TECHNICAL SCIENCES
National Curriculum Statement (NCS)
Curriculum Assessment
Policy Statement
GRADES 10 – 12
CURRICULUM AND ASSESSMENT POLICY
STATEMENT (CAPS)
GRADES 10 – 12
TECHNICAL SCIENCES
CAPS
TECHNICAL SCIENCES
1
DISCLAIMER
In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary
editorial changes and layout adjustments to the Curriculum and Assessment Policy Statements and the supplementary
policy documents, possible errors may have occurred in the said documents placed on the official departmental website.
If any editorial, layout, content, terminology or formulae inconsistencies are detected, the user is kindly requested to
bring this to the attention of the Department of Basic Education.
E-mail: capscomments@dbe.gov.za or fax (012) 328 9828
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Private Bag X895
Pretoria 0001
South Africa
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Fax: +27 12 323 0601
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Cape Town 8000
South Africa
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© 2014 Department of Basic Education
ISBN: 978- 4315-0573-9
Design and Layout by: Department of Basic Education
Printed by: Government Printing Works
2
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
FOREWORD BY THE MINISTER
Our national curriculum is the culmination of our efforts over a period of seventeen
years to transform the curriculum bequeathed to us by apartheid. From the start of
democracy we have built our curriculum on the values that inspired our Constitution
(Act 108 of 1996). The Preamble to the Constitution states that the aims of the
Constitution are to:
• heal the divisions of the past and establish a society based on democratic values,
social justice and fundamental human rights;
• improve the quality of life of all citizens and free the potential of each person;
• lay the foundations for a democratic and open society in which government is
based on the will of the people and every citizen is equally protected by law; and
• build a united and democratic South Africa able to take its rightful place as a
sovereign state in the family of nations.
Education and the curriculum have an important role to play in realising these aims.
In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience
of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum
Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).
Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum
Statement (2002) to produce this document.
From 2012 the two 2002 curricula, for Grades R-9 and Grades 10-12 respectively, are combined in a single document
and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for
Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to
be taught and learnt on a term-by-term basis.
The National Curriculum Statement Grades R-12 accordingly replaces the Subject Statements, Learning Programme
Guidelines and Subject Assessment Guidelines with the
(a)
Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document;
(b)
National policy pertaining to the programme and promotion requirements of the National Curriculum Statement
Grades R – 12; and
(c)
National Protocol for Assessment Grades R – 12.
MRS ANGIE MOTSHEKGA, MP
MINISTER OF BASIC EDUCATION
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TECHNICAL SCIENCES
3
CONTENTS
SECTION 1
INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENTS FOR
TECHNICAL SCIENCES GRADES 10 – 12
5
1.1
Background
5
1.2
Overview
5
1.3
General aims of the South African Curriculum
6
1.4
Time Allocation
7
1.4.1
Foundation Phase
7
1.4.2
Intermediate Phase
8
1.4.3
Senior Phase
8
THE AIMS AND PURPOSE OF TECHNICAL SCIENCES
9
SECTION 2:
2.1
The Aims and Purpose of Technical Sciences
9
2.2
Overview of Topics
10
2.3
Overview of Practical Work
12
2.5
Weighting of Topics [40 Week Programme]
15
2.6
Overview of Formal Assessment and Recommended Informal Experiments
15
SECTION 3:
THE AIMS AND PURPOSE OF TECHNICAL SCIENCES
16
SECTION 4:
ASSESSMENT
56
4.
Assessment
56
4.1
Introduction
56
4.2
Informal or daily assessment
56
4.3
Formal assessment
57
4.3.1
Control tests & examinations
57
4.3.2
Practical investigations & experiments
57
4.3.3
Projects
57
4.4
4.5
4.6
4.7
Programme of Assessment
58
4.4.1
Programme of formal assessment for Grades 10, 11 and 12
58
4.4.2
End-of-year Examinations
59
4.4.2.1
Grades 10 and 11 (internal assessment)
59
4.4.2.2
Grade 12 (external assessment)
59
4.4.2.3
Year-end Examination Content for Paper 1 and Paper 2: Technical Science
60
4.4.2.4
Weighting of topics in papers 1 and 2
60
Recording and reporting
61
4.5.1
Recording and reporting in the first, second and third terms
61
4.5.2
Recording and reporting on the Assessment Tasks and SBA in the Programme of Assessment
61
4.5.3
Recording and reporting at the end of the academic year
61
Moderation of Assessment
61
4.6.1
SBA
61
4.6.2
PAT
62
General
62
4.7.1
[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).
62
4.7.2
Progression and Promotion Requirements Grades 1 – 12.
62
4.7.3
Subject specific exam guidelines as contained in the draft policy document:
62
4
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
SECTION 1
INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENTS FOR TECHNICAL SCIENCES
GRADES 10 – 12
1.1Background
The National Curriculum Statement Grades R – 12 (NCS) stipulates policy on curriculum and assessment in the schooling
sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into
effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each
subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades
R – 12.
1.2Overview
(a)
The National Curriculum Statement Grades R – 12 (January 2012) represents a policy statement for learning
and teaching in South African schools and comprises the following:
(i) Curriculum and Assessment Policy Statements for each approved school subject;
(ii) The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R – 12; and
(iii) The policy document, National Protocol for Assessment Grades R – 12 (January 2012).
(b)
(c)
The National Curriculum Statement Grades R – 12 (January 2012) replaces the two current national curricula
statements, namely the
(i) Revised National Curriculum Statement Grades R – 9, Government Gazette No. 23406 of 31 May 2002,
and
(ii) National Curriculum Statement Grades 10 – 12 Government Gazettes, No. 25545 of 6 October 2003 and
No. 27594 of 17 May 2005.
The national curriculum statements contemplated in subparagraphs b (i) and (ii) comprise the following policy
documents, which will be incrementally repealed by the National Curriculum Statement Grades R – 12 (January
2012) during the period 2012 – 2014:
(i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment
Guidelines for Grades R – 9 and Grades 10 – 12;
(ii) The policy document, National Policy on assessment and qualifications for schools in the General Education
and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12
February 2007;
(iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications
Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005;CAPS)
(iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at
Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published
in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National
policy pertaining to the programme and promotion requirements of the National
CAPS
TECHNICAL SCIENCES
5
Curriculum Statement Grades R – 12; and
(v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification
at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment
(Grades R – 12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11
December 2006.
(d)
The policy document, National policy pertaining to the programme and promotion requirements of the National
Curriculum Statement Grades R – 12, and the sections on the Curriculum and Assessment Policy as contemplated
in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement
Grades R – 12. It will therefore, in terms of section 6A of the South African Schools Act,1996 (Act No. 84 of 1996,)
form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the
processes and procedures for the assessment of learner achievement to be applicable to public and independent
schools.
1.3
General aims of the South African Curriculum
(a)
The National Curriculum Statement Grades R – 12 gives expression to the knowledge, skills and values worth
learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and
skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local
contexts, while being sensitive to global imperatives.
(b)
The National Curriculum Statement Grades R – 12 serves the purposes of:
•
equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual
ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society
as citizens of a free country;
•
providing access to higher education;
•
facilitating the transition of learners from education institutions to the workplace; and
•
providing employers with a sufficient profile of a learner’s competences.
(c)
The National Curriculum Statement Grades R – 12 is based on the following principles:
•
Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal
educational opportunities are provided for all sections of the population;
•
Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical
learning of given truths;
•
High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are
specified and set high, achievable standards in all subjects;
TECHNICAL SCIENCES
•
Progression: content and context of each grade shows progression from simple to complex;
•
Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and
environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National
Curriculum Statement Grades R – 12 is sensitive to issues of diversity such as poverty, inequality, race, gender,
language, age, disability and other factors;
•
Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important
contributors to nurturing the values contained in the Constitution; and
•
Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those
of other countries.
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CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
(d)
The National Curriculum Statement Grades R – 12 aims to produce learners that are able to:
•
identify and solve problems and make decisions using critical and creative thinking;
•
work effectively as individuals and with others as members of a team;
•
organise and manage themselves and their activities responsibly and effectively;
•
collect, analyse, organise and critically evaluate information;
•
communicate effectively using visual, symbolic and/or language skills in various modes;
•
use science and technology effectively and critically, showing responsibility towards the environment and the
health of others; and
•
demonstrate an understanding of the world as a set of related systems by recognising that problem solving
contexts do not exist in isolation.
(e)
Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only
happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how
to plan for diversity.
The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support
structures within the school community, including teachers, District-based Support Teams, Institutional-level, Support
Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use
various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines
for Inclusive Teaching and Learning (2010).
1.4 Time Allocation
1.4.1 Foundation Phase
(a)
The instructional time for each subject in the Foundation Phase is indicated in the table below:
Subject
i.
ii.
iii.
Languages (FAL and HL)
Mathematics
Life Skills
•
Beginning Knowledge
•
Creative Arts
•
Physical Education
•
Personal and Social Well-being
Time allocation per week (hours)
10 (11)
7
6 (7)
1 (2)
2
2
1
(b)
Total instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.
(c)
To Languages 10 hours are allocated in Grades R – 2 and 11 hours in Grade 3. A maximum of 8 hours and
a minimum of 7 hours are allocated to Home Language and a minimum of 2 hours and a maximum of 3 hours
to First Additional Language in Grades R – 2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are
allocated to Home Language and a minimum of 3 hours and a maximum of 4 hours to First Additional Language.
(d)
To Life Skills Beginning Knowledge 1 hour is allocated in Grades R – 2 and 2 hours are allocated for Grade 3,
as indicated by the hours in brackets.
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TECHNICAL SCIENCES
7
1.4.2 Intermediate Phase
(a)
The table below shows the subjects and instructional times allocated to each in the Intermediate Phase.
Subject
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
Time allocation per week (hours)
Home Language
First Additional Language
Mathematics
Science and Technology
Social Sciences
Life Skills
Creative Arts
Physical Education
Religious Studies
6
5
6
3.5
3
4
1.5
1.5
1
1.4.3 Senior Phase
(b)
The instructional time for each subject in the Senior Phase is allocated as follows:
Subject
Time allocation per week (hours)
i.Home Language
5
ii. First Additional Language
4
iii.Mathematics
4.5
iv.Natural Sciences
3
v.Social Sciences
3
vi.Technology
2
vii. Economic Management Sciences
2
viii.Life Orientation
2
ix.Arts and Culture
2
1.4.4
Grades 10 – 12
(a)
The instructional time for each subject in Grades 10 – 12 is allocated as follows:
Subject
i.
ii.
iii.
iv.
v.
vi.
Time allocation per week (hours)
Home Language
First Additional Language
Mathematics (Technical Mathematics)
Mathematical Literacy
Life Orientation
Three Electives
4.5
4.5
4.5
4.5
2
12 (3x4h)
The allocated time per week may be utilised only for the minimum number of required NCS subjects as specified
above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish
to pursue additional subjects, additional time has to be allocated in order to offer these subjects.
ASSESSMENT POLICY STATEMENT (CAPS)
8
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
SECTION 2
2.1
THE AIMS AND PURPOSE OF TECHNICAL SCIENCES
The main aim of Technical Sciences is to support learners in the three focus areas of technology, namely Mechanical
Technology, Electrical Technology and Civil Technology. Learners will have an NQF level 4 competence in Technical
Science.
Learners at Technical High Schools will be able to integrate scientific knowledge in a more informed way in their subject
offerings in technology. Scientific concepts and skills will be more accessible to learners that have a technical orientation
in schooling. Technical Sciences will address the needs of the industry and the technology subjects by being an enabling
subject to promote technology study in schools.
Skills that learners will acquire include classifying, communicating, measuring, designing an investigation, drawing
and evaluating conclusions, formulating models, hypothesizing, identifying and controlling variables, observing and
comparing, interpreting, predicting, problem-solving and reflecting. The main skills will be practical application and
observing simulations.
Technical Sciences will prepare learners for further education and training, employment, citizenship, holistic development
and socio-economic development. Learners choosing Technical Sciences as a subject in Grades 10 – 12 will have
improved access to applied technology courses, vocational career paths and entrepreneurial opportunity. Technical
Sciences will also promote skills development in the fields of technology, thus promoting economic growth and social
well-being of more citizens in our country.
The six main knowledge areas that Technical Sciences comprises of are:
•
Mechanics
•
Matter and Materials
•
Electricity and Magnetism
•
Waves, Sound and Light
•
Heat and Thermodynamics
•
Chemical Change
CAPS
TECHNICAL SCIENCES
9
2.2
OVERVIEW OF TOPICS
TOPIC
CONTENT
Mechanics
Matter and Materials
Grade10
Units and measurements, Scientific notation, Working with
formulae, Rate, Vectors and scalars (Vectors, scalars, graphical
representation of vectors), Motion in one dimension: (position,
displacement, distance, speed, velocity, acceleration), Introduction
of Force (Definition of force, contact force, non-contact force), Kinds
of forces (Tension, normal force, force of gravity, frictional Force),
Force diagram and free body diagram, Resultant and Equilibrant,
Equilibrium of forces in one dimension, Moment of a Force
(Torque) (Laws of moments), Simple Machines (Lever, fulcrum, types
of levers, mechanical advantage), Energy (gravitational potential
energy, kinetic energy, mechanical energy) (53 hours)
Grade 11
Introduction to Mechanics (Sign conventions, graphs, Theorem of
Pythagoras), Co-linear vectors, co-planar vectors, Resultant of forces
in two dimensions (head-to-tail method, Theorem of Pythagoras,
Parallelogram of forces), Resolution of a forces into components,
Frictional forces (Static frictional force, Kinetic frictional force) (32
hours)
Grade 12
Newton’s laws of motion (Newton’s First Law of motion, inertia, mass,
acceleration, Newton’s Second Law of motion, Newton’s Third Law
of motion), Momentum (Impulse and change in momentum), Work
energy and Power (Work, Energy, Conservation of mechanical energy,
Power, Power and velocity). Elasticity (Deforming force, restoring force,
elasticity, perfectly elastic body, elastic limit, stress, strain, Hooke’s Law,)
Viscosity (effect of temperature on viscosity, motor oil viscosity grades),
Hydraulics (Thrust, pressure, practical unit of pressure, fluid pressure,
Pascal’s Law, hydraulic lift) (46 hours)
Grade 10
Classification of Matter (Pure substances, elements, compounds,
naming of compounds, cation and anion table, molecular formulae,
balancing of equations), Metals, Metalloids and Non-metals,
Electrical conductors, semiconductors and insulators,
Thermal conductors and insulators, Magnetic and non-magnetic,
Structure of the atom (Atomic Number, mass number, isotopes, The
Periodic Table, electron configuration) (31 hours)
Grade 12
Electronic Properties of Matter (Semiconductor, intrinsic
semiconductor, doping, n-type semiconductor, p type semiconductor, p-n
junction diode) (4 hours)
Organic chemistry (Organic molecules, molecular and structural
formulae, functional group, homologous series, saturated hydrocarbons,
unsaturated hydrocarbons, isomers, IUPAC naming and formulae,
physical properties of organic compounds, reactions of organic
compounds, plastics and polymers) (12 hours)
Waves and Sound
Grade 11
Pulses (Transverse pulses, longitudinal pulses)
Waves (Transverse wave, longitudinal wave), Wave Terminology
(Amplitude, crest, trough, points in phase, wavelength, period,
frequency, wave speed) Superposition of waves (constructive
interference, destructive interference). Sound waves (Speed of sound
in different media, reflection of sound, echo, pitch, loudness, range of
sound frequencies) (33 hours)
Grade 12
Light (Reflection of light, Refraction, Critical angle, total internal
reflection, Dispersion, lenses) Electromagnetic radiation (Nature
of Electromagnetic radiation, properties of electromagnetic radiation,
electromagnetic spectrum, uses of electromagnetic radiation, photons,
energy of a photon)
(12 hours)
10
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Electricity and
Magnetism
Grade 10
Electrostatics (Two kinds of charge, charge conservation). Electric
circuits (Components of a circuit, current, potential difference, emf,
measurement of voltage and current), resistance, resistors in series,
resistors in parallel)
(25 hours)
Grade 11
Magnetism (Magnets, the magnetic field, poles of permanent magnet,
direction of magnetic field, magnetic field of a bar magnet, force a
magnet, properties of magnetic field lines, earth’s magnetic field) (8
hours)
Electrostatics (Coulomb’s Law, electric field, electric field lines, electric
field between parallel plates, applications of electrostatics) (10 hours)
Electric circuits (Ohm’s Law, ohmic and non- ohmic conductors, circuit
calculations, emf, internal resistance) (17 hours)
(Total = 35 hours)
Grade 12
Electrostatics (Capacitor, capacitance, factors affecting capacitance)
Electric circuits
(Power, heating effect of electric current)
Electromagnetism (Magnetic effect of a current-carrying conductor,
electromagnetic induction Faraday’s Law, magnetic flux, magnetic flux
density, Lenz’s Law, transformer, generator, motor)
(28 hours)
Heat and
Thermodynamics
Grade 10
Heat and Temperature (Heat, temperature, different types of
thermometers, Celsius scale, kelvin scale)
(6 hours)
Grade 11
Heat (Specific heat capacity and heat capacity, practical application of
heat capacity, Law of conservation of heat)
Thermodynamics (Terminologies, thermodynamic system, surrounding,
open system, closed system, isolated system, thermodynamic variables
or co-ordinates, internal energy of a thermodynamic system, first Law
of Thermodynamics, working substance, heat engine, efficiency of heat
engine, second law of thermodynamics, refrigerators)
(13 hours)
Chemical Change
Grade 11
Oxidation and reduction (Oxidation, reduction, oxidizing agent,
reducing agent, assigning oxidation numbers)
Electrolysis (Electrolyte, cathode, anode)
(14 hours)
Grade 12
Electrochemical cells (Electrolytic cells, galvanic cells, components
of galvanic cells, half reactions, net reaction, standard conditions, ionic
movement, standard cell notation, emf of a cell)
Alternate Energies (Biodiesel, fuel cells, photovoltaic cells)
(10 hours)
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TECHNICAL SCIENCES
11
2.3 OVERVIEW OF PRACTICAL WORK
Practical work must be integrated with theory to strengthen the concepts being taught. These may take the form of
simple practical demonstrations or even an experiment or practical investigation. There are several practical activities
given alongside the content, concepts and skills columns throughout Section 3. Some of these practical activities
will be done as part of formal assessment and others can be done as part of informal assessment. Below is a table
that lists prescribed practical activities for formal assessment as well as recommended practical activities for informal
assessment across Grades 10 to 12.
Grade
Grade 10
Term
Prescribed Practical Activities
Formal Assessment
Recommended Practical Activities
Informal Assessment
Term 1
Experiment (formal):
Use spring balances to demonstrate the
resultant and equilibrant.
Term 2
Experiment (formal):
Experiment:
Use a meter stick and mass pieces to
Determine the mechanical advantage of a
prove the laws of moments.
type 1 lever.
Experiment (formal):
Determine the potential energy of an object
at different heights.
Term 3
Project (formal):
Do a research project related to
Technology. Example: Use of levers in
Technology.
Experiment (formal):
Determine the electrical conductivity of
different materials.
Term 4
Experiment:
Measure the velocity of a trolley.
Experiment:
Measure the weight of different objects
using a spring balance.
Experiment:
To investigate the insulation ability of
polystyrene cup.
Experiment:
To determine whether a given material is
magnetic or nonmagnetic.
Experiment:
To investigate the two kinds of charges.
Experiment:
Construct an electric circuit to measure
current through a resistor and the voltage
across a resistor; draw diagrams of the
circuits.
Experiment: Investigate the factors that
affect the resistance of a conductor.
Experiment:
Assemble a circuit to show that a series
circuit is a voltage divider, while current
remains constant.
Experiment:
Assemble a circuit to show that a parallel
circuit is a current divider, while potential
difference remains constant.
Experiment:
Measure the melting point of wax.
12
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Grade
Term
Term 1
Grade 11
Prescribed Practical Activities
Formal Assessment
Experiments (formal):
Use the parallelogram of forces to:
a) Determine the resultant of two forces
acting a point.
b) Determine the weight of given body.
Recommended Practical Activities
Informal Assessment
Experiment:
a) Determine the relation between the
force of limiting friction and the normal
force.
b) Determine the coefficient of friction
between a block and horizontal
surface.
Experiment:
Determine the north pole of the earth by
using a bar magnet.
Experiment:
a) Determine whether a material is a
magnetic material or a magnet.
b) Determine the polarity of the magnets.
Experiment:
Mapping a magnetic field.
Term 2
Experiment (formal):
a) Determine the speed of sound in air.
b) Determine whether sound travels in a
vacuum.
Experiment:
Use a ripple tank to demonstrate
constructive and
destructive interference of two pulses.
Experiment (formal):
Determine the difference between pitch
and loudness using an oscilloscope.
Term 3
Term 4
CAPS
Experiment (formal):
Determine the resistance of an unknown
resistor.
Project:
Do a research project related to
Technology. Example: Use of electrostatics
in Technology.
Experiment:
Obtain current and voltage data for a
piece of copper wire and semi-conductor,
and determine which obeys Ohm’s law.
Experiment:
Determine the internal resistance of a
battery.
Experiment:
Determine the heat capacity of a solid.
Experiment:
Electrolysis of a salt solution.
TECHNICAL SCIENCES
13
Grade
Term
Prescribed Practical Activities
Formal Assessment
Recommended Practical Activities
Informal Assessment
Term 1
Experiment (formal):
Experiment:
Determine the relationship between
Show that the action-reaction pairs cancel
acceleration and force for a constant mass. each other.
Experiment:
To determine if momentum is conserved
during a collision.
Experiment:
Determine the power output of a learner.
Term 2
Experiment (formal):
Determine the path of a ray of light
through a glass slab for different angles of
incidence.
Experiment:
Determine the position of an image in a
flat mirror.
Term 3
Experiment (formal):
To determine the electrode potential of a
Cu-Zn electrochemical cell.
Experiment:
Determine the power dissipated in bulbs
connected
either in series or parallel or both in series
and both in parallel.
Experiment:
Determine the current rating of a fuse.
Experiment:
Determine the effect of the change in
magnetic field or magnetic flux in a coil.
Experiment:
Study the characteristics of p-n junction
diode.
Grade
12
Term 4
2.4
14
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
2.5
WEIGHTING OF TOPICS [40 WEEK PROGRAMME]
TOPICS
GRADE 10
GRADE 11
GRADE 12
%
%
%
Mechanics
46
25
47
Waves, sound and light
0
26
13
Electricity and magnetism
22
28
18
Matter and materials
27
0
13
Chemical change
0
11
10
Heat and thermodynamics
5
10
0
2.6 OVERVIEW OF FORMAL ASSESSMENT AND RECOMMENDED INFORMAL EXPERIMENTS
For Grades 10 and 11, FOUR prescribed experiments are done per year as formal assessment (one experiment per
term for terms 1 to 4). For Grade 12, THREE prescribed experiments are done per year as formal assessment (one
experiment per term for terms 1, 2 and 3). TWO control tests and TWO examinations are written as formal assessment
in each of Grades 10 and 11. ONE control test, ONE midyear examination, ONE trial examination and ONE final
examination are written as formal assessment for Grade 12.
ONLY in Grade 10 and Grade 11, ONE project is done per year as formal assessment or an integrated Chemistry/
Physics project (started in term 1 and assessed in term 3). Any ONE of the recommended projects can be done or any
ONE of the experiments can be done as a practical investigation, or any other topic of choice can be used as a project.
It is recommended that the project topic is given to learners early in the first term so that learners can start the project.
The final assessment of the project is done and recorded in the third term. In Grade 12 NO project is done.
There are 11 informal experiments for Grade 10, nine recommended informal experiments for Grade 11 and nine
recommended informal experiments for Grade 12.
CAPS
TECHNICAL SCIENCES
15
SECTION 3
TECHNICAL SCIENCES CONTENT (GRADES 10 – 12)
TERM 1 GRADE 10
MECHANICS
Time
Topic Grade 10
Content, Concepts & Skills
3 hrs
Units and
measurements
•
•
•
•
•
•
2 hrs
Scientific notation
•
•
2 hrs
Working with formulae
•
•
•
•
•
2 hrs
Rate
•
•
6 hrs
CGS units.
List seven fundamental units of SI system.
Derived units.
Prefixes.
Conversion of units: CGS units to SI units and
vice versa.
Focus on conversion on units related to
technology.
Scalars
16
Focus on conversions
within metric system
to basic SI units.
Focus on conversions
from km to m and
from h to s.
Use scientific notation to express number as
a power.
Focus on examples using scientific notation
related to technology.
Identify the correct formula.
Substitute the given values into the formula.
Solve for the unknown quantity.
Develop examples to solve problems using
equations from
Technology.
Reinforce the
meaning of the
symbols in the
formula
e.g. P-pressure,
p-momentum
V-volume,
v-velocity
Rate is the change in a physical quantity in unit Give additional
time.
examples related
Give examples related to the concept of rate in technology.
technology.
Vectors and scalars
Vectors
Guidelines for
Teachers
Test learner’s
knowledge in
identifying vectors
and scalars.
•
Define a vector quantity.
•
•
•
Define a scalar quantity.
Give examples from
Give examples of vectors and scalars.
technology and IKS.
Differentiate between vector and scalar
quantities.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Time
Topic Grade 10
Content, Concepts & Skills
Graphical representation
of vectors
•
•
Maximum of four
Represent vectors graphically.
Identify the properties of vectors: equal vectors, vectors.
negative vectors, addition and subtraction of
vectors.
N.B. Use one dimension applications only.
•
•
6 hrs
Guidelines for
Teachers
Define resultant vector as: The resultant of two
or more vectors is the single vector which can
produce the same effect as the two or more
vectors.
Find resultant of two or more vectors in different
directions:
(a)
(b)
graphically use the tail-to-head method.
by calculation.
Motion in one
dimension
•
Position
•
Distance
•
Define one dimensional motion as motion Use conceptual
examples to show
along a line either forward or backward.
that distance is a
Define position as location of an object relative scalar and
to the origin.
displacement is a
vector.
Define distance as actual path length between
two points.
SI unit: m
Displacement
•
Define displacement as the shortest path
between two points in a particular direction.
SI unit: m
•
Differentiate
distance.
CAPS
between
displacement
and
TECHNICAL SCIENCES
17
Time
Time
Time
Time
2 hrs
and
distance. between displacement
• Differentiate
and
distance.
• Differentiate
between
displacement Guidelines for
Topic Grade 10
Content,
Concepts
& Skills
Teachers
Guidelines for
and distance.
Topic Grade 10
Content,
Concepts & Skills
Teachers
Guidelines for
Topic Grade 10 • Define
Content,
Concepts
Speed
speed
as rate&ofSkills
distance.
Teachers
Guidelines for
Topic
Grade 10
Content,speed
Concepts
& Skills
Speed
•
Define
as
rate
of
distance.
Teachers
Speed =
Speed
•
Define
speed
as
rate
of
distance.
Speed
•
Define
speed
as
the
rate
of
change
of
distance.
Speed =
SISpeed
unit: m.s
Speed
= -1
SI unit: m.s-1-1
Velocity
SI unit: m.s -1 as rate of
• Define
SI unit:velocity
m.s
Velocity
displacement.
•
Define
velocity as rate of
•
Define velocity as rate of change of
Velocity
Velocity
displacement.
• Define
velocity as rate of
displacement.
displacement.
Velocity =
Velocity
Velocity =
=
SIVelocity
unit: m.s
=-1
Acceleration
SI unit: m.s-1-1
SI unit: m.s
Acceleration
•
Define
acceleration
as the
rate of
SI• unit:Define
m.s-1 acceleration
Acceleration
as the rate of change of
Acceleration
change
velocity.
• Defineof
acceleration
as the rate of
velocity.
change
velocity. as the rate of
• Defineofacceleration
Acceleration
change
of velocity.
Acceleration
==
Acceleration
SI unit: m.s-2 =
SIAcceleration
unit: m.s-2 =
Experiment 1
-2
calculations
using the above concepts.
SI•unit:Do
m.s
Experiment 1
-2
• Do
calculations
using
above
SIDetermine
unit: m.sthe velocity ofthe
Experiment
1
a
trolley
concepts.
Experiment 1
• Do
calculations using the above
(Materials: Ticker timer, tape, power supply, trolley,
concepts.
• ruler
Do calculations
using the above
etc.)
concepts.
Introduction of Force Determine the velocity of a trolley
(Materials:
timer, of
tape,
power
DetermineTicker
the velocity
a trolley
•
Define
force
as
a
push
or
a
pull.
Definition of force
supply,
trolley,
ruler
etc.)
(Materials:
timer,oftape,
power
Determine Ticker
the velocity
a trolley
supply,
trolley,
ruler
etc.)tape, power
(Materials:
Ticker
timer,
SI unit of force
is newton
(N)
supply, trolley, ruler etc.)
23
23
23
18
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
2 hrs
Non-contact
force
forces.
• In non-contact
forces the forces
bodies
must
be in
contact
one
contact and
• In non-contact
forces
thewith
forces
work over a distance
without
actual
another.
non-contact
work over a distance without actual
contact.
Non-contact
force contact.
forces.
2 hrs
Kinds of forces
• In non-contact forces the forces
Guidelines for
work
over
a distance
without
actual
Tension
• Define
tension
as
force
acting
in a
Time
Topic
Grade 10
Content,
Concepts
& Skills
Teachers
contact.
string or rope.
Demonstrate
Kinds of forces
Contact
force
•
In
contact
forces
the
interacting
bodies
must
Identify
some contact
force
2 hrs Normal
Kinds of
forces
the directions
physically touch one another.
and non-contact
• Define
normal
force,
Tension Non-contact •force
Define tension
as
force
acting
in a , as the
of each
of the
forces.
•
In non-contact forces the forces work over
Tension
• Define
tension
as
force
acting
in
a
perpendicular
force
exerted
by
a
string or rope.
Demonstrate
a distance without physically touching different
one
forces.
2 hrsforceKinds
ofgravity
forces
Force of
string
oronrope.
Demonstrate
Normal
another.
surface
an object that lies
ondirections
that
the
Normal
• force
Define normal
force, , as the
the directions
2 hrs
Kinds
of forces
Demonstrate the
of each
Tension
•surface.
Define
tension
as
force acting
in a of the
•
Define
normal
force,
,
as
the
directions
perpendicular force exerted by a
of each
of theof each of
different
forces.
string
or
rope.
Demonstrate
•
Define
tension
as
force
acting
in
a
string
or
Tension
the
different
forces.
Force of gravity
force
exerted
bythe
a
surface
on an•perpendicular
object
that
on that
different
forces.
Define
forcelies
of
gravity,
, as
Normal
force
rope.
the
directions
Force of gravity
surface
on anby
object
that, lies
on that
surface.
•force
Define
normal
the
exerted
the
earth
onthe
an
Normal force
of each of the
•
Define
normalforce,
force,
, as
as
perpendicular
surface.
force
exerted
by
a
surface
on
an
object
that
perpendicular
force
exerted
by
a
object. The force of gravity is also
different
forces.
lies
on
that
surface.
Force
of
gravity
•
Define
force
of
gravity,
,
as
the
Frictional Force
surface
on
an
object
that
lies
on
that
known as weight.
.
•by
Define
force
ofof
gravity,
Force of gravity
Define
force
gravity, , ,asasthe
the force of
force exerted•surface.
the
earth
on
an
It actsattraction
vertically
downwards.
exerted
by
the
earth
on
forceofexerted
byalso
the earth on an an object.
object. The force
Discuss
Thegravity
force ofisgravity
is also known as weight.
Frictional Force
The
of gravity
also
known as weight.
.of
••object.
Define
forceforce
gravity,
, is
asand
the
.between
Differentiate
mass
different ways
Frictional Force
Discuss different ways
known
as vertically
weight.
. an
•
Itexerted
acts
downwards.
weight.
It
acts
vertically
downwards.
force
by
the
earth
on
to reduce
Experiment 2
to reduce friction
•
Differentiate
between
massis
and
weight.
It acts
vertically
downwards.
Discuss
Frictional Force
object.
The
force
of gravity
also
using
examples in
friction
using
• Define
force,
theforceways
•
Define
frictional
force, , as
the
parallel
Discuss
Frictional
Force
• Differentiate
between
mass
and
technology.
different
known
asfrictional
weight.
. as
in
to the surface
that opposes
the
motion ofexamples
an
• Differentiate
mass
and
weight.
force
parallel
tobetween
thein surface
that
different
ways
to
reduce
Experiment 2
It
actsobject
vertically
downwards.
and acts
the direction
opposite totechnology.
the
weight.
opposes
theof motion
of an object
and
to reduce
Experiment 2
motion
the object.
friction
usingDiscuss
•
Define
frictional
force,
,
as
the
Experiment 2
•
Measure
the
weight
of different
a
in
the direction
opposite
toobjects
the using
friction
using
in different
•acts
Differentiate
between
ways
•to
Define
frictional
force,mass
, examples
asand
the
spring
balance.
force parallelweight.
the
surface
that
motion
of
the
object.
examples
in
technology.
Experiment 2
mass
pieces, etc) to reduce
force parallel
tobalances,
the and
surface
that
opposes the (Materials:
motion
ofSpring
an object
technology.
friction
using
4 hrs
Force diagram and free opposes the motion of an object and
acts
in
the
direction
opposite
to
the
•
Define
frictional
force,
,
as
the
Measure
the
weight
of
different
body diagram
examples in
acts
in
the direction
opposite
to the
motion of theforce
object.
objects
using
a spring
balance.
parallel
to
the surface
that
technology.
Force diagram
various
motion
ofthe
the
object.
•
A force
diagram
is
thean
representation
(Materials:
Spring
balances,
mass
opposes
motion
of
object
andof all the Give
situations
for learners
forces acting
on the object drawn as arrows.
• Measure the
weight
different
acts
in theofdirection
opposite to the
to draw the force
•aMeasure
the weight of different
spring
balance.
Free body objects using•
24 free
In aoffree
diagram the object is replaced by diagrams and
motion
thebody
object.
diagram
objects
using
balance.
a balances,
point
with a
allspring
the forces
acting on it as arrows. body diagrams.
(Materials: Spring
mass
Spring
balances,
4 hrs
Resultant
•
Define the
the
resultant
of different
two ormass
more forces as Give various
• (Materials:
Measure
weight
of
the single force which can produce the same situations for
Equilibrant
Experiment 3 (Formal)
1 hr
Equilibrium of forces in
one dimension
CAPS
24
objects
using
a spring
learners to calculate
effect
as two
or morebalance.
forces.
Spring
balances,
massthat has the the resultant24and
•(Materials:
Define the
equilibrant
as the force
same magnitude as the resultant but acts in equilibrant of a
number of forces.
the opposite direction.
24
•
Use spring balances to demonstrate the
resultant and equilibrant are equal.
(Materials: Three spring balances, string, etc)
•
A body is in equilibrium when the resultant
force is zero.
TECHNICAL SCIENCES
19
Time
Topic Grade 10
Content, Concepts & Skills
Guidelines for
Teachers
TERM 2 GRADE 10
Moment of a force
(Torque)
3 hrs
Laws of moments
5 hrs
5 hrs
Moment of a force about a point is defined as Familiarise learners
• It• is measured
as the product of the torque in the
the turning effect of the force about that point. with the concept of
force and the perpendicular distance
field of
•
It is measured as the product of the force and torque in the field of
from the
point
to
the
line
of
action
of
technology
.
the perpendicular distance from the point
to technology.
the force.
the line of action of the force.
Torque =
=
Torque
..
unit:N.m
N.m
SISIunit:
•
Useformula
the formula
to calculatetorque
torque..
• Use
the
to calculate
For a body in equilibrium the sum of the
clockwise moments about a point must be
• For a equal
body to
in the
equilibrium
the sum of
sum of anticlockwise moments
the clockwise
about a point
about themoments
same point.
must
be
equal
to
the
sum
of that the clockwise
•
Do calculations to show
anticlockwise
about
the
momentmoments
is equal to the
anti-clockwise
moment.
Laws of
same
point.
•
Use a meter stick and mass pieces to prove
moments
the laws of moments.
(Materials:
Meter sticks,
massthat
pieces,
Experiment 4 (formal) • Do
calculations
to show
the retort stand
etc.)
Beams
Beams
Experiment 4
(formal)
Cantilever
•
clockwise moment is equal to the
anti-clockwise moment.
•
a single
rigid
length of material
• Use
aDefine
meterbeam
stickasand
mass
pieces
supported
horizontally
to
carry
to prove the laws of moments. vertical loads.
•
Define Meter
cantilever
as a beam
(Materials:
sticks,
masswhere one end is
fixed and one end is free to move.
pieces, retort stand etc.)
Define a simple supported beam as a beam
resting on two supports and the beam being
free to bend under the action of the forces.
•
Shear force is the algebraic sum of all the
Shear force
Beams
external forces perpendicular to the beam on
side of
section.rigid length
• Defineone
beam
asthat
a single
Bending
moment horizontally
is the algebraic
of•material
supported
to sum of all
Bending moments
the
moments
of
the
forces
on
one
side of that
Beams
carry vertical loads.
section.
A beam is in equilibrium if it is at rest and obeys
Conditions of equilibrium •
the simple rules of equilibrium.
Simple supported beams •
Simple
Machines
Cantilever
Lever
4 hrs
Simple supported
beams
Shear force
20
• Define cantilever as a beam where
one end is fixed and one end is free
to move.
Use IKS to
demonstrate how
simple machines are
• Define simple supported beam as a
made or used in daily
beam
resting
on two
the to make life.
•
Understand
that supports
machines and
are used
beam being
free to bend under the
work easier.
•
Define a lever as a simple machine.
action of the forces.
Bending
moments
• Shear force is the algebraic sum of
all the external forces perpendicular
to the beam on one side of that
section.
Conditions of
equilibrium
• Bending moment is the algebraic
sum of all the moments of the forces
on one side of that section.
26
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Time
Time
Topic Grade 10
Fulcrum
Topic
Grade 10
Types of levers
Fulcrum
Types of levers
Mechanical
advantage
Mechanical advantage
Content, Concepts & Skills
• A Fulcrum is the turning point of the
lever. (The lever rotates about this
point)
Guidelines for
Teachers
Content, Concepts & Skills
• Type 1, type 2 and type 3.
Define a fulcrum as the turning point of the
Identify
different
types
of levers
used
lever.
(The lever
rotates
about this
point)
in
daily
life.
•
Define type 1, type 2 and type 3 levers.
Guidelines for
Teachers
•
Identify different types of levers used in daily
life.
•
Define
mechanical
asthe
theratio of
•
Define
mechanicaladvantage
advantage as
ratio load
of load
to
effort.
to effort.
•
learners’
Test Test
learners’
knowledge of levers
knowledge of
•
Do calculations using the above formula. levers
• Do calculations
using the
•
Mechanical advantage
hasabove
no unit.
equation.
MA=
MA=
•
Experiment 5
Energy
Gravitational
potential
Experiment
5
energy
Experiment66
Experiment
7 hrs
Energy
Gravitational
potential energy
Time Experiment
TopicGrade
Grade
10
Time
Topic
10
6
7 hrs
Kinetic energy
Kineticenergy
energy
Kinetic
Mechanical energy
Mechanical
Mechanical
energy
energy
=
Determine the mechanical advantage of type
• Mechanical
1 lever. advantage has no unit.
(Materials: Stick, mass pieces, knife edge etc).
• Determine
the mechanical
•
Define gravitational
potential energy of an
object as
the energy
it has because of its
advantage
of type
1 lever.
position from
themass
surface
of the earth.
(Materials:
Stick,
pieces,
knife
etc). =the
•Determine
Determine
potentialenergy
energyofofan
an
•Eedge
potential
= mgh or (Uthe
mgh)
P
objectatatdifferent
differentheights.
heights.
object
•(Materials:
Do calculations
using
the above
equation.
kgmass
mass
piece,
meter
(Materials:
11kg
piece,
meter
•stick,
Define
gravitational
retort
stand
etc)potential
•
Determine
theetc)
potential
energyenergy
of an object at
stick,
retort
stand
of andifferent
object heights.
as the energy it has
Guidelinesfor
for
Guidelines
Content,Concepts
Concepts
Skills
Content,
&&Skills
(Materials:
1of
kgitsmass
piece,
meter
because
position
in
the stick, retort stand
Teachers
Teachers
etc)
gravitational field.
Define
kinetic
energy
asas
the
energy
•••Define
kinetic
energy
as
the
energy
Define
kinetic
energy
the
energy of an
ofan
an
object
due
to
its
motion.
ofE
object
due
to
its
motion.
object
due
to
its
motion.
P = mgh or (U = mgh)
(K==
oror
)) )
or(K
(K
• Do calculations using the above
•
Do calculations
usingthe
the
above
equation.
•Do
Docalculations
calculations
using
theabove
above
• equation.
using
equation.
equation.
•
Define mechanical energy as the sum of the
gravitational potential energy and kinetic
energy.
Definemechanical
mechanicalenergy
energyas
asthe
the
• •Define
sumofof
the
gravitational
sum
the
gravitational
•
Do
calculations
using the above equation.
potential
and
kineticenergy.
energy.
potential and kinetic
27
Docalculations
calculationsusing
usingthe
theabove
above
• •Do
equation.
equation.
Matterand
andMaterials
Materials
Matter
Revisethe
thedifferent
differentproperties
propertiesofof
• •Revise
materials:
materials:
Strength,thermal
thermaland
andelectrical
electrical
Strength,
conductivity,brittle,
brittle,malleable
malleableoror
conductivity,
ductile,magnetic
magneticorornon-magnetic,
non-magnetic,
ductile,
density(lead/aluminium),
(lead/aluminium),melting
melting
density
Classificationofof
Classification
pointsand
andboiling
boilingpoints.
points.
points
20hrs
hrs Matter
Matter
20
CAPS
Puresubstances
substances
Pure
Elements
Elements
Defineaapure
puresubstance
substanceas
asaasingle
single
• •Define
typeofofmaterial
material(elements
(elementsoror TECHNICAL SCIENCES
type
compounds).
compounds).
Definean
anelement
elementas
asthe
thesimplest
simplest
• •Define
21
Time
Topic Grade 10
Content, Concepts & Skills
Matter and Materials
Classification of Matter
•
Strength, thermal and electrical conductivity,
brittle, malleable or ductile, magnetic or nonmagnetic, density (lead/aluminium), melting
points and boiling points.
20 hrs
Pure substances
•
Elements
•
Compounds
•
•
Naming of compounds
•
Cations and anions
•
•
•
Molecular formulae
•
•
•
•
•
•
•
Balancing of equations
•
•
22
Revise the different properties of materials:
Define a pure substance as a single type of
material (elements or compounds).
Define an element as the simplest type of a
pure substance.
Define a compound as a substance made up
of two or more elements in the exact ratio.
Classify substances as pure, compounds or
elements.
Name compounds using the names of the
elements from which they are made.
Define the terms cation and anion.
Identify cations and anions
List the common compound anion, only
sulphate, carbonate, sulphite, hydroxide
Use cations and anions to write formulae.
Write the name of a compound when a
molecular formula is given.
Write the molecular formulae when given the
names of compounds.
Use stock notation, like iron II oxide for
example, to write formulae.
Write formulae for binary compounds like
magnesium oxide.
Use suffixes like -ide, -ite and -ate to name
compounds.
Use prefixes like di-, tri- etc to name
compounds.
Represent reactions in equations and
balancing of equations.
Use suitable examples from technology, like
the reaction in a catalytic convertor.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Guidelines for
Teachers
Term 3
Time
Topic Grade 10
Content, Concepts & Skills
7 hrs
Metals, Metalloids and
Non-metals
•
Electrical conductors,
semiconductors and
insulators
Experiment 7
Guidelines for
Teachers
Classify substances as metals, metalloids and
non-metals using their properties.
•
Identify their positions on the Periodic Table.
•
Describe metalloids as having mainly nonmetallic properties.
•
Revise the classification of materials as:
electrical conductors, semiconductors and
insulators.
•
Give examples of electrical conductors,
semiconductors and Insulators.
•
Identify the substances and the ‘appliances
or objects’, which are in common daily use
in homes and offices, that are specifically
chosen because of their electrical properties
(conductors, insulators and semiconductors).
•
Determine the electrical conductivity of
different materials.
(Materials: Battery, ammeter, connecting wires etc.)
Classify materials as thermal conductors and
insulators.
•
Give examples of materials that are thermal
conductors and insulators.
•
Test the insulation ability of polystyrene cups.
(Materials: Four polystyrene cups, scissors, 500 ml
beaker, 2 thermometers, Bunsen burner, stop watch
or clock etc.)
•
Thermal conductors
and insulators
Experiment 8 (Formal)
Magnetic and nonmagnetic materials
Experiment 9
4 hrs
Structure of the atom
Atomic Number
Mass Number
Isotopes
Periodic Table
Classify materials as magnetic and nonmagnetic.
•
Give examples of materials that are magnetic
and non-magnetic.
•
Give examples of the use of magnets in our
daily life.
•
To determine whether a given material is
magnetic or non-magnetic.
(Materials: Bar magnets, different types of metals
and non-metals etc.)
•
Define the atomic number of an element as the
number of protons in the atom.
•
Define the mass number as the number of
protons and neutrons in the atom.
•
Define an isotope as atoms with the same
atomic number but different mass number.
•
Introduce the periodic table.
Use a periodic table to determine the number of:
a)
protons
b)
electrons
c)
neutrons
in different elements.
•
•
CAPS
State the charge of a proton, neutron and
electron
TECHNICAL SCIENCES
23
Electrostatics
Time
3 hrs
Electricity
• Explain that all materials contain
positive charges (protons) and
Topic Grade 10
Content, Concepts & Skills
negative charges (electrons).
Electron Configuration
Two kinds of
charge
Time
Give electronic arrangement of the first 20
in the has
periodic
• Explain that anelements
object which
an table using Aufbau
principle
(using
(↑↓))
notation.
equal number of electrons and
Order
filling
in the different energy levels.
protons is •neutral
(noofnet
charge).
•
Differentiate between core electrons and
valence electrons.
• Explain that positively
charged
Give spectroscopic electron configuration of
objects are• electron
deficient and
the first 20 elements in the periodic table using
negatively charged
objects(1shave
2
the notation
, 2s2,an
2p6, 3s2, 3p6, 4s2).
excess of electrons.
•
Determine the nuclear composition of some of
the elements found in technology.
Two kinds of charge
Topic Grade 10
Experiment 10
Explain that all materials contain positive
Guidelines
for
charges
(protons) and negative
charges
Content, Concepts
& Skills
(electrons).
Teachers
• theExplain
that of
an charges.
object which has an equal
• Investigate
two kinds
number of electrons and protons is neutral (no
charge).
• Use any of thenet
following:
•
Explain that positively charged objects are
1. A Perspex rod,
a Polythene
electron
deficientrod,
anda negatively charged
objects
have an
woollen cloth, small
pieces
ofexcess
paper.of electrons.
•
Describe how objects (insulators) can be
2. Van der Graaf
generator.
charged
by contact (or rubbing).
Experiment 103.
4 hrs
•
• Describe how objects
(insulators)
Electricity
can be charged by contact (or
rubbing).
Electrostatics
3 hrs
Guidelines for
Teachers
•
• electroscope.
Investigate the two kinds of charges.
Gold leaf
Charge
conservation
•
Use any of the following:
• The principle of conservation of
1.
A Perspex rod, a Polythene rod, a woollen
charge states that the net charge of
cloth, small pieces of paper.
an isolated system
remains constant
2.
Van
der
Graaf generator.
during any physical process.
3.
Gold leaf electroscope.
Give various
to
• Apply the•principle
of conservation
Charge conservation
The principle
of conservation situations
of charge states
that the net charge of an calculate
isolated system
the
of charge.
remains constant during any physical
chargeprocess.
when
•
Apply
the
principle
of
conservation
of charge.
• Determine the charge of two objects two charges
•
Determine
the charge
of two objects
touch after
and they Give various
after they touch
and separate
using:
touch and separate using:
separate.
situations to calculate
4 hrs
•
Use the above equation to solve problems
the charge when two
charges touch and
separate.
• Use the aboveinvolving
equation
to solve
charges.
NOTE: This equation is only true for identical
conductors.
4 hrs
24
Electric circuits
•
Components of a circuit
•
32
Draw the components of a circuit using Practice drawing
appropriate circuit symbols.
circuits using circuit
symbols.
Give the meanings of all symbols used.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
circuit
Time
Topic Grade 10
Time
Current
Topic Grade 10
used.
• Give the meanings of all symbols
Content,
Concepts & Skills
used.
symbols.
Guidelines for
Teachers
Guidelines for
Teachers
•Content,
Define current,
I, as&the
rate of flow
Concepts
Skills
of charge. It is measured in
Guidelines for
Time
Content,
& Skills
CurrentTopic Grade 10
• Define (A),
current,
I,Concepts
as
thesame
rate
ofasflow
Ampere
which
is the
Teachers
of charge.per
It is measured in
Coulomb
Current
• second.
Define current, I, as the rate of flow of charge.
Ampere (A), which
is the same
It is measured
in as
Coulomb
per
second.
Ampere (A),
whichusing
is the same as Coulomb
• Calculate the current
flowing
per
second.
the equation
• Calculate the current flowing using
•
Calculate the current flowing using the equation
the equation
• Indicate the direction of the current
in circuit diagrams
(conventional).
•
Indicate
the direction of the current in circuit
• Indicate the direction
the current
diagramsof
(conventional).
circuitpotential
diagrams
(conventional).
•inDefine
difference
terms in terms of work
PotentialPotential
•
Define
potentialin difference
done
and charge.
difference (terminal
pd) done and
of work
charge.
difference
• Define potential difference in terms
Potential pd)
(terminal
of work done and charge.
difference
the emf and
Measure the Measure
(terminal pd)
potential difference of
emf and
a cell.
Emf
• emf is the• potential
Emf
Emf isdifference
the potential difference
across thethe
cell
Measure
potential
across the cell when
nocurrent
current
when no
is is
flowing in emf
the circuit
and (open
difference
of a
Emf
• emf isinthe
difference
circuit).
flowing
thepotential
circuit
(open
circuit).
potential
cell.
across the•cell when
nodifference
current between
is
Give the
emf and potential
difference of a
difference.
in difference
the circuit
(open
circuit).
•flowing
Give the
between
emf
cell.
• difference.
emf and pd are measured in volts (V).
and potential
Do calculations
• Give the •difference
betweenusing
emfthe above equations.
potential
difference.
Measurement of
voltage
• are
Draw
diagrams
to show how to measure
•and
emf
and pd
measured
in volts
3 hrs
(pd)and current(V).
voltage and current in a circuit.
Experiment 11• emf and •
Build
an electric
circuit to measure current
pd are
measured
in volts
through a resistor and to measure the voltage
(V).
• Do calculations using the above
across a resistor; draw diagram of the circuit.
equations.(Materials: Conducting wire, cells, Voltmeter,
Do calculations
using
the
above
Measurement of
•• Draw
diagrams
show
how
toetc.)
resistor, to
Ammeter,
Switch
equations.
3 hrs
voltage (pd)
measure voltage and current in a
Measurement
of circuit.
• Draw diagrams to show how to
and
current
3 hrs
voltage (pd)
measure voltage and current in a
and current
circuit.
33
33
CAPS
TECHNICAL SCIENCES
25
3 hrs
3 hrs
3 hrs
opposition
to the flowConducting
of electric wire, cells,
(Materials:
• Resistance
defined
as the
opposition
to theisflow
of electric
Current.
Voltmeter,
resistor,
Ammeter, Switch
opposition to the flow of electric
Current.
etc.)
Current.
•1
= 1 V.A-1. Term 4
• 1 = 1 V.A-1. -1
Electricity
• 1 =a 1microscopic
V.A . Term 4description of
• Give
Guidelines for
• Give
description
of
resistance
in terms
of electrons
Electricity
Time
Topic Grade
10 a microscopic
Content,
Concepts
& Skills
Teachers
• Give through
ainmicroscopic
description
resistance
termsa of
electrons
moving
conductor
and of
Guidelines for
Time
Topic Grade
10
Content,
Concepts
&
Skills
resistance
in
terms
of
electrons
Resistancemoving
• with
Resistance
is defined
as the
Teachers
through
a conductor
and
colliding
the
particles
of
which
moving
through
a
conductor
and
3 hrs
opposition
to
the
flow
of
electric
colliding
with
the(metal)
particles
of which
the •
conductor
is made
andopposition to the
Resistance
Resistance
is defined
as the
colliding
with
the particles
ofand
which
Current.
3 hrs
flow
of electric
the
conductor
(metal)
is
madeenergy.
thereby
transferring
kinetic
theCurrent.
conductor
(metal)
is energy.
made and
thereby
transferring
kinetic
-1 -1kinetic energy.
thereby
transferring
• and
== 11V.A
. .
• 11 explain
V.Afactors
• State
that affect
•
Give
a
microscopic
description
• State
and
explain
factors
that
the resistance of a substance.affectof resistance in
State• and
explain
factors
that
affecta conductor
terms
of
moving
through
Giveof
aaelectrons
microscopic
description
of
the •resistance
substance.
and
colliding
with
the
particles
of
which
the
resistance
of
a
substance.
resistance
in termsfactors
of electrons
Experiment 12
• Investigate
the following
that
the conductor (metal) is made and thereby
moving
through
conductor
Experiment 12
• Investigate
the following
that and
affect the
resistance
of aafactors
conductor:
transferring
kinetic
energy.
Experiment 12 affect
•
Investigate
the
following
factors
colliding
with
the
particles
ofthat
which
a conductor:
• Temperature
•the resistance
State and of
explain
factors that affect the
affect
the
resistance
of
a
conductor:
the
conductor
(metal)
is
made
and
• Temperature
• Thickness
resistance of a substance.
•
Temperature
thereby
transferring
kinetic
• Thickness
• Length
Experiment 12
•
Investigate
the following
factorsenergy.
that affect the
•
Thickness
• Length
• Type ofresistance
materialsof a conductor:
• Length
• Temperature
State
and explain
factors that affect
• Type
• of materials
(Materials:
Copper
and nichrome
•
Type
of
materials
the
resistance
of
a
substance.
(Materials:
Copper
and
nichrome
wires
• of different
Thicknessthicknesses, Cells,
(Materials:
Copper
and nichrome
wires
thicknesses,
Cells,
Voltmeter,
Ammeter,
switch
etc.)
•of different
Length
wires
of
different
thicknesses,
Cells,
Experiment
12
•
Investigate
the
following
factors that
Voltmeter,
Ammeter,
switch
etc.)
4 hrs
Resistors in
• Resistors
are
series when they
•
Type
of in
materials
Voltmeter,
Ammeter,
switch
etc.)
affect
the
resistance
of
a
conductor:
4 hrs
Resistors
• Resistors
are Copper
inend
series
when
they
series in
are (Materials:
connected
toand
end
such
that
nichrome
wires of different
4 hrs series
Resistors in
•
Resistors
are
in
series
when
they
•
Temperature
thicknesses,
Cells,
Voltmeter,
Ammeter,
are
connected
end
to
end
such
that
the current has only one path throughswitch etc.)
series
are
end
endwhen
such
thatare connected
• Resistors
Thickness
current
has only
one
path
through
each
resistor.
4 hrs
Resistors in series the
• connected
are
intoseries
they
the
current
has
only
one
path
through
• end
Length
to end such that the current has only one
each
. resistor.
each
resistor.
path
through
each resistor.
•
Type
of materials
. • The same current
flows through
(Materials:
Copper
and nichrome
. same
• The
current flows
through
each
resistor.
wires
of
different
thicknesses,
Cells,
•
The
same
current
flows
through
each •
resistor.
The same current flows through each resistor.
Voltmeter, Ammeter, switch etc.)
each resistor.
4 hrs
Resistors in • Series•circuits
Resistors
in series
when they
areare
called
potential
•
Series
circuits
are
called
potential
dividers.
series
are connected
end
to end such
that
• Series
circuits
are called
potential
dividers.
the
current
has
only
one
path
through
•
Series
circuits
are
called
potential
dividers.
each resistor.
dividers.
.
34
• The same current flows through
34
each resistor.
34
Resistance
• Series circuits are called potential
dividers.
34
26
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
current
• Set upremains
a circuitconstant.
to show that series
Content,
& Skillswhile
circuits areConcepts
voltage dividers,
• (Materials:
Set up a circuit
to
show
series
Light constant.
bulbs orthat
resistors,
current remains
circuits
area
voltage
while
batteries,
switches,
connecting
leads,
• Set up
circuit todividers,
show that
series
current
remains
constant.
ammeters,
voltmeters
etc.)
circuits
are Light
voltage
dividers,
while
(Materials:
bulbs
or resistors,
Teachers
Guidelines
resistors
in
learners
that for
as
Remind
series
Teachers
you
add more
learners
as
resistance
Experiment 13
Remindthat
resistors
in
you
add
more
increases.
learners that as
series
resistors
you addinmore
resistance
Guidelines for
current
remains
constant.
Time
Topic
Grade
10
Content,
Concepts
&
Skills
batteries,
switches,
connecting
leads,
series
4 hrs
Resistors in
•(Materials:
Resistors are
inbulbs
parallel
they
Teachers
resistors in
increases.
Light
or when
resistors,
ammeters,
voltmeters
etc.)
resistance
parallel
are
connected
to
the
same
series
Experiment 13
•
Set
up
a
circuit
to
show
that
series
circuits
batteries,
switches,
connecting leads,
Remind learners that
(Materials:
Light
bulbs
orhas
resistors,
increases.
point
such that
the
current
are
voltage
dividers,
while
remains
ammeters,
voltmeters
etc.)
4 hrs
Resistors in
•batteries,
Resistors
are
in
parallel
when
theycurrentresistance
as you add more
switches,
connecting
leads,
constant.
different
paths
through
each
increases.resistors in series
parallel
are
connected
to
the
same
ammeters,
voltmeters
(Materials:
Light
bulbsetc.)
or
resistors,
4 hrs
Resistors in
•resistor.
Resistors
are
in parallel
when
theybatteries,
resistance increases.
pointswitches,
such that
the current
has
connecting
leads,
ammeters,
voltmeters
parallel
are
connected
to
the
same
4 hrs
Resistors in
• Resistors
arethrough
in parallel
when they
different
each
etc.) paths
point
such
that
the
current
has
parallel
are connected
to the
resistor.
4 hrs
Resistors in parallel different
• paths
Resistors
aresame
in parallel when they are
through
each
point such
that
the current
has point such that the
connected
to the same
resistor.
• different
Alternatively,
when
have
current
haswedifferent
paths through each
paths
through
each two
resistor.
resistors
in
parallel
we
can
use
the
resistor.
Remind
formula
• Alternatively, when we have two
learners that as
resistors in parallel we can use the
you
add more
• Alternatively, when we have two
Remind
formula
resistors
•
Alternatively,
when
we
have
two
resistors
resistors
in parallel
we we
canhave
use the
Remind
learnersinin
that
as learners that
• Alternatively,
when
two
Remind
parallel
we
can
use
the
formula
parallel
as
you
formula
you add more add more
parallel we
can each
use the
• resistors
Voltage isinconstant
across
learners
as
resistance
Remindthat
resistors
inresistors in parallel
formulaconnected in parallel.
resistor,
resistance decreases.
you
add
more
decreases.
learners that as
parallel
resistors
• Voltage is constant across each
you addinmore
resistance
parallel
resistor,
parallel.across eachdecreases.
• connected
Voltage is inconstant
resistor, in
resistors
• Voltage isconnected
constantinacross
each
resistance
parallel.
parallel
resistor,
connected
in are
parallel.
• •Resistors
in constant
parallel
current
decreases.
Voltage
is
across
each
resistance
dividers.
resistor, connected in parallel.
decreases.
•
Resistors in parallel are current dividers.
• Resistors in parallel are current
dividers.
• Resistors
in parallel are current
Experiment 14 (Formal)
•
Set up a circuit to show that parallel circuits
dividers.
• •Set
up a circuit
to show
parallel
areincurrent
dividers,
while
potential difference
Resistors
parallel
arethat
current
Experiment 14
remains
constant.
circuits
are
current
dividers,
while
dividers.
(Formal)
(Materials:
Light bulbs
or resistors,
batteries,
potential
constant.
• Setswitches,
up difference
a circuit
toremains
show
that
parallel voltmeters
connecting
leads,
ammeters,
Experiment 14
circuits
etc.)are current dividers, while
(Formal)
• (Materials:
Set up a circuit
show
parallel
Lightto
bulbs
orthat
resistors,
Experiment 14
potential difference
remains
constant.
circuits
area
current
dividers,
while
batteries,
switches,
connecting
leads,
(Formal)
• Set up
circuit to
show that
parallel
Experiment 14 potential
difference
remains
constant.
ammeters,
voltmeters
etc.)
circuits
are Light
current
dividers,
while
(Materials:
bulbs
or resistors,
(Formal)
potential difference
remains constant.
batteries,
switches, connecting
leads,
(Materials: Light bulbs or resistors,
ammeters, voltmeters etc.)
batteries,
switches,
connecting leads,
(Materials:
Light bulbs
or resistors,
ammeters,
voltmeters
etc.)
batteries, switches, connecting
leads,
ammeters, voltmeters etc.)
Time Experiment
Topic Grade
1310
35
35
35
35
CAPS
TECHNICAL SCIENCES
27
Heat and Thermodynamics
Time
Topic Grade 10
1 hr
Heat and Temperature
Heat
Content, Concepts & Skills
•
Guidelines for
Teachers
Define heat as a form of energy.
SI unit of heat is joule (J).
Temperature
•
Temperature is an indication of how hot or cold
a body is.
SI unit of temperature is kelvin (K).
2 hrs
Different types of
thermometers
•
Temperature is measured with a thermometer
in degree Celsius ().
•
Alcohol thermometer, Mercury thermometer, Use a mercury
Thermoelectric thermometer.
thermometer
to measure the
Give the application of thermometers in temperature of the
following substances:
technology.
(a) ice water
(b) tap water
(c) boiling water.
•
3 hrs
Celsius scale
Kelvin scale
•
•
Celsius scale is used to measure temperature
for general purposes.
Fahrenheit (not for
The Kelvin scale is used for thermodynamical assessment but for
enrichment only).
calculations.
T = t+273
T is the temperature in kelvin.
t is the temperature in degree Celsius.
•
Experiment 15
28
Use the above equation to convert temperature
from Celsius to Kelvin.
•
Measure the melting point of wax.
(Materials: Paraffin wax, Bunsen burner,
Thermometer, 500 ml beaker, boiling tube, clamps,
etc.)
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Sign
conventions
• Use the Cartesian coordinates
system to indicate the directions
(+ve X and +ve Y as positive).
TERM 1 GRADE 11
• Use compass directions
to indicate
MECHANICS
the directions.
Time
Topics Grade 11
4 hrs
• Express
Introduction to Mechanics
Sign conventions
4 hrs
4 hrs
Graphs
Graphs
Recall that
vectors have
magnitude and
direction.
Guidelines for
Teachers
Content, Concepts & Skills
the direction using bearing
by measuring on the north line in the
clockwise
the vector.
• direction
Use the toCartesian
coordinates system to
Recall that vectors
indicate the directions
(+ve Xmethods
and +ve Ytoas positive).
• Use the above
•
Use
compass
determine the directions ofdirections
vectors. to
directions.
• Demonstrate the direct proportion
direction using
graphs•in theExpress
contextthe
of technology.
indicate the
have magnitude and
direction.
Recall that
bearing line
by
straight
measuring on the north line in the clockwise
graphs are
direction to the vector.
• Demonstrate the indirect proportion represented by
•
Use the above methods to determine the
graphs in thedirections
contextofofvectors.
technology.
y = mx+c and
hyperbolic
•
Demonstrate the direct proportion graphs in Recall that straight
graphs are line graphs are
the context of technology.
representedrepresented
by
by
xy graphs
= k. in y = mx+c and
•
Demonstrate the indirect proportion
hyperbolic graphs are
represented by xy = k.
the context of technology.
2 hrs
Theorem of
• Determine the resultant of two
Pythagoras
vectors•acting
perpendicular
to each
Recallacting
theorem
2 hrs
Theorem of Pythagoras
Determine
the resultant
of two vectors
perpendicular
to
each
other
using
the
theorem
Recall theorem of
other using the theorem of
of Pythagoras.
of
Pythagoras:
Pythagoras.
Pythagoras:
•
Use the theorem of Pythagoras to calculate
• Use the theorem
of Pythagoras
the resultant
of forces, toin the context of
calculate thetechnology.
resultant of forces, in
the context of technology.
Guidelines for
Content, Concepts & Skills
Time
Topics Grade 11
2 hrs
Co-linear vectors
•
Define co-linear vectors as vectors that have
the same line of action.
Co-planar vectors
•
Define co-planar vectors as vectors that are in
the same plane.
•
Draw the resultant of two co-linear vectors.
CAPS
Teachers
37
TECHNICAL SCIENCES
29
Time
Topics Grade 11
Content, Concepts & Skills
8 hrs
Resultant of forces in
two dimensions.
Head-to-tail method
•
Theorem of Pythagoras
•
Parallelogram law of
forces
•
Use the head-to-tail method to determine the
resultant of two vectors at right angles to each
other.
Use the theorem of Pythagoras to determine
the resultant of forces acting at right angles to
each other.
The Parallelogram law of forces states that if
two forces acting at a point can be represented
by the adjacent sides of a parallelogram both
in magnitude and direction, then the diagonal
from the point gives the resultant of the two
forces.
Use the parallelogram law to determine the
resultant of two forces acting at an angle to
each other.
Using scale drawing (Do not do calculations
involving the resultant.)
•
•
Experiment 1
(formal)
6 hrs
Guidelines for
Teachers
Recall the resultant of
forces.
Use the parallelogram of forces to:
a)
Determine the resultant of two forces
acting on a point.
b)
Determine the weight of a given body.
(Materials: Force board with two pulleys, mass
pieces, pins, sheet of paper,
light
strings
etc.)
components
force
into
its parallel
and
•
calculations.
Resolution
of forces
•
components
into components
Given
force
acting
at
an angle
to the Do
scale drawing and
perpendicular
components
force ainto
its Fparallel
and
calculations.
calculations.
horizontal
axis, resolve
the force intocomponents).
its parallel
(Rectangular
perpendicular
components
and
perpendicular
components (Rectangular
(Rectangular
components).
Frictional
forces
•
Define frictional force as the force
components).
6 hrs
6Frictional
hrs Frictional
forces
forces
•
6 hrs
that
opposes
the
motion
• Define
frictional
force
as the
force
Define
frictional
force
as
the force
that
opposes
thatmotion
opposes
motion of an object.
the
of an the
object.
of an object.
Static frictional
• The static (limiting) frictional force
Recall the
Recall the
normal normal force.
•
The static (limiting)
frictional
force
acts
force
acts
between
the
two
surfaces
when
Static frictional
• The static (limiting) frictional force
Recall the
force.
between
the two the
surfaces
when
object
thetwo
object
is the
stationary.
is givenforce.
by
force
acts between
surfaces
whenis Itnormal
stationary.
It
is
given
by
the object is stationary. It is given by
Kinetic frictional force
Kinetic frictional
Kinetic frictionalforce
• The kinetic (dynamic) frictional
force
force frictional
acts
between
the two surfaces
•
The
kinetic
(dynamic)
force acts
• The kinetic (dynamic)
frictional
whenthe
the
object
is moving.
It is given
force acts
two
surfaces
between
the between
two surfaces
when
the
object
is
when the
moving.
It is object
given by
byis moving. It is given
by
•
Use the above equation to solve problems
• Use the above equation to solve
involving frictional problems
forces.
• Useplane
the above
equationinvolving
to solve frictional forces.
(No inclined
problems)
(No inclined
problems)
problems involving
frictionalplane
forces.
Experiment 2
(No inclined
plane between
problems)
a)
Determine
the relation
the force of
limiting friction anda)
theDetermine
normal force.
the relation between
Experiment
2 the coefficient
b)
Determine
of
friction
between
therelation
force ofbetween
limiting
friction and the
a) Determine the
a block and horizontal
surface.
Experiment 2
normal
force.
the Aforce
of limiting
friction
(Materials:
wooden
block, a set
of 50 and
gramthe
normal
force.
weights, weight box, pan, horizontal table fitted with
b) Determine the coefficient of friction
a pulley etc.)
between
a block
and horizontal
b) Determine the
coefficient
of friction
surface.
between a block and horizontal
(Materials: A wooden block, a set of
surface.
50 gramblock,
weights,
weight
box, pan,
(Materials: A wooden
a set
of
horizontal
table
fitted
with
a pulley
50 gram weights, weight box, pan,
horizontal tableetc.)
fitted with a pulley
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
etc.)
Magnetism and Electricity
Static frictional force
30
Magnetism and Electricity
Time
Topics Grade 11
Content, Concepts & Skills
Guidelines for
Magnetism and Electricity
Time
Topics Grade 11
Content, Concepts & Skills
8 hrs
Magnet
•
The magnetic field
•
•
•
Poles of permanent
magnet
Direction of magnetic field •
Magnetic field of a bar
magnet
•
Force of a magnet
•
Properties of magnetic
field lines
Experiment 3
•
Experiment 4
a)
Guidelines for
Teachers
Describe a magnet as an object that has a
pair of opposite poles, called north and south.
Even if the object is cut into tiny pieces, each
piece will still have both a N and a S pole.
Define the magnetic field as the region in
space where another
magnet or ferromagnetic material will
experience a force.
Like magnetic poles repel each other and
opposite poles attract each other.
Use a compass to determine the direction of
the magnetic field.
Give examples of
Sketch the magnetic field of a bar magnet.
magnets relevant to
technology.
Predict the behaviour of magnets when they
are brought close together.
Discuss the properties of magnetic field lines.
Determine the north pole of the earth using a
bar magnet.
(Materials: Bar magnet, string, wooden stand, etc.)
•
b)
Determine whether a material is a magnetic
material or a magnet.
Determine the polarity of the magnets.
(Materials: Bar magnets, magnetic material, string,
wooden stand, etc.)
Experiment 5
Earth’s magnetic field
CAPS
•
Mapping of magnetic field.
(Materials: Bar magnet, compass needle, drawing
board, paper, pin, etc.)
•
Compare the magnetic field of the earth to the
magnetic field of a bar magnet.
•
Explain
the
difference
between
the
geographical North pole and the magnetic
North pole of the earth.
•
Give examples of phenomena that are affected
by earth’s magnetic field e.g. Aurora Borealis
(Northern Lights) & magnetic storms.
•
Discuss qualitatively how the earth’s magnetic
field provides protection from solar winds.
TECHNICAL SCIENCES
31
TERM 2 GRADE 11
WAVES AND SOUND
Time
Topics Grade 11
Content, Concepts & Skills
4 hrs
Pulses
•
Transverse pulses
Longitudinal pulses
Experiment 6
3 hrs
Waves
Transverse wave
Crest
Longitudinal wave
Trough
Define a pulse as a single disturbance in a
medium.
•
Define a transverse pulse as a pulse in which
the particles of the medium vibrate at right
angles to the direction of propagation of the
pulse.
•
Define a longitudinal pulse as a pulse in which
the particles of the medium vibrate parallel to
the direction of propagation of the pulse.
•
Observe the motion of a single pulse travelling
along a long, soft spring or a heavy rope.
(Materials: Slinky spring, rope etc.)
•
•
•
•
•
Wave Terminology
Amplitude
Points in phase •
8 hrs
Crest
Trough
•
Wavelength
•
Points in phase
•
Wavelength
•
Period
Frequency
Period
Guidelines for
Teachers
•
•
Define a wave as a succession of pulses.
Define a transverse wave as a wave in which
rest
(equilibrium) position.
the particles of the medium vibrate at right
angles to the direction of propagation of the
wave.
• Define
crest as the uppermost
Draw theatransverse.
point
on
a
transverse
wave.
Define a longitudinal
wave
as a wave in which
the particles of the medium vibrate parallel to
the direction
of propagation
of the wave.
• Define
a trough
as the lowermost
Drawon
thealongitudinal
wave.
point
transverse
wave.
• Define
in phase
any two
Define points
amplitude
as asthe
maximum
displacement
of
a
particle
from of
its rest
points that are in the same state
(equilibrium)
position.
vibration.
Define a crest as the uppermost point on a
transverse wave.
• Define
wavelength ( as the
Define a trough as the lowermost point on a
distance between two successive
transverse wave.
points in phase.
Define points in phase as any two points that
SIare
unit:
m same state of vibration.
in the
Define wavelength (as the distance between
• Draw
and label
transverse
two successive
points
in phase. and
longitudinal
SI unit: m waves.
Draw and label transverse and longitudinal
• Define
waves. the period (T) as the time
taken
to the
complete
oneaswave.
Define
period (T)
the time taken to
SIcomplete
unit: s one wave.
SI unit: s
Relationship
• Define frequency (f) as the number
(f) as the number of waves
period • ofDefine
wavesfrequency
per second.
per second.
and frequency
SISIunit:
(Hz)
unit:hertz
hertz (Hz)
Frequency
between
Relationship between
period and frequency
Note:
1 1Hz
Note:
1 Hz =
s-1 =
•
•
1 s-1
• T=
T=
Use the
the above
problems
• Use
aboveequation
equationto tosolve
solve
involving period and frequency in the content
problems
involving period and
of technology.
frequency in the content of
technology.
Guidelines for
Time
Topics Grade 11 Content, Concepts & Skills
Teachers
32
• Define POLICY
wave speed
as the(CAPS)
distance
CURRICULUM AND ASSESSMENT
STATEMENT
Wave speed
travelled by the wave in one second.
Time
Time
Time
Time
Topics
TopicsGrade
Grade11
11
Topics Grade 11
Topics Grade 11
Wave
Wavespeed
speed
Wave
speed
Wave
speed
• Use theinvolving
above equation
to
solve
problems
period
problems
involving
periodand
and
problems
involving
period
and
frequency
frequencyin
inthe
thecontent
contentof
of
frequency
in
the
content
of
technology.
technology.
technology.
Guidelines
Guidelinesfor
for
Content,
Content,Concepts
Concepts&&Skills
Skills
Guidelines
for
Teachers
Teachers
Content, Concepts & Skills
Guidelines for
Teachers
Concepts
& Skills
••Content,
Define
speed
as
Definewave
wave
speed
asthe
thedistance
distance
Teachers
•
Define
wave
speed
as
the
distance
travelled
by
wave
in
travelled
bythe
the
wave
inone
onesecond.
second.
• Define wave
speed
as the
distance
travelled by
travelled
the
wave in one second.
the wave inby
one
second.
vv==
vv =
or
or
or
or
or vv
v === ff
vvv=== or
or
v = or v = f
• Use the above equations to solve problems
5 hrs
Superposition of waves
••involving
Use
above
equations
to
solve
Usethe
thespeed,
above
equations
tofrequency,
solve
wavelength
and
•distance,
Use thetime,
above
equations
to solve
in the
content
problems
involving
speed,
problems
involving
speed,of technology.
problems involving
speed, distance,
wavelength
and
wavelength
andfrequency,
frequency,
distance,
wavelength and frequency, distance,
•
Constructive interference
•
Destructive interference
•
•
Experiment 7
•
Define the superposition as the algebraic sum
of the amplitudes of the waves that meet at the
same point simultaneously.
Define constructive interference as the
superposition of the two waves which are in
phase.
Define destructive interference as the
superposition of the two waves which are out
of phase.
Demonstrate the phenomenon of constructive
and destructive interference using transverse
wave pulses.
Use a ripple tank to demonstrate constructive
and destructive interference of two pulses.
42
42
42
(Materials: Ripple tank apparatus)
CAPS
TECHNICAL SCIENCES
33
Time
Topics Grade 11
Content, Concepts & Skills
8 hrs
Sound waves
Speed of sound in
different media
•
•
Reflection of sound
•
•
Echo
•
Experiment 8 (formal)
•
Sound waves are longitudinal waves.
Demonstration:
Investigate the speed of sound waves in Make sound using
different mediums (gas, liquid or solid).
a vuvuzela, string,
tuning-fork, loudDefine the reflection of sound waves as the speaker, drum-head.
bouncing back of the wave from a surface.
Define an echo as the reflection of a sound
wave.
Determine the speed of sound in air.
(Materials: Tuning forks, rubber hammer, meter
stick, etc.)
Pitch
Loudness
Range of sound
frequencies
Experiment 9 (formal)
34
Define pitch as a measure of how high or low
a note is.
•
Frequency of sound determines its pitch. The
higher the frequency, the higher the pitch.
•
Loudness is determined by the amplitude of
the sound.
•
The higher the amplitude, the louder sound.
•
Use wave patterns to demonstrate pitch and
loudness.
•
Infrasound: frequencies less than 20 Hz.
•
Audible sound: frequencies from 20 Hz to
20 000 Hz.
•
Ultrasound:
frequencies
greater
than
20 000Hz.
•
Application of infrasound and ultrasound
related to technology.
•
Determine the difference between pitch and
loudness using an oscilloscope.
(Materials: Oscilloscope, function generator, loudspeaker, etc)
•
4 hrs
Guidelines for
Teachers
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Demonstrate that
sound needs a
material medium (air)
to propagate.
generator, loud-speaker, etc)
TERM 3 GRADE 11
Electricity and Magnetism
TERM 3 GRADE 11
Electrostatics
TimeElectrostatics
Topics Grade 11
Electricity and Magnetism
Content, Concepts & Skills
Guidelines for
Teachers
Guidelines for
• Coulomb’s
LawConcepts
states that
the force
Content,
& Skills
Teachers
of attraction or repulsion between
Coulomb’s
Law two point
• charges
Coulomb’s
Law states that the force of
4 hrs Coulomb’s
Law
is directly
attraction or repulsion between two point
proportional to
the product
of proportional
their
charges
is directly
to the product
4 hrs
charges and inversely
proportional
to proportional to
of their charges
and inversely
the square ofthe
thesquare
distance
between
of the
distance between the two
charges.
the two charges.
Time
Topics Grade 11
• Use the
calculate
• above
Use equation
the above to
equation
to calculate the force
the force andand
charge.
charge.
6 hrs
Electric
fieldfield
Electric
6 hrs
Define the
electric
as a region of space in
• Define•the electric
field
as afield
region
which an electric charge experiences a force.
of space in which an electric charge
experiences a force.
•
Electric field lines
•
Electric field lines
Time
•
Topics Grade 11
•Use
Usethe
the
above
equation
to calculate
above
equation
to calculate
the force,
the
force,
and electric field.
charge
andcharge
electric field.
44
The direction of the electric field at a point is
direction
that of
a positive
test charge
(+1C)
•the
The
direction
the electric
field at
if placed
at that
point.
awould
pointmove
is the
direction
that
a positive
Drawcharge
electric (+1C)
field lines:
test
would move if
placed
at thata point.
(a) Around
positive charge
•(b)
DrawAround
electric
field lines:
a negative
charge
(a) Around a positive charge
(c) Between a positive and a positive
(b) Around a negative charge
charge
(c) Between a positive and a
(d) Between
negative and a negative
positive acharge
charge
(d) Between a negative and a
(e) Between
positive and a negative
negativea charge
charge.
(e) Between a positive and a
negative charge.
Content, Concepts & Skills
• Electric field between parallel
plates.
Electric field
between parallel
plates
Guidelines for
Teachers
• Do calculation by using the above
equation.
• Discuss the relationship between E,
V and d.
Applications of
electrostatics
CAPS
Electric circuits
8 hrs
Ohm’s Law
• Draw electric lines between two
parallel plates.
• Discuss application of electrostatics
related to technology.
TECHNICAL SCIENCES
• Ohm’s law states that the current in
a conductor is directly proportional to
the potential difference across it, at
35
negative charge
(e) Between a positive and a
negative charge.
Time
Topics Grade 11
Time
Content, Concepts & Skills
Topics Grade 11
Content, Concepts & Skills
Guidelines for
Guidelines for
Teachers
• Electric field between parallel
Electric field between
Electric field between parallel plates.
plates. •
Teachers
parallel plates
Electric field
between parallel
plates
Applications of
electrostatics
Electric circuits
Ohm’s Law
8 hrs
Applications of
electrostatics
Electric
8 hrs
• Do calculation
bycalculation
using thebyabove
•
Do
using the above equation.
equation. •
Discuss the relationship between E, V and d.
•
Draw electric lines between two parallel plates.
• Discuss •
the relationship
between
E,
Discuss application
of electrostatics
related to
V and d.
technology.
• Draw electric
lines
twothe current in a conductor
•
Ohm’sbetween
law states that
parallel plates. is directly proportional to the potential
difference across it, at constant temperature.
V= IR
• Discuss application
of electrostatics
Use the above equation to do calculations
related to •
technology.
(include graphical calculations).
•
Determine the resistance of an unknown
Experiment 10 (formal)
resistor.
circuits
(Materials: Battery, ammeter, voltmeter, a resistance
Ohm’s Law
• Ohm’s law
states
thatkey,
the connecting
current inwires etc.)
wire,
Rheostat,
Ohmic and non-aOhmic
conductor
proportional
to Ohm’s law is called
• is directly
Any conductor
that obeys
conductors
the potential difference
it, at
an Ohmic across
conductor.
constant temperature.
•
Give examples of Ohmic conductors.
V= IR •
A conductor that does not obey Ohm’s law is
called non-Ohmic conductor.
•
Give
examples
• Use the above
equation
to of
donon-Ohmic conductors.
Experiment
10 11 calculations
Experiment
• (include
Obtain graphical
current and voltage data for a piece
(formal)
calculations). of copper wire and semi-conductor and
determine which one obeys Ohm’s law.
Ohmic and non-
• Determine
the resistance of an
(Materials: Copper wire, semiconductor connecting
wires, ammeter and voltmeter etc.)
6 hrs
3 hrs
36
Use series and parallel resistors in combination45
with Ohm’s law.
Circuit calculations
•
Emf
•
Emf is defined as the potential difference
across a cell when the circuit is open.
Internal resistance
•
Internal resistance is defined as the resistance
inside the cell when current flows through it.
(No calculation needed)
Experiment 12
•
Determine the internal resistance of a battery.
(Materials: Battery, multimeter, connecting wires,
switch, etc.)
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
required to increase the temperature
of 1 kg of the substance by 1 or
Heat capacity
1K.
Guidelines for
Time
Topics Grade 11
Content, Concepts & Skills
SI unit:
Teachers
• Define the
capacity (C) of a
Heatheat
and Thermodynamics
substance as the amount of heat
4 hrs
Heat
to increase
the temperature
required
to increase
the
temperature
Specific heat capacityrequired
•
Define
the specific
capacity
(c) of a substance
required
to
increase
the
temperature
of the
by
1
or11 K.
of whole
1 kgas
ofsubstance
the
substance
orto the
required
to
increase
temperature
the amount of heatby
required
increase
the
of
1
kg
of
the
substance
by
1
or
SI
unit:
temperature
of
1
kg
of
the
substance
by 1
1 or
Heat capacity
1K.
of 1 kg of the substance by
Heat capacity Heat
1K.
• Ccapacity
=
cm
SI
unit:or 1K. 1K.
unit:
unit:
where
m
is the
of
a substance.
•SISI
Define
themass
heat
capacity
(C) of a
SI unit:
Heat capacity
•substance
Define
theasheat
capacity
(C)heat
ofcapacity
•
Define
the
heat
capacity
(C)
ofa aGuidelines
substance
the
amount
of
•
Define
the
heat
(C) of afor
Time
Topics Grade 11 Content,
Concepts
&
Skills
as
the
amount
of
heat
required
to
increase
the
substance
as
the
amount
of
heat
required
to increase
thewhole
temperature
Teachers
substance
as the
amount
of
heat
temperature
of
the
substance
by
1or
1
required
to increase
thetoby
temperature
of
the
whole
substance
1
or
1
K.
required
increase
the
temperature
• Use the above
equation to do
K.
ofSIthe
whole substance
by substance
1 or 1 K. by 1 or 1 K.
of the whole
SI
unit:
unit:
calculations.
•SI•Cunit:
= cm
C = cm SI unit:
Practical
•where
C = cm
where
m is
aofsubstance.
isthe
the•mass
mass
a substance.
C =ofcm
application of heat • Discuss practical
application
of heat
where
m
is
the
mass
substance.
• in Use
the above
to do
calculations.
whereequation
mofisa the
mass
of a Guidelines
substance. for
capacity
capacity
technology.
Time
Topics Grade 11 Content, Concepts & Skills
Guidelines for
Guidelines for
Teachers
Time Practical
Topics
GradeTopics
11
Content,
Concepts
& Skills
Time
Grade
11
Content,
Concepts
&
Skills
application
of
Teachers
•
Discuss
practical
application
of
heat
capacity
4 hrs Law
of capacity
• Law
of conservation
of heat states
Teachers
• Use
the
above equation
to do
heat
in technology.
•the
Use
the
above
equation
to
do
conservation of
that calculations.
amount
of•heat
lost
equals
Use the above equation to do
4 hrs heat
Law of conservation of
•
Law
of conservation
of heat
calculations.
the amount
of heat
gained, when
no states that the
Practical
calculations.
heat
amount of heat lost equals the amount of heat
Practical of Practical
heat•isDiscuss
lost.gained,
application
heat
practical
application
when no
heat is lost.of heat
application
of
heat
•
Discuss
application
of application
heat
capacity
capacity
inpractical
technology.
application
of heat
• Discuss
practical
of heat
capacity
capacity
in
technology.
•
Amount
of
heat
lost
or
gained
is
•
Amount
of
heat
lost
or
gained
is
given
by:
capacity
capacity in technology.
Q==
mc
given• Law
by: Qof
mc
4 hrs Law of
conservation
of heat states
4 hrs conservation
Law of
•
Law
of
conservation
of
heatequals
states of heat states
of
that
the
amount
of
heat
lost
4 hrs Law of SI unit of specific
• Law
of
conservation
-1 -1
heat
capacity:
Jkg
K .
conservation of
thatof
the
amount
ofthe
heat
lostwhen
equals
SI unit
specific
heat
capacity:
heat
the
amount
of
heat
gained,
no lost equals
conservation
of
that
amount
of
heat
-1 -1
heat
the
ofthe
heat
gained,ofwhen
no
Experiment
13 heat
Jkg heat
K .amount
is
lost.
amount
heat
gained,
•
Do calculations using the above equation.when no
heat is lost. heat is lost.
Determine heat
• Do•calculations
using
the
above
capacity of a liquid.
Amount
of
heat
lost
or
gained
is
•
Determine the heat capacity of a solid.
•
Amount
of
heat
lost
or
gained
is
Determine
heat
equation.
given
by: QCalorimeter,
= •mc
Amount
of heat lost
or gained
(Materials:
thermometer,
balance,
lead is(Informal)
Experiment 13
given
by:
Q
=
mc
capacity
of
a
or sand, water etc.)
given by: Q = mc
the
heat capacity
of awith theliquid.
• unitInof
thermodynamics
deal
processes
5 hrs
Thermodynamics • Determine
SI
specific
heatwe
capacity:
-1 -1
SI
unit
of
specific
heat
capacity:
solid.
(Informal)
involving
heat,
work
and
energy.
Experiment 13
Jkg-1K-1.
SI unit of specific
heat
capacity:
Terminologies
-1 -1
Experiment 13
Jkg
K
.
(Materials:
Calorimeter,
Experiment 13
Jkg K .
Thermodynamic system
thermometer,
balance,
lead the
or system
sand,
Define
thermodynamic
• •
Do calculations
using
aboveas a portion of
•
Do
calculations
using
the
above
matter.
E.g.
Gas
enclosed
inside
cylinder,
water
etc.)
Determine
heat
equation.
• Do calculations
usinga the
above
fitted
with
a
piston.
Determine
equation.
5 hrs Thermodynamics • In thermodynamics
we
deal
with
the
capacity of heat
a Determine heat
equation.
Surrounding
•
Define
the
surrounding
as
anything
outside
capacity of a capacity of a
processes
involving
heat,
work andof a
• Determine
the
heat
capacity
liquid.
the system
whichcapacity
has someofbearing
on
the
• Determine
the
heat
a
liquid.
Terminologies
energy.
solid.
(Informal)
• Determine
of a
liquid.
behaviour
of the system.the heat capacity
solid.
(Informal)
(Materials:
Calorimeter,
solid.
(Informal)
Open system
•
Define an open system as a system which
(Materials:
Calorimeter,
Thermodynamic
• Define
thermodynamic
system
as
a
thermometer,
balance,
lead
or energy
sand, with the
(Materials:
Calorimeter,
can exchange
matter
and
thermometer,
balance,
lead balance,
or sand, lead or sand,
system
portion
of matter.
E.g.
Gas enclosed
surroundings.
water
etc.)
thermometer,
etc.) fitted
inside
cylinder,
piston.
waterwith
etc.)
5 hrs Thermodynamics
•water
Ina thermodynamics
wea deal
with the
5 hrs Thermodynamics
•
In
thermodynamics
we
deal
with
processes involving
heat, work
andthe
5 hrs Thermodynamics
• In thermodynamics
we deal with the
processes
involving
heat,
work
and
Surrounding
•
Define
the
surrounding
as
anything
Terminologies
energy.
processes involving heat, work and
TerminologiesTerminologies
energy.
outside
the systemenergy.
which has some
on the
behaviour of the
Thermodynamic bearing
• Define
thermodynamic
system as a
Thermodynamic
•
Define
thermodynamic
system
as a system as a
system
portion of matter.
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enclosed
Thermodynamic
• Define
thermodynamic
system
portion
of
matter.
E.g.
Gas
enclosed
fittedofwith
a piston.
systeminside a cylinder,
portion
matter.
E.g. Gas enclosed47
inside a cylinder,
fitted
with
a piston.
inside a cylinder,
fitted with a piston.
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• Define the surrounding as anything
Surrounding Surrounding
• Definethe
thesystem
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• Define
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which
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behaviour
of thesome
the system
which has some
bearing on thebearing
behaviour
of
the
on the behaviour of the
CAPS
TECHNICAL SCIENCES
47
47
37
47
1K.
substance
amount of heat
1 kg as
of the substance
by 1 or
SIofunit:
required
required
required
torequired
increase
to1K.
increase
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increase
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the the
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temperature
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Heat capacity
• Define the heat capacity (C) of a
of 1 of
kg 1of
of
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the
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kg
substance
the
the
substance
substance
by 1 by or
1byby1or1 oror 1 K.
of
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SIofwhole
unit:
substance
as the amount of heat
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capacity
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capacity
capacity1K. 1K. 1K.
SI unit:
• Definetothe
heat capacity
(C) of a
required
increase
the temperature
SI unit:
SI unit:
SI •unit:
C substance
= cm
as
the amount
Guidelines for
of the whole
substance
by 1of heat
or 1 K.
Time
Topics Grade•11
Content,
Concepts
Skills
Define
• Define
•the
Define
heat
the
the
heat
capacity
heat
capacity
capacity
(C)&of
(C)
of
aof
a
where
m
is
the
mass
ofa a(C)
substance.
required
to
increase
the
temperature
Teachers
SI unit:
substance
substance
substance
as
the
asthe
amount
the
aswhole
the
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amount
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heat
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heat
of heat
Guidelines
for
of
by
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or
1
K.
Closed
system
•
Define
a
closed
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a
system
which
• C = cm
Time
Topics Grade
11
Content,
Concepts
&
Skills
required
required
required
to increase
toSIincrease
to
increase
the temperature
the the
temperature
temperature
can
energy
not matter, with
the
unit:
Teachers
where
mexchange
is the mass
ofonly,
a substance.
surroundings.
of the
ofwhole
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of •the
whole
substance
whole
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substance
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•Content,
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SI unit:
SI 11
unit:
SI calculations.
unit:
Time Isolated
Topics
Grade
& Skills
where
mConcepts
is
mass
of a substance.
Teachers
• C=
• cm
C•= C
cm
= cmwhich is not influenced by its surroundings.
Guidelines for
Practical
(No
exchange
of
heat
or
energy
with
the
Time
Topicswhere
Grade
11
Content,
Concepts
& Skills
• is
Use
the
above
equation
to do
where
m
where
is
m
the
m
mass
the
is
the
mass
of
mass
a
of
substance.
a
of
substance.
a
substance.
Teachers
application of heat • Discuss
practical application of heat
surroundings).
calculations.
Guidelines
Guidelines
Guidelines
for for for
capacity
capacity
in
technology.
• Use
the
above
to isdo
• Concepts
The
thermal
state
of a system
defined by its
Thermodynamic
variables
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Time
Topics
Topics
Grade
Topics
Grade
11
Grade
11
Content,
11Content,
Content,
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&
Skills
& Skills
& equation
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Practical
Teachers
Teachers
Teachers
temperature (T), pressure (P)
and
volume
(V).
or co-ordinates
calculations.
application of heat • Discuss
practical
application
of
heat
These
quantities
called
thermodynamic
• Use• Use
the• Use
above
the
above
equation
above
equation
equation
to doto are
do
toheat
do states
4 hrs LawPractical
of
•the
Law
of
conservation
of
capacity
capacity
in technology.
variables.
calculations.
calculations.
conservation
ofcalculations.
that •the
amount
of heatapplication
lost equalsof heat
application
of heat
Discuss
practical
Practical
Practical
Practical
heat
the
amount
of
heat
gained,
when no
capacity
capacity
in
technology.
energy
4 hrsInternal
Law
of of a
of conservation
of heat
•• Law
Define
internal energy
of a states
thermodynamic
application
application
application
of heat
of heat
of• heat
Discuss
• Discuss
• Discuss
practical
practical
application
application
application
of heat
heat
of heatand potential
heatpractical
issystem
lost.
thermodynamic
system.
as the
sum
ofof
the
kinetic
conservation
of
that the
amount
of
heat
lost
equals
capacity
capacity
capacity
capacity
capacity
in technology.
in• technology.
in technology.
4 hrs
Law ofcapacity
Law
of conservation
of heat
states
energies
of all
thegained,
molecules
of the
system.
heat
the
amount
of
heat
when
no
Amount
of
heat
lost
orheat
gained
is
conservation
of • •
that
the
amount
of
lost
equals
The
first
law
of
thermodynamics
states
that if
First Law
of
heat is lost.
given
by:
Q
=
mc
4 hrs4 hrs
4Law
hrsLaw
of Law
of ofheat • Law
• Law
of•conservation
Law
of conservation
of
conservation
of
heat
of
heat
states
of
heat
states
states
heat
energy
Q
is
given
to
a
system,
it
is
Thermodynamics
the amount heat gained, when no used
in heat
two
ways:
conservation
conservation
conservation
of of that
of that
the that
amount
the the
amount
amount
of
heat
lost
of heat
equals
lost lost
equals
equals
heat
isoflost.
• Amount
of
heat lost the
or gained
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(i)
In
increasing
internal
SI
specific
heat
capacity:
heatheatheat
the amount
the the
amount
amount
ofunit
heat
ofofheat
gained,
of
heat
gained,
when
gained,
when
no
when
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given
= mc( U)
system
-1 by: Q
Experiment
13heat
.
heat
is lost.
heat
isJkg
lost.
is-1•K
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heat
lost
or gained
is
(ii)
In of
doing
work
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external
given
by:
Q
=
mc
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specific (heat
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heat
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Experiment 13
Jkg K .
givengiven
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by:
= mc
Q
by:
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mc
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mc
•
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= of
U+specific
W
SI=unit
heat capacity: Determine heat
-1 -1
capacity
of a
equation to calculate
the
Experiment 13 •• Do
JkgUse
K the
. aboveusing
calculations
the above
internal
energy,
work
done
and
the
amount
of
• unit
Determine
the
capacity of a
liquid.
SI unit
SI of
unit
SIspecific
of specific
of specific
heatheat
capacity:
heat
capacity:
capacity:
Determine heat
-1-1equation.
supplied.
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Experiment
Experiment
13 13 Jkg
13 -1Jkg
K-1.-1Jkg
Ksolid.
. K•-1Do
. heat
calculations using the above (Informal)
capacity of a
(Materials:
Calorimeter,
Determine heat
equation.
Working substance
•
Determine
the
heat
capacity
of
a
liquid.
•
Define working
the substance
thermometer,
balance,
lead
orassand,
• Do•calculations
Do• calculations
Do
calculations
usingusing
the
using
above
thesubstance
the
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above
capacity of a
solid.that absorbs heat fromthe source. E.g. Air(Informal)
in
water
etc.)
Determine
Determine
Determine
heat
heatheat
equation.
equation.
equation.
•
Determine
the
heat
capacity
of
a
liquid.
petrol and
diesel engines.
(Materials:
Calorimeter,
• It absorbs
heat from a hot body
of
a
of
aof a
5 hrs Thermodynamics • In thermodynamics
we deal capacity
withcapacity
thecapacity
solid.
(Informal)
Teachers
thermometer, balance, lead or sand,
(source), converts a part of it into
• Determine
• Determine
the(Materials:
heat
the
the
heat
capacity
heat
capacity
capacity
of
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engine
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etc.)
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a as
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bodywhich
work
and rejects the rest to a cold
solid.solid.
solid.
(Informal)
(Informal)
(Informal)
heat energy into
mechanical
work.
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energy.
thermometer,
balance,
lead
or
sand,
5 hrs Thermodynamics(source),
• In thermodynamics
withbody
the (sink).
converts
a partwe
ofdeal
itheat
into
Efficiency
(Materials:
(Materials:
(Materials:
Calorimeter,
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Calorimeter,
•
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heat from a hot body (source),
Efficiency of heat
engine
water
etc.)
processes
involving
heat,
work
and
work
and
rejects
the
rest
to
a
cold
engine
a part
it into
Thermodynamic
• Define
thermodynamic
system
as
arejects
thermometer,
thermometer,
thermometer,
balance,
balance,
balance,
lead
lead
or of
sand,
lead
or
sand,
orwork
sand,
5 hrs
Thermodynamics
• (sink).
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thermodynamics
we
dealand
with
the the Heat converted to work W
Terminologies
energy.
Efficiency
of heat
body
rest
to a coldE.g.
bodyGas
(sink).
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=
system water
portion
of
matter.
enclosed
water
etc.)
water
etc.)etc.)
processes involving heat, work and
Total heat absorbed
engine
1
a cylinder,
fitted
with
athe
piston.
5 hrs5 hrs
5Thermodynamics
hrsThermodynamics
Thermodynamics
• In thermodynamics
• In •thermodynamics
Ininside
thermodynamics
we
we
deal
we
withdeal
with
the
with
the
Terminologies
energy.
Heatdeal
converted
to work
W
1a
Thermodynamic
•
Define
thermodynamic
system
as
Second
law
of
Second law ofprocesses
Efficiency,=
(No calculation on efficiency
Efficiency,=
= =
processes
processes
involving
involving
involving
heat,heat,
work
heat,
work
andwork
andand
Total
heatE.g.
absorbed
system
portion of matter.
Gas enclosed
thermodynamics
1
1
thermodynamics
Surrounding
• (No
Define
the surrounding
as
Terminologies
Terminologies
Terminologies
energy.
energy.
energy.
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• calculation
Define
thermodynamic
system
on efficiency
of aanything
heat
engine).
ofasa aheat engine).
1 inside
a calculation
cylinder,
fitted
with
a piston.
Second
law of
(
No
on
efficiency
outside
the
system
which
has
some
system
portion of matter. E.g. Gas enclosed
thermodynamics
1
bearing
the
behaviour
the
Thermodynamic
Thermodynamic
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• Define
• Define
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Define
thermodynamic
thermodynamic
system
system
as
system
aaofas
aasa apiston.
•
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is
impossible
tofitted
get
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of
inside
athe
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of a• Define
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engine).
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Surrounding
surrounding
as
anything
Refrigerators
from
body
by
cooling
it to a temperature
system
system
system
portion
portion
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portion
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of matter.
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matter.
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enclosed
enclosed
supply
of
work
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a body by
outside
the
system
which
has
some
lower
than
the
lowest
of
its
surroundings.
inside
inside
a inside
cylinder,
a
cylinder,
a
cylinder,
fitted
fitted
with
fitted
with
a
piston.
with
a
piston.
a
piston.
Surrounding
•
Define
the
surrounding
as
anything
• It bearing
is impossible
get a continuous
lower than
on thetobehaviour
of the cooling it to a temperature
Refrigerators
47
outside
thefrom
system
which
has some
supply
of
work
a
body
by
the
lowest
of
its
surroundings.
•
It is the reverse of a heat engine.
Surrounding
Surrounding
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• Define
•the
Define
surrounding
the
the
surrounding
as
as
anything
as anything
bearing
theanything
behaviour
of than
the
cooling
it tosurrounding
aon
temperature
lower
outside
the
outside
system
the
the
system
which
system
which
has
which
some
has
has
some
some
Refrigerators outside
the• lowest
its surroundings.
It isliquid
the reverse of 47
a heat engine.
The ofworking
substance (coolant •e.g.
bearing
bearing
bearing
on the
onbehaviour
the
on
the
behaviour
behaviour
of
the
of
the
of
the
ammonia, Freon etc.) absorbs heat from a
47
cold
body (freezer),
withengine.
the help of •anThe
external
• It is the
reverse
of a heat
working substance (coolant
agency (compressor), and rejects it to the hot
e.g.
liquid
47 ammonia,
47 47 Freon etc.)
body (atmosphere).
• The working substance (coolant absorbs heat from a cold body
e.g. liquid ammonia, Freon etc.)
(freezer), with the help of an
absorbs heat from a cold body
external agency (compressor), and
(freezer), with the help of an
rejects it to the hot body
external agency (compressor), and (atmosphere).
rejects it to the hot body
(atmosphere).
38
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
TERM 4 GRADE 11
TERM 4 GRADE 11
Te
TERM 4 GRADE 11
Chemical Change
Guidelines for
Teachers
Time
Topics Grade 11
8 hrs
Oxidation and Reduction •
Oxidation is defined as the loss of electrons.
Oxidation
Reduction
•
•
•
Give examples of oxidation.
Reduction is defined as the gain of electrons.
Give examples of reduction.
Oxidizing Agent
•
An oxidizing agent is defined as a substance
that undergoes reduction.
Reducing Agent
•
A reducing agent is defined as a substance
that undergoes oxidation.
Assigning Oxidation
Numbers
•
Rules for assigning oxidation numbers.
•
Assign oxidation
molecules.
Electrolysis
•
Electrolysis is the decomposition of a
substance when an electric current is passed
through it.
Cathode
•
Cathode is the electrode where reduction
takes place.
Anode
•
6 hrs
Experiment 15
CAPS
Content, Concepts & Skills
numbers
in
various
Anode is the electrode where oxidation takes
place.
•
Electrolysis of a salt solution.
(Materials: Carbon electrodes, beaker, copper
chloride, water, power source, connecting wires,
switch, etc.)
TECHNICAL SCIENCES
39
TERM 1 GRADE 12
MECHANICS
Time
Topics Grade 12
13 hrs
Newton’s Laws of
motion
Newton’s First Law of
Motion
•
Inertia
•
Mass
•
Acceleration
•
•
Newton’s Second Law
of Motion
Guidelines for
Teachers
State Newton’s first law: An object continues in
a state of rest oruniform (moving with constant)
velocity unless it is acted upon by an unbalanced
(net or resultant) force.
Define inertia as the property of a body to resist
any change in its state of motion or rest.
Define mass as a measure of the inertia of a
body.
SI unit is kg.
Give examples to illustrate Newton’s first law.
Define acceleration as the rate of change of
velocity.
SI unit is m.s-2
•
State Newton’s second law: When a net force,
Fnet, is applied to an object of mass, m, it
accelerates the object in the direction of the net
force.
Fnet = ma
SI unit is N.
•
Use the above equations to solve problems
involving force, massand acceleration in the
content of technology. (Do not include pulley
problems and lift problems).
Experiment 1 (formal)
•
Newton’s Third Law of
Motion
•
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.
•
Give examples to illustrate Newton’s third law,
using action-reaction pairs.
Experiment 2
40
Content, Concepts & Skills
Determine the relation between acceleration
and force for a constant mass.
(Materials: Mass pieces, Trolleys, string, ticker timer,
etc.)
Show that the action-reaction pairs are equal in
magnitude and opposite in direction.
(Materials: Two spring balances, mass pieces, etc).
•
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Recall vector and
scalars.
SI unit is kg.m.s-1
Time
Impulse and
change in
momentum
Momentum
Topics Grade 12
• Use the above equations to solve
problems involving momentum, mass
-1 content of
and
velocity,
in the
SI unit
is kg.m.s
Content,
Concepts
& Skills
technology.
Guidelines for
Teachers
Discuss
examples
of
12 hrs
• • Use
Momentum
is
defined
as
the
product
of
mass
the above equations to solve
• Impulse
is the effect
of large force
impulse in our
and velocity.
problems
SI
unit
is involving
kg.m.s-1 momentum, mass
p
=
mv
acting
on
a
body
for
a
small
interval
of
everyday lives.
Impulse and
and velocity, in -1the content of
SI unit is-1kg.m.s
time.
change in SI unit is
Discuss
kg.m.s
•technology.
Use
the above equations to solve
• problems
Use the involving
above equations
to
solve
problems
momentum
examples of
momentum, mass
Impulse=
F
•
Impulse
is
the
effect
of
large
force
• Use theand
above
equations
solveand
involving
momentum,
mass
Impulse and
velocity,
in theto
content
of velocity, in theimpulse in our
SI
unit
is
N.s
acting
onofamomentum,
body for a small
everyday
lives.
involving
massinterval of Discuss
content
technology.
change in problemstechnology.
Discuss examples
•
Impulse
is
defined
as
the
change
in
time.
Impulse momentum
and
and velocity, in the content of
examples
of impulseofin our
Impulse and change in
• momentum.
Impulse is the
effect of large force acting on a
Impulse=
change
in
technology.
Discuss
everyday
• Impulse is the effect of large force
impulse
in lives.
our
momentum
SIbody
unitforisaN.s
small interval of time.
Impulse=
F
momentum
examples
of
acting on a body for a small interval of everyday lives.
•SI
F unit
is N.sof large force
• Impulsetime.
is
the=effect
impulse in our
Topics Grade
Guidelines
for
•
Impulse
is
defined
as
the
change
in
acting
on
a
body
for
a
small
interval
of
everyday
lives.
•
Impulse
is
defined
as
the
change
in
momentum.
Time
Content, Concepts & Skills
12
Teachers
momentum.
time.
Impulse= F Impulse=
Impulse=
•SI
Use
the
above
equations
of
impulse
unitis
N.s
unit
isisN.s
N.s
SISI
unit
to
solve
problems
force, time
FF = is definedinvolving
• •• Impulse
Impulse=
as the change in
and
change
in
momentum
in
the
SI unit
N.s
Topics Grade
• ismomentum.
Use the above
equations of impulse to solveGuidelines for
Impulse=
Time
Content,
Concepts
&
Skills
of involving
technology.
force, time
• Impulsecontent
isproblems
defined
as the change
in and change inTeachers
12
SI
unit
is N.s
momentum
in the equations
content of technology.
momentum.
Impulse=
•
Use
the
above
of impulse
•F =
•
Force
is
defined
as
the
rate
of
•
Force
is
defined
as
the
rate
of change
SI unit istoN.s
solve problems involving force,
time inGuidelines for
Topics Grade
momentum.
change
in
momentum.
Time
Content,
Concepts
&
Skills
• F = and change in momentum in the
12
Teachers
FF = theofabove
content
technology.
Topics Grade
Guidelines for
•
Use
equations
of
impulse
Time
Content,
Concepts
& Skills
• to Give
of involving
applicationsforce,
of impulse
12
Teachers
solveexamples
problems
time and
momentum
in
the
context
of
road
safety.
• above
Force
is defined
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the rate
of brick,
• Use theand
equations
of stand,
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change
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the
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The
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content
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content of
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10
Work energy • change
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concepts elastic and inelastic
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•
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of
•
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theand
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theto solve
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the
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offorce
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remains
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3
• •direction.
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• The
law
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3
impulse
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the
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examples
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stand,
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timer,
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momentum
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elastic
and
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momentum
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problems
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and
in magnitude
10 hrs
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•remains
The lawconstant
of conservation
of
displacement.
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direction. states that the total linear
momentum
Experiment
3
• of
Use
the conservation
of momentum
Topics Grade
Guidelines for
• The lawmomentum
conservation
of
ofasan
isolated
system
Time
Content,
Concepts
&
Skills
• to
Define
work
the
product
of
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Work 12
solve
problems
involving
• Explain
the
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momentum
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total
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onstates
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and
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content
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•
If
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inelastic
collision.
momentum
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direction.
technology.
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3
an
angle
to
each
other:
remains constant in magnitude and
W=F thethe
Use
conservation
of momentum
direction.•• W=F
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concepts
elastic
Experiment 3
•To
determine
if
momentum
isand problems
•
Work
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scalar
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thecollision.
above equation
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involving
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unit: work,
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the
of
• Explainmomentum,
the
and
technology.
inelastic •collision.
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Explain
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work is done when a
to• solve
problems
52
force
acts
at
right
angles to
the
•To
determine
if momentum
• Use themomentum,
conservation
momentum
in of
the
content
of is
directioninvolving
ofduring
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conserved
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to solve technology.
problems
Energy momentum, in the content of
• Define
energy
as the capacity
technology.
•To
determine
if momentum
is to do
52
work.
conserved
during a collision.
•To determine if momentum is
Conservation
of
• during
It is a scalar
quantity.
conserved
a collision.
52
mechanical
SI unit: joule (J)
41
energy
TECHNICAL SCIENCES
52
• The conservation of mechanical
energy states that the total energy of
an isolated system is constant.
CAPS
•W=F
If a force and the displacement are at
•an
Use
the to
above
angle
eachequation
other: to solve
problems
involving work, force and
W=F
displacement.
• Work is a scalar quantity.
SI unit: joule (J)
Topics Grade
Guidelines for
Guidelines for
Time
Content,
Concepts
& Skills
Topics Grade
12
Content,
Concepts
&
Skills
12
Teachers
Teachers
that
nodisplacement
work
is done
when
aat
••IfIfExplain
force
and
displacement
•
aaforce
and
thethe
are at are
an angle
force
acts
rightother:
angles to the
an
angle
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direction
of motion.
W=F
W=F
Energy
•Work
Workis is
a scalar
quantity.
•
a scalar
quantity.
unit:
(J) (J)as the capacity to do
•SI
Define
energy
SI
unit:joule
joule
work.
•
that
no work
is done
force acts
•Explain
Explain
that
no work
is when
doneawhen
a at
right
angles
to
the
direction
of
motion.
Conservation of force
• It is acts
a scalar
quantity.
at right
angles to the
mechanical
SI unit: joule
(J)
direction
of motion.
Energy
•
Define energy as the ability to do work.
energy
Energy
The
conservation
of mechanical
••ItDefine
energy
as the
capacity to do
•
is a scalar
quantity.
energy
states
that
the
total
energy of
work.
SI unit: joule (J)
an isolated system is constant.
Conservation
of
Conservation
of• •The
It isconservation
a scalar quantity.
of mechanical energy states
mechanical
energy
that
the
total
energy
of an isolated system is
Power
•SI
Munit:
=
E
+
E
mechanical
joule
E
k
p(J)
constant.
energy
Use conservation
the above equation
to solve
•• The
of mechanical
•
ME = Ek + Ep
problems
involving
kinetic
energy
states
that the
totalenergy,
energy of
potential
energy
and
velocity
in one
an
isolated
system
is
constant.
•
Use the above equation to solve problems
dimension
only.energy, potential energy and
involving kinetic
Power
•velocity
ME = Eink +
Epdimension only.
one
• Define power as the rate at which
Power
done.
•
Define
power
as the
rate at which
work is done.
•work
Use is
the
above
equation
to solve
W
problems
involving kinetic energy,
PP =
t
potential
energy and velocity in one
SI unit:
unit: watt
(W)
SI
watt
(W)
dimension
only.
Time
•
•
Practical
units
of power
in technology:
Practical
units
of power
in
••(i)
Define
kWpower
= 1000 as
W the rate at which
work
done.
(ii) isHorse
power (hp) = 746W
P=
W
53
Solvet problems involving work, power and
SI
unit:
watt
time,
with
the(W)
emphasis on conversions of the
practical units.
Power and velocity
Experiment 4
42
•
•When
Practical
units
of power
in
an object
travels
at a constant
velocity we
•
Solve problems involving power, force and
velocity with the emphasis on conversions of the
practical units.
use: P = Fv.
•
Determine the power output of an individual.
(Materials: Sturdy wooden box to step on, meter stick,
stop watch, bathroom scale etc).
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
53
Time
Topics Grade 12
6 hrs
Elasticity
Deforming force
Restoring force
Elasticity
Time
Time
Guidelines for
Teachers
Content, Concepts & Skills
•
A force which changes the shape and size of a
body is called a deforming force.
•
The force developed inside the body which tries
to bring the body back into its initial size and
shape.
•
The restoring force is equal and opposite to the
deforming force applied.
Elasticity of a body is the property of the body
by virtue of which the body regains its original
Guidelines
for
Guidelines
shape& and
size when the deforming
forcefor
is
Concepts
Skills
Concepts
&
Skills
Teachers
removed.
Teachers
•
Topics
Topics Grade
Grade
Content,
Content,
12
12
Perfectly
•• A
Perfectly plastic
plastic
A body
body which
which does
does not
not show
show a
a
body
tendency
to
regain
its
original
shape
A body
which regains
its original shape and size
Perfectly elastic
body
body
tendency
to•regain
its original
shape
and
deforming
is
completely
whenforce
the deforming
force is removed
and size
size when
when the
the
deforming
force
is
is called a perfectly elastic body.
removed.
removed.
•
Give examples of perfectly elastic bodies.
Elastic
•• Give
perfectly
plastic
Perfectly plastic
bodyexamples
•
Aof
which does
not show a tendency to regain
Elastic limit
limit
Give
examples
ofbody
perfectly
plastic
its original shape and size when the deforming
bodies.
bodies.
force is removed.
Stress
Stress
•• The
force
that
The maximum
maximum
forceexamples
that can
canofbe
be
•
Give
perfectly plastic bodies.
applied
to
body
so
that
the
body
applied to body so that the body
form completely
on
Elastic limit regains
regains its
its original
original
completely
•
Theform
maximum
force on
that can be applied to
removal
of
the
force.
body so that the body regains its original form
removal of the force.
completely on removal of the force.
Stress
Strain
Strain
•• The
The internal
internal restoring
restoring force
force per
per unit
unit
•
The
internal
restoring
force per unit area of body
area
of
body
is
called
stress.
area of body is called
stress.
is called
stress.
-2
-2
SI
or
N.m
SI unit:
unit: Pa
Pa SI
or unit:
N.mPa
or N.m-2
•• Use
equation
to
•
Use
the above
equation to calculate stress, force
Use the
the above
above
equation
to calculate
calculate
stress,
force
and
area
or
diameter.
and
area
or
diameter.
stress, force and area or diameter.
Strain
• asDefine
strainof
the ratio of
•• Define
ratio
change
in
Define strain
strain
astothe
the
ratio
ofas
change
in change in dimension
the
original
dimension.
dimension
dimension to
to the
the original
original dimension.
dimension.
•• Strain
not have
any
unit.
Strain does
does
havedoes
anynot
unit.
• notStrain
have any unit.
Elasticity
Elasticity
Topics
Topics Grade
Grade
Time
Time 12
12
Hooke’s
Hooke’s law
law
CAPS
TERM
TERM 2
2 GRADE
GRADE 12
12
Content,
Content, Concepts
Concepts &
& Skills
Skills
•• Hooke’s
Hooke’s law
law states
states that,
that, within
within the
the
limit
of
elasticity,
stress
is
limit of elasticity, stress is directly
directly
proportional
proportional to
to strain.
strain.
stress
strain
stress strain
=
=K;
K; a
a constant
constant known
known as
as modulus
modulus
of
elasticity
of
the
material
of
the
of elasticity of the material of the body.
body.
Guidelines
Guidelines for
for
Teachers
Teachers
TECHNICAL SCIENCES
43
TERM22GRADE
GRADE12
12
TERM
Elasticity
Elasticity
TERM 2 GRADE 12
TopicsGrade
Grade
Guidelinesfor
for
Topics
Guidelines
Time
Content,Concepts
Concepts&&Skills
Skills
Content,
ElasticityTime
12
Teachers
12
1 hr
Viscosity
• Define viscosity as the property of the Teachers
Guidelines for
Time
Topics Grade
12 law
Concepts
&states
Skills
Hooke’s
law Content,
•Hooke’s
Hooke’s
law
states
that,
within
the
Hooke’s
•fluid
law
that,
within
the
to oppose
relative
motion
between
Teachers
limit
of
elasticity,
stress
is
directly
limit
of
elasticity,
stress
is
directly
the
two
adjacent
layers.
Hooke’s law
•
Hooke’s law states that, within the limit of
1 hr
Viscosity
•proportional
Define
viscosity
as the proportional
property oftothe
proportional
strain.
totois
strain.
The effect of
elasticity,
stress
directly
strain.
fluid
to
oppose
relative
motion
between
stress
strain
strain
•stress
Discuss
the effect of temperature
on
temperature on stress
strain
the
two
adjacent
layers.
viscosity
in
the
field
of
technology.
viscosity
=K;
constant
known
as modulus
of
constant
known
asmodulus
modulus
==
K;K;aaaconstant
known
as
The effect of
elasticity
of the
material
of the body.
ofelasticity
elasticity
thematerial
material
thebody.
body.
ofof
the
ofofthe
•of
Discuss
the
effect
of
temperature
on
temperature
Motor oil on
-2
-2 Pa
-2or
Unit:
Nm
Unit:
Nm
or
Pa
Unit:
Nm
or
Pa
•
Discuss
motor
oil
viscosity
grades.
viscosity
in
the
field
of
technology.
viscosity
viscosity grades
•
Use the above equation to calculate stress,
•Use
Usethe
theabove
aboveequation
equation
calculate
••strain
totocalculate
oil
and Modulus
elasticity.
5 hrs Motor
Hydraulics
Hydraulics
(fluidofmechanics)
is a topic
stress,
strain
and
Modulus
of
elasticity.
strain
and
of
elasticity.
Discuss
motor
oilModulus
viscosity
grades.
viscosity grades• •stress,
in
applied
science
and
engineering
Viscosity
Define
viscosity
as
the
property
of the fluid to
oppose relative
motion between
the two adjacent
Thrust
dealing
with mechanical
properties
of
layers.
5 hrs Hydraulics
• Hydraulics
(fluid mechanics) is a topic
liquids.
5555
in• applied
science
Define
thrust
asand
the engineering
normal force
The effect of
•
Discuss
the
effect
of
temperature
on
viscosity
in
Thrust
dealing
with
properties
of
exerted
by mechanical
a liquid at rest
on a given
temperature
on viscosity
the field of technology.
liquids.
surface in contact with it.
Motor oil Topics
viscosity Grade
• Define
thrustoil
asviscosity
the normal
force
Guidelines for
•
Discuss motor
grades.
Time
Content,
Concepts
&
Skills
grades
exerted
by
a
liquid
at
rest
on
a
given
12
Teachers
Hydraulics
• surface
Hydraulics
(fluid mechanics)
in contact
with it. is a topic in applied
Pressure
•science
Pressure
at a particular
point
is the
and engineering
dealing
with mechanical
Topics Grade
Guidelines for
thrust
acting
on
the
unit
area
around
propertiesConcepts
of liquids. & Skills
Time
Content,
12
Teachers
that
point.
Thrust
•
Define
thrust as the normal force exerted by a
Taarust
F point
Pressure
• Pressure
particular
is the with it.
liquid at restaton
given surface
in contact
Pressure =
thrust
acting
on
the
unit
area
around
area
A
Pressure
•
Pressure at a-2particular
point
is the thrust acting
SI
Nm
Pascal
that
point.
on unit:
the unit
areaor
around
that(Pa)
point.
T rust equation
F
• Use the above
to calculate
Practical unit of Pressure
Pressure =
pressure,
thrust
and
area.
area
A
pressure
-2
SISIunit:
orPascal
Pascal
(Pa)
unit:Nm
Nm-2 or
(Pa)
the above
above
equation
to calculate
atmosphere
= pressure,
Use(i)the
equation
to(atm)
calculate
Practical
unit of unit of • • Use
Practical
5area.
thrust
and
area.
pressure,
thrust
and
pressure
1,01 10 Pa
pressure
(ii)
bar: 1 bar = 105 Pa
Fluid pressure
(i)
atmosphere (atm) = 1,01105 Pa
(i)
atmosphere
=
torr
=(atm)
133 Pa
5
(ii) (iii)bar: 1torr:
bar =110
5 Pa
(iii) torr:1,01
1 torr =10
133Pa
Pa
(ii)
bar:
1
bar
= 105 by
Pa the
• Fluid pressure is given
Fluid pressure
(iii)pressure
torr:
torr =
Pa
Fluid pressure
following
equation:
•
Fluid
is1given
by133
the following
equation:
P=
•• Use
theabove
aboveequation
equation
to
P=
Use the
to calculate
Pascal’s law
• Fluid
pressure
is given
by
the and
fluid pressure,
and density.
calculate
fluidheight
pressure,
height
following
density. equation:
Pascal’s law
•
law states
that in a
continuous
P=Pascal’s
• Use
the above
equation
toliquid at
Pascal’s law
equilibrium,
the
pressure
applied
at
any
calculate
fluid
height
• Pascal’s
lawpressure,
states that
in a and point is
Hydraulic lift
transmitted equally to other parts of the liquid.
density.
continuous liquid at equilibrium, the
pressure
applied
any
point
is
•
Hydraulic lift
is used at
to lift
heavy
loads.
Hydraulic lift
•
Pascal’s
law
states
that
in
a
transmitted
equally
to other
parts of the
Hydraulic lift
•
Discuss the use
of hydraulics
in technology.
continuous
liquid at equilibrium, the
liquid.
pressure
applied
at any
point
is hydraulic
Examples:
carjacks,
lifts
and
jacks,
Examples:
car lifts
and
hydraulic
brakes,
dentist
chairs
etc.
transmitted
equally
to
other
of the
Examples:
car
and
jacks,
hydraulic
dentist
etc.
•brakes,
Hydraulic
lift lifts
ischairs
used
to
liftparts
heavy
• liquid.
In
hydraulic
lifts: lifts:
brakes,
dentist
chairs etc.
• In
hydraulic
loads.
••In
hydraulic
Discuss
thelifts:
use of hydraulics in
• Hydraulic
lift is used to lift heavy
technology.
loads.
Where
•Where
Discuss
the
use of
hydraulics
in
Where
• Use the
above
equation
to calculate
technology.
56
• Use
Usethe
the
above
equation
to
•
above
equation
to of
calculate
force, area
force,
area
and
radius
thecalculate
pistons.
and radius
the pistons.
force,
areaofand
radius of the pistons.
1 hr
5 hrs
44
Matter
and STATEMENT
Materials(CAPS)
CURRICULUM AND ASSESSMENT
POLICY
Topics Grade
Time Topics Grade
12
Time
12
4 hrs Electronic
Matter and Materials
Content, Concepts & Skills
Content, Concepts & Skills
56
Guidelines for
Guidelines
Teachers for
Teachers
Matter and Materials
Guidelines for
Teachers
Time
Topics Grade 12
Content, Concepts & Skills
4 hrs
Electronic Properties
of Matter
•
A semiconductor is a material which has electrical
conductivity between that of a conductor and an
insulator such as glass.
Semiconductor
•
Explain semiconductor with an example. (No
energy band theory).
Intrinsic Semiconductor
•
An intrinsic semiconductor is a
pure semiconductor. Doping
•
Doping is the process of adding impurities to
intrinsic semiconductors.
n-type semiconductor
•
Discuss n-type semiconductor.
p type semiconductor
•
Discuss p-type semiconductor.
p-n junction diode
•
Discuss the construction and working of a p-n
junction diode.
Experiment 5
•
Study the characteristics of p-n junction diode.
(Materials: Semiconductor diode, Voltmeter,
milliammeter, Rheostat, switch, battery connecting
wires etc.)
CAPS
TECHNICAL SCIENCES
45
Time
Topics Grade 12
12 hrs
Organic Chemistry
Organic molecules
•
Define organic molecules
containing carbon atoms.
as
molecules
Molecular and structural •
formulae
Write molecular formulae and structural
formulae for organiccompounds of up to six
carbon atoms for alkanes, alkenes, alkynes,
alkylhalides, aldehydes, ketones, alcohols,
carboxylic acids and esters.
Functional group
•
Define functional group as an atom or group
of atoms that determine the chemistry of a
molecule.
Homologous series
•
Define homologous series as a series of
compounds that have the same general formula
and where each member differs from the next
by –CH2.
•
Distinguish
series.
between
different
homologous
Saturated hydrocarbons •
Saturated hydrocarbons contain only single
covalent bonds between the carbon atoms.
Unsaturated
hydrocarbons
•
Unsaturated hydrocarbons contain covalent
double or triple bonds between the carbon
atoms.
•
Distinguish between saturated and unsaturated
homologous series.
•
Organic molecules with the same molecular
formula but with different structures are called
isomers.
Write structural formulae for given isomers and
name the isomers.
Isomers
•
46
Guidelines for
Teachers
Content, Concepts & Skills
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Time
Guidelines for
Teachers
Topics Grade 12
Content, Concepts & Skills
IUPAC naming and
formulae
•
Give the IUPAC name when given the formula
for alkanes, alkenes, alkynes, alkylhalides,
aldehydes, ketones, alcohols, carboxylic acids
and esters.
•
Give the formula when given the IUPAC name
for alkanes, alkenes, alkynes, alkylhalides,
aldehydes, ketones, alcohols, carboxylic acids
and esters.
•
Discuss
physical
property
relationships
(boiling point, melting point, vapour pressure
and viscosity) in alkanes, alkenes, alkynes,
alkylhalides,
aldehydes, ketones, alcohols,
carboxylic acids and esters.
•
Compare physical
homologous series.
•
Oxidation
•
•
•
•
•
Substitution
Addition
Halogenations
Hydrohalogenation
Balance equations for the above reactions using
molecular and structural formulae.
Describe the terms polymer, macromolecule,
chains and monomers.
Define plastics and polymers.
Discuss the industrial use of polythene as a
basic application of organic chemistry.
Physical properties of
organic compounds
Reactions of organic
compounds
Plastics and polymers
•
•
•
CAPS
properties
of
different
TECHNICAL SCIENCES
47
Waves and Sound
Time
Topics Grade 12
12 hrs
Light
Content, Concepts & Skills
Reflection of light
•
Experiment 6
•
Refraction
•
Critical angle
Total internal reflection
Define refraction as the bending of light when it
passes from one medium to another.
Discuss the laws of refraction.
Determine the path of a ray through a glass slab
for different angles of incidence.
Demonstrate
(Materials: Rectangular glass slab, pins/ray box, white
the total internal
paper, Protractor, etc.)
reflection of light
using semi-circular
•
Define the critical angle as the angle of incident glass (Perspex box),
in the denser medium such that the refracted ray protector, paper, ruler,
just passes through the surface of separation of ray box etc.
the two media.
•
•
•
•
48
Discuss the laws of reflection.
Determine the position of an image in a flat
mirror.
(Materials: Flat mirror, Paper, drawing board pins,
ruler etc.)
•
Experiment 7 (formal)
Guidelines for
Teachers
When the angle of incidence is greater than the
critical angle, the ray of light reflects into the
original medium.
Discuss the conditions of total internal reflection.
Give uses of total internal reflecting prisms.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Time
Topics Grade 12
Content, Concepts & Skills
Dispersion
•
Lenses
•
Guidelines for
Teachers
Define the dispersion of light as the Show that white light
phenomenon whereby white light breaks undergoes dispersion
up into its component colours.
when it passes through
a triangular prism (Ray
Discuss frequency and wavelength of the box, triangular prism,
etc).
various components of light.
•
Discuss the transmission of light through
convex and concave lenses.
•
Discuss applications
concave lenses.
Nature of electromagnetic
radiation
•
Define an electromagnetic wave as a
changing magnetic and electric field
mutually perpendicular to each other and
the direction of propagation of the wave.
Properties of
electromagnetic radiation
•
Discuss the properties of electromagnetic
waves.
Electromagnetic spectrum
•
Uses of electromagnetic
radiation
•
Discuss the electromagnetic spectrum in
terms of frequency and wavelength.
Give the uses of electromagnetic radiation.
Photons
•
Describe a photon of light as a quantum of
energy.
Energy of a photon
•
Energy of a photon of light is given by
E = hf.
•
Use the above equation to do calculations
involving energy, frequency and wavelength
of light.
of
convex
and
Electromagnetic radiation
CAPS
TECHNICAL SCIENCES
49
Electricity and Magnetism
6 hrs
Electrostatics
calculations involving energy,
frequency and wavelength of light.
TERM 3 GRADE 12
TERM 3 GRADE 12
• DefineContent,
a capacitor
as a &device
for
Guidelines for
Concepts
Skills
Magnetism
Teachers
Capacitor
storing
electrical charge.
6 hrs
Electrostatics TERM 3 GRADE 12
• Define
a capacitor
Capacitance
• Give examples of
capacitors
used as a device for
Electricity
and Magnetism
Capacitor
storing
electrical
charge.
in technology.
Time
Topics
Grade 12 and
Electricity
6 hrs
Electrostatics
Capacitor
Capacitance
• Give
of capacitors
•
Define
aC,capacitor
for storingused
• The capacitance,
ofexamples
a as a device
in
technology.
electrical
charge.
capacitor indicates
how
much
Capacitance
charge it can store per volt. The
•
Give • examples
of capacitors
in
The
capacitance,
C, of used
a
relationship between
capacitance,
technology.
capacitor
C, charge on either
surface,indicates
Q, and how much
charge
it
can
per volt. The
voltage,•V, is:The capacitance, C, ofstore
a capacitor indicates
relationship between capacitance,
how much charge it can store per volt.
.
C, charge between
on either
surface, Q,
The relationship
capacitance,
C, and
SI units: F charge
voltage,
V,surface,
is:
on either
Q, and voltage,
• Use the above
equation
to
V, is:
.
calculate the capacitance, charge
SI units:
F
SI units:
F
and the voltage
between
the
Use the
above
to calculate
• Use
the equation
above equation
to the
plates. •
charge
and the voltage
-1 capacitance,
calculate
the
capacitance,
charge
1 F = 1 CV between the plates.
and the voltage between the
1 F = 1 CV-1
• The capacitanceplates.
can also be
-1
1
F = 1 CVcan
• as:
The capacitance
also be expressed as:
expressed
• The capacitance can also be
expressed as:
( εo = 8,85 x 10-12Fm-1)
Factors affecting
capacitance
50
•
Use the above equation to calculate
the capacitance, area and the distance
between the plates.
•
Discuss the factors affecting capacitance.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
61
61
6 hrs
capacitance
capacitance
Electric circuits
Discuss the
the factors
factors affecting
affecting
•• Discuss
capacitance.
capacitance.
Power
• Define power as the rate at which
electrical energy is converted in an
electric circuit.
Guidelines for
hrs Grade
Electric
circuits
66Topics
hrs
Electric
Time
12 circuits
Content, Concepts & Skills
Teachers
2
or P=VI or P=I R or
6 hrs
Electric circuits
Power
Define
power as
as the
the rate
rate at
at which
which
Power
•• Define
power
SI unit of power
is W.
electrical
energy is
is converted
converted in
in an
an
electrical
energy
•
Define power as the rate at which electrical
Power
electric
circuit.
electric
circuit.
energy
is converted
in an electric circuit.
• Practical unit
of power
is kWh.
22
2R or
or
P=VI
or
P=I
P = or
o r P=VI
P = V Ior
o rP=I
P = IR
R or
or P=
power
equations
to
SI unit
unit
is W.
SI
unitofof
ofpower
power
is W.
W.
SI
power
is
Experiment 8
Time
6 hrs
• Use the
calculate power, voltage, current
and resistance.
•
unitunit
of power
is kWh.
Practical
unit
of power
power
is kWh.
kWh.
••Practical
Practical
of
is
•
the
equations
toto
• Determine
power
dissipated
•Use
Use
thepower
power
equations
tocalculate
•the
Use
the
power
equations
power,
voltage,
current
and
resistance.
in bulbs connected
either
in series
calculate
power,
voltage, current
current
calculate
power,
voltage,
or parallel, orand
both
series
and
and resistance.
resistance.
Experiment 8
•
Determine the power dissipated in bulbs
parallel.
Heating effect
of
Experiment
Experiment
88
connected
either in series or parallel, or
(Materials:
Bulbs,
batteries,
Determine
the
power dissipated
dissipated
••both
Determine
the
power
electric current
series and
parallel.
conducting
wires,
crocodile
clips,
in
bulbs
connected
either
in series
series
in
bulbs
connected
either
in
(Materials: Bulbs, batteries, conducting
wires,
bulb holders,
battery
holders,
crocodile
clips,
bulb
holders,
battery
holders,
or parallel,
parallel, or
or both
both series
series and
and
or
ammeters,
voltmeters
etc.)etc.)
ammeters,
voltmeters
parallel.
parallel.
Heating effect
effect of
of
Heating
(Materials: Bulbs,
Bulbs, batteries,
batteries,
(Materials:
electric
current
electric
current
Heating effect
of electric
• produced
The heat produced
incrocodile
a resistor
inclips,
a circuit
• The heat
in awires,
resistor
in
conducting
wires,
conducting
crocodile
clips,
current
is
given
by:
a circuit is given
bulbby:
holders, battery
battery holders,
holders,
bulb
holders,
ammeters, voltmeters
voltmeters etc.)
etc.)
ammeters,
SI unit is J SI unit is J
• Use the
equation
to
• above
the
above
equationin
toaacalculate
The
heat
produced
in
resistorheat
in
••Use
The
heat
produced
resistor
in
produced,
current
and
resistance,
and time
calculate heat
produced,
current
circuit is
is given
given by:
by:
aa circuit
and resistance, and time
Guidelines for
SI unit
unit is
is&JJSkills
SI
Topics Grade 12
Content, Concepts
Use the
the above
above equation
equationTeachers
to
•• Use
to
calculate
heat
produced,
current
calculate
heat
produced,
current
Electromagnetism
and resistance,
resistance, and
and time
time
and
Guidelines for
for
Guidelines
Magnetic effect of
• A current carrying conductor
Time Topics
Topics Grade
Grade 12
12
Content, Concepts
Concepts &
& Skills
Skills
Time
Content,
current-carrying
produces a magnetic field around
Teachers
Teachers
hrs Electromagnetism
Electromagnetism
66 hrs
Magnetic effect
effect of
of
Magnetic
current-carrying
current-carrying
current carrying
carrying conductor
conductor
•• AA current
produces aa magnetic
magnetic field
field around
around
produces
62
62
62
CAPS
TECHNICAL SCIENCES
51
Guidelines for
Demonstrate
Demonstrate
Teachers
direction of
the directionthe
of
6 hrs
Electromagnetism • Determine•the
Determine
direction of
the magnetic
directionthe
of the
thethe
magnetic
magnetic
around the field
current
magnetic field
aroundfield
the current
aroundfield
the around the
Magnetic effect of current•
A
current
carrying
conductor
produces
a
carrying
conductor.
current
carrying
carrying conductor.
current carrying
carrying conductor
magnetic field around it.
conductor. conductor.
Demonstrate the
• Draw the
magnetic
(Using
several
• Draw the magnetic
field
lines field lines
(Using several
direction
of the
•
Determine
the
direction
of
the
magnetic
around:
around:
compasses compasses
ormagnetic fieldoraround
field around the current carrying conductor. the current carrying
Electromagnetic
a straight
current
carrying
wire.
fillings)
Electromagnetic
i) a straight i)
current
carrying
wire.
fillings)
conductor. (Using
a current
Induction Induction ii) a current ii)
carrying
loopcarrying
(single)loop
of (single) of
several compasses or
•
Draw the magnetic field lines around:
wire.
wire.
fillings)
i) a straight current carrying wire.
Magnetic flux
Magnetic flux
ii) a current carrying loop (single) of wire.
Define the electromagnetic
• Define the•electromagnetic
as electromagnetic
the
induction•asinduction
the
process
of process ofinduction as
Define
the
Electromagnetic Induction
the process
of motion.
generating
generating
electricity
fromelectricity
motion.from
generating electricity
from
Time
conductor it.
conductor
Topics Grade 12
it.
Content, Concepts & Skills
motion.
Magnetic flux
• Define
magnetic
Magnetic flux
• Define magnetic
flux
as the flux as the
Define
flux asperpendicular
the number of field
Magnetic
flux
density
number
ofperpendicular
field lines
density
number of field
linesmagnetic
lines
perpendicular
to
the
the given surface. given surface.
to the given to
surface.
•
SI unit is WbSI unit is Wb
SI unit is Wb
• Define
magnetic
• Define magnetic
flux
density flux
as density as
Magnetic flux density
•
Define magnetic flux density as the number
number
of
field
lines through unit
the number the
ofoffield
lines
field lines perpendicular
perpendicular
perpendicular
through unitthrough
area. unit area.
area.
B
A
B
A
T
SI unit: T SISIunit:
unit: T
-2 = 1 Wb.m-2 -2
1T
1T 1 Wb.m
1T = 1 Wb.m
Time
Useequation
the
to determine
the
• Use
the above
above
equation
to
• Use the• above
toequation
magnetic flux, magnetic flux density and
determine
magnetic flux,
determine the
magneticthe
flux,
area.
magnetic
magnetic flux
density flux
and density
area. and area.
for
Guidelines Guidelines
for
TimeGrade
Topics
12 Concepts
Content,&Concepts
& Skills
Topics
12 Grade
Content,
Skills
Teachers Teachers
Faraday’s •law
Faraday’s
Lawwhen
states that when
Faraday’s law
Faraday’s •Law
states that
the
magnetic
fluxthe
linked with the
the magnetic
flux
linked with
coil
an emfinis induced in
coil changes,
anchanges,
emf is induced
coil. Theof
magnitude
of the
the coil. Thethe
magnitude
the
emf
is directly proportional
induced emfinduced
is directly
proportional
the rateofofmagnetic
change of magnetic
to the rate oftochange
flux.
flux.
Lenz’s law Lenz’s law
(-ve sign
indicates
(-ve sign indicates
that
the emfthat
is inthe emf is in
opposite
direction
the oppositethe
direction
to the
effectto the effect
that
that produces
it)produces it)
63
52
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
63
magnetic flux density and area.
Time
Time
Guidelines for
Teachers
Topics Grade 12
Content, Concepts & Skills
Faraday’s law
• Faraday’s Law states that when
Guidelines for
the magnetic
flux
linked with
the
Content,
Concepts
& Skills
Teachers
coil changes, an emf is induced in
• Lenz’s law
thewhen the
•
Faraday’s
Lawstates
statesthat
that
the coil. The magnitude of the
magnetic
with the emf
coil changes,
directionflux
of linked
the induced
in the
induced emfan
is emf
directly
proportional
is
induced
in
the
coil.
The
magnitude
coil opposes the effect that
to the rate ofofchange
of magnetic
the induced
produces
it. emf is directly proportional
to the rate of change of magnetic flux.
flux.
Topics Grade 12
Faraday’s law
• Use examples from technology to
demonstrate Lenz’s law.
(-ve sign indicates
the emf
(-ve signthat
indicates
that is
theinemf is in
the oppositethe
direction
the effect
oppositetodirection
to the effect that
• Determine
Experiment 10
produces
it) the effect of the
that produces
it)
change in magnetic field or
magnetic
flux inthat
a coil.
Lenz’s law
•
Lenz’s
law states
the direction of the
(Materials:
galvanometer
or
induced
emf inCoil,
the coil
opposes the effect
that
produces
it.
ammeter,
connecting
wires, bar
•
Use
examples
magnet,
etc). from technology to
Lenz’s law
Experiment
10
Transformer
•
•
Transformer
•
•
•
demonstrate Lenz’s law.
Determine
the effect ofasthe
change in
• Define transformer
a device
magnetic field or magnetic flux in a coil.
used to step up or step down the
(Materials: Coil, galvanometer or ammeter,
voltage.
connecting wires, bar magnet, etc).
Define the transformer as a device used to
• The
determined
step
upoutput
or step voltage
down the is
voltage.
by the number of turns in the
The output voltage is determined by
primary
andofsecondary
andand
the
number
turns in thecoils
primary
the input coils
voltage:
secondary
and the input voltage:
• Use the above equation to
Use the above equation to determine the
determine
input
voltage,
input
voltage,the
output
voltage,
and output
number
voltage,
andprimary
number
turns incoils.
the
of
turns in the
andof
secondary
primary and secondary coils.
Time
Topics Grade 12
63
Content, Concepts & Skills
• A transformer that increases the
voltage is called a step-up
transformer.
Guidelines for
Teachers
• A transformer that decreases the
voltage is called a step-down
transformer.
Generator
• Define a generator as a device
that converts mechanical energy
into electrical energy.
• Explain the basic principle of an
AC generator (alternator).
• Explain how a DC generator
works and how it differs from an
AC generator.
Construct an
electric motor,
64
CAPS
TECHNICAL SCIENCES
53
Time
Topics Grade 12
Generator
Content, Concepts & Skills
•
A transformer that increases the voltage is
called a step-up transformer.
•
A transformer that decreases the voltage is
called a step-down transformer.
•
Define a generator as a device that
converts mechanical energy into electrical
energy.
•
Explain the basic principle of an AC
generator (alternator).
Explain how a DC generator works and
how it differs from an
AC generator.
•
Motor
54
•
Define a motor as a device that converts
electrical energy to mechanical energy.
•
Explain the basic principles of an electric
motor.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Guidelines for
Teachers
Construct an electric
motor,
Time
Topics Grade 12
Guidelines for
Teachers
Content, Concepts & Skills
Chemical Change
10 hs
Electrochemical cells
Define the electrolytic cell as an
electrochemical
cell
that
converts
electrical energy to chemical energy. (Nonspontaneous cell).
Electrolytic cells
•
Experiment 11
•
Electrolysis of copper chloride
(Materials: Copper chloride, beaker, water, cells,
connecting wires, etc).
•
Define the galvanic (voltaic) cell as an
electrochemical cell that converts chemical
energy to electrical energy. (Spontaneous
cell).
Galvanic cells
State the functions of all components of the
galvanic cell.
Components of galvanic
cells
•
Experiment 12 (formal)
•
Half reactions
•
Give the half-reactions at the anode and
cathode.
Net reaction
•
Give the net reaction.
Standard conditions
•
Give the standard conditions under
which standard electrode potentials are
determined.
Ionic movement
•
Describe the movement of ions through the
solutions and the salt bridge.
Standard cell notation
•
•
Emf of a cell
•
Alternate Energies
Biodiesel
fuel cells
(photovoltaic cells)
CAPS
Determine the electrode potential of a CuZn cell.
(Materials: Two beakers, zinc electrode, copper
electrode, copper sulphate, zinc sulphate,
potassium nitrate, connecting wires, salt bridge,
voltmeter, etc).
Use standard cell notation or diagrams to
represent a galvanic cell.
Calculate the emf of the cell using the
standard
electrode
potential
table:
Emf=Ecathode- Eanode
Discuss the use of alternate energies and
their environmental impact.
TECHNICAL SCIENCES
55
SECTION 4
4.ASSESSMENT
4.1Introduction
Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance
of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement;
evaluating this evidence; recording the findings; and using this information to understand and thereby assist the learners’
development in order to improve the process of learning and teaching.
Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases
regular feedback should be provided to learners to enhance the learning experience. Assessment is a process that
measures individual learner’s attainment of knowledge (content, concepts and skills) in a subject by collecting, analysing
and interpreting the data and information obtained from this process to:
•
enable the teacher to make reliable judgements about a learner’s progress
•
inform learners about their strengths, weaknesses and progress
•
assist teachers, parents and other stakeholders in making decisions about the learning process and the progress
of the learners.
Assessment should be mapped against the content, concepts and skills, and the aims specified for Technical Sciences,
and in both informal and formal assessments it is important to ensure that in the course of a school year:
•
all of the subject content is covered
•
the full range of skills is included
•
a variety of different forms of assessment are used.
4.2 Informal or daily assessment
Assessment for learning has the purpose of continuously collecting information on a learner’s achievements that can
be used to improve their learning.
Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions,
practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may
be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing.
Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need
not be recorded. It should not be seen as separate from learning activities taking place in the classroom. Learners or
teachers can mark these assessment tasks.
Self-assessment and peer assessment actively involves learners in assessment. This is important as it allows learners
to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally
recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for
promotion and certification purposes.
Informal, on-going assessments should be used to structure the acquisition of knowledge and skills and should be
precursors to formal tasks in the Programme of Assessment.
56
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
4.3 Formal assessment
PROGRAMME OF ASSESSMENT
School-based Assessment – SBA
Practical Assessment Task – PAT
Final Examination
25 %
25 %
50 %
All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment.
Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes. All
Formal Assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate
standards are maintained.
Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade
and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks, projects, oral
presentations, demonstrations, performances, etc. Formal assessment tasks form part of a year-long formal Programme
of Assessment in each grade and subject.
4.3.1 Control tests & examinations
Control tests and examinations are written under controlled conditions within a specified period of time. Questions in tests
and examinations should assess performance at different cognitive levels with an emphasis on process skills, critical
thinking, scientific reasoning and strategies to investigate and solve problems in a variety of scientific, technological,
environmental and everyday contexts.
4.3.2 Practical investigations & experiments
Practical investigations and experiments should focus on the practical aspects and the process skills required for scientific
inquiry and problem solving. Assessment activities should be designed so that learners are assessed on their use of
scientific inquiry skills, like planning, observing and gathering information, comprehending, synthesising, generalising,
hypothesising and communicating results and conclusions. Practical investigations should assess performance at
different cognitive levels and focus on process skills, critical thinking, scientific reasoning and strategies to investigate
and solve problems in a variety of scientific, technological, environmental and everyday contexts.
The difference between a practical investigation and an experiment is that an experiment is conducted to verify or test a
known theory, whereas an investigation is an experiment that is conducted to test a hypothesis, i.e. the result or outcome
is not known beforehand.
4.3.3 Projects
A project is an integrated assessment task that focuses on process skills, critical thinking and scientific reasoning, as
well as strategies to investigate and solve problems in a variety of scientific, technological, environmental and everyday
contexts. This requires a learner to follow the scientific method to produce either a device or a model, or to conduct a
practical investigation.
A project will entail only one of the following:
(i) Construction of a device e.g. electric motor.
(ii) Building a physical model in order to solve a challenge you have identified using concepts in the FET Technical
Sciences curriculum.
(iii) Practical investigation.
Note:
CAPS
TECHNICAL SCIENCES
57
The learner has the option to include a poster as part of the presentation of his/her project. The assessment tools used,
specifying the assessment criteria for each task, will be dictated by the nature of the task and the focus of assessment.
Assessment tools could be one or a combination of rubrics, checklists, observation schedules and memoranda.
REQUIREMENTS FOR GRADE 10, 11 AND 12 PRACTICAL WORK
In Grades 10 and 11 learners will do FOUR prescribed experiments for formal assessment and ONE project. This gives
a total of FIVE formal assessments in practical work in Physical Sciences in each of Grades 10 and 11.
In Grades 10 and 11 it is recommended that learners do TEN experiments for informal assessment. This gives a total of
FIFTEEN assessments in practical work in Technical Sciences in each of Grades 10 and 11.
In Grade 12 learners will do THREE prescribed experiments for formal assessment and one project. This gives a total
of FOUR assessments in practical work in Technical Sciences in Grade 12.
In Grade 12 it is recommended that learners do FIVE experiments for informal assessment. This gives a total of FIVE
informal assessments in practical work in Technical Sciences in Grade 12.
Grades 10 and 11
Table 2: Practical work for Grades 10 and 11
Practical work
Number of tasks
Prescribed experiments (formal assessment)
4
Project (formal assessment)
1
Experiments (informal assessment)
10
TOTAL
15 practical activities
Grade 12
Table 3: Practical work for Grade 12
Practical work
Number of tasks
Prescribed experiments (formal assessment)
3
Project (formal assessment)
1
Experiments (informal assessment)
5
TOTAL
9 practical activities
4.4 Programme of Assessment
The Programme of Assessment is designed to spread formal assessment tasks in all subjects in a school throughout a
term.
4.4.1 Programme of formal assessment for Grades 10, 11 and 12
Assessment consists of three components: SBA (25 %), PAT (25%) and the final examination which makes up the
remaining 50%. The following table illustrates the assessment plan and weighting of tasks in the programme of
assessment for Technical Sciences Grades 10, 11 and 12.
58
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
PROGRAMME OF ASSESSMENT FOR GRADES 10, 11 and 12
ASSESSMENT TASKS (25%) + PAT (25%)
TERM 1
END-OF-YEAR
ASSESS-MENT
(50%)
TERM 2
TERM 3
TERM 4
Type
Mark
Type
Mark
Type
Mark
Experiment
(SBA)
20
Experiment
(SBA)
30
Experiments (PAT)
100
Control Test
(SBA)
20
Mid-Year
Examination
(SBA)
Project
(PAT)
40
Trial Examination
(Grade 12)
Control Test
(Grades 10 and 11)
(SBA)
40
Total: 40 marks
Total: 120 marks
50
Total: 140 marks
Final Examination
(2 x 150 marks
giving a total
of 300 marks for
papers 1 and 2)
Total: 300 marks
Total = 600 marks
FINAL MARK = 25% (ASSESSMENT TASKS), 25 % (PAT) + 50% (FINAL EXAM) = 100%
* PAT will consist of two experiments (one in Physics and one in Chemistry) + One Project. These will be set annually
by the DBE.
4.4.2 End-of-year Examinations
4.4.2.1 Grades 10 and 11 (internal assessment)
The end-of-year examination papers for Grades 10 and 11 will be internally set, marked and moderated, unless otherwise
instructed by provincial departments of education.
The internally set, marked and moderated examination will consist of two papers.
4.4.2.2 Grade 12 (external assessment)
The external examinations are set externally, administered at schools under conditions specified in the National policy
on the conduct, administration and management of the National Senior Certificate: A qualification at Level 4 on the
National Qualifications Framework (NQF) and marked externally.
The core content outlined in the Technical Sciences Curriculum and Assessment Policy (CAPS) document is compulsory
and will be examined through Papers 1 and 2. Note that all the topics in the Grade 12 curriculum are examinable in the
end of year examination.
Multiple-choice questions could be set in examination papers. However, such questions should have a maximum
weighting of 10%. The examination paper may also consist of conceptual type questions.
The final end-of-year examination is nationally set, marked and moderated.
The nationally set, marked and moderated examination will consist of two papers:
•
Paper 1: (3 hours, 150 marks)
•
Paper 2: (3 hours, 150 marks)
•
All of the questions will focus on content as stated in the National Curriculum Statement.
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TECHNICAL SCIENCES
59
4.4.2.3 Year-end Examination Content for Paper 1 and Paper 2: Technical Science
Grade
Paper 1
Paper 2
10
Mechanics and Electrostatics
Matter and materials, Chemical change, Heat
and thermodynamics
11
Mechanics, Magnetism and Electricity
Chemical change, Heat and thermodynamics,
Waves and Sound
12
Mechanics, Magnetism and Electricity
Organic chemistry, Chemical change, Waves,
Sound and Light
4.4.2.4 Weighting of topics in papers 1 and 2
Grade 10
Paper
Content
Percentage
Total marks per
paper
Duration (hours)
Paper 1
Mechanics
68
150
3
Electricity and
Magnetism
32
Matter and materials
84
Chemical change
0
Heat and
thermodynamics
16
150
3
Waves, Sound and
Light
0
Paper
Content
Percentage
Total marks per
paper
Duration (hours)
Paper 1
Mechanics
47
150
3
Electricity and
Magnetism
53
Paper 2
Grade 11
Paper 2
Chemical change
23
Heat and
thermodynamics
21
Waves, Sound and
Light
56
150
3
Paper
Content
Marks
Total marks per
paper
Duration (hours)
Paper 1
Mechanics
72
150
3
Electricity and
magnetism
28
Organic chemistry
36
150
3
Chemical change
28
Waves, Sound and
Light
36
Grade 12
Paper 2
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CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
4.5
Recording and reporting
Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment
task. It indicates learner progress towards the achievement of the knowledge and skills as prescribed in the Curriculum
and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual
progression within a grade and her/his readiness to progress or be promoted to the next grade.
Records of learner performance should also be used to verify the progress made by teachers and learners in the
teaching and learning process.
Reporting is a process of communicating learner performance to learners, parents, schools and other stakeholders.
Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school
visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades
report in percentages against the subject.
4.5.1 Recording and reporting in the first, second and third terms
Schools are required to provide quarterly feedback to parents on the Programme of Assessment using a formal reporting
tool such as a report card. The schedule and the report card should indicate the overall level of performance of a learner.
Schools should use the following weighting for reporting purposes only and only in the first, second and third terms
of Grades 10, 11 and 12:
Weighting
Practical Work
Control test/mid-year exam
50 %
50 %
4.5.2 Recording and reporting on the Assessment Tasks and SBA in the Programme of Assessment
Schools are also required to provide quarterly feedback to parents and learners of the marks obtained by learners in the
assessment tasks as given.
4.5.3 Recording and reporting at the end of the academic year
The weighting of tasks in the Programme of Assessment must be strictly adhered to when calculating the final mark of
the learner for promotion purposes in each of Grades 10, 11 and 12, at the end of the academic year.
4.6 Moderation of Assessment
4.6.1 SBA
Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should
be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation practices
must be in place for the quality assurance of all subject assessments.
All Grade 10 and 11 tasks are internally moderated. The subject head or head of department for Technical Sciences at
the school will generally manage this process.
All Grade 12 tasks should be externally moderated. The subject head or head of department for Technical Sciences at
the school will generally manage this process.
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TECHNICAL SCIENCES
61
4.6.2PAT
The final phase of the PAT (both project and experiments) will be assessed by the teacher and externally moderated by
the Provincial subject specialist, for Grade 12 only. Each Province will set out dates for external moderation. Learners
will be selected randomly to demonstrate skills from PAT (both project and experiments).
4.7General
This document should be read in conjunction with:
4.7.1 [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).
4.7.2 Progression and Promotion Requirements Grades 1 – 12. 4.7.3 Subject specific exam guidelines as contained in the draft policy document:
National policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades
R – 12.
62
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
CAPS
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64
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)