,Foreword
In order to improve learning outcomes the Department of Basic Education conducted research
to determine the specific areas that learners struggle with in Grade 12 examinations. The research
included a trend analysis by subject experts of learner performance over a period of five years
as well as learner examination scripts in order to diagnose deficiencies or misconceptions in
particular content areas. In addition, expert teachers were interviewed to determine the best
practicesto ensure mastery of thetopic by learners and improve outcomes in terms of quality and
quantity.
The results of the research formed the foundation and guiding principles for the development of
the booklets. In each identified subject, key content areas were identified for the development of
material that will significantly improve learner's conceptual understanding whilst leading to improved
performance in the subject.
The booklets are developed as part of a series of booklets, with each bookletfocussing onlyon
one specific challenging topic. The selected content is explained in detail and include relevant
concepts from Grades 10 - 12 to ensure conceptual understanding.
The main purpose of these booklets is to assist learners to master the content starting from a
basic conceptual level of understanding to the more advanced level. The content in each booklets
is presented in an easy to understand manner including the use of mind maps, summaries and
exercises to support understanding and conceptual progression. These booklets should ideally
be used as part of a focussed revision or enrichment program by learners after the topics have
been taught in class. The booklets encourage learners to take ownership of their own learning
and focus on developing and mastery critical content and skills such as reading and higher order
thinking skills.
Teachers are also encouraged to infuse the content into existing lesson preparation to ensure in-
depth curriculum coverage of a particular topic. Due to the nature of the booklets covering only
one topic, teachers are encouraged to ensure learners access to the booklets in either print or
digital form if a particular topic is taught.
,Table of Contents
1. Foreword i
2. How to use this study guide 1
3. Study and examination tips 2
3.1 Subject-specific tips 2
3.2 Topic-specific tips 2
3.3 Overview of electrochemistry 3
4. The atomic theory: its place in chemistry 4
4.1 Electrochemical reactions 5
4.2 Electrochemistry - a special case of redox reactions 8
4.2.1 Constructing an electrochemical cell 8
4.3 Examples of cells 13
4.3.1 Galvanic/ voltaic cell; Mg and Cu 13
4.3.2 Zinc-copper cell 14
4.4 Tips on how to use a standard reduction potential table 15
5. Activities and solutions 16
6. Message to Grade 12 learners from the writers 32
7. Thank you and acknowledgements 32
ii
, 2. HOW TO USE THIS BOOKLET
This booklet serves as a guide to understanding Grade 12 Physical Sciences. It does not, however,
replace your textbook. The authors have used their experience and focused their attention on the
areas that learners seem to struggle with a lot. The book focuses mostly on the challenges that
have been observed from learners’ responses in the Grade 12 national examinations over the
past few years.
This guide aims to help explain the concepts in your regular textbook further. It also offers more
exercises that serve as building blocks to your own understanding of what is expected of you
in these topics. The book draws on the basic knowledge acquired in the lower grades and
demonstrates how this knowledge fits in with the new chapters encountered in Grade 12, starting
from atomic theory. Figure 1 on section 4 of this book, shows how your study of chemistry is
related to the atomic theory. It is therefore important to remember this theory, the properties of the
parts of an atom and the role that they play throughout chemistry.
The chemistry in your textbook is presented in chapters and sections, but remember to integrate
these chapters when you answer questions, because everything is interrelated. Science, as an
expression of nature, draws from nature; therefore, do not think of concepts in isolation from what
you already know about chemistry or physics! Use the information learnt in other sections to solve
the problems at hand.
All the questions in this booklet have solutions. Some questions have been sourced from past
papers, while the rest were sourced elsewhere. Study each question carefully and make sure that
you understand the steps taken to solve the question. Try some of the questions without looking
at the solutions. After completing an exercise, check your solutions against the answers. Move
on to the rest of the questions and try to understand why you were wrong in instances when you
were actually wrong.
Do not hesitate to ask your teacher if you struggle with any of the exercises.
1
In order to improve learning outcomes the Department of Basic Education conducted research
to determine the specific areas that learners struggle with in Grade 12 examinations. The research
included a trend analysis by subject experts of learner performance over a period of five years
as well as learner examination scripts in order to diagnose deficiencies or misconceptions in
particular content areas. In addition, expert teachers were interviewed to determine the best
practicesto ensure mastery of thetopic by learners and improve outcomes in terms of quality and
quantity.
The results of the research formed the foundation and guiding principles for the development of
the booklets. In each identified subject, key content areas were identified for the development of
material that will significantly improve learner's conceptual understanding whilst leading to improved
performance in the subject.
The booklets are developed as part of a series of booklets, with each bookletfocussing onlyon
one specific challenging topic. The selected content is explained in detail and include relevant
concepts from Grades 10 - 12 to ensure conceptual understanding.
The main purpose of these booklets is to assist learners to master the content starting from a
basic conceptual level of understanding to the more advanced level. The content in each booklets
is presented in an easy to understand manner including the use of mind maps, summaries and
exercises to support understanding and conceptual progression. These booklets should ideally
be used as part of a focussed revision or enrichment program by learners after the topics have
been taught in class. The booklets encourage learners to take ownership of their own learning
and focus on developing and mastery critical content and skills such as reading and higher order
thinking skills.
Teachers are also encouraged to infuse the content into existing lesson preparation to ensure in-
depth curriculum coverage of a particular topic. Due to the nature of the booklets covering only
one topic, teachers are encouraged to ensure learners access to the booklets in either print or
digital form if a particular topic is taught.
,Table of Contents
1. Foreword i
2. How to use this study guide 1
3. Study and examination tips 2
3.1 Subject-specific tips 2
3.2 Topic-specific tips 2
3.3 Overview of electrochemistry 3
4. The atomic theory: its place in chemistry 4
4.1 Electrochemical reactions 5
4.2 Electrochemistry - a special case of redox reactions 8
4.2.1 Constructing an electrochemical cell 8
4.3 Examples of cells 13
4.3.1 Galvanic/ voltaic cell; Mg and Cu 13
4.3.2 Zinc-copper cell 14
4.4 Tips on how to use a standard reduction potential table 15
5. Activities and solutions 16
6. Message to Grade 12 learners from the writers 32
7. Thank you and acknowledgements 32
ii
, 2. HOW TO USE THIS BOOKLET
This booklet serves as a guide to understanding Grade 12 Physical Sciences. It does not, however,
replace your textbook. The authors have used their experience and focused their attention on the
areas that learners seem to struggle with a lot. The book focuses mostly on the challenges that
have been observed from learners’ responses in the Grade 12 national examinations over the
past few years.
This guide aims to help explain the concepts in your regular textbook further. It also offers more
exercises that serve as building blocks to your own understanding of what is expected of you
in these topics. The book draws on the basic knowledge acquired in the lower grades and
demonstrates how this knowledge fits in with the new chapters encountered in Grade 12, starting
from atomic theory. Figure 1 on section 4 of this book, shows how your study of chemistry is
related to the atomic theory. It is therefore important to remember this theory, the properties of the
parts of an atom and the role that they play throughout chemistry.
The chemistry in your textbook is presented in chapters and sections, but remember to integrate
these chapters when you answer questions, because everything is interrelated. Science, as an
expression of nature, draws from nature; therefore, do not think of concepts in isolation from what
you already know about chemistry or physics! Use the information learnt in other sections to solve
the problems at hand.
All the questions in this booklet have solutions. Some questions have been sourced from past
papers, while the rest were sourced elsewhere. Study each question carefully and make sure that
you understand the steps taken to solve the question. Try some of the questions without looking
at the solutions. After completing an exercise, check your solutions against the answers. Move
on to the rest of the questions and try to understand why you were wrong in instances when you
were actually wrong.
Do not hesitate to ask your teacher if you struggle with any of the exercises.
1
