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FOREWORD
The Department of Basic Education has pleasure in releasing a subject exemplar booklet
for School Based Assessment (SBA) to assist and guide teachers with the setting and
development of standardised SBA tasks and assessment tools. The SBA booklets have
been written by teams of subject specialists to assist teachers to adapt teaching and
learning methods to improve learner performance and the quality and management of
SBA.

The primary purpose of this SBA exemplar booklet is to improve the quality of teaching
and assessment (both formal and informal) as well as the learner’s process of learning
and understanding of the subject content. Assessment of and for learning is an ongoing
process that develops from the interaction of teaching, learning and assessment. To
improve learner performance, assessment needs to support and drive focused, effective
teaching.

School Based Assessment forms an integral part of teaching and learning, its value as a yardstick of effective quality
learning and teaching is firmly recognised. Through assessment, the needs of the learner are not only diagnosed for
remediation, but it also assists to improve the quality of teaching and learning. The information provided through quality
assessment is therefore valuable for teacher planning as part of improving learning outcomes.

Assessment tasks should be designed with care to cover the prescribed content and skills of the subject as well as
include the correct range of cognitive demand and levels of difficulty. For fair assessment practice, the teacher must
ensure that the learner understands the content and has been exposed to extensive informal assessment opportunities
before doing a formal assessment activity.

The exemplar tasks contained in this booklet, developed to the best standard in the subject, is aimed to illustrate best
practices in terms of setting formal and informal assessment. Teachers are encouraged to use the exemplar tasks as
models to set their own formal and informal assessment activities.

MR HM MWELI
DIRECTOR-GENERAL
DATE:

1
 PHYSICAL SCIENCES PAPER 2

SBA

Contents
Instructions to teachers ....................................................................................................................... 2
1. PHYSICAL SCIENCES Grade 10: HEATING AND COOLING CURVE OF WATER ..................... 3
2. PHYSICAL SCIENCES GRADE 10 WATER PURIFICATION ..................................................... 11
3. PHYSICAL SCIENCES GRADE 11: THE EFFECTS OF INTERMOLECULAR FORCES .......... 15
4. PHYSICAL SCIENCES GRADE 11: VERIFICATION OF BOYLE’S LAW ................................... 27
5. PHYSICAL SCIENCES GRADE 12 – ACID-BASE TITRATION .................................................. 30
6. PHYSICAL SCIENCES GRADE 12 ESTERS ............................................................................... 41

2
Instructions to teachers
These are examples of SBA activities, developed by subject advisors. You are by all
means encouraged to use these and alter them as you please.

Safety

All safety audits must be completed before any experiment is done. Safety audits
are extremely important in the overall management of the safety of learners in the
laboratories, they help the teacher and the learners to identify hazards posed by
chemicals and laboratory settings, identify program deficiencies, and correct unsafe
conditions in the laboratory. Self-audit's help raise awareness of safety issues and
help promote the institutional safety.These safety audits need only to be developed
once, updated regularly and kept for future use.

Teachers need to be aware that they are responsible for the safety of students in
their care and should therefore take ALL the necessary precautions to protect the
learners and the working environment during practical work. Teachers are further
advised to know the steps to take in case of an emergency.

Information on chemicals can be sourced from available materials or

downloaded from safety cards on the following URL:
http://www.ilo.org/safework/info/publications/WCMS_113134/lang--
en/index.htm

3
 1. PHYSICAL SCIENCES Grade 10: HEATING AND COOLING CURVE OF
WATER
Formal experiment TOTAL 40 MARKS

Instruction sheet

NAME:

DATE:

BACKGROUND:

Heating and cooling curves show how the increases and decreases of temperature
against time respond through the phases of materials. This phenomena is crucial in
the processing of metals as it gives indications of how changes for different
materials, especially alloys, happen and it helps to determine the usefulness of
particular materials for different climatic conditions and extreme temperature
variations. The relationship between the time and temperature during the various
times of constant heating or cooling provides insights that show how the heat
exchanges between molecules existing in various phases absorb and use the energy
they absorb.

Safety audit

Open flames create the risk of clothing or other objects catching alight. Some materials
used in Science experiments are flammable; creating additional risk. By taking safety
precautions, you minimise those risks.

Experiment: Investigating the change in temperature when heating ice.

Materials

Glass beaker Tripod stand

Crushed ice Wire gauze
Heat source Stopwatch
Thermometer

4
1.1 Half-fill a glass beaker with crushed ice
1.2 Measure the temperature with a thermometer and note it in a table.
1.3 Place the beaker on a gauze wire on a tripod stand. Gently heat the beaker using a
Bunsen burner.
1.4 While stirring continuously, measure the temperature every 5 minutes (in
accordance to the teacher adjustment).
1.5 Continue stirring and measuring the temperature until the water has boiled for 3
minutes.
1.6 Make observations of the change in the phases as you continue heating the mixture
of ice and water.

PART 2: THE COOLING CURVE

2.1 Repeat the experiment, but this time start with the boiling point
2.2 Place the beaker with the boiling water in a container filled with ice
2.3 Measure the temperature every 2 minutes as the water cools down
2.4 Stir continuously to ensure correct temperature readings.
2.5 Place the beaker in the freezer when the water has reached room temperature and
continue measuring the temperature.
2.6 Note the temperature changes in a table until the water freezes.
2.7 Draw the cooling curve of water using the data obtained.

5
 Safety audit

Clear the working space of any flammable material, cloth, paper and other
chemicals. Pay attention that boiling water is handled with care so as not to cause
accidents that might result in burns.

NB: Note all your temperature and time readings in a table. (Extend table if
necessary.)

HEATING CURVE TABLE OF COOLING CURVE TABLE OF

RESULTS RESULTS

Time Temperature Time Temperature

(min) (oC) (min) (oC)

4 marks for each table: Total 8 marks.

6
NAME:

GRAPH

1. Draw a labelled heating and cooling curve on the same set of axes

HEADING:

[7]

7
 NAME:

WORKSHEET

Experiment-based questions:

1.1 What variables did you take into account in this experiment? (2)

1.2 Which factors do you think could influence your results? (2)
1.3 Define temperature of a substance. (2)
1.4 Explain in your own words what happens when the water molecules (3)
change phase.
1.5 What are the precautionary measures you will take in conducting this (2)
experiment?
1.6 Define the following (6)
Freezing
Melting point –
Boiling point –
1.7 How does the obtained graph differ from the expected trends for the (2)
graph?
1.8 From the graph, what is the experimentally determined melting and (4)
boiling point of water? How does this compare with the known
melting point and boiling point of water?
1.9 Write down the conclusion for both the heating and cooling curve (4)
experiments.

8
 PHYSICAL SCIENCES Grade 10

WORKSHEET

HEATING AND COOLING CURVE OF WATER

MARKING GUIDELINE

NAME:
DATE:

Criteria for marking the Graphs

Correct heading √
Correct labelling of y-axis √
Correct labelling of x-axis √
Shape of the heating curve √
Shape of the cooling curve √
Points plotted correctly for heating curve √
Points plotted correctly for cooling curve √

TOTAL 7 MARKS

Answer the following experiment-based questions.

POSSIBLE ANSWERS:

1.1 What variables did you take into account in this experiment? (2)

Temperature √
Time √
1.2 Which factors do you think could influence your results? (3)

Atmospheric pressure √
Amount of impurities in water √
Heat source√
1.3 Define temperature of a substance (2)
The average kinetic energy of particles of a substance. √√

9
 1.4 Explain in your own words what happens when the water molecules (4)
change phase.

Particles (water molecules) have enough energy to overcome the

intermolecular forces √√
As the intermolecular forces are overcome, the average kinetic
energy of the molecules remains constant, thus temperature remains
constant during phase change √√
1.5 What are the precautionary measures you will take in conducting this (2)
experiment?
Keep any flammable substance(s) away from the open flame. √
Boiling water must be handled with care. √

1.6 Define the following (6)

Freezing – the process by which a liquid turns into a solid. √√

Melting point – the temperature at which a solid changes to a liquid.

√√
Boiling point – the temperature at which the vapour pressure of a
substance equals the atmospheric pressure.√√
1.7 How does the obtained graph differ from the expected trends for the (2)
graph?

Refer to the data set obtained in the table of results and take into
account the factor(s) listed in (Q 1.2)
1.8 From the graph, what is the experimentally determined melting and (4)
boiling point of water? How does this compare with the known melting
point and boiling point of water?

Refer to own findings (data collected)

1 mark for the value of melting point and correct unit √
1 mark for the value of boiling point and correct unit √

10
 2 marks for the comparison √√

1.9 Write down the conclusion for both the heating and cooling curve (4)
experiments.
During any phase change, the temperature of water remains constant√
During heating, the temperature of the water rises√
When water is cooled, its temperature decreases√
The temperature of the substance is an indication of the average
kinetic energy of its particles. √
NB - Accept any logical conclusion

11
 2. PHYSICAL SCIENCES GRADE 10 WATER PURIFICATION
Project

Instruction sheet

NAME:
DATE:

BACKGROUND

Water purification in an important activity that helps eliminate the dangers of

impurities in water. Technically speaking, there is almost nothing pure. That is why
we speak of percentage purity, as opposed to 100% pure, although substances
that are around 99% pure are regarded as pure substances. Water in the rivers
generally contains a lot of impurities from human and industrial activities; these
include bacteria, viruses, trace metals, nitrates, halides and salts. It therefore
becomes necessary to purify water so as to keep the impurities at a level that does
not pose a danger to humanity. There are various ways of purifying water.

For this project, you are given an opportunity to be innovative and come up with an
idea on how you will be able to clean water so as to make it safe for human
consumption. Your project will involve building a device or mini-plant for the
mechanical cleaning of water such that it does not contain debris and looks clean.
Your second step will involve testing your pure water for ions, salts, nitrates and
halides. Indicate the presence of these in the labelling of your water.

Chemistry: Water purification and quality of water

The project is an integrated assessment task with a focus on the following skills:

 Process skills
 Critical thinking and scientific reasoning
 Strategies used to do a scientific investigation

12
  Solve problems in a scientific, technological, environmental and every-day
context

How to go about the research

1. Build a device that is able to turn grey water into water that looks clean.
2. Test your water for the presence of ions, salts, nitrates and halides.
3. Create a brand name and label for your water and indicate the presence or
absence of ions, salts, nitrates and halides as information for your consumers.
4. Your water might still not be suitable for drinking as it has not been tested for
bacteria and bio-hazards or organisms, but you will have cleaned it.

No matter which method you choose to present your project, you must have a
short research task and then build the device, and conduct the required tests
on your water.

Bibliography: List all your references alphabetically.

State the author (surname and initials), date, title (underlined), publisher, city of
publication. Referenced pages. e.g. Gray, A, et al. 2005. Physics, a contextual
approach, Oxford, Britain, p. 30, 35.

13
 Building a device

I. Research on pollution.

i. Identify and investigate the types of pollution that occur in a river and/or
dam nearby your house or town. Mention the causes of the pollution
and identify how big the problem is. What effect will the pollution have
on humans, animals and the ecology around the water reservoir of the
town? Mention different ways in which water can be purified simply and
effectively.
(10)

ii. Once you know how you plan to design a device for purifying your
water, draw plans for your device and choose the materials that you
plan to use.
(5)

iii. Explain the purpose of every step in your journal. (5)

iv. Collate all costs of building the model. (5)
v. Explain why you chose the particular materials. (5)
vi. Note the challenges in building the device. (5)

2. Build a functioning water purification system or device.

The water purification system must be able to purify the polluted water up to a
point where it looks clear to the eye. (30)

3. Test the filtered product for the indicated chemical substances.

At this point you need to indicate either the presence or absence of
specifically:
ions, salts, nitrates and halides
(20)
4. Brand and market your water

Pour 500 ml of your water in a used water bottle.

14
  Design and paste a label for your water indicating:

1. The brand name of your water

2. Something interesting about your water
3. Source of your water
4. The chemicals that have tested positive or negative from the list of
chemicals tested. (At this stage you need not worry about the amount of
these chemicals present.) (10)
 Cost your water and justify the cost. (5)

Total (100)

15
 3. PHYSICAL SCIENCES GRADE 11: THE EFFECTS OF INTERMOLECULAR
FORCES
Formal experiment 60
Instruction sheet
NAME:
DATE:

BACKGROUND
Intermolecular forces are electrostatic forces in-between molecules. They exist
because of the interaction between the electrons of one compound and their
attraction to the protons of a nearby molecule, usually of the same compound. These
forces are responsible for the state of substance at various temperatures and
pressure: solids, liquid or gases. The differences in the properties of a solid, liquid, or
gas reflect the strengths of the attractive forces between the atoms, molecules, or
ions that make up each phase. The phase in which a substance exists depends on
the relative extent of its intermolecular forces. These intermolecular forces affect
the boiling point, melting point, capillarity, vapour pressure and viscosity of organic
molecules.

In this experiment we investigate the effect of intermolecular forces on evaporation,

surface tension, capillarity, solubility, boiling point and surface tension as
characteristics that exist because of intermolecular forces.
Teacher to develop safety audits for all substances used in all parts of this
experiment before the experiment is performed. Include all the substances to
be used in this experiment and complete the Safety audit.

Danger Prevention Action in case of danger

Ethanol

Add all chemicals to

be used e.g.
glycerine and nail
polish remover

16
Part 1: Evaporation
AIM
To investigate evaporation and determine the relationship between evaporation and
intermolecular forces.
APPARATUS Chemical substances
Evaporation dishes or shallow basins Ethanol, nail polish remover (acetone),
methylated spirit, water

INSTRUCTIONS
1. Place 20 ml of each substance given in separate evaporation dishes. Put the
evaporation dish on top of a labelled piece of paper, indicating the substance
in the dish.
2. Carefully move each dish to a warm (sunny) spot.
3. Mark the level of liquid in each dish using a permanent marker. Make several
marks at different positions around the dish and allow the marker to dry. If the
permanent marker leaves a smudge rather than a noticeable mark, carefully
wipe the side of the dish and try again.
4. Observe each dish every minute and note which liquid evaporates fastest.

20 ml ethanol 20 ml nail polish remover

20 ml water
20 ml methylated spirits
RESULTS
Record your results in the table below. You do not need to measure the level of the
liquid, but rather just write how much the level has dropped (e.g. for water you might
write that you did not notice any decrease in the level or for ethanol you might write
that almost all the liquid had evaporated, etc.). (12)

17
 Substance 1 min 2 min 3 min 4 min 5 min

Ethanol

Water

Nail polish remover

(acetone)

Methylated spirits

Table 1 (3 marks for each row’s recordings)

Part 2: Surface tension

Aim: To investigate surface tension and to determine the relation between surface
tension and intermolecular forces.
APPARATUS Chemical substances
Dropper Water, cooking oil (sunflower oil),
Small coin glycerin, nail polish remover (acetone),
Absorbent tissue paper methylated spirits

Method
1. Place a coin on a clean piece of absorbent material.
2. Carefully place and count drops of each liquid so that the coin can still hold
the liquid drops before the surface tension breaks.
3. Repeat for all liquids.
4. Observe the shape of the meniscus.
5. Record your observations.
6. Record the number of drops in a table

18
 Results
Record your results in the table below. You just need to give a qualitative result (in
other words what you see in the experiment). (10)

Substance Shape of meniscus No. of droplets

Water

Oil

Glycerine

Nail polish remover

Methylated spirits

Table 2 (1 mark for each recording)

Part 3: The effects of intermolecular forces – solubility

Aim

To investigate solubility and to determine the relation between solubility and

intermolecular forces.
Apparatus Chemical substances
9 beakers or test-tubes; Solids: sodium chloride (table salt), iodine,
3 A4 sheets of paper potassium permanganate. Solvents: water, ethanol,
chloroform

Method
1. Place about 20 ml of each solvent given in separate beakers. Place this set on
a piece of paper labelled “sodium chloride”.
2. Repeat this step twice. The second set is for potassium permanganate (so
your piece of paper will say “potassium permanganate”) and the third set is for
iodine (so your piece of paper will say “iodine”). You should now have nine
beakers in total.

19
 3. Into the first set, add about 2 g of sodium chloride.
4. Into the second set, add about 2 g of potassium permanganate.
5. Into the third set, add about 2 g of iodine.
6. Observe how much of each substance dissolves in the solvent.

Results
Record your results in the table below. If you observed that only a small amount of
the solid dissolves, then write that very little solid dissolved. If the entire solid
dissolves, then write that the solid dissolved.
(9)

Substance Water Chloroform Ethanol

Sodium chloride

Potassium permanganate

Iodine

Table 3 (1 mark for each recording)

Part 4: The effects of intermolecular forces – Boiling point

Aim
To investigate boiling point and to determine the relation between boiling point and
IMF.

20
 Apparatus Chemical substances
Test-tubes Water, cooking oil (sunflower oil),
Beaker glycerine, nail polish remover, methylated
Hot plate or burner spirits
3 A4 sheets of paper

INSTRUCTIONS
1. Place about 20 ml of each substance given in separate test-tubes.
2. Half-fill the beaker with water and place on the hot plate. Place the test-tubes in
the beaker.
3. Observe how long each substance takes to boil. As soon as a substance boils,
remove it from the water bath.

Hot plate

Results
Substance Boiling point
Water
Cooking oil
Glycerine
Nail polish remover
Methylated spirits
Part 5: The effects of intermolecular forces – Capillarity
Aim
To investigate capillarity (how far up a tube a liquid rises or how far down a liquid
falls) and to determine the relation between capillarity and intermolecular forces.
Apparatus Chemical substances
Large shallow dish, narrow glass tube Water, cooking oil (sunflower oil), nail
(with one end closed) polish remover, methylated spirits

Method
1. Place about 20 ml of water in the shallow dish. Hold the narrow tube just above
the level of the water in the dish. Observe how far up the tube the water travels.

21
 2. Repeat for the other three substances, remembering to wash and dry the dish
and tube well between each one.

Results
5.1 Record results in the table below. Measure how far up the tube the substance
travelled. (4)

Substance Distance travelled up tube

Water

Oil

Nail polish remover

Methylated spirits

Table 4 (1 mark for each recording)

22
 WORKSHEET

NAME:
DATE:

Answer the following experiment-based questions.

Questions:

1. EVAPORATION

1.1 Table of results – 2 marks for all correct entries in each row x 5 (10)

1.2 Arrange the liquids in order of increasing rate of evaporation (2)

1.3 Arrange the substances in increasing order of strength of intermolecular (2)

forces

1.4 Conclusion (2)

2. SURFACE TENSION

2.1 Table of results – 1 mark for each observation entry x 5 (5)

2.2 Arrange the liquids in order of increasing surface tension. (5)

2.3 Refer to the strength of intermolecular forces to explain the DIFFERENCE (2)
in observations made for the five liquids

2.4 Conclusion (4)

23
 3. SOLUBILITY

3.1 Table of results – 1 mark for each correct entry in each row x 9 (9)

3.2 Deduce the relationship between the strength of the intermolecular (2)
force of the solute and the strength of the intermolecular forces of
the solvent.

3.3 Explain why iodine will not dissolve in water. (2)

3.4 Conclusion
(2)

4. BOILING POINT

4.1 Table of results – 1 mark for each correct boiling point x 6 (6)

4.2 Define boiling point (2)

4.3 Refer to the strength of intermolecular forces to explain the (5)

DIFFERENCE in observations made for the five liquids.

4.4 Conclusion
(2)

5. CAPILLARITY

5.1 Table of results – 1 mark for each correct entry x 4 (4)

5.2 Conclusion
(2)

24
 MARKING GUIDELINE

1. EVAPORATION

1.1 Table of results – 2 marks for all correct entries in each row x 5 (10)

1.2  Conclusion – the stronger the intermolecular forces, the slower the (4)
rate of evaporation √√
 Relevant discussion √√
 Accept any logical variation of the same argument
1.3 Arrangement of liquids in order of increasing rate of evaporation (2)

1.4 Arrangement of substances in increasing order of strength of (2)

intermolecular forces

2. SURFACE TENSION

2.1 Table of results – 1 mark for each observation entry x 5 (5)

2.2 Arrange the liquids in order of increasing surface tension. (5)

2.3 Refer to the strength of intermolecular forces to explain the (2)

DIFFERENCE in observations made for the five liquids.

2.4 Conclusion –The strength of the surface tension increases as the (4)
strength of the intermolecular for increases √√

25
 3. SOLUBILITY

3.1 Table of results – 1 Mark for each correct entries in each row x 9 (9)

3.2 Deduce the relationship between the strength of the intermolecular (2)
force of the solute and the strength of the intermolecular forces of the
solvent.

Solutes with strong intermolecular forces will readily dissolve in

solvents with strong intermolecular forces and solutes with weak
intermolecular forces will dissolve in solvents with weak intermolecular
forces. “Like dissolves like” √√

3.3 Explain why iodine will not dissolve in water. (2)

Iodine is a non-polar solute and water is a polar solvent. √√

3.4 Conclusion
(2)
The same order of strength of intermolecular forces in solvent and
solute leads to a higher degree of solubility. √√

4. BOILING POINT

4.1 Table of results – 1 mark for each correct boiling point x 6 (6)

4.2 Definition of boiling point (2)

The temperature at which the vapour pressure of a substance
equals the atmospheric pressure. √√
4.3 Refer to the strength of intermolecular forces to explain the (5)
DIFFERENCE in observations made for the five liquids.

Correct explanation based on the TYPE and STRENGTH of the

intermolecular force

4.4 Conclusion
(2)
The stronger the intermolecular force, the higher the boiling point. √√

26
 5. CAPILLARITY

5.1 Table of results – 1 Mark for each correct entry x 4 (4)

5.2 Conclusion
(2)
The stronger the intermolecular forces of a substance, the lower its
capillarity√√

27
 4. PHYSICAL SCIENCES GRADE 11: VERIFICATION OF BOYLE’S LAW
Aim

To investigate the relationship between the pressure and the volume of an enclosed
gas.

Knowledge on gas laws is very important during chemical reactions. Reactions

that involve the use of gases or that will produce gases can cause explosions
if confined in small spaces for example. It is therefore important to have
proper equipment as well as an observation of temperature and pressure and
an accurate calculation of the molar quantities involved.

Apparatus

Boyle’s apparatus

Bicycle pump

Method

1. Boyle’s apparatus, shown in the sketch below, has a fixed mass of gas
trapped in the vertical tube.
Enclosed gas

Bourdon pressure gauge

Stopcock
Space A
Oil reservoir

The volume of the gas is read on the scale mounted behind the tube. Ensure
that the zero mark on the scale corresponds with the top of the tube.

2. Measure the volume of the gas and the reading on the pressure gauge at
atmospheric pressure.
3. Use the bicycle pump to pump air through the stopcock into space A. The
pressure on the oil in the reservoir is increased and the oil rises in the tube.

28
4. Wait a minute and then measure the volume of the gas and the reading on the
pressure gauge at this higher pressure.
5. Repeat steps 3 and 4 at higher pressures up to 300 kPa.

Results and interpretation of results

1. Redraw the table below into your practical book and record the results.
Volume Pressure 1
(kPa-1) pV
(cm3) (kPa) p

2. Calculate the reciprocal values of each pressure value and complete column
3 in the table.
3. Calculate the product of pressure and volume for each set of values and
complete column 4 in the table.
4. Draw a graph of:
4.1 Volume versus pressure for the enclosed gas (Graph 1)
1
4.2 Volume versus for the enclosed gas (Graph 2)
pressure

Conclusion and questions

1. For this investigation, identify the:

1.1 Independent variable
1.2 Dependent variable

29
 2. Write down TWO variables that must be controlled during this investigation.
3. Formulate an investigative question for this investigation.
4. Give a reason why a minute must elapse before measurements are taken
after each pressure increase.
5. Describe the shape of graph 1,i.e. the graph of volume versus pressure.
1
6. Describe the shape of graph 2, i.e. the graph of volume versus .
p

7. Calculate the gradient of graph 2. How does this value compare to the product
of pV calculated in column 4 of the table.
8. Write down the physical quantity represented by the product pV. Use
cancellation of basic units to show how you arrived at the answer.
9. Write down a mathematical relationship between pressure and volume as
represented in the graphs.
10. Write down an equation that can be derived from the relationship in
QUESTION 9.
11. Draw a conclusion from results obtained.
12. You pump a bicycle tyre at a filling station.
12.1 To what air pressure will you pump the tyre?
12.2 What will the reading on the pressure gauge be if your bicycle tyre is flat?
12.3 What is the true air pressure inside the flat tyre?
13. Use Boyle’s law to explain each of the following everyday scenarios:
13.1 A baker bakes a cake in Johannesburg using a Durban recipe and finds that
the cake collapses.
13.2 The lungs of a scuba diver can explode if he holds his breath while rising to
the surface.

30
 5. PHYSICAL SCIENCES GRADE 12 – ACID-BASE TITRATION

Formal experiment

Instruction sheet

NAME:
DATE:

BACKGROUND

A titration is a technique where a solution of known concentration is used to

determine the concentration of an unknown solution. Acid-base reactions are
commonly used as examples of titrations as common examples that are part of our
daily lives. When excess acid is produced in your stomach for example due to a
variety of factors, discomfort usually sets in and this usually causes great discomfort.
A dose of common antacids, which are bases are usually used to relieve the
discomfort.

Antacids are medicines containing bases such as aluminum hydroxide and

magnesium hydroxide amongst other substances available at ordinary supermarkets
and spaza shops. These are used to neutralise (oppose the effect, in this case to
reduce the acidity) gastric acid, which is composed of hydrochloric acid and other
compounds in the human stomach. Gastric acids or stomach acid, with a pH in the
range of 1, 5 – 3, 5, is useful in food digestion and in preventing harmful bacteria
from invading our stomachs as long as the gastric acid is kept within the normal
limits. This experiment demonstrates what happens in a titration at a molecular and
subatomic level.

31
 Safety audit

Oxalic acid

Danger Prevention Action in case of danger

Flam No open flames, no sparks Use powder, alcohol-resistant foam,
mable and no smoking. Above 39°C water spray or carbon dioxide. In case of
explosive vapour/air mixtures fire use water to spray.
may be formed. Risk of fire
and explosion on contact with
strong oxidants.
Inhalation Use ventilation, local exhaust Fresh air, rest. Half-upright position.
or breathing protection. Medical attention.
Skin Protective gloves. Protective Remove contaminated clothes. Rinse
clothing. and then wash skin with water and soap.
Rinse skin with plenty of water for at
least 15 minutes. Medical attention.
Do not eat, drink, or smoke Rinse mouth. Do NOT induce vomiting;
during work one small glass of water may be given to
Ingestion
drink within a few minutes of ingestion.
Seek medical attention
Environment Do NOT let this chemical enter the environment. Collect leaking liquid in
care sealable containers. Cautiously neutralise spilled liquid with sodium
carbonate only under the responsibility of an expert. Consult the local
Department of Environmental Affairs for advice on disposal.

NB: PLEASE COMPLETE SAFETY AUDITS FOR ALL CHEMICALS BEFORE

PERFORMING EXPERIMENT

Ball and Stick Model Structural Formula

O
ΙI
H─ O ─ C ─ C ─ O ─ H
ΙI
O
─

Oxalic Acid

32
 This experiment is carried out in two parts: Part 1 is when a standard solution of
the weak oxalic acid is prepared and Part 2 is when the actual titration is carried out.

Part 1: Preparation of a standard solution of oxalic acid

AIM: To prepare a standard solution of oxalic acid.

MATERIALS
Apparatus Chemicals

1. Mass meter/balance 1. Oxalic acid dihydrate

2. 250 ml conical flask
(H2C2O4.2H2O)
3. Beaker
4. Wash bottle
5. Non-permanent marking pen 2. Distilled water

INSTRUCTIONS

1. Determine the mass of the clean, dry watch glass.

2. Label the conical flask, indicating the name and the mass of what is going to be
put in the flask.
3. Use the wash bottle and distilled water to transfer the oxalic acid crystals into the
conical flask as shown below.

4. Ensure that ALL the crystals and washing water go into the conical flask.
5. Half-fill the volumetric flask with water and cover it with the stopper.
6. Now swirl the flask so that all the crystals are dissolved. [DO NOT SHAKE THE
FLASK UP AND DOWN.] Note that the crystals are more soluble in warm water.
7. Top-up the flask with distilled water until the water is at 250 ml calibration on the
neck of the flask.
8. Calculate the concentration of the oxalic acid solution. (5)

33
 Part 2: Titration of oxalic acid with sodium hydroxide

AIM: To determine the unknown concentration of a solution of sodium hydroxide by

titrating it against a standard solution of oxalic acid.

Sodium hydroxide safety audit

Danger Prevention Action in case of danger

Skin and eyes Avoid direct skin contact. Flush with lots of cold water
Wear protective clothing and Medical attention
goggles
Inhalation Make use of appropriate Remove affected person from
breathing protection exposure. If not responsive and not
breathing normally, do CPR Seek
medical attention
Ingestion No eating or drinking Rinse mouth, DO NOT induce
anything when handling vomiting. Seek medical attention.
sodium hydroxide
Disposal and
environment
Indicator (complete information on the indicator used
MATERIALS

Apparatus: Chemicals:

1. 2x 50ml burettes 1.Standard solution of Oxalic

2. White tile acid dihydrate prepared in
part 1
2. Sodium hydroxide solution
3. Phenolphthalein indicator

34
INSTRUCTIONS

1. Fill one burette to the 0 mark with the standard solution of oxalic acid from Part 1.
Label this burette indicating the name of the contents.
2. Fill the second burette to the 0 mark with the sodium hydroxide and label it
indicating the name of the solution.
3. Run 25 cm3 of oxalic acid from the first burette into the Erlenmeyer flask.
4. Add 3 to 5 drops of phenolphthalein into the Erlenmeyer flask. Observe the colour
of this solution.
5. Place the Erlenmeyer flask containing the oxalic acid on top of a white tile and
then place it under the spout of the burette containing the sodium hydroxide
solution.
6. Open the tap of the second burette with the sodium hydroxide until the contents
of the Erlenmeyer flask changes colour.
7. Note the reading on the burette at the point where the colour changed and record
this reading as the “trial run”. The “trial run” reading only gives you an indication
of where the endpoint could be. Dispose of the contents of the Erlenmeyer flask
and rinse with some distilled water.
8. Repeat steps 3 to 6 again and record your readings in the table below. Be careful
with the next set of readings. As you get close to the “end point”, add one drop at
a time, shake the flask until the colour disappears and continue until the colour
stays.

35
 9. As you approach the volume at which the colour changed during the trial run,
reduce the flow and add drops to the flask.
10. Do not use the “trial run” reading when you calculate the average readings.
11. Take the average of the last three volumes that you recorded as the end points.
12. Write a scientific report which must include the following headings:
 Aim
 Apparatus
 Safety precautions required
 Method
 Observation and recording of results
 Analysis and interpretation
 Conclusion
 Application

Table of Results

Experiment Volume of Initial reading Final reading Volume of NaOH

Number oxalic Acid of NaOH of NaOH (mℓ)
(mℓ)
1

Average

(4 marks)

Write down the conclusion for Part 2 of the experiment

_______________________________________________________________(2)

The following rubric will be used to measure the skills necessary to conduct an
experiment.

36
Criteria High (3) Medium (2) Low (1) None (0) Your
Mark
Making of Able to weigh out the Only managed to Only managed to Needs assistance in
standard correct amount of acid weigh an approximate weigh an weighing and
solution of crystals and make up amount OR the approximate amount making up of
oxalic acid the solution correctly. making up of the and the making up solution.
solution is not exactly of the solution is not
250 ml. exactly 250 ml
Handling of Able to fill the burette Only managed to fill Some help was Could only do with
apparatus and and pipette with25 ml the burette with NaOH needed for filling of the help of the
material independently. or pipette with25 ml of the burette and teacher.
the acid. pipetting the acid.
Performing the Able to do the titration Able to titrate Able to titrate but Needs a lot of
titration independently and got independently but overshot by a large assistance to carry
the end point overshot by a few volume and out the titration.
correctly. drops but managed to struggled to get the
get the endpoint. endpoint.
9 Marks

TOTAL [20]

WORKSHEET

1. Write down a balanced equation for the neutralisation reaction.

__________________________________________________________ (3)

2. How many moles of base will react with one mole of acid?

__________________________________________________________ (1)

3. Calculate the number of moles of oxalic acid in the Erlenmeyer flask.

__________________________________________________________

__________________________________________________________ (3)

37
 4. Calculate the number of moles of sodium hydroxide needed to neutralise the
acid in the Erlenmeyer flask.

__________________________________________________________
__________________________________________________________
__________________________________________________________ (3)

5. Calculate the concentration of the sodium hydroxide solution.

__________________________________________________________
__________________________________________________________
__________________________________________________________ (4)

6. Calculate the pH of the base.

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________ (4)

7. What is the reason for doing three repetitions for the titration?
__________________________________________________________
__________________________________________________________ (1)

8. During the titration, base spilled onto the sides of the flask can be washed into
the solution using the wash bottle. Give a reason why addition of water to the
measured volume of acid will not influence the results.
______________________________________________________
__________________________________________________________ (1)

9. Give a reason why sodium hydroxide is classified as a strong base.

_______________________________________________________ (1)

38
10. Give a reason why oxalic acid can be classified as a diprotic weak acid.
_________________________________________________________ (2)
11. Define the term neutralisation.
__________________________________________________________
__________________________________________________________ (2)
12. Define the term hydrolysis.
________________________________________________________
__________________________________________________________ (2)
13. Explain why phenolphthalein (pH range from 7,5 - 10,5) is used in this
titration. Support your explanation with a relevant reaction equation.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________ (3)

TOTAL
[30]

39
 MARKING GUIDELINE FOR PART 1 AND 2:

Part 1: Preparation of a standard solution of oxalic acid dihydrate

HYPOTHETICAL

m
c= 
MV
m
c=
MV

3,2 
= 126 (0,25)
m
m c=
c= MV
MV

 
= 0,102 mol d.m-3 (5)

Part 2: Titration of oxalic acid with sodium hydroxide

RESULTS:

Experiment Volume of Initial reading Final reading of Volume of NaOH

Number oxalic Acid of NaOH NaOH (mℓ)
(mℓ)
1

Average

(4 marks)

CONCLUSION (2)

RUBRIC (9)

MARKING GUIDELINE FOR THE WORKSHEET

1. (COOH)2 + 2NaOH → (COO)2Na2 + 2H2O  Bal (3)
OR
H2C2O4 (aq) + 2 NaOH (aq) --> Na2C2O4 (aq) + 2 H2O (l) (bal) 
2. 2 moles (1)
3. na = cV 
= (0,1)(25 x 10-3)
= 2,5 x 10-3 mol (3)

40
3

4. na/ nb = ½
nb = 2na
= 2(25 x 10-3) 
= 5 x 10-3 mol (3)
5 POSITIVE MARKING FROM PART 1
(HYPOTHETICAL)
nbCaVa = naCbVb
(2)( 0,102 )(0,025) (correct substitution) = (1)(Cb)(0,03015) (correct
substitution)
(4)
C b = 0,17 mol.dm-3
6 POSITIVE MARKING FROM QUESTION 5
NaOH  Na+(aq) +OH- (aq)
[OH-] =[NaOH] = (Ratio - 1:1)
[H3O+][OH-] = 10-14

10 -14
[H3O+] = 
0,17
= 5,88 x 10-14
pH = -log[H3O+] 
= -log[5,88 x 10-14]
= 13,23 (4)
7. Improve accuracy. (1)
8. The number of moles is constant. (1)
9. Completely dissociated / ionised (to form a high concentration of hydronium
ions) (1)
10. Diprotic acid – an acid that can donate two protons in aqueous solution and
weak acid – ionises partially in solution to form hydronium ions.  (2)
11. Reaction of an acid and a base to form a salt and water.  (2)
12. When an acid and base react, a salt is formed. (2)
13. In the titration of a weak acid against a strong base, the salt formed at the
equivalence point will have a pH higher than 7. So the indicator that you
should be using must have a pH greater than 7. That is why phenolphthalein
of pH range 8-10 is used.Reaction of a salt with water.  (3)

41
 6. PHYSICAL SCIENCES GRADE 12 ESTERS
Formal experiment
Instruction sheet

Name:
Date:

You will be expected to write a full scientific report on this practical so take note of
your procedure and findings.
BACKGROUND
Esters are hydrocarbons that have a wide range of uses in everyday life in both
living world and industries. Some common esters have sweet, fruity smells
which occur naturally as flavours, a property that makes them suitable for the
preparation of cosmetics and perfumes. The daily application of esters has
given rise to the high demand for their artificial chemical production through the
use of alcohols and organic acids.

AIM

Synthesis of different esters by using a range of organic acids and alcohols.

Identifying the ester formed by smell.

APPARATUS

Equipment/ Glassware Chemicals / Reagents

Test tubes Pentan-1-ol (Any other suitable
Water soluble marker alcohol)
Test tube rack Ethanol
Eye dropper Concentrated sulphuric acid
250 ml beakers Glacial acetic acid (Ethanoic acid)
Electronic balance/ Mass Meter Propanoic acid
Hot plate/ Bunsen burner Water
Tripod
Tongs
Lab apron safety goggles

42
Insert a safety card for all chemicals that are going to be used in this activity.

Complete the following table as an extension to your safety audit above.

HAZARD
CHEMICAL MEANING OF LABEL
LABEL
2.1

Ethanol ______________________________________

2.2
______________________________________
Pentanol

2.3
Ethanoic _____________________________________
acid
(Acetic acid)

2.4
Concentrated ______________________________________
sulphuric
acid

INSTRUCTIONS
Boil some water in a kettle for preparing a heat bath before commencing the
experiment.
1. Take three test tubes and in each put 20 drops of ethanol, 20 drops of pentan-
1-ol, and 20 drops of 3-methylbutan-2-ol.
2. In each test tube add 20 drops of ethanoic acid or propanoic acid.
3. Add 1 drop of concentrated sulfuric acid (H2SO4 ) in each test tube.
4. Place all the test tubes in the beaker with hot water for about 15 -20 minutes,
replace the water if it cools down too much.

43
 5. Gently shake the test tubes often.
6. Take a beaker and put about 20 mℓ of cold water into it, now add the contents
of one of your small test tubes into it, cover the opening with the palm of your
hand and shake it gently.
7. Try now to identify the smell, by wafting
8. If the smell of the acid is still notable, add 1 mℓ calcium carbonate (CaCO3) to
the mixture to neutralise the remaining acid.

44
Write a scientific report after performing this experiment. (15)

The following is table of fragrances from known esters.

45
 PHYSICAL SCIENCES Grade 12 /35
Formal Experiment

ESTERS

Name

Answer the following questions related to the experiment.

1 What is the function of the concentrated sulphuric acid? (2)

2 Why were the reactants of each test tube heated in a water bath (2)
and not directly over a flame?
3 Is the organic product soluble in water? (1)
4 For each of the following structures below, identify the acid and
alcohol used to prepare these esters. Also give the name of the
ester.
4.1

Name of the acid used:

Name of the alcohol used:
Name of the Ester: (6)

4.2

Name of the acid used:

Name of the alcohol used: (6)
Name of the Ester:

46
4.3

Name of the acid used:

Name of the alcohol used:
Name of the Ester: (6)

5 Using structural formulae, write down the balanced equation for

each of the following reactions.
5.1 Ethanol and ethanoic acid (4)
5.2 Pentan-1-ol and Propanoic acid

5.3 Propan-1-ol and Ethanoic acid

[35]

47
 PHYSICAL SCIENCES Grade 12 /35
Formal Experiment

ESTERS

MARKING GUIDELINE
Answer the following questions related to the experiment.

1 What is the function of the conc.H2SO4? (2)

Catalyst 
2 Why were the reactants of each test tube heated in a water bath (2)
and not directly over a flame?
The alcohol in the mixture is highly flammable 
3 Is the organic product soluble in water? (1)
Not soluble (ester is produced as an oil that floats on the water.)
4 For each of the following structures below, identify the acid and
alcohol used to prepare these esters. Also give the name of the
ester.
4.1

Name of the acid used: ethanoic acid 

Name of the alcohol used: 3,3-dimethyl butanol 
Name of the Ester: 3,3-dimethyl butylethanoate 
(6)
4.2
H H O
I I ║
H–C–C–O–C
-H
I I
H H
Name of the acid used: methanoic acid 
Name of the alcohol used: ethanol 
Name of the Ester: ethylmethanoate (6)

48
4.3

Name of the acid used: ethanoic acid 

Name of the alcohol used: octanol 
Name of the Ester: octylethylanoate
(6)
5 Give the structural formula of the ester formed from the following.
5.1 Ethanol and ethanoic acid.
O
║ BASIC STRUCTURE ONLY
C – C –O – C – C (Learners must show a full correct structure) (4)

5.2 Pentan-1-ol and Propanoic acid.

O BASIC STRUCTURE ONLY
║
C–C–C–C–C–O-C–C-C

(Learners must show a full correct structure) (4)

5.3 Propan-1-ol and Ethanoic acid
O BASIC STRUCTURE ONLY no hydrogen bonds
║
C–C–C–O–C-C (4)

(Learners must show a full correct structure)

[35]

49
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