# Physical Sciences Grade 12 P2 Eastern Cape Mock 2012 Memo > Grade 12 Physical Sciences Paper 2 memorandum from the Eastern Cape Mock Exam 2012, 16 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/phsc-p2-s12-memo-engafr/65c0ebe5-e3ac-484d-8e90-15162da8e059 - Updated: 2026-09-27 - Subject: Physical Sciences - Grade: Grade 12 - Document type: Memorandum - Year: 2012 - Exam period: Eastern Cape Mock Exam - Paper: 2 - Curriculum: CAPS - Pages: 16 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 12](https://www.hlayiso.com/library/grade-12) › [Physical Sciences](https://www.hlayiso.com/library/grade-12/physical-sciences) › [Physical Sciences Grade 12 P2 Eastern Cape Mock 2012 Memo](https://www.hlayiso.com/library/phsc-p2-s12-memo-engafr/65c0ebe5-e3ac-484d-8e90-15162da8e059) ## About this document Physical Sciences · Grade 12 · Eastern Cape Mock Exam · 2012. Memorandum, 16 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Downloaded from hlayiso.com Province of the EASTERN CAPE EDUCATION NATIONAL SENIOR CERTIFICATE GRADE/GRAAD 12 SEPTEMBER 2012 PHYSICAL SCIENCES P2 FISIESE WETENSKAPPE V2 MEMORANDUM MARKS/PUNTE: 150 This memorandum consists of 16 pages. Hierdie memorandum bestaan uit 16 bladsye. ### Page 2 Downloaded from hlayiso.com 2 PHYSICAL SCIENCES P2 (Memo) (SEPTEMBER 2012) LEARNING OUTCOMES AND ASSESSMENT STANDARDS LEERUITKOMSTE EN ASSESSERINGSTANDAARDE LO/LU1 LO/LU2 LO/LU3 AS 12.1.1 AS 12.2.1 AS 12.3.1 Plan and conduct a scientific Define and discuss basic Recognise, discuss and investigation to collect data prescribed and scientific compare scientific and systematically with regard to knowledge. indigenous knowledge accuracy, reliability and the systems and knowledge need to control variables. claims by indicating the correlation among them, and explain the acceptance of Beplan en voer ʼn different claims. wetenskaplike ondersoek uit Definieer en bespreek Herken, bespreek en vergelyk om data sistematies te basiese voorgeskrewe wetenskaplike en inheemse versamel ten opsigte van wetenskaplike kennis. kennissisteme en akkuraatheid, kennisaansprake deur die betroubaarheid en die ooreenkoms aan te dui en kontroleer van verduidelik die aanvaarding veranderlikes. van verskillende aansprake. AS 12.1.2 AS 12.2.2 AS 12.3.2 Seek pattern and trends, Express and explain Identify ethical and moral represent them in different prescribed scientific issues related to the forms to draw conclusions, theories, models and laws development of science and and formulate simple by indicating the technology and evaluate the generalisations. relationship between impact (pros and cons) of the different facts and relationship from a personal concepts in own words. viewpoint. Soek patrone en tendense, Verduidelik en druk Identifiseer etiese en morele stel dit in verskillende vorms voorgeskrewe uitkomste in verband met die voor om gevolgtrekkings te wetenskaplike beginsels, ontwikkeling van die maak en om eenvoudige teorieë, modelle en wette wetenskap en tegnologie en veralgemenings te uit deur die verwantskap evalueer die impak (voordele formuleer. tussen verskillende feite en nadele) van die verhouding konsepte in eie woorde van ʼn persoonlike oogpunt. aan te dui. ### Page 3 Downloaded from hlayiso.com (SEPTEMBER 2012) FISIESE WETENSKAPPE V2 (Memo) 3 AS 12.1.3 AS 12.2.3 AS 12.3.3 Apply known problem- Apply scientific knowledge Evaluate the impact of solving strategies to solve in everyday life contexts. scientific and technological multi-step problems. knowledge on sustainable development of resources and suggest long-term and short- term strategies to improve the management of resources in the environment. Pas bekende Pas wetenskaplike kennis Evalueer die impak van probleemoplossingstrategieë in kontekste van die wetenskaplike en tegnologiese toe om alledaagse lewe toe. kennis op volhoubare veelvuldigestapprobleme op ontwikkeling van bronne en te los. om kort-termyn en lang-termyn strategieë voor te stel om die bestuur van bronne in die omgewing te verbeter. AS 12.1.4 Communicate and present scientific arguments with clarity and precision. Kommunikeer en verdedig wetenskaplike argument duidelik en presies. GUIDELINES FOR MARKING/RIGLYNE VIR NASIEN This section provides guidelines for the way in which marks will be allocated. The broad principles must be adhered to in the marking of Physical Sciences tests and examinations. Hierdie afdeling verskaf riglyne vir die manier waarop punte toegeken sal word. Die breë beginsels moet tydens die nasien van Fisiese Wetenskappe toetse en eksamens gevolg word. 1.1 MARK ALLOCATION/PUNTE TOEKENNING 1.1.1 Definitions/Definisies: Two marks will be awarded for a correct definition. No marks will be awarded for an incorrect or partially correct definition. Twee punte sal vir ʼn korrekte definisie toegeken word. Geen punte sal vir ʼn verkeerde of gedeeltelik korrekte definisie toegeken word nie. 1.1.2 Calculations/Berekeninge: o Marks will awarded for: correct formula, correct substitution, correct answer with unit. Punte sal toegeken word vir: korrekte formule, korrekte substitusie, korrekte antwoord met eenheid. o No marks will be awarded if an incorrect or inappropriate formula is used, even though there may be relevant symbols and applicable substitutions. o Geen punte sal toegeken word waar ʼn verkeerde of ontoepaslike formule gebruik word nie, selfs al is daar relevante simbole en relevante substitusies. ### Page 4 Downloaded from hlayiso.com 4 PHYSICAL SCIENCES P2 (Memo) (SEPTEMBER 2012) 1.1.3 Explanations and interpretations/Verduidelikings en interpretasie: Allocation of marks to questions requiring interpretation or explanation e.g. AS 1.4, 2.2, 2.3, 3.1, 3.2 and 3.3, will differ and may include the use of rubrics, checklists, memoranda, etc. In all such answers emphasis must be placed on scientific concepts relating to the question. Toekenning van punte by vrae wat interpretasie of verduideliking vereis bv. AS 1.4, 2.2, 2.3, 3.1, 3.2 en 3.3, sal verskil en mag die gebruik van rubrieke, kontrolelyste, memoranda, ens. insluit. By al hierdie antwoorde moet die beklemtoning op die wetenskaplike konsepte, met betrekking tot die vraag, val. 1.2 FORMULAE AND SUBSTITUTIONS/FORMULES EN SUBSTITUSIE 1.2.1 Mathematical manipulations and change of subjects of appropriate formulae carry no marks, but if a candidate starts with the correct formula and then changes the subject of the formula incorrectly, marks will be awarded for the formula and the correct substitutions. The mark for the incorrect numerical answer is forfeited. Wiskundige manipulering en verandering van die voorwerp van toepaslike formules dra geen punte nie, maar as ʼn kandidaat begin met die korrekte formule en dan die voorwerp van die formule verkeerd uitwerk, sal punte vir die formule en korrekte substitusie toegeken word. 1.2.2 When an error is made during substitution into a correct formula, a mark will be awarded for the correct formula and for the correct substitutions, but no further marks will be given. Wanneer ʼn fout gedurende substitusie in ʼn korrekte formule begaan word, sal ʼn punt vir die korrekte formule en vir korrekte substitusie toegeken word, maar geen verdere punte sal toegeken word nie. 1.2.3 Marks are only awarded for a formula if a calculation had been attempted, i.e. substitutions have been made or a numerical answer given. Punte sal slegs toegeken word vir ʼn formule as ʼn poging aangewend was om ʼn berekening te doen d.w.s. substitusie was gedoen of ʼn numerieke antwoord word verskaf. 1.2.4 Marks can only be allocated for substitutions when values are substituted into formulae and not when listed before a calculation starts. Punte kan slegs toegeken word vir substitusies wanneer waardes in formules ingestel is en nie vir waardes wat voor ʼn berekening gelys is nie. 1.2.5 All calculations, when not specified in the question, must be done to two decimal places. Alle berekenings, wanneer nie in die vraag gespesifiseer word nie, moet tot twee desimale plekke gedoen word. ### Page 5 Downloaded from hlayiso.com (SEPTEMBER 2012) FISIESE WETENSKAPPE V2 (Memo) 5 1.3 UNITS/EENHEDE 1.3.1 Candidates will only be penalised once for the repeated use of an incorrect unit within a question or sub-question. ʼn Kandidaat sal slegs een keer gepenaliseer word vir die herhaaldelike gebruik van ʼn verkeerde eenheid in ʼn vraag of subvraag. 1.3.2 Units are only required in the final answer to a calculation. Eenhede word slegs in die finale antwoord tot ʼn vraag verlang. 1.3.3 Marks are only awarded for an answer, and not for a unit per se. Candidates will therefore forfeit the mark allocated for the answer in each of the following situations: correct answer + wrong unit wrong answer + correct unit correct answer + no unit. Punte word slegs vir ʼn antwoord en vir ʼn eenheid per se toegeken nie. Kandidate sal derhalwe die punt vir die antwoord in die volgende gevalle verbeur: korrekte antwoord + verkeerde eenheid verkeerde antwoord + korrekte eenheid korrekte antwoord + geen eenheid 1.3.4 SI units must be used except in certain cases, e.g. V.m-1 instead of N.C-1, and cm.s-1 or km.h-1 instead of m.s-1 where the question warrants this. (This instruction only applies to Paper 1). SI-eenhede moet gebruik word behalwe in sekere gevalle, bv. V.m-1 in plaas van of N.C-1, en cm.s-1 of km.h-1 in plaas van m.s-1 waar die vraag dit verlang. (Hierdie instruksie geld slegs by Vraestel 1). ### Page 6 Downloaded from hlayiso.com 6 PHYSICAL SCIENCES P2 (Memo) (SEPTEMBER 2012) 1.4 POSTIVE MARKING/POSITIEWE NASIEN Positive marking regarding calculations will be followed in the following cases: Positiewe nasien met betrekking tot berekeninge sal in die volgende gevalle geld: 1.4.1 Sub-question to sub-question: When a certain variable is calculated in one sub-question (e.g. 3.1) and needs to be substituted in another (3.2 or 3.3), e.g. if the answer for 3.1 is incorrect and is substituted correctly in 3.2 or 3.3, full marks are to be awarded for the subsequent sub-questions. Subvraag na subvraag: Wanneer ʼn sekere veranderlike in een subvraag (bv. 3.1) bereken word en dan in ʼn ander vervang moet word (3.2 of 3.3), bv. Indien die antwoord vir 3.1 verkeerd is en word korrek in 3.2 of 3.3 vervang, word volpunte aan die daaropvolgende subvraag toegeken. 1.4.2 A multi-step question in a sub-question: If the candidate has to calculate, for example, current in the first step and gets it wrong due to a substitution error, the mark for the substitution and the final answer will be forfeited. ʼn Vraag met veelvuldige stappe in ʼn subvraag: Indien ʼn kandidaat byvoorbeeld, die aantal mol verkeerd bereken in ʼn eerste stap as gevolg van ʼn substitusiefout, verloor die kandidaat die punt vir die substitusie sowel as die finale antwoord. 1.4.3 If a final answer to a calculation is correct, full marks will not automatically be awarded. Markers will always ensure that the correct/appropriate formula is used and that workings, including substitutions, are correct. Indien ʼn finale antwoord tot ʼn berekening korrek is, sal volpunte nie outomaties toegeken word nie. Nasieners sal altyd verseker dat die korrekte toepaslike formule gebruik word en dat bewerkings, insluitende substitusies korrek is. 1.4.4 Questions where a series of calculations have to be made (e.g. a circuit diagram question) do not necessarily always have to follow the same order. FULL MARKS will be awarded provided it is a valid solution to the problem. However, any calculation that will not bring the candidate closer to the answer than the original data, will not count any marks. Vrae waar ʼn reeks berekeninge gedoen moet word (bv. ʼn stroombaan diagram vraag) hoef nie noodwendig altyd dieselfde orde te volg nie. VOLPUNTE sal toegeken word mits dit ʼn geldige oplossing tot die probleem is. Maar, enige berekening wat nie die kandidaat nader aan die antwoord bring as die oorspronklike data, sal geen punte tel nie. ### Page 7 Downloaded from hlayiso.com (SEPTEMBER 2012) FISIESE WETENSKAPPE V2 (Memo) 7 1.4.5 If one answer or calculation is required, but two given by the candidate, only the first one will be marked, irrespective of which one is correct. If two answers are required, only the first two will be marked, etc. Indien een antwoord of berekening verlang word, maar twee word deur die kandidaat gegee, sal slegs die eerste een nagesien word, ongeag watter een korrek is. Indien twee antwoorde verlang word, sal slegs die eerste twee nagesien word, ens. 1.4.6 Normally, if based on a conceptual mistake, an incorrect answer cannot be correctly motivated. If the candidate is therefore required to motivate in question 3.2 the answer given to question 3.1, and 3.1 is incorrect, no marks can be awarded for question 3.2. However, if the answer for e.g. 3.1 is based on a calculation, the motivation for the incorrect answer for 3.2 could be considered. Normaalweg, as dit gebaseer is op ʼn voorstellingsfout, kan ʼn verkeerde antwoord nie korrek gemotiveer word nie. As die kandidaat derhalwe gevra word met ʼn vraag in 3.2 om die antwoord in vraag 3.1 te motiveer, en 3.1 is verkeerd, sal geen punte vir vraag 3.2 toegeken word nie. Maar, as die antwoord in bv. 3.1 gebaseer is op ʼn berekening, kan die motivering vir die verkeerde antwoord oorweeg word. 1.4.7 If instructions regarding method of answering are not followed, e.g. the candidate does a calculation when the instruction was to solve by construction and measurement, a candidate may forfeit all the marks for the specific question. Indien instruksies aangaande metode van beantwoording nie gevolg word nie, bv. die kandidaat doen ʼn berekening wanneer die instruksie los op deur konstruksie en meting was, mag die kandidaat al die punte vir die spesifieke vraag verbeur. 1.4.8 For an error of principle, no marks are awarded (Rule 1) e.g. If the potential difference is 200 V and resistance is 25 Ω, calculate the current. Vir ʼn voutdraendebeginsel, sal geen punte toegeken word nie (Reël 1) bv. As die potensiaalverskil 200 V en die weerstand 25 Ω is, bereken die stroom. CORRECT/ ANSWER (1) POSSIBLE ANSWER (2) POSSIBLE KORREK ANTW (1) MOONTLIK ANTW (2) MOONTLIK   ### Page 8 Downloaded from hlayiso.com 8 PHYSICAL SCIENCES P2 (Memo) (SEPTEMBER 2012) 1.5 GENERAL PRINCIPLES OF MARKING IN CHEMISTRY/ ALGEMENE BEGINSELS VAN NASIEN BY CHEMIE The following are a number of guidelines that specifically apply to Paper 2. Die volgende is ʼn aantal riglyne wat spesifiek met Vraestel 2 van toepassing is. 1.5.1 When a chemical FORMULA is asked, and the NAME is given as answer, only one of the two marks will be awarded. The same rule applies when the NAME is asked and the FORMULA is given. Wanneer ʼn chemiese FORMULE gevra word en die NAAM word as antwoord gegee, sal slegs een van die twee punte toegeken word. Dieselfde reël geld wanneer die NAAM gevra word en die FORMULE gegee word. 1.5.2 When redox half-reactions are to be written, the correct arrow should be used. If the equation H2S → S + 2H+ + 2e- (2/2) is the correct answer, the following marks will be given: Wanneer redokshalfreaksies geskryf moet word, moet die korrekte pyltjie gebruik word. Indien die bostaande vergelyking die korrekte antwoord is, sal die volgende punte toegeken word: H2S ⇋ S + 2H+ + 2e- (1/2) H2S ← S + 2H+ + 2e- (0/2) S + 2H+ + 2e- ← H2S (2/2) S + 2H+ + 2e- ⇋ H2S (0/2) 1.5.3 When candidates are required to give an explanation involving the relative strength of oxidising and reducing agents, the following is unacceptable: Stating the position of a substance on Table 4 only (e.g. Cu is above Mg). Using relative reactivity only (e.g. Mg is more reactive than Cu). The correct answer would for instance be: Mg is a stronger reducing agent than Cu, and therefore Mg will be able to reduce Cu2+ ions to Cu. The answer can also be given in terms of the relative strength as electron acceptors and donors. Wanneer kandidate ʼn verduideliking moet gee oor die relatiewe sterkte van oksideer- en reduseermiddels, is die volgende onaanvaarbaar. Meld slegs die posisie van ʼn stof op tabel 4 (bv. Cu is bo Mg). Gebruik slegs relatiewe reaktiwiteit (bv. Mg is meer reaktief as Cu). Die korrekte antwoord sal byvoorbeeld wees: Mg is ʼn sterker reduseermiddel as Cu en derhalwe sal Mg in staat wees om Cu2+-ione na Cu te reduseer. Die antwoord kan ook in terme van die relatiewe sterkte van elektronakseptors of donors gegee word. ### Page 9 Downloaded from hlayiso.com (SEPTEMBER 2012) FISIESE WETENSKAPPE V2 (Memo) 9 1.5.4 One mark will be forfeited when the charge of an ion is omitted per equation. Een punt sal verbeur word wanneer die lading van ʼn ioon per vergelyking weggelaat is. 1.5.5 The error carrying principle does not apply to chemical equations or half-reactions. For example, if a learner writes the wrong oxidation/reduction half-reaction in the sub-question and carries the answer to another sub-question (balancing of equations or calculations of Eθcell) then the learner is not credited for this substitution. Die foutdraendebeginsel geld nie vir chemiese vergelykings of halfreaksies nie. Byvoorbeeld, indien ʼn leerder die verkeerde oksidasie/reduksie-halfreaksie vir die subvraag skryf en die antwoord na ʼn ander subvraag dra (balansering van vergelyking of E sel) dan word die leerder nie vir die substitusie gekrediteer nie. 1.5.6 When a calculation of the cell potential of a galvanic cell is expected, marks will only be awarded for the formula if one of the formulae indicated on the data sheet (Table 2) is used. The use of any other formula using abbreviations etc. will carry no marks. Wanneer ʼn berekening van die selpotensiaal van ʼn galvaniesesel verlang word, sal punte slegs vir die formule toegeken word as een van die formules op die gegewensblad (Tabel 2) gebruik word. Die gebruik van enige ander formule, die gebruik van afkortings, ens. Sal geen punte dra nie. 1.5.7 In the structural formula of an organic molecule all hydrogen atoms must be shown. Marks will be deducted if hydrogen atoms are omitted. In die struktuurformules van ʼn organiese molekuul moet alle waterstofatome getoon word. Punte sal afgetrek word vir die weglating van waterstofatome. 1.5.8 When a structural formula is asked, marks will be deducted if the candidate writes the condensed formula. Wanneer ʼn struktuurformule gevra word, sal punte afgetrek word indien die leerder die gekondenseerde formule skryf. 1.5.9 When an IUPAC name is asked, and the candidate omits the hyphen (e.g. instead of 1-pentene the candidate writes 1 pentene), marks will be forfeited. Wanneer die IUPAC naam gevra word en die koppelteken(s) in die naam word uitgelaat (bv. In plaas van pent-1-een of 1-penteen skryf ʼn kandidaat pent 1 een of 1 penteen), sal punte verbeur word. ### Page 10 Downloaded from hlayiso.com 10 PHYSICAL SCIENCES P2 (Memo) (SEPTEMBER 2012) SECTION/AFDELING A QUESTION/VRAAG 1 1.1 Stereo-isomers/stereoïsomere  [12.2.1] (1) 1.2 Effective collisions/effektiewe botsings  [12.2.1] (1) 1.3 Oxidising agent/reduced substance/Oksideermiddel/gereduseerde stof  [12.2.1] (1) 1.4 Sodium hydroxide/natriumhidroksied  [12.2.1] (1) 1.5 Haber process/Haberproses  [12.2.1] (1) [5] QUESTION/VRAAG 2 2.1 A  [12.2.1] (2) 2.2 B  [12.2.1] (2) 2.3 D  [12.2.3] (2) 2.4 B  [12.2.3] (2) 2.5 C  [12.2.3] (2) 2.6 B  [12.2.3] (2) 2.7 C  [12.2.3] (2) 2.8 A  [12.2.1] (2) 2.9 A  [12.2.3] (2) 2.10 C  [12.2.3] (2) [20] TOTAL SECTION/TOTAAL AFDELING A: 25 ### Page 11 Downloaded from hlayiso.com (SEPTEMBER 2012) FISIESE WETENSKAPPE V2 (Memo) 11 SECTION/AFDELING B QUESTION/VRAAG 3 3.1 H O H C C O H  H [12.2.3] (2) 3.2 carboxylic acids/karboksielsure  [12.2.1] (1)   3.3 CH3CH2OH + O2 → CH3COOH + H2O ( Bal) [12.2.3] (3) 3.4 Fermentation/gistingsproses/fermentasie  [12.2.3] (2) [8] QUESTION/VRAAG 4 4.1 4.1.1 H H H 1-butene/but-1-ene C=C C C H  1-buteen/but-1-een  H H H H [12.2.3] (3) 4.1.2 Elimination/dehydrohalogenation/ Eliminasie/dehidrohalogenasie  [12.2.3] (2) 4.1.3 H Cℓ H H H C C C C H  H H H H [12.2.3] (2) 4.2 4.2.1 O R C O RI  [12.2.3] (2) 4.2.2 alcohols and carboxylic acids/ alkohole en karboksielsure [12.2.3] (2) 4.2.3 pineapple/pynappel  [12.2.1] (1) [12] ### Page 12 Downloaded from hlayiso.com 12 PHYSICAL SCIENCES P2 (Memo) (SEPTEMBER 2012) QUESTION/VRAAG 5 5.1 Compounds which contain only H- and C- atoms./ Verbindings wat slegs uit H- en C-atome bestaan. [12.2.1] (2) 5.2 Saturated hydrocarbons/versadigde koolwaterstowwe  No further atoms can be added to the molecule/Has only single bonds / Geen verdere atome kan by die molekuul gevoeg word nie/Het slegs enkelbindings.  [12.1.4] (3) 5.3 Gas  [12.2.1] (1) 5.4 CnH2n+2  [12.2.1] (1) 5.5 CnH2n+2  [12.1.2] (2) 5.6 The longer the alkane chain/the greater the number of C-atoms, the greater the intermolecular forces and the higher the boiling point. / Hoe langer die alkaanketting/hoe groter die aantal C-atome,hoe groter die intermolekulêre kragte en hoe hoër die kookpunt.  [12.1.4] (2) 5.7 The size of the molecule/surface area/molecular mass increases with more C-atoms.  The larger the molecule, the more van der Waal’s forces are formed.  More van der Waal’s forces require more energy to overcome these forces,  therefore the higher the boiling points. / Die grootte/oppervlakte/molekulêre massa van die molekule vergroot met ʼn groter aantal C-atome.  Hoe groter die molekuul, hoe meer van der Waalskragte wat kan vorm.  Meer van der Waalskragte het meer energie nodig om die kragte te oorkom  dus styg die kookpunte.  [12.1.4] (4) 5.8 H H H H C C C H  H H H C H H [12.2.3] (2) 5.9 2-methylpropane/2-metielpropaan  [12.2.3] (2) 5.10 Molecules with branched chains are more spherical than molecules with straight chains, and consequently have a smaller surface area with weaker van der Waal’s forces which result in lower boiling points. / Molekule met vertakte kettings is meer sferies as die met reguit kettings en het gevolglik ʼn kleiner oppervlakte met swakker van der Waalskragte wat lei na laer kookpunte.  [12.1.4] (2) [21] ### Page 13 Downloaded from hlayiso.com (SEPTEMBER 2012) FISIESE WETENSKAPPE V2 (Memo) 13 QUESTION/VRAAG 6 6.1 What is the effect of surface area on the rate of a reaction?  Wat is die effek van oppervlakte op die tempo van ʼn reaksie?  [12.1.1] (2) 6.2 Measure the increase in volume of H2 gas/measure the decrease in mass of the reaction mixture as gas is given off.  Meet die toename in volume van H2-gas/meet die afname in massa van die reaksie mengsel namate gas afgegee word.  [12.1.2] (2) 6.3 B  larger surface area/groter oppervlakte  [12.1.4] (3) 6.4 Stays the same/Bly dieselfde  [12.1.2] (2) 6.5 Increase the temperature/concentration of the HCℓ solution/Verhoog die temperatuur/konsentrasie van die HCℓ- oplossing. (Any 1/Enige 1 ) [12.1.2] (2) 6.6 Temperature: At higher temperatures, the particles have more kinetic energy and move faster so collisions occur more frequently and more energetically and the number of effective collisions increases.  Temperatuur: Teen hoër temperature het die partikels meer kinetiese energie en beweeg vinniger sodat botsings meer gereeld en met meer energie plaasvind en die aantal effektiewe botsings neem toe.  OR/OF Concentration: More collisions will occur because there are more particles that can collide in a given volume. The chances of effective collisions are higher. /Konsentrasie: Meer botsings sal plaasvind want daar is meer partikels wat kan bots in ʼn gegewe volume. Die kanse vir effektiewe botsings is dus hoër.  [12.1.2] (2) 6.7 ZnCℓ2  [12.1.2] (1)   6.8 2 Zn + 4 HCℓ → 2 ZnCℓ2 + 2 H2 ( Bal.) [12.1.2] (3) 6.9 Exothermic/Eksotermies.  ∆H is less than zero/negative/more heat are given off.  ∆H is minder as nul/negatief/meer hitte word vrygestel.  [12.1.2] (3) [20] ### Page 14 Downloaded from hlayiso.com 14 PHYSICAL SCIENCES P2 (Memo) (SEPTEMBER 2012) QUESTION/VRAAG 7 7.1 7.1.1 A – forward (reaction)/voorwaartse (reaksie)  B – reverse (reaction)/terugwaartse (reaksie)  [12.1.2] (2) − 7.1.2 At the start of the reaction there was only AX present and no A2 or X2.  Graph A begins with a value greater than zero and decreases with time, it can therefore only represent the forward reaction.  Graph B can only be the reverse reaction because it begins at zero and increases with time. / By die begin van die reaksie was daar slegs AX teenwoordig en geen A2 of X2 nie.  Grafiek A begin met ʼn waarde groter as nul en verminder met tyd, dit kan dus slegs die voorwaartse reaksie verteenwoordig.  Grafiek B kan slegs die terugwaartse reaksie verteenwoordig want dit begin by nul en neem toe met tyd.  [12.1.4] (3) 7.1.3 Equilibrium is reached/Ewewig is bevestig  [12.1.2] (2) 7.1.4 Pressure/Druk  [12.1.2] (2) − 7.1.5 The change in pressure does not actually change the equilibrium, but causes both the forward and reverse reactions to take place at a faster rate.  Both reactions also increase by the same amount.  The reason for all this is because there are equal volumes on either side of the equation. / ʼn Verandering in druk verander nie noodwendig die ewewig nie, maar veroorsaak dat beide die voorwaartse en terugwaartse reaksies teen ʼn hoër tempo plaasvind.  Beide reaksies neem ook toe met dieselfde hoeveelheid.  Die rede vir die is dat daar gelyke volumes is aan beide kante van die vergelyking.  [12.1.4] (3) 7.1.6 According to Le Chatelier, a decrease in temperature will favour the reaction which releases heat/energy,  that is, the reverse reaction will be favoured.  More AX will thus be formed. / Volgens Le Chatelier sal ʼn afname in temperatuur die reaksie begunstig wat hutte/energie vrystel.  d.w.s. die terugwaartse reaksie word begunstig.  Meer AX sal dus gevorm word.  [12.1.4] (3) ### Page 15 Downloaded from hlayiso.com (SEPTEMBER 2012) FISIESE WETENSKAPPE V2 (Memo) 15 7.2 7.2.1 [SO2]2∙[O2]  Kc = [SO3]2 (0, 5)2∙[O2]  ∴ 31,25  = (0,04)2  ∴ [O2] = 0,2 mol∙dm-3  but: m = cMV ∴V= = = 3 dm3  [12.1.3] (8) [23] QUESTION/VRAAG 8 8.1 8.1.1 Galvanic/voltaic cell/Galvaniese/voltaïese sel  [12.2.1] (1)    8.1.2 Zn (s)/Zn2+ (aq)//Ag+ (aq)/Ag [12.2.3] (3) 8.1.3 Zn/zinc/sink  [12.2.3] (1) 8.1.4 Oxidation/oksidasie  [12.2.3] (1) 8.1.5 Zn → Zn2+ + 2 e−  [12.2.3] (2) 8.1.6 Ag+ + e− → Ag  [12.2.3] (2) 8.1.7 Zn → Zn2+ + 2 e− 2 Ag+ + 2 e− → 2 Ag (x2)  Zn + 2 Ag+ → Zn2+ + 2 Ag ( Bal.) [12.1.3] (4) 8.1.8 Eocell = Eooxidising agent − Eoreducing agent  = (0,80)  − (−0,76)  = 1,56 V  [12.1.3] (4) 8.2 8.2.1 Electroplating is the process during which one metal is coated with another metal, through electrolysis, to give it more desirable or useful properties  Elektroplatering is die proses waartydens een metaal met ʼn ander metaal bedek word, deur elektrolise, om dit meer begeerlike of nuttige eienskappe te gee.  [12.2.1] (2) 8.2.2 Electrorefining is the process whereby a metal is purified by means of electrolysis/Elektroraffinering is die proses waardeur ʼn metaal versuiwer word deur elektrolise.  [12.2.1] (2) [22] ### Page 16 Downloaded from hlayiso.com 16 PHYSICAL SCIENCES P2 (Memo) (SEPTEMBER 2012) QUESTION/VRAAG 9 9.1 9.1.1 Secondary cell/sekondêre sel.  It can be recharged/Dit kan herlaai word.  [12.2.1] (2) 9.1.2 Chemical energy is changed to electrical energy/Chemiese energie word in elektriese energie omgesit.  [12.2.1] (2) 9.1.3 - Plastic casing/plastiek omhulsel  - broken up into pieces, washed, melted, extruded and remoulded into new battery casings/word opgebreek in stukkies, gewas, gesmelt, geekstrueer en hervorm as nuwe battery omhulsels.  - Lead (grids)/lood (roosters)  - are cleaned, melted and moulded into new grids for new batteries/word skoongemaak, gesmelt en in nuwe roosters gegiet vir nuwe batterye. - Battery acid/batterysuur  - is neutralised and dumped/word geneutraliseer en weggegooi.  [12.3.3] (6) 9.2 9.2.1 Fertilisers derived from plant and/or animal matter as well as naturally occurring minerals/Bemestingstowwe wat hoofsaaklik uit plant- en/of diermateriaal, sowel as minerale wat natuurlike voorkom bestaan.  [12.3.3] (2) 9.2.2 Nitrates, phosphates and other soluble nutrients are leached from the soil and enter rivers and streams in run- off water.  The nutrient content of rivers and streams increases.  Algae in water go through a growth spurt, called algal bloom.  When the algae in the water die and decompose, the oxygen level in the water decreases.  Fish then die from lack of oxygen.  Nitrate, fosfate en ander oplosbare voedingstowwe word uit die grond gespoel en vloei in riviere en strome met die afloopwater.  Die voedingsinhoud van die rivier of stroom word verhoog.  Alge in die water groei baie vinnig (algbloei genoem).  Wanneer die alge sterf en ontbind, neem die suurstofvlak in die water af.  Visse vrek van ʼn gebrek aan suurstof.  [12.3.2] (5) 9.2.3 (NH4)2SO4  [12.3.3] (2) [19] TOTAL SECTION B/TOTAAL AFDELING B: 125 GRAND TOTAL/GROOTTOTAAL: 150 ## Related documents - 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