176 326 257–258 Act. 1 Ex. 9.1 1–4 4–6 3 Coulomb’s Law 84 206–209 209 176–177 • Solve problems using Coulomb’s Law to calculate the force exerted Act. 1 on a charge by one or more charges in one dimension (1D) and two 5–6 dimensions (2D) Homework 209 177–180 327 258–263 Act. 1 Ex. 9.1 7–8 7–12 4 Electric field 85 210–211 211 180–181 328–335 • Describe an electric field as a region of space in which an electric Act. 1 charge experiences a force 4–5 • The direction of the electric field at a point is the direction that a positive test charge (+1C) would move if placed at that point • Draw electric field lines for various configurations of charges • Define the magnitude of the electric field at a point as the force per unit charge: E = Fq , E and F are vectors • Deduce that the force acting on a charge in an electric field is: F = qE • Calculate the electric field at a point due to a number of point charges, using the equation: E = kQ2 r to determine the contribution to the field due to each charge Homework 211 181 342 266 Act. 1 9–2 1–3 4a, b 42 Grade 11 Physical Sciences

Downloaded from hlayiso.com Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: Successful Physical Sciences Week 2: Electrostatics and electromagnetism S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Electric field 85 212–215 215 184–186 335–340 263–264 • Define the magnitude of the electric field at a point as the force per Act. 1 Ex. 9.2 unit charge: E = Fq , E and F are vectors 4–5 1–2 • Deduce that the force acting on a charge in an electric field is: F = qE • Calculate the electric field at a point due to a number of point charges, using the equation: E = kQ r 2 to determine the contribution to the field due to each charge Homework 215 182–184 341–342 265–266 Act. 1 Ex. 9.3 1–3 1–3 2 Electric field 85 244–245 245 214–217 Revision, remediation and consolidation 1–4 Homework 245 214–217 342–343 267–268 1–4 Ex. 9.3 5–8 3 Magnetic field associated with current-carrying wires 86 216–217 216 186–187 346–350 • Provide evidence for the existence of a magnetic field (B) near a Exp. 1 348 current-carrying wire Act. 1 • Use the Right Hand Rule to determine the magnetic field (B) 349 associated with: Act. 2 −− a straight current-carrying wire 1–6 • Draw the magnetic field lines around: −− a straight current-carrying wire Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 43

Downloaded from hlayiso.com S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB pp. TG pp. Homework 217 187 349 270–271 Act. 2 Act. 2 1, 2 6–12 355 Ex. 10.1 1–2 4 Magnetic field associated with current-carrying wires 86 218–219 217 187–188 350–355 • Use the Right Hand Rule to determine the magnetic field (B) Act. 1 associated with: 1, 4 −− a straight current-carrying wire −− a current-carrying loop (single) of wire −− a solenoid • Draw the magnetic field lines around: −− a straight current-carrying wire −− a current-carrying loop (single) of wire −− a solenoid • Discuss qualitatively the environmental impact of overhead electrical cables 217 356 271–272 Act. 1 Ex. 10.1 2, 3 3–4 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: 44 Grade 11 Physical Sciences

Downloaded from hlayiso.com Successful Physical Sciences Week 3: Electromagnetism S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Faraday’s Law 87 220–221 220 188–189 357–362 • State Faraday’s Law Exp. 1 • Use words and pictures to describe what happens when a bar magnet is pushed into or pulled out of a solenoid connected to a galvanometer • Use the Right Hand Rule to determine the direction of the induced current in a solenoid when the north or south pole of a magnet is inserted or pulled out Homework 221 189–190 Act. 2 1–3 2 Faraday’s Law 87 222–223 223 190–191 357–362 • State Faraday’s Law Act. 2 • Know that for a loop of area A in the presence of a uniform magnetic 4–5 field B, the magnetic flux (Φ) passing through the loop is defined as: Φ = BA cos θ where θ is the angle between the magnetic field B and the normal to the loop of area A • Know that the induced current flows in a direction so as to set up a magnetic field to oppose the change in magnetic flux Homework 223 190 367–368 272–274 Act. 2 Ex. 10.2 1–4 1–4 3 Faraday’s Law 224–225 225 191–192 363–367 Calculate the induced emf and induced current for situations involving a Act. 1 changing magnetic field using the equation for Faraday’s Law: 1.1–1.3 ε = –N∆Φ ∆t where Φ = BA cos θ is the magnetic flux Homework 225 192–193 368 274–276 Act. 1 Ex. 10.2 2–3 5–7 4 Electromagnetism 244–246 245–246 217 369 276–277 Review, remediation and consolidation 1–3 Ex. 10.3 1–4 Homework: Revision and extension 246 217–219 369 278–279 4–5 Ex. 10.3 5–9 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 45

Downloaded from hlayiso.com Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: Successful Physical Sciences Week 4: Electric circuits S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Ohm’s Law 88 226–228 226–228 194 372–375 282 • Determine the relationship between current, voltage and resistance Exp. 1 at constant temperature using a simple circuit 1 Homework: Complete questions on Exp. 1 and prepare for Exp. 2 226–228 194–195 375 283–284 Exp. 1 Ex. 11.1 2 1a–e 2 Ohm’s Law 88 229 229 195–196 372–375 282 • Determine the relationship between current, voltage and resistance Exp. 2 at constant temperature using a simple circuit • State the difference between Ohmic and non-Ohmic conductors and give an example of each Homework: Complete report on Exp. 2 229 195–196 375 283–284 Exp. 2 Ex. 11.1 1a–e 46 Grade 11 Physical Sciences

Downloaded from hlayiso.com S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB pp. TG pp. 3 Ohm’s Law 88 230–232 232 196–197 376–383 284–285 • State the difference between Ohmic and non-Ohmic conductors and Act. 1 Ex. 11.2 give an example of each 1–5 1–3 • Solve problems using the mathematical expression of Ohm’s Law: R = VI for series and parallel circuits Homework 232 197–201 382–383 287–289 Act. 1 Ex. 11.3 6–10 1–5 4 Ohm’s Law 88 233–235 235 201–204 383–397 290–294 • Solve problems using the mathematical expression of Ohm’s Law: Act. 1 393 R = VI for series and parallel circuits 1–2 Ex. 11.4 1–6 Homework 235 204–207 397 296–301 Act. 1 Ex. 11.5 3–5 1–4 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 47

Downloaded from hlayiso.com Successful Physical Sciences Week 5: Power, energy S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Power, energy 89 236–239 236 207–208 399–407 • Define power as the rate at which electrical energy is converted in an Exp 1 electric circuit and is measured in watts (W) • Know that electrical power dissipated in a device is equal to the product of the potential difference across the device and current flowing through it: P = IV • Know that power can also be given by: P = I2R or P = VR 2 • Solve circuit problems involving the concept of power Homework 239 208–209 407 301–307 Act. 1 Ex. 11.6 1–4 1–4 2 Power, energy 89 238–241 239 209–210 409–412 • Solve circuit problems involving the concept of power Act. 1 211 • Know that the electrical energy is given by: E = Pt 5–6 • and is measured in joules (J) 241 • Solve problems involving the concept of electrical energy Act. 1 1–3 Homework 241 212 407 307–310 Act. 1 Ex. 11.6 4–5 5–6 3 Power, energy 242–243 243 213–214 • Know that the kilowatt hour (kWh) refers to the use of 1 kilowatt of Act. 1 electricity for 1 hour 2 • Calculate the cost of electricity usage given the power specifications of the appliances used, as well as the duration if the cost of 1 kWh is given Homework 243 213–214 407 307–310 Act. 1 Ex. 11.6 1 and 3 5–6 4 Electric circuits 244–246 246 219 413–414 310–311 Consolidation 1–2 Ex. 11.7 1–4 Homework 246 219–221 414–415 311–315 3–4 Ex. 11.7 5–9 48 Grade 11 Physical Sciences

Downloaded from hlayiso.com Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: Successful Physical Sciences Week 6: Energy and chemical change S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Energy changes in reactions related to bond energy changes 90 248–253 248 222–223 418–428 318–319 • Explain the concept of enthalpy and its relationship to heat of Exp. 1 424 319–320 reaction 251 Ex. 12.1 • Define exothermic and endothermic reactions Act. 2 1–2 • Identify that bond breaking requires energy and that bond formation 1–3 releases energy • Classify (with reason) the following reactions as exothermic or endothermic: respiration, photosynthesis, combustion of fuels Homework: Prepare for formal practical assessment (project) 251 223 428–429 320–322 Act. 2 224–227 Ex. 12.2 4–5 1–3 252–253 2 Energy changes in reactions related to bond energy changes 254–255 255 228 • Explain the concept of enthalpy and its relationship to heat of Act. 1 reaction 1.1–1.3 Homework: Prepare for formal practical assessment (project) 255 228 Act. 1 224–227 2–3 252–253 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 49

Downloaded from hlayiso.com S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB pp. TG pp. 3 Activation energy 91 256–258 258 229 429–432 323 Define activation energy Act. 1 432 • Explain a reaction process in terms of energy change and relate this 3–4 Ex. 12.3 change to bond breaking and formation and to ‘activated complex’ 1–2 • Draw freehand graphs of endothermic reactions and exothermic reactions (with activation energy) Homework: Prepare for formal practical assessment (project) 258 229 433 324–327 Act. 1 224–227 Ex. 12.4 1–2 1–6 252–253 4 Investigate endothermic and exothermic reactions (project) 91 252–253 224–227 • Alternative investigation 260 230–231 Act. 3 Homework: Complete project report 252–253 224–227 Revision and extension 290 243 1–5 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: 50 Grade 11 Physical Sciences

Downloaded from hlayiso.com Successful Physical Sciences Week 7: Types of reactions S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Acid–base 92 261–265 265 231–233 438–440 330–331 • Use the acid–base theories of Arrhenius and Brønsted and Lowry to Act. 1 define acids and bases 1–10 • Define an acid as an H+ donor and a base as an H+ acceptor in reaction • List common acids (including hydrochloric acid, nitric acid, sulfuric acid and acetic acid) and common bases (including sodium carbonate, sodium hydrogen carbonate and sodium hydroxide) by name and formula Homework 265 233 441–442 331–332 Act. 1 Ex. 13.1 11–19 1–2 2 Acid–base 92 266–267 266 233 440–442 332–333 • Identify conjugate acid/base pairs Act. 2 234 443 • Define an ampholyte 1.1–1.7 Ex. 13.2 267 1–2 Act. 3 1–3 Homework 266 233–234 447 334 Act. 2 234 Ex. 13.3 2–3 1 267 Act. 3 4–6 3 Acid–base 92 268–270 270 234 443–445, • Write the overall equation for simple acid–metal hydroxide, acid– Act. 1 447–450 metal oxide and acid–metal carbonate reactions and relate these to 1–3 what happens at the macroscopic and microscopic level Homework: Prepare for informal practical investigation on natural 270 234 447 334 indicators Act. 1 Ex. 13.3, 4–6 1 448 Ex. 13.4, 1 450 Ex. 13.5, 1 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 51

Downloaded from hlayiso.com S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB pp. TG pp. 4 Acid–base 92 273–275 274 236 445–446 • What is an indicator? Exp. 1 • Look for some natural indicators Homework: Complete report on natural indicators 291 244 467 344–345 6.1–6.4 Ex. 13.9 4–6 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: Successful Physical Sciences Week 8: Types of reactions S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 Acid-base 92 270–272 271 235 450–452 • Use acid-base reactions to produce and isolate salts, e.g. Na2SO4, Exp. 2 CuSO4 and CaCO3 Homework: Complete report on salt preparation 291 244 452 334 Revision and extension 1–3 Ex. 13.6 1–3 2 Acid-base 92 270–272 271 235 450–452 • Use acid-base reactions to produce and isolate salts, e.g. Na2SO4, Exp. 2 CuSO4 and CaCO3 Homework: Complete report on salt preparation 291 244 452 335 Revision and extension 4–5 Ex. 13.6 4–6 52 Grade 11 Physical Sciences

Downloaded from hlayiso.com S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB pp. TG pp. 3 Acid-base 92 270–272 271 235 • Use acid-base reactions to produce and isolate salts, e.g. e.g. Act. 3 Na2SO4, CuSO4 and CaCO3 1–3 • Recommend Act. 3 as practical investigation as per teacher guide Homework: Complete report on salt preparation 271 235 467–468 345 Act. 3 Ex. 13.9 4–6 7–9 4 Term 3 Consolidation 291 244 467–468 343–345 Revision and remediation 1–6 Ex. 13.9 7–9 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 53

Downloaded from hlayiso.com Successful Physical Sciences Week 9: Catch up and consolidation – plan your week S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB pp. TG pp. Date completed 1 2 3 4 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: 54 Grade 11 Physical Sciences

Downloaded from hlayiso.com Successful Physical Sciences Weeks 10–11: Term 3 Control test, review of test and corrections End-of-term reflection Think about and make a note of: 3. What ONE change should you make to your teaching practice to help you teach 1. Was the learners’ performance during the term what you had expected and hoped more effectively next term? for? Which learners need particular support with Physical Sciences in the next term? What strategy can you put in place for them to catch up with the class? Which learners would benefit from extension activities? What can you do to help them? 2. With which specific topics did the learners struggle the most? How can you adjust 4. Did you cover all the content as prescribed by the CAPS for the term? If not, what your teaching to improve their understanding of this section of the curriculum are the implications for your work on these topics in future? What plan will you in the future? make to get back on track? HOD: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 55

E. ADDITIONAL INFORMATION AND ENRICHMENT ACTIVITIES CAPS concepts, practical activities and Additional information and assessment tasks enrichment activities Weeks 1–2: Electrostatics Coulomb’s Law Mindset Learn Videos: • State Coulomb’s Law, which can be represented http://learn.mindset.co.za/resources/ 1 2 2 mathematically as: F = kQr Q physical-sciences/grade-11/electricity- 56 Grade 11 Physical Sciences • Solve problems using Coulomb’s Law to calculate the magnetism-electrostatics force exerted on a charge by one or more charges in one Worksheet in Section G dimension (1D) and two dimensions (2D) Electric field Mindset Learn Videos: • Describe an electric field as a region of space in which an http://learn.mindset.co.za/resources/ electric charge experiences a force physical-sciences/grade-11/electricity- • The direction of the electric field at a point is the magnetism-electrostatics direction that a positive test charge (+1C) would move if PHET Simulation: Charges and fields placed at that point http://phet.colorado.edu/sims/charges-and- • Draw electric field lines for various configurations of fields/charges-and-fields_en.html charges • Define the magnitude of the electric field at a point as Worksheet in Section G the force per unit chargeE = Fq , E and F are vectors • Deduce that the force acting on a charge in an electric field is F = q.E • Calculate the electric field at a point due to a number of point charges, using the equation E = kQ2 to determine r the contribution to the field due to each charge Weeks 2–4: Electromagnetism Magnetic field associated with current-carrying wires Mindset Learn Videos: • Provide evidence for the existence of a magnetic field (B) http://learn.mindset.co.za/resources/ near a current-carrying wire physical-sciences/grade-11/electricity- • Use the Right Hand Rule to determine the magnetic field magnetism-electromagnetism (B) associated with: Worksheet in Section G −− a straight current-carrying wire −− a (single) current-carrying loop of wire −− a solenoid • Draw the magnetic field lines around: −− a straight current-carrying wire, −− a (single) current-carrying loop of wire −− a solenoid • Discuss qualitatively the environmental impact of overhead electrical cables Faraday’s Law Mindset Learn Videos: • State Faraday’s Law http://learn.mindset.co.za/resources/ • Use words and pictures to describe what happens when physical-sciences/grade-11/electricity- a bar magnet is pushed into or pulled out of a solenoid magnetism-electromagnetism connected to a galvanometer PHET Simulation: Faraday’s Law • Use the Right Hand Rule to determine the direction of Downloaded from hlayiso.com http://phet.colorado.edu/en/simulation/ the induced current in a solenoid when the north or legacy/faraday south pole of a magnet is inserted or pulled out • Know that for a loop of area A in the presence of a uniform magnetic field B, the magnetic flux (Φ) passing through the loop is defined as: Φ = BA cos θ where θ is the angle between the magnetic field B and the normal to the loop of area A • Know that the induced current flows in a direction so as to set up a magnetic field to oppose the change in magnetic flux • Calculate the induced emf and induced current for situations involving a changing magnetic field using the equation for Faraday’s Law: ε = –N∆Φ∆t where Φ = BA cos θ is the magnetic flux

CAPS concepts, practical activities and Additional information and assessment tasks enrichment activities Weeks 4–5: Electric circuits Ohm’s Law Mindset Learn Videos: • Determine the relationship between current, voltage and http://learn.mindset.co.za/resources/ resistance at constant temperature using a simple circuit physical-sciences/grade-11/electricity- • State the difference between Ohmic and non-Ohmic magnetism-electric-circuits conductors, and give an example of each PHET Simulations: Electric Circuits • Solve problems using the mathematical expression of http://phet.colorado.edu/en/simulation/ Ohm’s Law: R = VI for series and parallel circuits legacy/circuit-construction-kit-dc Power, energy Mindset Learn Videos: • Define power as the rate at which electrical energy is http://learn.mindset.co.za/resources/ converted in an electric circuit and is measured in watts physical-sciences/grade-11/electricity- (W) magnetism-electric-circuits • Know that electrical power dissipated in a device is equal to the product of the potential difference across the device and current flowing through it: P = IV 2 • Know that power can also be given by: P = I2R or P = VR • Solve circuit problems involving the concept of power • Know that the electrical energy is given by: E = Pt and is measured in joules (J) • Solve problems involving the concept of electrical energy • Know that the kilowatt hour (kWh) refers to the use of 1 kilowatt of electricity for 1 hour • Calculate the cost of electricity usage given the power specifications of the appliances used, as well as the duration, if the cost of 1 kWh is given Week 6: Energy and chemical change Energy changes in reactions related to bond energy Mindset Learn Videos: changes http://learn.mindset.co.za/resources/ • Explain the concept of enthalpy and its relationship to physical-sciences/grade-11/chemical- heat of reaction change-energy-and-chemical-change • Define exothermic and endothermic reactions • Identify that bond breaking requires energy (endothermic) and that bond formation releases energy (exothermic) • Classify (with reason) the following reactions as exothermic or endothermic: respiration, photosynthesis, combustion of fuels Exothermic and endothermic reactions Mindset Learn Videos: • State that ΔH > 0 for endothermic reactions. http://learn.mindset.co.za/resources/ • State that ΔH < 0 for exothermic reactions physical-sciences/grade-11/chemical- • Draw freehand graphs of endothermic reactions and change-energy-and-chemical-change exothermic reactions (without activation energy) Activation energy Mindset Learn Videos: • Define activation energy http://learn.mindset.co.za/resources/ • Explain a reaction process in terms of energy change and physical-sciences/grade-11/chemical- Downloaded from hlayiso.com relate this change to bond breaking and formation and change-energy-and-chemical-change to ‘activated complex’ • Draw freehand graphs of endothermic reactions and exothermic reactions (with activation energy) Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 57

CAPS concepts, practical activities and Additional information and assessment tasks enrichment activities Weeks 7–8: Types of reaction Acid–base Mindset Learn Videos: • Use the acid–base theories of Arrhenius and Brønsted http://learn.mindset.co.za/resources/ and Lowry to define acids and bases physical-sciences/grade-11/chemical- • Define an acid as an H+ donor and a base as an H+ change-types-reactions-acids-bases acceptor in reactions • Identify conjugate acid/base pairs • Define an ampholyte • List common acids (including hydrochloric acid, nitric 58 Grade 11 Physical Sciences acid, sulfuric acid and acetic acid) and common bases (including sodium carbonate, sodium hydrogen carbonate and sodium hydroxide) by name and formula Acid–base Mindset Learn Videos: • Write the overall equation for simple acid–metal http://learn.mindset.co.za/resources/ hydroxide, acid–metal oxide and acid–metal carbonate physical-sciences/grade-11/chemical- reactions and relate these to what happens at the change-types-reactions-acids-bases macroscopic and microscopic level • What is an indicator? • Look for some natural indicators • Use acid–base reactions to produce and isolate salts, e.g. Na2SO4, CuSO4 and CaCO3 Downloaded from hlayiso.com

Downloaded from hlayiso.com F. ASSESSMENT RESOURCES 1. Sample item analysis sheets PHYSICAL SCIENCES TERM 3 GRADE 11 SUGGESTED ITEM ANALYSIS RECORD SHEET FOR FORMAL ASSESSMENT TERM 3 CONTROL TEST Questions 1 2 3 4 5 6 7 8 Total Electromagnetism Energy and Multiple choice Electrostatics Electric circuits Electric circuits Acids and bases Acids and bases chemical change Marks 10 20 9 14 12 12 6 17 100 Learner name Learner surname Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 59

Downloaded from hlayiso.com PHYSICAL SCIENCES TERM 3 GRADE 11 SUGGESTED ITEM ANALYSIS RECORD SHEET FOR FORMAL ASSESSMENT PRACTICAL PROJECT Questions 1 2 3 4 5 6 Total Pre-practical preparation Setting up equipment Collection of data Discussion of results Tabulation and Conducting experiment calculations Conclusion Marks Learner name Learner surname 60 Grade 11 Physical Sciences

2. Physical Sciences Grade 11: End-of-Term 3 Control Test INSTRUCTIONS AND INFORMATION 1. This question paper consists of 8 questions, a data sheet and a Periodic Table. 2. Make sure that your question paper is complete. 3. Read the questions carefully. 4. Write legibly and to set your work out neatly. 5.  Question 1 consists of 5 multiple-choice questions. There is only one correct answer to each question. Write only the letter (A–D) next to the question number, e.g. 1.2 A. 6. You may use a non-programmable calculator. 7. You may use appropriate mathematical instruments. 8. Make use the data sheet whenever necessary. 9. Answer all questions. 10. Show all working clearly in all calculations. 11. Where appropriate round up answers to two decimal places. Downloaded from hlayiso.com Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 61

Question 1 Multiple choice questions Various options are provided as possible answers to the following questions. Each question has only ONE correct answer. Write only the letter (A–D) next to the question number, e.g. 1.2 A. 1.1 Two spheres, A and B, have charges of +5 nC and –8 nC, respectively. They are allowed to touch but then separate. The charges (in nC) on the spheres after separation are … 62 Grade 11 Physical Sciences Sphere A Sphere B A +5 –8 B –3 –3 C +1,5 +1,5 D –1,5 –1,5 (2) 1.2 Which of the following diagrams correctly represents the magnetic field associated with a current-carrying conductor when the current flows into the plane of the page? A. B. C. D. (2) 1.3 A current of 1,5 A passes through a light bulb will connected to a 12 V source. How much energy is dissipated through the light bulb in 2,5 minutes? A. 45 J B. 45 W A. 2,7 kJ B. 2700 W (2) 1.4 In a given reversible reaction, the forward reaction is exothermic. Which statement about the reverse reaction is true? A. The reverse reaction is exothermic. B. The energy released by the reverse reaction is equal to the activation energy of forward reaction. C. The ΔH value for the reverse reaction is larger than that for the forward reaction. D. The ΔH value for the reverse reaction is smaller than that for the forward reaction. (2) Downloaded from hlayiso.com 1.5 For the reaction below, which are the Brønsted-Lowry bases? H2O + H2O OH– + H3O+ A. H2O only B. H2O and H3O+ C. OH– only D. OH– and H2O(2)  (2) ×5 = [10]

Show all working in the following questions. Question 2 Consider the diagram below, which shows three point charges q1, q2 and q3 of charge +4,0 µC, –6,0 µC and –5,0 µC, respectively. The distance between q1 and q2 is 15 cm, and that between q1 and q3 is 100 mm. The diagram is not drawn to scale. q2 –6,0 µC 15 cm q1 100 mm q1 +4,0 µC –5,0 µC 2.1 State Coulomb’s Law. (2) 2.2 Draw a free-body diagram for all the electrostatic forces that act on q1.(3) 2.3 Calculate the magnitude of the electrostatic force between q1 and q2.(4) 2.4 Calculate the net electrostatic force on q1.(7) 2.5 Calculate the magnitude of the net electric field strength at the position of q1.(4) [20] Question 3 A solenoid with 450 turns has a cross-sectional area of 176 cm2. It is positioned perpendicular to a uniform magnetic field of 0,72 T. 3.1 Calculate the flux through the solenoid. (4) 3.2 State Faraday’s Law of electromagnetic induction. (2) 3.3 Calculate the induced emf if the solenoid is pulled out of the magnetic field in 0,22 s. (3) [9] Question 4 In the circuit represented below, two 60 Ω resistors connected to a 20 Ω resistor and a 6,5 Ω resistor as shown in the circuit diagram below. The battery has an emf of 12 V. emf = 12 V 6,5 Ω Downloaded from hlayiso.com 60 Ω 20 Ω 60 Ω 4.1 Explain what is meant by ‘an emf of 12 V’. (3) 4.2 Calculate the following: 4.2.1 equivalent resistance of the two 60 Ω resistors. (3) 4.2.2 the current through the battery. (5) 4.2.3 the power dissipated by the 20 Ω resistor. (3) Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 [14] 63

Question 5 In the circuit represented below, a battery of emf 30 V is connected to an unknown resistor R and to a combination of resistors, as shown. Ignore the resistance of the ammeter and the connecting wires. The voltmeter has very high resistance. R 5Ω 8Ω 64 Grade 11 Physical Sciences V 6Ω A 10 Ω The current passing through the 10 Ω resistor is 0,6 A. Calculate the resistance of R. [12] Question 6 The following energy profile diagram represents the energy changes that take place during a reversible reaction. The x-axis represents the reaction co-ordinate and the y-axis represents the energy of the reactants or products. 4 A+B⇌C+D 800 1 A+B 3 Energy (Kj.mol–1) 300 2 C+D 50 Reaction co-ordinate Downloaded from hlayiso.com 6.1 Provide names for labels 1 to 4. (4) 6.2 Calculate the activation energy for the forward reaction shown on the graph. (2) 6.3 Calculate the overall enthalpy of the forward reaction. (2) 6.4 Define a catalyst. (2) 6.5 Draw a sketch to show the effect of a catalyst. (2) [12]

Question 7 Carbon dioxide is extremely soluble in water and forms a weak acid called carbonic acid found in all fizzy drinks. The chemical equations below represent the reversible reactions taking place in a glass of sparkling water. I: CO2 (g) + H2O (ℓ) H2CO3 (aq) II: H2CO3 (aq) + H2O (ℓ) HCO3– (aq) + H3O+ (aq) III: HCO3– (aq) + H2O (ℓ) CO32– (aq) + H3O+ (aq) 7.1 Define an acid according to the Lowry-Brønsted theory. (2) 7.2 Identify the acid and its conjugate base for Reaction II. (2) 7.3 Write down the chemical formula of an ampholyte present in the sample of sparkling water. (2) [6] Question 8 8.1 What mass of NaOH(s) is needed to prepare 200 cm3 of NaOH solution with a concentration of 0,4 mol.dm–3?(2) 8.2 100 cm3 of distilled water is added to the solution referred to in 8.1. 8.3 A standard solution of NaOH solution is used to determine the concentration of a sulphuric acid solution. The concentration of the sodium hydroxide solution is 0,25 mol.dm–3. Write a balanced chemical equation for this reaction. (4) 8.4 Calculate the concentration of the sulphuric acid if 25 cm3 NaOH neutralises exactly 12,4 cm3 of the acid. (7) [17] TOTAL MARKS: 100 TIME: 2 HOURS END OF TEST Downloaded from hlayiso.com Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 65

DATA SHEET GRADE 11 TERM 3 TABLE 1: PHYSICAL CONSTANTS NAME SYMBOL VALUE Coulomb’s constant k 9,0 × 109 N.m2.C–2 66 Grade 11 Physical Sciences Avogadro’s constant NA 6,02 × 1023 mol–1 TABLE 2: FORMULAE ELECTROSTATICS 1 2 2 F = kQr Q (k = 9,0 × 109 N.m2.C-2) E = Fq E = k.Q 2 (k = 9,0 × 109 N.m2.C-2) r E = Vd ELECTROMAGNETISM ε = – N.∆Φ ∆t Φ = BA cos θ ELECTRICAL CURRENTS Q I = ∆t R = VI 1 Req = R1 + R1 + R1 + … 1 2 3 RT = r1 + r2 + r3 … W = Vq P=W ∆t W = VIΔt W = VIΔt W = I2RΔt W = I2RΔt 2 2 P = VR∆t P = VR∆t CHEMISTRY Downloaded from hlayiso.com CaVa na n m CbVb =n b c = V = MV m V N m A c=M= V = N

Downloaded from hlayiso.com TABLE 3: TABLE 3: THE THEPERIODIC PERIODICTABLE TABLEOFOF ELEMENTS ELEMENTS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 (I) (II) (III) (IV) (V) (VI) (VII) (VIII) 1 KEY Atomic number 2 2,1 H He 1 4 29 3 4 Electronegativity 1,9 Cu Symbol 5 6 7 8 9 10 1,0 Li 1,5 Be 63,5 2,0 B 2,5 C 3,0 N 3,5 O 4,0 F Ne 7 9 11 12 14 16 19 20 11 12 Approximate relative atomic mass 13 14 15 16 17 18 0,9 Na Mg 1,2 1,5 Aℓ 1,8 Si 2,1 P 2,5 S 3,0 Cℓ Ar 23 24 27 28 31 32 35,5 40 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 0,8 K 1,0 Ca 1,3 Sc 1,5 Ti 1,6 V 1,6 Cr 1,5 Mn 1,8 Fe 1,8 Co 1,8 Ni 1,9 Cu 1,6 Zn 1,6 Ga 1,8 Ge 2,0 As 2,4 Se 2,8 Br Kr 39 40 45 48 51 52 55 56 59 59 63,5 65 70 73 75 79 80 84 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 0,8 Rb 1,0 Sr 1,2 Y 1,4 Zr Nb Mo 1,8 1,9 Tc 2,2 Ru 2,2 Rh 2,2 Pd 1,9 Ag 1,7 Cd 1,7 In 1,8 Sn 1,9 Sb 2,1 Te 2,5 I Xe 86 88 89 91 92 96 101 103 106 108 112 115 119 122 128 127 131 55 56 57 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 0,7 Cs 0,9 Ba La 1,6 Hf Ta W Re Os Ir Pt Au Hg 1,8 Tℓ 1,8 Pb 1,9 Bi 2,0 Po 2,5 At Rn 133 137 139 179 181 184 186 190 192 195 197 201 204 207 209 87 88 89 0,7 Fr 0,9 Ra Ac 58 59 60 61 62 63 64 65 66 67 68 69 70 71 226 Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu 140 141 144 150 152 157 159 163 165 167 169 173 175 90 91 92 93 94 95 96 97 98 99 100 101 102 103 Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr 232 238 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 67

3. Physical Sciences Grade 11: End-of-Term 3 Control Test Memorandum Question 1 1.1 D 1.2 A 1.3 C 1.4 B 1.5 D  5 × (2) = [10] Question 2 2.1 The force of attraction or repulsion that two charged objects at rest exert on each other is directly proportional to the product of the charges and inversely proportional to the square  of the distance between their centres. (2) 68 Grade 11 Physical Sciences 2.2 Fforce q on q 2 1 q1 Fforce q on q  3 1 (3) 2 1 2.3 Fq on q = k.qr q 2 2 1 9 –6 –6 ×10 )(6 ×10 )   = (9 ×10 )(4(00,15) 2    = 9,6 N (4) 3 1 2.4 Fq on q = k.qr q 2 3 1 9 –6 –6 ×10 )(5 ×10 )   = (9 ×10 )(4(00,10) 2   = 18 N Fnet = (Fq on q )2 + (Fq on q )2 = (9,6)2 + (18)2 2 1 3 1 (c.o.e.)    = 20,4 N tan θ = 9,6 18 = 0,533    = 28,07°  Fnet = 20,4 N at an angle of 28,07° to the force of q3 on q1 (7) net  2.5 = 4 20,4 –6 = 5,1 × 106 N.C–1 (4) x 10 E = FQ at an angle of 28,07° to Fforce q on q 3 1 [20] Question 3 3.1 Φ = B⊥A = BA cos θ   = (0,72)(176 × 10–4) cos 90° Downloaded from hlayiso.com   = 0,013 Wb or 1,27 × 10–2 Wb (4) 3.2 Faraday’s law states that the induced emf is directly proportional to the rate of change of magnetic flux. (2) 3.3 ε = –N∆Φ ∆t –2 ×10 V   = –V ÷ 0,22 0,22 (c.o.e. from 3.1)    = –25,92 (3) [9]

Question 4 4.1 An emf of 12 V tells us that 12 J of energy is the total amount of energy transferred by the  battery per coulomb of charge passing through it. (3) 1 4.2 Req = R1 + R1 1 2 1   = 60 + 601  Req = 602 = 30 Ω (3) 4.3 RT = 30 + 20 + 6,5 = 56,5 Ω T 12  IT = VR T = 56,5 = 0,21 A (5) 4.4 P = I2.R = (0,21)2 × 20  = 0,88 W (3) [14] Question 5 V10 Ω = V6 Ω = IR    = 0,6 × 10    = 6 V 6Ω 6Ω I6 Ω = VR = 66 = 1 A Total current = I1 + I2 = 1 + 0,6 = 1,6 A 1 Rp = R1 + R1 1 2 = 16 + 101 = 0,2667 Rp = 3,75 Ω T 30 RT = VI T = 1,6 = 18,75 Ω R = RT – (Rp + R5 Ω + R8 Ω) = 18,75 – (3,75 + 5 + 8) =2Ω  [12] Question 6 6.1 1 – Activation Energy (EA) of the forward reaction 2 – Enthalpy or Heat of Reaction (ΔH) 3 – Activation Energy (EA) of the reverse reaction  4 – Activation complex (4)  6.2 EA = 800 – 300 = 500 kJ.mol–1 (2) Downloaded from hlayiso.com  6.3 ΔH = 50 – 300 = –250 kJ.mol–1 (2)  6.4 A catalyst is a chemical substance that takes part in a chemical reaction without being used up. (2) 6.5 4 A+B⇌C+D 800 Dotted line – effect of catalyst Shape 1  Lower Activation Energy (2) A+B 3 Energy (Kj.mol–1) 300 2 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 C+D 50 69 Reaction co-ordinate  [12]

Question 7  7.1 An acid is a proton donor (2)  7.2 H2CO3 (aq) and HCO3– (aq) (2)  7.3 HCO3– (aq) (2) [6] Question 8  8.1 m = CMV = (0,4)(40)(0,2) = 3,2 g (2) 70 Grade 11 Physical Sciences m 3,2 8.2 n = M = 40 = 0,08 mol n 0,08  C= V = (0,2 + 0,1) = 0,27 mol.dm–3 4) 8.3 2 NaOH + H2SO4 → Na2SO4 + 2 H2O (B) (4) 8.4 nb = Cb × Vb   = (0,25)(25 × 10–3)   = 6,25 × 10–3 mol From the balanced equation ratio of moles of base to acid is 2:1 6,25 x 10–3 na = 2 = 3,125 × 10–3 mol n Ca = V 3,125 x 10–0   = 12,4 x 10 –0    = 0,25 mol.dm–3 (7) [17] TOTAL MARKS: 100 Downloaded from hlayiso.com

Downloaded from hlayiso.com 4. Cognitive Analysis for Physical Sciences Grade 11: Electromagnetism End-of-Term 3 Control Test Energy and Electrostatics Electric circuits Acids and bases There are no guidelines for the weightings of content for the Grade 11 Term 3 Control Test. The target weightings given in the tables below for the Control Test are based Question chemical change on the weighting of time given to a topic. The actual marks allocated are fairly close to the targets but there were more questions assigned to Electric Circuits as this is a topic examined in Grade 12. 1 2 3 4 Level 1: Recall Level 2: Comprehension Question 4 14 Level 3: Analysis, application Level 4: Evaluation, synthesis 4.1 3 3 3 4.2 3 3 3 Electromagnetism Energy and 4.3 2 3 5 5 Electrostatics Electric circuits Acids and bases 4.4 3 3 3 Question 5 12 Question chemical change 4 8 12 12 1 2 3 4 Question 6 12 Marks 6.1 4 4 4 15 35 40 10 17 17 22 11 33 100 required 6.2 2 2 2 Actual 15 35 40 10 22 11 28 14 25 100 6.3 2 2 2 Question 1 10 6.4 2 2 2 1.1 2 2 2 1.2 2 2 2 6.5 2 2 2 1.3 2 2 2 Question 7 6 1.4 2 2 2 7.1 2 2 2 1.5 2 2 2 7.2 2 2 2 Question 2 20 7.3 2 2 2 2.1 2 2 2 Question 8 17 2.2 3 3 3 8.1 2 2 4 4 2.3 4 4 4 8.2 2 2 4 4 2.4 2 5 7 7 2.5 4 4 4 8.3 3 3 3 Question 3 9 8.4 6 6 6 3.1 2 2 4 4 Marks 15 35 40 10 17 17 22 11 33 100 3.2 2 2 2 required 3.3 1 2 3 3 Actual 15 35 40 10 22 11 28 14 25 100 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 71

G. ADDITIONAL WORKSHEET 1. Worksheet 1: Electrostatics and electromagnetism Question 1 The electrostatic force between a point charge of –4 nC and another of +6 nC is found to be F N when the two point charges are 20 mm apart. 1.1 Use Coulomb’s Law to calculate the value of F. (4) 72 Grade 11 Physical Sciences 1.2 Without further calculations, complete the table below: Force (N) Charge 1 (nC) Charge 2 (nC) Distance (m) F –4 +6 20 × 10–3 1,5 F –4 Q2 = ? 20 × 10–3 Fnew = nF = ? –4 +6 1 × 10–2 0,25 F –4 +6 r=? (3)  [7] Question 2 Two metal spheres, P and T, +3 x 10–9 C –6 x 10–9 C on insulated stands, carry charges of P T +3 × 10–9 C and –6 × 10–9 C, respectively. The spheres are allowed to touch 1,5 m each other and are then placed 1,5 m apart as shown below. P T 2.1 In which direction will electrons flow while spheres P and T are in contact? Write down only FROM P TO T or FROM T TO P. (1) 2.2 Calculate the net charge gained or lost by sphere P after the spheres have been in contact. (3) 2.3 Calculate the number of electrons transferred during the process in Question 2.2. A third sphere R, carrying a charge of –3 × 10–9 C, is now placed between P and T at a distance of 1 m from T. (2) 2.4 Calculate the net force experienced by sphere R as a result of its interaction with P and T. (6) [12] Question 3 Downloaded from hlayiso.com 3.1 The diagram below shows the electric field pattern due to two point charges X and Y. X Y Which ONE of the following represents the charge on X and Y respectively?                   POINT CHARGE X POINT CHARGE Y A. Negative Negative B. Positive Positive C. Positive Negative D. Negative Positive (2)

3.2 Two identical insulated spheres, each carrying a charge Q and separated by a distance r, exert an electrostatic force of magnitude F on each other. The distance between the spheres is now HALVED. The magnitude of the force the spheres now exert on each other is: 1 A. 2 F B. F C. 2F D. 4F(2) [4] Question 4 Three small, identical metal spheres, Q1, Q2 and Q3 are placed in a vacuum. Each sphere carries a charge of –4 μC. The spheres are arranged such that Q2 and Q3 are each 3 mm from Q1 as shown in the diagram below. N Q3 W E S 3 mm Q1 3 mm Q2 4.1 State Coulomb’s Law in words. (2) 4.2 Draw a force diagram showing the electrostatic forces exerted on Q1 by Q2 and Q3.(2) 4.3 Calculate the net force exerted on Q1 by Q2 and Q3.(8) [12] Question 5 An isolated point charge Q is located in space as shown in the diagram below. Point charge Q contributes to an electric field as shown. Point X is located 3 mm away from point charge Q. Q = 6,5 x 10–12 C 3 mm X 5.1 Define the term electric field at a point. (2) 5.2 Calculate the magnitude of the electric field at point X. (3) 5.3 Point charge R carrying a charge of +6,5 × 10–12 C is placed 3 mm away from point X as shown in the diagram below. Downloaded from hlayiso.com N R X Q W E 3 mm 3 mm S 5.4 Calculate the net electric field at point X. (4) [9] Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 73

Question 6 Two identical conducting spheres A and B with charges Q1 and Q2, respectively, are placed in fixed positions along the same straight line as shown in the diagram below. Spheres A and B are placed 30 cm from each other. Point P is positioned 30 cm to the right of sphere B on the same straight line. A B P Q1 Q2 30 cm 30 cm The charge on sphere B is positive. The net electric field Enet at point P as a result of the two charges Q1 and Q2 is toward the right as shown in the diagram below. 74 Grade 11 Physical Sciences P Enet E1 E2 6.1 What is the sign of the charge on sphere A? Give a reason for your answer. (3) –1 6.2 The net electric field at point P is 1 600 N.C to the right and the charge on sphere B has a magnitude of +12 nC. Calculate the magnitude of the charge on sphere A. (7) 6.3 A proton is placed at point P without changing the charges and positions of spheres A and B. Calculate the net electrostatic force experienced by the proton. (4) [14] Question 7 Complete the following sketch diagrams, by clearly indicating the direction of the current and the direction of the associated magnetic field: 7.1 A conductor connected to a battery of two cells. (4) 7.2 A coil of wire connected to a battery of two cells. Also label the North and South poles. (4) S N 7.3 The view of the solenoid in 7.2 when looking from position Y. (4) [12] Downloaded from hlayiso.com  TOTAL: 70

2. Answers for Worksheet 1 Question 1 1 2 1.1 2 F = k.Qr Q 9 –9 –9 )(4 ×10 )(6 ×10 )   = (9 ×10 (20 –3 2 x 10 )    = 5,4 × 10–4 N attraction (4) 1.2 Force (N) Charge 1 (nC) Charge 2 (nC) Distance (m) –4 F = 5,4 x 10 N –4 +6 20 × 10–3 1,5 F –4 Q2 = 6 x 1,5 = 9 20 × 10–3 Fnew = nF = 4F = 2,16 x 10–3 N –4 +6 1 × 10–2 0,25 F –4 +6 r = 40 x 10–3 (3) [7] Question 2  2.1 FROM T to P (1) –9 –9 2.2 Q = 3 ×10 +2(–6 ×10 ) = –1,5 × 10–9 C Δ QP = QP(final) – QP(initial)    = –1,5 × 10–9 – 3 × 10–9     = –4,5 × 10–9 C (3) –4,5 ×10–9 10 2.3 Number of electrons = –1,6 x 10–19 = 2,81 × 10  (2) kQ1Q2 2.4 FTR = r2 (9 ×109) + (1,5 ×10–9) (3 ×10–9)    = (1)2    = 4,05 × 10–8 N to the left/towards P 1 2 FPR = kQr Q 2 9 –9 –9    = (9 ×10 ) + (1,5(0,5)×10 ) (3 ×10 ) 2    = 1,62 × 10–7 N to the right/towards T Let the direction to the right (towards T) be positive Fnet = 1,62 × 10–7 + (–4,05 × 10–8)     = 1,22 × 10–7 N to the right (6) [12] Question 3  3.1 C (2)  3.2 D (2) [4] Question 4 4.1 The magnitude of the electrostatic force exerted by one charge on another is directly proportional to the product of the charges and inversely proportional to the square  of the distance between their centres. (2) 4.2 Downloaded from hlayiso.com F (Q2 on Q1)  F (Q3 on Q1) (2) kQ2Q1 4.3 F(Q2 on Q1) = r2 (9 ×109) + (4 ×10–6) (4 ×10–6)   = (3 x 10–3)2   = 16 000 N left 3 1 F(Q3 on Q1) = kQr Q 2 (for both equations) (9 ×109) + (4 ×10–6) (4 ×10–6)   = (3 x 10–3)2   = 16 000 N downwards Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3  Fnet = 22 627,42 N at 45° south of west (8) 75 [12]

Question 5 5.1 The force per unit charge at that point.  (2) kQ 5.2 E= r2 (9 ×109) + (6,5 ×10–12)   = (0,003)2    = 6,5 × 103 N.C–1 (3) 5.3 At point X: EQ = 6,5 × 103 N.C–1 west E = kQ 2 r (9 ×109) + (6,5 ×10–12)   = (0,003)2 76 Grade 11 Physical Sciences   = 6,5 × 103 N.C–1 east Enet = EQ + ER    = 6,5 × 103 + (–6,5 × 103)     = 0 N.C–1 (4) [9] Question 6 6.1 Negative The direction of E1 on the diagram is to the left  This is opposite to that of E2 which indicates the field for a positive charge (3) kQ2 6.2 E2 = r2 (9 ×109) + (12 ×10–9)   = (0,03)2   = 1 200 N.C–1 to the right Enet = E2 – E1 1 600 = 1 200 – E1   E1 = –400 N.C–1 1 E = kQ 2 r 9 )Q 2 –400 = (9 ×10 2 (0,6)    Q2 = –1,60 × 10–8 C (7) F 6.3 E= q 1 600 = 1,6 xF10 –19  F = 2,56 × 10–16 N right (4) [14] Question 7 7.1  (4) Downloaded from hlayiso.com 7.2 S N  (4) 7.3  (4) [12]  TOTAL: 70

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Downloaded from hlayiso.com education Department: Education PROVINCE OF KWAZULU-NATAL PHYSICALSCIENCES 11 SCIENCESPHYSICA PHYSICALSCIENCES SCIENCESPHYSICA PHYSICALSCIENCES GRADE SCIENCESPHYSICA PHYSICALSCIENCES PHYSICAL SCIENCES SCIENCESPHYSICA TEACHER TOOLKIT PHYSICALSCIENCES CAPS Planner and Tracker Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others. SCIENCESPHYSICA PHYSICALSCIENCES 2018 TERM 3 THE PROGRAMME TO IMPROVE LEARNING OUTCOMES SCIENCESPHYSICA The Stables Hollard Campus ENDORSED BY 22 Oxford Road Tel: +27 11 351 2430/2457 Parktown 2193 Email: admin@pilo.co.za ISBN: 978-1-928320-88-3 Grade 11 Physical Science Tracker 2018 Term 3 cover 80 KZN.indd 1 3/7/2018 3:26:27 PM