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National Curriculum Statement (NCS)
Curriculum and Assessment

PHYSICAL SCIENCES
Policy Statement
Further Education and Training Phase

Grades 10-12

CURRICULUM AND ASSESSMENT POLICY STATEMENT
GRADES 10-12
PHYSICAL SCIENCES
PHYSICAL SCIENCES GRADES 10-12
Department of Basic Education
222 Struben Street

Private Bag X895
Pretoria 0001
South Africa
Tel: +27 12 357 3000
Fax: +27 12 323 0601
120 Plein Street Private Bag X9023

Cape Town 8000
South Africa
Tel: +27 21 465 1701
Fax: +27 21 461 8110
Website: 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
CURRICULUM AND ASSESSMENT POLICY STATEMENT (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 the divisions of the past and establish a society based on democratic
values, social justice and fundamental human rights;
• improve the quality of life of all citizens and free the potential of each person;
• lay the foundations for a democratic and open society in which government is
based on the will of the people and every citizen is equally protected by law;
and
• build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of
nations.
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
of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised 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
in a single document and will simply be known as the National 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
clearer specification of what is to be taught and learnt on a term-by-term basis.
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
CAPS

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 Specific aims of Physical Sciences................................................................................................................ 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
CAPS 1
2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

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) The policy document, National Policy on assessment and qualifications for schools in the General
Education and Training Band d, promulgated in Government Notice No. 124 in Government Gazette
No. 29626 of 12 February 2007;
(iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005;
CAPS 3
(iv) The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special
needs, 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: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol
for 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 (Act No. 84 of 1996,) 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;

• 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).
CAPS 5
1.4 Time Allocation
1.4.1 Foundation Phase
(a) The instructional time in the Foundation Phase is as follows:
GRADE R GRADES 1-2 GRADE 3

SUBJECT
(HOURS) (HOURS) (HOURS)
Home Language 10 7/8 7/8
First Additional Language 2/3 3/4
Mathematics 7 7 7
Life Skills 6 6 7
• Beginning Knowledge (1) (1) (2)
• Creative Arts (2) (2) (2)
• Physical Education (2) (2) (2)
• Personal and Social Well-being (1) (1) (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 4
• Creative Arts (1,5)
• Physical Education (1)
• Personal and Social Well-being (1,5)

TOTAL 27,5

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
minimum of any three subjects selected from Group B
A 12 (3x4h)
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.
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.
CAPS 7
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

• 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.
NO. OF WEEKS CONTENT, CONCEPTS & FORMAL ASSESSMENT

GRADE
ALLOCATED SKILLS (WEEKS) (WEEKS)
10 40 30 10
11 40 30 10
12 40 29 11
CAPS 9
2.4 OVERVIEW OF TOPICS
Topic Content
Introduction to vectors & scalars; Motion in one dimension (reference frame, position,
displacement and distance , average speed, average velocity, acceleration, instantaneous
Grade
velocity, instantaneous speed, description of motion in words, diagrams, graphs and equations.)
10
Energy (gravitational potential energy, kinetic energy, mechanical energy, conservation of
mechanical energy (in the absence of dissipative forces)) 30 hours
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
Grade (Newton’s first, second and third laws and Newton’s law of universal gravitation, different kinds
Mechanics
11 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
Momentum and Impulse (momentum, Newton’s second law expressed in terms of momentum,
conservation of momentum and elastic and inelastic collisions, Impulse), Vertical projectile
Grade
motion in one dimension (1D) (vertical projectile motion represented in words, diagrams,
12
equations and graphs), Work, Energy & Power (work , work-energy theorem, conservation of
energy with non-conservative forces present, power) 28 hours
Transverse pulses on a string or spring (pulse, amplitude superposition of pulses),
Transverse waves (wavelength, frequency, amplitude, period, wave speed, Longitudinal
Grade waves (on a spring, wavelength, frequency, amplitude, period, wave speed, sound waves),
10 Sound (pitch, loudness, quality (tone), ultrasound), Electromagnetic radiation (dual (particle/
wave) nature of electromagnetic (EM) radiation, nature of EM radiation, EM spectrum, nature of
Waves,
EM as particle - energy of a photon related to frequency and wavelength) 16 hours
Sound &
Light Grade Geometrical Optics (Refraction, Snell’s Law, Critical angles and total internal reflection), 2D &
11 3D Wave fronts (Diffraction) 13 hours
Grade Doppler Effect (either moving source or moving

12 observer) (with sound and ultrasound, with light - red shifts in the universe.) 6 hours
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
Grade charge, force exerted by charges on each other (descriptive), attraction between charged and
10 uncharged objects (polarisation), charge conservation, charge quantization ),Electric circuits
(emf, potential difference (pd), current, measurement of voltage (pd) and current, resistance,
Electricity & resistors in parallel) 14 hours
Magnetism
Grade Electrostatics (Coulomb’s Law, Electric field), Electromagnetism (Magnetic field associated
11 with current-carrying wires, Faraday’s Law), Electric circuits (Energy, Power) 20 hours
Grade Electric circuits (internal resistance and series-parallel networks), Electrodynamics (electrical
12 machines (generators, motors), alternating current) 12 hours
Revise matter and classification (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
Grade theory. Atomic structure (models of the atom; atomic mass and diameter; protons, neutrons
10 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
Matter & Molecular structure (a chemical bond; molecular shape; electronegativity and bond polarity;
Materials bond energy and bond length). Intermolecular forces (chemical bonds revised; types of
Grade
intermolecular forces; states of matter; density; kinetic energy; temperature; three phases of
11
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
Optical phenomena and properties of materials (photo-electric effect, emission and
absorption spectra) (6 hours for physics) Organic chemistry (functional groups; saturated and
Grade
unsaturated structures; isomers; naming and formulae; physical properties; chemical reactions
12
(substitution, addition and elimination). Organic macromolecules (plastics and polymers) 16
hours

Topic Content
Grade Hydrosphere 8 hours
10
Chemical Grade Lithosphere (mining; energy resources)
Systems 11 8 hours
Grade Chemical industry (fertilizer industry). 6 hours
12
Physical and chemical change (separation by physical means; separation by chemical means;
conservation of atoms and mass; law of constant composition).Representing chemical change
Grade
(balanced chemical equations). Reactions in aqueous solution (ions in aqueous solutions;
10
ion interaction; electrolytes; conductivity; precipitation; chemical reaction types) Stoichiometry
(mole concept). 20 hours
Stoichiometry (molar volume of gases; concentration; limiting reagents; volume relationships
Grade in gaseous reactions) Energy and chemical change (energy changes related to bond energy;
Chemical
11 exothermic and endothermic reactions; activation energy). Types of reactions (acid-base; redox
Change reactions; oxidation numbers 28 hours
Reaction rate (factors affecting rate; measuring rate; mechanism of reaction and of catalysis).
Chemical equilibrium (factors affecting equilibrium; equilibrium constant; application
Grade of equilibrium principles). Acids and bases (reactions; titrations, pH, salt hydrolysis).
12 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 Skills for practical investigations in physics and chemistry. 4 hours
Grade
practical
12
investigations
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, concepts and skills 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.
CAPS 11
Prescribed Practical Activities Recommended Practical Activities
Grade Term
Formal Assessment Informal Assessment
Experiment 1 (Chemistry): Practical Demonstration (Physics)
Heating and cooling curve of water. Use a ripple tank to demonstrate constructive
and destructive interference of two pulses OR
Term1
Experiment (Chemistry)
Flame tests to identify some metal cations
and metals.
Experiment 2 (Physics): Electric circuits with Investigation (Physics)
resistors in series and parallel - measuring Pattern and direction of the magnetic field
potential difference and current. around a bar magnet. OR
Term 2
Prove the Conservation of matter
experimentally.
Project: Experiment (Physics)
You may do any of these topics or any other Roll a trolley down an inclined plane with a
topic based on the Grade 10 content. ticker tape attached to it and use the data to
Chemistry: Purification and quality of water. plot a position vs. time graph. OR
OR Experiment (Chemistry)
Physics: Acceleration. Reaction types: precipitation, gas forming,
Example: acid-base and redox reactions.
10 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.
Term 3
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.
Test water samples for carbonates, chlorides,
nitrates, nitrites, pH and look at water
Term 4
samples under the microscope.
Experiment (Physics)
Conservation of Energy (qualitative)
Experiment (Physics): Practical Demonstration (Physics)
Investigate the relationship between force Investigate the relationship between normal
and acceleration (Verification of Newton’s force and maximum static friction.
second law) Investigate the effect of different surfaces on
Term1 maximum static friction by keeping the object
the same. OR
Investigate the physical properties of water
(density, BP, MP, effective as solvent, …)
Experiment (Chemistry): Experiment (physics)
The effects of intermolecular forces: boiling Determine the critical angle of a rectangular
points, melting points, surface tension, glass (clear) block. OR
Term 2
solubility, capillarity,... Experiment (Chemistry)
11 Boyle’s law OR preparation of PbO2 from
Pb(NO3)2
Project: Experiment (physics)
You may do any of these topics or any other Obtain current and voltage data for a resistor
topic based on the Grade 11 content. and a light bulb and determine which one
obeys Ohm’s law. OR
Term 3
Chemistry: Exothermic and endothermic Experiment (Chemistry)
reactions (examples and applications) Investigate natural indicators for acids and
OR bases
Physics: Snell’s Law
Redox reactions - one synthesis, one
Term 4
decomposition and one displacement
reaction.

Prescribed Practical Activities Practical Activities

Grade Term
Formal Assessment Informal Assessment
Experiment (Chemistry) Experiment (physics)
Preparation of esters 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.
Term1
OR
Reaction of alkanes and alkenes with bromine
and potassium permanganate OR making a
polymer like “slime” or “silly putty”.
Experiment (Chemistry) Investigation (Physics)
How do you use the titration of oxalic acid Perform simple experiments to determine the
against sodium hydroxide to determine the work done in walking up (or running up a flight
concentration of the sodium hydroxide? of stairs). By timing the run and walk (same
flight of stairs) one can enrich the concept of
OR power. OR Investigate Conservation of linear
Term 2 Momentum
12 Experiment (Physics)
Conservation of linear momentum. OR
Rate of chemical reactions with sodium sulphite
and hydrochloric acid OR chemical equilibrium.
Experiment (physics) Investigation (Physics):
Part 1 Set up a series-parallel network with an
ammeter in each branch and external circuit
Determine the internal resistance of a and voltmeters across each resistor, branch
battery. and battery, position switches in each branch
Term 3 Part 2 and external circuit. Use this circuit to
investigate short circuits and open circuits.
Set up a series-parallel network with known
resistor. Determine the equivalent resistance OR
using an ammeter and a voltmeter and Experiment (Chemistry)
compare with the theoretical value.
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)
CAPS 13
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.

sECTION 3
PHYSICAL SCIENCES CONTENT (GRADES 10 -12)
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TERM 1 GRADE 10
GRADE 10 CHEMISTRY (MATTER & MATERIALS) TERM 1
Time Topics Grade 10 Content, Concepts & Skills Practical Activities Resource Material Guidelines for Teachers
2 HOURS Revise Matter & classification Matter is made up of particles whose properties determine the Observing, describing,
(from grade 9) observable characteristics of matter and its reactivity. classifying and using materials
See appendix 2 for skills that need to be infused with content in all - a macroscopic view (do this in
grades. detail in grade 9 if possible)
The material(s) of which an • Revise the properties of Activity: An activity that classifies The introduction of the topic
object is composed material, e.g. What materials are products a range of materials and was moved to grade 9 and is
made of? combines all these properties only revised in grade 10
1. Strength
could be useful to revise the
2. Thermal and electrical If you have a sand dune, the content
conductivity material out of which the dune
is made is sand.
3. Brittle, malleable or ductile
Look at the labels on the Learners are encouraged to
4. Magnetic or non-magnetic containers of food or on look at food additives and
5. Density (lead / aluminium) medicine bottles, or the preservatives. This should be
0.25 hour 6. Melting points and boiling wrapper of chocolate. Note contrasted with indigenous
points the ingredients of the material ways of food preservation
in the container. What do
the different compounds
tell you about the material
in the container? Why do
the manufacturers give the
ingredients of the material? Use
safety data to learn about the
compounds contained in your
food and medicines
15
Mixtures: heterogeneous and • Revise the properties of a Which mixtures are
16
homogeneous. mixture heterogeneous and which
mixtures are homogeneous?
• Revise the properties of a
heterogeneous mixture. • Make mixtures of sand
and water, potassium
• Revise the properties of a dichromate and water,
homogeneous mixture iodine and ethanol, iodine
and water. Which mixtures
0.25 hour • Give examples of are heterogeneous
heterogeneous and and which mixtures are
homogeneous mixtures homogeneous?
• Let learners make their
own homogeneous and
heterogeneous mixtures
and motivate or defend
their choices
Pure substances: elements • Revise the microscopic and • Decide which of the Use the periodic table to
and compounds. symbolic representations following substances are identify the elements.
for elements, compounds pure substances: water,
and mixtures tea, salt water, copper,
brass, air, oxygen

• Revise the definition of an
element • Use molecular models to
build pure substances,
• Revise the definition of a
elements and compounds
compound
Activity:
• Revise the definition of pure Test tubes, glass beaker, filter
0.25 Hour substances • Do experiment with paper paper and water soluble ink-
chromatography to show pens.
• Revise the classification that water soluble ink-pens
of substances as pure, as or “Smarties” are not pure
compounds or as elements colours, but are mixtures of
• Devise criteria for colours
purity. Use melting point
and boiling points as
evidence of purity. Use
chromatography as
evidence of purity

Names and formulae of • Revise the names of Activity: Indicate the relationship
substances. compounds using the between names and chemical
• Why do we have scientific
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names of the elements from formulae and chemical bonding
names? to learners.
which they are made
• Identify the elements that Use cation and anion tables
• Revise the cation and anion
make up a compound on in appendix 4
table
the food labels collected by
Pay attention to the names of
• Revise the writing of names the learners covalent compounds and the
when given the formulae. names of ionic compounds.
0.25 hour • Compare the scientific
• Revise the writing of names with traditional
formulae when given the names for compounds
names known by learners
• Revise the meaning of the
name endings like -ide, -ite
and -ate
• Understand the meaning of
prefixes di-, tri- etc
Metals, metalloids and non- • Revise the classification • Identify the metals, non- Metalloid is the more scientific
metals. of substances as metals, metals and metalloids on name for semi-metal. Give
metalloids and non-metals the periodic table. preference to the use of the
using their properties name metalloids, but do not
• Test copper, lead, penalize learners for the use of
• Identify the metals, their aluminium, zinc, iron, the name semi-metals.
position on the periodic sulphur, carbon, iodine,
table and their number in graphite and silicon to
comparison to the number determine whether they
of non-metals have metallic, metalloid or
0.25 hour non-metallic character. How
• Revise the classification
are these elements used in
of non-metals using their
industry?
properties
• Identify the non-metals
and their position on the
periodic table
• Describe metalloids as
having mainly non-metallic
properties
17
• Revise the classification
18
of metalloids by their
characteristic property of
increasing conductivity with
increasing temperature
(the reverse of metals) e.g.
silicon and graphite.
• Identify the metalloids
and their position on the
periodic table
Electrical conductors, • Revise the classification • Test the following
semiconductors and insulators of materials as: electrical substance to classify
conductors, semiconductors them as conductors,
and insulators semiconductors or
insulators: glass, wood,
• Give examples of electrical graphite, copper, zinc,
conductors, semiconductors aluminium and materials of
and insulators your own choice
0.25 hours • Identify the substances and
the ‘appliances or objects’,

that are in common daily
use in homes and offices,
that are specifically chosen
because of their electrical
properties (conductors,
insulators and semi-
conductors)
Thermal conductors and • Revise how to test and • Test the following
insulators classify materials as substance to classify them
thermal conductors and as heat conductors, or
insulators insulators: glass, wood,
0.25 hours graphite, copper, zinc,
• Give examples of materials aluminium and materials of
that are thermal conductors your own choice
and insulators

Magnetic and nonmagnetic • Revise how to test and • Test the following
materials. classify materials as substance to classify
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magnetic and non-magnetic them as magnetic, or
nonmagnetic: glass, wood,
• Give examples of materials graphite, copper, zinc,
0.25 that are magnetic and non- aluminium, iron nail and
magnetic materials of your own
hours choice
• Give examples of the use
we make of magnets in
daily life (in speakers, in
telephones, electric motors,
as compasses)
2 HOURS States of Matter and the Physical state is only one of the ways of classifying matter. The Revision of matter and states
Kinetic Molecular Theory Kinetic-molecular theory and intermolecular forces are the basis of matter is the bigger picture.
for solid, liquid, gas and solution phenomena.
Three states of matter • Verify the particulate nature Prescribed experiment for Materials: An activity that classifies a
of matter by investigating formal assessment variety of compounds and
Burner, glass beaker, ice water combines all these properties,
diffusion and Brownian • Draw the heating and and a thermometer.
motion including KMT, would be useful
cooling curve for water. to revise the content.
• List and characterize the Start with ice in a glass
beaker and use a To save teaching time it is
three states of matter
thermometer to read the recommended that integates
• Define freezing point, temperature every 1 minute teachings and practical work is
melting point and boiling when you determine the used as strategy for this topic
point heating curve of water. Do and all other topics
the same with the cooling
1 hour • Identify the physical state curve of water starting at
of a substance at a specific the boiling point. Give your
temperature, given the results on a graph
melting point and the boiling
point of the substance
• Define melting, evaporation,
freezing, sublimation and
condensation as changes
in state
• Demonstrate these
changes of state
• Describe a solid, a liquid, • Use play dough or marbles
and a gas according to the to represent gases liquids
Kinetic Molecular Theory in and and solids.explain the
19
1 hour Kinetic Molecular Theory
terms of particles of matter levels: macroscopic, sub-
microscopic and use use
symbols effectively
4 HOURS The Atom: basic building All matter is made up of atoms. Everything around you, Visualization is very important
20
block of all matter including your own body, your hair, your organs and even in Chemistry to demystify the
the air you breathe is made up of atoms. Atomic theory is the subject and make it easier
(Atomic structure) foundation for understanding the interactions and changes in to understand. Always move
matter. The periodic table displays the elements in increasing between macroscopic and sub-
atomic number and shows how periodicity of the physical microscopic and use symbols
and chemical properties of the elements relates to atomic effectively
structure. Everything in the world is made up of different
combinations of atoms from the elements on the periodic table
Models of the atom. Given a list of key Activity: Note to the teacher: This type
discoveries (or hypotheses) of activity (1) should be used
(1) Make a list of key to introduce or practice report
match these to the discoveries about atomic
description of the atom writing and/or presentation
structure skills.
that followed the discovery.
Be able to do this for the Do this as a library This topic could also be used
period starting with the assignment. Look at as a cooperative learning
work from JJ Thomson, activity.
Greeks and other nations’
Ernest Rutherford, Marie
suggestion that atoms Curie, JC Maxwell, Max You don’t need information on
constituted matter, through Planck, Albert Einstein, all the names mentioned: you
the electrical experiments Niels Bohr, Lucretius, LV can choose the names of the
of the 19th century, to the De Broglie, CJ Davisson, scientists you want information
discovery of radioactivity, LH Germer, Chadwick, on.
Rutherford’s gold foil Werner Heisenberg, Max
Born, Erwin Schrödinger, Make a list of key discoveries
experiment and the Bohr and discoverers (this is NOT
0.5 hour model John Dalton, Empedocles,
Leucippus, Democritus, for rote learning in exams.
• Identify five major Epicurus, Zosimos, Maria This is an activity that is NOT
contributions to the current the Jewess, Geber, FOR EXAM PURPOSES.
Rhazes, Robert Boyle, It gives learners a real life
atomic model used today.
Henry Cavendish, A experience of the construction
• What is the purpose of Lavoisier, H Becquerel of knowledge over time.)
a model of the atomic
structure? State the key discovery
in ONE sentence and
match the discovery to the
influence on the description
of the atom
(2) The class can make a flow
chart on the discoveries

or construct a time line to
display the discoveries
Atomic mass and diameter. • Give a rough estimate of Activity: Simulate the α-particle
the mass and diameter of scattering experiment with
(1) Note the correct use of
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an atom a nucleus of marbles (glued
scientific notation and the together) and BB gun pellets
• Show that the atom is meaning of the values as electrons and shoot with
mainly an empty space obtained when giving marbles as α-particles.
atomic mass or atomic
with the nucleus occupying
0.5 hour radius
a very small space in any
atom (explain the α-particle (2) Use analogies to show
scattering experiment) how small the nucleus is
compared to the atom
• Describe and use the
concept of relative atomic
mass
Structure of the atom: • Given a periodic table or Activities: PT must have values with at Note:
suitable data; least one decimal point.
protons, neutrons, electrons. (1) Use the PT to make a The Periodic Table has been
- Define the atomic number Science puzzle to clarify introduced superficially in
of an element and give and strengthen concepts grade 9 and can be used
its value as such in atomic structure.
(2) Describe the structure Deeper study on the PT is
- Give the number of of the atom in terms of done in term 2.
protons, neutrons and
protons present in an
electrons. Make a drawing
atom of an element to show your interpretation
- Give the number of of the structure of an atom
electrons present in a
neutral atom
1 hour - Show that by removing
electrons from an atom
the neutrality of the
atom is changed
- Determine charge after
removing/adding
electrons from the atom.
- Calculate the number of
neutrons present
- Calculate the mass
number for an isotope of
an element
21
Isotope • Explain the term isotope Activities: Do simple calculations
22
to improve learners
• Calculate the relative (1) Identify isotopes among understanding of the concept
atomic mass of naturally elements with relevant isotopes.
occurring elements from the information
percentage of each isotope Z = atomic number and
(2) Perform calculations related A = mass number
1 hour in a sample of the naturally to isotopic masses and
occurring element and the relative atomic masses
relative atomic mass of
each of the isotopes.
• Represent atoms (nuclides)
Z
using the notation AE
Electron configuration. • Give electronic Activities: Materials Energy is seen as the energy
arrangement of atoms of the electron in ground state
(1) Understand and deduce the Watch glass, burner, propette, and excited state.
(up to Z=20) according to electronic arrangement of methanol, bamboo sticks,
the orbital box diagrams atoms metal salts to be tested The Aufbau principle (building-
(notation, (↑↓)) and the including NaCl, CuCl2, CaCl2, up principle) is the principle
spectroscopic electron (2) Represent the electronic KCl and metals copper powder, that the orbital that fills first
configuration notation (1s2, arrangements of atoms magnesium, zinc powder, iron is the orbital with the lowest
using electron diagrams powder etc. energy. In atoms the order for
2s2, 2p6, 3s2, 3p6, 4s2)
1 hour filling of orbitals is 1s, 2s, 2p,
(sometimes called Aufbau Recommended experiment
principle) 3s, 3p, 4s, 3d, 4p……electronic
for informal assessment structure. (Aufbau is German
• Describe atomic orbitals (3) Do flame tests to identify for building-up.)
and the shapes of the some metal cations and
s-orbitals and the p-orbitals metals
• Sate Hund’s rule and
Pauli’s Exclusion Principle
4 HOURS Periodic Table The periodic table displays the elements in increasing atomic The atomic properties of an
number and shows how periodicity of the physical and chemical element are related to its
properties of the elements relates to atomic structure. electronic configuration and
hence to its position on the
Student should develop an understanding about the importance periodic table.
of the periodic table in Chemistry. Knowledge and concepts
about periodic trends of physical properties of some elements are
required.

The position of the elements • Understand that elements Activities: Information for Periodic How the periodic table is
in the periodic table related to in the PT are arranged in Table activity: organized is not as important
(1) Use the PT to make a
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their electronic arrangements order of ascending atomic as what information can
Science puzzle to clarify On you colour cards for the PT be derived from the PT.
number and strengthen concepts you can also add information Information like bonding,
• Appreciate the PT as a like density, melting point, valency, orbitals, electronic
(2) Searching for an d boiling point, heat conductivity,
systematic way to arrange presenting information structure.
physical appearance, reaction
elements on elements and the with oxygen, reaction with This section is crucial as
development of the PT water, etc it provides the basis for
• Define the group number
and the period number of (3) Pack your own PT and conceptual understanding
an element in the PT discover the missing of bonding. Teachers
elements. The concepts should ensure that learners
• Relate the position of an you are investigating are understand the structure of the
element in the PT to its periodicity, predicting PT and not only know how to
electronic structure and properties, groups, and use it. Enough time must be
vice versa periods. Get paint colour spent on this NB!!
samples from a hardware Learners must know the names
• Understand periodicity by store. Use an empty PT
2 hours and all the formulae of all
looking at the following grid to pack your colour the elements from Hydrogen
properties from the chips according to the (atomic nimber 1) to Krypton
elements Li to Ar: density, following rules: Basic (atomic number 36), plus the
melting points and boiling colour represents chemical common elements silver (Ag),
points, atomic radius, properties; the shade of cadnium (Cd), tin (Sn), iodine
periodicity in formulae the paint chip represents (I), platinum (PT), gold (Au),
atomic mass; similar mercury (Hg), and lead (Pb)
of halides, periodicity in
intensities of shade are in
formulae of oxides, and the same period. Sequence
ionization energy. metals to non-metals
• What is the influence according to the colour of
of periodicity on the visible spetrum form
red violet. Remove a few
electron-affinity and
paint chips and pack the
electronegativity? periodic table again. Can
• Define atomic radius, you describe the properties
ionization energy, electron- of the missing chips
affinity and electronegativity (elements)
23
Similarities in chemical • Relate the electronic
24
properties among elements in arrangements to the
Groups 1, 2, 17 and 18 chemical properties of
group 1, 2, 17 and 18
elements
• Describe the differences in
reactivity of group 1, 2 and
17 elements,
• Predict chemical properties
of unfamiliar elements in
2 hours groups 1, 2, 17 and 18 of
the PT
• Indicate where metals are
to be found on the periodic
table
• Indicate where nonmetals
are to be found on the
periodic table
• Indicate where transition

metals are to be found on
the periodic table

4 HOURS Chemical bonding Interactions between matter generate substances with new
physical and chemical properties.
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Covalent bonding, ionic • Draw Lewis dot diagrams of Activities: Ionic crystal lattices can You need to have an
bonding and metallic bonding elements be made with polystyrene explanation of chemical
(1) Describe and draw the balls and wooden sticks and bonding before you describe
• Covalent bonding: formation of a covalent displayed in the classroom molecular substances and ionic
sharing of electrons in the bond substances.
formation of covalent bond (2) Describe, using electron Ensure that the correct
single, double and triple diagrams, the formation of terminology is used here, e.g.
bonds single, double and triple ionic substances do not form
electron diagrams of simple bonds molecules
covalent molecules, (3) Write the names and
names and formulae of Electron diagrams refer
formulae of covalent to Lewis dot diagrams of
covalent compounds compounds in terms of the elements.
• Ionic bonding: elements present and the
ratio of their atoms Under Chemical Bonding
transfer of electrons in the
here only the definitions
formation of ionic bonding, (4) Describe, using electron of covalent bonding, ionic
cations and anions diagrams, the formation of bonding and metallic
electron diagrams of simple ions and ionic bonds bonding are done.
ionic compounds (5) Draw the electron diagrams
ionic structure as illustrated On page 25 the applications
of cations and anions or the effect of this kind of
4 hours by sodium chloride
(6) Predict the ions formed by bonding is done.
• Metallic bonding: atoms of metals and non- Given 4 hours, but 2 hours
metals by using information would also be enough
- Sharing a delocalized in the PT
electron cloud among
positive nuclei in the (7) Name ionic compounds
metal based on the component
ions
- Revise the cation and
(8) Describe the structure of an
the anion table done in ionic crystal
grade 9
(9) Describe the simple model
- Revise the names of of metallic bonding
compounds
- Revise relative
molecular mass for
covalent molecules
- Revise relative
formula mass for ionic
compounds
25
GRADE 10 PHYSICS (WAVES, SOUND & LIGHT) TERM 1
26
Transverse pulses on a
4 HOURS string or spring
Pulse, amplitude • Define a pulse Practical Demonstration: Materials: Sometimes learners are taught
about waves without ever
• Define a transverse pulse Let learners observe the learning about pulses. A pulse
motion of a single pulse is a single disturbance. It has
• Amplitude travelling along a long, soft Slinky spring, rope
an amplitude and pulse length,
• Define amplitude as spring or a heavy rope but no frequency, since it only
maximum disturbance happens once.
2 hours of a particle from its rest
(equilibrium) position
• Know that for a transverse
pulse the particles of the
medium move at right
angles to the direction of
propagation of the pulse
Superposition of Pulses • Explain that superposition Recommended experiment Materials:
is the addition of the

for informal assessment:
disturbances of the two
pulses that occupy the Use a ripple tank to Ripple tank apparatus.
same space at the same demonstrate constructive and
time destructive interference of two
pulses
• Define constructive
interference
• Define destructive
interference
2 hours
• Explain (using diagrams)
how two pulses that
reach the same point
in the same medium
superpose constructively
and destructively and then
continue in the original

direction of motion
• Apply the principle of
superposition to pulses
2 HOURS Transverse waves
Wavelength, frequency, • Define a transverse Practical Demostration slinky spring For a wave the distance
CAPS
amplitude, period, wave speed; wave as a succession of Generate a transverse wave in travelled in one period is one
transverse pulses a slinky spring wavelength, and frequency is
1/period.
• Define wavelength,
frequency, period, crest and
trough of a wave
• Explain the wave concepts:
in phase and out of phase
• Identify the wavelength,
amplitude, crests, troughs,
points in phase and points
2 hours out of phase on a drawing
of a transverse wave
• Know the relationship
between frequency and
period, i.e. f = 1/T and T =
1/f
• Define wave speed as the
product of the frequency
and wavelength of a wave:
• Use the speed equation,

, to solve problems
involving waves
2 HOURS Longitudinal waves:
On a spring • Generate a longitudinal Practical Demonstration: Materials:
wave in a spring
• Draw a diagram to Generate a longitudinal wave Slinky spring
represent a longitudinal in a spring
1 hour wave in a spring, showing
the direction of motion
of the wave relative to
the direction in which the
particles move
27
Wavelength, frequency, • Define the wavelength and
28
amplitude, period, amplitude of a longitudinal
wave
wave speed.
• Define compression and
rarefaction
• Differentiate between
longitudinal and transverse
waves
1 hours
• Define the period and
frequency of a longitudinal
wave and the relationship
1
between the two quantities
f =
T
• Use the equation for

wave speed, to
solve problems involving
longitudinal waves
4 HOURS Sound
Sound waves • Explain that sound waves Recommended Informal Learners should understand
are created by vibrations in Assessment that sound waves are
a medium in the direction of Practical Demonstration: pressure waves. For this
Materials:
propagation. The vibrations reason, the more closely
How to make sound using a Vuvuzela, string, tuning-fork,
cause a regular variation in spaced the molecules of the
vuvuzela, string, tuning-fork, loud-speaker, drum-head
pressure in the medium medium, the faster the wave
loud-speaker, drum-head
• Describe a sound wave as a travels. That is why sound
longitudinal wave travels faster in water than
Practical Activity (Project): in air and faster in steel than
• Explain the relationship Materials:
Making a string (or wire) in water.
between wave speed Two 340ml drink cans, 2 nails,
and the properties of the telephone
string or copper wire (not too
2 hour medium in which the wave thick)
travels (gas, liquid or solid) Practical Activity:
• Understand that sound Determine the speed of sound Materials:
waves undergo reflection. in air. You could repeat this on
Stop-watch, toy pistol like the

• Understand what are different days in order to vary
ones used in athletics.
echoes the temperature
• Use the equation for wave
speed, to solve
problems involving sound
waves that also include
echoes, sonar and bats
Pitch, loudness, • Relate the pitch of a sound Practical Activity: For 1 and 2: The human ear is more
to the frequency of a sound sensitive to some
quality (tone) 1. Compare the sounds made Vuvuzelas of different sizes,
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wave frequencies than to others.
by blowing on different flutes Loudness thus depends
• Relate the loudness of a vuvuzelas of different sizes on both the amplitude
Or
sound to both the amplitude of a sound wave and its
2. Compare the sounds made
of a sound wave and the Tuning forks frequency (where it lies in
by blowing on a vuvuzela
sensitivity of the human ear Or a region where the ear is
versus the sounds produced
1 hour more or less sensitive).
by a flute Vuvuzelas, flutes, microphone,
3. Use a function generator to oscilloscope, loudspeaker,
produce sounds of different cables.
frequencies and amplitudes For 3:
and use the oscilloscope
Oscilloscope, function
to display the different
generator, loud- speaker,
characteristics of the cables.
sounds that are produced
Ultrasound • Describe sound with When an ultrasound wave
frequencies higher than 20 travels inside an object
kHz as ultrasound, up to comprising different
about 100 kHz materials such as the
human body, each time it
• Explain how an image can encounters a boundary, e.g.
be created using ultrasound between bone and muscle,
based on the fact that or muscle and fat, part of
when a wave encounters the wave is reflected and
1 hour a boundary between two part of it is transmitted. The
media, part of the wave is reflected rays are detected
and used to construct an
reflected, part is absorbed
image of the object.
and part is transmitted
• Describe some of the
medical benefits and uses
of ultrasound, e.g. safety,
diagnosis, treatment,
pregnancy
3.5 HOURS Electromagnetic Radiation
Dual (particle/wave) nature of • Explain that some aspects This is also known as the
EM radiation of the behaviour of EM wave-particle duality.
radiation can best be
0.5 hour explained using a wave
model and some aspects
29
can best be explained using
a particle model
Nature of EM • Describe the source of Mention that unlike sound
30
electromagnetic waves as waves, EM waves do not
radiation need a medium to travel
an accelerating charge
through.
• Use words and diagrams to
explain how an EM wave
propagates when an electric
field oscillating in one plane
produces a magnetic field
1 hour oscillating in a plane at right
angles to it, which produces
an oscillating electric field,
and so on
• State that these mutually
regenerating fields travel
through space at a constant
speed of 3x108m/s,
represented by c
EM spectrum • Given a list of different types Show learners a diagram
of EM radiation, arrange
with the different types of EM

them in order of frequency
radiation.
or wavelength
• Given the wavelength of Make the link between EM
EM waves, calculate the radiation and everyday life
frequency and vice versa,
1 hour using the equation:
• Give an example of the

use of each type of EM

radiation, i.e. gamma
rays, X-rays, ultraviolet
light, visible light, infrared,
microwave and radio and
TV waves

• Indicate the penetrating
ability of the different kinds
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of EM radiation and relate it
to energy of the radiation
• Describe the dangers of
gamma rays, X-rays and
the damaging effect of ultra-
violet radiation on skin
• Discuss radiation from cell-
phones
Nature of EM as particle - • Define a photon Inform learners that this will
energy of a photon related to be further discussed when
frequency and • Calculate the energy of a studying the photoelectric
photon using effect in grade 12
Wavelength
1 hour

Where h = 6.63 x10-34 J.s is
Planck’s constant,
c=3x108 m.s-1 is the speed of
light in a vacuum and l is the
wavelength
0.5 HOUR Waves, legends and folklores
Detection of waves associated Discuss qualitatively animal Discuss legends and
with natural disasters behavior related to natural folklores about animal
disasters across at most two behaviour related to natural
0.5 hour
different cultural groups and disasters using any one of
within current scientific studies the following: earthquakes,
tsunamis or floods.
TERM 1: Prescribed Formal Assessment
ASSESSMENT
1. Experiment (Chemistry): Heating and cooling curve of water.
TERM 1
2. Control Test
31
TERM 2 GRADE 10
32
GRADE 10 CHEMISTRY (MATTER AND MATERIALS) TERM 2
Matter is described as anything that has mass and occupies Describe matter from the
Particles substances are space. All matter is made up of atoms. Atoms can combine to concepts: atoms, elements,
8 HOURS
made of form compounds: molecular compounds (molecules) or ionic compounds, chemical
compounds (salts) or metals (copper or iron or …) reactions.
Atoms and compounds. • Describe atoms as the very Experiment: Materials: DON’T explain concepts from
• Molecules (molecular small particles of which all atoms to molecules, this leads
(1) Identify elements and (For exp.1) to misconceptions!
substances) are due to substances are made compounds in chemical
covalent bonding. reactions. Elements Cal-C-Vita tablets, water, glass Both molecules and
• State that the only beaker, candle, limewater, zinc
• Ionic substances are due to substances found in atomic and compounds are ionic substances are
investigated by doing metal and hydrochloric acid, COMPOUNDS, respectively
ionic bonding. form are the noble gases at blue copper (II) sulphate, test
experiments due to DIFFERENT chemical
(The EFFECT of the different ambient conditions tubes and burner. bonding!
types of chemical bonding are (2) Determine the products of
• Describe a COMPOUND the electrolysis of water Class activity: different groups Remember these concepts
emphasized here.) can investigate different crystal
as a group of two or more (sodium sulphate added). are very abstract to learners.
different atoms that are Identify the elements and shapes, building models for The more visual you can make
attracted to each other the compounds each shape and presenting or the concepts, even by using
by relatively strong forces displaying it in the classroom. models, the more logical the
Demonstration: This could include covalent concepts will become to the
or bonds. The atoms
molecular and network learners.
are combined in definite (1) Demonstrate visual structures
proportions representations of atoms, Description of molecules
molecules, elements and and ionic substances make
• When atoms share compounds. Use “Jelly it important to do this section
electrons they are bonded Tots” and tooth picks or after the concept of chemical
covalently and the resulting play dough to make visual bonding.
collection of atoms are presentations of atoms,
called a molecule. As a molecules, compounds, The terms simple molecules
general rule molecular elements, and giant molecules are
substances are almost confusing (sugar being
(2) Demonstrate chemical anything but a simple molecule
always composed of bonding. Use atomic if water is seen as a simple
nonmetallic elements model kits to demonstrate molecule!)
chemical bonding in
elements and compounds
Visual representations,

preferably 3D, is important
here to ensure conceptual
understanding of the formation
of the different types of
compounds
• When the electrons of The terms covalent molecular
atoms are transferred structures and covalent
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from one atom to another network structures can be
atom to form positive used instead.
and negative ions, the
ions bond with ionic
bonds and the resulting
solid is called an ionic
substance (or salt or ionic
compound). As a general
rule ionic substances are
usually composed of both
metallic elements (usually
forming positive ions)
and nonmetallic elements
(usually forming negative
ions)
• When metal atoms lose
their outer electrons to
form a lattice of regularly
spaced positive ions and
the outer electrons form
a delocalized “pool” of
electrons that surround the
positive ions, the atoms are
bonded by metallic bonding
and the resulting collection
of atoms is called a metal
• Give examples of
molecules based on the
above description e.g.
• Covalent molecular
structures consist of
separate molecules:
oxygen, water,
petrol, CO2, S8, C60
(buckminsterfullerene or
buckyballs)
33
• Covalent network structures
34
consist of giant repeating
.
lattices of covalently
bonded atoms: diamond,
graphite, SiO2, some boron
compounds
• Give examples of ionic
substances (solids, salts,
ionic compounds) based on
the above description e.g.
• A sodium chloride crystal,
potassium permanganate
crystal, …
• Give examples of metals
based on the above
description e.g.
• a metal crystal like a piece
of copper, or zinc, or iron,
8 hours • Recognize molecules from
models (space filling, ball

and stick, …)
• Draw diagrams to represent
molecules using circles to
represent atoms
• Represent molecules using
• Molecular formula for
covalent molecular
structures, e.g. O2, H2O,
C8H18, C12H22O11,
• Empirical formulae for
covalent network structures,
e.g. C as diamond, graphite
and SiO2 as quartz, glass
or sand
• Give the formula of a

molecule from a diagram of
the molecule and vice versa
GRADE 10 CHEMISTRY (CHEMICAL CHANGE) TERM 2
Time Topics Grade 10 Content, Concepts & Skills Practical Activities Resource material Guidelines for Teachers
CAPS
4 HOURS Physical and Chemical The properties of matter determine how matter interacts with A chemical change is a
Change energy. change that involves the
transformation of one or more
substances into one or more
different substances.
Separation of particles in • Define a physical change as Practical Demonstration: Materials: Explain the process of physical
physical change and chemical a change that does not alter (1) Show macroscopically what Burner, glass beaker, ice. change by means of the kinetic
change. the chemical nature of the happens when ice is heated molecular theory.
Marbles of plastic pellets
substance (no new chemical in a glass beaker to liquid
substances are formed) and further to gas
• Describe that the (2) Show with small plastic The use of models to
rearrangement of molecules pellets or marbles the demonstrate is crucial in this
occurs during physical arrangement of the particles section. This helps learners to
changes e.g. in ice, in water and in water ‘see’ into the submicroscopic
vapour world of matter.
- molecules as separated
(3) Separation reactions like
when water evaporates distillation, filtration and
to form water vapour paper-chromatography can
- disordering of water be used to indicate physical
molecules when ice change
melts due to breaking of (4) Mix iron and sulphur and
intermolecular forces separate with a magnet Materials:
- energy change (as (5) Heat iron and sulphur with MnO2, hydrogen peroxide,
small) in relation to a burner and test the new test tubes, gas delivery tube,
3 hours substance that formed to stopper and water bowl. Zinc,
chemical changes
see whether the product is hydrochloric acid and stopper
- mass, numbers of atoms a new substance (result of a for hydrogen combustion.
and molecules as being chemical reaction)
conserved during these
physical changes Explain the energy
• Define a chemical change transformations carefully.
as a change in which
the chemical nature of
the substances involved
changes (new chemical
substances are formed)
• Describe examples of a
chemical change that
could include
- the decomposition of
35
hydrogen peroxide to
form water and oxygen;
and
- the synthesis reaction Practical experiments:
36
that occurs when
(1) Add H2O2 to manganese
hydrogen burns in dioxide (catalyst) and
oxygen to form water. collect the oxygen by the
(Why do we consider downwards displacement
these reactions to be of water in the test tube. Is
chemical changes?) this a physical change or a
chemical change? (Explain)
• Describe
(2) Use apparatus for hydrogen
- the energy involved in combustion to burn
these chemical changes hydrogen in oxygen. Is
as much larger than this a physical change or a
those of the physical chemical change? (Explain)
change i.e. hydrogen is
used as a rocket fuel
- mass and atoms are
conserved during these
chemical changes but
the number of molecules
is not. Show this with
diagrams of the particles

Conservation of atoms and • Illustrate the conservation Recommended experiment Materials: Marbles and prestik or Jelly
mass. of atoms and non- Tots and tooth picks can be
for informal assessment Test tubes, glass beaker, used to indicate Conservation
conservation of molecules lead(II) nitrate, sodium iodide,
during chemical reactions (1) Prove the law of of Mass in chemical reaction
sodium hydroxide, hydrochloric equations.
using models of reactant Conservation of matter by acid, bromothymol blue, 1 Cal-
molecules (coloured (1) reacting lead(II) nitrate C-Vita tablet, a plastic bag,
marbles stuck to each other with sodium iodide, and (2) rubber band and mass meter.
1 hour reacting sodium hydroxide All schools may not have mass
with ‘prestik’ will suffice)
with hydrochloric acid and meters, but the experiment
• Draw diagrams representing (3) reacting Cal-C-Vita can still be done without the
molecules at a sub- tablet with water direct comparison of mass of
microscopic level to show reactants and products
how particles rearrange
in chemical reactions and
atoms are conserved

Law of constant composition • State the law of constant Experiment: Materials: A propette is a graduated
proportions (1) Investigate the ratio in which 10 Test tubes, glass beaker, 2 medicine dropper with which
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• Explain that the ratio in the following elements propettes, glass beaker, silver to transfer liquids from one
a particular compound is combine: AgNO3 and NaCl; nitrate, sodium chloride, lead(II) container to another.
fixed as represented by its Pb (NO3)2 and NaI; and nitrate, sodium iodide, iron(III)
FeCl3 and NaOH to form chloride, sodium hydroxide,
chemical formula
products mass meter.
Representing chemical Balanced chemical equations represent chemical change and
change concur with the Law of Conservation of Matter. Balanced chemical
equations are fundamentally important for understanding the
4 HOURS
quantitative basis of chemistry. Always start with a balanced
chemical reaction equation before carrying out a quantitative study
of the chemical reaction.
Balanced chemical equations • Represent chemical Experiment: Materials: Use chemical reactions that
changes using reaction (1) Test the Law of Glass beaker, propette, 2 test learners are familiar with like
equations i.e. translate word Conservation of Matter. tubes, 2 propettes, water bowl, combustion reations, reactions
equations into chemical Amount of product is filter paper, measuring cylinder of metals and non-metals with
equations with formulae related to amount of (10 ml), long gas delivery tube, oxygen (sulphur, carbon, and
reactant according to stopper for gas production, magnesium with oxygen),
with subscripts to represent
balanced equation (sodium syringe, sodium hydrogen reactions of acids (with
phases (s), (ℓ), (g) and (aq) hydrogen carbonate and carbonate, dilute sulphuric acid, metals, metal oxides, metal
• Balance reaction equations dilute sulphuric acid). mass meter. carbonates, metal hydroxides)
4 hours by Conservation of matter and simple precipitation
- using models of reactant reations and redox reactions.
molecules (coloured
marbles stuck to each
other with ‘prestik’ will
suffice) and rearranging
the ‘atoms’ to form
the products while
conserving atoms
- representing molecules
at a sub-microscopic
level using coloured
circles and simply
rearranging the pictures
to form the product
molecules while
conserving atoms’.
- by inspection using
reaction equations
• Interpret balanced reaction
37
equations in terms of
- conservation of atoms
- conservation of mass
(use relative atomic

masses)
GRADE 10 PHYSICS (ELECTRICITY & MAGNETISM) TERM 2
38
2 HOURS Magnetism
Magnetic field of permanent • Explain that a magnetic Electrons moving inside any
magnets field is a region in space object have magnetic fields
where another magnet or associated with them. In most
ferromagnetic material will materials these fields point in
experience a force (non- all directions, so the net field
is zero. In some materials
contact)
(ferromagnetic) there are
• Know that an electric domains, which are regions
field is a region in space where these magnetic fields
where an electric charge line up. In permanent magnets,
0.5 hour many domains are lined up, so
will experience an electric
there is a net magnetic field.
force. Know that the
gravitational field is a
region in space where
a mass will experience
a gravitational force.
Compare the magnetic
field with the electric and
gravitaional fields
Poles of permanent magnets, • Describe a magnet as Recommended practical Materials: Magnetic fields are different
attraction and repulsion, an object that has a pair activity for informal from gravitational and electric
magnetic field lines. assessment: Sheet of A4 paper, a bar fields because they are not
of opposite poles, called magnet, iron filings
north and south. Even if associated with a single
Determine the pattern and particle like a mass or a
the object is cut into tiny direction of the magnetic field Materials:
pieces, each piece will still charge. It is never possible to
around a bar magnet Sheet of A4 paper, a bar find just a north pole or just
1 hour have both a N and a S pole magnet, several small a south pole in nature i.e. a
compasses magnetic monopole does not
• Apply the fact that like
magnetic poles repel and exist.
opposite poles attract to At the microscopic level,
predict the behaviour of magnetic fields are a product
magnets when they are of the movement of charges.
brought close together

• Show the shape of the Field lines are a way of
magnetic field around a representing fields. The more
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bar magnet and a pair closely spaced the field lines
of bar magnets placed are at a point the greater
close together, e.g. using the field at that point. Arrows
drawn on the field lines
iron filings or compasses.
indicate the direction of the
Sketch magnetic field field. A magnetic field points
lines to show the shape, from the north to the south
size and direction of the pole. Field lines never cross
magnetic field of different and can be drawn in all three
arrangements of bar dimensions. For simplicity, only
magnets two dimensions are usually
shown in drawings
Earth’s magnetic field, • Explain how a compass The geographic North
indicates the direction of a and South Poles are
compass the northernmost and
magnetic field
southernmost points
• Compare the magnetic field respectively of the Earth’s axis
of the Earth to the magnetic of rotation.
field of a bar magnet using
words and diagrams
• Explain the difference
between the geographical
North pole and the
magnetic North pole of the
0.5 hour
Earth
• Give examples of
phenomena that are
affected by Earth’s
magnetic field e.g. Aurora
Borealis (Northern Lights),
magnetic storms
• Discuss qualitatively how
the earth’s magnetic field
provides protection from
solar winds
39
4 HOURS Electrostatics
40
Two kinds of charge • Know that all materials It is reasonable to call the two
contain positive charges types of charge “positive” and
(protons) and negative “negative” because when they
charges (electrons) are added the net charge is
• Know that an object that zero (i.e. neutral).
has an equal number of Be sure that learners know that
electrons and protons is all objects contain both positive
neutral (no net charge) and negative charges, but we
only say an object is charged
0.5 hour • Know that positively when it has extra positive
charged objects are charges (electron deficient) or
electron deficient and negative charges (excess of
negatively charged electrons).
objects have an excess of
electrons
• Describe how objects
(insulators) can be charged
by contact (or rubbing) -
tribo-electric charging

Charge conservation • Know that the SI unit
for electric charge is the
CAPS
coulomb
• State the principle of
conservation of charge
as: The net charge of an
isolated system remains
constant during any
physical process. e.g. two
charges making contact
and then separating.
conservation of charge
1 hour
• Know that when two
identical conducting objects
having charges Q1 and
Q2 on insulating stands
touch, that each has the
same final charge on
seperation. final charge:
after separation
Q1 + Q2
Q=
2 ,
NOTE: This equation is
only true of identically sized
conductors on insulated
stands
Charge quantization • State the principle of Every charge in the universe
charge quantization consists of integer multiples of
1 hour the electron charge.
charge quantization Q=nqe, where qe= 1.6x10-19 C
and n is an integer.
41
Force exerted by charges on • Recall that like charges Practical Demonstration: Materials: In materials that comprise
42
each other (descriptive) repel and opposite charges polarised molecules, these
1. Rub a balloon against dry Balloon, plastic pen, small molecules may rotate when
Attraction between charged attract hair to charge it. Bring the pieces of paper, stream of brought near to a charged
and uncharged objects • Explain how charged charged balloon, rubbed smooth flowing water object, so that one side of the
(polarisation) objects can attract against dry hair, near a object is more positive and the
0.5 hour
stream of smooth flowing other side more negative, even
uncharged insulators
water (laminar flow) though the object as a whole
because of the polarization
of molecules inside 2. Demonstrate everyday remains neutral.
insulators examples of the effect of
electrostatics
8 HOURS Electric circuits
emf, Terminal Potential • Define potential difference Practical Demonstrations: Materials: If possible, give learners the
Difference (terminal pd) in terms of work done and Demonstrate how to measure Light bulbs, resistors, batteries, opportunity to connect meters
charge. V = W/Q emf and terminal potential switches, connecting leads, in circuits. If the meters have
• Know that the voltage difference: ammeters, voltmeters more than one scale, always
measured across the Set up a circuit to measure connect to the largest scale
the emf and terminal potential first so that the meter will not
terminals of a battery
difference and get learners be damaged by having to
when no current is flowing to try to account for the measure values that exceed its
through the battery is called
discrepancy limits.
the emf Note that voltage and potential
• Know that the voltage difference are synonmous
1 hour
measured across the
terminals of a battery
when current is flowing
through the battery is called
terminal potential difference
(terminal pd).
• Know that emf and pd are
measured in volts (V)
• Do calculations using
V = W/Q

Current • Define current, I, as the The direction of current in a
rate of flow of charge. It circuit is from the positive end
CAPS
is measured in ampere of the battery, through the
(A), which is the same as circuit and back to the negative
coulomb per second end of the battery. In the past,
• Calculate the current this was called conventional
flowing using the equation current to distinguish it from
electron flow. However, it is
sufficient to call it the direction
1 hour of the current and just mention
that this is by convention.
• Indicate the direction of the
A very common misconception
current in circuit diagrams many learners have is that a
(conventional) battery produces the same
amount of current no matter
what is connected to it. While
the emf produced by a battery
is constant, the amount of
current supplied depends on
what is in the circuit.
Measurement of voltage (pd) • Draw a diagram to show Practical Demonstrations: Materials: Make sure that learners know
and current how to correctly connect Set up a circuit to measure Light bulbs, resistors, batteries, that the positive side of the
an ammeter to measure the current flowing through switches, connecting leads, meter needs to be connected
the current through a given a resistor or light bulb and ammeters, voltmeters closest to the positive side of
circuit element also to measure the potential the battery. An ammeter must
1 hour difference across a light bulb
• Draw a diagram to show be connected in series with the
or resistor
how to correctly connect circuit element of interest; a
a voltmeter to measure voltmeter must be connected in
the voltage across a given parallel with the circuit element
circuit element of interest.
43
Resistance • Define resistance One of the important effects
44
• Explain that resistance is of a resistor is that it converts
the opposition to the flow of electrical energy into other
electric current forms of energy, such as heat
• Define the unit of and light.
resistance; one ohm (Ω) is A battery goes flat when all its
one volt per ampere. chemical potential energy has
• Give a microscopic been converted into other forms
description of resistance in of energy.
terms of electrons moving
through a conductor
colliding with the particles
1 hour
of which the conductor
(metal) is made and
transferring kinetic energy.
• State and explain factors
that affect the resistance of
a substance
• Explain why a battery in a
circuit goes flat eventually
by referring to the energy

transformations that take
place in the battery and the
resistors in a circuit
Resistors in series • Know that current is Prescribed experiment: Materials: When resistors are connected
constant through each (Part 1 and part 2) Light bulbs, resistors, batteries, in
resistor in series circuit. switches, connecting leads, series, they act as obstacles
• Know that series circuits Part 1 ammeters, voltmeters to the
are called voltage dividers Set up a circuit to show that flow of charge and so the
series circuits are voltage current
because the total potential
dividers, while current remains through the battery is reduced.
difference is equal to constant The
2 hours the sum of the potential current in the battery is
differences across all the inversely
individual components. proportional to the resistance.
• Calculate the equivalent
(total) resistance of
resistors connected

in series using:
Rs = R1 + R2 + ...
Resistors in parallel • Know that voltage is Prescribed experiment: Materials: When resistors are connected
constant across resistors in parallel, they open up
Part 2 Light bulbs, resistors, batteries,
CAPS
connected in parallel additional pathways. The
switches, connecting leads, current through the battery
Set up a circuit to show that ammeters, voltmeters
• Know that a parallel circuit parallel circuits are current therefore increases according
is called a current divider dividers, while potential to the number of branches.
because the total current difference remains constant,
in the circuit is equal to the
sum of the branch currents
2 hours
• Calculate the equivalent
(total) resistance of
resistors connected in
parallel using:
1 1 1
= + + ...
R p R1 R2
• Know that for two resistors

connected in parallel,
the total resistance can
be calculated using:
product RR
Rp = = 1 2
sum R1 + R2

ASSESSMENT 1. Experiment (Physics): Prescribed Physics experiments Part 1 and Part 2: Electric circuits with resistors in series and parallel measuring potential
TERM 2 difference and current
2. Midyear Examinations
45
TERM 3 GRADE 10
46
8 HOURS Reactions in aqueous Chemical reactions can be investigated and described through
solution their stoichiometric, kinetic, equilibrium, and thermodynamic
characteristics. Many reactions in chemistry and the reactions in
living systems are carried out in aqueous solution. We shall study
chemical reactions that occur in aqueous solutions where water
is the solvent.
Ions in aqueous solution: their • Explain, using diagrams Practical work: Materials: Note:
interaction and effects. representing interactions
• Investigate different types The chemistry of hard water
at the sub-microscopic can be used as an application
of solutions (table salt in
level, with reference to the of ions in aqueous solution.
water, KMnO4 in water,
polar nature of the water This topic can be investigated
NaOH in water, KNO3 in
molecule how water is able as a practical investigation:
water) and write balanced
to dissolve ions (not to be examined)
equations for each
• Represent the dissolution • What is ‘hard water’? Why
• Investigate different types
process using balanced is this a problem? Where in
of reactions in aqueous
reaction equations using SA is hard water a problem
2 hours medium and write balanced
the abbreviations (s) and and how is the problem
ionic equations for the
(aq) appropriately addressed? (Explain the
different reaction types
chemistry and how we deal
e.g. when salt is dissolved
Activity: with it).
in water ions form according
to the equation: (1) Explain what is meant by • What is acid rain - the
NaCl(s) → Na+(aq) + Cl-(aq) ion exchange reactions chemistry and the
and use an experiment to impact on our lives/
• Define the process of illustrate the concept of ion- the environment? (as
dissolving (solid ionic exchange reactions
application for ions in
crystals breaking up into
aqueous solution)
ions in water)
• Define the process of
hydration where ions
become surrounded with
water molecules in water
solution (don’t go into

intermolecular forces; just
use the polarity of the water
molecule and the charge of
the ions)
Electrolytes and extent of • Describe a simple circuit Activity: A physical property can be
ionization as measured by to measure conductivity of measured and observed
Find in literature the different
CAPS
conductivity solutions without changing the
definitions of chemical change composition or identity of a
• Relate conductivity to and physical change. Discuss substance.
the definitions and come to
- the concentration a conclusion about the most Water differs from ice
of ions in solution correct definition only in appearance, not in
and this in turn to the composition, so going from ice
Experiment: to water to water vapour and
solubility of particular
substances, however Determine the electrical back, is a physical change.
conductivity and the physical A chemical property of a
1 hour - the type of substance, or chemical change of the substance involves a chemical
since some substances, following solutions. Dissolve change where the products of
like sugar, dissolve respectively 500 mg sugar, the reaction have completely
but this does not sodium chloride, calcium different chemical and physical
affect conductivity, chloride and ammonium characteristics than the
conductivity will not chloride in 1 ml water. reactants. The composition of
always be a measure of Measure the temperature the reactant and the product
solubility each time. What does this tell differ from each other.
you about the reaction taking
place? Evaporate the water
afterwards. What does this tell
you about the reaction?
47
Precipitation reactions. • Write balanced reaction Experiment: The emphasis should not be
48
equations to describe rote learning of the equations
1. Do some qualitative or tests, but how to write
precipitation of insoluble analysis tests of cations
salts balanced equations accurately
and anions (e.g. chlorides,
• Explain how to test for the bromides, iodides,
presence of the following sulphates, carbonates)
anions in solution: 2. Prepare a salt (e.g. CuCO3)
from its soluble reagents
- Chloride - using silver
nitrate and nitric acid
- Bromide- using silver
3 hours - Iodide -using silver

- Sulphate - using barium
- Carbonate -using
barium nitrate and acid
(precipitate dissolves in
nitric acid)
• Identify an ion or ions in a
solution from a description
of the reactants mixed and
the observations of the
products

Other chemical reaction types. • Ion exchange reactions Recommended experiment Materials: Include the basic reaction
In water solution for informal assessment Soluble salts to form types here to make chemical
- Precipitation reactions
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precipitations, acids and reaction equations easier. for
(1) Identify CHEMICAL learners.
REACTION TYPES bases, sodium carbonate and
- Gas forming reaction hydrochloric acid, silver nitrate This section is just an
experimentally:
- Acid-base reactions - precipitation and sodium bromide, sodium introduction and should be
- gas forming reactions metal, manganese dioxide, done superficially. Spend the
• and redox reactions which burner, copper(II) sulphate and time teaching concepts like
- acid-base reactions
are an electron transfer - redox reactions thin copper wire. ion formation well to lay the
reaction. (Use the charge foundation for grade 11 work.
(2) What is the driving force of Acids and bases, redox is
of the atom as an indication
each reaction type? (The done again in Grade 11 and
of electron transfer, no formation of an insoluble
redox reaction terminology further studies in Grade 12.
salt; the formation of a gas;
is required here.) Use the transfer of protons; the Reaction types are done to
the charge of the atom to transfer of electrons) create awareness of the
demonstrate how losing or types of reactions and to make
(3) Identify each reaction type it easier for learners to write
gaining electrons affect the in a group of miscellaneous
overall charge of an atom balanced chemical equations.
chemical reactions
Ion-exchange reactions are
reactions where the positive
ions exchange their respective
negative ions due to a driving
2 hours force like the formation of an
insoluble salt in precipitation
reactions; the formation of a
gas in gas-forming reactions;
the transfer of protons in an
acid-base reaction.
The use of the terminology
single displacement
reactions and double
displacement reactions leads
to misconceptions with redox
reactions where displacement
reactions take place due to
electron transfer.
“Displacement reactions”
in ion-exchange reactions
and displacement in redox
reactions differ due to no
change in oxidation numbers
of elements (in ion-exchange
reactions) and change in
oxidation numbers of elements
49
(in displacement reactions in
redox reactions).
50
Learners should recognise that owing to the small size of the atoms,
molecules and ions, properties of these species are often compared
on a mole basis and that the Avogadro constant is a number which
Quantitative aspects of
8 HOURS chemists commonly use in the comparison of physical and chemical
chemical change:
properties. Stoichiometry is the study of quantitative composition of
chemical substances and the qualitative changes that take place
during chemical reactions.
Atomic mass and the MOLE • Describe the mole as the SI Refer back to atomic mass
CONCEPT; unit for amount of substance earlier in grade 10
• Relate amount of substance Do the mole concept
to relative atomic mass thoroughly.
• Describe the relationship Note to the teacher: The term

between mole and Avogadro’s atomic mass should be used
and not atomic weight.
number
Avogadro’s number =
• Conceptualize the magnitude
of Avogadro’s number using 602 200 000 000 000 000 000
appropriate analogies 000
• Write out Avogadro’s number 1 dozen = 12 eggs(e.g.)

with all the zeros to get a 1 gross = 144 eggs
better concept of the amount
1 hour 1 million = 1000 000 eggs
• Define molar mass
1 mole = Avogadro’s number =
• Describe the relationship 6,022 x 1023 eggs
between molar mass and Molar mass is the mass of one
relative molecular mass and mole of any substance under
relative formula mass discussion.
• Calculate the molar mass of a Relative molecular mass is
substance given its formula the mass of ONE MOLECULE
(e.g. water H2O) relative to the
mass of carbon -12.
Relative formula mass is the
mass of ONE FORMULA
UNIT (e.g. NaCl) of an ionic

substance relative to the mass
of carbon-12.
Molecular and formula masses; • Reason qualitatively and Experiment: Refer back to Dalton’s
proportionally the relationship reasoning in the history of
Do an experiment to remove
CAPS
between number of moles, atomic theory in grade 10
the water of crystallization from
mass and molar mass copper(II) sulphate or cobalt(II)
• Calculate mass, molar chloride and determine the
number of moles of water
mass and number of moles
removed from the crystals
according to the relationship
2 hours n= m/M
• Determine the empirical
formula for a given substance
from percentage composition
• Determine the number
of moles of water of
crystallization in salts like
AlCl3.nH2O
Determining the composition of • Determine percent • Describe practical Materials:
substances composition of an element in quantitative methods for
Glass beaker spatula,
a compound determining chemical propette, water bowl, filter
composition paper, mass meter, sodium
• Define and determine
concentration as moles per • Determine the percentage hydrogen carbonate, dilute
sulphuric acid.
2 hours volume composition from the
chemical formula of the Materials
substance
Glass beaker, spatula,
propette, burner, heating
stand, mass meter, boiling
stones, water, magnesium
powder, vinegar.
Amount of substance (mole), • Calculate the number of moles Link to gas laws in grade 11.
molar volume of gases, of a salt with given mass Express as SI units
concentration of solutions.
• Definition of molar volume
is stated as: 1 mole of gas
1 hour occupies 22.4 dm3 at 00C (273
K) and 1 atmosphere (101.3
kPa)
• Calculate the molar
concentration of a solution
51
Basic stoichiometric • Do calculations based on Make sure learners understand
52
calculations concentration, mass, moles, the basic concepts and keep
molar mass and volume
to the sstated content of the
2 hours • Determine the theoretical yield CAPS document.
of a product in a chemical
reaction, when you start with a
known mass of reactant

GRADE 10 PHYSICS (MECHANICS) TERM 3
4 HOURS Vectors and scalars
CAPS
Introduction to vectors & • List physical quantities
scalars. for example time, mass,
weight, force, charge etc.
• Define a vector and a scalar
quantity
• Differentiate between vector
and scalar quantities
• Understand that F
⟶
represents the force factor,

whereas F represents the
magnitude of the force
factor
• Graphical representation of
vector quantities.
4 hours
• Properties of vectors
like equality of vectors,
negative vectors, addition
and subtraction of vectors
using the force vector as an
example.
N.B. This is to be done in
one dimension only.
• Define resultant vector
• Find resultant vector
graphically using the tail-to-
head method as well as by
calculation for a maximum
of four force vectors in one
dimension only
53
8 HOURS Motion in one dimension:
54
Reference frame, position, • Describe the concept of a Practical Demonstration: Materials: Restrict problems and contexts
displacement and distance. frame of reference to 1D only. Use the symbol x
Use a long straight track, a Long track, toy car, meter rule, (or y) for position and ∆x (or ∆y)
• Explain that a frame of curved track, a toy car and cardboard, scissors, prestik, for displacement to emphasise
reference has an origin and a meter rule to illustrate the tape that displacement is a change
a set of directions e.g. East concept of position, distance in position.
and West or up and down and displacement. Make
cardboard arrows to represent
• Define one dimensional vector quantities
Use D for distance.
motion
• Define position relative
to a reference point and Also restrict problem solving to
understand that position 1D only i.e. do not do examples
can be positive or negative or problems involving circular
motion.
• Define distance and know
3 hours
that distance is a scalar
quantity
• Define displacement as a
change in position
• Know that displacement is
a vector quantity that points
from initial to final position
• Know and illustrate
the difference between
displacement and distance
• Calculate distance and
displacement for one
dimensional motion

Average speed, average • Define average speed Experiment: Materials: We are dealing only with
velocity, acceleration as the distance travelled motion that involves zero or
Measurement of velocity Ticker timer and tape, power
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divided by the total time and constant acceleration. Do NOT
supply, trolley, inclined plane, include problems with changing
know that average speed is retort stand, ruler.
a scalar quantity acceleration.
Materials: Mathematically velocity is
• Define average velocity
as the displacement (or Ticker timer and tape, power
supply, trolley, inclined plane, defined as
change in position) divided
retort stand, ruler.
by the time taken and know
that average velocity is a For uniformly accelerated
motion in one dimension,
symbol for average velocity average acceleration and
vector quantity.Use ⊽ as a
• Calculate average speed instantaneous acceleration are

and average velocity for one and the same and will be
one dimensional motion. referred to as “acceleration”
• Convert between different Note that the symbol separating

compound units can be a
5 hours units of speed and velocity,
multiplication dot or a full stop.
e.g. m.s-1, km.h-1 Also m.s-1, m/s and m.s-1 will be
• Define average acceleration accepted.
as the change in velocity
divided by the time taken
Note: Deceleration is an
• Differentiate between English word that means
positive acceleration, that the object is slowing
negative acceleration and down, whilst ‘acceleration’
deceleration is a scientific term. Negative
acceleration does not
• Understand that necessarily mean slowing
acceleration provides down. eg if both the
no information about the acceleration and the velocity of
direction of motion; it only an object. are negative, then
indicates how the motion this object will be speeding up.
(velocity) changes However if the acceleration
is negative and the velocity
is positive then this object is
slowing down.
55
8 HOURS Instantaneous speed and
56
velocity and the equations of
motion.
Instantaneous velocity, • Define instantaneous Instantaneous velocity is the
instantaneous speed, velocity as the displacement gradient (slope) of the tangent
(or change in position) at a point on the x-t graph.
divided by an infinitesimal
(very small) time interval
2 hours
• Know that instantaneous
velocity is a vector quantity
• Define instantaneous speed
as the magnitude of the
instantaneous velocity
Description of motion in • Describe in words and Recommended project Materials: The emphasis should be on
words, diagrams, graphs and distinguish between motion concept formation and testing
equations. for formal assessment Trolley, ticker tape apparatus, understanding.
with uniform velocity and tape, ticker-timer, graph paper,
uniformly accelerated Acceleration: ruler A description of the motion
motion E.g. You could use the following represented by a graph should
• Describe the motion of an example or any other topic on include, where possible, an
object given its position vs acceleration: indication of whether the object
time, velocity vs time and Roll a trolley down an inclined is moving in the positive or
acceleration vs time graph plane with a ticker tape negative direction, speeding
attached to it and use the data up, slowing down, moving at
• Determine the velocity of an to plot a position vs. time graph. a constant speed (uniform
object from the gradient of motion) or remaining at rest.
the position vs time graph The following variations could
6 hours be added to the investigation: The three graphs are very
• Know that the slope of different representations of a
i. Vary the angle of motion.
a tangent to a position
inclination and determine
vs. time graph yields the how the inclination impacts Learners need to reason both,
instantaneous velocity at on the acceleration from graphs to words and from
that particular time words to graphs.
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
• Determine the acceleration For example, reference to
of an object from the using area under a velocity
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gradient of the velocity vs time curve need not be
time graph difficult and examples can be
made concrete if calculating
• Determine the displacement
displacement is confined
of an object by finding the
to adding up squares (the
area under a velocity vs
area of a square represents
time graph
displacement; a car traveling at
• Use the kinematics 20 m s-1 for 3 s travels 60 m. -
equations to solve problems the addition of three squares of
involving motion in one dimensions 20 m«s-1 by 1 s).
dimension (horizontal only)
Note: The following kinematic
equations are also acceptable.
• Demonstrate an
u = initial velocity
understanding of motion of
a vehicle and safety issues, v = final velocity
such as the relationship a = acceleration
between speed and
stopping distance s = displacement
t = time interval
Problem-solving strategies
should be taught explicitly.
Problem solutions should
include a sketch of the
physical situation, including
an arrow to indicate which
direction is chosen as positive.
Physical understanding should
be stressed together with
mathematical manipulations

ASSESSMENT
57
1. Physics project OR Chemistry project
TERM 3
2. Control test
TERM 4 GRADE 10
58
8 HOURS Energy:
Gravitational potential Energy • Define gravitational Fundamentally, there are
potential energy of an only two kinds of energy viz.
object as the energy it has potential and kinetic (excluding
because of its position rest mass energy).
in the gravitational field Inform learners that
1.5 hours relative to some reference g = 9,8m.s-2
point and that this will be further
studied in grade 11 and 12.
• Determine the gravitational This value is used to calculate
potential energy of an object gravitational potential energy
using EP = mgh
Kinetic energy • Define kinetic energy as the Introduce kinetic energy as the
energy an object possess energy an object has because
as a result of its motion of its motion.

1.5 hours • Determine the kinetic The same notation used for
energy of an object using kinetic and potential energy in
Physics, will also be used for
those concepts in Chemistry.
EK = 12 mv 2
Mechanical energy • Define mechanical
energy as the sum of the
( EM ) gravitational potential and
1 hour kinetic energy
Use equation: EM = E K + E P

Conservation of • State the law of the Practical Demonstration: Materials: In conservation of energy
conservation of energy problems, the path taken by
mechanical energy Conversion of Energy A length of plastic pipe approx
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the object can be ignored. The
• State that in the absence (qualitative) 20mm diameter, a marble, only relevant quantities are
(in the absence of masking tape, measuring tape.
of air resistance, the the object’s velocity and height
dissipative forces). mechanical energy of an above the reference point.
object moving in the earth’s
gravitational field is constant
(conserved)
4 hours conservation of mechanical
energy to various contexts
viz. objects dropped or
thrown vertically upwards,
the motion of a pendulum
bob, roller coasters and
inclined plane problems
Use equation:
EK 1 + EP1 = EK 2 + EP 2
59
GRADE 10 CHEMISTRY (CHEMICAL SYSTEMS) TERM 4
60
8 HOURS The hydrosphere The hydrosphere consists of the earth’s water. It is found as The focus of this section
liquid water (both surface and underground), ice (polar ice, should not be the chemical
icebergs, and ice in frozen soil layers called permafrost), and equations or any rote learning,
water vapour in the atmosphere. but should encourage
application, interpretation, and
environmental impact.
Its composition and interaction • Identify the hydrosphere Activity: Materials The hydrosphere is not a
with other global systems. and give an overview global cycle.
Study the ecology of the Use TETRA-test strips to test
of its interaction with dams built to provide water for for water (buy from pet shop The emphasise should be
the atmosphere, the communities for fish tanks). Silver nitrate, on the CHEMISTRY of the
lithosphere and the microscope or magnifying hydrosphere.
biosphere. Water moves For this activity learners will glass, filter paper and funnel.
through: air (atmosphere) have to rely on interviews with This topic can be given as a
the people who have lived in project to save teaching time.
rocks and soil (lithosphere)
the area under investigation for
plants and animals many years or rely on literature
(biosphere)dissolving and about their areas
depositing, cooling and
warming • Study the ecology of rivers
in your area
• Explain how the building of

dams affect the lives of the • Study the ecology of the
people and the ecology in dams built to provide water
the region for communities
8 hours Investigate how the building of
dams has changed the ecology
of rivers and the livelihood of
people in the areas around
them by applying the science
you learnt this year
Recommended experiment
for informal assessment
Test water samples for
carbonates, chlorides, nitrates,
nitrites, pH and look at water
samples under the microscope
Recommended project for

formal assessment.
The purification and quality of
water
ASSESSMENT TERM 4: Prescribed Formal Assessment

TERM 4 1. Final Examinations
TERM 1 GRADE 11
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4HOURS Vectors in two dimensions
Resultant of perpendicular • On a Cartesian plane, draw Recommended Informal force board, assortment of Use examples involving force
vectors a sketch of the vectical Assessement weights (10g to 200g), gut or and displacement vectors.
(y-axis) and horizontal Experiment Recall Theorem of Pythagoras
Determine the resultant of three string, two pulleys
(x-axis)
• Add co-linear vertical non-linear force vectors
vectors and co-linear
horizontal vectors to obtain
the net vertical vector (Ry)
and net horizontal vector
(Rx)
• Sketch Rx and Ry on a
Cartesian plane
• Sketch the resultant (R)
using either the tail-to-head
or tail-to-tail method.
2 hours • Determine the magnitude
of the resultant using the
theorem of Pythagoras.
• Find resultant vector
graphically using the tail-to-
head method as well as by
calculation (by component
method) for a maximum
of four force vectors in
both 1-Dimension and
2-Dimension
• Understand what is a closed
vector diagram
• Determine the direction of
the resultant using simple
trigonometric ratios
Resolution of a vector into • Draw a sketch of the vector Use examples involving force
its horizontal and vertical on the Cartesian plane and displacement vectors.
components showing its magnitude and
the angle (θ) between the
2 hours vector and the x-axis
61
• Use Rx= Rcos(θ) for the
resultant x-component
• Use Ry= Rsin(θ) for the
resultant y-component
Time Topics Grade 11 Contents, Concepts & Skills Practical Activities Resource Material Guidelines for Teachers
23 HOURS Newton’s Laws and
62
Application of Newton’s
Laws.
Different kinds of forces: • Define normal force, N, Recommended investigation Materials: The force of static friction can
weight, normal force, frictional as the force exerted by have a range of values from
force, applied (push, pull), for informal assessment Spring balance, several zero up to a maximum value,
a surface on an object in blocks (of the same material)
tension (strings or cables) contact with it 1 Investigate the relationship μs N. The force of dynamic
of varying sizes with hooks friction on an object is constant
between normal force and attached on one end. Different
• Know that the normal maximum static friction for a given surface and equals
textures; rough, smooth
force acts perpendicular μk N.
Investigate the effect surfaces. Various surfaces at
to the surface irrespective various angles of inclination Friction forces can be
of different surfaces on
of whether the plane is etc. explained in terms of the
maximum static friction
horizontal or inclined by keeping the object the interlocking of the irregularities
• Define frictional force, f, as same. in surfaces, which impedes
motion.
the force that opposes the and/or
motion of an object and Indigenous Knowledge
acts parallel to the surface 2 Investigate the relationship Systems
between normal force and
the object is in contact with First people to make fire did so
force of dynamic friction
5 hours • Distinguish between static using friction.
and kinetic friction forces

• Explain what is meant by
the maximum static friction,
fsmax
• Calculate the value of the
maximum static frictional
force for objects at rest on
a horizontal and inclined
planes using:
• Know that static friction
<
.
• Calculate the value of the

kinetic friction force for
moving object on horizontal
and inclined planes using:
Force diagrams, free body • Know that a force diagram
diagrams is a picture of the object(s)
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of interest with all the forces
acting on it (them) drawn in
as arrows
• Know that in a free-body
diagram, the object of
interest is drawn as a dot
and all the forces acting
on it are drawn as arrows
pointing away from the dot
• Resolve two-dimensional
forces (such as the
3 hours
weight of an object with
respect to the inclined
plane) into its parallel (x)
and perpendicular (y)
components
• The resultant or net force
in the x-direction is a vector
sum of all the components
in the x-direction
• The resultant or net force
in the y-direction is a vector
sum of all the components
in the y-direction
63
Newton’s first, second and third • State Newton’s first law: An Prescribed experiment for Materials: For objects that are in
64
laws. object continues in a state formal assessment equilibrium (at rest or moving
Trolleys, different masses, with constant velocity) all
of rest or uniform (moving Investigate the relationship incline plane, rubber bands,
with constant) velocity forces along the plane of the
between force and acceleration meter rule, ticker tape motion and the forces in the
unless it is acted upon (Verification of Newton’s apparatus, ticker timer and direction perpendicular to the
by an unbalanced (net or second law) graph paper. plane of the motion must add
resultant) force. up to zero. This is another
• Discuss why it is important context in which the idea of
to wear seatbelts using superposition can be applied.
Newton’s first law When an object accelerates,
the equation Fnet=ma must
• State Newton’s second
be applied separately in the
law: When a net force, Fnet, x and y directions. If there is
is applied to an object of more than one object, a free
mass, m, it accelerates body diagram must be drawn
in the direction of the net for each object and Newton 2
force. The acceleration, a, must be applied to each object
11 hours is directly proportional to separately.
the net force and inversely
NOTE: Sum of forces
proportional to the mass
 
perpendicular to the plane of

F net = ma
the motion will always add up
• Draw force diagrams
for objects that are in to zero.
equilibrium (at rest or
moving with constant
velocity) and accelerating
(non-equilibrium)
• Draw free body diagrams
for objects that are in
equilibrium (at rest or
moving with constant
velocity) and accelerating
(non-equilibrium)

• Apply Newton’s laws to a
variety of equilibrium and
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non-equilibrium problems
including a single object
moving on a horizontal/
inclined plane (frictionless
and rough), vertical motion
(lifts, rockets etc.) and also
two-body systems such as
two masses joined by a
light (negligible mass) string
• Understand apparent
weight
• State Newton’s third law:
When object A exerts a
force on object B, object B
simultaneously exerts an
oppositely directed force of
equal magnitude on object
A
• Identify action-reaction
pairs e.g. donkey pulling a
cart, a book on a table
• List the properties of action-
reaction pairs
65
Newton’s Law of Universal • State Newton’s Law of Experiment: Ticker timer apparatus,
66
Gravitation Universal Gravitation
Verify the value for g ticker tape (preferably self -
• Use the equation for
carbonating tape), stop watch
Newton’s Law of Universal
Gravitation to calculate the You could include automated
force two masses exert on data logging apparatus as
each other alternative materials
m1m2
F =G
d2
• Describe weight as the

gravitational force the Earth
exerts on any object on or
near its surface
• Calculate the acceleration
due to gravity on Earth
using the equation :
4 hours
N.B. This formula can be
used to calculate g on any
planet using the appropriate
planetary data
• Calculate weight using the
expression
W= mg, where g is the
acceleration due to gravity.
Near the earth the value is
approximately 9.8 m.s-2
• Calculate the weight of an
object on other planets
with different values of
gravitational acceleration

• Distinguish between mass
and weight. Know that the
unit of weight is the newton
(N) and that of mass is the
kilogram (kg)
• Understand weightlessness
6 HOURS Atomic combinations: The type of chemical bond in a compound determines the
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molecular structure physical and chemical properties of that compound. Through
studying the structures of atoms, molecules and ions, and the
bonding in elements and compounds, learners will acquire
knowledge of some basic chemical principles. By learning the
properties of metals, giant ionic substances, simple molecular
substances and giant covalent substances, you can appreciate
the interrelation between bonding, structures and properties of
substances.
A chemical bond (is seen as • Recall the role of models in Activity: Use any suitable Teacher The role of models in science
the net electrostatic force two science and describe the Support material that is a very important issue, it
atoms sharing electrons exert Draw Lewis structures of the discusses the use of models in must be handled very well.
explanations of chemical elements and determine the
on each other) bonding in this course as an science, its benefits and short-
number of bonds the element comings Bonding is introduced in grade
application of a model can make. 10.
• Deduce the number of The atom, the arrangement
valence electrons in an of electrons into core and
atom of an element valence electrons.
• Represent atoms using *****************************
Lewis diagrams NB!!!
• Explain, referring to Increased stability due to
diagrams showing lower potential energy (and
2 hours electrostatic forces between higher entropy) to be used
protons and electrons, as the main reason for
and in terms of energy bonding.
considerations, why ******************************
- two H atoms form an H2 The mainstay of Lewis
molecule, but diagrams is the “rule of two”,
Activity: that is two electrons for a bond
- He does not form He2
(1) Describe the formation rather than the “octet” rule
• Draw a Lewis diagram for of the dative covalent (or co- which only applies rigorously
the hydrogen molecule ordinate covalent) bond by to the second period.
means of electron diagram
• Describe a covalent
using H3O+ and NH4+ as
chemical bond as a shared examples.
pair of electrons
67
• Describe and apply simple Start with a known molecule
68
rules to deduce bond like water, H2O, and start with
formation, viz. the concepts of two H-atoms
bond to one O-atom. This
- different atoms, each leads to the octet rule of
with an unpaired electrons. This can again lead
valence electron can to the Lewis electron pair
share these electrons to presentation.
form a chemical bond The “two electrons” per bond
is just as untrue as the “octet”
- different atoms with
rule. Both are just USEFUL
paired valence electrons MODELS to explain chemical
called lone pairs of bonding.
electrons, cannot share
these four electrons and The octet rule is only
cannot form a chemical problematic if it is taught as an
absolute. It is a useful rule of
bond thumb for any but the ‘d’ block
- different atoms, with elements. Exceptions are for
unpaired valence example BF3. It is more useful
than it is problematic if it is
electrons can share
used as a general guideline
these electrons and rather than a rule

form a chemical bond
for each electron pair
shared (multiple bond
formation)
- atoms with an
Co-ordinate covalent or dative
incomplete complement
covalent bonds must NOT
of electrons in their be done in detail, ONLY the
valence shell can share definition and an example of
a lone pair of electrons the concept is required
from another atom to
form a co-ordinate
covalent or dative
covalent bond (e.g.
NH4+, H3O+)
Draw Lewis diagrams,
given the formula and using

electron configurations, for
• simple molecules (e.g. F2,
H2O, NH3, HF, OF2, HOCℓ)
• molecules with multiple
bonds e.g. (N2, O2 and
HCN)
Molecular shape as predicted • State the major principles Activity: Determine what learners know
using the Valence Shell used in the VSEPR about VSEPR and what do
(1) Build the five ideal
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Electron Pair Repulsion they need to know.
(VSEPR) theory. The five ideal molecular molecular shapes with
shapes according to the Atomic Model kits or with Definition
VSEPR model. (Ideal shapes Jelly Tots and tooth picks Valence shell electron pair
are found when there are NO repulsion (VSEPR) model:
(2) If you have a lone pair on
lone pairs on the central atom is a model for predicting the
the central atom, remove shapes of molecules in which
ONLY bond pairs.) A is always
one of the tooth picks. structural electron pairs are
the central atom and X are the
The shape that remains arranged around each atom to
terminal atoms
represents the shape of maximize the angles between
- linear shape AX2 the molecule them.
(e.g. CO2 and BeCl2)
(3) If you have two lone Structural electron pairs are
- trigonal planar shape pairs on the central atom bond pairs plus lone pairs.
AX3 (e.g. BF3) remove two tooth picks. OR
What is the shape of the
- tetrahedral shape AX4 Valence shell electron pair
resulting structure? This
(e.g. CH4) NOTE: repulsion (VSEPR) model:
structure represents the
- trigonal bipyramidal molecule (e.g. water) is a model for predicting the
If you have a lone pair on the shapes of molecules in which
shape AX5 (e.g. PCl5) central atom ONE “leg” of the electron pairs from the
2 hours
the ideal shape disappears outer shell of a reference
- octahedral shape AX6 (represented by the lone pair)
(e.g. SF6) Molecules atom are arranged around this
and that will be the shape of atom so as to minimize the
with lone pairs on the your molecule. repulsion between them.
central atom CANNOT
have one of the ideal Note: You only need Lewis
shapes e.g. water diagrams of the molecule to
molecule be able to decide the shape
of the molecules according to
• Deduce the shape of VSEPR. (Hybridization is NOT
needed.)
- molecules like CH4,
NH3, H2O, BeF2 and BF3
- molecules with more
than four bonds like
PCℓ5 and SF6, and
- molecules with multiple
bonds like CO2 and
SO2 and C2H2 from their
Lewis diagrams using
VSEPR theory
69
Electronegativity of atoms to • Explain the concepts Activity: Link back to intermolecular
70
explain the polarity of bonds. forces.
- Electronegativity (1) Look at ideal molecular
shapes (build with atomic NOTE:
- Non-polar bond with model kits) with all the end
examples, e.g. H-H atoms the same (look at The indications about
electronegativity) and the electronegativety differences
- Polar bond with bond polarity and molecular are given NOT as exact
examples e.g. H‑Cℓ polarity scientific knowledge but as a
guideline for learners to work
• Show polarity of bonds (2) Look at ideal molecular with in deciding polarity of a
using partial charges shapes (build with molecule.
δ+ H - Cl δ- atomic model kits) with
DIFFERENT end atoms (For teachers: All bonds have
• Compare the polarity of covalent and ionic character.)
(look at electronegativity)
chemical bonds using a and the bond polarity and
table of electronegativities molecular polarity
• With an electronegativity
difference ∆EN > 2.1
electron transfer will take
1 hour place and the bond would
be ionic
difference ∆EN > 1 the
bond will be covalent and
polar
difference ∆EN < 1 the
very weakly polar
difference ∆EN = 0 the
nonpolar
• Show how polar bonds do
not always lead to polar
molecules

Bond energy and length • Give a definition of bond Link to potential energy
energy diagram used to explain
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bonding above and point out
• Give a definition of bond the bond energy and bond
length length on the diagram.
• Explain what is the BEWARE!!
relationship between bond
That you don’t elevate the
energy and bond length Lewis presentations as
• Explain the relationship physical truths in chemical
between the strength bonding. There are NO
1 hour of a bond between two PHYSICAL BONDS; the
chemical bond just represents
chemically bonded atoms
an area of high electron
and density and low potential
- the length of the bond energy.
between them
- the size of the bonded
atoms
- the number of bonds
(single, double, triple)
between the atoms
Intermolecular forces In a liquid or a solid there must be forces between the molecules Note: This section falls shortly
causing them to be attracted to one another, otherwise the after electronegativity and
molecules would move apart and become a gas. These forces polarity have been discussed -
10 HOURS are called intermolecular forces (forces between molecules). this section therefore provides
a great rationale for the
importance of understanding
these concepts
71
Intermolecular and interatomic • Name and explain the Prescribed experiment Materials: This section primarily applies
72
forces (chemical bonds). different intermolecular to small covalent molecules
for formal assessment Evaporation of ethanol, (for the purposes here a
forces: (i) ion-dipole forces, water, nail polish remover and
(ii) ion-induced dipole (1) Investigate and explain small molecule is a molecule
methylated spirits. which has a fixed molecular
Physical state and density forces and (iii) dipole-dipole intermolecular forces
explained in terms of these forces (iv) dipole-induced and the effects of Surface tension of water, oil, formula - a polymer is not
forces. intermolecular forces glycerine, nail polish remover a small molecule). In ionic
dipole forces (v) induced
on evaporation, surface and methylated spirits compounds the ion-ion
dipole forces with hydrogen electrostatic attraction (400-
tension, solubility, boiling
bonds a special case of points, and capillarity Solubility of sodium 4000 kJ mol-1) is an order of
Particle kinetic energy and chloride, iodine, potassium
dipole-dipole forces. The magnitude greater than any
temperature. permanganate in water, ethanol
last three forces (involving of the intermolecular forces
dipoles) are also called Van and chloroform. described below.
der Waals forces Boiling points of water, oil, The 3 most common types of
glycerine, nail polish remover intermolecular forces should
• Explain hydrogen bonds
and methylated spirits be described in this section:
(dipole-dipole)
Capillarity of water, oil, Hydrogen bonding (10-40
• Revise the concept of a glycerine, nail polish remover kJ mol-1) - hydrogen bonding
covalent molecule Activity: and methylated spirits occurs when hydrogen is
• Describe the difference (1) Read the labels of different bonded to an atom which
6 hours machine oils and motor has significantly greater
between intermolecular
forces and interatomic oils: 15W 40 multi grade electronegativity eg. Oxygen.
forces SAE 30 mono grade The hydrogen bond is an
electrostatic attraction between
What does the 15W40 the partial negative charge on
- using a diagram
stand for? What is the the electronegative atom and
of a group of small difference between mono
molecules; and in words the partial positive charge on
grade and multi grade oil? the hydrogen from a second
• Represent a common (2) Look at the liquid level in a molecule. (presuming that
substance, made of small measuring cylinder (water, there are not two such groups
molecules, like water, using oil, mercury…). What do on a single molecule) Example
diagrams of the molecules, - water.
you observe about the
to show microscopic meniscus? Explain Dipole-dipole interaction -
representations of ice Viscosity becomes quite tricky (5-25 kJ mol-1 i.e. weaker than
H2O(s), water liquid H2O(ℓ) when predictions need to hydrogen bonding). This is the
and water vapour H2O(g) Activity: be made as intermolecular small electrostatic attraction
forces are not the only factor which exists between two
(3) Consider copper and influencing viscosity. permanent dipoles.
graphite and explain how
heat conductivity works in

both cases
• Illustrate the proposition Example I-Cl. Iodine is less
that intermolecular forces electronegative than chlorine
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increase with increasing and therefore iodine has a
molecular size with partial positive charge and
examples e.g. He, O2, C8H18 chlorine a partial negative
(petrol), C23H48(wax). (Only charge. I-Cl will have a higher
for van der Waals forces.) boiling point than either I2 or
Cl2 .
• Explain density of material
in terms of the number of Induced dipole-induced
molecules in a unit volume, forces (or dispersion forces
e.g. compare gases, liquids or London forces) -(0.05-40
and solids kJ mol-1) When two non-polar
molecules approach each
• Explain the relationship
other this is slight distortion
between the strength of
in the electron cloud of both
intermolecular forces and
molecules which results in
melting points and boiling
a small attraction between
points of substances
the two molecules eg CH4.
composed of small
The larger the molecule the
molecules
greater the dispersion force.
• Contrast the melting points Dispersion forces are only
of substances composed of significant in the absence of
small molecules with those any other interaction.
of large molecules where
Also note that molecular size
bonds must be broken for
is only a significant factor in
substances to melt
dispersion forces.
• Describe thermal expansion
of a substance and how it
is related to the motion of
molecules in a substance
composed of small
molecules e.g. alcohol in a
thermometer
• Explain the differences
between thermal
conductivity in non-metals
and metals
73
The chemistry of water • Describe the shape of the Activity: A very useful PHET simulation Explain the extraordinary
74
water molecule and its polar of the phase changes of water properties of water and the
(1) Build a water molecule with is available for those schools effects this have in nature.
nature marbles and prestik or with with access
• Water’s unique features Jelly Tots and tooth picks. Fits in well after concepts of
are due to the hydrogen Or with atomic model kits polarity and IMF.
(Macroscopic properties of bonding in solid, liquid and (2) Build models of ice, water Use the water molecule to
the three phases of water gaseous water and water vapour with summarise bonding, polarity,
related to their sub-microscopic atomic model kits. What link between physical
• Indicate the number of H2O does the structure of the properties and chemical
structure.)
molecules in 1 litre of water different states of matter of properties, IMF, etc.
• The hydrogen bonds water tell you?
The properties of water play an
require a lot of energy to (3) Measure the boiling point important role in the use of the
break; therefore water and melting point of water following traditional apparatus:
can absorb a lot of and determine the heating
energy before the water curve and cooling curve of (a) Water bag on the outside of
temperature rises water your car or camel.
• The hydrogen bonds (b) Clay pots and carafes to

formed by the water Recommended experiment keep food or water.
molecules enable water to (c) “Safe” or “cool room” to
absorb heat from the sun. keep food cool and prevent
The sea acts as reservoir of Investigate the physical decay.
4 hours
heat and is able to ensure properties of water (density, BP,
the earth has a moderate MP, effectivity as solvent, …) Explain how the properties of
climate water influence the function of
the apparatus.
• Explain that because
of its polar nature and
consequent hydrogen
bonding that there are
strong forces of attraction
between water molecules
that cause a high heat of
vaporization, (water needs
a lot of energy before it
will evaporate) and an
unusually higher than
expected boiling point when

compared to other hydrides
• A decrease in density
when the water freezes
helps water moderate the
temperature of the earth
and its climate
• The density of the ice is
less than the density of
CAPS
the liquid and ice floats on
water forming an insulating
layer between water and
the atmosphere keeping
the water from freezing and
preserving aquatic life (the
only liquid which freezes
from the top down)
ASSESSMENT
1. Investigate the relationship between force and acceleration (Verification of Newton’s second law)
TERM 1
2. Control Test
75
TERM 2 GRADE 11
76
10 HOURS Geometrical optics:
Refraction • Revision: explain reflection Practical Demonstration or Materials: Revise reflection from mirrors
Experiment or Investigation: done in previous grades
• Revision: State the law of Rectangular glass block, ray
reflection Propagation of light from air box, colour filters, glass blocks
into glass and back into air of other shapes, water, paper,
• Define the speed of light pencil, ruler, protractor
as being constant when Propagation of light from one
passing through a given medium into other medium
medium and having a
maximum value of
c = 3 x 108 m.s-1 in a
vacuum.
• Define refraction
• Define refractive index as
c
n=
v
3 hours
• Define optical density
• Know that the refracted
index is related to the
optical density.
• Explain that refraction is a
change of wave speed in
different media, while the
frequency remains constant
• Define Normal
• Define angle of incidence
• Define angle of refraction
• Sketch ray diagrams to

show the path of a light ray
through different media
Snell’s Law • State the relationship Recommended project: Materials: It is useful to use analogies to
between the angles of 0
explain why light waves bend
Verifying Snell’s Laws and Glass block, Ray box, 0-360
CAPS
incidence and refraction inwards towards the normal
determine the refractive index protractor, A4 paper when they slow down (pass
and the refractive indices of
of the media when light Materials: into a medium with higher
an unknown solid transparent refractive index) or outwards
passes from one medium Glass block, Ray box, 0-3600 when they speed up (pass
into another (Snell’s Law) material using Snell’s law into a medium with lower
protractor, A4 paper, different
solid transparent materials refractive index). One analogy
4 hours is a lawnmower that moves
• Apply Snell’s Law to from a patch of short grass
problems involving light to a patch of long grass. The
rays passing from one tyre in the long grass will go
medium into another slower than the one in the short
grass, causing the path of the
• Draw ray diagrams showing lawnmower to bend inwards.
the path of light when it
travels from a medium
with higher refractive index
to one of lower refractive
index and vice versa
Critical angles and • Explain the concept of Recommended experiment Materials:
critical angle for informal assessment:
total internal Glass block, Ray box
• List the conditions required Determine the critical angle
reflection of a rectangular glass (clear)
for total internal reflection
block
3 hours • Use Snell’s Law to calculate
the critical angle at the
surface between a given
pair of media
• Explain the use of optical
fibers in endoscopes and
telecommunications
77
3 HOURS 2D and 3D Wavefronts
78
Diffraction • Define a wavefront as an Experiment / Demonstration Materials: It is very helpful to use water
imaginary line that connects waves in a ripple tank to
Demonstrate diffraction using a Single slit (learner’s can make demonstrate diffraction.
waves that are in phase single slit this using a small plane mirror
(e.g. all at the crest of their or using a small rectangular
cycle) plane sheet of glass that is
• State Huygen’s principle. painted black on one side)
Straight filament bulb, colour
• Define diffraction as the
filters
ability of a wave to spread
out in wavefronts as they
pass through a small
aperture or around a sharp
edge
• Apply Huygen’s principle
to explain diffraction
3 hours qualitatively. Light and dark
areas can be described in
terms of constructive and
destructive interference of
secondary wavelets
• Sketch the diffraction
pattern for a single slit
• Understand that
w
where w = slit width
degree of diffraction∝ ⋋
• Understand that diffraction

of light demonstrates the
wave nature of light

8 HOURS Ideal gases and thermal Students are expected to know the ideal gas equation, which
CAPS
properties: describes the pressure, volume, and temperature relationship
of gases. The kinetic molecular theory describes the motion of
atoms and molecules and explains the properties of gases.
Motion of particles; • Describe the motion of Integrate the teaching of this
individual molecules i.e. section into the treatment of
Kinetic theory of gases; the ideal gas laws that follows
- collisions with each
other and the walls of Link this section to KMT from
the container grade 10
- molecules in a sample
of gas move at different
speeds
• Explain the idea of
‘average speeds’ in the
context of molecules of a
1 hour gas
• Describe an ideal gas in
terms of the motion of
molecules
• Explain how a real gas
differs from an ideal gas
• State the conditions
under which a real gas
approaches ideal gas
behavior
• Use kinetic theory to
explain the gas laws
79
Ideal gas law • Describe the relationship Recommended experiment Materials: This section is an excellent
80
between volume and opportunity to show the
for informal assessment Pressure gauge. 10 ml relationship between macro
pressure for a fixed amount syringe, 3 cm silicone tubing
of a gas at constant (1) Verify Boyle’s law and micro, e.g. explain the
to attach syringe to pressure pressure volume relationship
temperature (Boyle’s Law) Experiment: gauge, water bowl. in terms of particle motions.
• Describe the relationship (2) Verify Charles’ law (exp2) Materials: It is an important section for
between volume and illustrating and assessing
Burner, glass beaker, 10 ml
temperature for a fixed understanding of investigative
syringe, stopper for syringe,
amount of a gas at thermometer (-100 - 1000C), process, the relationship
constant pressure (Charles’ water bowl, ice. between theory and
Law) and experiment, the importance
of empirical data and
• Describe the relationship mathematical modelling of
between pressure and relationships.
temperature for a fixed
amount of a gas at Link to skills topic in grade 10
constant volume (Gay
Lussac)
- practically using an
example
6 hours
- by interpreting a typical
table of results
- using relevant graphs
(introducing the Kelvin
scale of temperature
where appropriate)
- using symbols (‘∝’)
and the words ‘directly
proportional’ and
‘inversely proportional’
as applicable
- writing a relevant
equation
• Combine the three gas
laws into the ideal gas law,

PV = nRT
• Use the gas laws to solve
problems, P1V1/T1 = P2V2/T2
• Give the conditions under
which the ideal gas law
CAPS
does not apply to a real gas
and explain why
• Convert Celsius to Kelvin
for use in ideal gas law
Temperature and heating, • Explain the temperature
pressure; of a gas in terms of the
average kinetic energy of
the molecules of the gas
1 hour • Explain the pressure
exerted by a gas in terms
of the collision of the
molecules with the walls of
the container
81
82
The conservation of atoms in chemical reactions leads to the (Stoichiometry)
Quantitative aspects of
12 HOURS principle of conservation of matter and the ability to calculate the
chemical change
mass of products and reactants.
Molar volume of gases; • 1 mole of gas occupies Experiment: Make a flow diagram of all the
concentration of solutions. 22.4 dm3 at 00C (273 K) and stoichiometry calculations.
(1) Make standard solutions of
1 atmosphere (101.3 kPa) ordinary salts Link back to gas laws. Express
• Interpret balanced reaction as SI units
Activity:
equations in terms of
volume relationships for (2) Do titration calculations
gases under the same (3) Precipitation calculations:
3 hours
conditions of temperature calculate the mass of the
and pressure (volume precipitate
of gases is directly
proportional to the number
of particles of the gases)
• Calculate molar
concentration of a solution
More complex Stoichiometric • Perform stoichiometric Recommended experiment Materials: Use sub microscale
calculations calculations using balanced representations to explain how
for informal assessment Heating stand, watch glass, stoichiometric ratios work.
equations that may include test tubes, spatula, propettes,
limiting reagents (1) Determine the mass of glass beaker, burner, funnel, Remember!
PbO2 prepared from a filter paper, measuring cylinder,
• Do stoichiometric certain mass of Pb(NO3)2 Mass meter experiments can
stirring rod, lead(II) nitrate,
calculation to determine the also be done without mass
water, sodium hydroxide,
percent yield of a chemical dilute nitric acid, mass meter, meters!!
reaction bleaching agent. Electronic pocket scale (0,1g
• Do calculations to to 500g).
6 hours determine empirical
formula and molecular
formula of compounds
(revise empirical formula
calculations done in grade
10)
• Determine the percent

CaCO3 in an impure sample
of sea shells (purity or
percent composition)
Volume relationships in • Do stoichiometric The thermal decomposition of
gaseous reactions. calculations with explosions ammonium nitrate.
CAPS
as reactions during which a 2NH4NO3 → 2N2(g) + 4H2O(g)
great many molecules are + O2(g)
produced in the gas phase Reaction must be given when
used in calculations.
so that there is a massive
increase in volume e.g.
ammonium nitrate in mining
or petrol in a car cylinder.
2NH4NO3 → 2N2(g) +
4H2O(g) + O2(g)
3 hours 2C8H18 + 25O2 → 16CO2 +
18H2O
Give the reactions and
use it in stoichiometric
calculations
• Do as application the
functioning of airbags.
Sodium azide reaction:
2NaN3(s) → 2Na(s) +
3N2(g) Reaction must
be given when used in
calculations

ASSESSMENT
1. Experiment (Chemistry): The effects of intermolecular forces.
TERM 2
2. Midyear Examination
83
TERM 3 GRADE 11
84
6 HOURS Electrostatics
Coulomb’s Law • State Coulomb’s Law, Here is another context in
which can be represented which to apply superposition—
mathematically as the forces exerted on a charge
due to several other charges
kQ1Q2 can be superposed to find the
F= net force acting on the charge.
r2
Get learners to draw free body
• Solve problems using diagrams showing the forces
� Coulomb’s Law to calculate acting on the charges. Also link
the force exerted on a to N3- two charges exert forces
charge by one or more of equal magnitude on one
charges in one dimension another in opposite directions.
(1D) and two dimensions
When substituting into the
(2D).
Coulomb’s Law equation, it is
not necessary to include the
3 hours signs of the charges. Instead,
select a positive direction.
Then forces that tend to move
the charge in this direction are
added, while forces that act
in the opposite direction are
subtracted.
Make a link with Grade 11
Mechanics, Newton’s Law
of Universal Gravitation i.e.
Coulomb’s Law is also an
inverse square law. The two
equations have the same form.
They both represent the force
exerted by particles (masses

or charges) on each other that
interact by means of a field.
NOTE:
Restrict 2D problems to three
CAPS
charges in a right angled
formation and look at the net
force acting on the charge
positioned at the right angle.
Electric field • Describe an electric field Discuss the fact that electric
as a region of space in field lines, like magnetic field
which an electric charge lines (see Grade 10), are
experiences a force. The a way of representing the
direction of the electric field electric field at a point. Arrows
at a point is the direction on the field lines indicate the
that a positive test charge direction of the field, i.e. the
(+1C) would move if placed direction a positive test charge
at that point would move. Electric field lines
3 hours therefore point away from
• Draw electric field lines for
positive charges and towards
various configurations of
negative charges. Field lines
charges
are drawn closer together
• Define the magnitude of the where the field is stronger.
electric field at a point as Also, the number of field lines
the force per unit charge passing through a surface
E = F/q is proportional to the charge
E and F are vectors
⟶ ⟶ enclosed by the surface.
• Deduce that the force The electric fields due to

acting on a charge in an a number of charges can
electric field is F = qE be superposed. As with
Coulomb’s Law calculations,
• Calculate the electric field do not substitute the sign of
at a point due to a number the charge into the equation for
of point charges, using the electric field. Instead, choose
equation a positive direction, and then
either add or subtract the
kQ contribution to the electric field
E=
r2 due to each charge depending
upon whether it points in the
to determine the positive or negative direction,
contribution to the field due respectively.
to
� each charge
85
6 HOURS Electromagnetism
86
Magnetic field associated with • Provide evidence for the Practical Demonstration: Materials: A simple form of evidence for
current carrying wires existence of a magnetic the existence of a magnetic
Get learners to observe the Power supply, wire, retort field near a current carrying
field (B) near a current stand, cardboard, several
magnetic field around a current wire is that a compass needle
carrying wire compasses.
carrying wire placed near the wire will
• Use the Right Hand Rule deflect.
Project:
to determine the magnetic
field (B) associated with: (i) Make an electromagnet Iron nail, thin insulated copper
a straight current carrying wire, two or more D-cell
wire, (ii) a current carrying batteries, one pair of wire
loop (single) of wire and (iii) stripper, paper clips
3 hours a solenoid
• Draw the magnetic field
lines around (i) a straight
current carrying wire, (ii)
a current carrying loop
(single) of wire and (iii) a
solenoid
• Discuss qualitatively the

environmental impact of
overhead electrical cables

Faraday’s Law. • State Faraday’s Law. Practical Demonstration: Materials: Stress that Faraday’s Law
relates induced emf to the
• Use words and pictures Faraday’s law Solenoid, bar magnet,
CAPS
galvanometer, connecting rate of change of flux, which
to describe what happens
wires. is the product of the magnetic
when a bar magnet is
field and the cross-sectional
pushed into or pulled out of
area the field lines pass
a solenoid connected to a
through. When the north pole
galvanometer
of a magnet is pushed into a
• Use the Right Hand Rule solenoid the flux in the solenoid
to determine the direction increases so the induced
of the induced current in a current will have an associated
solenoid when the north or magnetic field pointing out
south pole of a magnet is of the solenoid (opposite to
inserted or pulled out the magnet’s field). When the
north pole is pulled out, the
• Know that for a loop of
flux decreases, so the induced
3 hours area A in the presence of
current will have an associated
a uniform magnetic field
magnetic field pointing into the
B, the magnetic flux (Ø)
solenoid (same direction as the
passing through the loop
magnet’s field) to try to oppose
is defined as: Ø = BAcosθ,
the change.
where θ is the angle
between the magnetic field The directions of currents and
B and the normal to the associated magnetic fields
loop of area A can all be found using only the
Right Hand Rule. When the
• Know that the induced fingers of the right hand are
current flows in a direction pointed in the direction of the
so as to set up a magnetic current, the thumb points in the
field to oppose the change direction of the magnetic field.
in magnetic flux When the thumb is pointed in
the direction of the magnetic
field, the fingers point in the
direction of the current.
87
• Calculate the induced
88
emf and induced current
for situations involving a
changing magnetic field
using the equation for
Faraday’s Law:
magnetic flux
where ∅=BAcosθ is the

Ohm’s Law • Determine the relationship Recommended experiment Materials: Maximum of four resistors
between current, voltage for informal assessment
Light bulb, resistor, connecting
and resistance at constant Obtain current and voltage wires, ammeter and voltmeter
temperature using a simple data for a resistor and light
circuit bulb and determine which one
obeys Ohm’s law.
• State the difference
4 hours between Ohmic and non-

Ohmic conductors, and give
an example of each
• Solve problems using the
mathematical expression
of Ohm’s Law, R=V/I, for
series and parallel circuits

Power, Energy • Define power as the rate Experiment/Demonstration: Materials: Get learners to estimate the
at which electrical energy cost saving by consuming
Investigate the power Bulbs, batteries, conducting
CAPS
is converted in an electric less electricity by switching off
dissipated in bulbs connected wires, crocodile clips, bulb- devices.
circuit and is measured in either in series or parallel or holders, battery holders,
watts (W) both series and parallel ammeters, voltmeters. Maximum of four resistors
• Know that electrical power
dissipated in a device is
equal to the product of the
potential difference across
the device and current
flowing through it i.e. P=IV
• Know that power can
also be given by P=I2R or
P=V2/R
• Solve circuit problems
involving the concept of
power
4 hours
• Know that the electrical
energy is given by E=Pt
and is measured in joules Note:
(J)
Textbooks use both kWh AND
• Solve problems involving kWhr as abbreviations for
the concept of electrical kilowatt hour.
energy
• Know that the kilowatt hour
(kWh) refers to the use of
1 kilowatt of electricity for
1 hour
• Calculate the cost of
electricity usage given the
power specifications of the
appliances used as well as
the duration if the cost of 1
kWh is given
89
90
Energy and chemical Energy is exchanged or transformed in all chemical reactions and
4 HOURS change: physical changes of matter. Thermodynamics is the science of
heat or energy flow in chemical reactions.
Energy changes in reactions • Explain the concept of Recommended project Materials: Link bond making and bond
related to bond energy enthalpy and its relationship breaking to potential energy
changes; for formal assessment Glass beaker, thermometer, diagram used in bonding
to heat of reaction water bowl, test tubes,
(1) Investigate endothermic previously.
• Define exothermic and spatula, stirring rod,
reactions as for example potassium nitrate, potassium
endothermic reactions ammonium nitrate and bromide, magnesium
water, potassium nitrate sulphate, ammonium nitrate,
• Identify that bond
and water and magnesium ammonium hydroxide, barium
breaking requires energy sulphate and water, AND
(endothermic) and that chloride, citric acid, vinegar,
bond formation releases (2) Investigate exothermic sodium carbonate, sodium
2 hours energy (exothermic) reactions as for example hydrogen carbonate, sodium
calcium chloride and water, thiosulphate, Cal-C-Vita
• Classify (with reason) the dry copper(II) sulphate and tablets.
following reactions as water and lithium and water. Materials:
exothermic or endothermic: (Identify and explain the
respiration; photosynthesis; applications of exothermic Glass beaker, thermometer,
and endothermic reactions water bowl, test tubes, spatula,
combustion of fuels
in everyday life and potassium permanganate,
industry) copper(II) sulphate, lithium,
magnesium ribbon, magnesium
powder, dilute sulphuric acid,
calcium chloride, glycerine
Exothermic and endothermic • State that ΔH > 0 for
reactions; endothermic reactions.
• State that ΔH<0 for
exothermic reactions
1 hour
• Draw free hand graphs
of endothermic reactions
and exothermic reactions
(without activation energy)

Activation energy. • Define activation energy Experiment:
• Explain a reaction process (1) Investigate the concept
CAPS
in terms of energy change of activation energy by
and relate this change burning magnesium ribbon
to bond breaking and in air or oxygen and draw
a rough energy graph of
1 hour formation and to “activated
your results. (Graph of
complex”
temperature against time)
• Draw free hand graphs of
endothermic reactions and
exothermic reactions (with
activation energy)
12 HOURS Types of reaction: Interactions between matter generate substances with new
physical and chemical properties. Chemicals react in predictable
ways and chemical reactions can be classified. Chemical
reactions and their applications have significant implications for
society and the environment.
91
Acid-base Experiment: Materials: Revise all the concepts on
• Use the acid-base theories
92
acids and bases done from
of, Arrhenius and Bronsted (1) Titration (leave until 2x burettes or 2x Swift pipettes, grade 4 to grade 10.
and Lowry to define acids grade 12 or do a simple silicone tubing, 2x 2 ml
qualitative titration here syringes, glass beaker, spatula, Don’t do an in-depth study of
and bases
and a more practical water bowl, funnel, test tubes, acids and bases. Summarise
• Define an acid as an H+ applied and quantitative watch glass, volumetric flask, all previous knowledge of
donor and a base as an H+ titration in grade 12) distilled water, 0,5 mol/dm3 acids and bases. Revise the
sodium hydroxide solution, macroscopic characteristics of
acceptor in reaction Recommended experiment phenolphthalein solution, oxalic acids and bases.
• Identify conjugate acid/base for informal assessment acid.
pairs (2) Discover your own
6 hours
effective natural acid
• Define an ampholyte
base indicator by using
• List common acids (including coloured plants. Do
hydrochloric acid, nitric experiments using
natural indicators (Don’t
acid, sulfuric acid and acetic use only red cabbage;
acid) and common bases investigate with different
(including sodium carbonate, coloured plants to find
sodium hydrogen carbonate new indicators that might
and sodium hydroxide) by be useful and compare
name and formula their usefulness as acid-

base indicator)
Acid-base • Write the overall equation for (3) Prepare sodium chloride
simple acid-metal hydroxide, salt by using acid base
acid- metal oxide and acid reactions to produce and
-metal carbonate reactions isolate salts
and relate these to what (4) What is the purpose
happens at the macroscopic of using limestone by
and microscopic level communities when
6 hours building blair toilets (pit
• What is an indicator? Look for latrines)?
some natural indicators
(5) What is the purpose of
• Use acid-base reactions to using ash in the blair
produce and isolate salts toilets by communities?
e.g.Na2SO4; CuSO4 and
CaCO3

ASSESSMENT
1. Physics project OR Chemistry project
TERM 3
2. Control test
TERM 4 GRADE 11
CAPS
Redox reactions; • Determine the oxidation Recommended experiment Material: Link redox reactions to
number from a oxidation numbers. In this
for informal assessment Depend on the choice of your section, care must be taken
chemical formula and reactions.
electronegativities (1) Do redox reactions that to emphasise the relationship
include synthesis reactions, between the symbolic
• Identify a reduction decomposition reactions (chemical reaction equations)
- oxidation reaction and displacement reactions and the macroscopic (what
and apply the correct (for informal assessment you see with your eyes) and
terminology to describe all do at least ONE synthesis, sub-microscopic (on molecular
the processes ONE decomposition level) representations of the
and ONE displacement reactions.
• Describe oxidation reaction)
5 hours
reduction reactions as
involving electron transfer (2) Investigate the reducing
action of hydrogen sulphide
• Describe oxidation - and the oxidizing action of
reduction reactions as potassium permanganate
always involving changes on various substances
in oxidation number
• Balance redox reaction
equations by using
oxidation numbers via the
ion-electron method
93
Oxidation number of atoms • Explain the meaning of Definition of oxidation Give a short list of rules or
94
in molecules to explain their ‘oxidation number’ number: guidelines for determining
relative “richness” in electrons. oxidation numbers.
• Assign oxidation numbers The oxidation number of
to atoms in various an element is a number In determining oxidation
molecules like H2O, CH4, assigned to each element in numbers use simple
CO2, H2O2, HOCℓ by a compound in order to keep compounds. Keep as muchas
track of the electrons during a possible to cations and anions
using oxidation number reaction on the given tables in the
guidelines or rules appendix
The concept of oxidation
• Use rules of oxidation to states (also called oxidation Forms a basis for
assign oxidation numbers numbers) provides a way electrochemistry in grade 12.
to atoms in a variety of to keep track of electrons in Link this to grade 12.
1 hour molecules and ions oxidation-reduction reactions,
particularly redox reactions
involving covalent substances
Each atom in a molecule or
ion is assigned an oxidation
state to show how much it is
oxidised or reduced. Two very
useful rules about oxidation
states are: (1) atoms in

elements are in oxidation state
zero, (2) in simple ions the
oxidation state is the same as
the charge on the ion

Exploiting the lithosphere or The lithosphere is the earth’s crust and upper mantle. The crust Choose only one mining
CAPS
earth’s crust: contains non-renewable fossil fuels (created from ancient fossils activity
that were buried and subjected to intense pressure and heat) and
minerals, and renewable soil chemicals (nutrients) needed for The focus here should be
plant life. the earth and its resources,
sustainable energy, our
Choose ONE mining activity and develop the mining activity responsibility towards
8 HOURS according to the statements given future generations and not
the chemistry or chemical
reactions. Skills that should be
addressed here are analysis,
synthesis, giving own opinions,
summarising, concluding, and
others.
Mining and mineral processing: • Give a brief history of Experiment: Materials: Chemistry and its influence on
humankind across the society and the environment
The choices are the following: (1) Investigate the process of Glass beaker, water bowl, test are important.
ages: corrosion of iron tubes, spatula, burner, solid,
Gold, iron, phosphate, coal, litmus paper, electrodes (Al, Link to aspects of chemical
diamond, copper, platinum, - Linking their technology Activity:
and the materials they Zn, Cu, Pb), sodium chloride, reactions - oxidation, factors
zinc, chrome, asbestos and sodium hydroxide, calcium affecting rates of reactions etc.
manganese mining industries have used to their tools (2) Describe the methods for
the extraction of metals chloride, sodium carbonate,
and their weapons
from their ores, such as the ammonium hydroxide, dilute
- Referring to evidence of physical method, heating sulphuric acid, magnesium
these activities in South alone and heating with ribbon or rod, 14 iron nails
Africa carbon (25mm), 14 galvanised iron
8 hours nails (25mm), cotton wool,
- Describe the earth’s (3) Describe different forms of Vaseline, paint, oil, water,
crust as a source of the calcium carbonate in nature mass meter, tin rod, steel wool.
materials man uses Experiment:
- What is available? (4) Investigate the actions of
(the abundance of the heat, water, and acids on
elements on earth) calcium carbonate.
Experiment:
(5) Design and perform
chemical tests for calcium
carbonate
95
• Where is it found? (the Experiment: Questions to be asked:
96
uneven distribution
(6) How can we use Oxy- Why is this mining industry
of elements across cleaners to produce important in SA?
the atmosphere, the oxygen?
hydrosphere, the biosphere Where do the mining activities
and the lithosphere) (7) How can we use Oxy- take place?
cleaners to get a metal from
• How is it found? (Seldom its ore How is the mineral mined? E.g.
as elements, inevitably as mining method, major steps in
Discussion
minerals) the process, refining method.
(8) Participate in decision-
• How are the precious making exercises or What is the mineral used for?
materials recovered? discussions on issues What is the impact of the
(the need to mine and related to conservation of
mining industry on SA, e.g.
process the minerals and natural resources
environment, economic impact,
separating them from
Practical investigation: safety, etc?
8 hours their surroundings and Learner could investigate the
processing them to recover mining industries not chosen
the metals or other precious by the teacher
material - use terms like
resources, reserves, ore, Gold; Coal; Copper; Iron; Zinc;
Manganese; Chrome; Platinum
ore body)
and Pt group metals (PGM’s);
• Describe the recovery of Diamonds
gold referring to OR
- why it is worth mining? Practical investigation
- the location of the major Look at the periodic table again
mining activity in South and research where all the
Africa? elements come from and what
they are used for with special
reference to elements coming
from the lithosphere

- the major steps in the Find out about Mapungubwe
process: deep level on the internet or libraries and
CAPS
underground mining from people who know about
separation of the ore this place. Let learners discuss
from other rock the issues about environment
- the need to crush the and mining possibilities in and
around Mapungubwe.
ore bearing rock
Find out weather there are old
- separating the finely mines and activities that we
divided gold metal in the know of today and compare the
ore by dissolving in a impact on the environment with
sodium cyanide oxygen the current mines.
mixture (oxidation) -
simple reaction equation
- the recovery of the gold
by precipitation (Zn)
(reduction) - simple
reaction equation (this
method is outdated,
mines use activated
8 hours
carbon) smelting
• Discuss old mining
methods and the impact on
the environment of such
methods e.g. Mapungubwe.
• Give the major steps in the
process of mining if you
have chosen one of the
other mining activities.
• Descibe the environmental
impact of (1) mining
operations and (2) mineral
recovery plants
• Describe the consequences
of the current large scale
burning of fossil fuels; and
why many scientists and
climatologists are predicting
global warming

97
GRADE 12 Skills for practical investigations in Physics and Chemistry TERM 1
98
Skills needed • Trace the historical development of a Activity: Support material that Historical development means the
for practical scientific principle or theory (1) Analyse the develops these skills study of all the people that contributed
investigations • Identify an answerable question and components of a should be used towards for instance the concept of
(observation, formulate a hypothesis to guide a scientific properly designed balanced equations or atomic theory.
precautions, investigation scientific investigation. This section should be taught while
data collection, • Design a simple experiment including (2) Choose an experiment the learners do an investigation
data handling, appropriate controls and determine themselves.
tables, general • Perform and understand laboratory appropriate tools to The skills for practical investigations
types of graphs, procedures directed at testing a hypothesis gather precise and should also be discussed and
analysis, writing accurate data practiced as a class at regular
• Select appropriate tools and technology to
conclusions, writing (3) Defend a conclusion intervals throughout the year.
collect precise and accurate quantitative
a hypothesis, based on scientific
data
identifying evidence
variables, • Correctly read a thermometer, a balance,
metric ruler, graduated cylinder, pipette, and (4) Determine why a
for example
burette conclusion is free from
independent,
• Record observations and data using the bias
dependent and
control variable.). correct scientific units (5) Compare conclusions
that offer different, but
• Export data into the appropriate form of data

presentation (e.g. equation, table, graph, or acceptable explanations
4 Hours for the same set of
diagram)
experimental data
• Analyze information in a table, graph or
diagram (e.g. compute the mean of a series (6) Investigate methods of
of values or determine the slope of a line) knowing used by people
who are not necessarily
• Determine the accuracy and the precision of
scientists
experimental results
• Analyze experimental results and identify
possible sources of bias or experimental
error
• Recognize, analyze and evaluate
alternative explanations for the same set of
observations
• Design a model based on the correct
hypothesis that can be used for further

investigation
• Define qualitative analysis and give a
practical example
• Define quantitative analysis and give a
practical example
13 HOURS Momentum & Impulse
CAPS
Momentum • Define momentum
• Calculate the momentum of
a moving object using
p = mv
• Describe the vector nature
of momentum and illustrate
2 hours with some simple examples
• Draw vector diagrams to
illustrate the relationship
between the initial
momentum, the final
momentum and the change
in momentum in each of the
above cases
Newton’s second law • State Newton’s second law This is the general form of
expressed in terms of in terms of momentum: Newton’s Second Law. The
momentum The net force acting on an form Fnet = ma applies only
object is equal to the rate of to the special case when the
change of momentum mass is constant, and should
• Express Newton’s second be presented as such.
law in symbols: Stress that the motion of
an object, and therefore its
momentum, only changes
when a net (resultant) force is
• Explain the relationship applied. Conversely, a net force
between net force and causes an object’s motion, and
change in momentum for a therefore its momentum, to
2 hours variety of motions change.
• Calculate the change
in momentum when a
resultant force acts on
an object and its velocity
increases in the direction of
motion (e.g.2nd stage rocket
engine fires), decreases
(e.g. brakes are applied),
reverses its direction of
motion e.g. a soccer ball
99
kicked back in the direction
it came from
Conservation of momentum • Explain what is meant by a Prescribed Experiment for Materials for prescribed A system is a small part of
and Elastic and Inelastic formal assessment: experiment the universe that we are
100
system (in physics)
collisions. considering when solving a
• Explain (when working with Verify the Conservation of Air-track with blower. Two particular problem. Everything
systems) what is meant by Linear Momentum trolleys, pulley, two photo- outside this system is called
internal and external forces gates, two retort stands, dual the environment.
Recommended demostration timer, metre-stick, black card,
for informal assessment set of equal weights
• Explain that an isolated
system is one that has no Investigate the Conservation of OR
net force (external) acting momentum and energy using
on it Newton’s cradle (qualitative) Two spring-loaded trolleys,
stop-watch, meter-stick, two
• State the law of barriers
conservation of momentum
as: The total linear Materials for informal
assessment:
momentum of an isolated
5 hours Newtons Cradle
system remains constant (is
conserved)
• Distinguish between elastic
and inelastic collisions
• Know that kinetic energy is
only conserved in an elastic

collision
• Apply the conservation of
momentum to collisions of
two objects moving in one
dimension (along a straight
line) with the aid of an
appropriate sign convention

Impulse • Define impulse as the A very important application
product of the net force of impulse is improving safety
CAPS
and the contact time i.e. and reducing injuries. In many
cases, an object needs to be
Impulse= brought to rest from a certain
initial velocity. This means
• Know that impulse is a
there is a certain specified
vector quantity change in momentum. If
the time during which the
• Know that is a momentum changes can
change in momentum, be increased then the force
that must be applied will be
i.e. . This
less and so it will cause less
relationship is referred to damage. This is the principle
as the impulse-momentum behind arrestor beds for trucks,
theorem airbags, and bending your
4 hours knees when you jump off a
• Use the impulse-
chair and land on the ground.
momentum theorem to
calculate the force exerted,
time for which the force
is applied and change in
momentum for a variety
of situations involving the
motion of an object in one
dimension
• Apply the concept
of impulse to safety
considerations in everyday
life, e.g. airbags, seatbelts
and arrestor beds
101
Vertical projectile motion in
5 HOURS
one dimension (1D)
102
Vertical projectile motion * • Explain that projectiles fall Recommended experiment Materials:
(1D) represented in words, freely with gravitational for informal assessment:
diagrams, equations and Ticker tape apparatus, ticker-
acceleration ‘g’ accelerate Investigate the motion of a timer, mass, platform.
graphs downwards with a constant falling body
acceleration irrespective You could include automated
of whether the projectile Draw a graph of position vs. data logging apparatus as
* Near the surface of the Earth is moving upward or time and velocity vs. time for a alternative materials
and in the absence of air free falling object AND
downward or is at maximum
friction
height Use the data to determine the
acceleration due to gravity
• Know that projectiles take
the same time to reach
their greatest height from
the point of upward launch
as the time they take to fall
back to the point of launch.
This is known as time
5 hours symmetry
• Know that projectiles can

have their motion described
by a single set of equations
for the upward and
downward motion
• Use equations of motion
to determine the position,
velocity and displacement
of a projectile at any given
time
• Draw position vs. time (x
vs. t), velocity vs. time (v
vs. t) and acceleration vs.
time (a vs. t) graphs for 1D
projectile motion

• Give equations for position
versus time and velocity
CAPS
versus time for the graphs
of 1D projectile motion
• Given x vs. t, v vs. t or a vs.
t graphs determine position,
displacement, velocity or
acceleration at any time t.
• Given x vs. t, v vs. t or a
vs. t graphs describe the
motion of the object e.g.
graphs showing a ball,
bouncing, thrown vertically
upwards, thrown vertically
downward, and so on
103
104
12 HOURS Organic molecules: • Define organic molecules as molecules containing carbon NO mechanisms of reactions
atoms. required ONLY reaction
equations.
• Describe carbon as the basic building block of organic
compounds that recycles through the earth’s air, water, soil,
and living organisms including human beings.
Organic molecular structures • Discuss the special Recommended experiment Visual aids that can be A few core experiments are
- functional groups, saturated properties of carbon that sourced: simulations and identified to illustrated specific
and unsaturated structures, makes it possible to form a for informal assessment animations of organic concepts and the variety
isomers; variety of bonds (1) Use the reactions of molecules and organic of further experiments are
alkanes and alkenes reactions available if teachers want to
• Give, condensed structural, use it.
structural and molecular with bromine water and
formulae for alkanes and potassium permanganate Links to Gr 11 multiple bonds
compounds containing the to indicate saturated and Materials:
following functional groups: unsaturated molecules Emphasis should be placed
double carbon-carbon on different representations
(2) Prepare alkynes and of organic compounds:
bonds, triple carbon-carbon investigate the reactions
bonds, alkyl halides, macroscopic, sub-microscopic
with bromine water and and symbolic representation
alcohols, carboxylic acids, potassium permanganate
esters, aldehydes, and and the links between them
ketones (up to 8 carbon Other Experiments Also illustrate their 3D

3 hours atoms) (3) Compare physical orientation using models to
• Explain the terms functional properties of the following build them (marbles and prestik
group, hydrocarbon and compounds: propane, or jelly tots and toothpicks),
homologous series butane, pentane, ethanol, Show reactions taking place
propan-1-ol and butan- with the models
• Explain the terms saturated, 1-ol. (Use for identifying
unsaturated and isomer physical properties: melting Explain the physical properties
• Identify compounds that are point, boiling point, vapour with the models
saturated, unsaturated and pressure)
Molecular formula = C5H12O1
are isomers (up to 8 carbon (4) Search and present
atoms) information on the Structural formula = where ALL
principles and applications the bonds are shown.
of the alcohol breathalyser. Condensed structural formula =
(optional application) where SOME of the bonds are
shown CH3CH2CH2CH2CH2OH.

• Isomers are restricted to
structural isomers: (1) chain
CAPS
isomers (different chain);
(2) positional isomers
(different position of the
3 hours same functional group)
and (3) functional isomers
(different functional group).
Remember ALL possible
isomers have the SAME
molecular formula
IUPAC naming and formulae, • Give the IUPAC name when Practical investigation or Link to Intermolecular forces in
given the formula experiment into the physical grade 11
properties of organic molecules
• Give the formula when Cycloalkanes, cycloalkenes
given the IUPAC name Activity: and dienes are allowed under
the same rules that apply to all
• Naming is restricted to (1) Drawing structural formulae the other organic molecules.
compounds with the and writing systematic
functional groups alkanes, names for alkanes, Number longest chain
alkenes, alkynes, alkyl alkenes, alcohols and beginning at the end nearest
halides, aldehydes, carboxylic acids to the functional group with
ketones, alcohols, the alkyl substituents on the
carboxylic acids and esters, (2) Building molecular models
of simple alkanes, alkenes, lowest numbered carbon
up to a maximum of 8
carbon atoms in the parent alcohols and carboxylic atoms of the longest chain.
chain (i.e. the longest acids (use atomic model Arrange substituents in
chain) kits) alphabetical order in the name
(3) Building molecular models of the compound. Indicate the
• Organic compounds number of the carbon atom on
are restricted to one of compounds with different
functional groups. which the substituent appears
type of functional group
in the compound.
per compound and to a (4) Building molecular models
maximum of two functional of but-2-enes
groups of the same type
per compound (5) Building molecular models
of butan-2-ol or propanoic
acid
105
• The only substituent chains Practical investigation or Teach learners the meaning of
that are allowed in naming
106
primary, secondary and tertiary
and reactions are: methyl- alcohols.
and ethyl- groups
For esters there can be 8
3 hours • A maximum of THREE carbons in the alkyl group (from
substituent chains (alkyl the alcohol) and 8 carbons in
substituents) are allowed
the carboxylic group (from the
on the parent chain
carboxylic acid). Both sides of
the ester must be unbranched.
Structure physical property • Recognize and apply The physical properties to be
relationships; to given examples the considered are melting point,
relationship between: boiling point, and vapour
pressure, physical state,
-- physical properties and density, molecular shape,
intermolecular forces flammability and smell.
(ethanol, dimethyl ether,
ethanoic acid, ethane, The IMF to be considered are
chloro-ethane) hydrogen bonds and Van der
Waals forces.
-- physical properties
and number and type
of functional groups
1 hour (ethanol, dimethyl ether,
ethanoic acid, ethane,
chloro-ethane)
-- physical properties and
chain length (methane,
ethane, propane,
butane, hexane, octane)
-- physical properties
and branched
chains (pentane,
2-methylbutane;
2,2-dimethylpropane)

Applications of organic • Alkanes are our most Prescribed experiment Material: Use safety data to learn
chemistry important (fossil) fuels. the properties of organic
for formal assessment Test tubes, water bowl, glass
CAPS
The combustion of alkanes compounds.
beaker, burner, test tube
(oxidation) is highly (1) Prepare diiferent Esters holder, propette, spatula,
exothermic and carbon and identify the Esters by methanol, ethanol, pentanol,
dioxide and water are smell acetic acid, salicylic acid,
produced: concentrated sulphuric acid
alkane + O2 → H2O + CO2 etc.
with ∆H<0
• An ester is a product
1 hour
of an acid catalyzed
condensation between an
alcohol and a carboxylic
acid
• Identify the alcohol and
carboxylic acid used to
prepare a given ester and
vice versa, and write an
equation to present this
preparation
107
Substitution, addition and Describe criteria to use Experiment: Recall some organic
elimination. compounds that are produced
108
to classify elimination,
• Prepare ethanol from by people in their homes e.g.
(ONLY alkanes, alkenes, substitution or addition
ethene alcohol from sorghum beer or
alkynes, alcohols, halo- reactions according to
structural change • Demonstrate the grapes or malt or rice.
alkanes, carboxylic acids, and
esters) • Addition reactions: hydrogenation of vegetable Why does over fermentation
oils to form margarine lead to acid formation?
Unsaturated compounds
(alkenes, cycloalkenes) How is sour porridge made?
undergo addition reactions: What are the reactants and
what are the products?
- Hydrohalogenation:
Unsaturated compounds
Addition of HX to an alkene undergo addition reactions to
e.g. form saturated compounds
CH2 = CH2 + HCℓ → CH3 - CH2Cℓ e.g.
3 hours Reaction conditions: CH2=CH2 + Cℓ2 → CH2Cℓ-CH2Cℓ
HX (X = Cℓ, Br, I) added to
alkene; no water must be
present
(During addition of HX to
unsaturated hydrocarbons, the

H atom attaches to the C atom
already having the greater
number of H atoms. The X
atom attaches to the more
substituted C atom)
- Halogenation:
Addition of X2 (X = Cℓ, Br) to
alkenes e.g.
CH2 = CH2 + Cℓ2 → CH2Cℓ-CH2Cℓ
Reaction conditions:
X2 (X = Cℓ, Br) added to alkene

- Hydration:
Addition of H2O to alkenes e.g.
CAPS
CH2 = CH2 + H2O → CH3 - CH2OH
Reaction conditions: H2O in
excess and a small amount
of HX or other strong acid
(H3PO4) as catalyst
(During addition of H2O to
unsaturated hydrocarbons, the
3 hours H atom attaches to the C atom
already having the greater
number of H atoms. The OH
group attaches to the more
substituted C-atom)
- Hydrogenation:
Addition of H2 to alkenes e.g.
CH2 = CH2 + H2 → CH3 - CH3
Reaction conditions: alkene
dissolved in a non polar solvent
with the catalyst (Pt, Pd or Ni)
in a H2 atmosphere
109
• Elimination reactions: Saturated compounds undergo
elimination reactions to form
110
Saturated compounds unsaturated compounds e.g.
(haloalkanes, alcohols,
alkanes) undergo elimination CH2Cℓ-CH2Cℓ → CH2=CHCℓ + HCℓ
reactions
- Dehydrohalogenation:
Elimination of HX from a
haloalkane e.g.
CH2Cℓ-CH2Cℓ → CH2 = CHCℓ + HCℓ
Reaction conditions: heat

3 hours under reflux (vapours
condense and return to
reaction vessel during heating)
in a concentrated solution of
NaOH or KOH in pure ethanol
as the solvent i.e. hot ethanolic
NaOH/KOH
(If more than one elimination
product is possible, the major
product is the one where the

H atom is removed from the C
atom with the least number of
H atoms)

- Dehydration of alcohols:
Elimination of H2O from an
CAPS
alcohol e.g.
CH3 - CH2OH → CH2 = CH2 +
H2O
Reaction conditions: Acid
catalyzed dehydration - heating
of alcohol with an excess of
concentrated H2SO4 (or H3PO4)
(If more than one elimination
product is possible, the major
product is the one where the
3 hours
H atom is removed from the C
atom with the least number of
H atoms)
• Cracking of hydrocarbons:
Breaking up large hydrocarbon
molecules into smaller and
more useful bits
Reaction conditions: high
pressures and temperatures
without a catalyst (thermal
cracking), or lower
temperatures and pressures
in the presence of a catalyst
(catalytic cracking)
111
• Substitution reactions: Two types of saturated Distinguish between primary,
structure can be inter- secondary and tertiary
112
- Interconversion between converted by substitution e.g. carbons. A primary carbon
alcohols and haloalkanes: is a carbon atom bonded to
• C(CH3)3OH + HBr → C(CH3)3Br + H2O
Reactions of ONE other carbon atom. A
• C(CH3)3Br + KOH → C(CH3)3OH + KBr
HX (X = Cℓ , Br) with alcohols secondary carbon is a carbon
to produce haloalkanes: • Write equations for simple atom bonded to TWO other
substitution reactions e.g. carbon atoms. A tertiary carbon
Reaction conditions: is a carbon atom bonded to
Organic reactions:
- Tertiary alcohols are THREE other carbon atoms.
• CH4 + Cℓ2 → CH3Cℓ + HCℓ
converted into haloalkanes For example:
• CH3Cℓ + H2O → CH3OH + HCℓ
using HBr or HCℓ at room CH3CH2CH3 carbon 1 and 3 are
temperature e.g. primary carbons because they
C(CH3)3OH + HBr → C(CH3)3Br + H2O are only bonded to one other
carbon atom.
- The reaction works best
with tertiary alcohols. Carbon 2 is a secondary
Primary and secondary carbon because it is bonded
alchohols react slowly and to two other carbon atoms. In
at high temperatures. C(CH3)3X the central carbon
in this compound is a tertiary
Reactions of bases with
carbon because it is bonded to
haloalkanes three other carbons.

(Hydrolysis) to produce
alcohols e.g. A primary alcohol is –OH
C(CH3)3X + KOH → C(CH3)3OH + KBr
bonded to a primary carbon
(CH3CH2CH2OH). A secondary
Reaction conditions: alcohol is a –OH bonded to a
Haloalkane dissolved in secondary carbon (CH3CH(OH)
ethanol before treatment with CH3) and a tertiary alcohol is –
aqueous sodium hydroxide OH bonded to a tertiary carbon
(C(CH3)3OH).
and warming th mixture; the
same hydrolysis reation occurs
more slowly without alkali, i.e.
H2O added to the haloalkane
dissolved in ethanol. (Strong
based will cause elimination)

Reactions of bases with Experiment: Matertials: Link to reactions used in
haloalkanes (hydrolysis) to industry:
(1) Alkanes and alkenes react Propettes, test tubes,
CAPS
produce alcohols e.g.
C(CH3)3X + KOH → with bromine and potassium solid stoppers, spatula, Substitution, addition and
C(CH3)3OH + KBr permanganate (substitution hexane, hexene, bromine elimination.
and addition) water, spatula, potassium
Reaction conditions: permanganate, dilute SASOL - polymers
Haloalkane dissolved in Only the reaction of hydrochloric acid, chloroform.
alkenes with potassium Include ONLY these three
ethanol before treatment with reaction types, and not further
aqueous sodium hydroxide permanganate in alkaline
solution should be added as an specifying reactions
and warming of the mixture;
the same hydrolysis reaction activity. This will result in the
occurs more slowly without formation of the diol and would
alkali, i.e. H2O added to the be an addition reaction
haloalkane dissolved in ethanol
- Haloalkanes from alkanes.
Reaction conditions: X2 (X =
Br, Cℓ) added to alkane in the
presence of light or heat
• Describe addition
reactions that
are important in
industry e.g. addition
polymerization reactions
to produce polyethylene,
polypropylene, and PVC
113
Plastics and polymers • Describe the term polymer; Experiment Make learners aware materials
made from polymers.
114
(ONLY BASIC macromolecule, chain, (1) Plastics physical properties
POLYMERISATION as monomer, functional groups and recycling numbers What do you know about
application for organic • Illustrate the reaction to (2) Performing an experiment Kevlar and Mylar?
chemistry) produce a polymer by an to prepare an addition What are the functions of these
addition reaction using polymer materials and what are they
the polymerization of Activities: used for? Who discovered or
ONLY ethene to produce invented the materials?
(1) Searching for information
polythene or reading articles about Investigate what some
[nCH2=CH2 → (-CH2-CH2-)n ] the discovery of polyethene windscreens are made of?
• What is the industrial use of and the development of What are break pads made of?
polythene? (Make squeeze addition polymers Discuss the different polymers
bottles, plastic bags, (2) Building physical or that are used instead of glass.
4 hours computer models of
films, toys and molded Another example is the
addition polymers following
objects, electric insulation.
Polythene has the recycling (3) Searching for and Illustrate the reaction to
number 4) presenting information produce a polymer by
on environmental issues
• Illustrate the reaction to condensation reaction with the
related to the use of
produce a polymer by plastics reaction to produce a polyester.
condensation reaction with
(4) Conducting a survey to

the reaction to produce investigate the quantities
a polyester. Use ONLY and types of solid waste
the reaction to make the generated at home or
polymer polyethylene school and suggesting
methods to reduce these
wastes

Illustrate the reaction to
produce a polymer by
CAPS
condensation reaction with
the reaction to produce a
polyester. Polylactic acid
(PLA) is an interesting polymer
because the monomer used
for this polymer comes from
the biological fermentation of
plant materials (as opposed
to monomers coming from
petroleum) and the polymer
is biodegradable. This
polymer (PLA) is mostly used
for packaging material and
because it is biodegradable it
has the potential to alleviate
land-fill disposal problems
O O O O
n HOC R COH + n HOCH2CH2OH C R COCH2CH2O + 2n H 2O
n
• Identify the monomer used

to produce a polymer from
the structural formula of
a section of a chain. Use
only the following polymers
to identify monomers:
Polyvinyl chloride (PVC);
polystyrene; polythene, and
polyvinyl acetate (PVA).
(Limited to identification of
monomers)
• Identify a polymer
as the product of an
addition or condensation
polymerization reaction,
from its structural formula
(use only polythene and
Polylactic acid)
115
• Identify a polymer Experiments Materials:
116
as the product of an
(1) Polymerization - silicone PVA and sodium borate
addition or condensation rubber from sodium silicate
polymerization reaction, and ethyl alcohol White wood glue (Alcolin, or
from its structural formula Red Devil) and Borax powder,
(2) Polymerization - polymeric food colouring, empty yogurt
sulphur i.e. plastic sulphur containers, glass beaker,
stirring rod.
Recommended experiment
(3) Cross-linking polymers
- polyvinyl alcohol and
sodium borate to make
“slime”
(4) Cross-linking polymers -
white wood glue and borax
to make “silly putty”

ASSESSMENT
1. Experiment (Chemistry): Preparation of esters
TERM 1
2. Control Test

TERM 2: GRADE 12
CAPS
10 HOURS Work, Energy & Power
Definition of Work • Define the work done on an Stress the difference between
object by a force as: the everyday use of the word
“work” and the physics use.
W=F∆xCosθ.
Only the component of the
• Know that work is a scalar applied force that is parallel
quantity and is measured in to the motion does work on
joules (J) an object. So, for example,
a person holding up a heavy
• Calculate the net work
book does no work on the
done on an object by
book.
applying the definition of
work to each force acting Forces perpendicular to the
on the object while it is objects displacement do no
being displaced, and then work on the object, since θ=90o
adding up (scalar) each (cosθ=0)
2 hours contribution
Forces parallel to the objects
• Positive net work done on displacement do positive
a system will increase the work on the object, since θ=0o
energy of the system and (cosθ=1)
negative net work done on
Forces anti-parallel to the
the system will decrease
objects displacement (eg
the energy of the system
friction) do negative work
ALTERNATE METHOD FOR on the object, since θ=180o
DETERMINING (cosθ= −1)
THE NET WORK.
1. Draw a force diagram
showing only forces that
act along the plane. Ignore
perpendicular forces
117
2. Calculate the resultant
118
force (along the plane)
3. Calculate the net work
done on an object by taking
the product of the resultant
force (along the plane)
acting on the object and
its displacement along the
plane
Work -Energy • Know that the net work NOTE: a contact force only
done on an object causes does work on an object if it
Theorem stays in contact with the object.
a change in the object’s
kinetic energy - the work- For example, a person pushing
energy theorem - a trolley does work on the
trolley, but the road does no
2 hours work on the tyres of a car if
they turn without slipping (the
• Apply the work-energy force is not applied over any
theorem to objects on distance because a different
piece of tyre touches the road
horizontal and inclined

every instant).
planes (frictionless and
rough)

Conservation of energy with • Define conservative forces A force is a conservative force
non-conservative forces and give an example if the net work done the force
CAPS
present. in moving an abject around
• Define non-conservative a closed path, starting and
forces and give examples ending at the same point is
zero. Gravitational force is an
• Know that when only
example of a conservative
conservative forces are force.
present, mechanical energy
is conserved Examples of non-conservative
forces include air resistance,
• Know that when non- friction, tension and applied
conservative forces are forces.
present mechanical
energy (sum of kinetic and
potential) is not conserved, Wnc represents the work done
3 hours by the non-conservative forces
but total energy (of the
system) is still conserved
• Solve conservation of
energy problems (with
dissipative forces present)
using the equation:
• Use the above relationship

to show that in the absence
of non-conservative forces,
mechanical energy is
conserved
119
Power • Define power as the rate at Recommended practical Materials:
120
which work is done
investigation for informal Flight of stairs, stopwatch,
• Calculate the power measuring tape (5m) or meter
assessment: stick,
involved when work is done
Perform simple experiments
• Understand the average to determine the work done
power required to keep in walking up (or running up
an object moving at a a flight of stairs). By timing
constant speed along a the run and walk (same flight
rough horizontal surface or of stairs) one can enrich the
a rough inclined plane and concept of power
3 hours do calculations using
Pav=Fvav
• Calculate the minimum
power required of an
electric motor to pump
water from a borehole
of a particular depth at a
particular rate using

6 HOURS Doppler Effect (relative
CAPS
motion between source
observer)
With sound and ultrasound • State the Doppler Effect for Practical Demonstration: Materials: Doppler applications would
sound and give everyday involve
Doppler effect Tuning fork (or small sound
examples. source), string either a moving source
• Explain (using appropriate (stationary
illustrations) why a sound observer) or a moving observer
increases in pitch when the
source of the sound travels (stationary source)
towards a listener and
decreases in pitch when it
travels away
• Use the equation
v ± vL
4 hours fL = fS
v ± vS
to calculate the frequency

of sound detected by a
�
listener (L) when either
the source or the listener is
moving
• Describe applications of
the Doppler Effect with
ultrasound waves in
medicine, e.g. to measure
the rate of blood flow or the
heartbeat of a foetus in the
womb
121
With light - red shifts in the • State that light emitted No calculations are to be done
universe (evidence for the on red shifts.
122
from many stars is
expanding universe). shifted toward the red, or Electromagnetic Spectrum -
longer wavelength/lower the red end of the spectrum
frequency, end of the corresponds to lower frequency
spectrum due to movement and the blue end to higher
2 hours of the source of light frequency light.
• Apply the Doppler Effect Matter and Materials -
to these “red shifts” to emission spectra and
conclude that most stars discuss the fact that stars
are moving away from emit light of frequencies
Earth and therefore the that are determined by their
composition.
universe is expanding

4 HOURS Rate and Extent of Reaction:
CAPS
Rates of reaction and • Explain what is meant by Experiments: Materials: This section must be done
factors affecting rate (nature reaction rate very well; deep understanding
of reacting substances, Determine the: of this section gives the
concentration [pressure for • List the factors which foundation for incisive
(1) Effect of different
gases], temperature and affect the rate of chemical knowledge later.
concentrations of- vinegar
presence of a catalyst); reactions. (Surface area
and baking soda Link chemical systems grade
(solid), concentration
12 to industrial processes.
(solution), pressure (gas), (2) Effect of temperature -
temperature, and catalyst) vinegar and baking soda; Very useful PHET simulations
Alka Seltzer or Cal-C-Vita of reaction rate are available.
• Explain in terms of collision Also others like Greenbowe
theory how the various (3) Effect of temperature and simulations for redox reactions
factors affect the rate of concentration - potassium
2 hours chemical reactions iodate (0.01 M), soluble
starch, Na2S2O3 and H2SO4
(iodine clock reaction)
(4) Effect of catalyst -
hydrogen peroxide and
manganese dioxide;
burning a sugar cube
with and without dipping
in activated carbon. Also
adding a piece of copper to
the reaction between zinc
and HCl will accelerate the
rate
Measuring rates of reaction; • Suggest suitable Experiment Materials: This is an important
experimental techniques (1) Determine the reaction rate Sodium sulphite, dilute section for illustrating and
for measuring the rate of a and the influence of all the hydrochloric acid, 5 test tubes, assessing understanding
given reaction including the glass beaker, propette, 2,5 ml of investigative process,
rate factors in the reaction
measuring of gas volumes, syringe, white paper, pencil, the relationship between
of Zn and HCl theory and experiment, the
turbidity (e.g. precipitate stop watch or cell phone
Recommended experiment with stop watch function, ice, importance of empirical data
formation), change of and mathematical modelling of
colour and the change of for informal assessment burner, spatula, graph paper.
1 hour relationships. Teaching about
the mass of the reaction (2) Determine the quantitative practical investigations should
vessel reaction rate and drawing form part of this section
graphs in the reaction
between Na2S2O3 and HCl.
Turbidity is seldom
123
quantitatively accurate, but it
is useful
Mechanism of reaction and of • Define activation energy Activity: Materials: Activation energy revised.
124
catalysis; - the minimum energy (1) Using appropriate methods, This topic is important and
required for a reaction skills, and techniques, relevant.
to take place. Colliding such as the micro-scale
molecules must have, apart chemistry technique to
from the correct orientation, study the progress of a
a kinetic energy equal to or reaction
bigger than the activation
energy of a reaction before
the reaction can take place
• Use a graph showing the
distribution of molecular
energies (number of
particles against their
1 hour
kinetic energy) to explain
why only some molecules
have enough energy to
react and hence how
adding a catalyst and
heating the reactants
affects the rate

• Explain (in simple terms)
how some catalysts
function by reacting with
the reactants in such a way
that the reaction follows an
alternative path of lower
activation energy

8 HOURS Chemical Equilibrium
CAPS
Chemical equilibrium and • Explain what is meant by: Recommended experiment Material Use liquid vapour equilibrium
factors affecting equilibrium; in a closed system to illustrate
- Open and closed for informal assessment 5 test tubes, cobalt chloride, reversibility.
systems ethanol, silver nitrate, sodium
(1) Investigate equilibrium chloride, dilute hydrochloric
- A reversible reaction and the factors influencing acid, water, ice, glass beaker,
equilibrium on the spatula, burner.
- Dynamic equilibrium equilibrium of CoCl2 and
H 2O
• List the factors which
influence the position of (2) Designing and performing
an equilibrium an experiment to
2 hours
investigate effects of pH on
equilibrium systems such
as:
HOBr(aq) + H+(aq) + Br-

Br2(aq) + H2O(l) ⇄
(aq)
2CrO42-(aq) +
Cr2O72-(aq) + H2O(l) ⇄
2H+(aq)
Equilibrium constant; • List the factors which Activity: In the calculations of Kc the use
influence the value of the of quadratic equations are not
(1) Search for information on
equilibrium constant Kc issues related to chemical allowed
• Write down an expression equilibrium
for the equilibrium constant (2) Investigating examples of
having been given the reversible and irreversible
4 hours equation for the reaction reactions
• Perform calculations based (3) Investigating the effect of
on Kc values changes in concentration
or temperature on chemical
• Explain the significance of equilibria using a computer
high and low values of the simulation
equilibrium constant
125
Application of equilibrium • State Le Chatelier’s Definition:
126
principles. principle. Use Le
Le Chatelier’s principle
Chatelier’s principle to states that a change in any
identify and explain the of the factors that determine
effects of changes of equilibrium conditions of a
pressure, temperature, system will cause the system
and concentration to change in such a manner
(common ion effect) on as to reduce or counteract the
the concentrations and effect of the change.
amounts of each substance
in an equilibrium mixture.
2 hours
Explain the use of a
catalyst and its influence on
an equilibrium mixture
• Interpret only simple
graphs of equilibrium
• Apply the rate and
equilibrium principles
to important industrial
applications e.g. Haber

process

8 HOURS Acids and Bases
CAPS
Acid-base reactions • Explain what is meant by Activities and experiments There are useful animations of Acids and bases are
acids and bases? titrations available to use here introduced in Grade 11 and
(1) Search for examples of (e.g. Greenbowe animations) done in more detail here,
• State acid and base naturally occurring acids including calculations
models (Arrhenius, Lowry- and bases, and their
Brønsted) chemical composition
• Write the reaction (2) Investigating the actions
equations of aqueous of dilute acids on metals,
solutions of acids and metal carbonates, metal
bases hydrogen carbonates,
metal oxides and metal
• Give conjugate acid-base hydroxides.(revision of
pairs for given compounds. grade 11)
• Determine the approximate (3) Searching for information
pH of salts in salt about hazardous nature of
hydrolysis acids and bases
• Give the neutralisation (4) Investigating the action of
reactions of common dilute bases on aqueous
laboratory acids and bases. metal ions to form metal
• How do indicators work? hydroxide precipitates
8 hours What is the range of methyl (5) Performing experiments to
orange, bromo thymol investigate the corrosive
blue and phenolphthalein nature of concentrated
indicators? acids and bases (drain
• Do simple acid-base cleaners, battery acid,
titrations swimming pool acid etc)
• Do calculations based on (6) Investigate the temperature
titration reactions change in a neutralisation
process
• Name some common
strong and weak acids and Prescribed experiment Material
bases pH meters and data loggers
for formal assessment 25 ml volumetric flask, mass can also be used in titrations if
• Explain the pH scale. meter, spatula, oxalic acid, they are available.
(7) Preparing a standard water, watch glass, burette
• Calculate pH values of solution for volumetric (or two Swift pipettes), test
strong acids and strong analysis tubes, sodium hydroxide,
bases glass beaker, apparatus stand,
• Define the concept of Kw. phenolphthalein as indicator,
funnel.
• Distinguish between strong
and concentrated acids
127
• Distinguish between (8) Performing acid-base Hair straightening
128
concentrated and dilute titrations using suitable
acids indicators e.g. oxalic acid Hair straightening compounds
against sodium hydroxide have high pH, sometimes 13.
• Explain the auto-ionisation with phenolphthalein as This is usually a strong base,
of water indicator NaOH. If not used properly, it
may hurt or burn the scalp.
• Compare the Ka and Kb (9) Using a titration experiment
values of strong and weak to determine the (Look at “The truth about hair
acids and bases. concentration of acetic relaxers” on the internet.)
• Compare strong and weak acid in vinegar or the
acids by looking at (1) pH concentration of sodium
(2) conductivity (3) reaction hydroxide in drain cleaner
rate (10) Do acid-base titration
• Look at the application experiments to determine
of acids and bases in presence of acid in a
the Chlor-alkali industry compound (% of ethanoic
(chemical reactions only) acid in vinegar etc)
• Look at the application
of acids and bases in the
chemistry of hair. (What
is the pH of hair? What is

permanent waving lotion
and how does it work?
What are hair relaxers and
how do they work? Discuss
different ways of colouring
hair)

1. Experiment (Chemistry): How do you use the titration of oxalic acid against sodium hydroxide to determine the concentration of the sodium
ASSESSMENT hydroxide? OR
TERM 2 Experiment (Physics): Conservation of linear momentum. (This experiment should be conducted when teaching the section on momentum but
formally assessed in term 2)
2. Midyear Examinations

TERM 3: GRADE 12
CAPS
Internal resistance and series- • Solve problems involving Prescribed experiment for Materials: Some books use the term
and parallel networks current, voltage and formal assessment: “lost volts” to refer to the
Battery, connecting wires
resistance for circuits (part 1 and part 2) difference between the emf
containing arrangements resistor, voltmeter, ammeter and the terminal voltage. The
of resistors in series and in Part 1 and switch. voltage is not “lost”, it is across
parallel Determine the internal the internal resistance of the
resistance of a battery battery, but “lost” for use in the
• State that a real battery has
external circuit.
internal resistance Part 2
Materials: The internal resistance of the
• The sum of the voltages Set up a series parallel
Battery, connecting wires, battery can be treated just like
across the external circuit network with known resistor.
Determine the equivalent several resistors of different another resistor in series in the
plus the voltage across the values, voltmeter, ammeter
resistance using an ammeter circuit. The sum of the voltages
internal resistance is equal and switch.
and a voltmeter and compare across the external circuit plus
4 hours to the emf:
with the theoretical value the voltage across the internal
ε = Vload + Vinternal resistance or resistance is equal to the emf:
Recommended Practical
Investigation for informal
assessment: Materials:
• Solve circuit problems
ε=IRext + Ir ε = Vload + Vinternal resistance
Set up a series parallel Battery, connecting wires,

in which the internal several resistors of different
resistance of the battery network with an ammeter in
each branch and external values, several voltmeters,
must be considered. several ammeter, switches, a
circuit and voltmeters across
• Solve circuit problems, each resistor, branch and length of low resistance wire.
with internal resistance, battery, position switches in
involving series-parallel each branch and external
networks of resistors circuit. Use this circuit to
investigate short circuits and
open circuits
129
8 HOURS Electrodynamics
130
Electrical machines • State that generators Project: Materials: The basic principles of
(generators, motors) convert mechanical energy Build a simple electric Enamel coated copper wire, 4 operation for a motor and a
to electrical energy and generator large ceramic block magnets, generator are the same, except
motors convert electrical cardboard (packaging), large that a motor converts electrical
energy to mechanical nail, energy into mechanical
energy energy and a generator
1.5 V 25mA light bulb. converts mechanical energy
• Use Faraday’s Law to Materials: into electrical energy. Both
explain why a current is 2 pieces of thin aluminium motors and generators can be
induced in a coil that is strips 3cmx6cm, 1.5 m of explained in terms of a coil that
rotated in a magnetic field. Project: enamel coated copper wire, 2 rotates in a magnetic field. In a
Build a simple electric motor lengths of copper wire, a ring generator the coil is attached
• Use words and pictures to
magnet (from an old speaker) to an external circuit and
explain the basic principle mechanically turned, resulting
a 6cmx15cm block of wood,
of an AC generator in a changing flux that induces
sandpaper and thumb tacks.
(alternator) in which a coil an emf. In an AC generator
is mechanically rotated in a the two ends of the coil are
magnetic field attached to a slip ring that
4 hours makes contact with brushes
• Use words and pictures
to explain how a DC as it turns. The direction of the
current changes with every half

generator works and
turn of the coil. A DC generator
how it differs from an AC is constructed the same way
generator as an AC generator except that
• Explain why a current- the slip ring is split into two
carrying coil placed in a pieces, called a commutator,
magnetic field (but not so the current in the external
parallel to the field) will turn circuit does not change
by referring to the force direction. In a motor, a current-
carrying coil in a magnetic field
exerted on moving charges
experiences a force on both
by a magnetic field and the sides of the coil, creating a
torque on the coil torque, which makes it turn.
• Use words and pictures to
explain the basic principle
of an electric motor

• Give examples of the use A note on torque:
of AC and DC generators Know that the moment
CAPS
• Give examples of the use of a force, or torque, is the
of motors product of the distance from
the support (pivot point) and
the component of the force
perpendicular to the object.
Alternating current • Explain the advantages of The main advantage to AC
alternating current is that the voltage can be
changed using transformers
• Write expressions for the (device used to increase or
current and voltage in an decrease the amplitude of an
AC circuit AC input). That means that
the voltage can be stepped
• Define the rms (root mean up at power stations to a
square) values for current very high voltage so that
and voltage as electrical energy can be
transmitted along power lines
at low current and therefore
I max and V experience low energy loss
I rms = Vrms = max
2 2 due to heating. The voltage
can then be stepped down for
respectively, and explain why use in buildings, street lights,
4 hours and so forth.
these values are useful.
• Know that the average
power is given by:
Pav = I rmsVrms = 12 I maxVmax

(for a purely resistive
circuit)
• Draw a graph of voltage vs
time and current vs time for
an AC circuit.
• Solve problems using the
concepts of I rms , Vrms , Pav
131
GRADE 12 PHYSICS (MATTER & MATERIALS) TERM 3
132
Optical phenomena and
6 HOURS
properties of materials
Photoelectric effect • Describe the photoelectric Practical Demonstration: Materials: Link to the harnessing of solar
effect as the process that energy.
Photoelectric effect Mercury discharge lamp;
occurs when light shines photosensitive vacuum tube;
on a metal and it ejects set of light filters; circuit to
electrons produce retarding voltage
• Give the significance of across phototube; oscilloscope,
ammeter.
the photo-electric effect: it
establishes the quantum
theory and it illustrates the
particle nature of light
• Define cut-off frequency, fo
• Define work function and
know that the work function
is material specific
4 hours • Know that the cut-off
frequency corresponds to a
maximum wavelength
• Apply the photo-electric
equation:
E = Wo + KEmax , where
E = hf and Wo = hf o
• Know that the number

of electrons ejected per
second increases with the
intensity of the incident
radiation

• Know that if the frequency
of the incident radiation is
CAPS
below the cut-off frequency,
then increasing the intensity
of the radiation has no
effect i.e. it does not cause
electrons to be ejected
• Understand that the
photoelectric effect
demonstrates the particle
nature of light
Emission and absorption • Explain the source of Application to astronomy.
spectra atomic emission spectra (of
discharge tubes) and their
unique relationship to each
element
• Relate the lines on the
2 hours atomic spectrum to electron
transitions between energy
levels
• Explain the difference
between of atomic
absorption and emission
spectra
133
134
8 HOURS Electrochemical reactions
Electrolytic cells and galvanic • Define the galvanic cell in Recommended experiment Materials: RECAP the redox reactions
cells; terms of: self-sustaining studied in grade 11.
for informal assessment Water bowl, electrodes for
electrode reactions the electrolysis of water, test Link to:
conversion of chemical (1) Investigate the electrolysis tubes, conductivity wires, 9 volt
energy to electrical energy of water and sodium iodide. battery, current indicator (LED), Grade 11 Oxidation number
water and sodium iodide and and Grade 11 Redox reactions.
• Define the electrolytic Recommended experiment
sodium sulphate. USE SINGLE ARROWS in
cell in terms of: electrode for informal assessment
Materials: redox chemical equations and
reactions that are sustained
(2) Find the Galvanic cell with half reactions, but KNOW that
by a supply of electrical Zinc, lead, aluminium and all chemical reactions are by
the highest potential
energy conversion of copper electrodes, zinc nature reversible (equilibrium
electrical energy into (3) Investigate the reduction of sulphate, copper sulphate, reactions).
2 hours metal ions and halogens
chemical energy lead nitrate, sodium hydroxide,
and potassium nitrate.
• Define oxidation and
reduction in terms of
electron (e-) transfer
• Define oxidising agent and
reducing agent in terms of

oxidation and reduction.
• Define anode and cathode
in terms of oxidation and
reduction

Relation of current and • Give and explain Illustrate processes sub-
potential to rate and the relationship microscopically.
CAPS
equilibrium; between current in an
electrochemical cell and
the rate of the reaction
• State that the potential
difference of the cell (Vcell)
is related to the extent to
which the spontaneous
cell reaction has reached Le Chatelier’s principle can
equilibrium be used to argue the shift in
equilibrium.
• State and use the
qualitative relationship
1 hour between Vcell and the
concentration of product
ions and reactant ions for
the spontaneous reaction
viz.
Vcell decreases as the
concentration of product
ions increase and the
concentration of reactant
ions decrease until
equilibrium is reached at
which the Vcell = 0 (the
cell is ‘flat’). (Qualitative
treatment only. Nernst
equation is NOT required)
135
Understanding of the • Describe the movement
processes and redox reactions
136
ions through the solutions
taking place in cells; the electron flow in the
external circuit of the cell
the half reactions at the
2 hours electrodes the function of
the salt bridge in galvanic
cells
• Use cell notation or
diagrams to represent a
galvanic cell
Standard electrode potentials; • Give the standard Cell notations can be used to
conditions under which represent galvanic cells.
standard electrode e.g. for the zinc - copper cell
potentials are determined the following notation can be
used:
• Describe the standard
hydrogen electrode and Zn/Zn2+ // Cu2+ / Cu
explain its role as the at concentrations of 1 mol/dm3.

reference electrode Oxidation at the anode on
• Explain how standard the left separated by the salt
bridge (//) with reduction at the
electrode potentials can
cathode on the right.
be determined using
the reference electrode
and state the convention
regarding positive and
negative values
• Use the Table of Standard
Reduction Potentials to
calculate the emf of a
standard galvanic cell.
• Use a positive value of
the standard emf as an

indication that the reaction
is spontaneous under
standard conditions
Writing of equations • Predict the half-cell in Link to:
representing oxidation and which oxidation will take
Oxidation numbers in grade 11.
CAPS
reduction half reactions and place when connected to
redox reactions another half-cell
• Predict the half-cell in USE SINGLE ARROWS in
which reduction will take redox chemical equations and
place when connected to half reactions, but KNOW that
all chemical reactions are by
another half-cell
nature reversible (equilibrium
• Write equations for reactions).
reactions taking place at
the anode and cathode.
2 hours
• Deduce the overall cell
reaction by combining two
half-reactions
• Describe, using half
equations and the equation
for the overall cell reaction,
the following electrolytic
processes
The decomposition of
copper chloride A simple
example of electroplating
(e.g. the refining of copper)
Oxidation numbers and • Revise from grade 11 and The applications should
application of oxidation extend in grade 12 provide real life examples of
numbers where electrochemistry is used
• Describe, using half
equations and the equation in industry. The industry per
for the overall cell reaction, se need not to be studied, but
the layout of the particular assessment should be done
cell using a schematic using the chemical reactions
diagram and potential that is used in industry
risks to the environment
1 hour of the following electrolytic Give the learners the chemical
processes used industrially reactions and don’t expect the
learners to know the reactions
(i) The production of chlorine by heart.
(the chemical reactions of
the chloroalkali-industry)
(ii) The recovery of aluminium
metal from bauxite. (South
137
Africa uses bauxite from
Australia)
138
Chemical industry
The fertilizer industry (N, P, K). • List, for plants, Activity: Keep the details in this section
limited to applications
(a) three non-mineral Study the stoichiometry
nutrients, i.e. nutrients of production of N, P, K in
that are not obtained industry.
Link to
from the soil: C, H and
• The quality of water
O and their sources i.e. Gr 11:Lithosphere - mining and
sources in the country has
the atmosphere (CO2) mineral processing (especially
been on the news a lot in
and rain (H2O) phosphates and potassium
our country. Rivers used to
salts)
(b) three primary nutrients be clean sources of water,
N, P and K and their do an investigation on the Acid and base reactions -
source i.e. the soil causes of this high pollution especially neutralisation
of rivers near you
(c) These nutrients are Gr 12 rate and extent of
mineral nutrients that • Assess how many people reactions Chemical systems
dissolve in water in the rely on fertilizers for their SASOL the manufacture of
6 hours
soil and are absorbed gardens in your area, fertilizers
by the roots of plants. assess whether the use
Fertilizers are needed of inorganic fertilizers has

because there are not gone up. Research if this
always enough of these can be related to the quality
nutrients in the soil for of water in the river near
healthy growth of plants your village, town, city
• Discuss advantages of
inorganic fertilizers
• Discuss alternatives to
inorganic fertilizers (IKS)
• Discuss how the public
can help to prevent
eutrophication

• Explain the function of N, P
and K in plants
CAPS
• Give the source of N
(guano), P (bone meal) and
K (German mines) before
and after the first world
war)
• Interpret the N:P:K fertilizer
ratio
• Describe and explain
(rates, yields,
neutralization, …), using
chemical equations where
ever appropriate, these
aspects of the industrial
manufacture of fertilizers,
given diagrams, flow charts
and so on
N2 - fractional distillation
of air
H2 - at SASOL from coal
and steam
NH3 - Haber process;
HNO3 - the Ostwald
process;
H2SO4 - including the
contact process;
H3PO4; Ca (H2PO4)2 (super
phosphates)
NH4NO3; (NH4)2SO4;
H2NCONH2 (urea);
• Give sources of potash
(mined imported potassium
salts like KNO3, K2SO4,
139
KNO3, )
• Evaluate the use of Knowledge of eutrophication is
140
inorganic fertilizers expected.
on humans and the
environment
• Link SASOL to the
production of fertilizers i.e.
ammonium nitrate (fertilizer
and explosive)
• Define Eutrophication
• Discuss alternatives to
inorganic fertilizers as used
by some communities

ASSESSMENT
1. Experiment (Physics): Determine internal resistance of a battery.
TERM 3
2. Trial Examination

TERM 4: GRADE 12
GRADE 12 PHYSICS
CAPS
Mechanics, Electricity and • Consolidate the laws and Problem-solving activities
Magnetism, Waves, Sound and principles covered in the integrating any of: energy,
Light grade 11syllabus viz. momentum, electrostatics and/
or mechanics.
1. Newton’s Laws (Newton
1, 2, 3 and Newton’s
Law of Universal
Gravitation) and
Application of Newton’s
Laws
2 hours
2. Electrostatics
(Coulomb’s Law and
Electric field)
3. Electric circuits (Ohm’s
Law, Power and
Energy)
• Do further integrated
problem solving activities
Mechanics, Electricity and • General revision and
Magnetism, Waves, Sound and consolidation.
Light
• Examination tips for
example utilization of time,
numbering of answers
2 hours
to questions in the exam
paper, etc.
• Revision of problem solving
strategies using relevant
141
GRADE 12 CHEMISTRY
142
Organic chemistry • Consolidate the use of
IUPAC names, functional
groups, organic reactions,
isomers, monomers and
2 hours polymers, addition and
condensation reactions of
polymers
• Do further integrated
Rate and Equilibrium • Revise the factors
that influence rate and
equilibrium; how to
measure rate; how to
1 hour
calculate the equilibrium
constant and use the value
of Kc in calculations; effect
of Le Chatelier’s principle
Acids & Bases and • General revision and
Electrochemistry consolidation
• Examination tips for
example utilization of time,
numbering of answers
1 hour
to questions in the exam
paper, etc
• Revision of problem solving
strategies using relevant


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.
CAPS 143
4.3 Formal assessment
Formal school-based
Grades End-of-year examinations
assessments
R-3 100% n/a
4-6 75% 25%
7-9 40% 60%
25% including a midyear
10 and 11 75%
examination
25% including midyear and
12 External examination: 75%
trial examinations
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.

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
A project is an integrated assessment task that focuses on process skills, critical thinking and scientific
reasoning as well as strategies to investigate and solve problems in a variety of scientific, technological,
environmental and everyday contexts. This requires a learner to follow the scientific method to produce
either 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.
CAPS 145
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.

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

END-OF-YEAR
ASSESSMENT TASKS
ASSESSMENT
(25%)
(75%)
TERM 1 TERM 2 TERM 3 TERM 4
Type Mark Type Mark Type Mark
Project:
ANY ONE OF: Final Examination
Experiment 20 Experiment 20 Construction of 20 (2 x 150 marks giving a total
device/building a of 300 marks for papers 1
model/practical and 2)
investigation
Mid-Year
Control Test 10 20 Control Test 10
Examination
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

END-OF-YEAR
ASSESSMENT TASKS
ASSESSMENT
(25%)
(75%)
Project:
ANY ONE OF: Final Examination
Experiment 20 Experiment 20 Construction of 20 (2 x 150 marks giving a total
device/building a of 300 marks for papers 1
model/practical and 2)
investigation
Mid-Year
Control Test 10 20 Control Test 10
Examination
Total = 400 marks
Table 6: Assessment plan and weighting of tasks in the programme of assessment for Grades 11
CAPS 147
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)
EXTERNAL
PROGRAMME OF ASSESSMENT FOR GRADE 12 (SBA)
ASSESSMENT
END-OF-YEAR
ASSESSMENT TASKS
ASSESSMENT
(25%)
(75%)
Final Examination
Experiment 15 Experiment 15 Experiment 15 (2 x 150 marks giving
a total of 300 marks for
papers 1 and 2)
Mid-Year
Control Test 10 20 Trial Examination 25
Examination
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
Weighting of Questions Across
Total Cognitive Levels
Duration
Paper Content Marks Marks/
(Hours)
Paper Level 1 Level 2 Level 3 Level 4
Mechanics 75
PAPER1:
PHYSICS Waves, Sound & Light 40 150 2 15 % 35 % 40 % 10 %
FOCUS
Electricity & Magnetism 35
Chemical Change 60
PAPER 2:
CHEMISTRY Chemical Systems 20 150 2 15 % 40 % 35 % 10 %
FOCUS
Matter & Materials 70
Table 8: Weighting of questions across cognitive levels, the specification and suggested weighting of the
content for the Grade 10 end-of-year examination

GRADE 11
Total Weighting of Questions Across

Duration Cognitive Levels
(Hours)
Mechanics 68
PAPER1:
Waves, Sound & Light 32
PHYSICS 150 3 15 % 35 % 40 % 10 %
FOCUS Electricity & Magnetism
50
Chemical Change 70
PAPER 2:
FOCUS
4.4.3.2 Grade 12 (external assessment)
The external examinations are set externally, administered at schools under conditions specified in the National
policy on the conduct, administration and management of the National Senior Certificate: A qualification at Level 4 on
the National Qualifications Framework (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 1. Representing chemical change (grade 10)
Universal Gravitation) and Application of Newton’s Laws.
2. Intermolecular forces (grade 11)
2. Electrostatics (Coulomb’s Law and Electric field)
3. Stoichiometry (grade 11)
3. Electric circuits (Ohm’s Law, Power and Energy)
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.
CAPS 149
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
Total Weighting of Questions Across

Duration Cognitive Levels
(Hours)
Mechanics 63
PAPER1: Waves, Sound & Light 17
PHYSICS 150 3 15 % 35 % 40 % 10 %
FOCUS Electricity & Magnetism 55
Chemical Change 84
PAPER 2:
FOCUS
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

4.5.1 Recording and reporting in the first, second and third terms
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, second
and third terms of Grades 10, 11 and 12:
Practical Work Control test/mid-year exam/trial exam

Weighting 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.
CAPS 151
APPENDIX 1: PHYSICAL SCIENCES ASSESSMENT TAXONOMY
The following table provides a possible hierarchy of cognitive levels that can be used to ensure tasks include opportunities for learners to achieve at various levels and
152
tools for assessing the learners at various levels. The verbs given in the fifth column below could be useful when formulating questions associated with the cognitive
levels given in the first column.
DESCRIPTION OF
LEVEL EXPLANATION SKILLS DEMONSTRATED ACTION VERBS
COGNITIVE
The learner creates new ideas and • Generating Devise, predict, invent, propose, construct,
information using the knowledge previously generate, make, develop, formulate, improve,
learned or at hand. At the extended abstract • Planning
plan, design, produce, forecast, compile,
level, the learner makes connections not only • Producing originate, imagine
within the given subject area but also beyond
CREATING it and generalises and transfers the principles • Designing
and ideas underlying the specific instance.
The learner works with relationships and • Inventing
abstract ideas. • Devising
• Making
4 The learner makes decisions based on in- • Checking Combine, integrate, modify, rearrange,
depth reflection, criticism and assessment. substitute, compare, prepare, generalise,

The learner works at the extended abstract • Hypothesising
rewrite, categorise, combine, compile,
level. • Critiquing reconstruct, organise, justify, argue, prioritise,
judge, rate, validate, reject, appraise, judge,
• Experimenting
EVALUATING rank, decide, criticise
• Judging
• Testing
• Detecting
• Monitoring

DESCRIPTION OF
LEVEL EXPLANATION SKILLS DEMONSTRATED ACTION VERBS
COGNITIVE
The learner appreciates the significance • Organising Analyse, separate, order, explain, connect,
CAPS
of the parts in relation to the whole. Various classify, arrange, divide, compare, select,
aspects of the knowledge become integrated, • Comparing
infer, break down, contrast, distinguish,
the learner shows a deeper understanding • Deconstructing draw, illustrate, identify, outline, point out,
and the ability to break down a whole into its relate, question, appraise, argue, defend,
component parts. Elements embedded in a • Attributing
ANALYSING debate, criticise, probe, examine, investigate,
whole are identified and the relations among • Outlining experiment
the elements are recognised.
• Finding
3
• Structuring
• Integrating
The learner has the ability to use (or apply) • Implementing apply, demonstrate, calculate, complete,
knowledge and skills in other familiar situations illustrate, show, solve, examine, modify,
• Carrying out
APPLYING and new situations. relate, change, classify, experiment, discover,
• Using construct, manipulate, prepare, produce, draw,
make, compile, compute, sequence, interpret
• Executing
The learner grasps the meaning of information • Interpreting summarise, describe, interpret, contrast,
by interpreting and translating what has been associate, distinguish, estimate, differentiate,
• Exemplifying discuss, extend, comprehend, convert,
learned.
• Comparing explain, give example, rewrite, infer, review,
UNDERSTANDING 2 observe, give main idea
• Explaining
• Inferring
• Classifying
The learner is able to recall, remember and • Recognising list, define, tell, describe, identify, show,
restate facts and other learned information. know, label, collect, select, reproduce, match,
• Listing recognise, examine, quote, name
• Describing
REMEMBERING 1 • Identifying
• Retrieving
• Recalling
• Naming
153
APPENDIX 2
It is recommended that these skills be incorporated in lessons in grade 10 appropriately in order to sharpen the skills that are necessary for successful teaching and
154
learning.
GRADE 10: INTRODUCTION TO PHYSICAL SCIENCES

SKILLS FOR PHYSICAL SCIENCES LEARNERS
This section is meant as an
Science applies mathematics to investigate questions, solve problems, and PRIOR introduction of definitions and a
Prior or in Skills for Physical communicate findings. Science process skills will provide the students with MATHEMATICAL summary of mathematical and
context Science background and curiosity to investigate important issues in the world around KNOWLEDGE and other skills needed by learners. It is
them. SCIENTIFIC SKILLS meant to be a reference to use when
skills are taught in context.
Scientific notation. • Scientific notation is a way of presenting Activities: Science equipment; any This topic should include Chemistry
very large or very small numbers in a and Physics applications. It might not
(1) Give learners TEN relevant equipment from be examined per se but integrated in
compact and consistent form that simplifies numbers and ask them
calculations. the home. Textbooks, other questions throughout the rest of
to write the numbers the syllabus
• In scientific notations a number is in the correct scientific library books,

notation. newspaper
expressed as a product of two numbers:
Nx10n (2) Let learners do articles, any other CHEMISTRY and PHYSICS should
calculations with resource share the time spent on this topic.
N is the digit term where N is between 1 and numbers in scientific
notation. materials including the
9,999…..
(3) When working with internet. Teachers should indicate the
10n is the exponential term and is some pocket calculators, relationship between scientific
integer power of 10. check the scientific notation in Mathematics and scientific
notation buttons notation in Physical Sciences.
• A large number has a positive exponential on the calculators.
term: e.g. 106 Different calculators
• A small number has a negative exponential work differently and
learners sometimes
term: e.g. 10-5
have difficulty going
• Adding and subtracting, multiplication and backwards and
division with scientific notation forwards from numbers
to scientific notation on
• Powers of numbers expressed in scientific

the calculator.
notation and roots of numbers expressed in
scientific notation.
CAPS
Conversion of • A conversion factor expresses the Learners are notoriously careless with
units. equivalence of a measurement in two units in the answers of calculations.
Activities:
different units (1 cm = 10 mm) Exercise dimensional analysis in
• List the seven base units (length, mass, moderation with learners to prove
time, temperature, electric current, luminous (1) Do conversions with homogeneity of equations.
intensity, amount of substance) and their the following selected Dimensional analysis stresses the
respective SI units. prefixes used in the importance and meaning of the
metric system: giga-, correct use of units.
• Identify common conversion factors in mega-, kilo-, deci-,
mass, length, volume, temperature and centi-, milli-, micro-, Be strict about answers of calculations
pressure. nano-, pico-, femto-. with the correct units.
• Recognize and convert various scales of

measurement: temperature (Celsius and Take note of derived units and defined
Kelvin), length, (km, m, cm, mm) mass (kg, units.
g), pressure (kPa, atm).
• Using conversion factors and doing
calculations
• Using conversion factors in dimensional
analysis.
• Translate data into the correct units and
dimensions using conversion factors and
scientific notation.
Changing the • Identify the correct formula for the problem Activities:
subject of the at hand.
formula.
• Identify what is given in a problem and what (1) Consider the formula
is asked. for density done in grade
• Change the subject of a given formula to 9: D = m/V. If you have the
any other variable or constant present in the density and the volume,
how are you going to
formula..
calculate the mass?
155
156
What is rate? • The rate at which something happens is the Experiment: The examples provided are not the
Applications in number of times it happens over a period of only ones available; please add your
Physics (e.g. (1) Vinegar and baking own examples where possible.
time. powder have carbon
power) and
Chemistry (e.g. • Rate is change per second, whether it dioxide as one of the
reaction rates). is change in mass, or change in velocity products. Determine the
rate of the reaction by
or change in concentration, or change in
means of the volume
energy. gas produced against
For example: time.
- Power is the amount of energy delivered (2) Temperature can also

per unit time (Joule per second = Watt) be used as a variable
in the reaction between
- Reaction rate is the change in vinegar and baking
concentration of a reagent per unit time. powder
Direct and inverse • Proportion or variation is way of describing Activity: Just a general comment:
certain relationships between two variables: Conceptually this might be difficult
proportions. (1) Draw the graph of the
y is directly proportional to x or y is inversely to teach at this stage, depending on

data collected from where the learner’s maths content
proportional to x. the reaction between knowledge is. They essentially
• Organize observations in a data table , vinegar and baking have Grade 9 Maths. These are
analyze the data for trends or patterns, powder. The shape important skills, but choose very
of the graph tells you simple examples carefully. Only
and interpret the trends or patterns, using
something about the simple examples should be taught
scientific concepts relationship between initially and more complex ones later.
• Interpret a graph constructed from the volume and Application can be dealt with when
experimentally obtained data to identify time or volume and the content is taught, e.g. Newton, or
temperature. gas laws.
relationships: direct or inverse.
(2) Recognise the shape Note:
• Select appropriate units, scales, and of the graph for direct
measurement tools for problem situations proportions and the Just the initial rate of the vinegar/
involving proportional reasoning and shape of the graph for baking powder reaction will be
dimensional analysis. inverse proportions. (volume gas produced against time)
directly proportional. As the reagents’
(3) A density graph will give concentrations decrease the reaction
a better proportionality slows down.
between the mass and

the volume for a fixed
substance.
CAPS
Fractions and • Fractions are numbers, or algebraic Activity:
ratios expressions, which is the quotient of
(1) Use any regular
two integers or algebraic expressions. A object and divide the object
fraction is written a/b where a is called the into any number of equal
numerator and b the denominator. parts. Take for example an
A4 page, a cake, a 30 cm
• Ratio is the quotient of two quantities written
ruler, a stick. Divide an A4
as a:b or a/b so as to highlight their relative paper into 5 equal parts.
sizes. If you take two parts of
paper and give your friend
the rest of the pieces,
how much of the page do
you have? (You have two
pieces out of five possible
pieces.) Let the class come
up with a solution to the
problem before you teach
them the rules of fractions.
(2) Use a block or a
dice to demonstrate the
division of a cube.
The use and • A constant is a quantity which, in a given Activity: Note:
meaning of context, takes a fixed value.
constants in (1) Can you determine a Just the initial rate of the vinegar/
equations, e.g. • Proportion or variation is a way of constant from the graph baking powder reaction will be
changing from a describing certain relationships between of the data collected (volume gas produced against time)
proportion to an two variables. y is directly proportional to x from the reaction directly proportional. As the reagents’
equation. means y = kx for some constant k and y is between vinegar and concentrations decrease the reaction
baking powder? The slows down. The gradient changes.
inversely proportional to x means y = k/x (or
shape of the graph
xy = k) for some constant k. tells you something Therefore:
• Examples are Newton’s law of gravitation, about the relationship A density graph will give a better
and the ideal gas law. between the volume proportionality between the mass and
and time or volume the volume for a fixed substance. The
and temperature. What density value will be your constant.
about the gradient of
the graph?
Skills for practical investigations in Physics and Chemistry
157
158
Skills needed • Trace the historical development of a Activity: Support material that Historical development means the
for practical scientific principle or theory develops these skills study of all the people that contributed
investigations • Identify an answerable question and should be used towards for instance the concept of
(1) Analyse the
(observation, formulate a hypothesis to guide a scientific balanced equations or atomic theory.
components of a
precautions, investigation. properly designed This section should be taught while
data collection, • Design a simple experiment including scientific investigation. the learners do an investigation
data handling, appropriate controls. themselves, for example:
(2) Choose an experiment
tables, general The skills for practical investigations
• Perform and understand laboratory and determine
types of graphs, should also be discussed and
procedures directed at testing a hypothesis. appropriate tools to
analysis, writing practiced as a class at regular
• Select appropriate tools and technology to gather precise and
conclusions, writing intervals throughout the year.
collect precise and accurate quantitative accurate data.
a hypothesis,
identifying data. (3) Defend a conclusion
variables, • Correctly read a thermometer, a balance, based on scientific
for example metric ruler, graduated cylinder, pipette, and evidence
independent, burette. (4) Determine why a
dependent and • Record observations and data using the conclusion is free from
control variable.). correct scientific units. bias.
• Export data into the appropriate form of data (5) Compare
presentation (e.g. equation, table, graph, or conclusions that
diagram). offer different, but
acceptable explanations
• Analyze information in a table, graph or
for the same set of
diagram (e.g. compute the mean of a series
experimental data.
of values or determine the slope of a line).
(6) Investigate
• Determine the accuracy and the precision of
methods of knowing
experimental results.
used by people who
• Analyze experimental results and identify are not necessarily
possible sources of bias or experimental scientists.
error.
• Recognize, analyze and evaluate
alternative explanations for the same set of

observations.
• Design a model based on the correct
hypothesis that can be used for further
investigation.
• Define qualitative analysis and give a
practical example.
• Define quantitative analysis and give a
practical example.
CAPS
Models in science • Understand what the purpose of models is. Activity: To make models tangible, one would
have to include concrete examples.
• Recognise models used in science The purpose of models is
to explain and or simplify a A lot of knowledge is transferred
• Recognize how models change with the difficult chemical concept. through models. We used a model
discovery of new information Name all the models in as an explanation of a concept
chemistry that you know
until a better explanation and or
of e.g.
model is formulated based on
• How did the atomic newly discovered information and
model change through constructed knowledge.
the years?
• Who contributed
towards the periodic
table (this is also just a
model of representing
chemical information),
• Models for chemical
bonding etc.
Safety data • Know the explanations for the hazard Use Merck’s safety data information
symbols. or the safety data regulations of the
Internal Labour Organization (ILO).
• Know how to interpret and apply the safety
data of the chemicals.
• Know the laboratory safety rules.
Basic trigonometry • Define the sin, cos and tan of an angle Trigonometry is necessary to solve
skills certain Physics problems.
• Do simple applications and calculations
with the values (e.g. in calculating force
components).
159
Periodic table
APPENDIX 3

APPENDIX 4 Cation and Anion table
TABLE 1
CAPS
TABLE OF CATIONS/TABEL VAN KATIONE
hydrogen (waterstof) H+ beryllium (berillium) Be2+ aluminium (aluminium) Al3+ chromium (VI) [chroom (VI)] Cr6+
lithium (litium) Li+ magnesium (magnesium) Mg2+ [chromium (III) [chroom (III)] Cr3+ manganese (VII) [mangaan (VII)] Mn7+
sodium (natrium) Na+ calcium (kalsium) Ca2+ iron (III) [yster (III)] Fe3+
potassium (kalium) K+ barium (barium) Ba2+ cobalt (III) [kobalt (III)] Co3+
silver (silwer) Ag+ tin (II) [tin (II)] Sn2+
mercury (I) [kwik (I)] Hg+ lead (II) [lood (II)] Pb2+
copper (I) [koper (I)] Cu+ chromium (II) [chroom (II)] Cr2+
ammonium NH4+ manganese (II) [mangaan (II)] Mn2+
iron (II) [yster (II)] Fe2+
cobalt (II) [kobalt (II)] Co2+
nickel (nikkel) Ni2+
copper (II) [koper (II)] Cu2+
zinc (sink) Zn2+
161
TABLE 2
TABLE OF ANIONS/TABEL VAN ANIONE
162
fluoride (fluoried) F- oxide (oksied) O2-
chloride (chloried) Cl- peroxide (peroksied) O22-
bromide bromied Br- carbonate (karbonaat) CO32-
iodide (jodied) I- sulphide (sulfied) S2-
hydroxide (hidroksied) OH- sulphite (sulfiet) SO32-
nitrite (nitriet) NO2- sulphate (sulfaat) SO42-
nitrate (nitraat) NO3- thiosulphate (tiosulfaat) S2O32-
hydrogen carbonate (waterstofkarbonaat) HCO3- chromate (chromaat) CrO42-
hydrogen sulphite (waterstofsulfiet) HSO3- dichromate (dichromaat) Cr2O72-
hydrogen sulphate (waterstofsulfaat) HSO4- manganate (manganaat) MnO42-
dihydrogen phosphate (diwaterstoffosfaat) H2PO4- oxalate (oksalaat) (COO)22-/C2O42-
hypochlorite (hipochloriet) ClO- hydrogen phosphate (waterstoffosfaat) HPO42-

chlorate (chloraat) ClO3- nitride (nitried) N3-
permanganate (permanganaat) MnO4- phosphate (fosfaat) PO43-
acetate /ethanoate (asetaat) CH3COO- phosphide (fosfied) P3-

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
⇔ Salts of NH4 and alkali metal cations
+
carbonate, CO32-
phosphate, PO43-
oxalate, C2O42-
chromate, CrO42-
sulphide, S2-
Most metal hydroxides OH- and
oxides, O2-
CAPS 163

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National Curriculum Statement (NCS)

Curriculum and Assessment

Further Education and Training Phase

Department of Basic Education

222 Struben Street

120 Plein Street Private Bag X9023

© 2011 Department of Basic Education

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CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

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

MRS ANGIE MOTSHEKGA, MP

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

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

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

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

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

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

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

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

2.2 Specific aims of Physical Sciences................................................................................................................ 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

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

2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

INTRODUCTION TO THE Curriculum and Assessment Policy StatementS for PHYSICAL

1.3 General aims of the South African Curriculum

• providing access to higher education;

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

4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

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

• collect, analyse, organise and critically evaluate information;

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

GRADE R GRADES 1-2 GRADE 3

• Beginning Knowledge (1) (1) (2)

• Creative Arts (2) (2) (2)

• Physical Education (2) (2) (2)

• Personal and Social Well-being (1) (1) (1)

1.4.2 Intermediate Phase

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

• Creative Arts (1,5)

• Physical Education (1)

• Personal and Social Well-being (1,5)

6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

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

1.4.4 Grades 10-12

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

Subject Time allocation per week (hours)

2.1 WHAT IS PHYSICAL SCIENCES?

2.2 SPECIFIC AIMS OF PHYSICAL SCIENCES

• Matter and Materials

• Waves, Sound and Light