Gr12 PhysicalSciences JikaImfundo Tracker Term3 2018

education Department: Education PROVINCE OF KWAZULU-NATAL PHYSICALSCIENCES 12 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: 978-1-928320-89-0 Grade 12 Physical Science Tracker 2018 Term 3 cover 76 KZN.indd 1 3/7/2018 3:27:42 PM

GRADE 12 Physical Sciences Teacher Toolkit: CAPS Planner and Tracker 2018 TERM 3

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: 978-1-928320-89-0 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

CONTENTS A. About the Tracker_ _________________________________________________ 2 F. Assessment Resources_____________________________________________ 51 1. Your quick guide to using this planner and tracker_ _____________ 2 1. Sample item analysis sheets_________________________________ 51 2. Purpose of the tracker_______________________________________ 4 2. Further questions to answer after completing the investigation 3. Links to the CAPS___________________________________________ 4   on electric circuits________________________________________ 54 4. Links to approved LTSMs_____________________________________ 4 3. Memorandum: Further questions to answer after completing 5. Managing time allocated in the tracker_ _______________________ 4 the investigation on electric circuits___________________________ 56 6. Links to assessment_________________________________________ 5 7. Resource list________________________________________________ 5 G. Additional Worksheets_____________________________________________ 57 8. Columns in the tracker_______________________________________ 5 Worksheet 1 Photoelectric effect________________________________ 57 9. Weekly reflection_ __________________________________________ 5 Answers for Worksheet 1_______________________________________ 58 Worksheet 2 Photons streaming from a lamp_ ____________________ 59 B. Term Planning______________________________________________________ 6 Answers for Worksheet 2_______________________________________ 60 Worksheet 3 Quanta___________________________________________ 61 C. Daily Lesson Planning and Preparation______________________________ 11 Answers for Worksheet 3_______________________________________ 62 Worksheet 4 Chemical industries (fertilisers)_ _____________________ 63 D. Trackers for Each Set of Approved LTSMs___________________________ 14 Answers for Worksheet 4_______________________________________ 72 1. Physical Sciences Solutions for All (Macmillan South Africa)______ 16 2. Study and Master Physical Sciences (Cambridge University Press)__ 30 E. Additional Information and Enrichment Activities____________________ 43

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 12 Physical Sciences

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

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 12 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 textbook (Siyavula) which has been distributed to schools by the content systematically. For each set of LTSMs in the tracker, links are given to the Department of Basic Education as an additional resource. You can download it from relevant pages in both the Learner’s Book and Teacher’s Guide to make it easier for 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 two 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 hour sessions, organised into four 3. Links to the CAPS 60-minute sessions per week. Depending on your school’s timetable, you may use The Grade 12 Physical Sciences tracker is based on the requirements prescribed by two of these sessions in one double period. You might also need to adjust the work the Department of Basic Education’s Curriculum and Assessment Policy Statement prescribed for a session to meet other demands of your timetable. However, the (CAPS) for Physical Sciences in the Further Education and Training (FET) band. The content that needs to be covered in a week, should always be covered in a week. If for CAPS prescribes four hours per week for Physical Sciences. The work set out in the some reason you do not complete the work set for the week, you need to find a way tracker for each day is linked directly to the topics and subtopics given in the CAPS, to get back on track. with the specified amount of time is allocated to each topic. It gives the page number The breakdown of work to be done each week corresponds to the annual teaching plan in the CAPS document of the topics and subtopics being addressed in each session. and programme of assessment drawn up by the Department of Education; however, This enables you to refer to the curriculum document directly should you wish to do so. the tracker gives a more detailed outline of what should be taught each day. The tracker has been planned for a second term of 11 weeks. Eight weeks are allocated 4 Grade 12 Physical Sciences

for covering the set curriculum. Weeks 9, 10 and 11 are set aside for the preliminary 3. CAPS content, concepts and skills for the day examinations (Trials). If the year in which you are using it has a longer or shorter first 4. Learner’s Book page number term, you will need to adjust the pace of work. It is important that you take note of this 5. Learner activity number at the start of the year. 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 has been covered, strategise with your HOD and colleagues as to how best to catch The tracker indicates where in the series of lessons the CAPS formal assessment up so that the curriculum is covered. activities/tasks/practical activities should be done. This varies slightly from Learner’s Book to Learner’s Book, but is always in line with the CAPS specifications. We suggest You are encouraged to reflect on your lessons daily – thinking about what went well, that you discuss testing times with your colleagues who teach other subjects. In this or did not go so well in each, and how better to help learners grasp the content being way you 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 reflecting, you could think about things such as: For informal assessment tasks, you may want to use a variety of assessment methods, • Was my preparation for the lesson adequate? For example: Did I have all the including peer assessment, self-assessment and spot marking. necessary resources? Had I thought through the content so that I understood it fully and could teach it effectively? 7. Resource list • 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 assign any homework? 8. Columns in the tracker • What can I do to support learners who did not manage the work, or to extend The following columns can be found in the tracker for each set of LTSMs: those who completed the work easily? 1. Session number • What might I change next time I teach this same content? Will I try a different 2. Relevant CAPS page number approach? Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 5

B. TERM PLANNING Electric circuits In Grade 11, learners solved problems of series, parallel, and combinations of series Before considering weekly and daily plans which are set out in the tracker, think about and parallel circuits using Ohm’s Law, the formulae for calculating effective resistance the term as a whole. of combinations of resistors, and for calculating energy transferred and power in circuits. This topic builds on this knowledge and understanding by introducing the 1. Check the term focus electromotive force (emf) of the battery and its internal resistance. Take note of the focus for the term. The CAPS document provides clear details The prescribed experiment for Term 3 measures the internal resistance of a cell, and regarding the focus for Grade 12: determines the effective resistance of a series and parallel combination of resistors. Term 1 – Physics: This experimental work gives learners the opportunity to test theory with a practical Momentum and impulse investigation. Both of the textbooks have detailed and clear instructions on how Vertical projectile motion in one dimension these investigations can be carried out. A post-investigation worksheet is provided in Section F. This worksheet can be used to test the learners’ understanding of the Chemistry: practical work and to find out whether they are able to apply knowledge to solve Organic chemistry problems. A memorandum is supplied. Term 2 – Physics: The internal resistance can be treated just like another resistor in the circuit. The sum Work, energy and power of the voltages across the external circuit plus the voltage across the internal resistance The Doppler effect is equal to the emf. Chemistry: Rate and extent of reaction ε = Vload + Vinternal resistance Chemical equilibrium Vload is also referred to as the terminal potential difference Vterminal in some textbooks Acids and bases and examination questions. Term 3 – Physics: Vinternal resistance is sometimes referred to as the ‘lost volts’ since the energy per unit charge Electric circuits in transferring charge through the battery (cell) is ‘lost’ for use in the external circuit. Electrodynamics The voltage is, however, not ‘lost’. Optical phenomena Chemistry: Electrodynamics Electrochemical reactions Faraday’s Law of electromagnetic induction governs the generation of electricity when The chemical industry a coil is linked to changing magnetic flux. This is how generators work. Term 4 – Revision The motor effect governs the rotation of a current-carrying coil when it is placed Overview of Term 3 within a magnetic field. The preliminary examinations usually take up 3 weeks of the time allocated to teaching Although both a motor and a generator consist of a coil placed in a magnetic field, and learning, so it is essential to keep up to date with the CAPS schedule of work for they operate on these two distinct principles. It is useful to remind learners that a Grade 12 during this term. motor requires electricity in order to work – e.g. you have to plug a fan into the power 6 Grade 12 Physical Sciences

supply to turn it on to move the air. A generator generates electricity – it therefore reminded about oxidation, reduction, oxidising and reducing agents and oxidation does not have a power supply attached to it – it provides electricity at its terminals. numbers when you start teaching this topic. Optical phenomena and properties of matter It is important that single arrows are used in redox chemical equations and half reactions because the equations show that the reaction will effectively be proceeding The photoelectric effect gives definitive evidence of the quantisation of electrons in in that direction, even though we know that all chemical (equilibrium) reactions are by energy levels. The mystery of why and how it occurs fascinated Einstein, because it nature able to be reversed. cannot be explained by the classical model of light as a wave. Einstein came up with the startling idea that light is both a wave and a particle. When explaining the details The electrochemical (galvanic) cell transfers chemical energy to electrical energy, and of this effect, it is important to emphasise how Einstein’s explanation of it changed the process of electrolysis transfers electrical energy to chemical energy. These two scientists’ thinking from 1905 onwards. cells work in the ‘opposite’ way. Learners tend to confuse the processes by which they work, and hence they struggle to write appropriate half reactions and/or to identify the Section E contains some ideas on how to teach the photoelectric effect. These ideas cathode and anode correctly. come from the British Institute of Physics TAP (Teaching Advanced Physics) series which is available on the internet. The chemical industry The University of Colorado produce the PHET simulations that cover many topics The chemical industries topic involves considerable amounts of rote learning, as in Physics, Chemistry and Biology. The beauty of these simulations is that they are well as integration of prior knowledge of chemical equilibrium, stoichiometry and designed to give similar results to ‘real-life’ experiments, and they are authored and redox reactions. The CAPS syllabus stipulates 6 hours of teaching time for this topic; checked by university professors before they are released to the public. however, it will have to be condensed into 4 hours in order to complete the syllabus before the preliminary examinations. While teaching this you can revise many of the The PHET simulation for the photoelectric effect is an excellent teaching tool. You other sections too. can use it in many different ways to demonstrate the photoelectric effect experiment. There are also quite a few YouTube videos of teachers explaining the effect while Section G of this document provides an extract from the Chemical Industries Resource making use of the PHET simulation. One of the better clips, found at https://www. Pack which may help learners to work through the content. The complete resource youtube.com/watch?v=ubkNGwu_66s, demonstrates the basics of the effect. pack is found at http://open.uct.ac.za/handle/11427/7445. This site also has animations of the processes and will enhance your learners’ understanding. Another very useful article is https://allinonehighschool.files.wordpress.com/2013/06/ day-168-photoelectric-lab.pdf. The author shows how learners can use the simulation to work their own way through the theory. This site also provides a worksheet for the 2. Prepare resources learners, as well as a memorandum. This stage in your preparation is vital. The prescribed Learner’s Books provide both Another topic that is difficult to explain or demonstrate is line emission and absorption information and activities. The Teacher’s Guides also provide valuable information spectra, as many schools do not have the necessary apparatus. The origin of spectral as teaching guidelines. When you are planning, you need to be familiar with the lines is well presented and explained in http://www.avogadro.co.uk/light/bohr/spectra. information in the textbook your learners will be using. This will ensure that you do not htm. The TAP series also has a very useful set of teaching tips for this topic. These can need to either read from the textbook or ask your learners to copy down notes from be found in Section F of this tracker. the chalkboard or projector. Teaching Physical Sciences should not be based on reading and discussing the Electrochemical reactions textbook. Learners need activities, demonstrations, problem solving opportunities Redox reactions were introduced to the learners in Grade 11. They need to be and active debates. This all takes careful planning and preparation of resources. Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 7

Resources can range from everyday objects such as a battery powered toy car have a copy, they can access these questions online from www.everythingscience. moving up an inclined plane, to more scientific apparatus like burettes, volumetric co.za. The Learner’s Books can also be downloaded or print copies can be ordered flasks and universal pH strips, or even digital resources like a short video clip or from a supplier referred to on the same site. There is a huge database of questions simulation. Whatever resource you select as the focus of the lesson, make sure you that will be very useful for learners to work through both for remediation, revision think carefully about the questions you will ask learners to think about and discuss. and extension. Not all the activities are referenced in the tracker. If you identify that You may plan these discussions in pairs or small groups. Through observation, your learners are struggling in a particular section, select questions that are relevant reflection and discussion you will engage learners in helping them construct their to them. own knowledge. It is important to challenge this knowledge and at times disagree A list of resources for the term appears below in case you want to collect these well with them even if they are correct. You can also present a common misconception in advance. Otherwise resources are listed per week. You will find it worthwhile to and encourage them to be critical of the proposed idea. collect these well in advance and leave them in a box or something similar. This Problem solving and application of knowledge are very important in Physical way, you will avoid a last-minute rush. Remember that some materials are used on Sciences. Your learners will need to practise exam-type questions; the textbooks several different occasions, so keep laboratory equipment safe and well cleaned. all give worked examples. There are also end-of-chapter or unit questions, exam Depending on how quickly your learners complete a section, and on what activities practice and additional worksheets. These have been referenced in the tracker you choose, you may find that you are still on a certain week when the following week’s for each book and are included as homework activities. However, in some cases requirements are listed. Continue normally and check with the CAPS document to the Learner’s Book may not have enough questions and we have referred you to find out what you still need. additional activities from the Everything Science textbook. If your learners don’t Solutions for All Week Resources 1 1,5 V battery (cell), resistor, ammeter, voltmeter, switch, connecting leads Length of low-resistance wire Copies from Section F of “Further questions to answer after completing the investigation on electric currents”. 2 https://www.youtube.com/watch?v=gQyamjPrw-U https://www.youtube.com/watch?v=gQyamjPrw-U http://www.physics-chemistry-interactive-flash-animation.com/electricity_electromagnetism_interactive/laplace_lorentz_force_electric_motor_principle_brushes_split_ring.htm Optional: Materials to build a generator and/or motor: Enamel-coated copper wire, 4 large ceramic block magnets, cardboard (packaging), large nail, 1.5 V 25 mA light bulb, 9 V cell 3 Gold leaf electroscope, zinc plate, UV lamp (see Section F of this tracker) Mercury discharge lamp, photosensitive vacuum tube, set of light filters, circuit to produce retarding voltage across phototube, oscilloscope, ammeter Copies of Section G Worksheet 1 (as homework) https://phet.colorado.edu/sims/photoelectric/photoelectric_en.jnlp 4 Zinc, lead, aluminium and copper electrodes, zinc sulphate, copper sulphate, lead nitrate, sodium hydroxide, potassium nitrate, four beakers, sandpaper Three test tube racks; 9 large test tubes; solutions of chlorine water, bromine water and iodine water; 0,2 mol.dm-3 solutions of halides NaCℓ, Na Br and NaI; non-polar solvent such as xylene or dichloromethane; three droppers; glass stirring rod 5 Water bowl, electrodes for the electrolysis of water, test tubes, conductivity wires, 9 V battery, current indicator (LED), water and sodium iodide and sodium sulphate 8 Grade 12 Physical Sciences

Solutions for All Week Resources 6 Zinc; lead; aluminium and copper electrodes; solutions of zinc sulphate, copper sulphate, lead nitrate, sodium hydroxide and potassium nitrate; 2 beakers; U-tube; cotton wool; voltmeter; connecting leads 7 Section G Worksheet 4: Chemical industries (fertilisers) Study and Master Week Resources 1 1,5 V battery, 3 resistors of different values, ammeter, voltmeter, switch, 7 connecting leads 1,5 V battery, 3 resistors of different values, ammeter, voltmeter, switch, minimum of 7 connecting leads Demonstration: Battery, connecting wires, several resistors of different values, several voltmeters, several ammeters, switches, a length of low resistance wire Copies from Section F of “Further questions to answer after completing the investigation on electric currents”. 2 https://www.youtube.com/watch?v=gQyamjPrw-U https://www.youtube.com/watch?v=gQyamjPrw-U http://www.physics-chemistry-interactive-flash-animation.com/electricity_electromagnetism_interactive/laplace_lorentz_force_electric_motor_principle_brushes_split_ring.htm Enamel-coated copper wire, 4 large ceramic block magnets, cardboard (packaging), large nail, 1.5 V 25 mA light bulb, 9 V cell 3 Gold leaf electroscope, zinc plate, UV lamp (see Section F of this tracker) Mercury discharge lamp, photosensitive vacuum tube, set of light filters, circuit to produce retarding voltage across phototube, oscilloscope, ammeter Copies of Section G Worksheet 1 (as homework) https://phet.colorado.edu/sims/photoelectric/photoelectric_en.jnlp 4 Zinc, lead, aluminium and copper electrodes; solutions of zinc sulphate, copper sulphate, lead nitrate, sodium hydroxide and potassium nitrate; 2 beakers; U-tube; cotton wool; voltmeter; connecting leads 5 Materials for the electrolysis of water: Water bowl, two electrodes for the electrolysis of water, two test tubes, conductivity wires, 9 V battery, current indicator (LED), water, sodium iodide or sodium sulphate, glass or plastic rod Materials for the reduction of metal ions and halogens: Test tube stand with test tubes, glass rod, thermometer, spatula and glass rod; Metal powders: Mg, Zn, Cu, Fe Salt solutions: CuSO4(aq), ZnSO4(aq), MgSO4(aq), NaCℓ(aq) Halide solutions: KCℓ (aq), KBr(aq), KI(aq), chlorine water (or household bleach), bromine water; Non-polar solvent: tetrachloromethane (CCℓ4) 7 Copies of Section G Worksheet 4: Chemical industries (fertilisers) Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 9

3. Plan for required formal assessment tasks to build this into lessons or arrange feedback after school hours. In Term 3, the CAPS requires that learners do practical work to determine the emf of a A grid for the analysis of results has been included in Section F to assist you and cell (battery) and to compare the effective resistance of a series and parallel circuit with your learners. You can use this grid to identify individual learner strengths and its theoretical value. They also write the preliminary examination. Most of the Learner’s weaknesses, as well as to help you reflect on your teaching. Look for topics where the Books and/or Teacher’s Guides provide examples of CAPS-compliant formal assessment majority of your learners are getting the questions correct – these topics have most tasks, including practical investigations and revision activities. probably been taught well. Also identify questions where the majority of learners got the answers wrong. You should identify common errors and address these with Table 1 gives an overview of the practical task/investigations in each of the sets of learners. LTSMs, and the week in which the work is scheduled in each tracker. This will help you in your preparation. The reason for poor performance may not only be related to an understanding of Science concepts. Learners may also perform poorly in exams because of poor exam Please note: The DBE occasionally makes changes to the assessment requirements techniques. You may need to give learners guidelines to help them improve. For published in the CAPS. If any changes are made after this document is printed, you example, many learners struggle to manage their time in the exam and so do not will need to adjust the assessment programme provided here and in the trackers finish all the questions. Learners can improve their time management by sticking to accordingly. a strict schedule of spending a minute per mark for each question. If they are stuck Table 1: FORMAL ASSESSMENT TASKS INCLUDED IN EACH SET OF APPROVED they must leave the question and move on. There will be time to come back to more LTSMs FOR TERM 3 difficult questions at the end of the exam. It is also important that learners answer the topic they like best first. This will give them confidence to do well. Name of Practical investigation Control test Apart from good exam techniques, you need to encourage your learners to learn book the definitions and laws. They should be very familiar with the data sheet but are Solutions Week 1: Week 9–11: not required to learn the values of constants. You should encourage learners to go for All EMF of a cell Prelim examinations provided by through the Examination Guidelines for Physical Sciences in preparation for both Effective resistance of a series and the KZN Department of Education parallel circuit the prelim and final exams. They can use the items listed as a checklist in their exam LB pp. 339–340 preparation. The Exam Guidelines can be downloaded from: www.ecexams.co.za/ TG pp. 242–244 Exam_Guidelines.htm Study Week 1: Week 9–11: and Emf of a cell Prelim examinations provided by 4. Plan for informal assessment Master Effective resistance of a series and the KZN Department of Education parallel circuit In addition to specifying the number and nature of the formal assessment tasks, the LB pp. 267–269 CAPS document suggests that there should also be ongoing informal assessment TG pp. D71–D72 each term. Learners can do a variety of informal assessment tasks, both in class and for homework, and many of the Learner’s Book activities are useful for this purpose. The mid-year and prelim examinations are not only used as the basis of the School Informal assessment tasks do not have to be marked by the teacher. You can allow Based Assessment but provide learners with an opportunity to prepare for the final learners to mark their own or each other’s work. You should consider taking in about examination. It is extremely important that learners do not repeat the same types of five or six pieces of work from time to time to help you assess progress informally errors. This means that learners need feedback about their strengths and weaknesses. and also to keep learners attentive. Give learners a surprise by changing your review No time has been allocated in the tracker for this review and feedback so you will need techniques from time to time. 10 Grade 12 Physical Sciences

While learners do not always need marks for their work, they do need feedback, C. DAILY LESSON PLANNING AND and you need to know what they managed or did not manage in the task in order to correct and support their learning. You may like to record any marks that are PREPARATION awarded or key comments for your own interest. The tracker provides details of the content (in hour sessions) that you need to teach Table 2: INFORMAL ASSESSMENT TASKS FOR TERM 3 to your class. However, to deliver the lessons successfully, you must do the necessary preparation yourself. This entails a number of key steps that range from ensuring that Name of book Informal practical investigation Page numbers you have a good understanding of the term focus through to checking the detailed Solutions Week 1: LB pp. 345–346 preparation of resources needed for each lesson. The Physical Sciences require a for All Short circuits and open circuits TG pp. 248–249 range of resources, from printed material to typical science apparatus, such as test Week 3: LB pp. 402–403 tubes, or household items including food items. The photoelectric effect TG pp. 329–330 Week 4: LB pp. 434–438 1. Check your own knowledge of the content Investigate the reduction of metal ions and TG pp. 351–353 halogens However well you know your work, it is easy to make small mistakes when in a classroom Week 5: LB pp. 449–451 with learners asking questions. Always read through the content that you are going to Investigate electrolysis of water and sodium TG pp. 361–363 cover to ensure that you are very familiar with the work. If possible, also do additional iodide reading from other sources. Refer to Section E Additional Information and Enrichment Week 6: LB pp. 453–454 Activities of this document where additional information about many of the topics for Find the galvanic cell with the highest TG pp. 363–365 the term and some common errors – not always made explicit in the Learner’s Books potential or Teacher’s Guides – are addressed. Study and Week 1: LB pp. 270–271 Master Short circuits and open circuits TG pp. D73–D75 2. Prepare the conceptual framework for the lesson topic Week 3: LB pp. 306–307 When preparing the content to be taught think carefully about how the concepts are The photoelectric effect TG p. D84 organised in a conceptual framework; how to help learners develop this framework for Week 4: LB pp. 325–326 themselves; what possible questions learners might ask; and difficulties learners might Find the galvanic cell with the highest TG p. D89 have and how to address these. potential One way of preparing the content is to summarise it using a tool like a concept map, Week 5: LB pp. 326–327 Investigate electrolysis of water and sodium TG pp. D89–D90 as shown in Figure 1. Note that a concept map is different from a mind map because it iodide describes the links between the concepts to show the relationship between concepts. When you introduce a topic, learners will benefit from seeing the big picture and a Investigate the reduction of metal ions and LB pp. 327–328 halogens TG pp. D90–D91 concept map is a useful way to present this. It is also a useful way of 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. While you prepare the conceptual framework, it is important to think about what prior Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 11

knowledge learners should have and to have a clear idea of where and when they will 3. Baseline assessment and remediation of misconceptions need to draw on the concepts taught in the Grade 12 lessons. For this purpose, it is vital that you are familiar with the Grade 12 Examination Guide for Physical Sciences Baseline assessment should take place at the beginning of each new topic. This enables and also with the topics taught in Grades 10 and 11. In your preparation, think carefully you to establish what learners already know and to pick up any possible misconceptions. about the types of questions learners will ask. You may want to pre-empt some of these Some of the most common misconceptions have been addressed in relation to the questions by asking open-ended questions to arouse learners’ curiosity and to engage relevant CAPS content in Section E Additional Information and Enrichment Activities. them in the process of learning. It is also a good idea to leave a question unanswered Baseline assessment can take many forms – such as a quick question and answer for a short time and let the lesson activities suggest a possible answer. If the question session; or a paper and pencil activity. Once a gap in understanding or a misconception is still unanswered, then you should provide the necessary help. Doing this will provide has been identified (e.g. some people think that when you kick a ball, it continues to good opportunities for you to correct any wrong ideas or misconceptions. move forward because of the force of the kick), address these misconceptions before moving on to teaching the new work for the term. In this context the word remediation Figure 1: CONCEPT MAP OF ELECTROCHEMICAL REACTIONS refers to overcoming the learners’ wrong ideas. Electrochemical reactions 4. Learner activities Think about the tasks that learners need to complete in each lesson because it is important Produces electric energy INVOLVES Uses electric energy to that they do something constructive. On rare occasions they may copy something from from chemical energy produce chemical energy the chalkboard or another medium, but this should not be the sole focus of the lesson. Some examples of activities they can do in each lesson include, answering questions by Galvanic cells Electrochemical cells Electrolytic cells writing the answers (the CAPS encourages writing); completing translation activities by can affect Molten solids converting a drawing to a description, or a table to a graph. You set the stage for the emf of cell Standard & oqueous learner activities by giving explanations about different concepts, asking questions, setting reference table solutions Ion problem-solving activities, or giving clear instructions about what learners need to do. concentrations Decomposing Electro- such as Standard compounds plating In Section E Additional Information and Enrichment Activities you will find ideas for electrode activities linked to several CAPS topics beyond the scope of those given in many of the potentials Zn-Cu cell 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 been included for your use. Emf of such as galvanic cells Ensure that you have enough chalk or markers. Where instructions in the Learner’s Batteries Production of Production of Book that you are using is not clear, use the chalkboard (or whatever media you use Oxidising & aluminium chlorine in your classroom) to draw or write instructions about what the learners need to do in reducing strengths order to complete the prescribed activity. Chalkboards are also useful for the writing such as down and explaining of new vocabulary. Hall-Heroult Chlor-Alkali Always allow time in your lessons to review learners’ work and to give formative Lead-acid Process Industry accumulator feedback on any assessment that has been done. Ensure that during peer or self- assessment you have a list of possible answers. 12 Grade 12 Physical Sciences

5. Learners with special needs planned in advance, learners can sometimes be given a longer homework exercise to 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 needs, styles of learning and also with a variety of alternative ideas about If you allocate homework tasks, it is essential to allow a few minutes at the start of the scientific phenomena. It is challenging for a teacher to accommodate all these following lesson to review the previous day’s homework. differences, but it is important that you consider these differences during your preparation. 8. 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 possible, encourage reading, writing and speaking skills. of formal assessment and others can be done as part of informal assessment. In There is a large amount of additional information to help you in the Teacher’s Guides. Grade 12, learners must do three out of the four prescribed experiments for formal The Learner’s Books also provide additional suggestions. Additional to this, the DBE assessment (one Chemistry, one Physics and then a choice between a Chemistry or has published some excellent materials to support you in working with learners with Physics experiment). Learners need to understand and experience that practical work learning barriers. Two such publications are: in Physical Science distinguishes this discipline from other knowledge areas. • Directorate Inclusive Education, Department of Basic Education (2011) In Term 3, learners are required to determine the emf of a cell (battery) and to compare Guidelines for responding to learner diversity in the classroom through the effective resistance of a series and parallel circuit with its theoretical value. curriculum and assessment policy statements. Pretoria. www.education.gov. For learners to achieve the most from their experience of practical work, you need za, www.thutong.doe.gov.za/InclusiveEducation to be extremely well prepared. Think carefully and plan how to accommodate • Directorate Inclusive Education, Department of Basic Education (2010) all learners in doing practical activities. In most schools, there may be a limited Guidelines for inclusive teaching and learning. Education White Paper 6. amount of equipment. This means that you may need to give groups of learners the Special needs education: Building an inclusive education and training system. opportunity to complete the practical work after school hours. If equipment is limited, Pretoria. www.education.gov.za, www.thutong.doe.gov.za/InclusiveEducation one solution is to set up different stations with different equipment. Learners rotate from one station to the next in order to complete a series of experiments. 6. Enrichment Learners also need to be well prepared for any formal or informal practical work. In In certain tasks, learners will work at different speeds. For those learners who complete the trackers, you will see that learners are required to review the investigations for their work earlier than others, refer to enrichment or extension activities in the homework on the day before they are required to do the investigation. You could ask Teacher’s Guide, those suggested in Section E Additional Information and Enrichment them to complete pre-practical questions. Activities or provided in Section G Additional Worksheets and in Everything Science. Safety is critical whenever doing practical work. Please ensure you discuss safety rules 7. Homework with your learners regularly. Refer to the websites below that deal with laboratory safety: It is essential for Grade 12 learners to do homework every day. Examine the tracker • International chemical safety cards: www.inchem.org/pages/icsc.html and decide what sorts of tasks are appropriate for homework each week. Allow a • Merck safety data sheets: www.merck-chemicals.com/msds-search/ few minutes at the end of each lesson to provide homework instructions. Homework • School chemistry laboratory safety guide: www.cdc.gov/niosh/docs/2007-107/ can be a useful consolidation exercise and need not take learners very long. If well pdfs/2007-107.pdf Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 13

• WCED laboratory safety guidelines: www.curriculum.wcape.school.za/site/52/ D. TRACKERS FOR EACH SET OF APPROVED pol/view/ LTSMs To conduct a successful practical activity, the following procedures are suggested: • Before the practical session, check that the materials are the correct ones so This section maps out how you should use your Physical Sciences Learner’s Book and that no mistakes occur. Teacher’s Guide in a way that enables you to cover the curriculum sequentially and in • Talk through the activity with learners or get them to read the descriptions a well-paced manner, aligning with the CAPS for meaningful teaching. from the Learner’s Book before they come to a practical class. The following components are provided in the columns of the tracker: • Stop from time to time to emphasise certain points. For example, remember 1. Lesson number to use safety glasses and not to look directly at burning magnesium. 2. CAPS concepts, practical activities, assessment tasks and page reference number • Let learners sometimes work in their chosen groups of friends and change the 3. Learner’s Book page number groups on other occasions. 4. Learner’s Book activity/task • Keep a watchful eye on the activity and walk around looking at what learners 5. Teacher’s Guide page number are doing. This teaching strategy provides you with the opportunity to assess 6. Everything Science Learner’s Book page number their skills of working with apparatus. 7. Everything Science Teacher’s Guide page number • Drawing the experimental set-up on the chalkboard or another medium helps 8. Completion date learners to focus. • Ensure that books and bags are safely stowed away from the practical work area. In addition, a list of resources for each session and enrichment ideas are provided. • Enforce a strict rule of no tasting. There should be no eating of any kind in the laboratory or classroom where investigations are conducted. Weekly reflection • Ensure that work areas are clean both before and after the practical activity. • Encourage learners to wear plastic aprons and safety glasses and insist on The tracker provides space for you to jot down both successes and ideas for a different closed shoes wherever possible. approach in future years. This reflection should be based on the daily sessions you • Insist on the correct labelling of all tubes and bottles. have taught during the week. • Set a good example by following correct procedures at all times. Share your ideas with colleagues and with your HOD. Discuss aspects that went well • Insist that learners tidy their workplaces when they have finished. and aspects that did not go as well as you expected. • Have a supply of tap water at hand in case of accidental acid spills. Do not • Did the learners grasp the main concepts of the lesson? attempt to neutralise acids and bases on a learner or yourself. Simply wash • Was my content preparation adequate? with plenty of water. • Did I have all the correct resources in sufficient numbers? • Have a fire extinguisher handy and know how to use it. • Did the learners interact with the learning material provided? • Keep a supply of gauze and plasters in a simple first aid box. A plastic • Did learners ask and answer questions relating to the concept? container works well. • Did the learners finish their work in time? • Was there enough work to keep learners busy for the allocated time? • What quality of homework did learners produce? 14 Grade 12 Physical Sciences

Put your thoughts in writing by briefly jotting down your reflections each week but Explanation of abbreviations and symbols used in the trackers think about your lessons daily. # Examined in Grade 12 The prompts for reflection in the tracker are as follows: A Answer • What went well? Act. Activity • What did not go well? CA Class activity • What did the learners find difficult or easy to understand or do? CP Check Point (Solutions for All) • What will you do to support or extend learners? Demo. Demonstration • What will you change next time? Why? ES Everything Science • Did you complete all the work set for the week? Ex. Exercise • If not, how will you get back on track? Exp. Experiment EY Extend Yourself The reflection should be based on the daily lessons you have taught each week. It will (Solutions for All) provide you with a record for the next time you implement the same lesson, and also HOD Head of Department forms the basis for collegial conversations with your HOD and peers. IA Informal assessment IKS indigenous knowledge systems Inv. Investigation LB Learner’s Book No. Number p. Page PA Practical activity pp. Pages PT Periodic table Q. Question S# Hour session SA Summative Assessment (Study and Master) TG Teacher’s Guide TY Test Yourself (Study and Master) WS Worksheet Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 15

1. Physical Sciences Solutions for All (Macmillan South Africa) This Learner’s Book has a wide variety of exercises for classwork and homework as questions collaboratively in a class during lessons. You will find references to the each concept is introduced. The exercises are relatively challenging. They promote exercises in Everything Science which could supplement or replace the homework the development of thinking skills and adequately cover the type of questions that for the day. This idea may work very well with classes of mixed ability. The more able learners can expect to answer in the CAPS NSC examinations. learners will be extended by the exercises in Solutions for All, while those learners who work at a slower pace can gain confidence through working with the Everything If the learners in your class(es) have difficulty solving these problems, there is an option Science exercises. to set them homework from Everything Science and to tackle the more demanding Physical Sciences Solutions for All Week 1: Electric circuits S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Class pp. pp. act. pp. Science LB TG Date completed 1 Internal resistance and series and parallel networks 129 332–335 CP 1 253–293 376–389 198 • Solve problems involving current, voltage and resistance for circuits CP 2 231–234 containing arrangements of resistors in series and in parallel 238–240 • State that a real battery has internal resistance • The sum of the voltages across the external circuit plus the voltage across the internal resistance is equal to the emf: ε = Vload + Vinternal resistance or ε = IRext + Ir Homework: Check Myself Q. 1–19 129 328–331 Q. 1–19 234–238 385–387 199–211 2 • Solve circuit problems in which the internal resistance of the battery must 129 335–338 CP 3 240–242 391–401 211–214 be considered 341 CP 4 244–245 • Solve circuit problems, with internal resistance, involving series-parallel Ex. 9.1 networks of resistors Q. 1–3 Homework: Ex. 9.1 Q. 4–8 129 342–344 Ex. 9.1 245–246 402–405 214–221 Q. 4–8 3 Prescribed experiment for formal assessment: 129 339–340 Practical 242–244 389–391 Part 1: Determine the internal resistance of a battery 247–248 Part 2: Set up a series-parallel network with known resistor Determine the equivalent resistance using an ammeter and a voltmeter and compare with the theoretical value Section F: Further questions to answer after completing the investigation on electric circuits 16 Grade 12 Physical Sciences

S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Date completed pp. pp. act. pp. Science LB TG Resources: Part 1: 1,5 V battery, resistor, ammeter, voltmeter, switch, 6 connecting leads Part 2: 1,5 V battery, 3 resistors of different values, ammeter, voltmeter, switch, minimum of 7 connecting leads Homework: Ex. 9.1 Q. 9–11 129 344 Ex. 9.1 247 Q. 9–11 4 Demonstrate short circuits and open circuits (recommended practical 129 345–346 Practical 248–251 384–385 investigation) 346–347 EY Solve circuit problems, with internal resistance, involving series-parallel Q. 1–3 networks of resistors Recommended practical investigation for informal assessment: Set up a series-parallel network with an ammeter in each branch and external circuit and voltmeters across each resistor, branch and battery, position switches in each branch and the external circuit Use this circuit to investigate short circuits and open circuits Materials: Battery, connecting wires, several resistors of different values, several voltmeters, several ammeters, switches, a length of low resistance wire Homework: EY Q. 4–6 129 347–348 EY 251–253 376–384 Q. 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: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 17

Physical Sciences Solutions for All Week 2: Electrodynamics S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Class pp. pp. act. pp. Science LB TG Date completed 1 Electrical machines (generators, motors) 130 352–362 CP 1 293–299 408–412 224 • State that generators convert mechanical energy to electrical energy and CP 2 motors convert electrical energy to mechanical energy • Use Faraday’s Law to explain why a current is induced in a coil that is rotated in a magnetic field Resources: https://www.youtube.com/watch?v=gQyamjPrw-U Homework: Ex. 10.1 Q. 1–5 364–365 300–303 408–412 2 • Use words and pictures to explain the basic principle of an AC generator 130 359–368 304 (alternator) in which a coil is mechanically rotated in a magnetic field • Use words and pictures to explain how a DC generator works and how it differs from an AC generator • Give examples of the use of AC and DC generators Resources: https://www.youtube.com/watch?v=gQyamjPrw-U Homework: Ex. 10.2 Q. 1–7 369 305–307 415 224–225 Q. 1–4 3 • Explain why a current-carrying coil placed in a magnetic field (but not 130 370–375 CP 3 307–309 412–415 parallel to the field) will turn by referring to the force exerted on moving CP 4 charges by a magnetic field and the torque on the coil • Use words and pictures to explain the basic principle of an electric motor • Give examples of the use of motors Resources: Electric motor simulation http://www.physics-chemistry-interactive-flash-animation.com/electricity_electromagnetism_interactive/laplace_lorentz_force_electric_motor_principle_brushes_split_ring.htm Homework: Ex. 10.3 Q. 1–9 376–379 310–313 415 224–225 Q. 5–8 4 Alternating current 380–383 CP 5 313–315 416–422 • Explain the advantages of alternating current CP 6 • Write expressions for the current and voltage in an AC circuit • Define the rms (root mean square) values for current and voltage as: I max V max Irms = 2 and Vrms = 2 respectively, and explain why these values are useful 1 • Know that the average power is given by: Pav = IrmsVrms = 2 ImaxVmax for a purely resistive circuit • Draw a graph of voltage vs time and current vs time for an AC circuit 18 Grade 12 Physical Sciences

S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Date completed pp. pp. act. pp. Science LB TG Homework: Ex. 10.4 Q. 1–3 131 383–384 315 418–419 225–227 Project: Build a simple electric generator Project: Build a simple electric motor Materials: Enamel-coated copper wire, 4 large ceramic block magnets, cardboard (packaging), large nail, 1.5 V 25 mA light bulb, 9 V cell 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: Physical Sciences Solutions for All Week 3: Electrodynamics, optical phenomena and properties of materials S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Class pp. pp. act. pp. Science LB TG Date completed 1 • Solve problems using the concepts of: 131 383–385 Ex. 10.4 315–319 419–422 Irms Q. 4–10 Vrms Pav Homework: EY Q. 1–4 389–390 EY 321–323 423 227–229 Q. 1–4 2 Advantages of using AC current 131 386–388 Ex. 10.5 319–321 Q. 1–5 Homework: EY Q. 5–9 389–390 EY 323–325 390–391 Q. 5–9 396–397 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 19

S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Date completed pp. pp. act. pp. Science LB TG 3 • Photoelectric effect 132–133 398–403 Practical 326–330 426–429 232 • Describe the photoelectric effect as the process that occurs when light demon­ shines on a metal and it ejects electrons stration • Give the significance of the photo-electric effect: −− it establishes the quantum theory −− it illustrates the particle nature of light • Define cut-off frequency, fo Practical demonstration: Photoelectric effect Materials: Gold leaf electroscope, zinc plate, UV lamp (see Section F of this tracker) Mercury discharge lamp, photosensitive vacuum tube, set of light filters, circuit to produce retarding voltage across phototube, oscilloscope, ammeter Resources: https://phet.colorado.edu/sims/photoelectric/photoelectric_en.jnlp Homework: Read and make short notes on pp. 398–403 398–403 4 • Define work function and know that the work function is material-specific 132–133 404–409 CP1 330–332 428–434 233 • Know that the cut-off frequency corresponds to a maximum wavelength CP2 • Apply the photo-electric equation: E = Wo + KEmax where E = hf, Wo = hfo CP3 1 and KEmax = 2 mv2max CP4 • Know that the number of electrons ejected per second increases with the intensity of the incident radiation Homework: Ex. 11.1 Q. 1–4 412–413 333–334 434–435 233 Alternative homework: Section G Worksheet 1 Ex. 12.1 1–2 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: 20 Grade 12 Physical Sciences

Physical Sciences Solutions for All Week 4: Optical phenomena and properties of materials, electrochemical reactions S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Class pp. pp. act. pp. Science LB TG Date completed 1 • Know that if the frequency of the incident radiation is below the cut-off 132–132 409–415 Ex. 11.1 335–337 434–435 233–235 frequency, then increasing the intensity of the radiation has no effect, i.e. it Q. 5–10 Ex. 12.1 does not cause electrons to be ejected 3–5 • Understand that the photoelectric effect demonstrates the particle nature of light Homework: EY Q. 1–3 427–428 343–345 441 236–237 Ex. 12.3 1–2 2 Emission and absorption spectra 133 416–421 CP 5 337–339 435–437 235–236 • Explain the source of atomic emission spectra (of discharge tubes) and their unique relationship to each element • Relate the lines on the atomic spectrum to electron transitions between energy levels Homework: Ex. 11.2 Q. 1–5 133 422 339–340 Ex. 12.2 235–236 1, 2, 5 3 • Explain the difference between atomic absorption and emission spectra 423–426 CP 6 340–343 437–441 235–236 • Application to astronomy Ex. 11.3 Q. 1–5 Homework: EY Q. 4–5 428–430 345 Ex. 12.2 235–236 3, 4, 6 4 Electrolytic cells and galvanic cells 134 432–438 Practical 346–354 444–451 240–242 • Define oxidation and reduction in terms of electron (e-) transfer (recom­ • Define oxidising agent and reducing agent in terms of oxidation and mended) reduction Recommended experiment for informal assessment Investigate the reduction of metal ions and halogens Materials: Zinc, lead, aluminium and copper electrodes, zinc sulphate, copper sulphate, lead nitrate, sodium hydroxide, potassium nitrate, four beakers, sandpaper Three test tube racks; 9 large test tubes; solutions of chlorine water, bromine water and iodine water; 0,2 mol.dm-3 solutions of halides NaCℓ, Na Br and NaI; non-polar solvent such as xylene or dichloromethane; three droppers; glass stirring rod Homework: Complete the report on the practical investigation and answer the 434–438 352–354 449 242–244 questions Ex. 13.2 1–2 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 21

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: Physical Sciences Solutions for All Week 5: Electrochemical reactions S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Class pp. pp. act. pp. Science LB TG Date completed 1 • Define the galvanic cell in terms of: 438–441 CP 1 354–356 452–455 240–241 −− self-sustaining electrode reactions CP 2 −− conversion of chemical energy to electrical energy • Define anode and cathode in terms of oxidation and reduction Homework: Make summary notes on pp. 438–441 438–441 451 244–245 Ex. 13.3 1, 2 2 • Define the electrolytic cell in terms of: 442–443 CP 3 356–358 456–457 245–248 −− electrode reactions that are sustained by a supply of electrical energy CP 4 −− conversion of electrical energy into chemical energy Homework: Make summary notes on pp. 442–443 461 246–248 Ex. 13.4 Q. 2 22 Grade 12 Physical Sciences

S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Date completed pp. pp. act. pp. Science LB TG 3 Understanding of the processes and redox reactions taking place in cells 444–447 CP 5 358–360 462–465 248–250 • Describe: CP 6 −− the movement ions through the solutions −− the electron flow in the external circuit of the cell −− the half-reactions at the electrodes −− the function of the salt bridge in galvanic cells • Use cell notation or diagrams to represent a galvanic cell Homework: Ex. 12.1 447 360 464 248–250 Ex. 13.5 1–3 4 Recommended experiment for informal assessment 448–452 360–363 456–461 Investigate the electrolysis of water and sodium iodide Materials: Water bowl, electrodes for the electrolysis of water, test tubes, conductivity wires, 9 V battery, current indicator (LED), water and sodium iodide and sodium sulphate Homework: CP 7 452 363 461–462 246–248 Ex. 13.4 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: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 23

Physical Sciences Solutions for All Week 6: Electrochemical reactions S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Class pp. pp. act. pp. Science LB TG Date completed 1 Standard electrode potentials: 453–456 CP 8 363–366 467–471 250–251 • Give the standard conditions under which standard electrode potentials are determined • Describe the standard hydrogen electrode and explain its role as the reference electrode • Explain how standard electrode potentials can be determined using the reference electrode • State the convention regarding positive and negative values Recommended experiment for informal assessment Find the galvanic cell with the highest potential Materials: Zinc; lead; aluminium and copper electrodes; solutions of zinc sulphate, copper sulphate, lead nitrate, sodium hydroxide and potassium nitrate; 2 beakers; U-tube; cotton wool; voltmeter; connecting leads Homework: CP 8 456 366 471–472 250–251 Ex. 13.6 1–4 2 • Use the Table of Standard Reduction Potentials to calculate the emf of a 456–459 CP 9 366–368 466 251 standard galvanic cell CP 10 472–475 • Use a positive value of the standard emf as an indication that the reaction is spontaneous under standard conditions Relation of current and potential to rate and equilibrium: • Give and explain the relationship between current in an electrochemical cell and the rate of the reaction • State that the potential difference of the cell (Vcell) is related to the extent to which the spontaneous cell reaction has reached equilibrium • State and use the qualitative relationship between Vcell and the concentration of product ions and reactant ions for the spontaneous reaction: Vcell decreases as the concentration of product ions increases and the concentration of reactant ions decreases until equilibrium is reached at which Vcell = 0 (the cell is ‘flat’) • (Qualitative treatment only, Nernst equation is NOT required) • Illustrate processes submicroscopically • Le Chatelier’s principle can be used to argue the shift in equilibrium Homework: CP 9, CP 10 457 367–368 476 251–252 Ex. 13.7 1–3 24 Grade 12 Physical Sciences

S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Date completed pp. pp. act. pp. Science LB TG 3 Writing equations to represent oxidation and reduction half-reactions and 460–462 CP 11 476–480 252–253 redox reactions Ex. 12.2 • Predict the half-cell in which oxidation will take place when connected to Q. 1–3 another half-cell • Predict the half-cell in which reduction will take place when connected to another half-cell • Write equations for reactions taking place at the anode and cathode • Deduce the overall cell reaction by combining two half-reactions Homework: Ex. 12.2 Q. 4–6 463 371 480 253–256 Ex. 13.9 1–4 4 • Describe, using half-equations and the equation for the overall cell 461–463 CP 12 370 481–482 259–260 reaction, the following electrolytic processes: 487–489 −− the decomposition of copper chloride −− a simple example of electroplating (e.g. the refining of copper) Homework: EY Q. 1–2 472 375 489 259–260 Ex. 13.11 1–3 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 25

Physical Sciences Solutions for All Week 7: Electrochemical reactions, the chemical industry S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Class pp. pp. act. pp. Science LB TG Date completed 1 Oxidation numbers and application of oxidation numbers 466–469 CP 13 371–374 487–488 260–263 • Revise from Grade 11 and extend in Grade 12 CP 14 490–491 • Describe the electrolytic process used industrially in the recovery of aluminium metal from bauxite: −− half-equations and the equation for the overall cell reaction −− the layout of the particular cell using a schematic diagram −− potential risks to the environment (South Africa uses bauxite from Australia) Homework: CP 15, EY Q. 4 468 374 490–491 260–263 472 376 Ex. 13.11 Q. 4–8 2 • Describe the electrolytic process used industrially in the production of chlorine 467–471 CP 16 374 482–486 256–259 (the chemical reactions of the chloroalkali industry): −− half-equations and the equation for the overall cell reaction −− the layout of the particular cell using a schematic diagram −− potential risks to the environment Homework: EY Q. 3, 5 472 375–376 486–487 256–259 Ex. 13.10 1–4 3 • The fertiliser industry (N, P, K) 479–488 CP 1 377–383 494–500 266–268 • List, for plants: CP 2 −− three non-mineral nutrients, i.e. nutrients that are not obtained from the soil: CP 3 C, H and O and their sources, i.e. the atmosphere (CO2) and rain (H2O) CP 4 −− three primary nutrients N, P and K and their source, i.e. the soil CP 5 • These nutrients are mineral nutrients that dissolve in water in the soil and are absorbed by the roots of plants • Fertilisers are needed because there are not always enough of these nutrients in the soil for healthy growth of plants • Explain the function of N, P and K in plants • Give the sources of N (guano), P (bone meal) and K (German mines) before and after the First World War • Interpret the N:P:K fertiliser ratio • Describe and explain (rates, yields, neutralisation, …), using chemical equations wherever appropriate, the following aspects of the industrial manufacture of fertilisers, given diagrams, flow charts and so on for: −− N2 – fractional distillation of air −− H2 – at SASOL from coal and steam −− NH3 – Haber Process −− HNO3 – Ostwald Process 26 Grade 12 Physical Sciences

S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Date completed pp. pp. act. pp. Science LB TG Homework: Ex. 13.1 Q. 1–3 484 381–382 499–500 268–269 Ex. 14.1 Q. 1–5 4 • Describe and explain (rates, yields, neutralisation, …), using chemical 488–493 CP 6–9 383–384 270–279 equations wherever appropriate, the following aspects of the industrial Ex. 13.2 manufacture of fertilisers, given diagrams, flow charts and so on for: −− H2SO4 – including the Contact Process −− H3PO4 and Ca(H2PO4)2 (superphosphates) −− NH4NO3 (ammonium nitrate), (NH4)2SO4 (ammonium sulfate) and H2NCONH2 (urea) • Give sources of potash (mined imported potassium salts like KNO3, K2SO4) • Link SASOL to the production of fertilisers, e.g. ammonium nitrate (fertiliser and explosive) Homework: Section G Worksheet 4: Chemical industries (fertilisers) 480 WS 4 WS 4 493 Memo 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: Physical Sciences Solutions for All Week 8: The chemical industry S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Class pp. pp. act. pp. Science LB TG Date completed 1 • Discuss advantages of inorganic fertilisers 494–497 CP 10 385–386 500–505 280–281 • Discuss alternatives to inorganic fertilisers (IKS) CP 11 • Define eutrophication • Discuss how the public can help to prevent eutrophication • Keep the details in this section limited to applications • Evaluate the use of inorganic fertilisers on humans and the environment • Discuss alternatives to inorganic fertilisers as used by some communities • (Knowledge of eutrophication is expected) Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 27

S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Date completed pp. pp. act. pp. Science LB TG Homework: Ex. 13.3 Q. 1–3 497 387–388 506–512 2 • The quality of water sources in the country has been on the news a lot in 498–499 EY 388–389 506–512 282–284 our country Q. 1–6 • Rivers used to be clean sources of water • Do an investigation on the causes of this high pollution of rivers near you • Assess how many people rely on fertilisers for their gardens in your area • Assess whether the use of inorganic fertilisers has increased • Research if this can be related to the quality of water in the river near your village, town or city 3 Revision 4 Revision 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 12 Physical Sciences

Physical Sciences Solutions for All Week 9–11: Preliminary Examinations End-of-term reflection Once the tests and the formal practical have been marked, think about and make 3. What ONE change should you make to your teaching practice to help you teach a note of: more effectively next term? 1. Was the learners’ performance during the term what you had expected and hoped 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

2. Study and Master Physical Sciences (Cambridge University Press) This Learner Book contains many solved problems which teach the learners how to Everything Science for homework and sometimes also for class work. These exercises tackle many problems set in varying scenarios. It is short on exercises for the learners are marked with an asterisk (*ES) to denote Everything Science. themselves on a day-to-day basis. To overcome this, extra practice has been set from Study and Master Week 1: Electric circuits S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Class pp. pp. act. pp. Science LB TG Date completed 1 Internal resistance and series and parallel networks 129 260–265 ES D70 376–391 198–211 • Solve problems involving current, voltage and resistance for circuits Ex. 10.1 containing arrangements of resistors in series and in parallel Q. 1–8 • State that a real battery has internal resistance TY 1 • The sum of the voltages across the external circuit plus the voltage across Q. 1–3 the internal resistance is equal to the emf: ε = Vload + Vinternal resistance or ε = IRext + Ir Homework: *ES Ex. 10.2 Q. 1–7 129 *ES *ES 391–392 211–214 391–392 211–214 2 • Solve circuit problems in which the internal resistance of the battery must 129 265–267 TY 2 D70– 392–401 be considered Q. 1–2 D71 • Solve circuit problems, with internal resistance, involving series-parallel networks of resistors Homework: *ES Ex. 10.3 Q. 1–6 129 *ES *ES 402–405 214–221 403–405 214–221 3 Prescribed experiment for formal assessment: 129 267–269 Act. 1 D71–D73 389–391 Part 1: Determine the internal resistance of a battery Part 2: Set up a series-parallel network with known resistor Determine the equivalent resistance using an ammeter and a voltmeter and compare with the theoretical value Section F: Further questions to answer after completing the investigation on electric circuits Resources Part 1: 1,5 V battery, resistor, ammeter, voltmeter, switch, 6 connecting leads Part 2: 1,5 V battery, 3 resistors of different values, ammeter, voltmeter, switch, minimum of 7 connecting leads Homework: SA Q. 3–7 129 301–302 D79–D80 30 Grade 12 Physical Sciences

S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Date completed pp. pp. act. pp. Science LB TG 4 Demonstrate short circuits and open circuits (recommended practical 129 270–275 Act. 2 D73–D75 384–385 investigation) Solve circuit problems, with internal resistance, involving series-parallel networks of resistors Recommended practical investigation for informal assessment: Set up a series-parallel network with an ammeter in each branch and external circuit and voltmeters across each resistor, branch and battery, position switches in each branch and the external circuit Use this circuit to investigate short circuits and open circuits Materials: Battery, connecting wires, several resistors of different values, several voltmeters, several ammeters, switches, a length of low resistance wire Homework: Act. 3 Q. 1–2 129 275 D75–D76 376–384 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 31

Study and Master Week 2: Electrodynamics S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Class pp. pp. act. pp. Science LB TG Date completed 1 Electrical machines (generators, motors) 130 276–281 408–412 224 • State that generators convert mechanical energy to electrical energy and motors convert electrical energy to mechanical energy • Use Faraday’s Law to explain why a current is induced in a coil that is rotated in a magnetic field Resources: https://www.youtube.com/watch?v=gQyamjPrw-U Homework: TY 3 Q. 1–3 283 D76 408–412 2 • Use words and pictures to explain the basic principle of an AC generator 130 281–284 (alternator) in which a coil is mechanically rotated in a magnetic field • Use words and pictures to explain how a DC generator works and how it differs from an AC generator • Give examples of the use of AC and DC generators Resources: https://www.youtube.com/watch?v=gQyamjPrw-U Homework: TY 3 Q. 3–5 283 D76 415 224–225 Q. 1–4 3 • Explain why a current-carrying coil placed in a magnetic field (but not 130 284–291 TY 4 D76 412–415 parallel to the field) will turn, by referring to the force exerted on moving Q. 1–4 D77–D78 charges by a magnetic field and the torque on the coil Act. 6 • Use words and pictures to explain the basic principle of an electric motor 1–8 • Give examples of the use of motors Resources: Electric motor simulation http://www.physics-chemistry-interactive-flash-animation.com/electricity_electromagnetism_interactive/laplace_lorentz_force_electric_motor_principle_brushes_split_ring.htm Homework: SA Q. 1–2; *ES Ex. 11.1 Q. 1–8 130 299–300 D79 415 224–225 *ES 415 *ES Q. 5–8 224–225 4 Alternating current 131 291–298 Act. 7 D78–D79 416–422 • Explain the advantages of alternating current • Write expressions for the current and voltage in an AC circuit • Define the rms (root mean square) values for current and voltage as: I max V max Irms = 2 and Vrms = 2 respectively, and explain why these values are useful 1 • Know that the average power is given by: Pav = IrmsVrms = 2 ImaxVmax for a purely resistive circuit • Draw a graph of voltage vs time and current vs time for an AC circuit Homework: SA Q. 8–11 131 302–303 D80–D82 418–419 225–227 32 Grade 12 Physical Sciences

S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Date completed pp. pp. act. pp. Science LB TG Project: Build a simple electric generator Project: Build a simple electric motor Materials: Enamel-coated copper wire, 4 large ceramic block magnets, cardboard (packaging), large nail, 1.5 V 25 mA light bulb, 9 V cell 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 Week 3: Electrodynamics, optical phenomena and properties of materials S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Class pp. pp. act. pp. Science LB TG Date completed 1 • Solve problems using the concepts: 131 419–422 Irms Vrms Pav Homework: *ES Ex. 11.2 Q. 1–9 131 *ES *ES 423 227–229 418–419 225–227 2 Advantages of using AC current 131 *ES 423 *ES *ES Ex. 11.3 227–229 Q. 1–7 Homework: Revise and learn all the work on Electrodynamics 131 260–303 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 33

S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Date completed pp. pp. act. pp. Science LB TG 3 Photoelectric effect 132–133 304–309 D84 426–429 232 • Describe the photoelectric effect as the process that occurs when light shines on a metal and it ejects electrons • Give the significance of the photo-electric effect: −− it establishes the quantum theory −− it illustrates the particle nature of light • Define cut-off frequency, fo Practical demonstrations: Photoelectric effect Materials: Gold leaf electroscope, zinc plate, UV lamp Mercury discharge lamp, photosensitive vacuum tube, set of light filters, circuit to produce retarding voltage across phototube, oscilloscope, ammeter Homework: TY 8 Q. 1–3 309–310 D84 4 • Define work function and know that the work function is material-specific 132–133 310–314 D84 428–434 233 • Know that the cut-off frequency corresponds to a maximum wavelength • Apply the photo-electric equation: E = Wo + KEmax where E = hf, Wo = hfo 1 and KEmax = 2 mv2max • Know that the number of electrons ejected per second increases with the intensity of the incident radiation Resources: https://phet.colorado.edu/sims/photoelectric/photoelectric_en.jnlp Homework: TY 9 Q. 1–2 314 WS 1 D84 434–435 233 Alternative homework: Section G Worksheet 1 WS 1 Ex. 12.1 memo 1–2 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 12 Physical Sciences

Study and Master Week 4: Optical phenomena and properties of materials, electrochemical reactions S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Class pp. pp. act. pp. Science LB TG Date completed 1 • Know that if the frequency of the incident radiation is below the cut-off 132 321–322 SA D85–D87 434–435 233–235 frequency, then increasing the intensity of the radiation has no effect, Q. 4–8 Ex. 12.1 i.e. it does not cause electrons to be ejected 3–5 • Understand that the photoelectric effect demonstrates the particle nature of light Homework: Make summary notes on the photoelectric effect; Section G 132 304–314 WS 2 WS 2 441 236–237 Worksheets 2 and 3 and 3 and 3 Ex. 12.3 memos 1–2 2 Emission and absorption spectra 133 314–318 435–437 235–236 • Explain the source of atomic emission spectra (of discharge tubes) and their unique relationship to each element • Relate the lines on the atomic spectrum to electron transitions between energy levels Homework: SA Q. 1–3 133 320–321 D85 Ex. 12.2 235–236 1, 2, 5 3 • Explain the difference between atomic absorption and emission spectra 133 318–319 TY 10 D85 437–441 235–236 • Application to astronomy Q. 1–2 Homework: SA Q. 9–11 133 322 D87 Ex. 12.2 235–236 3, 4, 6 4 Electrolytic cells and galvanic cells 134 323 Informal D88–D89 444–449 240–242 • Define oxidation and reduction in terms of electron (e-) transfer practical 470–471 • Define oxidising agent and reducing agent in terms of oxidation and reduction Recommended experiment for informal assessment D89 Find the galvanic cell with the highest potential Materials: Zinc, lead, aluminium and copper electrodes; solutions of zinc sulphate, copper sulphate, lead nitrate, sodium hydroxide and potassium nitrate; 2 beakers; U-tube; cotton wool; voltmeter; connecting leads Homework: Complete the report on the practical investigation and answer the 134 *ES 445 *ES 449 242–244 questions; *ES Ex. 13.1 Q. 1–2 241–242 Ex. 13.2 1–2 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

Study and Master Week 5: Electrochemical reactions S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Class pp. pp. act. pp. Science LB TG Date completed 1 Recommended experiment for informal assessment 134 326–328 Informal D89–D91 458–461 240–241 Investigate the electrolysis of water and sodium iodide practical 474–475 Investigate the reduction of metal ions and halogens Materials for the electrolysis of water: Water bowl, two electrodes for the electrolysis of water, two test tubes, conductivity wires, 9 V battery, current indicator (LED), water, sodium iodide or sodium sulphate, glass or plastic rod Materials for the reduction of metal ions and halogens: Test tube stand with test tubes, glass rod, thermometer, spatula and glass rod Metal powders: Mg, Zn, Cu, Fe Salt solutions: CuSO4(aq), ZnSO4(aq), MgSO4(aq), NaCℓ(aq) Halide solutions: KCℓ (aq), KBr(aq), KI(aq), chlorine water (or household bleach), bromine water Non-polar solvent: tetrachloromethane (CCℓ4) Homework: Complete the report on the practical investigation and answer the 134 326–328 D89–D91 451 244–245 questions Ex. 13.3 1–2 2 • Define the galvanic cell in terms of: 134 329–331 452–455 −− self-sustaining electrode reactions 462–465 −− conversion of chemical energy to electrical energy • Define anode and cathode in terms of oxidation and reduction • Define the electrolytic cell in terms of: −− electrode reactions that are sustained by a supply of electrical energy −− conversion of electrical energy into chemical energy Understanding the processes and redox reactions taking place in cells: • Describe: −− the movement ions through the solutions −− the electron flow in the external circuit of the cell −− the half-reactions at the electrodes −− the function of the salt bridge in galvanic cells • Use cell notation or diagrams to represent a galvanic cell Homework: Make summary notes on how an electrochemical cell works; *ES Ex. 134 329–331 *ES 461 246–248 13.4 Q. 2 *ES 461 246–248 Ex. 13.4 Q. 2 3 Relationship of current and potential to rate and equilibrium: 136 328–329 *ES *ES 462–465 248–250 • Give and explain the relationship between current in an electrochemical Ex. 13.5 248–250 cell and the rate of the reaction Q. 1–3 • State that the potential difference of the cell (Vcell) is related to the extent to which the spontaneous cell reaction has reached equilibrium • State and use the qualitative relationship between Vcell and the concentration of product ions and reactant ions for the spontaneous reaction: Vcell decreases as the concentration of product ions increases and the concentration of reactant ions decreases until equilibrium is reached at which Vcell = 0 (the cell is ‘flat’) • (Qualitative treatment only; Nernst equation is NOT required) 36 Grade 12 Physical Sciences

S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Date completed pp. pp. act. pp. Science LB TG Homework: Include the relationship of current and potential to rate and 136 328–329 464 248–250 equilibrium in your summary notes Ex. 13.5 1–3 4 Standard electrode potentials: 136 332–336 SA 456–461 • Give the standard conditions under which standard electrode potentials are 355–356 Q. 5, 9 determined • Describe the standard hydrogen electrode and explain its role as the reference electrode • Explain how standard electrode potentials can be determined using the reference electrode • State the convention regarding positive and negative values Homework: Make notes to summarise standard electrode potentials; *ES Ex. 13.4 136 332–336 *ES 461–462 246–248 Q. 1, 3, 4 *ES 246–248 Ex. 13.4 461–462 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: Study and Master Week 6: Electrochemical reactions S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Class pp. pp. act. pp. Science LB TG Date completed 1 Use the Table of Standard Reduction Potentials to calculate the emf of a 136 336–339 TY9 D91–D92 467–471 250–251 standard galvanic cell 134 341–342 Q. 2, 4 Use a positive value of the standard emf as an indication that the reaction is spontaneous under standard conditions Homework: *ES Ex. 13.6 Q. 1–4 *ES *ES 471–472 250–251 471–472 250–251 Ex. 13.6 Q. 1–4 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 37

S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Date completed pp. pp. act. pp. Science LB TG 2 Writing equations representing oxidation and reduction half-reactions and 136 339- ES ES 466 251 redox reactions Ex. 13.7 251–252 472–475 • Predict the half-cell in which oxidation will take place when connected to Q. 1–3 another half-cell • Predict the half-cell in which reduction will take place when connected to another half-cell • Write equations for reactions taking place at the anode and cathode • Deduce the overall cell reaction by combining two half-reactions Homework: TY9 Q. 3, 5, 6 136 342–343 D91–D92 476 251–252 Ex. 13.7 Q. 1–3 3 • Describe, using half-equations and the equation for the overall cell 137 340–341 ES ES 476–480 252–253 reaction, the following electrolytic processes: Ex. 13.9 253–256 −− the decomposition of copper chloride Q. 1–4 −− a simple example of electroplating (e.g. the refining of copper) Homework: TY 9 Q. 1, 7–9; TY 10 Q. 2 137 341 D91–D93 480 253–256 349 Ex. 13.9 1–4 4 Oxidation numbers and application of oxidation numbers 137 343–344 SA D96–D97 481–482 259–260 • Revise from Grade 11 and extend in Grade 12 Q. 6–8, 10 487–489 Homework: *ES Ex. 13.11 Q. 1–3 349 *ES 489 259–260 ES 259–260 Ex. 489 13.11 1–3 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 12 Physical Sciences

Study and Master Week 7: Electrochemical reactions, the chemical industry S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Class pp. pp. act. pp. Science LB TG Date completed 1 • Describe the electrolytic process used industrially in the production of 137 344–346 Act. 15 D94–D95 487–488 260–263 chlorine (the chemical reactions of the chloroalkali industry): 353 490–491 −− half-equations and the equation for the overall cell reaction −− the layout of the particular cell using a schematic diagram −− potential risks to the environment Homework: SA Q. 10, 11; *ES Ex. 13.11 Q. 4–8 137 356–357 D97 490–491 260–263 *ES *ES Ex. 490–491 260–263 13.11 Q. 4–8 2 • Describe the electrolytic process used industrially in the recovery of 137 347–348 Act. 14 D94 482–486 256–259 aluminium metal from bauxite (South Africa uses bauxite from Australia): 350–351 • half-equations and the equation for the overall cell reaction • the layout of the particular cell using a schematic diagram • potential risks to the environment Homework: TY 10 Q. 1; *ES Ex. 13.10 Q. 1–4 137 349 D91 486–487 256–259 *ES *ES Ex. 486–487 256–259 13.10 1–4 3 The fertiliser industry (N, P, K) 138–139 359–367 TY 1 D99 494–500 266–268 • List, for plants: Q. 1–4 −− three non-mineral nutrients, i.e. nutrients that are not obtained from the soil: C, H and O and their sources, i.e. the atmosphere (CO2) and rain (H2O) −− three primary nutrients: N, P and K and their source, i.e. the soil • These nutrients are mineral nutrients that dissolve in water in the soil and are absorbed by the roots of plants • Fertilisers are needed because there are not always enough of these nutrients in the soil for healthy growth of plants • Explain the function of N, P and K in plants • Give the sources of N (guano), P (bone meal) and K (German mines) before and after the First World War • Interpret the N:P:K fertiliser ratio • Describe and explain (rates, yields, neutralisation, …), using chemical equations wherever appropriate, the following aspects of the industrial manufacture of fertilisers, given diagrams, flow charts and so on for: −− N2 – fractional distillation of air −− H2 – at SASOL from coal and steam −− NH3 – Haber Process −− HNO3 – the Ostwald Process Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 39

S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Date completed pp. pp. act. pp. Science LB TG Homework: TY 2 Q. 1–4; *ES Ex. 14.1 Q. 1–5 139–140 367 D99 499–500 268–269 *ES *ES Ex. 14.1 499–500 268–269 Q. 1–5 4 • Describe and explain (rates, yields, neutralisation, …), using chemical 139–140 368–371 TY3 D100 270–279 equations wherever appropriate, the following aspects of the industrial Q. 1–3 manufacture of fertilisers, given diagrams, flow charts and so on for: −− H2SO4 – including the Contact Process −− H3PO4 and Ca(H2PO4)2 (superphosphates) −− NH4NO3 (ammonium nitrate), (NH4)2SO4 (ammonium sulfate) and H2NCONH2 (urea) • Give sources of potash (mined imported potassium salts like KNO3, K2SO4) • Link SASOL to the production of fertilisers, e.g. ammonium nitrate (fertiliser and explosive) Homework: Learn the work covered so far in ‘The chemical industry’ unit; TY 4 139–140 D100– 271–279 Q. 1–3 D101 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 12 Physical Sciences

Study and Master Week 8: Chemical industry S # CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Class pp. pp. act. pp. Science LB TG Date completed 1 • Give sources of potash (mined imported potassium salts like KNO3, K2SO4) 139–140 372–376 WS 4 WS 4 500–505 280–281 • Link SASOL to the production of fertilisers, i.e. ammonium nitrate (fertiliser Memo and explosive) Homework: Section G Worksheet 4: Chemical industries (fertilisers) Homework: SA Chemical change: Q. 1–7 377–378 D102– 506–512 103 2 • Give sources of potash (mined imported potassium salts like KNO3, K2SO4) 139–140 379–380 SA 506–512 282–284 • Link SASOL to the production of fertilisers, i.e. ammonium nitrate (fertiliser Q. 8–12 and explosive) 3 Revision 4 Revision 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 41

Study and Master Week 9–11: Preliminary Examinations End-of-term reflection Once the tests and the formal practical have been marked, think about and make 3. What ONE change should you make to your teaching practice to help you teach a note of: more effectively next term? 1. Was the learners’ performance during the term what you had expected and hoped 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: 42 Grade 12 Physical Sciences

E. ADDITIONAL INFORMATION AND ENRICHMENT ACTIVITIES CAPS concepts, Additional information and enrichment activities practical activities and assessment tasks Week 1: Electric circuits Electric circuits An alternative method of determining the internal resistance of a cell (battery) is to take various readings of the load voltage and current through the circuit, using resistors of different values. A set of results of such an experiment are shown below. Load voltage (V) Current (A) Load voltage (V) Current (A) 1,36 0,27 1,46 0,07 1,43 0,14 1,48 0,04 1,45 0,10 1,50 0 Graph of load Voltage agains Current through the cell y = –05x + 1,5 1,52 1,50 1,48 1,46 1,44 Volatage (V) 1,42 1,40 1,38 1,36 1,34 0,00 0,05 0,10 0,15 0,20 0,25 0,30 Current (A) The graph is linear with a negative slope. ε = Vload + Vinternal resistance ε = IR + Ir where R = external circuit resistance, r = internal resistance The graph was plotted as Vload against I, therefore we change the subject of the formula for this equation to Vload Vload = ε – Vinternal resistance Vload = -rI + ε Thus the equation of the graph y = mx + c (which in this case is y = –0,5x + 1,5) gives us the emf of the cell (1,5) and its internal resistance (0,5 Ω). NB There have been some questions based on these kinds of results in past NSC papers. It is worth explaining this reasoning to the learners once they have mastered the basics. Week 2: Electrodynamics Electrodynamics There are many YouTube videos that can help in explaining how a generator and a motor work. There are also simulations showing the principles of Faraday’s Law. Animations and videos are often more helpful in explaining how things work than reading the text in a book. A 1-hour video presentation on how to teach electrodynamics is available from the Mindset Learn website: How to teach electrodynamics: http://teach.mindset.co.za/ physical-science/teaching-grade-12-electrodynamics The generator The generator works on the principle of electromagnetic induction. Faraday’s Law describes the relationship between the rate of change of magnetic flux and the magnitude of the induced emf. Lenz’s Law is used to predict the polarity of the induced emf. Lenz’s Law is not examinable in the NSC. Generating electricity: https://www.youtube.com/watch?v=20Vb6hlLQSg Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 The world’s simplest generator: https://www.youtube.com/watch?v=n4uQIOSp 43 14o&feature=iv&src_vid=AS74oAmjpxU&annotation_id=annotation_2154302197

CAPS concepts, Additional information and enrichment activities practical activities and assessment tasks Week 3: Electrodynamics The DC motor The electric motor works on the ‘motor effect’ principle. When a current-carrying conductor is placed in a magnetic field, the conductor experiences a force which is given by F = BIL sin θ. Learners do not have to learn how to use this formula, but it is useful to remember the following: • If the direction of flow of current is parallel to the direction of the magnetic field, the conductor will not experience force because sin 0° = 0 44 Grade 12 Physical Sciences • When the direction of flow of current is perpendicular to the direction of the magnetic field, the conductor will experience maximum force because sin 90° = 1 • The force on the conductor increases when: −− magnetic field intensity increases −− current increases −− the length of the conductor within the magnetic field increases The following factors are used to design more powerful motors: • If the current flows at 90° to the magnetic field, the conductor experiences maximum force – the position of the coil determines the torque (turning force) on it • When the current is increased, the motor rotates faster • Many turns are wrapped on the coil to increase the torque on the coil NB Faraday’s Law does not apply to explanations on how the electric motor works. The DC motor: https://www.youtube.com/watch?v=LAtPHANEfQo Alternating current Learners sometimes struggle to understand why we use high voltage transmission lines to transmit energy over long distances. We transmit electrical energy with minimum power loss in the power lines by sending the energy at low current and high voltage. The power loss in the lines is given by Prms = Irms2R, where Irms is the current and R is the resistance of the line. The resistance of the power lines is relatively low, and if the current is also low, there will be very little electrical energy transferred to other forms of energy (e.g. thermal energy) as it travels from the power station across the country to various towns and cities. AC is easily transformed from low voltage to higher voltage using a step-up transformer. Similarly, it is easily stepped down when it reaches the town, so that the consumer receives electricity at a lower (safer) voltage. Transformers work on principles of electromagnetic induction, so they require a changing magnetic flux to be linked with the conductor. AC provides changing magnetic flux in the primary coil to induce AC voltage in the secondary coil. It is therefore convenient to work with AC rather than DC electrical systems when supplying energy nationally. Week 4: Optical phenomena and properties of materials The photoelectric Demonstration: effect The basic phenomenon Introduce the topic by demonstrating the electroscope and zinc plate experiment. Negatively charged zinc plate Ultraviolet light Gold leaf falls immediately, the zinc plate is illuminated with ultraviolet light (Diagram resourcefulphysics.org) Point out to learners that the photoelectric effect is apparently instantaneous. However, the light must be energetic enough – for zinc this is in the ultraviolet region of the spectrum.

CAPS concepts, Additional information and enrichment activities practical activities and assessment tasks Week 4: Optical phenomena and properties of materials The photoelectric If light were waves, we would expect the free electrons to steadily absorb energy effect (cont.) until they escape from the surface. This would be the case in the classical theory, in which light is considered as waves. But in reality, we could wait all day and still red light would not liberate electrons from the zinc plate. So what is going on? We picture the light as quanta of radiation (photons). A single electron captures the energy of a single photon. The emission of an electron is instantaneous as long as the energy of each incoming quantum is big enough. If an individual photon has insufficient energy, the electron will not be able to escape from the metal. Discussion: Summarising the phenomenon Summarise the important points about the photoelectric effect: • There is a threshold frequency (i.e. energy), below which no electrons are released • The electrons are released at a rate proportional to the intensity of the light (i.e. more photons per second means more electrons released per second) • The energy of the emitted electrons is independent of the intensity of the incident radiation – they have a maximum KE. Discussion: An analogy Try this analogy, which involves ping-pong balls, a bullet and a coconut on a stand. A small boy tries to dislodge a coconut from the stand on which it is placed by throwing a ping-pong ball at it – no luck, the ping-pong ball has too little energy! He then tries a whole bowl of ping-pong balls but the coconut still stays put! Along comes a physicist with a pistol (and an understanding of the photoelectric effect), who fires one bullet at the coconut – it is instantaneously knocked off its support. Ask how this is an analogy for the zinc plate experiment. (The analogy simulates the effect of infrared and ultraviolet radiation on a metal surface. The ping-pong balls represent low energy infrared, while the bullet takes the place of high-energy ultraviolet.) Now you can define the work function. Use the potential well model to show an electron at the bottom of the well. It has to absorb the energy in one go to escape from the well and be liberated from the surface of the material. Units The electronvolt is introduced because it is a convenient small unit. You might need to point out that it can be used for any (small) amount of energy, and is not confined to situations involving electrically accelerated electrons. Potential well It is useful to compare the electron with a person in the bottom of a well with totally smooth sides. The person can only get out of the well by one jump; they can’t jump half-way up and then jump again. In the same way an electron at the bottom of a potential well must be given enough energy to escape in one ‘jump’. It is this energy that is the work function for the material. High energy Electron violet quantum leaves Electron energy Potential Work Quantum well function Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 45

CAPS concepts, Additional information and enrichment activities practical activities and assessment tasks Week 4: Optical phenomena and properties of materials The photoelectric Now you can present the equation for photoelectric emission: effect (cont.) Energy of photon E = hf Picture a photon being absorbed by one of the electrons which is least tightly bound in the metal. The energy of the photon does two things. Some of it is needed to overcome the work function Wo = hfo 46 Grade 12 Physical Sciences The rest remains as the kinetic energy of the electron (Ek). 1 E = Wo + Ek = hfo + 2 mv2 where m = rest mass of the electron A voltage can be applied to bind the electrons more tightly to the metal. The stopping potential Vs is just enough to prevent any from escaping: hf = Eo = eVs Learners’ questions and answers Worksheet 1 in Section G has questions on the photoelectric effect; a memorandum with answers is also provided. Einstein’s ideas Albert Einstein explained the photoelectric effect in a paper published in 1905. It was the first of four ground-breaking papers he published that year. In the second paper, Einstein explained the mysterious Brownian motion of microscopic particles as due to the random impact of much smaller particles. This work led to the acceptance of the molecular or atomic nature of matter, which until then had been quite speculative. Einstein’s third paper that year is now his most famous. Here Einstein introduced his Special Theory of Relativity which, in a fourth paper, led to probably the most famous equation in science, E = mc2, which describes the equivalence of mass and energy. But it was Einstein’s first paper, which contained his work on the photoelectric effect, that at the time was the most revolutionary of the four, and it was for this work that Einstein was eventually awarded the Nobel Prize in 1921. (The Nobel Committee works somewhat more slowly than the speed of light!) In this paper Einstein broke away from the idea that light (electromagnetic radiation) is continuous in nature and introduced us to the idea of the quantum (plural quanta) or photon as a ‘packet’ of light. (The term quantum is used for any packet of energy, while a photon is a quantum associated with electromagnetic radiation.) The wave model of light had been fairly conclusively established a century earlier, mainly due to the work of Thomas Young, who demonstrated and explained interference patterns. But the wave model cannot explain the photoelectric effect; Einstein realised this and took the bold step of putting forward a completely different model in order to explain the following experimental results: • For any given metal, with radiation below a certain threshold frequency, no electrons are released even if the radiation is very intense • Provided the frequency is above the threshold, some electrons are released instantaneously, even if the radiation is very weak • The more intense the radiation, the more electrons are released • The kinetic energy of the individual photoelectrons depends only on the frequency of the radiation and not on its intensity Einstein was the first to use the equation E = hf to explain the photoelectric effect. It is known as the Planck equation, and h is called Planck’s constant, because Max Planck had already proposed that when electromagnetic radiation is absorbed or emitted, energy is transferred in packets. This work earned Planck the 1918 Nobel Prize. External references The material in this section has been adapted from Salters Horners Advanced Physics, section DIG, activity 30 and from Salters Horners Advanced Physics, section DIG additional sheet 11 (http://saltersinstitute.co.uk/course-the-salters-horners-advanced-physics/)

CAPS concepts, Additional information and enrichment activities practical activities and assessment tasks Week 5: Electrochemical reactions Electrochemical Some useful video clips for this topic can be found at the following web addresses: reactions How the galvanic cell works: https://www.youtube.com/watch?v=J1ljxodF9_g Principles of the Zn-Cu Cell: https://www.youtube.com/watch?v=0oSqPDD2rMA&feature=player_embedded Revision of galvanic and electrolytic cells: https://www.youtube.com/watch?v=Rt7-VrmZuds Week 6: Optical phenomena and properties of materials Line emission and Demonstration: absorption spectra Looking at emission spectra Show a white light and a set of standard discharge lamps: sodium, neon, hydrogen and helium. Allow learners to look at the spectrum of each gas. They can do this using a direct vision spectroscope or a bench spectroscope, or simply by holding a diffraction grating up to their eye. What is the difference? (The white light shows a continuous spectrum; the gas discharge lamps show line spectra.) Emission and absorption spectra Emmision spectra Continuous Violet Blue Green Yellow Orange Red spectrum Absorbsion spectra (Diagram resourcefulphysics.org) The spectrum of a gas gives a kind of ‘fingerprint’ of an atom. You could relate this to the simple flame tests that learners may have seen in earlier grades. Astronomers examine the light of distant stars and galaxies to discover their composition. Astronomers also use these spectra to tell if a star or galaxy is moving towards the Earth or away from the Earth. If the spectral pattern is the same as a known element but the lines are all shifted to a lower frequency (longer wavelength), we say the light has experienced a red shift. According to the Doppler effect, the source of light (the distant star or galaxy) must be moving away from the Earth. In a similar way, stars and galaxies moving towards the Earth will have a spectral pattern that has been blue-shifted, i.e. the lines appear at a higher frequency (shorter wavelength). Based on many observations of red-shifted stars and galaxies, cosmologists argue that this shows that the Universe is expanding and at some time in the distant past must have started this expansion in a Big Bang. Discussion: The meaning of quantisation Relate the appearance of the spectra to the energy levels within the atoms of the gas. Learners will already have a picture of the atom with negatively charged electrons in orbit around a central positively charged nucleus. Explain that, in the classical model, an orbiting electron would radiate energy and spiral in towards the nucleus, resulting in the catastrophic collapse of the atom. The classical model must be replaced by the Bohr atomic structure in which orbits are quantised. The electron’s energy levels are discrete. An electron can only move directly between such levels, emitting or absorbing individual photons as it does so. The ground state is the condition of lowest energy – most electrons are in this state. Think about a bookcase with adjustable shelves. The bookshelves are quantised – only certain positions are allowed. Different arrangement of the shelves represents different energy level structures for different atoms. The books represent the electrons, added to the lowest shelf first, and so on. Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 47

CAPS concepts, Additional information and enrichment activities practical activities and assessment tasks Week 6: Optical phenomena and properties of materials Line emission and Demonstration: absorption spectra Illustrating quantisation (cont.) Throw a handful of polystyrene balls round the classroom and see where they settle. The different levels on which they end up – the floor, on a desk, on a shelf – gives a very simple idea of energy levels. The A4 poster from Resourceful Physics > Teachers > OHT > Emission of Light is 48 Grade 12 Physical Sciences given at the end of this section. It shows the following: An energy input raises the electrons to higher energy levels. This energy input can be by either electrical, heat, radiation or particle collision. When the electrons fall back to a lower level there is an energy output. This occurs by the emission of a quantum of radiation. Discussion: Energy levels in a hydrogen atom Show a scale diagram of energy levels. It is most important that this diagram is to scale to emphasise the large energy drops between certain levels. The learners may well ask the question, ‘Why do the states have negative energy?’ This is because the zero of energy is considered to be that of a free electron ‘just outside’ the atom. All energy states ‘below’ this – i.e. within the atom – are therefore negative. Energy must be put into the atom to raise the electron to the ‘surface’ of the atom and allow it to escape. Worked example and learner questions: Calculating frequencies Calculate the frequency and wavelength of the quantum of radiation (photon) emitted due to a transition between two energy levels. (Use two levels from the diagram for the hydrogen atom.) E2 – E1 = hf Point out that this equation links a particle property (energy) with a wave property (frequency). Ask your learners to calculate the photon energy and frequency for one or two other transitions. Can they identify the colour or region of the spectrum of this light? Emphasise the need to work in SI units. The wavelength is expressed in metres, the frequency in hertz, and the energy difference in joules. You may wish to show how to convert between joules and electronvolts.                        Discussion: Distinguishing quantisation and continuity The difference between the quantum theory and the classical theory is similar to the difference between using bottles of water (quantum) or water from a tap (classical). The bottles represent the quantum idea and the continuous flow from the tap represents the classical theory. The quantisation of energy is also rather like the kangaroo motion of a car when you first learn to drive – it jumps from one energy state to another, there is no smooth acceleration. It is all a question of scale. We do not ‘see’ quantum effects generally in everyday life because of the very small value of Planck’s constant. Think about a person and an ant walking across a gravelled path. The size of the individual pieces of gravel may seem small to us but they are giant boulders to the ant. We know that the photons emitted by a light bulb, for example, travel at the speed of light (3 x 108 ms–1) so why don’t we feel them as they hit us? (Although all energy is quantised we are not aware of this in everyday life because of the very small value of Planck’s constant.) Learners may worry about the exact nature of photons. It may help if you give them this quotation from Einstein: ‘All the fifty years of conscious brooding have brought me no closer to the answer to the question, “What are light quanta?” Of course, today every rascal thinks he knows the answer, but he is deluding himself.’

CAPS concepts, Additional information and enrichment activities practical activities and assessment tasks Week 6: Optical phenomena and properties of materials Line emission and Worked example: Photon flux absorption spectra Calculate the number of quanta of radiation being emitted by a light source. (cont.) Consider a green 100 W light. For green light the wavelength is about 6 x 10–7 m and so: hc Energy of a photon: E = hf = λ = 3.3 x 10–19 J The number of quanta emitted per second by the light: P 100 N = E = 3,3 x 10–19 = 3 x 1020 s–1 Learner calculations: Photon flux Worksheet 2: Photons streaming from a lamp (Section G) Worksheet 3: Quanta (Section G) Week 7–8: Chemical reactions and the chemical industry Worksheet 4: Chemical industries (Section G) Adapted from the Chemical Industries Resource Pack, developed at UCT and published under Creative Commons copyright http://open.uct.ac.za/handle/11427/7445 See this site for animations, posters and short online quizzes too. Week 9–11: Preliminary Examinations Revision Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 49

Poster: The emission of light from an atom (Adapted from TAP 501-1) 50 Grade 12 Physical Sciences Electron in orbit around a nucleus in an atom. Energy input. The electron is excited and rises to a higher energy level (shell). The electron falls back to its original energy level and energy is emitted in the form of radiation. The greater the drop, the greater the energy emitted and the shorter the wavelength of the radiation (blue light).

F. ASSESSMENT RESOURCES 1. Sample item analysis sheet PHYSICAL SCIENCES TERM 3 GRADE 12 SUGGESTED ITEM ANALYSIS RECORD SHEET FOR FORMAL ASSESSMENT PHYSICS PRELIMINARY EXAMINATIONS Optical phenomena Vertical projectile Electrodynamics Work, energy & Newton’s Laws Doppler effect Electric circuits Momentum & Electrostatics Properties of motion impulse power materials Waves, Total Electricity & Matter & Topic Mechanics sound & magnetism materials light Marks (target ±63 ±17 ±55 ±15 150 Marks (actual) Learner name Learner surname Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 51

Learner name 52 Grade 12 Physical Sciences Learner surname Topic Marks (actual) Marks (target Stoichiometry CHEMISTRY PRELIMINARY EXAMINATIONS Matter & ±48 Intermolecular forces materials Organic chemistry Energy & change Rate & extent of reactions Chemical equilibrium ±84 Chemical change Acids & bases Electrochemical reactions Chemical Chemical Industry & ±18 Fertiliser Industry systems 150 Total

PRACTICAL ASSESSMENT DETERMINE THE INTERNAL RESISTANCE OF A CELL (BATTERY) Practical skills and questions 1 2 3 4 5 6 Total Setting up equipment Discussion of results Collection of data Conducting Tabulation and Pre-practical preparation experiment calculations and conclusion Questions Marks (target Marks (actual) 40 Learner name Learner surname Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 53

2. Further questions to answer after completing the investigation on electric circuits These questions are to be answered individually, under supervision, and without reference to notes, textbooks or other sources of information. A data sheet is provided for reference. Question 1 A battery consists of three cells, each of emf 1,5 V and internal resistance 0,5 Ω, connected in series. 1.1 Explain what is meant by ‘a cell has an emf of 1,5 V’. (3) 54 Grade 12 Physical Sciences 1.2 Calculate the emf of the battery. (2) 1.3 Calculate the total internal resistance R of the battery. (2) The circuit diagram below shows this battery connected to a combination of resistors. Two resistors of 10 Ω and 20 Ω are connected in parallel with each other, and the parallel combination is connected in series to a 5 Ω resistor. V1 R 10 Ω 5Ω 20 Ω V2 1.4 Determine the total resistance of the external circuit. (5) 1.5 Calculate the current through the battery. (5) 1.6 Calculate the reading on voltmeter V1.(3) 1.7 If the 20 Ω resistor is removed from the circuit how are the following values affected? Justify your answers with a calculation. a) The current through the battery (5) b) The voltage reading on the voltmeter V1(3) [28] Question 2 The battery in the circuit shown below has an emf of 12 V and negligible internal resistance. It is connected to a network of four resistors. emf = 12 V S 5Ω 3Ω 8Ω 4Ω 2.1 Determine the current through the 5 Ω and 3 Ω resistors. (2) 2.2 Determine the current through the 8 Ω and 4 W resistors. (2) 2.3 Determine the total resistance of all the resistors in the circuit. (2) 2.4 Explain how the total resistance of the circuit changes when switch S is opened. (3) 2.5 Explain how the current changes when switch S is opened. (3) [12]  TIME: 30 MINUTES  TOTAL MARKS: 40

DATA SHEET FOR THE PHYSICAL SCIENCES (PHYSICS) TABLE 1: PHYSICAL CONSTANTS NAME SYMBOL VALUE Magnitude of charge on electron e 1,6 x 10–19 C Mass of an electron me 9,1 x 10–31 kg TABLE 2: PHYSICS FORMULAE   ELECTRIC CIRCUITS W I = qt V=Q V R= I emf = I(Rext + r) 1 RT = R1 + R2 + … RT = R1 + R1 + … 1 2 V2 W = Pt P = VI = I2R = I Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 55

3. Memorandum: Further questions to answer after completing the investigation on electric circuits Question 1 Question 2 1.1 An emf of 1,5 V tells us that a total energy of 1,5 J is transferred by 2.1 V = IR the cell per coulomb of charge which passes through it. (3) 12 = I(5 + 3) 1.2 emf = 3 × 1,5   I = 1,5 A (2)    = 4,5 V (2) 2.2 V = IR 1.3 R = 0,5 + 0,5 + 0,5 12 = I(8 + 4)     = 1,5 Ω (2)   I = 1 A (2) 1 1.4 R = 101 + 201 2.3 R = VI  R = 3,67 Ω 12  = 2,5 Rexternal = 3,67 + 5 = 8,67 Ω (5)  = 5 12 +3 1.5 emf = I(R + r)   = 4,8 Ω 4,5 = I(8,67 + 1,5) ALTERNATIVE:    I = 0,44 A (5) 1 R = 5 +1 3 + 8 +1 4 1.6 V1 = IR  = 18 + 121   = (0,44)(8,67) R = 4,8 Ω (2)   = 3,84 V (3) 2.4 The total resistance increases when switch S is opened because 1.7 a) Current through the battery decreases there are only two resistors in series in the circuit. R = 10 + 5 = 15 Ω R=8+4 = 12 Ω (3) Emf = I(R + r) 2.5 The current decreases when switch S is opened.   4,5 = I(15+ 1,5) 12 = I(12)    I = 0,27 A (5)   I = 1 A (3) b) The reading on the voltmeter V1 increases [12] V = IR  TOTAL MARKS: 40   = (0,27) (15)   = 4,09 V (3) [28] 56 Grade 12 Physical Sciences

G. ADDITIONAL WORKSHEETS Worksheet 1 Photoelectric effect (Adapted from TAP 502-2: Photoelectric effect) hf = Wo + 12 mv2 and hf = Wo + eVs e = 1,60 × 10–19 C h = 6,63 × 10–34 Js mass of electron = 9,11 × 10–31 kg 1. The work function for lithium is 4,6 × 10–19 J. 1.1 Calculate the lowest frequency of light that will cause photoelectric emission. 1.2 What is the maximum energy of the electrons emitted when light of 7,3 × 1014 Hz is used? 2. Complete the table. Metal Work function Work function Frequency used Maximum KE of (eV) (J) (Hz) ejected electrons (J) Sodium 2,28 6 × 1014 Potassium 3,68 × 10–19 0,32 × 10–19 Lithium 2,9 1 × 1015 Aluminium 4,1 0,35 × 10–19 Zinc 4,3 1,12 × 10–19 Copper 7,36 × 10–19 1 × 1015 3. The stopping potential when a frequency of 1,61 × 1015 Hz is shone on a metal is 3 V. 3.1 What energy is transferred by each photon? 3.2 Calculate the work function of the metal. 3.3 What is the maximum speed of the ejected electrons? 4. Selenium has a work function of 5,11 eV. What frequency of light would just eject electrons? (The threshold frequency is when the max KE of the ejected electrons is zero.) 5. A frequency of 2,4 × 1015 Hz is used on magnesium with work function of 3,7 eV. 5.1 What is the energy transferred by each photon? 5.2 Calculate the maximum KE of the ejected electrons. 5.3 Calculate the maximum speed of the electrons. Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 5.4 Calculate the stopping potential for the electrons. 57

Answers for Worksheet 1 1. 1.1 hf = Wo hf = 4,60 × 10–19 –19 –34 f = 4,60 × 10 6,63 × 10 = 6,94 × 1014 Hz 1.2 hf = Wo + 12 mv2 (6,63 × 10–34 × 7,30 × 1014) = 4,60 × 10–19 + 12 mv2   4,84 × 10–19 – 4,60 × 10–19 = 12 mv2 = 0,24 × 10–19 J 58 Grade 12 Physical Sciences 2. Metal Work function Work function Frequency used Maximum KE of (eV) (J) (Hz) ejected electrons (J) Sodium 2,28 3,65 × 10-19 6 × 1014 0,35 × 10-19 Potassium 2,30 3,68 × 10-19 6 × 1014 0,32 × 10-19 Lithium 2,90 4,64 × 10-19 1 × 1015 1,99 × 10-19 Aluminium 4,10 6,56 × 10-19 1,04 × 1015 0,35 × 10-19 Zinc 4,30 6,88 × 10-19 1,2 × 1015 1,12 × 10-19 Copper 4,60 7,36 × 10-19 1 × 1015 0 For copper 1 × 1015 Hz is below the threshold frequency so no electrons are ejected. 3. 3.1 1,07 × 10–18 J 3.2 hf =Wo + eVs so Wo = hf – eVs Wo = 1,07 × 10–18 – (1,6 × 10–19 × 3) = 5,9 × 10–19 J 3.3 eVs = 12 mv2 (1,60 × 10–19 × 3) = 0,5 × 9,11 × 10–31 × v2       v2 = 1,04 × 1012       v = 1,02 × 106 m s–1 4. 1,2 × 1015 Hz 5. 5.1 1,6 × 10–18 J 1 5.2 2 mv2 = 1 × 10–18 J 5.3 v2 = 1,1 × 1012 v = 1,1 × 106 m s–1 5.4 eVs = 12 mv2 eVs = 1,00 × 10–18   Vs = 0,63 V

Worksheet 2 Photons streaming from a lamp (Adapted from TAP 501-2) What to do Complete the questions below on the sheet. Provide clear statements of what you are estimating; show what calculations you are performing and how these give the answers you quote. Try to show a clear line of thinking through each stage. Steps in the calculation 1. Give the power of a reading lamp in watts. 2. Estimate the average wavelength of a visible photon. 3. Calculate the energy transferred by each photon. 4. Calculate the number of photons emitted by the lamp in each second. Practical advice This question, or a substitute for it, needs to come early on in the discussion of photons to avert questions concerning our inability to be aware of single photons. However, single photon detectors are now used in astronomy and other fields. Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 59

Answers for Worksheet 2 1. P = 40 W 2. λ = 5 × 10–7 m 3. Calculate the frequency of the photons corresponding to this wavelength: f = λc 8 –1  = 35xx1010 msm –7 60 Grade 12 Physical Sciences   = 6 × 1014 Hz Now calculate the energy of each photon: E = hf   = 6 × 10–34 J s–1 × 6 × 1014 Hz   = 4 × 10–19 J 4. Energy per second = 40 W = 40 J s–1 Energy per photon = 4 x 10–19 J energy per second phontone per second = energy per photon –1          = 440x 10J s J –19          = 1 × 1020

Worksheet 3 Quanta (Adapted from TAP 501–3) Speed of electromagnetic radiation in free space (c) = 3,00 × 108 m s–1 Planck’s constant (h) = 6,63 × 10–34 J s 1. Write down the equation for the quantum energy of a photon in terms of its frequency. 2. Calculate the energies of a quantum of electromagnetic radiation of the following wavelengths: 2.1 gamma rays, wavelength: 10–3 nm 2.2 X-rays, wavelength: 0.1 nm 2.3 violet light, wavelength: 420 nm 2.4 yellow light, wavelength: 600 nm 2.5 red light, wavelength: 700 nm 2.6 microwaves, wavelength: 2,00 cm 2.7 radio waves, wavelength: 254 m 3. Calculate the wavelengths of quanta of electromagnetic radiation with the following energies: 3.1 6,63 × 10–19 J 3.2 9,47 × 10–25 J 3.3 1,33 × 10–18 J 3.4 3,98 × 10–20 J Practical advice Learners may need to be reminded that a wavelength of 10–3 nm = 1 × 10–12 m and some learners may need help in using their calculators. Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 61

Answers for Worksheet 3 1. E = hf 2. 2.1 f = λc E = hf So E = hcλ –34 8 = (6,63 x (110x 10)(3,00) x 10 ) –12 = 1,99 × 10–13 J 2.2 E = 1,99 × 10–15 J 62 Grade 12 Physical Sciences 2.3 E = 4,74 × 10–19 J 2.4 E = 3,01 × 10–19 J 2.5 E = 2,84 × 10–19 J 2.6 E = 9,95 × 10–24 J 2.7 E = 7,83 × 10–19 J 3. 3.1 λ = hcE –34 8 x 10 )(3,00 x 10 ) λ = (6,63 (6,63 –19 x 10 )   = 3,00 × 10–7 m (300 nm) 3.2 0,21 m 3.3 1,5 × 10–7 m (150 nm) 3.4 5 × 10–6 m

Worksheet 4 Chemical industries (fertilisers) Learner’s Copy (Adapted from Chemical Industries Resource Pack – UCT Chemical Engineering Department) Fertilisers Industrial production of fertilisers NO NO2 HNO2 Ostwald process O2 N2 NH3 NH4NO3 H2 Harber process CO2 H2NCONHO2 NH4SO4 S SO2 SO3 H2S2O4 H2SO4 O2 Contact process Phosphate mining H3PO4 Ca5(PO4)3F Overview 1. Why is nitrogen important to plants? 2. In what forms can plants absorb nitrogen? 3. Summarise the industrial processes by filling in the correct chemical formulae: Process Reactants Products of step 1 Products of step 2 Final products Haber Not applicable Ostwald Contact Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 63

Haber Process 64 Grade 12 Physical Sciences 4. What is the purpose of the Haber Process? To produce __________________________________________________________________ from ______________________________ and ______________________________________ . 5. Write a balanced equation for the Haber Process’s reversible reaction: ______________ + _____________ ← → ___________ 6. Name some uses of ammonia. 7. Name two conditions that must be met for a reaction to reach equilibrium. 8. Name two characteristics of equilibrium. 9. In the Haber Process an iron oxide catalyst is usually used. Ruthenium can also be used. What does a catalyst do in a reaction, and how does it do this? 10. Circle the correct option (True/False) for each of the following: a) A catalyst speeds up the Haber Process’s forward reaction more than the reverse. [True/False] b) A catalyst will cause more product to be formed. [True/False]

c) A catalyst will decrease the time it takes to reach equilibrium because it speeds up both forward and reverse reactions. [True/False] d) A catalyst speeds both forward and reverse reactions equally. [True/False] 11. Link each element from column A with its corresponding element in column B. Write the letter from A next to each item in B in the Answer column. A B Answer a) dynamic equilibrium absorbs more heat than released 11.1 b) endothermic a measure of the average kinetic energy of particles 11.2 disturbs equilibrium, favours increased crowding: c) exothermic 11.3 more molecules per unit volume d) Le Chatelier’s principle 273 K and 101,3 kPa 11.4 e) decrease in pressure disturbs equilibrium, favours exothermic reaction 11.5 f) increase in pressure releases more heat than absorbed 11.6 a state in which forward and reverse reactions occur at g) removing heat 11.7 equal rates force per area, in gases related to rate of particle h) adding heat 11.8 collisions disturbs equilibrium, favours decreased crowding, fewer i) temperature 11.9 molecules per unit volume j) pressure disturbs equilibrium, favours endothermic reaction 11.10 when a system which is in equilibrium is disturbed, it will k) STP 11.11 respond in such a way as to counteract the disturbance Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 65

Le Chatelier: Effect of pressure in the Haber Process 12. Study the diagrams below representing the same container and gases under different pressure at the same temperature. Condition 1 66 Grade 12 Physical Sciences N2(g) + 3H2(g) 2NH3(g)    4 moles 2 moles Condition 2 N2(g) + 3H2(g) 2NH3(g)    4 moles 2 moles Complete the explanation by filling in the gaps or choosing from the options given. 12.1 Increased pressure  According to a) ______________________________ principle, when a system which is in equilibrium is disturbed, it will respond in such a way as to b) ______________________________ the disturbance. An increase in pressure [c) decreases/increases] the crowding of gaseous molecules. The system will respond by [d) decreasing/increasing] their crowding. Crowding is decreased in gases when [e) fewer/more] molecules are formed. In the Haber Process the [f) forward/reverse] reaction makes fewer molecules than the [g) forward/reverse] reaction. In the forward reaction, h) ___________ molecules of ammonia are made from every i) ___________ molecules of reactants j) ___________ N2 and k) ___________ H2 molecules). Consequently, an increase in pressure l) ______________________________ equilibrium for a while by making the [m) forward/reverse]

reaction occur at a higher rate than the [n) forward/reverse] reaction. This causes [o) more/less] ammonia to be formed and [p) more/less] nitrogen and hydrogen. After a while a new dynamic equilibrium is reached. The rates of forward and reverse reactions are again q) ______________________________ to one another, and the amounts of reactants and products will [r) change/remain constant]. However, compared to before the pressure was applied, there will now be [s) more/less] ammonia present at equilibrium. The equilibrium constant value, Kc, however, will be [t) higher than/lower than/the same as] it was in the original equilibrium. 12.2 Decreased pressure  Decreasing pressure [a) decreases/increases] the crowding of gaseous molecules. The system will respond by [b) decreasing/increasing] their crowding. Crowding can be increased by forming [c) fewer/more] molecules. In the Haber Process, that means that for a while the [d) forward/reverse] reaction will occur at a higher rate than the [e) forward/reverse] reaction. The reverse reaction changes every f) ___________ molecules of ammonia into g) ______________________________ molecules h) ___________ nitrogen and i) ___________ hydrogen molecules). This causes the amount of ammonia present to [j) decrease/increase] and the amount of nitrogen and hydrogen to [k) decrease/increase]. While this is happening the system [l) is/is not] in equilibrium. After a while a new dynamic equilibrium will be reached, in which the rates of both forward and reverse reactions will m) ______________________________ one another, and the amounts of reactants and products will remain n) ______________________________. However, compared to before the pressure was decreased, there will now be [o) more/less] ammonia present at equilibrium. The equilibrium constant value, Kc, however, will be [p) higher than/lower than/the same as] it was in the original equilibrium. Study the graph representing the different yields of ammonia under different pressures. 100 75 50 Yield (%) 25 Typical pressure 0 0 100 200 300 400 500 600 700 800 900 1 000 Pressure (atm) 12.3 Optimum pressure in the Haber Process In the Haber Process, we want to make as much a) ______________________________ as possible. We want the dynamic equilibrium to be such that a lot of [b) reactant/product] is formed. A(n) [c. decrease/increase] in pressure will cause more products to form. We need as [d) low/high] a pressure as it is safe and economical to use. We say we need to use an e) ______________________________ pressure – the pressure for which we get a good yield for a reasonable price while still being safe. Even though a high pressure will increase the yield of ammonia, the cost of compressing the gases and the cost of ultra-high pressure reactors are very high and are not a viable solution for making ammonia. Pressures of 200–300 atmospheres are typically used in chemical factories using the Haber Process. Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 67

Le Chatelier: Effect of temperature in the Haber Process 13. Study the diagrams below representing the same container and gases under different temperatures at the same pressure. Condition 1 68 Grade 12 Physical Sciences N2(g) + 3H2(g) 2NH3(g) + energy Condition 2 N2(g) + 3H2(g) 2NH3(g) + energy Complete the explanation by filling in the gaps or choosing from the options given. 13.1 Heating Heating a reaction up increases the a) ______________________________ energy of the particles, and so causes them to react more [b) slowly/rapidly] with one another. Additionally, heat can have an effect on disturbing the ) ______________________________ of a reaction. In the Haber Process the forward reaction is [d) exothermic/endothermic] and the reverse is [e) exothermic/ endothermic]. This means that as nitrogen and hydrogen react with one another to form ammonia, heat is [f) absorbed/released], but as ammonia breaks up into hydrogen and nitrogen, heat is [g) absorbed/released]. According to Le Chatelier’s principle, when a system which is in equilibrium is disturbed, it will respond in such a way as to counteract the disturbance. So if heat is added to a system in the Haber Process, the [h) exothermic/endothermic] [i) forward/ reverse] reaction is favoured to [j) absorb/release] some of that heat and so [k) cool the system back down/heat the system back up]. Both the forward and reverse reactions occur

at [l) lower/higher] rates than before the heat was added, due to the additional kinetic energy of all the particles, but the [m) forward/reverse] reaction will have been speeded up to a greater extent than the [n) forward/reverse] reaction. So for a while, the system will not be in o) ______________________________ as the [p) forward/reverse] reaction occurs more rapidly than the [q) forward/reverse] reaction. This will [r) increase/decrease] the amount of ammonia present, and [s) increase/decrease] the amount of hydrogen and nitrogen. After a while a new dynamic equilibrium is reached. The rates of forward and reverse reactions are again t) ______________________________ to one another, and the amounts of reactants and products will remain u) ______________________________. However, compared to before the heat was added, there will now be [v) less/more] ammonia present at equilibrium. A new equilibrium constant, Kc, [w) higher than/lower than/the same as] that of the original equilibrium, is reached. 13.2 Cooling Cooling a system that is in equilibrium has two effects. Firstly, by [a. decreasing/increasing] the kinetic energy of all the molecules, it [b) reduces/increases] the rates of both the forward and reverse reactions. Secondly, it has the effect of disturbing the c) ______________________________ by favouring the [d) exothermic/endothermic] reaction until a new equilibrium is reached with [e) the same/a different] equilibrium constant. If heat is removed from a system in the Haber Process, the [f) exothermic/endothermic] [g) forward/reverse] reaction is favoured to [h) cool the system back down/heat the system back up]. For a while, the system will not be in i) ______________________________ as the [j. forward/reverse] reaction occurs more rapidly than the [k. forward/reverse] reaction. This will [l. increase/decrease] the amount of ammonia present, and [m. increase/decrease] the amount of hydrogen and nitrogen. After a while a new dynamic equilibrium is reached. The rates of forward and reverse reactions are again n) ______________________________ to one another, and the amounts of reactants and products will remain o) ______________________________. However, compared to before the system was cooled, there will now be [p) less/more] ammonia present at equilibrium. A new equilibrium constant, Kc, [q) higher than/lower than/the same as] that of the original equilibrium, is reached. Study the graph representing the different yields of ammonia under different temperatures. 100 75 250 atm 50 Yield of NH3 (%) 25 0 200 250 300 350 400 450 500 550 600 650 700 Temperature (°C) 13.3 Optimum temperature In the Haber Process, we want to get a high ammonia yield. We want a dynamic equilibrium which makes as much ammonia product as possible. Consequently, we need to use a fairly [a) high/ low] temperature. However, this causes a problem, namely b) ______________________________. Therefore, a compromise is made, and a temperature of approximately 450°C is often used. Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 69

Units of pressure and temperature 14. Complete for units of pressure: Unit Pressure at sea level at 0 °C Name Symbol Bar atm 101,3 kPa 70 Grade 12 Physical Sciences 760 mm Hg 15. Kelvin is the SI (Standard International) unit for temperature. Complete for conversions: Temperature in degrees Celsius (°C) Temperature in Kelvin (K) 0 0 100 200 25 Ostwald Process cooling HNO3 NH3 O2 H2O NO NO2 16. What is the purpose of the Ostwald Process? To produce ______________________________ from ______________________________. 17. How is the product of the Ostwald Process useful for the fertiliser industry?

18. Why doesn’t it matter that the platinum catalyst used is very expensive? 19. Complete the table by filling in the chemical formulae of the substances in the Ostwald Process: Step 1 Step 2 Step 3 ______________ + ______________ ______________ + ______________ ______________ + ______________ ______________ catalyst ____________________________ ____________________________ ____________________________ Contact Process concentrated H2SO4 500 °C oleum conc H2S2O7 H2SO4 V2O5 catalyst Sulfur cooling H2O air O2 S SO2 SO3 H2S2O7 H2SO4 O2 H2SO4 H2O 20. What is the purpose of the Contact Process? To produce ______________________________ from ______________________________. 21. Name some uses of sulfuric acid. 22. Complete the table by filling in the balanced chemical equations for the Contact Process: Step 1 Step 2 Step 3 Step 4 __________ + __________ __________ + __________ __________ + __________ __________ + __________ __________ catalyst Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 _________________________ _________________________ _________________________ _________________________ 71

Answers for Worksheet 4 1. Nitrogen is found in all proteins, and so it is an essential nutrient. 2. Dissolved urea, nitrate, nitrite and ammonium ions. 3. Process Reactants Products of step 1 Products of step 2 Final products Haber N2 + H2 Not applicable NH3 Ostwald NH3 + O2 NO NO2 HNO3 Contact S + O2 SO2 SO3 H2SO4 4. To produce ammonia (NH3) from nitrogen (N2) and hydrogen (H2) 72 Grade 12 Physical Sciences 5. N2 + 3H2 ← → 2NH3 6. As a cleaning agent; as a coolant in some air conditioners; to manufacture nitrogen fertilisers. 7. Reversible reaction closed system 8. Rates of forward and reverse reactions are equal to one another. The concentrations of reactants and products remain constant. 9. It speeds up a reaction by lowering its activation energy. It does this by serving as a binding site on which the reaction can occur. 10. a) False b) False c) True d) True 11. 11.1 b 11.2 I 11.3 e 11.4 k 11.5 g 11.6 c 11.7 a 11.8 j 11.9 f 11.10 h 11.11 d 12. 12.1 a) Le Chatelier’s b) counteract c) increases d) decreasing e) fewer f) forward g) reverse h) 2 i) 4 j) 1N2 k) 3H2 l) disturbs m) forward n) reverse o) more p) less q) equal r) remain constant s) more t) the same as 12.2 a) decreases b) increasing c) more d) reverse

e) forward f) 2 g) 4 h) 1 i) 3 j) decrease k) increase l) is not m) equal n) constant o) less p) the same as 12.3 a) ammonia b) product c) increase d) high e) optimal 13. 13.1 a) kinetic b) rapidly c) equilibrium d) exothermic e) endothermic f) released g) absorbed h) endothermic i) reverse j) absorb k) cool the system back down l) higher m) reverse n) forward o) equilibrium p) reverse q) forward r) decrease s) increase t) equal u) constant v) less w) lower than 13.2 a) decreasing b) reduces c) equilibrium d) exothermic e) a different f) exothermic g) forward h) heat the system back up i) equilibrium j) forward k) reverse l) increase m) decrease n) equal o) constant p) more q) higher than Teacher Toolkit: CAPS Planner and Tracker 2018 Term 3 73

13.3 a) low b) it causes both reactions to be slow, and so it takes a long time for equilibrium to be reached 14. Unit Pressure at sea level at 0 °C Name Symbol Bar bar 1 bar Atmospheres atm 1 atm Kilopascals kPa 101,3 kPa millimetres mercury mm Hg 760 mm Hg 74 Grade 12 Physical Sciences 15. Temperature in degrees Celsius (°C) Temperature in Kelvin (K) 0 273 –273 0 100 373 –27 200 25 298 16. To produce nitric acid (HNO3) from ammonia (NH3) 17. Nitric acid can be used to make nitrate fertilisers. 18. It can be used over and over again because it is not used up. Catalysts speed up reactions without themselves being changed in the process. 19. Step 1 Step 2 Step 3 NH3 + O2 NO + O2 NO2 + H2O Pt catalyst NO NO2 HNO3 20. To produce sulfuric acid (H2SO4) from sulfur (S) and oxygen (O2) 21. Manufacture of fertilisers; electrolyte in car batteries; as a dehydrating (drying) agent. 22. Step 1 Step 2 Step 3 Step 4 S + O2 2 SO2 + O2 SO3+ H2SO4 H2S2O7 + H2O V2O5 catalyst SO2 2SO3 H2S2O7 2H2SO4

education Department: Education PROVINCE OF KWAZULU-NATAL PHYSICALSCIENCES 12 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: 978-1-928320-89-0 Grade 12 Physical Science Tracker 2018 Term 3 cover 76 KZN.indd 1 3/7/2018 3:27:42 PM