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Policy Statement

Further Education and Training PhaseGrades 10-12

National Curriculum Statement (NCS)

CURRICULUM AND ASSESSMENT POLICY STATEMENT

GRADES 10-12

PHYSICAL SCIENCES

PHYSICAL SCIENCES GRADES 10-12

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

Department of Basic Education

222 Struben StreetPrivate Bag X895Pretoria 0001South AfricaTel: +27 12 357 3000Fax: +27 12 323 0601

120 Plein Street Private Bag X9023Cape Town 8000South Africa Tel: +27 21 465 1701Fax: +27 21 461 8110Website: http://www.education.gov.za

© 2011 Department of Basic Education

ISBN: 978-1-4315-0579-1

Design and Layout by: Ndabase Printing Solution

Printed by: Government Printing Works


CAPS

FOREWORD by thE ministER

Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). the Preamble to the Constitution states that the aims of the Constitution are to:

• heal thedivisionsof thepastandestablishasocietybasedondemocraticvalues, social justice and fundamental human rights;

• improvethequalityoflifeofallcitizensandfreethepotentialofeachperson;

• laythefoundationsforademocraticandopensocietyinwhichgovernmentisbasedonthewillofthepeopleandeverycitizenisequallyprotectedbylaw;and

• buildaunitedanddemocraticSouthAfricaabletotakeitsrightfulplaceasasovereignstateinthefamilyofnations.

Education and the curriculum have an important role to play in realising these aims.

in 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience ofimplementationpromptedareviewin2000.Thisledtothefirstcurriculumrevision:theRevised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).

Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document.

From 2012 the two national Curriculum statements, for Grades R-9 and Grades 10-12 respectively, are combined inasingledocumentandwillsimplybeknownastheNational Curriculum Statement Grades R-12. the National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearerspecificationofwhatistobetaughtandlearntonaterm-by-termbasis.

the National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in south African schools and comprises of the following:

(a) Curriculum and Assessment Policy statements (CAPs) for all approved subjects listed in this document;

(b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and

(c) National Protocol for Assessment Grades R-12.

MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION


CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)


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CONTENTS

SECTION 1................................................................................................................................................. 3

1.1 Background ..................................................................................................................................... 3

1.2 Overview ........................................................................................................................................ 3

1.3 General aims of the South African Curriculum ............................................................................ 4

1.4 Time Allocation ................................................................................................................................ 6

1.4.1 Foundation Phase ................................................................................................................................... 6

1.4.2 Intermediate Phase ................................................................................................................................. 6

1.4.3 Senior Phase........................................................................................................................................... 7

1.4.4 Grades 10-12 .......................................................................................................................................... 7

SECTION 2................................................................................................................................................. 8

2.1 What is Physical Sciences? ........................................................................................................................... 8

2.2 SpecificaimsofPhysicalSciences ............................................................................................................... 8

2.3 Time allocation of Physical Sciences in the curriculum ............................................................................. 9

2.4 Overview of topics ........................................................................................................................................ 10

2.5 Overview of practical work ........................................................................................................................... 11

2.6 Weighting of topics (40 week programme) ................................................................................................. 13

2.7 Overview of formal assessment and recommended practical work ........................................................ 14

2.8 Developing language Skills in reading and writing ................................................................................... 14

SECTION 3 .............................................................................................................................................. 15

Physical Sciences content Grades 10-12 .............................................................................................................. 15

SECTION 4............................................................................................................................................. 143

4.1 Introduction ................................................................................................................................................. 143

4.2 Informal or Daily Assessment .................................................................................................................... 143

4.3 Formal Assessment .................................................................................................................................... 144

4.4 Programme of Assessment ........................................................................................................................ 146

4.5 Recording and reporting ............................................................................................................................ 150

4.6 Moderation and assessment ...................................................................................................................... 151

4.7 General ......................................................................................................................................................... 151

APPENDICES ........................................................................................................................................ 152


2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)


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SECTION 1

INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENTS FOR PHYSICAL SCIENCES GRADES 10-12

1.1 Background

The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector.

To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12.

1.2 Overview

(a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following:

(i) Curriculum and Assessment Policy Statements for each approved school subject;

(ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and

(iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012).

(b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the

(i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and

(ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005.

(c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014:

(i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12;

(ii) Thepolicydocument,NationalPolicyonassessmentandqualificationsforschoolsintheGeneralEducation and Training Band d, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007;

(iii) Thepolicydocument,theNationalSeniorCertificate:AqualificationatLevel4ontheNationalQualificationsFramework(NQF),promulgatedinGovernmentGazetteNo.27819of20 July 2005;



(iv) The policy document, An addendum to the policy document, the National Senior Certificate: AqualificationatLevel4ontheNationalQualificationsFramework(NQF),regardinglearnerswithspecialneeds, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and

(v) The policy document, An addendum to the policy document, the National Senior Certificate: AqualificationatLevel4ontheNationalQualificationsFramework(NQF),regardingtheNationalProtocolfor Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.=

(d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996(ActNo.84of1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools.

1.3 General aims of the South African Curriculum

(a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives.

(b) The National Curriculum Statement Grades R-12 serves the purposes of:

• equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country;

• providing access to higher education;

• facilitating the transition of learners from education institutions to the workplace; and

• providing employers with a sufficient profile of a learner’s competences.

(c) The National Curriculum Statement Grades R-12 is based on the following principles:

• Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population;

• Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths;

• High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects;


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• Progression: content and context of each grade shows progression from simple to complex;

• Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors;

• Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and

• Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries.

(d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to:

• identify and solve problems and make decisions using critical and creative thinking;

• work effectively as individuals and with others as members of a team;

• organise and manage themselves and their activities responsibly and effectively;

• collect, analyse, organise and critically evaluate information;

• communicate effectively using visual, symbolic and/or language skills in various modes;

• use science and technology effectively and critically showing responsibility towards the environment and the health of others; and

• demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.

(e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity.

The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).



1.4 Time Allocation

1.4.1 Foundation Phase

(a) The instructional time in the Foundation Phase is as follows:

SUBJECTGRADE R (HOURS)

GRADES 1-2 (HOURS)

GRADE 3 (HOURS)

Home Language 10 7/8 7/8

First Additional Language 2/3 3/4

Mathematics 7 7 7

Life Skills

• Beginning Knowledge

• Creative Arts

• Physical Education

• Personal and Social Well-being

6

(1)

(2)

(2)

(1)

6

(1)

(2)

(2)

(1)

7

(2)

(2)

(2)

(1)

TOTAL 23 23 25

(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.

(c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language.

(d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R-2 and 2 hours as indicated by the hours in brackets for Grade 3.

1.4.2 Intermediate Phase

(a) The instructional time in the Intermediate Phase is as follows:

SUBJECT HOURS

Home Language 6

First Additional Language 5

Mathematics 6

Natural Science and Technology 3,5

Social Sciences 3

Life Skills

• Creative Arts

• Physical Education

• Personal and Social Well-being

4

(1,5)

(1)

(1,5)

TOTAL 27,5


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1.4.3 Senior Phase

(a) The instructional time in the Senior Phase is as follows:

SUBJECT HOURS

Home Language 5

First Additional Language 4

Mathematics 4,5

Natural Science 3

Social Sciences 3

Technology 2

Economic Management Sciences 2

Life Orientation 2

Creative Arts 2

TOTAL 27,5

1.4.4 Grades 10-12

(a) The instructional time in Grades 10-12 is as follows:

SUBJECT TIME ALLOCATION PER WEEk (HOURS)

Home Language 4.5

First Additional Language 4.5

Mathematics 4.5

Life Orientation 2

A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document.

12 (3x4h)

TOTAL 27,5

The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects.



SECTION 2

PHYSICAL SCIENCES

2.1 WHAT IS PHYSICAL SCIENCES?

Physical Sciences investigate physical and chemical phenomena. This is done through scientific inquiry, application of scientific models, theories and laws in order to explain and predict events in the physical environment.

This subject also deals with society’s need to understand how the physical environment works in order to benefit from it and responsibly care for it. All scientific and technological knowledge, including Indigenous Knowledge Systems (IKS), is used to address challenges facing society. Indigenous knowledge is knowledge that communities have held, used or are still using; this knowledge has been passed on through generations and has been a source of many innovations and developments including scientific developments. Some concepts found in Indigenous Knowledge Systems lend themselves to explanation using the scientific method while other concepts do not; this is still knowledge however.

2.2 SPECIFIC AIMS OF PHYSICAL SCIENCES

The purpose of Physical Sciences is to make learners aware of their environment and to equip learners with investigating skills relating to physical and chemical phenomena, for example, lightning and solubility. Examples of some of the skills that are relevant for the study of Physical Sciences are classifying, communicating, measuring, designing an investigation, drawing and evaluating conclusions, formulating models, hypothesising, identifying and controlling variables, inferring, observing and comparing, interpreting, predicting, problem-solving and reflective skills.

Physical Sciences promotes knowledge and skills in scientific inquiry and problem solving; the construction and application of scientific and technological knowledge; an understanding of the nature of science and its relationships to technology, society and the environment.

Physical Sciences prepares learners for future learning, specialist learning, employment, citizenship, holistic development, socio-economic development, and environmental management. Learners choosing Physical Sciences as a subject in Grades 10-12, including those with barriers to learning, can have improved access to: academic courses in Higher Education; professional career paths related to applied science courses and vocational career paths. Physical Sciences plays an increasingly important role in the lives of all South Africans owing to their influence on scientific and technological development, which are necessary for the country’s economic growth and the social wellbeing of its people.

Six main knowledge areas inform the subject Physical Sciences. These are:

• Matter and Materials

• Chemical Systems

• Chemical Change

• Mechanics

• Waves, Sound and Light


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• Electricity and Magnetism

Assessment Taxonomy

Application exercises should be done at all cognitive levels in all knowledge areas.

Refer to Appendix 1 for the assessment taxonomy at cognitive levels one to four.

Recommended Informal Assessment

1. Give learners at least two problem-solving exercises on a frequent basis (every day as far as possible). These should collectively cover all cognitive levels and could be done as homework and/or class work.

2. Learners should do at least ONE practical activity per term.

3. Learners should be given at least ONE informal test per term.

NOTE

• Informal assessment tasks are homework, class work, practical investigations, experiments and informal tests.

• Informal assessment tasks will assess structured problem solving involving calculations, practical investigations, experiments, projects, scientific arguments, ability to predict, observe and explain. Informal assessment tasks should also include problem-solving exercises that do not involve calculations.

• Formal assessment tasks are control tests, examinations, experiments and projects.

• “Practical activities” as used in this document will refer to practical demonstrations, experiments or projects used to strengthen the concepts being taught.

• “Experiment” will refer to a set of outlined instructions for learners to follow in order to obtain results to verify established theory.

• “Practical investigations” will require learners to go through the scientific process.

2.3 TIME ALLOCATION OF PHYSICAL SCIENCES IN THE CURRICULUM

The teaching time for Physical Sciences is 4 hours per week, with 40 weeks in total per grade. The time allocated for the teaching of the content, concepts and skills includes the practical work. These are an integral part of the teaching and learning process.

GRADE NO. OF WEEkS ALLOCATED

CONTENT, CONCEPTS & SkILLS (WEEkS)

FORMAL ASSESSMENT (WEEkS)

10 40 30 10

11 40 30 10

12 40 29 11



2.4 OVERVIEW OF TOPICS

Topic Content

Mechanics

Grade 10

Introduction to vectors & scalars; Motion in one dimension (reference frame, position, displacement and distance , average speed, average velocity, acceleration, instantaneous velocity, instantaneous speed, description of motion in words, diagrams, graphs and equations.) Energy (gravitational potential energy, kinetic energy, mechanical energy, conservation of mechanical energy (in the absence of dissipative forces)) 30 hours

Grade 11

Vectors in two dimensions (resultant of perpendicular vectors, resolution of a vector into its parallel and perpendicular components), Newton’s Laws and Application of Newton’s Laws (Newton’s first, second and third laws and Newton’s law of universal gravitation, different kinds of forces: weight, normal force, frictional force, applied (push, pull), tension (strings or cables), force diagrams, free body diagrams and application of Newton’s laws(equilibrium and non-equilibrium)) 27 hours

Grade 12

Momentum and Impulse (momentum, Newton’s second law expressed in terms of momentum, conservation of momentum and elastic and inelastic collisions, Impulse), Vertical projectile motion in one dimension (1D) (vertical projectile motion represented in words, diagrams, equations and graphs), Work, Energy & Power (work , work-energy theorem, conservation of energy with non-conservative forces present, power) 28 hours

Waves, Sound &

Light

Grade 10

Transverse pulses on a string or spring (pulse, amplitude superposition of pulses), Transverse waves (wavelength, frequency, amplitude, period, wave speed, Longitudinal waves (on a spring, wavelength, frequency, amplitude, period, wave speed, sound waves), Sound (pitch, loudness, quality (tone), ultrasound), Electromagnetic radiation (dual (particle/wave) nature of electromagnetic (EM) radiation, nature of EM radiation, EM spectrum, nature of EM as particle - energy of a photon related to frequency and wavelength) 16 hours

Grade 11

Geometrical Optics (Refraction, Snell’s Law, Critical angles and total internal reflection), 2D & 3D Wave fronts (Diffraction) 13 hours

Grade 12

Doppler Effect (either moving source or moving observer) (with sound and ultrasound, with light - red shifts in the universe.) 6 hours

Electricity & Magnetism

Grade 10

Magnetism (magnetic field of permanent magnets, poles of permanent magnets, attraction and repulsion, magnetic field lines, earth’s magnetic field, compass), Electrostatics (two kinds of charge, force exerted by charges on each other (descriptive), attraction between charged and uncharged objects (polarisation), charge conservation, charge quantization ),Electric circuits (emf, potential difference (pd), current, measurement of voltage (pd) and current, resistance, resistors in parallel) 14 hours

Grade 11

Electrostatics (Coulomb’s Law, Electric field), Electromagnetism (Magnetic field associated with current-carrying wires, Faraday’s Law), Electric circuits (Energy, Power) 20 hours

Grade 12

Electric circuits (internal resistance and series-parallel networks), Electrodynamics (electrical machines (generators, motors), alternating current) 12 hours

Matter & Materials

Grade 10

Revisematterandclassification(materials; heterogeneous and homogeneous mixtures; pure substances; names and formulas; metals and non-metals; electrical and thermal conductors and insulators; magnetic and nonmagnetic materials). States of matter and the kinetic molecular theory. Atomic structure (models of the atom; atomic mass and diameter; protons, neutrons and electrons; isotopes; energy quantization and electron configuration). Periodic table (position of the elements; similarities in chemical properties in groups, electron configuration in groups). Chemical bonding (covalent bonding; ionic bonding; metallic bonding). Particles substances are made of (atoms and compounds; molecular substances and ionic substances). 28 hours

Grade 11

Molecular structure (a chemical bond; molecular shape; electronegativity and bond polarity; bond energy and bond length). Intermolecular forces (chemical bonds revised; types of intermolecular forces; states of matter; density; kinetic energy; temperature; three phases of water (macroscopic properties related to sub-microscopic structure)). Ideal gases (motion and kinetic theory of gases; gas laws; relationship between T and P) 24 hours

Grade 12

Optical phenomena and properties of materials (photo-electric effect, emission and absorption spectra) (6 hours for physics) Organic chemistry (functional groups; saturated and unsaturated structures; isomers; naming and formulae; physical properties; chemical reactions (substitution, addition and elimination). Organic macromolecules (plastics and polymers) 16 hours


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Topic Content

Chemical Systems

Grade 10

Hydrosphere 8 hours

Grade 11

Lithosphere (mining; energy resources) 8 hours

Grade 12

Chemical industry (fertilizer industry). 6 hours

Chemical Change

Grade 10

Physical and chemical change (separation by physical means; separation by chemical means; conservation of atoms and mass; law of constant composition).Representing chemical change (balanced chemical equations). Reactions in aqueous solution (ions in aqueous solutions; ion interaction; electrolytes; conductivity; precipitation; chemical reaction types) Stoichiometry (mole concept). 20 hours

Grade 11

Stoichiometry (molar volume of gases; concentration; limiting reagents; volume relationships in gaseous reactions) Energy and chemical change (energy changes related to bond energy; exothermic and endothermic reactions; activation energy). Types of reactions (acid-base; redox reactions; oxidation numbers 28 hours

Grade 12

Reaction rate (factors affecting rate; measuring rate; mechanism of reaction and of catalysis). Chemical equilibrium (factors affecting equilibrium; equilibrium constant; application of equilibrium principles). Acids and bases (reactions; titrations, pH, salt hydrolysis). Electrochemical reactions (electrolytic and galvanic cells; relation of current and potential to rate and equilibrium; standard electrode potentials; oxidation and reduction half reaction and cell reactions; oxidation numbers; application of redox reactions). 28 hours

Skills for practical investigations

Grade 12

Skills for practical investigations in physics and chemistry. 4 hours

2.5 OVERVIEW OF PRACTICAL WORk

Practical work must be integrated with theory to strengthen the concepts being taught. These may take the form of simple practical demonstrations or even an experiment or practical investigation. There are several practical activities outlined alongside the content,conceptsandskills columns throughout Section 3. Some of these practical activities will be done as part of formal assessment and others can be done as part of informal assessment. Below is a table that lists prescribed practical activities for formal assessment as well as recommended practical activities for informal assessment across grades 10 to 12.



Grade Term Prescribed Practical ActivitiesFormal Assessment

Recommended Practical ActivitiesInformal Assessment

10

Term1

Experiment 1 (Chemistry): Heating and cooling curve of water.

Practical Demonstration (Physics)Use a ripple tank to demonstrate constructive and destructive interference of two pulses ORExperiment (Chemistry)Flame tests to identify some metal cations and metals.

Term 2

Experiment 2 (Physics): Electric circuits with resistors in series and parallel - measuring potential difference and current.

Investigation (Physics)Pattern and direction of the magnetic field around a bar magnet. ORExperiment (Chemistry)Prove the Conservation of matter experimentally.

Term 3

Project:You may do any of these topics or any other topic based on the Grade 10 content.Chemistry: Purification and quality of water.

ORPhysics: Acceleration.Example:Roll a ball down an inclined plane and using measurements of time and position obtain a velocity+time graph and hence determine the acceleration of the ball.The following variations could be added to the investigation:i. Vary the angle of inclination and

determine how the inclination impacts on the acceleration

ii. Keep the angle fixed and use inclined planes made of different materials to determine how the different surfaces impact on the acceleration. One could also compare smooth and rough surface etc.

Experiment (Physics)Roll a trolley down an inclined plane with a ticker tape attached to it and use the data to plot a position vs. time graph. ORExperiment (Chemistry)Reaction types: precipitation, gas forming, acid-base and redox reactions.

Term 4

Experiment (Chemistry)Test water samples for carbonates, chlorides, nitrates, nitrites, pH and look at water samples under the microscope.Experiment (Physics)Conservation of Energy (qualitative)

11

Term1

Experiment (Physics):Investigate the relationship between force and acceleration (Verification of Newton’s second law)

Practical Demonstration (Physics)Investigate the relationship between normal force and maximum static friction. Investigate the effect of different surfaces on maximum static friction by keeping the object the same. ORExperiment (Chemistry)Investigate the physical properties of water (density, BP, MP, effective as solvent, …)

Term 2

Experiment (Chemistry): The effects of intermolecular forces: boiling points, melting points, surface tension, solubility, capillarity,...

Experiment (physics)Determine the critical angle of a rectangular glass (clear) block. ORExperiment (Chemistry)Boyle’s law OR preparation of PbO2 from Pb(NO3)2

Term 3

Project:You may do any of these topics or any other topic based on the Grade 11 content.

Chemistry: Exothermic and endothermic reactions (examples and applications)ORPhysics: Snell’s Law

Experiment (physics)Obtain current and voltage data for a resistor and a light bulb and determine which one obeys Ohm’s law. ORExperiment (Chemistry)Investigate natural indicators for acids and bases

Term 4Experiment (Chemistry)Redox reactions - one synthesis, one decomposition and one displacement reaction.


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Grade TermPrescribed Practical Activities

Formal AssessmentPractical Activities

Informal Assessment

12

Term1

Experiment (Chemistry)

Preparation of esters

Experiment (physics)

Draw a graph of position vs. time and velocity vs. time for a free falling object. AND Use the data to determine the acceleration due to gravity.

ORExperiment (Chemistry)

Reaction of alkanes and alkenes with bromine and potassium permanganate OR making a polymer like “slime” or “silly putty”.

Term 2

Experiment (Chemistry)

How do you use the titration of oxalic acid against sodium hydroxide to determine the concentration of the sodium hydroxide?

ORExperiment (Physics)

Conservation of linear momentum.

Investigation (Physics)

Perform simple experiments to determine the work done in walking up (or running up a flight of stairs). By timing the run and walk (same flight of stairs) one can enrich the concept of power. OR Investigate Conservation of linear Momentum


Rate of chemical reactions with sodium sulphite and hydrochloric acid OR chemical equilibrium.

Term 3

Experiment (physics)

Part 1

Determine the internal resistance of a battery.

Part 2

Set up a series-parallel network with known resistor. Determine the equivalent resistance using an ammeter and a voltmeter and compare with the theoretical value.

Investigation (Physics):

Set up a series-parallel network with an ammeter in each branch and external circuit and voltmeters across each resistor, branch and battery, position switches in each branch and external circuit. Use this circuit to investigate short circuits and open circuits.


Investigate electrolytic and galvanic cells.

Term 4

2.6 WEIGHTING OF TOPICS [40 WEEk PROGRAMME]

GRADE 10 GRADE 11 GRADE 12

% % %

Mechanics 18.75 16.87 17.50

Waves, Sound & Light 10.00 8.13 3.75

Electricity & Magnetism 8.75 12.5 7.50

Matter & Materials 17.50 15.00 11.5 Chem & 3.75 Phys

Chemical Change 15.00 17.50 17.50

Chemical Systems 5.00 5.00 3.5

Teaching Time (Theory and Practical Work) 75.00 75.00 65.00

Time for Examinations and Control Tests 25 25 35

Total time = 40 hrs/Term x 4 Terms = 160 Hours (per year)



2.7 OVERVIEW OF FORMAL ASSESSMENT AND RECOMMENDED INFORMAL EXPERIMENTS

For grades 10 and 11 TWO prescribed experiments are done per year, ONE Physics experiment and ONE Chemistry experiment as formal assessment (one experiment per term for term 1 and 2).For grade 12 THREE prescribed experiments are done per year, ONE or TWO Physics experiments and ONE or TWO Chemistry experiments as formal assessment (one experiment per term for terms 1, 2 and 3). TWO control tests and TWO examinations are written as formal assessment in each of grades 10 and 11. ONE control test, ONE midyear examination, ONE trial examination and ONE final examination are written as formal assessment for grade 12.

ONLY in grade 10 and grade 11 ONE project is done per year as formal assessment either in Chemistry or in Physics or an integrated Chemistry/Physics project (started in term 1 and assessed in term 3). Any ONE of the recommended projects can be done or any ONE of the experiments can be done as a practical investigation or any other topic of choice can be used as a project.It is recommended that the project topic is given to learners early in the first term so that learners can start the project. The final assessment of the project is done and recorded in the third term. In grade 12 NO project is done.

There are four recommended informal experiments for grades 10 and 11 and three recommended informal experiments for grade 12.

2.8 DEVELOPING LANGUAGE SkILLS: READING AND WRITING

Teachers of Physical Sciences should be aware that they are also engaged in teaching language across the curriculum. This is particularly important for learners for whom the Language of Learning and Teaching (LoLT) is not their home language. It is important to provide learners with opportunities to develop and improve their language skills in the context of learning Physical Sciences. It will therefore be critical to afford learners opportunities to read scientific texts, to write reports, paragraphs and short essays as part of the assessment, especially (but not only) in the informal assessments for learning.


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rade

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Mat

ter i

s m

ade

up o

f par

ticle

s w

hose

pro

perti

es d

eter

min

e th

e ob

serv

able

cha

ract

eris

tics

of m

atte

r and

its

reac

tivity

.S

ee a

ppen

dix

2 fo

r ski

lls th

at n

eed

to b

e in

fuse

d w

ith c

onte

nt in

all

grad

es.

Obs

ervi

ng, d

escr

ibin

g,

clas

sify

ing

and

usin

g m

ater

ials

- a

mac

rosc

opic

vie

w (d

o th

is in

de

tail

in g

rade

9 if

pos

sibl

e)

0.25

hou

r

The

mat

eria

l(s) o

f whi

ch a

n ob

ject

is c

ompo

sed

•R

evis

e th

e pr

oper

ties

of

mat

eria

l, e.

g.1.

S

treng

th

2.

Ther

mal

and

ele

ctric

al

cond

uctiv

ity3.

B

rittle

, mal

leab

le o

r duc

tile

4.

Mag

netic

or n

on-m

agne

tic5.

D

ensi

ty (l

ead

/ alu

min

ium

)6.

M

eltin

g po

ints

and

boi

ling

poin

ts

Act

ivity

:W

hat m

ater

ials

are

pro

duct

s m

ade

of?

If yo

u ha

ve a

san

d du

ne, t

he

mat

eria

l out

of w

hich

the

dune

is

mad

e is

san

d.Lo

ok a

t the

labe

ls o

n th

e co

ntai

ners

of f

ood

or o

n m

edic

ine

bottl

es, o

r the

w

rapp

er o

f cho

cola

te. N

ote

the

ingr

edie

nts

of th

e m

ater

ial

in th

e co

ntai

ner.

Wha

t do

the

diffe

rent

com

poun

ds

tell

you

abou

t the

mat

eria

l in

the

cont

aine

r? W

hy d

o th

e m

anuf

actu

rers

giv

e th

e in

gred

ient

s of

the

mat

eria

l? U

se

safe

ty d

ata

to le

arn

abou

t the

co

mpo

unds

con

tain

ed in

you

r fo

od a

nd m

edic

ines

An

activ

ity th

at c

lass

ifies

a

rang

e of

mat

eria

ls a

nd

com

bine

s al

l the

se p

rope

rties

co

uld

be u

sefu

l to

revi

se th

e co

nten

t

The

intro

duct

ion

of th

e to

pic

was

mov

ed to

gra

de 9

and

is

only

revi

sed

in g

rade

10

Lear

ners

are

enc

oura

ged

to

look

at f

ood

addi

tives

and

pr

eser

vativ

es. T

his

shou

ld b

e co

ntra

sted

with

indi

geno

us

way

s of

food

pre

serv

atio

n



Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

0.25

hou

r

Mix

ture

s: h

eter

ogen

eous

and

ho

mog

eneo

us.

•R

evis

e th

e pr

oper

ties

of a

m

ixtu

re

•R

evis

e th

e pr

oper

ties

of a

he

tero

gene

ous

mix

ture

.

•R

evis

e th

e pr

oper

ties

of a

ho

mog

eneo

us m

ixtu

re

•G

ive

exam

ples

of

hete

roge

neou

s an

d ho

mog

eneo

us m

ixtu

res

Whi

ch m

ixtu

res

are

hete

roge

neou

s an

d w

hich

m

ixtu

res

are

hom

ogen

eous

?•

Mak

e m

ixtu

res

of s

and

and

wat

er, p

otas

sium

di

chro

mat

e an

d w

ater

, io

dine

and

eth

anol

, iod

ine

and

wat

er. W

hich

mix

ture

s ar

e he

tero

gene

ous

and

whi

ch m

ixtu

res

are

hom

ogen

eous

?

•Le

t lea

rner

s m

ake

thei

r ow

n ho

mog

eneo

us a

nd

hete

roge

neou

s m

ixtu

res

and

mot

ivat

e or

def

end

thei

r cho

ices

0.25

Hou

r

Pur

e su

bsta

nces

: ele

men

ts

and

com

poun

ds.

•R

evis

e th

e m

icro

scop

ic a

nd

sym

bolic

repr

esen

tatio

ns

for e

lem

ents

, com

poun

ds

and

mix

ture

s

•R

evis

e th

e de

finiti

on o

f an

elem

ent

•R

evis

e th

e de

finiti

on o

f a

com

poun

d

•R

evis

e th

e de

finiti

on o

f pur

e su

bsta

nces

•R

evis

e th

e cl

assi

ficat

ion

of s

ubst

ance

s as

pur

e, a

s co

mpo

unds

or a

s el

emen

ts

•D

evis

e cr

iteria

for

purit

y. U

se m

eltin

g po

int

and

boili

ng p

oint

s as

ev

iden

ce o

f pur

ity. U

se

chro

mat

ogra

phy

as

evid

ence

of p

urity

•D

ecid

e w

hich

of t

he

follo

win

g su

bsta

nces

are

pu

re s

ubst

ance

s: w

ater

, te

a, s

alt w

ater

, cop

per,

bras

s, a

ir, o

xyge

n

•U

se m

olec

ular

mod

els

to

build

pur

e su

bsta

nces

, el

emen

ts a

nd c

ompo

unds

Act

ivity

:

•D

o ex

perim

ent w

ith p

aper

ch

rom

atog

raph

y to

sho

w

that

wat

er s

olub

le in

k-pe

ns

or “S

mar

ties”

are

not

pur

e co

lour

s, b

ut a

re m

ixtu

res

of

colo

urs

Use

the

perio

dic

tabl

e to

id

entif

y th

e el

emen

ts.

Test

tube

s, g

lass

bea

ker,

filte

r pa

per a

nd w

ater

sol

uble

ink-

pens

.


17CAPS

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

0.25

hou

r

Nam

es a

nd fo

rmul

ae o

f su

bsta

nces

.•

Rev

ise

the

nam

es o

f co

mpo

unds

usi

ng th

e na

mes

of t

he e

lem

ents

from

w

hich

they

are

mad

e

•R

evis

e th

e ca

tion

and

anio

n ta

ble

•R

evis

e th

e w

ritin

g of

nam

es

whe

n gi

ven

the

form

ulae

.

•R

evis

e th

e w

ritin

g of

fo

rmul

ae w

hen

give

n th

e na

mes

•R

evis

e th

e m

eani

ng o

f the

na

me

endi

ngs

like

-ide,

-ite

an

d -a

te

•U

nder

stan

d th

e m

eani

ng o

f pr

efixe

s di

-, tri

- etc

Act

ivity

:

•W

hy d

o w

e ha

ve s

cien

tific

nam

es?

•Id

entif

y th

e el

emen

ts th

at

mak

e up

a c

ompo

und

on

the

food

labe

ls c

olle

cted

by

the

lear

ners

•C

ompa

re th

e sc

ient

ific

nam

es w

ith tr

aditi

onal

na

mes

for c

ompo

unds

kn

own

by le

arne

rs

Indi

cate

the

rela

tions

hip

betw

een

nam

es a

nd c

hem

ical

fo

rmul

ae a

nd c

hem

ical

bon

ding

to

lear

ners

.

Use

cat

ion

and

anio

n ta

bles

in

app

endi

x 4

Pay

atte

ntio

n to

the

nam

es o

f co

vale

nt c

ompo

unds

and

the

nam

es o

f ion

ic c

ompo

unds

.

0.25

hou

r

Met

als,

met

allo

ids

and

non-

met

als.

•R

evis

e th

e cl

assi

ficat

ion

of s

ubst

ance

s as

met

als,

m

etal

loid

s an

d no

n-m

etal

s us

ing

thei

r pro

perti

es

•Id

entif

y th

e m

etal

s, th

eir

posi

tion

on th

e pe

riodi

c ta

ble

and

thei

r num

ber i

n co

mpa

rison

to th

e nu

mbe

r of

non

-met

als

•R

evis

e th

e cl

assi

ficat

ion

of n

on-m

etal

s us

ing

thei

r pr

oper

ties

•Id

entif

y th

e no

n-m

etal

s an

d th

eir p

ositi

on o

n th

e pe

riodi

c ta

ble

•D

escr

ibe

met

allo

ids

as

havi

ng m

ainl

y no

n-m

etal

lic

prop

ertie

s

•Id

entif

y th

e m

etal

s, n

on-

met

als

and

met

allo

ids

on

the

perio

dic

tabl

e.

•Te

st c

oppe

r, le

ad,

alum

iniu

m, z

inc,

iron

, su

lphu

r, ca

rbon

, iod

ine,

gr

aphi

te a

nd s

ilico

n to

de

term

ine

whe

ther

they

ha

ve m

etal

lic, m

etal

loid

or

non-

met

allic

cha

ract

er. H

ow

are

thes

e el

emen

ts u

sed

in

indu

stry

?

Met

allo

id is

the

mor

e sc

ient

ific

nam

e fo

r sem

i-met

al. G

ive

pref

eren

ce to

the

use

of th

e na

me

met

allo

ids,

but

do

not

pena

lize

lear

ners

for t

he u

se o

f th

e na

me

sem

i-met

als.



Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

•R

evis

e th

e cl

assi

ficat

ion

of m

etal

loid

s by

thei

r ch

arac

teris

tic p

rope

rty o

f in

crea

sing

con

duct

ivity

with

in

crea

sing

tem

pera

ture

(th

e re

vers

e of

met

als)

e.g

. si

licon

and

gra

phite

.

•Id

entif

y th

e m

etal

loid

s an

d th

eir p

ositi

on o

n th

e pe

riodi

c ta

ble

0.25

hou

rs

Ele

ctric

al c

ondu

ctor

s,

sem

icon

duct

ors

and

insu

lato

rs•

Rev

ise

the

clas

sific

atio

n of

mat

eria

ls a

s: e

lect

rical

co

nduc

tors

, sem

icon

duct

ors

and

insu

lato

rs

•G

ive

exam

ples

of e

lect

rical

co

nduc

tors

, sem

icon

duct

ors

and

insu

lato

rs

•Id

entif

y th

e su

bsta

nces

and

th

e ‘a

pplia

nces

or o

bjec

ts’,

that

are

in c

omm

on d

aily

us

e in

hom

es a

nd o

ffice

s,

that

are

spe

cific

ally

cho

sen

beca

use

of th

eir e

lect

rical

pr

oper

ties

(con

duct

ors,

in

sula

tors

and

sem

i-co

nduc

tors

)

•Te

st th

e fo

llow

ing

subs

tanc

e to

cla

ssify

th

em a

s co

nduc

tors

, se

mic

ondu

ctor

s or

in

sula

tors

: gla

ss, w

ood,

gr

aphi

te, c

oppe

r, zi

nc,

alum

iniu

m a

nd m

ater

ials

of

your

ow

n ch

oice

0.25

hou

rs

Ther

mal

con

duct

ors

and

insu

lato

rs•

Rev

ise

how

to te

st a

nd

clas

sify

mat

eria

ls a

s th

erm

al c

ondu

ctor

s an

d in

sula

tors

•G

ive

exam

ples

of m

ater

ials

th

at a

re th

erm

al c

ondu

ctor

s an

d in

sula

tors

•Te

st th

e fo

llow

ing

subs

tanc

e to

cla

ssify

them

as

hea

t con

duct

ors,

or

insu

lato

rs: g

lass

, woo

d,

grap

hite

, cop

per,

zinc

, al

umin

ium

and

mat

eria

ls o

f yo

ur o

wn

choi

ce


19CAPS

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

0.25

hour

s

Mag

netic

and

non

mag

netic

m

ater

ials

. •

Rev

ise

how

to te

st a

nd

clas

sify

mat

eria

ls a

s m

agne

tic a

nd n

on-m

agne

tic

•G

ive

exam

ples

of m

ater

ials

th

at a

re m

agne

tic a

nd n

on-

mag

netic

•G

ive

exam

ples

of t

he u

se

we

mak

e of

mag

nets

in

daily

life

(in

spea

kers

, in

tele

phon

es, e

lect

ric m

otor

s,

as c

ompa

sses

)

•Te

st th

e fo

llow

ing

subs

tanc

e to

cla

ssify

th

em a

s m

agne

tic, o

r no

nmag

netic

: gla

ss, w

ood,

gr

aphi

te, c

oppe

r, zi

nc,

alum

iniu

m, i

ron

nail

and

mat

eria

ls o

f you

r ow

n ch

oice

2 H

OU

RS

Stat

es o

f Mat

ter a

nd th

e k

inet

ic M

olec

ular

The

ory

Phy

sica

l sta

te is

onl

y on

e of

the

way

s of

cla

ssify

ing

mat

ter.

The

Kin

etic

-mol

ecul

ar th

eory

and

inte

rmol

ecul

ar fo

rces

are

the

basi

s fo

r sol

id, l

iqui

d, g

as a

nd s

olut

ion

phen

omen

a.

Rev

isio

n of

mat

ter a

nd s

tate

s of

mat

ter i

s th

e bi

gger

pic

ture

.

1 ho

ur

Thre

e st

ates

of m

atte

r•

Verif

y th

e pa

rticu

late

nat

ure

of m

atte

r by

inve

stig

atin

g di

ffusi

on a

nd B

row

nian

m

otio

n

•Li

st a

nd c

hara

cter

ize

the

thre

e st

ates

of m

atte

r

•D

efine

free

zing

poi

nt,

mel

ting

poin

t and

boi

ling

poin

t

•Id

entif

y th

e ph

ysic

al s

tate

of

a s

ubst

ance

at a

spe

cific

te

mpe

ratu

re, g

iven

the

mel

ting

poin

t and

the

boili

ng

poin

t of t

he s

ubst

ance

•D

efine

mel

ting,

eva

pora

tion,

fre

ezin

g, s

ublim

atio

n an

d co

nden

satio

n as

cha

nges

in

sta

te

•D

emon

stra

te th

ese

chan

ges

of s

tate

Pres

crib

ed e

xper

imen

t for

fo

rmal

ass

essm

ent

•D

raw

the

heat

ing

and

cool

ing

curv

e fo

r wat

er.

Sta

rt w

ith ic

e in

a g

lass

be

aker

and

use

a

ther

mom

eter

to re

ad th

e te

mpe

ratu

re e

very

1 m

inut

e w

hen

you

dete

rmin

e th

e he

atin

g cu

rve

of w

ater

. Do

the

sam

e w

ith th

e co

olin

g cu

rve

of w

ater

sta

rting

at

the

boili

ng p

oint

. Giv

e yo

ur

resu

lts o

n a

grap

h

Mat

eria

ls:

Bur

ner,

glas

s be

aker

, ice

wat

er

and

a th

erm

omet

er.

An

activ

ity th

at c

lass

ifies

a

varie

ty o

f com

poun

ds a

nd

com

bine

s al

l the

se p

rope

rties

, in

clud

ing

KM

T, w

ould

be

usef

ul

to re

vise

the

cont

ent.

To s

ave

teac

hing

tim

e it

is

reco

mm

ende

d th

at in

tega

tes

teac

hing

s an

d pr

actic

al w

ork

is

used

as

stra

tegy

for t

his

topi

c an

d al

l oth

er to

pics

1 ho

urK

inet

ic M

olec

ular

The

ory

•D

escr

ibe

a so

lid, a

liqu

id,

and

a ga

s ac

cord

ing

to th

e K

inet

ic M

olec

ular

The

ory

in

term

s of

par

ticle

s of

mat

ter

•U

se p

lay

doug

h or

mar

bles

to

repr

esen

t gas

es li

quid

s an

d an

d so

lids.

expl

ain

the

leve

ls: m

acro

scop

ic, s

ub-

mic

rosc

opic

and

use

use

sy

mbo

ls e

ffect

ivel

y



Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

4 H

OU

RS

The

Ato

m: b

asic

bui

ldin

g bl

ock

of a

ll m

atte

r(A

tom

ic s

truc

ture

)

All

mat

ter i

s m

ade

up o

f ato

ms.

Eve

ryth

ing

arou

nd y

ou,

incl

udin

g yo

ur o

wn

body

, you

r hai

r, yo

ur o

rgan

s an

d ev

en

the

air y

ou b

reat

he is

mad

e up

of a

tom

s. A

tom

ic th

eory

is th

e fo

unda

tion

for u

nder

stan

ding

the

inte

ract

ions

and

cha

nges

in

mat

ter.

The

perio

dic

tabl

e di

spla

ys th

e el

emen

ts in

incr

easi

ng

atom

ic n

umbe

r and

sho

ws

how

per

iodi

city

of t

he p

hysi

cal

and

chem

ical

pro

perti

es o

f the

ele

men

ts re

late

s to

ato

mic

st

ruct

ure.

Eve

ryth

ing

in th

e w

orld

is m

ade

up o

f diff

eren

t co

mbi

natio

ns o

f ato

ms

from

the

elem

ents

on

the

perio

dic

tabl

e

Visu

aliz

atio

n is

ver

y im

porta

nt

in C

hem

istry

to d

emys

tify

the

subj

ect a

nd m

ake

it ea

sier

to

und

erst

and.

Alw

ays

mov

e be

twee

n m

acro

scop

ic a

nd s

ub-

mic

rosc

opic

and

use

sym

bols

ef

fect

ivel

y

0.5

hour

Mod

els

of th

e at

om.

Giv

en a

list

of k

ey

disc

over

ies

(or h

ypot

hese

s)

mat

ch th

ese

to th

e de

scrip

tion

of th

e at

om

that

follo

wed

the

disc

over

y.

Be

able

to d

o th

is fo

r the

pe

riod

star

ting

with

the

Gre

eks

and

othe

r nat

ions

’ su

gges

tion

that

ato

ms

cons

titut

ed m

atte

r, th

roug

h th

e el

ectri

cal e

xper

imen

ts

of th

e 19

th c

entu

ry, t

o th

e di

scov

ery

of ra

dioa

ctiv

ity,

Rut

herfo

rd’s

gol

d fo

il ex

perim

ent a

nd th

e B

ohr

mod

el

•Id

entif

y fiv

e m

ajor

co

ntrib

utio

ns to

the

curr

ent

atom

ic m

odel

use

d to

day.

•W

hat i

s th

e pu

rpos

e of

a

mod

el o

f the

ato

mic

st

ruct

ure?

Act

ivity

:(1

) M

ake

a lis

t of k

ey

disc

over

ies

abou

t ato

mic

st

ruct

ure

Do

this

as

a lib

rary

as

sign

men

t. Lo

ok a

t w

ork

from

JJ

Thom

son,

E

rnes

t Rut

herfo

rd, M

arie

C

urie

, JC

Max

wel

l, M

ax

Pla

nck,

Alb

ert E

inst

ein,

N

iels

Boh

r, Lu

cret

ius,

LV

D

e B

rogl

ie, C

J D

avis

son,

LH

Ger

mer

, Cha

dwic

k,

Wer

ner H

eise

nber

g, M

ax

Bor

n, E

rwin

Sch

rödi

nger

, Jo

hn D

alto

n, E

mpe

docl

es,

Leuc

ippu

s, D

emoc

ritus

, E

picu

rus,

Zos

imos

, Mar

ia

the

Jew

ess,

Geb

er,

Rha

zes,

Rob

ert B

oyle

, H

enry

Cav

endi

sh, A

La

vois

ier,

H B

ecqu

erel

Sta

te th

e ke

y di

scov

ery

in O

NE

sen

tenc

e an

d m

atch

the

disc

over

y to

the

influ

ence

on

the

desc

riptio

n of

the

atom

(2)

The

clas

s ca

n m

ake

a flo

w

char

t on

the

disc

over

ies

or c

onst

ruct

a ti

me

line

to

disp

lay

the

disc

over

ies

Not

e to

the

teac

her:

This

type

of

act

ivity

(1) s

houl

d be

use

d to

intro

duce

or p

ract

ice

repo

rt w

ritin

g an

d/or

pre

sent

atio

n sk

ills.

This

topi

c co

uld

also

be

used

as

a c

oope

rativ

e le

arni

ng

activ

ity.

You

don’

t nee

d in

form

atio

n on

al

l the

nam

es m

entio

ned:

you

ca

n ch

oose

the

nam

es o

f the

sc

ient

ists

you

wan

t inf

orm

atio

n on

.

Mak

e a

list o

f key

dis

cove

ries

and

disc

over

ers

(this

is N

OT

for r

ote

lear

ning

in e

xam

s.

This

is a

n ac

tivity

that

is N

OT

FOR

EXA

M P

UR

POSE

S.

It gi

ves

lear

ners

a re

al li

fe

expe

rienc

e of

the

cons

truct

ion

of k

now

ledg

e ov

er ti

me.

)


21CAPS

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

0.5

hour

Ato

mic

mas

s an

d di

amet

er.

•G

ive

a ro

ugh

estim

ate

of

the

mas

s an

d di

amet

er o

f an

ato

m

•S

how

that

the

atom

is

mai

nly

an e

mpt

y sp

ace

with

the

nucl

eus

occu

pyin

g a

very

sm

all s

pace

in a

ny

atom

(exp

lain

the

α-pa

rticl

e sc

atte

ring

expe

rimen

t)

•D

escr

ibe

and

use

the

conc

ept o

f rel

ativ

e at

omic

m

ass

Act

ivity

:(1

) N

ote

the

corr

ect u

se o

f sc

ient

ific

nota

tion

and

the

mea

ning

of t

he v

alue

s ob

tain

ed w

hen

givi

ng

atom

ic m

ass

or a

tom

ic

radi

us

(2)

Use

ana

logi

es to

sho

w

how

sm

all t

he n

ucle

us is

co

mpa

red

to th

e at

om

Sim

ulat

e th

e α-

parti

cle

scat

terin

g ex

perim

ent w

ith

a nu

cleu

s of

mar

bles

(glu

ed

toge

ther

) and

BB

gun

pel

lets

as

ele

ctro

ns a

nd s

hoot

with

m

arbl

es a

s α-

parti

cles

.

1 ho

ur

Stru

ctur

e of

the

atom

:

prot

ons,

neu

trons

, ele

ctro

ns.

•G

iven

a p

erio

dic

tabl

e or

su

itabl

e da

ta;

- D

efine

the

atom

ic n

umbe

r of

an

elem

ent a

nd g

ive

its v

alue

- G

ive

the

num

ber o

f pr

oton

s pr

esen

t in

an

atom

of a

n el

emen

t

- G

ive

the

num

ber o

f el

ectro

ns p

rese

nt in

a

neut

ral a

tom

- S

how

that

by

rem

ovin

g el

ectro

ns fr

om a

n at

om

the

neut

ralit

y of

the

atom

is c

hang

ed

- D

eter

min

e ch

arge

afte

r re

mov

ing/

addi

ng

elec

trons

from

the

atom

.

- C

alcu

late

the

num

ber o

f ne

utro

ns p

rese

nt

- C

alcu

late

the

mas

s nu

mbe

r for

an

isot

ope

of

an e

lem

ent

Act

iviti

es:

(1)

Use

the

PT

to m

ake

a S

cien

ce p

uzzl

e to

cla

rify

and

stre

ngth

en c

once

pts

(2)

Des

crib

e th

e st

ruct

ure

of th

e at

om in

term

s of

pr

oton

s, n

eutro

ns a

nd

elec

trons

. Mak

e a

draw

ing

to s

how

you

r int

erpr

etat

ion

of th

e st

ruct

ure

of a

n at

om

PT

mus

t hav

e va

lues

with

at

leas

t one

dec

imal

poi

nt.

Not

e:Th

e P

erio

dic

Tabl

e ha

s be

en

intro

duce

d su

perfi

cial

ly in

gr

ade

9 an

d ca

n be

use

d as

suc

h in

ato

mic

stru

ctur

e.

Dee

per s

tudy

on

the

PT

is

done

in te

rm 2

.



Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

1 ho

ur

Isot

ope

•E

xpla

in th

e te

rm is

otop

e

•C

alcu

late

the

rela

tive

atom

ic m

ass

of n

atur

ally

oc

curr

ing

elem

ents

from

the

perc

enta

ge o

f eac

h is

otop

e in

a s

ampl

e of

the

natu

rally

oc

curr

ing

elem

ent a

nd th

e re

lativ

e at

omic

mas

s of

ea

ch o

f the

isot

opes

.

•R

epre

sent

ato

ms

(nuc

lides

)

usin

g th

e no

tatio

n ZE

A

Act

iviti

es:

(1)

Iden

tify

isot

opes

am

ong

elem

ents

with

rele

vant

in

form

atio

n

(2)

Per

form

cal

cula

tions

rela

ted

to is

otop

ic m

asse

s an

d re

lativ

e at

omic

mas

ses

Do

sim

ple

calc

ulat

ions

to

impr

ove

lear

ners

un

ders

tand

ing

of th

e co

ncep

t is

otop

es.

Z =

atom

ic n

umbe

r and

A

= m

ass

num

ber

1 ho

ur

Ele

ctro

n co

nfigu

ratio

n.•

Giv

e el

ectro

nic

arra

ngem

ent o

f ato

ms

(up

to Z

=20)

acc

ordi

ng to

th

e or

bita

l box

dia

gram

s (n

otat

ion,

(↑↓)

) and

the

spec

trosc

opic

ele

ctro

n co

nfigu

ratio

n no

tatio

n (1

s2 , 2s

2 , 2p

6 , 3s

2 , 3p

6 , 4s

2 ) (s

omet

imes

cal

led

Auf

bau

prin

cipl

e)

•D

escr

ibe

atom

ic o

rbita

ls

and

the

shap

es o

f the

s-

orbi

tals

and

the

p-or

bita

ls

•S

ate

Hun

d’s

rule

and

P

auli’s

Exc

lusi

on P

rinci

ple

Act

iviti

es:

(1)

Und

erst

and

and

dedu

ce th

e el

ectro

nic

arra

ngem

ent o

f at

oms

(2)

Rep

rese

nt th

e el

ectro

nic

arra

ngem

ents

of a

tom

s us

ing

elec

tron

diag

ram

s

Rec

omm

ende

d ex

perim

ent

for i

nfor

mal

ass

essm

ent

(3)

Do

flam

e te

sts

to id

entif

y so

me

met

al c

atio

ns a

nd

met

als

Mat

eria

lsW

atch

gla

ss, b

urne

r, pr

opet

te,

met

hano

l, ba

mbo

o st

icks

, m

etal

sal

ts to

be

test

ed

incl

udin

g N

aCl,

CuC

l 2, C

aCl 2,

KC

l and

met

als

copp

er p

owde

r, m

agne

sium

, zin

c po

wde

r, iro

n po

wde

r etc

.

Ene

rgy

is s

een

as th

e en

ergy

of

the

elec

tron

in g

roun

d st

ate

and

exci

ted

stat

e.

The

Auf

bau

prin

cipl

e (b

uild

ing-

up p

rinci

ple)

is th

e pr

inci

ple

that

the

orbi

tal t

hat fi

lls fi

rst

is th

e or

bita

l with

the

low

est

ener

gy. I

n at

oms

the

orde

r for

fil

ling

of o

rbita

ls is

1s,

2s,

2p,

3s

, 3p,

4s,

3d,

4p…

…el

ectro

nic

stru

ctur

e. (A

ufba

u is

Ger

man

fo

r bui

ldin

g-up

.)

4 H

OU

RS

Perio

dic

Tabl

eTh

e pe

riodi

c ta

ble

disp

lays

the

elem

ents

in in

crea

sing

ato

mic

nu

mbe

r and

sho

ws

how

per

iodi

city

of t

he p

hysi

cal a

nd c

hem

ical

pr

oper

ties

of th

e el

emen

ts re

late

s to

ato

mic

stru

ctur

e.

Stu

dent

sho

uld

deve

lop

an u

nder

stan

ding

abo

ut th

e im

porta

nce

of th

e pe

riodi

c ta

ble

in C

hem

istry

. Kno

wle

dge

and

conc

epts

ab

out p

erio

dic

trend

s of

phy

sica

l pro

perti

es o

f som

e el

emen

ts a

re

requ

ired.

The

atom

ic p

rope

rties

of a

n el

emen

t are

rela

ted

to it

s el

ectro

nic

confi

gura

tion

and

henc

e to

its

posi

tion

on th

e pe

riodi

c ta

ble.


23CAPS

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

2 ho

urs

The

posi

tion

of th

e el

emen

ts

in th

e pe

riodi

c ta

ble

rela

ted

to

thei

r ele

ctro

nic

arra

ngem

ents

•U

nder

stan

d th

at e

lem

ents

in

the

PT

are

arra

nged

in

orde

r of a

scen

ding

ato

mic

nu

mbe

r

•A

ppre

ciat

e th

e P

T as

a

syst

emat

ic w

ay to

arr

ange

el

emen

ts

•D

efine

the

grou

p nu

mbe

r an

d th

e pe

riod

num

ber o

f an

ele

men

t in

the

PT

•R

elat

e th

e po

sitio

n of

an

elem

ent i

n th

e P

T to

its

elec

troni

c st

ruct

ure

and

vice

ver

sa

•U

nder

stan

d pe

riodi

city

by

look

ing

at th

e fo

llow

ing

prop

ertie

s fro

m th

e el

emen

ts L

i to

Ar:

dens

ity,

mel

ting

poin

ts a

nd b

oilin

g po

ints

, ato

mic

radi

us,

perio

dici

ty in

form

ulae

of

hal

ides

, per

iodi

city

in

form

ulae

of o

xide

s, a

nd

ioni

zatio

n en

ergy

.

•W

hat i

s th

e in

fluen

ce

of p

erio

dici

ty o

n el

ectro

n-af

finity

and

el

ectro

nega

tivity

?

•D

efine

ato

mic

radi

us,

ioni

zatio

n en

ergy

, ele

ctro

n-af

finity

and

ele

ctro

nega

tivity

Act

iviti

es:

(1)

Use

the

PT

to m

ake

a S

cien

ce p

uzzl

e to

cla

rify

and

stre

ngth

en c

once

pts

(2)

Sea

rchi

ng fo

r an

d pr

esen

ting

info

rmat

ion

on e

lem

ents

and

the

deve

lopm

ent o

f the

PT

(3)

Pac

k yo

ur o

wn

PT

and

disc

over

the

mis

sing

el

emen

ts. T

he c

once

pts

you

are

inve

stig

atin

g ar

e pe

riodi

city

, pre

dict

ing

prop

ertie

s, g

roup

s, a

nd

perio

ds. G

et p

aint

col

our

sam

ples

from

a h

ardw

are

stor

e. U

se a

n em

pty

PT

grid

to p

ack

your

col

our

chip

s ac

cord

ing

to th

e fo

llow

ing

rule

s: B

asic

co

lour

repr

esen

ts c

hem

ical

pr

oper

ties;

the

shad

e of

th

e pa

int c

hip

repr

esen

ts

atom

ic m

ass;

sim

ilar

inte

nsiti

es o

f sha

de a

re in

th

e sa

me

perio

d. S

eque

nce

met

als

to n

on-m

etal

s ac

cord

ing

to th

e co

lour

of

the

visi

ble

spet

rum

form

re

d vi

olet

. Rem

ove

a fe

w

pain

t chi

ps a

nd p

ack

the

perio

dic

tabl

e ag

ain.

Can

yo

u de

scrib

e th

e pr

oper

ties

of th

e m

issi

ng c

hips

(e

lem

ents

)

Info

rmat

ion

for P

erio

dic

Tabl

e ac

tivity

:O

n yo

u co

lour

car

ds fo

r the

PT

you

can

also

add

info

rmat

ion

like

dens

ity, m

eltin

g po

int,

boili

ng p

oint

, hea

t con

duct

ivity

, ph

ysic

al a

ppea

ranc

e, re

actio

n w

ith o

xyge

n, re

actio

n w

ith

wat

er, e

tc

How

the

perio

dic

tabl

e is

or

gani

zed

is n

ot a

s im

porta

nt

as w

hat i

nfor

mat

ion

can

be d

eriv

ed fr

om th

e P

T.

Info

rmat

ion

like

bond

ing,

va

lenc

y, o

rbita

ls, e

lect

roni

c st

ruct

ure.

This

sec

tion

is c

ruci

al a

s it

prov

ides

the

basi

s fo

r co

ncep

tual

und

erst

andi

ng

of b

ondi

ng. T

each

ers

shou

ld e

nsur

e th

at le

arne

rs

unde

rsta

nd th

e st

ruct

ure

of th

e P

T an

d no

t onl

y kn

ow h

ow to

us

e it.

Eno

ugh

time

mus

t be

spen

t on

this

NB

!!

Lear

ners

mus

t kno

w th

e na

mes

an

d al

l the

form

ulae

of a

ll th

e el

emen

ts fr

om H

ydro

gen

(ato

mic

nim

ber 1

) to

Kry

pton

(a

tom

ic n

umbe

r 36)

, plu

s th

e co

mm

on e

lem

ents

silv

er (A

g),

cadn

ium

(Cd)

, tin

(Sn)

, iod

ine

(I), p

latin

um (P

T), g

old

(Au)

, m

ercu

ry (H

g), a

nd le

ad (P

b)



Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

2 ho

urs

Sim

ilarit

ies

in c

hem

ical

pr

oper

ties

amon

g el

emen

ts in

G

roup

s 1,

2, 1

7 an

d 18

•R

elat

e th

e el

ectro

nic

arra

ngem

ents

to th

e ch

emic

al p

rope

rties

of

grou

p 1,

2, 1

7 an

d 18

el

emen

ts

•D

escr

ibe

the

diffe

renc

es in

re

activ

ity o

f gro

up 1

, 2 a

nd

17 e

lem

ents

,

•P

redi

ct c

hem

ical

pro

perti

es

of u

nfam

iliar

ele

men

ts in

gr

oups

1, 2

, 17

and

18 o

f th

e P

T

•In

dica

te w

here

met

als

are

to b

e fo

und

on th

e pe

riodi

c ta

ble

•In

dica

te w

here

non

met

als

are

to b

e fo

und

on th

e pe

riodi

c ta

ble

•In

dica

te w

here

tran

sitio

n m

etal

s ar

e to

be

foun

d on

th

e pe

riodi

c ta

ble


25CAPS

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

4 H

OU

RS

Che

mic

al b

ondi

ngIn

tera

ctio

ns b

etw

een

mat

ter g

ener

ate

subs

tanc

es w

ith n

ew

phys

ical

and

che

mic

al p

rope

rties

.

4 ho

urs

Cov

alen

t bon

ding

, ion

ic

bond

ing

and

met

allic

bon

ding

•D

raw

Lew

is d

ot d

iagr

ams

of

elem

ents

•C

oval

ent b

ondi

ng:

shar

ing

of e

lect

rons

in th

e fo

rmat

ion

of c

oval

ent b

ond

sing

le, d

oubl

e an

d tri

ple

bond

s el

ectro

n di

agra

ms

of s

impl

e co

vale

nt m

olec

ules

, na

mes

and

form

ulae

of

cova

lent

com

poun

ds

•Io

nic

bond

ing:

tra

nsfe

r of e

lect

rons

in th

e fo

rmat

ion

of io

nic

bond

ing,

ca

tions

and

ani

ons

elec

tron

diag

ram

s of

sim

ple

ioni

c co

mpo

unds

io

nic

stru

ctur

e as

illu

stra

ted

by s

odiu

m c

hlor

ide

•M

etal

lic b

ondi

ng:

- S

harin

g a

delo

caliz

ed

elec

tron

clou

d am

ong

posi

tive

nucl

ei in

the

met

al

- R

evis

e th

e ca

tion

and

the

anio

n ta

ble

done

in

grad

e 9

- R

evis

e th

e na

mes

of

com

poun

ds

- R

evis

e re

lativ

e m

olec

ular

mas

s fo

r co

vale

nt m

olec

ules

- R

evis

e re

lativ

e fo

rmul

a m

ass

for i

onic

co

mpo

unds

Act

iviti

es:

(1)

Des

crib

e an

d dr

aw th

e fo

rmat

ion

of a

cov

alen

t bo

nd

(2)

Des

crib

e, u

sing

ele

ctro

n di

agra

ms,

the

form

atio

n of

si

ngle

, dou

ble

and

tripl

e bo

nds

(3)

Writ

e th

e na

mes

and

fo

rmul

ae o

f cov

alen

t co

mpo

unds

in te

rms

of th

e el

emen

ts p

rese

nt a

nd th

e ra

tio o

f the

ir at

oms

(4)

Des

crib

e, u

sing

ele

ctro

n di

agra

ms,

the

form

atio

n of

io

ns a

nd io

nic

bond

s

(5)

Dra

w th

e el

ectro

n di

agra

ms

of c

atio

ns a

nd a

nion

s

(6)

Pre

dict

the

ions

form

ed b

y at

oms

of m

etal

s an

d no

n-m

etal

s by

usi

ng in

form

atio

n in

the

PT

(7)

Nam

e io

nic

com

poun

ds

base

d on

the

com

pone

nt

ions

(8)

Des

crib

e th

e st

ruct

ure

of a

n io

nic

crys

tal

(9)

Des

crib

e th

e si

mpl

e m

odel

of

met

allic

bon

ding

Ioni

c cr

ysta

l lat

tices

can

be

mad

e w

ith p

olys

tyre

ne

balls

and

woo

den

stic

ks a

nd

disp

laye

d in

the

clas

sroo

m

You

need

to h

ave

an

expl

anat

ion

of c

hem

ical

bo

ndin

g be

fore

you

des

crib

e m

olec

ular

sub

stan

ces

and

ioni

c su

bsta

nces

.

Ens

ure

that

the

corr

ect

term

inol

ogy

is u

sed

here

, e.g

. io

nic

subs

tanc

es d

o no

t for

m

mol

ecul

es

Elec

tron

dia

gram

s re

fer

to L

ewis

dot

dia

gram

s of

el

emen

ts.

Und

er C

hem

ical

Bon

ding

he

re onlythedefin

ition

s of

cov

alen

t bon

ding

, ion

ic

bond

ing

and

met

allic

bo

ndin

g ar

e do

ne.

On

page

25

the

appl

icat

ions

or

the

effe

ct o

f thi

s ki

nd o

f bo

ndin

g is

don

e.

Giv

en 4

hou

rs, b

ut 2

hou

rs

wou

ld a

lso

be e

noug

h



GR

AD

E 10

PH

YSIC

S (W

AVES

, SO

UN

D &

LIG

HT)

TER

M 1

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

4 H

OU

RS

Tran

sver

se p

ulse

s on

a

strin

g or

spr

ing

2 ho

urs

Pul

se, a

mpl

itude

•

Defi

ne a

pul

se

•D

efine

a tr

ansv

erse

pul

se

•A

mpl

itude

•D

efine

am

plitu

de a

s m

axim

um d

istu

rban

ce

of a

par

ticle

from

its

rest

(e

quili

briu

m) p

ositi

on

•K

now

that

for a

tran

sver

se

puls

e th

e pa

rticl

es o

f the

m

ediu

m m

ove

at ri

ght

angl

es to

the

dire

ctio

n of

pr

opag

atio

n of

the

puls

e

Pra

ctic

al D

emon

stra

tion:

Let l

earn

ers

obse

rve

the

mot

ion

of a

sin

gle

puls

e tra

velli

ng a

long

a lo

ng, s

oft

sprin

g or

a h

eavy

rope

Mat

eria

ls:

Slin

ky s

prin

g, ro

pe

Som

etim

es le

arne

rs a

re ta

ught

ab

out w

aves

with

out e

ver

lear

ning

abo

ut p

ulse

s. A

pul

se

is a

sin

gle

dist

urba

nce.

It h

as

an a

mpl

itude

and

pul

se le

ngth

, bu

t no

frequ

ency

, sin

ce it

onl

y ha

ppen

s on

ce.

2 ho

urs

Sup

erpo

sitio

n of

Pul

ses

•E

xpla

in th

at s

uper

posi

tion

is th

e ad

ditio

n of

the

dist

urba

nces

of t

he tw

o pu

lses

that

occ

upy

the

sam

e sp

ace

at th

e sa

me

time

•D

efine

con

stru

ctiv

e in

terfe

renc

e

•D

efine

des

truct

ive

inte

rfere

nce

•E

xpla

in (u

sing

dia

gram

s)

how

two

puls

es th

at

reac

h th

e sa

me

poin

t in

the

sam

e m

ediu

m

supe

rpos

e co

nstru

ctiv

ely

and

dest

ruct

ivel

y an

d th

en

cont

inue

in th

e or

igin

al

dire

ctio

n of

mot

ion

•A

pply

the

prin

cipl

e of

su

perp

ositi

on to

pul

ses

Rec

omm

ende

d ex

perim

ent

for i

nfor

mal

ass

essm

ent:

Use

a ri

pple

tank

to

dem

onst

rate

con

stru

ctiv

e an

d de

stru

ctiv

e in

terfe

renc

e of

two

puls

es

Mat

eria

ls:

Rip

ple

tank

app

arat

us.


27CAPS

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

2 H

OU

RS

Tran

sver

se w

aves

2 ho

urs

Wav

elen

gth,

freq

uenc

y,

ampl

itude

, per

iod,

wav

e sp

eed;

•D

efine

a tr

ansv

erse

w

ave

as a

suc

cess

ion

of

trans

vers

e pu

lses

•D

efine

wav

elen

gth,

fre

quen

cy, p

erio

d, c

rest

and

tro

ugh

of a

wav

e

•E

xpla

in th

e w

ave

conc

epts

: in

pha

se a

nd o

ut o

f pha

se

•Id

entif

y th

e w

avel

engt

h,

ampl

itude

, cre

sts,

trou

ghs,

po

ints

in p

hase

and

poi

nts

out o

f pha

se o

n a

draw

ing

of a

tran

sver

se w

ave

•K

now

the

rela

tions

hip

betw

een

frequ

ency

and

pe

riod,

i.e.

f =

1/T

and

T =

1/f

•D

efine

wav

e sp

eed

as th

e pr

oduc

t of t

he fr

eque

ncy

and

wav

elen

gth

of a

wav

e:

•U

se th

e sp

eed

equa

tion,

, to

solv

e pr

oble

ms

invo

lvin

g w

aves

Prac

tical

Dem

ostr

atio

n G

ener

ate

a tra

nsve

rse

wav

e in

a

slin

ky s

prin

g

slin

ky s

prin

gFo

r a w

ave

the

dist

ance

tra

velle

d in

one

per

iod

is o

ne

wav

elen

gth,

and

freq

uenc

y is

1/

perio

d.

2 H

OU

RS

Long

itudi

nal w

aves

:

1 ho

ur

On

a sp

ring

•G

ener

ate

a lo

ngitu

dina

l w

ave

in a

spr

ing

•D

raw

a d

iagr

am to

re

pres

ent a

long

itudi

nal

wav

e in

a s

prin

g, s

how

ing

the

dire

ctio

n of

mot

ion

of th

e w

ave

rela

tive

to

the

dire

ctio

n in

whi

ch th

e pa

rticl

es m

ove

Prac

tical

Dem

onst

ratio

n:

Gen

erat

e a

long

itudi

nal w

ave

in a

spr

ing

Mat

eria

ls:

Slin

ky s

prin

g



Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

1 ho

urs

Wav

elen

gth,

freq

uenc

y,

ampl

itude

, per

iod,

wav

e sp

eed.

•D

efine

the

wav

elen

gth

and

ampl

itude

of a

long

itudi

nal

wav

e

•D

efine

com

pres

sion

and

ra

refa

ctio

n

•D

iffer

entia

te b

etw

een

long

itudi

nal a

nd tr

ansv

erse

w

aves

•D

efine

the

perio

d an

d fre

quen

cy o

f a lo

ngitu

dina

l w

ave

and

the

rela

tions

hip

betw

een

the

two

quan

titie

s 1

fT

=

•U

se th

e eq

uatio

n fo

r w

ave

spee

d,

to

solv

e pr

oble

ms

invo

lvin

g lo

ngitu

dina

l wav

es

4 H

OU

RS

Soun

d

2 ho

ur

Sou

nd w

aves

•E

xpla

in th

at s

ound

wav

es

are

crea

ted

by v

ibra

tions

in

a m

ediu

m in

the

dire

ctio

n of

pr

opag

atio

n. T

he v

ibra

tions

ca

use

a re

gula

r var

iatio

n in

pr

essu

re in

the

med

ium

•D

escr

ibe

a so

und

wav

e as

a

long

itudi

nal w

ave

•E

xpla

in th

e re

latio

nshi

p be

twee

n w

ave

spee

d an

d th

e pr

oper

ties

of th

e m

ediu

m in

whi

ch th

e w

ave

trave

ls (g

as, l

iqui

d or

sol

id)

•U

nder

stan

d th

at s

ound

w

aves

und

ergo

refle

ctio

n.•

Und

erst

and

wha

t are

ec

hoes

•U

se th

e eq

uatio

n fo

r wav

e sp

eed,

to

sol

ve

prob

lem

s in

volv

ing

soun

d w

aves

that

als

o in

clud

e ec

hoes

, son

ar a

nd b

ats

Rec

omm

ende

d In

form

al

Ass

essm

ent

Prac

tical

Dem

onst

ratio

n:H

ow to

mak

e so

und

usin

g a

vuvu

zela

, stri

ng, t

unin

g-fo

rk,

loud

-spe

aker

, dru

m-h

ead

Prac

tical

Act

ivity

(Pro

ject

):M

akin

g a

strin

g (o

r wire

) te

leph

one

Prac

tical

Act

ivity

:D

eter

min

e th

e sp

eed

of s

ound

in

air.

You

cou

ld re

peat

this

on

diffe

rent

day

s in

ord

er to

var

y th

e te

mpe

ratu

re

Mat

eria

ls:

Vuvu

zela

, stri

ng, t

unin

g-fo

rk,

loud

-spe

aker

, dru

m-h

ead

Mat

eria

ls:

Two

340m

l drin

k ca

ns, 2

nai

ls,

strin

g or

cop

per w

ire (n

ot to

o th

ick)

Mat

eria

ls:

Sto

p-w

atch

, toy

pis

tol l

ike

the

ones

use

d in

ath

letic

s.

Lear

ners

sho

uld

unde

rsta

nd

that

sou

nd w

aves

are

pr

essu

re w

aves

. For

this

re

ason

, the

mor

e cl

osel

y sp

aced

the

mol

ecul

es o

f the

m

ediu

m, t

he fa

ster

the

wav

e tra

vels

. Tha

t is

why

sou

nd

trave

ls fa

ster

in w

ater

than

in

air

and

fast

er in

ste

el th

an

in w

ater

.


29CAPS

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

1 ho

urs

Wav

elen

gth,

freq

uenc

y,

ampl

itude

, per

iod,

wav

e sp

eed.

•D

efine

the

wav

elen

gth

and

ampl

itude

of a

long

itudi

nal

wav

e

•D

efine

com

pres

sion

and

ra

refa

ctio

n

•D

iffer

entia

te b

etw

een

long

itudi

nal a

nd tr

ansv

erse

w

aves

•D

efine

the

perio

d an

d fre

quen

cy o

f a lo

ngitu

dina

l w

ave

and

the

rela

tions

hip

betw

een

the

two

quan

titie

s 1

fT

=

•U

se th

e eq

uatio

n fo

r w

ave

spee

d,

to

solv

e pr

oble

ms

invo

lvin

g lo

ngitu

dina

l wav

es

4 H

OU

RS

Soun

d

2 ho

ur

Sou

nd w

aves

•E

xpla

in th

at s

ound

wav

es

are

crea

ted

by v

ibra

tions

in

a m

ediu

m in

the

dire

ctio

n of

pr

opag

atio

n. T

he v

ibra

tions

ca

use

a re

gula

r var

iatio

n in

pr

essu

re in

the

med

ium

•D

escr

ibe

a so

und

wav

e as

a

long

itudi

nal w

ave

•E

xpla

in th

e re

latio

nshi

p be

twee

n w

ave

spee

d an

d th

e pr

oper

ties

of th

e m

ediu

m in

whi

ch th

e w

ave

trave

ls (g

as, l

iqui

d or

sol

id)

•U

nder

stan

d th

at s

ound

w

aves

und

ergo

refle

ctio

n.•

Und

erst

and

wha

t are

ec

hoes

•U

se th

e eq

uatio

n fo

r wav

e sp

eed,

to

sol

ve

prob

lem

s in

volv

ing

soun

d w

aves

that

als

o in

clud

e ec

hoes

, son

ar a

nd b

ats

Rec

omm

ende

d In

form

al

Ass

essm

ent

Prac

tical

Dem

onst

ratio

n:H

ow to

mak

e so

und

usin

g a

vuvu

zela

, stri

ng, t

unin

g-fo

rk,

loud

-spe

aker

, dru

m-h

ead

Prac

tical

Act

ivity

(Pro

ject

):M

akin

g a

strin

g (o

r wire

) te

leph

one

Prac

tical

Act

ivity

:D

eter

min

e th

e sp

eed

of s

ound

in

air.

You

cou

ld re

peat

this

on

diffe

rent

day

s in

ord

er to

var

y th

e te

mpe

ratu

re

Mat

eria

ls:

Vuvu

zela

, stri

ng, t

unin

g-fo

rk,

loud

-spe

aker

, dru

m-h

ead

Mat

eria

ls:

Two

340m

l drin

k ca

ns, 2

nai

ls,

strin

g or

cop

per w

ire (n

ot to

o th

ick)

Mat

eria

ls:

Sto

p-w

atch

, toy

pis

tol l

ike

the

ones

use

d in

ath

letic

s.

Lear

ners

sho

uld

unde

rsta

nd

that

sou

nd w

aves

are

pr

essu

re w

aves

. For

this

re

ason

, the

mor

e cl

osel

y sp

aced

the

mol

ecul

es o

f the

m

ediu

m, t

he fa

ster

the

wav

e tra

vels

. Tha

t is

why

sou

nd

trave

ls fa

ster

in w

ater

than

in

air

and

fast

er in

ste

el th

an

in w

ater

.

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

1 ho

ur

Pitc

h, lo

udne

ss,

qual

ity (t

one)

•R

elat

e th

e pi

tch

of a

sou

nd

to th

e fre

quen

cy o

f a s

ound

w

ave

•R

elat

e th

e lo

udne

ss o

f a

soun

d to

bot

h th

e am

plitu

de

of a

sou

nd w

ave

and

the

sens

itivi

ty o

f the

hum

an e

ar

Prac

tical

Act

ivity

:1.

C

ompa

re th

e so

unds

mad

e by

blo

win

g on

diff

eren

t vu

vuze

las

of d

iffer

ent s

izes

2.

Com

pare

the

soun

ds m

ade

by b

low

ing

on a

vuv

uzel

a ve

rsus

the

soun

ds p

rodu

ced

by a

flut

e

3.

Use

a fu

nctio

n ge

nera

tor t

o pr

oduc

e so

unds

of d

iffer

ent

frequ

enci

es a

nd a

mpl

itude

s an

d us

e th

e os

cillo

scop

e to

dis

play

the

diffe

rent

ch

arac

teris

tics

of th

e so

unds

that

are

pro

duce

d

For 1

and

2:

Vuvu

zela

s of

diff

eren

t siz

es,

flute

s

Or

Tuni

ng fo

rks

Or

Vuvu

zela

s, fl

utes

, mic

roph

one,

os

cillo

scop

e, lo

udsp

eake

r, ca

bles

. Fo

r 3:

Osc

illos

cope

, fun

ctio

n ge

nera

tor,

loud

- spe

aker

, ca

bles

.

The

hum

an e

ar is

mor

e se

nsiti

ve to

som

e fre

quen

cies

than

to o

ther

s.

Loud

ness

thus

dep

ends

on

bot

h th

e am

plitu

de

of a

sou

nd w

ave

and

its

frequ

ency

(whe

re it

lies

in

a re

gion

whe

re th

e ea

r is

mor

e or

less

sen

sitiv

e).

1 ho

ur

Ultr

asou

nd•

Des

crib

e so

und

with

fre

quen

cies

hig

her t

han

20

kHz

as u

ltras

ound

, up

to

abou

t 100

kH

z

•E

xpla

in h

ow a

n im

age

can

be c

reat

ed u

sing

ultr

asou

nd

base

d on

the

fact

that

w

hen

a w

ave

enco

unte

rs

a bo

unda

ry b

etw

een

two

med

ia, p

art o

f the

wav

e is

re

flect

ed, p

art i

s ab

sorb

ed

and

part

is tr

ansm

itted

•D

escr

ibe

som

e of

the

med

ical

ben

efits

and

use

s of

ultr

asou

nd, e

.g. s

afet

y,

diag

nosi

s, tr

eatm

ent,

preg

nanc

y

Whe

n an

ultr

asou

nd w

ave

trave

ls in

side

an

obje

ct

com

pris

ing

diffe

rent

m

ater

ials

suc

h as

the

hum

an b

ody,

eac

h tim

e it

enco

unte

rs a

bou

ndar

y, e

.g.

betw

een

bone

and

mus

cle,

or

mus

cle

and

fat,

part

of

the

wav

e is

refle

cted

and

pa

rt of

it is

tran

smitt

ed. T

he

refle

cted

rays

are

det

ecte

d an

d us

ed to

con

stru

ct a

n im

age

of th

e ob

ject

.

3.5

HO

UR

SEl

ectr

omag

netic

Rad

iatio

n

0.5

hour

Dua

l (pa

rticl

e/w

ave)

nat

ure

of

EM

radi

atio

n•

Exp

lain

that

som

e as

pect

s of

the

beha

viou

r of E

M

radi

atio

n ca

n be

st b

e ex

plai

ned

usin

g a

wav

e m

odel

and

som

e as

pect

s ca

n be

st b

e ex

plai

ned

usin

g a

parti

cle

mod

el

This

is a

lso

know

n as

the

wav

e-pa

rticl

e du

ality

.



Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

1 ho

ur

Nat

ure

of E

M

radi

atio

n

•D

escr

ibe

the

sour

ce o

f el

ectro

mag

netic

wav

es a

s an

acc

eler

atin

g ch

arge

•U

se w

ords

and

dia

gram

s to

ex

plai

n ho

w a

n E

M w

ave

prop

agat

es w

hen

an e

lect

ric

field

osc

illat

ing

in o

ne p

lane

pr

oduc

es a

mag

netic

fiel

d os

cilla

ting

in a

pla

ne a

t rig

ht

angl

es to

it, w

hich

pro

duce

s an

osc

illat

ing

elec

tric

field

, an

d so

on

•S

tate

that

thes

e m

utua

lly

rege

nera

ting

field

s tra

vel

thro

ugh

spac

e at

a c

onst

ant

spee

d of

3x1

08 m/s

, re

pres

ente

d by

c

Men

tion

that

unl

ike

soun

d w

aves

, EM

wav

es d

o no

t ne

ed a

med

ium

to tr

avel

th

roug

h.

1 ho

ur

EM

spe

ctru

m•

Giv

en a

list

of d

iffer

ent t

ypes

of

EM

radi

atio

n, a

rran

ge

them

in o

rder

of f

requ

ency

or

wav

elen

gth

•G

iven

the

wav

elen

gth

of

EM

wav

es, c

alcu

late

the

frequ

ency

and

vic

e ve

rsa,

usin

g th

e eq

uatio

n:

•

Giv

e an

exa

mpl

e of

the

use

of e

ach

type

of E

M

radi

atio

n, i.

e. g

amm

a ra

ys, X

-ray

s, u

ltrav

iole

t lig

ht, v

isib

le li

ght,

infra

red,

m

icro

wav

e an

d ra

dio

and

TV w

aves

Sho

w le

arne

rs a

dia

gram

w

ith th

e di

ffere

nt ty

pes

of E

M

radi

atio

n.

Mak

e th

e lin

k be

twee

n E

M

radi

atio

n an

d ev

eryd

ay li

fe


31CAPS

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

•In

dica

te th

e pe

netra

ting

abili

ty o

f the

diff

eren

t kin

ds

of E

M ra

diat

ion

and

rela

te it

to

ene

rgy

of th

e ra

diat

ion

•D

escr

ibe

the

dang

ers

of

gam

ma

rays

, X-r

ays

and

the

dam

agin

g ef

fect

of u

ltra-

viol

et ra

diat

ion

on s

kin

•D

iscu

ss ra

diat

ion

from

cel

l-ph

ones

1 ho

ur

Nat

ure

of E

M a

s pa

rticl

e -

ener

gy o

f a p

hoto

n re

late

d to

fre

quen

cy a

nd

Wav

elen

gth

•D

efine

a p

hoto

n

•C

alcu

late

the

ene

rgy

of a

ph

oton

usi

ng

Whe

re h

= 6

.63

x10-3

4 J.s

is

Pla

nck’

s co

nsta

nt,

c=

3x10

8 m.s

-1 is

the

spee

d of

lig

ht in

a v

acuu

m a

nd l

is th

e w

avel

engt

h

Info

rm le

arne

rs th

at th

is w

ill

be fu

rther

dis

cuss

ed w

hen

stud

ying

the

phot

oele

ctric

ef

fect

in g

rade

12

0.5

HO

UR

Wav

es, l

egen

ds a

nd fo

lklo

res

0.5

hour

Det

ectio

n of

wav

es a

ssoc

iate

d w

ith n

atur

al d

isas

ters

Dis

cuss

qua

litat

ivel

y an

imal

be

havi

or re

late

d to

nat

ural

di

sast

ers

acro

ss a

t mos

t tw

o di

ffere

nt c

ultu

ral g

roup

s an

d w

ithin

cur

rent

sci

entifi

c st

udie

s

Dis

cuss

lege

nds

and

folk

lore

s ab

out a

nim

al

beha

viou

r rel

ated

to n

atur

al

disa

ster

s us

ing

any

one

of

the

follo

win

g: e

arth

quak

es,

tsun

amis

or fl

oods

.

ASS

ESSM

ENT

TER

M 1

TER

M 1

: Pre

scrib

ed F

orm

al A

sses

smen

t1.

E

xper

imen

t (C

hem

istry

): H

eatin

g an

d co

olin

g cu

rve

of w

ater

.

2.

Con

trol T

est



TER

M 2

GR

AD

E 10

GR

AD

E 10

CH

EMIS

TRY

(MAT

TER

AN

D M

ATER

IALS

) TER

M 2

Tim

e To

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

8 H

OU

RS

Part

icle

s su

bsta

nces

are

m

ade

of

Mat

ter i

s de

scrib

ed a

s an

ythi

ng th

at h

as m

ass

and

occu

pies

sp

ace.

All

mat

ter i

s m

ade

up o

f ato

ms.

Ato

ms

can

com

bine

to

form

com

poun

ds: m

olec

ular

com

poun

ds (m

olec

ules

) or i

onic

co

mpo

unds

(sal

ts) o

r met

als

(cop

per o

r iro

n or

…)

Des

crib

e m

atte

r fro

m th

e co

ncep

ts: a

tom

s, e

lem

ents

, co

mpo

unds

, che

mic

al

reac

tions

.

Ato

ms

and

com

poun

ds.

•M

olec

ules

(mol

ecul

ar

subs

tanc

es) a

re d

ue to

co

vale

nt b

ondi

ng.

•Io

nic

subs

tanc

es a

re d

ue to

io

nic

bond

ing.

(The

EFF

EC

T of

the

diffe

rent

ty

pes

of c

hem

ical

bon

ding

are

em

phas

ized

her

e.)

•D

escr

ibe

atom

s as

the

very

sm

all p

artic

les

of w

hich

all

subs

tanc

es a

re m

ade

•S

tate

that

the

only

su

bsta

nces

foun

d in

ato

mic

fo

rm a

re th

e no

ble

gase

s at

am

bien

t con

ditio

ns

•D

escr

ibe

a C

OM

PO

UN

D

as a

gro

up o

f tw

o or

mor

e di

ffere

nt a

tom

s th

at a

re

attra

cted

to e

ach

othe

r by

rela

tivel

y st

rong

forc

es

or b

onds

. The

ato

ms

are

com

bine

d in

defi

nite

pr

opor

tions

•W

hen

atom

s sh

are

elec

tron

s th

ey a

re b

onde

d co

vale

ntly

and

the

resu

lting

co

llect

ion

of a

tom

s ar

e ca

lled

a m

olec

ule.

As

a ge

nera

l rul

e m

olec

ular

su

bsta

nces

are

alm

ost

alw

ays

com

pose

d of

no

nmet

allic

ele

men

ts

Expe

rimen

t:(1

) Id

entif

y el

emen

ts a

nd

com

poun

ds in

che

mic

al

reac

tions

. Ele

men

ts

and

com

poun

ds a

re

inve

stig

ated

by

doin

g ex

perim

ents

(2)

Det

erm

ine

the

prod

ucts

of

the

elec

troly

sis

of w

ater

(s

odiu

m s

ulph

ate

adde

d).

Iden

tify

the

elem

ents

and

th

e co

mpo

unds

Dem

onst

ratio

n:(1

) D

emon

stra

te v

isua

l re

pres

enta

tions

of a

tom

s,

mol

ecul

es, e

lem

ents

and

co

mpo

unds

. Use

“Jel

ly

Tots

” and

toot

h pi

cks

or

play

dou

gh to

mak

e vi

sual

pr

esen

tatio

ns o

f ato

ms,

m

olec

ules

, com

poun

ds,

elem

ents

,

(2)

Dem

onst

rate

che

mic

al

bond

ing.

Use

ato

mic

m

odel

kits

to d

emon

stra

te

chem

ical

bon

ding

in

elem

ents

and

com

poun

ds

Visu

al re

pres

enta

tions

, pr

efer

ably

3D

, is

impo

rtant

he

re to

ens

ure

conc

eptu

al

unde

rsta

ndin

g of

the

form

atio

n of

the

diffe

rent

type

s of

co

mpo

unds

Mat

eria

ls:

(For

exp

.1)

Cal

-C-V

ita ta

blet

s, w

ater

, gla

ss

beak

er, c

andl

e, li

mew

ater

, zin

c m

etal

and

hyd

roch

loric

aci

d,

blue

cop

per (

II) s

ulph

ate,

test

tu

bes

and

burn

er.

Cla

ss a

ctiv

ity: d

iffer

ent g

roup

s ca

n in

vest

igat

e di

ffere

nt c

ryst

al

shap

es, b

uild

ing

mod

els

for

each

sha

pe a

nd p

rese

ntin

g or

di

spla

ying

it in

the

clas

sroo

m.

This

cou

ld in

clud

e co

vale

nt

mol

ecul

ar a

nd n

etw

ork

stru

ctur

es

DO

N’T

exp

lain

con

cept

s fro

m

atom

s to

mol

ecul

es, t

his

lead

s to

mis

conc

eptio

ns!

Bot

h m

olec

ules

and

io

nic

subs

tanc

es a

re

CO

MP

OU

ND

S, r

espe

ctiv

ely

due

to D

IFFE

RE

NT

chem

ical

bo

ndin

g!

Rem

embe

r the

se c

once

pts

are

very

abs

tract

to le

arne

rs.

The

mor

e vi

sual

you

can

mak

e th

e co

ncep

ts, e

ven

by u

sing

m

odel

s, th

e m

ore

logi

cal t

he

conc

epts

will

bec

ome

to th

e le

arne

rs.

Des

crip

tion

of m

olec

ules

an

d io

nic

subs

tanc

es m

ake

it im

porta

nt to

do

this

sec

tion

afte

r the

con

cept

of c

hem

ical

bo

ndin

g.

The

term

s si

mpl

e m

olec

ules

an

d gi

ant m

olec

ules

are

co

nfus

ing

(sug

ar b

eing

an

ythi

ng b

ut a

sim

ple

mol

ecul

e if

wat

er is

see

n as

a s

impl

e m

olec

ule!

)


33CAPS

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

•W

hen

the

elec

tron

s of

at

oms

are

tran

sfer

red

from

one

ato

m to

ano

ther

at

om to

form

pos

itive

an

d ne

gativ

e io

ns, t

he

ions

bon

d w

ith io

nic

bond

s an

d th

e re

sulti

ng

solid

is c

alle

d an

ioni

c su

bsta

nce

(or s

alt o

r ion

ic

com

poun

d). A

s a

gene

ral

rule

ioni

c su

bsta

nces

are

us

ually

com

pose

d of

bot

h m

etal

lic e

lem

ents

(usu

ally

fo

rmin

g po

sitiv

e io

ns)

and

nonm

etal

lic e

lem

ents

(u

sual

ly fo

rmin

g ne

gativ

e io

ns)

•W

hen

met

al a

tom

s lo

se

thei

r out

er e

lect

rons

to

form

a la

ttice

of r

egul

arly

sp

aced

pos

itive

ions

and

th

e ou

ter e

lect

rons

form

a

delo

caliz

ed “p

ool”

of

elec

trons

that

sur

roun

d th

e po

sitiv

e io

ns, t

he a

tom

s ar

e bo

nded

by

met

allic

bon

ding

an

d th

e re

sulti

ng c

olle

ctio

n of

ato

ms

is c

alle

d a

met

al

•G

ive

exam

ples

of

mol

ecul

es b

ased

on

the

abov

e de

scrip

tion

e.g.

•C

oval

ent m

olec

ular

st

ruct

ures

con

sist

of

sepa

rate

mol

ecul

es:

oxyg

en, w

ater

, pe

trol,

CO

2, S

8, C

60

(buc

kmin

ster

fulle

rene

or

buck

ybal

ls)

The

term

s co

vale

nt m

olec

ular

st

ruct

ures

and

cov

alen

t ne

twor

k st

ruct

ures

can

be

used

inst

ead.



Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

8 ho

urs

•C

oval

ent n

etw

ork

stru

ctur

es

cons

ist o

f gia

nt re

peat

ing

latti

ces

of c

oval

ently

bo

nded

ato

ms:

dia

mon

d,

grap

hite

, SiO

2, so

me

boro

n co

mpo

unds

•G

ive

exam

ples

of i

onic

su

bsta

nces

(sol

ids,

sal

ts,

ioni

c co

mpo

unds

) bas

ed o

n th

e ab

ove

desc

riptio

n e.

g.•

A so

dium

chl

orid

e cr

ysta

l, po

tass

ium

per

man

gana

te

crys

tal,

…•

Giv

e ex

ampl

es o

f met

als

base

d on

the

abov

e de

scrip

tion

e.g.

•

a m

etal

cry

stal

like

a p

iece

of

cop

per,

or z

inc,

or i

ron,

•

Rec

ogni

ze m

olec

ules

from

m

odel

s (s

pace

filli

ng, b

all

and

stic

k, …

) •

Dra

w d

iagr

ams

to re

pres

ent

mol

ecul

es u

sing

circ

les

to

repr

esen

t ato

ms

•R

epre

sent

mol

ecul

es u

sing

•M

olec

ular

form

ula

for

cova

lent

mol

ecul

ar

stru

ctur

es, e

.g. O

2, H

2O,

C8H

18, C

12H

22O

11,

•E

mpi

rical

form

ulae

for

cova

lent

net

wor

k st

ruct

ures

, e.

g. C

as

diam

ond,

gra

phite

an

d S

iO2 a

s qu

artz

, gla

ss

or s

and

•G

ive

the

form

ula

of a

m

olec

ule

from

a d

iagr

am o

f th

e m

olec

ule

and

vice

ver

sa

.


35CAPS

GR

AD

E 10

CH

EMIS

TRY

(CH

EMIC

AL

CH

AN

GE)

TER

M 2

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

mat

eria

lG

uide

lines

for T

each

ers

4 H

OU

RS

Phys

ical

and

Che

mic

al

Cha

nge

The

prop

ertie

s of

mat

ter d

eter

min

e ho

w m

atte

r int

erac

ts w

ith

ener

gy.

A ch

emic

al c

hang

e is

a

chan

ge th

at in

volv

es th

e tra

nsfo

rmat

ion

of o

ne o

r mor

e su

bsta

nces

into

one

or m

ore

diffe

rent

sub

stan

ces.

3 ho

urs

Sep

arat

ion

of p

artic

les

in

phys

ical

cha

nge

and

chem

ical

ch

ange

.

•D

efine

a p

hysi

cal c

hang

e as

a

chan

ge th

at d

oes

not a

lter

the

chem

ical

nat

ure

of th

e su

bsta

nce

(no

new

che

mic

al

subs

tanc

es a

re fo

rmed

)•

Des

crib

e th

at th

e re

arra

ngem

ent o

f mol

ecul

es

occu

rs d

urin

g ph

ysic

al

chan

ges

e.g.

-

mol

ecul

es a

s se

para

ted

whe

n w

ater

eva

pora

tes

to fo

rm w

ater

vap

our

- di

sord

erin

g of

wat

er

mol

ecul

es w

hen

ice

mel

ts d

ue to

bre

akin

g of

in

term

olec

ular

forc

es-

ener

gy c

hang

e (a

s sm

all)

in re

latio

n to

ch

emic

al c

hang

es-

mas

s, n

umbe

rs o

f ato

ms

and

mol

ecul

es a

s be

ing

cons

erve

d du

ring

thes

e ph

ysic

al c

hang

es•

Defi

ne a

che

mic

al c

hang

e as

a c

hang

e in

whi

ch

the

chem

ical

nat

ure

of

the

subs

tanc

es in

volv

ed

chan

ges

(new

che

mic

al

subs

tanc

es a

re fo

rmed

)•

Des

crib

e ex

ampl

es o

f a

chem

ical

cha

nge

that

co

uld

incl

ude

- th

e de

com

posi

tion

of

hydr

ogen

per

oxid

e to

fo

rm w

ater

and

oxy

gen;

an

d

Prac

tical

Dem

onst

ratio

n:(1

) S

how

mac

rosc

opic

ally

wha

t ha

ppen

s w

hen

ice

is h

eate

d in

a g

lass

bea

ker t

o liq

uid

and

furth

er to

gas

(2)

Sho

w w

ith s

mal

l pla

stic

pe

llets

or m

arbl

es th

e ar

rang

emen

t of t

he p

artic

les

in ic

e, in

wat

er a

nd in

wat

er

vapo

ur(3

) S

epar

atio

n re

actio

ns li

ke

dist

illat

ion,

filtr

atio

n an

d pa

per-

chro

mat

ogra

phy

can

be u

sed

to in

dica

te p

hysi

cal

chan

ge(4

) M

ix ir

on a

nd s

ulph

ur a

nd

sepa

rate

with

a m

agne

t(5

) H

eat i

ron

and

sulp

hur w

ith

a bu

rner

and

test

the

new

su

bsta

nce

that

form

ed to

se

e w

heth

er th

e pr

oduc

t is

a ne

w s

ubst

ance

(res

ult o

f a

chem

ical

reac

tion)

Mat

eria

ls:

Bur

ner,

glas

s be

aker

, ice

.M

arbl

es o

f pla

stic

pel

lets

Mat

eria

ls:

MnO

2, hy

drog

en p

erox

ide,

te

st tu

bes,

gas

del

iver

y tu

be,

stop

per a

nd w

ater

bow

l. Zi

nc,

hydr

ochl

oric

aci

d an

d st

oppe

r fo

r hyd

roge

n co

mbu

stio

n.

Exp

lain

the

proc

ess

of p

hysi

cal

chan

ge b

y m

eans

of t

he k

inet

ic

mol

ecul

ar th

eory

.

The

use

of m

odel

s to

de

mon

stra

te is

cru

cial

in th

is

sect

ion.

Thi

s he

lps

lear

ners

to

‘see

’ int

o th

e su

bmic

rosc

opic

w

orld

of m

atte

r.

Exp

lain

the

ener

gy

trans

form

atio

ns c

aref

ully.



Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

- th

e sy

nthe

sis

reac

tion

that

occ

urs

whe

n hy

drog

en b

urns

in

oxyg

en to

form

wat

er.

(Why

do

we

cons

ider

th

ese

reac

tions

to b

e ch

emic

al c

hang

es?)

•D

escr

ibe

- th

e en

ergy

invo

lved

in

thes

e ch

emic

al c

hang

es

as m

uch

larg

er th

an

thos

e of

the

phys

ical

ch

ange

i.e.

hyd

roge

n is

us

ed a

s a

rock

et fu

el

- m

ass

and

atom

s ar

e co

nser

ved

durin

g th

ese

chem

ical

cha

nges

but

th

e nu

mbe

r of m

olec

ules

is

not

. Sho

w th

is w

ith

diag

ram

s of

the

parti

cles

Prac

tical

exp

erim

ents

:(1

) A

dd H

2O2 t

o m

anga

nese

di

oxid

e (c

atal

yst)

and

colle

ct th

e ox

ygen

by

the

dow

nwar

ds d

ispl

acem

ent

of w

ater

in th

e te

st tu

be. I

s th

is a

phy

sica

l cha

nge

or a

ch

emic

al c

hang

e? (E

xpla

in)

(2)

Use

app

arat

us fo

r hyd

roge

n co

mbu

stio

n to

bur

n hy

drog

en in

oxy

gen.

Is

this

a p

hysi

cal c

hang

e or

a

chem

ical

cha

nge?

(Exp

lain

)

1 ho

ur

Con

serv

atio

n of

ato

ms

and

mas

s.•

Illus

trate

the

cons

erva

tion

of a

tom

s an

d no

n-co

nser

vatio

n of

mol

ecul

es

durin

g ch

emic

al re

actio

ns

usin

g m

odel

s of

reac

tant

m

olec

ules

(col

oure

d m

arbl

es s

tuck

to e

ach

othe

r w

ith ‘p

rest

ik’ w

ill s

uffic

e)

•D

raw

dia

gram

s re

pres

entin

g m

olec

ules

at a

sub

-m

icro

scop

ic le

vel t

o sh

ow

how

par

ticle

s re

arra

nge

in c

hem

ical

reac

tions

and

at

oms

are

cons

erve

d

Rec

omm

ende

d ex

perim

ent

for i

nfor

mal

ass

essm

ent

(1)

Pro

ve th

e la

w o

f C

onse

rvat

ion

of m

atte

r by

(1) r

eact

ing

lead

(II) n

itrat

e w

ith s

odiu

m io

dide

, and

(2)

reac

ting

sodi

um h

ydro

xide

w

ith h

ydro

chlo

ric a

cid

and

(3) r

eact

ing

Cal

-C-V

ita

tabl

et w

ith w

ater

Mat

eria

ls:

Test

tube

s, g

lass

bea

ker,

lead

(II) n

itrat

e, s

odiu

m io

dide

, so

dium

hyd

roxi

de, h

ydro

chlo

ric

acid

, bro

mot

hym

ol b

lue,

1 C

al-

C-V

ita ta

blet

, a p

last

ic b

ag,

rubb

er b

and

and

mas

s m

eter

.

Mar

bles

and

pre

stik

or J

elly

To

ts a

nd to

oth

pick

s ca

n be

us

ed to

indi

cate

Con

serv

atio

n of

Mas

s in

che

mic

al re

actio

n eq

uatio

ns.

All

scho

ols

may

not

hav

e m

ass

met

ers,

but

the

expe

rimen

t ca

n st

ill b

e do

ne w

ithou

t the

di

rect

com

paris

on o

f mas

s of

re

acta

nts

and

prod

ucts


37CAPS

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

Law

of c

onst

ant c

ompo

sitio

n•

Sta

te th

e la

w o

f con

stan

t pr

opor

tions

•E

xpla

in th

at th

e ra

tio in

a

parti

cula

r com

poun

d is

fixed

as

repr

esen

ted

by it

s ch

emic

al fo

rmul

a

Expe

rimen

t:(1

) In

vest

igat

e th

e ra

tio in

whi

ch

the

follo

win

g el

emen

ts

com

bine

: AgN

O3 an

d N

aCl;

Pb

(NO

3) 2 an

d N

aI; a

nd

FeC

l 3 an

d N

aOH

to fo

rm

prod

ucts

Mat

eria

ls:

10 T

est t

ubes

, gla

ss b

eake

r, 2

prop

ette

s, g

lass

bea

ker,

silv

er

nitra

te, s

odiu

m c

hlor

ide,

lead

(II)

nitra

te, s

odiu

m io

dide

, iro

n(III

) ch

lorid

e, s

odiu

m h

ydro

xide

, m

ass

met

er.

A pr

opet

te is

a g

radu

ated

m

edic

ine

drop

per w

ith w

hich

to

tran

sfer

liqu

ids

from

one

co

ntai

ner t

o an

othe

r.

4 H

OU

RS

Rep

rese

ntin

g ch

emic

al

chan

geB

alan

ced

chem

ical

equ

atio

ns re

pres

ent c

hem

ical

cha

nge

and

conc

ur w

ith th

e La

w o

f Con

serv

atio

n of

Mat

ter.

Bal

ance

d ch

emic

al

equa

tions

are

fund

amen

tally

impo

rtant

for u

nder

stan

ding

the

quan

titat

ive

basi

s of

che

mis

try. A

lway

s st

art w

ith a

bal

ance

d ch

emic

al re

actio

n eq

uatio

n be

fore

car

ryin

g ou

t a q

uant

itativ

e st

udy

of th

e ch

emic

al re

actio

n.

4 ho

urs

Bal

ance

d ch

emic

al e

quat

ions

•R

epre

sent

che

mic

al

chan

ges

usin

g re

actio

n eq

uatio

ns i.

e. tr

ansl

ate

wor

d eq

uatio

ns in

to c

hem

ical

eq

uatio

ns w

ith fo

rmul

ae

with

sub

scrip

ts to

repr

esen

t ph

ases

(s),

(ℓ), (

g) a

nd (a

q)•

Bal

ance

reac

tion

equa

tions

by

-

usin

g m

odel

s of

reac

tant

m

olec

ules

(col

oure

d m

arbl

es s

tuck

to e

ach

othe

r with

‘pre

stik

’ will

su

ffice

) and

rear

rang

ing

the

‘ato

ms’

to fo

rm

the

prod

ucts

whi

le

cons

ervi

ng a

tom

s

Expe

rimen

t:(1

) Te

st th

e La

w o

f C

onse

rvat

ion

of M

atte

r. A

mou

nt o

f pro

duct

is

rela

ted

to a

mou

nt o

f re

acta

nt a

ccor

ding

to

bala

nced

equ

atio

n (s

odiu

m

hydr

ogen

car

bona

te a

nd

dilu

te s

ulph

uric

aci

d).

Con

serv

atio

n of

mat

ter

Mat

eria

ls:

Gla

ss b

eake

r, pr

opet

te, 2

test

tu

bes,

2 p

rope

ttes,

wat

er b

owl,

filte

r pap

er, m

easu

ring

cylin

der

(10

ml),

long

gas

del

iver

y tu

be,

stop

per f

or g

as p

rodu

ctio

n,

syrin

ge, s

odiu

m h

ydro

gen

carb

onat

e, d

ilute

sul

phur

ic a

cid,

m

ass

met

er.

Use

che

mic

al re

actio

ns th

at

lear

ners

are

fam

iliar

with

like

co

mbu

stio

n re

atio

ns, r

eact

ions

of

met

als

and

non-

met

als

with

ox

ygen

(sul

phur

, car

bon,

and

m

agne

sium

with

oxy

gen)

, re

actio

ns o

f aci

ds (w

ith

met

als,

met

al o

xide

s, m

etal

ca

rbon

ates

, met

al h

ydro

xide

s)

and

sim

ple

prec

ipita

tion

reat

ions

and

redo

x re

actio

ns.

- r

epre

sent

ing

mol

ecul

es

at a

sub

-mic

rosc

opic

le

vel u

sing

col

oure

d ci

rcle

s an

d si

mpl

y re

arra

ngin

g th

e pi

ctur

es

to fo

rm th

e pr

oduc

t m

olec

ules

whi

le

cons

ervi

ng a

tom

s’.

- b

y in

spec

tion

usin

g re

actio

n eq

uatio

ns•

Inte

rpre

t bal

ance

d re

actio

n eq

uatio

ns in

term

s of

- c

onse

rvat

ion

of a

tom

s-

con

serv

atio

n of

mas

s (u

se re

lativ

e at

omic

m

asse

s)



GR

AD

E 10

PH

YSIC

S (E

LEC

TRIC

ITY

& M

AG

NET

ISM

) TER

M 2

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

2 H

OU

RS

Mag

netis

m

0.5

hour

Mag

netic

fiel

d of

per

man

ent

mag

nets

•E

xpla

in th

at a

mag

netic

fie

ld is

a re

gion

in s

pace

w

here

ano

ther

mag

net o

r fe

rrom

agne

tic m

ater

ial w

ill

expe

rienc

e a

forc

e (n

on-

cont

act)

•K

now

that

an

elec

tric

field

is a

regi

on in

spa

ce

whe

re a

n el

ectri

c ch

arge

w

ill e

xper

ienc

e an

ele

ctric

fo

rce.

Kno

w th

at th

e gr

avita

tiona

l fiel

d is

a

regi

on in

spa

ce w

here

a

mas

s w

ill e

xper

ienc

e a

grav

itatio

nal f

orce

. C

ompa

re th

e m

agne

tic

field

with

the

elec

tric

and

grav

itaio

nal fi

elds

Ele

ctro

ns m

ovin

g in

side

any

ob

ject

hav

e m

agne

tic fi

elds

as

soci

ated

with

them

. In

mos

t m

ater

ials

thes

e fie

lds

poin

t in

all d

irect

ions

, so

the

net fi

eld

is z

ero.

In s

ome

mat

eria

ls

(ferr

omag

netic

) the

re a

re

dom

ains

, whi

ch a

re re

gion

s w

here

thes

e m

agne

tic fi

elds

lin

e up

. In

perm

anen

t mag

nets

, m

any

dom

ains

are

line

d up

, so

ther

e is

a n

et m

agne

tic fi

eld.

1 ho

ur

Pol

es o

f per

man

ent m

agne

ts,

attra

ctio

n an

d re

puls

ion,

m

agne

tic fi

eld

lines

.

•D

escr

ibe

a m

agne

t as

an o

bjec

t tha

t has

a p

air

of o

ppos

ite p

oles

, cal

led

north

and

sou

th. E

ven

if th

e ob

ject

is c

ut in

to ti

ny

piec

es, e

ach

piec

e w

ill s

till

have

bot

h a

N a

nd a

S p

ole

•A

pply

the

fact

that

like

m

agne

tic p

oles

repe

l and

op

posi

te p

oles

attr

act t

o pr

edic

t the

beh

avio

ur o

f m

agne

ts w

hen

they

are

br

ough

t clo

se to

geth

er

Rec

omm

ende

d pr

actic

al

activ

ity fo

r inf

orm

al

asse

ssm

ent:

Det

erm

ine

the

patte

rn a

nd

dire

ctio

n of

the

mag

netic

fiel

d ar

ound

a b

ar m

agne

t

Mat

eria

ls:

She

et o

f A4

pape

r, a

bar

mag

net,

iron

filin

gs

Mat

eria

ls:

She

et o

f A4

pape

r, a

bar

mag

net,

seve

ral s

mal

l co

mpa

sses

Mag

netic

fiel

ds a

re d

iffer

ent

from

gra

vita

tiona

l and

ele

ctric

fie

lds

beca

use

they

are

not

as

soci

ated

with

a s

ingl

e pa

rticl

e lik

e a

mas

s or

a

char

ge. I

t is

neve

r pos

sibl

e to

fin

d ju

st a

nor

th p

ole

or ju

st

a so

uth

pole

in n

atur

e i.e

. a

mag

netic

mon

opol

e do

es n

ot

exis

t.

At t

he m

icro

scop

ic le

vel,

mag

netic

fiel

ds a

re a

pro

duct

of

the

mov

emen

t of c

harg

es.


39CAPS

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

•S

how

the

shap

e of

the

mag

netic

fiel

d ar

ound

a

bar m

agne

t and

a p

air

of b

ar m

agne

ts p

lace

d cl

ose

toge

ther

, e.g

. usi

ng

iron

filin

gs o

r com

pass

es.

Ske

tch

mag

netic

fiel

d lin

es to

sho

w th

e sh

ape,

si

ze a

nd d

irect

ion

of th

e m

agne

tic fi

eld

of d

iffer

ent

arra

ngem

ents

of b

ar

mag

nets

Fiel

d lin

es a

re a

way

of

repr

esen

ting

field

s. T

he m

ore

clos

ely

spac

ed th

e fie

ld li

nes

are

at a

poi

nt th

e gr

eate

r th

e fie

ld a

t tha

t poi

nt. A

rrow

s dr

awn

on th

e fie

ld li

nes

indi

cate

the

dire

ctio

n of

the

field

. A m

agne

tic fi

eld

poin

ts

from

the

north

to th

e so

uth

pole

. Fie

ld li

nes

neve

r cro

ss

and

can

be d

raw

n in

all

thre

e di

men

sion

s. F

or s

impl

icity

, onl

y tw

o di

men

sion

s ar

e us

ually

sh

own

in d

raw

ings

0.5

hour

Ear

th’s

mag

netic

fiel

d,

com

pass

•E

xpla

in h

ow a

com

pass

in

dica

tes

the

dire

ctio

n of

a

mag

netic

fiel

d•

Com

pare

the

mag

netic

fiel

d of

the

Ear

th to

the

mag

netic

fie

ld o

f a b

ar m

agne

t usi

ng

wor

ds a

nd d

iagr

ams

•E

xpla

in th

e di

ffere

nce

betw

een

the

geog

raph

ical

N

orth

pol

e an

d th

e m

agne

tic N

orth

pol

e of

the

Ear

th•

Giv

e ex

ampl

es o

f ph

enom

ena

that

are

af

fect

ed b

y E

arth

’s

mag

netic

fiel

d e.

g. A

uror

a B

orea

lis (N

orth

ern

Ligh

ts),

mag

netic

sto

rms

•D

iscu

ss q

ualit

ativ

ely

how

th

e ea

rth’s

mag

netic

fiel

d pr

ovid

es p

rote

ctio

n fro

m

sola

r win

ds

The

geog

raph

ic N

orth

an

d S

outh

Pol

es a

re

the

north

ernm

ost a

nd

sout

hern

mos

t poi

nts

resp

ectiv

ely

of th

e E

arth

’s a

xis

of ro

tatio

n.



Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

4 H

OU

RS

Elec

tros

tatic

s

0.5

hour

Two

kind

s of

cha

rge

•K

now

that

all

mat

eria

ls

cont

ain

posi

tive

char

ges

(pro

tons

) and

neg

ativ

e ch

arge

s (e

lect

rons

)•

Kno

w th

at a

n ob

ject

that

ha

s an

equ

al n

umbe

r of

elec

trons

and

pro

tons

is

neut

ral (

no n

et c

harg

e)•

Kno

w th

at p

ositi

vely

ch

arge

d ob

ject

s ar

e el

ectro

n de

ficie

nt a

nd

nega

tivel

y ch

arge

d ob

ject

s ha

ve a

n ex

cess

of

elec

trons

•D

escr

ibe

how

obj

ects

(in

sula

tors

) can

be

char

ged

by c

onta

ct (o

r rub

bing

) -

tribo

-ele

ctric

cha

rgin

g

It is

reas

onab

le to

cal

l the

two

type

s of

cha

rge

“pos

itive

” and

“n

egat

ive”

bec

ause

whe

n th

ey

are

adde

d th

e ne

t cha

rge

is

zero

(i.e

. neu

tral).

B

e su

re th

at le

arne

rs k

now

that

al

l obj

ects

con

tain

bot

h po

sitiv

e an

d ne

gativ

e ch

arge

s, b

ut w

e on

ly s

ay a

n ob

ject

is c

harg

ed

whe

n it

has

extra

pos

itive

ch

arge

s (e

lect

ron

defic

ient

) or

nega

tive

char

ges

(exc

ess

of

elec

trons

).


41CAPS

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

1 ho

ur

Cha

rge

cons

erva

tion

•K

now

that

the

SI u

nit

for e

lect

ric c

harg

e is

the

coul

omb

•S

tate

the

prin

cipl

e of

co

nser

vatio

n of

cha

rge

as: T

he n

et c

harg

e of

an

isol

ated

sys

tem

rem

ains

co

nsta

nt d

urin

g an

y ph

ysic

al p

roce

ss. e

.g. t

wo

char

ges

mak

ing

cont

act

and

then

sep

arat

ing.

•A

pply

the

prin

cipl

e of

co

nser

vatio

n of

cha

rge

•K

now

that

whe

n tw

o id

entic

al c

ondu

ctin

g ob

ject

s ha

ving

cha

rges

Q1 a

nd

Q2 on

insu

latin

g st

ands

to

uch,

that

eac

h ha

s th

e sa

me

final

cha

rge

on

sepe

ratio

n. fi

nal c

harg

e:

afte

r sep

arat

ion

1

2

2Q

QQ

+=

,

NO

TE: T

his

equa

tion

is

only

true

of i

dent

ical

ly s

ized

co

nduc

tors

on

insu

late

d st

ands

1 ho

ur

Cha

rge

quan

tizat

ion

•S

tate

the

prin

cipl

e of

ch

arge

qua

ntiz

atio

n

•A

pply

the

prin

cipl

e of

ch

arge

qua

ntiz

atio

n

Eve

ry c

harg

e in

the

univ

erse

co

nsis

ts o

f int

eger

mul

tiple

s of

th

e el

ectro

n ch

arge

.

Q=n

q e, w

here

qe=

1.6

x10-1

9 C

and

n is

an

inte

ger.



Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

0.5

hour

Forc

e ex

erte

d by

cha

rges

on

each

oth

er (d

escr

iptiv

e)

Attr

actio

n be

twee

n ch

arge

d an

d un

char

ged

obje

cts

(pol

aris

atio

n)

•R

ecal

l tha

t lik

e ch

arge

s re

pel a

nd o

ppos

ite c

harg

es

attra

ct

•E

xpla

in h

ow c

harg

ed

obje

cts

can

attra

ct

unch

arge

d in

sula

tors

be

caus

e of

the

pola

rizat

ion

of m

olec

ules

insi

de

insu

lato

rs

Prac

tical

Dem

onst

ratio

n:1.

R

ub a

bal

loon

aga

inst

dry

ha

ir to

cha

rge

it. B

ring

the

char

ged

ballo

on, r

ubbe

d ag

ains

t dry

hai

r, ne

ar a

st

ream

of s

moo

th fl

owin

g w

ater

(lam

inar

flow

)

2.

Dem

onst

rate

eve

ryda

y ex

ampl

es o

f the

effe

ct o

f el

ectro

stat

ics

Mat

eria

ls:

Bal

loon

, pla

stic

pen

, sm

all

piec

es o

f pap

er, s

tream

of

smoo

th fl

owin

g w

ater

In m

ater

ials

that

com

pris

e po

laris

ed m

olec

ules

, the

se

mol

ecul

es m

ay ro

tate

whe

n br

ough

t nea

r to

a ch

arge

d ob

ject

, so

that

one

sid

e of

the

obje

ct is

mor

e po

sitiv

e an

d th

e ot

her s

ide

mor

e ne

gativ

e, e

ven

thou

gh th

e ob

ject

as

a w

hole

re

mai

ns n

eutra

l.

8 H

OU

RS

Elec

tric

circ

uits

1 ho

ur

emf,

Term

inal

Pot

entia

l D

iffer

ence

(ter

min

al p

d)•

Defi

ne p

oten

tial d

iffer

ence

in

term

s of

wor

k do

ne a

nd

char

ge. V

= W

/Q•

Kno

w th

at th

e vo

ltage

m

easu

red

acro

ss th

e te

rmin

als

of a

bat

tery

w

hen

no c

urre

nt is

flow

ing

thro

ugh

the

batte

ry is

cal

led

the

emf

•K

now

that

the

volta

ge

mea

sure

d ac

ross

the

term

inal

s of

a b

atte

ry

whe

n cu

rren

t is

flow

ing

thro

ugh

the

batte

ry is

cal

led

term

inal

pot

entia

l diff

eren

ce

(term

inal

pd)

.•

Kno

w th

at e

mf a

nd p

d ar

e m

easu

red

in v

olts

(V)

•D

o ca

lcul

atio

ns u

sing

V

= W

/Q

Prac

tical

Dem

onst

ratio

ns:

Dem

onst

rate

how

to m

easu

re

emf a

nd te

rmin

al p

oten

tial

diffe

renc

e:S

et u

p a

circ

uit t

o m

easu

re

the

emf a

nd te

rmin

al p

oten

tial

diffe

renc

e an

d ge

t lea

rner

s to

try

to a

ccou

nt fo

r the

di

scre

panc

y

Mat

eria

ls:

Ligh

t bul

bs, r

esis

tors

, bat

terie

s,

switc

hes,

con

nect

ing

lead

s,

amm

eter

s, v

oltm

eter

s

If po

ssib

le, g

ive

lear

ners

the

oppo

rtuni

ty to

con

nect

met

ers

in c

ircui

ts. I

f the

met

ers

have

m

ore

than

one

sca

le, a

lway

s co

nnec

t to

the

larg

est s

cale

fir

st s

o th

at th

e m

eter

will

not

be

dam

aged

by

havi

ng to

m

easu

re v

alue

s th

at e

xcee

d its

lim

its.

Not

e th

at v

olta

ge a

nd p

oten

tial

diffe

renc

e ar

e sy

nonm

ous


43CAPS

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

1 ho

ur

Cur

rent

•D

efine

cur

rent

, I, a

s th

e ra

te o

f flow

of c

harg

e. It

is

mea

sure

d in

am

pere

(A

), w

hich

is th

e sa

me

as

coul

omb

per s

econ

d•

Cal

cula

te th

e cu

rren

t flo

win

g us

ing

the

equa

tion

•In

dica

te th

e di

rect

ion

of th

e cu

rren

t in

circ

uit d

iagr

ams

(con

vent

iona

l)

The

dire

ctio

n of

cur

rent

in a

ci

rcui

t is

from

the

posi

tive

end

of th

e ba

ttery

, thr

ough

the

circ

uit a

nd b

ack

to th

e ne

gativ

e en

d of

the

batte

ry. I

n th

e pa

st,

this

was

cal

led

conv

entio

nal

curr

ent t

o di

stin

guis

h it

from

el

ectro

n flo

w. H

owev

er, i

t is

suffi

cien

t to

call

it th

e di

rect

ion

of th

e cu

rren

t and

just

men

tion

that

this

is b

y co

nven

tion.

A ve

ry c

omm

on m

isco

ncep

tion

man

y le

arne

rs h

ave

is th

at a

ba

ttery

pro

duce

s th

e sa

me

amou

nt o

f cur

rent

no

mat

ter

wha

t is

conn

ecte

d to

it. W

hile

th

e em

f pro

duce

d by

a b

atte

ry

is c

onst

ant,

the

amou

nt o

f cu

rren

t sup

plie

d de

pend

s on

w

hat i

s in

the

circ

uit.

1 ho

ur

Mea

sure

men

t of v

olta

ge (p

d)

and

curr

ent

•D

raw

a d

iagr

am to

sho

w

how

to c

orre

ctly

con

nect

an

am

met

er to

mea

sure

th

e cu

rren

t thr

ough

a g

iven

ci

rcui

t ele

men

t•

Dra

w a

dia

gram

to s

how

ho

w to

cor

rect

ly c

onne

ct

a vo

ltmet

er to

mea

sure

th

e vo

ltage

acr

oss

a gi

ven

circ

uit e

lem

ent

Prac

tical

Dem

onst

ratio

ns:

Set

up

a ci

rcui

t to

mea

sure

th

e cu

rren

t flow

ing

thro

ugh

a re

sist

or o

r lig

ht b

ulb

and

also

to m

easu

re th

e po

tent

ial

diffe

renc

e ac

ross

a li

ght b

ulb

or re

sist

or

Mat

eria

ls:

Ligh

t bul

bs, r

esis

tors

, bat

terie

s,

switc

hes,

con

nect

ing

lead

s,

amm

eter

s, v

oltm

eter

s

Mak

e su

re th

at le

arne

rs k

now

th

at th

e po

sitiv

e si

de o

f the

m

eter

nee

ds to

be

conn

ecte

d cl

oses

t to

the

posi

tive

side

of

the

batte

ry. A

n am

met

er m

ust

be c

onne

cted

in s

erie

s w

ith th

e ci

rcui

t ele

men

t of i

nter

est;

a vo

ltmet

er m

ust b

e co

nnec

ted

in

para

llel w

ith th

e ci

rcui

t ele

men

t of

inte

rest

.



Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

1 ho

ur

Res

ista

nce

•D

efine

resi

stan

ce•

Exp

lain

that

resi

stan

ce is

th

e op

posi

tion

to th

e flo

w o

f el

ectri

c cu

rren

t•

Defi

ne th

e un

it of

re

sist

ance

; one

ohm

(Ω) i

s on

e vo

lt pe

r am

pere

.•

Giv

e a

mic

rosc

opic

de

scrip

tion

of re

sist

ance

in

term

s of

ele

ctro

ns m

ovin

g th

roug

h a

cond

ucto

r co

llidi

ng w

ith th

e pa

rticl

es

of w

hich

the

cond

ucto

r (m

etal

) is

mad

e an

d tra

nsfe

rrin

g ki

netic

ene

rgy.

•S

tate

and

exp

lain

fact

ors

that

affe

ct th

e re

sist

ance

of

a su

bsta

nce

•E

xpla

in w

hy a

bat

tery

in a

ci

rcui

t goe

s fla

t eve

ntua

lly

by re

ferr

ing

to th

e en

ergy

tra

nsfo

rmat

ions

that

take

pl

ace

in th

e ba

ttery

and

the

resi

stor

s in

a c

ircui

t

One

of

th

e im

porta

nt

effe

cts

of a

res

isto

r is

tha

t it

conv

erts

el

ectri

cal

ener

gy

into

ot

her

form

s of

ene

rgy,

suc

h as

hea

t an

d lig

ht.

A ba

ttery

goe

s fla

t w

hen

all i

ts

chem

ical

pot

entia

l en

ergy

has

be

en c

onve

rted

into

oth

er fo

rms

of e

nerg

y.

2 ho

urs

Res

isto

rs in

ser

ies

•K

now

that

cur

rent

is

cons

tant

thro

ugh

each

re

sist

or in

ser

ies

circ

uit.

•K

now

that

ser

ies

circ

uits

ar

e ca

lled

volta

ge d

ivid

ers

beca

use

the

tota

l pot

entia

l di

ffere

nce

is e

qual

to

the

sum

of t

he p

oten

tial

diffe

renc

es a

cros

s al

l the

in

divi

dual

com

pone

nts.

•C

alcu

late

the

equi

vale

nt

(tota

l) re

sist

ance

of

resi

stor

s co

nnec

ted

in s

erie

s us

ing:

12

...sR

RR

=+

+

Pres

crib

ed e

xper

imen

t:(P

art 1

and

par

t 2)

Part

1S

et u

p a

circ

uit t

o sh

ow th

at

serie

s ci

rcui

ts a

re v

olta

ge

divi

ders

, whi

le c

urre

nt re

mai

ns

cons

tant

Mat

eria

ls:

Ligh

t bul

bs, r

esis

tors

, bat

terie

s,

switc

hes,

con

nect

ing

lead

s,

amm

eter

s, v

oltm

eter

s

Whe

n re

sist

ors

are

conn

ecte

d in se

ries,

they

act

as

obst

acle

s to

the

flow

of c

harg

e an

d so

the

curr

ent

thro

ugh

the

batte

ry is

redu

ced.

Th

ecu

rren

t in

the

batte

ry is

in

vers

ely

prop

ortio

nal t

o th

e re

sist

ance

.


45CAPS

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

2 ho

urs

Res

isto

rs in

par

alle

l•

Kno

w th

at v

olta

ge is

co

nsta

nt a

cros

s re

sist

ors

conn

ecte

d in

par

alle

l

•K

now

that

a p

aral

lel c

ircui

t is

cal

led

a cu

rren

t div

ider

be

caus

e th

e to

tal c

urre

nt

in th

e ci

rcui

t is

equa

l to

the

sum

of t

he b

ranc

h cu

rren

ts

•C

alcu

late

the

equi

vale

nt

(tota

l) re

sist

ance

of

resi

stor

s co

nnec

ted

in

para

llel u

sing

:

12

11

1...

pRR

R=

++

Pres

crib

ed e

xper

imen

t:Pa

rt 2

Set

up

a ci

rcui

t to

show

that

pa

ralle

l circ

uits

are

cur

rent

di

vide

rs, w

hile

pot

entia

l di

ffere

nce

rem

ains

con

stan

t,

Mat

eria

ls:

Ligh

t bul

bs, r

esis

tors

, bat

terie

s,

switc

hes,

con

nect

ing

lead

s,

amm

eter

s, v

oltm

eter

s

Whe

n re

sist

ors

are

conn

ecte

d in

par

alle

l, th

ey o

pen

up

addi

tiona

l pat

hway

s. T

he

curr

ent t

hrou

gh th

e ba

ttery

th

eref

ore

incr

ease

s ac

cord

ing

to th

e nu

mbe

r of b

ranc

hes.

•K

now

that

for t

wo

resi

stor

s co

nnec

ted

in p

aral

lel,

the

tota

l res

ista

nce

can

be c

alcu

late

d us

ing:

12

12

pR

Rpr

oduc

tR

sum

RR

==

+

ASS

ESSM

ENT

TER

M 2

TER

M 2

: Pre

scrib

ed F

orm

al A

sses

smen

t1.

E

xper

imen

t (P

hysi

cs):

Pre

scrib

ed P

hysi

cs e

xper

imen

ts P

art 1

and

Par

t 2: E

lect

ric c

ircui

ts w

ith re

sist

ors

in s

erie

s an

d pa

ralle

l mea

surin

g po

tent

ial

diffe

renc

e an

d cu

rren

t

2.

Mid

year

Exa

min

atio

ns



TER

M 3

GR

AD

E 10

GR

AD

E 10

CH

EMIS

TRY

(CH

EMIC

AL

CH

AN

GE)

TER

M 3

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

8 H

OU

RS

Rea

ctio

ns in

aqu

eous

so

lutio

nC

hem

ical

reac

tions

can

be

inve

stig

ated

and

des

crib

ed th

roug

h th

eir s

toic

hiom

etric

, kin

etic

, equ

ilibr

ium

, and

ther

mod

ynam

ic

char

acte

ristic

s. M

any

reac

tions

in c

hem

istry

and

the

reac

tions

in

livin

g sy

stem

s ar

e ca

rrie

d ou

t in

aque

ous

solu

tion.

We

shal

l stu

dy

chem

ical

reac

tions

that

occ

ur in

aqu

eous

sol

utio

ns w

here

wat

er

is th

e so

lven

t.

2 ho

urs

Ions

in a

queo

us s

olut

ion:

thei

r in

tera

ctio

n an

d ef

fect

s.•

Exp

lain

, usi

ng d

iagr

ams

repr

esen

ting

inte

ract

ions

at

the

sub-

mic

rosc

opic

le

vel,

with

refe

renc

e to

the

pola

r nat

ure

of th

e w

ater

m

olec

ule

how

wat

er is

abl

e to

dis

solv

e io

ns

•R

epre

sent

the

diss

olut

ion

proc

ess

usin

g ba

lanc

ed

reac

tion

equa

tions

usi

ng

the

abbr

evia

tions

(s) a

nd

(aq)

app

ropr

iate

ly

e.g.

whe

n sa

lt is

dis

solv

ed

in w

ater

ions

form

acc

ordi

ng

to th

e eq

uatio

n:

NaC

l(s) →

Na+ (

aq) +

Cl- (a

q)

•D

efine

the

proc

ess

of

diss

olvi

ng (s

olid

ioni

c cr

ysta

ls b

reak

ing

up in

to

ions

in w

ater

)

Prac

tical

wor

k:

•In

vest

igat

e di

ffere

nt ty

pes

of s

olut

ions

(tab

le s

alt i

n w

ater

, KM

nO4 i

n w

ater

, N

aOH

in w

ater

, KN

O3 i

n w

ater

) and

writ

e ba

lanc

ed

equa

tions

for e

ach

•In

vest

igat

e di

ffere

nt ty

pes

of re

actio

ns in

aqu

eous

m

ediu

m a

nd w

rite

bala

nced

io

nic

equa

tions

for t

he

diffe

rent

reac

tion

type

s

Act

ivity

:(1

) E

xpla

in w

hat i

s m

eant

by

ion

exch

ange

reac

tions

an

d us

e an

exp

erim

ent t

o ill

ustra

te th

e co

ncep

t of i

on-

exch

ange

reac

tions

Mat

eria

ls:

Not

e:Th

e ch

emis

try o

f har

d w

ater

ca

n be

use

d as

an

appl

icat

ion

of io

ns in

aqu

eous

sol

utio

n.

This

topi

c ca

n be

inve

stig

ated

as

a p

ract

ical

inve

stig

atio

n:

(not

to b

e ex

amin

ed)

•W

hat i

s ‘h

ard

wat

er’?

Why

is

this

a p

robl

em?

Whe

re in

S

A is

har

d w

ater

a p

robl

em

and

how

is th

e pr

oble

m

addr

esse

d? (E

xpla

in th

e ch

emis

try a

nd h

ow w

e de

al

with

it).

•W

hat i

s ac

id ra

in -

the

chem

istry

and

the

impa

ct o

n ou

r liv

es/

the

envi

ronm

ent?

(as

appl

icat

ion

for i

ons

in

aque

ous

solu

tion)

•D

efine

the

proc

ess

of

hydr

atio

n w

here

ions

be

com

e su

rrou

nded

with

w

ater

mol

ecul

es in

wat

er

solu

tion

(don

’t go

into

in

term

olec

ular

forc

es; j

ust

use

the

pola

rity

of th

e w

ater

m

olec

ule

and

the

char

ge o

f th

e io

ns)


47CAPS

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

1 ho

ur

Ele

ctro

lyte

s an

d ex

tent

of

ioni

zatio

n as

mea

sure

d by

co

nduc

tivity

•D

escr

ibe

a si

mpl

e ci

rcui

t to

mea

sure

con

duct

ivity

of

solu

tions

•R

elat

e co

nduc

tivity

to

- th

e co

ncen

trat

ion

of io

ns in

sol

utio

n an

d th

is in

turn

to th

e so

lubi

lity

of p

artic

ular

su

bsta

nces

, how

ever

- th

e ty

pe o

f sub

stan

ce,

sinc

e so

me

subs

tanc

es,

like

suga

r, di

ssol

ve

but t

his

does

not

af

fect

con

duct

ivity

, co

nduc

tivity

will

not

al

way

s be

a m

easu

re o

f so

lubi

lity

Act

ivity

:Fi

nd in

lite

ratu

re th

e di

ffere

nt

defin

ition

s of

che

mic

al c

hang

e an

d ph

ysic

al c

hang

e. D

iscu

ss

the

defin

ition

s an

d co

me

to

a co

nclu

sion

abo

ut th

e m

ost

corr

ect d

efini

tion

Expe

rimen

t:D

eter

min

e th

e el

ectri

cal

cond

uctiv

ity a

nd th

e ph

ysic

al

or c

hem

ical

cha

nge

of th

e fo

llow

ing

solu

tions

. Dis

solv

e re

spec

tivel

y 50

0 m

g su

gar,

sodi

um c

hlor

ide,

cal

cium

ch

lorid

e an

d am

mon

ium

ch

lorid

e in

1 m

l wat

er.

Mea

sure

the

tem

pera

ture

ea

ch ti

me.

Wha

t doe

s th

is te

ll yo

u ab

out t

he re

actio

n ta

king

pl

ace?

Eva

pora

te th

e w

ater

af

terw

ards

. Wha

t doe

s th

is te

ll yo

u ab

out t

he re

actio

n?

A ph

ysic

al p

rope

rty c

an b

e m

easu

red

and

obse

rved

w

ithou

t cha

ngin

g th

e co

mpo

sitio

n or

iden

tity

of a

su

bsta

nce.

Wat

er d

iffer

s fro

m ic

e on

ly in

app

eara

nce,

not

in

com

posi

tion,

so

goin

g fro

m ic

e to

wat

er to

wat

er v

apou

r and

ba

ck, i

s a

phys

ical

cha

nge.

A ch

emic

al p

rope

rty o

f a

subs

tanc

e in

volv

es a

che

mic

al

chan

ge w

here

the

prod

ucts

of

the

reac

tion

have

com

plet

ely

diffe

rent

che

mic

al a

nd p

hysi

cal

char

acte

ristic

s th

an th

e re

acta

nts.

The

com

posi

tion

of

the

reac

tant

and

the

prod

uct

diffe

r fro

m e

ach

othe

r.



Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

3 ho

urs

Pre

cipi

tatio

n re

actio

ns.

•W

rite

bala

nced

reac

tion

equa

tions

to d

escr

ibe

prec

ipita

tion

of in

solu

ble

salts

•E

xpla

in h

ow to

test

for t

he

pres

ence

of t

he fo

llow

ing

anio

ns in

sol

utio

n:

- C

hlor

ide

- usi

ng s

ilver

ni

trate

and

nitr

ic a

cid

- B

rom

ide-

usi

ng s

ilver

ni

trate

and

nitr

ic a

cid

- Io

dide

-usi

ng s

ilver

ni

trate

and

nitr

ic a

cid

- S

ulph

ate

- usi

ng b

ariu

m

nitra

te a

nd n

itric

aci

d

- C

arbo

nate

-usi

ng

bariu

m n

itrat

e an

d ac

id

(pre

cipi

tate

dis

solv

es in

ni

tric

acid

)

•Id

entif

y an

ion

or io

ns in

a

solu

tion

from

a d

escr

iptio

n of

the

reac

tant

s m

ixed

and

th

e ob

serv

atio

ns o

f the

pr

oduc

ts

Expe

rimen

t:1.

D

o so

me

qual

itativ

e an

alys

is te

sts

of c

atio

ns

and

anio

ns (e

.g. c

hlor

ides

, br

omid

es, i

odid

es,

sulp

hate

s, c

arbo

nate

s)

2.

Pre

pare

a s

alt (

e.g.

CuC

O3)

from

its

solu

ble

reag

ents

The

emph

asis

sho

uld

not b

e ro

te le

arni

ng o

f the

equ

atio

ns

or te

sts,

but

how

to w

rite

bala

nced

equ

atio

ns a

ccur

atel

y


49CAPS

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

2 ho

urs

Oth

er c

hem

ical

reac

tion

type

s.

In w

ater

sol

utio

n•

Ion

exch

ange

reac

tions

- P

reci

pita

tion

reac

tions

- G

as fo

rmin

g re

actio

n

- A

cid-

base

reac

tions

•an

d re

dox

reac

tions

whi

ch

are

an e

lect

ron

trans

fer

reac

tion.

(Use

the

char

ge

of th

e at

om a

s an

indi

catio

n of

ele

ctro

n tra

nsfe

r, no

re

dox

reac

tion

term

inol

ogy

is re

quire

d he

re.)

Use

th

e ch

arge

of t

he a

tom

to

dem

onst

rate

how

losi

ng o

r ga

inin

g el

ectro

ns a

ffect

the

over

all c

harg

e of

an

atom

Rec

omm

ende

d ex

perim

ent

for i

nfor

mal

ass

essm

ent

(1)

Iden

tify

CH

EM

ICA

L R

EA

CTI

ON

TY

PE

S

expe

rimen

tally

: -

prec

ipita

tion

- ga

s fo

rmin

g re

actio

ns

- ac

id-b

ase

reac

tions

-

redo

x re

actio

ns(2

) W

hat i

s th

e dr

ivin

g fo

rce

of

each

reac

tion

type

? (T

he

form

atio

n of

an

inso

lubl

e sa

lt; th

e fo

rmat

ion

of a

gas

; th

e tra

nsfe

r of p

roto

ns; t

he

trans

fer o

f ele

ctro

ns)

(3)

Iden

tify

each

reac

tion

type

in

a g

roup

of m

isce

llane

ous

chem

ical

reac

tions

Mat

eria

ls:

Sol

uble

sal

ts to

form

pr

ecip

itatio

ns, a

cids

and

ba

ses,

sod

ium

car

bona

te a

nd

hydr

ochl

oric

aci

d, s

ilver

nitr

ate

and

sodi

um b

rom

ide,

sod

ium

m

etal

, man

gane

se d

ioxi

de,

burn

er, c

oppe

r(II)

sul

phat

e an

d th

in c

oppe

r wire

.

Incl

ude

the

basi

c re

actio

n ty

pes

here

to m

ake

chem

ical

re

actio

n eq

uatio

ns e

asie

r. fo

r le

arne

rs.

This

sec

tion

is ju

st a

n in

trodu

ctio

n an

d sh

ould

be

done

sup

erfic

ially

. Spe

nd th

e tim

e te

achi

ng c

once

pts

like

ion

form

atio

n w

ell t

o la

y th

e fo

unda

tion

for g

rade

11

wor

k.

Aci

ds a

nd b

ases

, red

ox is

do

ne a

gain

in G

rade

11

and

furth

er s

tudi

es in

Gra

de 1

2.

Rea

ctio

n ty

pes

are

done

to

crea

te a

war

enes

s of

the

type

s of

reac

tions

and

to m

ake

it ea

sier

for l

earn

ers

to w

rite

bala

nced

che

mic

al e

quat

ions

.Io

n-ex

chan

ge re

actio

ns a

re

reac

tions

whe

re th

e po

sitiv

e io

ns e

xcha

nge

thei

r res

pect

ive

nega

tive

ions

due

to a

driv

ing

forc

e lik

e th

e fo

rmat

ion

of a

n in

solu

ble

salt

in p

reci

pita

tion

reac

tions

; the

form

atio

n of

a

gas

in g

as-fo

rmin

g re

actio

ns;

the

trans

fer o

f pro

tons

in a

n ac

id-b

ase

reac

tion.

The

use

of th

e te

rmin

olog

y si

ngle

dis

plac

emen

t re

actio

ns a

nd d

oubl

e di

spla

cem

ent r

eact

ions

lead

s to

mis

conc

eptio

ns w

ith re

dox

reac

tions

whe

re d

ispl

acem

ent

reac

tions

take

pla

ce d

ue to

el

ectro

n tra

nsfe

r.“D

ispl

acem

ent r

eact

ions

” in

ion-

exch

ange

reac

tions

an

d di

spla

cem

ent i

n re

dox

reac

tions

diff

er d

ue to

no

chan

ge in

oxi

datio

n nu

mbe

rs

of e

lem

ents

(in

ion-

exch

ange

re

actio

ns) a

nd c

hang

e in

ox

idat

ion

num

bers

of e

lem

ents

(in

dis

plac

emen

t rea

ctio

ns in

re

dox

reac

tions

).



GR

AD

E 10

CH

EMIS

TRY

(CH

EMIC

AL

CH

AN

GE)

TER

M 3

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

8 H

OU

RS

Qua

ntita

tive

aspe

cts

of

chem

ical

cha

nge:

Lear

ners

sho

uld

reco

gnis

e th

at o

win

g to

the

smal

l siz

e of

the

atom

s,

mol

ecul

es a

nd io

ns, p

rope

rties

of t

hese

spe

cies

are

ofte

n co

mpa

red

on a

mol

e ba

sis

and

that

the

Avog

adro

con

stan

t is

a nu

mbe

r whi

ch

chem

ists

com

mon

ly u

se in

the

com

paris

on o

f phy

sica

l and

che

mic

al

prop

ertie

s. S

toic

hiom

etry

is th

e st

udy

of q

uant

itativ

e co

mpo

sitio

n of

ch

emic

al s

ubst

ance

s an

d th

e qu

alita

tive

chan

ges

that

take

pla

ce

durin

g ch

emic

al re

actio

ns.

1 ho

ur

Ato

mic

mas

s an

d th

e M

OLE

C

ON

CE

PT;

•D

escr

ibe

the

mol

e as

the

SI

unit

for a

mou

nt o

f sub

stan

ce

•R

elat

e am

ount

of s

ubst

ance

to

rela

tive

atom

ic m

ass

•D

escr

ibe

the

rela

tions

hip

betw

een

mol

e an

d Av

ogad

ro’s

nu

mbe

r

•C

once

ptua

lize

the

mag

nitu

de

of A

voga

dro’

s nu

mbe

r usi

ng

appr

opria

te a

nalo

gies

•W

rite

out A

voga

dro’

s nu

mbe

r w

ith a

ll th

e ze

ros

to g

et a

be

tter c

once

pt o

f the

am

ount

•D

efine

mol

ar m

ass

•D

escr

ibe

the

rela

tions

hip

betw

een

mol

ar m

ass

and

rela

tive

mol

ecul

ar m

ass

and

rela

tive

form

ula

mas

s

•C

alcu

late

the

mol

ar m

ass

of a

su

bsta

nce

give

n its

form

ula

Ref

er b

ack

to a

tom

ic m

ass

earli

er in

gra

de 1

0

Do

the

mol

e co

ncep

t th

orou

ghly.

Not

e to

the

teac

her:

The

term

at

omic

mas

s sh

ould

be

used

an

d no

t ato

mic

weight.

Avog

adro

’s n

umbe

r =

602

200

000

000

000

000

000

000

1 do

zen

= 12

egg

s(e.

g.)

1 gr

oss

= 14

4 eg

gs

1 m

illio

n =

1000

000

egg

s

1 m

ole

= Av

ogad

ro’s

num

ber =

6,

022

x 10

23 e

ggs

Mol

ar m

ass

is th

e m

ass

of o

ne

mol

e of

any

sub

stan

ce u

nder

di

scus

sion

.

Rel

ativ

e m

olec

ular

mas

s is

th

e m

ass

of O

NE

MO

LEC

ULE

(e

.g. w

ater

H2O

) rel

ativ

e to

the

mas

s of

car

bon

-12.

Rel

ativ

e fo

rmul

a m

ass

is th

e m

ass

of O

NE

FO

RM

ULA

U

NIT

(e.g

. NaC

l) of

an

ioni

c su

bsta

nce

rela

tive

to th

e m

ass

of c

arbo

n-12

.


51CAPS

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

2 ho

urs

Mol

ecul

ar a

nd fo

rmul

a m

asse

s;•

Rea

son

qual

itativ

ely

and

prop

ortio

nally

the

rela

tions

hip

betw

een

num

ber o

f mol

es,

mas

s an

d m

olar

mas

s

•C

alcu

late

mas

s, m

olar

m

ass

and

num

ber o

f mol

es

acco

rdin

g to

the

rela

tions

hip

n= m

/M

•D

eter

min

e th

e em

piric

al

form

ula

for a

giv

en s

ubst

ance

fro

m p

erce

ntag

e co

mpo

sitio

n

•D

eter

min

e th

e nu

mbe

r of

mol

es o

f wat

er o

f cr

ysta

lliza

tion

in s

alts

like

A

lCl 3.n

H2O

Expe

rimen

t:D

o an

exp

erim

ent t

o re

mov

e th

e w

ater

of c

ryst

alliz

atio

n fro

m

copp

er(II

) sul

phat

e or

cob

alt(I

I) ch

lorid

e an

d de

term

ine

the

num

ber o

f mol

es o

f wat

er

rem

oved

from

the

crys

tals

Ref

er b

ack

to D

alto

n’s

reas

onin

g in

the

hist

ory

of

atom

ic th

eory

in g

rade

10

2 ho

urs

Det

erm

inin

g th

e co

mpo

sitio

n of

su

bsta

nces

•D

eter

min

e pe

rcen

t co

mpo

sitio

n of

an

elem

ent i

n a

com

poun

d

•D

efine

and

det

erm

ine

conc

entra

tion

as m

oles

per

vo

lum

e

•D

escr

ibe

prac

tical

qu

antit

ativ

e m

etho

ds fo

r de

term

inin

g ch

emic

al

com

posi

tion

•D

eter

min

e th

e pe

rcen

tage

co

mpo

sitio

n fro

m th

e ch

emic

al fo

rmul

a of

the

subs

tanc

e

Mat

eria

ls:

Gla

ss b

eake

r spa

tula

, pr

opet

te, w

ater

bow

l, fil

ter

pape

r, m

ass

met

er, s

odiu

m

hydr

ogen

car

bona

te, d

ilute

su

lphu

ric a

cid.

Mat

eria

lsG

lass

bea

ker,

spat

ula,

pr

opet

te, b

urne

r, he

atin

g st

and,

mas

s m

eter

, boi

ling

ston

es, w

ater

, mag

nesi

um

pow

der,

vine

gar.

1 ho

ur

Am

ount

of s

ubst

ance

(mol

e),

mol

ar v

olum

e of

gas

es,

conc

entra

tion

of s

olut

ions

.

•C

alcu

late

the

num

ber o

f mol

es

of a

sal

t with

giv

en m

ass

•D

efini

tion

of m

olar

vol

ume

is s

tate

d as

: 1 m

ole

of g

as

occu

pies

22.

4 dm

3 at 0

0 C (2

73

K) a

nd 1

atm

osph

ere

(101

.3

kPa)

•C

alcu

late

the

mol

ar

conc

entra

tion

of a

sol

utio

n

Link

to g

as la

ws

in g

rade

11.

E

xpre

ss a

s S

I uni

ts



Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

2 ho

urs

Bas

ic s

toic

hiom

etric

ca

lcul

atio

ns•

Do

calc

ulat

ions

bas

ed o

n co

ncen

tratio

n, m

ass,

mol

es,

mol

ar m

ass

and

volu

me

•D

eter

min

e th

e th

eore

tical

yie

ld

of a

pro

duct

in a

che

mic

al

reac

tion,

whe

n yo

u st

art w

ith a

kn

own

mas

s of

reac

tant

Mak

e su

re le

arne

rs u

nder

stan

d th

e ba

sic

conc

epts

and

kee

p to

the

sst

ated

con

tent

of

the

CA

PS

doc

umen

t.


53CAPS

GR

AD

E 10

PH

YSIC

S (M

ECH

AN

ICS)

TER

M 3

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

4 H

OU

RS

Vect

ors

and

scal

ars

4 ho

urs

Intro

duct

ion

to v

ecto

rs &

sc

alar

s.•

List

phy

sica

l qua

ntiti

es

for e

xam

ple

time,

mas

s,

wei

ght,

forc

e, c

harg

e et

c.

•D

efine

a v

ecto

r and

a s

cala

r qu

antit

y

•D

iffer

entia

te b

etw

een

vect

or

and

scal

ar q

uant

ities

•U

nder

stan

d th

at ⟶ F

re

pres

ents

the

forc

e fa

ctor

, w

here

as F

repr

esen

ts th

e m

agni

tude

of t

he fo

rce

fact

or

•G

raph

ical

repr

esen

tatio

n of

ve

ctor

qua

ntiti

es.

•P

rope

rties

of v

ecto

rs

like

equa

lity

of v

ecto

rs,

nega

tive

vect

ors,

add

ition

an

d su

btra

ctio

n of

vec

tors

us

ing

the

forc

e ve

ctor

as

an

exam

ple.

N

.B. T

his

is to

be

done

in

one

dim

ensi

on o

nly.

•D

efine

resu

ltant

vec

tor

•Fi

nd re

sulta

nt v

ecto

r gr

aphi

cally

usi

ng th

e ta

il-to

-he

ad m

etho

d as

wel

l as

by

calc

ulat

ion

for a

max

imum

of

four

forc

e ve

ctor

s in

one

di

men

sion

onl

y



Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

8 H

OU

RS

Mot

ion

in o

ne d

imen

sion

:

3 ho

urs

Ref

eren

ce fr

ame,

pos

ition

, di

spla

cem

ent a

nd d

ista

nce.

•D

escr

ibe

the

conc

ept o

f a

fram

e of

refe

renc

e

•E

xpla

in th

at a

fram

e of

re

fere

nce

has

an o

rigin

and

a

set o

f dire

ctio

ns e

.g. E

ast

and

Wes

t or u

p an

d do

wn

•D

efine

one

dim

ensi

onal

m

otio

n

•D

efine

pos

ition

rela

tive

to a

refe

renc

e po

int a

nd

unde

rsta

nd th

at p

ositi

on

can

be p

ositi

ve o

r neg

ativ

e

•D

efine

dis

tanc

e an

d kn

ow

that

dis

tanc

e is

a s

cala

r qu

antit

y

•D

efine

dis

plac

emen

t as

a ch

ange

in p

ositi

on

• K

now

that

dis

plac

emen

t is

a ve

ctor

qua

ntity

that

poi

nts

from

initi

al to

fina

l pos

ition

•K

now

and

illu

stra

te

the

diffe

renc

e be

twee

n di

spla

cem

ent a

nd d

ista

nce

•C

alcu

late

dis

tanc

e an

d di

spla

cem

ent f

or o

ne

dim

ensi

onal

mot

ion

Prac

tical

Dem

onst

ratio

n:U

se a

long

stra

ight

trac

k, a

cu

rved

trac

k, a

toy

car a

nd

a m

eter

rule

to il

lust

rate

the

conc

ept o

f pos

ition

, dis

tanc

e an

d di

spla

cem

ent.

Mak

e ca

rdbo

ard

arro

ws

to re

pres

ent

vect

or q

uant

ities

Mat

eria

ls:

Long

trac

k, to

y ca

r, m

eter

rule

, ca

rdbo

ard,

sci

ssor

s, p

rest

ik,

tape

Res

trict

pro

blem

s an

d co

ntex

ts

to 1

D o

nly.

Use

the

sym

bol x

(o

r y) f

or p

ositi

on a

nd ∆

x (o

r ∆y)

fo

r dis

plac

emen

t to

emph

asis

e th

at d

ispl

acem

ent i

s a

chan

ge

in p

ositi

on.

Use

D fo

r dis

tanc

e.

Als

o re

stric

t pro

blem

sol

ving

to

1D o

nly

i.e. d

o no

t do

exam

ples

or

pro

blem

s in

volv

ing

circ

ular

m

otio

n.


55CAPS

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

5 ho

urs

Aver

age

spee

d, a

vera

ge

velo

city

, acc

eler

atio

n•

Defi

ne a

vera

ge s

peed

as

the

dist

ance

trav

elle

d di

vide

d by

the

tota

l tim

e an

d kn

ow th

at a

vera

ge s

peed

is

a sc

alar

qua

ntity

•D

efine

ave

rage

vel

ocity

as

the

disp

lace

men

t (or

ch

ange

in p

ositi

on) d

ivid

ed

by th

e tim

e ta

ken

and

know

th

at a

vera

ge v

eloc

ity is

a

vect

or q

uant

ity.U

se ⊽

as

a sy

mbo

l for

ave

rage

vel

ocity

•C

alcu

late

ave

rage

spe

ed

and

aver

age

velo

city

for

one

dim

ensi

onal

mot

ion.

•C

onve

rt be

twee

n di

ffere

nt

units

of s

peed

and

vel

ocity

, e.

g. m

. s-1, k

m. h

-1

•D

efine

ave

rage

acc

eler

atio

n as

the

chan

ge in

vel

ocity

di

vide

d by

the

time

take

n

•D

iffer

entia

te b

etw

een

posi

tive

acce

lera

tion,

ne

gativ

e ac

cele

ratio

n an

d de

cele

ratio

n

•U

nder

stan

d th

at

acce

lera

tion

prov

ides

no

info

rmat

ion

abou

t the

di

rect

ion

of m

otio

n; it

onl

y in

dica

tes

how

the

mot

ion

(vel

ocity

) cha

nges

Expe

rimen

t:M

easu

rem

ent o

f vel

ocity

Mat

eria

ls:

Tick

er ti

mer

and

tape

, pow

er

supp

ly, tr

olle

y, in

clin

ed p

lane

, re

tort

stan

d, ru

ler.

Mat

eria

ls:

Tick

er ti

mer

and

tape

, pow

er

supp

ly, tr

olle

y, in

clin

ed p

lane

, re

tort

stan

d, ru

ler.

We

are

deal

ing

only

with

m

otio

n th

at in

volv

es z

ero

or

cons

tant

acc

eler

atio

n. D

o N

OT

incl

ude

prob

lem

s w

ith c

hang

ing

acce

lera

tion.

Mat

hem

atic

ally

vel

ocity

is

defin

ed a

s

For u

nifo

rmly

acc

eler

ated

m

otio

n in

one

dim

ensi

on,

aver

age

acce

lera

tion

and

inst

anta

neou

s ac

cele

ratio

n ar

e on

e an

d th

e sa

me

and

will

be

refe

rred

to a

s “a

ccel

erat

ion”

Not

e th

at th

e sy

mbo

l sep

arat

ing

com

poun

d un

its c

an b

e a

mul

tiplic

atio

n do

t or a

full

stop

. A

lso

m.s

-1, m

/s a

nd m

.s-1

will

be

acce

pted

.

Not

e: D

ecel

erat

ion

is a

n E

nglis

h w

ord

that

mea

ns

that

the

obje

ct is

slo

win

g do

wn,

whi

lst ‘

acce

lera

tion’

is

a s

cien

tific

term

. Neg

ativ

e ac

cele

ratio

n do

es n

ot

nece

ssar

ily m

ean

slow

ing

dow

n. e

g if

both

the

acce

lera

tion

and

the

velo

city

of

an o

bjec

t. ar

e ne

gativ

e, th

en

this

obj

ect w

ill b

e sp

eedi

ng u

p.

How

ever

if th

e ac

cele

ratio

n is

neg

ativ

e an

d th

e ve

loci

ty

is p

ositi

ve th

en th

is o

bjec

t is

slow

ing

dow

n.



Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

8 H

OU

RS

Inst

anta

neou

s sp

eed

and

velo

city

and

the

equa

tions

of

mot

ion.

2 ho

urs

Inst

anta

neou

s ve

loci

ty,

inst

anta

neou

s sp

eed,

•

Defi

ne in

stan

tane

ous

velo

city

as

the

disp

lace

men

t (o

r cha

nge

in p

ositi

on)

divi

ded

by a

n in

finite

sim

al

(ver

y sm

all)

time

inte

rval

•K

now

that

inst

anta

neou

s ve

loci

ty is

a v

ecto

r qua

ntity

•D

efine

inst

anta

neou

s sp

eed

as th

e m

agni

tude

of t

he

inst

anta

neou

s ve

loci

ty

Inst

anta

neou

s ve

loci

ty is

the

grad

ient

(slo

pe) o

f the

tang

ent

at a

poi

nt o

n th

e x-

t gra

ph.

6 ho

urs

Des

crip

tion

of m

otio

n in

w

ords

, dia

gram

s, g

raph

s an

d eq

uatio

ns.

•D

escr

ibe

in w

ords

and

di

stin

guis

h be

twee

n m

otio

n w

ith u

nifo

rm v

eloc

ity a

nd

unifo

rmly

acc

eler

ated

m

otio

n

•D

escr

ibe

the

mot

ion

of a

n ob

ject

giv

en it

s po

sitio

n vs

tim

e, v

eloc

ity v

s tim

e an

d ac

cele

ratio

n vs

tim

e gr

aph

•D

eter

min

e th

e ve

loci

ty o

f an

obje

ct fr

om th

e gr

adie

nt o

f th

e po

sitio

n vs

tim

e gr

aph

•K

now

that

the

slop

e of

a

tang

ent t

o a

posi

tion

vs. t

ime

grap

h yi

elds

the

inst

anta

neou

s ve

loci

ty a

t th

at p

artic

ular

tim

e

Rec

omm

ende

d pr

ojec

tfo

r for

mal

ass

essm

ent

Acc

eler

atio

n:

E.g

. You

cou

ld u

se th

e fo

llow

ing

exam

ple

or a

ny o

ther

topi

c on

ac

cele

ratio

n:

Rol

l a tr

olle

y do

wn

an in

clin

ed

plan

e w

ith a

tick

er ta

pe

atta

ched

to it

and

use

the

data

to

plo

t a p

ositi

on v

s. ti

me

grap

h.

The

follo

win

g va

riatio

ns c

ould

be

add

ed to

the

inve

stig

atio

n:

i. Va

ry th

e an

gle

of

incl

inat

ion

and

dete

rmin

e ho

w th

e in

clin

atio

n im

pact

s on

the

acce

lera

tion

ii.

Kee

p th

e an

gle

fixed

and

us

e in

clin

ed p

lane

s m

ade

of d

iffer

ent m

ater

ials

to

dete

rmin

e ho

w th

e di

ffere

nt

surfa

ces

impa

ct o

n th

e ac

cele

ratio

n. O

ne c

ould

al

so c

ompa

re s

moo

th a

nd

roug

h su

rface

etc

Mat

eria

ls:

Trol

ley,

tick

er ta

pe a

ppar

atus

, ta

pe, t

icke

r-tim

er, g

raph

pap

er,

rule

r

The

emph

asis

sho

uld

be o

n co

ncep

t for

mat

ion

and

test

ing

unde

rsta

ndin

g.

A de

scrip

tion

of th

e m

otio

n re

pres

ente

d by

a g

raph

sho

uld

incl

ude,

whe

re p

ossi

ble,

an

indi

catio

n of

whe

ther

the

obje

ct

is m

ovin

g in

the

posi

tive

or

nega

tive

dire

ctio

n, s

peed

ing

up, s

low

ing

dow

n, m

ovin

g at

a

cons

tant

spe

ed (u

nifo

rm

mot

ion)

or r

emai

ning

at r

est.

The

thre

e gr

aphs

are

ver

y di

ffere

nt re

pres

enta

tions

of a

m

otio

n.

Lear

ners

nee

d to

reas

on b

oth,

fro

m g

raph

s to

wor

ds a

nd fr

om

wor

ds to

gra

phs.


57CAPS

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

•D

eter

min

e th

e ac

cele

ratio

n of

an

obje

ct fr

om th

e gr

adie

nt o

f the

vel

ocity

vs

time

grap

h

•D

eter

min

e th

e di

spla

cem

ent

of a

n ob

ject

by

findi

ng th

e ar

ea u

nder

a v

eloc

ity v

s tim

e gr

aph

•U

se th

e ki

nem

atic

s eq

uatio

ns to

sol

ve p

robl

ems

invo

lvin

g m

otio

n in

one

di

men

sion

(hor

izon

tal o

nly)

•D

emon

stra

te a

n un

ders

tand

ing

of m

otio

n of

a

vehi

cle

and

safe

ty is

sues

, su

ch a

s th

e re

latio

nshi

p be

twee

n sp

eed

and

stop

ping

dis

tanc

e

For e

xam

ple,

refe

renc

e to

us

ing

area

und

er a

vel

ocity

tim

e cu

rve

need

not

be

diffi

cult

and

exam

ples

can

be

mad

e co

ncre

te if

cal

cula

ting

disp

lace

men

t is

confi

ned

to a

ddin

g up

squ

ares

(the

ar

ea o

f a s

quar

e re

pres

ents

di

spla

cem

ent;

a ca

r tra

velin

g at

20

m s

-1 fo

r 3 s

trav

els

60 m

. -

the

addi

tion

of th

ree

squa

res

of

dim

ensi

ons

20 m

«s-1 b

y 1

s).

Not

e: T

he fo

llow

ing

kine

mat

ic

equa

tions

are

als

o ac

cept

able

.

u =

initi

al v

eloc

ity

v =

final

vel

ocity

a =

acce

lera

tion

s =

disp

lace

men

t

t = ti

me

inte

rval

Pro

blem

-sol

ving

stra

tegi

es

shou

ld b

e ta

ught

exp

licitl

y.

Pro

blem

sol

utio

ns s

houl

d in

clud

e a

sket

ch o

f the

ph

ysic

al s

ituat

ion,

incl

udin

g an

arr

ow to

indi

cate

whi

ch

dire

ctio

n is

cho

sen

as p

ositi

ve.

Phy

sica

l und

erst

andi

ng s

houl

d be

stre

ssed

toge

ther

with

m

athe

mat

ical

man

ipul

atio

ns

ASS

ESSM

ENT

TER

M 3

TER

M 3

: Pre

scrib

ed F

orm

al A

sses

smen

t1.

Ph

ysic

s pr

ojec

t OR

Che

mis

try

proj

ect

2.

Con

trol

test



TER

M 4

GR

AD

E 10

GR

AD

E 10

PH

YSIC

S (M

ECH

AN

ICS)

TER

M 4

Tim

e To

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

8 H

OU

RS

Ener

gy:

1.5

hour

s

Gra

vita

tiona

l pot

entia

l Ene

rgy

•D

efine

gra

vita

tiona

l po

tent

ial e

nerg

y of

an

obje

ct a

s th

e en

ergy

it h

as

beca

use

of it

s po

sitio

n in

the

grav

itatio

nal fi

eld

rela

tive

to s

ome

refe

renc

e po

int

•D

eter

min

e th

e gr

avita

tiona

l po

tent

ial e

nerg

y of

an

obje

ct

usin

g PE

mgh

=

Fund

amen

tally

, the

re a

re

only

two

kind

s of

ene

rgy

viz.

po

tent

ial a

nd k

inet

ic (e

xclu

ding

re

st m

ass

ener

gy).

Info

rm le

arne

rs th

at

g =

9,8

m. s

-2

and

that

this

will

be

furth

er

stud

ied

in g

rade

11

and

12.

This

val

ue is

use

d to

cal

cula

te

grav

itatio

nal p

oten

tial e

nerg

y

1.5

hour

s

Kin

etic

ene

rgy

•D

efine

kin

etic

ene

rgy

as th

e en

ergy

an

obje

ct p

osse

ss

as a

resu

lt of

its

mot

ion

•D

eter

min

e th

e ki

netic

en

ergy

of a

n ob

ject

usi

ng

21 2

KEm

v=

Intro

duce

kin

etic

ene

rgy

as th

e en

ergy

an

obje

ct h

as b

ecau

se

of it

s m

otio

n.

The

sam

e no

tatio

n us

ed fo

r ki

netic

and

pot

entia

l ene

rgy

in

Phy

sics

, will

als

o be

use

d fo

r th

ose

conc

epts

in C

hem

istry

.

1 ho

ur

Mec

hani

cal e

nerg

y

(ME

)

•D

efine

mec

hani

cal

ener

gy a

s th

e su

m o

f the

gr

avita

tiona

l pot

entia

l and

ki

netic

ene

rgy

Use

equ

atio

n:

MK

PE

EE

=+


59CAPS

Tim

e To

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

4 ho

urs

Con

serv

atio

n of

mec

hani

cal e

nerg

y

(in th

e ab

senc

e of

diss

ipat

ive

forc

es).

•S

tate

the

law

of t

he

cons

erva

tion

of e

nerg

y

•S

tate

that

in th

e ab

senc

e of

air

resi

stan

ce, t

he

mec

hani

cal e

nerg

y of

an

obje

ct m

ovin

g in

the

earth

’s

grav

itatio

nal fi

eld

is c

onst

ant

(con

serv

ed)

•A

pply

the

prin

cipl

e of

co

nser

vatio

n of

mec

hani

cal

ener

gy to

var

ious

con

text

s vi

z. o

bjec

ts d

ropp

ed o

r th

row

n ve

rtica

lly u

pwar

ds,

the

mot

ion

of a

pen

dulu

m

bob,

rolle

r coa

ster

s an

d in

clin

ed p

lane

pro

blem

s

Use

equ

atio

n:

11

22

KP

KP

EE

EE

+=

+

Prac

tical

Dem

onst

ratio

n:

Con

vers

ion

of E

nerg

y (q

ualit

ativ

e)

Mat

eria

ls:

A le

ngth

of p

last

ic p

ipe

appr

ox

20m

m d

iam

eter

, a m

arbl

e,

mas

king

tape

, mea

surin

g ta

pe.

In c

onse

rvat

ion

of e

nerg

y pr

oble

ms,

the

path

take

n by

th

e ob

ject

can

be

igno

red.

The

on

ly re

leva

nt q

uant

ities

are

th

e ob

ject

’s v

eloc

ity a

nd h

eigh

t ab

ove

the

refe

renc

e po

int.



GR

AD

E 10

CH

EMIS

TRY

(CH

EMIC

AL

SYST

EMS)

TER

M 4

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

8 H

OU

RS

The

hydr

osph

ere

The

hydr

osph

ere

cons

ists

of t

he e

arth

’s w

ater

. It i

s fo

und

as

liqui

d w

ater

(bot

h su

rface

and

und

ergr

ound

), ic

e (p

olar

ice,

ic

eber

gs, a

nd ic

e in

froz

en s

oil l

ayer

s ca

lled

perm

afro

st),

and

wat

er v

apou

r in

the

atm

osph

ere.

The

focu

s of

this

sec

tion

shou

ld n

ot b

e th

e ch

emic

al

equa

tions

or a

ny ro

te le

arni

ng,

but s

houl

d en

cour

age

appl

icat

ion,

inte

rpre

tatio

n, a

nd

envi

ronm

enta

l im

pact

.

8 ho

urs

Its c

ompo

sitio

n an

d in

tera

ctio

n w

ith o

ther

glo

bal s

yste

ms.

•Id

entif

y th

e hy

dros

pher

e an

d gi

ve a

n ov

ervi

ew

of it

s in

tera

ctio

n w

ith

the

atm

osph

ere,

the

litho

sphe

re a

nd th

e bi

osph

ere.

Wat

er m

oves

th

roug

h: a

ir (a

tmos

pher

e)

rock

s an

d so

il (li

thos

pher

e)pl

ants

and

ani

mal

s (b

iosp

here

)dis

solv

ing

and

depo

sitin

g, c

oolin

g an

d w

arm

ing

•E

xpla

in h

ow th

e bu

ildin

g of

da

ms

affe

ct th

e liv

es o

f the

pe

ople

and

the

eco

logy

in

the

regi

on

Act

ivity

:S

tudy

the

ecol

ogy

of th

e da

ms

built

to p

rovi

de w

ater

for

com

mun

ities

For t

his

activ

ity le

arne

rs w

ill

have

to re

ly o

n in

terv

iew

s w

ith

the

peop

le w

ho h

ave

lived

in

the

area

und

er in

vest

igat

ion

for

man

y ye

ars

or re

ly o

n lit

erat

ure

abou

t the

ir ar

eas

•S

tudy

the

ecol

ogy

of ri

vers

in

you

r are

a

•S

tudy

the

ecol

ogy

of th

e da

ms

built

to p

rovi

de w

ater

fo

r com

mun

ities

Inve

stig

ate

how

the

build

ing

of

dam

s ha

s ch

ange

d th

e ec

olog

y of

rive

rs a

nd th

e liv

elih

ood

of

peop

le in

the

area

s ar

ound

th

em b

y ap

plyi

ng th

e sc

ienc

e yo

u le

arnt

this

yea

r

Rec

omm

ende

d ex

perim

ent

for i

nfor

mal

ass

essm

ent

Test

wat

er s

ampl

es fo

r ca

rbon

ates

, chl

orid

es, n

itrat

es,

nitri

tes,

pH

and

look

at w

ater

sa

mpl

es u

nder

the

mic

rosc

ope

Rec

omm

ende

d pr

ojec

t for

fo

rmal

ass

essm

ent.

The

purifi

catio

n an

d qu

ality

of

wat

er

Mat

eria

lsU

se T

ETR

A-te

st s

trips

to te

st

for w

ater

(buy

from

pet

sho

p fo

r fish

tank

s). S

ilver

nitr

ate,

m

icro

scop

e or

mag

nify

ing

glas

s, fi

lter p

aper

and

funn

el.

The

hydr

osph

ere

is n

ot a

gl

obal

cyc

le.

The

emph

asis

e sh

ould

be

on th

e C

HE

MIS

TRY

of th

e hy

dros

pher

e.

This

topi

c ca

n be

giv

en a

s a

proj

ect t

o sa

ve te

achi

ng ti

me.

ASS

ESSM

ENT

TER

M 4

TER

M 4

: Pre

scrib

ed F

orm

al A

sses

smen

t1.

Fi

nal E

xam

inat

ions


61CAPS

TER

M 1

GR

AD

E 11

GR

AD

E 11

PH

YSIC

S (M

ECH

AN

ICS)

TER

M 1

Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

4HO

UR

SVe

ctor

s in

two

dim

ensi

ons

2 ho

urs

Res

ulta

nt o

f per

pend

icul

ar

vect

ors

•O

n a

Car

tesi

an p

lane

, dra

w

a sk

etch

of t

he v

ectic

al

(y-a

xis)

and

hor

izon

tal

(x-a

xis)

•A

dd c

o-lin

ear v

ertic

al

vect

ors

and

co-li

near

ho

rizon

tal v

ecto

rs to

obt

ain

the

net v

ertic

al v

ecto

r (R

y) an

d ne

t hor

izon

tal v

ecto

r (R

x)•

Ske

tch

Rx a

nd R

y on

a C

arte

sian

pla

ne•

Ske

tch

the

resu

ltant

(R)

usin

g ei

ther

the

tail-

to-h

ead

or ta

il-to

-tail

met

hod.

•D

eter

min

e th

e m

agni

tude

of

the

resu

ltant

usi

ng th

e th

eore

m o

f Pyt

hago

ras.

•Fi

nd re

sulta

nt v

ecto

r gr

aphi

cally

usi

ng th

e ta

il-to

-he

ad m

etho

d as

wel

l as

by

calc

ulat

ion

(by

com

pone

nt

met

hod)

for a

max

imum

of

four

forc

e ve

ctor

s in

bo

th 1

-Dim

ensi

on a

nd

2-D

imen

sion

•U

nder

stan

d w

hat i

s a

clos

ed

vect

or d

iagr

am•

Det

erm

ine

the

dire

ctio

n of

th

e re

sulta

nt u

sing

sim

ple

trigo

nom

etric

ratio

s

Rec

omm

ende

d In

form

al

Ass

esse

men

tEx

perim

ent

Det

erm

ine

the

resu

ltant

of t

hree

no

n-lin

ear f

orce

vec

tors

forc

e bo

ard,

ass

ortm

ent o

f w

eigh

ts (1

0g to

200

g), g

ut o

r st

ring,

two

pulle

ys

Use

exa

mpl

es in

volv

ing

forc

e an

d di

spla

cem

ent v

ecto

rs.

Rec

all T

heor

em o

f Pyt

hago

ras

2 ho

urs

Res

olut

ion

of a

vec

tor i

nto

its h

oriz

onta

l and

ver

tical

co

mpo

nent

s

•D

raw

a s

ketc

h of

the

vect

or

on th

e C

arte

sian

pla

ne

show

ing

its m

agni

tude

and

th

e an

gle

(θ) b

etw

een

the

vect

or a

nd th

e x-

axis

•

Use

R

x=

Rco

s(θ)

fo

r th

e re

sulta

nt x

-com

pone

nt•

Use

R

y=

Rsi

n(θ)

fo

r th

e re

sulta

nt y

-com

pone

nt

Use

exa

mpl

es in

volv

ing

forc

e an

d di

spla

cem

ent v

ecto

rs.



Tim

eTo

pics

Gra

de 1

1C

onte

nts,

Con

cept

s &

Ski

llsPr

actic

al A

ctiv

ities

Res

ourc

e M

ater

ial

Gui

delin

es fo

r Tea

cher

s

23 H

OU

RS

New

ton’

s La

ws

and

App

licat

ion

of N

ewto

n’s

Law

s.

5 ho

urs

Diff

eren

t kin

ds o

f for

ces:

w

eigh

t, no

rmal

forc

e, fr

ictio

nal

forc

e, a

pplie

d (p

ush,

pul

l),

tens

ion

(stri

ngs

or c

able

s)

•D

efine

nor

mal

forc

e, N

, as

the

forc

e ex

erte

d by

a

surfa

ce o

n an

obj

ect i

n co

ntac

t with

it

•K

now

that

the

norm

al

forc

e ac

ts p

erpe

ndic

ular

to

the

surfa

ce ir

resp

ectiv

e of

whe

ther

the

plan

e is

ho

rizon

tal o

r inc

lined

•D

efine

fric

tiona

l for

ce, f

, as

the

forc

e th

at o

ppos

es th

e m

otio

n of

an

obje

ct a

nd

acts

par

alle

l to

the

surfa

ce

the

obje

ct is

in c

onta

ct w

ith

•D

istin

guis

h be

twee

n st

atic

an

d ki

netic

fric

tion

forc

es

•E

xpla

in w

hat i

s m

eant

by

the

max

imum

sta

tic fr

ictio

n,

f smax

•C

alcu

late

the

valu

e of

the

max

imum

sta

tic fr

ictio

nal

forc

e fo

r obj

ects

at r

est o

n a

horiz

onta

l and

incl

ined

pl

anes

usi

ng:

•K

now

that

sta

tic fr

ictio

n

.

Rec

omm

ende

d in

vest

igat

ion

for i

nfor

mal

ass

essm

ent

1 In

vest

igat

e th

e re

latio

nshi

p be

twee

n no

rmal

forc

e an

d m

axim

um s

tatic

fric

tion

Inve

stig

ate

the

effe

ct

of d

iffer

ent s

urfa

ces

on

max

imum

sta

tic fr

ictio

n by

kee

ping

the

obje

ct th

e sa

me.

and/

or

2 In

vest

igat

e th

e re

latio

nshi

p be

twee

n no

rmal

forc

e an

d fo

rce

of d

ynam

ic fr

ictio

n

Mat

eria

ls:

Spr

ing

bala

nce,

sev

eral

bl

ocks

(of t

he s

ame

mat

eria

l) of

var

ying

siz

es w

ith h

ooks

at

tach

ed o

n on

e en

d. D

iffer

ent

text

ures

; rou

gh, s

moo

th

surfa

ces.

Var

ious

sur

face

s at

va

rious

ang

les

of in

clin

atio

n et

c.

The

forc

e of

sta

tic fr

ictio

n ca

n ha

ve a

rang

e of

val

ues

from

ze

ro u

p to

a m

axim

um v

alue

, μ

s N. T

he fo

rce

of d

ynam

ic

frict

ion

on a

n ob

ject

is c

onst

ant

for a

giv

en s

urfa

ce a

nd e

qual

s μ k

N.

Fric

tion

forc

es c

an b

e ex

plai

ned

in te

rms

of th

e in

terlo

ckin

g of

the

irreg

ular

ities

in

sur

face

s, w

hich

impe

des

mot

ion.

Indi

geno

us k

now

ledg

e Sy

stem

sFi

rst p

eopl

e to

mak

e fir

e di

d so

us

ing

frict

ion.

•C

alcu

late

the

valu

e of

the

kine

tic fr

ictio

n fo

rce

for

mov

ing

obje

ct o

n ho

rizon

tal

and

incl

ined

pla

nes

usin

g:

<


63CAPS

Tim

eTo

pics

Gra

de 1

1C

onte

nts,

Con

cept

s &

Ski

llsPr

actic

al A

ctiv

ities

Res

ourc

e M

ater

ial

Gui

delin

es fo

r Tea

cher

s

3 ho

urs

Forc

e di

agra

ms,

free

bod

y di

agra

ms

•K

now

that

a fo

rce

diag

ram

is

a p

ictu

re o

f the

obj

ect(s

) of

inte

rest

with

all

the

forc

es

actin

g on

it (t

hem

) dra

wn

in

as a

rrow

s

•K

now

that

in a

free

-bod

y di

agra

m, t

he o

bjec

t of

inte

rest

is d

raw

n as

a d

ot

and

all t

he fo

rces

act

ing

on it

are

dra

wn

as a

rrow

s po

intin

g aw

ay fr

om th

e do

t

•R

esol

ve tw

o-di

men

sion

al

forc

es (s

uch

as th

e w

eigh

t of a

n ob

ject

with

re

spec

t to

the

incl

ined

pl

ane)

into

its

para

llel (

x)

and

perp

endi

cula

r (y)

co

mpo

nent

s

•Th

e re

sulta

nt o

r net

forc

e in

the

x-di

rect

ion

is a

vec

tor

sum

of a

ll th

e co

mpo

nent

s in

the

x-di

rect

ion

•Th

e re

sulta

nt o

r net

forc

e in

the

y-di

rect

ion

is a

vec

tor

sum

of a

ll th

e co

mpo

nent

s in

the

y-di

rect

ion



Tim

eTo

pics

Gra

de 1

1C

onte

nts,

Con

cept

s &

Ski

llsPr

actic

al A

ctiv

ities

Res

ourc

e M

ater

ial

Gui

delin

es fo

r Tea

cher

s

11 h

ours

New

ton’

s fir

st, s

econ

d an

d th

ird

law

s.•

Sta

te N

ewto

n’s

first

law

: An

obje

ct c

ontin

ues

in a

sta

te

of re

st o

r uni

form

(mov

ing

withconstant)velocity

unle

ss it

is a

cted

upo

n by

an

unba

lanc

ed (n

et o

r re

sulta

nt) f

orce

.

•D

iscu

ss w

hy it

is im

porta

nt

to w

ear s

eatb

elts

usi

ng

New

ton’

s fir

st la

w

•S

tate

New

ton’

s se

cond

la

w: W

hen

a ne

t for

ce, F

net,

is a

pplie

d to

an

obje

ct o

f m

ass,

m, i

t acc

eler

ates

in

the

dire

ctio

n of

the

net

forc

e. T

he a

ccel

erat

ion,

a,

is d

irect

ly p

ropo

rtion

al to

th

e ne

t for

ce a

nd in

vers

ely

prop

ortio

nal t

o th

e m

ass

net

Fm

a=

•D

raw

forc

e di

agra

ms

for o

bjec

ts th

at a

re in

eq

uilib

rium

(at r

est o

r m

ovin

g w

ith c

onst

ant

velo

city

) and

acc

eler

atin

g (n

on-e

quili

briu

m)

•D

raw

free

bod

y di

agra

ms

for o

bjec

ts th

at a

re in

eq

uilib

rium

(at r

est o

r m

ovin

g w

ith c

onst

ant

velo

city

) and

acc

eler

atin

g (n

on-e

quili

briu

m)

Pres

crib

ed e

xper

imen

t for

fo

rmal

ass

essm

ent

Inve

stig

ate

the

rela

tions

hip

betw

een

forc

e an

d ac

cele

ratio

n (V

erifi

catio

n of

New

ton’

s se

cond

law

)

Mat

eria

ls:

Trol

leys

, diff

eren

t mas

ses,

in

clin

e pl

ane,

rubb

er b

ands

, m

eter

rule

, tic

ker t

ape

appa

ratu

s, ti

cker

tim

er a

nd

grap

h pa

per.

For o

bjec

ts th

at a

re in

eq

uilib

rium

(at r

est o

r mov

ing

with

con

stan

t vel

ocity

) all

forc

es a

long

the

plan

e of

the

mot

ion

and

the

forc

es in

the

dire

ctio

n pe

rpen

dicu

lar t

o th

e pl

ane

of th

e m

otio

n m

ust a

dd

up to

zer

o. T

his

is a

noth

er

cont

ext i

n w

hich

the

idea

of

supe

rpos

ition

can

be

appl

ied.

Whe

n an

obj

ect a

ccel

erat

es,

the

equa

tion

F net=

ma

mus

t be

app

lied

sepa

rate

ly in

the

x an

d y

dire

ctio

ns. I

f the

re is

m

ore

than

one

obj

ect,

a fre

e bo

dy d

iagr

am m

ust b

e dr

awn

for e

ach

obje

ct a

nd N

ewto

n 2

mus

t be

appl

ied

to e

ach

obje

ct

sepa

rate

ly.

NO

TE: S

um o

f for

ces

perp

endi

cula

r to

the

plan

e of

the

mot

ion

will

alw

ays

add

up

to z

ero.


65CAPS

Tim

eTo

pics

Gra

de 1

1C

onte

nts,

Con

cept

s &

Ski

llsPr

actic

al A

ctiv

ities

Res

ourc

e M

ater

ial

Gui

delin

es fo

r Tea

cher

s

•A

pply

New

ton’

s la

ws

to a

va

riety

of e

quili

briu

m a

nd

non-

equi

libriu

m p

robl

ems

incl

udin

g a

sing

le o

bjec

t m

ovin

g on

a h

oriz

onta

l/in

clin

ed p

lane

(fric

tionl

ess

and

roug

h), v

ertic

al m

otio

n (li

fts, r

ocke

ts e

tc.)

and

also

tw

o-bo

dy s

yste

ms

such

as

two

mas

ses

join

ed b

y a

light

(neg

ligib

le m

ass)

stri

ng

•U

nder

stan

d ap

pare

nt

wei

ght

•S

tate

New

ton’

s th

ird la

w:

Whe

n ob

ject

A e

xerts

a

forc

e on

obj

ect B

, obj

ect B

si

mul

tane

ousl

y ex

erts

an

oppo

site

ly d

irect

ed fo

rce

of

equa

l mag

nitu

de o

n ob

ject

A

•Id

entif

y ac

tion-

reac

tion

pairs

e.g

. don

key

pulli

ng a

ca

rt, a

boo

k on

a ta

ble

•Li

st th

e pr

oper

ties

of a

ctio

n-re

actio

n pa

irs



Tim

eTo

pics

Gra

de 1

1C

onte

nts,

Con

cept

s &

Ski

llsPr

actic

al A

ctiv

ities

Res

ourc

e M

ater

ial

Gui

delin

es fo

r Tea

cher

s

4 ho

urs

New

ton’

s La

w o

f Uni

vers

al

Gra

vita

tion

•S

tate

New

ton’

s La

w o

f U

nive

rsal

Gra

vita

tion

•U

se th

e eq

uatio

n fo

r N

ewto

n’s

Law

of U

nive

rsal

G

ravi

tatio

n to

cal

cula

te th

e fo

rce

two

mas

ses

exer

t on

each

oth

er 12

2

mm

FG

d=

•D

escr

ibe

wei

ght a

s th

e gr

avita

tiona

l for

ce th

e E

arth

ex

erts

on

any

obje

ct o

n or

ne

ar it

s su

rface

•C

alcu

late

the

acce

lera

tion

due

to g

ravi

ty o

n E

arth

us

ing

the

equa

tion

:

N.B

. Thi

s fo

rmul

a ca

n be

us

ed to

cal

cula

te g

on

any

plan

et u

sing

the

appr

opria

te

plan

etar

y da

ta

•C

alcu

late

wei

ght u

sing

the

expr

essi

on

W=

mg,

whe

re g

is th

e ac

cele

ratio

n du

e to

gra

vity

. N

ear t

he e

arth

the

valu

e is

ap

prox

imat

ely

9.8

m. s

-2

•C

alcu

late

the

wei

ght o

f an

obje

ct o

n ot

her p

lane

ts

with

diff

eren

t val

ues

of

grav

itatio

nal a

ccel

erat

ion

•D

istin

guis

h be

twee

n m

ass

and

wei

ght.

Kno

w th

at th

e un

it of

wei

ght i

s th

e ne

wto

n (N

) and

that

of m

ass

is th

e ki

logr

am (k

g)

•U

nder

stan

d w

eigh

tless

ness

Expe

rimen

t:Ve

rify

the

valu

e fo

r g

Tick

er ti

mer

app

arat

us,

ticke

r tap

e (p

refe

rabl

y se

lf -

carb

onat

ing

tape

), st

op w

atch

You

coul

d in

clud

e au

tom

ated

da

ta lo

ggin

g ap

para

tus

as

alte

rnat

ive

mat

eria

ls


67CAPS

GR

AD

E 11

CH

EMIS

TRY

(MAT

TER

& M

ATER

IALS

) TER

M 1

Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

6 H

OU

RS

Ato

mic

com

bina

tions

: m

olec

ular

str

uctu

reTh

e ty

pe o

f che

mic

al b

ond

in a

com

poun

d de

term

ines

the

phys

ical

and

che

mic

al p

rope

rties

of t

hat c

ompo

und.

Thr

ough

st

udyi

ng th

e st

ruct

ures

of a

tom

s, m

olec

ules

and

ions

, and

the

bond

ing

in e

lem

ents

and

com

poun

ds, l

earn

ers

will

acq

uire

kn

owle

dge

of s

ome

basi

c ch

emic

al p

rinci

ples

. By

lear

ning

the

prop

ertie

s of

met

als,

gia

nt io

nic

subs

tanc

es, s

impl

e m

olec

ular

su

bsta

nces

and

gia

nt c

oval

ent s

ubst

ance

s, y

ou c

an a

ppre

ciat

e th

e in

terr

elat

ion

betw

een

bond

ing,

stru

ctur

es a

nd p

rope

rties

of

subs

tanc

es.

2 ho

urs

A ch

emic

al b

ond

(is s

een

as

the

net e

lect

rost

atic

forc

e tw

o at

oms

shar

ing

elec

trons

exe

rt on

eac

h ot

her)

•R

ecal

l the

role

of m

odel

s in

sc

ienc

e an

d de

scrib

e th

e ex

plan

atio

ns o

f che

mic

al

bond

ing

in th

is c

ours

e as

an

appl

icat

ion

of a

mod

el

•D

educ

e th

e nu

mbe

r of

vale

nce

elec

trons

in a

n at

om o

f an

elem

ent

•R

epre

sent

ato

ms

usin

g Le

wis

dia

gram

s

•E

xpla

in, r

efer

ring

to

diag

ram

s sh

owin

g el

ectro

stat

ic fo

rces

bet

wee

n pr

oton

s an

d el

ectro

ns,

and

in te

rms

of e

nerg

y co

nsid

erat

ions

, why

- t

wo

H a

tom

s fo

rm a

n H

2 m

olec

ule,

but

- H

e do

es n

ot fo

rm H

e 2

•D

raw

a L

ewis

dia

gram

for

the

hydr

ogen

mol

ecul

e

•D

escr

ibe

a co

vale

nt

chem

ical

bon

d as

a s

hare

d pa

ir of

ele

ctro

ns

Act

ivity

:D

raw

Lew

is s

truct

ures

of t

he

elem

ents

and

det

erm

ine

the

num

ber o

f bon

ds th

e el

emen

t ca

n m

ake.

Act

ivity

:(1

) D

escr

ibe

the

form

atio

n of

the

dativ

e co

vale

nt (o

r co-

ordi

nate

cov

alen

t) bo

nd b

y m

eans

of e

lect

ron

diag

ram

us

ing

H3O

+ and

NH

4+ as

exam

ples

.

Use

any

sui

tabl

e Te

ache

r S

uppo

rt m

ater

ial t

hat

disc

usse

s th

e us

e of

mod

els

in

scie

nce,

its

bene

fits

and

shor

t-co

min

gs

The

role

of m

odel

s in

sci

ence

is

a v

ery

impo

rtant

issu

e, it

m

ust b

e ha

ndle

d ve

ry w

ell.

Bon

ding

is in

trodu

ced

in g

rade

10

.

The

atom

, the

arr

ange

men

t of

ele

ctro

ns in

to c

ore

and

vale

nce

elec

trons

.

****

****

****

****

****

****

****

*N

B!!!

Incr

ease

d st

abili

ty d

ue to

lo

wer

pot

entia

l ene

rgy

(and

hi

gher

ent

ropy

) to

be u

sed

as th

e m

ain

reas

on fo

r bo

ndin

g.**

****

****

****

****

****

****

****

The

mai

nsta

y of

Lew

is

diag

ram

s is

the

“rul

e of

two”

, th

at is

two

elec

trons

for a

bon

d ra

ther

than

the

“oct

et” r

ule

whi

ch o

nly

appl

ies

rigor

ousl

y to

the

seco

nd p

erio

d.



Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

•D

escr

ibe

and

appl

y si

mpl

e ru

les

to d

educ

e bo

nd

form

atio

n, v

iz.

- di

ffere

nt a

tom

s, e

ach

with

an

unpa

ired

vale

nce

elec

tron

can

shar

e th

ese

elec

trons

to

form

a c

hem

ical

bon

d

- di

ffere

nt a

tom

s w

ith

paire

d va

lenc

e el

ectro

ns

calle

d lo

ne p

airs

of

elec

trons

, can

not s

hare

th

ese

four

ele

ctro

ns a

nd

cann

ot fo

rm a

che

mic

al

bond

- di

ffere

nt a

tom

s, w

ith

unpa

ired

vale

nce

elec

trons

can

sha

re

thes

e el

ectro

ns a

nd

form

a c

hem

ical

bon

d fo

r eac

h el

ectro

n pa

ir sh

ared

(mul

tiple

bon

d fo

rmat

ion)

- at

oms

with

an

inco

mpl

ete

com

plem

ent

of e

lect

rons

in th

eir

vale

nce

shel

l can

sha

re

a lo

ne p

air o

f ele

ctro

ns

from

ano

ther

ato

m to

fo

rm a

co-

ordi

nate

co

vale

nt o

r dat

ive

cova

lent

bon

d (e

.g.

NH

4+ , H

3O+ )

Dra

w L

ewis

dia

gram

s,

give

n th

e fo

rmul

a an

d us

ing

elec

tron

confi

gura

tions

, for

•si

mpl

e m

olec

ules

(e.g

. F2,

H2O

, NH

3, H

F, O

F 2, H

OC

ℓ)

•m

olec

ules

with

mul

tiple

bo

nds

e.g.

(N2,

O2 a

nd

HC

N)

Sta

rt w

ith a

kno

wn

mol

ecul

e lik

e w

ater

, H2O

, and

sta

rt w

ith

the

conc

epts

of t

wo

H-a

tom

s bo

nd to

one

O-a

tom

. Thi

s le

ads

to th

e oc

tet r

ule

of

elec

trons

. Thi

s ca

n ag

ain

lead

to

the

Lew

is e

lect

ron

pair

pres

enta

tion.

The

“two

elec

trons

” per

bon

d is

just

as

untru

e as

the

“oct

et”

rule

. Bot

h ar

e ju

st U

SE

FUL

MO

DE

LS to

exp

lain

che

mic

al

bond

ing.

The

octe

t rul

e is

onl

y pr

oble

mat

ic if

it is

taug

ht a

s an

ab

solu

te. I

t is

a us

eful

rule

of

thum

b fo

r any

but

the

‘d’ b

lock

el

emen

ts. E

xcep

tions

are

for

exam

ple

BF 3.

It is

mor

e us

eful

th

an it

is p

robl

emat

ic if

it is

us

ed a

s a

gene

ral g

uide

line

rath

er th

an a

rule

Co-

ordi

nate

cov

alen

t or d

ativ

e co

vale

nt b

onds

mus

t NO

T be

don

e in

det

ail,

ON

LY th

e de

finiti

on a

nd a

n ex

ampl

e of

th

e co

ncep

t is

requ

ired


69CAPS

Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

•D

escr

ibe

and

appl

y si

mpl

e ru

les

to d

educ

e bo

nd

form

atio

n, v

iz.

- di

ffere

nt a

tom

s, e

ach

with

an

unpa

ired

vale

nce

elec

tron

can

shar

e th

ese

elec

trons

to

form

a c

hem

ical

bon

d

- di

ffere

nt a

tom

s w

ith

paire

d va

lenc

e el

ectro

ns

calle

d lo

ne p

airs

of

elec

trons

, can

not s

hare

th

ese

four

ele

ctro

ns a

nd

cann

ot fo

rm a

che

mic

al

bond

- di

ffere

nt a

tom

s, w

ith

unpa

ired

vale

nce

elec

trons

can

sha

re

thes

e el

ectro

ns a

nd

form

a c

hem

ical

bon

d fo

r eac

h el

ectro

n pa

ir sh

ared

(mul

tiple

bon

d fo

rmat

ion)

- at

oms

with

an

inco

mpl

ete

com

plem

ent

of e

lect

rons

in th

eir

vale

nce

shel

l can

sha

re

a lo

ne p

air o

f ele

ctro

ns

from

ano

ther

ato

m to

fo

rm a

co-

ordi

nate

co

vale

nt o

r dat

ive

cova

lent

bon

d (e

.g.

NH

4+ , H

3O+ )

Dra

w L

ewis

dia

gram

s,

give

n th

e fo

rmul

a an

d us

ing

elec

tron

confi

gura

tions

, for

•si

mpl

e m

olec

ules

(e.g

. F2,

H2O

, NH

3, H

F, O

F 2, H

OC

ℓ)

•m

olec

ules

with

mul

tiple

bo

nds

e.g.

(N2,

O2 a

nd

HC

N)

Sta

rt w

ith a

kno

wn

mol

ecul

e lik

e w

ater

, H2O

, and

sta

rt w

ith

the

conc

epts

of t

wo

H-a

tom

s bo

nd to

one

O-a

tom

. Thi

s le

ads

to th

e oc

tet r

ule

of

elec

trons

. Thi

s ca

n ag

ain

lead

to

the

Lew

is e

lect

ron

pair

pres

enta

tion.

The

“two

elec

trons

” per

bon

d is

just

as

untru

e as

the

“oct

et”

rule

. Bot

h ar

e ju

st U

SE

FUL

MO

DE

LS to

exp

lain

che

mic

al

bond

ing.

The

octe

t rul

e is

onl

y pr

oble

mat

ic if

it is

taug

ht a

s an

ab

solu

te. I

t is

a us

eful

rule

of

thum

b fo

r any

but

the

‘d’ b

lock

el

emen

ts. E

xcep

tions

are

for

exam

ple

BF 3.

It is

mor

e us

eful

th

an it

is p

robl

emat

ic if

it is

us

ed a

s a

gene

ral g

uide

line

rath

er th

an a

rule

Co-

ordi

nate

cov

alen

t or d

ativ

e co

vale

nt b

onds

mus

t NO

T be

don

e in

det

ail,

ON

LY th

e de

finiti

on a

nd a

n ex

ampl

e of

th

e co

ncep

t is

requ

ired

Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

2 ho

urs

Mol

ecul

ar s

hape

as

pred

icte

d us

ing

the

Vale

nce

She

ll E

lect

ron

Pai

r Rep

ulsi

on

(VS

EP

R) t

heor

y.

• S

tate

the

maj

or p

rinci

ples

us

ed in

the

VS

EP

R

The

five

idea

l mol

ecul

ar

shap

es a

ccor

ding

to th

e V

SE

PR

mod

el. (

Idea

l sha

pes

are

foun

d w

hen

ther

e ar

e N

O

lone

pai

rs o

n th

e ce

ntra

l ato

m

ON

LY b

ond

pairs

.) A

is a

lway

s th

e ce

ntra

l ato

m a

nd X

are

the

term

inal

ato

ms

- lin

ear s

hape

A

X2

(e.g

. CO

2 and

BeC

l 2)

- tri

gona

l pla

nar s

hape

A

X3 (

e.g.

BF 3)

- te

trahe

dral

sha

pe

AX

4 (e

.g. C

H4)

- tri

gona

l bip

yram

idal

sh

ape

AX

5 (e.

g. P

Cl 5)

- oc

tahe

dral

sha

pe

AX

6 (e

.g. S

F 6) M

olec

ules

w

ith lo

ne p

airs

on

the

cent

ral a

tom

CA

NN

OT

have

one

of t

he id

eal

shap

es e

.g. w

ater

m

olec

ule

• D

educ

e th

e sh

ape

of

- m

olec

ules

like

CH

4, N

H3,

H2O

, BeF

2 and

BF 3

- m

olec

ules

with

mor

e th

an fo

ur b

onds

like

P

Cℓ 5 a

nd S

F 6, an

d

- m

olec

ules

with

mul

tiple

bo

nds

like

CO

2 and

S

O2 a

nd C

2H2 fro

m th

eir

Lew

is d

iagr

ams

usin

g V

SE

PR

theo

ry

Act

ivity

:

(1)

Bui

ld th

e fiv

e id

eal

mol

ecul

ar s

hape

s w

ith

Ato

mic

Mod

el k

its o

r with

Je

lly T

ots

and

toot

h pi

cks

(2)

If yo

u ha

ve a

lone

pai

r on

the

cent

ral a

tom

, rem

ove

one

of th

e to

oth

pick

s.

The

shap

e th

at re

mai

ns

repr

esen

ts th

e sh

ape

of

the

mol

ecul

e

(3)

If yo

u ha

ve tw

o lo

ne

pairs

on

the

cent

ral a

tom

re

mov

e tw

o to

oth

pick

s.

Wha

t is

the

shap

e of

the

resu

lting

stru

ctur

e? T

his

stru

ctur

e re

pres

ents

the

mol

ecul

e (e

.g. w

ater

)N

OTE

:If

you

have

a lo

ne p

air o

n th

e ce

ntra

l ato

m O

NE

“leg

” of

the

idea

l sha

pe d

isap

pear

s (r

epre

sent

ed b

y th

e lo

ne p

air)

an

d th

at w

ill b

e th

e sh

ape

of

your

mol

ecul

e.

Det

erm

ine

wha

t lea

rner

s kn

ow

abou

t VS

EP

R a

nd w

hat d

o th

ey n

eed

to k

now

.

Defi

nitio

n

Vale

nce

shel

l ele

ctro

n pa

ir re

puls

ion

(VS

EP

R) m

odel

: is

a m

odel

for p

redi

ctin

g th

e sh

apes

of m

olec

ules

in w

hich

st

ruct

ural

ele

ctro

n pa

irs a

re

arra

nged

aro

und

each

ato

m to

m

axim

ize

the

angl

es b

etw

een

them

.

Stru

ctur

al e

lect

ron

pairs

are

bo

nd p

airs

plu

s lo

ne p

airs

.

OR

Vale

nce

shel

l ele

ctro

n pa

ir re

puls

ion

(VS

EP

R) m

odel

: is

a m

odel

for p

redi

ctin

g th

e sh

apes

of m

olec

ules

in w

hich

th

e el

ectro

n pa

irs fr

om th

e ou

ter s

hell

of a

refe

renc

e at

om a

re a

rran

ged

arou

nd th

is

atom

so

as to

min

imiz

e th

e re

puls

ion

betw

een

them

.

Not

e: Y

ou o

nly

need

Lew

is

diag

ram

s of

the

mol

ecul

e to

be

abl

e to

dec

ide

the

shap

e of

the

mol

ecul

es a

ccor

ding

to

VS

EP

R. (

Hyb

ridiz

atio

n is

NO

T ne

eded

.)



Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

1 ho

ur

Ele

ctro

nega

tivity

of a

tom

s to

ex

plai

n th

e po

larit

y of

bon

ds.

•E

xpla

in th

e co

ncep

ts

- E

lect

rone

gativ

ity

- N

on-p

olar

bon

d w

ith

exam

ples

, e.g

. H-H

- P

olar

bon

d w

ith

exam

ples

e.g

. H-C

ℓ

•S

how

pol

arity

of b

onds

us

ing

parti

al c

harg

es

δ+ H

- C

l δ-

•C

ompa

re th

e po

larit

y of

ch

emic

al b

onds

usi

ng a

ta

ble

of e

lect

rone

gativ

ities

•W

ith a

n el

ectro

nega

tivity

di

ffere

nce

∆EN

> 2

.1

elec

tron

trans

fer w

ill ta

ke

plac

e an

d th

e bo

nd w

ould

be

ioni

c

•W

ith a

n el

ectro

nega

tivity

di

ffere

nce

∆EN

> 1

the

bond

will

be

cova

lent

and

po

lar

•W

ith a

n el

ectro

nega

tivity

di

ffere

nce

∆EN

< 1

the

bond

will

be

cova

lent

and

ve

ry w

eakl

y po

lar

•W

ith a

n el

ectro

nega

tivity

di

ffere

nce

∆EN

= 0

the

bond

will

be

cova

lent

and

no

npol

ar

•S

how

how

pol

ar b

onds

do

not a

lway

s le

ad to

pol

ar

mol

ecul

es

Act

ivity

:(1

) Lo

ok a

t ide

al m

olec

ular

sh

apes

(bui

ld w

ith a

tom

ic

mod

el k

its) w

ith a

ll th

e en

d at

oms

the

sam

e (lo

ok a

t el

ectro

nega

tivity

) and

the

bond

pol

arity

and

mol

ecul

ar

pola

rity

(2)

Look

at i

deal

mol

ecul

ar

shap

es (b

uild

with

at

omic

mod

el k

its) w

ith

DIF

FER

ENT

end

atom

s (lo

ok a

t ele

ctro

nega

tivity

) an

d th

e bo

nd p

olar

ity a

nd

mol

ecul

ar p

olar

ity

Link

bac

k to

inte

rmol

ecul

ar

forc

es.

NO

TE:

The

indi

catio

ns a

bout

el

ectro

nega

tivet

y di

ffere

nces

ar

e gi

ven

NO

T as

exa

ct

scie

ntifi

c kn

owle

dge

but a

s a

guid

elin

e fo

r lea

rner

s to

wor

k w

ith in

dec

idin

g po

larit

y of

a

mol

ecul

e.

(For

teac

hers

: All

bond

s ha

ve

cova

lent

and

ioni

c ch

arac

ter.)


71CAPS

Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

1 ho

ur

Bon

d en

ergy

and

leng

th•

Giv

e a

defin

ition

of b

ond

ener

gy

•G

ive

a de

finiti

on o

f bon

d le

ngth

•E

xpla

in w

hat i

s th

e re

latio

nshi

p be

twee

n bo

nd

ener

gy a

nd b

ond

leng

th

•E

xpla

in th

e re

latio

nshi

p be

twee

n th

e st

reng

th

of a

bon

d be

twee

n tw

o ch

emic

ally

bon

ded

atom

s an

d

- th

e le

ngth

of t

he b

ond

betw

een

them

- th

e si

ze o

f the

bon

ded

atom

s

- th

e nu

mbe

r of b

onds

(s

ingl

e, d

oubl

e, tr

iple

) be

twee

n th

e at

oms

Link

to p

oten

tial e

nerg

y di

agra

m u

sed

to e

xpla

in

bond

ing

abov

e an

d po

int o

ut

the

bond

ene

rgy

and

bond

le

ngth

on

the

diag

ram

.

BE

WA

RE

!!

That

you

don

’t el

evat

e th

e Le

wis

pre

sent

atio

ns a

s ph

ysic

al tr

uths

in c

hem

ical

bo

ndin

g. T

here

are

NO

P

HY

SIC

AL

BO

ND

S; t

he

chem

ical

bon

d ju

st re

pres

ents

an

are

a of

hig

h el

ectro

n de

nsity

and

low

pot

entia

l en

ergy

.

10 H

OU

RS

Inte

rmol

ecul

ar fo

rces

In a

liqu

id o

r a s

olid

ther

e m

ust b

e fo

rces

bet

wee

n th

e m

olec

ules

ca

usin

g th

em to

be

attra

cted

to o

ne a

noth

er, o

ther

wis

e th

e m

olec

ules

wou

ld m

ove

apar

t and

bec

ome

a ga

s. T

hese

forc

es

are

calle

d in

term

olec

ular

forc

es (f

orce

s be

twee

n m

olec

ules

).

Not

e: T

his

sect

ion

falls

sho

rtly

afte

r ele

ctro

nega

tivity

and

po

larit

y ha

ve b

een

disc

usse

d -

this

sec

tion

ther

efor

e pr

ovid

es

a gr

eat r

atio

nale

for t

he

impo

rtanc

e of

und

erst

andi

ng

thes

e co

ncep

ts



Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

6 ho

urs

Inte

rmol

ecul

ar a

nd in

tera

tom

ic

forc

es (c

hem

ical

bon

ds).

Phy

sica

l sta

te a

nd d

ensi

ty

expl

aine

d in

term

s of

thes

e fo

rces

.

Par

ticle

kin

etic

ene

rgy

and

tem

pera

ture

.

•N

ame

and

expl

ain

the

diffe

rent

inte

rmol

ecul

ar

forc

es: (

i) io

n-di

pole

forc

es,

(ii) i

on-in

duce

d di

pole

fo

rces

and

(iii)

dip

ole-

dipo

le

forc

es (i

v) d

ipol

e-in

duce

d di

pole

forc

es (v

) ind

uced

di

pole

forc

es w

ith h

ydro

gen

bond

s a

spec

ial c

ase

of

dipo

le-d

ipol

e fo

rces

. The

la

st th

ree

forc

es (i

nvol

ving

di

pole

s) a

re a

lso

calle

d Va

n de

r Waa

ls fo

rces

•E

xpla

in h

ydro

gen

bond

s (d

ipol

e-di

pole

)

•R

evis

e th

e co

ncep

t of a

co

vale

nt m

olec

ule

•D

escr

ibe

the

diffe

renc

e be

twee

n in

term

olec

ular

fo

rces

and

inte

rato

mic

fo

rces

- us

ing

a di

agra

m

of a

gro

up o

f sm

all

mol

ecul

es; a

nd in

wor

ds

•R

epre

sent

a c

omm

on

subs

tanc

e, m

ade

of s

mal

l m

olec

ules

, lik

e w

ater

, usi

ng

diag

ram

s of

the

mol

ecul

es,

to s

how

mic

rosc

opic

re

pres

enta

tions

of i

ce

H2O

(s),

wat

er li

quid

H2O

(ℓ)

and

wat

er v

apou

r H2O

(g)

Pres

crib

ed e

xper

imen

t fo

r for

mal

ass

essm

ent

(1)

Inve

stig

ate

and

expl

ain

inte

rmol

ecul

ar fo

rces

an

d th

e ef

fect

s of

in

term

olec

ular

forc

es

on e

vapo

ratio

n, s

urfa

ce

tens

ion,

sol

ubili

ty, b

oilin

g po

ints

, and

cap

illar

ity

Act

ivity

:(1

) R

ead

the

labe

ls o

f diff

eren

t m

achi

ne o

ils a

nd m

otor

oi

ls: 1

5W 4

0 m

ulti

grad

e S

AE

30

mon

o gr

ade

Wha

t doe

s th

e 15

W40

st

and

for?

Wha

t is

the

diffe

renc

e be

twee

n m

ono

grad

e an

d m

ulti

grad

e oi

l?

(2)

Look

at t

he li

quid

leve

l in

a m

easu

ring

cylin

der (

wat

er,

oil,

mer

cury

…).

Wha

t do

you

obse

rve

abou

t the

m

enis

cus?

Exp

lain

Act

ivity

:(3

) C

onsi

der c

oppe

r and

gr

aphi

te a

nd e

xpla

in h

ow

heat

con

duct

ivity

wor

ks in

bo

th c

ases

Mat

eria

ls:

Evap

orat

ion

of e

than

ol,

wat

er, n

ail p

olis

h re

mov

er a

nd

met

hyla

ted

spiri

ts.

Surf

ace

tens

ion

of w

ater

, oil,

gl

ycer

ine,

nai

l pol

ish

rem

over

an

d m

ethy

late

d sp

irits

Solu

bilit

y of

sod

ium

ch

lorid

e, io

dine

, pot

assi

um

perm

anga

nate

in w

ater

, eth

anol

an

d ch

loro

form

.

Boi

ling

poin

ts o

f wat

er, o

il,

glyc

erin

e, n

ail p

olis

h re

mov

er

and

met

hyla

ted

spiri

ts

Cap

illar

ity o

f wat

er, o

il,

glyc

erin

e, n

ail p

olis

h re

mov

er

and

met

hyla

ted

spiri

ts

Visc

osity

bec

omes

qui

te tr

icky

w

hen

pred

ictio

ns n

eed

to

be m

ade

as in

term

olec

ular

fo

rces

are

not

the

only

fact

or

influ

enci

ng v

isco

sity

.

This

sec

tion

prim

arily

app

lies

to s

mal

l cov

alen

t mol

ecul

es

(for t

he p

urpo

ses

here

a

smal

l mol

ecul

e is

a m

olec

ule

whi

ch h

as a

fixe

d m

olec

ular

fo

rmul

a - a

pol

ymer

is n

ot

a sm

all m

olec

ule)

. In

ioni

c co

mpo

unds

the

ion-

ion

elec

trost

atic

attr

actio

n (4

00-

4000

kJ

mol

-1) i

s an

ord

er o

f m

agni

tude

gre

ater

than

any

of

the

inte

rmol

ecul

ar fo

rces

de

scrib

ed b

elow

.

The

3 m

ost c

omm

on ty

pes

of

inte

rmol

ecul

ar fo

rces

sho

uld

be d

escr

ibed

in th

is s

ectio

n:

Hyd

roge

n bo

ndin

g (1

0-40

kJ

mol

-1) -

hyd

roge

n bo

ndin

g oc

curs

whe

n hy

drog

en is

bo

nded

to a

n at

om w

hich

ha

s si

gnifi

cant

ly g

reat

er

elec

trone

gativ

ity e

g. O

xyge

n.

The

hydr

ogen

bon

d is

an

elec

trost

atic

attr

actio

n be

twee

n th

e pa

rtial

neg

ativ

e ch

arge

on

the

elec

trone

gativ

e at

om a

nd

the

parti

al p

ositi

ve c

harg

e on

th

e hy

drog

en fr

om a

sec

ond

mol

ecul

e. (p

resu

min

g th

at

ther

e ar

e no

t tw

o su

ch g

roup

s on

a s

ingl

e m

olec

ule)

Exa

mpl

e - w

ater

.

Dip

ole-

dipo

le in

tera

ctio

n -

(5-2

5 kJ

mol

-1 i.

e. w

eake

r tha

n hy

drog

en b

ondi

ng).

This

is th

e sm

all e

lect

rost

atic

attr

actio

n w

hich

exi

sts

betw

een

two

perm

anen

t dip

oles

.


73CAPS

Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

•Ill

ustra

te th

e pr

opos

ition

th

at in

term

olec

ular

forc

es

incr

ease

with

incr

easi

ng

mol

ecul

ar s

ize

with

ex

ampl

es e

.g. H

e, O

2, C

8H18

(p

etro

l), C

23H

48(w

ax).

(Onl

y fo

r van

der

Waa

ls fo

rces

.)

•E

xpla

in d

ensi

ty o

f mat

eria

l in

term

s of

the

num

ber o

f m

olec

ules

in a

uni

t vol

ume,

e.

g. c

ompa

re g

ases

, liq

uids

an

d so

lids

•E

xpla

in th

e re

latio

nshi

p be

twee

n th

e st

reng

th o

f in

term

olec

ular

forc

es a

nd

mel

ting

poin

ts a

nd b

oilin

g po

ints

of s

ubst

ance

s co

mpo

sed

of s

mal

l m

olec

ules

•C

ontra

st th

e m

eltin

g po

ints

of

sub

stan

ces

com

pose

d of

sm

all m

olec

ules

with

thos

e of

larg

e m

olec

ules

whe

re

bond

s m

ust b

e br

oken

for

subs

tanc

es to

mel

t

•D

escr

ibe

ther

mal

exp

ansi

on

of a

sub

stan

ce a

nd h

ow it

is

rela

ted

to th

e m

otio

n of

m

olec

ules

in a

sub

stan

ce

com

pose

d of

sm

all

mol

ecul

es e

.g. a

lcoh

ol in

a

ther

mom

eter

•E

xpla

in th

e di

ffere

nces

be

twee

n th

erm

al

cond

uctiv

ity in

non

-met

als

and

met

als

Exa

mpl

e I-C

l. Io

dine

is le

ss

elec

trone

gativ

e th

an c

hlor

ine

and

ther

efor

e io

dine

has

a

parti

al p

ositi

ve c

harg

e an

d ch

lorin

e a

parti

al n

egat

ive

char

ge. I

-Cl w

ill h

ave

a hi

gher

bo

iling

poi

nt th

an e

ither

I 2 or

Cl 2 .

Indu

ced

dipo

le-in

duce

d fo

rces

(or d

ispe

rsio

n fo

rces

or

Lon

don

forc

es) -

(0.0

5-40

kJ

mol

-1) W

hen

two

non-

pola

r m

olec

ules

app

roac

h ea

ch

othe

r thi

s is

slig

ht d

isto

rtion

in

the

elec

tron

clou

d of

bot

h m

olec

ules

whi

ch re

sults

in

a sm

all a

ttrac

tion

betw

een

the

two

mol

ecul

es e

g C

H4.

The

larg

er th

e m

olec

ule

the

grea

ter t

he d

ispe

rsio

n fo

rce.

D

ispe

rsio

n fo

rces

are

onl

y si

gnifi

cant

in th

e ab

senc

e of

an

y ot

her i

nter

actio

n.

Als

o no

te th

at m

olec

ular

siz

e is

onl

y a

sign

ifica

nt fa

ctor

in

disp

ersi

on fo

rces

.



Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

4 ho

urs

The

chem

istry

of w

ater

(Mac

rosc

opic

pro

perti

es o

f th

e th

ree

phas

es o

f wat

er

rela

ted

to th

eir s

ub-m

icro

scop

ic

stru

ctur

e.)

•D

escr

ibe

the

shap

e of

the

wat

er m

olec

ule

and

its p

olar

na

ture

•W

ater

’s u

niqu

e fe

atur

es

are

due

to th

e hy

drog

en

bond

ing

in s

olid

, liq

uid

and

gase

ous

wat

er

•In

dica

te th

e nu

mbe

r of H

2O

mol

ecul

es in

1 li

tre o

f wat

er

•Th

e hy

drog

en b

onds

re

quire

a lo

t of e

nerg

y to

br

eak;

ther

efor

e w

ater

ca

n ab

sorb

a lo

t of

ener

gy b

efor

e th

e w

ater

te

mpe

ratu

re ri

ses

•Th

e hy

drog

en b

onds

fo

rmed

by

the

wat

er

mol

ecul

es e

nabl

e w

ater

to

abso

rb h

eat f

rom

the

sun.

Th

e se

a ac

ts a

s re

serv

oir o

f he

at a

nd is

abl

e to

ens

ure

the

earth

has

a m

oder

ate

clim

ate

•E

xpla

in th

at b

ecau

se

of it

s po

lar n

atur

e an

d co

nseq

uent

hyd

roge

n bo

ndin

g th

at th

ere

are

stro

ng fo

rces

of a

ttrac

tion

betw

een

wat

er m

olec

ules

th

at c

ause

a h

igh

heat

of

vapo

rizat

ion,

(wat

er n

eeds

a

lot o

f ene

rgy

befo

re it

w

ill e

vapo

rate

) and

an

unus

ually

hig

her t

han

expe

cted

boi

ling

poin

t whe

n co

mpa

red

to o

ther

hyd

rides

•A

decr

ease

in d

ensi

ty

whe

n th

e w

ater

free

zes

help

s w

ater

mod

erat

e th

e te

mpe

ratu

re o

f the

ear

th

and

its c

limat

e

Act

ivity

:(1

) B

uild

a w

ater

mol

ecul

e w

ith

mar

bles

and

pre

stik

or w

ith

Jelly

Tot

s an

d to

oth

pick

s.

Or w

ith a

tom

ic m

odel

kits

(2)

Bui

ld m

odel

s of

ice,

wat

er

and

wat

er v

apou

r with

at

omic

mod

el k

its. W

hat

does

the

stru

ctur

e of

the

diffe

rent

sta

tes

of m

atte

r of

wat

er te

ll yo

u?

(3)

Mea

sure

the

boili

ng p

oint

an

d m

eltin

g po

int o

f wat

er

and

dete

rmin

e th

e he

atin

g cu

rve

and

cool

ing

curv

e of

w

ater

Rec

omm

ende

d ex

perim

ent

for i

nfor

mal

ass

essm

ent

Inve

stig

ate

the

phys

ical

pr

oper

ties

of w

ater

(den

sity

, BP,

M

P, e

ffect

ivity

as

solv

ent,

…)

A ve

ry u

sefu

l PH

ET

sim

ulat

ion

of th

e ph

ase

chan

ges

of w

ater

is

ava

ilabl

e fo

r tho

se s

choo

ls

with

acc

ess

Exp

lain

the

extra

ordi

nary

pr

oper

ties

of w

ater

and

the

effe

cts

this

hav

e in

nat

ure.

Fits

in w

ell a

fter c

once

pts

of

pola

rity

and

IMF.

Use

the

wat

er m

olec

ule

to

sum

mar

ise

bond

ing,

pol

arity

, lin

k be

twee

n ph

ysic

al

prop

ertie

s an

d ch

emic

al

prop

ertie

s, IM

F, e

tc.

The

prop

ertie

s of

wat

er p

lay

an

impo

rtant

role

in th

e us

e of

the

follo

win

g tra

ditio

nal a

ppar

atus

:

(a)

Wat

er b

ag o

n th

e ou

tsid

e of

yo

ur c

ar o

r cam

el.

(b)

Cla

y po

ts a

nd c

araf

es t

o ke

ep fo

od o

r wat

er.

(c)

“Saf

e”

or

“coo

l ro

om”

to

keep

food

coo

l and

pre

vent

de

cay.

Exp

lain

how

the

pro

perti

es o

f w

ater

influ

ence

the

fun

ctio

n of

th

e ap

para

tus.


75CAPS

Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

•Th

e de

nsity

of t

he ic

e is

le

ss th

an th

e de

nsity

of

the

liqui

d an

d ic

e flo

ats

on

wat

er fo

rmin

g an

insu

latin

g la

yer b

etw

een

wat

er a

nd

the

atm

osph

ere

keep

ing

the

wat

er fr

om fr

eezi

ng a

nd

pres

ervi

ng a

quat

ic li

fe (t

he

only

liqu

id w

hich

free

zes

from

the

top

dow

n)

ASS

ESSM

ENT

TER

M 1

TER

M 1

: Pre

scrib

ed F

orm

al A

sses

smen

t1.

Investigatetherelatio

nshipbetweenforceandacceleratio

n(Verificatio

nofNew

ton’ssecond

law)

2.

Con

trol

Tes

t



TER

M 2

GR

AD

E 11

GR

AD

E 11

PH

YSIC

S (W

AVES

, SO

UN

D &

LIG

HT)

TER

M 2

Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

10 H

OU

RS

Geo

met

rical

opt

ics:

3 ho

urs

Ref

ract

ion

•R

evis

ion:

exp

lain

refle

ctio

n

•R

evis

ion:

Sta

te th

e la

w o

f re

flect

ion

•D

efine

the

spee

d of

ligh

t as

bei

ng c

onst

ant w

hen

pass

ing

thro

ugh

a gi

ven

med

ium

and

hav

ing

a m

axim

um v

alue

of

c =

3 x

108 m

. s-1 in

a

vacu

um.

•D

efine

refra

ctio

n

•D

efine

refra

ctiv

e in

dex

as

cn

v=

•D

efine

opt

ical

den

sity

•K

now

that

the

refra

cted

in

dex

is re

late

d to

the

optic

al d

ensi

ty.

•E

xpla

in th

at re

fract

ion

is a

ch

ange

of w

ave

spee

d in

di

ffere

nt m

edia

, whi

le th

e fre

quen

cy re

mai

ns c

onst

ant

•D

efine

Nor

mal

•D

efine

ang

le o

f inc

iden

ce

•D

efine

ang

le o

f ref

ract

ion

•S

ketc

h ra

y di

agra

ms

to

show

the

path

of a

ligh

t ray

th

roug

h di

ffere

nt m

edia

Prac

tical

Dem

onst

ratio

n or

Ex

perim

ent o

r Inv

estig

atio

n:P

ropa

gatio

n of

ligh

t fro

m a

ir in

to g

lass

and

bac

k in

to a

ir

Pro

paga

tion

of li

ght f

rom

one

m

ediu

m in

to o

ther

med

ium

Mat

eria

ls:

Rec

tang

ular

gla

ss b

lock

, ray

bo

x, c

olou

r filte

rs, g

lass

blo

cks

of o

ther

sha

pes,

wat

er, p

aper

, pe

ncil,

rule

r, pr

otra

ctor

Rev

ise

refle

ctio

n fro

m m

irror

s do

ne in

pre

viou

s gr

ades


77CAPS

Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

4 ho

urs

Sne

ll’s L

aw•

Sta

te th

e re

latio

nshi

p be

twee

n th

e an

gles

of

inci

denc

e an

d re

fract

ion

and

the

refra

ctiv

e in

dice

s of

the

med

ia w

hen

light

pa

sses

from

one

med

ium

in

to a

noth

er (S

nell’s

Law

)

•A

pply

Sne

ll’s L

aw to

pr

oble

ms

invo

lvin

g lig

ht

rays

pas

sing

from

one

m

ediu

m in

to a

noth

er

•D

raw

ray

diag

ram

s sh

owin

g th

e pa

th o

f lig

ht w

hen

it tra

vels

from

a m

ediu

m

with

hig

her r

efra

ctiv

e in

dex

to o

ne o

f low

er re

fract

ive

inde

x an

d vi

ce v

ersa

Rec

omm

ende

d pr

ojec

t:Ve

rifyi

ng S

nell’s

Law

s an

d de

term

ine

the

refra

ctiv

e in

dex

of an u

nkno

wn

solid

tran

spar

ent

mat

eria

l usi

ng S

nell’s

law

Mat

eria

ls:

Gla

ss b

lock

, Ray

box

, 0-3

600

prot

ract

or, A

4 pa

per

Mat

eria

ls:

Gla

ss b

lock

, Ray

box

, 0-3

600

prot

ract

or, A

4 pa

per,

diffe

rent

so

lid tr

ansp

aren

t mat

eria

ls

It is

use

ful t

o us

e an

alog

ies

to

expl

ain

why

ligh

t wav

es b

end

inw

ards

tow

ards

the

norm

al

whe

n th

ey s

low

dow

n (p

ass

into

a m

ediu

m w

ith h

ighe

r re

fract

ive

inde

x) o

r out

war

ds

whe

n th

ey s

peed

up

(pas

s in

to a

med

ium

with

low

er

refra

ctiv

e in

dex)

. One

ana

logy

is

a la

wnm

ower

that

mov

es

from

a p

atch

of s

hort

gras

s to

a p

atch

of l

ong

gras

s. T

he

tyre

in th

e lo

ng g

rass

will

go

slow

er th

an th

e on

e in

the

shor

t gr

ass,

cau

sing

the

path

of t

he

law

nmow

er to

ben

d in

war

ds.

3 ho

urs

Crit

ical

ang

les

and

tota

l int

erna

l

refle

ctio

n

•E

xpla

in th

e co

ncep

t of

criti

cal a

ngle

•Li

st th

e co

nditi

ons

requ

ired

for t

otal

inte

rnal

refle

ctio

n

•U

se S

nell’s

Law

to c

alcu

late

th

e cr

itica

l ang

le a

t the

su

rface

bet

wee

n a

give

n pa

ir of

med

ia

•E

xpla

in th

e us

e of

opt

ical

fib

ers

in e

ndos

cope

s an

d te

leco

mm

unic

atio

ns

Rec

omm

ende

d ex

perim

ent

for i

nfor

mal

ass

essm

ent:

Det

erm

ine

the

criti

cal a

ngle

of

a re

ctan

gula

r gla

ss (c

lear

) bl

ock

Mat

eria

ls:

Gla

ss b

lock

, Ray

box



Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

3 H

OU

RS

2D a

nd 3

D W

avef

ront

s

3 ho

urs

Diff

ract

ion

•D

efine

a w

avef

ront

as

an

imag

inar

y lin

e th

at c

onne

cts

wav

es th

at a

re in

pha

se

(e.g

. all

at th

e cr

est o

f the

ir cy

cle)

•S

tate

Huy

gen’

s pr

inci

ple.

•D

efine

diff

ract

ion

as th

e ab

ility

of a

wav

e to

spr

ead

out i

n w

avef

ront

s as

they

pa

ss th

roug

h a

smal

l ap

ertu

re o

r aro

und

a sh

arp

edge

•A

pply

Huy

gen’

s pr

inci

ple

to e

xpla

in d

iffra

ctio

n qu

alita

tivel

y. L

ight

and

dar

k ar

eas

can

be d

escr

ibed

in

term

s of

con

stru

ctiv

e an

d de

stru

ctiv

e in

terfe

renc

e of

se

cond

ary

wav

elet

s

•S

ketc

h th

e di

ffrac

tion

patte

rn fo

r a s

ingl

e sl

it

•U

nder

stan

d th

at

degr

ee o

f diff

ract

ion∝

⋋ w

whe

re w

= s

lit w

idth

•U

nder

stan

d th

at d

iffra

ctio

n of

ligh

t dem

onst

rate

s th

e w

ave

natu

re o

f lig

ht

Expe

rimen

t / D

emon

stra

tion

Dem

onst

rate

diff

ract

ion

usin

g a

sing

le s

lit

Mat

eria

ls:

Sin

gle

slit

(lear

ner’s

can

mak

e th

is u

sing

a s

mal

l pla

ne m

irror

or

usi

ng a

sm

all r

ecta

ngul

ar

plan

e sh

eet o

f gla

ss th

at is

pa

inte

d bl

ack

on o

ne s

ide)

Stra

ight

fila

men

t bul

b, c

olou

r fil

ters

It is

ver

y he

lpfu

l to

use

wat

er

wav

es in

a ri

pple

tank

to

dem

onst

rate

diff

ract

ion.


79CAPS

GR

AD

E 11

CH

EMIS

TRY

(MAT

TER

& M

ATER

IALS

) TER

M 2

Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

8 H

OU

RS

Idea

l gas

es a

nd th

erm

al

prop

ertie

s:S

tude

nts

are

expe

cted

to k

now

the

idea

l gas

equ

atio

n, w

hich

de

scrib

es th

e pr

essu

re, v

olum

e, a

nd te

mpe

ratu

re re

latio

nshi

p of

gas

es. T

he k

inet

ic m

olec

ular

theo

ry d

escr

ibes

the

mot

ion

of

atom

s an

d m

olec

ules

and

exp

lain

s th

e pr

oper

ties

of g

ases

.

1 ho

ur

Mot

ion

of p

artic

les;

Kin

etic

theo

ry o

f gas

es;

•D

escr

ibe

the

mot

ion

of

indi

vidu

al m

olec

ules

i.e.

- co

llisi

ons

with

eac

h ot

her a

nd th

e w

alls

of

the

cont

aine

r

- m

olec

ules

in a

sam

ple

of g

as m

ove

at d

iffer

ent

spee

ds

•E

xpla

in th

e id

ea o

f ‘a

vera

ge s

peed

s’ in

the

cont

ext o

f mol

ecul

es o

f a

gas

•D

escr

ibe

an id

eal g

as in

te

rms

of th

e m

otio

n of

m

olec

ules

•E

xpla

in h

ow a

real

gas

di

ffers

from

an

idea

l gas

•S

tate

the

cond

ition

s un

der w

hich

a re

al g

as

appr

oach

es id

eal g

as

beha

vior

•U

se k

inet

ic th

eory

to

expl

ain

the

gas

law

s

Inte

grat

e th

e te

achi

ng o

f thi

s se

ctio

n in

to th

e tre

atm

ent o

f th

e id

eal g

as la

ws

that

follo

ws

Link

this

sec

tion

to K

MT

from

gr

ade

10



Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

6 ho

urs

Idea

l gas

law

•D

escr

ibe

the

rela

tions

hip

betw

een

volu

me

and

pres

sure

for a

fixe

d am

ount

of

a g

as a

t con

stan

t te

mpe

ratu

re (B

oyle

’s L

aw)

•D

escr

ibe

the

rela

tions

hip

betw

een

volu

me

and

tem

pera

ture

for a

fixe

d am

ount

of a

gas

at

cons

tant

pre

ssur

e (C

harle

s’

Law

) and

•D

escr

ibe

the

rela

tions

hip

betw

een

pres

sure

and

te

mpe

ratu

re fo

r a fi

xed

amou

nt o

f a g

as a

t co

nsta

nt v

olum

e (G

ay

Luss

ac)

- pr

actic

ally

usi

ng a

n ex

ampl

e

- by

inte

rpre

ting

a ty

pica

l ta

ble

of re

sults

- us

ing

rele

vant

gra

phs

(intro

duci

ng th

e K

elvi

n sc

ale

of te

mpe

ratu

re

whe

re a

ppro

pria

te)

- us

ing

sym

bols

(‘∝

’) an

d th

e w

ords

‘dire

ctly

pr

opor

tiona

l’ an

d ‘in

vers

ely

prop

ortio

nal’

as a

pplic

able

- w

ritin

g a

rele

vant

eq

uatio

n

•C

ombi

ne th

e th

ree

gas

law

s in

to th

e id

eal g

as la

w,

PV

= n

RT

•U

se th

e ga

s la

ws

to s

olve

pr

oble

ms,

P1V

1/T1 =

P2V

2/T2

Rec

omm

ende

d ex

perim

ent

for i

nfor

mal

ass

essm

ent

(1)

Verif

y B

oyle

’s la

w

Expe

rimen

t:(2

) Ve

rify

Cha

rles’

law

(exp

2)

Mat

eria

ls:

Pre

ssur

e ga

uge.

10

ml

syrin

ge, 3

cm

sili

cone

tubi

ng

to a

ttach

syr

inge

to p

ress

ure

gaug

e, w

ater

bow

l.

Mat

eria

ls:

Bur

ner,

glas

s be

aker

, 10

ml

syrin

ge, s

topp

er fo

r syr

inge

, th

erm

omet

er (-

100 -

100

0 C),

wat

er b

owl,

ice.

This

sec

tion

is a

n ex

celle

nt

oppo

rtuni

ty to

sho

w th

e re

latio

nshi

p be

twee

n m

acro

an

d m

icro

, e.g

. exp

lain

the

pres

sure

vol

ume

rela

tions

hip

in te

rms

of p

artic

le m

otio

ns.

It is

an

impo

rtant

sec

tion

for

illus

tratin

g an

d as

sess

ing

unde

rsta

ndin

g of

inve

stig

ativ

e pr

oces

s, th

e re

latio

nshi

p be

twee

n th

eory

and

ex

perim

ent,

the

impo

rtanc

e of

em

piric

al d

ata

and

mat

hem

atic

al m

odel

ling

of

rela

tions

hips

.

Link

to s

kills

topi

c in

gra

de 1

0


81CAPS

Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

•G

ive

the

cond

ition

s un

der

whi

ch th

e id

eal g

as la

w

does

not

app

ly to

a re

al g

as

and

expl

ain

why

•C

onve

rt C

elsi

us to

Kel

vin

for u

se in

idea

l gas

law

1 ho

ur

Tem

pera

ture

and

hea

ting,

pr

essu

re;

•E

xpla

in th

e te

mpe

ratu

re

of a

gas

in te

rms

of th

e av

erag

e ki

netic

ene

rgy

of

the

mol

ecul

es o

f the

gas

•E

xpla

in th

e pr

essu

re

exer

ted

by a

gas

in te

rms

of th

e co

llisi

on o

f the

m

olec

ules

with

the

wal

ls o

f th

e co

ntai

ner



GR

AD

E 11

CH

EMIS

TRY

(CH

EMIC

AL

CH

AN

GE)

TER

M 2

Tim

eTo

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

12 H

OU

RS

Qua

ntita

tive

aspe

cts

of

chem

ical

cha

nge

The

cons

erva

tion

of a

tom

s in

che

mic

al re

actio

ns le

ads

to th

e pr

inci

ple

of c

onse

rvat

ion

of m

atte

r and

the

abili

ty to

cal

cula

te th

e m

ass

of p

rodu

cts

and

reac

tant

s.

(Sto

ichi

omet

ry)

3 ho

urs

Mol

ar v

olum

e of

gas

es;

conc

entra

tion

of s

olut

ions

.•

1 m

ole

of g

as o

ccup

ies

22.4

dm

3 at 0

0 C (2

73 K

) and

1

atm

osph

ere

(101

.3 k

Pa)

•In

terp

ret b

alan

ced

reac

tion

equa

tions

in te

rms

of

volu

me

rela

tions

hips

for

gase

s un

der t

he s

ame

cond

ition

s of

tem

pera

ture

an

d pr

essu

re (v

olum

e of

gas

es is

dire

ctly

pr

opor

tiona

l to

the

num

ber

of p

artic

les

of th

e ga

ses)

•C

alcu

late

mol

ar

conc

entra

tion

of a

sol

utio

n

Expe

rimen

t:(1

) M

ake

stan

dard

sol

utio

ns o

f or

dina

ry s

alts

Act

ivity

:(2

) D

o tit

ratio

n ca

lcul

atio

ns

(3)

Pre

cipi

tatio

n ca

lcul

atio

ns:

calc

ulat

e th

e m

ass

of th

e pr

ecip

itate

Mak

e a

flow

dia

gram

of a

ll th

e st

oich

iom

etry

cal

cula

tions

.

Link

bac

k to

gas

law

s. E

xpre

ss

as S

I uni

ts

6 ho

urs

Mor

e co

mpl

ex S

toic

hiom

etric

ca

lcul

atio

ns•

Per

form

sto

ichi

omet

ric

calc

ulat

ions

usi

ng b

alan

ced

equa

tions

that

may

incl

ude

limiti

ng re

agen

ts

•D

o st

oich

iom

etric

ca

lcul

atio

n to

det

erm

ine

the

perc

ent y

ield

of a

che

mic

al

reac

tion

•D

o ca

lcul

atio

ns to

de

term

ine

empi

rical

fo

rmul

a an

d m

olec

ular

fo

rmul

a of

com

poun

ds

(rev

ise

empi

rical

form

ula

calc

ulat

ions

don

e in

gra

de

10)

•D

eter

min

e th

e pe

rcen

t C

aCO

3 in

an im

pure

sam

ple

of s

ea s

hells

(pur

ity o

r pe

rcen

t com

posi

tion)

Rec

omm

ende

d ex

perim

ent

for i

nfor

mal

ass

essm

ent

(1)

Det

erm

ine

the

mas

s of

P

bO2 p

repa

red

from

a

certa

in m

ass

of P

b(N

O3) 2

Mat

eria

ls:

Hea

ting

stan

d, w

atch

gla

ss,

test

tube

s, s

patu

la, p

rope

ttes,

gl

ass

beak

er, b

urne

r, fu

nnel

, fil

ter p

aper

, mea

surin

g cy

linde

r, st

irrin

g ro

d, le

ad(II

) nitr

ate,

w

ater

, sod

ium

hyd

roxi

de,

dilu

te n

itric

aci

d, m

ass

met

er,

blea

chin

g ag

ent.

Use

sub

mic

rosc

ale

repr

esen

tatio

ns to

exp

lain

how

st

oich

iom

etric

ratio

s w

ork.

Rem

embe

r!M

ass

met

er e

xper

imen

ts c

an

also

be

done

with

out m

ass

met

ers!

!

Ele

ctro

nic

pock

et s

cale

(0,1

g to

500

g).


83CAPS

Tim

eTo

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

3 ho

urs

Volu

me

rela

tions

hips

in

gase

ous

reac

tions

.•

Do

stoi

chio

met

ric

calc

ulat

ions

with

exp

losi

ons

as re

actio

ns d

urin

g w

hich

a

grea

t man

y m

olec

ules

are

pr

oduc

ed in

the

gas

phas

e so

that

ther

e is

a m

assi

ve

incr

ease

in v

olum

e e.

g.

amm

oniu

m n

itrat

e in

min

ing

or p

etro

l in

a ca

r cyl

inde

r.

2NH

4NO

3 → 2

N2(g

) +

4H2O

(g) +

O2(g

) 2C

8H18

+ 2

5O2 →

16C

O2 +

18

H2O

G

ive

the

reac

tions

and

us

e it

in s

toic

hiom

etric

ca

lcul

atio

ns

•D

o as

app

licat

ion

the

func

tioni

ng o

f airb

ags.

S

odiu

m a

zide

reac

tion:

2N

aN3(s

) → 2

Na(

s) +

3N

2(g) R

eact

ion

mus

t be

giv

en w

hen

used

in

calc

ulat

ions

The

ther

mal

dec

ompo

sitio

n of

am

mon

ium

nitr

ate.

2N

H4N

O3 →

2N

2(g) +

4H

2O(g

) +

O2(g

) R

eact

ion

mus

t be

give

n w

hen

used

in c

alcu

latio

ns.

ASS

ESSM

ENT

TER

M 2

TER

M 2

: Pre

scrib

ed F

orm

al A

sses

smen

t1.

Ex

perim

ent (

Che

mis

try)

: The

effe

cts

of in

term

olec

ular

forc

es.

2.

Mid

year

Exa

min

atio

n



TER

M 3

GR

AD

E 11

GR

AD

E 11

PH

YSIC

S (E

LEC

TRIC

ITY

& M

AG

NET

ISM

) TER

M 3

Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

6 H

OU

RS

Elec

tros

tatic

s

3 ho

urs

Cou

lom

b’s

Law

•S

tate

Cou

lom

b’s

Law

, w

hich

can

be

repr

esen

ted

mat

hem

atic

ally

as

�

F=

kQ1Q

2

r2

•S

olve

pro

blem

s us

ing

Cou

lom

b’s

Law

to c

alcu

late

th

e fo

rce

exer

ted

on a

ch

arge

by

one

or m

ore

char

ges

in o

ne d

imen

sion

(1

D) a

nd tw

o di

men

sion

s (2

D).

Her

e is

ano

ther

con

text

in

whi

ch to

app

ly s

uper

posi

tion—

the

forc

es e

xerte

d on

a c

harg

e du

e to

sev

eral

oth

er c

harg

es

can

be s

uper

pose

d to

find

the

net f

orce

act

ing

on th

e ch

arge

.

Get

lear

ners

to d

raw

free

bod

y di

agra

ms

show

ing

the

forc

es

actin

g on

the

char

ges.

Als

o lin

k to

N3-

two

char

ges

exer

t for

ces

of e

qual

mag

nitu

de o

n on

e an

othe

r in

oppo

site

dire

ctio

ns.

Whe

n su

bstit

utin

g in

to th

e C

oulo

mb’

s La

w e

quat

ion,

it is

no

t nec

essa

ry to

incl

ude

the

sign

s of

the

char

ges.

Inst

ead,

se

lect

a p

ositi

ve d

irect

ion.

Th

en fo

rces

that

tend

to m

ove

the

char

ge in

this

dire

ctio

n ar

e ad

ded,

whi

le fo

rces

that

act

in

the

oppo

site

dire

ctio

n ar

e su

btra

cted

.

Mak

e a

link

with

Gra

de 1

1 M

echa

nics

, New

ton’

s La

w

of U

nive

rsal

Gra

vita

tion

i.e.

Cou

lom

b’s

Law

is a

lso

an

inve

rse

squa

re la

w. T

he tw

o eq

uatio

ns h

ave

the

sam

e fo

rm.

They

bot

h re

pres

ent t

he fo

rce

exer

ted

by p

artic

les

(mas

ses

or c

harg

es) o

n ea

ch o

ther

that

in

tera

ct b

y m

eans

of a

fiel

d.


85CAPS

Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

NO

TE:

Res

trict

2D

pro

blem

s to

thre

e ch

arge

s in

a ri

ght a

ngle

d fo

rmat

ion

and

look

at t

he n

et

forc

e ac

ting

on th

e ch

arge

po

sitio

ned

at th

e rig

ht a

ngle

.

3 ho

urs

Ele

ctric

fiel

d•

Des

crib

e an

ele

ctric

fiel

d as

a re

gion

of s

pace

in

whi

ch a

n el

ectri

c ch

arge

ex

perie

nces

a fo

rce.

The

di

rect

ion

of th

e el

ectri

c fie

ld

at a

poi

nt is

the

dire

ctio

n th

at a

pos

itive

test

cha

rge

(+1C

) wou

ld m

ove

if pl

aced

at

that

poi

nt

•D

raw

ele

ctric

fiel

d lin

es fo

r va

rious

con

figur

atio

ns o

f ch

arge

s

•D

efine

the

mag

nitu

de o

f the

el

ectri

c fie

ld a

t a p

oint

as

the

forc

e pe

r uni

t cha

rge

E

= F

/q

⟶ E a

nd ⟶ F

are

vec

tors

Dis

cuss

the

fact

that

ele

ctric

fie

ld li

nes,

like

mag

netic

fiel

d lin

es (s

ee G

rade

10)

, are

a

way

of r

epre

sent

ing

the

elec

tric

field

at a

poi

nt. A

rrow

s on

the

field

line

s in

dica

te th

e di

rect

ion

of th

e fie

ld, i

.e. t

he

dire

ctio

n a

posi

tive

test

cha

rge

wou

ld m

ove.

Ele

ctric

fiel

d lin

es

ther

efor

e po

int a

way

from

po

sitiv

e ch

arge

s an

d to

war

ds

nega

tive

char

ges.

Fie

ld li

nes

are

draw

n cl

oser

toge

ther

w

here

the

field

is s

trong

er.

Als

o, th

e nu

mbe

r of fi

eld

lines

pa

ssin

g th

roug

h a

surfa

ce

is p

ropo

rtion

al to

the

char

ge

encl

osed

by

the

surfa

ce.

•D

educ

e th

at th

e fo

rce

actin

g on

a c

harg

e in

an

elec

tric

field

is F

= q

E

•C

alcu

late

the

elec

tric

field

at

a p

oint

due

to a

num

ber

of p

oint

cha

rges

, usi

ng th

e eq

uatio

n

�

E=

kQ r2

to d

eter

min

e th

e co

ntrib

utio

n to

the

field

due

to

eac

h ch

arge

The

elec

tric

field

s du

e to

a

num

ber o

f cha

rges

can

be

sup

erpo

sed.

As

with

C

oulo

mb’

s La

w c

alcu

latio

ns,

do n

ot s

ubst

itute

the

sign

of

the

char

ge in

to th

e eq

uatio

n fo

r el

ectri

c fie

ld. I

nste

ad, c

hoos

e a

posi

tive

dire

ctio

n, a

nd th

en

eith

er a

dd o

r sub

tract

the

cont

ribut

ion

to th

e el

ectri

c fie

ld

due

to e

ach

char

ge d

epen

ding

up

on w

heth

er it

poi

nts

in th

e po

sitiv

e or

neg

ativ

e di

rect

ion,

re

spec

tivel

y.



Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

6 H

OU

RS

Elec

trom

agne

tism

3 ho

urs

Mag

netic

fiel

d as

soci

ated

with

cu

rren

t car

ryin

g w

ires

•P

rovi

de e

vide

nce

for t

he

exis

tenc

e of

a m

agne

tic

field

(B) n

ear a

cur

rent

ca

rryi

ng w

ire

•U

se th

e R

ight

Han

d R

ule

to d

eter

min

e th

e m

agne

tic

field

(B) a

ssoc

iate

d w

ith: (

i) a

stra

ight

cur

rent

car

ryin

g w

ire, (

ii) a

cur

rent

car

ryin

g lo

op (s

ingl

e) o

f wire

and

(iii)

a

sole

noid

•D

raw

the

mag

netic

fiel

d lin

es a

roun

d (i)

a s

traig

ht

curr

ent c

arry

ing

wire

, (ii)

a

curr

ent c

arry

ing

loop

(s

ingl

e) o

f wire

and

(iii)

a

sole

noid

•D

iscu

ss q

ualit

ativ

ely

the

envi

ronm

enta

l im

pact

of

over

head

ele

ctric

al c

able

s

Prac

tical

Dem

onst

ratio

n:

Get

le

arne

rs

to

obse

rve

the

mag

netic

fiel

d ar

ound

a c

urre

nt

carr

ying

wire

Proj

ect:

Mak

e an

ele

ctro

mag

net

Mat

eria

ls:

Pow

er s

uppl

y, w

ire, r

etor

t st

and,

car

dboa

rd, s

ever

al

com

pass

es.

Iron

nail,

thin

insu

late

d co

pper

w

ire, t

wo

or m

ore

D-c

ell

batte

ries,

one

pai

r of w

ire

strip

per,

pape

r clip

s

A si

mpl

e fo

rm o

f evi

denc

e fo

r th

e ex

iste

nce

of a

mag

netic

fie

ld n

ear a

cur

rent

car

ryin

g w

ire is

that

a c

ompa

ss n

eedl

e pl

aced

nea

r the

wire

will

de

flect

.


87CAPS

Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

3 ho

urs

Fara

day’

s La

w.

•S

tate

Far

aday

’s L

aw.

•U

se w

ords

and

pic

ture

s to

des

crib

e w

hat h

appe

ns

whe

n a

bar m

agne

t is

push

ed in

to o

r pul

led

out o

f a

sole

noid

con

nect

ed to

a

galv

anom

eter

•U

se th

e R

ight

Han

d R

ule

to d

eter

min

e th

e di

rect

ion

of th

e in

duce

d cu

rren

t in

a so

leno

id w

hen

the

north

or

sout

h po

le o

f a m

agne

t is

inse

rted

or p

ulle

d ou

t

•K

now

that

for a

loop

of

area

A in

the

pres

ence

of

a un

iform

mag

netic

fiel

d B

, the

mag

netic

flux

(Ø)

pass

ing

thro

ugh

the

loop

is

defi

ned

as: Ø

= B

Aco

sθ,

whe

re θ

is th

e an

gle

betw

een

the

mag

netic

fiel

d B

and

the

norm

al to

the

loop

of a

rea

A

•K

now

that

the

indu

ced

curr

ent fl

ows

in a

dire

ctio

n so

as

to s

et u

p a

mag

netic

fie

ld to

opp

ose

the

chan

ge

in m

agne

tic fl

ux

Prac

tical

Dem

onst

ratio

n:Fa

rada

y’s

law

Mat

eria

ls:

Sol

enoi

d, b

ar m

agne

t, ga

lvan

omet

er, c

onne

ctin

g w

ires.

Stre

ss th

at F

arad

ay’s

Law

re

late

s in

duce

d em

f to

the

rate

of c

hang

e of

flux

, whi

ch

is th

e pr

oduc

t of t

he m

agne

tic

field

and

the

cros

s-se

ctio

nal

area

the

field

line

s pa

ss

thro

ugh.

Whe

n th

e no

rth p

ole

of a

mag

net i

s pu

shed

into

a

sole

noid

the

flux

in th

e so

leno

id

incr

ease

s so

the

indu

ced

curr

ent w

ill h

ave

an a

ssoc

iate

d m

agne

tic fi

eld

poin

ting

out

of th

e so

leno

id (o

ppos

ite to

th

e m

agne

t’s fi

eld)

. Whe

n th

e no

rth p

ole

is p

ulle

d ou

t, th

e flu

x de

crea

ses,

so

the

indu

ced

curr

ent w

ill h

ave

an a

ssoc

iate

d m

agne

tic fi

eld

poin

ting

into

the

sole

noid

(sam

e di

rect

ion

as th

e m

agne

t’s fi

eld)

to tr

y to

opp

ose

the

chan

ge.

The

dire

ctio

ns o

f cur

rent

s an

d as

soci

ated

mag

netic

fiel

ds

can

all b

e fo

und

usin

g on

ly th

e R

ight

Han

d R

ule.

Whe

n th

e fin

gers

of t

he ri

ght h

and

are

poin

ted

in th

e di

rect

ion

of th

e cu

rren

t, th

e th

umb

poin

ts in

the

dire

ctio

n of

the

mag

netic

fiel

d.

Whe

n th

e th

umb

is p

oint

ed in

th

e di

rect

ion

of th

e m

agne

tic

field

, the

fing

ers

poin

t in

the

dire

ctio

n of

the

curr

ent.



Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

•C

alcu

late

the

indu

ced

emf a

nd in

duce

d cu

rren

t fo

r situ

atio

ns in

volv

ing

a ch

angi

ng m

agne

tic fi

eld

usin

g th

e eq

uatio

n fo

r Fa

rada

y’s

Law

:

w

here

∅=B

Aco

sθ is

the

mag

netic

flux

8 H

OU

RS

Elec

tric

circ

uits

4 ho

urs

Ohm

’s L

aw•

Det

erm

ine

the

rela

tions

hip

betw

een

curr

ent,

volta

ge

and

resi

stan

ce a

t con

stan

t te

mpe

ratu

re u

sing

a s

impl

e ci

rcui

t

•S

tate

the

diffe

renc

e be

twee

n O

hmic

and

non

-O

hmic

con

duct

ors,

and

giv

e an

exa

mpl

e of

eac

h

•S

olve

pro

blem

s us

ing

the

mat

hem

atic

al e

xpre

ssio

n of

Ohm

’s L

aw, R

=V/I,

for

serie

s an

d pa

ralle

l circ

uits

Rec

omm

ende

d ex

perim

ent

for i

nfor

mal

ass

essm

ent

Obt

ain

curr

ent a

nd v

olta

ge

data

for a

resi

stor

and

ligh

t bu

lb a

nd d

eter

min

e w

hich

one

ob

eys

Ohm

’s la

w.

Mat

eria

ls:

Ligh

t bul

b, re

sist

or, c

onne

ctin

g w

ires,

am

met

er a

nd v

oltm

eter

Max

imum

of f

our r

esis

tors


89CAPS

Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

4 ho

urs

Pow

er, E

nerg

y•

Defi

ne p

ower

as

the

rate

at

whi

ch e

lect

rical

ene

rgy

is c

onve

rted

in a

n el

ectri

c ci

rcui

t and

is m

easu

red

in

wat

ts (W

)

•K

now

that

ele

ctric

al p

ower

di

ssip

ated

in a

dev

ice

is

equa

l to

the

prod

uct o

f the

po

tent

ial d

iffer

ence

acr

oss

the

devi

ce a

nd c

urre

nt

flow

ing

thro

ugh

it i.e

. P=I

V

•K

now

that

pow

er c

an

also

be

give

n by

P=I

2 R o

r P

=V2 /R

•S

olve

circ

uit p

robl

ems

invo

lvin

g th

e co

ncep

t of

pow

er

•K

now

that

the

elec

trica

l en

ergy

is g

iven

by

E=P

t an

d is

mea

sure

d in

joul

es

(J)

•S

olve

pro

blem

s in

volv

ing

the

conc

ept o

f ele

ctric

al

ener

gy

•K

now

that

the

kilo

wat

t hou

r (k

Wh)

refe

rs to

the

use

of

1 ki

low

att o

f ele

ctric

ity fo

r 1

hour

•C

alcu

late

the

cost

of

elec

trici

ty u

sage

giv

en th

e po

wer

spe

cific

atio

ns o

f the

ap

plia

nces

use

d as

wel

l as

the

dura

tion

if th

e co

st o

f 1

kWh

is g

iven

Expe

rimen

t/Dem

onst

ratio

n:In

vest

igat

e th

e po

wer

di

ssip

ated

in b

ulbs

con

nect

ed

eith

er in

ser

ies

or p

aral

lel o

r bo

th s

erie

s an

d pa

ralle

l

Mat

eria

ls:

Bul

bs, b

atte

ries,

con

duct

ing

wire

s, c

roco

dile

clip

s, b

ulb-

hold

ers,

bat

tery

hol

ders

, am

met

ers,

vol

tmet

ers.

Get

lear

ners

to e

stim

ate

the

cost

sav

ing

by c

onsu

min

g le

ss e

lect

ricity

by

switc

hing

off

devi

ces.

Max

imum

of f

our r

esis

tors

Not

e:Te

xtbo

oks

use

both

kW

h A

ND

kW

hr a

s ab

brev

iatio

ns fo

r ki

low

att h

our.



GR

AD

E 11

CH

EMIS

TRY

(CH

EMIC

AL

CH

AN

GE)

TER

M 3

Tim

eTo

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

4 H

OU

RS

Ener

gy a

nd c

hem

ical

ch

ange

:E

nerg

y is

exc

hang

ed o

r tra

nsfo

rmed

in a

ll ch

emic

al re

actio

ns a

nd

phys

ical

cha

nges

of m

atte

r. Th

erm

odyn

amic

s is

the

scie

nce

of

heat

or e

nerg

y flo

w in

che

mic

al re

actio

ns.

2 ho

urs

Ene

rgy

chan

ges

in re

actio

ns

rela

ted

to b

ond

ener

gy

chan

ges;

•E

xpla

in th

e co

ncep

t of

enth

alpy

and

its

rela

tions

hip

to h

eat o

f rea

ctio

n

•D

efine

exo

ther

mic

and

en

doth

erm

ic re

actio

ns

•Id

entif

y th

at b

ond

brea

king

requ

ires

ener

gy

(end

othe

rmic

) and

that

bo

nd fo

rmat

ion

rele

ases

en

ergy

(exo

ther

mic

)

•C

lass

ify (w

ith re

ason

) the

fo

llow

ing

reac

tions

as

exot

herm

ic o

r end

othe

rmic

: re

spira

tion;

pho

tosy

nthe

sis;

co

mbu

stio

n of

fuel

s

Rec

omm

ende

d pr

ojec

tfo

r for

mal

ass

essm

ent

(1)

Inve

stig

ate

endo

ther

mic

re

actio

ns a

s fo

r exa

mpl

e am

mon

ium

nitr

ate

and

wat

er, p

otas

sium

nitr

ate

and

wat

er a

nd m

agne

sium

su

lpha

te a

nd w

ater

, AN

D(2

) In

vest

igat

e ex

othe

rmic

re

actio

ns a

s fo

r exa

mpl

e ca

lciu

m c

hlor

ide

and

wat

er,

dry

copp

er(II

) sul

phat

e an

d w

ater

and

lith

ium

and

wat

er.

(Iden

tify

and

expl

ain

the

appl

icat

ions

of e

xoth

erm

ic

and

endo

ther

mic

reac

tions

in

eve

ryda

y lif

e an

d in

dust

ry)

Mat

eria

ls:

Gla

ss b

eake

r, th

erm

omet

er,

wat

er b

owl,

test

tube

s,

spat

ula,

stir

ring

rod,

po

tass

ium

nitr

ate,

pot

assi

um

brom

ide,

mag

nesi

um

sulp

hate

, am

mon

ium

nitr

ate,

am

mon

ium

hyd

roxi

de, b

ariu

m

chlo

ride,

citr

ic a

cid,

vin

egar

, so

dium

car

bona

te, s

odiu

m

hydr

ogen

car

bona

te, s

odiu

m

thio

sulp

hate

, Cal

-C-V

ita

tabl

ets.

Mat

eria

ls:

Gla

ss b

eake

r, th

erm

omet

er,

wat

er b

owl,

test

tube

s, s

patu

la,

pota

ssiu

m p

erm

anga

nate

, co

pper

(II) s

ulph

ate,

lith

ium

, m

agne

sium

ribb

on, m

agne

sium

po

wde

r, di

lute

sul

phur

ic a

cid,

ca

lciu

m c

hlor

ide,

gly

cerin

e

Link

bon

d m

akin

g an

d bo

nd

brea

king

to p

oten

tial e

nerg

y di

agra

m u

sed

in b

ondi

ng

prev

ious

ly.

1 ho

ur

Exo

ther

mic

and

end

othe

rmic

re

actio

ns;

•S

tate

that

ΔH

> 0

for

endo

ther

mic

reac

tions

.

•S

tate

that

ΔH

<0 fo

r ex

othe

rmic

reac

tions

•D

raw

free

han

d gr

aphs

of

end

othe

rmic

reac

tions

an

d ex

othe

rmic

reac

tions

(w

ithou

t act

ivat

ion

ener

gy)


91CAPS

Tim

eTo

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

1 ho

ur

Act

ivat

ion

ener

gy.

•D

efine

act

ivat

ion

ener

gy

•E

xpla

in a

reac

tion

proc

ess

in te

rms

of e

nerg

y ch

ange

an

d re

late

this

cha

nge

to b

ond

brea

king

and

fo

rmat

ion

and

to “a

ctiv

ated

co

mpl

ex”

•D

raw

free

han

d gr

aphs

of

endo

ther

mic

reac

tions

and

ex

othe

rmic

reac

tions

(with

ac

tivat

ion

ener

gy)

Expe

rimen

t:

(1)

Inve

stig

ate

the

conc

ept

of a

ctiv

atio

n en

ergy

by

burn

ing

mag

nesi

um ri

bbon

in

air

or o

xyge

n an

d dr

aw

a ro

ugh

ener

gy g

raph

of

your

resu

lts. (

Gra

ph o

f te

mpe

ratu

re a

gain

st ti

me)

12 H

OU

RS

Type

s of

reac

tion:

Inte

ract

ions

bet

wee

n m

atte

r gen

erat

e su

bsta

nces

with

new

ph

ysic

al a

nd c

hem

ical

pro

perti

es. C

hem

ical

s re

act i

n pr

edic

tabl

e w

ays

and

chem

ical

reac

tions

can

be

clas

sifie

d. C

hem

ical

re

actio

ns a

nd th

eir a

pplic

atio

ns h

ave

sign

ifica

nt im

plic

atio

ns fo

r so

ciet

y an

d th

e en

viro

nmen

t.



Tim

eTo

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

6 ho

urs

Aci

d-ba

se•

Use

the

acid

-bas

e th

eorie

s of

, Arr

heni

us a

nd B

rons

ted

and

Low

ry to

defi

ne a

cids

an

d ba

ses

•D

efine

an

acid

as

an H

+ do

nor a

nd a

bas

e as

an

H+

acce

ptor

in re

actio

n

•Id

entif

y co

njug

ate

acid

/bas

e pa

irs

•D

efine

an

amph

olyt

e

•Li

st c

omm

on a

cids

(inc

ludi

ng

hydr

ochl

oric

aci

d, n

itric

ac

id, s

ulfu

ric a

cid

and

acet

ic

acid

) and

com

mon

bas

es

(incl

udin

g so

dium

car

bona

te,

sodi

um h

ydro

gen

carb

onat

e an

d so

dium

hyd

roxi

de) b

y na

me

and

form

ula

Expe

rimen

t:(1

) Ti

tratio

n (le

ave

until

gr

ade

12 o

r do

a si

mpl

e qu

alita

tive

titra

tion

here

an

d a

mor

e pr

actic

al

appl

ied

and

quan

titat

ive

titra

tion

in g

rade

12)

Rec

omm

ende

d ex

perim

ent

for i

nfor

mal

ass

essm

ent

(2)

Dis

cove

r you

r ow

n ef

fect

ive

natu

ral a

cid

base

indi

cato

r by

usin

g co

lour

ed p

lant

s. D

o ex

perim

ents

usi

ng

natu

ral i

ndic

ator

s (D

on’t

use

only

red

cabb

age;

in

vest

igat

e w

ith d

iffer

ent

colo

ured

pla

nts

to fi

nd

new

indi

cato

rs th

at m

ight

be

use

ful a

nd c

ompa

re

thei

r use

fuln

ess

as a

cid-

base

indi

cato

r)

Mat

eria

ls:

2x b

uret

tes

or 2

x S

wift

pip

ette

s,

silic

one

tubi

ng, 2

x 2

ml

syrin

ges,

gla

ss b

eake

r, sp

atul

a,

wat

er b

owl,

funn

el, t

est t

ubes

, w

atch

gla

ss, v

olum

etric

flas

k,

dist

illed

wat

er, 0

,5 m

ol/d

m3

sodi

um h

ydro

xide

sol

utio

n,

phen

olph

thal

ein

solu

tion,

oxa

lic

acid

.

Rev

ise

all t

he c

once

pts

on

acid

s an

d ba

ses

done

from

gr

ade

4 to

gra

de 1

0.

Don

’t do

an

in-d

epth

stu

dy o

f ac

ids

and

base

s. S

umm

aris

e al

l pre

viou

s kn

owle

dge

of

acid

s an

d ba

ses.

Rev

ise

the

mac

rosc

opic

cha

ract

eris

tics

of

acid

s an

d ba

ses.

6 ho

urs

Aci

d-ba

se•

Writ

e th

e ov

eral

l equ

atio

n fo

r si

mpl

e ac

id-m

etal

hyd

roxi

de,

acid

- met

al o

xide

and

aci

d -m

etal

car

bona

te re

actio

ns

and

rela

te th

ese

to w

hat

happ

ens

at th

e m

acro

scop

ic

and

mic

rosc

opic

leve

l

•W

hat i

s an

indi

cato

r? L

ook

for

som

e na

tura

l ind

icat

ors

•U

se a

cid-

base

reac

tions

to

prod

uce

and

isol

ate

salts

e.

g.N

a 2SO

4; C

uSO

4 and

C

aCO

3

(3)

Pre

pare

sod

ium

chl

orid

e sa

lt by

usi

ng a

cid

base

re

actio

ns to

pro

duce

and

is

olat

e sa

lts

(4)

Wha

t is

the

purp

ose

of u

sing

lim

esto

ne b

y co

mm

uniti

es w

hen

build

ing

blai

r toi

lets

(pit

latri

nes)

?

(5)

Wha

t is

the

purp

ose

of

usin

g as

h in

the

blai

r to

ilets

by

com

mun

ities

?

ASS

ESSM

ENT

TER

M 3

TER

M 3

: Pre

scrib

ed F

orm

al A

sses

smen

t1.

Ph

ysic

s pr

ojec

t OR

Che

mis

try

proj

ect

2.

Con

trol

test


93CAPS

TER

M 4

GR

AD

E 11

GR

AD

E 11

CH

EMIS

TRY

(CH

EMIC

AL

CH

AN

GE)

TER

M 4

Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

5 ho

urs

Red

ox re

actio

ns;

•D

eter

min

e th

e ox

idat

ion

num

ber f

rom

a

chem

ical

form

ula

and

elec

trone

gativ

ities

•Id

entif

y a

redu

ctio

n - o

xida

tion

reac

tion

and

appl

y th

e co

rrec

t te

rmin

olog

y to

des

crib

e al

l th

e pr

oces

ses

•D

escr

ibe

oxid

atio

n re

duct

ion

reac

tions

as

invo

lvin

g el

ectro

n tra

nsfe

r

•D

escr

ibe

oxid

atio

n -

redu

ctio

n re

actio

ns a

s al

way

s in

volv

ing

chan

ges

in o

xida

tion

num

ber

•B

alan

ce re

dox

reac

tion

equa

tions

by

usin

g ox

idat

ion

num

bers

via

the

ion-

elec

tron

met

hod

Rec

omm

ende

d ex

perim

ent

for i

nfor

mal

ass

essm

ent

(1)

Do

redo

x re

actio

ns th

at

incl

ude

synt

hesi

s re

actio

ns,

deco

mpo

sitio

n re

actio

ns

and

disp

lace

men

t rea

ctio

ns

(for i

nfor

mal

ass

essm

ent

do a

t lea

st O

NE

syn

thes

is,

ON

E d

ecom

posi

tion

and

ON

E d

ispl

acem

ent

reac

tion)

(2)

Inve

stig

ate

the

redu

cing

ac

tion

of h

ydro

gen

sulp

hide

an

d th

e ox

idiz

ing

actio

n of

po

tass

ium

per

man

gana

te

on v

ario

us s

ubst

ance

s

Mat

eria

l:D

epen

d on

the

choi

ce o

f you

r re

actio

ns.

Link

redo

x re

actio

ns to

ox

idat

ion

num

bers

. In

this

se

ctio

n, c

are

mus

t be

take

n to

em

phas

ise

the

rela

tions

hip

betw

een

the

sym

bolic

(c

hem

ical

reac

tion

equa

tions

) an

d th

e m

acro

scop

ic (w

hat

you

see

with

you

r eye

s) a

nd

sub-

mic

rosc

opic

(on

mol

ecul

ar

leve

l) re

pres

enta

tions

of t

he

reac

tions

.



Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

1 ho

ur

Oxi

datio

n nu

mbe

r of a

tom

s in

mol

ecul

es to

exp

lain

thei

r re

lativ

e “r

ichn

ess”

in e

lect

rons

.

•E

xpla

in th

e m

eani

ng o

f ‘o

xida

tion

num

ber’

•A

ssig

n ox

idat

ion

num

bers

to

ato

ms

in v

ario

us

mol

ecul

es li

ke H

2O, C

H4,

CO

2, H

2O2,

HO

Cℓ b

y us

ing

oxid

atio

n nu

mbe

r gu

idel

ines

or r

ules

•U

se ru

les

of o

xida

tion

to

assi

gn o

xida

tion

num

bers

to

ato

ms

in a

var

iety

of

mol

ecul

es a

nd io

ns

Definitio

nofoxidatio

nnu

mbe

r:Th

e ox

idat

ion

num

ber o

f an

ele

men

t is

a nu

mbe

r as

sign

ed to

eac

h el

emen

t in

a co

mpo

und

in o

rder

to k

eep

track

of t

he e

lect

rons

dur

ing

a re

actio

n

The

conc

ept o

f oxi

datio

n st

ates

(als

o ca

lled

oxid

atio

n nu

mbe

rs) p

rovi

des

a w

ay

to k

eep

track

of e

lect

rons

in

oxid

atio

n-re

duct

ion

reac

tions

, pa

rticu

larly

redo

x re

actio

ns

invo

lvin

g co

vale

nt s

ubst

ance

s

Eac

h at

om in

a m

olec

ule

or

ion

is a

ssig

ned

an o

xida

tion

stat

e to

sho

w h

ow m

uch

it is

ox

idis

ed o

r red

uced

. Tw

o ve

ry

usef

ul ru

les

abou

t oxi

datio

n st

ates

are

: (1)

ato

ms

in

elem

ents

are

in o

xida

tion

stat

e ze

ro, (

2) in

sim

ple

ions

the

oxid

atio

n st

ate

is th

e sa

me

as

the

char

ge o

n th

e io

n

Giv

e a

shor

t lis

t of r

ules

or

guid

elin

es fo

r det

erm

inin

g ox

idat

ion

num

bers

.

In d

eter

min

ing

oxid

atio

n nu

mbe

rs u

se s

impl

e co

mpo

unds

. Kee

p as

muc

has

poss

ible

to c

atio

ns a

nd a

nion

s on

the

give

n ta

bles

in th

e ap

pend

ix

Form

s a

basi

s fo

r el

ectro

chem

istry

in g

rade

12.

Li

nk th

is to

gra

de 1

2.


95CAPS

GR

AD

E 11

CH

EMIS

TRY

(CH

EMIC

AL

SYST

EMS)

TER

M 4

Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

8 H

OU

RS

Expl

oitin

g th

e lit

hosp

here

or

eart

h’s

crus

t:Th

e lit

hosp

here

is th

e ea

rth’s

cru

st a

nd u

pper

man

tle. T

he c

rust

co

ntai

ns n

on-r

enew

able

foss

il fu

els

(cre

ated

from

anc

ient

foss

ils

that

wer

e bu

ried

and

subj

ecte

d to

inte

nse

pres

sure

and

hea

t) an

d m

iner

als,

and

rene

wab

le s

oil c

hem

ical

s (n

utrie

nts)

nee

ded

for

plan

t life

.

Cho

ose

ON

E m

inin

g ac

tivity

and

dev

elop

the

min

ing

activ

ity

acco

rdin

g to

the

stat

emen

ts g

iven

Cho

ose

only

one

min

ing

activ

ity

The

focu

s he

re s

houl

d be

th

e ea

rth a

nd it

s re

sour

ces,

su

stai

nabl

e en

ergy

, our

re

spon

sibi

lity

tow

ards

fu

ture

gen

erat

ions

and

not

th

e ch

emis

try o

r che

mic

al

reac

tions

. Ski

lls th

at s

houl

d be

ad

dres

sed

here

are

ana

lysi

s,

synt

hesi

s, g

ivin

g ow

n op

inio

ns,

sum

mar

isin

g, c

oncl

udin

g, a

nd

othe

rs.

8 ho

urs

Min

ing

and

min

eral

pro

cess

ing:

The

choi

ces

are

the

follo

win

g:

Gol

d, ir

on, p

hosp

hate

, coa

l, di

amon

d, c

oppe

r, pl

atin

um,

zinc

, chr

ome,

asb

esto

s an

d m

anga

nese

min

ing

indu

strie

s

•G

ive

a br

ief h

isto

ry o

f hu

man

kind

acr

oss

the

ages

:

- Li

nkin

g th

eir t

echn

olog

y an

d th

e m

ater

ials

they

ha

ve u

sed

to th

eir t

ools

an

d th

eir w

eapo

ns

- R

efer

ring

to e

vide

nce

of

thes

e ac

tiviti

es in

Sou

th

Afri

ca

- D

escr

ibe

the

earth

’s

crus

t as

a so

urce

of t

he

mat

eria

ls m

an u

ses

- W

hat i

s av

aila

ble?

(th

e ab

unda

nce

of th

e el

emen

ts o

n ea

rth)

Expe

rimen

t:(1

) In

vest

igat

e th

e pr

oces

s of

co

rros

ion

of ir

on

Act

ivity

:(2

) D

escr

ibe

the

met

hods

for

the

extra

ctio

n of

met

als

from

thei

r ore

s, s

uch

as th

e ph

ysic

al m

etho

d, h

eatin

g al

one

and

heat

ing

with

ca

rbon

(3)

Des

crib

e di

ffere

nt fo

rms

of

calc

ium

car

bona

te in

nat

ure

Expe

rimen

t:(4

) In

vest

igat

e th

e ac

tions

of

heat

, wat

er, a

nd a

cids

on

calc

ium

car

bona

te.

Expe

rimen

t:(5

) D

esig

n an

d pe

rform

ch

emic

al te

sts

for c

alci

um

carb

onat

e

Mat

eria

ls:

Gla

ss b

eake

r, w

ater

bow

l, te

st

tube

s, s

patu

la, b

urne

r, so

lid,

litm

us p

aper

, ele

ctro

des

(Al,

Zn, C

u, P

b), s

odiu

m c

hlor

ide,

so

dium

hyd

roxi

de, c

alci

um

chlo

ride,

sod

ium

car

bona

te,

amm

oniu

m h

ydro

xide

, dilu

te

sulp

huric

aci

d, m

agne

sium

rib

bon

or ro

d, 1

4 iro

n na

ils

(25m

m),

14 g

alva

nise

d iro

n na

ils (2

5mm

), co

tton

woo

l, Va

selin

e, p

aint

, oil,

wat

er,

mas

s m

eter

, tin

rod,

ste

el w

ool.

Che

mis

try a

nd it

s in

fluen

ce o

n so

ciet

y an

d th

e en

viro

nmen

t ar

e im

porta

nt.

Link

to a

spec

ts o

f che

mic

al

reac

tions

- ox

idat

ion,

fact

ors

affe

ctin

g ra

tes

of re

actio

ns e

tc.



Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

8 ho

urs

•W

here

is it

foun

d? (t

he

unev

en d

istri

butio

n of

ele

men

ts a

cros

s th

e at

mos

pher

e, th

e hy

dros

pher

e, th

e bi

osph

ere

and

the

litho

sphe

re)

•H

ow is

it fo

und?

(Sel

dom

as

ele

men

ts, i

nevi

tabl

y as

m

iner

als)

•H

ow a

re th

e pr

ecio

us

mat

eria

ls re

cove

red?

(th

e ne

ed to

min

e an

d pr

oces

s th

e m

iner

als

and

sepa

ratin

g th

em fr

om

thei

r sur

roun

ding

s an

d pr

oces

sing

them

to re

cove

r th

e m

etal

s or

oth

er p

reci

ous

mat

eria

l - u

se te

rms

like

reso

urce

s, re

serv

es, o

re,

ore

body

)

•D

escr

ibe

the

reco

very

of

gold

refe

rrin

g to

- w

hy it

is w

orth

min

ing?

- th

e lo

catio

n of

the

maj

or

min

ing

activ

ity in

Sou

th

Afri

ca?

Expe

rimen

t:(6

) H

ow c

an w

e us

e O

xy-

clea

ners

to p

rodu

ce

oxyg

en?

(7)

How

can

we

use

Oxy

-cl

eane

rs to

get

a m

etal

from

its

ore

Dis

cuss

ion

(8)

Par

ticip

ate

in d

ecis

ion-

mak

ing

exer

cise

s or

di

scus

sion

s on

issu

es

rela

ted

to c

onse

rvat

ion

of

natu

ral r

esou

rces

Prac

tical

inve

stig

atio

n:

Lear

ner c

ould

inve

stig

ate

the

min

ing

indu

strie

s no

t cho

sen

by th

e te

ache

r

Gol

d; C

oal;

Cop

per;

Iron;

Zin

c;

Man

gane

se; C

hrom

e; P

latin

um

and

Pt g

roup

met

als

(PG

M’s

); D

iam

onds

OR

Prac

tical

inve

stig

atio

nLo

ok a

t the

per

iodi

c ta

ble

agai

n an

d re

sear

ch w

here

all

the

elem

ents

com

e fro

m a

nd w

hat

they

are

use

d fo

r with

spe

cial

re

fere

nce

to e

lem

ents

com

ing

from

the

litho

sphe

re

Que

stio

ns to

be

aske

d:

Why

is th

is m

inin

g in

dust

ry

impo

rtant

in S

A?

Whe

re d

o th

e m

inin

g ac

tiviti

es

take

pla

ce?

How

is th

e m

iner

al m

ined

? E

.g.

min

ing

met

hod,

maj

or s

teps

in

the

proc

ess,

refin

ing

met

hod.

Wha

t is

the

min

eral

use

d fo

r?

Wha

t is

the

impa

ct o

f the

m

inin

g in

dust

ry o

n S

A, e

.g.

envi

ronm

ent,

econ

omic

impa

ct,

safe

ty, e

tc?


97CAPS

Tim

e To

pics

Gra

de 1

1C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

8 ho

urs

- th

e m

ajor

ste

ps in

the

proc

ess:

dee

p le

vel

unde

rgro

und

min

ing

sepa

ratio

n of

the

ore

from

oth

er ro

ck-

the

need

to c

rush

the

ore

bear

ing

rock

- se

para

ting

the

finel

y di

vide

d go

ld m

etal

in th

e or

e by

dis

solv

ing

in a

so

dium

cya

nide

oxy

gen

mix

ture

(oxi

datio

n) -

sim

ple

reac

tion

equa

tion

- th

e re

cove

ry o

f the

gol

d by

pre

cipi

tatio

n (Z

n)

(red

uctio

n) -

sim

ple

reac

tion

equa

tion

(this

m

etho

d is

out

date

d,

min

es u

se a

ctiv

ated

ca

rbon

) sm

eltin

g•

Dis

cuss

old

min

ing

met

hods

and

the

impa

ct o

n th

e en

viro

nmen

t of s

uch

met

hods

e.g

. Map

ungu

bwe.

• G

ive

the

maj

or s

teps

in th

e pr

oces

s of

min

ing

if yo

u ha

ve c

hose

n on

e of

the

othe

r min

ing

activ

ities

.•

Des

cibe

the

envi

ronm

enta

l im

pact

of (

1) m

inin

g op

erat

ions

and

(2) m

iner

al

reco

very

pla

nts

•D

escr

ibe

the

cons

eque

nces

of

the

curr

ent l

arge

sca

le

burn

ing

of fo

ssil

fuel

s; a

nd

why

man

y sc

ient

ists

and

cl

imat

olog

ists

are

pre

dict

ing

glob

al w

arm

ing

Find

out

abo

ut M

apun

gubw

e on

the

inte

rnet

or l

ibra

ries

and

from

peo

ple

who

kno

w a

bout

th

is p

lace

. Let

lear

ners

dis

cuss

th

e is

sues

abo

ut e

nviro

nmen

t an

d m

inin

g po

ssib

ilitie

s in

and

ar

ound

Map

ungu

bwe.

Find

out

wea

ther

ther

e ar

e ol

d m

ines

and

act

iviti

es th

at w

e kn

ow o

f tod

ay a

nd c

ompa

re th

e im

pact

on

the

envi

ronm

ent w

ith

the

curr

ent m

ines

.

ASS

ESSM

ENT

TER

M 4

TER

M 4

: Pre

scrib

ed F

orm

al A

sses

smen

t1.

Fi

nal E

xam

inat

ions



GR

AD

E 12

Sk

ILLS

FO

R P

RA

CTI

CA

L IN

VEST

IGAT

ION

S IN

PH

YSIC

S A

ND

CH

EMIS

TRY

TER

M 1

Tim

eTo

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

4 H

ours

Ski

lls n

eede

d fo

r pra

ctic

al

inve

stig

atio

ns

(obs

erva

tion,

pr

ecau

tions

, da

ta c

olle

ctio

n,

data

han

dlin

g,

tabl

es, g

ener

al

type

s of

gra

phs,

an

alys

is, w

ritin

g co

nclu

sion

s, w

ritin

g a

hypo

thes

is,

iden

tifyi

ng

varia

bles

, fo

r exa

mpl

e in

depe

nden

t, de

pend

ent a

nd

cont

rol v

aria

ble.

).

•Tr

ace

the

hist

oric

al d

evel

opm

ent o

f a

scie

ntifi

c pr

inci

ple

or th

eory

•Id

entif

y an

ans

wer

able

que

stio

n an

d fo

rmul

ate

a hy

poth

esis

to g

uide

a s

cien

tific

inve

stig

atio

n•

Des

ign

a si

mpl

e ex

perim

ent i

nclu

ding

ap

prop

riate

con

trols

•P

erfo

rm a

nd u

nder

stan

d la

bora

tory

pr

oced

ures

dire

cted

at t

estin

g a

hypo

thes

is•

Sel

ect a

ppro

pria

te to

ols

and

tech

nolo

gy to

co

llect

pre

cise

and

acc

urat

e qu

antit

ativ

e da

ta•

Cor

rect

ly re

ad a

ther

mom

eter

, a b

alan

ce,

met

ric ru

ler,

grad

uate

d cy

linde

r, pi

pette

, and

bu

rette

•R

ecor

d ob

serv

atio

ns a

nd d

ata

usin

g th

e co

rrec

t sci

entifi

c un

its•

Exp

ort d

ata

into

the

appr

opria

te fo

rm o

f dat

a pr

esen

tatio

n (e

.g. e

quat

ion,

tabl

e, g

raph

, or

diag

ram

)•

Ana

lyze

info

rmat

ion

in a

tabl

e, g

raph

or

diag

ram

(e.g

. com

pute

the

mea

n of

a s

erie

s of

val

ues

or d

eter

min

e th

e sl

ope

of a

line

)•

Det

erm

ine

the

accu

racy

and

the

prec

isio

n of

ex

perim

enta

l res

ults

•A

naly

ze e

xper

imen

tal r

esul

ts a

nd id

entif

y po

ssib

le s

ourc

es o

f bia

s or

exp

erim

enta

l er

ror

•R

ecog

nize

, ana

lyze

and

eva

luat

e al

tern

ativ

e ex

plan

atio

ns fo

r the

sam

e se

t of

obse

rvat

ions

•D

esig

n a

mod

el b

ased

on

the

corr

ect

hypo

thes

is th

at c

an b

e us

ed fo

r fur

ther

in

vest

igat

ion

•D

efine

qua

litat

ive

anal

ysis

and

giv

e a

prac

tical

exa

mpl

e•

Defi

ne q

uant

itativ

e an

alys

is a

nd g

ive

a pr

actic

al e

xam

ple

Act

ivity

:(1

) A

naly

se th

e co

mpo

nent

s of

a

prop

erly

des

igne

d sc

ient

ific

inve

stig

atio

n.(2

) C

hoos

e an

exp

erim

ent

and

dete

rmin

e ap

prop

riate

tool

s to

ga

ther

pre

cise

and

ac

cura

te d

ata

(3)

Def

end

a co

nclu

sion

ba

sed

on s

cien

tific

evid

ence

(4)

Det

erm

ine

why

a

conc

lusi

on is

free

from

bi

as(5

) C

ompa

re c

oncl

usio

ns

that

offe

r diff

eren

t, bu

t ac

cept

able

exp

lana

tions

fo

r the

sam

e se

t of

expe

rimen

tal d

ata

(6)

Inve

stig

ate

met

hods

of

know

ing

used

by

peop

le

who

are

not

nec

essa

rily

scie

ntis

ts

Sup

port

mat

eria

l tha

t de

velo

ps th

ese

skill

s sh

ould

be

used

His

toric

al d

evel

opm

ent m

eans

the

stud

y of

all

the

peop

le th

at c

ontri

bute

d to

war

ds fo

r ins

tanc

e th

e co

ncep

t of

bala

nced

equ

atio

ns o

r ato

mic

theo

ry.

This

sec

tion

shou

ld b

e ta

ught

whi

le

the

lear

ners

do

an in

vest

igat

ion

them

selv

es.

The

skill

s fo

r pra

ctic

al in

vest

igat

ions

sh

ould

als

o be

dis

cuss

ed a

nd

prac

ticed

as

a cl

ass

at re

gula

r in

terv

als

thro

ugho

ut th

e ye

ar.


99CAPS

GR

AD

E 12

PH

YSIC

S (M

ECH

AN

ICS)

TER

M 1

Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

13 H

OU

RS

Mom

entu

m &

Impu

lse

2 ho

urs

Mom

entu

m•

Defi

ne m

omen

tum

•C

alcu

late

the

mom

entu

m o

f a

mov

ing

obje

ct u

sing

p

mv

=

•D

escr

ibe

the

vect

or n

atur

e of

mom

entu

m a

nd il

lust

rate

w

ith s

ome

sim

ple

exam

ples

•D

raw

vec

tor d

iagr

ams

to

illus

trate

the

rela

tions

hip

betw

een

the

initi

al

mom

entu

m, t

he fi

nal

mom

entu

m a

nd th

e ch

ange

in

mom

entu

m in

eac

h of

the

abov

e ca

ses

2 ho

urs

New

ton’

s se

cond

law

ex

pres

sed

in te

rms

of

mom

entu

m

•S

tate

New

ton’

s se

cond

law

in

term

s of

mom

entu

m:

The

net f

orce

act

ing

on a

n ob

ject

is e

qual

to th

e ra

te o

f ch

ange

of m

omen

tum

•E

xpre

ss N

ewto

n’s

seco

nd

law

in s

ymbo

ls:

•E

xpla

in th

e re

latio

nshi

p be

twee

n ne

t for

ce a

nd

chan

ge in

mom

entu

m fo

r a

varie

ty o

f mot

ions

•C

alcu

late

the

chan

ge

in m

omen

tum

whe

n a

resu

ltant

forc

e ac

ts o

n an

obj

ect a

nd it

s ve

loci

ty

incr

ease

s in

the

dire

ctio

n of

m

otio

n (e

.g.2

nd s

tage

rock

et

engi

ne fi

res)

, dec

reas

es

(e.g

. bra

kes

are

appl

ied)

, re

vers

es it

s di

rect

ion

of

mot

ion

e.g.

a s

occe

r bal

l ki

cked

bac

k in

the

dire

ctio

n it

cam

e fro

m

This

is th

e ge

nera

l for

m o

f N

ewto

n’s

Sec

ond

Law

. The

form

ne

tF

ma

=ap

plie

s on

ly

to th

e sp

ecia

l cas

e w

hen

the

mas

s is

con

stan

t, an

d sh

ould

be

pre

sent

ed a

s su

ch.

Stre

ss th

at th

e m

otio

n of

an

obj

ect,

and

ther

efor

e its

m

omen

tum

, onl

y ch

ange

s w

hen

a ne

t (re

sulta

nt) f

orce

is

appl

ied.

Con

vers

ely,

a n

et fo

rce

caus

es a

n ob

ject

’s m

otio

n, a

nd

ther

efor

e its

mom

entu

m, t

o ch

ange

.



Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

5 ho

urs

Con

serv

atio

n of

mom

entu

m

and

Ela

stic

and

Inel

astic

co

llisi

ons.

•E

xpla

in w

hat i

s m

eant

by

a sy

stem

(in

phys

ics)

•E

xpla

in (w

hen

wor

king

with

sy

stem

s) w

hat i

s m

eant

by

inte

rnal

and

ext

erna

l for

ces

•E

xpla

in th

at a

n is

olat

ed

syst

em is

one

that

has

no

net f

orce

(ext

erna

l) ac

ting

on it

•S

tate

the

law

of

cons

erva

tion

of m

omen

tum

as

: The

tota

l lin

ear

mom

entu

m o

f an

isol

ated

sy

stem

rem

ains

con

stan

t (is

co

nser

ved)

•D

istin

guis

h be

twee

n el

astic

an

d in

elas

tic c

ollis

ions

•K

now

that

kin

etic

ene

rgy

is

only

con

serv

ed in

an

elas

tic

colli

sion

•A

pply

the

cons

erva

tion

of

mom

entu

m to

col

lisio

ns o

f tw

o ob

ject

s m

ovin

g in

one

di

men

sion

(alo

ng a

stra

ight

lin

e) w

ith th

e ai

d of

an

appr

opria

te s

ign

conv

entio

n

Pres

crib

ed E

xper

imen

t for

fo

rmal

ass

essm

ent:

Verif

y th

e C

onse

rvat

ion

of

Line

ar M

omen

tum

Rec

omm

ende

d de

mos

trat

ion

for i

nfor

mal

ass

essm

ent

Inve

stig

ate

the

Con

serv

atio

n of

m

omen

tum

and

ene

rgy

usin

g N

ewto

n’s

crad

le (q

ualit

ativ

e)

Mat

eria

ls fo

r pre

scrib

ed

expe

rimen

tA

ir-tra

ck w

ith b

low

er. T

wo

trolle

ys, p

ulle

y, tw

o ph

oto-

gate

s, tw

o re

tort

stan

ds, d

ual

timer

, met

re-s

tick,

bla

ck c

ard,

se

t of e

qual

wei

ghts

OR

Two

sprin

g-lo

aded

trol

leys

, st

op-w

atch

, met

er-s

tick,

two

barr

iers

Mat

eria

ls fo

r inf

orm

al

asse

ssm

ent:

N

ewto

ns C

radl

e

A sy

stem

is a

sm

all p

art o

f th

e un

iver

se th

at w

e ar

e co

nsid

erin

g w

hen

solv

ing

a pa

rticu

lar p

robl

em. E

very

thin

g ou

tsid

e th

is s

yste

m is

cal

led

the

envi

ronm

ent.


101CAPS

Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

4 ho

urs

Impu

lse

•D

efine

impu

lse

as th

e pr

oduc

t of t

he n

et fo

rce

and

the

cont

act t

ime

i.e.

Impu

lse=

•K

now

that

impu

lse

is a

ve

ctor

qua

ntity

•K

now

that

is

a

chan

ge in

mom

entu

m,

i.e.

. Thi

s re

latio

nshi

p is

refe

rred

to

as th

e im

puls

e-m

omen

tum

th

eore

m

•U

se th

e im

puls

e-m

omen

tum

theo

rem

to

calc

ulat

e th

e fo

rce

exer

ted,

tim

e fo

r whi

ch th

e fo

rce

is a

pplie

d an

d ch

ange

in

mom

entu

m fo

r a v

arie

ty

of s

ituat

ions

invo

lvin

g th

e m

otio

n of

an

obje

ct in

one

di

men

sion

•A

pply

the

conc

ept

of im

puls

e to

saf

ety

cons

ider

atio

ns in

eve

ryda

y lif

e, e

.g. a

irbag

s, s

eatb

elts

an

d ar

rest

or b

eds

A ve

ry im

porta

nt a

pplic

atio

n of

impu

lse

is im

prov

ing

safe

ty

and

redu

cing

inju

ries.

In m

any

case

s, a

n ob

ject

nee

ds to

be

brou

ght t

o re

st fr

om a

cer

tain

in

itial

vel

ocity

. Thi

s m

eans

th

ere

is a

cer

tain

spe

cifie

d ch

ange

in m

omen

tum

. If

the

time

durin

g w

hich

the

mom

entu

m c

hang

es c

an

be in

crea

sed

then

the

forc

e th

at m

ust b

e ap

plie

d w

ill b

e le

ss a

nd s

o it

will

cau

se le

ss

dam

age.

Thi

s is

the

prin

cipl

e be

hind

arr

esto

r bed

s fo

r tru

cks,

ai

rbag

s, a

nd b

endi

ng y

our

knee

s w

hen

you

jum

p of

f a

chai

r and

land

on

the

grou

nd.



Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

5 H

OU

RS

Vert

ical

pro

ject

ile m

otio

n in

on

e di

men

sion

(1D

)

5 ho

urs

Verti

cal p

roje

ctile

mot

ion

*

(1D

) rep

rese

nted

in w

ords

, di

agra

ms,

equ

atio

ns a

nd

grap

hs

* N

ear t

he s

urfa

ce o

f the

Ear

th

and

in th

e ab

senc

e of

air

frict

ion

•E

xpla

in th

at p

roje

ctile

s fa

ll fre

ely

with

gra

vita

tiona

l ac

cele

ratio

n ‘g

’ acc

eler

ate

dow

nwar

ds w

ith a

con

stan

t ac

cele

ratio

n irr

espe

ctiv

e of

whe

ther

the

proj

ectil

e is

mov

ing

upw

ard

or

dow

nwar

d or

is a

t max

imum

he

ight

•K

now

that

pro

ject

iles

take

th

e sa

me

time

to re

ach

thei

r gre

ates

t hei

ght f

rom

th

e po

int o

f upw

ard

laun

ch

as th

e tim

e th

ey ta

ke to

fall

back

to th

e po

int o

f lau

nch.

Th

is is

kno

wn

as ti

me

sym

met

ry

•K

now

that

pro

ject

iles

can

have

thei

r mot

ion

desc

ribed

by

a s

ingl

e se

t of e

quat

ions

fo

r the

upw

ard

and

dow

nwar

d m

otio

n

•U

se e

quat

ions

of m

otio

n to

det

erm

ine

the

posi

tion,

ve

loci

ty a

nd d

ispl

acem

ent

of a

pro

ject

ile a

t any

giv

en

time

•D

raw

pos

ition

vs.

tim

e (x

vs

. t),

velo

city

vs.

tim

e (v

vs

. t) a

nd a

ccel

erat

ion

vs.

time

(a v

s. t)

gra

phs

for 1

D

proj

ectil

e m

otio

n

Rec

omm

ende

d ex

perim

ent

for i

nfor

mal

ass

essm

ent:

Inve

stig

ate

the

mot

ion

of a

fa

lling

bod

y

Dra

w a

gra

ph o

f pos

ition

vs.

tim

e an

d ve

loci

ty v

s. ti

me

for a

fre

e fa

lling

obj

ect A

ND

Use

the

data

to d

eter

min

e th

e ac

cele

ratio

n du

e to

gra

vity

Mat

eria

ls:

Tick

er ta

pe a

ppar

atus

, tic

ker-

timer

, mas

s, p

latfo

rm.

You

coul

d in

clud

e au

tom

ated

da

ta lo

ggin

g ap

para

tus

as

alte

rnat

ive

mat

eria

ls


103CAPS

Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

l G

uide

lines

for T

each

ers

•G

ive

equa

tions

for p

ositi

on

vers

us ti

me

and

velo

city

ve

rsus

tim

e fo

r the

gra

phs

of 1

D p

roje

ctile

mot

ion

•G

iven

x v

s. t,

v v

s. t

or a

vs.

t g

raph

s de

term

ine

posi

tion,

di

spla

cem

ent,

velo

city

or

acce

lera

tion

at a

ny ti

me

t.

•G

iven

x v

s. t,

v v

s. t

or a

vs

. t g

raph

s de

scrib

e th

e m

otio

n of

the

obje

ct e

.g.

grap

hs s

how

ing

a ba

ll,

boun

cing

, thr

own

verti

cally

up

war

ds, t

hrow

n ve

rtica

lly

dow

nwar

d, a

nd s

o on



GR

AD

E 12

CH

EMIS

TRY

(MAT

TER

& M

ATER

IALS

) TER

M 1

Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

12 H

OU

RS

Org

anic

mol

ecul

es:

•D

efine

org

anic

mol

ecul

es a

s m

olec

ules

con

tain

ing

carb

on

atom

s.

•D

escr

ibe

carb

on a

s th

e ba

sic

build

ing

bloc

k of

org

anic

co

mpo

unds

that

recy

cles

thro

ugh

the

earth

’s a

ir, w

ater

, soi

l, an

d liv

ing

orga

nism

s in

clud

ing

hum

an b

eing

s.

NO

mec

hani

sms

of re

actio

ns

requ

ired

ON

LY re

actio

n eq

uatio

ns.

3 ho

urs

Org

anic

mol

ecul

ar s

truct

ures

- f

unct

iona

l gro

ups,

sat

urat

ed

and

unsa

tura

ted

stru

ctur

es,

isom

ers;

•D

iscu

ss th

e sp

ecia

l pr

oper

ties

of c

arbo

n th

at

mak

es it

pos

sibl

e to

form

a

varie

ty o

f bon

ds

•G

ive,

con

dens

ed s

truct

ural

, st

ruct

ural

and

mol

ecul

ar

form

ulae

for a

lkan

es a

nd

com

poun

ds c

onta

inin

g th

e fo

llow

ing

func

tiona

l gro

ups:

do

uble

car

bon-

carb

on

bond

s, tr

iple

car

bon-

carb

on

bond

s, a

lkyl

hal

ides

, al

coho

ls, c

arbo

xylic

aci

ds,

este

rs, a

ldeh

ydes

, and

ke

tone

s (u

p to

8 c

arbo

n at

oms)

•E

xpla

in th

e te

rms

func

tiona

l gr

oup,

hyd

roca

rbon

and

ho

mol

ogou

s se

ries

•E

xpla

in th

e te

rms

satu

rate

d,

unsa

tura

ted

and

isom

er

•Id

entif

y co

mpo

unds

that

are

sa

tura

ted,

uns

atur

ated

and

ar

e is

omer

s (u

p to

8 c

arbo

n at

oms)

Rec

omm

ende

d ex

perim

ent

for i

nfor

mal

ass

essm

ent

(1)

Use

the

reac

tions

of

alka

nes

and

alke

nes

with

bro

min

e w

ater

and

po

tass

ium

per

man

gana

te

to in

dica

te s

atur

ated

and

un

satu

rate

d m

olec

ules

(2)

Pre

pare

alk

ynes

and

in

vest

igat

e th

e re

actio

ns

with

bro

min

e w

ater

and

po

tass

ium

per

man

gana

te

Oth

er E

xper

imen

ts

(3)

Com

pare

phy

sica

l pr

oper

ties

of th

e fo

llow

ing

com

poun

ds: p

ropa

ne,

buta

ne, p

enta

ne, e

than

ol,

prop

an-1

-ol a

nd b

utan

-1-

ol. (

Use

for i

dent

ifyin

g ph

ysic

al p

rope

rties

: mel

ting

poin

t, bo

iling

poi

nt, v

apou

r pr

essu

re)

(4)

Sea

rch

and

pres

ent

info

rmat

ion

on th

e pr

inci

ples

and

app

licat

ions

of

the

alco

hol b

reat

haly

ser.

(opt

iona

l app

licat

ion)

Visu

al a

ids

that

can

be

sour

ced:

sim

ulat

ions

and

an

imat

ions

of o

rgan

ic

mol

ecul

es a

nd o

rgan

ic

reac

tions

Mat

eria

ls:

A fe

w c

ore

expe

rimen

ts a

re

iden

tified

to il

lust

rate

d sp

ecifi

c co

ncep

ts a

nd th

e va

riety

of

furth

er e

xper

imen

ts a

re

avai

labl

e if

teac

hers

wan

t to

use

it.

Link

s to

Gr 1

1 m

ultip

le b

onds

Em

phas

is s

houl

d be

pla

ced

on d

iffer

ent r

epre

sent

atio

ns

of o

rgan

ic c

ompo

unds

: m

acro

scop

ic, s

ub-m

icro

scop

ic

and

sym

bolic

repr

esen

tatio

n an

d th

e lin

ks b

etw

een

them

Als

o ill

ustra

te th

eir 3

D

orie

ntat

ion

usin

g m

odel

s to

bu

ild th

em (m

arbl

es a

nd p

rest

ik

or je

lly to

ts a

nd to

othp

icks

),

Sho

w re

actio

ns ta

king

pla

ce

with

the

mod

els

Exp

lain

the

phys

ical

pro

perti

es

with

the

mod

els

Mol

ecul

ar fo

rmul

a =

C5H

12O

1

Stru

ctur

al fo

rmul

a =

whe

re A

LL

the

bond

s ar

e sh

own.

Con

dens

ed s

truct

ural

form

ula

= w

here

SO

ME

of t

he b

onds

are

sh

own

CH

3CH

2CH

2CH

2CH

2OH

.


105CAPS

Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

3 ho

urs

•Is

omer

s ar

e re

stric

ted

to

stru

ctur

al is

omer

s: (1

) cha

in

isom

ers

(diff

eren

t cha

in);

(2) p

ositi

onal

isom

ers

(diff

eren

t pos

ition

of t

he

sam

e fu

nctio

nal g

roup

) an

d (3

) fun

ctio

nal i

som

ers

(diff

eren

t fun

ctio

nal g

roup

). R

emem

ber A

LL p

ossi

ble

isom

ers

have

the

SA

ME

m

olec

ular

form

ula

IUPA

C n

amin

g an

d fo

rmul

ae,

•G

ive

the

IUPA

C n

ame

whe

n gi

ven

the

form

ula

•G

ive

the

form

ula

whe

n gi

ven

the

IUPA

C n

ame

•N

amin

g is

rest

ricte

d to

co

mpo

unds

with

the

func

tiona

l gro

ups

alka

nes,

al

kene

s, a

lkyn

es, a

lkyl

ha

lides

, ald

ehyd

es,

keto

nes,

alc

ohol

s,

carb

oxyl

ic a

cids

and

est

ers,

up

to a

max

imum

of 8

ca

rbon

ato

ms

in th

e pa

rent

ch

ain

(i.e.

the

long

est

chai

n)

•O

rgan

ic c

ompo

unds

ar

e re

stric

ted

to o

ne

type

of f

unct

iona

l gro

up

per c

ompo

und

and

to a

m

axim

um o

f tw

o fu

nctio

nal

grou

ps o

f the

sam

e ty

pe

per c

ompo

und

Pra

ctic

al in

vest

igat

ion

or

expe

rimen

t int

o th

e ph

ysic

al

prop

ertie

s of

org

anic

mol

ecul

es

Act

ivity

:(1

) D

raw

ing

stru

ctur

al fo

rmul

ae

and

writ

ing

syst

emat

ic

nam

es fo

r alk

anes

, al

kene

s, a

lcoh

ols

and

carb

oxyl

ic a

cids

(2)

Bui

ldin

g m

olec

ular

mod

els

of s

impl

e al

kane

s, a

lken

es,

alco

hols

and

car

boxy

lic

acid

s (u

se a

tom

ic m

odel

ki

ts)

(3)

Bui

ldin

g m

olec

ular

mod

els

of c

ompo

unds

with

diff

eren

t fu

nctio

nal g

roup

s.

(4)

Bui

ldin

g m

olec

ular

mod

els

of b

ut-2

-ene

s

(5)

Bui

ldin

g m

olec

ular

mod

els

of b

utan

-2-o

l or p

ropa

noic

ac

id

Link

to In

term

olec

ular

forc

es in

gr

ade

11

Cyc

loal

kane

s, c

yclo

alke

nes

and

dien

es a

re a

llow

ed u

nder

th

e sa

me

rule

s th

at a

pply

to a

ll th

e ot

her o

rgan

ic m

olec

ules

.

Num

ber l

onge

st c

hain

be

ginn

ing

at th

e en

d ne

ares

t to

the

func

tiona

l gro

up w

ith

the

alky

l sub

stitu

ents

on

the

low

est n

umbe

red

carb

on

atom

s of

the

long

est c

hain

. A

rran

ge s

ubst

ituen

ts in

al

phab

etic

al o

rder

in th

e na

me

of th

e co

mpo

und.

Indi

cate

the

num

ber o

f the

car

bon

atom

on

whi

ch th

e su

bstit

uent

app

ears

in

the

com

poun

d.



Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

3 ho

urs

•Th

e on

ly s

ubst

ituen

t cha

ins

that

are

allo

wed

in n

amin

g an

d re

actio

ns a

re: m

ethy

l- an

d et

hyl-

grou

ps

•A

max

imum

of T

HR

EE

su

bstit

uent

cha

ins

(alk

yl

subs

titue

nts)

are

allo

wed

on

the

pare

nt c

hain

Pra

ctic

al in

vest

igat

ion

orTe

ach

lear

ners

the

mea

ning

of

prim

ary,

sec

onda

ry a

nd te

rtiar

y al

coho

ls.

For e

ster

s th

ere

can

be 8

ca

rbon

s in

the

alky

l gro

up (f

rom

th

e al

coho

l) an

d 8

carb

ons

in

the

carb

oxyl

ic g

roup

(fro

m th

e ca

rbox

ylic

aci

d). B

oth

side

s of

th

e es

ter m

ust b

e un

bran

ched

.

1 ho

ur

Stru

ctur

e ph

ysic

al p

rope

rty

rela

tions

hips

;•

Rec

ogni

ze a

nd a

pply

to

giv

en e

xam

ples

the

rela

tions

hip

betw

een:

-ph

ysic

al p

rope

rties

and

in

term

olec

ular

forc

es

(eth

anol

, dim

ethy

l eth

er,

etha

noic

aci

d, e

than

e,

chlo

ro-e

than

e)

-ph

ysic

al p

rope

rties

an

d nu

mbe

r and

type

of

func

tiona

l gro

ups

(eth

anol

, dim

ethy

l eth

er,

etha

noic

aci

d, e

than

e,

chlo

ro-e

than

e)

-ph

ysic

al p

rope

rties

and

ch

ain

leng

th (m

etha

ne,

etha

ne, p

ropa

ne,

buta

ne, h

exan

e, o

ctan

e)

-ph

ysic

al p

rope

rties

an

d br

anch

ed

chai

ns (p

enta

ne,

2-m

ethy

lbut

ane;

2,

2-di

met

hylp

ropa

ne)

The

phys

ical

pro

perti

es to

be

cons

ider

ed a

re m

eltin

g po

int,

boili

ng p

oint

, and

vap

our

pres

sure

, phy

sica

l sta

te,

dens

ity, m

olec

ular

sha

pe,

flam

mab

ility

and

sm

ell.

The

IMF

to b

e co

nsid

ered

are

hy

drog

en b

onds

and

Van

der

W

aals

forc

es.


107CAPS

Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

1 ho

ur

App

licat

ions

of o

rgan

ic

chem

istry

•A

lkan

es a

re o

ur m

ost

impo

rtant

(fos

sil)

fuel

s.

The

com

bust

ion

of a

lkan

es

(oxi

datio

n) is

hig

hly

exot

herm

ic a

nd c

arbo

n di

oxid

e an

d w

ater

are

pr

oduc

ed:

alka

ne +

O2 →

H2O

+ C

O2

with

∆H

<0

•A

n es

ter i

s a

prod

uct

of a

n ac

id c

atal

yzed

co

nden

satio

n be

twee

n an

al

coho

l and

a c

arbo

xylic

ac

id

•Id

entif

y th

e al

coho

l and

ca

rbox

ylic

aci

d us

ed to

pr

epar

e a

give

n es

ter a

nd

vice

ver

sa, a

nd w

rite

an

equa

tion

to p

rese

nt th

is

prep

arat

ion

Pres

crib

ed e

xper

imen

t fo

r for

mal

ass

essm

ent

(1)

Pre

pare

diif

eren

t Est

ers

and

iden

tify

the

Est

ers

by

smel

l

Mat

eria

l:Te

st tu

bes,

wat

er b

owl,

glas

s be

aker

, bur

ner,

test

tube

ho

lder

, pro

pette

, spa

tula

, m

etha

nol,

etha

nol,

pent

anol

, ac

etic

aci

d, s

alic

ylic

aci

d,

conc

entra

ted

sulp

huric

aci

d et

c.

Use

saf

ety

data

to le

arn

the

prop

ertie

s of

org

anic

co

mpo

unds

.



Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

3 ho

urs

Sub

stitu

tion,

add

ition

and

el

imin

atio

n.

(ON

LY a

lkan

es, a

lken

es,

alky

nes,

alc

ohol

s, h

alo-

alka

nes,

car

boxy

lic a

cids

, and

es

ters

)

Des

crib

e cr

iteria

to u

se

to c

lass

ify e

limin

atio

n,

subs

titut

ion

or a

dditi

on

reac

tions

acc

ordi

ng to

st

ruct

ural

cha

nge

•A

dditi

on re

actio

ns:

Uns

atur

ated

com

poun

ds

(alk

enes

, cyc

loal

kene

s)

unde

rgo

addi

tion

reac

tions

:

- H

ydro

halo

gena

tion:

Add

ition

of H

X to

an

alke

ne

e.g.

C

H2 =

CH

2 +

HC

ℓ → C

H3 - C

H2C

ℓ

Rea

ctio

n co

nditi

ons:

H

X (X

= C

ℓ, B

r, I)

adde

d to

al

kene

; no

wat

er m

ust b

e pr

esen

t

(Dur

ing

addi

tion

of H

X to

un

satu

rate

d hy

droc

arbo

ns, t

he

H a

tom

atta

ches

to th

e C

ato

m

alre

ady

havi

ng th

e gr

eate

r nu

mbe

r of H

ato

ms.

The

X

atom

atta

ches

to th

e m

ore

subs

titut

ed C

ato

m)

- H

alog

enat

ion:

Add

ition

of X

2 (X

= C

ℓ, B

r) to

al

kene

s e.

g.

CH

2 =

CH

2 +

Cℓ 2 →

CH

2Cℓ-C

H2C

ℓ

Rea

ctio

n co

nditi

ons:

X

2 (X

= C

ℓ, B

r) a

dded

to a

lken

e

Expe

rimen

t:

•P

repa

re e

than

ol fr

om

ethe

ne

•D

emon

stra

te th

e hy

drog

enat

ion

of v

eget

able

oi

ls to

form

mar

garin

e

Rec

all s

ome

orga

nic

com

poun

ds th

at a

re p

rodu

ced

by p

eopl

e in

thei

r hom

es e

.g.

alco

hol f

rom

sor

ghum

bee

r or

grap

es o

r mal

t or r

ice.

Why

doe

s ov

er fe

rmen

tatio

n le

ad to

aci

d fo

rmat

ion?

How

is s

our p

orrid

ge m

ade?

W

hat a

re th

e re

acta

nts

and

wha

t are

the

prod

ucts

?

Uns

atur

ated

com

poun

ds

unde

rgo

addi

tion

reac

tions

to

form

sat

urat

ed c

ompo

unds

e.

g.

CH

2=C

H2 +

Cℓ 2 →

CH

2Cℓ-C

H2C

ℓ


109CAPS

Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

3 ho

urs

Sub

stitu

tion,

add

ition

and

el

imin

atio

n.

(ON

LY a

lkan

es, a

lken

es,

alky

nes,

alc

ohol

s, h

alo-

alka

nes,

car

boxy

lic a

cids

, and

es

ters

)

Des

crib

e cr

iteria

to u

se

to c

lass

ify e

limin

atio

n,

subs

titut

ion

or a

dditi

on

reac

tions

acc

ordi

ng to

st

ruct

ural

cha

nge

•A

dditi

on re

actio

ns:

Uns

atur

ated

com

poun

ds

(alk

enes

, cyc

loal

kene

s)

unde

rgo

addi

tion

reac

tions

:

- H

ydro

halo

gena

tion:

Add

ition

of H

X to

an

alke

ne

e.g.

C

H2 =

CH

2 +

HC

ℓ → C

H3 - C

H2C

ℓ

Rea

ctio

n co

nditi

ons:

H

X (X

= C

ℓ, B

r, I)

adde

d to

al

kene

; no

wat

er m

ust b

e pr

esen

t

(Dur

ing

addi

tion

of H

X to

un

satu

rate

d hy

droc

arbo

ns, t

he

H a

tom

atta

ches

to th

e C

ato

m

alre

ady

havi

ng th

e gr

eate

r nu

mbe

r of H

ato

ms.

The

X

atom

atta

ches

to th

e m

ore

subs

titut

ed C

ato

m)

- H

alog

enat

ion:

Add

ition

of X

2 (X

= C

ℓ, B

r) to

al

kene

s e.

g.

CH

2 =

CH

2 +

Cℓ 2 →

CH

2Cℓ-C

H2C

ℓ

Rea

ctio

n co

nditi

ons:

X

2 (X

= C

ℓ, B

r) a

dded

to a

lken

e

Expe

rimen

t:

•P

repa

re e

than

ol fr

om

ethe

ne

•D

emon

stra

te th

e hy

drog

enat

ion

of v

eget

able

oi

ls to

form

mar

garin

e

Rec

all s

ome

orga

nic

com

poun

ds th

at a

re p

rodu

ced

by p

eopl

e in

thei

r hom

es e

.g.

alco

hol f

rom

sor

ghum

bee

r or

grap

es o

r mal

t or r

ice.

Why

doe

s ov

er fe

rmen

tatio

n le

ad to

aci

d fo

rmat

ion?

How

is s

our p

orrid

ge m

ade?

W

hat a

re th

e re

acta

nts

and

wha

t are

the

prod

ucts

?

Uns

atur

ated

com

poun

ds

unde

rgo

addi

tion

reac

tions

to

form

sat

urat

ed c

ompo

unds

e.

g.

CH

2=C

H2 +

Cℓ 2 →

CH

2Cℓ-C

H2C

ℓ

Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

3 ho

urs

- H

ydra

tion:

Add

ition

of H

2O to

alk

enes

e.g

. C

H2 =

CH

2 +

H2O

→ C

H3 -

CH

2OH

Rea

ctio

n co

nditi

ons:

H2O

in

exce

ss a

nd a

sm

all a

mou

nt

of H

X o

r oth

er s

trong

aci

d (H

3PO

4) as

cat

alys

t

(Dur

ing

addi

tion

of H

2O to

un

satu

rate

d hy

droc

arbo

ns, t

he

H a

tom

atta

ches

to th

e C

ato

m

alre

ady

havi

ng th

e gr

eate

r nu

mbe

r of H

ato

ms.

The

OH

gr

oup

atta

ches

to th

e m

ore

subs

titut

ed C

-ato

m)

- H

ydro

gena

tion:

Add

ition

of H

2 to

alk

enes

e.g

. C

H2 =

CH

2 +

H2 →

CH

3 - C

H3

Rea

ctio

n co

nditi

ons:

alk

ene

diss

olve

d in

a n

on p

olar

sol

vent

w

ith th

e ca

taly

st (P

t, P

d or

Ni)

in a

H2 a

tmos

pher

e



Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

3 ho

urs

•El

imin

atio

n re

actio

ns:

Sat

urat

ed c

ompo

unds

(h

aloa

lkan

es, a

lcoh

ols,

al

kane

s) u

nder

go e

limin

atio

n re

actio

ns

- D

ehyd

roha

loge

natio

n:

Elim

inat

ion

of H

X fr

om a

ha

loal

kane

e.g

. C

H2C

ℓ-CH

2Cℓ →

CH

2 =

CH

Cℓ +

HC

ℓ

Rea

ctio

n co

nditi

ons:

hea

t un

der r

eflux

(vap

ours

co

nden

se a

nd re

turn

to

reac

tion

vess

el d

urin

g he

atin

g)

in a

con

cent

rate

d so

lutio

n of

N

aOH

or K

OH

in p

ure

etha

nol

as th

e so

lven

t i.e

. hot

eth

anol

ic

NaO

H/K

OH

(If m

ore

than

one

elim

inat

ion

prod

uct i

s po

ssib

le, t

he m

ajor

pr

oduc

t is

the

one

whe

re th

e H

ato

m is

rem

oved

from

the

C

atom

with

the

leas

t num

ber o

f H

ato

ms)

Sat

urat

ed c

ompo

unds

und

ergo

el

imin

atio

n re

actio

ns to

form

un

satu

rate

d co

mpo

unds

e.g

.

CH

2Cℓ-C

H2C

ℓ → C

H2=

CH

Cℓ +

HC

ℓ


111CAPS

Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

3 ho

urs

- D

ehyd

ratio

n of

alc

ohol

s:

Elim

inat

ion

of H

2O fr

om a

n al

coho

l e.g

. C

H3 -

CH

2OH

→ C

H2 =

CH

2 +

H2O

Rea

ctio

n co

nditi

ons:

Aci

d ca

taly

zed

dehy

drat

ion

- hea

ting

of a

lcoh

ol w

ith a

n ex

cess

of

conc

entra

ted

H2S

O4 (

or H

3PO

4)

(If m

ore

than

one

elim

inat

ion

prod

uct i

s po

ssib

le, t

he m

ajor

pr

oduc

t is

the

one

whe

re th

e H

ato

m is

rem

oved

from

the

C

atom

with

the

leas

t num

ber o

f H

ato

ms)

• C

rack

ing

of h

ydro

carb

ons:

Bre

akin

g up

larg

e hy

droc

arbo

n m

olec

ules

into

sm

alle

r and

m

ore

usef

ul b

its

Rea

ctio

n co

nditi

ons:

hig

h pr

essu

res

and

tem

pera

ture

s w

ithou

t a c

atal

yst (

ther

mal

cr

acki

ng),

or lo

wer

te

mpe

ratu

res

and

pres

sure

s in

the

pres

ence

of a

cat

alys

t (c

atal

ytic

cra

ckin

g)



Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

• Su

bstit

utio

n re

actio

ns:

- In

terc

onve

rsio

n be

twee

n al

coho

ls a

nd h

aloa

lkan

es:

Rea

ctio

ns o

f H

X (X

= C

ℓ , B

r) w

ith a

lcoh

ols

to p

rodu

ce h

aloa

lkan

es:

Rea

ctio

n co

nditi

ons:

- Te

rtiar

y al

coho

ls a

re

conv

erte

d in

to h

aloa

lkan

es

usin

g H

Br o

r HC

ℓ at r

oom

te

mpe

ratu

re e

.g.

C(C

H3) 3O

H +

HB

r → C

(CH

3) 3Br +

H2O

- Th

e re

actio

n w

orks

bes

t w

ith te

rtiar

y al

coho

ls.

Prim

ary

and

seco

ndar

y al

choh

ols

reac

t slo

wly

and

at

hig

h te

mpe

ratu

res.

Reactionsofbaseswith

haloalkanes

(Hyd

roly

sis)

to p

rodu

ce

alco

hols

e.g

.C

(CH

3) 3X +

KO

H →

C(C

H3) 3O

H +

KB

r

Rea

ctio

n co

nditi

ons:

H

aloa

lkan

e di

ssol

ved

in

etha

nol b

efor

e tre

atm

ent w

ith

aque

ous

sodi

um h

ydro

xide

an

d w

arm

ing

th m

ixtu

re; t

he

sam

e hy

drol

ysis

reat

ion

occu

rs

mor

e sl

owly

with

out a

lkal

i, i.e

. H

2O a

dded

to th

e ha

loal

kane

di

ssol

ved

in e

than

ol. (

Stro

ng

base

d w

ill c

ause

elim

inat

ion)

Two

type

s of

sat

urat

ed

stru

ctur

e ca

n be

inte

r-co

nver

ted

by s

ubst

itutio

n e.

g.•

C(C

H3) 3O

H +

HB

r → C

(CH

3) 3Br +

H2O

• C

(CH

3) 3Br +

KO

H →

C(C

H3) 3O

H +

KB

r

• W

rite

equa

tions

for s

impl

e su

bstit

utio

n re

actio

ns e

.g.

Org

anic

reac

tions

:•

CH

4 + C

ℓ 2 → C

H3C

ℓ + H

Cℓ

• C

H3C

ℓ + H

2O →

CH

3OH

+ H

Cℓ

Dis

tingu

ish

betw

een

prim

ary,

se

cond

ary

and

terti

ary

carb

ons.

A p

rimar

y ca

rbon

is

a c

arbo

n at

om b

onde

d to

O

NE

oth

er c

arbo

n at

om. A

se

cond

ary

carb

on is

a c

arbo

n at

om b

onde

d to

TW

O o

ther

ca

rbon

ato

ms.

A te

rtiar

y ca

rbon

is

a c

arbo

n at

om b

onde

d to

TH

RE

E o

ther

car

bon

atom

s.

For e

xam

ple:

CH

3CH

2CH

3 car

bon

1 an

d 3

are

prim

ary

carb

ons

beca

use

they

ar

e on

ly b

onde

d to

one

oth

er

carb

on a

tom

.

Car

bon

2 is

a s

econ

dary

ca

rbon

bec

ause

it is

bon

ded

to tw

o ot

her c

arbo

n at

oms.

In

C(C

H3) 3X

the

cent

ral c

arbo

n in

this

com

poun

d is

a te

rtiar

y ca

rbon

bec

ause

it is

bon

ded

to

thre

e ot

her c

arbo

ns.

A pr

imar

y al

coho

l is

–OH

bo

nded

to a

prim

ary

carb

on

(CH

3CH

2CH

2OH

). A

seco

ndar

y al

coho

l is

a –O

H b

onde

d to

a

seco

ndar

y ca

rbon

(CH

3CH

(OH

)C

H3)

and

a te

rtiar

y al

coho

l is

–O

H b

onde

d to

a te

rtiar

y ca

rbon

(C

(CH

3) 3OH

).


113CAPS

Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

Rea

ctio

ns o

f bas

es w

ith

halo

alka

nes

(hyd

roly

sis)

to

prod

uce

alco

hols

e.g

. C

(CH

3) 3X +

KO

H →

C

(CH

3) 3OH

+ K

Br

Rea

ctio

n co

nditi

ons:

H

aloa

lkan

e di

ssol

ved

in

etha

nol b

efor

e tre

atm

ent w

ith

aque

ous

sodi

um h

ydro

xide

an

d w

arm

ing

of th

e m

ixtu

re;

the

sam

e hy

drol

ysis

reac

tion

occu

rs m

ore

slow

ly w

ithou

t al

kali,

i.e.

H2O

add

ed to

the

halo

alka

ne d

isso

lved

in e

than

ol

- H

aloa

lkan

es fr

om a

lkan

es.

Rea

ctio

n co

nditi

ons:

X2 (

X =

B

r, C

ℓ) ad

ded

to a

lkan

e in

the

pres

ence

of l

ight

or h

eat

Expe

rimen

t:(1

) A

lkan

es a

nd a

lken

es re

act

with

bro

min

e an

d po

tass

ium

pe

rman

gana

te (s

ubst

itutio

n an

d ad

ditio

n)

Onl

y th

e re

actio

n of

al

kene

s w

ith p

otas

sium

pe

rman

gana

te in

alkaline

solu

tion

shou

ld b

e ad

ded

as a

n ac

tivity

. Thi

s w

ill re

sult

in th

e fo

rmat

ion

of th

e di

ol a

nd w

ould

be

an

addi

tion

reac

tion

Mat

ertia

ls:

Pro

pette

s, te

st tu

bes,

so

lid s

topp

ers,

spa

tula

, he

xane

, hex

ene,

bro

min

e w

ater

, spa

tula

, pot

assi

um

perm

anga

nate

, dilu

te

hydr

ochl

oric

aci

d, c

hlor

ofor

m.

Link

to re

actio

ns u

sed

in

indu

stry

:

Sub

stitu

tion,

add

ition

and

el

imin

atio

n.

SA

SO

L - p

olym

ers

Incl

ude

ON

LY th

ese

thre

e re

actio

n ty

pes,

and

not

furth

er

spec

ifyin

g re

actio

ns

•D

escr

ibe

addi

tion

reac

tions

that

ar

e im

porta

nt in

in

dust

ry e

.g. a

dditi

on

poly

mer

izat

ion

reac

tions

to

pro

duce

pol

yeth

ylen

e,

poly

prop

ylen

e, a

nd P

VC



Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

4 ho

urs

Pla

stic

s an

d po

lym

ers

(ON

LY B

AS

IC

PO

LYM

ER

ISAT

ION

as

appl

icat

ion

for o

rgan

ic

chem

istry

)

• D

escr

ibe

the

term

pol

ymer

; m

acro

mol

ecul

e, c

hain

, m

onom

er, f

unct

iona

l gro

ups

• Ill

ustra

te th

e re

actio

n to

pr

oduc

e a

poly

mer

by

an

addi

tion

reac

tion

usin

g th

e po

lym

eriz

atio

n of

O

NLY

eth

ene

to p

rodu

ce

poly

then

e

[nC

H2=

CH

2 → (-

CH

2-CH

2-)n ]

• W

hat i

s th

e in

dust

rial u

se o

f po

lyth

ene?

(Mak

e sq

ueez

e bo

ttles

, pla

stic

bag

s,

film

s, to

ys a

nd m

olde

d ob

ject

s, e

lect

ric in

sula

tion.

P

olyt

hene

has

the

recy

clin

g nu

mbe

r 4)

• Ill

ustra

te th

e re

actio

n to

pr

oduc

e a

poly

mer

by

cond

ensa

tion

reac

tion

with

th

e re

actio

n to

pro

duce

a

poly

este

r. U

se O

NLY

th

e re

actio

n to

mak

e th

e po

lym

er p

olye

thyl

ene

Expe

rimen

t(1

) P

last

ics

phys

ical

pro

perti

es

and

recy

clin

g nu

mbe

rs(2

) P

erfo

rmin

g an

exp

erim

ent

to p

repa

re a

n ad

ditio

n po

lym

erA

ctiv

ities

:(1

) S

earc

hing

for i

nfor

mat

ion

or re

adin

g ar

ticle

s ab

out

the

disc

over

y of

pol

yeth

ene

and

the

deve

lopm

ent o

f ad

ditio

n po

lym

ers

(2)

Bui

ldin

g ph

ysic

al o

r co

mpu

ter m

odel

s of

ad

ditio

n po

lym

ers

(3)

Sea

rchi

ng fo

r and

pr

esen

ting

info

rmat

ion

on e

nviro

nmen

tal i

ssue

s re

late

d to

the

use

of

plas

tics

(4)

Con

duct

ing

a su

rvey

to

inve

stig

ate

the

quan

titie

s an

d ty

pes

of s

olid

was

te

gene

rate

d at

hom

e or

sc

hool

and

sug

gest

ing

met

hods

to re

duce

thes

e w

aste

s

Mak

e le

arne

rs a

war

e m

ater

ials

m

ade

from

pol

ymer

s.W

hat d

o yo

u kn

ow a

bout

K

evla

r and

Myl

ar?

Wha

t are

the

func

tions

of t

hese

m

ater

ials

and

wha

t are

they

us

ed fo

r? W

ho d

isco

vere

d or

in

vent

ed th

e m

ater

ials

?In

vest

igat

e w

hat s

ome

win

dscr

eens

are

mad

e of

?W

hat a

re b

reak

pad

s m

ade

of?

Dis

cuss

the

diffe

rent

pol

ymer

s th

at a

re u

sed

inst

ead

of g

lass

.A

noth

er e

xam

ple

is th

e fo

llow

ing

Illus

trate

the

reac

tion

to

prod

uce

a po

lym

er b

y co

nden

satio

n re

actio

n w

ith th

e re

actio

n to

pro

duce

a p

olye

ster

.


115CAPS

Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

Illus

trate

the

reac

tion

to

prod

uce

a po

lym

er b

y co

nden

satio

n re

actio

n w

ith

the

reac

tion

to p

rodu

ce a

po

lyes

ter.

Pol

ylac

tic a

cid

(PLA

) is

an in

tere

stin

g po

lym

er

beca

use

the

mon

omer

use

d fo

r thi

s po

lym

er c

omes

from

th

e bi

olog

ical

ferm

enta

tion

of

plan

t mat

eria

ls (a

s op

pose

d to

mon

omer

s co

min

g fro

m

petro

leum

) and

the

poly

mer

is

bio

degr

adab

le. T

his

poly

mer

(PLA

) is

mos

tly u

sed

for p

acka

ging

mat

eria

l and

be

caus

e it

is b

iode

grad

able

it

has

the

pote

ntia

l to

alle

viat

e la

nd-fi

ll di

spos

al p

robl

ems

n H

OCO

RC

OH

O+

nH

OC

H2C

H2O

HCO

RC

OC

H2C

H2O

O

n

+2

nH

2O

• Id

entif

y th

e m

onom

er u

sed

to p

rodu

ce a

pol

ymer

from

th

e st

ruct

ural

form

ula

of

a se

ctio

n of

a c

hain

. Use

on

ly th

e fo

llow

ing

poly

mer

s to

iden

tify

mon

omer

s:

Pol

yvin

yl c

hlor

ide

(PV

C);

poly

styr

ene;

pol

ythe

ne, a

nd

poly

viny

l ace

tate

(PVA

). (L

imite

d to

iden

tifica

tion

of

mon

omer

s)

• Id

entif

y a

poly

mer

as

the

prod

uct o

f an

addi

tion

or c

onde

nsat

ion

poly

mer

izat

ion

reac

tion,

fro

m it

s st

ruct

ural

form

ula

(use

onl

y po

lyth

ene

and

Pol

ylac

tic a

cid)



Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

•Id

entif

y a

poly

mer

as

the

prod

uct o

f an

addi

tion

or c

onde

nsat

ion

poly

mer

izat

ion

reac

tion,

fro

m it

s st

ruct

ural

form

ula

Expe

rimen

ts(1

) P

olym

eriz

atio

n - s

ilico

ne

rubb

er fr

om s

odiu

m s

ilica

te

and

ethy

l alc

ohol

(2)

Pol

ymer

izat

ion

- pol

ymer

ic

sulp

hur i

.e. p

last

ic s

ulph

ur

Rec

omm

ende

d ex

perim

ent

for i

nfor

mal

ass

essm

ent

(3)

Cro

ss-li

nkin

g po

lym

ers

- pol

yvin

yl a

lcoh

ol a

nd

sodi

um b

orat

e to

mak

e “s

lime”

(4)

Cro

ss-li

nkin

g po

lym

ers

- w

hite

woo

d gl

ue a

nd b

orax

to

mak

e “s

illy

putty

”

Mat

eria

ls:

PVA

and

sod

ium

bor

ate

Whi

te w

ood

glue

(Alc

olin

, or

Red

Dev

il) a

nd B

orax

pow

der,

food

col

ourin

g, e

mpt

y yo

gurt

cont

aine

rs, g

lass

bea

ker,

stirr

ing

rod.

ASS

ESSM

ENT

TER

M 1

TER

M 1

: Pre

scrib

ed F

orm

al A

sses

smen

t1.

Ex

perim

ent (

Che

mis

try)

: Pre

para

tion

of e

ster

s 2.

C

ontr

ol T

est


117CAPS

TER

M 2

: GR

AD

E 12

GR

AD

E 12

PH

YSIC

S (M

ECH

AN

ICS)

TER

M 2

Tim

eTo

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

10 H

OU

RS

Wor

k, E

nerg

y &

Pow

er

2 ho

urs

Defi

nitio

n of

Wor

k •

Defi

ne th

e w

ork

done

on

an

obje

ct b

y a

forc

e as

:

W=F

∆xC

osθ.

•K

now

that

wor

k is

a s

cala

r qu

antit

y an

d is

mea

sure

d in

jo

ules

(J)

•C

alcu

late

the

net w

ork

done

on

an o

bjec

t by

appl

ying

the

defin

ition

of

wor

k to

eac

h fo

rce

actin

g on

the

obje

ct w

hile

it is

be

ing

disp

lace

d, a

nd th

en

addi

ng u

p (s

cala

r) e

ach

cont

ribut

ion

•P

ositi

ve n

et w

ork

done

on

a sy

stem

will

incr

ease

the

ener

gy o

f the

sys

tem

and

ne

gativ

e ne

t wor

k do

ne o

n th

e sy

stem

will

dec

reas

e th

e en

ergy

of t

he s

yste

m

ALT

ERN

ATE

MET

HO

D F

OR

D

ETER

MIN

ING

THE

NET

WO

Rk

.

1.

Dra

w a

forc

e di

agra

m

show

ing

only

forc

es th

at

act a

long

the

plan

e. Ig

nore

pe

rpen

dicu

lar f

orce

s

Stre

ss th

e di

ffere

nce

betw

een

the

ever

yday

use

of t

he w

ord

“wor

k” a

nd th

e ph

ysic

s us

e.

Onl

y th

e co

mpo

nent

of t

he

appl

ied

forc

e th

at is

par

alle

l to

the

mot

ion

does

wor

k on

an

obj

ect.

So,

for e

xam

ple,

a

pers

on h

oldi

ng u

p a

heav

y bo

ok d

oes

no w

ork

on th

e bo

ok.

Forc

es p

erpe

ndic

ular

to th

e ob

ject

s di

spla

cem

ent d

o no

w

ork

on th

e ob

ject

, sin

ce θ

=90o

(cos

θ=0)

Forc

es p

aral

lel t

o th

e ob

ject

s di

spla

cem

ent d

o po

sitiv

e w

ork

on th

e ob

ject

, sin

ce θ

=0o

(cos

θ=1)

Forc

es a

nti-p

aral

lel t

o th

e ob

ject

s di

spla

cem

ent (

eg

frict

ion)

do

nega

tive

wor

k on

the

obje

ct, s

ince

θ=1

80o

(cos

θ= −

1)



Tim

eTo

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

2.

Cal

cula

te th

e re

sulta

nt

forc

e (a

long

the

plan

e)

3.

Cal

cula

te th

e ne

t wor

k do

ne o

n an

obj

ect b

y ta

king

th

e pr

oduc

t of t

he re

sulta

nt

forc

e (a

long

the

plan

e)

actin

g on

the

obje

ct a

nd

its d

ispl

acem

ent a

long

the

plan

e

2 ho

urs

Wor

k -E

nerg

y

Theo

rem

•K

now

that

the

net w

ork

done

on

an o

bjec

t cau

ses

a ch

ange

in th

e ob

ject

’s

kine

tic e

nerg

y - t

he work-

ener

gy th

eore

m -

•A

pply

the

wor

k-en

ergy

th

eore

m to

obj

ects

on

horiz

onta

l and

incl

ined

pl

anes

(fric

tionl

ess

and

roug

h)

NO

TE: a

con

tact

forc

e on

ly

does

wor

k on

an

obje

ct if

it

stay

s in

con

tact

with

the

obje

ct.

For e

xam

ple,

a p

erso

n pu

shin

g a

trolle

y do

es w

ork

on th

e tro

lley,

but

the

road

doe

s no

w

ork

on th

e ty

res

of a

car

if

they

turn

with

out s

lippi

ng (t

he

forc

e is

not

app

lied

over

any

di

stan

ce b

ecau

se a

diff

eren

t pi

ece

of ty

re to

uche

s th

e ro

ad

ever

y in

stan

t).


119CAPS

Tim

eTo

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

3 ho

urs

Con

serv

atio

n of

ene

rgy

with

no

n-co

nser

vativ

e fo

rces

pr

esen

t.

•D

efine

con

serv

ativ

e fo

rces

an

d gi

ve a

n ex

ampl

e

•D

efine

non

-con

serv

ativ

e fo

rces

and

giv

e ex

ampl

es

•K

now

that

whe

n on

ly

cons

erva

tive

forc

es a

re

pres

ent,

mec

hani

cal e

nerg

y is

con

serv

ed

•K

now

that

whe

n no

n-co

nser

vativ

e fo

rces

are

pr

esen

t mec

hani

cal

ener

gy (s

um o

f kin

etic

and

po

tent

ial)

is n

ot c

onse

rved

, bu

t tot

al e

nerg

y (o

f the

sy

stem

) is

still

con

serv

ed

•S

olve

con

serv

atio

n of

en

ergy

pro

blem

s (w

ith

diss

ipat

ive

forc

es p

rese

nt)

usin

g th

e eq

uatio

n:

•U

se th

e ab

ove

rela

tions

hip

to s

how

that

in th

e ab

senc

e of

non

-con

serv

ativ

e fo

rces

, m

echa

nica

l ene

rgy

is

cons

erve

d

A fo

rce

is a

con

serv

ativ

e fo

rce

if th

e ne

t wor

k do

ne th

e fo

rce

in m

ovin

g an

abj

ect a

roun

d a

clos

ed p

ath,

sta

rting

and

en

ding

at t

he s

ame

poin

t is

zero

. Gra

vita

tiona

l for

ce is

an

exam

ple

of a

con

serv

ativ

e fo

rce.

Exa

mpl

es o

f non

-con

serv

ativ

e fo

rces

incl

ude

air r

esis

tanc

e,

frict

ion,

tens

ion

and

appl

ied

forc

es.

ncW

repr

esen

ts th

e w

ork

done

by

the

non-

cons

erva

tive

forc

es



Tim

eTo

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

3 ho

urs

Pow

er•

Defi

ne p

ower

as

the

rate

at

whi

ch w

ork

is d

one

•C

alcu

late

the

pow

er

invo

lved

whe

n w

ork

is d

one

•U

nder

stan

d th

e av

erag

e po

wer

requ

ired

to k

eep

an o

bjec

t mov

ing

at a

co

nsta

nt s

peed

alo

ng a

ro

ugh

horiz

onta

l sur

face

or

a ro

ugh

incl

ined

pla

ne a

nd

do c

alcu

latio

ns u

sing

Pav

=Fv av

•C

alcu

late

the

min

imum

po

wer

requ

ired

of a

n el

ectri

c m

otor

to p

ump

wat

er fr

om a

bor

ehol

e of

a p

artic

ular

dep

th a

t a

parti

cula

r rat

e us

ing

Rec

omm

ende

d pr

actic

alin

vest

igat

ion

for i

nfor

mal

asse

ssm

ent:

Per

form

sim

ple

expe

rimen

ts

to d

eter

min

e th

e w

ork

done

in

wal

king

up

(or r

unni

ng u

p a

fligh

t of s

tairs

). B

y tim

ing

the

run

and

wal

k (s

ame

fligh

t of

sta

irs) o

ne c

an e

nric

h th

e co

ncep

t of p

ower

Mat

eria

ls:

Flig

ht o

f sta

irs, s

topw

atch

, m

easu

ring

tape

(5m

) or m

eter

st

ick,


121CAPS

GR

AD

E 12

PH

YSIC

S (W

AVES

, SO

UN

D &

LIG

HT)

TER

M 2

Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

6 H

OU

RS

Dop

pler

Effe

ct (r

elat

ive

mot

ion

betw

een

sour

ce

obse

rver

)

4 ho

urs

With

sou

nd a

nd u

ltras

ound

•S

tate

the

Dop

pler

Effe

ct fo

r so

und

and

give

eve

ryda

y ex

ampl

es.

•E

xpla

in (u

sing

app

ropr

iate

ill

ustra

tions

) why

a s

ound

in

crea

ses

in p

itch

whe

n th

e so

urce

of t

he s

ound

trav

els

tow

ards

a li

sten

er a

nd

decr

ease

s in

pitc

h w

hen

it tra

vels

aw

ay

•U

se th

e eq

uatio

n

�

f L=

v±

v L

v±

v S

f S

to c

alcu

late

the

frequ

ency

of

sou

nd d

etec

ted

by a

lis

tene

r (L)

whe

n EI

THER

th

e so

urce

or t

he li

sten

er is

m

ovin

g

•D

escr

ibe

appl

icat

ions

of

the

Dop

pler

Effe

ct w

ith

ultra

soun

d w

aves

in

med

icin

e, e

.g. t

o m

easu

re

the

rate

of b

lood

flow

or t

he

hear

tbea

t of a

foet

us in

the

wom

b

Prac

tical

Dem

onst

ratio

n:D

oppl

er e

ffect

Mat

eria

ls:

Tuni

ng fo

rk (o

r sm

all s

ound

so

urce

), st

ring

Dop

pler

app

licat

ions

wou

ld

invo

lve

eith

er a

mov

ing

sour

ce

(sta

tiona

ry

obse

rver

) or a

mov

ing

obse

rver

(sta

tiona

ry s

ourc

e)



Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

2 ho

urs

With

ligh

t - re

d sh

ifts

in th

e un

iver

se (e

vide

nce

for t

he

expa

ndin

g un

iver

se).

•S

tate

that

ligh

t em

itted

fro

m m

any

star

s is

sh

ifted

tow

ard

the

red,

or

long

er w

avel

engt

h/lo

wer

fre

quen

cy, e

nd o

f the

sp

ectru

m d

ue to

mov

emen

t of

the

sour

ce o

f lig

ht

•A

pply

the

Dop

pler

Effe

ct

to th

ese

“red

shi

fts” t

o co

nclu

de th

at m

ost s

tars

ar

e m

ovin

g aw

ay fr

om

Ear

th a

nd th

eref

ore

the

univ

erse

is e

xpan

ding

No

calc

ulat

ions

are

to b

e do

ne

on re

d sh

ifts.

Ele

ctro

mag

netic

Spe

ctru

m -

the

red

end

of th

e sp

ectru

m

corr

espo

nds

to lo

wer

freq

uenc

y an

d th

e bl

ue e

nd to

hig

her

frequ

ency

ligh

t.

Mat

ter a

nd M

ater

ials

- em

issi

on s

pect

ra a

nd

disc

uss

the

fact

that

sta

rs

emit

light

of f

requ

enci

es

that

are

det

erm

ined

by

thei

r co

mpo

sitio

n.


123CAPS

GR

AD

E 12

CH

EMIS

TRY

(CH

EMIC

AL

CH

AN

GE)

TER

M 2

Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

4 H

OU

RS

Rat

e an

d Ex

tent

of R

eact

ion:

2 ho

urs

Rat

es o

f rea

ctio

n an

d fa

ctor

s af

fect

ing

rate

(nat

ure

of re

actin

g su

bsta

nces

, co

ncen

tratio

n [p

ress

ure

for

gase

s], t

empe

ratu

re a

nd

pres

ence

of a

cat

alys

t);

•E

xpla

in w

hat i

s m

eant

by

reac

tion

rate

•Li

st th

e fa

ctor

s w

hich

af

fect

the

rate

of c

hem

ical

re

actio

ns. (

Sur

face

are

a (s

olid

), co

ncen

tratio

n (s

olut

ion)

, pre

ssur

e (g

as),

tem

pera

ture

, and

cat

alys

t)

•E

xpla

in in

term

s of

col

lisio

n th

eory

how

the

vario

us

fact

ors

affe

ct th

e ra

te o

f ch

emic

al re

actio

ns

Expe

rimen

ts:

Det

erm

ine

the:

(1)

Effe

ct o

f diff

eren

t co

ncen

tratio

ns o

f- vi

nega

r an

d ba

king

sod

a

(2)

Effe

ct o

f tem

pera

ture

- vi

nega

r and

bak

ing

soda

; A

lka

Sel

tzer

or C

al-C

-Vita

(3)

Effe

ct o

f tem

pera

ture

and

co

ncen

tratio

n - p

otas

sium

io

date

(0.0

1 M

), so

lubl

e st

arch

, Na 2S

2O3 a

nd H

2SO

4 (io

dine

clo

ck re

actio

n)

(4)

Effe

ct o

f cat

alys

t -

hydr

ogen

per

oxid

e an

d m

anga

nese

dio

xide

; bu

rnin

g a

suga

r cub

e w

ith a

nd w

ithou

t dip

ping

in

act

ivat

ed c

arbo

n. A

lso

addi

ng a

pie

ce o

f cop

per t

o th

e re

actio

n be

twee

n zi

nc

and

HC

l will

acc

eler

ate

the

rate

Mat

eria

ls:

This

sec

tion

mus

t be

done

ve

ry w

ell;

deep

und

erst

andi

ng

of th

is s

ectio

n gi

ves

the

foun

datio

n fo

r inc

isiv

e kn

owle

dge

late

r.

Link

che

mic

al s

yste

ms

grad

e 12

to in

dust

rial p

roce

sses

.

Very

use

ful P

HE

T si

mul

atio

ns

of re

actio

n ra

te a

re a

vaila

ble.

A

lso

othe

rs li

ke G

reen

bow

e si

mul

atio

ns fo

r red

ox re

actio

ns

1 ho

ur

Mea

surin

g ra

tes

of re

actio

n;•

Sug

gest

sui

tabl

e ex

perim

enta

l tec

hniq

ues

for m

easu

ring

the

rate

of a

gi

ven

reac

tion

incl

udin

g th

e m

easu

ring

of g

as v

olum

es,

turb

idity

(e.g

. pre

cipi

tate

fo

rmat

ion)

, cha

nge

of

colo

ur a

nd th

e ch

ange

of

the

mas

s of

the

reac

tion

vess

el

Expe

rimen

t(1

) D

eter

min

e th

e re

actio

n ra

te

and

the

influ

ence

of a

ll th

e ra

te fa

ctor

s in

the

reac

tion

of Z

n an

d H

Cl

Rec

omm

ende

d ex

perim

ent

for i

nfor

mal

ass

essm

ent

(2)

Det

erm

ine

the

quan

titat

ive

reac

tion

rate

and

dra

win

g gr

aphs

in th

e re

actio

n be

twee

n N

a 2S2O

3 and

HC

l.Tu

rbid

ity is

sel

dom

qu

antit

ativ

ely

accu

rate

, but

it

is u

sefu

l

Mat

eria

ls:

Sod

ium

sul

phite

, dilu

te

hydr

ochl

oric

aci

d, 5

test

tube

s,

glas

s be

aker

, pro

pette

, 2,5

ml

syrin

ge, w

hite

pap

er, p

enci

l, st

op w

atch

or c

ell p

hone

w

ith s

top

wat

ch fu

nctio

n, ic

e,

burn

er, s

patu

la, g

raph

pap

er.

This

is a

n im

porta

nt

sect

ion

for i

llust

ratin

g an

d as

sess

ing

unde

rsta

ndin

g of

inve

stig

ativ

e pr

oces

s,

the

rela

tions

hip

betw

een

theo

ry a

nd e

xper

imen

t, th

e im

porta

nce

of e

mpi

rical

dat

a an

d m

athe

mat

ical

mod

ellin

g of

re

latio

nshi

ps. T

each

ing

abou

t pr

actic

al in

vest

igat

ions

sho

uld

form

par

t of t

his

sect

ion



Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

1 ho

ur

Mec

hani

sm o

f rea

ctio

n an

d of

ca

taly

sis;

•D

efine

act

ivat

ion

ener

gy

- the

min

imum

ene

rgy

requ

ired

for a

reac

tion

to ta

ke p

lace

. Col

lidin

g m

olec

ules

mus

t hav

e, a

part

from

the

corr

ect o

rient

atio

n,

a ki

netic

ene

rgy

equa

l to

or

bigg

er th

an th

e ac

tivat

ion

ener

gy o

f a re

actio

n be

fore

th

e re

actio

n ca

n ta

ke p

lace

•U

se a

gra

ph s

how

ing

the

dist

ribut

ion

of m

olec

ular

en

ergi

es (n

umbe

r of

parti

cles

aga

inst

thei

r ki

netic

ene

rgy)

to e

xpla

in

why

onl

y so

me

mol

ecul

es

have

eno

ugh

ener

gy to

re

act a

nd h

ence

how

ad

ding

a c

atal

yst a

nd

heat

ing

the

reac

tant

s af

fect

s th

e ra

te•

Exp

lain

(in

sim

ple

term

s)

how

som

e ca

taly

sts

func

tion

by re

actin

g w

ith

the

reac

tant

s in

suc

h a

way

th

at th

e re

actio

n fo

llow

s an

al

tern

ativ

e pa

th o

f low

er

activ

atio

n en

ergy

Act

ivity

:(1

) U

sing

app

ropr

iate

met

hods

, sk

ills,

and

tech

niqu

es,

such

as

the

mic

ro-s

cale

ch

emis

try te

chni

que

to

stud

y th

e pr

ogre

ss o

f a

reac

tion

Mat

eria

ls:

Act

ivat

ion

ener

gy re

vise

d.Th

is to

pic

is im

porta

nt a

nd

rele

vant

.


125CAPS

Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

8 H

OU

RS

Che

mic

al E

quili

briu

m

2 ho

urs

Che

mic

al e

quili

briu

m a

nd

fact

ors

affe

ctin

g eq

uilib

rium

;•

Exp

lain

wha

t is

mea

nt b

y:

- O

pen

and

clos

ed

syst

ems

- A

reve

rsib

le re

actio

n

- D

ynam

ic e

quili

briu

m

•Li

st th

e fa

ctor

s w

hich

in

fluen

ce th

e po

sitio

n of

an

equ

ilibr

ium

Rec

omm

ende

d ex

perim

ent

for i

nfor

mal

ass

essm

ent

(1)

Inve

stig

ate

equi

libriu

m

and

the

fact

ors

influ

enci

ng

equi

libriu

m o

n th

e eq

uilib

rium

of C

oCl 2 a

nd

H2O

(2)

Des

igni

ng a

nd p

erfo

rmin

g an

exp

erim

ent t

o in

vest

igat

e ef

fect

s of

pH

on

equi

libriu

m s

yste

ms

such

as

:

Br 2(a

q) +

H2O

(l) ⇄

H

OB

r(aq

) + H

+ (aq

) + B

r-

(aq)

Cr 2O

72-(a

q) +

H2O

(l) ⇄

2C

rO42-

(aq)

+

2H+ (

aq)

Mat

eria

l5

test

tube

s, c

obal

t chl

orid

e,

etha

nol,

silv

er n

itrat

e, s

odiu

m

chlo

ride,

dilu

te h

ydro

chlo

ric

acid

, wat

er, i

ce, g

lass

bea

ker,

spat

ula,

bur

ner.

Use

liqu

id v

apou

r equ

ilibr

ium

in

a c

lose

d sy

stem

to il

lust

rate

re

vers

ibili

ty.

4 ho

urs

Equ

ilibr

ium

con

stan

t;•

List

the

fact

ors

whi

ch

influ

ence

the

valu

e of

the

equi

libriu

m c

onst

ant K

c

•W

rite

dow

n an

exp

ress

ion

for t

he e

quili

briu

m c

onst

ant

havi

ng b

een

give

n th

e eq

uatio

n fo

r the

reac

tion

•P

erfo

rm c

alcu

latio

ns b

ased

on

Kc v

alue

s

•E

xpla

in th

e si

gnifi

canc

e of

hi

gh a

nd lo

w v

alue

s of

the

equi

libriu

m c

onst

ant

Act

ivity

:(1

) S

earc

h fo

r inf

orm

atio

n on

is

sues

rela

ted

to c

hem

ical

eq

uilib

rium

(2)

Inve

stig

atin

g ex

ampl

es o

f re

vers

ible

and

irre

vers

ible

re

actio

ns

(3)

Inve

stig

atin

g th

e ef

fect

of

chan

ges

in c

once

ntra

tion

or te

mpe

ratu

re o

n ch

emic

al

equi

libria

usi

ng a

com

pute

r si

mul

atio

n

In th

e ca

lcul

atio

ns o

f Kc th

e us

e of

qua

drat

ic e

quat

ions

are

not

al

low

ed



Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

2 ho

urs

App

licat

ion

of e

quili

briu

m

prin

cipl

es.

•S

tate

Le

Cha

telie

r’s

prin

cipl

e. U

se L

e C

hate

lier’s

prin

cipl

e to

id

entif

y an

d ex

plai

n th

e ef

fect

s of

cha

nges

of

pres

sure

, tem

pera

ture

, an

d co

ncen

tratio

n (c

omm

on io

n ef

fect

) on

the

conc

entra

tions

and

am

ount

s of

eac

h su

bsta

nce

in a

n eq

uilib

rium

mix

ture

. E

xpla

in th

e us

e of

a

cata

lyst

and

its

influ

ence

on

an e

quili

briu

m m

ixtu

re

•In

terp

ret o

nly

sim

ple

grap

hs o

f equ

ilibr

ium

•A

pply

the

rate

and

eq

uilib

rium

prin

cipl

es

to im

porta

nt in

dust

rial

appl

icat

ions

e.g

. Hab

er

proc

ess

Definitio

n:Le

Cha

telie

r’s p

rinci

ple

stat

es th

at a

cha

nge

in a

ny

of th

e fa

ctor

s th

at d

eter

min

e eq

uilib

rium

con

ditio

ns o

f a

syst

em w

ill c

ause

the

syst

em

to c

hang

e in

suc

h a

man

ner

as to

redu

ce o

r cou

nter

act t

he

effe

ct o

f the

cha

nge.


127CAPS

Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

8 H

OU

RS

Aci

ds a

nd B

ases

8 ho

urs

Aci

d-ba

se re

actio

ns•

Exp

lain

wha

t is

mea

nt b

y ac

ids

and

base

s?

•S

tate

aci

d an

d ba

se

mod

els

(Arr

heni

us, L

owry

-B

røns

ted)

•W

rite

the

reac

tion

equa

tions

of a

queo

us

solu

tions

of a

cids

and

ba

ses

•G

ive

conj

ugat

e ac

id-b

ase

pairs

for g

iven

com

poun

ds.

•D

eter

min

e th

e ap

prox

imat

e pH

of s

alts

in s

alt

hydr

olys

is

•G

ive

the

neut

ralis

atio

n re

actio

ns o

f com

mon

la

bora

tory

aci

ds a

nd b

ases

.

•H

ow d

o in

dica

tors

wor

k?

Wha

t is

the

rang

e of

met

hyl

oran

ge, b

rom

o th

ymol

bl

ue a

nd p

heno

lpht

hale

in

indi

cato

rs?

•D

o si

mpl

e ac

id-b

ase

titra

tions

•D

o ca

lcul

atio

ns b

ased

on

titra

tion

reac

tions

•N

ame

som

e co

mm

on

stro

ng a

nd w

eak

acid

s an

d ba

ses

•E

xpla

in th

e pH

sca

le.

•C

alcu

late

pH

val

ues

of

stro

ng a

cids

and

stro

ng

base

s

•D

efine

the

conc

ept o

f Kw

.

•D

istin

guis

h be

twee

n st

rong

an

d co

ncen

trate

d ac

ids

Act

iviti

es a

nd e

xper

imen

ts(1

) S

earc

h fo

r exa

mpl

es o

f na

tura

lly o

ccur

ring

acid

s an

d ba

ses,

and

thei

r ch

emic

al c

ompo

sitio

n

(2)

Inve

stig

atin

g th

e ac

tions

of

dilu

te a

cids

on

met

als,

m

etal

car

bona

tes,

met

al

hydr

ogen

car

bona

tes,

m

etal

oxi

des

and

met

al

hydr

oxid

es.(r

evis

ion

of

grad

e 11

)

(3)

Sea

rchi

ng fo

r inf

orm

atio

n ab

out h

azar

dous

nat

ure

of

acid

s an

d ba

ses

(4)

Inve

stig

atin

g th

e ac

tion

of

dilu

te b

ases

on

aque

ous

met

al io

ns to

form

met

al

hydr

oxid

e pr

ecip

itate

s

(5)

Per

form

ing

expe

rimen

ts to

in

vest

igat

e th

e co

rros

ive

natu

re o

f con

cent

rate

d ac

ids

and

base

s (d

rain

cl

eane

rs, b

atte

ry a

cid,

sw

imm

ing

pool

aci

d et

c)

(6)

Inve

stig

ate

the

tem

pera

ture

ch

ange

in a

neu

tralis

atio

n pr

oces

s

Pres

crib

ed e

xper

imen

t fo

r for

mal

ass

essm

ent

(7)

Pre

parin

g a

stan

dard

so

lutio

n fo

r vol

umet

ric

anal

ysis

Ther

e ar

e us

eful

ani

mat

ions

of

titra

tions

ava

ilabl

e to

use

her

e (e

.g. G

reen

bow

e an

imat

ions

)

Mat

eria

l25

ml v

olum

etric

flas

k, m

ass

met

er, s

patu

la, o

xalic

aci

d,

wat

er, w

atch

gla

ss, b

uret

te

(or t

wo

Sw

ift p

ipet

tes)

, tes

t tu

bes,

sod

ium

hyd

roxi

de,

glas

s be

aker

, app

arat

us s

tand

, ph

enol

phth

alei

n as

indi

cato

r, fu

nnel

.

Aci

ds a

nd b

ases

are

in

trodu

ced

in G

rade

11

and

done

in m

ore

deta

il he

re,

incl

udin

g ca

lcul

atio

ns

pH m

eter

s an

d da

ta lo

gger

s ca

n al

so b

e us

ed in

titra

tions

if

they

are

ava

ilabl

e.



Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

•D

istin

guis

h be

twee

n co

ncen

trate

d an

d di

lute

ac

ids

•E

xpla

in th

e au

to-io

nisa

tion

of w

ater

•C

ompa

re th

e K

a and

Kb

valu

es o

f stro

ng a

nd w

eak

acid

s an

d ba

ses.

•C

ompa

re s

trong

and

wea

k ac

ids

by lo

okin

g at

(1) p

H

(2) c

ondu

ctiv

ity (3

) rea

ctio

n ra

te

•Lo

ok a

t the

app

licat

ion

of a

cids

and

bas

es in

th

e C

hlor

-alk

ali i

ndus

try

(che

mic

al re

actio

ns o

nly)

•Lo

ok a

t the

app

licat

ion

of a

cids

and

bas

es in

the

chem

istry

of h

air.

(Wha

t is

the

pH o

f hai

r? W

hat i

s pe

rman

ent w

avin

g lo

tion

and

how

doe

s it

wor

k?

Wha

t are

hai

r rel

axer

s an

d ho

w d

o th

ey w

ork?

Dis

cuss

di

ffere

nt w

ays

of c

olou

ring

hair)

(8)

Per

form

ing

acid

-bas

e tit

ratio

ns u

sing

sui

tabl

e in

dica

tors

e.g

. oxa

lic a

cid

agai

nst s

odiu

m h

ydro

xide

w

ith p

heno

lpht

hale

in a

s in

dica

tor

(9)

Usi

ng a

titra

tion

expe

rimen

t to

det

erm

ine

the

conc

entra

tion

of a

cetic

ac

id in

vin

egar

or t

he

conc

entra

tion

of s

odiu

m

hydr

oxid

e in

dra

in c

lean

er

(10)

Do

acid

-bas

e tit

ratio

n ex

perim

ents

to d

eter

min

e pr

esen

ce o

f aci

d in

a

com

poun

d (%

of e

than

oic

acid

in v

ineg

ar e

tc)

Hai

r stra

ight

enin

g

Hai

r stra

ight

enin

g co

mpo

unds

ha

ve h

igh

pH, s

omet

imes

13.

Th

is is

usu

ally

a s

trong

bas

e,

NaO

H. I

f not

use

d pr

oper

ly, it

m

ay h

urt o

r bur

n th

e sc

alp.

(Loo

k at

“The

trut

h ab

out h

air

rela

xers

” on

the

inte

rnet

.)

ASS

ESSM

ENT

TER

M 2

TER

M 2

: Pre

scrib

ed F

orm

al A

sses

smen

t1.

Ex

perim

ent (

Che

mis

try)

: How

do

you

use

the

titra

tion

of o

xalic

aci

d ag

ains

t sod

ium

hyd

roxi

de to

det

erm

ine

the

conc

entra

tion

of th

e so

dium

hy

drox

ide?

OR

Expe

rimen

t (Ph

ysic

s): C

onse

rvat

ion

of li

near

mom

entu

m. (

This

exp

erim

ent s

houl

d be

con

duct

ed w

hen

teac

hing

the

sect

ion

on m

omen

tum

but

fo

rmal

ly a

sses

sed

in te

rm 2

)

2.

Mid

year

Exa

min

atio

ns


129CAPS

TER

M 3

: GR

AD

E 12

GR

AD

E 12

PH

YSIC

S (E

LEC

TRIC

ITY

& M

AG

NET

ISM

) TER

M 3

Tim

eTo

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

4 H

OU

RS

Elec

tric

circ

uits

4 ho

urs

Inte

rnal

resi

stan

ce a

nd s

erie

s-

and

para

llel n

etw

orks

•S

olve

pro

blem

s in

volv

ing

curr

ent,

volta

ge a

nd

resi

stan

ce fo

r circ

uits

co

ntai

ning

arr

ange

men

ts

of re

sist

ors

in s

erie

s an

d in

pa

ralle

l

•S

tate

that

a re

al b

atte

ry h

as

inte

rnal

resi

stan

ce

•Th

e su

m o

f the

vol

tage

s ac

ross

the

exte

rnal

circ

uit

plus

the

volta

ge a

cros

s th

e in

tern

al re

sist

ance

is e

qual

to

the

emf:

ε = V

load

+ V

inte

rnal

resi

stan

ce

or

ε=IR

ext +

Ir

•S

olve

circ

uit p

robl

ems

in w

hich

the

inte

rnal

re

sist

ance

of t

he b

atte

ry

mus

t be

cons

ider

ed.

•S

olve

circ

uit p

robl

ems,

w

ith in

tern

al re

sist

ance

, in

volv

ing

serie

s-pa

ralle

l ne

twor

ks o

f res

isto

rs

Pres

crib

ed e

xper

imen

t for

fo

rmal

ass

essm

ent:

(par

t 1 a

nd p

art 2

)

Part

1D

eter

min

e th

e in

tern

al

resi

stan

ce o

f a b

atte

ry

Part

2S

et u

p a

serie

s pa

ralle

l ne

twor

k w

ith k

now

n re

sist

or.

Det

erm

ine

the

equi

vale

nt

resi

stan

ce u

sing

an

amm

eter

an

d a

voltm

eter

and

com

pare

w

ith th

e th

eore

tical

val

ue

Rec

omm

ende

d Pr

actic

al

Inve

stig

atio

n fo

r inf

orm

al

asse

ssm

ent:

Set

up

a se

ries

para

llel

netw

ork

with

an

amm

eter

in

each

bra

nch

and

exte

rnal

ci

rcui

t and

vol

tmet

ers

acro

ss

each

resi

stor

, bra

nch

and

batte

ry, p

ositi

on s

witc

hes

in

each

bra

nch

and

exte

rnal

ci

rcui

t. U

se th

is c

ircui

t to

inve

stig

ate

shor

t circ

uits

and

op

en c

ircui

ts

Mat

eria

ls:

Bat

tery

, con

nect

ing

wire

s

resi

stor

, vol

tmet

er, a

mm

eter

an

d sw

itch.

Mat

eria

ls:

Bat

tery

, con

nect

ing

wire

s,

seve

ral r

esis

tors

of d

iffer

ent

valu

es, v

oltm

eter

, am

met

er

and

switc

h.

Mat

eria

ls:

Bat

tery

, con

nect

ing

wire

s,

seve

ral r

esis

tors

of d

iffer

ent

valu

es, s

ever

al v

oltm

eter

s,

seve

ral a

mm

eter

, sw

itche

s, a

le

ngth

of l

ow re

sist

ance

wire

.

Som

e bo

oks

use

the

term

“lo

st v

olts

” to

refe

r to

the

diffe

renc

e be

twee

n th

e em

f an

d th

e te

rmin

al v

olta

ge. T

he

volta

ge is

not

“los

t”, it

is a

cros

s th

e in

tern

al re

sist

ance

of t

he

batte

ry, b

ut “l

ost”

for u

se in

the

exte

rnal

circ

uit.

The

inte

rnal

resi

stan

ce o

f the

ba

ttery

can

be

treat

ed ju

st li

ke

anot

her r

esis

tor i

n se

ries

in th

e ci

rcui

t. Th

e su

m o

f the

vol

tage

s ac

ross

the

exte

rnal

circ

uit p

lus

the

volta

ge a

cros

s th

e in

tern

al

resi

stan

ce is

equ

al to

the

emf:

ε = V

load

+ V

inte

rnal

resi

stan

ce



Tim

eTo

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

8 H

OU

RS

Elec

trod

ynam

ics

4 ho

urs

Ele

ctric

al m

achi

nes

(gen

erat

ors,

mot

ors)

•S

tate

that

gen

erat

ors

conv

ert m

echa

nica

l ene

rgy

to e

lect

rical

ene

rgy

and

mot

ors

conv

ert e

lect

rical

en

ergy

to m

echa

nica

l en

ergy

•U

se F

arad

ay’s

Law

to

expl

ain

why

a c

urre

nt is

in

duce

d in

a c

oil t

hat i

s ro

tate

d in

a m

agne

tic fi

eld.

•U

se w

ords

and

pic

ture

s to

ex

plai

n th

e ba

sic

prin

cipl

e of

an

AC

gen

erat

or

(alte

rnat

or) i

n w

hich

a c

oil

is m

echa

nica

lly ro

tate

d in

a

mag

netic

fiel

d•

Use

wor

ds a

nd p

ictu

res

to e

xpla

in h

ow a

DC

ge

nera

tor w

orks

and

ho

w it

diff

ers

from

an

AC

ge

nera

tor

•E

xpla

in w

hy a

cur

rent

-ca

rryi

ng c

oil p

lace

d in

a

mag

netic

fiel

d (b

ut n

ot

para

llel t

o th

e fie

ld) w

ill tu

rn

by re

ferr

ing

to th

e fo

rce

exer

ted

on m

ovin

g ch

arge

s by

a m

agne

tic fi

eld

and

the

torq

ue o

n th

e co

il•

Use

wor

ds a

nd p

ictu

res

to

expl

ain

the

basi

c pr

inci

ple

of a

n el

ectri

c m

otor

Proj

ect:

Bui

ld a

sim

ple

elec

tric

gene

rato

r

Proj

ect:

Bui

ld a

sim

ple

elec

tric

mot

or

Mat

eria

ls:

Ena

mel

coa

ted

copp

er w

ire, 4

la

rge

cera

mic

blo

ck m

agne

ts,

card

boar

d (p

acka

ging

), la

rge

nail,

1.

5 V

25m

A lig

ht b

ulb.

Mat

eria

ls:

2 pi

eces

of t

hin

alum

iniu

m

strip

s 3c

mx6

cm, 1

.5 m

of

enam

el c

oate

d co

pper

wire

, 2

leng

ths

of c

oppe

r wire

, a ri

ng

mag

net (

from

an

old

spea

ker)

a

6cm

x15c

m b

lock

of w

ood,

sa

ndpa

per a

nd th

umb

tack

s.

The

basi

c pr

inci

ples

of

oper

atio

n fo

r a m

otor

and

a

gene

rato

r are

the

sam

e, e

xcep

t th

at a

mot

or c

onve

rts e

lect

rical

en

ergy

into

mec

hani

cal

ener

gy a

nd a

gen

erat

or

conv

erts

mec

hani

cal e

nerg

y in

to e

lect

rical

ene

rgy.

Bot

h m

otor

s an

d ge

nera

tors

can

be

expl

aine

d in

term

s of

a c

oil t

hat

rota

tes

in a

mag

netic

fiel

d. In

a

gene

rato

r the

coi

l is

atta

ched

to

an

exte

rnal

circ

uit a

nd

mec

hani

cally

turn

ed, r

esul

ting

in a

cha

ngin

g flu

x th

at in

duce

s an

em

f. In

an

AC

gen

erat

or

the

two

ends

of t

he c

oil a

re

atta

ched

to a

slip

ring

that

m

akes

con

tact

with

bru

shes

as

it tu

rns.

The

dire

ctio

n of

the

curr

ent c

hang

es w

ith e

very

hal

f tu

rn o

f the

coi

l. A

DC

gen

erat

or

is c

onst

ruct

ed th

e sa

me

way

as

an

AC

gen

erat

or e

xcep

t tha

t th

e sl

ip ri

ng is

spl

it in

to tw

o pi

eces

, cal

led

a co

mm

utat

or,

so th

e cu

rren

t in

the

exte

rnal

ci

rcui

t doe

s no

t cha

nge

dire

ctio

n. In

a m

otor

, a c

urre

nt-

carr

ying

coi

l in

a m

agne

tic fi

eld

expe

rienc

es a

forc

e on

bot

h si

des

of th

e co

il, c

reat

ing

a to

rque

, whi

ch m

akes

it tu

rn.


131CAPS

Tim

eTo

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

•G

ive

exam

ples

of t

he u

se

of A

C a

nd D

C g

ener

ator

s•

Giv

e ex

ampl

es o

f the

use

of

mot

ors

A no

te o

n to

rque

:K

now

that

the

mom

ent

of a

forc

e, o

r tor

que,

is th

e pr

oduc

t of t

he d

ista

nce

from

th

e su

ppor

t (pi

vot p

oint

) and

th

e co

mpo

nent

of t

he fo

rce

perp

endi

cula

r to

the

obje

ct.

4 ho

urs

Alte

rnat

ing

curr

ent

•E

xpla

in th

e ad

vant

ages

of

alte

rnat

ing

curr

ent

•W

rite

expr

essi

ons

for t

he

curr

ent a

nd v

olta

ge in

an

AC

circ

uit

•D

efine

the

rms

(roo

t mea

n sq

uare

) val

ues

for c

urre

nt

and

volta

ge a

s

m

ax 2rm

sI

I=

and

m

ax 2rm

sV

V=

resp

ectiv

ely,

and

exp

lain

why

th

ese

valu

es a

re u

sefu

l.

•K

now

that

the

aver

age

pow

er is

giv

en b

y:

1m

axm

ax2

avrm

srm

sP

IV

IV

==

(for a

pur

ely

resi

stiv

e ci

rcui

t)

•D

raw

a g

raph

of v

olta

ge v

s tim

e an

d cu

rren

t vs

time

for

an A

C c

ircui

t.

•S

olve

pro

blem

s us

ing

the

conc

epts

of

,,

rms

rms

avI

VP

The

mai

n ad

vant

age

to A

C

is th

at th

e vo

ltage

can

be

chan

ged

usin

g tra

nsfo

rmer

s (d

evic

e us

ed to

incr

ease

or

decr

ease

the

ampl

itude

of a

n A

C in

put).

Tha

t mea

ns th

at

the

volta

ge c

an b

e st

eppe

d up

at p

ower

sta

tions

to a

ve

ry h

igh

volta

ge s

o th

at

elec

trica

l ene

rgy

can

be

trans

mitt

ed a

long

pow

er li

nes

at lo

w c

urre

nt a

nd th

eref

ore

expe

rienc

e lo

w e

nerg

y lo

ss

due

to h

eatin

g. T

he v

olta

ge

can

then

be

step

ped

dow

n fo

r us

e in

bui

ldin

gs, s

treet

ligh

ts,

and

so fo

rth.



GR

AD

E 12

PH

YSIC

S (M

ATTE

R &

MAT

ERIA

LS) T

ERM

3Ti

me

Topi

cs G

rade

12

Con

tent

, Con

cept

s &

Ski

llsPr

actic

al A

ctiv

ities

Res

ourc

e M

ater

ial

Gui

delin

es fo

r Tea

cher

s

6 H

OU

RS

Opt

ical

phe

nom

ena

and

prop

ertie

s of

mat

eria

ls

4 ho

urs

Pho

toel

ectri

c ef

fect

•D

escr

ibe

the

phot

oele

ctric

ef

fect

as

the

proc

ess

that

oc

curs

whe

n lig

ht s

hine

s on

a m

etal

and

it e

ject

s el

ectro

ns

•G

ive

the

sign

ifica

nce

of

the

phot

o-el

ectri

c ef

fect

: it

esta

blis

hes

the

quan

tum

th

eory

and

it il

lust

rate

s th

e pa

rticl

e na

ture

of l

ight

•D

efine

cut

-off

frequ

ency

, fo

•D

efine

wor

k fu

nctio

n an

d kn

ow th

at th

e w

ork

func

tion

is m

ater

ial s

peci

fic

•K

now

that

the

cut-o

ff fre

quen

cy c

orre

spon

ds to

a

max

imum

wav

elen

gth

•A

pply

the

phot

o-el

ectri

c eq

uatio

n:

max

oE

WKE

=+

, whe

re

Ehf

=an

d o

oW

hf=

•K

now

that

the

num

ber

of e

lect

rons

eje

cted

per

se

cond

incr

ease

s w

ith th

e in

tens

ity o

f the

inci

dent

ra

diat

ion

Prac

tical

Dem

onst

ratio

n:P

hoto

elec

tric

effe

ct

Mat

eria

ls:

Mer

cury

dis

char

ge la

mp;

ph

otos

ensi

tive

vacu

um tu

be;

set o

f lig

ht fi

lters

; circ

uit t

o pr

oduc

e re

tard

ing

volta

ge

acro

ss p

hoto

tube

; osc

illos

cope

, am

met

er.

Link

to th

e ha

rnes

sing

of s

olar

en

ergy

.


133CAPS

Tim

eTo

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

•K

now

that

if th

e fre

quen

cy

of th

e in

cide

nt ra

diat

ion

is

belo

w th

e cu

t-off

frequ

ency

, th

en in

crea

sing

the

inte

nsity

of

the

radi

atio

n ha

s no

ef

fect

i.e.

it d

oes

not c

ause

el

ectro

ns to

be

ejec

ted

•U

nder

stan

d th

at th

e ph

otoe

lect

ric e

ffect

de

mon

stra

tes

the

parti

cle

natu

re o

f lig

ht

2 ho

urs

Em

issi

on a

nd a

bsor

ptio

n sp

ectra

•E

xpla

in th

e so

urce

of

atom

ic e

mis

sion

spe

ctra

(of

disc

harg

e tu

bes)

and

thei

r un

ique

rela

tions

hip

to e

ach

elem

ent

•R

elat

e th

e lin

es o

n th

e at

omic

spe

ctru

m to

ele

ctro

n tra

nsiti

ons

betw

een

ener

gy

leve

ls

•E

xpla

in th

e di

ffere

nce

betw

een

of a

tom

ic

abso

rptio

n an

d em

issi

on

spec

tra

App

licat

ion

to a

stro

nom

y.



GR

AD

E 12

CH

EMIS

TRY

(CH

EMIC

AL

CH

AN

GE)

TER

M 3

Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

8 H

OU

RS

Elec

troc

hem

ical

reac

tions

2 ho

urs

Ele

ctro

lytic

cel

ls a

nd g

alva

nic

cells

;•

Defi

ne th

e ga

lvan

ic c

ell i

n te

rms

of: s

elf-s

usta

inin

g el

ectro

de re

actio

ns

conv

ersi

on o

f che

mic

al

ener

gy to

ele

ctric

al e

nerg

y

•D

efine

the

elec

troly

tic

cell

in te

rms

of: e

lect

rode

re

actio

ns th

at a

re s

usta

ined

by

a s

uppl

y of

ele

ctric

al

ener

gy c

onve

rsio

n of

el

ectri

cal e

nerg

y in

to

chem

ical

ene

rgy

•D

efine

oxi

datio

n an

d re

duct

ion

in te

rms

of

elec

tron

(e- )

trans

fer

•D

efine

oxi

disi

ng a

gent

and

re

duci

ng a

gent

in te

rms

of

oxid

atio

n an

d re

duct

ion.

•D

efine

ano

de a

nd c

atho

de

in te

rms

of o

xida

tion

and

redu

ctio

n

Rec

omm

ende

d ex

perim

ent

for i

nfor

mal

ass

essm

ent

(1)

Inve

stig

ate

the

elec

troly

sis

of w

ater

and

sod

ium

iodi

de.

Rec

omm

ende

d ex

perim

ent

for i

nfor

mal

ass

essm

ent

(2)

Find

the

Gal

vani

c ce

ll w

ith

the

high

est p

oten

tial

(3)

Inve

stig

ate

the

redu

ctio

n of

m

etal

ions

and

hal

ogen

s

Mat

eria

ls:

Wat

er b

owl,

elec

trode

s fo

r th

e el

ectro

lysi

s of

wat

er, t

est

tube

s, c

ondu

ctiv

ity w

ires,

9 v

olt

batte

ry, c

urre

nt in

dica

tor (

LED

), w

ater

and

sod

ium

iodi

de a

nd

sodi

um s

ulph

ate.

Mat

eria

ls:

Zinc

, lea

d, a

lum

iniu

m a

nd

copp

er e

lect

rode

s, z

inc

sulp

hate

, cop

per s

ulph

ate,

le

ad n

itrat

e, s

odiu

m h

ydro

xide

, an

d po

tass

ium

nitr

ate.

RE

CA

P th

e re

dox

reac

tions

st

udie

d in

gra

de 1

1.

Link

to:

Gra

de 1

1 O

xida

tion

num

ber

and

Gra

de 1

1 R

edox

reac

tions

.

US

E S

ING

LE A

RR

OW

S in

re

dox

chem

ical

equ

atio

ns a

nd

half

reac

tions

, but

KN

OW

that

al

l che

mic

al re

actio

ns a

re b

y na

ture

reve

rsib

le (e

quili

briu

m

reac

tions

).


135CAPS

Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

1 ho

ur

Rel

atio

n of

cur

rent

and

po

tent

ial t

o ra

te a

nd

equi

libriu

m;

•G

ive

and

expl

ain

the

rela

tions

hip

betw

een

curr

ent i

n an

el

ectro

chem

ical

cel

l and

th

e ra

te o

f the

reac

tion

•S

tate

that

the

pote

ntia

l di

ffere

nce

of th

e ce

ll (V

cell)

is re

late

d to

the

exte

nt to

w

hich

the

spon

tane

ous

cell

reac

tion

has

reac

hed

equi

libriu

m

•S

tate

and

use

the

qual

itativ

e re

latio

nshi

p be

twee

n V

cell a

nd th

e co

ncen

tratio

n of

pro

duct

io

ns a

nd re

acta

nt io

ns fo

r th

e sp

onta

neou

s re

actio

n vi

z.

Vce

ll dec

reas

es a

s th

e co

ncen

tratio

n of

pro

duct

io

ns in

crea

se a

nd th

e co

ncen

tratio

n of

reac

tant

io

ns d

ecre

ase

until

eq

uilib

rium

is re

ache

d at

w

hich

the

Vce

ll = 0

(the

ce

ll is

‘flat

’). (Q

ualit

ativ

e tre

atm

ent o

nly.

Ner

nst

equa

tion

is N

OT

requ

ired)

Illus

trate

pro

cess

es s

ub-

mic

rosc

opic

ally.

Le C

hate

lier’s

prin

cipl

e ca

n be

use

d to

arg

ue th

e sh

ift in

eq

uilib

rium

.



Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

2 ho

urs

Und

erst

andi

ng o

f the

pr

oces

ses

and

redo

x re

actio

ns

taki

ng p

lace

in c

ells

;

•D

escr

ibe

the

mov

emen

t io

ns th

roug

h th

e so

lutio

ns

the

elec

tron

flow

in th

e ex

tern

al c

ircui

t of t

he c

ell

the

half

reac

tions

at t

he

elec

trode

s th

e fu

nctio

n of

th

e sa

lt br

idge

in g

alva

nic

cells

•U

se c

ell n

otat

ion

or

diag

ram

s to

repr

esen

t a

galv

anic

cel

l

Sta

ndar

d el

ectro

de p

oten

tials

;•

Giv

e th

e st

anda

rd

cond

ition

s un

der w

hich

st

anda

rd e

lect

rode

po

tent

ials

are

det

erm

ined

•D

escr

ibe

the

stan

dard

hy

drog

en e

lect

rode

and

ex

plai

n its

role

as

the

refe

renc

e el

ectro

de

•E

xpla

in h

ow s

tand

ard

elec

trode

pot

entia

ls c

an

be d

eter

min

ed u

sing

th

e re

fere

nce

elec

trode

an

d st

ate

the

conv

entio

n re

gard

ing

posi

tive

and

nega

tive

valu

es

•U

se th

e Ta

ble

of S

tand

ard

Red

uctio

n P

oten

tials

to

calc

ulat

e th

e em

f of a

st

anda

rd g

alva

nic

cell.

•U

se a

pos

itive

val

ue o

f th

e st

anda

rd e

mf a

s an

in

dica

tion

that

the

reac

tion

is s

pont

aneo

us u

nder

st

anda

rd c

ondi

tions

Cel

l not

atio

ns c

an b

e us

ed to

re

pres

ent g

alva

nic

cells

.

e.g.

for t

he z

inc

- cop

per c

ell

the

follo

win

g no

tatio

n ca

n be

us

ed: Zn

/Zn2+

// C

u2+ /

Cu

at c

once

ntra

tions

of 1

mol

/dm

3 .

Oxi

datio

n at

the

anod

e on

th

e le

ft se

para

ted

by th

e sa

lt br

idge

(//)

with

redu

ctio

n at

the

cath

ode

on th

e rig

ht.


137CAPS

Tim

e To

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

2 ho

urs

Writ

ing

of e

quat

ions

re

pres

entin

g ox

idat

ion

and

redu

ctio

n ha

lf re

actio

ns a

nd

redo

x re

actio

ns

•P

redi

ct th

e ha

lf-ce

ll in

w

hich

oxi

datio

n w

ill ta

ke

plac

e w

hen

conn

ecte

d to

an

othe

r hal

f-cel

l

•P

redi

ct th

e ha

lf-ce

ll in

w

hich

redu

ctio

n w

ill ta

ke

plac

e w

hen

conn

ecte

d to

an

othe

r hal

f-cel

l

•W

rite

equa

tions

for

reac

tions

taki

ng p

lace

at

the

anod

e an

d ca

thod

e.

•D

educ

e th

e ov

eral

l cel

l re

actio

n by

com

bini

ng tw

o ha

lf-re

actio

ns

•D

escr

ibe,

usi

ng h

alf

equa

tions

and

the

equa

tion

for t

he o

vera

ll ce

ll re

actio

n,

the

follo

win

g el

ectro

lytic

pr

oces

ses

Th

e de

com

posi

tion

of

copp

er c

hlor

ide

A si

mpl

e ex

ampl

e of

ele

ctro

plat

ing

(e.g

. the

refin

ing

of c

oppe

r)

Link

to:

Oxi

datio

n nu

mbe

rs in

gra

de 1

1.

US

E S

ING

LE A

RR

OW

S in

re

dox

chem

ical

equ

atio

ns a

nd

half

reac

tions

, but

KN

OW

that

al

l che

mic

al re

actio

ns a

re b

y na

ture

reve

rsib

le (e

quili

briu

m

reac

tions

).

1 ho

ur

Oxi

datio

n nu

mbe

rs a

nd

appl

icat

ion

of o

xida

tion

num

bers

•R

evis

e fro

m g

rade

11

and

exte

nd in

gra

de 1

2

•D

escr

ibe,

usi

ng h

alf

equa

tions

and

the

equa

tion

for t

he o

vera

ll ce

ll re

actio

n,

the

layo

ut o

f the

par

ticul

ar

cell

usin

g a

sche

mat

ic

diag

ram

and

pot

entia

l ris

ks to

the

envi

ronm

ent

of th

e fo

llow

ing

elec

troly

tic

proc

esse

s us

ed in

dust

rially

(i) T

he p

rodu

ctio

n of

chl

orin

e (th

e ch

emic

al re

actio

ns o

f th

e ch

loro

alka

li-in

dust

ry)

(ii) T

he re

cove

ry o

f alu

min

ium

m

etal

from

bau

xite

. (S

outh

A

frica

use

s ba

uxite

from

A

ustra

lia)

The

appl

icat

ions

sho

uld

prov

ide

real

life

exa

mpl

es o

f w

here

ele

ctro

chem

istry

is u

sed

in in

dust

ry. T

he in

dust

ry p

er

se n

eed

not t

o be

stu

died

, but

as

sess

men

t sho

uld

be d

one

usin

g th

e ch

emic

al re

actio

ns

that

is u

sed

in in

dust

ry

Giv

e th

e le

arne

rs th

e ch

emic

al

reac

tions

and

don

’t ex

pect

the

le

arne

rs t

o kn

ow t

he r

eact

ions

by

hea

rt.



GR

AD

E 12

CH

EMIS

TRY

(CH

EMIC

AL

SYST

EMS)

TER

M 3

Tim

eTo

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

Che

mic

al in

dust

ry

6 ho

urs

The

ferti

lizer

indu

stry

(N, P

, K).

•Li

st, f

or p

lant

s,

(a)

thre

e no

n-m

iner

al

nutri

ents

, i.e

. nut

rient

s th

at a

re n

ot o

btai

ned

from

the

soil:

C, H

and

O

and

thei

r sou

rces

i.e.

th

e at

mos

pher

e (C

O2)

and

rain

(H2O

)

(b)

thre

e pr

imar

y nu

trien

ts

N, P

and

K a

nd th

eir

sour

ce i.

e. th

e so

il

(c)

Thes

e nu

trien

ts a

re

min

eral

nut

rient

s th

at

diss

olve

in w

ater

in th

e so

il an

d ar

e ab

sorb

ed

by th

e ro

ots

of p

lant

s.

Ferti

lizer

s ar

e ne

eded

be

caus

e th

ere

are

not

alw

ays

enou

gh o

f the

se

nutri

ents

in th

e so

il fo

r he

alth

y gr

owth

of p

lant

s

Act

ivity

:

Stud

y th

e st

oich

iom

etry

of

pro

duct

ion

of N

, P, K

in

indu

stry

.

•Th

e qu

ality

of w

ater

so

urce

s in

the

coun

try h

as

been

on

the

new

s a

lot i

n ou

r cou

ntry

. Riv

ers

used

to

be c

lean

sou

rces

of w

ater

, do

an

inve

stig

atio

n on

the

caus

es o

f thi

s hi

gh p

ollu

tion

of ri

vers

nea

r you

•A

sses

s ho

w m

any

peop

le

rely

on

ferti

lizer

s fo

r the

ir ga

rden

s in

you

r are

a,

asse

ss w

heth

er th

e us

e of

inor

gani

c fe

rtiliz

ers

has

gone

up.

Res

earc

h if

this

ca

n be

rela

ted

to th

e qu

ality

of

wat

er in

the

river

nea

r yo

ur v

illag

e, to

wn,

city

•D

iscu

ss a

dvan

tage

s of

in

orga

nic

ferti

lizer

s

•D

iscu

ss a

ltern

ativ

es to

in

orga

nic

ferti

lizer

s (IK

S)

•D

iscu

ss h

ow th

e pu

blic

ca

n he

lp to

pre

vent

eu

troph

icat

ion

Kee

p th

e de

tails

in th

is s

ectio

n lim

ited

to a

pplic

atio

ns

Link

to

Gr 1

1:Li

thos

pher

e - m

inin

g an

d m

iner

al p

roce

ssin

g (e

spec

ially

ph

osph

ates

and

pot

assi

um

salts

)

Aci

d an

d ba

se re

actio

ns -

espe

cial

ly n

eutra

lisat

ion

Gr 1

2 ra

te a

nd e

xten

t of

reac

tions

Che

mic

al s

yste

ms

SA

SO

L th

e m

anuf

actu

re o

f fe

rtiliz

ers


139CAPS

Tim

eTo

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

•E

xpla

in th

e fu

nctio

n of

N, P

an

d K

in p

lant

s

•G

ive

the

sour

ce o

f N

(gua

no),

P (b

one

mea

l) an

d K

(Ger

man

min

es) b

efor

e an

d af

ter t

he fi

rst w

orld

w

ar)

•In

terp

ret t

he N

:P:K

ferti

lizer

ra

tio

•D

escr

ibe

and

expl

ain

(rat

es, y

ield

s,

neut

raliz

atio

n, …

), us

ing

chem

ical

equ

atio

ns w

here

ev

er a

ppro

pria

te, t

hese

as

pect

s of

the

indu

stria

l m

anuf

actu

re o

f fer

tiliz

ers,

gi

ven

diag

ram

s, fl

ow c

harts

an

d so

on

N2 -

frac

tiona

l dis

tilla

tion

of a

ir

H2 -

at S

AS

OL

from

coa

l an

d st

eam

NH

3 - H

aber

pro

cess

;

HN

O3 -

the

Ost

wal

d pr

oces

s;

H2S

O4 -

incl

udin

g th

e co

ntac

t pro

cess

;

H3P

O4;

Ca

(H2P

O4) 2 (

supe

r ph

osph

ates

)

NH

4NO

3; (N

H4) 2S

O4;

H2N

CO

NH

2 (u

rea)

;

•G

ive

sour

ces

of p

otas

h (m

ined

impo

rted

pota

ssiu

m

salts

like

KN

O3,

K2S

O4,

KN

O3,

)



Tim

eTo

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

•E

valu

ate

the

use

of

inor

gani

c fe

rtiliz

ers

on h

uman

s an

d th

e en

viro

nmen

t

•Li

nk S

AS

OL

to th

e pr

oduc

tion

of fe

rtiliz

ers

i.e.

amm

oniu

m n

itrat

e (fe

rtiliz

er

and

expl

osiv

e)

•D

efine

Eut

roph

icat

ion

•D

iscu

ss a

ltern

ativ

es to

in

orga

nic

ferti

lizer

s as

use

d by

som

e co

mm

uniti

es

Kno

wle

dge

of e

utro

phic

atio

n is

ex

pect

ed.

ASS

ESSM

ENT

TER

M 3

TER

M 3

: Pre

scrib

ed F

orm

al A

sses

smen

t1.

Ex

perim

ent (

Phys

ics)

: Det

erm

ine

inte

rnal

resi

stan

ce o

f a b

atte

ry.

2.

Tria

l Exa

min

atio

n


141CAPS

TER

M 4

: GR

AD

E 12

GR

AD

E 12

PH

YSIC

S

Tim

eTo

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

mat

eria

lG

uide

lines

for T

each

ers

2 ho

urs

Mec

hani

cs, E

lect

ricity

and

M

agne

tism

, Wav

es, S

ound

and

Li

ght

•C

onso

lidat

e th

e la

ws

and

prin

cipl

es c

over

ed in

the

grad

e 11

sylla

bus

viz.

1.

New

ton’

s La

ws

(New

ton

1, 2

, 3 a

nd N

ewto

n’s

Law

of U

nive

rsal

G

ravi

tatio

n) a

nd

App

licat

ion

of N

ewto

n’s

Law

s

2.

Ele

ctro

stat

ics

(Cou

lom

b’s

Law

and

E

lect

ric fi

eld)

3.

Ele

ctric

circ

uits

(Ohm

’s

Law

, Pow

er a

nd

Ene

rgy)

•D

o fu

rther

inte

grat

ed

prob

lem

sol

ving

act

iviti

es

Pro

blem

-sol

ving

act

iviti

es

inte

grat

ing

any

of: e

nerg

y,

mom

entu

m, e

lect

rost

atic

s an

d/or

mec

hani

cs.

2 ho

urs

Mec

hani

cs, E

lect

ricity

and

M

agne

tism

, Wav

es, S

ound

and

Li

ght

•G

ener

al re

visi

on a

nd

cons

olid

atio

n.

•E

xam

inat

ion

tips

for

exam

ple

utili

zatio

n of

tim

e,

num

berin

g of

ans

wer

s to

que

stio

ns in

the

exam

pa

per,

etc.

•R

evis

ion

of p

robl

em s

olvi

ng

stra

tegi

es u

sing

rele

vant

pr

oble

m s

olvi

ng a

ctiv

ities



GR

AD

E 12

CH

EMIS

TRY

Tim

eTo

pics

Gra

de 1

2C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

mat

eria

lG

uide

lines

for T

each

ers

2 ho

urs

Org

anic

che

mis

try•

Con

solid

ate

the

use

of

IUPA

C n

ames

, fun

ctio

nal

grou

ps, o

rgan

ic re

actio

ns,

isom

ers,

mon

omer

s an

d po

lym

ers,

add

ition

and

co

nden

satio

n re

actio

ns o

f po

lym

ers

•D

o fu

rther

inte

grat

ed

prob

lem

sol

ving

act

iviti

es

1 ho

ur

Rat

e an

d E

quili

briu

m•

Rev

ise

the

fact

ors

that

influ

ence

rate

and

eq

uilib

rium

; how

to

mea

sure

rate

; how

to

calc

ulat

e th

e eq

uilib

rium

co

nsta

nt a

nd u

se th

e va

lue

of K

c in

calc

ulat

ions

; effe

ct

of L

e C

hate

lier’s

prin

cipl

e

1 ho

ur

Aci

ds &

Bas

es a

nd

Ele

ctro

chem

istry

•G

ener

al re

visi

on a

nd

cons

olid

atio

n

•E

xam

inat

ion

tips

for

exam

ple

utili

zatio

n of

tim

e,

num

berin

g of

ans

wer

s to

que

stio

ns in

the

exam

pa

per,

etc

•R

evis

ion

of p

robl

em s

olvi

ng

stra

tegi

es u

sing

rele

vant

pr

oble

m s

olvi

ng a

ctiv

ities

ASS

ESSM

ENT

TER

M 4

TER

M 4

: Pre

scrib

ed F

orm

al A

sses

smen

t1.

Fi

nal E

xam

inat

ions


143CAPS

SECTION 4: ASSESSMENT

4.1 INTRODUCTION

Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to\ understand and thereby assist the learner’s development in order to improve the process of learning and teaching.

Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases regular feedback should be provided to learners to enhance the learning experience. Assessment is a process that measures individual learners’ attainment of knowledge (content, concepts and skills) in a subject by collecting, analysing and interpreting the data and information obtained from this process to:

• enable the teacher to make reliable judgements about a learner’s progress

• inform learners about their strengths, weaknesses and progress

• assist teachers, parents and other stakeholders in making decisions about the learning process and the progress of the learners.

Assessment should be mapped against the content, concepts and skills and the aims specified for Physical Sciences and in both informal and formal assessments it is important to ensure that in the course of a school year:

• all of the subject content is covered

• the full range of skills is included

• a variety of different forms of assessment are used.

4.2 INFORMAL OR DAILY ASSESSMENT

Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that can be used to improve their learning.

Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need not be recorded. It should not be seen as separate from learning activities taking place in the classroom. Learners or teachers can mark these assessment tasks.

Self assessment and peer assessment actively involves learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes.

Informal, ongoing assessments should be used to structure the acquisition of knowledge and skills and should be precursor to formal tasks in the Programme of Assessment.



4.3 FORMAL ASSESSMENT

GradesFormal school-based

assessmentsEnd-of-year examinations

R-3 100% n/a

4-6 75% 25%

7-9 40% 60%

10 and 1125% including a midyear

examination75%

1225% including midyear and

trial examinationsExternal examination: 75%

All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes. All Formal Assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained.

Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks, projects, oral presentations, demonstrations, performances, etc. Formal assessment tasks form part of a year-long formal Programme of Assessment in each grade and subject.

4.3.1 Control tests & examinations

Control tests and examinations are written under controlled conditions within a specified period of time. Questions in tests and examinations should assess performance at different cognitive levels with an emphasis on process skills, critical thinking, scientific reasoning and strategies to investigate and solve problems in a variety of scientific, technological, environmental and everyday contexts. Examinations papers and control tests in the Physical Sciences in Grades 10-12 could adhere to the weighting of cognitive levels given in Table 1. See APPENDIX 1 for a detailed description of the cognitive levels.

COGNITIVE LEVEL DESCRIPTION PAPER 1 (PHYSICS) PAPER 2 (CHEMISTRY)

1 Recall 15 % 15 %

2 Comprehension 35 % 40 %

3 Analysis, Application 40 % 35 %

4 Evaluation, Synthesis 10 % 10 %

Table 1: Recommended weighting of cognitive levels for examinations and control tests

4.3.2 Practical investigations & experiments

Practical investigations and experiments should focus on the practical aspects and the process skills required for scientific inquiry and problem solving. Assessment activities should be designed so that learners are assessed on their use of scientific inquiry skills, like planning, observing and gathering information, comprehending, synthesising, generalising, hypothesising and communicating results and conclusions. Practical investigations should assess performance at different cognitive levels and a focus on process skills, critical thinking, scientific reasoning and strategies to investigate and solve problems in a variety of scientific, technological, environmental and everyday contexts.


145CAPS

The difference between a practical investigation and an experiment is that an experiment is conducted to verify or test a known theory whereas an investigation is an experiment that is conducted to test a hypothesis i.e. the result or outcome is not known beforehand.

4.3.3 Projects

Aprojectisanintegratedassessmenttaskthatfocusesonprocessskills,criticalthinkingandscientificreasoningaswellasstrategiestoinvestigateandsolveproblemsinavarietyofscientific,technological,environmentalandeverydaycontexts.Thisrequiresalearnertofollowthescientificmethodtoproduceeither a device, a model or to conduct a practical investigation

A project will entail only one of the following:

(i) Construction of a device e.g. electric motor

(ii) Building a physical model in order to solve a challenge you have identified using concepts in the FET Physical Sciences curriculum

(iii) Practical investigation

Note:

The learner has the option to include a poster as part of the presentation of his/her project.

The assessment tools used, specifying the assessment criteria for each task, will be dictated by the nature of the task and the focus of assessment. Assessment tools could be one or a combination of rubrics, checklists, observation schedules and memoranda.

REQUIREMENTS FOR GRADE 10, 11 AND 12 PRACTICAL WORK

In grade 10 and 11 learners will do TWO prescribed experiments for formal assessment (ONE Chemistry and ONE Physics experiment) and ONE project on either Physics or Chemistry. This gives a total of THREE formal assessments in practical work in Physical Sciences in each of Grades 10 and 11.

In grades 10 and 11 it is recommended that learners do FOUR experiments for informal assessment (TWO Chemistry and TWO Physics experiments). This gives a total of FOUR informal assessments in practical work in Physical Sciences in each of Grades 10 and 11.

In grade 12 learners will do THREE prescribed experiments for formal assessment (ONE or TWO Chemistry and ONE or TWO Physics). This gives a total of THREE formal assessments in practical work in Physical Sciences in Grade 12.

In grade 12 it is recommended that learners do THREE experiments for informal assessment (TWO Chemistry and ONE Physics experiment OR ONE Chemistry and TWO Physics experiments). This gives a total of THREE informal assessments in practical work in Physical Sciences in Grade 12.



Grade 10

Table 2: Practical work for grade 10

Practical work Chemistry Physics

Prescribed experiments (formal assessment) 1 1

Project (formal assessment) ONE either Physics or Chemistry

Experiments (informal assessment) 2 2

TOTAL 7 practical activities

Grade 11




Project (formal assessment) ONE either Physics or Chemistry


TOTAL 7 practical activities

Grade 12




OR Prescribed experiments (formal assessment) 2 1

Project (formal assessment) NONE


OR Experiments (informal assessment) 2 1

TOTAL 6 practical activities = 3 Chemistry & 3 Physics

The forms of assessment used should be age - and developmental level appropriate. The design of these tasks should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject.

4.4 PROGRAMME OF ASSESSMENT

The Programme of Assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term

4.4.1 Programme of formal assessment for grades 10 and 11

In addition to daily assessment, teachers should develop a year-long formal Programme of Assessment for each grade. The learner’s performance in this Programme of Assessment will be used for promotion purposes in Grades 10 and 11. In Grades 10 and 11, assessment is school-based or internal.


147CAPS

The marks achieved in each of the assessment tasks that make up the Programme of Assessment must be reported to parents. These marks will be used to determine the promotion of learners in Grades 10 and 11. Table 3 illustrates an assessment plan and weighting of tasks in the programme of assessment for Physical Sciences grades 10 &11.

PROGRAMME OF ASSESSMENT FOR GRADES 10

ASSESSMENT TASkS (25%)

END-OF-YEARASSESSMENT

(75%)

TERM 1 TERM 2 TERM 3 TERM 4

Type Mark Type Mark Type Mark

Final Examination(2 x 150 marks giving a total

of 300 marks for papers 1 and 2)

Experiment 20 Experiment 20

Project:ANY ONE OF:

Construction of device/building a model/practical

investigation

20

Control Test 10 Mid-Year Examination 20 Control Test 10

Total: 30 marks Total: 40 marks Total: 30 marks Total: 300 marks

Total = 400 marks

FINAL MARk = 25% (ASSESSMENT TASkS) +75% (FINAL EXAM)=100%

Table 5: Assessment plan and weighting of tasks in the programme of assessment for Grades 10

PROGRAMME OF ASSESSMENT FOR GRADES 11



(75%)



Final Examination(2 x 150 marks giving a total

of 300 marks for papers 1 and 2)

Experiment 20 Experiment 20

Project:ANY ONE OF:

Construction of device/building a model/practical

investigation

20

Control Test 10 Mid-Year Examination 20 Control Test 10


Total = 400 marks


Table 6: Assessment plan and weighting of tasks in the programme of assessment for Grades 11



4.4.2 Programmme of formal assessment for grade 12

Assessment consists of two components: a Programme of Assessment which makes up 25% of the total mark for Physical Sciences and an external examination which makes up the remaining 75%. The Programme of Assessment for Physical Sciences comprises six tasks that are internally assessed. Together the Programme of Assessment and external assessment make up the annual assessment plan for Grade 12. Table 7 illustrates the assessment plan and weighting of tasks in the programme of assessment for Physical Sciences Grade 12.

The Programme of Assessment is the School Based Assessment (SBA)

PROGRAMME OF ASSESSMENT FOR GRADE 12 (SBA) EXTERNAL ASSESSMENT



(75%)



Final Examination(2 x 150 marks giving

a total of 300 marks for papers 1 and 2)

Experiment 15 Experiment 15 Experiment 15

Control Test 10 Mid-Year Examination 20 Trial Examination 25


Total = 400 marks


Table 7: Assessment plan and weighting of tasks in the programme of assessment for grade 12

4.4.3 END-OF-YEAR EXAMINATIONS

4.4.3.1 Grades 10 and 11 (internal assessment)

The end-of-year examination papers for Grades 10 and 11 will be internally set, marked and moderated, unless otherwise instructed by provincial departments of education.

The internally set, marked and moderated examination will consist of two papers.

Tables 5 and 6 below respectively show the weighting of questions across cognitive levels and the specification and suggested weighting of the content for the Grades 10 and 11 end-of-year examinations (across the two papers).

GRADE 10

Paper Content MarksTotal

Marks/ Paper

Duration(Hours)

Weighting of Questions AcrossCognitive Levels

Level 1 Level 2 Level 3 Level 4

PAPER1:PHYSICS FOCUS

Mechanics 75

150 2 15 % 35 % 40 % 10 %Waves, Sound & Light 40

Electricity & Magnetism 35

PAPER 2:CHEMISTRY

FOCUS

Chemical Change 60

150 2 15 % 40 % 35 % 10 %Chemical Systems 20

Matter & Materials 70

Table8:Weightingofquestionsacrosscognitivelevels,thespecificationandsuggestedweightingofthecontent for the Grade 10 end-of-year examination


149CAPS

GRADE 11


Marks/ Paper

Duration(Hours)




Mechanics 68



PAPER 2:CHEMISTRY

FOCUS

Chemical Change 70




4.4.3.2 Grade 12 (external assessment)

The external examinations are set externally, administered at schools under conditions specified in the National policyontheconduct,administrationandmanagementoftheNationalSeniorCertificate:AqualificationatLevel4ontheNationalQualificationsFramework(NQF) and marked externally.

The core content outlined in the Physical Sciences Curriculum and Assessment Policy (CAPS) document is compulsory and will be examined through Papers 1 and 2. Note that all the topics in the grade 12 curriculum are examinable in the end of year examination plus selected topics from grades 10 and 11. Below is a list of selected content, outlined for Grade 10 and 11 in the CAPS document that is 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 Law of Universal Gravitation) and Application of Newton’s Laws.

2. Electrostatics (Coulomb’s Law and Electric field)

3. Electric circuits (Ohm’s Law, Power and Energy)

1. Representing chemical change (grade 10)

2. Intermolecular forces (grade 11)

3. Stoichiometry (grade 11)

4. Energy and Change (grade 11)

Table 10: Examinable topics from grade 10 and 11

Multiple-choice questions could be set in examination papers. However, such questions should have a maximum weighting of 10%. The examination paper may also consist of conceptual type questions.

The final end-of-year examination is nationally set, marked and moderated.

The nationally set, marked and moderated examination will consist of two papers:

• Paper 1: Physics focus (3 hours, 150 marks)

• Paper 2: Chemistry focus (3 hours, 150 marks)

• All of the questions will focus on content as stated in the National Curriculum Statement.

• Questions will reflect the different levels of the Physical Sciences Assessment Taxonomy (APPENDIX 1) appropriate to the paper.



Table 11 shows the weighting of questions across cognitive levels and the specification and suggested weighting of the content for the Grade 12 end-of-year examinations (across the two papers).

GRADE 12


Marks/ Paper

Duration(Hours)




Mechanics 63




PAPER 2:CHEMISTRY

FOCUS

Chemical Change 84




4.5 RECORDING AND REPORTING

Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge and skills as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her / his readiness to progress or be promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process.

Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades report in percentages against the subject. The various achievement levels and their corresponding percentage bands are as shown in the table below.

Note: The seven point scale should have clear descriptions that give detailed information for each level. Teachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report card.

RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE

7 Outstanding achievement 80-100

6 Meritorious achievement 70-79

5 Substantial achievement 60-69

4 Adequate achievement 50-59

3 Moderate achievement 40-49

2 Elementary achievement 30-39

1 Not achieved 0-29

Table 12: Codes and percentages for reporting in Grades R-12


151CAPS

4.5.1 Recordingandreportinginthefirst,secondandthirdterms

Schools are required to provide quarterly feedback to parents on the Programme of Assessment using a formal reporting tool such as a report card. The schedule and the report card should indicate the overall level of performance of a learner. Schools should use the following weighting for reporting purposes only and only in the first,secondand third terms of Grades 10, 11 and 12:

Practical Work Control test/mid-year exam/trial examWeighting 25% 75%

4.5.2 Recording and reporting on the Assessment Tasks and SBA in the Programme of Assessment

Schools are also required to provide quarterly feedback to parents and learners of the marks obtained by learners in the assessment tasks as given in tables 5 and 6 and on the SBA as given in table 7. This report should adhere strictly to the weighting given in tables 5, 6 and 7 and should use a formal reporting tool.

4.5.3 Recording and reporting at the end of the academic year

The weighting of tasks in the Programme of Assessment must be strictly adhered to when calculating the FINAL MARk of the learner for promotion purposes in each of Grades 10, 11 and 12, at the end of the academic year.

4.6 MODERATION OF ASSESSMENT

Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments.

All Grade 10 and 11 tasks are internally moderated. The subject head or head of department for Physical Sciences at the school will generally manage this process.

All Grade 12 tasks should be externally moderated. The subject head or head of department for Physical Sciences at the school will generally manage this process.

4.7 GENERAL

This document should be read in conjunction with:

4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and

4.7.2 The policy document, National Protocol for Assessment Grades R-12.



APP

END

IX 1

: PH

YSIC

AL

SCIE

NC

ES A

SSES

SMEN

T TA

XON

OM

Y

The

follo

win

g ta

ble

prov

ides

a p

ossi

ble

hier

arch

y of

cog

nitiv

e le

vels

that

can

be

used

to e

nsur

e ta

sks

incl

ude

oppo

rtuni

ties

for l

earn

ers

to a

chie

ve a

t var

ious

leve

ls a

nd

tool

s fo

r ass

essi

ng th

e le

arne

rs a

t var

ious

leve

ls. T

he v

erbs

giv

en in

the

fifth

col

umn

belo

w c

ould

be

usef

ul w

hen

form

ulat

ing

ques

tions

ass

ocia

ted

with

the

cogn

itive

le

vels

giv

en in

the

first

col

umn.

DES

CR

IPTI

ON

OF

CO

GN

ITIV

ELE

VEL

EXPL

AN

ATIO

NSk

ILLS

DEM

ON

STR

ATED

AC

TIO

N V

ERB

S

CR

EATI

NG

4

The

lear

ner c

reat

es n

ew id

eas

and

info

rmat

ion

usin

g th

e kn

owle

dge

prev

ious

ly

lear

ned

or a

t han

d. A

t the

ext

ende

d ab

stra

ct

leve

l, th

e le

arne

r mak

es c

onne

ctio

ns n

ot o

nly

with

in th

e gi

ven

subj

ect a

rea

but a

lso

beyo

nd

it an

d ge

nera

lises

and

tran

sfer

s th

e pr

inci

ples

an

d id

eas

unde

rlyin

g th

e sp

ecifi

c in

stan

ce.

The

lear

ner w

orks

with

rela

tions

hips

and

ab

stra

ct i

deas

.

• G

ener

atin

g

• P

lann

ing

• P

rodu

cing

• D

esig

ning

• In

vent

ing

• D

evis

ing

• M

akin

g

Dev

ise,

pr

edic

t, in

vent

, pr

opos

e,

cons

truct

, ge

nera

te, m

ake,

dev

elop

, for

mul

ate,

impr

ove,

pl

an,

desi

gn,

prod

uce,

fo

reca

st,

com

pile

, or

igin

ate,

imag

ine

EVA

LUAT

ING

The

lear

ner m

akes

dec

isio

ns b

ased

on

in-

dept

h re

flect

ion,

crit

icis

m a

nd a

sses

smen

t. Th

e le

arne

r wor

ks a

t the

ext

ende

d ab

stra

ct

leve

l.

• C

heck

ing

• H

ypot

hesi

sing

• C

ritiq

uing

• E

xper

imen

ting

• Ju

dgin

g

• Te

stin

g

• D

etec

ting

• M

onito

ring

Com

bine

, in

tegr

ate,

m

odify

, re

arra

nge,

su

bstit

ute,

co

mpa

re,

prep

are,

ge

nera

lise,

re

writ

e,

cate

goris

e,

com

bine

, co

mpi

le,

reco

nstru

ct,

orga

nise

, jus

tify,

arg

ue, p

riorit

ise,

ju

dge,

rat

e, v

alid

ate,

rej

ect,

appr

aise

, ju

dge,

ra

nk, d

ecid

e, c

ritic

ise


153CAPS

DES

CR

IPTI

ON

OF

CO

GN

ITIV

ELE

VEL

EXPL

AN

ATIO

NSk

ILLS

DEM

ON

STR

ATED

AC

TIO

N V

ERB

S

AN

ALY

SIN

G

3

The

lear

ner

appr

ecia

tes

the

sign

ifica

nce

of t

he p

arts

in r

elat

ion

to t

he w

hole

. Va

rious

as

pect

s of

the

know

ledg

e be

com

e in

tegr

ated

, th

e le

arne

r sh

ows

a de

eper

und

erst

andi

ng

and

the

abili

ty to

bre

ak d

own

a w

hole

into

its

com

pone

nt p

arts

. E

lem

ents

em

bedd

ed i

n a

who

le a

re id

entifi

ed a

nd t

he r

elat

ions

am

ong

the

elem

ents

are

reco

gnis

ed.

• O

rgan

isin

g

• C

ompa

ring

• D

econ

stru

ctin

g

• A

ttrib

utin

g

• O

utlin

ing

• Fi

ndin

g

• S

truct

urin

g

• In

tegr

atin

g

Ana

lyse

, sep

arat

e, o

rder

, exp

lain

, con

nect

, cl

assi

fy, a

rran

ge, d

ivid

e, c

ompa

re, s

elec

t, in

fer,

brea

k do

wn,

con

trast

, dis

tingu

ish,

dr

aw, i

llust

rate

, ide

ntify

, out

line,

poi

nt o

ut,

rela

te, q

uest

ion,

app

rais

e, a

rgue

, def

end,

de

bate

, crit

icis

e, p

robe

, exa

min

e, in

vest

igat

e,

expe

rimen

t

APP

LYIN

G

The

lear

ner

has

the

abili

ty t

o us

e (o

r ap

ply)

kn

owle

dge

and

skill

s in

oth

er fa

mili

ar s

ituat

ions

an

d ne

w s

ituat

ions

.

• Im

plem

entin

g

• C

arry

ing

out

• U

sing

• E

xecu

ting

appl

y,

dem

onst

rate

, ca

lcul

ate,

co

mpl

ete,

ill

ustra

te,

show

, so

lve,

ex

amin

e,

mod

ify,

rela

te, c

hang

e, c

lass

ify, e

xper

imen

t, di

scov

er,

cons

truct

, man

ipul

ate,

pre

pare

, pro

duce

, dra

w,

mak

e, c

ompi

le, c

ompu

te, s

eque

nce,

inte

rpre

t

UN

DER

STA

ND

ING

2

The

lear

ner g

rasp

s th

e m

eani

ng o

f inf

orm

atio

n by

inte

rpre

ting

and

trans

latin

g w

hat h

as b

een

lear

ned.

• In

terp

retin

g

• E

xem

plify

ing

• C

ompa

ring

• E

xpla

inin

g

• In

ferr

ing

• C

lass

ifyin

g

sum

mar

ise,

des

crib

e, in

terp

ret,

cont

rast

, as

soci

ate,

dis

tingu

ish,

est

imat

e, d

iffer

entia

te,

disc

uss,

ext

end,

com

preh

end,

con

vert,

ex

plai

n, g

ive

exam

ple,

rew

rite,

infe

r, re

view

, ob

serv

e, g

ive

mai

n id

ea

REM

EMB

ERIN

G1

The

lear

ner

is a

ble

to r

ecal

l, re

mem

ber

and

rest

ate

fact

s an

d ot

her l

earn

ed in

form

atio

n.

• R

ecog

nisi

ng

• Li

stin

g

• D

escr

ibin

g

• Id

entif

ying

• R

etrie

ving

• R

ecal

ling

• N

amin

g

list,

defin

e, te

ll, d

escr

ibe,

iden

tify,

sho

w,

know

, lab

el, c

olle

ct, s

elec

t, re

prod

uce,

mat

ch,

reco

gnis

e, e

xam

ine,

quo

te, n

ame



APP

END

IX 2

It is

rec

omm

ende

d th

at th

ese

skill

s be

inco

rpor

ated

in le

sson

s in

gra

de 1

0 ap

prop

riate

ly in

ord

er to

sha

rpen

the

skill

s th

at a

re n

eces

sary

for

succ

essf

ul te

achi

ng a

nd

lear

ning

.

GR

AD

E 10

: IN

TRO

DU

CTI

ON

TO

PH

YSIC

AL

SCIE

NC

ES

SkIL

LS F

OR

PH

YSIC

AL

SCIE

NC

ES L

EAR

NER

S

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

Prio

r or i

n co

ntex

tSk

ills

for P

hysi

cal

Scie

nce

Sci

ence

app

lies

mat

hem

atic

s to

inve

stig

ate

ques

tions

, sol

ve p

robl

ems,

and

co

mm

unic

ate

findi

ngs.

Sci

ence

pro

cess

ski

lls w

ill p

rovi

de th

e st

uden

ts w

ith

back

grou

nd a

nd c

urio

sity

to in

vest

igat

e im

porta

nt is

sues

in th

e w

orld

aro

und

them

.

PRIO

R

MAT

HEM

ATIC

AL

kN

OW

LED

GE

and

SCIE

NTI

FIC

Sk

ILLS

This

sec

tion

is m

eant

as

an

intro

duct

ion

of d

efini

tions

and

a

sum

mar

y of

mat

hem

atic

al a

nd

othe

r ski

lls n

eede

d by

lear

ners

. It i

s m

eant

to b

e a

refe

renc

e to

use

whe

n sk

ills

are

taug

ht in

con

text

.

Sci

entifi

c no

tatio

n.•

Sci

entifi

c no

tatio

n is

a w

ay o

f pre

sent

ing

very

larg

e or

ver

y sm

all n

umbe

rs in

a

com

pact

and

con

sist

ent f

orm

that

sim

plifi

es

calc

ulat

ions

.

•In

sci

entifi

c no

tatio

ns a

num

ber i

s ex

pres

sed

as a

pro

duct

of t

wo

num

bers

: N

x10n

N is

the

digi

t ter

m w

here

N is

bet

wee

n 1

and

9,99

9…..

10n i

s th

e ex

pone

ntia

l ter

m a

nd is

som

e in

tege

r pow

er o

f 10.

•A

larg

e nu

mbe

r has

a p

ositi

ve e

xpon

entia

l te

rm: e

.g. 1

06

•A

smal

l num

ber h

as a

neg

ativ

e ex

pone

ntia

l te

rm: e

.g. 1

0-5

•A

ddin

g an

d su

btra

ctin

g, m

ultip

licat

ion

and

divi

sion

with

sci

entifi

c no

tatio

n

•P

ower

s of

num

bers

exp

ress

ed in

sci

entifi

c no

tatio

n an

d ro

ots

of n

umbe

rs e

xpre

ssed

in

scie

ntifi

c no

tatio

n.

Act

iviti

es:

(1)

Giv

e le

arne

rs T

EN

nu

mbe

rs a

nd a

sk th

em

to w

rite

the

num

bers

in

the

corr

ect s

cien

tific

nota

tion.

(2)

Let l

earn

ers

do

calc

ulat

ions

with

nu

mbe

rs in

sci

entifi

c no

tatio

n.

(3)

Whe

n w

orki

ng w

ith

pock

et c

alcu

lato

rs,

chec

k th

e sc

ient

ific

nota

tion

butto

ns

on th

e ca

lcul

ator

s.

Diff

eren

t cal

cula

tors

w

ork

diffe

rent

ly a

nd

lear

ners

som

etim

es

have

diffi

culty

goi

ng

back

war

ds a

nd

forw

ards

from

num

bers

to

sci

entifi

c no

tatio

n on

th

e ca

lcul

ator

.

Sci

ence

equ

ipm

ent;

any

rele

vant

equ

ipm

ent f

rom

the

hom

e. T

extb

ooks

,

libra

ry b

ooks

, ne

wsp

aper

artic

les,

any

oth

er

reso

urce

mat

eria

ls in

clud

ing

the

inte

rnet

.

This

topi

c sh

ould

incl

ude

Che

mis

try

and

Phy

sics

app

licat

ions

. It m

ight

not

be

exa

min

ed p

er s

e bu

t int

egra

ted

in

othe

r que

stio

ns th

roug

hout

the

rest

of

the

sylla

bus

CH

EM

ISTR

Y an

d P

HY

SIC

S s

houl

d sh

are

the

time

spen

t on

this

topi

c.

Teac

hers

sho

uld

indi

cate

the

rela

tions

hip

betw

een

scie

ntifi

c no

tatio

n in

Mat

hem

atic

s an

d sc

ient

ific

nota

tion

in P

hysi

cal S

cien

ces.


155CAPS

GR

AD

E 10

: IN

TRO

DU

CTI

ON

TO

PH

YSIC

AL

SCIE

NC

ES

SkIL

LS F

OR

PH

YSIC

AL

SCIE

NC

ES L

EAR

NER

S

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

Con

vers

ion

of

units

.•

A co

nver

sion

fact

or e

xpre

sses

the

equi

vale

nce

of a

mea

sure

men

t in

two

diffe

rent

uni

ts (1

cm

= 1

0 m

m)

•Li

st th

e se

ven

base

uni

ts (l

engt

h, m

ass,

tim

e, te

mpe

ratu

re, e

lect

ric c

urre

nt, l

umin

ous

inte

nsity

, am

ount

of s

ubst

ance

) and

thei

r re

spec

tive

SI u

nits

.

•Id

entif

y co

mm

on c

onve

rsio

n fa

ctor

s in

m

ass,

leng

th, v

olum

e, te

mpe

ratu

re a

nd

pres

sure

.

•R

ecog

nize

and

con

vert

vario

us s

cale

s of

m

easu

rem

ent:

tem

pera

ture

(Cel

sius

and

K

elvi

n), l

engt

h, (k

m, m

, cm

, mm

) mas

s (k

g,

g), p

ress

ure

(kP

a, a

tm).

•U

sing

con

vers

ion

fact

ors

and

doin

g ca

lcul

atio

ns

•U

sing

con

vers

ion

fact

ors

in d

imen

sion

al

anal

ysis

.

•Tr

ansl

ate

data

into

the

corr

ect u

nits

and

di

men

sion

s us

ing

conv

ersi

on fa

ctor

s an

d sc

ient

ific

nota

tion.

Act

iviti

es:

(1)

Do

conv

ersi

ons

with

th

e fo

llow

ing

sele

cted

pr

efixe

s us

ed in

the

met

ric s

yste

m: g

iga-

, m

ega-

, kilo

-, de

ci-,

cent

i-, m

illi-,

mic

ro-,

nano

-, pi

co-,

fem

to-.

Lear

ners

are

not

orio

usly

car

eles

s w

ith

units

in th

e an

swer

s of

cal

cula

tions

.

Exe

rcis

e di

men

sion

al a

naly

sis

in

mod

erat

ion

with

lear

ners

to p

rove

ho

mog

enei

ty o

f equ

atio

ns.

Dim

ensi

onal

ana

lysi

s st

ress

es th

e im

porta

nce

and

mea

ning

of t

he

corr

ect u

se o

f uni

ts.

Be

stric

t abo

ut a

nsw

ers

of c

alcu

latio

ns

with

the

corr

ect u

nits

.

Take

not

e of

der

ived

uni

ts a

nd d

efine

d un

its.

Cha

ngin

g th

e su

bjec

t of t

he

form

ula.

•Id

entif

y th

e co

rrec

t for

mul

a fo

r the

pro

blem

at

han

d.

•Id

entif

y w

hat i

s gi

ven

in a

pro

blem

and

wha

t is

ask

ed.

•C

hang

e th

e su

bjec

t of a

giv

en fo

rmul

a to

an

y ot

her v

aria

ble

or c

onst

ant p

rese

nt in

the

form

ula.

.

Act

iviti

es:

(1) C

onsi

der t

he fo

rmul

a fo

r den

sity

don

e in

gra

de

9: D

= m

/V. I

f you

hav

e th

e de

nsity

and

the

volu

me,

ho

w a

re y

ou g

oing

to

calc

ulat

e th

e m

ass?



GR

AD

E 10

: IN

TRO

DU

CTI

ON

TO

PH

YSIC

AL

SCIE

NC

ES

SkIL

LS F

OR

PH

YSIC

AL

SCIE

NC

ES L

EAR

NER

S

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

Wha

t is

rate

? A

pplic

atio

ns in

P

hysi

cs (e

.g.

pow

er) a

nd

Che

mis

try (e

.g.

reac

tion

rate

s).

•Th

e ra

te a

t whi

ch s

omet

hing

hap

pens

is th

e nu

mbe

r of t

imes

it h

appe

ns o

ver a

per

iod

of

time.

•R

ate

is c

hang

e pe

r sec

ond,

whe

ther

it

is c

hang

e in

mas

s, o

r cha

nge

in v

eloc

ity

or c

hang

e in

con

cent

ratio

n, o

r cha

nge

in

ener

gy. Fo

r exa

mpl

e:

- P

ower

is th

e am

ount

of e

nerg

y de

liver

ed

per u

nit t

ime

(Jou

le p

er s

econ

d =

Wat

t)

- R

eact

ion

rate

is th

e ch

ange

in

conc

entra

tion

of a

reag

ent p

er u

nit t

ime.

Expe

rimen

t:(1

) Vi

nega

r and

bak

ing

pow

der h

ave

carb

on

diox

ide

as o

ne o

f the

pr

oduc

ts. D

eter

min

e th

e ra

te o

f the

reac

tion

by

mea

ns o

f the

vol

ume

gas

prod

uced

aga

inst

tim

e.

(2)

Tem

pera

ture

can

als

o be

use

d as

a v

aria

ble

in th

e re

actio

n be

twee

n vi

nega

r and

bak

ing

pow

der

The

exam

ples

pro

vide

d ar

e no

t the

on

ly o

nes

avai

labl

e; p

leas

e ad

d yo

ur

own

exam

ples

whe

re p

ossi

ble.

Dire

ct a

nd in

vers

e

prop

ortio

ns.

•P

ropo

rtion

or v

aria

tion

is w

ay o

f des

crib

ing

certa

in re

latio

nshi

ps b

etw

een

two

varia

bles

: y

is d

irect

ly p

ropo

rtion

al to

x o

r y is

inve

rsel

y pr

opor

tiona

l to

x.

•O

rgan

ize

obse

rvat

ions

in a

dat

a ta

ble

, an

alyz

e th

e da

ta fo

r tre

nds

or p

atte

rns,

an

d in

terp

ret t

he tr

ends

or p

atte

rns,

usi

ng

scie

ntifi

c co

ncep

ts

•In

terp

ret a

gra

ph c

onst

ruct

ed fr

om

expe

rimen

tally

obt

aine

d da

ta to

iden

tify

rela

tions

hips

: dire

ct o

r inv

erse

.

•S

elec

t app

ropr

iate

uni

ts, s

cale

s, a

nd

mea

sure

men

t too

ls fo

r pro

blem

situ

atio

ns

invo

lvin

g pr

opor

tiona

l rea

soni

ng a

nd

dim

ensi

onal

ana

lysi

s.

Act

ivity

:(1

) D

raw

the

grap

h of

the

data

col

lect

ed fr

om

the

reac

tion

betw

een

vine

gar a

nd b

akin

g po

wde

r. Th

e sh

ape

of th

e gr

aph

tells

you

so

met

hing

abo

ut th

e re

latio

nshi

p be

twee

n th

e vo

lum

e an

d tim

e or

vol

ume

and

tem

pera

ture

.

(2)

Rec

ogni

se th

e sh

ape

of th

e gr

aph

for d

irect

pr

opor

tions

and

the

shap

e of

the

grap

h fo

r in

vers

e pr

opor

tions

.

(3)

A de

nsity

gra

ph w

ill g

ive

a be

tter p

ropo

rtion

ality

be

twee

n th

e m

ass

and

the

volu

me

for a

fixe

d su

bsta

nce.

Just

a g

ener

al c

omm

ent:

Con

cept

ually

this

mig

ht b

e di

fficu

lt to

teac

h at

this

sta

ge, d

epen

ding

on

whe

re th

e le

arne

r’s m

aths

con

tent

kn

owle

dge

is. T

hey

esse

ntia

lly

have

Gra

de 9

Mat

hs. T

hese

are

im

porta

nt s

kills

, but

cho

ose

very

si

mpl

e ex

ampl

es c

aref

ully.

Onl

y si

mpl

e ex

ampl

es s

houl

d be

taug

ht

initi

ally

and

mor

e co

mpl

ex o

nes

late

r. A

pplic

atio

n ca

n be

dea

lt w

ith w

hen

the

cont

ent i

s ta

ught

, e.g

. New

ton,

or

gas

law

s.

Not

e:Ju

st th

e in

itial

rate

of t

he v

ineg

ar/

baki

ng p

owde

r rea

ctio

n w

ill b

e (v

olum

e ga

s pr

oduc

ed a

gain

st ti

me)

di

rect

ly p

ropo

rtion

al. A

s th

e re

agen

ts’

conc

entra

tions

dec

reas

e th

e re

actio

n sl

ows

dow

n.


157CAPS

GR

AD

E 10

: IN

TRO

DU

CTI

ON

TO

PH

YSIC

AL

SCIE

NC

ES

SkIL

LS F

OR

PH

YSIC

AL

SCIE

NC

ES L

EAR

NER

S

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

Frac

tions

and

ra

tios

•Fr

actio

ns a

re n

umbe

rs, o

r alg

ebra

ic

expr

essi

ons,

whi

ch is

the

quot

ient

of

two

inte

gers

or a

lgeb

raic

exp

ress

ions

. A

fract

ion

is w

ritte

n a/

b w

here

a is

cal

led

the

num

erat

or a

nd b

the

deno

min

ator

.

•R

atio

is th

e qu

otie

nt o

f tw

o qu

antit

ies

writ

ten

as a

:b o

r a/b

so

as to

hig

hlig

ht th

eir r

elat

ive

size

s.

Act

ivity

:(1

) U

se a

ny re

gula

r ob

ject

and

div

ide

the

obje

ct

into

any

num

ber o

f equ

al

parts

. Tak

e fo

r exa

mpl

e an

A

4 pa

ge, a

cak

e, a

30

cm

rule

r, a

stic

k. D

ivid

e an

A4

pape

r int

o 5

equa

l par

ts.

If yo

u ta

ke tw

o pa

rts o

f pa

per a

nd g

ive

your

frie

nd

the

rest

of t

he p

iece

s,

how

muc

h of

the

page

do

you

have

? (Y

ou h

ave

two

piec

es o

ut o

f five

pos

sibl

e pi

eces

.) Le

t the

cla

ss c

ome

up w

ith a

sol

utio

n to

the

prob

lem

bef

ore

you

teac

h th

em th

e ru

les

of fr

actio

ns.

(2)

Use

a b

lock

or a

di

ce to

dem

onst

rate

the

divi

sion

of a

cub

e.

The

use

and

mea

ning

of

cons

tant

s in

eq

uatio

ns, e

.g.

chan

ging

from

a

prop

ortio

n to

an

equa

tion.

•A

cons

tant

is a

qua

ntity

whi

ch, i

n a

give

n co

ntex

t, ta

kes

a fix

ed v

alue

.

•P

ropo

rtion

or v

aria

tion

is a

way

of

desc

ribin

g ce

rtain

rela

tions

hips

bet

wee

n tw

o va

riabl

es. y

is d

irect

ly p

ropo

rtion

al to

x

mea

ns y

= k

x fo

r som

e co

nsta

nt k

and

y is

in

vers

ely

prop

ortio

nal t

o x

mea

ns y

= k

/x (o

r xy

= k

) for

som

e co

nsta

nt k

.

•E

xam

ples

are

New

ton’

s la

w o

f gra

vita

tion,

an

d th

e id

eal g

as la

w.

Act

ivity

:(1

) C

an y

ou d

eter

min

e a

cons

tant

from

the

grap

h of

the

data

col

lect

ed

from

the

reac

tion

betw

een

vine

gar a

nd

baki

ng p

owde

r? T

he

shap

e of

the

grap

h te

lls y

ou s

omet

hing

ab

out t

he re

latio

nshi

p be

twee

n th

e vo

lum

e an

d tim

e or

vol

ume

and

tem

pera

ture

. Wha

t ab

out t

he g

radi

ent o

f th

e gr

aph?

Not

e:Ju

st th

e in

itial

rate

of t

he v

ineg

ar/

baki

ng p

owde

r rea

ctio

n w

ill b

e (v

olum

e ga

s pr

oduc

ed a

gain

st ti

me)

di

rect

ly p

ropo

rtion

al. A

s th

e re

agen

ts’

conc

entra

tions

dec

reas

e th

e re

actio

n sl

ows

dow

n. T

he g

radi

ent c

hang

es.

Ther

efor

e:A

dens

ity g

raph

will

giv

e a

bette

r pr

opor

tiona

lity

betw

een

the

mas

s an

d th

e vo

lum

e fo

r a fi

xed

subs

tanc

e. T

he

dens

ity v

alue

will

be

your

con

stan

t.

Skill

s fo

r pra

ctic

al in

vest

igat

ions

in P

hysi

cs a

nd C

hem

istr

y



GR

AD

E 10

: IN

TRO

DU

CTI

ON

TO

PH

YSIC

AL

SCIE

NC

ES

SkIL

LS F

OR

PH

YSIC

AL

SCIE

NC

ES L

EAR

NER

S

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

Ski

lls n

eede

d fo

r pra

ctic

al

inve

stig

atio

ns

(obs

erva

tion,

pr

ecau

tions

, da

ta c

olle

ctio

n,

data

han

dlin

g,

tabl

es, g

ener

al

type

s of

gra

phs,

an

alys

is, w

ritin

g co

nclu

sion

s, w

ritin

g a

hypo

thes

is,

iden

tifyi

ng

varia

bles

, fo

r exa

mpl

e in

depe

nden

t, de

pend

ent a

nd

cont

rol v

aria

ble.

).

•Tr

ace

the

hist

oric

al d

evel

opm

ent o

f a

scie

ntifi

c pr

inci

ple

or th

eory

•Id

entif

y an

ans

wer

able

que

stio

n an

d fo

rmul

ate

a hy

poth

esis

to g

uide

a s

cien

tific

inve

stig

atio

n.•

Des

ign

a si

mpl

e ex

perim

ent i

nclu

ding

ap

prop

riate

con

trols

.•

Per

form

and

und

erst

and

labo

rato

ry

proc

edur

es d

irect

ed a

t tes

ting

a hy

poth

esis

.•

Sel

ect a

ppro

pria

te to

ols

and

tech

nolo

gy to

co

llect

pre

cise

and

acc

urat

e qu

antit

ativ

e da

ta.

•C

orre

ctly

read

a th

erm

omet

er, a

bal

ance

, m

etric

rule

r, gr

adua

ted

cylin

der,

pipe

tte, a

nd

bure

tte.

•R

ecor

d ob

serv

atio

ns a

nd d

ata

usin

g th

e co

rrec

t sci

entifi

c un

its.

•E

xpor

t dat

a in

to th

e ap

prop

riate

form

of d

ata

pres

enta

tion

(e.g

. equ

atio

n, ta

ble,

gra

ph, o

r di

agra

m).

•A

naly

ze in

form

atio

n in

a ta

ble,

gra

ph o

r di

agra

m (e

.g. c

ompu

te th

e m

ean

of a

ser

ies

of v

alue

s or

det

erm

ine

the

slop

e of

a li

ne).

•D

eter

min

e th

e ac

cura

cy a

nd th

e pr

ecis

ion

of

expe

rimen

tal r

esul

ts.

•A

naly

ze e

xper

imen

tal r

esul

ts a

nd id

entif

y po

ssib

le s

ourc

es o

f bia

s or

exp

erim

enta

l er

ror.

•R

ecog

nize

, ana

lyze

and

eva

luat

e al

tern

ativ

e ex

plan

atio

ns fo

r the

sam

e se

t of

obse

rvat

ions

.•

Des

ign

a m

odel

bas

ed o

n th

e co

rrec

t hy

poth

esis

that

can

be

used

for f

urth

er

inve

stig

atio

n.•

Defi

ne q

ualit

ativ

e an

alys

is a

nd g

ive

a pr

actic

al e

xam

ple.

•D

efine

qua

ntita

tive

anal

ysis

and

giv

e a

prac

tical

exa

mpl

e.

Act

ivity

:

(1)

Ana

lyse

the

com

pone

nts

of a

pr

oper

ly d

esig

ned

scie

ntifi

c in

vest

igat

ion.

(2)

Cho

ose

an e

xper

imen

t an

d de

term

ine

appr

opria

te to

ols

to

gath

er p

reci

se a

nd

accu

rate

dat

a.(3

) D

efen

d a

conc

lusi

on

base

d on

sci

entifi

c ev

iden

ce(4

) D

eter

min

e w

hy a

co

nclu

sion

is fr

ee fr

om

bias

.(5

) C

ompa

re

conc

lusi

ons

that

of

fer d

iffer

ent,

but

acce

ptab

le e

xpla

natio

ns

for t

he s

ame

set o

f ex

perim

enta

l dat

a.(6

) In

vest

igat

e m

etho

ds o

f kno

win

g us

ed b

y pe

ople

who

ar

e no

t nec

essa

rily

scie

ntis

ts.

Sup

port

mat

eria

l tha

t de

velo

ps th

ese

skill

s sh

ould

be

used

His

toric

al d

evel

opm

ent m

eans

the

stud

y of

all

the

peop

le th

at c

ontri

bute

d to

war

ds fo

r ins

tanc

e th

e co

ncep

t of

bala

nced

equ

atio

ns o

r ato

mic

theo

ry.

This

sec

tion

shou

ld b

e ta

ught

whi

le

the

lear

ners

do

an in

vest

igat

ion

them

selv

es, f

or e

xam

ple:

The

skill

s fo

r pra

ctic

al in

vest

igat

ions

sh

ould

als

o be

dis

cuss

ed a

nd

prac

ticed

as

a cl

ass

at re

gula

r in

terv

als

thro

ugho

ut th

e ye

ar.


159CAPS

GR

AD

E 10

: IN

TRO

DU

CTI

ON

TO

PH

YSIC

AL

SCIE

NC

ES

SkIL

LS F

OR

PH

YSIC

AL

SCIE

NC

ES L

EAR

NER

S

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

Ski

lls n

eede

d fo

r pra

ctic

al

inve

stig

atio

ns

(obs

erva

tion,

pr

ecau

tions

, da

ta c

olle

ctio

n,

data

han

dlin

g,

tabl

es, g

ener

al

type

s of

gra

phs,

an

alys

is, w

ritin

g co

nclu

sion

s, w

ritin

g a

hypo

thes

is,

iden

tifyi

ng

varia

bles

, fo

r exa

mpl

e in

depe

nden

t, de

pend

ent a

nd

cont

rol v

aria

ble.

).

•Tr

ace

the

hist

oric

al d

evel

opm

ent o

f a

scie

ntifi

c pr

inci

ple

or th

eory

•Id

entif

y an

ans

wer

able

que

stio

n an

d fo

rmul

ate

a hy

poth

esis

to g

uide

a s

cien

tific

inve

stig

atio

n.•

Des

ign

a si

mpl

e ex

perim

ent i

nclu

ding

ap

prop

riate

con

trols

.•

Per

form

and

und

erst

and

labo

rato

ry

proc

edur

es d

irect

ed a

t tes

ting

a hy

poth

esis

.•

Sel

ect a

ppro

pria

te to

ols

and

tech

nolo

gy to

co

llect

pre

cise

and

acc

urat

e qu

antit

ativ

e da

ta.

•C

orre

ctly

read

a th

erm

omet

er, a

bal

ance

, m

etric

rule

r, gr

adua

ted

cylin

der,

pipe

tte, a

nd

bure

tte.

•R

ecor

d ob

serv

atio

ns a

nd d

ata

usin

g th

e co

rrec

t sci

entifi

c un

its.

•E

xpor

t dat

a in

to th

e ap

prop

riate

form

of d

ata

pres

enta

tion

(e.g

. equ

atio

n, ta

ble,

gra

ph, o

r di

agra

m).

•A

naly

ze in

form

atio

n in

a ta

ble,

gra

ph o

r di

agra

m (e

.g. c

ompu

te th

e m

ean

of a

ser

ies

of v

alue

s or

det

erm

ine

the

slop

e of

a li

ne).

•D

eter

min

e th

e ac

cura

cy a

nd th

e pr

ecis

ion

of

expe

rimen

tal r

esul

ts.

•A

naly

ze e

xper

imen

tal r

esul

ts a

nd id

entif

y po

ssib

le s

ourc

es o

f bia

s or

exp

erim

enta

l er

ror.

•R

ecog

nize

, ana

lyze

and

eva

luat

e al

tern

ativ

e ex

plan

atio

ns fo

r the

sam

e se

t of

obse

rvat

ions

.•

Des

ign

a m

odel

bas

ed o

n th

e co

rrec

t hy

poth

esis

that

can

be

used

for f

urth

er

inve

stig

atio

n.•

Defi

ne q

ualit

ativ

e an

alys

is a

nd g

ive

a pr

actic

al e

xam

ple.

•D

efine

qua

ntita

tive

anal

ysis

and

giv

e a

prac

tical

exa

mpl

e.

Act

ivity

:

(1)

Ana

lyse

the

com

pone

nts

of a

pr

oper

ly d

esig

ned

scie

ntifi

c in

vest

igat

ion.

(2)

Cho

ose

an e

xper

imen

t an

d de

term

ine

appr

opria

te to

ols

to

gath

er p

reci

se a

nd

accu

rate

dat

a.(3

) D

efen

d a

conc

lusi

on

base

d on

sci

entifi

c ev

iden

ce(4

) D

eter

min

e w

hy a

co

nclu

sion

is fr

ee fr

om

bias

.(5

) C

ompa

re

conc

lusi

ons

that

of

fer d

iffer

ent,

but

acce

ptab

le e

xpla

natio

ns

for t

he s

ame

set o

f ex

perim

enta

l dat

a.(6

) In

vest

igat

e m

etho

ds o

f kno

win

g us

ed b

y pe

ople

who

ar

e no

t nec

essa

rily

scie

ntis

ts.

Sup

port

mat

eria

l tha

t de

velo

ps th

ese

skill

s sh

ould

be

used

His

toric

al d

evel

opm

ent m

eans

the

stud

y of

all

the

peop

le th

at c

ontri

bute

d to

war

ds fo

r ins

tanc

e th

e co

ncep

t of

bala

nced

equ

atio

ns o

r ato

mic

theo

ry.

This

sec

tion

shou

ld b

e ta

ught

whi

le

the

lear

ners

do

an in

vest

igat

ion

them

selv

es, f

or e

xam

ple:

The

skill

s fo

r pra

ctic

al in

vest

igat

ions

sh

ould

als

o be

dis

cuss

ed a

nd

prac

ticed

as

a cl

ass

at re

gula

r in

terv

als

thro

ugho

ut th

e ye

ar.

GR

AD

E 10

: IN

TRO

DU

CTI

ON

TO

PH

YSIC

AL

SCIE

NC

ES

SkIL

LS F

OR

PH

YSIC

AL

SCIE

NC

ES L

EAR

NER

S

Tim

eTo

pics

Gra

de 1

0C

onte

nt, C

once

pts

& S

kills

Prac

tical

Act

iviti

esR

esou

rce

Mat

eria

lG

uide

lines

for T

each

ers

Mod

els

in s

cien

ce•

Und

erst

and

wha

t the

pur

pose

of m

odel

s is

.

•R

ecog

nise

mod

els

used

in s

cien

ce

•R

ecog

nize

how

mod

els

chan

ge w

ith th

e di

scov

ery

of n

ew in

form

atio

n

Act

ivity

:Th

e pu

rpos

e of

mod

els

is

to e

xpla

in a

nd o

r sim

plify

a

diffi

cult

chem

ical

con

cept

. N

ame

all t

he m

odel

s in

ch

emis

try th

at y

ou k

now

of

e.g

.

•H

ow d

id th

e at

omic

m

odel

cha

nge

thro

ugh

the

year

s?

•W

ho c

ontri

bute

d to

war

ds th

e pe

riodi

c ta

ble

(this

is a

lso

just

a

mod

el o

f rep

rese

ntin

g ch

emic

al in

form

atio

n),

•M

odel

s fo

r che

mic

al

bond

ing

etc.

To m

ake

mod

els

tang

ible

, one

wou

ld

have

to in

clud

e co

ncre

te e

xam

ples

.

A lo

t of k

now

ledg

e is

tran

sfer

red

thro

ugh

mod

els.

We

used

a m

odel

as

an

expl

anat

ion

of a

con

cept

un

til a

bet

ter e

xpla

natio

n an

d or

m

odel

is fo

rmul

ated

bas

ed o

n ne

wly

dis

cove

red

info

rmat

ion

and

cons

truct

ed k

now

ledg

e.

Saf

ety

data

•K

now

the

expl

anat

ions

for t

he h

azar

d sy

mbo

ls.

•K

now

how

to in

terp

ret a

nd a

pply

the

safe

ty

data

of t

he c

hem

ical

s.

•K

now

the

labo

rato

ry s

afet

y ru

les.

Use

Mer

ck’s

saf

ety

data

info

rmat

ion

or th

e sa

fety

dat

a re

gula

tions

of t

he

Inte

rnal

Lab

our O

rgan

izat

ion

(ILO

).

Bas

ic tr

igon

omet

ry

skill

s•

Defi

ne th

e si

n, c

os a

nd ta

n of

an

angl

e

•D

o si

mpl

e ap

plic

atio

ns a

nd c

alcu

latio

ns

with

the

valu

es (e

.g. i

n ca

lcul

atin

g fo

rce

com

pone

nts)

.

Trig

onom

etry

is n

eces

sary

to s

olve

ce

rtain

Phy

sics

pro

blem

s.



APP

END

IX 3

Perio

dic

tabl

e


161CAPS

APP

END

IX 4

C

atio

n an

d A

nion

tabl

e

TAB

LE 1

TAB

LE O

F C

ATIO

NS/

TAB

EL V

AN

kAT

ION

E

hydr

ogen

(wat

erst

of)

H+

bery

llium

(ber

illiu

m)

Be2+

alu

min

ium

(alu

min

ium

)A

l3+ c

hrom

ium

(VI)

[chr

oom

(VI)]

Cr6+

lithi

um (l

itium

)Li

+m

agne

sium

(mag

nesi

um)

Mg2+

[chr

omiu

m (I

II) [c

hroo

m (I

II)]

Cr3+

man

gane

se (V

II) [m

anga

an (V

II)]

Mn7+

sodi

um (n

atriu

m)

Na+

calc

ium

(kal

sium

)C

a2+ ir

on (I

II) [y

ster

(III)

]Fe

3+

pota

ssiu

m (k

aliu

m)

K+

bariu

m (b

ariu

m)

Ba2+

cob

alt (

III) [

koba

lt (II

I)]C

o3+

silv

er (s

ilwer

)A

g+tin

(II)

[tin

(II)]

Sn2+

mer

cury

(I) [

kwik

(I)]

Hg+

lead

(II)

[lood

(II)]

Pb2+

copp

er (I

) [ko

per (

I)]C

u+ch

rom

ium

(II)

[chr

oom

(II)]

Cr2+

amm

oniu

mN

H4+

man

gane

se (I

I) [m

anga

an (I

I)]M

n2+

iron

(II) [

yste

r (II)

]Fe

2+

coba

lt (II

) [ko

balt

(II)]

Co2+

nick

el (n

ikke

l)N

i2+

copp

er (I

I) [k

oper

(II)]

Cu2+

zinc

(sin

k)Zn

2+



TAB

LE 2

TAB

LE O

F A

NIO

NS/

TAB

EL V

AN

AN

ION

E

fluor

ide

(fluo

ried)

F -ox

ide

(oks

ied)

O2-

chlo

ride

(chl

orie

d)C

l-pe

roxi

de (p

erok

sied

)O

22-

brom

ide

brom

ied

Br-

carb

onat

e (k

arbo

naat

)C

O32-

iodi

de (j

odie

d)I-

sulp

hide

(sul

fied)

S2-

hydr

oxid

e (h

idro

ksie

d)O

H-

sulp

hite

(sul

fiet)

SO

32-

nitr

ite (n

itrie

t)N

O2-

sulp

hate

(sul

faat

)S

O42-

nitra

te (n

itraa

t)N

O3-

thio

sulp

hate

(tio

sulfa

at)

S2O

32-

hydr

ogen

car

bona

te (w

ater

stof

karb

onaa

t)H

CO

3-ch

rom

ate

(chr

omaa

t)C

rO42-

hydr

ogen

sul

phite

(wat

erst

ofsu

lfiet

)H

SO

3-di

chro

mat

e (d

ichr

omaa

t)C

r 2O72-

hydr

ogen

sul

phat

e (w

ater

stof

sulfa

at)

HS

O4-

man

gana

te (m

anga

naat

)M

nO42-

dihy

drog

en p

hosp

hate

(diw

ater

stof

fosf

aat)

H2P

O4-

oxal

ate

(oks

alaa

t)(C

OO

) 22-/C

2O42-

hypo

chlo

rite

(hip

ochl

orie

t)C

lO-

hydr

ogen

pho

spha

te (w

ater

stof

fosf

aat)

HP

O42-

chlo

rate

(chl

oraa

t)C

lO3-

nitri

de (n

itrie

d)N

3-

perm

anga

nate

(per

man

gana

at)

MnO

4-ph

osph

ate

(fosf

aat)

PO

43-

acet

ate

/eth

anoa

te (a

seta

at)

CH

3CO

O-

phos

phid

e (fo

sfied

)P

3-


163CAPS

APPENDIX 5 Solubility table

Solubility Table

Soluble compounds Exceptions

Almost all salts of Na+, K+ and NH4+

All salts of Cl-, Br- and I- ⇔ Halides of Ag+, Hg22+ and Pb2+

Compounds containing F- ⇔ Fluorides of Mg2+, Ca2+, Sr2+, Ba2+ and Pb2+

Salts of nitrate, NO3

- chlorate, ClO3

-

perchlorate, ClO4-

acetate, CH3COO- KClO4

Salts of sulphate, SO42- ⇔ Sulphates of Sr2+, Ba2+ and Pb2+

Insoluble compounds Exceptions

All salts of carbonate, CO3

2- phosphate, PO4

3- oxalate, C2O4

2- chromate, CrO4

2- sulphide, S2- Most metal hydroxides OH- and oxides, O2-

⇔ Salts of NH4+ and alkali metal cations

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