Technical Sciences PAT GR 12 2024 Eng

TECHNICAL SCIENCES
GUIDELINES FOR
PRACTICAL ASSESSMENT TASKS
GRADE 12
2024
These guidelines consist of 20 pages.
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Technical Sciences 2 DBE/PAT 2024
NSC
TABLE OF CONTENTS
Page
1. INTRODUCTION 3
2. TEACHER GUIDELINES 4
2.1 Moderation of the PATs 4

2.2 Procedure for administering the formal experiments 4
3. LEARNER GUIDELINES 5
4. EVIDENCE OF MODERATION 6
5. EXEMPLAR OF PAT MARK SHEET 7
6. DECLARATION OF AUTHENTICITY 8
7. CONCLUSION 9
8. EXPERIMENT INSTRUCTIONS AND WORKSHEETS 10
EXPERIMENT 1: THE RELATIONSHIP BETWEEN ACTION AND REACTION FORCES 10
EXPERIMENT 2: THE PATH OF A RAY OF LIGHT THROUGH A RECTANGULAR

GLASS BLOCK FOR DIFFERENT ANGLES OF INCIDENCE 13
EXPERIMENT 3: DETERMINE THE CELL POTENTIALS OF ALUMINIUM-COPPER 17

AND IRON-COPPER ELECTROCHEMICAL CELLS

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1. INTRODUCTION
The 18 Curriculum and Assessment Policy Statement subjects which contain a practical
component all include a practical assessment task (PAT). These subjects are:
 AGRICULTURE: Agricultural Management Practices, Agricultural Technology

 ARTS: Dance Studies, Design, Dramatic Arts, Music, Visual Arts
 SCIENCES: Computer Applications Technology, Information Technology,
Technical Sciences, Technical Mathematics
 SERVICES: Consumer Studies, Hospitality Studies, Tourism
 TECHNOLOGY: Civil Technology, Electrical Technology, Mechanical Technology,
Engineering Graphics and Design
A practical assessment task (PAT) mark is a compulsory component of the final promotion
mark for all candidates offering subjects that have a practical component and counts
25% (100 marks) of the examination mark at the end of the year. The practical assessment
task for Technical Sciences Grade 12 consists of THREE experiments. The experiments are
COMPULSORY for all candidates offering Technical Sciences in Grade 12. The practical
component counts 25% of the final promotion mark.
The PAT is implemented during the first three terms of the school year. The formal
experiments allow learners to be assessed regularly during the school year and it also allows
for the assessment of skills that cannot be assessed in a written format, such as tests or
examinations. It is therefore important that schools ensure that all learners complete the
practical assessment tasks within the stipulated period to ensure that learners are promoted at
the end of the school year. The planning and execution of the PAT differs from subject to
subject.

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2. TEACHER GUIDELINES
The practical assessment tasks for Technical Sciences Grade 12 consists of three
experiments. The experiments are COMPULSORY for all candidates offering
Technical Sciences in Grade 12. The practical component counts 25% of the final
promotion mark.
2.1 Moderation of the PATs
The experiments should be administered under supervised conditions. Moderation of

the experiments may take place on site and can include learners redoing the
experiments in the presence of the moderator.
For moderation, the following are required either in a separate class or in a

laboratory:
 List of names of learners who are sampled for district moderation

 Equipment/Apparatus/Chemicals placed ready at workstations
 Instruction sheets and worksheets (empty) for sampled learners to answer
questions
For moderation, the following documents are required in the teacher's file:
 Index stating all tasks with raw and weighted marks

 All instruction sheets for all experiments
 Marking guidelines for all experiments
 Composite working mark sheet for all learners showing raw and weighted marks
 Evidence of internal moderation
For moderation, the following documents are required in the learner's file:
 Index stating all tasks with raw and weighted marks

 Answer sheets for all experiments
 Declaration of authenticity
2.2 Procedure for administering the formal experiments
 All formal experiments have the following documents:

o Instructions sheets explaining the procedure to be followed for the
experiments
o The worksheet consisting of questions to be answered under supervision
o The teacher's guide with instruction sheets, worksheets and marking
guidelines (The teacher's guide should NOT be released to the learners.)
NOTE: Teachers should compile marking guidelines for the actual results
of the experiments conducted (The teacher should perform the
experiment prior to the learners performing the experiment.)
 The teacher should hand out ONLY the instruction sheet for the conduct of the
experiment.
 The experiments should be done individually or in pairs.
 In the case where there is insufficient apparatus, the experiments can be
performed in groups of not more than FIVE learners. Each learner must submit
individual work. NO group work will be allowed.

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 Each learner should record his/her OWN data or observations.

 Each learner should be provided with the worksheet to answer the
questions under supervision conditions.
 Teachers should only hand out the worksheets to each learner once learners
have conducted the experiment and are ready to answer the questions under
supervision conditions.
 If it is not possible to perform the experiment and complete the worksheet on the
same day, the teacher should keep the data collected by the learners at the
school after part of the experiment has been done. The data should only be
handed back to the learners when they have to complete the worksheet.
3. LEARNER GUIDELINES
3.1 This practical component for Grade 12 consists of THREE experiments.
3.2 Compilation of the PAT should start in Term 1, monitored through Terms 2 and 3 and
completed in Term 3.
3.3 The practical components count 25% of the final promotion mark for Grade 12.
3.4 All the work in the practical components must be the learner's own work. Group work
will NOT be allowed.
3.5 Show ALL calculations clearly and include units. Round off answers to a minimum of
TWO decimal places. Use correct SI units.

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4. EVIDENCE OF MODERATION
LEARNER'S NAME: ________________________________________________________
SCHOOL: ________________________________________________________
SIGNATURE OF DATE SIGNATURE OF DATE

TEACHER HOD
MODERATION:
SCHOOL-BASED
PRACTICAL MAX. WEIGHTING LEARNER'S MODERATED MODERATED MODERATED

COMPONENT MARK MARK MARK MARK MARK
(TEACHER) (SCHOOL) (DISTRICT) (PROVINCE)
EXPERIMENT 1 40 40
EXPERIMENT 2 30 30
EXPERIMENT 3 30 30
TOTAL 100 100
SCHOOL STAMP

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5. EXEMPLAR OF PAT MARK SHEET
TECHNICAL SCIENCES GRADE 12

PAT WORKING MARK SHEET 2024
SCHOOL:
TERM 1 TERM 2 TERM 3
Experiment 1:
Experiment 2:
Experiment 3:
TOTAL PAT
PAT
PAT
PAT
Weighted
Weighted
Weighted
Raw
Raw
Raw
No. SURNAME NAME 40 40 30 30 30 30 100
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Average

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6. DECLARATION OF AUTHENTICITY
NAME OF SCHOOL: ..……………………………………………………………..
NAME OF LEARNER: …………………………………………..………………...

(FULL NAME(S) AND SURNAME)
CLASS: ……….…………………………………………………………………….
NAME OF TEACHER: …………………………………………………………….
I hereby declare that the tasks submitted for assessment is my own original work and have not
been submitted for assessment or moderation previously.
___________________________________ ____________
SIGNATURE OF CANDIDATE DATE
As far as I know, the above declaration by the candidate is true and I accept that the work
offered is his/her own.
___________________________________ ____________
SIGNATURE OF TEACHER DATE
SCHOOL STAMP

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7. CONCLUSION
On completion of the practical assessment task learners should be able to

demonstrate their understanding of the industry, enhance their knowledge, skills,
values and reasoning abilities as well as establish connections to life outside the
classroom and address real-world challenges. The PAT furthermore develops
learners' life skills and provides opportunities for learners to engage in their own
learning.

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8. EXPERIMENT INSTRUCTIONS AND WORKSHEETS
EXPERIMENT 1
THE RELATIONSHIP BETWEEN ACTION AND REACTION FORCES
1. AIM: To determine the relationship between the action and reaction pairs of
forces.
2. APPARATUS/EQUIPMENT
 Two spring balances
 Wall-fixed hook
3. PRECAUTIONS
 Before making use of the two spring balances, it must be ensured that their pointers are
at the zero mark.
 The readings of the spring balances must be noted only when the pointers come to rest.
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4. PROCEDURE
Step 1: Attach spring balance A to a hook fixed to the wall and attach spring
balance B to the hook of spring balance A, as shown in the figure below.
A B
FApplied
Step 2: Hold the spring balances exactly horizontally with the floor.
Step 3: Pull the ring of spring balance B gently.
Step 4: Take and record readings on spring balances A and B in the table provided
below.
Step 5: Repeat steps 2 to 4 five times by applying different forces.
TABLE OF RESULTS
Reading on spring Reading on spring Difference in

balance B in balance A in reading between A
Newton (N) Newton (N) and B
1
2
3
4
5

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WORKSHEET FOR EXPERIMENT 1
THE RELATIONSHIP BETWEEN ACTION AND REACTION FORCES
PRACTICAL SKILLS
CRITERIA MARKS
Correct setting-up of the apparatus 3
 Both spring balances A and B are held horizontally with the floor. 2
 Spring balance B is pulled gently. 1
 Pointers of both spring balances are at the zeo mark each time
before spring balance B is pulled. 2
Precaution is taken so that the readings of the spring balances are
2
recorded only when the pointers come to rest.
(10)
TABLE OF RESULTS
Reading on spring Reading on spring Difference in

balance B in balance A in Newton (N) reading of A and B
Newton (N)
1
2
3
4
5
(15)
DATA ANALYSIS AND INTERPRETATION
1. State Newton's Third Law of Motion in words. (2)
2. Write down THREE properties of action-reaction pairs. (3)
3. Give TWO real-life examples that demonstrate Newton's Third Law of Motion. (2)
4. Name the reaction force that works against the force of spring balance A on spring
balance B. (2)
5. Draw a labelled free-body diagram of all the horizontal forces acting on spring
balance B. (2)
6. If spring balance B exerts a force of 10 N on spring balance A, what is the magnitude of

the force that A exerts on B? (1)
7. If the force that B exerts on A is to the right, in which direction does A exert a force on
B? (1)
8. What conclusion can be made from the above experiment? (2)

[40]

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EXPERIMENT 2
THE PATH OF A RAY OF LIGHT THROUGH A RECTANGULAR GLASS BLOCK FOR

DIFFERENT ANGLES OF INCIDENCE
1. AIM: To determine the path of a ray of light through a glass block at different
angles of incidence by drawing a ray diagram
 A4 sheet of white paper

 Pins/Sticky tape
 Board/Table
 Rectangular glass block
 Laser beam
 Pencil
 Ruler
 Protractor
3. PROCEDURE
Step 1: Secure the sheet of white paper onto a flat board/ table using pins/ sticky tape.
Step 2: Place the glass block on the sheet of paper and trace the outline of the block with a
sharp pencil.
Step 3: Remove the glass block and label the boundary points A, B, C and D at each
corner.
Step 4: Replace the glass block on the rectangular outline on the paper.
Step 5: Turn on the ray box and aim the light through the side of the glass block, as
illustrated in the diagram below.
Ray box
Rectangular glass block

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Step 6: Use a pencil to make a dot somewhere along the incident light ray, E. Make
another dot at the point where the light ray enters the glass block. Label this
point F.
Step 7: Use a pencil to make a dot at the point where the light ray exits the glass block.
Label this point G. Make dots along the emergent ray, H.
Step 8: Turn off the ray box and remove the glass block from the paper.
Step 9: Use the ruler to join the dots so that a complete ray diagram that looks like the
figure below is drawn.
N
E
i
A F B
r
N1
G
D C
e
Step 10: Draw the normal to the surface where the light ray enters the block and mark the
angle of incidence on the top of the air/glass interface and the angle of refraction
beneath it.
Step 11: Measure BOTH angles between ray EF and the normal with the protractor. Record
the measurements on the table of results below.
Step 12: Draw the normal to the surfaces where the light ray leaves the glass block and
mark the angle of refraction on the top glass/air interface and the angle of
emergence beneath it.
Step 13: Measure BOTH angles between ray GH and the normal with a protractor. Record
the measurements on the table of results below.
Step 14: Repeat steps 1 to 13, but change the angles at which the light from the ray box is
aimed through the side of the rectangular glass block, FOUR times. The light must
ALWAYS strike the rectangular glass block at point F.

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DATA REPRESENTATION
TABLE 1
Angles of incidence should be the following: 30°, 45° and 60°
Experiment Angle of incidence Angle of refraction Angle of emergence

(degrees) (degrees) (degrees)
1
2
3

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THE PATH OF A RAY OF LIGHT THROUGH A RECTANGULAR GLASS BLOCK FOR

DIFFERENT ANGLES OF INCIDENCE
PRACTICAL SKILLS
CRITERIA MARKS
Accurately follows a sequence of verbal/written instructions 1
Has the ability to handle all apparatus safely 1
Correctly handles ray/laser beam 1
Accurately traces the outline of the glass block 1
Measures the incident angles correctly 2
(6)
QUESTIONS
1. Identify the variables in each of the following:
1.1 Dependent (1)
1.2 Independent (1)
2. Give ONE possible significant error in this experiment. (1)
3. State ONE safety precaution that should be adhered to. (1)
4. Use the data collected to complete the table below:
Experiment Angle of incidence Angle of refraction Angle of emergence

(degrees) (degrees) (degrees)
1
2
3 (6)
5. DATA ANALYSIS AND INTERPRETATION
5.1 Draw a labelled ray diagram for this experiment, showing all the light
rays, angles and glass block. (5)
5.2 On the surface where the light enters the glass block, what do you notice
about the angle of incidence compared to the angle of refraction? (2)
5.3 Study the surface where the light exits the glass block.
How does the angle of incidence compare with the angle of refraction? (2)
5.4 How do the optical densities of refraction for air and glass compare? (1)
5.5 Discuss the path the light ray follows as it enters the rectangular glass
block from the air. In the answer refer to the SPEED OF LIGHT and the
DIRECTION. (2)
6. What conclusions can be drawn from this experiment? (2)

[30]

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EXPERIMENT 3
DETERMINE THE CELL POTENTIALS OF ALUMINIUM-COPPER AND

IRON-COPPER ELECTROCHEMICAL CELLS
1. AIM: To determine the cell potentials of Al-Cu and Fe-Cu electrochemical cells
 4 x 250 ml glass beakers

 Electrodes: Cu(s), Al(s) and Fe(s)
 Electrolytes: 1,0 mol∙dm-3 solutions of Cu(NO3)2, Al(NO3)3 and Fe(NO3)3
 Salt bridge solution: 1,0 mol∙dm-3 solution KNO3
 Glass U-tube and cotton wool plugs OR strips of filter paper
 Sand paper/Steel wool
 Connecting wires
 Crocodile clips
 Voltmeter/Multimeter
3. PROCEDURE
Experimental set-up:
KNO3(aq)
Al(s) Cu(s)
Al(NO3)3(aq)
Cu(NO3)2(aq)

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Step 1: Pour about 200 ml of Cu(NO3)2 solution in one of the 250 ml glass beakers and
200 ml of Al(NO3)3 in another one.
Step 2: Clean each metal electrode thoroughly with steel wool/ sand paper.
Step 3: Immerse each metal electrode in its ionic solution.
Step 4: Fill the U-tube with the KNO3 solution and plug the cotton wool into each open end,
or soak one filter paper strip with the KNO3 solution until it is entirely wet.
Step 5: Quickly turn over the U-tube and put the one side into the Al(NO3)3 solution and the
other into the Cu(NO3)2 solution.
OR
Insert one end of the filter paper strip into the Al(NO3)3 solution and the other end
into the Cu(NO3)2 solution.
Step 6: Using the connecting wires and crocodile clips, connect the Al(s) to the one
terminal of the voltmeter/multimeter and the Cu(s) to the other.
Step 7: Take the initial reading on the voltmeter/multimeter and record the result in the
table provided below
Step 8: Assemble the Fe-Cu cell by repeating steps 1 to 7 (using Fe(NO3)3 instead of
Al(NO3)3 and Fe instead of Al electrode).
4. OBSERVATIONS/RESULTS
Complete the table below using the data collected during the investigation and the calculated
values.
Galvanic cell Standard Cell Potential (V) Experimental value
Eᶿcell = Eᶿcathode - Eᶿanode

Al - Cu
Fe - Cu

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DETERMINE THE CELL POTENTIALS OF ALUMINIUM-COPPER AND

IRON-COPPER ELECTROCHEMICAL CELLS
PRACTICAL SKILLS
CRITERIA MARKS
Wearing appropriate safety clothing (e.g., coat, goggles, rubber gloves) 1
Safety precautions:
 Prevent skin or eye contact with the electrolytes.
 Ensure that the room is well ventilated or work in a fume cupboard. 2
Correct and safe handling of glassware (no breakage) and chemicals (no
spillage/swallowing) 2
Ensuring that electrodes were cleaned with sand paper 1
Correct assembling and handling of apparatus:
 Electrodes dipped into the correct electrolyte
 Salt bridge correctly assembled
 Electrodes correctly connected to the voltmeter/multimeter 3
(9)
TABLE OF RESULTS
1. Complete the table below using the data collected during the investigation Calculate
Eᶿcell using the Table of Standard Reduction Potential. Show all calculations.
Ga vanic cell Standard cell potential (V) Expe imental value
Eᶿcell = Eᶿcathode - Eᶿanode

Al - Cu
Fe - Cu
(8)
2. Are these electrochemical cell reactions spontaneous or non-spontaneous? Explain

the answer. (3)
3. Write down ONE possible reason why the calculated values might differ from the
experimental values. (1)
4. What does the plugged U-tube or moist filter paper represent? (1)
5. Is the copper electrode an ANODE or CATHODE in these cells? (1)

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6. Explain the meaning of the words reducing ability of a substance. (2)
7. Which ONE of the metals used as electrodes in this investigation is the strongest
reducing agent? (1)
8. Explain the answer to QUESTION 7 above. (1)
9. Which ONE of the metal-copper electrode combinations produced the highest cell
potential? (1)
10. How does the difference in standard reduction potentials of the electrodes affect the
initial cell potential of the two cells? (2)
[30]
TOTAL: 100
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TECHNICAL SCIENCES

These guidelines consist of 20 pages.

Copyright reserved Please turn over

2.1 Moderation of the PATs 4

5. EXEMPLAR OF PAT MARK SHEET 7

8. EXPERIMENT INSTRUCTIONS AND WORKSHEETS 10

EXPERIMENT 1: THE RELATIONSHIP BETWEEN ACTION AND REACTION FORCES 10

EXPERIMENT 2: THE PATH OF A RAY OF LIGHT THROUGH A RECTANGULAR

EXPERIMENT 3: DETERMINE THE CELL POTENTIALS OF ALUMINIUM-COPPER 17

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 AGRICULTURE: Agricultural Management Practices, Agricultural Technology

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2.1 Moderation of the PATs

The experiments should be administered under supervised conditions. Moderation of

For moderation, the following are required either in a separate class or in a

 List of names of learners who are sampled for district moderation

 Index stating all tasks with raw and weighted marks

 Index stating all tasks with raw and weighted marks

2.2 Procedure for administering the formal experiments

 All formal experiments have the following documents:

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 Each learner should record his/her OWN data or observations.

3.1 This practical component for Grade 12 consists of THREE experiments.

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LEARNER'S NAME: ________________________________________________________

SIGNATURE OF DATE SIGNATURE OF DATE

PRACTICAL MAX. WEIGHTING LEARNER'S MODERATED MODERATED MODERATED

TOTAL 100 100

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5. EXEMPLAR OF PAT MARK SHEET

TECHNICAL SCIENCES GRADE 12

TERM 1 TERM 2 TERM 3

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NAME OF SCHOOL: ..……………………………………………………………..

NAME OF LEARNER: …………………………………………..………………...

NAME OF TEACHER: …………………………………………………………….

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On completion of the practical assessment task learners should be able to

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8. EXPERIMENT INSTRUCTIONS AND WORKSHEETS

THE RELATIONSHIP BETWEEN ACTION AND REACTION FORCES

 Two spring balances

Step 3: Pull the ring of spring balance B gently.

Step 5: Repeat steps 2 to 4 five times by applying different forces.

Reading on spring Reading on spring Difference in

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WORKSHEET FOR EXPERIMENT 1

THE RELATIONSHIP BETWEEN ACTION AND REACTION FORCES

Reading on spring Reading on spring Difference in

DATA ANALYSIS AND INTERPRETATION

1. State Newton's Third Law of Motion in words. (2)

2. Write down THREE properties of action-reaction pairs. (3)

6. If spring balance B exerts a force of 10 N on spring balance A, what is the magnitude of

8. What conclusion can be made from the above experiment? (2)

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THE PATH OF A RAY OF LIGHT THROUGH A RECTANGULAR GLASS BLOCK FOR

 A4 sheet of white paper

Rectangular glass block

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Copyright reserved Please turn over