Physical Sciences Grade 12 P1 Eastern Cape Mock 2013 Memo

Downloaded from hlayiso.com Province of the EASTERN CAPE EDUCATION NATIONAL SENIOR CERTIFICATE GRADE/GRAAD 12 SEPTEMBER 2013 PHYSICAL SCIENCES P1/ FISIESE WETENSKAPPE V1 MEMORANDUM MARKS: 150 PUNTE This memorandum consists of 18 pages./Hierdie memorandum bestaan uit 18 bladsye.

Downloaded from hlayiso.com 2 PHYSICAL SCIENCES P1/FISIESE WETENSKAPPE V1 (SEPTEMBER 2013) 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 compare investigation to collect data prescribed and scientific scientific and indigenous knowledge systematically with regard to knowledge. systems and knowledge claims by accuracy, reliability and the need indicating the correlation among to control variables. them, and explain the acceptance of different claims. Beplan en voer ʼn wetenskaplike Definieer en bespreek basiese Herken, bespreek en vergelyk ondersoek uit om data sistematies voorgeskrewe wetenskaplike wetenskaplike en inheemse te versamel ten opsigte van kennis. kennissisteme en kennisaansprake akkuraatheid, betroubaarheid en deur die ooreenkoms aan te dui en die kontroleer van veranderlikes. verduidelik die aanvaarding van verskillende aansprake. AS 12.1.2 AS 12.2.2 AS 12.3.2 Seek pattern and trends, Express and explain prescribed Identify ethical and moral issues represent them in different forms scientific theories, models and related to the development of to draw conclusions, and laws by indicating the science and technology and evaluate formulate simple generalisations. relationship between different the impact (pros and cons) of the facts and concepts in own relationship from a personal words. viewpoint. Soek patrone en tendense, stel dit Verduidelik en druk Identifiseer etiese en morele in verskillende vorms voor om voorgeskrewe wetenskaplike uitkomste in verband met die gevolgtrekkings te maak en om beginsels, teorieë, modelle en ontwikkeling van die wetenskap en eenvoudige veralgemenings te wette uit deur die verwantskap tegnologie en evalueer die impak formuleer. tussen verskillende feite (voordele en nadele) van die konsepte in eie woorde aan te verhouding van ʼn persoonlike dui. oogpunt. AS 12.1.3 AS 12.2.3 AS 12.3.3 Apply known problem-solving Apply scientific knowledge in Evaluate the impact of scientific and strategies to solve multi-step everyday life contexts. technological knowledge on problems. 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 in Evalueer die impak van probleemoplossingstrategieë toe kontekste van die alledaagse wetenskaplike en tegnologiese om veelvuldige-stapprobleme op lewe toe. kennis op volhoubare ontwikkeling te los. van bronne en 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.

Downloaded from hlayiso.com (SEPTEMBER 2013) PHYSICAL SCIENCES P1/FISIESE WETENSKAPPE V1 3 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 Calculations/Berekeninge: o Marks will awarded for: correct formula, correct substitution, correct answer with unit. o 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. 1.1.2 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 numeriese antwoord word verskaf.

Downloaded from hlayiso.com 4 PHYSICAL SCIENCES P1/FISIESE WETENSKAPPE V1 (SEPTEMBER 2013) 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. 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). 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.

Downloaded from hlayiso.com (SEPTEMBER 2013) PHYSICAL SCIENCES P1/FISIESE WETENSKAPPE V1 5 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. 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.

Downloaded from hlayiso.com 6 PHYSICAL SCIENCES P1/FISIESE WETENSKAPPE V1 (SEPTEMBER 2013) 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 foutdraendebeginsel, 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

Downloaded from hlayiso.com (SEPTEMBER 2013) PHYSICAL SCIENCES P1/FISIESE WETENSKAPPE V1 7 SECTION/AFDELING A QUESTION/VRAAG 1 1.1 watt √ [12.2.1] (1) 1.2 potential difference / potensiaalverskil √ [12.2.1] (1) 1.3 diffraction / diffraksie √ [12.2.1] (1) 1.4 (line) absorption spectrum / (lyn)absorpsiespektrum √ [12.2.1] (1) 1.5 photoelectric effect / fotoëlektriese effek √ [12.2.1] (1) [5] QUESTION/VRAAG 2 2.1 B √√ [12.1.2] (2) 2.2 D √√ [12.2.3] (2) 2.3 C √√ [12.2.3] (2) 2.4 D √√ [12.1.2] (2) 2.5 B √√ [12.2.3] (2) 2.6 C √√ [12.2.1] (2) 2.7 D √√ [12.2.3] (2) 2.8 B √√ [12.1.2] (2) 2.9 C √√ [12.1.2] (2) 2.10 C √√ [12.1.2] (2) [20] TOTAL SECTION / TOTAAL AFDELING A: 25

Downloaded from hlayiso.com 8 PHYSICAL SCIENCES P1/FISIESE WETENSKAPPE V1 (SEPTEMBER 2013) SECTION/AFDELING B QUESTION/VRAAG 3 3.1 Gravitational acceleration (g)/gravitasieversnelling (g) √ [12.2.1] (1) 3.2 12 m.s-1 up / op √ [12.1.3] (1) 3.3 3.3.1 It is at its highest position/by sy hoogste punt √ [12.1.3] (1) 3.3.2 on the ground/op die grond √ [12.1.3] (1) 3.3.3 maximum height after it has bounced/maksimum hoogte na die bons √ [12.2.2] (1) 3.4 3.4.1 Area under the graph/Area onder grafiek = ½ b x h √ = ½ (3 – 1,24)(17) √ – ½ (1,24)(12) √ = 14,96 – 7,44 = 7,52 m √ [12.1.3] (4) 3.4.2 Area under the graph/Area onder grafiek = ½ b x h = ½ (4,7 – 3) √ (17) √ = 14,45 m √ [12.1.3] (3) 3.5 Fnet∆ t = ∆p √ = m (vf - vi) + = 150 x 10-3 (17 – (-17)√ = 150 x 10-3 (34) = 5,1 kg.m.s-1 √ up / op [12.1.3] (3) 3.6 3 1 mark for the shape of the graph (going up then bouncing back up)/1 punt vir die vorm van die grafiek (gaan op, bons dan terug op) 1 mark for the height of the bounce equal the height of throw/ 1 punt vir die hoogte van die bons gelyk aan die hoogte van die gooi

Downloaded from hlayiso.com (SEPTEMBER 2013) PHYSICAL SCIENCES P1/FISIESE WETENSKAPPE V1 9 1 mark for not starting at y = 0 (y= 7,52) 1 punt in die nie begin by y = 0 (y= 7,52) (-1 mark if both axes are not labelled) (-1 punt indien beide asse nie benoem nie) [12.1.3] (3) [18] QUESTION/VRAAG 4 4.1 Its velocity decreases √ (from 12 m.s-1 to 0 m.s-1) as it moves up √/uniform deceleration as it moves up. Sy snelheid neem af √ (van 12 m.s-1 tot 0 m.s-1) terwyl dit op beweeg √/uniforme vertraging terwyl dit op beweeg. [12.2.1] (2) 4.2 ∆Ek = Ekf –Eki √ = ½ (5)(0)2 – ½ (5)(12)2 √ = -360 J √ [12.1.3] (3) 4.3 POSITIVE MARKING FROM 4.2/POSITIEWE NASIEN VAN 4.2 -360 J √ [12.1.3] (1) 4.4 The work done by a net force (on an object) is equal to √ the change in kinetic energy (of that particular object). √/ Die arbeid verrig deur ʼn netto/resultante krag is gelyk aan √ die verandering in kinetiese energie (van die voorwerp). √ OR/OF The net/total work (done on an object) is equal to √ the change in kinetic energy (of the object).√/ Die netto/totale arbeid verrig (op ʼn voorwerp) is gelyk aan √ die verandering in kinetiese energie (van die voorwerp). √ [12.12.1] (2) 4.5 FN fr Fg parallel Fg perpendicular

Downloaded from hlayiso.com 10 PHYSICAL SCIENCES P1/FISIESE WETENSKAPPE V1 (SEPTEMBER 2013) 4.5 One mark for FN  Normal force/ normaalkrag One mark for Ffr frictional force/wrywing One mark for Fg┴ and Fg║ (components of gravitational force) / komponente van gravitasiekrag OR/OF one mark for Fg gravitational force/ gravitasiekrag [12.1.3] (3) 4.6 WFg =Fg cos Ө ∆x √ = mg cos Ө ∆x = 5 x 9,8 cos (16 + 90)(8,4) √ = -113,45 J √ OR/OF WFg = mg ∆h √ = 5 (9,8) (0-8,4 sin 16) √ = -113,45 J√ [12.1.3] (3) 4.7 POSITIVE MARKING FROM/POSITIEWE NASIEN VAN QUESTION/VRAAG 4.2 AND/EN QUESTION/VRAAG 4.6 WNET = ∆Ek√ Wfr + WFg║ √ = ∆Ek (WN = 0 J and/en WFg┴ = 0 J) since/omdat cos 90˚ = 0 Wfr + (-113,45) √ = -360 √ Wfr = -246,55 J √ OR/OF WNET = ∆Ek√ FNET ∆x cos Ө√ = ∆Ek FNET (8,4) cos 180 = -360 √ (Ffr + Fg║) (8,4) cos 180 = -360 Ffr (8,4) cos 180 + fg║ (8,4) cos 180 = -360 Wfr + 13,506 (-1) 8,4 √ = -360 Wfr = -246,55 J √ [12.1.3] (5) [19]

Downloaded from hlayiso.com (SEPTEMBER 2013) PHYSICAL SCIENCES P1/FISIESE WETENSKAPPE V1 11 QUESTION/VRAAG 5 5.1 Higher, √ B is moving towards A, the wavelengths will thus be less at A. √/ Hoër, √ B beweeg nader aan A, dus sal die golflengtes minder wees by A. √ [12.2.1] (2) 5.2 fL = (v+ vL/v+ vs) fs √ = (343 + 0/343 – 8,33) √ 13 x103 √ = 13 323,57 Hz √ [12.1.3] (4) 5.3 When the truck is next to her/Wanneer die trok langs haar is. √ [12.2.1] (1) 5.4 Doppler effect, √ the apparent change in frequency √ when a listener and source move with respect to one another. √/ Doppler-effek √ die skynbare verandering in frekwensie √ indien die luisteraar en bron ten opsigte van mekaar beweeg. √ [12.2.1] (3) 5.5 Remain the same/dieselfde √√ (2) [12]

Downloaded from hlayiso.com 12 PHYSICAL SCIENCES P1/FISIESE WETENSKAPPE V1 (SEPTEMBER 2013) QUESTION/VRAAG 6 6.1 Nodal lines are dark lines caused by destructive interference.√√/ Nodale lyne is donker lyne wat vorm as gevolg van destruktiewe interferensie. √√ [12.3.1] (2) 6.2 bright band where waves meet in phase √ (resulting in constructive interference)/ helder bande waar golwe in fase ontmoet √ (konstruktiewe interferensie) Dark band where waves meet out of phase √ (resulting in destructive interference)/ Donker bande waar golwe uit fase ontmoet √ (destruktiewe interferensie) One mark for broad central band/een punt vir breë sentrale strook. √ One mark for alternate dark and bright bands/een punt vir afwisselende donker en ligte bande. √ [12.1.3] (4) 6.3 6.3.1 sin Ө = m‫ ג‬/ a√ = 3 √ 664 x 10-9√ 1.20 x 10-4 = 1,66 x 10-2 Ө = 0,950 √ [12.1.3] (4) 6.3.2 POSITIVE MARKING FROM/POSITIEWE NASIEN VAN QUESTION/VRAAG 6.3 tan Ө = tan 0,950 = √ y = 0,046 m √ [12.1.3] (2) [12]

Downloaded from hlayiso.com (SEPTEMBER 2013) PHYSICAL SCIENCES P1/FISIESE WETENSKAPPE V1 13 QUESTION/VRAAG 7 7.1 Electric field is a region (space) in which a charge will experience an electrostatic force. √√/ Elektriese veld is ʼn gebied (ruimte) waarin ʼn lading ʼn elektrostatiese krag sal ondervind. √√ [12.2.3] (2) 7.2 E1 = kq/r2 √ 9 -9 = 9 x 10 (15 x 10 ) √ (2 x 10-2)2 = 337 500 N.C-1 left/links E2 = kq / r2 9 = 9 x10 X √ -2 2 (8 x 10 ) = 1,40625 x 1012 X N.C-1 left/links Enet =E1 + E2 √ 3,943x 105 = 337 500 + 1,40625 x 1012 X √ 3,943 x 105 – 337 500 = 1,40625 x 1012X 1,40625 x 1012 1,40625 x 1012 X = 4,04 x 10-8 C √ [12.3.1] (6) 7.3 POSITIVE MARKING FROM QUESTION/POSITIEWE NASIEN VANAF VRAAG 7.2 1 2 Q on each sphere = √ 2 = 4,04 x 10-8 + (-15 x 10-9) √ 2 = 1,27 x 10-8 C FNEW/NUUT = k Q1 Q2 √ r2 = 9 x 109 x (1, 27 x 10-8)2 √ (10 x10-2)2 = 1,45 x 10-4 N √ attraction/aantrekkend √ [12.1.3] (6)

Downloaded from hlayiso.com 14 PHYSICAL SCIENCES P1/FISIESE WETENSKAPPE V1 (SEPTEMBER 2013) 7.4 Any TWO of the following:  Avoid being the highest point out in an open area like fields, golf courses or parking lots/Moenie die hoogste punt in ʼn oop area soos ʼn veld, gholfbaan of parkeerarea wees nie.  The safest place is inside a car/Die veiligste plek is binne-in ʼn kar.  Stay away from any form of metal e.g. umbrellas and golf clubs./Bly weg van enige vorm van metaal bv. sambrele en gholfstokke.  Get away from water/Bly weg van water.  Do not stand under tall objects like trees and towers./Moenie onder hoë voorwerpe soos bome of torings staan nie.  Do not fly any kites/Moenie vlieërs vlieg nie.  Any relevant answer/Enige relevante antwoord. [12.3.1] (2) [16] QUESTION/VRAAG 8 8.1 capacitance will increase √ C = ‫ﻉ‬0A OR C = /Ed, C and d are inversely proportional √ d kapasitansie sal vermeerder √ C = ‫ﻉ‬0A OF C = Q/Ed, C en d is omgekeerd eweredig √ d [12.2.1] (2) 8.2 C =‫ﻉ‬0 A √ d -12 = 8,85 x 10 x 33,25 x 10-5 √ 0,015 x 10-3 = 1,96 x 10-10 F √ [12.1.3] (3) 8.3 decrease √ (V = Ed, ENET is smaller therefore V is also smaller) √/ verminder √ (V = Ed, ENET is minder dus sal V ook verminder) √ [12.2.1] (2) [7]

Downloaded from hlayiso.com (SEPTEMBER 2013) PHYSICAL SCIENCES P1/FISIESE WETENSKAPPE V1 15 QUESTION/VRAAG 9 9.1 The maximum work done per unit charge.√√/ Die maksimum arbeid verrig per eenheid lading. √√ [12.2.2] (2) 9.2 √ OR /OF Rex = 2,4 6 10 √ = 18, 4 Ω R (total) = 2,4 6 10 2√ emf = I (R r) √ 30 = I (18,4 2)√ = 20, 4 I = 1,47 A √ I= (6) 9.3 ( )( ) [12.3.1] (3) [11] QUESTION/VRAAG 10 10.1 10.1.1 Electrical energy √ is converted to mechanical energy√/ Elektriese energie √ is omgesit in meganiese energie √ [12.2.2] (2) 10.1.2 DC motor uses permanent magnets √ whereas AC motor uses electromagnets. √/ GS-motors gebruik permanente magnete √ en WS- motors gebruik elektromagnete. √ OR/OF DC motor depends on brushes for contact making to reverse current through the rotating coil √ whereas AC motor depends on reversing magnetic field produced by AC through a stationary coil.√/ GS-motors maak gebruik van borsels om kontak te maak en draai die stroom in die anker om √ waar WS-motors gebruik maak van ʼn omkeerbare magneetveld wat veroorsaak word deur WS in ʼn stilstaande anker. √ [12.2.2] (2) 10.1.3 A car battery produces direct current. √ (The speed of the windscreen wiper can easily be changed without losing too much torque)./ ʼn Motorbattery verskaf gelykstroom √ (Die spoed van die ruitveër kan verander word sonder om te veel wringkrag te verloor.) [12.3.1] (1)

Downloaded from hlayiso.com 16 PHYSICAL SCIENCES P1/FISIESE WETENSKAPPE V1 (SEPTEMBER 2013) 10.2 10.2.1  1 – Magnets/magnete √ 2 – Coil of conducting wire/spoel geleidingsdraad √ [12.2.2] (2) 10.2.2 Anticlockwise/antikloksgewys √ [12.2.2] (1) 10.2.3 Right hand dynamo rule/regterhand dinamoreël √ [12.2.2] (1) 10.2.4 One mark for the shape of the graph/Een punt vir die vorm van die grafiek. One mark for axes labelled/een punt vir die benoeming van asse One mark for at least one angle indicated/Een punt vir die aantoon van ten minste een hoek. [12.1.3] (3) 10.2.5 In phase. √ When the emf is a maximum, √ it produces a current which is also a maximum. √ In fase. √ As die emk ʼn maksimum is produseer dit ʼn maksimum stroom. √ [12.2.2] (3) 10.2.6 The slip rings remain in contact with the rotating coil√ and conduct the AC induced in the armature to the external circuit via the brushes. √ Die sleepringe bly in kontak met die draaiende spoel √ en gelei wisselstroom wat in die anker geïnduseer word na die eksterne stroombaan d.m.v. die borsels. √ [12.2.2] (2) 10.2.7 The slip rings must be replaced by a split ring commutator. √ Vervang die sleepringe met ʼn splitringkommutator √ [12.2.2] (1) [18]

Downloaded from hlayiso.com (SEPTEMBER 2013) PHYSICAL SCIENCES P1/FISIESE WETENSKAPPE V1 17 QUESTION/VRAAG 11 11.1 11.1.1 Used in security checks at airports and to image bone structures. √/Gebruik in sekuriteitskontrole by lughawens en beeldskepping van beenstrukture. √ [12.2.3] (1) 11.1.2 Used in optical fibres/in remote controls/night vision/heat sensors √/Gebruik in optiese vesel / afstandbeheer/nagvisie/hitte sensors. √ [12.2.3] (1) 11.1.3 Used to sterilise food and equipment/treat cancer. √ (or any other relevant answer)/Steriliseer kos en toerusting/behandeling van kanker. √ (enige relevante antwoord) [12.2.3] (1) 11.2 Frequency/frekwensie √ [12.2.3] (1) 11.3 Constant variable/gekontroleerde veranderlike √ (c = fλ) [12.2.1] (1) 11.4 Both hypotheses are wrong √ because the higher the frequency, the higher the energy resulting in higher penetrating ability (E directly proportional to f) √/Beide hipoteses is verkeerd, √ want hoe hoër die frekwensie hoe hoër die energie wat ʼn hoër indringingsvermoë veroorsaak (E is direk eweredig aan f) √ [12.2.2] (2) [7]

Downloaded from hlayiso.com 18 PHYSICAL SCIENCES P1/FISIESE WETENSKAPPE V1 (SEPTEMBER 2013) QUESTION/VRAAG 12 12.1 12.1.1 (Photo) electrons/(foto) elektrone √ [12.2.2] (1) 12.1.2 Electrons/ elektrone √ [12.2.2] (1) 12.2 Photons/fotone √ [12.2.2] (1) 12.3 12.3.1 Reading increases/lesing neem toe √ [12.2.2] (1) 12.3.2 The higher the light intensity, the more photons reach the cathode per second. More photo-electrons are then liberated per second and move through the ammeter. √/ Hoe hoër die ligintensiteit, hoe meer fotone sal die katode per sekonde tref. Meer foto-elektrone sal per sekonde vrygestel word en deur die ammeter beweeg. √ [12.2.2] (1) [5] TOTAL SECTION/ TOTAAL AFDELING B: 125 GRAND TOTAL/GROOTTOTAAL: 150