REMOTE LEARNING ACTIVITY BOOKLET

(RELAB)
SUBJECT: PHYSICAL SCIENCES
GRADE: 10
TERM ONE TO FOUR LEARNER GUIDE

1
A. TABLE OF CONTENTS

TERM WEEK KA SUBTOPIC/SECTION PAGE

1 Matter and classification 5
MATTER &MATTERIAL

2
3 States of matter and the kinetic molecular
theory
4 The atom 9

5 Periodic Table 15
ONE

6 Chemical bonding 20
7 Electrostatics 23
MAGNETISM
&
ELECTRICITY

8
9 Electric circuits 28
10
TERM WEEK TOPIC SUBTOPIC/SECTION PAGE

1 Electrostatics 32
2 Electric Circuits
3 Vector & Scalars 41
4 Motion In one dimension
5 Motion In one dimension
TWO

6 Motion In one dimension

7 Motion In one dimension
8 Motion In one dimension
9 Motion In one dimension
10 Motion In one dimension

2
 TERM 3 & 4

B. TABLE OF CONTENTS

TERM WEEK KA SUBTOPIC/SECTION PAGE

1 Chemical Change 55
MATTER &MATTERIAL

2
3 Physical Change

4 Qualitative Aspects 66
THREE

5 Qualitative Aspects
6 Qualitative Aspects
7 Wave sound & light 77
MAGNETISM
&
ELECTRICITY

8 Wave sound & light

9 Wave sound & light
10 Wave sound & light
FOUR 1-3 Electromagnetic Radiation 100

C. INTRODUCTION AND PURPOSE OF THE RELAB

The pandemic has forced schools to resort to the implementation of rotational
timetables-where learners who are at home during normal schooling must continue
learning. Hence RELAB as a strategy towards the deployment of remote learning.
The RELAB is underpinned by the following Legislative demands:
a) Responding to GDE Strategic goal 2 promoting quality education across all
classrooms and schools
b) DBE Circular S13 of 2020 the requires the GDE to support the implementation of
the Recovery Annual Teaching Plan (RATP)
c) GDE Circular 11 of 2020 requiring districts to issue Learning Activity Packs to
support schools for lockdown learning. Understanding learning constraints at home
as majority of learners do not have access to devices or data to use for online
learning. Many households are depending on schools to provide them with learning
resources packs.

RELAB is designed in a study guide format, where the content is briefly explained with
related concepts as revision, in the form of e.g. notes, mind-maps, concept

3
progression from the previous grade/s followed by exemplar exercises then practice
exercises/problems. The exercises are pitched at different cognitive levels to expose
learners at Grade 10 & 11 to these different cognitive levels of questioning. The NSC
diagnostic reports in different subjects have revealed that learners fail to analyse
questions and as a result fail to respond accordingly.

The RELAB is intended to ensure that learners work on exercises as per topics taught
while at school. These exercises must be completed at home, fully and learners will
receive feedback as groups or individually at school. It is therefore of paramount
importance that teachers mark the work with learners in class, as a way of providing
feedback. Educators must diagnose learner responses, remediate where necessary
and plan further intervention.

Educators are encouraged to create WhatsApp groups to remind learners on what is Commented [NW(1]: Above we indicate that learners
do not have access to devices and data; but now we
expected of them in a particular week/ day(s). There shouldn’t be a backlog on want teachers to communicate with these same
curriculum coverage as content will be covered simultaneously. Feedback from learners electonically. Are we not contradicting our
selves?
learners at home will confirm usage of the RELAB material.
Commented [NW(2R1]: Not at all Natalie- whatapp
groups exists in a number of schools already
RELAB further prepares learners for formal assessment.

4
EXAM GUIDELINE TERM 1: (WEEK 1 & 2)

The material(s) of which an object is composed.

• Describe matter as being made up of particles whose properties determine the

observable characteristics of matter and its reactivity.
• Define properties of materials:
o Strength o
o Brittle: Hard but likely to break easy.
Malleable: Ability to be hammered or pressed into shape without breaking or
cracking.
Ductile: Ability to be stretched into a wire.
o Density: The mass per unit volume of a substance.
o Melting points and boiling points
Boiling point: The temperature of a liquid at which its vapour pressure equals the
external (atmospheric) pressure.
Melting point: The temperature at which a solid, given sufficient heat, becomes a
liquid.

Pure substances: elements and compounds

• Use symbols to represent elements and compounds.
• Define an element as a pure substance consisting of one type of atom.
• Define a compound as a pure substance consisting of two or more different elements.
• Define a pure substance as a substance that cannot be separated into simpler
components by physical methods.
• Classify given substances as pure or impure and as compounds or elements.

Names and formulae of substances

• Write names of compounds from given formulae or write down formulae of compounds
from given names.
• Write names of ions from given formulae or formulae from given names.
• Write names of substances or ions ending on -ide, -ite and –ate.
• Write names of substances using the prefixes di-, tri-, etc.

Metals, metalloids, and non-metals

• Classify substances as metals, metalloids and non-metals using their properties.
• Identify the metals, their positions on the periodic table and their numbers in
comparison with the number of non-metals.
• Identify the non-metals and their positions on the periodic table.
• Describe metalloids as having properties of metals and non-metals.
• Describe the characteristic property of metalloids that show increasing conductivity
with increasing temperature (the reverse of metals), e.g. silicon and graphite.
Identify the metalloids and their position on the periodic table.
Electrical conductors, semiconductors, and insulators
• Define the terms electrical conductor, semiconductor, and electrical insulator:
o Electrical conductor: A material that allows the flow of charge.
o Semiconductor: A substance that can conduct electricity under some conditions,
but not others, making it a good medium for the control of electrical current.
o Electrical insulator: A material that prevents the flow of charge.
• Classify materials as electrical conductors, semiconductors, and insulators.
• Give examples of electrical conductors, semiconductors, and insulators.

5
Thermal conductors and insulators
• Define the terms thermal conductor and thermal insulator. A thermal conductor is a
material that allows heat to pass through easily, whilst a thermal insulator does not
allow heat to pass through it.
• Describe a test to classify materials as thermal conductors and insulators.
• Give examples of materials that are thermal conductors and insulators.

Magnetic and nonmagnetic materials

• Describe how to test and classify materials as magnetic and non-magnetic.
• Give examples of materials that are magnetic and non-magnetic.
• Give examples of how we use magnets in daily life (in speakers, telephones, electric
motors and as compasses).

QUESTION 1: MULTIPLE-CHOICE QUESTIONS

Four options are given as possible answers to the following questions. Each question
has only ONE correct answer. Write only the letter (A–D) next to the question number
(1.1–1.5) in the ANSWER BOOK.

1.1 What is the correct name for the compound that has the chemical
formula: NaOH?
A Sodium hydrogen oxide
B Sodium hydroxide
C Sodium oxyhydride
D Sodium oxygen hydrogen

1.2 What is the correct formula for lead (IV) sulphate?

A PbSO4
B Pb4SO4
C Pb (SO4)2
D Pb2(SO4)4

1.3 Which one of the following materials would be expected to have the
lowest density at room temperature?

A CO2
B Lead
C Diamond
D Steel

6
1.4 Which one of the following is NOT a physical property of a material?
Its
A ability to burn.
B colour.
C boiling point.
D its hardness.

1.5 Which ONE of the following is the correct formula for dinitrogen
A monoxide?
B NO2
C N2O2
D 2NO
N2O

QUESTION 2

2.1 Write down the formulae for the following names.

2.1.1 Carbon dioxide
2.1.2 Sulphur dioxide
2.1.3 Chlorine monobromide
2.1.4 Dinitrogen tetraoxide (or tetroxide)
2.1.5 Magnesium sulfide
2.1.6 Sodium phosphide

2.2. Write down THE names for following formulae.

2.2.1 SO2
2.2.2 H2O
2.2.3 I2
2.2.4 Na2O
2.2.4 BeO
2.2.6 Li3N

2.3 Decide which of the following substances are pure

substances:
water, tea, salt water, copper, brass (an alloy formed from
zinc and copper), air, oxygen, sugar, table salt, chocolate,
fizzy cool drink, fruit drink.

QUESTION 3:

3.1 The formula for Sodium Nitrate is NaNO3

3.1.1 Is Sodium Nitrate an element or a compound? Give a reason for your answer.

3.1.2 What is the ratio of Na: N :O atoms in the formula?

7
3.2 Give the chemical formula for each of the following.

3.2.1 Sodium oxide

3.2.2 barium sulphate

3.2.3 aluminium chloride

3.2.4 magnesium phosphate

QUESTION 4

4.1 Which of the 6 materials given below are Only 3 important magnetic materials:

wood, Iron, zinc, nickel & cobalt, paper.

4.2 Name 3 good electrical conductors that you know.

4.3 Write down the formula for the following.

4.3.1 Carbonate ion
4.3.2 Chlorate ion
4.3.3 Nitrate ion
4.3.4 Sulphate ion
4.3.5 Sulphite ion
4.3.6 Ammonium ion

QUESTION 5:

Explain why each of the following materials is suitable for the task described:

5.1 Aluminium is used to make car bodies.

5.2 Graphite is used to make electrodes in electrolytic cells.
5.3 ‘Vacuum flasks’ have a double glass wall in which the gap between the walls.
contains air.
5.4 Steel is used as structural support in making buildings. (8)

8
States of Matter and the Kinetic Molecular Theory WEEK 3
(This section must be read in conjunction with the CAPS, p. 19.)

Three states of matter

• Describe the particle nature of matter by referring to diffusion and Brownian motion.
Diffusion: The movement of atoms or molecules from an area of higher concentration to an
area of lower concentration.
Brownian motion: The random movement of microscopic particles suspended in a liquid
or gas, caused by collisions between these particles and the molecules of the liquid or
gas.
• List and characterise the three states of matter.
• Define freezing point, melting point and boiling point.
Boiling point: The temperature of a liquid at which its vapour pressure equals the external
(atmospheric) pressure.
Melting point: The temperature at which a solid, given sufficient heat, becomes a liquid.
Freezing point: The temperature at which a liquid change to a solid by the removal of heat.
• Interpret/Draw heating and cooling curves and interpret data given on heating and cooling
curves.
• Identify the physical state of a substance at a specific temperature, given the melting point
and the boiling point of the substance.
• Define melting, evaporation, freezing, sublimation, and condensation as changes in state.
Melting: The process during which a solid change to a liquid by the application of heat.
Evaporation: The change of a liquid into a vapour at any temperature below the boiling
point. (Note: Evaporation takes place at the surface of a liquid, where molecules with the
highest kinetic energy are able to escape. When this happens, the average kinetic energy
of the liquid is lowered, and its temperature decreases.

Freezing: The process during which a liquid change to a solid by the removal of heat.
Sublimation: The process during which a solid change directly into a gas without passing
through an intermediate liquid phase.
Condensation: The process during which a gas or vapour changes to a liquid, either by cooling
or by being subjected to increased pressure.

Kinetic Molecular Theory

• Describe a solid, a liquid, and a gas according to the Kinetic Molecular Theory in terms of
particles of matter. According to the Kinetic Molecular Theory:
o Matter consists of small particles The particles are in constant motion There are forces
of attraction between the particles o Particles collide (with the sides of the container and
each other) and exert pressure o The temperature of a substance is a measure of the
average kinetic energy of the particles
o A phase change may occur when the energy of particles changes

9
QUESTION 6: MULTIPLE-CHOICE QUESTIONS
Four options are given as possible answers to the following questions. Each question
has only ONE correct answer. Write only the letter (A–D) next to the question number
(1.1–1.10) in the ANSWER BOOK.

6.1
The change of state from a gas or a vapour to a liquid is called:

A Evaporation

B Sublimation

C Condensation

D Freezing
(2)
6.2 The following table contains the information for questions 1.2 – 1.5.

Substance Melting point (℃) Boiling point (℃)

Water 0 100
Ethanol −11,5 78
Sulfur 115,2 444,6
Aluminium 660,4 2467,0
Carbon dioxide −78,5 −78,5

Assume room temperature to be 25 ℃.

Which substance is a liquid at room temperature?

A Ethanol

B Sulfur

C Aluminium

D Carbon dioxide

(2)

6.4 Which substance is a solid at room temperature?

A Water

B Sulfur

C Ethanol

D Carbon dioxide
(2)
6.5 Which substance is a gas at room temperature?

10
 A Water

B Ethanol

C Aluminium

D Carbon dioxide

6.6 The particles of which substance will have the greatest amount of
kinetic energy at room temperature?
A Water

B Ice

C Phosphorus

D Helium
(2)
[12]

QUESTION 6.7
Define the following terms.
6.7.1 Diffusion
6.7.2 Brownian motion
6.73. Evaporation

6.7.4 Freezing

6.7.5 Sublimation

6.7.6 Condensation

QUESTION 7
[2x6]

7.1 Learners are investigating the effect of increasing

temperature on two different substances (1 and 2) over a
period of time.

11
 BOILING POINT MELTING POINT
SUBSTANCE (°C) (°C)
A 78 –117
B 444 133
C –188 –220
D 184 90

Write down the:

7.1.1 Dependent variable

(1)
7.1.2 Independent variable
(1)
7,1,3 Write down an investigative question for this investigation!
(2)
7.1.4 In which phase is substance 1 at -10 °C?

(1)
7.1,5 At what temperature does substance 2 melt?
(1)
7.1.6 Define the term boiling point.
(2)
7.1.7 State the phase change that takes place at B.

(1)
7.1.8
Temperature remains constant at B.

Explain this phenomenon in terms of the spaces and the forces

between
the particles.
(4)

12
 7.1.9 Which substance on the graph has the weakest intermolecular
force between
the molecules in the liquid phase? Give a reason for the
answer.
(2)
7.10 Name the apparatus used to measure the average kinetic
energy of the
particles.
(1)
7.11 How does the average kinetic energy of substance 1 compare
to the average kinetic energy of substance 2 at 90 °C?

Write down LESS THAN, EQUAL TO or GREATER THAN and

give a reason for the answer.

(2)
[18]

QUESTION 8
8.1 Explain why the boiling points of substances are always higher
than the substances’ melting points.
(4)
8.1.1 Pentane (boiling point :36 ℃) and octane (boiling point :125
are two organic compounds both of which are liquid at room
temperature. Octane is a component of petrol.

Explain why octane has a higher boiling point than pentane.

(2)
8.1.2 Explain how you could separate a mixture of these two liquids
based on the information given.
(4)
8.2 Sketch the cooling curve of a substance that is cooled from the
gas state. The substance has a melting point of 18 ℃ and a
boiling point of 87 ℃. Label the axes correctly and insert the
necessary values.
(6)
8.3 Carbon dioxide sublimates at −78,5 ℃.
8.3.1 In terms of intermolecular forces, explain what happens during
the sublimation of carbon dioxide.
(3)
8.3.2 What can be deduced about the intermolecular forces in carbon
dioxide by the fact that it sublimates?
(2)
[21]

13
QUESTION 9
9.1 Consider the heating curve of substance A.

9.1.1 From the graph, answer the questions that follow.

What is the melting point of substance A? Explain your answer.

(4)
9.1.2 What is the boiling point of substance A? Explain your answer.
(4)
9.1,3 In what state is substance A at 3 500 ℃? Explain your answer.
(3)
9.1.4 In what state is substance A at 1 000 ℃? Explain your answer.
(3)
[14]

QUESTION 10
10.1 The table below shows the boiling and melting points of
substances A to D.

BOILING POINT MELTING POINT

SUBSTANCE (°C) (°C)
A 78 –117
B 444 133
C –188 –220
D 184 90
10.1.1 Define the term boiling point. (2)
10.2 From the above table, write down the LETTER (A–D) that (1)
represents the substance which is a:
10.2.1 Liquid at 100 °C (1) (1)
10.2.2 Solid at 100 °C (1) (1)
10.2.3 Gas at 25 °C (1) (1)

14
 ATOMIC STRUCTURE TERM 1: WEEK 3&4

Models of the atom

• Describe the major contributions (Dalton, Thomson, Rutherford, Bohr, Chadwick) to the
atomic model used today.

Structure of the atom: protons, neutrons, electrons

• Define the atomic number as the number of protons in an atom of an element.
• Given a periodic table or suitable data, determine for an atom/ion the:
o Atomic number
Number of protons
Number of electrons
Number of neutrons
Mass number
• Show that by removing electrons from an atom the neutrality of the atom is changed.
• Determine the charge on an ion after removing electrons from or adding electrons to an atom.

Isotope
• Define isotopes as atoms of the same element having the same number of protons, but
different numbers of neutrons.
• Define relative atomic mass as the mass of a particle on a scale where an atom of carbon-
12 has a mass of 12.
• Calculate the relative atomic mass of naturally occurring elements from the percentage of
each isotope in a sample of the naturally occurring element and the relative atomic mass of
each of the isotopes.
• Represent atoms using the notation AZ E where E is the symbol of the element, Z is the
atomic number and A is the mass number.

Electron configuration
• Use Aufbau diagrams (orbital box diagrams) and the electron configuration notation (sp
notation) to give electronic arrangements of atoms up to Z = 20.
• Know that every orbital corresponds to a specific energy value that electrons have when
occupying it. Describe atomic orbitals as the most probable regions in space where electrons
that have the specific energy corresponding to the orbital are found.
• Describe the shape of s-orbitals as spherical and that of p-orbitals as pairs of dumb-bells
aligned along the x-, y- and z-axes at 90° to each other.
• State Hund's rule: No pairing in p orbitals before there is not at least one electron in each
of them.
• State Pauli's Exclusion Principle: Maximum of two electrons per orbital provided that they
spin in opposite directions.

QUESTION 11: MULTIPLE-CHOICE QUESTIONS

15
Four options are given as possible answers to the following questions. Each question
has only ONE correct answer. Write only the letter (A–D) next to the question number
(1.1–1.5) in the ANSWER BOOK.

11.1 Which ONE of the following groups of elements are classified as

halogens?
A Li, Na, K
B Ne, Ar, Kr
C F, Cℓ, Br
D Si, Ge, As (2)

11.2 Elements are arranged in the periodic table in order of:

A Mass number
B Atomic number
C Atomic mass
D Atomic volume (atomic size) (2)

11.3 Which one of the following statements about the trends down Group
VII (lowest to highest atomic number) in the Periodic Table is
correct?
A The atomic size increases
B The ionization energy increases
C The non-metallic character increases
D The number of valence electrons increases (2)

11.4 Consider the following elements: sodium (Na); Copper (Cu);

phosphorous (P); antimony (Sb); Neon (Ne) Which of the following
statements is true?

A All are metals

B All are non-metals
C All are chemically reactive.
D One is a metalloid (semi-conductor). (2)

11.5 When atom X of an element in Group 1 ionizes to become X +, the…

A mass number of X increases.
B atomic number of X decreases.
C charge of the nucleus increases.
D number of occupied energy levels decreases (2)
[20]

QUESTION 12
What are the names given to the Group numbers below?

16
 12.1. Group 1 (i) (1)
12.2 Group 2 (ii) (1)
12.3 Group 17 (vii) (1)
12.4 Group 18 (viii) (1)

12.3 Differentiate between Group number and Periodic number (2)

12 Define the following terms.

12.4 Atomic radius (2)

12.5 Ionisation energy (2)
12.6 First ionisation energy (2)
12.7 Electron affinity (2)
12.8 Electronegativity (2)

QUESTION 13
The first ionization energy and the electron affinity of the period 3
elements are shown in the table below.

13.1 Explain the difference between ionization energy and electron affinity.
(2)
13.2 Give a reason for the trend in the first ionization energy as shown in
the table. (1)
13.3 How will the SECOND ionization energy of sodium compare to that of
magnesium? Write down only HIGHER THAN, LOWER THAN or
EQUAL TO. Explain the answer. (3)
Which ONE of the above elements has the greatest tendency to from
negative ions? Refer to the data in the table to give a reason for the
13.4 answer. (2)

QUESTION 14

17
 A certain element, X, has two isotopes in nature. One isotope
has an atomic mass of 106,9 amu. The percentage
appearance of this isotope is 50%. The atomic mass of the
other isotope is 109,1.
14.1 Define the term isotope. (2)
14.2 Calculate the relative atomic mass of element X. (5)
14.3 Identify element X in QUESTION 4.1.2. (2)
14.4 4Complete the table below. Write only the answer next to the
question number (4.2.1–4.2.7).

QUESTION 15

15.1 Define the term isotope. (2)

Study the unknown elements A to E below

15.2 Which of the elements above are isotopes of each other? (1)
15.3 Write down the name of this isotope. (1)
15.4 Calculate the relative atomic mass of copper by using the following
isotopes of copper: Copper isotopes: 63Cu - 69% and 65Cu - 31%
(4)
15.5 Complete the table below. Write only the answer next to the question
number (5.4.1–5.4.5).

18
 Ammonia (NH3) is manufactured using an industrial process, known
as the Haber process. It is used in the production of inorganic
fertilizers, such as ammonium sulphate.

Write down the chemical formula for ammonium sulphate. (1)

Name the type of bond between the atoms in the ammonia molecule.
Give a reason for the answer. (2)
Draw the Aufbau diagram (orbital box diagram) for nitrogen. (2)
How many valence electrons does nitrogen have? (1)

QUESTION 16
The sp notation of an unknown element X is shown below. 1s 2
2s2 2p6 3s2 3p5 for element X,

write down the:

16.1. Number of valence electrons (1)
16.2 Period where this element is found on the periodic table (1)
16.3 Highest energy level in which electrons occur (1) Symbol (1)

16.4 Magnesium combines with element X to form a compound.

Write down the type of bond that forms between magnesium
and element X. (1)
16.5 Draw the Aufbau diagram for the MAGNESIUM ION. (2)

CHEMICAL BONDING: TERM 1 WEEK 5

19
QUESTION 1: MULTIPLE-CHOICE QUESTIONS
Four options are given as possible answers to the following questions. Each question
has only ONE correct answer. Write only the letter (A–D) next to the question number
(1.1–1.10) in the ANSWER BOOK.

1.1 Atoms of a metal

A Lose electrons to form positive ions
B Lose electrons to form negative ions
C Gain electrons to form positive ions
D Gain electrons to form negative ions (2)

1.2 An electron that is in an unfilled outer energy level that is involved in a

chemical bond
A Core electrons
B Valence electron
C Valency electron
D Lone pair electrons (2)

1.3 A chemical bond where pairs of electrons are shared between the
atoms
A Electrovalent bond
B Covalent bond
C Ionic bond
D Metallic bond (2)

1.4 An anion is a charged particle made from

A An atom by the loss of electrons
B A molecule by loss of protons
C Atom by the gain of electrons
D Atom by the gain of neutrons (2)

1.5 Covalent bonding involves the________ of electrons, while the ionic

bonding involves the ________ of electrons
A Sharing; splitting
B Exchanging; sharing
C Sharing; transferring
D Transferring; sharing (2)

1.6 Which of the following elements form chlorides containing ionic bonding
A carbon
B Helium
C Sodium

20
 D Hydrogen (2)

1.7 An ion is
A A neutral charge
B Always positive
C Always negative
D Can be positive or negative (2)

1.8 An example of ionic compounds

A Nitrogen gas
B KCl
C CH4
D Soduim (2)

1.9 In which one of the following is the structure linked to the given element

Element Structure
A Lithuim Covalent
B Iodine Molecular
C Sulphur Ionic
D Carbon Metallic

[18]
QUESTION 2

2.1 Draw the Lewis diagram of simple covalent molecules

2.1.1 HCl (2)
2.1.2 CH4 (2)
2.1.3 Cl2 (2)

2.2
2.2.1 Use the Lewis diagram to represent the bonding of carbon
tetrachloride (2)
2.2.2 Is this an ionic or covalent bond? (1)
2.2.3 Define a a molecule. (2)
2.2.4 Calculate the relative molecular mass of carbon tetrachloride (3)

2.3 Use the Lewis dot diagram to show the formation of simple
ionic compounds
2.3.1 NaCl (4)

2.4
2.4.1 Use the Lewis dot diagram to show how potassium fluoride is
formed from potassium and fluorine (5)

21
 2.4.2 Is this an ionic or covalent bond (1)
2.4.3 Calculate the relative formula mass of potassium fluoride (3)
[23]
QUESTION 3
Consider the following substances

C90; NaCl; CO2; Fe; H2O

3.1 Write down a substance from the list above that depicts the following
3.1.1 A molecular structure (1)
3.1.2 A metallic structure (1)
3.1.3 A covalent network structure (1)
3.1.4 Ionic structure (1)

[4]
QUESTION 4
4.1 Define the following terms
4.1.1 cation (2)
4.1.2 anion (2)
4.1.3 ion (2)
4.1.4 Formula unit (2)
4.1.5 Chemical bonding (2)
[10]
QUESTION 5
Study the following substances ( A-E) in the table below and answer
the following questions that follow.

A Sulphur powder
B Sodium Chloride crystals
C Copper wire
D CO2 (s) [dry ice]
E A diamond
Write down the letters that represent (s)
5.1 (a) A substance with a giant atomic lattice (1)
(b) A substance with a lattice consisting of positive ions and
delocalised valence electrons (1)
(c ) Two substances with intermolecular forces between the
particles (2)
5.2 Use the Lewis structure to show the formation of substances B (4)
[8]

ELECTROSTATICS, ELECTRICT CIRCUIT WEEK TERM 1: 7, 8 ,9 & 10

22
Two kinds of charge •
State that:
o All materials contain positive charges (protons) and negative charges (electrons) o
An object that has an equal number of electrons and protons is neutral (no net
charge)
o Positively charged objects are electron deficient and negatively charged objects have
an excess of electrons.
• Describe how objects (insulators) can be charged by contact (or rubbing) - tribo-electric
charging.
Tribo-electric charging: A type of contact electrification in which certain materials become
electrically charged after they come into contact with different materials and are then
separated (such as through rubbing). The polarity and strength of the charges produced
differ according to the materials.

Charge conservation
• State that the SI unit for electric charge is the coulomb (C).
• State the principle of conservation of charge: The net charge of an isolated system
remains constant during any physical process e.g. two charges making contact and then
separating.
• Apply the principle of conservation of charge.
When two identical conducting objects having charges Q1 and Q2 on insulating stands
touch, each object has the same final charge on separation.
Q+Q
Final charge after separation: Q = 1 2

2
NOTE: This equation is only true for identically sized conductors on insulated stands.

Charge quantization
• State the principle of charge quantization: All charges in the universe consist of an integer
multiple of the charge on one electron, i.e. 1,6 x 10 -19 C.
• Apply the principle of charge quantization: Q = nq e, where qe= 1,6 x 10-19 C and n is an
integer.

Force exerted by charges on each other (descriptive)

• State that like charges repel and opposite charges attract.
• Explain how charged objects can attract uncharged insulators because of the polarisation
of molecules inside insulators.
Polarisation: The partial or complete polar separation of positive and negative electric
charge in a system.

Electric Circuits
(This section must be read in conjunction with the CAPS, p. 42–45.)

23
Terminal potential difference and emf
• Define potential difference across the ends of a conductor as the energy transferred per
W
unit electric charge flowing through it. In symbols: V =
Q
Potential difference is measured in volts (V).
• Define emf as the work done per unit charge by the source (battery). It is equal to the
potential difference measured across the terminals of a battery when no charges are flowing
in the circuit.
• Define terminal potential difference as the voltage measured across the terminals of a
battery when charges are flowing in the circuit.
W
• Do calculations using V = .
Q

Current
• Define current strength, I, as the rate of flow of charge. It is measured in ampere (A), which
is the same as coulomb per second.
Q
• Calculate current strength in a conductor using the equation I = .
∆t
Q is the symbol for electric charge measured in coulomb (C). One coulomb is defined as
the charge transferred in a conductor in one second if the current is one ampere.
• Indicate the direction of conventional current (from positive to negative) in circuit diagrams
using arrows.

Measurement of potential difference and current

• Draw a diagram to show how to correctly connect an ammeter to measure the current
through a given circuit element. An ammeter is connected in series and has a very low
resistance.
• Draw a diagram to show how to correctly connect a voltmeter to measure the potential
difference across a given circuit element. A voltmeter is connected in parallel and has a
very high resistance.

QUESTIONS 1
MULTIPLE CHOICE
Four possible answers are given for the following questions. Each question has only
ONE correct answer. Choose the correct answer and write a SYMBOL or LETTER
next to the number, e.g. 1.2. C.

1.1 Two identical metallic spheres, X with a charge of - 7 x 10- 6 C and Y with a charge of
+ 3 x 10- 6 C are attached to wooden stands.

24
1.2 A neutral plastic rod is rubbed with a dry cloth. It is observed that the rod`s charge
after rubbing is -3.2 x 10- 9 C. This charge is obtained by……
A. gaining 2.0 x 1010 electrons by the rod.
B. losing 2.0 x 1010 electrons from the rod.
C. losing 2.0 x 1010 protons from the rod.
D. gaining 5.0 x 1011 electrons by the rod (2)

1.3
1.3 A glass rod is charged positively by rubbing it with a silk cloth. During this process ...
A electrons are transferred from the glass rod to the silk cloth.
B electrons are transferred from the silk cloth to the glass rod.
C protons are transferred from the silk cloth to the glass rod.
D protons are transferred from the glass rod to the silk (2)
cloth.

Structured Questions

QUESTION 1
1.1 A positively charged Perspex rod is brought near a polystyrene ball which is
hanging as shown in the diagram1. The ball is not charged initially. The ball is
attracted by the rod (diagram 2) and it touches the rod. Immediately after the
ball touches the rod, the ball moves away from the rod.

25
1.1.1 State the principle of conservation of charges. (2)
1.1.2 Make use of sketch number two. Sketch the charge distribution on the
ball as well as the rod if any and explain how the neutral ball is attracted by
the charged rod. (9)
1.1.3 Explain why the ball is repelled as it touches the rod, as shown in sketch
number 3.(Do not draw any diagram) (4)
1.2 A test was conducted to check the nature of charge on rods A and B. It is
noticed that rod A could attract both negatively and positively charged balls as
shown in diagram 1.
Rod B attracted a positively charged ball but repelled a negatively charged
ball as shown in diagram 2.

1.2.1 Using the description in diagram 1, determine whether rod A is

positive/negative OR neutral. (2)
1.3.2 Identify the charge on rod B? (2)

[19]

26
QUESTION 2

Two identical insulated, graphite-coated polystyrene spheres are suspended from

threads. The spheres are held a small distance apart. The charges on the Spheres P
and Q are – 2,4 nC and + 5,6 nC respectively.

When the spheres are released, they move towards each other.
2.1 Explain why the spheres move towards each other (2)
when they are released.

The two spheres now touch each other and then separate.
2.2 Calculate the charge on each sphere after they touch (2)
and separate.
2.3 Write down the number of electrons found on Sphere (2)
P after it touched Q and separated.
2.4 Which way will electrons move? Write only from P to (1)
Q, or from Q to P, or neither way?
2.5 Explain your answer to Question 6.4. (2)

[9]

27
 ELECTRIC CIRCUITS: TERM 1 WEEK 9&10

QUESTION 1

There are four possible options for each answer in the following questions.
Each question has only ONE correct answer. Choose the correct answer and
write only A, B, C or D next to the question number.

1.1 John wants to decrease the resistance of an electrical circuit and has
the following options:

(i) Increase the length of the nichrome conductor.

(ii) Increase the thickness of the nichrome conductor.
(iii) Use a copper conductor instead of a nichrome conductor.

Which ONE combination of his options would best reduce the

resistance of the circuit?

A (i), (ii) and (iii)

B (i) and (ii)
C (i) and (iii)
D (ii) and (iii)

(2)

The reading on A2 will be equal to:

The reading on A1

28
 B half the reading on A1
C the reading on A3 minus the reading on A1
D the reading on A1 minus the reading on A3.

(2)

1.3 Consider the following statements regarding voltmeters:

(i) The reading of voltmeters connected across resistors is inversely

proportional to the resistance of the resistor.
(ii) When a switch in a circuit is closed, a voltmeter connected across
a battery reads the emf of the battery.
(iii) Voltmeters connected across equal resistors which are in parallel,
will give the same reading.
(iv) Voltmeters are always connected in parallel.

Which of the above statements are true?

A (i), (ii) and (iii)

B (ii), (iii) and (iv)
C (ii) and (iv)
D All of them (2)

1.4 10 C of charge passes a point in a circuit in 2 minutes. The current in the

circuit is:

A 0,083 A
B 0,2 A
C 5A
D 12 A (2)

1.5 Consider the following statements regarding current and ammeters:

(i) The total current of a system remains constant.

(ii) Current is inversely proportional to resistance.
(iii) Ammeters must be connected in series, with the positive terminal
connected to the negative side of the battery.
(iv) The current is divided when it passes through a parallel portion of
a circuit.

Which of the following statements are correct?

29
 A (i), (ii) and (iii)
B (i), (ii) and (iv)
C (ii), (iii) and (iv)
D (i), (iii) and (iv) (2)

1.6 Resistors connected in series are called dividers of …

A current
B charge
C potential
D energy (2)

QUESTION 2

Many South Africans have access to electricity in their homes via the national
grid. All new houses that have been built have had pre-paid electricity meters
installed in them. The owner of the house purchases electricity using an
electricity card at a shop, very similar to the way one purchases airtime for
your cell phone.

2.1 Name one ADVANTAGE and one DISADVANTAGE of the prepaid

electricity system. (4)

2.2 What is the social/economic impact of having electricity available in

every household in South Africa? (3)

[7]

30
QUESTION 3

Consider the diagram of a circuit containing one cell connected to 2 bulbs in

series with a switch that is closed.

3.1 Copy the diagram onto your answer sheet and draw in an ammeter
that measures the current through the wire at A. (1)

3.2 The current at A was found to be 0,6 A. What is the current at point C?

(1)

3.3 How much current passed point C if the circuit was closed for 2
minutes? (3)

3.4 In the circuit diagram drawn in question 5.1, draw in a voltmeter

measuring the potential difference between point A and B. (1)

3.5 The battery was marked as 3,0 V. The voltage across AB was found
to be 1,8 V. What is the voltage across CD? Explain why V AB is
different to VCD. (2)

3.6 How will the brightness of bulb 1 compare to bulb 2? Explain why this
is observed. (2)

[10]

31
 ELECTROSTATICS, ELECTRICT CIRCUIT TERM 2

Two kinds of charge •

State that:
o All materials contain positive charges (protons) and negative charges (electrons) o
An object that has an equal number of electrons and protons is neutral (no net
charge)
o Positively charged objects are electron deficient and negatively charged objects have
an excess of electrons
• Describe how objects (insulators) can be charged by contact (or rubbing) - tribo-electric
charging.
Tribo-electric charging: A type of contact electrification in which certain materials become
electrically charged after they come into contact with different materials and are then
separated (such as through rubbing). The polarity and strength of the charges produced
differ according to the materials.

Charge conservation
• State that the SI unit for electric charge is the coulomb (C).
• State the principle of conservation of charge: The net charge of an isolated system
remains constant during any physical process e.g. two charges making contact and then
separating.
• Apply the principle of conservation of charge.
When two identical conducting objects having charges Q1 and Q2 on insulating stands
touch, each object has the same final charge on separation.
Q1 + Q2
Final charge after separation: Q =
2
NOTE: This equation is only true for identically sized conductors on insulated stands.

Charge quantization
• State the principle of charge quantization: All charges in the universe consist of an integer
multiple of the charge on one electron, i.e. 1,6 x 10 -19 C.
• Apply the principle of charge quantization: Q = nq e, where qe= 1,6 x 10-19 C and n is an
integer.

Force exerted by charges on each other (descriptive)

• State that like charges repel and opposite charges attract.
• Explain how charged objects can attract uncharged insulators because of the polarisation
of molecules inside insulators.
Polarisation: The partial or complete polar separation of positive and negative electric
charge in a system.

32
Electric Circuits
(This section must be read in conjunction with the CAPS, p. 42–45.)

Terminal potential difference and emf

• Define potential difference across the ends of a conductor as the energy transferred per
W
unit electric charge flowing through it. In symbols: V =
Q
Potential difference is measured in volts (V).
• Define emf as the work done per unit charge by the source (battery). It is equal to the
potential difference measured across the terminals of a battery when no charges are flowing
in the circuit.
• Define terminal potential difference as the voltage measured across the terminals of a
battery when charges are flowing in the circuit.
W
• Do calculations using V = .
Q

Current
• Define current strength, I, as the rate of flow of charge. It is measured in ampere (A), which
is the same as coulomb per second.
Q
• Calculate current strength in a conductor using the equation I = .
∆t
Q is the symbol for electric charge measured in coulomb (C). One coulomb is defined as
the charge transferred in a conductor in one second if the current is one ampere.
• Indicate the direction of conventional current (from positive to negative) in circuit diagrams
using arrows.

Measurement of potential difference and current

• Draw a diagram to show how to correctly connect an ammeter to measure the current
through a given circuit element. An ammeter is connected in series and has a very low
resistance.
• Draw a diagram to show how to correctly connect a voltmeter to measure the potential
difference across a given circuit element. A voltmeter is connected in parallel and has a
very high resistance.

33
QUESTION 1

MULTIPLE CHOICE

Four possible answers are given for the following questions. Each question has only
ONE correct answer. Choose the correct answer and write a SYMBOL or LETTER
next to the number, e.g. 1.2. C.

1.1 Two identical metallic spheres, X with a charge of - 7 x 10- 6 C and Y with a charge of
+ 3 x 10- 6 C are attached to wooden stands.

1.2 A neutral plastic rod is rubbed with a dry cloth. It is observed that the rod`s charge
after rubbing is -3.2 x 10- 9 C. This charge is obtained by……
A. gaining 2.0 x 1010 electrons by the rod.
B. losing 2.0 x 1010 electrons from the rod.
C. losing 2.0 x 1010 protons from the rod.
D. gaining 5.0 x 1011 electrons by the rod (2)

1.3 A glass rod is charged positively by rubbing it with a silk cloth. During this process ...
A electrons are transferred from the glass rod to the silk cloth.
B electrons are transferred from the silk cloth to the glass rod.
C protons are transferred from the silk cloth to the glass rod.
D protons are transferred from the glass rod to the silk (2)
cloth.

34
Structured Questions

QUESTION 1
1.1 A positively charged Perspex rod is brought near a polystyrene ball which is
hanging as shown in the diagram1. The ball is not charged initially. The ball is
attracted by the rod (diagram 2) and it touches the rod. Immediately after the
ball touches the rod, the ball moves away from the rod.

1.1.1 State the principle of conservation of charges.

(2)
1.1.2 Make use of sketch number two. Sketch the charge distribution on the
ball as well as the rod if any and explain how the neutral ball is attracted by
the charged rod
(9)
1.1.3 Explain why the ball is repelled as it touches the rod, as shown in sketch
number 3
.(Do not draw any diagram)
(4)
1.2 A test was conducted to check the nature of charge on rods A and B. It is
noticed that rod A could attract both negatively and positively charged balls as
shown in diagram 1.
Rod B attracted a positively charged ball but repelled a negatively charged
ball as shown in diagram 2.

1.2.1 Using the description in diagram 1, determine whether rod A is

positive/negative OR neutral. (2)
1.3.2 Identify the charge on rod B? (2)
[19]

35
 QUESTION 2
Two identical insulated, graphite-coated polystyrene spheres are suspended from
threads. The spheres are held a small distance apart. The charges on the Spheres P
and Q are – 2,4 nC and + 5,6 nC respectively.

When the spheres are released they move towards each other.
2.1 Explain why the spheres move towards each other (2)
when they are released.

The two spheres now touch each other and then separate.
2.2 Calculate the charge on each sphere after they touch (2)
and separate.
2.3 Write down the number of electrons found on Sphere (2)
P after it touched Q and separated.
2.4 Which way will electrons move? Write only from P to (1)
Q, or from Q to P, or neither way?
2.5 Explain your answer to Question 6.4. (2)

[9]

36
 ELECTRIC CIRCUITS

QUESTION 1

There are four possible options for each answer in the following questions.
Each question has only ONE correct answer. Choose the correct answer and
write only A, B, C or D next to the question number.

1.1 John wants to decrease the resistance of an electrical circuit and has
the following options:

(i) Increase the length of the nichrome conductor.

(ii) Increase the thickness of the nichrome conductor.
(iii) Use a copper conductor instead of a nichrome conductor.

Which ONE combination of his options would best reduce the

resistance of the circuit?

A (i), (ii) and (iii)

B (i) and (ii)
C (i) and (iii)
D (ii) and (iii)
(2)

The reading on A2 will be equal to:

A the reading on A1

37
 B half the reading on A1
C the reading on A3 minus the reading on A1
D the reading on A1 minus the reading on A3.

(2)

1.3 Consider the following statements regarding voltmeters:

(i) The reading of voltmeters connected across resistors is inversely

proportional to the resistance of the resistor.
(ii) When a switch in a circuit is closed, a voltmeter connected across
a battery reads the emf of the battery.
(iii) Voltmeters connected across equal resistors which are in parallel,
will give the same reading.
(iv) Voltmeters are always connected in parallel.

Which of the above statements are true?

A (i), (ii) and (iii)

B (ii), (iii) and (iv)
C (ii) and (iv)
D All of them

(2)

1.4 10 C of charge passes a point in a circuit in 2 minutes. The current in the

circuit is:

A 0,083 A
B 0,2 A
C 5A
D 12 A

(2)

1.5 Consider the following statements regarding current and ammeters:

(i) The total current of a system remains constant.

(ii) Current is inversely proportional to resistance.
(iii) Ammeters must be connected in series, with the positive terminal
connected to the negative side of the battery.

38
 (iv) The current is divided when it passes through a parallel portion of
a circuit.

Which of the following statements are correct?

A (i), (ii) and (iii)

B (i), (ii) and (iv)
C (ii), (iii) and (iv)
D (i), (iii) and (iv)
(2)

1.6 Resistors connected in series are called dividers of …

A current
B charge
C potential
D energy
(2)
QUESTION 2

Many South Africans have access to electricity in their homes via the national
grid. All new houses that have been built have had pre-paid electricity meters
installed in them. The owner of the house purchases electricity using an
electricity card at a shop, very similar to the way one purchases airtime for
your cell phone.

2.1 Name one ADVANTAGE and one DISADVANTAGE of the prepaid

electricity system. (4)

2.2 What is the social/economic impact of having electricity available in

every household in South Africa? (3)

[7]

39
QUESTION 3

Consider the diagram of a circuit containing one cell connected to 2 bulbs in

series with a switch that is closed.

3.1 Copy the diagram onto your answer sheet and draw in an ammeter
that measures the current through the wire at A .(1)
3.2 The current at A was found to be 0,6 A. What is the current at point C?
(1)

3.3 How much current passed point C if the circuit was closed for 2
minutes? (3)

3.4 In the circuit diagram drawn in question 5.1, draw in a voltmeter

measuring the potential difference between point A and B .(1)

3.5 The battery was marked as 3,0 V. The voltage across AB was found
to be 1,8 V. What is the voltage across CD? Explain why V AB is
different to VCD. (2)

3.6 How will the brightness of bulb 1 compare to bulb 2? Explain why this
is observed. (2)

[10]

40
GRADE 10 TERM 2
FORMATIVE ASSESSMENTS
HOMEWORK:
QUESTION 1
MOTION IN ONE DIMENSION
Informal Assessment
1. Define a frame of reference? (2)
2. Explain what is a position in science (2)
3. What makes a distance different from displacement of an object? (2)
4. Define the concept displacement fully (2)
5. Define the concept distance fully (2)
[10]
QUESTION 2
Use the following words to complete the table:
a) Depends of path-length, b) independent on the path-length, c) always
positive, d) either positive or negative, e) scalar or vector, f) has a
direction, g) has no direction. The first one has been done for you
Displacement Distance Velocity Speed acceleration
independent
Positive or
negative
vector
direction

Formal assessment
QUESTION 3
The learner started his walk from school to buy a pen at the shop around the school.
The distance covered by the learner is
Is 20 m from the school to the shop and the change in position from his starting
point is 8 m.
20 m
School 8m shop
1.1 What will be a total distance covered by the boy from the shop? (2)
1.2 What will be the change in position of the boy when he is back to school? (2)

41
 If the time taken by the boy from school to shop was 2 minutes and the time from
shop back home was 3 minutes
1.3 Calculate the average speed of the boy the moment he left the school to the
shop? (3)
1.4 What will be the change in velocity of the boy when he reached the shop? (3)
1.5 Calculate the change in speed of the boy, when he returns to the school? (3)
1.6 What will be the change in velocity of the boy the moment he reach the school?
(3)
1.7 Define what is average velocity? (2)

QUESTION 4
A dog is trying to cross the road with a speed of 20 km.h -1, while the truck is coming
towards the dog on the road with a speed of 60 km.h -1.

4.1 What is the speed of the truck in m.s -1? (2)

4.2 What is the speed of the dog in m.s -1? (2)
4.3 Is it possible for the truck to hit the dog? Explain why? (2)
The truck is 10 km away from the dog and the width of the road is 15 km.
4.4 Will the truck hit or miss the dog? Use calculations to support your guess. (5)

ACCELERATION
MECHANICS 4
QUESTION 1
1. Define the concept acceleration (2)
2. Is acceleration a vector or scalar quantity? Please explain (3)
3. What will be the sign of acceleration if the truck is slowing down? (1)
QUESTION 2
A racing car accelerates uniformly from and initial velocity of 8 m.s-1 to a final velocity
of 20 m.s-1 in 15 s. The racing car then slows down uniformly to a final velocity of 6
m.s-1 in 5s.
2.1 Calculate the acceleration of the car during the first 15 s and during the last 5
s.
2.2 During the 15 s, is the velocity of the car increasing or decreasing? Please
explain
42
2.3 During the last 5 s, is the car’s velocity increasing or decreasing? Provide a
reason for your answer?

Formal assessment
Question 3
1. In the athletic marathon, an athlete runner is accelerating uniformly from an initial
velocity of 0 m.s-1 to a final velocity of 8 m.s-1 in 5 s. Calculate the acceleration of
the athlete.
2. A school bus accelerate uniformly from initial velocity of 20 m.s -1 to a final
velocity of 12 m.s1 in 4s. Calculate the acceleration of the bus.

43
44
FORMATIVE ASSESSMENTS
HOMEWORK:
MECHANICS
QUESTION 1
SCALARS AND VECTORS

6. Define a scalar and a vector, give one example of each (2)

7. Drawing up a vector requires the length and ___________________? (1)
8. Two vectors are equal, if they have the same ______and ________ (2)
9. What is a negative vector? (2)
10. Define a resultant vector? (2)
[9]
EXAMINATION TECHNIQUE
MULTIPLE CHOICE QUESTION
During a tag of war in figure 4. One student on the left is pulling the rope, while two
boys are pulling to the left. The boys are at equilibrium. The forces exerted by the
boys
1.

A. have the same directions and equal magnitudes (sizes)

B. have opposite direction but the equal magnitudes (size)
C. act perpendicular to each other.
D. act in the same direction.

2. Two vector forces act on the same box resting on the table, what the
angle between them should be so that a maximum resultant force is
obtained.

A. 00
B. 900
C. 1800
D. 2700

45
QUESTION 2
2.1 Use the table below to classify the following as vectors and
scalars
Velocity, speed, acceleration, mass, time, force
Scalars Vectors

(6)
2.2 Draw the following vector quantity to scale: 1 cm ≈ 4 N
20 N followed by 16 N (4)
2.3 Determine the resultant of the following with direction (left or
right)

A. 2)
⃗⃗⃗⃗
𝑭𝟏 ⃗⃗⃗⃗
𝑭𝟐
10 kg
(38 N) (12 N)

B. (2)
⃗⃗⃗⃗
𝑭𝟏 10 kg

(18 N) (15 N)

46
QUESTION 3
In the diagram below.

3.1 Which pair of forces are balanced? (1)

3.2 What do we say the forces are at? (1)
3.3 Between the pair you have chosen, which is the equilibrant of each
other? (1)

QUESTION 1: MULTIPLE-CHOICE QUESTIONS

Four options are given as possible answers to the following questions. Each question
has only ONE correct answer. Write only the letter (A–D) next to the question number
(1.1–1.20) in the ANSWER BOOK.

1.1 Which ONE of the following physical quantities is a scalar quantity?

A A weight of 5 N

B A velocity of 10 m∙s-1 east

C A current of 2 A

D A negative acceleration of 0,4 m∙s -2 (2)

1.2 Three forces act simultaneously on an object, as shown below.

N
5N
3N W E
2N

S
The resultant (net) force acting on the object
is …
A 10 N west.

B 4 N west.

47
 C 10 N east.

D 4 N east. (2)

1.3 An object accelerates uniformly when the … of the object changes with the
same amount in equal time intervals.

A velocity

B displacement

C speed

D mechanical energy (2)

1.4 The velocity-time graph for the motion of an object is shown below.

Time (s)

The object changes direction at …

A 0,5 s

B 1s

C 2s

D 3s (2)

1.5 An object moving at speed v has a kinetic energy E. The kinetic energy now
changes to ¼E.

The speed of the object is now …

A ½v.

B 2v.

48
 C ¼v.

D 4v. (2)

1.6. A point is acted on by two forces in equilibrium. The forces

A. have equal magnitudes and directions.

B. have equal magnitudes but opposite directions.
C. act perpendicular to each other.
D. act in the same direction.

1.7. Two forces, 4 N and 11 N, act on a point. Which one of the following cannot be
the magnitude of a resultant?

A. 4N
B. 7N
C. 11,7 N
D. 15 N

1.8. The graph that follows shows how the speed of an athlete varies with time as
he sprints for running the 100 m in the recent common wealth games in
Scotland.

Which of the following equations can be used to correctly determine the time,
t, for which he accelerates? (2)

A. 100 = (10)(11) − ½ (10)t

B. 100 = (10)(11) + ½ (10)t
C. 100 = 10t + ½ (10)t2
D. 100 = 12(0)t + ½ (10)t2

49
QUESTION 2
A boy walks in an EASTERLY direction, as shown below. After he
passes a tree, he continues in the same direction for another 20 m. He
then stops, climbs on his skateboard and rides in a WESTERLY
direction for 25 m before he finally stops.

20 m

The resultant displacement of the boy when he finally stops is 10 m EAST of his
initial position.

2.1 Define the term distance. (2)

2.2 Determine the initial position of the boy relative to the tree. (2)

2.3 Calculate the total distance that the boy moved. (2)
(2)

2.4 When the boy is on the skateboard, he skates at an average speed of 5 m∙s-
1.

Calculate how long, in seconds, the boy is on the skateboard during the
motion. (3)

2.5 The total time for the motion of the boy from his initial position until he
finally stops is 40 s. Calculate his average velocity. (3)

[12]

QUESTION 3
An aeroplane touches down on a runway at a velocity of 67 m·s-1, as illustrated
below. After 30 seconds the velocity of the aeroplane is 8 m·s -1.

50
The aeroplane then continues at a CONSTANT VELOCITY for a further 800 m
before leaving the runway. The length of the runway is 2 000 m.

67 m ∙ s -1 8 m ∙ s -1
30 s

800 m

3.1 Define the term vector .

)
3.2 Convert 67 m∙s-1 to km∙h-1. (1) (1)

3.3 Calculate the:

3.3.1 Acceleration of the aeroplane during the first 30 seconds (4)

3.3.2 Distance travelled by the aeroplane during the first 30 seconds (4)

3.3.3 Time taken by the aeroplane to travel the 800 m (3) (3)

3.3.4 Length of the runway NOT USED when the aeroplane leaves the
runway (2)

3.4. Pilots should take weather conditions, such as wind and rain, into
account when they calculate landing speed.

3.4.1 How should a pilot adapt the landing speed if the surface of the
runway is wet? Choose from INCREASES, DECREASES or
REMAINS THE SAME. (1)

3.4.2. Explain the answer to QUESTION 3.4.1 by referring to the

stopping distance in relation to the landing speed. (2)

QUESTION 4
The velocity-time graph below represents the motion of a car over a time
period of 12 seconds. The car initially moves NORTH.

51
4.2 Describe the motion of the car from C to E. (3)

4.3 WITHOUT USING EQUATIONS OF MOTION, calculate the:

4.3.1 Distance that the car travels from A to C (4)

4.3.2 Acceleration of the car between B and C (4)

4.4. How does the magnitude of the acceleration of the car between B
and C compare to the magnitude of its acceleration between C and
D? Choose from GREATER THAN, SMALLER THAN or EQUAL TO. (1)

4.5. Refer to the graph and give a reason for the answer to QUESTION 4.4. (1)

4.6 .Write down the direction of the resultant displacement of the car. (1)

4.7. Use an equation of motion to calculate the instantaneous velocity

of the car at t = 5 s. (4)
[20]

52
 QUESTION 5

5.1.
A big crane pulls a heavy crate upwards from the hull of a containership in
the harbour. The weight of the crate is 35 000 N. The crane pulls the crate
with an upward force of 42 500 N. There is some friction involved, due to all
the pulleys and wires, of 550 N, while the crate is pulled upwards.

‘
5.1.1 Define the concept resultant of forces. (2)

5.1.2 Calculate the magnitude and direction of the resultant force acting
on the crate. (3)

The crate is lifted to a vertical height of 50 m above the ground and then
lowered on a truck 10 m above the ground as shown in the diagram
below.

5.2 Calculate the:

5.2.1 Total distance the crate moved. (2)

5.2.2 Displacement of the crate. (2)

[9]

53
 TERM 3 & 4

D. TABLE OF CONTENTS

TERM WEEK KA SUBTOPIC/SECTION PAGE

1 Chemical Change 56
MATTER &MATTERIAL

2
3 Physical Change

4 Qualitative Aspects 67
THREE

5 Qualitative Aspects
6 Qualitative Aspects
7 Wave sound & light 79
MAGNETISM
&
ELECTRICITY

8 Wave sound & light

9 Wave sound & light
10 Wave sound & light
FOUR 1-3 Electromagnetic Radiation 100

CHEMICAL CHANGE GRADE 10 WEEK 2 AND 3 TERM 3

54
EXAM GUIDELINES

55
1. Balanced Chemical
Equations

Representing
Chemical Change

2. Law of Conservation
of Mass

56
Representing Chemical change

DEFINITIONS

Term Definition

Relative atomic The ratio of the average mass of one atom of an element to
mass one twelfth of the mass of an atom of carbon-12
The average mass of all the naturally occurring isotopes of
that element. The units for relative atomic mass are atomic
mass units.
Law of In chemical reaction, the sum of the mass of the mass of the
conservation of reactants equals the sum of the mass of the products
mass
Law of All samples of a given chemical compound have the same
conservation of elemental composition
composition
Law of constant A chemical compound always contains exactly the same
proportions proportion of elements by mass
Molecule When atoms share electrons, are bonded covalently, the
resulting collection of atoms
Atom Very small particles of which all substances are made. The
only substances found in atomic form are noble gases

➢ Matter does not stay the same.it may undergo physical or chemical change.
➢ A physical change can be seen or felt but does not involve the breakup of
particles. During physical change the matter may change in form, but not in
identity. The particles may also rearrange, but mass, number of
atoms/molecules will remain the same.
➢ During physical change the energy change is small and easily reversible
➢ A chemical change involves substance change with new properties.
➢ Chemical change can be a decomposition or synthesis reaction, during which
mass and number of atoms are conserved, but the number of molecules may
not be the same.
➢ Chemical changes involve huge energy changes.

WRITING OF BALANCED CHEMICAL EQUATIONS

Balanced chemical equations represent chemical change.
Word equations are turned into symbols from the Periodic Table of Elements

57
The phases are added as symbols in brackets.

Follow these rules to write balanced equations:

1. Write correct formulae for reactants and products
2. Calculate number of atoms on both sides of arrow
3. Add atoms for each element on left side off arrow, and do the same for the
right side of the arrow
4. Never change the formulae of the reactants or products to balance the
equation; just add balancing numbers (coefficient) in front of the formulae
where necessary
5. Insert state (phase) symbols where possible. Where, (s) = solid; (ℓ) = liquid,
(g) = gas and (aq) = aqueous (watery) solutions
E.g. reaction between hydrogen and oxygen to form water
Hydrogen gas + oxygen gas water liquid

INTERPRET BALANCED REACTION EQUATIONS

➢ Conservation of atoms
When elements or compounds combine to form new products in a chemical
reaction, the number of atoms remain the same before and after the reaction
has taken place.
Look at the reaction above.
Remember: Always balance equation
➢ Conservation of mass
Matter never gets loss when it undergoes chemical change
The law of conservation of mass
Balance equation and then calculate the mass of the reactants and then the
mass of the products
Then, compare the mass before reaction with the mass after the reaction
Therefore, the relative formula mass of the reactants and the products shows
us the ratio of masses of the elements involved in any reaction

58
Activity
MULTIPLE – CHOICE QUESTIONS
Four options are given as possible answers to the following questions. Each
question has only ONE correct answer. Write only the letter (A–D) next to the
question number (1.1–1.10) in the ANSWER BOOK, e.g. 1.11 E
1.1 A mixture that is uniform and where the different components of the mixture (2)
cannot be seen is a ...
A. Heterogeneous mixture
B. Homogeneous mixture
C. Mixture of pure substances
D. Both heterogeneous and homogeneous

1.2 The process whereby a solid substance changes directly to the gaseous phase (2)
is known as …
A. Evaporation
B. Condensation
C. Sublimation
D. Melting

1.3 Which ONE of the following substances is NOT a pure substance? (2)
A. Iron
B. Sugar
C. Steel
D. Graphite

1.4 During an experiment, a group of grade 10 learners observe ice melting in (2)
beaker. Which ONE of the following statements best describes the learner’s
observation?
A. The ice releases heat energy during the melting process
B. The ice undergoes a physical change during a phase change
C. The ice undergoes a chemical change when the beaker with the ice is
heated
D. The ice decomposes into the elements hydrogen and oxygen

59
1.5 27 (2)
The number of neutrons in Aℓ is:
13
A. 40
B. 14
C. 27
D. 13

1.6 In which period of the periodic table will you find nitrogen?
A. 15
B. 5
C. 7
D. 2

1.7 Which ONE of the following equations represents when the first ionisation energy (2)
of sodium will be released?
A. Na(g) + energy → Na+ (g) + e-
B. Na(s) + energy → Na+ (g) + e-
C. Na(s) + energy → Na+(s) + e-
D. Na(s) + e- → Na+(s) + e-

1.8 Which ONE of the following represents the sp-notation of a Sulphur ion? (2)

A. 1s22s22p63p6
B. 1s22s22p63s23p4
C. 1s22s22p63s23p6
D. 1s22s22p63s23p3

1.9 The correct chemical formula for potassium permanganate is … (2)

A. KMnO4
B. KMnO2
C. CaMnO4
D. PMnO4

60
1.10 Which is TRUE for a balanced equation?
A The number of atoms for each element remains the same
B The types of molecules remain the same
C The total number of molecules remain the same
D The number of atoms per molecule remains the same (2)

1.11 The word equation ‘calcium reacts with chlorine to produce calcium chloride’ can
be represented by the following formula equation:
A Ca + Cℓ2 → CaCℓ2
B CaCℓ2 + Ca → Cℓ2
C CaCℓ2 → Mg + Cℓ2
D Ca → Cℓ2 + CaCℓ2

1.12 In a reaction which hydrogen reacts with oxygen to produce water, which
substance(s) is/are reactants?
A Hydrogen only
B Both hydrogen and oxygen
C Oxygen only
D Water (2)

1.13 Which of the following symbols means a substance is in a watery solution?

A (aq)
B (g)
C (s)
D (ℓ) (2)
[23]

61
QUESTION 2
Give one term for the following:
2.1 The law that states the sum of the mass of the reactants are equal to the mass (1)
of the products in a chemical reaction
2.2 The substance formed in a chemical reaction (1)

2.3 The grade 10 learners perform an experiment to separate a mixture of sand and
sugar. The experiment is done in three steps as shown in the diagrams below.

2.3.1 Write down the name of

2.3.1.1. The process illustrated in step 3 (1)

2.3.1.2 The process illustrated in step 2 (1)

2.3.1.3 The solid labelled Y (1)

2.3.1.4 Mixture A (1)

2.3.2 Is step 3 a CHEMICAL or PHYSICAL process? (1)

2.3.3 Give a reason for the answer in QUESTION 2.3.2 (1)

[8]

62
QUESTION 3
Learners investigated the effect of increasing temperature on ice cubes. They
recorded the time and temperature of the ice cubes during the experiment in the
table below.

Time(min) 0 3 6 9 12 15 18 21 24 27 30 33 36
Temperature - -5 -1 0 0 16, 28 38 38 55 75 75 75
(0C) 10 5

3.1 Write down an investigative question for the experiment (2)

3.2 Study the DATA in the table and write down the following:

3.2.1 Independent variable (1)

3.2.2 Dependent variable (1)

3.3 Use the information in the table above to draw a graph for temperature versus (5)
time. Make use of the graph paper provided.
3.4 Explain why the temperature remains constant from 30 to 36 minutes despite the (2)
continuing heating.

63
QUESTION 4
Magnesium reacts with chlorine gas to form magnesium chloride.

4.1 Define the term ionic bond? (2)

4.2 Write down the chemical formula of magnesium chloride. (2)

4.3 For the chlorine atom:

4.3.1 Draw the Aufbau diagram (3)

4.3.2 Write down the valence electrons (1)

4.4 Write down the electron configuration notation (sp notation) of magnesium. (2)

4.5 Show the formation of magnesium chloride using Lewis dot diagrams. (4)

[14]

64
QUESTION 5
Consider the following chemical reactions.

A: SO2(g) + O2 → SO3(g)
B: KCℓO3(s) → KCℓ(s) + O2(g)
C: Aℓ + Fe2O3 → Al2O3(s) + Fe(s)
D: C2H6(g) + O2(g) → CO2 + H2O(g)
E: 2NaBr(aq) + Cℓ2(g) → 2NaCℓ(aq) + Br2(ℓ)

5.1 Balance equations A – D by writing out the full equation on your answer paper (4)

5.2 State the law of constant composition. (2)

65
QUANTITATIVE ASPECTS OF CHEMICAL CHANGE
(STOICHIOMETRY) - Week 4 Term 3
1. Exam Guidelines

Quantitative Aspects of Chemical Change

(This section must be read in conjunction with the CAPS, p. 50–52.)
Atomic mass and the mole concept
• Describe the mole as the SI unit for amount of substance.
• Define one mole as the amount of substance having the same number of particles as there
are atoms in 12 g carbon-12.
• Define relative atomic mass as the mass of a particle on a scale where an atom of carbon-
12 has a mass of 12.
• Describe Avogadro's number, NA, as the number of particles (atoms, molecules, formula-
units) present in mole (NA = 6,023 x 1023 mol-1).
• Define molar mass as the mass of one mole of a substance measured in g·mol-1.
• Describe the relationship between molar mass and relative molecular mass and relative
formula mass.
• Calculate the molar mass of a substance given its formula.

Molecular and formula masses

m
• Calculate mass, molar mass and number of moles according to the relationship n = .
M
• Determine the empirical formula for a given substance from percentage composition.
Define an empirical formula as the simplest whole-number ratio of atoms in a compound.
• Determine the number of moles of water of crystallisation in salts like AℓCℓ3·nH2O.
Define water of crystallisation as water that is stoichiometrically bound into a crystal, e.g.
the H2O in CuSO4·5H2O.

Determining the composition of substances

• Determine percentage composition of an element in a compound.
Percentage composition is the mass of each atom present in a compound expressed as a
percentage of the total mass of the compound.
• Define concentration as the number of moles of solute per cubic decimetre of solution.
n
• Calculate concentration in mol·dm-3 using c = .
V

Molar volume of gases

• State Avogadro's law, i.e. one mole of any gas occupies the same volume at the same
temperature and pressure.
• At STP: 1 mole of any gas occupies 22,4 dm3 at 0 °C (273 K) and 1 atmosphere
(101,3 kPa). Thus the molar gas volume, VM, at STP = 22,4 dm3∙mol-1.
• Interpret balanced equations in terms of volume relationships for gases, i.e. under the
same conditions of temperature and pressure, equal number of moles of all gases occupies
the same volume.

Basic stoichiometric calculations

• Perform stoichiometric calculations based on balanced equations. These may include
calculations based on concentration, mass, moles, molar mass, number of particles and
volume.
• Determine the theoretical yield of a product in a chemical reaction when you start with a
known mass of reactant. The theoretical yield is the calculated yield of a product in a
chemical reaction. Actual yield is the quantity physically obtained from a chemical reaction.
actual yield
• Determine the percentage yield of a chemical reaction: %yield = x100
theoretica l yield

66
 ATOMIC MASS MOLE
CONCEPT

QUANTITATIVE ASPECTS
OF CHEMICAL CHANGE

DEFINITIONS:
Term Definition

One mole SI unit for amount of substance

Relative atomic mass The average mass of a particle on a scale where an atom of
carbon-12 has a mass of 12

Relative molecular M, is the sum of the atomic masses of all the atoms in a
mass molecule

Molar mass The mass of one mole of a substance measured in g·mol-1 .

Relative formula mass Mr, is the sum of the atomic masses of all the atoms in a
formula

Concentration A measure of the amount of solute that is dissolved in a given

volume of liquid

Avogadro’s number NA, as the number of particles (atoms, molecules, formula,

units) present in mole (NA = 6,023 x 1023 mol-1 )
The number of particles in a mole

Avogadro’s law One mole of any gas occupies the same volume at the same
temperature and pressure.

Water crystallisation Water that is stoichiometrically bound into a crystal, e.g. the
H2O in CuSO4·5H2O.

Empirical formula The simplest whole-number ratio of atoms in a compound

Standard solution An accurately made up solution with known concentration

67
WORKED EXAMPLES

1. Applying Mole concept

How many oxygen atoms are there in 9,8g of sulphuric acid?
STEPS to follow:
1. Write chemical formula for sulphuric acid
2. Calculate relative molecular mass of sulphuric acid
3. Calculate number of moles in given mass – 9,8g
4. Calculate number of molecules
5. Calculate number of oxygen atoms in a mole of sulphuric acid
1. H2SO4
2. M(H2SO4) = (2 +32 + (4 x 16)
= 98g∙mol-1
𝑚
3. n =
𝑀
9,8
n =
98

n = 0,1mol H2SO4

4. number of H2SO4 molecules = n x NA

= 0,1 x 6,02 x 1023
= 6,02 x 1022 molecules
5. 1 mole of H2SO4 contains 4 oxygen atoms
Therefore 6,02 x 1022 H2SO4 molecules contains
= 4 x 6,02 x 1022 oxygen atoms
= 2,408 x 1023 oxygen atoms
There are 2,41 x 1023 oxygen atoms in 9,8g of H2SO4

2. Molecular and Formula mass

(a) How many moles of KOH are there in 98g of potassium
hydroxide?

68
 STEPS to follow:
1. Write correct formula for potassium hydroxide
2. Calculate Molecular mass for potassium hydroxide
3. Calculate number of moles in 98g of potassium hydroxide
1. KOH
2. M(KOH) = 36 + 16 + 1
= 56g∙mol-1
𝑚
3. n = 𝑀
98
n =56

n = 1,75mol
(b) Calculate the mass of 2,5 mol of copper (II)sulphate crystals.
STEPS to follow:
1. Write correct formula for copper (II)sulphate crystals.
2. Calculate Molecular mass for copper (II)sulphate crystals.
3. Calculate mass of 2,5 mol of copper (II)sulphate crystals
1. CuSO4∙5H2O
2. M(CuSO4∙5H2O) = 63,5 + 32 + (4 x 16) + 5(2 x 1 +16)
= 249,5g∙mol-1
𝑚
3. n =
𝑀
𝑚
2,5 = 249,5

m = 623,75g of copper (II)sulphate crystals

3. Empirical formula
To calculate empirical formula, follow the following steps
1. Consider 100g of the compound. Each percentage is taken as
the mass of the element in 100g of the compound
2. Find the atomic mass of each element
3. Divide the percentage (as grams) by the atomic mass of the
element. This gives the number of moles for each element. –
work with 2 decimal places)

69
 4. Divide each amount by the smallest mole value to give whole
number
5. Write the empirical formula down
Determine the empirical formula of a compound containing 48,6%
carbon, 8,1% hydrogen and 43,3% oxygen
Follow steps 1 to 4 above
𝒎
ELEMENT g per n = SIMPLEST Multiply
𝑴
100g RATIO by 2 to
ensure
ALL are
whole
number
C 48,6 48,6 48,4,056 1,5 x 2 =
12
= =
2,71
3
4,05 1,5
H 8,1 8,1 8,1 3x2=6
= 2,71
=3
1
8,10
O 43,3 43,3 2,71 1x2=2
16
= 2,71
=1
2,71
Empirical formula is C3H6O2

4. Hydrates
Water crystals, refer to the water molecule attached to the crystal
These salts are called hydrated salts.
Examples:
Copper (II)sulphate – CuSO4∙5H2O
Calcium sulphate (gypsum) – CaSO4∙2 H2O
Magnesium sulphate (Epsom salts) – MgSO4∙7 H2O
Sodium carbonate (washing soda) – Na2CO3∙10 H2O
Oxalic acid – (COOH)2∙2H2O
Hydrated copper (II)sulphate is blue and when heated, the water of
crystallization evaporates and white anhydrous CuSo 4 forms.
Write a balanced equation showing this reaction.
CuSO4∙5H2O(s) CuSO4(s) + 5H2O(g)

70
5. Percentage Composition of substances
To calculate follow steps:
1. Find atomic mass of each element in compound
2. Calculate the molar mass of compound
3. For each element, divide atomic mass by molar mass
4. Multiply answer of number 3, above, by 100 to find percentage
NB: The percentages must add up to 100
Calculate the percentage composition of ammonium nitrate, NH 4NO3.
1 And 2
M(NH4NO3) = (14 + 4(1) + 14 + 3(16)
= 80g∙mol-1
This means 28g out of 80g is nitrogen, 4g hydrogen and 48g
oxygen.
3 and 4
28
% N = 80 x 100 = 35%
4
%H = 80 x 100 = 5%
48
% O = 80 x 100 = 60%

6. Concentration
𝑛 𝑚
c=𝑉 n = 𝑀 These equations are on the Data for Physical
Sciences for Paper 2
Concentration (c) is measured in mol∙dm -3
Moles (n) is measured in mol
Volume (V) is measured in dm 3
Mass (m) is measured in g
Molar mass (M) is measured in g∙mol-1
A mass of 2g sodium hydroxide is dissolved in water to form 250cm 3
solution.
Calculate the concentration of the solution

71
 Steps to follow:

1. Write down the correct chemical formula for sodium hydroxide

2. Calculate molar mass for sodium hydroxide

3. Convert 250cm3 to dm3

4. Calculate the number of moles in 2g of NaOH

5. Calculate the concentration of the solution

1. NaOH

2. M(NaOH) = 23 + 16 + 1

= 40g∙mol-1
250
3. 250 cm3 =
1 000

= 0,25dm3
𝑚
4. n = 𝑀

2
n=
40

n = 0,05mol
𝑛
5. c =
𝑉

0,05
c=
0,25

c = 0,2mol∙dm-3

7. Molar volume of gases

STP: Standard Temperature and Pressure

Temperature = 0°C = 273K

Pressure = 1 atm = 101,3kPa

These values are on the Data for Physical Sciences for Paper 2

Molar volume for any gas at STP: volume of 1 mole of gas = 22,4dm 3

What volume is occupied by 20g NH3(g) at STP?

Steps to follow:

1. Calculate molar mass of NH3 gas

2. Calculate volume for 1g of NH3 gas

3. Calculate volume for 20g of NH3 gas

72
 1. M(NH3) = 14 + (3 x 1)
= 17g∙mol-1
2. 17g NH3 occupies = 22,4dm3
22,4
therefore 1 g of NH3 =
17

= 1,32dm3

3. 20g of NH3 occupies = 20 x 1,32

= 26,4dm3

8. Basic Stoichiometric calculations

Steps to follow when doing basic stoichiometry:
1. Write a balanced chemical equation for the reaction
2. Calculate the molar mass of every reactant and product
3. Write mass equation in which molar mass is multiplied by the
number of moles for each reactant and product
4. Calculate unknown by using ratios
Aluminium powder reacts with iodine crystals to form aluminium
iodide.
(a) If 10g aluminium is used, calculate the mass of iodine that will
react.
(b) Calculate the mass of the aluminium iodide formed
(a) 2 Aℓ(s) + 3I2(s) → 2AℓI3(s) Balanced equation
(27) + (2 x 127) → (27 + 3(127)) Molar mass for each
reactant and product

2(27) + 3(2 x 127) → 2(27 + 3(127)) Mass equation multiplies

by number of moles
54g + 762g → 816g
54g Aℓ reacts with 762g I2 Using ratios to determine
10 unknown mass of I3
Therefore, 10g of Aℓ = 54 x 762

= 141g I2

73
For (b) step 4
(b) 54g Aℓ form 816g AℓI3 Using ratios to
10 determine unknown
Therefore, 10g of Aℓ = 54
x 816 mass of I3
= 151g AℓI3

1m3 nitrogen monoxide is mixed with an excess of oxygen in a

container and allowed to react.
(a) Calculate the volume of nitrogen dioxide formed.
(b) Calculate the mass nitrogen dioxide formed.
(a) 2NO(g) + O2(g) → 2 NO2(g) Balanced equation
2 mol NO form 2 mol NO2 Number of moles
Therefore, 1m3 NO will form 1m3 NO2 Using ratios to
determine unknown

1 000 Calculate number of

(b) n(NO2) =
22,4
moles with molar
= 44,64mol volume constant
𝑚
n=𝑀 Calculate mass of
NO2 formed
𝑚
44,64 = 46

m = 2 053,44g

74
ACTIVITY
QUESTION 1
MULTIPLE – CHOICE QUESTIONS
Four options are given as possible answers to the following questions. Each
question has only ONE correct answer. Write only the letter (A–D) next to
the question number (1.1–1.10) in the ANSWER BOOK, e.g. 1.11 E
1.1 What is the percentage composition of each element in dichloromethane,
CH2Cℓ2?
A 20% C; 20% H; 60% Cℓ
B 204,10% C; 3,11% H; 72,79% Cℓ
C 33,87% C; 0,22% H; 65,91% Cℓ
D 14,12% C; 2,35% H; 83,53% Cℓ (2)

1.2 What is the empirical formula of a compound that is 64,8% C, 13,6% H and
21,6% Oxygen by mass?
A C4HO
B C4H10O
C C5HO2
D C8H20O2 (2)

1.3 The concentration of a solution that contains 70g of H2SO4 in

0,28 dm3 of solution is:
A 2,55 mol∙dm-3
B 6,84 mol∙dm-3
C 8,64 mol∙dm-3
D 9,78 mol∙dm-3 (2)

1.4 What is the molar mass of (NH4)2CO3?

A 144g
B 138g
C 96g
D 78g (2)

75
1.5 A 2,0g sample of CoCℓ2∙xH2O is dried in an oven. When the
anhydrous salt is removed from the oven, its mass is 1,565g. what is
the value of x?
A 1
B 2
C 3
D 4 (2)
[10]

QUESTION 2
Calculate the number of moles of:
2.1 Iron in 11,7g sample (3)
2.2 Carbon in a 24,0g sample (3)
2.3 Zinc in a 62,5g sample (3)
2.4 Mercury in a 100,3g sample (3)
[12]

QUESTION 3
Calculate the molar mass of the following:
3.1 H2SO4 (4)
3.2 Ammonia gas (3)
3.3 KMnO4 (4)
3.4 Magnesium chloride (3)
3.5 NaOH (3)
3.6 Iron(III)chloride (3)
3.7 Mg(OH)2 (4)
[24]

76
QUESTION 4
Calculate the percentage composition of:
4.1 NaCℓ (4)
4.2 HNO3 (6)
4.3 NaHCO3 (8)
4.4 Ba(NO3)2 (6)
[24]

QUESTION 5
Calcium chloride is produced when hydrochloric acid reacts with calcium
hydroxide.
5.1 What is the formula for calcium chloride? (1)
5.2 Calculate the percentage composition of calcium chloride. (4)
5.3 If a sample contains 10g of calcium chloride, what is the mass of
calcium in the sample?
(2)
5.4 How many moles of calcium chloride are in the 10g of calcium
chloride
(7)
[14]

QUESTION 6
A 2mol∙dm-3 standard solution of LiCℓ is prepared. The volume of the
volumetric flask is 250mℓ.
6.1 Convert 250mℓ to dm3. (2)
6.2 Define standard solution. (2)
6.3 How many grams of crystals do you need to make this standard
solution?
(5)
[9]

TOTAL: /93/

77
 GRADE 10 PHYSICAL SCIENCES
Term 3: Week 7 and 8

Topic: Waves, Sound and Light

Topic: Waves, Sound and Light

Subtopics: Pulse, amplitude and superposition of pulses
Section A: Hints/Tips/Mindmaps/ Steps/Summary

78
What is going to be examined?

Summary

79
 Definitions:

Important
Amplitude terms/definitions
The maximum displacement of a particle from its equilibrium position. W
Constructive A phenomenon where the crest of one wave overlaps with the crest of OR
interference another wave to produce a wave of increased amplitude. KS
Destructive A phenomenon where the crest of one wave over- laps with the trough
HE
interference of
another,
A resulting
phenomenon in a wave
where similarofwaves
reduced amplitude.
with a regular phase relationship ETS
Interference pass through the same region at the same time.
Longitudinal A pulse whose particles vibrate parallel to the direction of the pulse’s
pulse motion.
Pulse A single disturbance in a medium.
The algebraic sum of the amplitudes of two pulses that occupy the
Superposition same space at the same time.
Transverse A pulse whose particles vibrate perpendicular to the direction of the
pulse pulse’s
motion.
Topic: Waves, Sound and Light
QUESTIONS

SUBTOPICS: TRANSVERSE PULSE

Multiple choice:

QUESTION 1: MULTIPLE-CHOICE QUESTIONS

Four options are given as possible answers to the following questions. Each question
has only ONE correct answer. Write only the letter (A–D) next to the question number
(1.1–1.10) in the ANSWER BOOK.

1. A transverse pulse is ...

A a single disturbance.
B. a single vibration.
C. both A and B.
D. neither A or B.
(2)

2. In a transverse pulse the direction of disturbance is always ...

A. in the same direction as the direction of the propagation.
B. in the opposite direction to the direction of propagation.
C. parallel to the direction of propagation.
D. perpendicular to the direction of propagation.
(2)

3. The amplitude of the pulse is the ...

A. maximum displacement of the particles from the rest position.
B. distance travelled by the pulse along the rope (or slinky).

80
C. distance from the start to the end of the pulse measured along the rope
or slinky.
D. displacement between the lowest position of the pulse and its highest
point. (2)

Long Questions

Differentiate between:
1.1 Constructive interference. (2)

1.2 Destructive interference. (2)

2. Two pulses A and B travelling in opposite directions through the same

medium (as shown in the diagram below) meet each other.

2.1 Explain what the term “the pulses are in phase with each other” means? (2)

2.2 Draw the resultant pulse. (2)

2.3 Is this an example of constructive or destructive interference? (2)

3. Two pulses A and B move along a rope towards each other.

3.1 Name the phenomenon which occurs when the pulses meet each other. (1)
3.2 State the principle of superposition. (2)
3.3 Draw a sketch to indicate what happens when pulse A meets up with pulse B
(2)

81
3.4 Is it possible for the rope to remain absolutely straight (in its rest position)
while two pulses are passing through it? Explain (3)

Term 3: Week 8
Topic: Waves, Sound and Light
Subtopics: Transverse waves
Section A: Hints/Tips/Mindmaps/ Steps/Summary

What is going to be examined?

82
Definitions:
Important terms/definitions
Crest The highest point (peak) on a (sine) wave.
Frequency The number of cycles/vibrations per unit time.
Period The time taken for one complete cycle of an oscillation or
Point in Two points on a wave that move exactly in the same way at
vibration.
phase the
Transverse same
A wavetime e.g. two
in which thecrests or two is
disturbance troughs.
at right angles to the
wave direction
Trough of propagation
The lowest point(motion)
(valley)ofonthe wave. wave.
a (sine)
Wavelength The distance between two successive points in phase.
Wave speed The distance travelled by a point on a wave per unit time.

Subtopics: Transverse waves

Multiple Choice questions:

QUESTION 1: MULTIPLE-CHOICE QUESTIONS

Four options are given as possible answers to the following questions. Each question
has only ONE correct answer. Write only the letter (A–D) next to the question number
(1.1–1.10) in the ANSWER BOOK.

1.1 The transverse wave, shown in the diagram below, moves from left to right.
In which direction is particle A moving?

83
 A

Direction of
motion

A up
B down
C left
D right (2)

1.2 The period of vibration of a source of waves in 25 s.

What is its frequency? (in Hz)?
A 0,04
B 0,40
C 2,50
D 25,00 (2)

1.3 A wave that carries a large amount of energy will always have a …
A large amplitude
B small amplitude
C high frequency
D short wavelength (2)

84
1.4 The diagram below shows two points X and Y on a wave train.

X Y

How many wavelengths separate X and Y?

A 0,75
B 1.00
C 1,50
D 3,00 (2)

1.5 A ripple tank with a vibration hitting the surface of the water at a frequency of
50 Hz produces 5 complete waves in a distance of 10 cm. What is the velocity
of the water waves that are produced?

A 0,1 ms-1
B 10 ms-1
C 1,0 ms-1
D 100 ms-1 (2)

1.6 What is the term used for the time taken by a wave to complete one vibration?

A amplitude
B wavelength
C frequency
D period (2)

1.7 Which of the following diagrams best illustrates pulses which will interfere
constructively when they meet up with each other?

A C

B D
(2)

85
Long Questions

1. Consider the following wave and answer the questions that follow.

B E

A
I D F G
Direction
H C of motion

1.1 Define a transverse wave. (2)

1.2 Distinguish between a wave and a pulse. (2)
1.3 With reference to the diagram of the wave shown above, write down the letters
that indicate:
a) amplitude
b) one wavelength from position B
c) a point that is exactly out of phase with point E
d) two points that are in phase with point A (4)
[8]

2. Refer to the graphs below when answering the questions that follow
The x-axis represents time and the y-axis represents displacement. The scale
on all the axes is the same in size.

Direction of wave motion

for all 5 representations

2.1 Which graph represents the wave with the greatest amplitude? (2)
2.2 Which graph represents the wave with the greatest period? (2)

86
2.3 Which graph represents the wave with the greatest frequency? (2)
[6]

3. A boy sitting on a pier at the beach watches water waves passing beneath him.
Nine crests pass beneath him in one minute.

3.1 Define frequency. (2)

3.2 How many complete waves pass under him in one minute? (1)

3.3 What is the frequency of the waves? (3)

3.4 What is the period of the waves? (3)

[9]

4. Two pulses, A and B, travelling along a string, approach each other. The
amplitudes of the pulses are 10 cm and 7 cm respectively. They meet at point
Q. Assume that no energy is lost.

Direction of motion
Direction of motion

10 cm A B 7 cm

3cm Q 3cm

4.1 Define the term pulse. (2)

4.2 Name the phenomenon that occurs when A and B meet at point Q. (2)

4.3 State the principle of superposition. (2)

4.4 Draw a sketch to show the resulting pulse when A and B meet at point Q.
Show all relevant measurements. (3)

4.5 What happens to pulse B AFTER pulse A and pulse B have met?
Choose your answer from ONE of the following:
A moves to the right
B becomes stationary OR
C moves to the left (1)

4.6 Pulse A travels a distance of 60 m in 2 minutes. Calculate the speed of pulse

A. (3)
[13]

87
5. Two pulses, P and Q travel along a string, and approach each other at the
same speed. Both pulses have a pulse length of 8,0 cm. Pulse P has an amplitude
of +4,0 cm when it is at position X. Pulse Q has an amplitude of - 6,0 cm when it is
at position Z. Points X and Z are the same distance from point Y. Pulse P and Q
meet at position Y. Assume that no energy is lost.

5.1 Write down the name of the phenomenon that occurs when the two pulses
meet at position Y. (2)

5.2 Make a labelled sketch to show what happens when the pulses P and Q meet
at position Y. Also indicate the pulse length. (3)

5.3 Make a labelled sketch to show what happens when pulse P reaches position
Z. (2)
5.4 Pulse P travels from position X to position Z, a distance of 6,0 cm, in 1,5 s.
Calculate the speed of pulse P. (4)
[11]

88
 6. Study the two transverse waves, P and Q, as shown below.

6.1 Write down ONE difference and ONE similarity between wave P and
wave Q. (2)

6.2 For wave pattern P, write down:

6.2.1 Two polnts that are out of phase (1)

6.2.2 The amplitude of the wave (1)

6.3 Define the term frequency of the wave in words. (2)

6.4 For the wave pattern Q, calculate the:

6.4.1 Frequency of the wave (3)

6.4.2 Speed of the wave (3)

[12]

7. Water waves can be made by vibrating a wooden bar up and down in a tray of
water. The bar moves up and down at a frequency of 5 Hz.

89
7.1 How many complete waves are there in 48 cm? (2)

7.2 Are the water waves longitudinal or transverse? Explain briefly. (3)

7.3 Calculate the period of the waves. (3)

7.4 Calculate the speed of the water waves. (4)

[12]

8. A transverse wave of frequency 250 Hz travels at the speed of 1 500 ms-1.

8.1 Define a transverse wave, (2)

8.2 Define frequency. (2)

8.3 Calculate the period of these waves. (3)

8.4 Define wavelength. (2)

8.5 Calculate the wavelength of the waves. (3)

[12]

90
Longitudinal Waves
Term 3 Weeks 8 and 9
Summary

What learners will be examined on:

91
Definitions:
Important terms/definitions
The maximum displacement of a particle from its
Amplitude equilibrium position.
Compression The region of high pressure in a longitudinal wave.
The number of vibrations/oscillations per unit time
Frequency (one second).
A wave in which the disturbance/displacement (from the
Longitudinal position of rest) is parallel to the direction of propagation
wave (motion) of the wave.
The time taken for one complete cycle of an oscillation or
Period vibration.
Rarefaction The region of low pressure in a longitudinal wave.
Wavelength The distance between two successive points in phase.
Wave speed The distance travelled by a point on a wave per unit time.

SUBTOPIC: LONGITUDINAL WAVES

MULTIPLE-CHOICE QUESTIONS

QUESTION 1: MULTIPLE-CHOICE QUESTIONS

Four options are given as possible answers to the following questions. Each question
has only ONE correct answer. Write only the letter (A–D) next to the question number
(1.1–1.10) in the ANSWER BOOK.

1.1 Compressions and rarefactions are characteristic of …..

A longitudinal waves.
B transverse wave.
C both of these.
D neither of these. (2)

1.2 What is the magnitude of the angle between the direction of the
disturbance and the direction of propagation of a longitudinal wave?
A 0°
B 45°
C 60°
D 90° (2)

1.3 Which ONE of the following statements is CORRECT?

All waves …
A are transverse
B are longitudinal
C transmit energy.
D travel through a vacuum. (2)

92
1.4 The number of waves passing a point every second is defined as
the ……of the wave

A speed
B amplitude
C wavelength
D frequency (2)

1.5 Which one of the following is an example of a longitudinal wave?

A A Mexican wave
B A note played on a violin
C Waves on water
D Light waves (2)

1.6 A region of low pressure in a longitudinal wave is called a …….

A reflection
B rarefaction
C compression
D Concentration (2)

QUESTION 2
The diagram below shows a series of compressions and rarefactions travelling
through a slinky spring. The position of the compressions and rarefactions is
shown every 0,25 s.
Study the diagram and answer the questions that follow:

2.1 Explain what a rarefaction is? (2)

2.2 Determine the period of this wave. (2)
2.3 Determine the wavelength of the wave (2)
2.4 How far did the first compression travel in 1,5 s? (1)
2.5 Calculate the speed of this wave (3)
[10]

QUESTION 3
A longitudinal wave passes down a slinky. It has a wavelength of 0,5 m and a frequency
of 0,4 Hz.
Calculate
3.1 the period of the wave. (3)
3.2 the speed of the wave. (3)
[6]

93
QUESTION 4
The diagram below shows a series of compressions and rarefactions travelling
through a slinky spring. The position of the compressions and rarefactions is
shown every 0,25 s.
Study the diagram and answer the questions that follow:

4.1 Explain what a rarefaction is? (2)

4.2 Determine the period of this wave. (2)
4.3 Determine the wavelength of the wave (2)
4,4 How far did the first compression travel in 1,5 s? (1)
4.5 Calculate the speed of this wave (3)
[10]

94
Term 3: Week 10

Summary:

What learners will be examined on:

95
Definitions:

Important
Amplitude termsterms/definitions
Maximum displacement from the position of rest.
Number of vibrations produced by a vibrating body in one second.
Frequency The SI
unit
A of frequency
subjective term isdescribing
Hertz (Hz).
the strength of the ear's
Loudness perception of a sound. Loudness is directly proportional to
amplitude.
The effect produced in the ear due to the sound of a particular
Pitch frequency. Pitch is directly proportional to frequency.
Wavelength Distance between two consecutive points in phase.

SUBTOPIC: SOUND

MULTIPLE-CHOICE QUESTIONS

QUESTION 1: MULTIPLE-CHOICE QUESTIONS

Four options are given as possible answers to the following questions. Each question
has only ONE correct answer. Write only the letter (A–D) next to the question number
(1.1–1.10) in the ANSWER BOOK.

1.1 Which ONE of the following will sound not travel through?
A air
B water
C steel
D a vacuum (2)

1.2 Sound waves travel fastest in

A air
B water
C steel
D a vacuum (2)

1.3 The loudness of a musical sound is a measure of the sound wave's

……..….
A wavelength
B frequency.
C speed.
D amplitude. (2)

1.4 The pitch of a musical sound depends on the sound wave's …

A wavelength.
B frequency.
C speed
D amplitude. (2)

96
1.5 Which letter, A, B, C or D, correctly shows one wavelength of the
sound wave produced by the tuning fork?

(2)

1.6 An ultrasound wave has frequency

A greater than 20 000 Hz.
B lower than 20 000 Hz.
C lower than 20 Hz.
D between 20 Hz and 20 000 Hz.

LONG QUESTIONS

QUESTION 2
2.1 How is sound produced? (2)

2.2 The speed of sound in helium is three times as fast as the speed of
sound in air. A tuning fork sends out a note with a frequency of 450 Hz.
2.2.1 Explain why the frequency of the note does not change when
it travels from air into helium (2)
2.2.2 Explain what happens to the wavelength of the note when it
travels from air into helium. (3)
2.3 A pulse of sound is sent vertically downwards from a ship to the
seabed below. The pulse takes 0,28 s to return to the ship. The
speed of sound in water is 1 500 m.s-1.
Calculate the depth of the water at that point
(4)
[11]
QUESTION 3
A salvage ship sends a SONAR signal to the bottom of the ocean to determine
the depth of the seabed. A return signal is received 3 s later. The speed of sound
in sea water is 1 450 m.s-1.
3.1 What phenomenon causes the signal to return from the bottom of the
ocean?
(1)
3.2 Calculate the depth of the ocean at that point. (4)

97
3.3 At what frequency must the sound be generated if its wavelength in
water is 50 m? (3)
[8]
QUESTION 4
You can tell how far away a thunderstorm is by measuring the time between a
flash of lightning and hearing the clap of thunder. If the storm is 1 km away from
you, you will see the flash of lightning 3 s before you hear the clap of thunder.
[The speed of sound in air is 330 ms-1 and the speed of light is 3  108 ms-1.]

4.1 Explain why you see a flash of lightning and then 3 s later you hear
the thunder. (2)
4.2 If the time gap between seeing the lightning and hearing the thunder is
8 s, how far away is the storm? (2)
[4]
QUESTION 5
You put one ear against the railing of a steel fence. You hear your friend tap the
fence loudly with a stick from some distance away.
5.1 Explain why you will hear two taps when your friend taps the fence (3)
5.2 Which tap will you hear first? (1)
[4]
QUESTION 6
A longitudinal wave travels at 330 m.s-1 through air, and at 1 200 m.s-1 through
wood. The vibration which produces the wave has a period of 5 s.
Calculate
6.1 its frequency. (3)
6.2 its wavelength in air. (3)
6.3 its wavelength in wood. (2)
[8]
QUESTION 7
Ultrasound is used to monitor abnormalities of the vascular system which could
cause heart disease.
7.1 Briefly explain how ultrasound waves are used to produce an image of
the arteries and veins (the vascular system (4)
7.2 Give three advantages of using ultrasound rather than X-rays to
monitor heart disease (3)
[7]

98
QUESTION 8
Bats use echolocation to find the location and size of their prey (insects such
as mosquitoes). A mosquito has a wing width of 1 cm. The speed of sound in
air is 340 m.s-1.

8.1 Give another term for the word “echolocation”. (1)

8.2 The wavelength of the sound wave must be less than the width of the
insect’s wings in order for the bat to receive a loud echo from its prey.
Calculate the minimum frequency of sound which the bat can use to
identify a mosquito (4)
8.3 Explain why the sound that bats emit to detect their prey is ultrasonic.
(2)
8.4 How long in milliseconds (ms) does it take for the bat to receive an
echo from a mosquito that is 1 m away from it (4)
[11]

QUESTION 9
9.1 What is ultrasound (2)
9.2 List two uses of ultrasound (2)
9.3 Name one natural disaster that can be predicted by animal behaviour. (1)
[5]
QUESTION 10
The oscilloscope images below show sound waves issued by three tuning forks.

Which tuning fork produces the:

10.1 loudest sound
(1)
10.2 highest pitch
(1)
10.3 Which two forks have the same pitch but different loudness? (1)
[3]

99
Term 4 week 1-3

Topic: Waves, Sound and Light

Subtopics: Electromagnetic radiation

Section A: What will be examined.

100
Summary:

Definitions:
Important terms/definitions
Photons Packets of energy of which light is composed.
Properties of electromagnetic radiation
Electromagnetic waves:
• Originate from oscillating electric charges
• Propagate as electric and magnetic fields that are perpendicular to each
other
• Can travel through a vacuum
• Have a speed of 3 x 108 m∙s-1

101
Subtopics: Electromagnetic radiation

MULTIPLE CHOICE QUESTIONS

QUESTION 1: MULTIPLE-CHOICE QUESTIONS

Four options are given as possible answers to the following questions. Each question
has only ONE correct answer. Write only the letter (A–D) next to the question number
(1.1–1.10) in the ANSWER BOOK.

1.1 SABC broadcasts radio waves from its various stations. What type of wave
does the radio wave transmitter send out?
A A longitudinal wave
B A sound wave
C A mechanical wave
D A transverse wave (2)

1.2 The electromagnetic waves with the lowest energy are …

A X-rays.
B microwaves.
C gamma rays.
D radio waves. (2)

1.3 Electromagnetic waves can travel through …

A a medium
B a vacuum
C a medium and/or a vacuum
D a vacuum and/or air only (2)

1.4 Compared to ultraviolet waves, the wavelength of infrared waves is …..

A shorter.
B longer.
C the same.
D slower. (2)

102
1.5 Electromagnetic waves consist of ……

A compressions and rarefactions of electric and magnetic fields.

B electric and magnetic fields that vibrate at 90o to each other.
C charged particles of light energy, called photons.
D high-frequency gravitational waves. (2)

LONG QUESTIONS

1. Microwaves are one type of electromagnetic radiation.

1.1 Name another type of electromagnetic radiation which has a lower frequency
than microwaves. (1)

1.2 What do all types of electromagnetic radiation transfer from one place to
another? (1)

1.3 A mobile phone network uses microwaves to transmit signals through the air.
The microwaves have a frequency of 1,8 × 10 9 Hz and travel at a speed of 3,0
× 108 ms-1. Calculate the wavelength of the microwaves. (3)

1.4 Some scientists suggest there is a possible link between using a mobile
phone and male fertility. The results of their study are given in the table
below.
Sperm count in millions of
Mobile phone use
sperm cells per cm3 of
in hours per day
semen

0 86

less than 2 69

2–4 59

more than 4 50

The results show a negative correlation: the more hours a mobile phone is
used each day, the lower the sperm count. However, the results do not
necessarily mean using a mobile phone causes the reduced sperm count.

Explain why these results do not necessarily show that a lower sperm count is
caused by the use of a mobile phone. (2)

1.5 Give ONE other use of microwaves. (1)

[8]

103
2. The diagram below shows a tennis coach using a “speed gun” to measure how
fast the player serves the ball.

The micr

The microwaves transmitted by the speed gun have a frequency of

24 000 000 000 Hz.

2.1 Calculate the wavelength of the microwaves emitted from the speed gun. (3)

2.2 Some of the microwaves emitted are absorbed by the tennis ball. What effect
will these absorbed waves have on the tennis ball? (1)

2.3 Some of the microwaves emitted are reflected by the moving tennis ball. There
is an apparent change in the frequency of the microwaves when they are
received by the speed gun. The speed gun calculates the difference in the
frequency and using this information it can estimate the speed of the tennis
ball. The graph, shown below, shows the relationship between the difference in
frequency and the speed of the tennis ball.

104
 Graph of difference in frequency against speed of the tennis ball

Difference

in frequency

(Hz)

Speed of tennis ball (ms-1)

Describe the relationship between the difference in frequency and the speed of
the tennis ball. (2)

2.4 When the difference in frequency is 3 200 Hz, what is the speed of the tennis
ball? (2)
[8]

3. In 1969 Neil Armstrong was the first man to walk on the moon. He spoke to the
mission control centre in Houston, USA, using a radio telephone. He also kept
in contact via radio telephone with his fellow astronaut, Buzz Aldrin, while they
walked on the moon’s surface. The conditions on the moon do not support life.
There is no air, and therefore no oxygen, and no clouds in the lunar sky. The
astronauts wore spacesuits to maintain a comfortable temperature and
pressure on their bodies, and to protect them from high energy electromagnetic
radiation, such as ultraviolet, X-rays and gamma rays.

3.1 The radio frequency which Neil Armstrong used to contact earth was 2 287,5
MHz. Calculate:
a) the wavelength of the radio waves (in m). (4)
b) the time (in s) it took for the radio signal to reach the earth, given that the
distance of the moon from the earth is 3,84 x 10 8 m. (3)

105
3.2 Explain why sound cannot be transmitted on the Moon. (2)

3.3 Gamma rays are the highest energy form of electromagnetic radiation. Explain
why it is dangerous for living cells to be exposed to gamma radiation.
(2)
[11]

4. The diagram below shows some regions of the electromagnetic spectrum.

4.1 In the correct order, from left to right, name the two “unnamed” regions. (2)

4.2 Describe TWO properties which all electromagnetic waves have in common. (2)

4.3 Describe the relationship between the energy of the radiation and its frequency.
(2)

4.4 Calculate the energy of a photon of visible light with a wavelength of 680 nm.
1 nm = 1  10-9 m. (6)
[12]

106