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https://ultradeep.co.za Maths, Science and Technology Directorate 2017 PHYSICAL SCIENCES GRADE 12 REVISION GUIDE Dear Grade 12 Learner [2017] Grade 12 learners will be writing CAPS at the end of this year, 2017. You are advised to use all the Previous Examination Papers in this subject, however note that you need to practice more high order questions, multistep problems and problems that integrate different topics. This document is aimed at providing you with information on how to plan your revision, how to study, how to form a study group and how to write examinations successfully. Attached hereto please find also A SUMMARY ON HOW TO ANSWER MULTIPLE CHOICE QUESTIONS, DEFINITIONS TAKEN FROM THE EXAMINATION GUIDELINES AND A SUMMARY AND COMPARISON OF QUESTIONS ASKED FROM 2009 TO 2015 Grade 12 Examinations. STUDY TIPS  Get motivated – find your own deep and compelling reason to successfully learn your subject and pass your exams  Plan your time to include study, revision and social commitments – a balance of having fun, taking breaks and studying is vital - plan to study, staring today  Decide when you work best e.g.. early morning, afternoons or evenings  Find your study place - home, library or school; in silence or listen to music?  Be organized – make sure you have all materials (such as textbook, calculator, pen etc.) you need in your study space before studying,  Ask your teacher if you are unsure about anything  Study with friends (study groups)  Make sure you eat well and get enough sleep  Do past papers under thorough exam conditions as often as possible – familiarize yourself with the format.  Know your learning style – whether you learn by listening, seeing or doing  Make your own study materials – create your own flash cards  Learn how to remember list of things – using study methods, writing, drawing, summarizing, chanting or teaching your study buddy. FORMING A STUDY GROUP  An effective study group ideally has of 3-4 members (no more than 5).  Your group should meet at least once a week and you should decide how long you want your sessions to be.  All members should make a serious commitment to show up and to do the required preparation prior to any group meeting. If you show up unprepared it will impact how effective that session is for the whole group, not to mention what you could get out of those sessions.  You should choose a group ‘leader/facilitator’ (this could be one person or members could take turns). This person would be responsible for keeping the group on track and on task within each session so that no one gets frustrated with pace or with time being wasted on other things not relevant to mastering the course material. This person should also send out a reminder email on weekly time/location info, plus any session info that’s relevant. 2 https://tvetpapers.co.za

https://ultradeep.co.za EXAM WRITING TIPS  Arrive early and ready to begin.  Read and understand the instructions.  Preview your question paper and allocate your writing time appropriately.  Tackle each question systematically – underline the verbs that tell you what to do.  Write down something for every question – write down anything you know that is related to the question.  Set up your answers clearly.  If you feel you are unable to answer a question, don’t panic and allow anxiety to affect how you are going to fare in the exam – write down your thoughts about this question  Review and make corrections – go over your answers and do not change anything unless you are sure it is wrong. Grades 10 and 11 Topics that are examinable in the Grade 12 final Exams All skills and application of knowledge learnt in Grades 10 and 11 are applicable to assessment in Grade 12. In addition to content from Grades 10 and 11 included under examinable content for Grade 12, skills and knowledge from Grades 10 and 11 that may be assessed in Grade 12 include the following:  The use of equations of motion in solving problems dealing with momentum and vertical projectile motion, work, energy and power  Sound waves and properties of sound  Electromagnetism NOTE: Although there will be no direct questions about these aspects, applications thereof can be assessed. The following Table (from CAPS) shows Grades 10 and 11 Topics in the CAPS document that are also examinable in the Grade 12 final examination: Selected Examinable Grades 10 & 11 Topics Physics from grade 11 Chemistry from grades 10 and 11 1. Newton’s Laws (Newton 1, 2, 3 and Newton’s 1. Representing chemical change (grade 10) Law of Universal Gravitation) and Application of 2. Intermolecular forces (grade 11) Newton’s Laws. 3. Stoichiometry (grade 11) 2. Electrostatics (Coulomb’s Law and Electric field) 4. Energy and Change (grade 11) 3. Electric circuits (Ohm’s Law, Power and Energy) 3 https://tvetpapers.co.za

https://ultradeep.co.za 4. Format of the question papers and Weighting of prescribed content and cognitive levels Papers 1 and 2 will include questions across all four cognitive levels. The distribution of the content and the cognitive levels in Physics and Chemistry papers is given below. Paper 1: Physics Focus (%) Weighting of Cognitive Levels 1 2 3 Applying / Content Marks Duration Analysing Total Remembering / Understanding/ 4 Evaluating and recall Comprehension creating (synthesis) Mechanics 63 150 Marks Waves, sound & Light 17 * 10 Multiple choice 15 35 40 10 3 hours Electricity and questions = 20 marks 55 Magnetism * Structured-questions Matter and materials 15 = 130 marks Paper 2: Chemistry Focus (%) Weighting of Cognitive Levels 1 2 4 3 Content Duration Evaluating and Marks Total Remembering / Understanding/ Applying / creating Analysing recall Comprehension (synthesis) Chemical Change 84 150 Marks Chemical Systems 18 * 10 Multiple choice 15 40 35 10 Matter and questions = 20 marks 3 Hours materials 48 * Structured-questions = 130 marks 4 https://tvetpapers.co.za

https://ultradeep.co.za HOW TO ANSWER MULTIPLE CHOICE QUESTIONS Studying for a multiple choice exam or test requires a special method of preparation distinctly different from an essay exam. Multiple choice questions ask a learner to recognize a correct answer among a set of options that include 3 or 4 wrong answers (called distracters). For many reasons learners usually consider multiple choice questions easier than essay type questions. However multiple choice questions can actually be very difficult. Sometimes learners resort to guessing which may many a times lead to giving incorrect answers. There are strategies that can be used to maximize your success on answering multiple choice questions. The best way to improve your chances off course is to study carefully before the exam and make you understand your work instead of just memorizing. A multiple choice question consists of a phrase or stem followed by 3-4 options to select the correct answer from. Here are a few tips to help reduce possibilities of making mistakes or of getting confused by distracters that look very similar to the correct answer. STEP 1  Always cover the possible options given with a piece of paper or your hand while you read the stem or body of the question.  Read carefully and make sure you understand what you are required to do. Many a times learners just rush through the questions and this may result in a misinterpretation of questions. STEP 2  Try to anticipate the correct answer before looking at the given options. STEP 3  Uncover and read the responses, if you see the response you anticipated or one that closely matches your anticipation circle / mark it and then check the others to make sure none of them is a better response. It is important to read all given responses.  If your anticipated response is not amongst the given ones or if you are not able to anticipate an answer read the given options and eliminate those you know are wrong.  By eliminating wrong options you will be left with fewer options to select your answer from and this makes it easier to look for the correct option. STEP 4  Look at the remaining options, compare them for differences and then refer to the stem of the question to find your correct answer. The following strategies can be used to assist you eliminate responses/options that are probably wrong. However none of these are infallible, a smart examiner will avoid writing questions for which these strategies work but you can always hope for a lapse of attention. 1. Responses that use absolute words, such as “always” or “never” are less likely to be correct than ones that use conditional words like “usually” or “probably” 2. Funny responses are usually wrong. 3. “All of the above” is often a correct response. If you can verify that more than one of the other responses is correct, then choose “all of the above” 4. “None of the above” is often an incorrect response, but this is reliable than the “All of the above” rule. 5 https://tvetpapers.co.za

https://ultradeep.co.za 5. Look for grammatical clues e.g. if the stem ends with the indefinite article “an” then the correct response probably begins with a vowel. 6. The longest response is often the correct one, because the examiner tends to load it with qualifying adjectives or phrases. 7. Look for verbal associations. A response that repeats key words that are in the stem is likely to be correct. 8. If all else fails, choose response B or C. Many examiners subconsciously feel that the correct answer is “hidden” better if it is surrounded by distracters. Response is usually least likely to be the correct one. If you cannot answer a question within a minute or less, skip it and plan to come back later. PRACTICAL INVESTIGATIONS Practice a number of practical investigation questions including ones involving interpretation of and drawing graphs. You should be able to:  Identify controlled, independent and dependent variables.  Differentiate between an independent and a dependent variable.  Formulate a hypothesis (it should be a statement about the relationship between two variables)  Formulate an investigative question (it should be a question about the relationship between two variables; it should not be a question that can have a yes or a no as an answer). Learn the definitions, laws and principles as they are stated in the examinations guide. In addition make sure you pay particular attention to and have a clear understanding of the issues and concepts mentioned below. SUMMARY OF CONCEPTS YOU NEED TO PAY PARTICULAR ATTENTION TO UNDER EACH TOPIC PAPER 1 NEWTON’S LAWS  Study all four Newton’s laws which were studied in grade 11  Static and kinetic friction forces and be able differentiate between the two.  Problems involving a system of objects connected by inextensible strings being pulled along a horizontal surface, along an inclined plane or vertically. The pulling force may be parallel to or it may be at an angle to the plane along which the object is moving. Do not use the systems approach for calculations in such problems.  May be required to draw free body diagrams of all or some of the forces acting on objects in the system.  May be required to calculate  the tension in a string connecting objects.  the normal force acting on an object. Note that the normal force is not always equal to the weight on an object e.g. when the object is on an inclined plane.  maximum static friction, kinetic frictional force.  the acceleration of the system or objects in the system. 6 https://tvetpapers.co.za

https://ultradeep.co.za MOMENTUM AND IMPULSE  Application of or how to use the sign convention  Interpretation of the sign in the final answer of a calculation.  Concepts of negative acceleration and increasing negative velocity.  Conservation of momentum and the correct formula.  Elastic and inelastic collisions (distinguish between elastic and inelastic collisions)  Newton’s second law in terms of momentum VERTICAL PROJECTILE MOTION  Increasing negative velocity  Drawing free body diagrams  Interpreting and drawing graphs of motion  The sign convention  Interpretation of the sign in the final answer of a calculation.  Practice problems involving different types of scenarios (see examples of scenarios from the summary of questions from past papers) NB: 1. The direction of gravitational acceleration ‘g’ is always downwards. 2. Velocity of a projectile is equal to 0 at maximum height. 3. Once there is another force acting on the object besides the force of gravity the object is no longer a projectile. WORK ENERGY AND POWER  Calculations: Practice problems involving the work, energy theorem including ones involving non-conservative forces (usually frictional force).  Differentiate between conservative and non-conservative forces  Drawing of free body diagrams. Study the scenario carefully and read the question well. Some questions require you to draw all forces acting on the object and some only those forces that are doing work on the object. Check if there is friction involved in the problem.  Study the concept of negative work.  Ensure you understand the difference between ‘Fnet’ and ‘F’ and between ‘Wnet’ and ‘W’ and ensure you use these appropriately during calculations. DOPPLER EFFECT  Basic principles of waves  Doppler effect in sound waves  Doppler effect in light waves (red and blue shift)  Calculations may be of  The frequency of the emitted sound or detected sound.  Velocity of the source of sound or velocity of the listener. ELECTROSTATICS  From grade 11 (Coulomb’s Law and the electric field)  Differentiate between electric field and electric field at a point.  Draw electric field patterns  Calculate or determine the  net electrostatic force experienced by a charged sphere due to the presence of other charged spheres.  magnitude and direction of an electric field.  magnitude of a point charge.  net charge or the number of charges transferred from one charged object to another during contact. 7 https://tvetpapers.co.za

https://ultradeep.co.za ELECTRIC CIRCUITS  Ohm’s Law  Problems on series and parallel networks including internal resistance  Calculations of effective resistance, current, potential difference, internal resistance, emf etc. Practice as many different circuit combinations as possible.  Explain the effect that changes made in a circuit have on external resistance, lost volts, current, terminal potential difference, power.  using the concepts of resistance, current potential difference and the formulae  Ɛ = I(R + r) or  P = I2R or 𝑉2  P = 𝑅 to explain changes) ELECTRODYMAMICS  Differences between  generators and motors  AC and DC motors and generators  The principle of operation of the different machines.  Drawing or interpreting potential difference versus time or current versus time graphs for generators.  Calculations of Irms; Imax; Vrms; Vmax; frequency and average power output. PHOTOELECTRIC EFFECT  The effect of intensity and frequency of light on the emitted photoelectrons.  Calculating work function, threshold frequency, energy etc. PAPER 2 Chemistry from Grade 11: 1. Intermolecular forces  The different types of intermolecular forces and the physical states explained in terms of these forces. 2. Stoichiometry  Revise stoichiometric calculations since these serve as a basis for calculations in chemical equilibrium and acids and bases. ORGANIC MOLECULES  Nomenclature - learn the correct methods of writing IUPAC names (the use of hyphens, a comma between numbers instead of a semicolon,  Learn the different types of reactions  Physical properties and giving explanations in terms of specific intermolecular forces i.e. stating the specific type of intermolecular force to explain e.g. differences in melting or boiling points.  Know the difference between molecular formula, condensed structural formula and structural formula.  When drawing structural formula do not leave out any hydrogen or bond.  Study the section on Plastics and Polymers thoroughly. RATES OF REACTIONS  Revise energy and change from grade 11 thoroughly. Pay particular attention to  The Boltzman distribution curve  The energy graphs for both endo- and exothermic reactions  Factors affecting rates of reactions.  Study the collision theory and ensure you can use it to explain rates of reactions. 8 https://tvetpapers.co.za

https://ultradeep.co.za CHEMICAL EQUILIBRIUM Pay particular attention to  Application of Le Chatelier’s principle.  Interpretation of graphs illustrating le Chatelier’s principle. Make sure you understand the different types of graphs:  Rate of reaction versus time  Concentration versus time  Amount of reactants or products versus time  Number of moles of reactants or products versus time  Make sure you are able to write the Kc expression properly and use it to do calculations.  Use of coefficients in the equation as exponents when substituting into the Kc expression.  Instead of calculating Kc you may be given the Kc and be required to calculate other values e.g. the concentration / number of moles / mass of a substance.  When making use of a table for your calculations make sure you do not leave out the descriptors. You are not compelled to use a table. ACIDS AND BASES Revise all the concepts since this is a fairly new topic in the exam:  Definitions  Distinguish between Strong and weak acids and bases  Distinguish between Concentrated and dilute acids and bases  Practice questions on conjugate acid-base pairs  Practice questions titrations-including calculations thereof  Practice questions limiting reagents-including calculations thereof. ELECTROCHEMICAL REACTIONS.  Differences and similarities between galvanic and electrolytic cells.  Define the electrodes (anode and cathode) in terms of the reactions taking place at the electrode.  Clear understanding of the difference between oxidation and reduction, oxidizing and reducing agent. Note that a reducing agent becomes oxidised and an oxidizing agent becomes reduced.  Learn the correct way of writing atomic symbols and equations of half and net reactions  Study the following processes of electrolysis thoroughly  electrolysis of molten salts using inert electrodes  electrolysis of ionic salt solutions using inert electrodes  Electroplating using nickel and silver  Purification or refining of e.g. copper  Extraction of aluminium from Aluminium ore (bauxite) FERTILIZER INDUSTRY  Study as many questions of flow diagrams on the industrial manufacturing of fertilizers as possible. This is is necessary and can be of great assistance, most questions involve flow diagrams.  Ensure you understand the meaning of NPK ratio and can do calculation involving % composition N, P and K in fertilisers.  Impact of using fertilizers WORD OF ADVICE A GOOD WAY OF CHECKING OR TESTING YOURSELF TO SEE IF YOU UNDERSTAND A CONCEPT IS TO ATTEMPT TO ANSWER QUESTIONS ON YOUR OWN BEFORE LOOKING AT THE ANSWERS IN THE MEMORANDUM. 9 https://tvetpapers.co.za

https://ultradeep.co.za DEFINITIONS, PRINCIPLES AND LAWS FROM THE EXAMINATION GUIDELINE PAPER 1 - PHYSICS NEWTON’S LAWS Normal force, N, is the force or the component of a force which a surface exerts on an object with which it is in contact, and which is perpendicular to the surface. Frictional force, f, is the force which opposes the motion of an object and which acts parallel to the surface. Static frictional force, fs, is the force that opposes the tendency of motion of a stationary object relative to a surface. Kinetic frictional force, fk, is the force that opposes the motion of a moving object relative to a surface. Newton’s first law of motion: A body will remain in its state of rest or motion at constant velocity unless a non-zero resultant / net force acts on it. Newton’s second law of motion: When a resultant/ net force acts on an object the object will accelerate in the direction of the force at an acceleration directly proportional to the force and inversely proportional to the mass of the object. Newton’s third law of motion: When one body exerts a force on a second body, the second body exerts a force of equal magnitude in the opposite direction on the first body. Newton’s Law of Universal Gravitation: Each body in the universe attracts every other body with a force that is directly proportional to the product of their masses and inversely proportional to the square of the distance between their centres Weight is the gravitational force the Earth exerts on any object on or near its surface. MOMENTUM AND IMPULSE Momentum is the product of an object’s mass and its velocity Newton’s second law of motion in terms of momentum: The net (or resultant) force acting on an object is equal to the rate of change of momentum of the object in the direction of the resultant/net force. Impulse is the product of the resultant/ net force acting on an object and the time the resultant/ net force acts on the object A closed / an isolated system (in Physics) i.e. A system on which the resultant/ net external force is zero. 10 https://tvetpapers.co.za

https://ultradeep.co.za Principle of conservation of linear momentum: The total linear momentum of a closed system remains constant (is conserved) Elastic collision: this is a collision in which both momentum and kinetic energy are conserved Inelastic collision: this is the collision in which only momentum is conserved. VERTICAL PROJECTILE MOTION IN ONE DIMENSION (1 D) Projectile is an object upon which the only force acting is the force of gravity. An object in free fall is an object moving under the influence of the gravitational force ONLY WORK-ENERGY AND POWER Work done on an object by a constant force F is equal to FΔx cosθ where F is the magnitude of the force, Δx is the magnitude of the displacement and θ is the angle between the force and the displacement. Work-energy theorem: The net/total work done on an object is equal to the change in the object’s kinetic energy OR the work done on an object by a resultant/net force is equal to the change in the object’s kinetic energy. Conservative force is a force for which the work done in moving an object between two points is independent of the path taken. Examples are gravitational force, the elastic force in a spring and electrostatic forces (coulomb forces). Non-conservative force is a force for which the work done in moving an object between two points depends on the path taken. Examples are the frictional force, air resistance, tension in a cord, etc. Principle of conservation of mechanical energy: The total mechanical energy (sum of gravitational potential energy and kinetic energy) in an isolated system remains constant. Power is the rate at which work is done or the rate at which energy is expended, used, transferred / released. DOPPLER EFFECT Doppler effect is the change in frequency (or pitch) of the sound detected by a listener because the sound source and the listener have different velocities relative to the medium of sound propagation. 11 https://tvetpapers.co.za

https://ultradeep.co.za ELECTROSTATICS Coulomb’s Law: The magnitude of the electrostatic force exerted by one point charge (Q1) on another point charge (Q2) is directly proportional to the product of the magnitudes of the charges and inversely proportional to the square of the distance (r) between them. Electric field is a region of space in which an electric charge experiences a force. (The direction of the electric field at a point is the direction that a positive test charge would move if placed at that point.) Electric field at a point: The electric field at a point is the electrostatic force experienced per unit positive charge placed at that point. ELECTRIC CIRCUITS Ohm’s law: The potential difference across a conductor is directly proportional to the current in the conductor at constant temperature. Power is the rate at which work is done. Kilowatt hour (kWh) refers to the use of 1 kilowatt of electricity for 1 hr. (the number of kilowatts of electricity used in 1hour) Electromotive Force (Emf): The maximum energy / work done by a battery per coulomb/unit charge passing through it. Potential Difference: The amount of work done per coulomb of charge moved between two points. Current: the rate of flow of charge. ELECTRODYNAMICS The rms value of AC voltage is the DC potential difference which dissipates the same amount of energy as AC. The rms value of AC current is the DC current which dissipates the same amount of energy as AC. 12 https://tvetpapers.co.za

https://ultradeep.co.za OPTICAL PHENOMENA AND PROPERTIES OF MATERIALS Photoelectric effect is the process whereby electrons are ejected from a metal surface when light of suitable frequency is incident on that surface. Threshold frequency, fo, as the minimum frequency of light needed to emit electrons from a certain metal surface. Work function, Wo: of a metal is the minimum energy that an electron in the metal needs to be emitted from the metal surface PAPER 2 – CHEMISTRY INTERMOLECULAR FORCES Hydrogen bonding: Forces between molecules in which hydrogen is covalently bonded to nitrogen, oxygen or fluorine Boiling point: The temperature at which the vapour pressure of a substance equals atmospheric pressure. Melting point: The temperature at which the solid and liquid phases of a substance are at equilibrium. Vapour pressure: The pressure exerted by a vapour at equilibrium with its liquid in a closed system. ORGANIC MOLECULES Molecular formula: A chemical formula that indicates the type of atoms and the correct number of each in a molecule. Hydrocarbon: Organic compounds that consist of hydrogen and carbon only. Functional group: A bond or an atom or a group of atoms that determine(s) the physical and chemical properties of a group of organic compounds. Homologous series: A series of organic compounds that can be described by the same general formula OR in which one member differs from the next with a --CH2 group. Saturated compounds: Compounds in which there are no multiple bonds between C atoms in their hydrocarbon chains. Unsaturated compounds: Compounds with one or more multiple bonds between C atoms in their hydrocarbon chains. 13 https://tvetpapers.co.za

https://ultradeep.co.za Structural isomer: Organic molecules with the same molecular formula, but different structural formulae. Chain isomers: Organic molecules with the same molecular formula, but different types of chains e.g. butane and 2-methylpropane. Positional isomers: Organic molecules with the same molecular formula, but different positions of the side chain, substituents or functional groups on the parent chain, e.g. 1-chloropropane and 2-chloropropane OR but-2-ene and but-1-ene. Functional isomers: Organic molecules with the same molecular formula, but different functional groups e.g. methyl methanoate and ethanoicacid Hydrohalogenation: The addition of a hydrogen halide to an alkene. Halogenation: The reaction of a halogen (Br2, Cℓ2) with a compound. Hydration: The addition of water to a compound. Hydrogenation: The addition of hydrogen to an alkene. Dehydrohalogenation of haloalkanes: The elimination of hydrogen and a halogen from a haloalkane. Dehydration of alcohols: Elimination of water from an alcohol. Hydrolysis: The reaction of a compound with water. Halogenation of alkanes The reaction of a halogen (Br2, Cℓ2) with a compound. Cracking of alkanes: The chemical process in which longer chain hydrocarbon molecules are broken down to shorter more useful molecules. Macromolecule: A molecule that consists of a large number of atoms. Polymer: A large molecule composed of smaller monomer units covalently bonded to each other in a repeating pattern. 14 https://tvetpapers.co.za

https://ultradeep.co.za Monomer: Small organic molecules that can be covalently bonded to each other in a repeating pattern. Polymerisation: A chemical reaction in which monomer molecules join to form a polymer. Addition polymerisation: A reaction in which small molecules join to form very large molecules by adding on double bonds. Addition polymer: A polymer formed when monomers (usually containing a double bond) combine through an addition reaction. Condensation polymerisation: Molecules of two monomers with different functional groups undergo condensation reactions with the loss of small molecules, usually water. Condensation polymer: A polymer formed by two monomers, with different functional groups, that are linked together in a condensation reaction in which a small molecule, usually water, is lost. ENERGY AND CHANGE Heat of reaction (ΔH): Is the energy absorbed or released in a chemical reaction. Exothermic reaction: Is the reaction that release energy. Endothermic reaction: Is the reaction that absorb energy. Activation energy: Is the minimum energy needed for a reaction to take place. Activated complex: Is the unstable transition state from reactants to products. RATE AND EXTENT OF REACTION Reaction rate: Is the change in concentration of reactants or products per unit time. Positive catalyst: Is a substance that increases the rate of a chemical reaction without itself undergoing a permanent change. 15 https://tvetpapers.co.za

https://ultradeep.co.za Open and closed systems: Is the continuously interacts with its environment, while a closed system is isolated from its surroundings. A reversible reaction: A reaction is reversible when products can be converted back to reactants. Chemical equilibrium: It is a dynamic equilibrium when the rate of the forward reaction equals the rate of the reverse reaction. State Le Chatelier’s principle: When the equilibrium in a closed system is disturbed, the system will re-instate a new equilibrium by favouring the reaction that will oppose/cancel the disturbance. ACIDS AND BASES Arrhenius theory: An acids is a substance that produces hydrogen (H+) /hydronium (H3O+) ions when it dissolves in water. A base is a substance that produces hydroxide ions (OH-) when it dissolves in water. Lowry-Brønsted theory: An acid is a proton (H+ ion) donor. A base is a proton (H+ ion) acceptor. Strong acids: Ionise completely in water to form a high concentration of hydronium ions (H3O+) ions. e.g Hydrochloric acid (HCl), Sulphuric acid (H2SO4) and Nitric acid ( HNO3) Weak acids Ionise incompletely in water to form a low concentration of hydronium ions (H3O+) e.g ethanoic acid (CH3COOH) and oxalic acid (COOH)2 Strong bases: Dissociate completely in water to form a high concentration of hydroxyl ions (OH-) e.g Sodium hydroxide (NaOH), Potassium hydroxide (KOH) Weak bases Dissociate/ionise incompletely in water to form a low concentration of hydroxyl ions (OH-). e.g Ammonia (NH3), Calcium carbonate (CaCO3), Potassium carbonate (K2CO3) and Sodium hydrogen carbonate (NaHCO3) Concentrated acids: Contain a large amount (number of moles) of acid in proportion to volume of water. Concentrated bases: Contain a large amount (number of moles) of base in proportion to volume of water. 16 https://tvetpapers.co.za

https://ultradeep.co.za Concentration: The amount of solute a given solution contains at a given temperature Dilute acids: Contain a small amount (number of moles) of acid in proportion to volume of water. Dilute bases: Contain a small amount (number of moles) of base in proportion to volume of water. Define the concept of Kw: Is the equilibrium constant for the ionisation of water/ the ionic product of water / ionisation constant of water. Auto-ionisation of water: Is the reaction of water with itself to form H3O+ ions and OH- ions. ELECTRO CHEMICAL REACTIONS Galvanic cell: Is a cell in which chemical energy is converted into electrical energy. Electrolytic cell: Is a cell in which electrical energy is converted into chemical energy. Oxidation and reduction in terms of electron (e-) transfer: Oxidation: Is a loss of electrons. Reduction: Is a gain of electrons. Oxidation and reduction in terms of oxidation numbers: Oxidation: An increase in oxidation number Reduction: A decrease in oxidation number Oxidizing agent: A substance that is reduced / gains electrons. Reducing agent: A substance that is oxidised / loses electrons. Anode: The electrode where oxidation takes place. Cathode: The electrode where reduction takes place 17 https://tvetpapers.co.za

https://ultradeep.co.za Electrolyte A solution/liquid/dissolved substance that conducts electricity through the movement of ions. Electrolysis: The chemical process in which electrical energy is converted to chemical energy / the use of electrical energy to produce a chemical change. CHEMICAL INDUSTRY NPK ratio: The ratio of nitrogen, phosphorus and potassium in the fertilizer Eutrophication: Is the process by which an ecosystem, becomes enriched with inorganic plant nutrients, resulting in excessive plant growth. 18 https://tvetpapers.co.za

https://ultradeep.co.za SUMMARY AND COMPARISON OF QUESTIONS ASKED IN EXAMINATION PAPERS OVER THE PAST SIX YEARS. PHYSICS PAPERS [P1] TOPIC 2009 November 2010 November 2011 November 2012 November 2013 November 2014 November 2015 November A ball brick is Projectile fired A camera Object projected A ball is thrown A ball is thrown A ball is thrown vertically released from a vertically upwards accidentally vertically upwards vertically vertically upwards from upwards at 16 m·s-1 and Vertical projectile motion certain height. A at 29.4 m/s from dropped from a at 8 m/s from a downwards from a height, h with a one second later another few seconds later the top of a cliff. balloon that is roof, strikes a the top of a building certain velocity and ball is thrown vertically another brick is Included moving upwards at balcony below the to a concrete floor another ball B dropped downwards at 9 m·s-1 thrown from the interpretation of a constant velocity. roof, bounces off below and it from the same height. from a balcony 30 m same height. velocity- time Included drawing a and strikes the bounces off the Involved drawing a above the ground. graph and velocity-time graph ground. Included floor. Included velocity-time graph. Included drawing a drawing a drawing a velocity- interpretation of a velocity-time graph. position-time time graph. velocity time graph graph. and drawing of a position time graph. A man on roller A ball collides with A car collides head- Car and truck A 60kg stationary A dancer leaps and A bullet is fired from a Momentum and Impulse skates collides a stationary crate on with a truck moving in opposite boy on ice skates on lands on the ground. stationary rifle and with and grabs a and after collision moving in opposite directions collide a frozen lake strikes a stationary stationary boy they move at direction and the head-on and stick throwing a package wooden block which is and they move different two move together together after of a certain mass. (A fixed to a table. with a common velocities. (A after collision. collision. combination of speed after combination of Newton’s third law collision momentum and and momentum) mechanical energy.) 19 https://tvetpapers.co.za

https://ultradeep.co.za A block moves A crate is pulled Use the work - Calculate the net State & use the Two scenarios: Two scenarios: along a from O to P along energy theorem to force using the principle of  An object slides  Calculating the horizontal rough a horizontal calculate the net work-energy conservation of down a curved power developed by surface and then surface by a work done on a theorem for a car mechanical energy frictionless track a motorbike moving up an inclined constant force person being lifted which was stopped to calculate the then through a at a constant speed frictionless ramp. applied at an upwards by a cable but initially moving. speed of an object horizontal rough and to maintain the angle. The object into a stationery at position Y after surface until it speed a constant Work, energy & power Draw a labeled experiences a rescue helicopter. Draw a labeled free- sliding down a comes to rest. driving force acts on free-body frictional force as The person was body diagram. frictionless inclined  A motor pulls a the bike. diagram. it moves along the moving at constant surface. The object crate up an incline  Using energy surface. speed i.e. ΔK =0) slides past point Y by means of a rope principles to through a rough running over a calculate the speed Calculate surface to point Z frictionless pulley. of a motorbike  the net work Draw a labeled Use the work- (A combination of moving on an incline. done on the free-body diagram. energy theorem to mechanical energy and crate. calculate the length work, energy and Draw a labeled free-body  the speed of YZ. power) diagram. the crate at P Draw a labeled free-body diagram. The Source of The source of Source of sound is The source of sound The source of sound 1.The source of sound Question involves sound is moving sound is moving at constant is moving at is moving at is moving at constant interpretation of data Doppler Effect at constant stationary and the speed while the constant velocity constant velocity velocity and the obtained during an velocity and the listener listener is and the listener is and the listener is listener is stationary investigation of the listener is approaches at stationary. stationary. stationary 2. 2 diagrams showing relationship between the stationary. constant velocity. Spectral lines [blue and velocities of a moving red shift i.e. Doppler sound source and the effect in light] frequency detected by a stationary listener. 20 https://tvetpapers.co.za

https://ultradeep.co.za 2 identical Capacitors (not in 2 identical spheres Capacitors (not in Two point charges a 2 identical spheres Question integrates two spheres carrying CAPS) carrying different CAPS) certain distance carrying different concepts. different charges charges are from each other, a charges are brought  Calculating the are brought into brought into third point charge into contact and then number of electrons contact and then contact and then added. separated , removed from a separated. separated. A third Draw an electric field sphere when it is charged sphere is Draw the electric pattern, draw a free charged. placed between field pattern. body diagram, and  The charged sphere the two. Calculate the calculate the net is then suspended magnitude & electrostatic force from a string; direction of electric experienced by a third another sphere is field. brought close to it. Electrostatics charged sphere placed Calc the magnitude between the two. Draw a free body of a point charge. diagram of all the Define ‘electric field at forces acting on the a point suspended sphere and calculate the Calculate electric field magnitude of the at a point. tension in the string.  State Coulomb’s Law.  Calculating the net electric field at a point due to two charges and the electrostatic force experienced by a charge. 21 https://tvetpapers.co.za

https://ultradeep.co.za Questions Calculating Series-parallel Given the internal 1. Given the internal Using data obtained Given a Series-parallel based on a effective network. Battery resistance, r, and resistance, r, and from an experiment to network circuit with a series-parallel resistance of two has internal external resistance, external resistance, draw a graph and use it battery of unknown emf, network. resistors(head resistance. R, calculate total R, calculate total to determine the emf two ammeters, a Battery has lights) in parallel, Information given current, I, using E current. and internal resistance voltmeter and 4 resistors. internal V across parallel in the form of a =IR + Ir 2.Calculate the of a battery. Given the following resistance. resistors and graph and value of the values: power of one of questions based on Series-parallel unknown resistor Rx 2. Given another  Internal resistance the resistors. the graph. network. Battery The effect of electrical circuit, and the resistance of has internal removing a parallel calculate the current in 3 of the resistors and The effect of The effect of resistance. resistor (effect on R1 and also the the power dissipated Electricity adding a third removing one of Calculating effective the power of a resistance in R2 by the fourth resistor resistor in parallel the resistors in resistance of two device connected in of unknown (effect on the parallel (effect on resistors in parallel, series). resistance. brightness of the the voltmeter the total current in Need to calculate the headlights). reading). circuit and V across ammeter readings, the parallel resistors. voltmeter reading (external potential An experiment to difference). determine the emf and internal resistance of a battery. Interpretation of a given graph. 22 https://tvetpapers.co.za

https://ultradeep.co.za Calculate Irms; Calculate Vrms and State the energy 1.Comparison of an State the energy Name the principle of  Given a diagram of a Imax and Imax from a given conversions and AC and DC conversion in AC operation of a given bar magnet and a coil average power. potential the principle of generator. gen. Name the diagram of a simple describe how the Drawing a difference versus operation in 2.Transformers also components of the machine. How can the magnet should be potential time graph of an motors and included generator and the efficiency of the moved in order to Electro-dynamics difference AC generator. generators Drawing a graph of functions of the machine be improved? obtain a large versus time respectively. the potential components, Given a graph of emf current. graph for AC Drawing a Calculating the difference Calc frequency and versus time calculate generator. potential average power generated at a average power the Vrms  Name the principle of Difference difference versus output of a power station output of the operation of a given between an AC time graph for a generator using versus time graph. generator. diagram of a simple and a DC DC generator. information from machine. Name the generator. graphs of current Calculate Irms principle of operation and potential of a given diagram of difference outputs. a simple machine. Calculating Calculating E given Calculate the Interpret a graph of Calculate the max Defining the term  Defining the term work function λ using E = hc/λ frequency of kinetic speed at which an threshold frequency, photoelectric effect. 1 of a metal. Use E = wo = 2mv2 incident light given energy(values not electron can be calculating the  Interpreting data The effect of to calculate v. the work function shown) versus emitted, given the wavelength of from an experiment intensity and frequency and use it incident light and ultraviolet light given to demonstrate the frequency in Use of ultraviolet The effect of to obtain the work function. the maximum speed photoelectric effect Photoelectric effect photoelectric light in the intensity on the threshold frequency of the ejected and drawing a graph effect. medical field and kinetic energy and and calculate Ek The effect of photoelectrons. using the data. number of The effect of intensity and the effects of over Comparing and  Using the graph to exposure to photoelectrons intensity on Ek. frequency on the explaining the determine the emitted. ultraviolet light. kinetic energy or difference of the work threshold frequency Effects of over speed of the function of different and Planck’s exposure to ultraviolet light. emitted electrons. materials given the constant. maximum speed of the emitted electrons when the same source of light is used. 23 https://tvetpapers.co.za

https://ultradeep.co.za November 2014: February-March 2015: June 2015: November 2015: Two blocks connected by a string Two blocks connected by a string pulled Two blocks connected by a string passing Two blocks connected hanging vertically and pulled with up an inclined rough plane by means of over a pulley, the one block hanging by a string passing over another string over a pulley using a a constant force. vertically and the other placed on a rough a pulley, the one block horizontal constant force. Questions involved a calculation of the horizontal table. A constant force is applied hanging vertically and Questions involved a calculation of magnitude of the tension in the string to the block on the table at an angle. the other, with an the magnitude of the tension in connecting the blocks, the kinetic Questions involved a calculation of the unknown mass is placed the string connecting the blocks, frictional force between the surface and on a rough horizontal Newton’s Laws (Forces) magnitude of the tension in the string drawing a labeled free body one of the blocks, drawing a labeled free connecting the blocks, the normal force table. The two are diagram. body diagram. acting on the block on the table, drawing a stationery. Calculate the labeled free body diagram. tension in the string and the minimum value of the unknown mass that will prevent the blocks from moving. The block of unknown mass is then replaced with one of known mass and the two start to move. Calculate the acceleration of the blocks. Note that during all three years a definition of one of the laws was asked. 24 https://tvetpapers.co.za

https://ultradeep.co.za PAPER 2 : CHENMISTRY TOPIC 2009 November 2010 November 2011 November 2012 November 2013 November 2014 November 2015 November Orga  Use condensed •Given a list of •Given two  Given a table of  Questions based  Combustion of  Given a table of nic structural alcohols (learners reactions: prop-1- results of an on a given table organic organic compounds formulas to had to identify ene + Cl2 and an investigation on of organic compounds (some in the form of Mole write and secondary alcohols unknown compound boiling points of compounds, i.e.  Given a table of names and some in cules balance and isomers) + Cl2 (learners have alkanes learners  write IUPAC organic the form of structural equations to answer questions had to write names of compounds formulas) learners had  Writing IUPAC •Investigation on based on the two down the compounds (some in the to answer questions name of a viscosity reactions) independent given form of names based on it. i.e compound given •Use intermolecular and dependent  Name and some in the identifying and writing its structural or  Questions are variables and a homologous form of the IUPAC name of the forces to explain mainly on types condensed conclusion for series and types structural compounds, viscosity of reactions e.g. formula. the of reactions formulas) identifying the  Writing the elimination, investigation.  Writing of learners had to functional group, the Given a table of structural addition etc.  Write IUPAC structural answer homologous series. organic compounds formula of a (some in the form  Use of structural names of formulae questions based Identifying the compound when of names and some formulae to compounds  Questions based on it. i.e identify structural isomer and given its name. in the form of write balanced given on an functional writing its IUPAC  Investigation on structural formulas) equations.  Combustion of investigation on isomers, a name. the boiling learners had to  Explain alkanes the boiling condensation  Given a flow diagram points of answer questions differences in  Uses of alkanes points of polymer, write learners had to compound of based on it. i.e boiling points  Using compound of the IUPAC identify and write the different identify the using intermolecular different names, write type of a reaction, homologous homologous series, intermolecular forces, homologous the structural identify a functional series. Refer to write the IUPAC forces, structure molecular series. formulas. group, write the intermolecular names, write the and energy. structure and IUPAC name of a forces to explain structural formulas. energy needed compound. the difference in  to explain the  Given a condensed boiling points. boiling points of formula of a polymer  Given a table of structural learners had to write organic isomers of  An investigation the structural formula compounds hexane on factors of the monomer used 25 https://tvetpapers.co.za

https://ultradeep.co.za learners had to affecting boiling to prepare the identify the  Questions based points. Explain polymer. Identify the homologous on a given flow differences in type of polymerization series, write the diagram boiling points by reaction.  Interpretation of IUPAC names,  Given a flow involving referring to the  An investigation on and answering write the diagram of how reactions of a type of the effect of questions based structural three organic given intermolecular functional groups on on a flow formula of a compounds can compound. forces. vapour pressure. diagram compound or of be formed from  Questions based Explain differences in the functional 2-Bromo-3- on a flow vapour pressure by group of the Methylbutane, diagram referring to the type compound. learners had to showing the of intermolecular answer preparation of forces. Identify primary, questions based an ester from  A stoichiometric secondary and on that prop-1-ene. question on a tertiary alcohols. Conditions combustion reaction under which of butane in excess organic oxygen. reactions e.g. elimination take place 26 https://tvetpapers.co.za

https://ultradeep.co.za  Investigating the  Investigating  Questions based  Interpretation  An investigation  An investigation  An investigation of effect of surface the effect of on three of a graph of on the of the reaction three different area on rate of a temperature on investigations results obtained effectiveness of rate of a dilute acids reacting reaction. rate of a done to study from an three different reaction with excess zinc.  Drawing and reaction. three factors experiment on catalysts on the between impure Learners had to comparing  Interpretation affecting the the reaction rate of calcium identify two sketch graphs of of a graph rate of a between decomposition carbonate and essential apparatus the results obtained from chemical calcium of hydrogen excess used, interpret and obtained from the results of reaction. i.e. carbonate and peroxide. hydrochloric answer questions the the identifying the dilute  Questions acid. Four based on a graph, investigation. investigation. factor hydrochloric involved: experiments are draw graphs using investigated, acid. identification of performed the results of the identifying the  Experiment is the dependent under different experiments. dependent and repeated using and conditions of  A stoichiometric independent concentrated independent concentration, calculation involving variables, hydrochloric variables, mass of CaCO3 the reaction of zinc writing the acid. Use the interpreting a and with hydrochloric investigative collision theory graph to identify temperature. acid. question and to explain the the most  Questions the hypothesis, increase in the effective involved: sketching the rate of reaction, catalyst, use of identification of Maxwell-  Other effects the collision the dependent Boltzmann that the higher theory to and Rate of Reactions distribution concentration explain how a independent curve. has on the catalyst variables, use of  Interpreting a reaction. increases the the collision given graph  Calculating the reaction rate. theory to showing mass of calcium  A table of explain changes in the carbonate used results from differences in potential energy when the another the reaction for a reaction. reaction is experiment is rates, complete. given and interpretation learners have to of graphs use the obtained from information to the results, calculate the calculation of average rate of the mass of decomposition impurities in the ata certain time, calcium compare the carbonate. 27 rates of decomposition at different times and https://tvetpapers.co.za calculate the

https://ultradeep.co.za  Interpreting a  Questions  Interpreting a  The balanced  The reaction of Define the term  Question involved graph of based on the graph of equation of a nitrogen and chemical an interpretation of amount of gas catalyzed step concentration hypothetical oxygen in a equilibrium results of an versus time for in the contact versus time for reaction is closed experiment in which a reaction that process. a reaction that given. Learners container. Kc is Calculate the initial a hypothetical gas is takes place and  Calculating the takes place in a have to: given number of moles of allowed to form reaches mass of O2 sealed  Calculate the  Questions NO2 placed in a another equilibrium in a initially present container. equilibrium involved: syringe when given hypothetical gas. container of in a flask given  Calculation of Kc concentration of Calculation of the equilibrium The results are given volume. the initial the products of the equilibrium constant and presented in the  Calculating Kc number of the reaction. concentration of concentration. form of a table. using moles of SO2,  Calculate the the product (NO Explain the change  Learners were information in the equilibrium number of gas) that observed expected to use the the graph. constant (Kc) moles when  The effect the immediately after information in the  Use Le and the given the Kc change of the changing the table to Chaterlier’s concentration  Define chemical volume of the 1. calculate Kc and Chemical equilibrium pressure by principle to of SO3 at equilibrium reaction vessel decreasing the 2. to use Le predict if the equilibrium. and the addition volume of the Chatelier’s forward reaction  of an inert gas syringe. principle to is endothermic will have on the determine and or exothermic yield of NO gas Use Le Chetelier’s explain how a  The effect of  Determining if principle to explain change in the decreasing the reaction is the colour change amount of the volume on a the endothermic or ofthe gas when a product will value of Kc and exothermic. new equilibrium is affect the the number of established. amount of the moles of reactants. reactants and The effect of the  Interpretation of use Le change in graphs drawn from Chaterlier’s temperature on the the results. principle to colour of the gas  Drawing a Maxwell- explain the and on the Kc value. Boltzmann effect. distribution curve to illustrate the impact of an increase in the temperature of a reaction. 28 https://tvetpapers.co.za

https://ultradeep.co.za Exemplar paper November 2014 November 2015  Define an acid in terms of the Arrhenius  Explaining why an acid is classified as a strong  Question involving being able to identify a theory. acid. process described in a sentence.  Give a reason why ethanoic acid is  Identifying the conjugate base of nitric acid.  Stoichiometric calculations involving the classified as a weak acid.  Calculating pH of an acid of given concentration. o calculation of the number of moles of  Calculation of pH  A titration experiment to determine the % purity a substance in a solution.  of magnesium oxide. Question involved: o mass of a sample of fertilizer used in a ACID AND BASES Calculation of % of ethanoic acid in vinegar. o Calculating the number of moles of reaction. HCl added to the MgO.  Calculation of the pH of an alkaline solution. o Identifying the apparatus used. o Identifying the most suitable indicator to be used. o Calculating the number of moles if excess HCl at the endpoint of the titration. o Calculating the percentage purity of MgO. 29 https://tvetpapers.co.za

https://ultradeep.co.za  Questions based  Questions  Questions based  Questions based Questions based Questions based Two unknown half cells on given on a given cell on given diagrams on a given on given diagrams on given diagrams connected to a known diagrams of notation of a of a galvanic cell diagram a strip of of a galvanic cell of a galvanic cell one, alternately and the galvanic and galvanic cell e.g. and an electrolytic aluminium (with a light bulb (made of a cell potential of each is electrolytic cells identifying cell (refining of placed in a connected to it) standard measured. Learners are Identifying the unknown metal, copper) beaker and an electrolytic hydrogen half-cell required to identify and anode in both standard  Energy containing a blue cell. Questions and an unknown write down: cells. conditions, effect conversions, solution of involve X/X2+ half-cell) and  Questions of electrolyte standard copper (II) salt electroplating, two electrolytic  The anode of one of involving concentration on conditions, (direct transfer of defining cells (one using the cells and electroplating. voltmeter identifying the electrons), a electrolysis, an carbon electrodes  the product formed  Questions on reading, balanced anode or type of diagram of a electrolyte. and the other from the reduction energy equation for the reaction taking galvanic cell, Writing: the copper of the unknown ions conversion, cell reaction place at an name or formula electrodes). in the cell, by means balanced  Questions electrode, writing And a diagram of an of the oxidizing of a calculation. equation for the based on a the cell notation, electrolytic cell agent, the half- The electrode in  Oxidation half cell reaction, given diagram balanced equation (electroplating of reaction at anode, the hydrogen half- reaction of the Electrochemical reactions emf, direction of on for the cell iron spoons with the cell notation cell is replaced other cell flow of electrons electroplating reaction, the half silver with a metal and  The name or and the effect (learners had to reaction, the effect Calculating the learners have to formula of the metal A reason why the standard identify the metal used in the cathode (on emf) of answer of increasing the concentration of the reduction and give a reason compartment. adding ions to questions on concentration of an electrolyte in the potential. the solution. that, e.g. which ion. A reason why for their answer.  Arrange substances electrolytic cell Identifying the metal is the the concentration in order of remains constant. metal used as the anode?) of the electrolyte in increasing oxidizing the electrolytic cell anode electrode. ability. remains constant. Writing the half reactions and Questions based on a overall cell diagram representing an reaction given the electrochemical cell standard used for the purification reduction of copper. potentials for the half reactions A stoichiometric taking place in a calculation of the cell. percentage of copper in Calculating the the impure copper used maximum energy in the cell. 30 stored and the number of cells in a battery given its capacity. https://tvetpapers.co.za

 Questions based  Questions  Given flow  Questions based Given the names  Questions  Questions involved on four possible based on a flow diagrams on on a flow of fruits and based on a the industrial steps in the diagram on the industrial diagram vegetables, you flow diagram preparation of manufacturing preparation of preparation of representing have to write representing ammonia. of an artificial fertilizers. nitric acid (learners processes in the down important processes  Analysis of graphs fertilizer. negative and had to answer fertilizers primary nutrients involved in showing how the positive impact questions based on industry to enhance the industrial percentage of of fertilizers on that)  Learners had to growth of those preparation of ammonia formed in humans) answer questions plants’ organs a fertilizer. a reaction mixture . Given a 50 kg bag of  Fertiliser industry based on (root, leaf, flower Using varies under fertilizers (learners had ammonium & fruit information different conditions to determine the nitrate given on a bag and using the amount of nitrogen Name of the of NPK graphs to answer present in it) process for the fertilizer to questions. preparation of calculate the  Calculation of the Impacts of ammonia and the mass of mass of nitrogen in eutrophication on balanced chemical nitrogen in a bag of pure humans reaction. the bag. ammonium nitrate Impact of fertilizer. fertilizers on humans in dams & rivers as a result of rain. PTO… 31

PHYSICAL SCIENCES EASY TO SCORE NOTES Topic Easy to score Comments General (all  Defining or stating the Laws,  Learners should study and understand the laws, definitions, topics) definitions, concepts or principles concepts or principles as stated in the examination guidelines. correctly without leaving out the A document of these has been developed, highlighting the key key words. words.  Using the formula sheet to select  Learners should be encouraged to always use the formulae the appropriate formulae, writing from the formula sheet. them as they appear on the formula sheet and substituting  They should always substitute after writing the formula and this some values even if not sure. will guarantee getting at least a mark for the formula.  The formula sheet should therefore be provided to learners right from the beginning of the year. Newton’s Laws  Sketching of free-body diagrams  Learners should be made aware that the mark allocation is a on the three scenarios, e.g. guide to the number of forces required in the diagram e.g. for 4 vertical plane, horizontal and marks 4 labelled forces should be drawn. Drawing extra forces, inclined plane. leaving out the arrow heads and if the arrows do not touch the dot (object) results in loss of marks due to negative marking. Vertical  The sign/direction of g and its  The direction of g is always the same and its value is 9,8 m·s-2. Projectile value. Motion Momentum  Using the correct formula in the  The formula 𝚺𝒑𝒊 = 𝚺𝒑𝒇 is not in the formula sheet. Make sure conservation of momentum, i.e. learners learn and write it properly. (pi = pf is incorrect) 𝚺𝒑𝒊 = 𝚺𝒑𝒇 32

Work, energy  Drawing of a free body diagram  Learners should be made aware that the number of marks is a and power guide to the number of forces required in the diagram e.g. for 4 marks 4 labelled forces should be drawn. Extra forces, leaving out the arrow heads and if the arrows do not touch the dot (object) results in loss of marks due to negative marking.  Using the appropriate formula for  Make learners aware that Fnet and Wnet are different from F and Fnet and Wnet. W (explain the difference and the importance of using the appropriate symbol). Doppler Effect  The relationship between  A decrease in frequency means the listener is moving away frequency of the detected sound from the sound source or source is moving away from the and the motion of the listener or listener. the source of sound.  An increase in frequency means the listener is moving towards the sound source or the source is moving towards the listener. Electrostatics  Drawing electric field patterns  A mark for the direction of field lines (direction in which a (especially around a point positive point charge would move when placed in the field). charge)  A mark for the shape.  Calculating the force between  Lines should not cross each other and they should touch the two charges and the electric field sphere (negative marking is applied). due to a charged sphere.  Differentiate between the two formulae.  Drawing free body diagrams. 33

Electric Circuits  Stating Ohm’s Law.  Learners should be encouraged to always use the formulae  Writing appropriate formulae as from the formula sheet. in the formula sheet.  Writing correct units for all  They should always substitute after writing the formula and this answers. will guarantee getting at least a mark for the formula.  The formula sheet should therefore be provided to learners right from the beginning of the year. Electrodynamics  Identifying the differences  Use diagrams to illustrate the differences. between a motor and a generator.  Photoelectric  The effect of the intensity or  Stating whether the current will increase/decrease if the Effect frequency of incident light on the intensity/frequency of light is increased /decreased. photoelectric effect. o Changing the frequency of the incident light has an impact on the energy of the ejected electrons. o Changing the intensity of the emitted light has an effect on the number of ejected electrons. Organic  IUPAC  Mastering of the rules is the basis of IUPAC naming and molecules  Writing of structural formulae drawing of structural formulae.  Reaction of organic molecules  Learners need to practise flow diagrams Rate and extent  Drawing a fully labelled graph of  Learn the different ways of indicating the heat of reaction (∆𝐻). of Reaction an endothermic or exothermic  Learn the two potential energy diagrams. reaction (potential energy diagram).  Factors (five) that affect the rate  List the five factors and their effect on the rate of a reaction. of a chemical reaction. 34

Chemical  Writing down the expression for  This will guarantee at least a mark for the expression and Equilibrium the equilibrium constant (Kc) another mark if substitutions are correct. when the given the equation for a reaction and substituting. [𝑝𝑟𝑜𝑑𝑢𝑐𝑡𝑠]  Discourage the writing of the expression as Kc = [𝑟𝑒𝑎𝑐𝑡𝑎𝑛𝑡𝑠] , this is incorrect and leads to the loss of marks. Acid and bases  pH calculation  Use of calculators and mathematics i.e. log application.  acid-base pairs  Labelling or listing the apparatus  Ensure that learners know the names of all the apparatus used used in the titration experiment. for titration. Electrochemical  Standard conditions  The use of a table for standard electrode potential. cells  Function of a salt bridge in the galvanic cell.  Learn the basic differences and similarities e.g. the energy  Writing of half reactions conversions, oxidation and reduction in the two cells.  Calculation of cell potential.  The differences and similarities between a galvanic and an electrolytic cell Fertilizers  The industrial processes  Learn and master the flow diagrams.  The writing of balanced chemical equations.  Most of the calculations involved in this section are very basic  Performing calculations based on and can be quite easy for learners to master. the NPK fertilizer ratio. 35