PHYSICAL SCIENCE PAPER 2

2019
Compiled by Mrs.E.P.Müller

Written on the 12th of November by 39 906

learners in Gauteng
Learners encounter of the question papers
 The paper was in general fair, but as
previously, weaker learners struggled with
interpretation of certain questions.
 There where a large percentage of learners

that did above average in this paper i.e more

than120/150
 But there where also a few learners with

0/150
 Average Performance per question
in Physical Sciences - Paper 2(Gauteng)
70

60 57 58 57
56 55
Average performance (%)

51 50
50 48 48
46

40

30

20

10

0
1 2 3 4 5 6 7 8 9 10

Question
Compliance with CAPS document ?
Cognitive level distribution
Levels of thinking Suggested Actual

Knowing Science 15% 19%

Understanding
science 40% 21%

Applying scientific
knowledge 35% 48%

Evaluating, analysing,
synthesising 10% 12%
General findings and areas of concern
 It was found that the pass rate has improved at the 30
to 40% levels
 The examiners tried to set an unpredictable exam and
succeeded in this in Q2, 8 and 10. The concern here is
that learners get coached in certain questions and can
therefore not handle a different type of question.
 Practical work seemed to be neglected at schools. This
was evident in Q2 where the knowledge and skills
learnt in the prescribed experiment was tested
General findings and areas of concern
 Q6 (Chemical equilibrium) and Q10 (fertiliser)
was poorly answered. Learners has a poor
understanding of Le Chatelier’s principle for
q6 and the calculations in both questions is
the main concern
 Pure recall of content(definitions) is poorly

done
 Grade 10 and 11work such as Stoichiometry

is poorly understood
Appropriateness of language ?
 While chemistry is often referred to as having
its own unique language, the language that
was used in the paper was suitable for any
Grade 12 learner. Any learner should have
been able to understand all the questions.
 Some second and third language speakers

still struggle to express themselves when

answering questions
Past Question Papers
 Past papers should be used as a teaching and
learning tool, but teachers need to guard teaching to
the paper.

 10 new ways to use past papers

 https://eic.rsc.org/ideas/10-new-ways-to-use-past-papers/3009671.article

 1. Develop vocabulary
 2. Unit conversion
 3. Equation practice
 4. Drawing structures
 5. Revise bonding and properties
 6. Structuring longer answers
 7. State symbols
 8. Scaffolding maths questions
 9. Make concepts stick
 10. Discount the distractors
Performance trends of the learners(Gauteng)

Average Performance per sub-question in Physical Sciences - Paper 2

90

78 77
80 76
Average performance (%)

68 67
70 64 66 65
62 63
61 60
60 56 57 57
54 54 53
52 51 50 51 51 50 50
48 48
50 46
44 44 43
40
40 36 35
33
28
30

20

10

Sub-questions
Question 1(Multiple-Choice)
Q No. Question tested/ focused on
1.1 A basic theory question testing functional groups.
Definition of activation energy. Clearly learners do not have a clear understanding of the concept
1.4
of what activation energy is doing.
Implication of a dynamic equilibrium. Learners do not understand that concentrations remain the
1.5
same when equilibrium is reached
Factors that affect the rate of reaction and equilibrium were tested.
Identify the graph representing the forward reaction and compare it to the reverse reaction.
It is not a given that the solid line represent the forward reaction and vice versa.
The effect of a temperature change on a rate must be understood and learners should realise that
1.6
both reactions are favoured, but one more than the other.
Learners need to know that the type of reaction that is favoured by a temperature increase is an
endothermic reaction. The reverse reaction is therefore favoured more and that is the solid line
making B the correct answer.
Application of the definition of weak acid combined with the interpretation of the value of K c.
Learners had to identify all the acids and conjugate acids. These where H 3X,H3O+ and H2CO3. That
1.7 eliminated A as an answer. Comparing the three acids and their positions in the equations will let
them realise that H2CO3 is the weakest acid, and should therefore be listed first. This fact leads to
B being the answer
1.10 Fertilisers. Learners do not know the conditions for the industrial processes.
Suggestions for improvement
 Use multiple choice questions in every
assessment activity. There should be a bank
of multiple choice questions available per
topic for learners to practice during class and
in preparation for the exam.
 Teach learners how to identify distractors

through a process of elimination.

 It is important that learners understand that

no teacher look for a trend or sequence in the

order of the answers.
Question 2(Organics)
 Q2.1 - Very few learners say ”alcohols are flammable” this means
that learners had no concepts of this practical.
 Q2.2 – Failure to recognise the experiment resulted in incorrect

answers.
Learners identified 2.2.3 as “ester” correctly.
Unfortunately there are still using the words “easter” or “Esther”.
This indicates that teachers accept it in class.
In 2.2.2 learners wrote the name and not the formula. Take note
Only H2SO4 can be used as catalyst.
 Q2.3 – Stoichiometry. Learners do not know how to determine a

molecular formula from an empirical formula.

 Q2.4 – Y was an ester formed from ethanol so it should be an ethyl
ester. Numbers was incorrectly used in the name.
 Q2.5 –Common mistake here is learners losing marks for more or
less than four bonds to a Carbon atom in the structure and then
also for omitting H’s and bond lines in the structure.
Suggestions for improvement
 Teachers and learners need to do this experiment
and investigate all the safety procedures for the
experiment. If that is not possible allow learners
to use their cellphones to look at this experiment
on Youtube but do not just let them watch it.
Explain what is happening during the reaction and
what will be all the observations such as the
distinct smell of the ester. If that is also not an
option make use of the textbook and explain to
the learners what they see in the diagrams of the
prescribed experiments.
Question 3(Physical Properties)
 Q3.1 – The definition of the boiling point gets
watered down to “It is the point….” Or just “It is when
…”. Or even “the temperature where liquid turns into
gas”
 Q3.2.1 – The –COOH belongs to the Homologous series
with the name carboxylic acid the name of the functional
group as stated in the exam guideline is the carboxyl
group. A great percentage of learners gave the name of
the homologous series and that did not answer the
question.
 Q3.2.2 – 1-propanoic acid α Do not include a number
 Q3.2.3 - The term functional isomer is a problem.
Most gave the structure of B.
 Q3.3 –Candidates do not follow the instruction of “Refer to the data
in the table”. This limit the explanation to using the boiling
point or chain length.
 3.4.1 –Candidates wrote both compounds have the ‘same
intermolecular forces’ or ‘both have hydrogen
bonding’ as the reason for the comparison being fair. To compare
the boiling points of the two compounds, the molecules should be
of similar size. The two compounds have the same molecular mass
which indicates similar size.
 3.4.2 – Primary alcohol was correct but learner failed to explain
why. Many state that the OH-group(or it) is attached to one
carbon and then they stop. If they only continued by saying that
is attached to one other carbon atom they would have had their
marks.
 3.4.3 – Four steps is needed to explain this answer for 4 marks.
Candidates did not refer to the independent variable (the number of
sites of hydrogen bonds) and the dependent variable (the strength
of the intermolecular force) and hence the conclusion of more
energy that is required to overcome the intermolecular forces. DO
NOT ALLOW abbreviations such as HB and IMF
Suggestions for improvement
 Learners should strictly use the exam guidelines when studying
for the definitions. Teachers should also incorporate the correct
definitions from the first time the learners encounter terms like
boiling point and melting point. They should not give a dumbed
down definition to the lower grades.
 Questions must be practiced where data is given in tables and
learners need to make comparisons using the information from
the table.
 When explaining the difference in strength of intermolecular
forces in a carboxylic acid and an alcohol, candidates should be
taught that the carboxylic acid has two ‘sites’ and NOT two
‘sides’ for hydrogen bonding.
 Furthermore the carboxylic acid does not have a double bond
and the alcohol a single bond.
Question 4
(Reactions of organic compounds)
 4.1.1 – Instead of the definition of a homologous series
many wrote the definition of a functional group
 4.1.2 – In lots of answers this was a guess some got it right

others not
 4.1.3 –Incorrect answers hbr or HBR or HBr . That is a problem
2
from previous grades that needs to be addressed.
 4.1.4 –Some drawn the structural formula of 2-bromobutane.

The Br should have been on the 1st carbon.

BR or Br2, omitting H or h
 4.1.5 – Candidates do not know combustion reactions. They
struggle with the balancing of the reaction
 4.1.6 – The definition of cracking has key words that can not be

omitted, that change the meaning.

 4.1.7 – generally well answered
 4.2.1 – the most common mistake was that
learners wrote but-2-ol, buta-2-nol or just
batanol which is not adhering to the IUPAC
rules for naming organic compounds
 4.2.2 – Learners do not know that there are

MAJOR products and byproducts.(CAPS doc)

The rule is not followed so that the
elimination of the water takes place between
carbon 2 and 3. Another common mistake is
that carbons are drawn with five bonds and
not a maximum of 4 bonds.
Suggestions for improvement
 Teachers should use scientific language when
teaching this section. Since it is done at the
beginning of the year great care must be
taken to ensure that learners revise this work
before the prelims and final exam. Lots of
examples must be practice but take care to
not only do examples with schematic
formats; otherwise the learners only expect
that type of question.
Question 5(Reaction rate)
The question was poorly answered because the learners had to
read through a lot of information and data before they could
actually answer any of the questions(Comprehension)

 5.1 - Candidates failed to identify the independent variable.

The most common response was concentration of the HCl.
 5.2 – This question is regularly asked but still seems to be a
challenge. A change must be mention per unit time. That is a
change in concentration or number of particles or anything
measurable
 5.3 – Learners struggled with this question. What was tested
was to see if learners realize that the reaction rate is not
dependent on the volume. Learners either halved the time or
doubled it because of the increase in the volume.
 5.4.1 and 5.4.2 – Candidates do not know the
Boltzmann distribution curves. They guessed
the answers and could not interpret their
choice.
 5.5.1 and 5.5.2 The function and influence of

a catalyst on ∆H is at an acceptable level.

 5.6 - Calculations is always a challenge.

Candidates tried to first calculate

concentration before they calculated the rate
of the reaction. They also swap the initial and
final moles of Zn and/or swap the initial and
the final times
Suggestions for improvement
  
For the calculation of the rate of the reaction,
teachers should teach candidates to read very
carefully what unit the answer must be in.
This is the guide for what calculation needs
to be done
 Average rate =
Question 6(Chemical equilibrium)
 6.1-Candidates who did not obtain full marks for
stating Le Chatelier’s principle omitted one or
more of the following words: When the ‘equilibrium
is disturbed’, the system will ‘re-instate a new
equilibrium’ by ‘opposing the disturbance’.
 6.2- Candidates could not identify the forward

reaction as endothermic. They omitted the

statement that a decrease in temperature will
favour the exothermic reaction and do not state
that the reverse reaction is favoured.
 6.3- The application of Le Chatelier’s principle is a

big problem
  
The Kc calculation in Q6.4 was poorly answered
due to one or more of the following reasons:
* Not using 20% of X to find the moles of [N2O4]
that have reacted
* Using the 20% of X as the amount left at
equilibrium instead of the amount used
* Ignoring the 20% of X
* No or incorrect Kc expression
(Note that is NOT a Kc expression!)

BUT learners is getting better every year with this

question and could easily obtained 5 out of 8
marks
Suggestions for improvement
When explaining whether a reaction is exothermic or
endothermic, the following steps are important:

Example: N2O4(g) ⇌ 2NO2(g) ΔH < 0

1. Identify the disturbance e.g. a decrease in temperature
2. State the effect of the disturbance on the system
e.g. a decrease in temperature favours the exothermic reaction.
3. State which
reaction will be favoured when opposing the disturbance e.g.
the reverse reaction will be favoured.
4. State, if required, the effect of the above on the
number of moles of products/reactants e.g. the number of
moles of N2O4 will increase.
Question 7(Acids and Bases)
 7.1.1- Candidates missed out on the simple definition of
Bronsted-Lowry acid
 7.1.3- most candidates assumed that H 2O acts as ampholyte
in the ionisation of sulphuric acid without looking at its role
in the given reactions. Some of those who knew that the
ampholyte is HSO-4 , omitted the charge on the ion.
 7.2.1-Common errors when stating the definition of
hydrolysis were:
* The salt dissolves in water instead of reacts with it. *
The salt ionises in water (it already consists of ions)
 7.2.2- very few candidates wrote the equation of a
hydrolysis reaction to show how CaCO3 neutralises the acid.
 7.3.1- Candidates failed to copy the formula for the
calculation of pH correctly from the data sheet. Their
mathematical skills is lacking they failed to use the anti-
log to obtain the concentration of the hydronium ions. A
common mistake is learners that use (H3O+) instead of
[H3O+] for the concentration.
 7.3.2 - Most candidates skipped one or more steps in

the calculation *
Using an incorrect formula e.g. n = V/V m
*Skipping the subtraction step
i.e. n(H3O+)reacted= n(H3O+)initial – n(H3O+)final
* Swapping the initial and final moles of H3O+
* Using the final number of moles of H3O+ given in
the paper as the number of moles that have reacted
* Calculating the mass of H3O+ and CaO and then
applying mole ratios on the masses
Suggestions for improvement
 When teaching hydrolysis, learners should be
taught to split the given salt into ions and
then each ion should be reacted with water.
 Ensure learners know how to use their

calculators to calculate [H3O+] from the pH.

 Learners should be taught to label formulae
when doing multistep calculations e.g. when
calculating the number of moles of H3O+, the
formula should be as follows: n(H3O+) = cV.
Question 8
(Redox and Galvanic Cells)
 8.1.1 - Often answered as oxidation is the transfer of
electrons.
 8.1.2 - The incorrect half reaction despite the sentence in
the heading that said that iron(III) ions form. Another
common error was that they still used ⇌ instead of a  to
indicate the direction of electron transfer.
 8.1.4 -The explanation that was supposed to be given in
terms of Fe being a stronger reducing agent than Cu and
therefore it will be oxidized. Learners refer to Fe being on
top of Cu and one can see that this is how they are
taught. Paragraphs was given as explanations for a three
mark question.
 8.1.5 - Zn will be sacrificed instead of Cu.
 8.2 was more the type of question that was
expected for the galvanic cell but learner still
struggled to understand what was asked in
8.2.1 They wrote cell notations instead of the
overall(net) cell reaction.
8.2.2 seems to be finally worth at least one
mark by writing down the correct formula
from the data sheet but then the incorrect
values was substituted so that was still the
only marks for this question.
Suggestions for improvement
 Emphasis should be placed on the difference
between cell potential, the cell reaction and
cell notation.
 Ensure that learners know how to use

formulae on the formula sheet.

 Learners should be taught that, for example,

Fe can only loose electrons therefore it will

only be the reducing agent.
Question 9(Electrolytic Cells)
 9.1 - Candidates just repeated the labels from
the diagram or did not refer to the energy
conversion in the cell or referred to mechanical
energy instead of chemical energy
 9.2 - some wrote down E0
cell = E cathode - E anode.
0 0

Others knew that they had to write down a

formula for a copper solution, but got the
formula completely wrong.
 9.3 –Candidates could not identify the cathode.
 9.4 -They did not know what sludge is. The most

common answer here was IRON

Suggestions for improvement
 Learners should be supplied with a summary
of the five different types of electrolytic cells
prescribed. Ensure that learners understand
the reactions at the electrodes in these cells.
The five types are:
*electrolysis of concentrated NaCℓ,
*electrolysis of concentrated CuCℓ2,
*the aluminium cell,
*cells used for electroplating
*purification of copper.
Question 10(Fertilisers)
 10.1.1 and 10.1.2. Spelling is a huge problem. Instead of
Haber process the following names were often used:
Hamba, Heyber, Hamper, Harbour. Instead of Ostwald
process the following were often used: Ostwalt,Oswayd,
Oshwald
 In 10.2.2, many candidates failed to give the correct
catalyst used in the Haber process. Common incorrect
answers were: Pt; H2SO4; V2O5
 10.3 - is a problematic question since learners battle to
write formulae and to balance chemical equations.
 10.4 - Many candidates did not use the molar masses of
the three substances in the bag in their calculations and
obtained zero.
Suggestions for improvement
 Basic knowledge to be thoroughly taught in
grade 9 and 10.
 Teacher(in teaching lower grades) must be

shown how the content progression from grade

to grade works.
 An example of this is writing formulae in grade

9, calculating percentage composition in grade

10 and that progress to percentage purity in
grade 11. And now this progression to
calculating ratios by making use of prior
knowledge.