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Work schedule : PHYSICAL SCIENCE Topic KNOWLEDGE AREA: MECHANICS Content, Concepts and Skills Practical activities Date completed & signature 1/2017 Time frame Week % cumulative completion TERM: GRADE: 11 CAPS Vectors in two dimensions Resultant of perpendicular vectors 2 hours 11 - 13 Jan 1,72 % 3 days 1 On the Cartesian plane: Draw a sketch of vertical (y-axis) and horizontal (x-axis) vectors Add co-linear vertical vectors to obtain the net vertical vector (Ry) Add co-linear horizontal vectors to obtain a net horizontal vector (Rx) Sketch Rx and Ry Sketch the resultant (R), using either the tail-to-head or tail-to-tail method.` Determine the: magnitude of the resultant using: The theorem of Pythagoras. Graphics, using the tail-to- head method (max 4 vectors in both 1-D and 2-D) Calculation (component method), (max of 4 force vectors in both 1-D and 2-D direction of the resultant using simple trigonometric ratios Recommended Informal Assessment Experiment o Determine the resultant of three non-linear force vectors Understand what is a closed vector diagram 1 Work schedule : PHYSICAL SCIENCE 2 hrs 2 Force diagrams, free body diagrams 2 Hrs 5 days 16 - 20 Jan 5,17 % Resolution of a vector into its horizontal and vertical components GRADE: 11 CAPS Draw a sketch of the vector on the Cartesian plane showing its magnitude and the angle (θ) between the vector and the x-axis: Use Rx = Rcos(θ) for the resultant x-component Use Ry = Rsin(θ) for the resultant y-component Draw and know: A force diagram (a picture of the object(s) of interest with all the forces acting on it (them) drawn in as arrows) 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) Resolution of components: Resolve 2-D forces (weight of an object with respect to the inclined plane) into its parallel (x) and perpendicular (y) components Determine the resultant or net force, in the: x-direction is a vector sum of all the components in the x-direction y-direction is a vector sum of all the components in the y-direction 2 GRADE: 11 CAPS Content, Concepts and Skills Practical activities Date completed & signature Topic Time frame Week % cumulative completion Work schedule : PHYSICAL SCIENCE Newton’s Laws and Application of Newton’s Laws. 4 Hrs 23 - 27 Jan 8,6 % 5 days 3 Different kinds of forces: Weigh Normal force Frictional force Applied (push, pull) Tension (strings or cables) Define: Normal force, N (the force exerted by a surface on an object in contact with it.) (Normal force acts perpendicular to the surface irrespective of whether the plane is horizontal or inclined) Frictional force, f, (the force that opposes the motion of an object and acts parallel to the surface the object is in contact with) Distinguish/explain concepts: between static & kinetic friction forces max Maximum static friction, f s Recommended investigation for informal assessment 1 Static friction, f s < µsN Kinetic friction force Calculate: the value of the maximum static friction for objects at rest o on a horizontal plane and max o on inclined planes, using fs = µsN the value of the kinetic friction for moving object on: o horizontal planes and o inclined planes, using: fk = µkN Investigate the relationship between normal force and maximum static friction. Investigate the effect of different surfaces on maximum static friction by keeping the object the same. and/or 2 Investigate the relationship between normal force and force of dynamic friction Informal Assessment - MONTHLY TEST on vectors, resolution of vectors into horizontal and vertical components, force and free body diagrams, different kinds of forces 3 Newton’s first law. 4 6 Content, Concepts and Skills 15 days Newton’s second law 12 Hrs 30 – 31 Jan and 1 – 3 Feb and 6 – 10 Febr and 13 – 17 Feb 19,0 % Topic GRADE: 11 CAPS Practical activities Date com plet ed & sign atur e fram e % cum ulati ve Wee com k pleti on Time Work schedule : PHYSICAL SCIENCE State Newton’s first law (An object continues in a state of rest or uniform (moving with constant) velocity unless it is acted upon by an unbalanced (net or resultant) force.) Discuss why it is important to wear seatbelts using Newton’s first law State Newton’s second law (When a net force, Fnet , is applied to an object of mass, m, it accelerates in the direction of the net force. The acceleration, a, is directly proportional to the net force and inversely proportional to the mass, F net = m a ) Draw Force and Free body diagrams for objects that are: in equilibrium (at rest or moving with constant velocity) accelerating (non-equilibrium) Apply Newton’s laws to a variety of equilibrium and non-equilibrium problems: o A single object moving on a: Horizontal plane(frictionless) Horizontal plane(rough) Inclined plane (frictionless) Inclined plane (rough) o Vertical motion (lifts, rockets etc.) o Two-body systems (two masses joined by a light (negligible mass) string) Understand apparent weight Prescribed experiment for formal assessment Investigate the relationship between force and acceleration (Verification of Newton’s second law) Controlled conditions: Write-up of verification of NII law experiment Newton’s third law 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) Action-reaction pairs: o Identify, e.g. donkey pulling a cart, a book on a table o List their properties 4 Newton’s Law of Universal Gravitation 7 Practical activities State Newton’s Law of Universal Gravitation Calculate the: force two masses exert on each other - use Newton’s Law of Universal Gravitation equation, F G m1m2 d2 M earth (Use this 2 d earth formula to calculate g on any planet using the appropriate planetary data) Weight, using the expression W= mg (g = acceleration due to gravity; near earth g is approximately 9∙8 m.s-2) Weight of an object on other planets with different values of gravitational acceleration 4 hrs 20 - 24 Feb 5 days acceleration due to gravity on Earth use g earth G 22,4 % GRADE: 11 CAPS Content, Concepts and Skills Date completed & signature Time frame Week % cumulative completion Work schedule : PHYSICAL SCIENCE Topic Experiment: Verify the value for g Describe weight (the gravitational force the Earth exerts on any object on or near its surface) Distinguish between mass and weight. Know unit of weight = newton (N) and of mass = kilogram (kg) Understand weightlessness Informal Assessment - MONTHLY TEST on Newton’s laws and Newton’s law of gravitation. 5 Work schedule : PHYSICAL SCIENCE Atomic combinatio ns: 8 1 hrs 27 - 28 Febr and 1 - 3 Mar 25,9 % 5 days Molecular structure A chemical bond (is seen as the net electrostatic force two atoms sharing electrons exert on each other) MATTER AND MATERIALS (TERM 1) Content, Concepts and Skills Practical activities Dat e co mp let ed & sig nat Topic fra me % cu mul ativ We e ek co mpl Tim etio ne KNOWLEDGE AREA: GRADE: 11 CAPS The type of chemical bond in a compound determines the 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. Draw Lewis diagrams: to represent atoms to deduce number of valence electrons in an atom of an element for the hydrogen molecule Recall: Role of models in science Describe explanations of chemical bonding as an application of a model Explain, referring to diagrams showing electrostatic forces between protons and electrons, and in terms of energy considerations, why: two H atoms form an H2 molecule, but He does not form He2 Describe a covalent chemical bond (a shared pair of electrons) Apply simple rules to deduce bond formation: different atoms each with valence electrons that are: o unpaired - can share these electrons to form a chemical bond o paired (called lone pairs of electrons) - cannot share these four electrons and cannot form a chemical bond o unpaired - can share these electrons and form a chemical bond for each electron pair shared (multiple bond formation) atoms with an incomplete complement of electrons in their valence shell can share a lone pair of electrons from another atom to form a co-ordinate covalent or dative covalent bond (e.g. NH4+, H3O+) Draw Lewis diagrams (for (given the formula and using electron configurations): simple molecules (e.g. F2, H2O, NH3 , HF, OF2, HOCℓ) molecules with multiple bonds e.g. (N2, O2 and HCN) Activity: Draw Lewis structures of the elements and determine the number of bonds the element can make. Activity: (1) Describe the formation of the dative covalent (or co- ordinate covalent) bond by means of electron diagram using H3O+ and NH4+ as examples. 6 1 hrs 1 hrs Work schedule : PHYSICAL SCIENCE Molecular shape as predicted using the Valence Shell Electron Pair Repulsion (VSEPR) theory. Electrone gativity of atoms to explain the polarity of bonds 1 hrs Bond energy and length GRADE: 11 CAPS State the major principles used in the VSEPR The 5 ideal molecular shapes (NO lone pairs on the central atom ONLY bond pairs.) (A is always the central atom and X is the terminal atom) linear shape, AX2 (e.g. CO2 and BeCl2) trigonal planar shape AX3 (e.g. BF3) tetrahedral shape, AX4 (e.g. CH4 ) trigonal bipyramidal shape, AX5 (e.g. PCl5) octahedral shape, AX6 (e.g. SF6). Molecules with lone pairs on the central atom CANNOT have one of the ideal shapes e.g. water molecule Deduce the shape of the following molecules (from Lewis diagrams using VSEPR theory): CH4, NH3, H2O, BeF2 and BF3 PCℓ5 and SF6 - more than four bonds CO2 and SO2 and C2H2 ( multiple bond) Explain the concepts: Electronegativity Non-polar bond, e.g. H-H Polar bond, e.g. H-Cℓ (Show polarity of bonds using partial charges δ+ H - Cl δ-) Compare the polarity of chemical bonds using a table of electronegativities, with electronegativity differences: ∆EN > 2.1 electron transfer will take place and bond would be ionic ∆EN > 1 the bond will be covalent and polar ∆EN < 1 the bond will be covalent and very weakly polar ∆EN = 0 the bond will be covalent and nonpolar Show how polar bonds do not always lead to polar molecules Define: Bond energy Bond length Explain relationship between: Bond energy and bond length Strength of a bond between 2 chemically bonded atoms and the: length of the bond between them size of the bonded atoms number of bonds (single, double, triple) between the atoms Activity: (1) Build the five ideal molecular shapes (Atomic Model kits / Jelly Tots & tooth picks) (2) If you have a lone pair on the central atom, remove one of the tooth picks - to represent the remaining shape of the molecule (3) If you have two lone pairs on the central atom remove two tooth picks. What is the shape of the resulting structure? This structure represents the molecule (e.g. water) Activity: Look at ideal molecular shapes (build with atomic model kits) with: (1) all the end atoms the same (look at electronegativity & the bond polarity and molecular polarity (2) DIFFERENT end atoms (look at electronegativity) and the bond polarity and molecular polarity 7 Intermolecular forces 9 4 hours 5 days 6 - 10 Mar 29,3 % Intermolecular and interatomic forces (chemical bonds). Physical state and density explained in terms of these forces. Particle kinetic energy and temperature. GRADE: 11 CAPS Content, Concepts and Skills Practical activities Date compl eted & signat ure Topic Time frame % cumula tive comple Week tion Work schedule : PHYSICAL SCIENCE In a liquid or a solid there must be forces between the molecules causing them to be attracted to one another, otherwise the molecules would move apart and become a gas. These forces are called intermolecular forces (forces between molecules). Name and explain the different intermolecular forces: i. ion-dipole forces ii. ion-induced dipole forces iii. dipole-dipole forces, with hydrogen bonds a special case of dipole-dipole forces - explain hydrogen bonds iv. dipole-induced dipole forces v. induced dipole forces (The last 3 forces (involving dipoles) are also called Van der Waals forces) (Revise the concept of a covalent molecule) Describe the difference between: Intermolecular forces and interatomic forces, using: a diagram of a group of small molecules - represent a common substance, made of small molecules, to show microscopic representations of ice, H2O(s), water liquid H2O(ℓ) and water vapour H2O(g) and words Illustrate the proposition that intermolecular forces increase with increasing molecular size, e.g. He, O2, C8H18 (petrol), C23H48 (wax). (Only for van der Waals forces.) Explain: density of material in terms of the number of molecules in a unit volume, e.g. compare gases, liquids and solids the relationship between the strength of intermolecular forces and melting points and boiling points of substances composed of small molecules Contrast the melting points of substances composed of small molecules with those of large molecules where bonds must be broken for substances to melt 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 differences between thermal conductivity in non-metals & metals Activity: 1. Read the labels of different machine oils and motor oils: 15W 40 multi grade SAE 30 mono grade What does the 15W40 stand for? What is the difference between mono grade and multi grade oil? 2. Look at the liquid level in a measuring cylinder (water, oil, mercury…). What do you observe about the meniscus? Explain Activity: Consider copper and graphite and explain how heat conductivity works in both cases 3. 8 GRADE: 11 CAPS Content, Concepts and Skills Practical activities Date completed & signature Topic Time frame Week % cumulative completion Work schedule : PHYSICAL SCIENCE Prescribed experiment for formal assessment 1 hr 10 1 hr Investigate and explain intermolecular forces and the effects of intermolecular forces on evaporation, surface tension, solubility, boiling points, and capillarity Controlled conditions: Write-up of verification of IMF experiment 1 hr Describe the shape of the water molecule and its polar nature Indicate the number of H2O molecules in 1 litre of water Water’s unique features: Due to hydrogen bonding: o In solid, liquid and gaseous water o A lot of energy is required to break H-bonds - water can absorb a lot of energy before the water temperature rises o Water molecules absorb heat from the sun - sea acts as reservoir of heat and is able to ensure the earth has a moderate climate o Polar nature, strong forces of attraction between water molecules - 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: o When the water freezes helps water moderate the temperature of the earth and its climate Density of ice is less than density of liquid, 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) Recommended experiment for informal assessment Investigate the physical properties of water (density, BP, MP, effectivity as solvent, …) 1 hr The chemistry of water CONTROLLED TEST 1 13 – 17 Mar 31,9 % 5 days (Macroscopic properties of the three phases of water related to their submicroscopic structure.) Activity: (1) Build models with marbles and prestik or with Jelly Tots and tooth picks or with atomic model kits of ice, water and water vapour. What does the structure of the different states of matter of water tell you? (Measure the boiling point and melting point of water and determine the heating curve and cooling curve of water) 9 Work schedule : PHYSICAL SCIENCE WAVES, SOUND AND LIGHT Content, Concepts and Skills Practical activities Date completed & signature Topic Time frame Week % cumulative completion KNOWLEDGE AREA: GRADE: 11 CAPS Geometrical optics: 11 Refraction Revision: Reflection State the law of reflection Define: o The speed of light (constant when passing through a given medium and have a maximum value of c = 3 x 108 m∙s-1 in a vacuum) Refraction (a change of wave speed in different media, while the frequency remains constant) Normal Angle of incidence Angle of refraction 3 hrs 22 - 24 Mar 34,5 % 3 days c Refractive index , as n = v Optical density Practical Demonstration or Experiment or Investigation: Propagation of light from air into glass and back into air Propagation of light from one medium into other medium Know that the refracted index is related to the optical density. Sketch ray diagrams - show the path of a light ray through different media 10 Work schedule : PHYSICAL SCIENCE GRADE: 11 CAPS Snell’s Law 4 hrs 5 days 27 – 31 Mar 37,9 % 12 State the relationship between the: Angles of incidence and refraction Refractive indices of the media when light passes from one medium into another (Snell’s Law), n1 sinθ1 = n2 sinθ2 Apply Snell’s Law to problems involving light rays passing from one medium into another Draw ray diagrams - show path of light when it travels from a medium with higher refractive index to one of lower refractive index and vice versa Recommended project for formal assessment: END OF TERM 1 Verify Snell’s Laws Determine the refractive index of an unknown solid transparent material using Snell’s law DUE DATES FOR: Informal Assessment - Monthly test: PRACTICAL INVESTIGATION (PHYSICS) & write-up: Informal Assessment - Monthly test: PRACTICAL INVESTIGATION (CHEMISTRY): CONTROLLED TEST 1: INFORMATION/INSTRUCTIONS RESEACH TASK (due in TERM 3) TO BE GIVEN TO LEARNERS: 27 January 2017 16 + 17 February 2017 24 February 2017 13 + 14 March 2017/ or 20 + 21 April 2017 17 March 2017 31 MARCH 2017 11 Work schedule : PHYSICAL SCIENCE TERM: 1 hr IMF Prescribed experiment in Chemistry (info in Term 1) Controlled conditions: Write-up of IMF experiment 2 hrs Explain the concept of critical angle List the conditions required for total internal reflection Calculate the critical angle at the surface between a given pair of media use Snell’s Law Explain the use of optical fibers in endoscopes and telecommunications 4 days 18 - 21 April Critical angles and total internal reflection WAVES, SOUND AND LIGHT 1 hr 13 39,7 % KNOWLEDGE AREA: 2/2017 GRADE: 11 CAPS Recommended experiment for informal assessment: (1) Determine the critical angle of a rectangular glass (clear) block 12 Content, Concepts and Skills Practical activities 2D and 3D Wave fronts 14 4 hrs 24 - 26 April 3 days Diffraction 43,1 % GRADE: 11 CAPS Date completed & signature Topic Time frame Week % cumulative completion Work schedule : PHYSICAL SCIENCE Define: A wavefront (an imaginary line that connects waves that are in phase (e.g. all at the crest of their cycle)) State Huygen’s principle Diffraction (the ability of a wave to spread out in wave fronts as they pass through a small aperture or around a sharp edge) Apply Huygen’s principle to explain diffraction qualitatively: Describe light and dark areas in terms of constructive and destructive interference of secondary wavelets Sketch the diffraction pattern for a single slit Understand that: Degree of diffraction ∝ Experiment / Demonstration Demonstrate diffraction using a single slit , where w = slit width w Diffraction of light demonstrates the wave nature of light 13 Work schedule : PHYSICAL SCIENCE CHEMISTRY: MATTER AND MATERIALS Topic Ideal gases and thermal properties: Motion of particles Practical activities Students are expected to know the ideal gas equation, which 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. Kinetic theory of gases Ideal gas law 6 hr Describe the motion of individual molecules in terms of: o Collisions with each other and the walls of the container o Molecules in a sample of gas move at different speeds o Average speed in the context of molecules of a gas o An ideal gas in terms of the motion of molecules o Explain how a real gas differs from an ideal gas State/give conditions under which a real gas approaches ideal gas behavior/ ideal gas law does not apply to a real gas and explain why. Use kinetic theory to explain the gas laws Describe the relationship between (for a fixed amount of a gas): Volume and pressure, at constant temperature (Boyle’s Law) Volume and temperature, at constant pressure (Charles’ Law) Pressure and temperature, at constant volume (Gay Lussac) o practically using an example o by interpreting a typical table of results o using relevant graphs (introduce Kelvin scale where appropriate), using symbols ( and 1 ’) and the words ‘directly proportional’ and ‘inversely proportional’ as applicable o writing a relevant equation Calculate/Solve problems: Use the gas laws, P1V1 P2V2 T1 1 hrs 2 - 5 May and 8 – 12 May 50,0 % 9 days 1 hrs 15 16 Content, Concepts and Skills GRADE: 11 CAPS Temperature and heating, pressure Da te co mp let ed & fra me % cu mul ativ We e ek co mpl Tim etio ne KNOWLEDGE AREA: Recommended experiment for informal assessment (1) Verify Boyle’s law Experiment: 1. (2) Verify Charles’ law T2 Combine the three gas laws into the ideal gas law, PV = nRT Convert Celsius to Kelvin for use in ideal gas law Explain the: o Temperature of a gas in terms of the average kinetic energy of the molecules of the gas o Pressure exerted by a gas ito the collision of the molecules with the walls of the container Informal Assessment - MONTHLY TEST on refraction, Snell’s Law, diffraction, gas laws. 14 Quantitative aspects of chemical change 6 hours 3 hours 10 days 15 - 26 May 56,9 % 3 hrs 17 18 Content, Concepts and Skills Practical activities The conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants. Molar volume of gases; concentration of solutions More complex Stoichiometric calculations Volume relationships in gaseous reactions. GRADE: 11 CAPS Date completed & signature Work schedule : PHYSICAL SCIENCE CHEMISTRY: CHEMICAL CHANGE Topic Time frame Week % cumulative completion KNOWLEDGE AREA: 1 mol of gas occupies 22,4 dm3 at 0oC (273 K) and 1 atmosphere (101,3 kPa) Interpret balanced reaction equations - volume relationships for gases under same conditions of temperature and pressure (volume of gases is directly proportional to - number of particles of gases) Calculate molar concentration of a solution Perform stoichiometric calculations of: Balanced equations, include limiting reagents Determine/Calculate: the percentage yield of a chemical reaction CaCO3 in an impure sample of sea shells (purity or % composition) Empirical formula Molecular formula of compounds Experiment: (1) Make standard soln of ordinary salts Activity: (2) Do titration calculations (3) Calculate mass of ppt Recommended experiment for informal assessment (1) Determine the mass of PbO2 prepared from a certain mass of Pb(NO3)2 Do stoichiometric calculations of the ff reactions (must be given when used in calc.): With explosions, reactions (a great many molecules are produced in the gas phase so that there is a massive increase in volume): o ammonium nitrate in mining, 2NH4NO3 → 2N2(g) + 4H2O(g) + O2(g) o Petrol in a car cylinder 2C8H18 + 25O2 → 16CO2 + 18H2O o Do as application the functioning of airbags. Sodium azide reaction - 2NaN3(s) → 2Na(s) + 3N2(g) 15 19 23 29 May - 30 Jun Work schedule : PHYSICAL SCIENCE GRADE: 11 CAPS Formal evaluation - Examination DUE DATES FOR: PRACTICAL INVESTIGATION (CHEMISTRY) + write-up: Informal Assessment - Monthly test: JUNE EXAMINATION: 20 + 21 April 2017/ or 13 + 14 March 2017/ 12 May 2017 30 May – 30 JUNE 2017 END OF TERM 2 16 Practical activities REVISION JUNE EXAM Electrostatics Coulomb’s Law State Coulomb’s Law, - mathematically represented as 5 days F= 3 hrs 24 - 28 Jul Content, Concepts and Skills Date completed & signature Topic 2 hrs 24 59,5 % Work schedule : PHYSICAL SCIENCE GRADE: 11 CAPS KNOWLEDGE AREA: PHYSICS – ELECTRICITY AND MAGNETISM 3/2017 Time frame Week % cumulative completion TERM: kQ1Q 2 r2 Calculate/Solve problems: the force exerted on a charge by one or more charges in 1-D and 2-D, kQ1Q 2 r 2 (Coulomb’s Law) use F = 17 Work schedule : PHYSICAL SCIENCE 25 Electric field 3 hours 31 Jul and 1 - 4 Aug 5 days 62,1 % GRADE: 11 CAPS Describe/Define: an electric field (a region of space in which an electric charge experiences a force. The direction of the electric field at a point is the direction that a positive test charge (+1C) would move if placed at that point) magnitude of the electric field at a point (the force per unit charge, E = F/q where E and F are vectors) Draw electric field lines for various configurations of charges Deduce - the force acting on a charge in an electric field is F = qE Calculate: the electric field at a point due to a number of point charges, using, E= kQ to determine the contribution to the field due to each charge r2 Informal Assessment - MONTHLY TEST on Coulomb’s law and electric fields 18 Magnetic field associated with current carrying wires 4 days Faraday’s Law 1. 7 - 11 Aug Practical activities Date complet ed & signatu re Content, Concepts and Skills 3 hrs 65,5 % GRADE: 11 CAPS Electromagnetism 3 hours 26 Topic Time frame % cumulati ve completi Week on Work schedule : PHYSICAL SCIENCE Provide evidence for the existence of a magnetic field (B) near a current carrying wire Use the Right Hand Rule to determine the magnetic field (B) associated with a: straight current carrying wire, current carrying loop (single) of wire and solenoid Draw the magnetic field lines around a straight current carrying wire, current carrying loop (single) of wire and 2. solenoid Discuss environmental impact of overhead electrical cables State Faraday’s Law. Describe (words & pictures) what happens when a bar magnet is pushed into or pulled out of a solenoid connected to a galvanometer Determine the direction of the induced current in a solenoid when the north or south pole of a magnet is inserted or pulled out - use Right Hand Rule Define: The magnetic flux, (f = BAcos, where for a loop of area A in the presence of a uniform magnetic field B, the magnetic flux () passing through the loop, = BAcosθ, where θ is the angle between the magnetic field B and the normal to the loop of area A) The induced current flows in a direction so as to set up a magnetic field to oppose the change in magnetic flux Calculate: induced emf and induced current, for situations involving a changing magnetic field, use the equation Practical Demonstration: Get learners to observe the magnetic field around a current carrying wire Project: Make an electromagnet Practical Demonstration: Faraday’s law for Faraday’s Law, where = -N t where = BAcosθ is the magnetic flux 19 27 GRADE: 11 CAPS Content, Concepts and Skills Practical activities Date completed & signature Topic Time frame Week % cumulative completion Work schedule : PHYSICAL SCIENCE Electric circuits Ohm’s Law 4 hrs 14 - 18 Aug 5 days 69,0 % Determine the relationship between current, voltage and resistance at constant temperature using a simple circuit State the difference between Ohmic and non- Ohmic conductors, and give an example of each Calculate/Solve problems using the mathematical expression of Ohm’s Law, R=V/I, for: series circuits parallel circuits Recommended experiment for informal assessment Obtain current and voltage data for a resistor and light bulb and determine which one obeys Ohm’s law. 20 Work schedule : PHYSICAL SCIENCE Power, Energy 28 Define: power (the rate at which electrical energy is converted in an electric circuit and is measured in watts (W)) Know: 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 V2 Power can also be given by P = I R or P = R 5 days 2 4 hrs 21 - 25 Aug 72,4 % GRADE: 11 CAPS Experiment/Demonstration: Investigate the power dissipated in bulbs connected either in series or parallel or both series and parallel Electrical energy is given by E = Pt and is measured in joules (J) The kilowatt hour (kWh) refers to use of 1 kilowatt of electricity for 1 hour Solve/calculate problems involving: Circuits, including the concept of power The concept of electrical energy The cost of electricity usage, given the power specifications of appliances used and the duration if the cost of 1 kWh is given Informal Assessment - MONTHLY TEST on magnetic fields, Faraday’s law, Ohm’s law, power and energy. 21 Energy changes in reactions related to bond energy changes; 1 hours Practical activities Energy is exchanged or transformed in all chemical reactions and physical changes of matter. Thermodynamics is the science of heat or energy flow in chemical reactions. Exothermic and endothermi c reactions; Activation energy. 1 hours 28 - 31 Aug and 1 Sept 5 days 2 hour 29 Content, Concepts and Skills Date com plete d& sign ature % cumu lative comp Wee letion Topic Energy and chemical change: 75,9 % Work schedule : PHYSICAL SCIENCE GRADE: 11 CAPS KNOWLEDGE AREA: CHEMISTRY (CHEMICAL CHANGE) 3/2017 k Time fram e TERM: Explain: enthalpy and its relationship to heat of reaction Define: Exothermic reactions Endothermic reactions Identify: bond breaking requires energy (endothermic) bond formation releases energy (exothermic) Classify (with reason) the following reactions as exothermic or endothermic: respiration; photosynthesis; combustion of fuels State: ΔH > 0 for endothermic reactions. ΔH<0 for exothermic reactions Draw free hand graphs of endothermic and exothermic reactions (without activation energy) Define: activation energy Explain a reaction process in terms of: Energy change, and relate energy change to: o bond breaking and formation o “activated complex” Draw free hand graphs of endothermic reactions and exothermic reactions (with activation energy) Recommended project for formal assessment Investigate: (1) endothermic reactions: a) ammonium nitrate and water b) potassium nitrate and water c) magnesium sulphate and water, AND (2) exothermic reactions: a) calcium chloride and water b) dry copper(II) sulphate and water c) lithium and water. Experiment: (1) Investigate the concept of activation energy by burning magnesium ribbon in air or oxygen and draw a rough energy graph of your results. (Graph of temperature against time) 22 Types of reaction: 30 31 6 hrs Content, Concepts and Skills Practical activities 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. Define: Acids and bases - use the acid-base theories of Arrhenius and Bronsted - Lowry o An acid as an H+ donor o A base as an H+ acceptor in reaction An ampholyte List common: Acids (hydrochloric acid, nitric acid, sulfuric acid and acetic acid) by name and formula Bases (sodium carbonate, sodium hydrogen carbonate and sodium hydroxide) by name and formula Identify conjugate acid/base pairs Experiment: (1) Titration (leave until gr 12/ simple qualitative titration/more practical applied and quantitative titration in grade 12) Recommended experiment for informal assessment Discover your own effective natural acid base indicator by using coloured plants. Do experiments using natural indicators (Not only red cabbage; investigate with different coloured plants - find new indicators that might be useful and compare their usefulness as acid- base indicator) 1 hr 4 – 8 and 11 - 15 Sept 81,0 % 10 days Acid-base GRADE: 11 CAPS Date completed & signature Topic Time frame Week % cumulative completion Work schedule : PHYSICAL SCIENCE CONTROLLED TEST 2 23 Work schedule : PHYSICAL SCIENCE GRADE: 11 CAPS 4 hrs 18 - 29 Sept 86,2 % 32 33 9 days Acid-base Write the overall equation for: Simple acid-metal hydroxide Acid- metal oxide Acid -metal carbonate reactions - relate to what happens at the macroscopic and microscopic level What is an indicator? (Look for some natural indicators) Use acid-base reactions to produce and isolate salts, Na2SO4, CuSO4 and CaCO3 (3) Prepare sodium chloride salt by using acid base reactions to produce and isolate salts (4) What is the purpose of using limestone by communities when building blair toilets (pit latrines)? (5) What is the purpose of using ash in the blair toilets by communities? DUE DATES FOR: Informal Assessment - Monthly test: Informal Assessment - Monthly test: RESEARCH TASK hand in Controlled Test 2 4 Aug 2017 25 August 2017 8 September 2017 15 September 2017 END OF TERM 3 24 Work schedule : PHYSICAL SCIENCE Topic Content, Concepts and Skills Oxidation number of atoms in molecules to explain their relative “richness” in electrons Redox reactions CHEMISTRY – CHEMICAL CHANGE Explain the meaning of oxidation number Use rules of oxidation to assign oxidation numbers to atoms in a variety of molecules and ions e.g. H2O, CH4, CO2, H2O2, HOCℓ Determine the oxidation number from a chemical formula and electronegativities Identify a reduction - oxidation reaction Apply the correct terminology Describe oxidation reduction reactions: Involving electron transfer Involving changes in oxidation number Balance redox reaction equations by using oxidation numbers via the ion-electron method Informal Assessment - MONTHLY TEST on acids and bases, oxidation numbers and redox reactions Practical activities Date completed & signature KNOWLEDGE AREA: 6 hrs 9 - 20 Oct 10 days 2 hours 34 35 93,1 % 4/2017 Time frame Week % cumulative completion TERM: GRADE: 11 CAPS Recommended experiment for informal assessment (1) Do redox reactions that include synthesis reactions, decomposition reactions and displacement reactions (for informal assessment do at least ONE synthesis, ONE decomposition and ONE displacement reaction) (2) Investigate the reducing action of hydrogen sulphide and the oxidizing action of potassium permanganate on various substances 25 Content, Concepts and Skills Practical activities Date com plet ed & sign atur e Topic Exploiting the The lithosphere is the earth’s crust and upper mantle. The crust contains non-renewable fossil fuels (created from ancient fossils that were buried lithosphere or and subjected to intense pressure and heat) and minerals, and renewable soil chemicals (nutrients) needed for plant life. earth’s crust Choose ONE mining activity and develop the mining activity according to the statements given Experiment: Mining and Give a brief history of humankind across the ages: (1) Investigate the process of corrosion of mineral o Linking their technology and the materials they have used to their tools and their iron processing: weapons Activity: o Referring to evidence of these activities in South Africa The choices (2) Describe methods for the extraction of o Describe the earth’s crust as a source of the materials man uses are the metals from their ores, such as the o What is available? (the abundance of the elements on earth) following: physical method, heating alone and Where is it found? (the uneven distribution of elements across the atmosphere, the Gold, iron, heating with carbon hydrosphere, the biosphere and the lithosphere) phosphate, (3) Describe different forms of calcium How is it found? (Seldom as elements, inevitably as minerals) coal, carbonate in nature How are the precious materials recovered? (the need to mine and process the minerals and diamond, Experiment: separating them from their surroundings and processing them to recover the metals or copper, (4) Investigate the actions of heat, water, other precious material - use terms like resources, reserves, ore, ore body) platinum, zinc, and acids on calcium carbonate. Describe the recovery of gold referring to chrome, (5) Design and perform chemical tests for o why it is worth mining? asbestos and calcium carbonate o the location of the major mining activity in South Africa? manganese (6) How can we use Oxy- cleaners to produce o the major steps in the process: deep level underground mining separation of the ore mining oxygen? from other rock industries 8 hours 23 – 31 Oct and 1 - 3 Nov o o the need to crush the ore bearing rock separating the finely divided gold metal in the ore by dissolving in a sodium cyanide oxygen mixture (oxidation) - simple reaction equation o the recovery of the gold by precipitation (Zn) (reduction) - simple reaction equation (this method is outdated, mines use activated 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. Describe 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 (7) How can we use Oxy- cleaners to get a metal from its ore Discussion (8) Participate in decision- making exercises or discussions on issues related to conservation of natural resources Practical investigation Look at the periodic table again and research where all the elements come from and what they are used for with special reference to elements coming from the lithosphere DUE DATES FOR: Informal Assessment- Monthly test: Final examinations 20 October 2017 6 Nov - 6 December 2017 26 PHYSICAL SCIENCES GRADES 10-12 100 % 10 days 36 -37 Work schedule : PHYSICAL SCIENCE GRADE: 11 CAPS KNOWLEDGE AREA: CHEMISTRY – CHEMICAL SYSTEMS 4/2017 fram e % cum ulati ve Wee com k pleti on Time TERM: