Physical Sciences Paper 1 and 2 Spring School 2011 3 - 7 October Learner's Guide

Physical Sciences
Paper 1 and 2
Spring School 2011
3
rd
7
th
October
Learners Guide
Contents
Introduction ............................................................................................ 3
Programme Outline ................................................................................ 4
Broadcast Schedules ............................................................................. 5
Topic Tips for Mechanics ....................................................................... 6
Topic 1: Mechanics ............................................................................. 7
Topic Tips for Waves, Sound and Light ................................................ 12
Topic 2: Waves, Sound and Light ........................................................ 13
Topic Tips for Electricity and Magnetism .............................................. 18
Topic 3: Electricity and Magnetism ....................................................... 19
Solutions to Topic 1: Mechanics ........................................................... 26
Solutions to Topic 2: Waves, Sound & Light......................................... 28
Solutions to Topic 3: Electricity & Magnetism ....................................... 33
Topic Tips for Organic Chemistry ......................................................... 37
Topic 1: Organic Chemistry .................................................................. 38
Topic Tips for Rates & Chemical Equilibrium ....................................... 43
Topic 2: Rates & Chemical Equilibrium ................................................ 44
Topic Tips for Electrochemistry ............................................................ 49
Topic 3: Electrochemistry ..................................................................... 50
Solutions to Topic 1: Organic Chemistry .............................................. 56
Solutions to Topic 2: Rates & Chemical Equilibrium ............................. 60
Solutions to Topic 3: Electrochemistry ................................................. 62

Physical Sciences Paper 1 & 2 Exam Revision Learners Guide
Spring School October 2011
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Brought to you by Page 3
Introduction
Have you heard about Mindset? Mindset Network, a South African non-profit organisation,
was founded in 2002. We develop and distribute quality and contextually relevant
educational resources for use in the schooling, health and vocational sectors. We
distribute our materials through various technology platforms like TV broadcasts, the
Internet (www.mindset.co.za/learn) and on DVDs. The materials are made available in
video, print and in computer-based multimedia formats.

At Mindset we are committed to innovation. In the last two years, we successfully ran a
series of broadcast events leading up to and in support of the NSC examinations

Now we are proud to announce our 2011 edition of Matric Exam Revision, which began
with our Winter School in July. Weve expanded the broadcast to support you in seven
subjects - Mathematics, Physical Sciences, Life Sciences, Mathematical Literacy, English
1
st
Additional Language, Accounting and Geography.

During our Spring School, you will get exam overviews, study tips on each of the topics
we cover, detailed solutions to selected questions from previous examination papers,
short question and answer sessions so you can check you are on track and live phone in
programmes so you can work through more exam questions with an experienced teacher.

Getting the most from Spring School
Before you watch the broadcast of a topic, read through the questions for the topic and try
to answer them without looking up the solutions. If you get stuck and cant complete the
answer dont panic. Make a note of any questions you have. When watching the Topic
session, compare the approach you took to what the teacher does. Dont just copy the
answers down but take note of the method used.

Make sure you keep this booklet for after Spring School. You can re-do the exam
questions you did not get totally correct and mark your own work by looking up the
solutions at the back of the booklet.

Remember that exam preparation also requires motivation and discipline, so try to stay
positive, even when the work appears to be difficult. Every little bit of studying, revision
and exam practice will pay off. You may benefit from working with a friend or a small
study group, as long as everyone is as committed as you are. Mindset believes that the
2011 Spring School programme will help you achieve the results you want.

If you find Spring School a useful way to revise and prepare for your exams, remember
that we will be running Exam School from 15
th
October to 22
nd
November as well where
we will be repeating material from Spring School with additional live shows. See the full
schedule below.

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Programme Outline
The Mindset Winter School is designed to focus on two subjects each day. For each
subject you will find the following sessions:

- Examination Overview
This is a 15 minute session that gives details of what you can expect in each
examination paper. Practical guidelines are also given on how to prepare for the day
of the exam.

- Topics Tips
In this session you will be given a 15 minutes summary of the key ideas you need to
know, common errors and study hints to help you prepare for your exams.

- Topic Session
An expert teacher will work through specially selected questions from previous exam
papers.

- Live Phone-in
This is your chance to ask your own questions. So submit your question to the Help
Desk and we might call you back to help you live on TV. All questions you submit will
be answered within 48 hours as normal. The Help Desk is available through the
following channels.
- Web: www.learnxtra.co.za
- MXit: learnxtrahelpdesk
- Facebook: www.facebook.com/learnxtra
- Email: helpdesk@learnxtra.co.za
- Phone: 086 105 8262

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Broadcast Schedules
Spring School

Monday 3
rd

October
Tuesday 4
th

October
Wednesday 5
th

October
Thursday 6
th

October
Friday 7
th

October
09h30
Maths Paper 1:
Calculus
English FAL: Paper
2
Physical Sciences
Paper 1: Waves,
Sound and Light
Maths Paper 2:
Trigonometry
Graphs and Solving
3D Problems
Physical Sciences
Paper 2:
Electrochemistry
13h00 Lunch
13h30
Maths Literacy:
Shape and Space
Accounting:
Manufacturing
Accounts
Life Sciences Paper 1:
Evolution
Geography:
Climatology
Life Sciences
Paper 2:
Environmental
Studies
17h00
Maths Paper 1:
Linear
Programming
English FAL: Paper
3
Physical Sciences
Paper 1: Mechanics
Maths Paper 2:
Trigonometry
Equations and
Identities
Physical Sciences
Paper 2: Organic
Chemistry
19h00
Maths Literacy:
Data Handling
Accounting: Cash
Flow and
Interpreting
Statements
DNA & RNA
Geography:
Geomorphology
Life Sciences
Paper 2: Life
Processes
21h00
Maths Paper 1:
Functions
English FAL: Paper
1
Physical Sciences
Paper 1: Electricity
and Magnetism
Maths Paper 2: Co-
ordinate Geometry
and Transformations
Physical Sciences
Paper 2: Rates
and Chemical
Equilibrium
23h00
Maths Literacy:
Financial Maths
Accounting:
Financial
Statements
Genetics
Geography: Mapwork
Life Sciences
Paper 2:
Reproduction
01h00 Broadcast Ends

Exam School
- Saturday 15
th
October: Prelim Review Mathematics, Physical Sciences, Life Sciences,
Maths Literacy
- Wednesday 19
th
October: Maths Literacy Paper 2
- Thursday 20
th
October: Mathematics Paper 2
- Friday 21
st
October: English FAL
- Saturday 22
nd
October: Prelim Review - Mathematics, Physical Sciences, Life Sciences,
Maths Literacy
- Sunday 23
rd
October: Accounting
- Monday 24
th
October: Accounting
- Tuesday 25
th
- Wednesday 26
th
October: Maths Literacy Paper 1
- Thursday 27
th
- Saturday 29
th
- Tuesday 8
th
November: Physical Sciences Paper 1
- Wednesday 9
th
November: English FAL
- Thursday 10
th
- Saturday 12
th
- Sunday 13
th
- Monday 14
th
November: English FAL
- Wednesday 16
th
November: Life Sciences Paper 1
- Thursday 17
th
- Saturday 19
th
- Sunday 19
th
- Monday 21
st
November: Geography
- Tuesday 22
nd
November: Geography
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Topic Tips for Mechanics
Overview
Vertical Projectile motion
Momentum
Work Energy and Power

Vertical Projectile motion

Key Concepts
Uniform acceleration due to gravity
Equations of motion
Graphs of motion
Frames of Reference

Momentum

Key Concepts
Law of Conservation of momentum
Impulse
Elastic and Inelastic

Work, Energy and Power

Key Concepts
Law of Conservation of Energy
Work
Friction (Non-conservative force)
Power

Common Errors
Drawing and labelling vector diagrams (free body and components)
Define the direction of vector quantities such as displacement, velocity, acceleration,
momentum, impulse and force.
Provide direction of vector quantities in answers
Give SI units in all answers
Take care to sketch and interpret graphs correctly

Study Hints
Learn the laws required
Identify the correct formula and constants from data sheet
Draw a sketch diagram to interpret each problem

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Topic 1: Mechanics
Question 1 Vertical Projectile Motion
Adapted from Nov 2010 Paper 1 Question 3

A man fires a projectile X vertically upwards at a velocity of 29,4 ms
-1
from the EDGE of a
cliff of height 100 m. After some time the projectile lands on the ground below the cliff.
The velocity-time graph below (NOT DRAWN TO SCALE) represents the motion of
projectile X. (Ignore the effects of friction.)

1.1 Use the graph to determine the time that the projectile takes to reach its
maximum height. (A calculation is not required.) (1)
1.2 Calculate the maximum height that projectile X reaches above the ground.
(4)
1.3 Sketch the position-time graph for projectile X for the period t = 0 s to t = 6 s.
USE THE EDGE OF THE CLIFF AS ZERO OF POSITION.
Indicate the following on the graph:
- The time when projectile X reaches its maximum height
- The time when projectile X reaches the edge of the cliff (4)
1.4 One second (1 s) after projectile X is fired, the man's friend fires a second
projectile Y upwards at a velocity of 49 ms
-1
FROM THE GROUND
BELOW THE CLIFF.
The first projectile, X, passes projectile Y 5,23 s after projectile X is fired.
(Ignore the effects of friction.)
Calculate the following:
1.4.1 The velocity of projectile X at the instant it passes projectile Y (5)
1.4.2 The velocity of projectile X RELATIVE to projectile Y at the instant it passes
projectile Y (5)

v
e
l
o
c
i
t
y

(
m
s
-
1
)

29,4

time(s)
3 1 6
0
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QUESTION 2 Bouncing Ball
Adapted from Feb-March 2009, Paper 1
The roof of a tall building is 25 m above the ground. A rigid ball of mass 0,3 kg falls freely
when dropped from the roof. It strikes the concrete floor on the ground with velocity v
i
It
bounces to a maximum vertical height of 6m. The ball was in contact with the floor for
0,9 s. Ignore the effects of friction.

2.1 Calculate the velocity, v
i
when the ball first hits the floor. (3)
2.2 Calculate the impulse of the ball as a result of the collision. (7)
2.3 Calculate the magnitude of the net force exerted on the ball. (3)
2.4 Using the ground as zero reference, draw a sketch graph of position
(displacement) versus time for the motion of the ball from its original height until
it reaches its second maximum height.
Indicate the relevant position values on the y-axis. (4)
2.5 The rigid ball is now replaced with a softer ball of the same mass and volume
as the rigid ball. It is then dropped from the same height onto the concrete
floor. Will the ball reach the SAME, GREATER or LESSER height compared
to the previous ball? Use principles of physics to explain your answer. (3)

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QUESTION 3 Momentum
Adapted from Mar 2011 Paper 1 Question 4

Two shopping trolleys, X and Y, are both moving to the right along the same straight
line. The mass of trolley Y is 12 kg and its kinetic energy is 37,5 J.

3.1 Calculate the speed of trolley Y. (3)

Trolley X of mass 30 kg collides with trolley Y and they stick together on impact. After
the collision, the combined speed of the trolleys is 3,2 ms
-1
. (Ignore the effects of
friction.)

3.2 Calculate the speed of trolley X before the collision. (5)

During the collision, trolley X exerts a force on trolley Y. The collision time is 0,2 s.

3.3 Calculate the magnitude of the force that trolley X exerts on trolley Y. (4)

QUESTION 4 Work Energy

A steel ball of mass 0,5 kg is suspended from a string of negligible mass. It is released
from rest at point A, as shown in the sketch below. As it passes through point B, which is
0,6 m above the ground, the magnitude of its velocity is 3 ms
-1
. (Ignore the effects of
friction.)
4.1 Write down the principle of the conservation of mechanical energy in words. (2)

4.2 Calculate the mechanical energy of the steel ball at point B. (4)
Y X
Before the collision
After the collision
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As the steel ball swings through its lowest position at point C, it collides with a stationary
crate of mass 0,1 kg. Immediately after the collision, the crate moves at a velocity of
3,5 ms
-1
to the right.

4.3 Calculate the velocity of the steel ball immediately after the collision. (7)

QUESTION 5 Work Energy
A worker pulls a crate of mass 30 kg from rest along a horizontal floor by applying a
constant force of magnitude 50 N at an angle of 30to the horizontal. A frictional force of
magnitude 20 N acts on the crate whilst moving along the floor.

5.1 Draw a labelled free-body diagram to show ALL the forces acting on the crate
during its motion.
(4)

5.2 Give a reason why each of the vertical forces acting on the crate do NO WORK
on the crate.
(2)
5.3 Calculate the net work done on the crate as it reaches point P, 6 m from the
starting point O.
(4)
5.4 Use the work-energy theorem to calculate the speed of the crate at the instant
it reaches point P.
(3)
5.5 The worker now applies a force of the same magnitude, but at a SMALLER
ANGLE to the horizontal, on the crate.

How does the work done by the worker now compare to the work done by the
worker in QUESTION 5.3? Write down only GREATER THAN, SMALLER
THAN or EQUAL TO. Give a reason for the answer. (No calculations are
required.)
(2)

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QUESTION 6 Work Energy (on an inclined plane)

A crate of mass 70 kg slides down a rough incline that makes an angle of 20with the
horizontal, as shown in the diagram below. The crate experiences a constant frictional
force of magnitude 190 N during its motion down the incline. The forces acting on the
crate are represented by R, S and T.

6.1 Label the forces R, S and T. (3)

6.2 Give a reason why force R does no work on the crate. (2)

The crate passes point A at a speed of 2 ms
-1
and moves a distance of 12 m before
reaching point B lower down on the incline.

6.3 Calculate the net work done on the crate during its motion from point A to
point B.

(5)

6.4 Use the work-energy theorem to calculate the speed of the crate at point B. (4)

20

12 m
A
B
R
S
T
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Topic Tips for Waves, Sound and Light
Overview of Waves, Sound and Light
Doppler effect
Interference and diffraction
Electromagnetic Radiation
Photoelectric effect

Doppler Effect
Doppler effect is the apparent change in the frequency of sound (pitch)

The Doppler effect equation is used to calculate one of the unknown variables.

L = listener S= Source f = frequency v = velocity v = speed of sound in air

For stationary source
o + v
L
= listener moving towards the source.
o - v
L
= listener moving away from the source.
For stationary listener
o + v
s
= source moving away from listener.
o - v
s
= source moving towards the listener.

High pitch = high frequency = long wavelength
Low pitch = Low frequency = short wavelength
Applications of the Doppler effect

Interference
Huygens Principle and Young's double slit experiment.
Diffraction
Constructive and destructive interference.
The position of the dark bands can be calculated using the formula:

a
m
u = sin ; a = width of slit, m = number of dark bands from centre
Dark bands appear equidistant on both sides from the centre.

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Photoelectric effect
Electrons can be emitted from a metal surface using light.
Know the definitions:

o Energy of a photon, E;
o Plank's constant, h;
o Threshold frequency;
o Work function, W

hf E = or
hc
E = c = speed of light
Study Hints

Know the definitions
When calculating, convert all units to SI units.
Know how to find the angle using a calculator
Always read and understand the question before attempting to answer.
Topic 2: Waves, Sound and Light

Question 1
Adapted from the DOE Examplar, 2008, Paper 1, Question 8

During an experiment to determine the speed of sound, learners are given a siren that
sounds a single note of frequency 426 Hz. They attach it to a remote controlled car and
move it at constant speed past a stationary tape recorder which is mounted in the middle
of a runway. Ignore the effects of friction. The tape recorder records the sound of the
siren.

The learners make the following observation:
The pitch of the sound from the siren as it moved towards the tape recorder was higher
than the pitch as the siren moved away from the recorder.

1.1 Name the effect, which explains this observation. (1)

In one of the trials the speed of the remote controlled car was noted as 31 kmh
-1
. Two
notes from the siren were recorded: one with a frequency of 437 Hz and the other note
with a frequency lower than 426 Hz.

Emitted sound
Tape Recorder
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1.2 Convert 31 kmh
-1
to ms
-1
. (2)

1.3 Determine the speed of sound in air. (4)

1.4 Give a reason why the observed frequencies are respectively higher and
lower than the frequency of the source (426 Hz). (2)

1.5 Explain how scientists have used the Doppler effect to come to the
conclusion that the Universe is expanding. (2)

Question 2 (Interference)
Adapted from CIE, June, 2010, Paper 22,Question 7

2. A laser produces a narrow beam of red coherent light of wavelength 650 nm.
The beam is incident normally on a diffraction grating as shown below:

Spots of light are observed on a screen placed parallel to the grating. The distance
between the grating and the screen is 165 cm.

The brightest spot is P. The spots formed closest to P and on each side of P are X
and Y. X and Y are separated by a distance of 76 cm.

2.1 What property of light is responsible for the phenomenon observed?
(2)
2.2 Explain why bright spots are formed at X and Y? (3)

2.3 A green laser of wavelength 532 nm replaces the red laser.
Describe the positions of spot X, P and Y with a green laser compared
to a red laser. Briefly explain your answer. (3)

2.4 Calculate the frequency of a green laser. (3)

2.5 Hence, calculate the energy of a photon emitted by a green laser. (3)

2.6 Green lasers come with a warning that you should not point them at
aeroplanes flying overhead as you could blind the pilot. Why are green
lasers more dangerous than similar red lasers? (2)
650 nm
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Question 3
Adapted from the DOE, February 2011, Paper 1, Question 7

Learners perform an experiment with monochromatic light. They pass the light through a
single slit. The distance between the screen and the slit is kept constant.
The diagram below represents the pattern observed on the screen during the experiment.

The slit has a width of 0,02 mm and the SECOND dark band is formed on the screen at
an angle of 3from the centre of the slit.

3.1 Define the term diffraction. (2)
3.2 Calculate the wavelength of this light. (4)
3.3 The light used is either green or red. Given that yellow light has a wavelength of
577 nm, which colour is used? Give a reason for your answer. (2)

3.4 Using the same light as in QUESTION 3.2, write down TWO experimental changes
that can be made to decrease the distance x in the diagram above.
(2)
3.5 Describe the pattern that will be observed if the single slit is now replaced with a
double slit. (2)

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Question 4 Photoelectric effect
Adapted from St Anne Diocesan College, August, 2009, Paper 1, Question 1

In an experiment to determine the effects of frequency and intensity of light on the current
generated in a photocell, the apparatus was set up as follows. Light of various
frequencies and intensities was shone onto a photosensitive metal plate and the ammeter
reflected the flow of current through the circuit.

ammeter

A portion of the results of the experiment are recorded below:

Trial Frequency (Hz) Intensity (Cd) Current (A)

A
C
D
E
H
M

4.00 x 10
14

4.50 x 10
14

5.00 x 10
14

5.01 x 10
14

5.01 x 10
14

6.50 x 10
14

10
10
10
10
20
10
0
0
0
20
40
30

4.1 Name the phenomenon upon which this experiment relies. (1)

4.2 State the primary importance of this phenomenon, with regards to scientific
knowledge. (1)

4.3 Explain why a current is detected in the circuit some trials, ie. what causes the
current? (2)

4.4 Identify the two independent variables in this experiment. Be specific. (2)

4.5 Identify the dependent variable in this experiment. (1)

4.6 Calculate the wavelength (in nm) of the light used in trial C. (3)

4.7 What is the threshold frequency for this metal? (1)

4.8 Calculate the maximum speed of an emitted electron in trial M. (4)
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4.9 Why is it not possible to draw any valid conclusions by comparing trials
H and M? (2)

4.10 What happened to the current when the intensity was doubled (without
changing the frequency) (1)

4.11 What relationship does this suggest between current and light intensity? (1)

Question 5
Adapted from November 2010, Paper 1, Question 12

A certain metal has a work function of 3, 84 x 10
-19
J. the surface of the metal is irradiated
with ultraviolet light of wavelength 200 nm causing photoelectrons to be emitted.

5.1 Calculate the energy of a photon of ultraviolet light.
(4)
5.2 Calculate the maximum velocity of the emitted photoelectrons.
(4)
5.3 Will photoelectrons be emitted from the surface of this metal if it is irradiated with
X-rays? Give a reason for your answer.
(3)

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Topic Tips for Electricity and Magnetism

Overview of Electricity and Magnetism
Electrostatics (Grade 11)
Circuits (Grade 11)
Electrodynamics

Electrostatics (Grade 11)

Key Concepts
Coulomb's Law
Electrostatic Fields
Radial field Calculations
Uniform Field Calculations
Capacitance

Common Errors
Converting into SI - units
Squaring the distance separating charge particles
Substituting the magnitude of the charge into Coulomb's Law calculations

Study Hints
Working with charged atomic particles
Tabulate properties of Radial and Uniform fields
Uses of Capacitors as storage devices

Circuits (Grade 11)

Key Concepts
Ohm's Law
Series Circuits
Parallel Circuits
Internal Resistance (EMF)

Common Errors
Series circuits as potential energy dividers
Parallel circuits as current dividers
Calculating resistance in parallel
Working with complex circuits (Combination of series and parallel)

Study Hints
Use colour when working with circuit drawings to do calculations

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Electrodynamics

Key Concepts
AC and DC Motors
AC and DC Generators
Alternating Current
Key concepts in bulleted list

Common Errors
Confusing the different hand rules for motors and generators
Components of the Motor and Generator
Common errors in bulleted list

Study Hints
Tabulate differences between motors and generators for AC and DC
Study hints in bulleted list
Topic 3: Electricity and Magnetism

Question 1 Electrostatics
Adapted from November, 2007, NCS Grade 11, Question 12

A capacitor is an electrical component, which can store electric energy. Capacitors are
used in many devices and electric circuits such as radios, camera flashes, computer
keyboards, energy back-ups in computers and laptops in case of power failure, time delay
circuits such as alarm systems, et cetera.

1.1 What is the primary function of a capacitor in an electric circuit?
(1)

Two parallel plates are arranged to form a capacitor. The area of each plate is 0, 02 m.
The plates are separated by a 0, 004 m air gap.

1.2 Calculate the capacitance of the capacitor.
(4)

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The capacitor is connected across a 500 V source as shown below:

1.3 Calculate the charge on each plate.
(3)

1.4 State two practical ways in which the charge stored on the plates of the capacitor
can be increased.
(2)

1.5 What is the name given to the insulating material, which fills the space between the
plates of a capacitor?
(1)
[11]
Adapted from Feb/March, 2011, Supplementary Exam, Question 8

The diagram below shows a small metal sphere P on an insulated stand. The sphere
carries a charge of - 4 x 10
-9
C, as shown in the diagram.

2.1 Draw the field pattern around sphere P. Assume that no other charges affect this
pattern. (2)

2.2 Calculate the number of electrons in excess on sphere P. (2)

-
P - 4 x 10
-9
C
+ Q - Q
500 V
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A second metal sphere T, carrying a charge of + 2 x 10
-9
C, is placed 1 cm from sphere P,
as is shown in the diagram below.

1 cm

2.3 Calculate the magnitude of the electrostatic force that sphere P exerts on sphere T.
(4)

The spheres are now brought into contact with each other and returned to their original
positions.

2.4 Calculate the electrical potential energy of the system of two charges. (6)
[14]

Adapted from November, 2010, NCS, Question 9

A certain parallel plate capacitor consist of two plates, each of dimension 15 mm by 20
mm, separated by a distance of 1, 5 mm. The space between the plates is occupied by
air.

3.1 Define the term capacitance, in words. (2)

3.2 Calculate the capacitance of the capacitor. (5)

P T -4 x 10
-9
C
+2 x 10
-9
C
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The circuit diagram shows the same capacitor, initially uncharged, connected in series to
a resistor, an ammeter of negligible resistance and a source with an emf of 12 V. The
internal resistance of the battery is negligible.

3.3 Draw a sketch graph of current versus time to show how the ammeter reading
changes with time as the capacitor charges. (2)

The capacitor is now fully charged.

3.4 Calculate the magnitude of the charge on each plate of the capacitor. (3)

3.5 One of the molecules in the air between the plates of the capacitor becomes ionised.
This ion carries a charge of + 3, 2 x 10
-9
C. Calculate the magnitude of the
electrostatic force experienced by the ions between the plates. (5)
[17]

S
12 V
P
Q
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Question 4 Circuits
Adapted from November, 2010, NCS, Question 10

The headlights of a car are connected in parallel to a 12 V battery, as shown in the
simplified circuit diagram below. The internal resistance of the battery is 0, 1 and each
headlight has a resistance of 1, 4 . The starter motor is connected in parallel with the
headlights and controlled by the ignition switch, S
2
. The resistance of the connecting
wires may be ignored

4.1 State Ohms Law in words. (2)
4.2 With only switch S
1
closed, calculate the following:
4.2.1 Effective resistance of the two headlights. (3)

4.2.2 Potential difference across the two headlights (4)

4.2.3 The power dissipated by one of the headlights. (3)
[12]

S
2
S
1

1, 4
1, 4
emf =

12 V
0,1
starter
motor
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Question 5 Circuits
Adapted from Feb/March, 2011, Supplementary Exam, Question 9

The circuit diagram below represents a combination of resistors in parallel and series. The
battery has an emf of 12 V and an unknown internal resistance r.

With switch S open, ammeter A, gives a reading of 1, 2 A.

5.1 Calculate the total resistance of the circuit. (3)

5.2 Calculate the internal resistance of the battery. (4)

5.3 Calculate the energy dissipated in the 6 resistor in 3 minutes. (3)

Switch S is now CLOSED.

5.4 How will EACH of the following be affected? Write only INCREASE, DECREASE or
REMAINS THE SAME.

5.4.1 The total resistance of the circuit. (1)

5.4.2 The reading on the ammeter. (1)

5.5 A conducting wire of negligible resistance is now connected between points P and Q.
What effect will this have on the temperature of the battery?

Write down only INCREASE, DECREASE or REMAINS THE SAME. Explain how you
arrived at your answer.
(4)
[16]
emf = 12 V
P
Q
S
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Question 6 Electrodynamics
Adapted from Feb/March, 2011, Paper 1, Question 10

AC generators at coal fired power stations supply most of the electrical energy needed in
our country.

6.1 State ONE structural difference between an AC and DC generator. (2)

A certain AC generator (alternator) produces a peak current (I
max
) of 6, 43 A when
connected to an electrical heater of resistance 48, 4 .

6.2 Calculate the rms current (I
rms
) produced by the generator. (3)

6.3 Calculate the peak voltage (V
max
) output of the generator. (5)

6.4 Draw a sketch a graph of potential difference versus time for this AC generator.
Clearly label the axis and indicate V
max
on the potential difference axis. (2)

6.5 To meet energy demands in our country, the government plans building nuclear
power stations. State ONE environmental advantage of the generation of electricity in
nuclear stations over coal fired power stations.
(1)
[13]
Question 7 Electrodynamics
Adapted from 2007, Additional Exemplar Exam, Question 13
The diagram below shows a basic electric generator.

7.1 What type of generator (AC or DC) is illustrated above? Give a reason for your
answer. (2)

7.2 Is the induced potential difference in the coil illustrated above about to increase or
decrease? Refer to the change in magnetic flux as the loop rotates from the vertical
to the horizontal position, and explain your answer. (5)

7.3 State ONE change that can be made to the above generator to increase the output
potential difference. (1)
[8]

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Solutions to Topic 1: Mechanics
Question 1

1.1 3 s (1)

1.2 Maximum height = Area between graph and time axis
y = (area of triangle)/ bh
= (3)(29,4)
= 44,1 m
Maximum height above ground:
100 + 44,1 = 144,1 m (4)

1.3

Position (m)

0 3 6 time (s)
(4)
1.4.1 Upward positive:
v
f
= v
i
+ at
= 29,4 + (-9,8)(5,23)
= 21,85 ms-1 downwards (5)

1.4.2 t = (5,23 1) = 4,23 s
v
f
= v
i
+ at
= 49 + (-9,8)(4,23)
v
f
= 7,55 ms-1 upwards

v
XY
= v
X
- v
Y
(vector difference)
= -21,85 - 7,55
= 29,40 ms-1 downwards (5)
Question 2
2.1 v
f
2
= v
i
2
+ 2ax
= (0)
2
+ 2(-9,8)(25)
v
f
= -22,13 = 22,13 ms
-1
down (3)

2.2 Consider upward motion as negative:

v
f
2
= v
i
2
+ 2ax
0 = v
i
2
+ 2(9,8)(-6)
v
i
= -10,84 ms
-1

Impulse = p = [(0,3)(-10,84)- (0,3)(22,13)]
= -9,89 Ns i .e. 9,89 Ns upward
(7)

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2.3 Consider upward motion as negative:

F
net
= p = -9,89/0,9 = -10,99 N i.e. 10,99 N upward
t
(3)

2.4

25

6

(4)
0
Question 3
3.1 Ek = mv
2
37,5 = (12)v
2
v = 2,5 ms
-1
3.2 p
(before)
= p
(after)

(30)v
i
+ (12)(2,5) = (30 + 12)(3,2)
v
i
= 3,48 ms
-1

3.3 For Trolley X:
Fnet t = mv

Fnet(0,2) = 30(3,2 3,48)

Fnet = -42 N

magnitude of Fnet = 42 N
Question 4
4.1 The total mechanical energy is conserved in an isolated system. (2)

4.2 Emech = U + K Can use E
mech
= Ep + Ek
= mgh + mv
2

= (0,5)(9,8)(0,6) + (0,5)(3)
2

= 5,19 J

Position (m)
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4.3 (U + K)B = (U + K)C
mgh + mv
2
= mgh + mv
2

5,19 = 0 + (0,5)v
2

v = 4,56 ms
-1

p before = p after

(0,5)(4,56) + 0 = (0,5)v
f2
+ (0,1)(3,5)

v
f2
= 3,86 ms
-1
(to the right)

Question 5
Accepted Labels
FN = Normal / Force of surface on crate
w = Fg =force of Earth on crate (weight) = gravitational force =mg
Fapplied = FA = force of worker on crate = 50 N
Ffriction = Ff = friction = 20N
Fhorizontal = Fx = F = 43,30 N
Fvertical = Fy = F = 25 N

5.2 W = Fx cos90
0
= 0. The angle between the force and displacement (x) is 90
0
.
5.3 Wapplied = Fapp x cos
= (50)(6)(cos30)
= 259,81 J

Wf = F
f
x cos
= (20)(6)(cos180)
= -120 J

Wnet = Wapplied + Wf
= 259,81 + (-120)
= 139,81 J

B
B
C
C
C
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5.4 Wnet = K
= mv
2
- mv
2

139,81 = (30) v
2
0

v
f
= 3,05 ms
-1

5.5 Greater than
The horizontal component of the force) in direction of motion will now be greater
than before since as decreases cos increases.

Question 6

6.1

6.2 W = Fx cos90
0
= 0. The angle between the force and displacement (x) is 90
0
.
6.3

W
net
= W
W
+ W
f

= mg. x cos + f.x cos
=(70)(9,8)(12)cos70
o
+ (190)(12)cos 180
o

= 535,51 J

6.4 Wnet = K = mv
2
- mv
2

= m (v
2
- v
2
)

535,51 = (70)( v
2
4)

v
f
= 4,39 ms
-1

f
i
f
f
i
f
f
i
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Solutions to Topic 2: Waves, Sound & Light
Question 1

1.1 Doppler Effect (1)

1.2 31 kmh
-1
= 31 000/ 3600 = 8,61 m
s-1
(2)

1.3 f s
vs v
v
f l
=

) 426 (
61 , 8
437
=
v
v

v = 342,05 ms
-1
(4)

1.4 Higher frequency: source is moving towards observer.
Lower frequency: source is moving away from observer. (2)

1.5 Light from distant galaxies has shifted towards the lower frequencies of light
(toward red light), this is called red shift and indicates that galaxies are
moving away from us. This has led to the conclusion that the Universe is
expanding. (2)

Question 2

2.1 Interference (2)

2.2 Constructive interference occurs
As path length is a multiple of a whole no of wavelengths (3)

2.3 Spots X and Y move closer to each other, spot P stays in the same place
As wavelength decreases so does fringe separation (3)

2.4 c = f
310
8
= f (53210
-9
)
f = 5.610
14
Hz (3)

2.5 E = h f
E = (6.610
-34
)( 5.610
14
)
E = 3.710
-19
J (3)

2.6 Photons from green lasers have a higher energy and so more energy is
transferred so more damage can be done (2)

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Question 3

3.1 The ability of a wave to bend / spread out (in wave fronts) as they pass
through a small aperture / around a sharp edge.

3.2
a
m
u = sin

3
10 02 , 0
2
3 sin
=
x

( )( )
2
10 02 , 0 3 sin
3
x
=

= 5,23 x 10
-7
m (523 nm)

3.3 Green. It has a shorter wavelength than yellow light.

3.4 Increase the slit width.
Decrease the distance between the screen and the slit.

3.5 A central band of alternate bright and dark bands of equal width.

Question 4

4.1 Photoelectric effect (1)

4.2 It established quantum theory and provided evidence for the particle nature of
Light (1)

4.3 The metal emits electrons when the frequency of the light is above the metals
threshold frequency (2)

4.4 Frequency of light and intensity of light (2)

4.5 current in the circuit (1)

4.6

f
c
=

14
8
10 5 , 4
10 3
x
x
=

= 6,67 x 10
-7
m = 667nm (3)

4.7 5,01 x 10
14
Hz (1)

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4.8 E
K
= E
light
W
f

= hf
light
hf
threshold

= 9,834 x 10
-20
J

E
K
= mv
2

1 5
31
20
10 6 . 4
10 1 , 9
) 10 834 , 9 ( 2 2

= = = s m x
x
x
m
E
v
K

(4)

4.9 Because two variables have been changed between trials H&M therefore the
reason for the outcome cannot be established. (2)

4.10 When the intensity was doubled (without changing the frequency) the current
also doubled. (1)

4.11 This suggests that current is directly proportional to intensity of light. (1)

Question 5

5.1 c = f.
3 x 10
8
= f. 200 x 10
-9

f = 1,5 x 10
15
Hz

E = h.f (for both formulae)
= (6,63 x 10
-34
)( 1,5 x 10
15
)
= 9,95 x 10
-19
J

5.2 E = W
o
+ E
k

9,95 x 10
-19
= 3,84 x 10
-19
+ (9,11 x 10
-31
)v
2

v = 1,16 x 10
6
m.s
-1

5.3 Yes Photons of X rays have a higher frequency than ultraviolet radiation and so
will have more energy than the work function.

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Solutions to Topic 3: Electricity & Magnetism
Question 1

1.1 Storing of charge / electrical energy. (1)

1.2
= 44, 25 x 10
-12
F = 44,25 pF (4)

1.3 Q = CV = 44, 25 x 10
-12
x 500 = 2, 2125 x 10
-8
C= 22, 13 nC (3)

1.4 Any two:
- Increase in potential difference
- Decrease in distance between plates
- Increase surface area of the plates
- Insert dielectric (2)

1.5 Dielectric (1)
[11]
Question 2

2.1
Checklist:
Direction of field towards charge
Shape of field radially symmetrical
(2)

2.2 Number of electrons =
2, 5 x 10
10
electrons (2)

2.3
= 7, 2 x 10
-4
N (4)

2.4 new charge =
= 9 x 10
-7
J (6)

[14]

-
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Question 3

3.1 Capacitance is the quantity of charge per unit potential difference (per 1 volt) that is
stored. (2)

3.2 Area = 1, 5 x 10
-3
x 20 x 10
-3
= 3 x 10
-3
m

= 1, 77 x 10
-11
F (5)

3.3

Current (A) Criteria:
Shape of graph
Correct labels on
axis
(2)

Time (s)

3.4 Q = CV = 1.77 x 10
-11
x 12 = 2, 124 x 10
-10
C (3)

3.5
= 2, 6 x 10
-5
N (5)
[17]
Question 4

4.1 The current through a conductor is directly proportional to the potential difference
across its ends at constant temperature. The resistance will therefore be inversely
proportional to the current passing through the resistor. (2)

4.2.1
= 0, 7 (3)

4.2.2 emf = I(R
p
+ r) 12 = I (0,7 + 0,1) I = 15A

V
p
= IR
p
= 15 x 0,7 = 10, 5 V (4)

4.2.3 P = VI = 10, 5 x 15 = 157, 5 W (3)
[12]

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Question 5

5.1
(3)

5.2

(4)

5.3 W = I
2
Rt = (1, 2)
2
(6 )(3 x 60) = 1555, 2 J (3)

5.4.1 Decrease (1)
5.4.2 Increase (1)

5.5 Increases
Rext decreases (significantly).
Current through battery increases (significantly).
W = I
2
rt/ Energy transfer to the battery / work done by battery
increases(substantial).
OR
W =
/ Energy transfer to the battery / work done by battery increases

(substantial). (4)
[16]
Question 6

6.1 AC generator slip rings
DC generator (split ring) commutator (2)

6.2
= 4, 55 A (3)

6.3
V
max
= 311, 44V (5)

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6.4 + V
max
Criteria:
Vmax / 311, 44 V
correct shape
(emf)
Potential 0 t (s)
Difference (V)

-V
max

(2)

6.5 Less air pollution (1)
[13]

Question 7

7.1 DC generator
Split ring commutator (2)

7.2 Decrease as the coil rotates from the vertical to the horizontal position.

When the coil is in the vertical position the magnetic flux linkage is a minimum,
but the change in flux linkage with time is a maximum and therefore the induced
potential difference in the coil is a maximum.

In the horizontal position the magnetic flux linkage is at a maximum but the
change in the magnetic flux linkage with time is now a minimum, therefore the
potential difference in the coil is a minimum. (5)

7.3 Any ONE:
increase the number of wire loops in the coil
use a stronger magnet
rotate the coil faster (1)
[8]

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Topic Tips for Organic Chemistry

Overview of Organic Chemistry
- Identifying the homologous series and functional groups
- Naming and drawing of organic compounds - IUPAC
- Explaining the physical properties of organic compounds
- Reactions of organic compounds

Homologous series and Functional group

Hydrocarbons
- Alkanes (single bond), Alkenes (double bond) and Alkynes (triple bond)
Carbon, Hydrogen and Halogens
- Alkyl halides (Haloalkanes)
Carbon, Hydrogen and Oxygen
- Alcohols, Carboxylic acids, Esters, Aldehydes, Ketones,

Naming of compounds

- Number the longest continuous chain of carbon atoms from the end nearest
the functional group. This determines the prefix of the name. The functional
group determines the suffix.

No. of carbons 1 2 3 4 5 6 7 8
Prefix meth- eth- prop- but- pent- hex- hept- oct-

In the structural formula of an organic molecule all hydrogen atoms must be
shown.
When an IUPAC name is asked, do not omit the hyphen

Physical properties
Intermolecular forces
- Van der Waals, Hydrogen bond
Factors affecting Intermolecular forces
- Molecular mass, Surface area, polarity of molecule
Physical Properties
- Boiling points, vapour pressure, melting points, viscosity

Reactions
- Combustion
- Substitution
- Addition
- Esterification
- Elimination

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Topic 1: Organic Chemistry

Question 1 Identifying organic compounds
Adapted from DOE, February, 2010, Paper 2, Question 4

Consider the following terms/compounds in organic chemistry.

aldehydes ketones oxidation haloalkane hydrolysis

ethyne hydrohalogenation but-1-ene water amines

hydration chlorine butane potassium hydroxide alkynes

Choose from the above terms/compounds: (Write down the question number only and
next to each the correct term/compound.)

1.1 The homologous series that has a carbonyl group as functional group (1)

1.2 A saturated hydrocarbon (1)

1.3 The product formed when an alkane reacts with a halogen (1)

1.4 The homologous series to which propanal belongs (1)

1.5 The homologous series to which 2-bromobutane belongs (1)

1.6 The reaction of 2-bromobutane with water (1)

1.7 An unsaturated compound that has isomers (1)

1.8 A compound which belongs to the homologous series with the general
formula C
n
H
2n - 2

(1)

1.9 The type of organic reaction during which hydrogen chloride reacts with
ethane

(1)

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Question 2 Types of Reactions
Adapted from DOE, November, 2008, Paper 2, Question 5

Ethene is a gaseous hormone associated with the ripening of fruit. It also contributes
to the ageing and distortion of plants. In industry, the artificial ripening of fruit takes
place when ethene is passed over the fruit in large rooms. After a while the ripening
fruit releases its own ethene.

In industry ethene is also used to synthesise a variety of organic compounds.

The flow diagram below illustrates some of the many reactions ethene undergoes.

2.1 Write down the structural formula of ethene. (2)

2.2 Write down the general formula for the homologous series to which ethene
belongs.

(1)

2.3 Name the type of reaction represented by each of the letters A, B, D and H.

Write down the letters A, B, D and H and next to each the type of reaction.

(4)

2.4 Use structural formulae to write down a balanced equation for reaction B. (3)

ethane
ethene ethanol bromoethane
A
B
C
D E
F
G
H
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2.5 Apart from ethene, which other reactant is needed for reaction F? Write
down the FORMULA only
(2)

2.6 Both reactions E and G occur in the presence of a base. Reaction E is an
elimination reaction and reaction G is a substitution reaction. (2)

2.6.1 How is the base in reaction E different from the base in reaction G? (2)

2.6.2 Name the type of elimination reaction represented by E. (1)

2.7 Ethanol can now react according to the reaction below:

HCOOH + C
2
H
5
OH + H
2
O
2.7.1 Name the compound reacting with ethanol above. (1)

2.7.2 Identify this type of reaction. (1)

2.7.3 Name the product formed. (2)

2.7.4 Concentrated sulphuric acid (H
2
SO
4
) is added to the reaction mixture.

State TWO functions of the sulphuric acid in this type of reaction. (2)

2.7.5 Identify TWO industrial or commercial uses for this type of reaction. (2)

QUESTION 3 Properties of Organic compounds
Adapted from DOE, February, 2011, Paper 2, Question Number 4

Knowledge of boiling points can be used to identify chemical compounds. The boiling
points of four organic compounds, represented by the letters A, B, C and D, are given in
the table below.
COMPOUND BOILING POINT (C)
A Propane - 42
B Pentane 36
C 2-methylbutane 27,8
D Pentan-1-ol 137

3.1 Define the term boiling point. (2)
3.2 Which ONE of A or B has the higher vapour pressure? (1)
3.3 An unknown STRAIGHT CHAIN ALKANE has a boiling point of -0,5 C.
Use the information in the table to identify this alkane and DRAW and NAME it.
(4)

product
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3.4 B and C are structural isomers.

3.4.1 Define the term structural isomer. (2)

3.4.2 Explain why B has a higher boiling point than C. Refer to structure,
intermolecular forces and energy in your explanation. (3)

3.5 Explain the difference in the boiling points of B and D. Refer to intermolecular
forces and energy in your explanation. (4)

Question 4 Tests for Saturated and Unsaturated compounds
Adapted from DOE, November, 2008, Paper 2, Question 6

You have two test tubes containing equal amounts of compounds X and Y
respectively. Both have the same molecular formula C
5
H
10
. You have to distinguish
which compound, X or Y, is saturated.

You hypothesise that compound X is saturated.

4.1 Design an investigation to show that your hypothesis is true. Use the
following to write down your design (write only the question number and next
to it your answer):

4.1.1 Write down your investigative question. (2)

4.1.2 Write down a list of apparatus and chemicals you will use. (2)

4.1.3 State the safety precautions that you will take. (2)

4.1.4 Write down the procedure you will follow. (4)

4.2 Describe how you will use your observations to verify your hypothesis. (2)

4.3 Write down the IUPAC name of compound Y. (2)

C
5
H
10
C
5
H
10
X Y
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Question 5 Alcohols, Aldehydes & Ketones
Adapted from November, 2010, Paper 2, Question 4

5.1 Write down the structural formula of 2-methylpropan-2-ol.
(2)
5.2 Is 2-methylpropan-2-ol are primary, secondary or tertiary alcohol. Explain your
answer.
(2)
5.3 Name the two structural isomers of C
4
H
8
O shown below:
5.3.1

(3)
5.3.2

(3)
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Topic Tips for Rates & Chemical Equilibrium
Overview
Rates of Reaction
Chemical Equilibrium

Rates of Reaction

Key Concepts
Measuring rate of reaction
Collision Theory
Factors affecting the rate of reaction
Graphs of reaction rate vs time

Chemical Equilibrium

Key Concepts
Dynamic Equilibrium
Define and calculate the Equilibrium Constant
Le Chateliers Principle
Graphs of concentration vs time

Common Errors
Calculate moles, mass and concentration using formulae and ratios
Explaining / interpreting graphs
Calculating Equilibrium constant (K
c
)
Applying Le Chateliers Principle

Study Hints
Learn the method for carrying out investigations
Know the factors affecting rate and how to explain the change in rate by applying
Collision Theory
Know how to calculate K
c
Recognise the different types of graphs

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Topic 2: Rates & Chemical Equilibrium
QUESTION 1

Learners perform three investigations (A, B and C) to study three factors which affect
the rate of chemical reactions. They use the reaction between solid calcium carbonate
(CaCO
3
) and excess hydrochloric acid (HC) solution, represented by the balanced
equation below, in all three investigations.

CaCO
3
(s) + 2HC(aq) CaC
2
(aq) + H
2
O() + CO
2
(g)

EXCESS HYDROCHLORIC ACID is used and the calcium carbonate is
COMPLETELY COVERED in all the investigations.

1.1 INVESTIGATION A:

The learners conduct two experiments using the conditions as shown in the
table below.

1.1.1 Which factor influencing reaction rate is investigated? (1)

1.1.2 Write down an INVESTIGATIVE QUESTION for this investigation. (2)

1.1.3 The learners now repeat Experiment 1, but use 4 g of calcium
carbonate in excess acid, instead of 2 g. They find that the rate of
the reaction INCREASES.

Give a reason why the rate increases.

(2)

Mass of
CaCO
3
(g)
State of CaCO
3

Concentration of
HC (moldm
-3
)
Temperature of
HC (C)
Experiment 1 2 powder 0,2 25
Experiment 2 2 lumps 0,2 25
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1.2 INVESTIGATION B:

table below.

Mass of
CaCO
3
(g)
State of
CaCO
3

Concentration of
HC (moldm
-3
)
Temperature of
HC (C)

1.2.1 Identify the independent variable in this investigation. (1)

1.2.2 Write down a hypothesis for this investigation. (2)

1.2.3 Is it fair to compare results obtained in Experiment 3 with that in
Experiment 4? Give a reason for the answer.

(2)

1.2.4 The reactions in Experiments 3 and 4 both run to completion. How
will the yield of CO
2
(g) in Experiment 3 compare to that in
Experiment 4? Write down only LARGER THAN, SMALLER
THAN or EQUAL TO and give a reason for the answer.

(2)

1.3 INVESTIGATION C:

table below.

Mass of
CaCO
3
(g)
State of
CaCO
3

Concentration of
HC (moldm
-3
)
Temperature of
HC (C)

1.3.1 How does the average kinetic energy of the particles in the reaction
in Experiment 5 compare to that in Experiment 6? Write down
only HIGHER THAN, LOWER THAN or EQUAL TO.

(1)

1.3.2 On the same set of axes, draw sketch graphs of the number of
molecules versus the kinetic energy (Maxwell-Boltzmann
distribution curves) for each of Experiment 5 and Experiment 6.
- Label the axes.
- Clearly label each graph as Experiment 5 or
Experiment 6.

(3)

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1.4 The graph below shows changes in the potential energy for the reaction
between calcium carbonate and hydrochloric acid.

1.4.1 Is this reaction endothermic or exothermic? Give a reason for the
answer.

(2)
1.4.2 Use the relevant energy values, A, B and C, to write down an
expression for each of the following:

(a) The energy of the activated complex (1)
(b) H for the forward reaction (1)
[20]

QUESTION 2
Adapted from Feb Mar 2009, Paper 2, Question 9
Nitric oxide (NO(g)) forms in internal combustion engines by the direct combination of
nitrogen and oxygen according to the following reversible reaction:
N
2
(g) + O
2
(g) 2 NO(g) AH = +90,4 kJ
2.1 Explain why the formation of NO(g) is favoured in internal combustion engines
where temperatures are as high as 2 400 K. (2)
2.2 During a research experiment carried out by initially adding 1 mol of O
2
(g)
and 1 mol of N
2
(g) in a 2 dm
3
closed container at 300 K, it was found that the
concentration of the NO(g) present in the container at equilibrium was
0,1 moldm
-3
. Calculate the equilibrium constant (K
c
) for the reaction at this
temperature. (7)
2.5 How will the amount of NO(g) at equilibrium be affected if:
2.5.1 The pressure is increased by decreasing the volume (2)
2.5.2 A catalyst is added. (1)
2.6 Draw the potential energy diagram for the above reaction. Indicate the heat of
reaction and the activation energy for the catalysed reaction on the diagram.
(5)
B
C
A
Course of reaction
P
o
t
e
n
t
i
a
l

e
n
e
r
g
y

(
k
J
)

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C
o
n
c
e
n
t
r
a
t
i
o
n

(
m
o
l
d
m
-
3
)

Time (minutes)
N
2

H
2

NH
3

QUESTION 3

Fertilisers allow farmers to grow crops in the same soil year after year. However,
environmental problems, such as eutrophication, are associated with the application of
fertilisers.

3.1 State ONE PRECAUTION that a maize farmer can take to prevent
eutrophication.

(1)
Nitric acid is an important reactant in the production of ammonium nitrate, a nitrogen-
based fertiliser.

3.2 Write down the name of the industrial process for the production of nitric acid. (1)
3.3 Write down a balanced equation for the preparation of ammonium nitrate from
nitric acid.

(3)

A fertiliser company produces ammonia on a large scale at a temperature of 450 C.
The balanced equation below represents the reaction that takes place in a sealed
container.
N
2
(g) + 3H
2
(g) 2NH
3
(g) H < 0

To meet an increased demand for fertiliser, the management of the company instructs
their engineer to make the necessary adjustments to increase the yield of ammonia.

In a trial run on a small scale in the laboratory, the engineer makes adjustments to the
TEMPERATURE, PRESSURE and CONCENTRATION of the equilibrium mixture.
The graphs below represent the results obtained.

3.4 Identify the changes made to the equilibrium mixture at each of the following
times:

3.4.1 t
1
(2)
3.4.2 t
2
(2)
3.4.3 t
3
(2)

3.5 At which of the above time(s) did the change made to the reaction mixture
lead to a higher yield of ammonia? Write down only t
1
and/or t
2
and/or t
3
.

(2)

t
1
t
2
t
3

0
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3.6 The engineer now injects 5 mol N
2
and 5 mol H
2
into a 5 dm
3
sealed empty
container. Equilibrium is reached at 450 C. Upon analysis of the equilibrium
mixture, he finds that the mass of NH
3
is 20,4 g.

Calculate the value of the equilibrium constant (K
c
) at 450 C .

(9)
[22]

QUESTION 4
Adapted from 2008 Additional Exemplar Paper 2 Question 10

Hydrogen and iodine are injected into a closed container at constant temperature. The
reaction reaches equilibrium according to the following equation:

H
2
(g) + I
2
(g) 2HI(g)

Initially 0,3 mol of H
2
and 0,3 mol of I
2
is injected into the closed container of volume
2 dm
3
. Equilibrium is established at 448 C. The equilibrium constant (K
c
) for the reaction
at 448 C is 50,5.
4.1 Calculate the number of moles of HI produced at equilibrium. (8)
4.2 When the temperature is increased to 545C, the value of the equilibrium constant
increases to 70. Is the enthalpy (H) for this reaction greater or less than zero?
Explain your answer fully. (4)

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Topic Tips for Electrochemistry
Overview
Redox reactions
Electrochemical Cells
Applications of Electrochemistry

Redox reactions

Key Concepts
Oxidation - reduction
Reducing agent / Oxidising agent
Oxidation numbers
Table of Standard Reduction Potentials

Electrochemical Cells

Key Concepts
Galvanic Cell
Cell Notation
Standard Hydrogen electrode
Electrolytic Cell

Applications of Electrochemistry

Key Concepts
Industrial Processes
Primary and Secondary cells (batteries)

Common Errors
Definition of oxidation / reduction and anode and cathode

Study Hints
Oxidation (OIL) Reduction (RIG)
Practice working with the table of Standard Reduction Potentials
Learn industrial processes (use a flow chart)
Learn the impact on the environment and society

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Topic 3: Electrochemistry
QUESTION 1
(Adapted from Feb-March 2009, Paper 2 Question 10)
The discovery of electrochemical cells has revolutionised our way of life. The
diagram below represents an electrochemical cell.

1.1 Name the type of electrochemical cell that converts chemical energy to electrical
energy. (1)
1.2 If the electrochemical cell is set up as illustrated, there will be no reading on the
voltmeter. Give a reason for this observation. (1)
1.3 Write down the value of the standard emf of the electrochemical cell when it is
functioning. (1)
1.4 Write down the voltmeter reading when the net cell reaction in the above
electrochemical cell reaches equilibrium. (1)
1.5 Write down the equation for the reaction that occurs at the anode. (2)
1.6 Another electrochemical cell is set up under standard conditions by replacing
the standard hydrogen half-cell with a standard magnesium half-cell.
1.6.1 Which electrode will undergo a decrease in mass? Give a reason for your
answer. (2)

1.6.2 Calculate the initial emf of this electrochemical cell at standard conditions.
(4)
1.6.3 After a while the emf of this electrochemical cell decreases. Explain this
observation by referring to the concentration of the electrolytes. (2)

1.7 Electrochemical cells such as motor car batteries with plastic casings, can
harm the environment if not disposed of safely. Suggest TWO ways how motor
car batteries can be safely disposed of. (2)
[16]

V
Pt
Zn
H
2
(g)
Zn
2+
(aq)
H
+
(aq)
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QUESTION 2

The diagram below represents a galvanic (voltaic) cell functioning under standard
conditions with magnesium and silver as electrodes. A voltmeter connected across the
electrodes shows an initial reading of 3,17 V.

2.1 State the energy conversion that takes place in this cell. (2)

2.2 State TWO standard conditions under which this cell operates. (2)

2.3
Identify the anode of this cell. Refer to the relative strength of reducing agents
to explain how you arrived at the answer.

(3)

2.4 Write down the cell notation (symbolic notation) of this cell. (3)

2.5 Write down the balanced equation for the net (overall) cell reaction that takes
place in this cell. Omit the spectator ions.

(3)

2.6 How will an increase in the concentration of the Ag
+
ions influence the current
that the cell delivers? Write down only INCREASES, DECREASES or
REMAINS THE SAME and explain the answer.

(3)
[16]

V
Ag(s)
Mg(s)

Ag
+
(aq)
Mg
2+
(aq)
salt bridge
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QUESTION 3
Electroplating is one of the uses of electrolysis. The diagram below shows an
electrolytic cell that can be used to plate a copper spoon with silver.

3.1 Define the term oxidation in terms of electron transfer. (2)

3.2 What type of half-reaction takes place at the copper spoon? Write down only
OXIDATION or REDUCTION.

(1)

3.3 Write down a half-reaction that explains the change that occurs on the surface
of the copper spoon during electrolysis.

(2)

3.4 Name the metal that is labelled 'electrode'. (1)

3.5 Give a reason why the concentration of the AgNO
3
(aq) remains constant
during electrolysis.

(2)
[8]

AgNO
3
(aq)
copper spoon
battery
electrode
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QUESTION 4

A lead-acid battery (car battery) consists of six cells and has a battery capacity of
20 Ah.

The half-reactions that take place in each cell and their respective standard reduction
potentials are represented below:

PbSO
4
(s) + H
+
(aq) + 2e
-
Pb(s) + HSO
4
-
(aq)
E
= -0,36 V

PbO
2
(s) + 3H
+
(aq) + HSO
4
-
(aq) + 2e
-
PbSO
4
(s) + 2H
2
O() E
= 1,7 V

4.1 Are car batteries primary or secondary batteries? (1)

4.2 Write down the equation for the net (overall) cell reaction that takes place in
each cell of this battery.

(3)

4.3 Calculate the emf of the BATTERY, consisting of six cells, under standard
conditions.

(5)

4.4 Calculate the maximum time that this battery will be able to supply a constant
current of 5 A to an appliance connected to it. Assume that the capacity of the
battery remains constant.

(4)

4.5 State TWO environmental risks associated with the irresponsible disposal of
lead-acid batteries.

(2)
[15]

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QUESTION 5
Adapted from November 2009, Paper 2, Question 11
The chloralkali industry is the second largest consumer of electricity among
electrolytic industries. It makes use of brine as electrolyte to produce chlorine gas,
hydrogen gas and sodium hydroxide. The overall reaction can be represented by the
following equation:

2NaCl(aq) + 2H
2
O( l) 2NaOH(aq) + Cl
2
(g) + H
2
(g)

5.1 Define the term electrolyte. (2)

5.2 Give a reason why brine conducts electricity. (1)

5.3 Write down the NAME of the reducing agent in the above reaction. Give a
reason for your choice. (2)

5.4 Write down a half-reaction to explain how hydroxide ions are formed during
this reaction. (2)

5.5 At which electrode (anode or cathode) is chlorine gas formed? Give a reason
for your answer. (2)

5.6 The chloride ions present in the brine solution can contaminate the sodium
hydroxide. Briefly describe how this contamination is prevented in the
membrane cell. (2)

5.7 Give ONE reason why it is not advisable to build a chloralkali plant close to a
residential area. (1)
[12]
Question 6
Adapted from 2008 Exemplar Paper 2, Question 12

A dry cell, as shown in the diagram below, does not contain a liquid electrolyte. The
electrolyte in a typical zinc-carbon cell is a moist paste of ammonium chloride and zinc
chloride.

The paste of ammonium chloride reacts according to the following half-reaction:
2NH
+
4
(aq) + 2e
-
2NH
3
(g) + H
2
(g) (i)

Metal cap (+)
Carbon rod
Manganese(IV) oxide
Moist paste of ammonium chloride and zinc
chloride

Metal bottom (-)
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Manganese(IV) oxide is included in the cell to remove the hydrogen produced during
half-reaction (i), according to the following reaction:
2MnO
2
(s) + H
2
(g) Mn
2
O
3
(s) + H
2
O() ... (ii)
The combined result of these two half-reactions can be represented by the following
half reaction:
2NH
+
4
(aq) + 2MnO
2
(s) + 2e
-
Mn
2
O
3
(s) + 2NH
3
(g) + H
2
O() (iii)

6.1 Explain why it is important that the hydrogen produced in half-reaction (i) is
removed by the manganese(IV) oxide. (2)

In a zinc-carbon cell, such as the one above, half-reaction (iii) and the half-reaction that
takes place in the Zn/Zn
2+
half-cell, produce an emf of 1,5 V under standard
conditions.

6.2 Write down the half-reaction occurring at the anode. (2)
6.3 Write down the net ionic equation occurring in the zinc-carbon cell. (2)
6.4 Calculate the reduction potential for the cathode half-reaction. (4)
6.5 When in use the zinc casing of the dry cell becomes thinner, because it is
oxidised. When not in use, it still corrodes. Give a reason for the latter
observation. (2)
6.6 Dry cells are generally discarded when 'flat'. Why is the carbon rod the most
useful part of the cell, even when the cell is flat? (2)

[14]

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Solutions to Topic 1: Organic Chemistry

Question 1

1.1 Ketones

1.2 Butane

1.3 Haloalkane

1.4 Aldehydes

1.5 Haloalkane

1.6 Hydrolysis

1.7 But-1-ene

1.8 Ethyne

1.9 Hydrohalogenation
(1)

Question 2
2.1
H

H

C

C

H

H

2.2 C
n
H2
n

2.3 A: substitution (halogenation/bromination)
B: addition (hydrogenation)
D: addition (hydration)
H: substitution

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2.4
H

H

H

H

C

C

+ H
2

H C C H

H

H

H

H

2.5 HBr

2.6.1 E: concentrated G: dilute

OR Base in reaction E is dissolved in ethanol (no water added)

2.6.2 Dehydrohalogenation (1)

2.7.1 Methanoic acid (1)

2.7.2 Esterification (1)

2.7.3 Ethyl methanoate (2)

2.7.4 H
2
SO
4
is a catalyst and also acts as a dehydrating agent (2)

2.7.5
Solvents (printing ink and cement ) (2)
Artificial food flavourings and fragrances.
Plastic industry (added to plastics to be more flexible).
Clothing industry (polyester)

Question 3

3.1 The temperature at which the vapour pressure of a liquid is equal to the
external (atmospheric) pressure.
3.2 A (propane)
3.3
Butane

H

H

H

H

H C C C C H

H

H

H

H

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3.4.1 Compounds with the same molecular formula, but different structural
formulae.
3.4.2 Compound C / 2-methylbutane is more branched/more compact/
more spherical/has a shorter chain/has a smaller surface area.
Weaker intermolecular forces/ Van der Waals forces and hence less energy is
needed to overcome intermolecular forces.
3.5 The Van der Waals forces in B (pentane) are weaker than the hydrogen
bonds in D (pentan-1-ol) and requires less energy to break.

Question 4

4.1.1 Investigative question:
Which one of the two compounds (X and Y) is saturated / unsaturated?

No marks if an aim or hypothesis is stated

TEST FOR SATURATION USING BROMINE/IODINE

4.1.2 Apparatus and chemicals:
Bromine water(solution) / Br
2
or iodine (solution) / I
2

Test tubes / suitable containers /measuring cylinder / dropper

4.1.3 Safety precautions:
Protective clothing : Use gloves / Avoid contact with skin/goggles
Work in fume cupboard /mask(well ventilated room /outside) /Do not inhale
No open flames

4.1.4 Procedure:
Add bromine water / iodine solution (iodine)
to each of compounds X and Y in the test tubes
Compare/note/record/observe the (rate of) colour change
(Decolourisation) for the two compounds.

BOILING POINT METHOD
4.1.2 Apparatus and chemicals:
Water bath; Heat source; Retort stand; Thermometer
4.1.3 Safety precautions:
Protective clothing : Use gloves / Avoid contact with skin/goggles
Work in fume cupboard /mask(well ventilated room /outside) /Do not inhale
No open flames
4.1.4 Procedure:
Set up the apparatus with the thermometer in the waterbath
Place the test tubes containing the liquids in the water bath
Heat waterbath gently until the each liquid boils
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4.2 SATURATION TEST
The solution that shows a rapid colour change is unsaturated.
BOILING POINT METHOD
The compound which has the higher boiling point is saturated

4.3 1-pentene / pent-1-ene OR 2-pentene / pent-2-ene OR 3-methyl-1-butene /
3-methylbut-1-ene OR 2-methyl-1-butene / 2-methylbut-1-ene OR
2-methyl-2-butene / 2-methylbut-2-ene

Question 5

5.1

5.2 2-methylpropan-2-ol is a tertiary alcohol. There are three carbons attached to
the carbon where the hydroxyl group is bonded ( Carbon number 2 in the
chain)

5.3.1 butanal

5.3.2 butan-2-one

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Solutions to Topic 2: Rates & Chemical Equilibrium
1.1.1 State of division of the solid / Reaction surface (1)
1.1.2 What is the relationship between state of division/ reaction surface area and
reaction rate? (2)

1.1.3 Greater reaction surface area (2)

1.2.1 Concentration of HC (1)

1.2.2 The higher the concentration of the reactant (acid), the higher the rate of the
reaction.

1.2.3 Yes. All other variables that affect the reaction rate are constant (2)

1.2.4 Equal to. CaCO3 is the limiting reactant. (2)

1.3.1 Lower than

1.3.2

1.4.1 Exothermic. Reactants at higher energy than products or H < 0 (2)

1.4.2 (a) A (1)
(b) C B (1)

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Question 2

2.1 The high temperature will favour the forward (endothermic) reaction (2)

2.2

N
2
O
2
2 NO
Molar ratio 1 1 2
Initial quantity (mol) 1 1 0
Change (mol) -0,1 -0,1 +0,2
Quantity at equilibrium
(mol)
0,9 0,9 0.2
Concentration
(moldm
-3
)
0,45 0,45 0,1

2.5.1 No effect
2.5.2 No effect

Question 3
3.1 ANY ONE:
Use fertilisers sparingly. / Do not over-fertilise.
Make use of precision (computerised) application of fertilisers.
Ensure that water from fields does not run into rivers/dams.
Redirect water from fields into reservoirs/away from rivers/dams. (1)

3.2 Ostwald process (1)
3.3 HNO3 + NH3 NH4NO3 (3)

+
(5)
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3.4.1 The concentration of nitrogen is increased. (2)
3.4.2 The pressure on the system is increased (2)
3.4.3 The temperature is increased. (2)

3.5 t1 and t2 (2)
3.6 Mark allocation:
Use of n = m M
n(NH3) at equilibrium = 1,2 mol
Using ratio n(N2): n(H2) : n(NH3) = 1:3:2
n(N2) at equilibrium (initial - change)
n(H2) at equilibrium (initial - change)
Divide by volume
Kc expression
Substitution into Kc expression
Final answer: 0,25

2 2
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Question 4
H
2
(g) I
2
(g) 2 HI(g)
Molar ratio 1 1 2
Initial quantity (mol) 0,3 0,3 0
Change (mol) -x -x +2x
Quantity at equilibrium
(mol)
0,3 -x 0,3 -x 2x
Concentration
(moldm
-3
)

0,3 x
2
0,3 x
2
x

4.2 Enthalpy is greater than zero. When the temperature increased, the value of
Kc increased. This indicates more product formed and that the forward
reaction is favoured. When temperature increase, the endothermic reaction is
favoured. So the forward reaction is endothermic and H >0.

+
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Solutions to Topic 3: Electrochemistry
Question 1
1.1 galvanic/voltaic cell (1)
1.2 Incomplete circuit/No salt bridge (1)

1.3 0,76 V (1)

1.4 Zero (1)

1.5 Zn(s) Zn
2+(
aq) + 2e- (2)

1.6.1 Mg Mg is oxidised (2)

1.6.2 E
cell
= E
cathode
-

E
anode

= - 0,76 (-2,36)
E
cell
= 1,6 V (4)

1.6.3 As the cell functions, the concentration of zinc ions (reactants) decreases
relative to standard conditions and the concentration of magnesium ions
(products) increases relative to standard conditions. The reverse reaction
starts opposing the forward reaction causing the emf to decrease relative to
standard conditions. (2)

1.7 Neutralise acid before disposal
Recycle plastic casing and lead electrodes (2)

Question 2

2.1 Chemical potential energy to electrical (potential) energy (2)
2.2 Temperature = 25
0
C or 298 K
Concentration of electrolytes = 1 moldm
-3
(2)
2.3 Magnesium. Magnesium is a stronger reducing agent than silver (3)
2.4 Mg (s) | Mg
2+
(1 moldm
-3
) || Ag
+
(moldm
-3
) | Ag (s) (3)
2.5 Mg + 2Ag
+
Mg
2+
+ 2Ag (3)
2.6 Increases. The rate of the forward reaction increases when [Ag
+
] increases.
The forward reaction is favoured and more electrons are released from Mg
(anode) per unit time.

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Question 3

3.1 Oxidation is the process in which electrons are lost by a substance. (2)
3.3 Reduction (1)
3.4 Ag
+
(aq) + e
-
Ag(s) (2)
3.4 Silver (1)
3.5 The rate of oxidation of Ag equals the rate of reduction of Ag
+
. (2)
Question 4

4.1 Secondary (1)

4.2 Pb + 2H2SO4 + PbO2 2PbSO4 + 2H2O (3)

4.3 Ecell = E
cathode
E
anode

= (1,70) (-0,36)
= 2,06 V
Emf of 6 cell battery = (6)(2,06) = 12,36 V (5)

4.4 q = It
20 x 3 600 = 5t
t = 14 400 s (4)

4.5 ANY TWO:
Acid used as electrolyte can contaminate groundwater.
Plastic casings are non-degradable and can pollute the environment.
Lead (in electrodes) is a heavy metal and can harm crops/plants.
(2)
Question 5

5.1 A liquid or solution that conducts electricity. (2)

5.2 Contains (positive / Na
+
and negative / C
-
) ions that are free to move. (1)

5.3 Chloride ions
to form C
2
. (2)

5.4 2H
2
O() + 2e
-
H
2
(g) + 2OH
(aq) (2)

5.5 Anode
C
-
(aq) is oxidised to C
2
(g)
2C
-
(aq) C
2
(g) + 2e
-
(2)

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5.6 The (selectively separates the chloride ions from the
cathode compartment.by allowing only positive ions / cations (Na
+
to move
from the anode compartment to the cathode. / by preventing negative
ions / anions to pass through. (2)

5.7 Any ONE
Chlorine is poisonous / dangerous / harmful to humans and the
environment.
Leaching of sodium hydroxide into groundwater / water carriers is a health
risk to humans and the environment.
Hydrogen gas can result in an explosion. (1)

Question 6

6.1 The build-up of H
2
(g) in the cell could cause the cell to burst or explode
if ignited. (2)

6.2
Zn Zn
2+
+ 2e
-

(2)

6.3
Zn(s) Zn
2+
(aq) + 2e
-

2NH
+
4
(aq) + 2 MnO
2
(s) + 2e
-
Mn
2
O
3
(s) + 2 NH
3
(g) + H
2
O())

Zn(s) + 2
+
4
NH (aq) + 2MnO
2
(s) Zn
2+
(aq) + Mn
2
O
3
(s) + 2 NH
3
(g) + H
2
O()
(2)

6.4.
anode
cathode
cell
E E E =
) , ( E ,
cathode
76 0 5 1 =
u

V , E
cathode
74 0 + =
u

(4)

6.5
NH
+
4
is an acid and reacts with the zinc casing.
(2)

6.6 Can be reused as an electrode in other situations.
(2)
[14]

Physical Sciences Paper 1 and 2 Spring School 2011 3 - 7 October Learner's Guide

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/ Energy transfer to the battery / work done by battery increases

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