Download work-schedule-gr-11-caps-2017

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
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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
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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
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% 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
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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
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compl
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signat
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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
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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
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frame
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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: