PHYSICAL SCIENCES

GRADE 12

MARKING/DIAGNOSTIC REPORTS
QUESTION PAPERS AND MARKING GUIDELINES

NOVEMBER 2021 NSC EXAMINATION

TABLE OF CONTENTS

PHYSICAL SCIENCES MARKING/DIAGNOSTIC REPORTS NOVEMBER 2021........................... 2

OVERVIEW OF LEARNER PERFORMANCE IN PAPER 1......................................................... 2
OVERVIEW OF LEARNER PERFORMANCE IN PAPER 2....................................................... 14
COMPARISON OF PERFORMANCE PER QUESTION FOR 2021 AND 2020 ......................... 27
PHYSICAL SCIENCES PAPER 1 (QUESTION PAPER) .............................................................. 29
PHYSICAL SCIENCES PAPER 2 (QUESTION PAPER) .............................................................. 38

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Physical Sciences Gr 12 FS / NOV 2021
Marking Reports, Question Papers & Marking Guidelines
PHYSICAL SCIENCES MARKING/DIAGNOSTIC REPORTS
NOVEMBER 2021

OVERVIEW OF LEARNER PERFORMANCE IN PAPER 11

GENERAL COMMENTS
• Learner have performed reasonably well in paper one. The predicted average percentage for
the Free State would be between 43% and 46%.
• There is a clear differentiation between learners obtaining high level 7 marks (85%+) and the
other level 6 learners.
• The number of failures (level 1) are also within the reasonable expected range confirming the
cognitive analysis of level 1 and level 2 questions.
• The statistics in the graphs has been compiled from a sample of 100 scripts.

SECTION 1: GENERAL OVERVIEW OF PERFORMANCE IN THE QUESTION PAPER AS A

WHOLE

Red columns are below 46%.

Q1 Multiple choice questions Q6 Doppler effect
Q2 Newton’s laws Q7 Electrostatics
Q3 Vertical motion Q8 Electric circuits
Q4 Momentum and impulse Q9 Electrodynamics
Q5 Work, energy, and power Q10 Photo-electric effect

1
The information for this part of the report was provided by Messrs Louw Prinsloo (internal
moderator) and Thabang Ntsie (chief marker).
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SECTION 2: CANDIDATES’ PERFORMANCE IN INDIVIDUAL QUESTIONS

QUESTION 1: MULTIPLE-CHOICE QUESTIONS

Red columns are below 46%.

SUB- SUB-
TOPIC TOPIC
QUESTION QUESTION
1.1 Newton's laws 1.6 Electrostatics
1.2 Vertical motion 1.7 Newton's laws
1.3 Momentum and impulse 1.8 Electric circuits
1.4 Work, energy and power 1.9 Electrodynamics
1.5 Doppler effect 1.10 Optical phenomena
General comments
The question was well answered and assisted the weaker learners to pass and the academic
stronger learners to obtain high level 7 marks. The average cognitive level for question one was
level two.

Common errors and misconceptions

Q1.4 The ball does not lose mechanical energy during an elastic collision. The system is still an
isolated system and mechanical energy stays constant / is conserved.
Q1.5 The learners have not related the red shift to a decrease in frequency.
Q 1.7 Because of the popular choice C, the learners have the misconception that because Q has
a charge of 2q, the force is 2F. Newton third law of motion must be applied; FP = -FQ.

Suggestions for improvements

• Many learners leave the multiple-choice questions for last for various reasons. Good advice for
learners is to answer the questions in the order in which they are given in the question paper.
Practice this at least from the end of grade 11.
• Spend at least 25 to 30 minutes to answer question one.
• Identify the principle, formula or definition(s) related to the question.
• If they struggle with a question, eliminate the obvious incorrect distractors to make the choice
easier.

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QUESTION 2: NEWTON'S LAWS

Red columns are below 46%.

General comments
The question was reasonably well answered and the fact that learners were exposed to Newton’s
laws since grade 11 contributed to this. However, it seems that there was still a lack of proper
preparation in applying the principles to level three and four questions.

Common errors and misconceptions

Q2.1 Both "state of rest" and "motion at constant velocity" must be mentioned in the definition.
The word "unless/tensy" is very important to introduce the second part of the definition.
Words like "until/mits" are incorrect to use.
Q2.3 Movement at constant velocity must be related to Fnet = 0 and have been missed by
learners, substituting a = 9,8 m.s-2 to calculate Fapplied.
Q2.4 They tried to recalculate F acting down the slope instead of realising that the answer was
just f + Fg (parallel to the slope).
Q2.5 The fact that equations of motion or energy principles were needed to solve this Newton's
second law problem has made it a difficult question for the learners.

Suggestions for improvements

• Learners must be very specific with the key words in the definitions/laws.
• Learners do well in drawing free-body diagrams, but they must make sure they know how to
relate a force diagram to a vector equation for a body ‒ take all the forces in the direction of
motion into account.
• Always remind learners of the importance of awarding directions to a force by means of a
positive or a negative sign.

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QUESTION 3: VERTICAL MOTION

Red columns are below 46%.

General comments
The question was poorly answered – the worst performance of all the questions. If seems as if the
learners have not properly studied and understood the scenario given in the paper. This was
demonstrated by the lack of understanding where to apply values given or calculated.

Common errors and misconceptions

Q3.1 Learners have not identified a second upwards force acting on the balloon despite the
information given that the balloon moves UPWARDS AT CONSTANT speed, and therefore,
Fnet = 0 and not Fnet = mg.

Q3.2.1 and 3.2.2

• Because the stone was DROPPED from the balloon, the initial velocity of stone A was
MISTAKENLY TAKEN as 0 m.s-1. Many learners have therefore not taken into account that
vi (balloon) = vi (stone A).
• The lack of applying the correct sign convention to each vector quantity was a problem
throughout the question.

Q3.2.3
• The lack of understanding the scenario of the movement of the stones and the balloon in
relation to each other is emphasised by the poor performance in this sub-question.
• Mistakes:
▪ vi (stone B) = 0 m.s-1
▪ a = 9,8 m.s-2 for the 5 s that the balloon and stone A move at constant velocity.

Q3.3
• The misconception that the stone immediately moves downwards from a zero initial velocity
when it was "dropped" was demonstrated in the graph.
• The two graphs many a times were not drawn from the same starting point and ignoring the
ground as reference point (as instructed in the question).
• In general, the position-time graph for two objects proof to be very difficult for learners.

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Suggestions for improvements
• Learners must first make sure that they understand the motion of all the different objects in
vertical projectile scenario – a rough drawing or diagram indicating the physical motion of the
objects together with all information given (velocities, displacements, etc.) is a must in such
a scenario.
• The single most important reason why learners lose marks in a paper is the lack of applying the
correct sign convention to each vector quantity. Learners must be reminded constantly about
this important issue.
• Learners must be exposed to the different scenarios for vertical projectile motion.

QUESTION 4: MOMENTUM AND IMPULSE

General comments
The question was well answered. The scenario given was also familiar to the learners.

Common errors and misconceptions

Q4.1
Mistakes in explaining an elastic collision:
• Omitting the word TOTAL kinetic energy.
• Giving the answer by using only symbols.
• "The change in kinetic energy before equals the change in kinetic energy after collision."

Q4.2
• Learners must start off with a statement applying the appropriate principle from Q4.1. For
example, ΣKi = ΣKf, and then elaborate on that in the substitution step. There is a mark on the
statement.
• In the case where learners have applied Σpi = Σpf, they have sometimes mistakenly substituted
momentum as 36 instead of first calculating vf = 6 m.s-1 from the kinetic energy.

Q4.3
• In applying FnetΔt = m(vf - vi), the initial and final velocities were swapped around.
• Values for the velocities of the 10 kg and 2 kg balls were mistakenly mixed up.

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Suggestions for improvements
• When applying the above principles, start off with Σpi = Σpf or ΣKi = ΣKf (the collision is elastic).
• Refrain from using ΔpA = -ΔpB for the conservation of momentum.
• Emphasise that when the question is about impulse, it can only relate to the impulse exerted on
one of the objects in the collision.

QUESTION 5: WORK, ENERGY & POWER

Red columns are below 46%.

General comments
The question was poorly answered even though Q5.1 to Q5.3 were quite fair. The applications in
Q5.3 and Q5.4 were especially poorly answered. Much more time should be spent by learners and
teachers to practise these types of questions.

Common errors and misconceptions

Q5.1 The common error in stating the principle was the omission of the word TOTAL mechanical
energy.
Q5.2
• The principle is correctly applied by the statement (Ep + Ek)P = (Ep + Ek)Q. Another acceptable
statement is Wnc = ΔEp + ΔEk with Wnc = 0 in this case.
• WRONG STATEMENTS are ΔEP(P) = ΔEK(Q) OR mgh(P) = ½mv2(Q).
• Learners must also learn to evaluate their answers. If the answer for the final velocity of the
box at the bottom of the track is equal to 0 m∙s-1, the learner must realise that the answer is
wrong.

Q5.3
• Learners identified the correct principle, for example, Wnet = ΔK, but the following common
errors were made:
▪ ΔK = ½(2)(4 – 9,90)2
▪ ΔK = ½(2)(9,902 – 42); vf and vi swapped.
▪ ΔK = ½(2)(9,90 – 4); forgot to square values although formula was correct.

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Q5.4
• The application of impulse in a question that was mainly about work and energy was in general
difficult for the learners:
• Therefore FnetΔt = m(vf – vi) was not used to calculate vf. The velocities from Q5.3 (4 m∙s-1 and
9,9 m∙s-1) were used.
• The learners who realised that FnetΔt = m(vf – vi) had to be used to calculate vf committed the
following errors:
▪ Incorrect use of the correct signs for the impulse and the velocities.
▪ For the calculation of ΔEk vi and vf were swapped, and squaring the velocity was forgotten.

Suggestions for improvements

• Use the statement (Ep + Ek)P = (Ep + Ek)Q to demonstrate the principle of conservation of
mechanical energy.
• If learners use Wnc = ΔEp + ΔEk or Wnc = ΔU + ΔK, make sure that they realise that Wnc = 0 in
the absence of non-conservative forces.
• Work done by a force is always equal to the change in energy. For example: Wnet = ΔK,
Wnc = ΔU + ΔK, and Wg = -ΔU.
• Emphasize that "∆" implies a "change" in terms of "final" minus "initial".
• When using Wnc = ΔU + ΔK or Wnet = ΔK, the identification of the forces acting on the object is
very important. The use of force diagrams is advised.

QUESTION 6: DOPPLER EFFECT

General comments
The question was well answered with the highest average performance. The scenario given was
also quite familiar to learners.

Common errors and misconceptions

Q6.1 The final answer was not given in decimal form; ½ m instead of 0,5 m. The formula was
used as c = λf.
Q6.2 Omitting the word CHANGE in frequency …
Q6.4 The most common errors occurred in calculating fL by using the wrong wavelength such as
(0,5 + 0,05) m or 0,05 m.

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Suggestions for improvements
• Learners are in general very "sloppy" in the use of their scientific language; also in formulating
definitions in general. For example: "The change in the frequency of the 'LISTNER' ...", etc.
Sometimes it seems that the teacher is PARTLY to blame as these "phrases" are repeated in
a specific centre; maybe that is the language used to explain concepts in class.
• The instruction in the paper is clear: Final numerical answers should be rounded off to
a minimum of two decimal places and therefore answers like ½ m or 50√2 v are not
acceptable.

QUESTION 7: ELECTROSTATICS

Red columns are below 46%.

General comments
The question was reasonable well answered, except for Q7.2.

Common errors and misconceptions

Q7.1.2
Errors in calculations:
• Omission of the formula.
• The formula was not used as given on the data sheet.

Q 7.1 3
The general description for an electric field was given, instead of the definition of an electric field at
a point.

Q7.1.4
• A negative answer for the calculation of the magnitude of the electric field was given due to not
substituting the absolute value of the charge.
• Wrong unit in the final answer, for example, N∙C.

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Q7.2
Due to a lack of understanding the scenario with the two forces acting on the 1,95 x 10-6 C charge
at point P causing Fnet = 1,38 N to the west at point P the following mistakes occurred:
• Learners did not begin with the correct statement, which is Fnet = Fq2 + Fq1, and only performed
𝑘𝑞 𝑄
one calculation 1,38 = 𝑟12 .
• Used Fq1 = 1,38 N and not the given Fnet = 1,38 N.
• Did not use opposite direction signs for Fnet and Fq1.

Suggestions for improvements

• The absolute value of the charge must be substituted in Coulomb's law and the equations for
calculating electric field. If negative charge values are substituted learners use the negative
answer mistakenly as an indication of direction.
• A force diagram/vector diagram/free-body diagram must be drawn to correctly interpret the
directions of the forces/electric fields at a point.

QUESTION 8: ELECTRIC CIRCUITS

Red columns are below 46%.

General comments
Sub-question 8.4 to 8.6 were very poorly answered. Most of the learners were not able to interpret
the circuit diagram AS IT WAS PRESENTED in the question paper and therefore forfeited the
marks.

Common errors and misconceptions

Q8.4 The 2,4 Ω resistor was mistakenly seen as connected in the series part of the circuit and
not as part of a parallel branch, and therefore, most of the learners calculated Rext as
1 1 −1
𝑅𝑒𝑥𝑡 = (6 + 6) + 2,4 + 4 = 9,4 Ω.

Q8.5 The misconception that the 2,4 Ω resistor was not part of a parallel branch led to the poor
performance in Q8.5, as they were not able to clearly identify the parallel and series parts
of the circuit.

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Q8.6
• Most learners were not able to predict correctly what the effect of the short circuit/bridging of
the indicated resistors would be. Many predicted either "no effect" or "increase".
• No negative marking was applied, and all the explanations were therefore evaluated. This has
also exposed other misconceptions such as:
▪ The critical term Vinternal was very seldom referred to.
▪ A typical explanation was: Rext decreases and therefore Vext decreases because V is
directly proportional to R.

Suggestions for improvements

• Vexternal is only influenced by a change in current in a circuit where the source of electrical
energy has an internal resistance r.
• In circuits where r is present, explanations regarding the influence of a change in the total
resistance in the circuit on Vext, power generated or brightness of bulbs, must include Vinternal of
the battery.
• The effect of any short circuit or bridging of resistors in a circuit is:
▪ A decrease in the TOTAL resistance of the circuit.
▪ An increase in the TOTAL current in the circuit.
▪ An increase in Vinternal, and therefore, a decrease in Vexternal, provided the EMF stays
constant.
• The basic principles of series and parallel circuits must be emphasised from grade 10 as well
as the identification of resistors connected in parallel in various circuits.

QUESTION 9: ELECTRODYNAMICS

Red columns are below 46%.

General comments
The question was reasonable well answered.

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Common errors and misconceptions
Q9.3 Learners still struggle with this definition and miss key terms/phrases ‒ it seems that they
do not have a full comprehension of the meaning of the definition.
Q9.4 Emanating from a lack of understanding of the rms concept, a substantial number of
learners did not differentiate between rms and maximum values for AC voltage and AC
current. The given Vmax = 100 V value on the graph was substituted as Vrms and mixed up
throughout all the calculations.
Q9.5 The average power dissipated was calculated as P = 4 x 100 = 400 W using both maximum
values implying the existence of a term Pmax – proof again of the lack of understanding the
concept of Pave and the rms values (voltage and current) for an AC circuit.
Q9.6 The doubling in the rotation speed was not related to the doubling in the frequency (2f) of
the alternating current (AC) and the effect on the period (½T) – therefore, two complete
waves must have been drawn in 0,1 s. More learners were able to apply Faraday's law and
related the doubling of the rate of rotation to a doubling in the induced Vmax = 200 V.

Suggestions for improvements

• Definition of the rms voltage – learners must conceptualise the definition to better understand it
and to make it easier to learn.
• The use of correct subscripts is important. Learners must be able to clearly distinguish between
max, rms, and average values.
• Revise the principle of electromagnetic induction which is a grade 11 topic.

QUESTION 10: PHOTO-ELECTRIC EFFECT

Red columns are below 46%.

General comments
The question was in general very poorly answered.

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Common errors and misconceptions
Q10.1
Use of the term "minimum energy" instead of "minimum frequency" for defining threshold
frequency. Here is an example of an answer where the learner, due to the inaccurate scientific
language (sloppiness), has lost both marks: "The minimum frequency required from light emitted
from a metal surface". No context was given in terms of electrons.

Q10.2
The low average percentage for this question is indicative of the difficulty learners have with the
interpretation of graphs.

Q10.3
• Very few learners solved for fx by means of applying the straight-line equation to the graph:
1
𝑓𝑥 = 𝐸𝑘(𝑚𝑎𝑥) + 𝑓𝑜
ℎ
• The difficulty for learners applying the formula ℎ𝑓 = 𝑊𝑜 + 𝐸𝑘(𝑚𝑎𝑥) was to identify the correct
frequencies/values from the graph.
• The omission of subscripts in the formula ℎ𝑓 = 𝑊𝑜 + 𝐸𝑘(𝑚𝑎𝑥) was still a common error.

Q10.4.1
A lack of interpretation of the y-intercept as fo.

Q10.4.2
A lack of understanding that the intensity of light has no influence on the maximum kinetic energy
of emitted photoelectrons.

Suggestions for improvements

• Difficulty in interpreting the graph correctly has lead to poor performance in this question.
Prepare learners to deal with 𝐸 = 𝑊𝑜 + 𝐸𝑘(𝑚𝑎𝑥) in terms of a straight-line graph.
• Learners must use the formula 𝐸 = 𝑊𝑜 + 𝐸𝑘(𝑚𝑎𝑥) as given in the data sheet (including the
subscript max).
• Make sure they understand the full meaning of the different components in the formula
𝐸 = 𝑊𝑜 + 𝐸𝑘(𝑚𝑎𝑥) .

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OVERVIEW OF LEARNER PERFORMANCE IN PAPER 22

SECTION 1: GENERAL OVERVIEW OF PERFORMANCE IN THE QUESTION PAPER AS

A WHOLE

• The statistics in the graphs has been compiled from a sample of 100 scripts.
• As in previous years organic structure and nomenclature, physical properties & galvanic cells
are the best answered questions (Q2, Q3 & Q8).
• Organic reactions (Q4) were poorly answered. Most learners struggled to identify cracking.
• As in previous years stoichiometric calculations (Q5 & Q7) were poorly answered.
• Explanations and Kc calculations, due to equilibrium disturbance because of change in
temperature, were poorly answered (Q6). Many learners could identify that the increase in
temperature favoured the reverse reaction but could not further use this information in
explanations and calculations.
• Electrolytic cells (Q9) were the poorest answered question due to the stoichiometric calculation
in this question.

Red columns are below 46%.

Q1 Multiple-choice questions Q6 Chemical equilibrium

Q2 Organic nomenclature Q7 Acids and bases &
Q3 Organic physical properties stoichiometry
Q8 Galvanic cells
Q4 Organic reactions
Q9 Electrolytic cells
Q5 Reaction rate & stoichiometry

2
The information for this part of the report was provided by Mrs Busi Manchu (internal moderator)
and Mr Tshinini Mokoena (chief marker).
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SECTION 2: CANDIDATES’ PERFORMANCE IN INDIVIDUAL QUESTIONS

QUESTION 1: MULTIPLE-CHOICE QUESTIONS

Red columns are below 46%.

Q1.1 Organic structure Q1.6 Chemical equilibrium

Q1.2 Organic physical properties Q1.7 Acids and bases
Q1.3 Organic nomenclature Q1.8 Acids and bases
Q1.4 Reaction rate Q1.9 Galvanic cells
Q1.5 Reaction rate 1.10 Electrolytic cells

General comments
• The sample obtained an average of 50% for this question.
• Although Q1 was one of the better answered questions, Q1.4, Q1.7, Q1,9 and Q1.10 were
poorly answered.
• The average percentage obtained per sub-question for the sample is shown in the graph
above.

Common errors and misconceptions

• Q1.1 was well answered. The minority that got it wrong either chose B (which they might have
incorrectly interpreted from the last part of the question that says ‘does not show all bond lines’
or C (where they ignored that last part completely).
• Q1.2 was fairly answered. The most common incorrect answer was C, which could mean those
learners thought it was a carboxylic acid.
• Q1.3 was well answered. The most common incorrect answer was B. Candidates that missed it
failed to give the substituent the priority so that it obtains the lowest number.
• In Q1.4 most learners ignored that the acid is in EXCESS so its change will not affect the yield,
which already eliminates 2 distractors. Of the remaining answers crushed Mg would only
increase reaction rate.
• Q1.5 was fairly answered. The most incorrect answer was B (increase in temperature).
• In Q1.6 some learners chose options that include pure liquids or solids in the Kc expression.

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• In Q1.7 learners failed to relate the dissociation of acids with concentrations of ions available
for the reaction, which will affect reaction rate.
• In Q1.8 some learners could not identify the conjugate base. The most incorrect answer was C.
• Q1.9 was the poorest answered question. The direction of movement of ions in the salt bridge
is a huge challenge. The most common incorrect answer was B.
• In Q1.10, learners failed to relate the connection of impure copper to the positive terminal of
the power supply, for it to undergo oxidation (to lose impurities). This automatically eliminates
distractors C and D. Then relate reduction at X to an increase in mass due to the formation of
Cu.

Suggestions for improvements

a) It is important to teach conceptual understanding thoroughly before drilling previous years’
question papers. Some poorly answered questions indicate that learners are used to answering
in a certain pattern (without necessarily understanding why).
b) Teachers must take a bit of time to teach calculator manipulation skills because in certain
question (e.g. calculating [H3O+] from pH), learners choose the correct formula and substitute
correctly but can’t get the correct answer.
c) All prescribed experiments (formal and informal) must be done and cover different practical
skills, including graph drawing and interpretation, calculations, drawing conclusions, etc.
d) Data sheets should form part of the learners’ workbooks (pasted on 1st page).
e) Learners must be guided on how to eliminate distractors. They must be given assessments
using multiple-choice questions on a regular basis.
f) Learners must be taught to work with limiting reactants and reactants in excess. Adding more
of what is already in excess cannot change the yield since the limiting reactant is used up.
g) Learners should be taught how to determine the conjugate base or conjugate acid from a given
species.
Conjugate acid: ADD H+ to the given compound or ion. The resulting acid must have an extra H
and nett charge more by (+1).
Example: Conjugate acid of HPO42- is H2PO4-.
Conjugate base: REMOVE H+ from the given compound or ion. The resulting base must have
one less H and nett charge more by (-1)
Example: Conjugate base of HPO42- is PO43-.
h) In Q1.9, due to reduction in the Cu half-cell, there will be less positive (Cu2+) ions and more
negative (SO42-) ions in the Cu half-cell. Due to oxidation in the Zn half-cell, there will be more
positive (Zn2+) ions and less negative (SO42-) ions in the Zn half-cell. The movement of the ions
in the salt bridge must lead to neutralisation of the solutions in each half-cell.
i) Electrolytic cells should receive more attention in class. The electrode connected to the positive
terminal of the battery will always be the anode where oxidation will take place. When a metal
is oxidised to form ions, its mass decreases. The electrode connected to the negative terminal
of the battery is always the cathode where reduction takes place resulting in an increase in
mass if a solid is formed.

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QUESTION 2: NOMENCLATURE OF ORGANIC COMPOUNDS

Red columns are below 46%.

General comments
• The question was well answered. The sample obtained an average of 72% for this question.
• Organic nomenclature was well taught in most schools.
• The average percentage obtained per sub-question for the sample is shown in the graph
above.

Common errors and misconceptions

• Even though the first part of the definition in Q2.1 was correct, some learners continued to say
these multiple bonds are between H atoms or between C and H, as a result forfeited both
marks.
• Even though Q2.2.2 was well answered, some said the NAME of the functional group is ketone
instead of carbonyl.
• Q2.2.3 was well answered but some learners chose a letter of an aldehyde as a chain isomer
of a ketone.
• Q2.2.4 was well answered but some learners still omit ‘di’ indicating two Cℓ atoms and hyphens
and as a result forfeited a mark.
• Q2.2.5 was well answered but some mistakes were CnH2n+2 or CnHn.
• Q2.3 was well answered. Some learners for the first part wrote ‘same general formula’ and
some for the last part wrote ‘different positions of the functional group’ and forfeited a mark in
both instances.
• Q2.4.1 was well answered but some were omitting the word ‘acids’ in carboxylic acids and
forfeited a mark.
• Some learners do not know the difference between the functional group of an ester and that of
a carboxylic acid (Q2.4.2).
• The most common error in Q2.5.1 was ethan-1-ol or 1-ethanol.
• The most common answer in Q2.5.3 was H2O (as inorganic reactant for dehydration).

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Suggestions for improvements
a) Differences between homologous series and functional groups must be well explained.
b) Different types of isomers must be explained with examples, e.g., different functional groups
(which lead to functional isomers) and different positions of the functional groups (which lead to
positional isomers). Explain these differences as definitions as well as giving examples using
structural or condensed structural formulae.
c) When doing organic reactions, conditions must be emphasised.

QUESTION 3: PHYSICAL PROPERTIES OF ORGANIC COMPOUNDS

General comments
• The sample obtained an average of 60% for this question.
• Questions requiring explanations are still a challenge to many learners.
• The average percentage obtained per sub-question for the sample is shown in the graph
above.

Common errors and misconceptions

• The definition in Q3.1 was poorly answered.
• Common mistakes in Q3 were assuming that an increase in the negative value meant an
increase in the value itself.
• In Q3.2 the common incorrect answer was an increase in chain length leads to a decrease in
melting point. Some could not even identify the independent variable (chain length) and
forfeited both marks.
• In Q 3.4 they could not identify the phases at the correct temperatures due to the above
assumptions.
• In Q3.5.1 many learners failed to identify that 2,2-dimethylbutane and hexane are chain
isomers. This automatically affected comparing their boiling points in Q3.5.2 and explaining the
reasons why these boiling points differ in Q3.5.3. Some still mention energy needed to
overcome bonds instead.

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Suggestions for improvements
a) Give different types of assessments, some based on melting and others on boiling points.
These must also include very low (negative) melting or boiling points.
b) The concept of isomerism is still a challenge and needs thorough attention – both explanations
and examples using organic structures.
c) When discussing intermolecular forces, concept like atoms, ions, molecules, compounds,
interatomic forces (bonds between atoms within the same molecule) and intermolecular forces
(forces between atoms in different molecules) must be thoroughly revised.

QUESTION 4: REACTIONS OF ORGANIC COMPOUNDS

Red columns are below 46%.

General comments
• The sample obtained an average of 42% for this question.
• The average percentage obtained per sub-question for the sample is shown in the graph
above.

Common errors and misconceptions

• Although well answered, in Q4.1.2 some learners defined a primary alcohol as having an
alcohol (instead of OH) bonded to the first carbon.
• A common incorrect structural formula in Q4.1.3 was that of 1-bromopentane.
• The common incorrect answer in Q4.1.4 was substitution.
• The difference between the product that forms when dilute or concentrated NaOH is added to
a haloalkane is still a challenge. This affected Q 4.1.1 & Q4.1.5, and lead to problems in Q4.1.6
and Q4.1.7.
• In Q4.2.1 and Q4.2.4 some learners used structural formulae even though it was clearly
indicated with capital letters that they must draw CONDENSED STRUCTURAL FORMULAE.
Differentiating between a formula and an equation is still a challenge for some learners, instead
of giving the whole equation, some just gave the formula of a reactant or product.
• The interpretation of a flow diagram is a challenge. Learners were given a starting reactant
(with 4 C-atoms) and a final product (with 3 C-atoms). Many learners failed to use this
information, hence the whole Q4.2 was a challenge to most.

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Suggestions for improvements
a) Clearly explain that (-OH) is not an alcohol but a functional group of an alcohol – its presence
makes the whole molecule to be an alcohol.
b) In flow diagrams, it is important to check ALL the information given, e.g., the product (or
number of C atoms in the product) that forms will guide them which reactant we started with (or
the number of C atoms of the reactant).
c) Conditions necessary for each organic reaction are very important and assessment based on
them must be given, e.g., the difference between the product formed when either a dilute or
concentrated strong base is added to a haloalkane.
d) It was evident that learners are used to drawing structural formulae. Ensure that enough
assessment is given to differentiate between structural, condensed structural and molecular
formulae.
e) Since learners started with a molecule with 4 C-atoms and ended up with a product with
3 C-atoms, it should have been evident that there was cracking somewhere. Since the product
has 2 bromine atoms, it should also be evident that the step leading to the product is an
ADDITION of Br2.
▪ Cracking occurs from an alkane, so step 2 was the only possible step for cracking, which
then meant step 1 is hydrogenation to form this alkane.
▪ The final product has 2 bromine atoms and 3 C-atoms, which means in step 3 Br2 must be
added (addition reaction: bromination) and for an addition reaction to occur, the product in
step 2 should be an alkene with 3 C-atoms.
f) More assessment involving flow diagrams should be given and also concentrating on the
necessary reaction conditions for those reactions to take place.

QUESTION 5: REACTION RATE & STOICHIOMETRY

Red columns are below 46%.

General comments
• The question was poorly answered. The sample obtained an average of 45% for this question.
• The average percentage obtained per sub-question for the sample is shown in the graph
above.

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Common errors and misconceptions
• Even though well answered, some learners used both ‘rate’ and ‘per unit time’ in the same
sentence and as a result forfeited a mark.
• Interpretation of graphs is still a huge challenge. As a result, this affected Q5.2 and Q5.3.
• Stoichiometric calculations (Q5.4) are still a huge challenge.
• The concept of pure vs impure samples (Q5.5) was not clearly understood by learners and this
automatically affected the explanation in Q5.6.

Suggestions for improvements

a) Give more tasks assessing practical skills, interpretation and drawing of graphs in topics that
can involve practical work and graphs. In this case, for example, relating the change in
steepness of gradients to the change in factors affecting rate.
b) Revise grade 11 stoichiometry and then relate it to grade 12 topics. The use of molar gas
volumes must be emphasised in terms of which formula is relevant, the substance must be
a gas and which value to use, e.g., 22,4 dm3 only applies at STP.
c) Impurities do not take part in the reaction so if we have 15 g of impure CaCO3 and 15 g of pure
CaCO3, all 15 g in the pure sample react but less than 15 g in the impure sample react. This
then means the number of particles available for reaction (with correct orientation) in the two
samples differ.

QUESTION 6: CHEMICAL EQUILIBRIUM

Red columns are below 46%.

General comments
• The sample obtained an average of 45% for this question.
• Explanations in terms of Le Chatelier’s principle remain a challenge to most learners.
• Interpreting questions involving two different equilibria was a challenge.
• The average percentage obtained per sub-question for the sample is shown in the graph
above.

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Common errors and misconceptions
• Q6.1 was well answered. Common errors were the omission of rate or mentioning rate of
reactants and products instead of forward and reverse reactions.
• Interpreting questions involving two different equilibria (Q6.2), because of changes made in the
first equilibrium until the second equilibrium was reached, proved to be a challenge for most
learners.
• Q 6.3.2 was not well answered.

Suggestions for improvements

a) Temperature changes were made in the first equilibrium resulting in a disturbance of the
equilibrium. This temperature change resulted in an increase in the number of moles of
a reactant (P), meaning the reverse reaction was favoured (amounts of reactants P & Q) and
the amount of product PQ was decreasing. This meant the initial and change in mol must add
up to equilibrium moles for reactants. Products decrease because the reverse reaction is
favoured (meaning equilibrium moles will be less than initial moles). So, the change (P) would
be eqm (P) - initial (P); also, eqm (Q2) would be initial (Q2) + change (Q2). For product: eqm
(PQ) = initial (PQ) - change (PQ).

P Q2 PQ
Initial mol 0,8 0,8 3,2
Change in mol 0,4 0,2 0,4
Equilibrium mol 1,2 1,0 2,8

▪ Increase in temperatures proved that the reverse reaction is endothermic. With more
practice of such questions, learners would be able to conclude that the forward reaction is
exothermic in this case and use Le Chatelier’s principle to explain it. Also be able to
continue further to calculate the Kc.
▪ It is important to emphasise factors that can disturb equilibrium. Also, the factor that can
change the equilibrium constant.
b) The interpretation of a certain reaction being favoured still needs attention. Most learners could
see that an addition of Q2 favoured the forward reaction that led to PQ increasing (Q6.3.1), but
failed to see that since the forward reaction is favoured, it means Q2 and P (reactants) would
be used, so the amount of P would decrease (Q6.3.2). More assessment on changing factors
after equilibrium is reached, should be given.

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QUESTION 7: ACIDS AND BASES & STOICHIOMETRY

Red columns are below 46%.

General comments
• The sample obtained an average of 51% for this question.
• The average percentage obtained per sub-question for the sample is shown in the graph
above.

Common errors and misconceptions

• Most learners could not identify the ampholyte but correctly gave a reason in Q7.1.2. The most
common incorrect answer was H2O. Sub-question 1.8 and Q7.1.2 clearly indicate that there is
still a problem in identifying proton donors or acceptors.
• Q7.1.3 was poorly answered. Learners failed to identify the solution with a higher conductivity.
Those who did, couldn’t explain their choice.
• Some learners wrote the pH formula as pH = -log[HCℓ] (Q7.2.1) and forfeited the formula mark.
Some got the formula and substitution but could not reach the correct answer.
• Common errors in Q7.2.2 were not calculating the final excess concentration after the addition
of 50 cm3 of HCℓ to the original solution, which made the total volume 75 cm3, not converting
volume to dm3, subtracting the number of moles of Na2CO3 from the number of moles of HCℓ,
and using the incorrect unit of concentration (mol∙dm3 instead of mol∙dm-3).

Suggestions for improvements

a) After teaching the definition of the Lowry-Brønsted theory, it is important to give examples of
these proton donors (acids) and proton acceptors (bases). Then show learners the product
formed after an acid donates a proton & after a base accepts a proton. An example:
▪ Give them HCO3- and let them give its conjugate acid and conjugate base.
Conjugate acid: H2CO3
Conjugate base: CO32-
▪ Give multistep reactions:
o Step 1: H2CO3 + H2O ⇌ HCO3- + H3O+
o Step 2: HCO3- + H2O ⇌ CO32- + H3O+
Here learners must identify conjugate acids and bases for each step and also HCO3- as
an ampholyte.

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b) Learners must be taught to interpret Ka values to obtain relative strength of acids, which in turn
will show their conductivity. In this case, the Ka value of HSO4- is lower than that of H2SO4
indicating that HSO4- is a weaker acid, implying it ionises incompletely in water to form a low
concentration of H3O+ ions.
c) Ensure that learners copy the pH formula as it is from the data sheet and teach the calculator
manipulation skills to obtain the correct concentration of hydronium ions. It is important to then
conclude that from complete ionisation of this strong acid [HCℓ] = [H3O+] and give another
example where [acid] ≠ [H3O+].
d) Learners should be taught to label formulae when doing multistep calculations e.g. when
calculating the number of moles of HCℓ, the formula should be as follows: n(HCℓ) = cV then it’s
easier to see when subtracting that is it for HCℓ or Na2CO3.
e) Ensure that stoichiometric calculations are properly taught in grade 11. Expose learners to
stoichiometric calculations involving limiting reagents from the beginning of their grade 12 year
to give them enough practice, including conversion of units, correct units etc.
f) Rounding off should ONLY be done for the final answer of a calculation. Learners should be
taught not to round off in each step as it leads to an incorrect final answer.

QUESTION 8: GALVANIC CELLS

Red columns are below 46%.

General comments
• The sample obtained an average of 55%.
• The average percentage obtained per sub-question for the sample is shown in the graph
above.

Common errors and misconceptions

• The common incorrect answer in Q8.1 was electrical to chemical energy.
• Common errors in (Q8.2): leaners didn’t use the concentration of 1 mol∙dm-3 (standard
𝑉
condition) but the formula 𝑛 = to calculate the moles of AgNO3 which is not a gas and not at
𝑉𝑚
STP. The incorrect, or no, conversion of volume is still a challenge for some.
• Common error (Q8.3): defining oxidation or anode instead of reducing agent.
• Common error (Q8.4.1): Cu2+ or its half reaction.

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• Common error (Q8.4.2): Cu2+ + Ag+ → CuAg or cell notation instead of nett reaction.
• Even though well answered, some learners still use abbreviations in the formula in Q8.5 and
omit the unit in the answer.
• Common incorrect answer in Q8.6 was "decreases".

Suggestions for improvements

a) Grade 11 stoichiometry must be revised at the beginning of grade 12. Emphasise that the
𝑉
formula 𝑛 = 𝑉 is only used to calculate moles of gases and Vm of 22,4 dm3 only when that gas
𝑚
is at STP.
b) Revision of redox reactions must be done at the beginning of electrochemistry, e.g., differences
between oxidation (loss of electrons), anode (electrode where oxidation occurs) and reducing
agent (substance that loses electrons).
c) Ensure learners can use either table 4A or 4B to identify and compare the strength of reducing
or oxidising agents, write reduction or oxidation half-reactions, and that the overall cell
reactions and cell notations.
d) The concept that an increase in the reactant concentration favours the forward reaction and
increasing the emf of the cell, or an increase in the product concentration favours the reverse
reaction and decreasing the emf of the cell must be emphasised (using the nett equation).

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QUESTION 9: ELECTROLYTIC CELLS

Red columns are below 46%.

General comments
• The sample obtained an average of 33%.
• The average percentage obtained per sub-question for the sample is shown in the graph
above.

Common errors and misconceptions

• A common incorrect answer in Q9.1 was the definition of electrolysis instead of an electrolyte.
• Some learners could not give the reason why their choice was anode in Q9.2.
• A common error in Q9.3 was the use of Cr3+|Cr2+ half-reaction.
• The most common error in Q9.4 was using the number of moles of electrons (n) instead of the
number of electrons (N).

Suggestions for improvements

a. Learners must be shown how to choose half-reactions, especially for those substances with
more than one half reaction, e.g., Cr3+|Cr, Cr2+|Cr and Cr3+|Cr2+.
b) Grade 10 & 11 stoichiometry must be revised in grade 12 since stoichiometry is still a HUGE
challenge.

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COMPARISON OF PERFORMANCE PER QUESTION FOR 2021 AND 2020

PAPER 1

Q1 Multiple choice questions Q6 Doppler effect

Q2 Newton’s laws Q7 Electrostatics
Q3 Vertical motion Q8 Electric circuits
Q4 Momentum and impulse Q9 Electrodynamics
Q5 Work, energy, and power Q10 Photo-electric effect

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PAPER 2

Q1 Multiple-choice questions Q6 Chemical equilibrium

Q2 Organic nomenclature Q7 Acids and bases &
Q3 Organic physical properties stoichiometry
Q8 Galvanic cells
Q4 Organic reactions
Q9 Electrolytic cells
Q5 Reaction rate & stoichiometry

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PHYSICAL SCIENCES PAPER 1 (QUESTION PAPER)

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PHYSICAL SCIENCES PAPER 2 (QUESTION PAPER)

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