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i PHYSICAL SCIENCES SCHOOL-BASED ASSESSMENT EXEMPLARS – CAPS GRADE 12 TEACHER G

i PHYSICAL SCIENCES SCHOOL-BASED ASSESSMENT EXEMPLARS – CAPS GRADE 12 TEACHER GUIDE PHYSICAL SCIENCES SCHOOL-BASED ASSESSMENT EXEMPLARS – CAPS GRADE 12 TEACHER GUIDE 1 PHYSICAL SCIENCES SCHOOL-BASED ASSESSMENT EXEMPLARS – CAPS GRADE 12 TEACHER GUIDE PHYSICAL SCIENCES SCHOOL-BASED ASSESSMENT EXEMPLARS FOR PRACTICAL WORK – ALLIGNED TO CAPS GRADE 12 TEACHER GUIDE 2 PHYSICAL SCIENCES SCHOOL-BASED ASSESSMENT EXEMPLARS – CAPS GRADE 12 TEACHER GUIDE CONTENTS 1. Introduction 3 2. Objectives 3 3. Assessment Tasks for Grade 12 Practical Work 5 4. Quality Assurance Process 5 5. Exemplars of Practical Work as Formal Assessment Tasks 6 5.1 Term 1 Preparation of esters and smell identification 6 5.2 Term 2 Conservation of linear momentum . 10 5.3 Term 3 Electricity and magnetism Part 1 15 Determine the internal resistance of a battery. Part 2 17 Set up a series-parallel network with known resistor. Determine the equivalent resistance using an ammeter and a voltmeter and compare with the theoretical value. 6. Memorandum 18 6.1 Esters and smell identification 18 6.2 Conservation of linear momentum . 20 6.3 Electricity and magnetism Part 1 22 Internal resistance of a battery Part 2 24 Equivalent resistance of a series-parallel network 3 PHYSICAL SCIENCES SCHOOL-BASED ASSESSMENT EXEMPLARS – CAPS GRADE 12 TEACHER GUIDE PRACTICAL WORK AS FORMAL ASSESSMENT TASKS 1. Introduction Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and assist in the learner’s development to improve the process of learning and teaching. Assessment should be both informal (assessment for learning) and formal (assessment of learning). In both cases regular feedback should be provided to learners to enhance the learning experience. School-based assessment (SBA) is a purposeful collection of learners’ work that tells the story of learner’s efforts, progress or achievement in given area(s). The quality of SBA tasks is integral to learners’ preparation for the final examinations. The SBA component is compulsory for all learners. Learners who cannot comply with the requirements specified according to the policy may not be eligible to enter for the subject in the final examination. Educators are expected to ensure that assessment tasks are relevant and suitable for the learners. Teachers should adapt the tasks to suit the learners’ level of understanding. Tasks should be context bound. However, they should also take cognisance of the requirements as set out in the Curriculum and Assessment Policy Statement (CAPS) The CAPS document contains tasks that meet the demands of the Grade 12 Physical Sciences curriculum. It is expected that these tasks will serve as a valuable resource to: • Physical Sciences teachers, in providing examples of the types and standards of school-based assessment tasks that would be appropriate for their learners • Grade 12 Physical Science learners, in providing material that will assist them in preparation for the National Senior Certificate examinations 2. The aims and objectives of school-based assessment • School-based assessment provides a more balanced and trustworthy assessment system, increasing the range and diversity of assessment tasks. • The exemplar tasks are aimed at reflecting the depth of the curriculum content appropriate for Grade 12. • They reflect the desired cognitive demands as per Bloom’s revised taxonomy: remembering, understanding, applying, analysing, evaluating and creating. • School-based assessment improves the validity of assessment by including aspects that cannot be assessed in formal examination settings. • It improves the reliability of assessment because judgements will be based on many observations of the learner over an extended period of time. • It empowers teachers to become part of the assessment process and enhances collaboration and sharing of expertise within and across schools. • It has a professional development function, building up teachers’ skills in assessment practices, which can then be transferred to other areas of the curriculum. • The tasks focus on the content of the National Curriculum Statement (NCS), as detailed in the Curriculum and Assessment Policy Statement (CAPS) for Physical Sciences effective from 2014 for grade 12. The distinctive characteristics of SBA (and its strengths as one relatively small component of a coherent assessment system) have implications for its design and implementation, in particular the nature of the assessment tasks and the role of the teacher standardisation procedures. These implications are summarised as follows: 4 PHYSICAL SCIENCES SCHOOL-BASED ASSESSMENT EXEMPLARS – CAPS GRADE 12 TEACHER GUIDE • The assessment process should be linked to and be a logical outcome of the normal teaching programme, as teaching, learning and assessment should be integration of the whole educational experience • The formative/summative distinction exists in SBA, but is much less rigid and fixed than in a testing culture, i.e. learners should receive constructive feedback and have opportunities to ask questions about specific aspects of their progress after each planned SBA assessment activity. • The SBA process, to be effective, has to be highly contextualised, dialogic and sensitive to learners’ needs, i.e. the SBA component is not and cannot be treated as identical to an external exam in which texts, tasks and task conditions are totally standardised and all contextual variables controlled. To attempt to do so would be to negate the very rationale for SBA, hence schools and teachers must be granted a certain degree of trust and autonomy in the design, implementation and specific timing of the assessment tasks. Teachers should ensure that learners understand the assessment criteria. Teachers should also have used these criteria for informal assessment and teaching purposes before they conduct any formal assessments so that they are familiar with the criteria and the assessment process. Assessment Tasks as outlined by the NCS and CAPS (Physical Sciences) The final Grade 12 mark is calculated from the National Senior Certificate (NSC) examination that learners will write (out of 300 marks) plus school-based assessment (out of 100 marks). Physical Sciences investigate physical and chemical phenomena. This is done through scientific enquiry and the application of scientific models, theories and laws in order to explain and predict events in the physical environment. Practical work in the Physical Sciences must be integrated with theory to strengthen the concepts being taught. These may take the form of simple practical demonstrations or even an experiment or practical investigation. There are several practical activities outlined in Section 3 (Physical Sciences Content) of the CAPS document. Some of these practical activities will be done as part of formal assessment and others can be done as part of informal assessment. As from 2014 THREE prescribed experiments will be done per year as formal assessment tasks: • One Chemistry Practical during Term 1 • A Physics or a Chemistry Practical during Term 2 • A Physics Practical during Term 3 Thus THREE practical activities for formal assessment in Grade 12. (Refer to 3 Assessment Tasks p. 16 as outlined by CAPS.) 5 PHYSICAL SCIENCES SCHOOL-BASED ASSESSMENT EXEMPLARS – CAPS GRADE 12 TEACHER GUIDE 3. ASSESSMENT TASKS FOR GRADE 12 PRACTICAL WORK The table below lists the prescribed formal assessment activities for practical work and the weighting for the annual SBA. TERM PRESCRIBED PRACTICAL ACTIVITIES FOR FORMAL ASSESSMENT WEIGHTING 1 EXPERIMENT (CHEMISTRY) The preparation of esters and smell identification 15% of annual SBA 2 EXPERIMENT (CHEMISTRY) How do you use the titration of oxalic acid against sodium hydroxide to determine the concentration of the sodium hydroxide? OR EXPERIMENT (PHYSICS) The conservation of linear momentum 15% of annual SBA 3 EXPERIMENT (PHYSICS) Part 1 Determine the internal resistance of a battery. Part 2 Set up a series-parallel network with a known resistor. Determine the equivalent resistance using an ammeter and a voltmeter and compare it with the theoretical value. 15% of annual SBA NOTE: REFER TO THE PROGRAMME OF ASSESSMENT FOR GRADE 12 IN THE CAPS DOCUMENT [Page 148] 4. QUALITY ASSURANCE PROCESS A team of experts comprising teachers and subject advisors from the provinces was appointed by DBE to develop and compile assessment tasks. This panel of experts spent a period of four days at the DBE developing tasks based on guidelines and policies. Moderation and quality assurance of the tasks were undertaken by national and provincial examiners and moderators. The assessment tasks were further refined by the national internal moderators to ensure that they are in line with the CAPS document. The purpose of this document is to provide both educators and learners with a set of standardised school-based assessment (SBA) tasks. It contains useful information and guidelines in the form of exemplars. 6 PHYSICAL SCIENCES SCHOOL-BASED ASSESSMENT EXEMPLARS – CAPS GRADE 12 TEACHER GUIDE 5. EXEMPLARS OF PRACTICAL WORK AS FORMAL ASSESSMENT TASKS TERM 1: PRACTICAL WORK KNOWLEDGE AREA: MATTER AND MATERIALS 5.1 PREPARATION OF ESTERS AND SMELL IDENTIFICATION Introduction Esters have a very fruity smell. Naturally occurring esters are found in fruits. Esters can be synthesised by the reaction of a carboxylic acid and an alcohol. This reaction is known as esterification. This reaction can be catalysed by concentrated sulphuric acid. Aim Produce uploads/Science et Technologie/ physical-science-teacher-guide.pdf