Grade11 PhysicalSciences JikaImfundo TrackerTerm4 2018

Downloaded from hlayiso.com education Department: Education PROVINCE OF KWAZULU-NATAL PHYSICALSCIENCES 11 SCIENCESPHYSICA PHYSICALSCIENCES SCIENCESPHYSICA PHYSICALSCIENCES GRADE SCIENCESPHYSICA PHYSICALSCIENCES PHYSICAL SCIENCES SCIENCESPHYSICA TEACHER TOOLKIT PHYSICALSCIENCES CAPS Planner and Tracker Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others. SCIENCESPHYSICA PHYSICALSCIENCES 2018 TERM 4 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: 978-1-928320-94-4 Gr 11 Science Tracker Term 4 2018 cover KZN p80.indd 1 5/17/2018 4:34:00 PM

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Downloaded from hlayiso.com https://ultradeep.co.za GRADE 11 Physical Sciences Teacher Toolkit: CAPS Planner and Tracker 2018 TERM 4 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za Published in 2016, and revised in 2017 and 2018, by Jika iMfundo. Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others. The Programme to Improve Learning Outcomes (PILO) The Stables, Hollard Campus, 22 Oxford Road, Parktown, 2193 Tel: +27 11 351 2430/2457 Email: admin@pilo.co.za © The National Education Collaboration Trust (NECT) A partnership involving business, civil society, government and labour that strives to improve education outcomes. The National Education Collaboration Trust Ground Floor, Block D, Lakefield Office Park, 272 West Avenue, Centurion, 0163 Tel: +27 12 752 6200 Email: info@nect.org.za Web: www.nect.org.za No part of this publication may be reproduced without prior permission from the NECT. These materials are currently being evaluated and will be improved on the basis of the evaluation. ISBN: 978-1-928320-94-4 Materials development by the PILO team along with representatives from the districts and province. Publishing management by The Word Horse, www.wordhorse.co.za Design and typesetting by COMPRESS.dsl, www.compressdsl.com https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za CONTENTS A. About the Tracker and Resources____________________________________ 2 3. Physical Sciences Grade 11: End-of-Year Physics Examination 1. Your quick guide to using this planner and tracker_______________ 2    Memorandum__________________________________________ 54 2. Purpose of the tracker_ ______________________________________ 4 4. Cognitive Analysis for Physical Sciences Grade 11: 3. Links to the CAPS___________________________________________ 4    End-of-Year Physics Examination__________________________ 58 4. Links to approved LTSMs_____________________________________ 4 5. Physical Sciences Grade 11: End-of-Year Chemistry Examination___ 60 5. Managing time allocated in the tracker_________________________ 4 6. Physical Sciences Grade 11: End-of-Year Chemistry Examination 6. Links to assessment__________________________________________ 5    Memorandum__________________________________________ 70 7. Resource list________________________________________________ 5 7. Cognitive Analysis for Physical Sciences Grade 11: 8. Columns in the tracker_______________________________________ 5    End-of-Year Chemistry Examination_ ______________________ 74 9. Weekly reflection____________________________________________ 5 B. Term Planning______________________________________________________ 6 C. Daily Lesson Planning and Preparation_______________________________ 8 D. Trackers for Each Set of Approved LTSMs___________________________ 11 1. Study and Master Physical Sciences (Cambridge University Press)__ 13 2. Platinum Physical Sciences (Maskew Miller Longman)____________ 22 3. Successful Physical Sciences (Oxford University Press)___________ 31 E. Additional Information and Enrichment Activities____________________ 40 F. Assessment Resources_____________________________________________ 42 1. Sample item analysis sheet__________________________________ 42 2. Physical Sciences Grade 11: End-of-Year Physics Examination____ 44 https://tvetpapers.co.za

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

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

Downloaded from hlayiso.com https://ultradeep.co.za 2. Purpose of the tracker 4. Links to approved LTSMs The Curriculum and Assessment Planner and Tracker is a tool to support you in your There is a tracker for each set of Learner’s Books and Teacher’s Guides of the approved role as a professional teacher. Its main purpose is to help you keep pace with the time books on the National Catalogue. The tracker aligns the CAPS requirements with the requirements and the content coverage of the CAPS by providing the details of what content set out in the approved Learner’s Books and Teacher’s Guides. You must refer should be taught each day of the term; and of when formal assessments should be to the tracker for the book that is used by learners at your school. If you have copies done. Each of the sessions for Physical Sciences in Grade 11 is linked to the approved of other Learner’s Books, you can also refer to these trackers to give you ideas for sets of Learner’s Books and Teacher’s Guides on the National Catalogue, as well as the teaching the same content in a different way. However, ensure that you cover the Everything Science Learner’s Book (Siyavula) which has been distributed to schools content systematically. For each set of LTSMs in the tracker, links are given to the by the Department of Basic Education as an additional resource. You can download it relevant pages in both the Learner’s Book and Teacher’s Guide to make it easier for from www.everythingscience.co.za. teachers to access the correct resources. Links to the Everything Science materials have been inserted in the trackers for all Learner’s Books. The tracker provides a programme of work that should be covered each day of the term and a space for reflection of work done for each of the LTSMs on the National In addition, further suggestions for extension, enrichment, and/or homework exercises Catalogue. By following the programme in the tracker for the Learner’s Book you are have been made. We recommend that you always have an extra activity available for using, you will cover the curriculum in the allocated time, and complete the formal those learners who complete their work earlier than others. assessment programme. By noting the date when each session is completed, you can Each tracker is based on the latest print editions of the three approved LTSMs. Take note assess whether or not you are on track. If you are not, strategise with your head of that page numbers may differ slightly from other print runs of the same Learner’s Book. If department (HOD) and colleagues to determine the best way in which to make up the page numbers in your edition are not exactly the same as those given in the tracker, time to ensure that all the content prescribed for the term is completed. In addition, you should use the activity/exercise numbers given in the tracker to guide you to the the tracker encourages you to reflect on what parts of your lessons were effective, and correct pages. These should only differ by a page or two from those given in the tracker. which parts of your lessons can be strengthened. These reflections can be shared with colleagues. In this way, the tracker encourages continuous improvement in practice. 5. Managing time allocated in the tracker This tracker should be kept and filed at the end of the term. The tracker provides a suggested plan for 16 one-hour sessions, organised into four sessions per week. Depending on your school’s timetable, you may use two of these 3. Links to the CAPS sessions in one double period. You might also need to adjust the work prescribed for a The Grade 11 Physical Sciences tracker is based on the requirements prescribed by session to meet other demands of your timetable. However, the content that needs to the Department of Basic Education’s Curriculum and Assessment Policy Statement be covered in a week, should always be covered in a week. If for some reason you do (CAPS) for Physical Sciences in the Further Education and Training (FET) band. The not complete the work set for the week, you need to find a way to get back on track. CAPS prescribes four hours per week for Physical Sciences. The work set out in the The breakdown of work to be done each week corresponds to the annual teaching plan tracker for each day is linked directly to the topics and subtopics given in the CAPS, and programme of assessment drawn up by the Department of Education; however, with the specified amount of time is allocated to each topic. It gives the page number the tracker gives a more detailed outline of what should be taught each day. in the CAPS document of the topics and subtopics being addressed in each session. This enables you to refer to the curriculum document directly should you wish to do so. The tracker has been planned for a fourth term of nine weeks. Four weeks are allocated for covering the set curriculum. Week 5 is for catching up any work not done in this time and Week 6 has been allocated for revision. This leaves Weeks 7–9 for the end- 4 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za of-year examinations. If you use this tracker in a fourth term of a different length or if 3. CAPS concepts, practical activities and assessment tasks your school sets aside a different amount of time for the final examination, you should 4. Learner’s Book page number adjust the programme accordingly. Always check this at the start of the term. 5. Learner's Book activity/task 6. Teacher’s Guide page number Homework has been allocated for most sessions. For learners to benefit from these 7. Everything Science Learner’s Book page number activities, it is necessary to provide feedback on the homework. Do this at the beginning 8. Everything Science Teacher’s Guide page number of the next lesson or at the end of a topic. Learners who do not complete their written 9. Date completed – this needs to be filled in each day and there are columns for work in time can complete the activity for homework. If some learners complete their each of the classes you teach. 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 do not complete their written work in time, they can complete the enrichment activity 9. Weekly reflection for homework. If for any reason you miss a lesson, or find that you need to spend more The tracker provides a space to record reflections on a weekly basis. This weekly time than planned on some aspect of the work, find a way to get back on track so that reflection provides you with a record for the next time you implement the same lesson, the curriculum for the term is covered as required. and also forms the basis for collegial conversations with your head of department (HOD) and colleagues. It should be shared both informally and at regular departmental 6. Links to assessment meetings. Together with your HOD and colleagues, think of ways of improving your The tracker indicates where in the series of lessons the CAPS assessment activities/ lessons and in turn your learners’ work. If for some reason not all the work for the week tasks/practical activities should be done. This varies slightly from Learner’s Book to has been covered, strategise with your HOD and colleagues as to how best to catch Learner’s Book, but is always in line with the CAPS specifications. We suggest that you up so that the curriculum is covered. discuss testing times with your colleagues who teach other subjects. In this way you You are encouraged to reflect on your lessons daily – thinking about what went well, can avoid having learners write several tests on the same day in a single week. or did not go so well in each, and how better to help learners grasp the content being For the informal assessment tasks, you may want to use a variety of assessment taught. Briefly jot down your reflection by following the prompts in the tracker. When methods, including peer assessment, self assessment and spot marking. reflecting, you could think about things such as: • Was my preparation for the lesson adequate? For example: Did I have all the Further information about assessment is provided in sections B3, C3 and 5 of this document. 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 4 5 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za B. TERM PLANNING The value of an oxidation number is not the only information a learner will need to determine if an atom is likely be part of a redox reaction. This is especially true for all pure elements. Before you consider weekly and daily plans which are set out in the tracker, think about These have an oxidation number of zero. They have the same number of electrons and the term as a whole. protons so are neutral. The idea of electron-rich and electron-poor do not seem to apply to them. However, this does not mean they are all have stable electron configurations. For example, the atoms of sodium metal have an oxidation number of zero, but like other Group 1. Check the term focus 1 metals, they have a single valence electron. The single valence electron is not strongly Take note of the focus for the term. The CAPS document provides clear details attracted to the nucleus of the sodium atom, i.e it has a low first ionisation energy. This regarding the focus for Grade 11: means that sodium atoms will always donate one electron each when reacting with other atoms and so can be considered as a source of electrons similar to electron-rich atoms Term 4 – Chemistry: Chemical change found in molecules. Chemical systems Another very important concept is that of oxidising agents and reducing agents. Atoms Overview of Term 4 topics that are electron-rich (i.e have more negative oxidation numbers) have the ability to donate electrons to other atoms that are electron-poor (i.e have more positive oxidation numbers). Redox reactions In this process, the more electron-rich atoms can force an electron-poor atom to gain In Term 3, you defined an acid as a proton donor and a base as a proton acceptor. In electrons. This means that the electron-poor atom gains electrons and is reduced. The Term 4, we study redox reactions. In this case we define oxidation as a loss of electrons electron-rich atom has caused reduction to occur. So we call the electron-rich atom the and reduction as a gain of electrons. Learners find it difficult to remember this reducing agent. In the process of causing the electron-poor atom to gain electrons, the definition. For this reason, it is useful to teach them memory tools like the mnemonics reducing agent loses electrons and so undergoes oxidation. What caused the process of OIL (Oxidation Is a Loss of electrons) and RIG (Reduction Is a Gain of electrons). Notice oxidation? The electron-poor atom took the electrons from the electron-rich atom. So the oxidation and reduction occur at the same time. In the process there is a transfer of electron-poor atom is the oxidising agent. You can teach your learners the mnemonics OAT electrons from one atom to another. We can write these as individual half-reactions (Oxidising Agent Takes electrons) and RAD (Reducing Agent Donates electrons). and combine them to show the overall reaction. This topic is not only about learning rules and procedures. Redox chemistry is extremely The second important concept learners need to grasp is the idea of an oxidation useful and is happening all around us. By allowing learners to do informal practical number. The oxidation number gives an indication of how electron-rich or -poor investigations involving redox reactions, they will remember the reactions and should recall an atom in a compound is. We know that overall a molecule will be neutral, so the the definitions and relationships. In Grade 12, learners will revisit redox chemistry when oxidation numbers of the atoms present add up to zero. However, the atoms in studying electrochemistry. It is therefore important that they have a good foundation in the molecule will have a tendency to attract or repel electrons. For example, in the this topic. hydrogen sulphide molecule, H2S, the oxidation number of sulfur is –2. This tells us that sulfur in this molecule is electron-rich and has the ability to donate electrons when You can show learners how to balance chemical equations using oxidation numbers too. it reacts. Notice that sulfur does not have the same oxidation number in all molecules. This method helps especially for reactions that don’t balance easily by inspection. In Grade In sulphur trioxide, SO3, its oxidation number is +6. This tells us that in this molecule 12, they will use the table of half-reactions to write balanced chemical equations. If you have sulfur is electron-poor and tends to gain electrons in a reaction. It is important that time, you could show them this method even though it is not required for Grade 11 learners. learners learn the rules for assigning oxidation numbers and that they practice this Chemical systems procedure. In a reaction, we can easily tell if there is a change in oxidation number of atoms belonging to a particular element. We call this type of reaction a redox reaction. The topic of Exploiting the lithosphere makes Chemistry relevant to learners and 6 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za explores history and environmental and social issues. Some teachers may be reluctant as teaching guidelines. When you are planning, you need to be familiar with the to teach this section and rather just give learners a self-study project. This is not an information in the Learner’s Book your learners will be using. This will ensure that you advisable approach. The topic lends itself to many opportunities for revision that do not need to either read from the Learner’s Book or ask your learners to copy down learners will miss if they are not guided by a teacher. For example, when looking at notes from the chalkboard or projector. gold mining, you could ask learners to draw a free-body diagram of a mine cage Teaching Physical Sciences should not be based on reading and discussing the Learner’s moving down a shaft. You could also use this context to revise Newton’s Second Law. Book. Learners need activities, demonstrations, problem solving opportunities and The extraction of valuable ores from rocks requires acids. This gives a moment to active debates. This all takes careful planning and preparation of resources. revise the definition and reactions of acids. In the extraction of gold, you can show your learners that the cyanide reaction is an example of a redox reaction. Ask them to Resources can range from everyday objects like a marble or a ball, to more scientific assign oxidation numbers. apparatus like a ticker timer, or even digital resources like a short video clip or simulation. Whatever resource you select as the focus of the lesson, make sure you think It is also very important to contextualise this topic in the local community. Many learners carefully about the questions you will ask learners to think about and discuss. You may will know relatives who have gone to work in the mines. Encourage your learners to do plan these discussions in pairs or small groups. Through observation, reflection and interviews and share first-hand experiences of mining. There are also many articles that discussion you will engage learners in helping them construct their own knowledge. It can be found in newspapers that deal with the health and safety of miners. is important to challenge this knowledge and at times disagree with them even if they According to the CAPS, all learners need to study gold, but they can also choose other are correct. You can also present a common misconception and encourage them to be minerals (particularly those that are mined in the community) as a comparison. The critical of the proposed idea. Learner’s Books all deal with iron and calcium carbonate, but the CAPS is clear that Problem solving and application of knowledge are very important in Physical Sciences. other examples of mining can be studied, especially if they are part of the community. Your learners will need to practise exam-type questions; the Learner’s Books all give For example, a school near Richards Bay could study titanium mining. Wherever worked examples. There are also end-of-chapter or unit questions, exam practice and possible, enhance the theory by doing some practical investigations. additional worksheets. These have been referenced in the tracker for each book and Revision are included as homework activities. However, in some cases the Learner’s Book may not have enough questions and we have referred you to additional activities from the It is extremely important to structure a revision programme for your learners. Although Everything Science Learner’s Book. If your learners don’t have a copy, they can access you want them to revise all the topics studied during the year, there may not be time these questions online from www.everythingscience.co.za. The Learner’s Books can to cover all of them in class. You will need to consider your learners’ areas of strength also be downloaded or print copies can be ordered from a supplier referred to on the and weakness, as well as how you have managed to keep pace. If you feel you rushed same site. There is a huge database of questions that will be very useful for learners a topic, you should have time to revise this more slowly before the exams. Do not to work through both for remediation, revision and extension. Not all the activities are try to do too much in one lesson. Rather, select a topic and explore it more fully. referenced in the tracker. If you identify that your learners are struggling in a particular It is particularly important to look at topics that are examined in Grade 12. If your section, select questions that are relevant to them. learners have a good understanding of these, it will help them succeed in the final examinations. A list of resources for the term appears below in case you want to collect these well in advance. You will find it worthwhile to collect these well in advance and leave them in a box or something similar. This way, you will avoid a last-minute rush. Remember that 2. Prepare resources some materials are used on several different occasions, so keep laboratory equipment This stage in your preparation is vital. The prescribed Learner’s Books provide both safe and well cleaned. Depending on how quickly your learners complete a section, information and activities. The Teacher’s Guides also provide valuable information and on what activities you choose, you may find that you are still on a certain week Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 7 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za when the following week’s requirements are listed. Continue normally and check with C. DAILY LESSON PLANNING AND the CAPS document to find out what you still need. PREPARATION 3. Plan for required assessment tasks The tracker provides details of the content (in hour sessions) that you need to teach The CAPS requirements for formal assessment in Term 4 are two 3-hour end-of-year to your class. However, to deliver the lessons successfully, you must do the necessary examinations. Most of the Learner’s Books and/or Teacher’s Guides provide examples preparation yourself. This entails a number of key steps that range from ensuring that of CAPS-compliant formal assessment tasks, including practical investigations, revision you have a good understanding of the term focus through to checking the detailed activities and a sample control test. preparation of resources needed for each lesson. Physical Sciences requires a range of resources, from printed material to typical science apparatus, such as test tubes, or Where the LTSMs used at your school have the examination papers in the Learner’s household items including food items. Book, they cannot be used because the learners will be able to prepare for them in advance. They are, however, useful for revision and informal assessment. Exemplar examination papers are provided in Section F Assessment Resources of this tracker. 1. Check your own knowledge of the content No formal practical assessment is required in Term 4 but it is essential that informal However well you know your work, it is easy to make small mistakes when in a classroom practical work continue. Practical skills are assessed in the final examinations, too. with learners asking questions. Always read through the content that you are going to cover to ensure that you are very familiar with the work. If possible, also do additional Please note: The DBE occasionally makes changes to the assessment requirements reading from other sources. Refer to Section E Additional Information and Enrichment published in the CAPS. If any changes are made after this document is printed, you will Activities of this document where additional information about many of the topics for need to adjust the assessment programme provided here and in the trackers accordingly. the term and some common errors – not always made explicit in the Learner’s Books or Teacher’s Guides – are addressed. Table 1: FORMAL ASSESSMENT TASKS INCLUDED IN EACH SET OF APPROVED LTSMs FOR TERM 4 2. Prepare the conceptual framework for the lesson topic Name of book Examination When preparing the content to be taught, think carefully about how the concepts are Study and Master Week 6 organised in a conceptual framework; how to help learners develop this framework for Physical Sciences Not provided in book themselves; what possible questions learners might ask; and difficulties learners might Exemplar examination papers provided in Section F have and how to address these. Platinum Physical Week 6 Sciences Not provided in book One way of preparing the content is to summarise it using a tool like a mind map, as Exemplar examination papers provided in Section F shown in Figure 1. When you introduce a topic, learners will benefit from seeing the Successful Physical Week 6 big picture and a concept map is a useful way to present this. It is also a useful way of Sciences Paper 1 showing learners how the class is progressing. At the end of the topic encourage your LB pp. 339–343 (for practice/informal assessment) learners to make their own summaries in words and/or pictures. In this way, they will Memo: TG pp. 269–272 interact with concepts, and this in turn will promote deep learning. Paper 2 LB pp. 343–349 (for practice/informal assessment) Memo: TG pp. 273–277 Exemplar examination papers provided in Section F 8 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za Figure 1: MIND MAP OF KEY CONCEPTS ASSOCIATED WITH REDOX REACTIONS such as a quick question and answer session; or a paper and pencil activity. Once a gap in understanding or a misconception has been identified (e.g. some people think that when you kick a ball, it continues to move forward because of the force of Oxidation numbers the kick), address these misconceptions before moving on to teaching the new work for the term. In this context the word remediation refers to overcoming the learners’ Identifying a transfer Explaining meaning of wrong ideas. of electrons oxidation numbers You need to make your learners aware that the end of year examinations are extremely REDOX REACTIONS important. They will use their results when applying to study tertiary institutions. It Applications of is also an important second step towards the preparing learners to write the matric Writing half reactions Redox reactions examination. It is crucial that learners develop good study skills and exam technique. Identifying reducing & It is even more important that they learn from their mistakes. One of the ways you can oxidising agents assist learners is to identify areas of strength and weakness. In Section F, an example of an analysis sheet has been provided. You could use these tables to analyse trends for a class or grade or to highlight an individual learner’s performance. Feedback and a While you prepare the conceptual framework, it is important to think about what prior detailed review of the mid-year examinations is essential to preparing your learners for knowledge learners should have and to have a clear idea of where and when they will future success. You may need to allocate time out of the normal allocation to address need to draw on the concepts taught in earlier grades. It is also very important for you some of the common errors and to provide support and remediation particularly for to have a clear idea of where and when learners will need to draw on the concepts the weaker learners. taught in the Grade 11 lessons. For this purpose, it is vital that you are familiar with the Grade 12 Examination Guides for Physical Sciences, as many of the topics taught in 4. Learner activities Grade 11 are examined in the final Grade 12 exam. Think about the tasks that learners need to complete in each lesson because it is In your preparation, think carefully about the types of questions learners will ask. You important that they do something constructive. On rare occasions they may copy may want to pre-empt some of these questions by asking open-ended questions to something from the chalkboard or another medium, but this should not be the sole arouse learners’ curiosity and to engage them in the process of learning. It is also a focus of the lesson. Some examples of activities they can do in each lesson include, good idea to leave a question unanswered for a short time and let the lesson activities answering questions by writing the answers (the CAPS encourages writing); completing suggest a possible answer. If the question is still unanswered, then you should provide translation activities by converting a drawing to a description, or a table to a graph. You the necessary help. Doing this will provide good opportunities for you to correct any set the stage for the learner activities by giving explanations about different concepts, wrong ideas or misconceptions. asking questions, setting problem-solving activities, or giving clear instructions about what learners need to do. 3. Baseline assessment and remediation of misconceptions In Section E Additional Information and Enrichment Activities of this document, you will find ideas for activities linked to several CAPS topics beyond the scope of those Baseline assessment should take place at the beginning of each new topic. This given in many of the LTSMs. Refer to this resource when preparing your lessons. In enables you to establish what learners already know and to pick up any possible some instances, a more appropriate practical activity than the one in the Learner’s misconceptions. Some of the most common misconceptions have been addressed Book has been included for your use. in relation to the relevant CAPS content in Section E Additional Information and Enrichment Activities of this document. Baseline assessment can take many forms – Ensure that you have enough chalk or markers. Where instructions in the Learner’s Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 9 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za Book that you are using are not clear, use the chalkboard (or whatever media you use has published some excellent materials to support you in working with learners with in your classroom) to draw or write instructions about what the learners need to do in learning barriers. Two such publications are: order to complete the prescribed activity. Chalkboards are also useful for the writing • Directorate Inclusive Education, Department of Basic Education (2011) down and explaining of new vocabulary. Guidelines for responding to learner diversity in the classroom through curriculum and assessment policy statements. Pretoria. www.education.gov.za, Always allow time in your lessons to review learners’ work and to give formative www.thutong.doe.gov.za/InclusiveEducation feedback on any assessment that has been done. Ensure that during peer or self- • Directorate Inclusive Education, Department of Basic Education (2010) assessment you have a list of possible answers. Guidelines for inclusive teaching and learning. Education White Paper 6. Special needs education: Building an inclusive education and training system. 5. Informal assessment Pretoria. www.education.gov.za, www.thutong.doe.gov.za/InclusiveEducation In addition to specifying the number and nature of the formal assessment tasks, the CAPS suggests that there should also be ongoing informal assessment each term. 7. Enrichment Learners can do a variety of informal assessment tasks, both in class and for homework, In certain tasks, learners will work at different speeds. For those learners who and many of the Learner’s Book activities are useful for this purpose. Informal complete their work earlier than others, refer to enrichment or extension activities assessment tasks do not have to be marked by the teacher. You can allow learners to in the Teacher’s Guide, those suggested in Section E Additional Information mark their own or each other’s work. You should consider taking in about five or six and Enrichment Activities or provided in Section G Additional Worksheet of this pieces of work from time to time to help you assess progress informally and to keep document. learners attentive. Also change your review techniques from time to time. While learners do not always need marks for their work, they do need feedback. You 8. Homework need to know which concepts they understood and which one they did not. This will It is essential for Grade 11 learners to do homework every day. Examine the tracker enable you to correct and support their learning. Record any marks that are awarded and decide what sorts of tasks are appropriate for homework each week. Allow a or key comments for your own interest. few minutes at the end of each lesson to provide homework instructions. Homework can be a useful consolidation exercise and need not take learners very long. If well 6. 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 scientific If homework tasks are allocated, it is essential to allow a few minutes at the start of the phenomena. It is challenging for a teacher to accommodate all these differences, but it following lesson to review the previous day’s homework. is important that you consider these differences during your preparation. For different learning styles, you can use a variety of teaching methods. These include 9. Practical work whole-class teaching, peer interaction, small-group learning, writing activities, drawing Practical work must be integrated with theory to strengthen the concepts being and mind-mapping activities, presentations, debates and role play. Wherever possible, taught. This may take the form of simple practical demonstrations or an experiment or encourage reading, writing and speaking skills. practical investigation There is a large amount of additional information to help you in the Teacher’s Guides. In Term 4, learners are not required to do any formal practical assessment, as the The Learner’s Books also provide additional suggestions. Additional to this, the DBE required work for this purpose should have been be completed in Term 3. However, 10 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za it is important to continue doing informal practical work to support the development • Ensure that books and bags are safely stowed away from the practical work of conceptual understanding. The skills of doing practical work need to be revised area. regularly too as these are usually examined in the end of year examinations. • Enforce a strict rule of no tasting. There should be no eating of any kind in the laboratory or classroom where investigations are conducted. For learners to achieve the most from their experience of practical work, you need • Ensure that work areas are clean both before and after the practical activity. to be extremely well prepared. Think carefully and plan how to accommodate all learners in doing practical activities. In most schools, there may be a limited amount of • Encourage learners to wear plastic aprons and safety glasses and insist on equipment. This means that you may need to give groups of learners the opportunity closed shoes wherever possible. to complete the practical work after school hours. If equipment is limited, one solution • Insist on the correct labelling of all tubes and bottles. is to set up different stations with different equipment. Learners rotate from one station • Set a good example by following correct procedures at all times. to the next in order to complete a series of experiments. • Insist that learners tidy their workplaces when they have finished. • Have a supply of tap water at hand in case of accidental acid spills. Do not Learners also need to be well prepared for any practical work. In the trackers, you will attempt to neutralise acids and bases on a learner or yourself. Simply wash see that learners are required to review the investigations for homework on the day with plenty of water. before they are required to do the investigation. You could ask them to complete pre- • Have a fire extinguisher handy and know how to use it. practical questions. • Keep a supply of gauze and plasters in a simple first aid box. A plastic Safety is critical whenever doing practical work. Please ensure you discuss safety rules container works well. with your learners regularly. Refer to the websites below that deal with laboratory safety: • International chemical safety cards: www.inchem.org/pages/icsc.html • Merck safety data sheets: www.merckmillipore.com/ZA/en/support/safety/ D. TRACKERS FOR EACH SET OF APPROVED safety-data-sheets/Ivmb.qB.TzsAAAFCXd4Xr74u,nav LTSMs • School chemistry laboratory safety guide: www.cdc.gov/niosh/docs/2007-107/ pdfs/2007-107.pdf This section maps out how you should use your Physical Sciences Learner’s Book and Teacher’s Guide in a way that enables you to cover the curriculum sequentially and in To conduct a successful practical activity, the following procedures are suggested: a well-paced manner, aligning with the CAPS for meaningful teaching. • Before the practical session, check that the materials are the correct ones so that no mistakes occur. The following components are provided in the columns of the tracker: • Talk through the activity with learners or get them to read the descriptions 1. Lesson number from the Learner’s Book before they come to a practical class. 2. CAPS concepts, practical activities, assessment tasks and page • Stop from time to time to emphasise certain points. For example, remember reference number to use safety glasses and not to look directly at burning magnesium. 3. Learner’s Book page number • Let learners sometimes work in their chosen groups of friends and change the 4. Learner’s Book activity/task groups on other occasions. 5. Teacher’s Guide page number • Keep a watchful eye on the activity and walk around looking at what learners 6. Everything Science Learner’s Book page number are doing. This teaching strategy provides you with the opportunity to assess 7. Everything Science Teacher’s Guide page number their skills of working with apparatus. 8. Completion date • Drawing the experimental set-up on the chalkboard or another medium helps learners to focus. In addition, a list of resources for each session and enrichment ideas are provided. Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 11 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za Weekly reflection Explanation of abbreviations and symbols used in the trackers The tracker provides space for you to jot down both successes and ideas for a different A Answer approach in future years. This reflection should be based on the daily sessions you Act. Activity have taught during the week. CA Class activity Share your ideas with colleagues and with your HOD. Discuss aspects that went well Demo. Demonstration and aspects that did not go as well as you expected. • Did the learners grasp the main concepts of the lesson? ES Everything Science • Was my content preparation adequate? Ex. Exercise • Did I have all the correct resources in sufficient numbers? Exp. Experiment • Did the learners interact with the learning material provided? HOD Head of Department • Did learners ask and answer questions relating to the concept? • Did the learners finish their work in time? IA Informal assessment • Was there enough work to keep learners busy for the allocated time? Inv. Investigation • What quality of homework did learners produce? LB Learner’s Book Put your thoughts in writing by briefly jotting down your reflections each week but No. Number think about your lessons daily. PA Practical activity The prompts for reflection in the tracker are as follows: PT Periodic table • What went well? p. Page • What did not go well? • What did the learners find difficult or easy to understand or do? pp. Pages • What will you do to support or extend learners? Q. Question • What will you change next time? Why? S# Hour session • Did you complete all the work set for the week? • If not, how will you get back on track? TG Teacher’s Guide TYS Test Yourself (Study and Master) The reflection should be based on the daily lessons you have taught each week. It will provide you with a record for the next time you implement the same lesson, and also WS Worksheet forms the basis for collegial conversations with your HOD and peers. # Examined in Grade 12 12 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za 1. Study and Master Physical Sciences (Cambridge University Press) Study and Master Physical Sciences Week 1: Redox reactions S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB TG Date completed 1 Redox reactions 93–94 277–283 283 D99 • Determine the oxidation number from a chemical formula and TYS 8 electronegativities 1 a–h • Explain the meaning of ‘oxidation number’ • Assign oxidation numbers to atoms in various molecules like H2O, CH4, CO2, H2O2, HOCℓ by using oxidation number guidelines or rules • Use rules of oxidation to assign oxidation numbers to atoms in a variety of molecules and ions • Identify a reduction–oxidation reaction and apply the correct terminology to describe all the processes • Describe oxidation–reduction reactions as involving electron transfer Homework 283 D99 464 464 TYS 8 Ex. 13.8 Ex. 13.8 2 a–i 1–2 1–2 2 Redox reactions 93 283–284 284 D99–D101 • Identify a reduction–oxidation reaction and apply the correct PA terminology to describe all the processes Exp. 1 • Describe oxidation–reduction reactions as involving electron transfer Homework: Complete report on Exp. 1; prepare for Exp. 2 284 D99–D102 457–460 457–460 PA Exp. 284–285 PA Exp. 2 3 Redox reactions 93–94 284–285 284–285 D101–D102 • Identify a reduction–oxidation reaction and apply the correct PA terminology to describe all the processes Exp. 2 • Describe oxidation–reduction reactions as involving electron transfer Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 13 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB TG 4 Redox reactions 93 285–286 D102–D103 • Describe oxidation–reduction reactions as always involving changes in oxidation number Homework: Complete report for Exp. 3 (Displacement of metals and 286–287 D102–D104 455 335–339 non-metals); prepare for Part B 13.7 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: Study and Master Physical Sciences Week 2: Redox reactions and exploiting the lithosphere S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB TG Date completed 1 Redox reactions 93 287 287 D103–D104 461–467 • Describe oxidation–reduction reactions as always involving changes PA in oxidation number 1&2 Homework: Complete report for Part B 287 D103–D104 464 341–343 PA Ex. 13.8 1&2 3 a–d 2 Redox reactions 93–94 288– 289 D106 Revision 290 Unit 3 1–4 Homework: Revision; extension activity 289 D106 468 346–350 Unit 3 D104–D106 Ex. 13.9 5–7 10–13 288 Act. 15 14 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB TG 3 Mining and mineral processing 95 292–295 470–477 • Give a brief history of humankind across the ages: −− Link their technology and the materials they used to their tools and their weapons −− Refer to evidence of these activities in South Africa Homework 320 D115–D116 477 Act. 8 1–6 4 Mining and mineral processing 96 295–298 477–479 • Describe the Earth’s crust as a source of the materials humans use • What is available? (The abundance of the elements on Earth) • Where is it found? (The uneven distribution of elements across the atmosphere, the hydrosphere, the biosphere and the lithosphere) • How is it found? (Seldom as elements, inevitably as minerals) • How are the precious materials recovered? (The need to mine and process the minerals, separating them from their surroundings and processing them to recover the metals or other precious material – use terms like resources, reserves, ore, ore body) Homework 320 D115–D116 461–467 Act. 8 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 15 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za Study and Master Physical Sciences Week 3: Exploiting the lithosphere S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB TG Date completed 1 Mining and mineral processing 97 306–309 315 D113 480–482 • Describe the recovery of gold referring to: Act. 6 −− Why it is worth mining 1–2 −− The location of the major mining activity in South Africa Homework 309–310 482 353 Case Study Ex. 14.1 1 a–e 2 Mining and mineral processing 97 311–314 315 D114 • The major steps in the process: Act. 6 −− Deep-level underground mining 3–4 −− Separation of the ore from other rock −− The need to crush the ore-bearing rock −− Separating the finely divided gold metal in the ore by dissolving in a sodium cyanide oxygen mixture (oxidation) – simple reaction equation −− The recovery of the gold by precipitation (Zn) (reduction) – simple reaction equation −− This method is outdated, mines now use activated carbon −− Smelting Homework 315 D114 482 353 Act. 6 Ex. 14.1 5 a–f 1 a–e 3 Mining and mineral processing 97 303 303 D109–D111 485 • Give the major steps in the process of mining if you have chosen one Act. 3 of the other mining activities Homework 303 D109–D111 Act. 3 4 Mining and mineral processing 97 316 483–485 • Describe the environmental impact of −− Mining operations −− Mineral recovery plants • Discuss old mining methods and the impact on the environment of such methods, e.g. Mapungubwe Homework: Prepare for a class debate 320 D114 Act. 7 16 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: Study and Master Physical Sciences Week 4: Exploiting the lithosphere S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB TG Date completed 1 Mining and mineral processing 97 317–320 320 D114 • Describe the consequences of the current large-scale burning Act. 7 of fossil fuels, and why many scientists and climatologists are predicting global warming Homework 320 D115–D116 484–485 Act. 8 2 Mining and mineral processing 97 298–302 PA D108–D109 485–486 • Give the major steps in the process of mining if you have chosen 299–302 one of the other mining activities (iron) Act. 2 Homework: Complete report on Practical Activity PA D108–D109 299–302 Act. 2 3 Mining and mineral processing 303–305 303–305 D111–D113 Extension: Calcium carbonate Homework: Complete report on Practical Activity PA D108–D109 299–302 Act. 2 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 17 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB TG 4 Mining and mineral processing 322–323 322–323 D117 Revision and extension 1–5 Homework: Examination preparation 323 D117 487 353–354 6–13 Ex. 14.2 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: 18 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za Study and Master Physical Sciences Week 5: Catch up and consolidation – plan your week S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB TG Date completed 1 Homework 2 Homework 3 Homework 4 Homework 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 4 19 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za Study and Master Physical Sciences Week 6: Examination preparation S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB TG Date completed 1 Homework 2 Homework 3 Homework 4 Homework 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 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za Study and Master Physical Sciences Weeks 7–9: End-of-year examinations Reflect on the year Think about and make a note of: 1. Did you find that using the tracker helped you to plan your work so that you met 4. What concepts and skills did learners struggle with? How can you help your group the CAPS requirements? In what ways did it help, and how can you make better next year understand these concepts and develop these skills better? use of it next year? 2. Were you able to fulfill the requirements of the curriculum for this year? What 5. What needs to be communicated to the teacher who will teach this group of helped or prevented you from doing this? learners next year? 3. What concepts and skills did learners grasp well this year? What good practice 6. What have you learnt this year about your own teaching practice? How can you could you use again next year? develop your practice? HOD: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 21 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za 2. Platinum Physical Sciences (Maskew Miller Longman) Platinum Physical Sciences Week 1: Redox reactions S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB TG Date completed 1 Redox reactions 93 250–252 252 145–146 • Determine the oxidation number from a chemical formula and 262 Ex. 14.1 153 electronegativities 1–4 • Explain the meaning of ‘oxidation number’ 263 • Assign oxidation numbers to atoms in various molecules like H2O, Ex. 14.7 CH4, CO2, H2O2, HOCℓ by using oxidation number guidelines or rules 1–7 • Use rules of oxidation to assign oxidation numbers to atoms in a variety of molecules and ions Homework 252 146 464 464 Ex. 14.1 153 Ex. 13.8 Ex. 13.8 5–9 1–2 1–2 263 Ex. 14.7 8–14 2 Redox reactions 253 253 146 • Identify a reduction–oxidation reaction and apply the correct Ex. 14.2 terminology to describe all the processes 1–3 • Describe oxidation reduction reactions as involving electron transfer • Describe oxidation–reduction reactions as always involving changes in oxidation number • Balance redox reaction equations by using oxidation numbers via the ion–electron method Homework 253 147 457–460 457–460 Ex. 14.3 1–2 3 Redox reactions • Identify a reduction–oxidation reaction and apply the correct terminology to describe all the processes • Describe oxidation reduction reactions as involving electron transfer • Describe oxidation–reduction reactions as always involving changes in oxidation number • Balance redox reaction equations by using oxidation numbers via the ion–electron method 22 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB TG Homework: Prepare for practical investigations 254–259 147–152 455 455 13.7 13.7 1–3 1–3 4 Redox reactions 254–259 254 147–152 • Identify a reduction–oxidation reaction and apply the correct Exp. 14.1 terminology to describe all the processes Exp. 14.2 • Describe oxidation reduction reactions as involving electron transfer Exp. 14.3 Homework Ex. 14.4 147–152 455 335–339 Ex. 14.5 13.7 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: Platinum Physical Sciences Week 2: Redox reactions and exploiting the lithosphere S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB TG Date completed 1 Redox reactions 94 260–261 261 461–467 • Balance redox reaction equations by using oxidation numbers via Ex. 14.6 the ion–electron method 1–2 Homework 263 154–155 464 341–343 1–6 Ex. 13.8 3 a–d Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 23 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB TG 2 Mining and mineral processing 95 270 270 159 • Give a brief history of humankind across the ages: Act. 15.1 −− Link their technology and the materials they used to their tools 1–3 and their weapons −− Refer to evidence of these activities in South Africa Homework 267–268 157 468 346–350 7–8 Ex. 13.9 10–13 3 Mining and mineral processing 271–272 271 159 470–477 • Describe the Earth’s crust as a source of the materials humans use Ex. 15.1 • What is available? (The abundance of the elements on Earth) 272 Act. 15.2 Homework 272 159–160 477 Ex. 15.2 1–6 4 Mining and mineral processing 96 272 272 159–160 477–479 • Where is it found? (The uneven distribution of elements across the Ex. 15.2 atmosphere, the hydrosphere, the biosphere and the lithosphere) • How is it found? (Seldom as elements, inevitably as minerals) • How are the precious materials recovered? (The need to mine and process the minerals and separating them from their surroundings and processing them to recover the metals or other precious material – use terms like resources, reserves, ore, ore body) Homework 461–467 Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: 24 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za Platinum Physical Sciences Week 3: Exploiting the lithosphere S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB TG Date completed 1 Mining and mineral processing 97 273–274 274 161 480–482 • Describe the recovery of gold referring to Act. 15.3 −− Why it is worth mining 1–2 −− The location of the major mining activity in South Africa Homework 274 161 482 353 Act. 15.3 Ex. 14.1 3 1 a–e 2. Mining and mineral processing 274–275 275 161 • The major steps in the process: deep level underground mining Act. 15.4 −− Separation of the ore from other rock 2 −− The need to crush the ore bearing rock −− Separating the finely divided gold metal in the ore by dissolving in a sodium cyanide oxygen mixture (oxidation) – simple reaction equation −− The recovery of the gold by precipitation (Zn) (reduction) – simple reaction equation −− This method is outdated, mines now use activated carbon −− Smelting Homework 275 161 Act. 15.4 1, 3 3 Mining and mineral processing 97 275–278 276 162 • Give the major steps in the process of mining if you have chosen PA one of the other mining activities Exp. 15.1 Homework 278 163 482 353 Act. 15.5 Ex. 14.1 1 a–e 4 Mining and mineral processing 279–280 288 167 485 • Describe the consequences of the current large-scale burning 285–288 Exp. 15.5 of fossil fuels, and why many scientists and climatologists are predicting global warming Homework 286 165–166 483–485 Act. 15.8 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 25 https://tvetpapers.co.za

Downloaded from hlayiso.com https://ultradeep.co.za Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: Platinum Physical Sciences Week 4: Exploiting the lithosphere S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB TG Date completed 1 Mining and mineral processing 97 278 163 484–485 Give the major steps in the process of mining if you have chosen one Act. 15.5 of the other mining activities Homework: Prepare for class debate 284 165 Act. 15.7 2 Mining and mineral processing 97 284 165 485–486 Discuss old mining methods and the impact on the environment of Act. 15.7 such methods Homework: Examination preparation 291–292 169–170 487 353–354 1–4 Ex. 14.2 1–2 3 Mining and mineral processing 280–283 281 163 Extension: Calcium carbonate PA 163–164 Exp. 15.2 164 Exp. 15.3 Exp. 15.4 26 Grade 11 Physical Sciences https://tvetpapers.co.za

Downloaded from hlayiso.com S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB TG Homework: Complete report on Practical Activity 283 164 Act. 15.6 4 Mining and mineral processing 289 168 Revision and extension 1–4 Homework: Complete examination preparation 291–292 169–170 487 353–354 1–4 Ex. 14.2 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 4 27

Downloaded from hlayiso.com Platinum Physical Sciences Week 5: Catch up and consolidation – plan your week S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB TG Date completed 1 Term 4 Revision/Target Worksheets Homework 2 Homework 3 Homework 4 Homework Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: 28 Grade 11 Physical Sciences

Downloaded from hlayiso.com Platinum Physical Sciences Week 6: Examination preparation S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB TG Date completed 1 Homework 2 Homework 3 Homework 4 Homework 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 4 29

Downloaded from hlayiso.com Platinum Physical Sciences Weeks 7–9: End-of-year examinations Reflect on the year Think about and make a note of: 1. Did you find that using the tracker helped you to plan your work so that you met 4. What concepts and skills did learners struggle with? How can you help your group the CAPS requirements? In what ways did it help, and how can you make better next year understand these concepts and develop these skills better? use of it next year? 2. Were you able to fulfill the requirements of the curriculum for this year? What 5. What needs to be communicated to the teacher who will teach this group of helped or prevented you from doing this? learners next year? 3. What concepts and skills did learners grasp well this year? What good practice 6. What have you learnt this year about your own teaching practice? How can you could you use again next year? develop your practice? HOD: Date: 30 Grade 11 Physical Sciences

Downloaded from hlayiso.com 3. Successful Physical Sciences (Oxford) Successful Physical Sciences Week 1: Redox reactions S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB TG Date completed 1 Redox reactions 93 276–278 277 237 • Identify a reduction–oxidation reaction and apply the correct Act. 1 terminology to describe all the processes 1.1–1.3 • Describe oxidation–reduction reactions as involving electron 2.1–2.2 transfer Homework 277 237 464 340 Act. 1 Ex. 13.8 1.4–1.7 1–2 2.2–2.4 2 Redox reactions 93 279–280 PA 238 • Identify a reduction–oxidation reaction and apply the correct Exp. 2–4 terminology to describe all the processes • Describe oxidation–reduction reactions as involving electron transfer Homework 280 457–460 Act. 5 1–4 3 Redox reactions 93–94 281–283 283 239–240 • Determine the oxidation number from a chemical formula and Act. 1 electronegativities 1.10 • Explain the meaning of ‘oxidation number’ Act. 2 • Assign oxidation numbers to atoms in various molecules like H2O, 1.1–1.3 CH4, CO2, H2O2, HOCℓ by using oxidation number guidelines or rules • Use rules of oxidation to assign oxidation numbers to atoms in a variety of molecules and ions Homework 283 239–240 455 335–339 Act. 1 13.7 11.21 1–3 Act. 2 2.1–2.6 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 31

Downloaded from hlayiso.com S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB TG 4 Redox reactions 93 284–285 284 240 Describe oxidation–reduction reactions as always involving changes Act. 3 240–241 in oxidation number 1–4 PA 285 Exp. 4 & 5 Homework 284 240 455 335–339 Act. 3 13.7 1–4 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: Successful Physical Science Week 2: Redox reactions and exploiting the lithosphere S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB TG Date completed 1 Redox reactions 93 286–288 288 241–242 461–467 • Balance redox reaction equations by using oxidation numbers via Act. 1 the ion–electron method 1.1–1.3 2.1–2.3 Homework 288 241–242 464 341–343 Act. 1 Ex. 13.8 1.4–1.6 3 a–d 2.4–2.6 2 Redox reactions 93–94 291–292 291–292 245 Revision and extension 1–3 32 Grade 11 Physical Sciences

Downloaded from hlayiso.com S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB TG Homework 292 245 468 346–350 4–7 Ex. 13.9 10–13 3 Mining and mineral processing 95 293–299 299 246 470–477 • Give a brief history of humankind across the ages: Act. 1 −− Link their technology and the materials they used to their tools 1.1–1.2 and their weapons −− Refer to evidence of these activities in South Africa Homework 299 246 477 Act. 1 1–6 2 4 Mining and mineral processing 96 300–303 303 247 477–479 • Describe the Earth’s crust as a source of the materials humans use Act. 1 • What is available? (The abundance of the elements on Earth) 1–2 • Where is it found? (The uneven distribution of elements across the atmosphere, the hydrosphere, the biosphere and the lithosphere) • How is it found? (Seldom as elements, inevitably as minerals) • How are the precious materials recovered? (The need to mine and process the minerals and separating them from their surroundings and processing them to recover the metals or other precious material – use terms like resources, reserves, ore, ore body) Homework 303 247 477–479 Act. 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 4 33

Downloaded from hlayiso.com Successful Physical Sciences Week 3: Exploiting the lithosphere S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB TG Date completed 1 Mining and mineral processing 97 307–308 307 249 480–482 • Describe the recovery of gold referring to: Act. 1 −− Why it is worth mining −− The location of the major mining activity in South Africa Homework 307 249 482 353 Act. 1 Ex. 14.1 1 a–e 2 Mining and mineral processing 97 309–310 310 250 • The major steps in the process: Act. 1 −− Deep-level underground mining −− Separation of the ore from other rock −− The need to crush the ore bearing rock −− Separating the finely divided gold metal in the ore by dissolving in a sodium cyanide oxygen mixture (oxidation) – simple reaction equation −− The recovery of the gold by precipitation (Zn) (reduction) – simple reaction equation −− This method is outdated, mines now use activated carbon −− Smelting Homework 292 245 482 353 4–7 Ex. 14.1 1 a–e 3 Mining and mineral processing 97 304–306 304 248 485 • Give the major steps in the process of mining if you have chosen Act. 2 249 one of the other mining activities 1–2 PA 306 Exp. 3 Homework 304 248 Act. 1 1–2 34 Grade 11 Physical Sciences

Downloaded from hlayiso.com S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB TG 4 Mining and mineral processing. 97 314–316 316 252 483–485 Describe the environmental impact of: Act. 1 • Mining operations 1 • Mineral recovery plants Homework 316 252 Act. 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: Successful Physical Sciences Week 4: Exploiting the lithosphere S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB TG Date completed 1 Mining and mineral processing 97 317–318 318 252 • Discuss old mining methods and the impact on the environment Act. 2 of such methods, e.g. Mapungubwe 1–2 Homework 318 252 484–485 Act. 2 1–2 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 35

Downloaded from hlayiso.com S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Date completed pp. pp. act. pp. LB TG 2 Mining and mineral processing 97 319 319 485–486 • Describe the consequences of the current large scale burning Act. 3 of fossil fuels, and why many scientists and climatologists are 1–2 predicting global warming Homework 321 253 1–3 3 Mining and mineral processing 311–313 PA 2 & 3 250–251 Extension: Calcium carbonate 312–313 Homework 312 250 Act. 1 1–3 4 Mining and mineral processing 321 253 Revision and extension 4–5 Homework: Examination preparation 322–323 487 353–354 Ex. 14.2 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: 36 Grade 11 Physical Sciences

Downloaded from hlayiso.com Successful Physical Sciences Week 5: Catch up and consolidation – plan your week S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB TG Date completed 1 Homework 2 Homework 3 Homework 4 Homework 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 4 37

Downloaded from hlayiso.com Successful Physical Sciences Week 6: Examination preparation S# CAPS concepts, practical activities and assessment tasks CAPS LB LB TG Everything Science Class pp. pp. act. pp. LB TG Date completed 1 Homework 2 Homework 3 Homework 4 Homework Reflection Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why? the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you cover all the work set for the week? If not, how will you get back on track? HOD: Date: 38 Grade 11 Physical Sciences

Downloaded from hlayiso.com Successful Physical Sciences Weeks 7–9: End-of-year examinations Reflect on the year Think about and make a note of: 1. Did you find that using the tracker helped you to plan your work so that you met 4. What concepts and skills did learners struggle with? How can you help your group the CAPS requirements? In what ways did it help, and how can you make better next year understand these concepts and develop these skills better? use of it next year? 2. Were you able to fulfill the requirements of the curriculum for this year? What 5. What needs to be communicated to the teacher who will teach this group of helped or prevented you from doing this? learners next year? 3. What concepts and skills did learners grasp well this year? What good practice 6. What have you learnt this year about your own teaching practice? How can you could you use again next year? develop your practice? HOD: Date: Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 39

E. ADDITIONAL INFORMATION AND ENRICHMENT IDEAS CAPS concepts, practical Additional information and enrichment ideas activities and assessment tasks Redox reactions Redox reactions Mindset Learn Videos: • Determine the oxidation number from a http://learn.mindset.co.za/resources/physical–sciences/ chemical formula and electronegativities grade–11/chemical–change–types–reactions–redox– • Identify a reduction–oxidation reaction reactions and apply the correct terminology to The process of rusting is very evident in coastal areas. You 40 Grade 11 Physical Sciences describe all the processes could set up an investigation on rusting and the prevention • Describe oxidation-reduction reactions as of rusting. Place identical iron nails in test tubes and control involving electron transfer conditions: • Describe oxidation-reduction reactions Test tube 1 – sealed after warming the test tube and nail as always involving changes in oxidation (dry air) number Test tube 2 – exposed to air • Balance redox reaction equations by Test tube 3 – add a few drops of water and seal using oxidation numbers via the ion- Test tube 4 – add a few drops of salt water/sea water and seal electron method • Explain the meaning of ‘oxidation Allow learners to suggest other possibilities to test. number’ Ask learners to observe over time. Encourage them to take • Assign oxidation numbers to atoms in photos to make comparisons. various molecules like H2O, CH4, CO2, Additional experiments/Demonstrations: H2O2, HOCℓ by using oxidation number 1. Add iron nail or steel wool to solution of copper (II) guidelines or rules sulphate • Use rules of oxidation to assign oxidation 2. Make a small ornament shaped like a tree using copper numbers to atoms in a variety of wire. Place the ornament into a solution of silver nitrate molecules and ions and allow learners to observe a silver tree forming in the solution. Exploiting the lithosphere Mining and mineral processing Mindset Learn Videos: • Give a brief history of humankind across http://learn.mindset.co.za/resources/physical–sciences/ the ages: grade–11/chemical–systems–exploiting–lithosphere −− Link their technology and the Refer to Grade 8 and 9 Natural Sciences Learner's Book and materials they used to their tools and Teacher's Guide. You could also speak to your colleagues their weapons who teach Geography and look at their Grade 10 and −− Refer to evidence of these activities in 11 Geography Learner's Book and Teacher's Guide for South Africa information about mining and visual material to enrich • Describe the Earth’s crust as a source of your learners’ understanding of mining and the processes the materials humans use involved. • What is available? (The abundance of the elements on Earth) Ask learners to conduct interviews with community members • Where is it found? (The uneven who have worked on mines. distribution of elements across the atmosphere, the hydrosphere, the biosphere and the lithosphere) • How is it found? (Seldom as elements, inevitably as minerals) • How are the precious materials Downloaded from hlayiso.com recovered? (The need to mine and process the minerals and separating them from their surroundings and processing them to recover the metals or other precious material – use terms like resources, reserves, ore, ore body)

CAPS concepts, practical Additional information and enrichment ideas activities and assessment tasks Exploiting the lithosphere Mining and mineral processing • Describe the recovery of gold referring Speak to your colleagues who teach History and share to: resources especially related to the history of gold mining. −− Why it is worth mining You may find relevant information at a local museum too. −− The location of the major mining Visit the Chamber of Mines website: activity in South Africa http://www.chamberofmines.org.za/sa–mining/gold • The major steps in the process: −− Deep-level underground mining See same site for bursary applications and information on −− Separation of the ore from other rock the mining of other metals and minerals. −− The need to crush the ore bearing See also http://www.mintek.co.za/corporate–profile/hr– rock training–bee–and–academic–support/bursaries/ −− Separating the finely divided gold metal in the ore by dissolving in a Encourage learners to enter the MinQuiz Competition run sodium cyanide oxygen mixture by Mintek. See previous questions at http://www.mintek. (oxidation) – simple reaction equation co.za/2016/04/19/minquiz–2016/ −− The recovery of the gold by precipitation (Zn) (reduction) – simple reaction equation −− This method is outdated, mines now use activated carbon −− Smelting Mining and mineral processing • Discuss old mining methods and the Demonstrate the extraction of copper from copper impact on the environment of such carbonate using a Bunsen burner, a carbon block and a methods, e.g. Mapungubwe blow pipe. • Give the major steps in the process of Look for local mining activities to give context to this topic. mining if you have chosen one of the other mining activities See http://www.thisisgold.co.za/facts–and–figures/resources • Describe the environmental impact of: for up to date facts and figures on gold mining. Also short −− Mining operations videos on gold and the impact of gold on society. −− Mineral recovery plants See case studies at: http://www.greenpeace.org/africa/en/ • Describe the consequences of the current campaigns/Climate–change/coal–testimonies/ large scale burning of fossil fuels; and why many scientists and climatologists Watch short video: https://vimeo.com/99675319 are predicting global warming Downloaded from hlayiso.com Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 41

Downloaded from hlayiso.com F. ASSESSMENT RESOURCES 1. Sample item analysis sheet SUGGESTED ITEM ANALYSIS RECORD SHEET FOR FORMAL ASSESSMENT PHYSICS WRITTEN EXAMINATION Questions 1 2 3 4 5 6 7 8 9 10 Total Electric circuits and Multiple choice Motion and friction Newton’s laws Electromagnetism Force vectors Electrostatics Universal gravitation Refraction Diffraction electric energy Marks 20 20 10 18 12 21 6 15 12 16 150 Learner name Learner surname 42 Grade 11 Physical Sciences

Downloaded from hlayiso.com SUGGESTED ITEM ANALYSIS RECORD SHEET FOR FORMAL ASSESSMENT CHEMISTRY WRITTEN EXAMINATION Questions 1 2 3 4 5 6 7 8 9 Total Multiple choice Molecular shapes Chemical change Intermolecular Bond energy Mole concept Acids – bases Gas laws forces Mining Marks 20 20 10 10 12 30 16 18 14 150 Learner name Learner surname Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 43

2. Physical Sciences Grade 11: End-of-Year Physics Examination INSTRUCTIONS AND INFORMATION 1. This question paper consists of 10 questions. Answer ALL the questions. 2. Write your full name and surname in the appropriate spaces on the ANSWER SHEET and ANSWER BOOK. 3. Answer Question 1 and Question 9.1 on the attached ANSWER SHEET and the other questions in 44 Grade 11 Physical Sciences the ANSWER BOOK. 4. Data sheets are attached for your use. 5. You may use a non-programmable calculator. 6. You may use appropriate mathematical instruments. 7. Number your answers correctly according to the numbering system used in this question paper. 8. Wherever motivations, discussions, etc. are required, be brief. Downloaded from hlayiso.com

Question 1 Multiple choice questions Four options are provided as possible answers to the following questions. Each question has only ONE correct answer. Choose the answer and make a cross (X) in the block (A–D) next to the question number (1.1–1.10) on the ATTACHED ANSWER SHEET. 1.1 The diagram below shows force P and R measured in newtons. R 2 1 P –2 –1 1 2 –1 –2 The resultant of vectors R and P is … A 0N B 4 N to the right and 2 N down C 2 N up D 2 N down (2) 1.2 Frictional force … A is opposite to the direction of motion of an object and acts perpendicular to the surface the object is in contact with. B is in the same direction as the motion of an object and acts parallel to the surface the object is in contact with. C is in the same direction as gravitational force. D opposes the motion of an object and acts parallel to the surface the object is in contact with. (2) 1.3 Two forces of magnitudes 8 N and 6 N are added to each other. Which of the following values cannot be a resultant of these two forces? A 2N B 3N C 14 N D 16 N (2) Downloaded from hlayiso.com 1.4 A crate is pulled along a smooth frictionless surface by two forces, each with a magnitude F, as shown in the diagram. F F Which vector diagram correctly shows how the resultant force R on the crate can be determined? A B C D F F F F F F Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 R R R R 45 F F (2)

1.5 Which of the following diagrams represents TOTAL INTERNAL REFLECTION? (θc is the critical angle) A B C D θ air air air air θ > θc water water water θ > θc water θ θ < θc θ = θc θ θ  (2) 1.6 A ray of light passing from glass into ice is refracted away from the normal. 46 Grade 11 Physical Sciences The refractive indices of the two substances compare as follows: A glass > ice B ice > glass C glass = ice D too little information to know (2) 1.7 The electric field experienced by a point charge is 800 N.C–1 at a distance of 30 cm from the centre of the sphere. The charge carried by the sphere is … A 26,7 nC B 375 nC C 8 nC D 4 nC (2) 1.8 A learner is provided with three identical resistors to insert in any manner in a circuit. Which ONE of the following circuit diagrams will allow the largest current through the ammeter? A B 3V 3V A A C D 3V 3V A A (2) 1.9 The magnitude of the electrostatic force between two identically charged spheres is given as F0. If the charge on each sphere is doubled, while the distance between them is halved, the new electrostatic force between the spheres will be … A 16 F0 Downloaded from hlayiso.com B 4 F0 C F0 D 0,5 F0(2) 1.10 Which of the following words or phrases is equivalent to ‘the work done per unit charge’? A energy B potential difference C power D current (2)  10 × (2) = [20]

Question 2 2.1 A force of 180 N is acting on a block at 55° to the horizontal as shown in the diagram. The block remains stationary. 180 N 55° 30 kg 2.1.1 CONSTRUCT a vector diagram to determine the x- and y-components of the force. (Use a scale of 3 N : 1 mm) (7) 2.1.2 Use your answer from Question 2.1.1 to calculate the normal force. (3) 2.2 Define the term: ‘resultant vector’. (2) 2.3 Two forces act on a point as indicated in the diagram below. 20 N 15 N 60° 30° 2.3.1 CALCULATE the magnitude of the resultant force. A vector diagram MUST accompany your calculations. (3) 2.3.2 CALCULATE the angle of the resultant force clockwise from the positive y-axis.(2) 2.4 What is meant by a CLOSED vector diagram and what conclusion can be made from such a diagram? (3) [20] Question 3 A sled travelling at 6 m.s–1 enters a stretch of snow as indicated in the diagram. The coefficient of kinetic friction is 6 × 10–2. Vi = 6 m.s–1 Vf = 0 m.s–1 3.1 Draw a free-body diagram to show all forces that act on the sled. (NAME ALL FORCES) (3) 3.2 Calculate: 3.2.1 The magnitude of the acceleration of the sled. (4) 3.2.2 The distance travelled by the sled before stopping. (3) [10] Question 4 4.1 Douglie and Bulie are pushing a car with a mass of 2 000 kg on a rough horizontal surface Downloaded from hlayiso.com which has a frictional force of 500 N. Douglie applies a horizontal force of 400 N to the right and Bulie applies a horizontal force of 250 N in the same direction. 250 N 400 N Frictional force = 500 N Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 4.1.1 Draw a free-body diagram to show the horizontal forces acting on the car. (3) 47 4.1.2 Calculate the magnitude and direction of the acceleration of the car. (4)

4.1.3 If the road has a slight incline of 5°, calculate the component of the car’s weight parallel to the incline. (2) 4.1.4 What will the motion of the car be on the incline, if Douglie and Bulie are applying the same force parallel to the incline as they were before? Only write STATIONARY, ACCELERATE UP the incline, ACCELERATE DOWN the incline, MOVE AT A CONSTANT VELOCITY UP the incline OR MOVE WITH A CONSTANT VELOCITY DOWN the incline. (1) 4.2 The ‘Arrive Alive’ campaign always warns passengers and drivers to wear seatbelts when getting into vehicles to ensure their safety during accidents. 4.2.1 What is inertia? (1) 4.2.2 Explain, using relevant laws of physics, how a seatbelt works when a vehicle suddenly 48 Grade 11 Physical Sciences slows down in an accident. (2) 4.3 A book is resting on a table as shown below. 4.3.1 State Newton’s third law of motion. (2) 4.3.2 Draw a diagram to show the action–reaction pairs that act ON THE DESK. Label each force clearly. (3) [18] Question 5 Consider the diagram below. The diagram is not drawn to scale. 2 x 1011 kg 7,35 x 1022 kg Sun Moon 4 x 108 kg 30 1,99 x 10 kg Downloaded from hlayiso.com Earth 5,98 x 1024 kg Calculate the following: 5.1 The magnitude of the gravitational force between the Earth and Sun at the position indicated in the diagram. (5) 5.2 The acceleration due to gravity on the Moon if the radius of the Moon is 1,6 × 106 m. (4) 5.3 The weight of a 50 g object on Earth. (3) [12]

Question 6 A light ray strikes an air–water surface at an angle of 47° with respect to the normal. Refractive index for air = 1,00 and refractive index for water = 1,33 6.1 Define the term refraction. (2) 6.2 Calculate the angle of refraction when the direction of a light ray is as follows: 6.2.1 From air to water. 47° air water  (4) 6.2.2 From water to air. air water 47°  (3) 6.3 Calculate the speed of light in water. (3) 6.4 Show that the critical angle of water is 48,75°. (3) 6.5 Complete and label the following diagrams fully. (Diagrams not drawn to scale): 6.5.1 30° air water  (2) 6.5.2 30° water air  (2) 6.6 Give TWO advantages of using optic fibres in telecommunication. (2) [21] Question 7 Monochromatic light with a wavelength of 760 nm passes through a slit 8 × 10–8 m wide and a diffraction pattern is observed on a screen as shown in the diagram below. slit screen pattern B W A Downloaded from hlayiso.com 7.1 Define the term ‘diffraction’. (2) 7.2 Write down suitable labels for A and B. (2) 7.3 Which part of the pattern (A or B) is the result of constructive interference? (1) 7.4 How will the broadness of A differ if light with a wavelength of 900 nm is used? Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 Write down only BROADER, NARROWER, or REMAIN THE SAME. (1) 49 [6]

Question 8 A small carbon graphite-coated polystyrene bead A has been charged to –2 pC. 8.1 Calculate the magnitude of the electric field strength a distance of 3 cm from the centre of the polystyrene bead A. (3) Another polystyrene bead B is placed 3 cm to the right of the centre of polystyrene bead A, and charged to –1 pC. 8.2 State Coulomb’s Law. (2) 8.3 Calculate the force experienced by polystyrene bead A. (3) 50 Grade 11 Physical Sciences 8.4 Draw a diagram to represent the net/resultant magnetic field of the polystyrene beads A and B. (3) An additional polystyrene bead C is placed between bead A and bead B and charged to +0,5 pC. 8.5 Calculate the distance from bead A at which the resultant force on the bead C is zero. (4) [15] Question 9 9.1 Copy the following diagrams in your answer book and show the shape and direction of the magnetic field due to the current in each case. 9.1.1 Top view of current-carrying conductor.  (3) 9.1.2 A solenoid.  (3) 9.2 A solenoid with 450 turns has a cross-sectional area of 176 cm2. It is positioned perpendicular to a uniform magnetic field of 0,72 T. 9.2.1 Calculate the flux through the solenoid. (3) Downloaded from hlayiso.com 9.2.2 Calculate the induced emf across the solenoid when the solenoid is pulled out of the magnetic field in 0,22 s. (3) [12]

Question 10 V1 2Ω A 3Ω X Y 3Ω 4Ω V2 10.1 A number of meters and resistors are connected as shown in the diagram above. A 3,0 V battery is connected to the terminals X and Y. Assume the battery has no internal resistance. 10.1.1 Determine the reading on V1.(1) 10.1.2 Calculate the reading on A. (3) 10.1.3 Calculate the reading on V2.(5) 10.2 A washing machine is labelled: 220 V; 2600 W. The washing machine operates as rated. 10.2.1 Calculate the resistance of the washing machine’s motor. (4) 10.2.2 Calculate the cost of using the washing machine for 90 minutes if electricity costs R1,14 per kWh. (3) [16]  TIME: 3 HOURS  TOTAL: 150 MARKS END OF PAPER Downloaded from hlayiso.com Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 51

Physical Sciences Grade 11: End-of-Year Physics Examination ANSWER SHEET NAME: _________________________________________________________________________ Question 1 52 Grade 11 Physical Sciences Multiple choice questions 1.1 A B C D 1.2 A B C D 1.3 A B C D 1.4 A B C D 1.5 A B C D 1.6 A B C D 1.7 A B C D 1.8 A B C D 1.9 A B C D 1.10 A B C D TOTAL Question 9 9.1.1 Top view of current-carrying conductor  (3) Downloaded from hlayiso.com 9.1.2 A solenoid  (3)

DATA SHEET GRADE 11 TERM 4 Table 1: PHYSICAL CONSTANTS NAME SYMBOL VALUE Coulomb’s constant k 9,0 × 109 N.m2.C–2 Acceleration due to gravity on earth g 9,8 m.s–2 Table 2: FORMULAE MOTION vf + vi vf = vi + a∆t ∆x = ( 2 ) ∆t 1 vf2 = vi2 + 2a∆x ∆x = vi∆t + 2 a(∆t)2 FORCE Fnet = ma w = Fg = mg F max f = μFN ELECTROSTATICS 1 2 2 F = kQr Q (k = 9,0 × 109 N.m2.C–2) E = Fq E = k.Q2 (k = 9,0 × 109 N.m2.C–2) E = Vd r ELECTROMAGNETISM ε = – N.∆Φ ∆t Φ = B.A. cos θ Downloaded from hlayiso.com CURRENT ELECTRICITY Q V I = ∆t R= I 1 Req = R1 + R1 + R1 + … 1 2 3 RT = r1 + r2 + r3 … W W = Vq P = ∆t W = VIΔt W = VIΔt W = I2RΔt W = I2RΔt Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 2 2 W = VR∆t W = VR∆t 53

3. Physical Sciences Grade 11: End-of-Year Physics Examination Memorandum Question 1 1.1 C 1.2 D 1.3 D 1.4 C 1.5 C  1.6 A 1.7 C 1.8 C 1.9 A 1.10 B 10 × (2) = [20] Question 2 2.1 2.1.1 F = 60 mm 54 Grade 11 Physical Sciences Angle = 55° X = 34 mm (accept 33–35 mm) F = 60 mm Horizontal force = 102 N (accept 99–105 N) left Y = 49 mm (accept 48–50mm) Vertical Force =147 N (accept 144–150 N) down 55° (7) Alternative if a calculation was done instead of a construction (Max 4 marks): Right-angled triangle with information shown All 3 arrows correct Horizontal force: FX = 180 cos 55° = 103,24 N Vertical force: FY = 180 sin 55° = 147,45 N 2.1.2 w = mg = 30(9,8) = 294 N  normal force = 294 + 147 = 441 N (3)  2.2 A single vector P with the same effect as a number of vectors acting together on an object. (2) 2 2 2 2.3 2.3.1 R = (20 + 15 ) R = 25 N 15 N 30° R 60° 20 N for correct vector diagram(3) 15 2.3.2 tan A = 20 A = 36,87° Hence angle is 6,87° (clockwise from the positive y-axis)(2) 2.4 When three or more vectors drawn head to tail form a closed figure, their resultant is zero or  they are in equilibrium/balanced. (3) [20] Question 3 3.1 FN = normal force Downloaded from hlayiso.com fk = friction  W = weight = mg (3) 3.2 3.2.1 The kinetic frictional force is the only force acting on the sled in the x direction and opposes the motion of the sled so the net force is given by: Fnet = ma OR µkmg = ma µkg = a 6 × 10–2 × 9,8 = a (substitution) –2  a = 0,588 m.s (4)

3.2.2 vf 2 = vi 2 + 2a∆x 02 = 62 + 2 (–0,588)∆x (the sled decelerates)  ∆x = 30,61 m (3) [10] Question 4 4.1 4.1.1 Ff = 500 N Fapp by Bulie = 250 N  Fapp by Douglie = 400 N (3) 4.1.2 F net = ma = 400 + 250 + (–500) = 2 000 a 150 = 2 000 × a    a = 0,075 m.s–2 to the right (4) 4.1.3 Fg// = Fg sin θ = mg sin θ     = 2 000 (9,8) sin 5° =1 708,25 N (2)  4.1.4 ACCELERATE DOWN the incline (1)  4.2 4.2.1 Inertia is the tendency of an object to resist change. (1) 4.2.2 A person will keep on moving forward in a straight line at constant velocity unless acted on by a resultant force. The seatbelt acts as a net force which hold you safely in the seat. (2) 4.3. 4.3.1 Newton’s third law of motion states that when object A exerts a force on object B, object B  simultaneously exerts an oppositely directed force of equal magnitude on object B. (2) 4.3.2 Three pairs of forces: Upwards Downwards Force of table on Earth – Force of Earth on table Force of floor on table – Force of table on floor Force of table on book – Force of book on table Ftable on book Book Table Fbook on table Ffloor on table Ffloor on table Floor Ftable on floor Ftable on floor Ftable on Earth Earth Downloaded from hlayiso.com Note: All pairs must be of equal length but opposite in direction. Forces do not need to touch. (3) [18] Question 5 G.Msun.Mmoon 5.1 Fsun on earth = d2 6,67 x 10–11.(1,99 x 1030).(5,98 x 1024) = (2 x 1011)2 + (4 x 108)2 22  =1,98 x 10 N (5) Mmoon 5.2 gmoon = d2 6,67 x 10–11.(7,5 x 102) = (1,6 x 106)2  = 1,92 m.s–2 (4) Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 –3  5.3 W = mg = 50 × 10 × 9,8 = 0,49 N (3) 55 [12]

Question 6  6.1 Refraction is the change in speed when a wave moves from one medium to a different medium. (2) 6.2 6.2.1 n1 sin θ1 = n2 sin θ2 1,00 × sin 47° = 1,33 sin θ2 sin θ2 = 0,55     θ2 = 33,36° (4) 6.2.2 n1 sin θ1 = n2 sin θ2 1,33 sin 47° = 1,00 sin θ2       θ2 = 76,58° (3) c 56 Grade 11 Physical Sciences 6.3 n= v 3 x 108 1,33 = v  v = 2,26 × 108 m.s–1 (3) 6.4 n1 sin θ1 = n2 sin θ2 1,33 sin θ1 = 1,00 sin 90°  θ1 = 48,75° (3) 6.5 6.5.1 30°  (2) 6.5.2 30° water air  (2) 6.6 Fibre optics allows for faster transmission of data than through copper cables Optic fibres allow for streaming of video/video conferencing Optic fibres are not affected by lightning Optic fibres are usually not stolen as often as copper cables (Any two) (2) [21] Question 7 7.1 Diffraction – The bending of a wavefront around the edges of an obstacle. (2) 7.2 A – Central bright broad band  B – dark band (2)  7.3 A (1)  7.4 Broader (1) [6] Question 8 kQ 8.1 EA = r 2 Downloaded from hlayiso.com (9 x 109)(–2 x 10–12)   = (0,03)2  = NC–1 (3) 8.2  Coulomb’s law: The force between two charges is directly proportional to the product of the  charges and inversely proportional to the distance between the charges squared. (2) kq1q2 8.3 F= r2 (9 x 109)(–2 x 10–12)(–1 x 10–12)   = (0,03)2   = 2 × 10–11 N OR F = E.q     = (20)(–1 × 10–12)      = 2 × 10–11 N (3)

8.4 Shape Direction Greater density of lines around bead A  (3) 8.5 let x = distance from bead A kqAqC kqBqC    x2 = (0,03 – x)2 (–2 x 1012) (–1 x 1012) x2 = (0,03 – x)2 [square root both sides]     x = 0,0175 m (4) [15] Question 9 9.1 9.1.1 Current direction: Out of the page Circular magnetic field Direction of the field is anti-clockwise  (3) 9.1.2 Shape of magnetic field – like a bar magnet North pole on the right – closest to the positive terminal N Direction of magnetic field from North to South  (3) 9.2 9.2.1 Φ = BA cos θ   = 0,72(0,0176) cos 0°   = 0,013 Wb (0,012672 Wb) (3) N.∆Φ 9.2.2 ε = – ∆t –450(1 – 0,013)   = 0,22    = 26,59 V (3) [12] Question 10 10.1 10.1.1 3 V (1) V 3  10.1.2 I= R = 5 = 0,6 A (3) V 3 10.1.3 I= R = 7 = 0,43 A  V2 = I.R = 0,43 × 4 = 1,72 V (5) V2 10.2 10.2.1 P= R Downloaded from hlayiso.com 2202 2 600 = R      R = 18,62 Ω (4)  10.2.2 Cost = (2,6 × 1,5) × 1,14 = R4,45 (3) [16]  TOTAL: 150 MARKS Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 57

Downloaded from hlayiso.com 4. Cognitive Analysis for Physical Sciences Grade 11: 2: Comprehension Waves, sound and End-of-Year Physics Examination 3: Analysis, 4: Evaluation, Electricity and 2: Comprehension Waves, sound and Question 1: Recall application synthesis Mechanics light magnetism 3: Analysis, 4: Evaluation, Electricity and Question 1: Recall application synthesis Mechanics light magnetism Question 2 20 2.1.1 4 3 7 7 Marks 22 53 60 15 68 32 50 150 2.1.2 3 3 3 Actual 20 54 61 15 68 33 49 150 2.2 2 2 2 Question 1 20 2.3.1 3 3 3 1.1 2 2 2 2.3.2 2 2 2 1.2 2 2 2 2.4 2 1 3 3 1.3 2 2 2 Question 3 10 1.4 2 2 2 3.1 1 2 3 3 1.5 2 2 2 3.2.1 4 4 4 1.6 2 2 2 3.2.2 3 3 3 Question 4 18 1.7 2 2 2 4.1.1 3 3 3 1.8 2 2 2 4.1.2 4 4 4 1.9 2 2 2 4.1.3 2 2 2 1.10 2 2 2 4.1.4 1 1 1 4.2.1 1 1 1 4.2.2 2 2 2 4.3.1 2 2 2 4.3.2 3 3 3 58 Grade 11 Physical Sciences

Downloaded from hlayiso.com 2: Comprehension 2: Comprehension Waves, sound and Waves, sound and 3: Analysis, 4: Evaluation, Electricity and 3: Analysis, 4: Evaluation, Electricity and Question 1: Recall application synthesis Mechanics light magnetism Question 1: Recall application synthesis Mechanics light magnetism Question 5 12 Question 8 15 5.1 3 2 5 5 8.1 3 3 3 5.2 2 2 4 4 8.2 2 2 2 5.3 3 3 3 8.3 3 3 3 Question 6 21 8.4 3 3 3 6.1 2 2 2 8.5 4 4 4 6.2.1 4 4 4 Question 9 12 6.2.2 3 3 3 9.1.1 3 3 3 6.3 3 3 3 9.1.2 3 3 3 6.4 3 3 3 9.2.1 3 3 3 6.5.1 2 2 2 9.2.2 3 3 3 6.5.2 2 2 2 Question 10 16 6.6 2 2 2 10.1.1 1 1 1 Question 7 6 10.1.2 3 3 3 7.1 2 2 2 10.1.3 5 5 5 7.2 2 2 2 10.2.1 4 4 4 7.3 1 1 1 10.2.2 3 3 3 7.4 1 1 1 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 59

5. Physical Sciences Grade 11: End-of-Year Chemistry Examination INSTRUCTIONS AND INFORMATION 1. This question paper consists of 8 questions. Answer ALL the questions. 2. Write your full name and surname in the appropriate spaces on the ANSWER SHEET and ANSWER BOOK. 3. Answer Question 1 on the attached ANSWER SHEET and the other questions in the 60 Grade 11 Physical Sciences ANSWER BOOK. 4. You may use a non-programmable calculator. 5. You may use appropriate mathematical instruments. 6. For calculations, unless otherwise stated, give your final answer correct to two decimal places. 7. Data sheets are attached for your use. 8. Number the answers correctly according to the numbering system used in this question paper. 9. Write neatly and legibly. Downloaded from hlayiso.com

Question 1 Multiple choice questions Four options are provided as possible answers to the following questions. Each question has only ONE correct answer. Choose the answer and make a cross (X) in the block (A–D) next to the question number (1.1–1.10) on the ATTACHED ANSWER SHEET. 1.1 Which of the following compounds is composed of polar molecules? A NaCl B CCl4 C NH3 D Cl2(2) 1.2 On your Periodic Table no electronegativity values are given for the noble gases. The reason for this is: A They are gases at room temperature. B They do not bond with other atoms in general. C They do not form polar molecules. D They are noble gases which means that they do not need numbers. (2) 1.3 Water can undergo autoprotolysis to form hydronium ions (H3O+) and hydroxide ions (OH–). The respective shapes of these compounds are as follows: H2O H3O+ OH– A angular pyramidal linear B angular angular angular C angular trigonal planar linear D pyramidal tetrahedral angular (2) 1.4 Sulfur is found in nature as small yellow crystals. Structure of sulfur The crystals are formed by packing molecules of sulfur together. Sulfur molecules have the formula S8. The structure showing the bonding in a sulfur molecule is shown. The type of solid to which the crystal lattice of sulfur belongs is: A network atomic B ionic C metallic D molecular (2) 1.5 The graph below shows the change of potential energy during the course of a chemical reaction: Downloaded from hlayiso.com 900 600 400 Chemical Potential Energy (kJ) 200 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 0 Course of the reaction 61

The values for the activation energy (EA) and the heat of the reaction (ΔH) are: EA (kJ) ΔH (kJ) A 900 400 B 700 +200 C 700 –200 D 500 400 (2) 1.6 Which of the following represents the same number of oxygen atoms as there are in 8 g of oxygen gas? 62 Grade 11 Physical Sciences A 6,02 × 1023 atoms of carbon B 0,5 mol of copper atoms C 1,51 × 1022 gold atoms D 0,25 mol of helium atoms (2) 1.7 Hydrogen is a fuel which can explode when ignited together with oxygen. The following balanced equation represents this reaction. 2 H2 (g) + O2 (g) → 2 H2O (g); ΔH < 0 In the experiment above, an intrepid scientist ignited 2 dm3 of hydrogen gas with excess oxygen in a balloon. The reaction was carried out at room temperature. Which of the following statements regarding this experiment is correct? A 1,4 g of oxygen was used and 1,6 g of water formed as product. B 1 dm3 of oxygen was used and 2 dm3 of water formed as a product. C 0,089 moles of hydrogen reacted. D 1 dm3 of oxygen was used and 3 dm3 of water was formed. (2) 1.8 Which of the following solutions can be considered to be a strong acid? A A 0,01 mol.dm–3 HCℓ solution B A 1 mol.dm–3 CH3COOH (acetic acid) solution C A 0,01 mol.dm–3 NH3 solution D A 1 mol.dm–3 NaOH solution (2) 1.9 What is the oxidation number of iron in the following compound: Fe2O3? A –2 B +2 C +3 D +6 (2) 1.10 In an electrolytic cell water decomposes to form hydrogen and oxygen at the cathode and anode respectively. The equation for the reaction is: Hydrogen gas 2 H2O (g) → 2 H2 (g) + O2 (g) Oxygen gas Which one of the following Downloaded from hlayiso.com statements is true? A Oxygen gas is reduced and External source emf gains electrons. Oxygen Water Hydrogen B Hydrogen gas is reduced bubbles with bubbles soluble and gains electrons. salt – Battery C Water undergoes oxidation + at the anode. D This is not an example of a redox reaction. (2) Anode Cathode     10 × (2) = [20]

Question 2 Phosphorus trichloride is a colourless liquid that is used in many applications including insecticides, herbicides and flame retarders. Boron trichloride is a colourless gas that is used in the purification and refining of metals such as aluminium and copper. The diagram below shows the bond angles of the two compounds. 100° 120° Phosphorus trichloride Boron trichloride Bond angle: 100° Bond angle: 120° Shape: Trigonal planar 2.1 Using a Lewis structure show how the atoms of chlorine and phosphorus are bonded in a molecule of PCℓ3.(4) 2.2 Use the terms IONIC; COVALENT; NON-POLAR and/or POLAR to compare PCℓ3 and BCℓ3 with regard to: 2.2.1 The nature of the bonds between the atoms. (Hint: Use the electronegativity number difference to help you) (4) 2.2.2 The polarity of the molecule. (2) 2.3 Use your knowledge of the valence-shell electron-pair repulsion theory (VSEPR) to explain the difference in the bond angles of PCℓ3 and BCℓ3.(8) 2.4 Name the shape of the PCℓ3 molecule. (2) [20] Question 3 In molecular geometry, bond length or bond distance is the average distance between nuclei of two bonded atoms in a molecule. Refer to the table below that shows the bond lengths and bond     energies for different bonds. Bond Bond length (pm) Bond energy (kJ/mol) C–C 154 347 Downloaded from hlayiso.com C–N 147 305 N–N 145 163 N=N 123 418 C=N 128 615 C=C 134 611 C≡C 120 837 N≡N 110 946 C≡N 116 891 3.1 What is meant by the term ‘bond energy’? (2) Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 3.2 Give a reason for the different bond lengths for bonds formed between carbon atoms. (2) 63

3.3 Rearrange the data in the table in ascending or descending order of bond length for each the different types of bond, i.e carbon to carbon, carbon to nitrogen, and nitrogen to nitrogen. Complete this question in the table on the ANSWER SHEET.(3) 3.4 A learner states that the bond energy is directly proportional to the bond length. How can you deduce from the data whether this statement is true or not? (3) [10] Question 4 64 Grade 11 Physical Sciences Consider the following three compounds: H O H H H H Substance Methanol Methane Tetrachloromethane Formula CH3OH CH4 CCl4 Phase at room temperature liquid gas liquid –1 –1 Molar mass 32,04 g.mol 16,04 g.mol 153,82 g.mol–1 Boiling point 64,07 °C –164 °C 76,72 °C 4.1 Identify the intermolecular forces found in methane gas. (1) 4.2 Explain how these forces are formed. (2) 4.3 By identifying and comparing the intermolecular forces, provide a detailed explanation for: 4.3.1 The difference in boiling points of methane and tetrachloromethane. (3) 4.3.2 The fact that methanol is miscible (dissolves) in water, but tetrachloromethane is not. (4) [10] Question 5 Ammonium nitrate (NH4NO3) is a compound used extensively in the production of fertilisers. If you have 240 g of pure ammonium nitrate, calculate: 5.1 The number of moles of ammonium nitrate present. (4) 5.2 The number of moles of nitrogen atoms present. (3) 5.3 The number of moles of nitrogen gas that were used to produce the 240 g of ammonium nitrate. Assume that all nitrogen used as a reactant forms the product. You do not need to refer to a balanced chemical equation. (2) 5.4 The volume of nitrogen gas used for the production of the 240 g of ammonium nitrate at STP, assuming that all of the nitrogen gas reacted to completion. (3) [12] Downloaded from hlayiso.com Question 6 The Contact Process is the industrial process for the production of sulfuric acid (H2SO4). It consists of the three steps shown below. Step 1: The combustion of sulfur: S (s) + O2 (g) → SO2 (g) Step 2: The reaction of sulfur dioxide with oxygen in the presence of a catalyst: catalyst 2 SO2 (g) + O2 (g) → 2 SO3 (g) Step 3: The addition of water to SO3: SO3 (g) + H2O (ℓ) → H2SO4 (ℓ)

6.1 2 000 g of sulfur is burnt in excess oxygen. 6.1.1 Calculate the mass of sulfur dioxide that will be produced from this quantity of sulfur. (4) 6.1.2 Predict what volume of sulfur dioxide will be produced at STP. (3) 3 3 6.1.3 In reality, Step 2 is run at 450°C. If 2 000 dm of sulfur dioxide reacts with 2 000 dm of oxygen, determine the volume of sulfur trioxide that should form at this temperature. (2) 6.1.4 An industrial chemist finds that the mass of sulfuric acid that is produced at the end of the process is less than predicted. He suspects industrial sabotage. To test the quality of the sulfur powder that is being used, he sets up a simulation of the entire process in his laboratory using 100% pure oxygen gas at STP. Assume that all of the reactions run to completion. He uses 48 g of sulfur, which is burnt in an excess of pure oxygen gas. At the end of the third step, he isolates and determines the mass of sulfuric acid produced and finds it to be 115 g. Determine the percentage purity of the sulfur that was used. (6) 6.2 Sulfur dioxide is one of the few gases that is both acidic and a reducing gas. 6.2.1 Define what is meant by a reduction reaction. (2) 6.2.2 Consider Step 2 in the Contact Process. Use oxidation numbers (show values) to identify the oxidising and reducing agents. (4) 6.2.3 Explain why sulfur dioxide is called a reducing gas. (2) 6.3 Sulfur dioxide gas reacts with hydrogen sulfide gas (H2S) in the presence of water to form sulfur and water as shown in the following chemical equation: SO2 + 2 H2S → 3 S + 2 H20 Use oxidation numbers to write down: 6.3.1 The oxidation half-reaction. (3) 6.3.2 The reduction half-reaction. (3) 6.3.3 The chemical formula of the oxidising agent. (1) [30] Question 7 When SO7 dissolves in water it produces sulfurous acid (H2SO3): SO2 (g) + H2O (ℓ) → H2SO3 (aq) Sulfurous acid then ionises in water according to the following two equations: H2SO3 (aq) + H2O (ℓ) → HSO3– (aq) + H3O+ (ℓ) ………… (A) HSO3– (aq) + H2O (ℓ) → SO32– (aq) + H3O+ (ℓ) ………… (B) 7.1 Give the Lowrey–Bronsted definition of an acid. (2) 7.2 Study equation A. Is this an acid–base reaction or a redox reaction? (2) 7.3 Explain your answer to Question 7.2. (2) Downloaded from hlayiso.com 7.4 Identify the acid and its conjugate base in equation B. (4) 7.5 Write down the chemical formula of an amphoteric substance formed when sulfur dioxide dissolves in water. (2) 7.6 Explain your answer to Question 7.5. (4) [16] Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 65

Question 8 8.1 Explain what is meant by the term temperature of a gas. (1) 8.2 Two learners investigate the relationship between the temperature and the pressure of an enclosed gas. The learners use different samples of the same gas in two identical containers of fixed volumes. Graph P and Graph Q below represent the results obtained by the learners. P 150 Q 66 Grade 11 Physical Sciences 100 Pressure (kPa) 298 X Temperature (K) 8.2.1 State Guy Lussac’s law in words. (2) 8.2.2 Use the law in Question 8.2.1 to determine the value of temperature X, shown on the graph, in °C. (4) 8.2.3 Explain, using the relevant formulae, why graph Q has a smaller gradient than graph P.(4) 8.3 A certain gas with a mass of 2,2 g occupies a volume of 0,831 dm3 at 27 °C and pressure 150 kPa. 8.3.1 Calculate the molar mass of the gas. Assume that the gas behaves like an ideal gas. (6) 8.3.2 Write down the MOLECULAR FORMULA or NAME of the gas in Question 8.3.1. (1) [18] Question 9 Mining has been the main driving force behind the history and development of South Africa. Diamond and gold production may now be well down from their peaks, though South Africa is still number 5 in gold. It is the world’s largest producer of chrome, manganese, platinum and vanadium, as well as the world’s third largest coal exporter. In 2012, South Africa overtook India to become the world’s third biggest iron ore supplier to China, the world’s largest consumer of iron ore. 9.1 Choose from the list below the mining activity that you have studied and then answer the questions that follow. gold; iron; phosphate; coal; diamonds; copper; platinum; zinc; chromium; asbestos; manganese 9.1.1 What is the location of the major mining activity in South Africa that you studied? (2) 9.1.2 What type of mining is used to recover the selected mineral? (2) 9.2 Mining has advantages and disadvantages. 9.2.1 Give TWO reasons why the mining industry is so important to the South African economy. (2) 9.2.2 Write down TWO negative impacts that mining has on the environment. (4) Downloaded from hlayiso.com 9.3 A large deposit of a precious metal is discovered in South Africa. Write down TWO factors that have to be considered before developing the site for mining. (4) [14]  TIME: 3 HOURS  TOTAL: 150 MARKS END OF PAPER

Physical Sciences Grade 11: End-of-Year Chemistry Examination ANSWER SHEET NAME: _________________________________________________________________________ Question 1 Multiple choice questions 1.1 A B C D 1.2 A B C D 1.3 A B C D 1.4 A B C D 1.5 A B C D 1.6 A B C D 1.7 A B C D 1.8 A B C D 1.9 A B C D 1.10 A B C D TOTAL Question 3.3 Bond Bond length (pm) Bond energy (kJ/mol) Downloaded from hlayiso.com Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 67

DATA SHEET GRADE 11 TERM 4 Table 1: PHYSICAL CONSTANTS 68 Grade 11 Physical Sciences NAME SYMBOL VALUE Standard pressure pθ 1,01 × 105 Pa Molar gas volume at STP Vm 22,4 dm3.mol–1 Standard temperature Tθ 273 K Avogadro’s constant NA 6,02 × 1023 mol–1 Table 2: FORMULAE p1V1 p2V2 T1 = T pV = nRT 2 m n=M n = NN n = NN A m m c = Vn c = MV Downloaded from hlayiso.com

Downloaded from hlayiso.com TABLE3: Table 3:PERIODIC THE PERIODIC TABLE TABLE OF ELEMENTS OF THE ELEMENTS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 (I) (II) (III) (IV) (V) (VI) (VII) (VIII) 1 KEY Atomic number 2 2,1 H He 1 4 29 3 4 Electronegativity 1,9 Cu Symbol 5 6 7 8 9 10 1,0 Li 1,5 Be 63,5 2,0 B 2,5 C 3,0 N 3,5 O 4,0 F Ne 7 9 11 12 14 16 19 20 11 12 Approximate relative atomic mass 13 14 15 16 17 18 0,9 Na Mg 1,2 1,5 Aℓ 1,8 Si 2,1 P 2,5 S 3,0 Cℓ Ar 23 24 27 28 31 32 35,5 40 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 0,8 K 1,0 Ca 1,3 Sc 1,5 Ti 1,6 V 1,6 Cr 1,5 Mn 1,8 Fe 1,8 Co 1,8 Ni 1,9 Cu 1,6 Zn 1,6 Ga 1,8 Ge 2,0 As 2,4 Se 2,8 Br Kr 39 40 45 48 51 52 55 56 59 59 63,5 65 70 73 75 79 80 84 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 0,8 Rb 1,0 Sr 1,2 Y 1,4 Zr Nb Mo 1,8 1,9 Tc 2,2 Ru 2,2 Rh 2,2 Pd 1,9 Ag 1,7 Cd 1,7 In 1,8 Sn 1,9 Sb 2,1 Te 2,5 I Xe 86 88 89 91 92 96 101 103 106 108 112 115 119 122 128 127 131 55 56 57 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 0,7 Cs 0,9 Ba La 1,6 Hf Ta W Re Os Ir Pt Au Hg 1,8 Tℓ 1,8 Pb 1,9 Bi 2,0 Po 2,5 At Rn 133 137 139 179 181 184 186 190 192 195 197 201 204 207 209 87 88 89 0,7 Fr 0,9 Ra Ac 58 59 60 61 62 63 64 65 66 67 68 69 70 71 226 Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu 140 141 144 150 152 157 159 163 165 167 169 173 175 90 91 92 93 94 95 96 97 98 99 100 101 102 103 Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr 232 238 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 69

6. Physical Sciences Grade 11: End-of-Year Chemistry Examination Memorandum Question 1 1.1 C 1.2 B 1.3 A 1.4 D 1.5 B  1.6 B 1.7 B 1.8 A 1.9 C 1.10 C 10 × (2) = [20] Question 2 2.1 lone pair on P 70 Grade 11 Physical Sciences CL P CL 3 bonding pairs CL correct valence electrons on Cℓ (4) 2.2 2.2.1 PCℓ3: ENND = EN (Cl) – EN (P) = 3,0 – 2,1 = 0,9 Polar covalent bonds BCℓ3: bonds ENND = EN (Cl) – EN (B) = 3,0 – 2,0 = 1,0  Polar covalent bonds (4)  2.2.2 PCℓ3: polar molecule/dipole BCℓ3: non–polar (2) 2.3 In PCℓ3 there are 4 electron regions with one lone pair  The repulsion between the lone pair and the bonding pairs is greater than between the bonding pairs causing the bonding pairs to move closer together. In BCℓ3 the molecule is symmetrical with 3 electron regions  The repulsion is equal and the bond angles are equal. (8)  2.4 pyramidal (2) [20] Question 3 3.1 It is the energy released when new bonds are formed or the energy required to break the  bonds between two atoms. (2) 3.2 Carbon has the ability to form multiple bonds  Multiple bonds have a shorter bond length. (2) 3.3 Bond Bond length (pm) Bond energy (kJ/mol) C–C 154 347 C=C 134 611 C≡C 120 837 C–N 147 305 C=N 128 615 C≡N 116 891 N–N 145 163 N=N 123 418 Downloaded from hlayiso.com N≡N 110 946 data must be arranged in ascending or descending order of bond length; like with like (3) 3.4 The ratio between the bond length and bond energy for each bond type should be constant  which it is not. They are not directly proportional. (3) [10] Question 4  4.1 London’s forces (induced dipole–induced dipole) (1) 4.2 Although the molecules are non-polar, collisions cause a temporary shift in the electrons resulting in temporary/momentary P dipoles forming in the molecules. A force of attraction will form  between the negative pole of one molecules and the positive pole of another molecule. (2)

4.3 4.3.1 Both molecules have weak London’s forces between the molecules.  CCℓ4 has a greater molecular mass and thus a greater electron density than methane. This causes the intermolecular forces to be stronger More energy is needed to break  these forces when boiling. (3) 4.3.2 Both methanol and water have strong hydrogen bonds between the molecules. Since they are of the same strength, methanol can take the place of other water molecules and fit between them.  CCℓ4 has weak London’s forces between its non-polar molecules. Water is a polar molecule and there are hydrogen bonds between the molecules. The intermolecular  forces are not of the same strength or nature and thus the two liquids are immiscible. (4) [10] Question 5 m 240 5.1 n(NH4NO3) = M = 80 =3  (4) 5.2 In one molecule of ammonium nitrate there are 2 atoms of nitrogen  So in 3 mol × 2 atoms per molecule = 6 mol of nitrogen atoms (3)  5.3 6 moles of nitrogen atoms require 3 moles N2 (2)  5.4 volume = 0 × Vm = 3 × 22,4 = 67,2 dm3 (3) [12] Question 6 m 2 000 6.1 6.1.1 n(S) = M = 32 = 62,5 mol ∴ n(SO2) = 62,5 m(SO2) – 62,5 x 64 = 4 000 g (4) 3  6.1.2 volume (SO2) = 62,5 x 22,4 = 1 400 dm (3) 6.1.3 n(SO2): n(SO3) = 1:1  2 000 dm3 SO3 should form (2) 6.1.4 n(S) = 48 = 1,5 32 ∴ n(H2SO4) = 1,5 ∴ m(H2SO4) = 1,5 × 98 = 147 g actual mass 115 ∴ % purity = theoretial mass x 100 = 147 x 100 = 78,23% OR actual n(H2SO4) = 115 = 1,17 98  ∴ % purity = 1,17 x 100 = 78% (6) 1,5  6.2 6.2.1 The gain of electrons (2) 6.2.2 2 SO2 + O2 → 2 SO3 ON(S) = +4 ON(O) = 0 ON(S) = +6 ON(O) = –2 The ON of oxygen has decreased. It has been reduced and so is the oxidising agent.  The oxidation number of sulphur has increased. It has been oxidised and is thus a reducing  agent. (4) 6.2.3 In this reaction the sulphur of sulfur dioxide is the reducing agent because it donates  electrons. (2) Downloaded from hlayiso.com 6.3 6.3.1 SO2 + 2 H2S → 3 S + 2 H2O ON(S) = +4 ON(S) = –2 ON(S) = 0 H2S → S + 2 H+ + 2e– (loss of 2 electrons hence oxidation)  OR 2 H2S → 2 S + 4 H+ + 4e– (3) – 6.3.2 ON(S) in SO2 from +4 to 0 (gain of 4 e )  SO2 + 4e– → S (3)  6.3.3 SO2 (1) [30] Question 7 Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4  7.1 An acid is a proton donor (2)  71 7.2 An acid–base reaction (2)

7.3 HSO3– (aq) + H2O (ℓ) → SO32– (aq) + H3O+ (ℓ) ……….. (B) There is change in oxidation number of any atom  OR HSO3– (aq) loses a hydrogen ion to become SO32– (aq) (2) – 2–  7.4 Acid: HSO3 (aq) Conjugate base: SO3 (aq) (4) –  7.5 HSO (aq)3 (2) 7.6 HSO3– (aq) can either lose a hydrogen ion to form HSO32– when it acts as an acid (Reaction B ) HSO3– (aq) can gain a hydrogen ion to form HSO3 when it acts as a base (reverse reaction A ) Hence it can be either an acid or a base and so is amphoteric. (4) [16] 72 Grade 11 Physical Sciences Question 8  8.1 Temperature of a gas is a measure of the average kinetic energy of the gas molecules. (1) 8.2 8.2.1 The pressure (of a fixed mass of gas) is directly proportional to the temperature at  constant volume. (2) p1 p2 8.2.2 T1 = T2 100 298 = 150 T2 T2 = 447 K  = 174 °C (4) p 8.2.3 Gradient = T From pV = nRT p nR T = V p For constant V, T α n  For graph Q: Smaller gradient implies smaller number of moles and thus smaller mass of gas. (4) 8.3 8.3.1 pV = nRT 2,2 (150 × 103) (0,831 × 10–3) =(M) (8,31)(300) –1  ∴ M = 44 g·mol (6) 8.3.2 CO2 OR carbon dioxide  OR C3H8 OR propane (1) [18] Question 9 9.1 9.1.1 Gold: Witwatersrand and Northern Free State (only need one correct location) Iron: Northern Cape (Sishen) and Thabazimbi, Limpopo Phosphate: Phalaborwa; Mpumalanga Coal: Witbank; Waterberg; Highveld; Ermelo; Utrecht Diamond: Kimberley and Orange River Basin Copper: Mpumalanga, Northern Cape, Northwest Platinum: Rustenburg (Marikana mine) Zinc: Northern Cape Chromium: Rustenburg Downloaded from hlayiso.com Asbestos: Northern Cape  Manganese: Mpumalanga; Northern Cape (2) 9.1.2 Select the method used for the chosen mineral: Deep-level undergound mining  OR Open-cast mining (2) 9.2 9.2.1 Two of the following reasons: Creates jobs and innovation A lot of money can be generated from mineral resources  Economy of the country grows and strengthened by international trade. (2)

9.2.2 Any two factors: Destruction of natural ecosystem. Moving of people from areas where they have lived for a long time. Miners work under terrible conditions for relatively low wages. Labour unrest can negatively affect the economy of the country. Mining can make the surrounding land unstable and unsafe to build on. Pollution as a result of energy needed for the extraction of the metal. The destruction of the surrounding landscape. Endangers people’s lives who work on mines.  Cause of poor health in communities around mines. (4) 9.3 Any two factors: Size of the ore body. Amount of mineral in the ore What minerals are present in the ore Depth at which the mineral is located influences the mine cost. Mining expertise available. Price of mineral compared to the cost of mining. Infrastructure available. (housing for employees, roads, water, electricity, school, hospitals)  Cost of establishing infrastructure. (4) [14] Downloaded from hlayiso.com Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 73

Downloaded from hlayiso.com 7. Cognitive Analysis for Physical Sciences Grade 11: End-of-Year Chemistry Examination 2: Comprehension Chemical change Chemical systems 3: Analysis, 4: Evaluation, Matter and 2: Comprehension Chemical change Chemical systems Question 1: Recall application synthesis 3: Analysis, 4: Evaluation, materials Matter and Question 1: Recall application synthesis 3.2 2 2 2 materials 3.3 3 3 3 Marks 22 60 53 15 60 70 20 150 3.4 3 3 3 Actual 22 60 53 15 66 70 14 150 Question 4 10 Question 1 20 4.1 1 1 1 1.1 2 2 2 4.2 2 2 2 1.2 2 2 2 4.3.1 3 3 3 1.3 2 2 2 4.3.2 4 4 4 1.4 2 2 2 Question 5 12 1.5 2 2 2 5.1 2 2 4 4 1.6 2 2 2 5.2 1 2 3 3 1.7 2 2 2 5.3 2 2 2 1.8 2 2 2 5.4 3 3 3 1.9 2 2 2 Question 6 30 1.10 2 2 2 6.1.1 4 4 4 Question 2 20 6.1.2 3 3 3 2.1 2 2 4 4 6.1.3 2 2 2 2.2.1 2 2 4 4 6.1.4 3 3 6 6 2.2.2 2 2 2 6.2.1 2 2 2 2.3 4 4 8 8 6.2.2 2 2 4 4 2.4 2 2 2 6.2.3 2 2 2 Question 3 10 6.3.1 3 3 3 3.1 2 2 2 6.3.2 3 3 3 74 Grade 11 Physical Sciences

8.2.1 8.1 Question 8 7.6 7.5 7.4 7.3 7.2 7.1 Question 7 6.3.3 Question 2 1 2 1: Recall 2 4 1 2: Comprehension 4 2 2 3: Analysis, application 4: Evaluation, synthesis 2 1 Matter and materials 4 2 4 2 2 2 1 Chemical change Chemical systems 2 1 18 4 2 4 2 2 2 16 1 9.3. 9.2.2 9.2.1 9.1.2 9.1.1 Question 9 8.3.2 8.3.1 8.2.3 8.2.2 Question 2 2 1: Recall 4 4 2 3 2 2 2: Comprehension 1 3 2 2 3: Analysis, application Downloaded from hlayiso.com 4: Evaluation, synthesis 1 6 4 4 Matter and materials Chemical change 4 4 2 2 2 Chemical systems Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 4 4 2 2 2 14 1 6 4 4 75

Downloaded from hlayiso.com education Department: Education PROVINCE OF KWAZULU-NATAL PHYSICALSCIENCES 11 SCIENCESPHYSICA PHYSICALSCIENCES SCIENCESPHYSICA PHYSICALSCIENCES GRADE SCIENCESPHYSICA PHYSICALSCIENCES PHYSICAL SCIENCES SCIENCESPHYSICA TEACHER TOOLKIT PHYSICALSCIENCES CAPS Planner and Tracker Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others. SCIENCESPHYSICA PHYSICALSCIENCES 2018 TERM 4 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: 978-1-928320-94-4 Gr 11 Science Tracker Term 4 2018 cover KZN p80.indd 1 5/17/2018 4:34:00 PM