Physical Sciences GR 12 Exam Guidelines 2021 Eng - Hlayiso - Com
Physical Sciences GR 12 Exam Guidelines 2021 Eng - Hlayiso - Com
Physical Sciences GR 12 Exam Guidelines 2021 Eng - Hlayiso - Com
com
PHYSICAL SCIENCES
EXAMINATION GUIDELINES
GRADE 12
2021
TABLE OF CONTENTS
Page
1. INTRODUCTION 3
2. ASSESSMENT IN GRADE 12 4
2.1 Format of question papers 4
2.2 Numbering and sequence of questions 4
2.3 Information sheets 4
2.4 Weighting of cognitive levels 5
2.5 Weighting of prescribed content 5
2.6 Skills in Physical Sciences 5
2.7 Prior knowledge from Grades 10 and 11 6
4. GENERAL INFORMATION 25
4.1 Quantities, symbols and units 25
4.2 Information sheets – Paper 1 (Physics) 27
4.3 Information sheets – Paper 2 (Chemistry) 29
7. CONCLUSION 36
1. INTRODUCTION
The Curriculum and Assessment Policy Statement (CAPS) for Physical Sciences outlines the
nature and purpose of the subject Physical Sciences. This guides the philosophy underlying the
teaching and assessment of the subject in Grade 12.
Provide clarity on the depth and scope of the content to be assessed in the Grade 12
National Senior Certificate (NSC) Examination in Physical Sciences.
Assist teachers to adequately prepare learners for the examinations.
This document deals with the final Grade 12 external examinations. It does not deal in any depth
with the school-based assessment (SBA).
The National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement
(CAPS): Physical Sciences
The National Protocol of Assessment: 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)
The national policy pertaining to the programme and promotion requirements of the National
Curriculum Statement, Grades R–12
2. ASSESSMENT IN GRADE 12
QUESTION 2 onwards:
Longer questions assessing skills and knowledge across cognitive levels. Numbering starts with
QUESTION 2 and will be continuous. Subquestions will be numbered by two digits, e.g. 2.1, 2.2.
Numbering is restricted to a maximum of three digits, e.g. 2.1.1, 2.1.2.
The separate information sheets for Paper 1 and Paper 2 are included in this document.
Papers 1 and 2 will include questions across four cognitive levels. The distribution of cognitive
levels in Physics and Chemistry papers is given below.
Design/Plan of an investigation:
o Identify variables (dependent, independent and controlled variables).
o List appropriate apparatus.
o Plan the sequence of steps which should include, amongst others:
- The need for more than one trial to minimise experimental errors.
- Identify safety precautions that need to be taken.
- Identify conditions that ensure a fair test.
- Set an appropriate control.
Graphs:
o Draw accurate graphs from given data/information.
o Interpret graphs.
o Draw sketch graphs from given information.
Results:
o Identify patterns/relationships in data.
o Interpret results.
Conclusions:
o Draw conclusions from given information, e.g. tables, graphs.
o Evaluate the validity of conclusions.
Calculations:
o Solve problems using two or more different calculations (multistep calculations).
Descriptions:
o Explain/Describe/Argue the validity of a statement/event using scientific principles.
All skills and application of knowledge learnt in Grades 10 and 11 are applicable to assessment in
Grade 12. In addition to content from Grades 10 and 11 included under examinable content for
Grade 12, skills and knowledge from Grades 10 and 11 that may be assessed in Grade 12 include
the following:
The use of equations of motion in solving problems dealing with momentum, vertical
projectile motion, work, energy and power
Sound waves and properties of sound
Electromagnetism
NOTE: Although there will be no direct questions about these aspects, applications thereof can
be assessed.
The final examination in Physical Sciences will cover the topics outlined below.
Impulse
Define impulse as the product of the resultant/net force acting on an object and the time
the net force acts on the object.
Use the impulse-momentum theorem, FnetΔt = mΔv, to calculate the resultant/net force
exerted, the time for which the force is applied and the change in momentum for a
variety of situations involving the motion of an object in one dimension.
Explain how the concept of impulse applies to safety considerations in everyday life,
e.g. airbags, seatbelts and arrestor beds.
Work-energy theorem
State the work-energy theorem: The work done on an object by a net force is equal to
the change in the object's kinetic energy OR the work done on an object by a net force
is equal to the change in the object's kinetic energy.
In symbols: W net = Δ K = Kf - Ki
Apply the work-energy theorem to objects on horizontal, vertical and inclined planes
(for both frictionless and rough surfaces).
Power
Define power as the rate at which work is done or energy is expended.
W
In symbols: P =
t
Calculate the power involved when work is done.
Perform calculations using Pave= Fvave when an object moves at a constant speed along
a rough horizontal surface or a rough inclined plane.
Calculate the power output for a pump lifting a mass (e.g. lifting water through a height
at constant speed).
With light – red shifts in the universe (evidence for the expanding universe)
Explain red shifts.
Use the Doppler effect to explain why we conclude that the universe is expanding.
Electrostatics
(This section must be read in conjunction with the CAPS, p. 84–85.)
Coulomb's law
State Coulomb's law: The magnitude of the electrostatic force exerted by one point
charge (Q1) on another point charge (Q2) is directly proportional to the product of
the magnitudes of the charges and inversely proportional to the square of the
distance (r) between them:
kQ 1Q2
Solve problems using the equation F = for charges in one dimension (1D)
r2
(restrict to three charges).
kQ 1Q2
Solve problems using the equation F = for charges in two dimensions (2D) – for
r2
three charges in a right-angled formation (limit to charges at the 'vertices of a
right-angled triangle').
Electric field
Describe an electric field as 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 would move if placed at that point.
Draw electric field lines for the following configurations:
o A single point charge
o Two point charges (one negative, one positive OR both positive OR both
negative)
o A charged sphere
NOTE: Restrict to situations in which the charges are identical in magnitude.
Define electric field at a point: The electric field at a point is the electrostatic force
F
experienced per unit positive charge placed at that point. In symbols: E
q
F
Solve problems using the equation E .
q
Calculate the electric field at a point due to a number of point charges, using the
kQ
equation E 2 to determine the contribution to the field due to each charge. Restrict
r
to three charges in a straight line.
Electric Circuits
(This section must be read in conjunction with the CAPS, p. 88–89 & 121.)
Ohm's law
State Ohm's law in words: The potential difference across a conductor is directly
proportional to the current in the conductor at constant temperature.
Determine the relationship between current, potential difference and resistance at
constant temperature using a simple circuit.
State the difference between ohmic conductors and non-ohmic conductors and give an
example of each.
V
Solve problems using R for series and parallel circuits (maximum four resistors).
I
Power, energy
Define power as the rate at which work is done.
W
Solve problems using P = .
t
V2
Solve problems using P = VI , P = I2R or P = .
R
Solve circuit problems involving the concepts of power and electrical energy.
Deduce 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, the duration and the cost of 1 kWh.
Electrodynamics
(This section must be read in conjunction with the CAPS, p. 130–131.)
Electrical machines (generators, motors)
State the energy conversion in generators.
Use the principle of electromagnetic induction to explain how a generator works.
Explain the functions of the components of an AC and a DC generator.
State examples of the uses of AC and DC generators.
State the energy conversion in motors.
Use the motor effect to explain how a motor works.
Explain the functions of the components of a motor.
State examples of the use of motors.
Alternating current
State the advantages of alternating current over direct current.
Sketch graphs of voltage versus time and current versus time for an AC circuit.
Define the term rms for an alternating voltage/current.
The rms potential difference is the AC potential difference which dissipates/produces
the same amount of energy as an equivalent DC potential difference.
The rms current is the alternating current which dissipates/produces the same amount
of energy as an equivalent direct current (DC).
I V
Solve problems using Irms max , Vrms max .
2 2
Solve problems using Pave = IrmsVrms = ½ ImaxVmax (for a purely resistive circuit),
2
Vrms
Pave = I2rmsR and Pave = .
R
Concentration of solutions
Calculate the molar concentration of a solution.
Intermolecular Forces
(This section must be read in conjunction with the CAPS, p. 71–73.)
Intermolecular and interatomic forces (chemical bonds)
Name and explain the different intermolecular forces (Van der Waal's forces):
(i) Dipole-dipole forces:
Forces between two polar molecules
(ii) Induced dipole forces or London forces:
Forces between non-polar molecules
(iii) Hydrogen bonding:
Forces between molecules in which hydrogen is covalently bonded to nitrogen,
oxygen or fluorine – a special case of dipole-dipole forces
Describe the difference between intermolecular forces and interatomic forces
(intramolecular forces) using a diagram of a group of small molecules; and in words.
Example:
Intermolecular forces
H H
Interatomic forces/chemical bonds
H C H H C H
H H
State the relationship between intermolecular forces and molecular size. For non-polar
molecules, the strength of induced dipole forces increases with molecular size.
Explain the effect of intermolecular forces on boiling point, melting point and vapour
pressure.
Boiling point:
The temperature at which the vapour pressure of a substance equals atmospheric
pressure. The stronger the intermolecular forces, the higher the boiling point.
Melting point:
The temperature at which the solid and liquid phases of a substance are at equilibrium.
The stronger the intermolecular forces, the higher the melting point.
Vapour pressure:
The pressure exerted by a vapour at equilibrium with its liquid in a closed system.
The stronger the intermolecular forces, the lower the vapour pressure.
Organic Molecules
(This section must be read in conjunction with the CAPS, p. 104–116.)
Define organic molecules as molecules containing carbon atoms.
Organic molecular structures – functional groups, saturated and unsaturated
structures, isomers
Write down condensed structural formulae, structural formulae, molecular formulae and
IUPAC names (up to 8 carbon atoms) for:
o Alkanes (no ring structures)
o Alkenes (no ring structures)
o Alkynes
o Halo-alkanes (primary, secondary and tertiary haloalkanes; no ring structures)
o Alcohols (primary, secondary and tertiary alcohols)
o Carboxylic acids
o Esters
o Aldehydes
o Ketones
Know the following definitions/terms:
o Molecular formula: A chemical formula that indicates the element and numbers
of each of the atoms in a molecule.
Example: C4H8O
o Structural formula: A structural formula of a compound shows which atoms are
attached to which within the molecule. Atoms are represented by their chemical
symbols and lines are used to represent ALL the bonds that hold the atoms
together.
Example:
H H O H
H C C C C H
H H H
o Condensed structural formula: This notation shows the way in which atoms are
bonded together in the molecule, but DOES NOT SHOW ALL bond lines.
Example:
O
CH3CH2COCH3 OR CH3CH2CCH3
C
Only C-H and C-C
Alkanes C
single bonds
C C
Carbon-carbon
Alkenes
double bond
C C Carbon-carbon
Alkynes
triple bond
Halogen atom
Haloalkanes C X bonded to a C atom
in an alkane
(X = F, Cℓ, Br, I)
Hydroxyl group
Alcohols C O H bonded to a
saturated C atom
O
Aldehydes Formyl group
C H
O Carbonyl group
Ketones C C C bonded to two C
atoms
O
Carboxylic acids Carboxyl group
C O H
O
Esters C O C -
o Structural isomer: Organic molecules with the same molecular formula, but
different structural formulae
Identify compounds (up to 8 carbon atoms) that are saturated, unsaturated and are
structural isomers.
Restrict structural isomers to chain isomers, positional isomers and functional isomers.
o Chain isomers: Same molecular formula, but different types of chains, e.g.
butane and 2-methylpropane
H H H
H H H H H C C C H
H C C C C H H H
H C H
H H H H H
Butane 2-methylpropane
o Positional isomers: Same molecular formula, but different positions of the side
chain, substituents or functional groups on the parent chain, e.g.
1-chloropropane and 2-chloropropane or but-2-ene and but-1-ene
H H H H H H
H C C C Cl H C C C H
H H H H Cl H
1-chloropropane 2-chloropropane
H H H H H H
C C C C H H C C C C H
H H H H H H H
but-1-ene but-2-ene
o Functional isomers: Same molecular formula, but different functional groups, e.g.
methyl methanoate and ethanoic acid
O H H O
H C O C H H C C O H
H H
methyl methanoate ethanoic acid
IUPAC naming and formulae for compounds in the homologous series above
Write down the IUPAC name when given the structural formula or condensed structural
formula.
Write down the structural formula when given the IUPAC name or molecular formula.
Compounds must be restricted to one functional group per compound (except
haloalkanes).
Haloalkanes restricted to two functional groups per compound.
Alkyl substituents (methyl- and ethyl- only) restricted to a maximum of THREE on the
parent chain.
When naming haloalkanes:
o Halogen substituents do not get preference over alkyl groups.
o Numbering should start from the end nearest to the first substituent.
o When substituents, e.g. Br and Cℓ or Cℓ and methyl, have the same number when
numbered from different ends of chain, preference is given to alphabetical order,
e.g. bromo- over chloro-; chloro- over methyl-.
When writing IUPAC names, substituents are written alphabetically namely bromo,
chloro, ethyl, methyl. Ignore prefixes di and tri.
Structure and physical properties (boiling point, melting point, vapour pressure)
relationships
For a given example (from the above functional groups), explain the relationship
between physical properties and:
o Strength of intermolecular forces (Van der Waal's forces), i.e. hydrogen bonds,
dipole-dipole forces, induced dipole forces
o Type of functional groups
o Chain length
o Branched chains
Oxidation of alkanes
State the use of alkanes as fuels.
Write down an equation for the combustion of an alkane in excess oxygen.
Esterification
Write down an equation, using structural formulae or condensed structural formulae, for
the formation of an ester.
Name the alcohol and carboxylic acid used and the ester formed.
Write down reaction conditions for esterification.
Activation energy
Define activation energy as the minimum energy needed for a reaction to take place.
Define an activated complex as the unstable transition state from reactants to products.
Draw or interpret fully labelled sketch graphs (potential energy versus course of
reaction graphs) of catalysed and uncatalysed endothermic and exothermic reactions.
Chemical Equilibrium
(This section must be read in conjunction with the CAPS, p. 125–126.)
Chemical equilibrium and factors affecting equilibrium
Explain what is meant by:
o Open and closed systems: An open system continuously interacts with its
environment, while a closed system is isolated from its surroundings.
o A reversible reaction: A reaction is reversible when products can be converted
back to reactants and vice versa.
o Chemical equilibrium: It is a dynamic equilibrium when the rate of the forward
reaction equals the rate of the reverse reaction.
List the factors that influence the position of an equilibrium, i.e. pressure (gases only),
concentration and temperature.
Equilibrium constant
List the factors that influence the value of the equilibrium constant, Kc.
Write down an expression for the equilibrium constant, having been given the equation
for the reaction.
Perform calculations based on Kc values.
Explain the significance of high and low values of the equilibrium constant.
Application of equilibrium principles
State Le Chatelier's principle: When the equilibrium in a closed system is disturbed, the
system will re-instate a new equilibrium by favouring the reaction that will oppose the
disturbance.
Use Le Chatelier's principle to explain changes in equilibria qualitatively.
Interpret graphs of equilibrium, e.g. concentration/rate/number of moles/mass/
volume versus time.
Acid-base reactions
Write down the reaction equations of aqueous solutions of acids and bases.
Examples: HCℓ(g) + H2O(ℓ) → H3O+(aq) + Cℓ-(aq) (HCℓ is a monoprotic acid.)
NH3(g) + H2O(ℓ) → NH 4 (aq) + OH-(aq)
H2SO4(aq) + 2H2O(ℓ) → 2H3O+(aq) + SO 24 (aq) (H2SO4 is a diprotic acid.)
Identify conjugate acid-base pairs for given compounds.
Describe a substance that can act as either acid or base as ampholyte. Water is a good
example of an ampholyte substance. Write equations to show how an ampholyte
substance can act as acid or base.
Write down neutralisation reactions of common laboratory acids and bases.
Examples: HCℓ(aq) + NaOH(aq)/KOH(aq) → NaCℓ(aq)/KCℓ(aq) + H2O(ℓ)
HCℓ(aq) + Na2CO3(aq) → NaCℓ(aq) + H2O(ℓ) + CO2(g)
HNO3(aq) + NaOH(aq) → NaNO3(aq) + H2O(ℓ)
H2SO4(aq) + 2NaOH(aq) → Na2SO4(aq) + 2H2O(ℓ)
(COOH)2(aq) + NaOH(aq) → (COO)2Na2(aq) + H2O(ℓ)
CH3COOH(aq) + NaOH(aq) → CH3COONa(aq) + H2O(ℓ)
NOTE: The above are examples of equations that learners will be expected to write
from given information. However, any other neutralisation reaction can be
given in the question paper to assess, e.g. stoichiometry.
Hydrolysis
Define hydrolysis as the reaction of a salt with water.
Determine the approximate pH (equal to, smaller than or larger than 7) of salts in salt
hydrolysis.
o Hydrolysis of the salt of a weak acid and a strong base results in an alkaline
solution, i.e. the pH > 7. Examples of such salts are sodium ethanoate, sodium
oxalate and sodium carbonate.
o Hydrolysis of the salt of a strong acid and a weak base results in an acidic
solution, i.e. the pH < 7. An example of such a salt is ammonium chloride.
o The salt of a strong acid and a strong base does not undergo hydrolysis and the
solution of the salt will be neutral, i.e. pH = 7.
Acid-base titrations
Motivate the choice of a specific indicator in a titration. Choose from methyl orange,
phenolphthalein and bromothymol blue.
Define the equivalence point of a titration as the point at which the acid/base has
completely reacted with the base/acid.
Define the endpoint of a titration as the point where the indicator changes colour.
Perform stoichiometric calculations based on titrations of a strong acid with a strong
base, a strong acid with a weak base and a weak acid with a strong base. Calculations
may include percentage purity.
For a titration, e.g. the titration of oxalic acid with sodium hydroxide:
o List the apparatus needed or identify the apparatus from a diagram.
o Describe the procedure to prepare a standard oxalic acid solution.
o Describe the procedure to conduct the titration.
o Describe safety precautions.
o Describe measures that need to be in place to ensure reliable results.
o Interpret given results to determine the unknown concentration.
Explain the auto-ionisation of water, i.e. the reaction of water with itself to form H3O+
ions and OH- ions.
Interpret Ka values of acids to determine the relative strength of given acids. Interpret Kb
values of bases to determine the relative strength of given bases.
Compare strong and weak acids by looking at:
o pH (monoprotic and diprotic acids)
o Conductivity
o Reaction rate
Electrochemical Reactions
(This section must be read in conjunction with the CAPS, p. 134–137.)
Galvanic cells
Define the galvanic cell as a cell in which chemical energy is converted to electrical
energy.
Define oxidation and reduction in terms of electron (e-) transfer:
Oxidation is a loss of electrons. Reduction is a gain of electrons.
Define oxidation and reduction in terms of oxidation numbers:
Oxidation: an increase in oxidation number
Reduction: a decrease in oxidation number
Define an oxidising agent and a reducing agent in terms of oxidation and reduction:
Oxidising agent: a substance that is reduced/gains electrons.
Reducing agent: a substance that is oxidised/loses electrons.
Define an anode and a cathode in terms of oxidation and reduction:
Anode: the electrode where oxidation takes place
Cathode: the electrode where reduction takes place
Define an electrolyte as a substance of which the aqueous solution contains ions OR a
substance that dissolves in water to give a solution that conducts electricity.
Understanding of the processes and redox reactions taking place in galvanic cells
Describe the movement of ions in the solutions.
State the direction of electron flow in the external circuit.
Write down the half-reactions that occur at the electrodes.
State the function of the salt bridge.
Use cell notation or diagrams to represent a galvanic cell.
When writing cell notation, the following convention should be used:
o The H2|H+ half-cell is treated just like any other half-cell.
o Cell terminals (electrodes) are written on the outside of the cell notation.
o Active electrodes:
reducing agent | oxidised species || oxidising agent | reduced species
o Inert electrodes (usually Pt or C):
Pt | reducing agent | oxidised species || oxidising agent | reduced species | Pt
Example: Pt | Cℓ-(aq) |Cℓ2(g) || F2(g) | F-(aq) | Pt
Predict the half-cell in which oxidation will take place when two half-cells are
connected.
Predict the half-cell in which reduction will take place when connected to another
half-cell.
Write down the overall cell reaction by combining two half-reactions.
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.
Electrolytic cells
Define the electrolytic cell as a cell in which electrical energy is converted into chemical
energy
Electrolysis: The chemical process in which electrical energy is converted to
chemical energy OR the use of electrical energy to produce a chemical change
Understanding the processes and redox reactions taking place in electrolytic cells
Describe the movement of ions in the solution.
State the direction of electron flow in the external circuit.
Write equations for the half-reactions taking place at the anode and cathode.
Write down the overall cell reaction by combining two half-reactions.
Describe, using half-reactions and the equation for the overall cell reaction as well as
the layout of the particular cell using a schematic diagram, the following electrolytic
processes:
o The decomposition of copper(II) chloride
o Electroplating, e.g. the electroplating of an iron spoon with silver/nickel
o Refining of metals, e.g. copper
o The electrolysis of a concentrated solution of sodium chloride
4. GENERAL INFORMATION
The most common quantities, symbols and SI units used in introductory Physics are listed below.
A quantity should not be confused with the unit in which it is measured.
period T second s
-1
speed of light c metre per second m∙s
refractive index n (none)
focal length f metre m
object distance s u metre m
image distance s' v metre m
magnification m (none)
charge Q, q coulomb C
-1
newton per coulomb or N∙C or
electric field E -1
volt per metre V∙m
electric potential at
VP volt V
point P
potential difference V, V volt V
emf E ε volt V
current I, i ampere A
resistance R ohm Ω
internal resistance r ohm Ω
magnetic field B tesla T
2
2 T∙m or
magnetic flux Φ tesla∙metre or weber
Wb
NOTE:
1. For marking purposes, alternative symbols will also be accepted.
2. Separate compound units with a multiplication dot, not a full stop, e.g. m·s-1.
For marking purposes, m.s-1 will also be accepted.
3. Use the equal sign only when it is mathematically correct, e.g.
Incorrect: 1 cm = 1 m (on a scale drawing)
Correct: 1 cm = 10-2 m 1 cm represents 1 m (on a scale drawing)
TABLE 2: FORMULAE
MOTION
FORCE
Fnet ma p mv
sN fk k N
max
fs
Fnet t p
w mg
p mv f – mvi
Gm 1m 2 Gm 1m 2 GM GM
F OR F g OR g
d2 r2 d2 r2
1
vf T
f
v vL c
fL fs E hf OR E h
v vs
E Wo Ek(max) OR E Wo K max where
1 1
E hf and W0 hf0 and E k (max) mvmax
2
OR K max mvmax
2
2 2
ELECTROSTATICS
kQ1Q 2 kQ
F E
r2 r2
W F
V E
q q
Q Q
n OR n
e qe
ELECTRIC CIRCUITS
V
R emf ( ε ) I(R + r)
I
R s R1 R 2 ...
q I t
1 1 1
...
R p R1 R 2
W
W Vq P
Δt
W VI t
P VI
W I2R t
P I 2R
V Δt
2
W V2
R P
R
ALTERNATING CURRENT
TABLE 2: FORMULAE
m N
n n
M NA
n m V
c OR c n
V MV Vm
c a Va n a
pH = -log[H3O+]
c b Vb nb
OR
Eθcell Ereduction
θ
Eθoxidation
OR
1 2 13 14 15 16 17 18
3 4 5 6 7 8 9 10 11 12
(I) (II) (III) (IV) (V) (VI) (VII) (VIII)
1 2
KEY Atomic number
2,1
H He
1 4
3 4 29 5 6 7 8 9 10
1,9
Cu
1,0
1,5
2,0
2,5
3,0
3,5
4,0
Li Be Electronegativity Symbol B C N O F Ne
7 9 63,5 11 12 14 16 19 20
11 12 13 14 15 16 17 18
Aℓ Cℓ
0,9
1,2
1,5
1,8
2,1
2,5
3,0
Na Mg Approximate relative atomic mass Si P S Ar
23 24 27 28 31 32 35,5 40
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
0,8
1,0
1,3
1,5
1,6
1,6
1,5
1,8
1,8
1,8
1,9
1,6
1,6
1,8
2,0
2,4
2,8
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
39 40 45 48 51 52 55 56 59 59 63,5 65 70 73 75 79 80 84
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
0,8
1,0
1,2
1,4
1,8
1,9
2,2
2,2
2,2
1,9
1,7
1,7
1,8
1,9
2,1
2,5
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
86 88 89 91 92 96 101 103 106 108 112 115 119 122 128 127 131
55 56 57 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
Tℓ
0,7
0,9
1,6
1,8
1,8
1,9
2,0
2,5
Cs Ba La Hf Ta W Re Os Ir Pt Au Hg Pb Bi Po At Rn
133 137 139 179 181 184 186 190 192 195 197 201 204 207 209
87 88 89
0,7
0,9
Fr Ra Ac 58 59 60 61 62 63 64 65 66 67 68 69 70 71
226
Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
140 141 144 150 152 157 159 163 165 167 169 173 175
90 91 92 93 94 95 96 97 98 99 100 101 102 103
Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
232 238
Half-reactions Eθ (V)
F2(g) + 2e ⇌ 2F + 2,87
Co + e
2+
3+
⇌ Co + 1,81
H2O2 + 2H +2e
+
⇌ 2H2O +1,77
MnO 4 + 8H + 5e + 1,51
+ 2+
⇌ Mn + 4H2O
Cℓ2(g) + 2e ⇌ 2Cℓ + 1,36
2 + 3+ + 1,33
Cr2O 7 + 14H + 6e ⇌ 2Cr + 7H2O
+
O2(g) + 4H + 4e ⇌ 2H2O + 1,23
MnO2+ 4H + 2e
2+
+
⇌ Mn + 2H2O + 1,23
Pt + 2e ⇌
2+
Pt + 1,20
Br2(ℓ) + 2e ⇌ 2Br + 1,07
NO 3 + 4H + 3e + 0,96
+
⇌ NO(g) + 2H2O
2+
Hg + 2e ⇌ Hg(ℓ) + 0,85
Ag + e ⇌
+
Ag + 0,80
NO 3 + 2H + e + 0,80
+
⇌ NO2(g) + H2O
2+
3+
Fe + e ⇌ Fe + 0,77
O2(g) + 2H + 2e ⇌
+
H2O2 + 0,68
Cu + e ⇌
+
Cu + 0,52
SO2 + 4H + 4e ⇌
+
S + 2H2O + 0,45
2H2O + O2 + 4e ⇌ 4OH + 0,40
Cu + 2e ⇌
2+
Cu + 0,34
2
SO 4 + 4H + 2e ⇌ + 0,17
+
SO2(g) + 2H2O
+
2+
Cu + e ⇌ Cu + 0,16
Sn + 2e
4+ 2+
⇌ Sn + 0,15
S + 2H + 2e
+
⇌ H2S(g) + 0,14
2H + 2e
+
⇌ H2(g) 0,00
Fe + 3e ⇌ 0,06
3+
Fe
Pb + 2e ⇌ 0,13
2+
Pb
Sn + 2e ⇌ 0,14
2+
Sn
Ni + 2e ⇌ 0,27
2+
Ni
Co + 2e ⇌ 0,28
2+
Co
Cd + 2e ⇌ 0,40
2+
Cd
Cr + e
2+
⇌ 0,41
3+
Cr
Fe + 2e ⇌ 0,44
2+
Fe
Cr + 3e 0,74
3+
⇌ Cr
Zn + 2e 0,76
2+
⇌ Zn
2H2O + 2e ⇌ H2(g) + 2OH 0,83
Cr + 2e ⇌ 0,91
2+
Cr
Mn + 2e ⇌ 1,18
2+
Mn
Aℓ + 3e ⇌ 1,66
3+
Aℓ
Mg + 2e ⇌ 2,36
2+
Mg
Na + e ⇌ 2,71
+
Na
Ca + 2e ⇌ 2,87
2+
Ca
Sr + 2e ⇌ 2,89
2+
Sr
Ba + 2e ⇌ 2,90
2+
Ba
+ -
Cs + e ⇌ Cs - 2,92
K + e ⇌ 2,93
+
K
Li + e ⇌ 3,05
+
Li
Half-reactions Eθ (V)
Li + e ⇌ 3,05
+
Li
K + e ⇌ 2,93
+
K
Cs + e ⇌ 2,92
+
Cs
Ba + 2e ⇌ 2,90
2+
Ba
Sr + 2e ⇌ 2,89
2+
Sr
Ca + 2e ⇌ 2,87
2+
Ca
Na + e ⇌ 2,71
+
Na
Mg + 2e ⇌ 2,36
2+
Mg
Aℓ + 3e 1,66
3+
⇌ Aℓ
Mn + 2e 1,18
2+
⇌ Mn
Cr + 2e ⇌ 0,91
2+
Cr
2H2O + 2e ⇌ H2(g) + 2OH 0,83
Zn + 2e ⇌ 0,76
2+
Zn
Cr + 3e
Increasing strength of oxidising agents
⇌ 0,74
3+
Cr
Fe + 2e ⇌ 0,44
2+
Fe
5.1 Calculations
5.1.1 Marks will be awarded for: correct formula, correct substitution, correct answer with unit.
5.1.2 No marks will be awarded if an incorrect or inappropriate formula is used, even though
there may be relevant symbols and applicable substitutions.
5.1.3 When an error is made during substitution into a correct formula, a mark will be
awarded for the correct formula and for the correct substitutions, but no further marks will
be given.
5.1.4 If no formula is given, but all substitutions are correct, the candidate will forfeit one
mark.
5.1.5 No penalisation if zero substitutions are omitted in calculations where correct
formula/principle is given correctly.
5.1.6 Mathematical manipulations and change of subject of appropriate formulae carry no
marks, but if a candidate starts off with the correct formula and then changes the subject of
the formula incorrectly, marks will be awarded for the formula and the correct substitutions.
The mark for the incorrect numerical answer is forfeited.
5.1.7 Marks are only awarded for a formula if a calculation has been attempted, i.e.
substitutions have been made or a numerical answer given.
5.1.8 Marks can only be allocated for substitutions when values are substituted into formulae
and not when listed before a calculation starts.
5.1.9 All calculations, when not specified in the question, must be rounded off to a minimum of
TWO decimal places.
5.1.10 If a final answer to a calculation is correct, full marks will not automatically be awarded.
Markers will always ensure that the correct/appropriate formula is used and that workings,
including substitutions, are correct.
5.1.11 Questions where a series of calculations do not necessarily always have to follow the
same order (as in circuit calculations) full marks will be awarded provided that it is a valid
solution to the problem.
5.1.12 Any calculation that will not bring the candidate closer to the answer than the original
solution, will not count any marks.
5.2 Units
5.2.1 Candidates will only be penalised once for the repeated use of an incorrect unit within a
question.
5.2.2 Units are only required in the final answer to a calculation.
5.2.3 Marks are only awarded for an answer, and not for a unit per se. Candidates will therefore
forfeit the mark allocated for the answer in each of the following situations:
- Correct answer + wrong unit
- Wrong answer + correct unit
- Correct answer + no unit
5.2.4 SI units must be used, except in certain cases, e.g. V∙m-1 instead of N∙C-1, and cm∙s-1 or
km∙h-1 instead of m∙s-1 where the question warrants this.
5.3 General
5.3.1 If one answer or calculation is required, but two are given by the candidate, only the first
one will be marked, irrespective of which one is correct. If two answers are required, only
the first two will be marked, etc.
5.3.2 For marking purposes, alternative symbols (s, u, t, etc.) will also be accepted.
5.3.3 Separate compound units with a multiplication dot, not a full stop, e.g. m·s-1. For marking
purposes, m.s-1 and m/s will also be accepted.
6.1 Calculations
6.1.1 Marks will be awarded for: correct formula, correct substitution, correct answer with unit.
6.1.2 No marks will be awarded if an incorrect or inappropriate formula is used, even though
there may be relevant symbols and applicable substitutions.
6.1.3 When an error is made during substitution into a correct formula, a mark will be
awarded for the correct formula and for the correct substitutions, but no further marks will
be given.
6.1.4 If no formula is given, but all substitutions are correct, the candidate will forfeit one
mark.
Example: No Kc expression, correct substitution:
( 2) 2 2
Kc = =2 ( )
(2)(1) 3 3
6.1.5 Marks are only awarded for a formula if a calculation has been attempted, i.e.
substitutions have been made or a numerical answer has been given.
6.1.6 Marks can only be allocated for substitutions when values are substituted into formulae
and not when listed before a calculation starts.
6.1.7 The final answer to all calculations, when not specified in the question, must be rounded
off to a minimum of TWO decimal places.
6.1.8 If a final answer to a calculation is correct, full marks will not automatically be awarded.
Markers will always ensure that the correct/appropriate formula is used and that workings,
including substitutions, are correct.
6.1.9 Mathematical manipulations and change of subject of appropriate formulae carry no
marks, but if a candidate starts off with the correct formula and then changes the subject of
the formula incorrectly, marks will be awarded for the formula and the correct substitutions.
The mark for the incorrect numerical answer is forfeited.
Example:
6.2 Units
6.2.1 Candidates will only be penalised once for the repeated use of an incorrect unit within a
question.
6.2.2 Units are only required in the final answer to a calculation.
6.2.3 Marks are only awarded for an answer and not for a unit per se. Candidates will therefore
forfeit the mark allocated for the answer in each of the following situations:
- Correct answer + wrong unit
- Wrong answer + correct unit
- Correct answer + no unit
6.2.4 Separate compound units with a multiplication dot, not a full stop, e.g. mol·dm-3.
Accept mol.dm-3 (or mol/dm3) for marking purposes.
6.3 General
6.3.1 If one answer or calculation is required, but two are given by the candidate, only the first
one will be marked, irrespective of which one is correct. If two answers are required, only
the first two will be marked, etc.
6.3.2 When a chemical FORMULA is asked, and the NAME is given as answer, the candidate
forfeits the marks. The same rule applies when the NAME is asked and the FORMULA is
given.
6.3.3 When redox half-reactions are to be written, the correct arrow should be used.
If the equation
H2S → S + 2H+ + 2e- (2 )
2
is the correct answer, the marks must be given as follows:
H2S ⇌ S + 2H+ + 2e- (1 )
2
+
H2S ← S + 2H + 2e -
( 0 )
2
S + 2H+ + 2e- ← H2S (2 )
2
S + 2H + 2e ⇌ H2S
+ -
( 0 )
2
6.3.4 When candidates are required to give an explanation involving the relative strength of
oxidising and reducing agents, do not accept the following:
Stating the position of a substance on Table 4 only (e.g. Cu is above Mg).
Using relative reactivity only (e.g. Mg is more reactive than Cu).
The correct answer would be for instance: Mg is a stronger reducing agent than Cu,
and therefore Mg will be able to reduce Cu2+ ions to Cu. The answer can also be given
in terms of the relative strength as electron acceptors and donors.
6.3.5 One mark is forfeited when the charge of an ion is omitted per equation (not for the charge
on an electron).
6.3.6 The error-carrying principle does not apply to chemical equations or half-reactions. For
example, if a learner writes the wrong oxidation/reduction half-reaction in the subquestion
and carries the answer to another subquestion (balancing of equations or calculation of
E θcell ), then the learner will not be credited for this substitution.
6.3.7 In the structural formula of an organic molecule all hydrogen atoms must be shown. Marks
must be deducted if hydrogen atoms are omitted.
6.3.8 When a structural formula is required, marks must be deducted if the candidate writes the
condensed formula.
6.3.9 When a IUPAC name is asked and the candidate omits the hyphen (e.g. instead of
pent-1-ene or 1-pentene the candidate writes pent 1 ene or 1 pentene), marks will be
forfeited.
6.3.10 When a chemical reaction is asked, marks are awarded for correct reactants, correct
products and correct balancing.
If only a reactant(s) followed by an arrow, or only a product(s) preceded by an arrow, is/are
written, marks may be awarded for the reactant(s) or product(s). If only a reactant(s) or
only a product(s) is/are written, without an arrow, no marks are awarded for the reactant(s)
or product(s).
Examples:
N2 + 3H2 → 2NH3 bal. 3
3
N2 + H2 → 1
3
→ NH3 1
3
N2 + H2 0
3
NH3 0
3
7. CONCLUSION