EXAMINATIONS AND ASSESSMENT CHIEF DIRECTORATE

Home of Examinations and Assessment, Zone 6, Zwelitsha, 5600

REPUBLIC OF SOUTH AFRICA, Website: www.ecdoe.gov.za

2023 NSC CHIEF MARKER’S REPORT

SUBJECT Technical Sciences

QUESTION PAPER 2
DURATION OF QUESTION PAPER 1 ½ hours
PROVINCE EASTERN CAPE
DATES OF MARKING 5- 19 Dec 2023

SECTION 1: (General overview of Learner Performance in the question paper as a whole)

The learner performance is based on the relative performance of sampled 100 scripts tabled and
graphed below (see table 2, figure 4 and figure 5). An overall performance of 45,5% was attained from
the sample, which showed a 0,5 % improvement compared to 2022 presentation which was 45%.
Founded on the presented data from sampled 100 scripts, questions 3, 4 & 5 (physical properties of
organic molecules -31% & organic reactions 37% and electrolytic cell- 36%) remains the most poorly
performed question, once more followed by question 1(43%).

OVERALL PERFORMANCE
80
71
70
59
AVERAGE PERFOMANCE (%)

60

50
43
40 37 36
31
30

20

10

0
Q1 Q2 Q3 Q4 Q5 Q6
QUESTION

Figure 4
The better performed questions were question 2 (Basic organic Compounds) and question 6(galvanic
cell) respectively; with an average performance that ranges between 59% and 71 % which is not an
outstanding performance at all.
The summary of sub-question results is tabled in table 2 and represented graphically in figure 4.
Table 2: Question by Question average performance

Sub-question Topic Ave.

Performance %

1.1 Basic organic compounds 89

1.2 Physical properties 16

1.3 Electronic properties of matter 44

1.4 Galvanic cell 32

1.5 Electrolytic cell 33

2.1 Basic organic compounds 31

2.2.1 Basic organic compounds 85

2.2.2 Basic organic compounds 70

2.2.3 Basic organic compounds 92

2.3.1 Basic organic compounds 93

2.3.2 Basic organic compounds 81

2.4 Basic organic compounds 52

2.5 Basic organic compounds 75

2.6 Basic organic compounds 78

3.1 Physical properties of organic compounds 34

3.2 Physical properties of organic compounds 48

3.3.1 Physical properties of organic compounds 36

3.3.2 Physical properties of organic compounds 3

3.3.3 Physical properties of organic compounds 10

3.3.4 Physical properties of organic compounds 63

3.3.5 Physical properties of organic compounds 19

4.1.1 Organic reactions 82

4.1.2 Organic reactions 69

4.2 Organic reactions 28

4.3 Organic reactions 51

4.4 Organic reactions 18

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 4.5.1 Organic reactions 24

4.5.2 Organic reactions 22

5.1 Electrolytic cell 21

5.2 Electrolytic cell 66

5.3 Electrolytic cell 45

5.4.1 Electrolytic cell 26

5.4.2 Electrolytic cell 14

5.5 Electrolytic cell 37

5.6 Electrolytic cell 39

6.1 Galvanic cell 77

6.2 Galvanic cell 37

6.3 Galvanic cell 74

6.4 Galvanic cell 7

6.5 Galvanic cell 46

6.6 Galvanic cell 50

Figure 3 below shows the performance summary on each sub-question

Ave. Sub-question performance %

100 92 93
89
90 85
81 82
78 77
80 75 74
70 69
70 66
63
60 52 51 50
48 46
50 44 45
36 37 39 37
40 32 33 31 34
28 26
30 24 22
19 21
16 18
20 14
10
7
10 3
0
1.1
1.2
1.3
1.4
1.5
2.1

2.4
2.5
2.6
3.1
3.2

4.2
4.3
4.4

5.1
5.2
5.3

5.5
5.6
6.1
6.2
6.3
6.4
6.5
6.6
2.2.1
2.2.2
2.2.3
2.3.1
2.3.2

3.3.1
3.3.2
3.3.3
3.3.4
3.3.5
4.1.1
4.1.2

4.5.1
4.5.2

5.4.1
5.4.2

Figure 5

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SECTION 2: Comment on candidates’ performance in individual questions

QUESTION 1

(a) General comment on the performance of learners in the specific question. Was the question well
answered or poorly answered?
QUESTION 1
The average performance for question 1 is 48 %, this is a significantly a critical underperformance. The
graph below depicts the performance in question 1.
Table 3: question 1MCQ average performance

Sub-question Topic Ave. performance %

1.1 Basic organic compounds 89
1.2 Physical properties 16
1.3 Electronic properties of matter 44
1.4 Galvanic cell 32
1.5 Electrolytic cell 33

QUESTION 1 MCQ
100
89
90
80
Average percentage (%)

70
60
50 44
40 32 33
30
20 16

10
0
1.1 Basic organic 1.2 Physical properties 1.3 Electronic 1.4 Galvanic cell 1.5 Electrolytic cell
compounds properties of matter

Figure 4

Question 1 was poorly answered especially 1.2, 1.4 &1.5 (intermolecular forces, electronic properties of
matter &electrolytic cell) . As portrayed by the graph are the questions that made the whole question
to attain an average of 43 %. The question 1 percentage in comparison with the 2020 one, has
declined by 5 % where the average percentage was 48%.
(b) Why was the question poorly answered? Also provide specific examples, indicate common errors
committed by learners in this question, and any misconceptions.
Question 1.2 specifically was poorly performed owing to lack of understanding of physical properties,

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candidates could not differentiate between intermolecular forces and interatomic forces.
1.4 was poorly answered because learners could not identify the reducing agent from the cell
notation.
In 1.5 candidates underperformed because they could not state the flow of anions.
(c) Provide suggestions for improvement in relation to Teaching and Learning
Learners should be trained in explaining the difference between intermolecular and interatomic forces
and thorough revision be done on physical properties of organic compounds.
Grade 11 and 12 Electrochemistry should be taught and revised at length and learners be exposed to
different types of answering questions.
(d) Describe any other specific observations relating to responses of learners and comments that are
useful to teachers, subject advisors, teacher development etc.
Questions 1.2, 1.4 &1.5 also indicated that learners do not have deep understanding of the physical
properties of organic compounds, electrolytic cell and galvanic cell.

QUESTION 2
Table 4: Question 2 :BASIC ORGANIC COMPOUNDS average performance

Sub-question Topic Ave. performance %

2.1 Definition of Organic molecule 31
2.2.1 Polymer of ethene 85
2.2.2 Positional isomer 70
2.2.3 Alkane 92
2.3.1 Structural formula of compound A 93
2.3.2 Structural formula of compound D 81
2.4 Definition of functional isomer 52
2.5 IUPAC name of Compound F 75
2.6 Name of homologous series of
Compound E 78

QUESTION 2 BASIC ORGANIC COMPOUNDS

100 92 93
85
PERCENTAGE AVARAGE (%)

90 81 78
80 75
70
70
60 52
50
40 31
30
20
10
0

Figure 5

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QUESTION 2 was performed at an average of 71 % compared to 59 % in 2022 which implies that there is
an improvement of 12%. However, 2.1 (definition of organic molecule) and 2.4 (definition of a
functional isomer) were poorly answered.
(b) Why was the question poorly answered? Also provide specific examples, indicate common errors
committed by learners in this question, and any misconceptions.
In, 2.1 (definition of organic molecule) and 2.4 (definition of a functional isomer), it is evident that the
learners did not study the definitions from proper documents. Learners were adding the word ‘only’ in
the definition of organic molecule and in 2.4 most learners confused definition of a functional isomers
with those of other types of isomers

(c) Provide suggestions for improvement in relation to Teaching and Learning

The topic needs thorough revision and practice, more time should be given to definition of concepts,
isomers, and different homologous series. A clear distinction between the prefixes and suffixes must be
made when learners are taught different homologous series. Nomenclature should be executed
thoroughly. Key words need to be emphasized in definitions and learners be provided with
examination guidelines.
(d) Describe any other specific observations relating to responses of learners and comments that are
useful to teachers, subject advisors, teacher development etc.
Use of relevant documents like policy documents and exam guidelines need to be prioritised.
Practical assessment task should be done in all topics, not only the prescribed PATs should be given a
priority. Ample time for revision must be catered for. 2023/ 24 recovery curriculum and assessment
plans and revised Annual Teaching Plans (ATPs) should be thoroughly explained to teachers and
Subject advisors should make sure that these documents are implemented at schools.

QUESTION 3
Table 5: Question 3 PHYSICAL PROPERTIES OF ORGANIC MATTER : Average performance

Sub-question Topic Ave. performance %

3.1 Definition of Melting point 34
3.2 Difference in melting points of A & B 48
3.3.1 Explaining Fair Comparison 36
3.3.2 Investigative Question 3
3.3.3 Independent Variable 10
3.3.4 Viscosity of A & C 63
3.3.5 Justification of answer in 3.3.4 19

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 QUESTION 3 PHYSICAL PROPERTIES OF ORGANIC
63
70
MATTER
Average percentage (%)
60
48
50
34 36
40
30 19
20 10
10 3
0

Figure 6
Question 3 was performed at 31 % on average and has declined by 26 % compared to 2022 where it
was 57 %.
Questions 3.1, 3.3.1, 3.3.2, 3.3.3, 3.3.5 were poorly answered at a range of 3% and 36%.
(b) Why was the question poorly answered? Also provide specific examples, indicate common errors
committed by learners in this question, and any misconceptions.
The underperformed questions needed the learners to interpret the table to give explanation for the
differences and trends in melting points.
In Questions 3.1, 3.3.1, 3.3.2, 3.3.3, 3.3.5, learners failed to explain the trends in boiling points of an
alkane and an alcohol that were provided in the table. The main reason that learners could not score
marks in this question is due to learners’ inability to mention both compounds, types, and strength of
Intermolecular Forces as well in the explanations and justifications. Learners had poor understanding of
different strength of intermolecular forces from different homologous series. Additionally, learners used
IMF instead of intermolecular forces which is not according to policy.
Furthermore, learners were unable to relate Intermolecular forces with physical properties of organic
molecules.
(c) Provide suggestions for improvement in relation to Teaching and Learning
When explaining the trends in physical properties the following aspects should be taken into
consideration:
Mention the: organic molecules/ compounds in question (A and B, A and C)
The chain length ((branched/spherical/longer chain)/surface area)
The type of intermolecular forces
Strength of intermolecular forces.
Strength of intermolecular forces (weaker/ stronger)
Energy required to OVERCOME intermolecular forces (more/less)
Learners should also be trained on arranging compounds according to decrease/increase in vapour
pressure, boiling points, melting points and viscosity.
(d) Describe any other specific observations relating to responses of learners and comments that
are useful to teachers, subject advisors, teacher development etc.

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Questions that need explanations should be included in informal tasks.
Learners should be trained on writing the phrase “TO OVERCOME INTERMOLECULAR FORCES” not to
break the bonds when explaining the trends of physical properties.
When comparing two compounds, learners should be taught to mention all the compounds and not
be too general but be specific to the given compounds and intermolecular forces.
A resource manual for different types of questions should be developed to assist learners with expected
assessment tasks. The manual will not replace the existing LTSM but will expose learners to various
assessment tasks.

QUESTION 4
Table 6: Question 4 ORGANIC REACTIONS average performance

Sub-question Topic Ave. performance %

4.1.1 Type of reaction (1) 82
4.1.2 Type of reaction (2) 69
4.2 Chemical equation for reaction 1 28
4.3 Name or formula for compound X 51
4.4 Alcohol formed in excess water 18
4.5.1 Definition of Macromolecule 24
4.5.2 Definition of Polymerisation 22

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 QUESTION 4 ORGANIC REACTIONS
90 82
Average percentage (%) 80 69
70
60 51
50
40
28
30 24 22
18
20
10
0
4.1.1 Type of 4.1.2 Type of 4.2 Chemical 4.3 Name or 4.4 OH formed 4.5.1 Defiinition 4.5.2 Definition
reaction (1) reaction (2) equation for formula for in excess water of of
reaction 1 compound X macromolecule polymerisation

Figure 7
This question was answered at an achievement of 41 % in 2022 and declined to 37 % in 2023
with 4% decline rate. Questions 4.2 (chemical equation for reaction 1), 4.4 (alcohol formed in
excess water), 4.5.1 (definition of a macromolecule) and 4.5.2. (definition of a polymer) were
noticeably underperformed which pulled the performance in question 4 down. Organic
reactions generally are still a challenge to learners, they couldn’t interpret the given equations
and follow through the flow diagram.
(b) Why the question was poorly answered? Also provide specific examples, indicate
common errors committed by learners in this question, and any misconceptions.
Questions 4.2 (chemical equation for reaction 1), 4.4 (alcohol formed in excess water), 4.5.1
(definition of a macromolecule) and 4.5.2. (definition of a polymer) In learners struggled to
write the chemical equation for for reaction 1, failed to provide reaction conditions for
formation of alcohol in excess water, and could not define a macromolecule and polymer.
(c). Provide suggestions for improvement in relation to Teaching and Learning
Interpretation of flow diagrams and understanding of reaction conditions should be the
integral part in the teaching of organic reactions and should be assessed in all
assessment tasks, both formal and informal.
Teachers should use a variety of flow diagram type questions to train the learners how to
answer these questions. Expose learners to various organic reactions, writing them using
structural formulae, condensed structural formulae and molecular formulae.
Emphasis should be placed on studying the reaction conditions for the different reactions.
Learners must also be taught to write all words needed in the reaction condition such as
concentrated/dilute acid instead of just saying acid and mild heat instead of writing just heat.
Learners should be taught key words that will help define concepts.
(d) Describe any other specific observations relating to responses of learners and comments
that are useful to teachers, subject advisors, teacher development etc.
Teachers should teach learners how to balance chemical equations. Emphasis should be
placed on the difference between molecular and structural formulae by giving the learners
activities where they need to write balanced chemical equations by using both molecular
formulae and structural formulae. More exercises should be on electronic properties of matter
and learners be informed that this section has been moved from paper 1 to paper 2.

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 QUESTION 5
(a) General comment on the performance of learners in the specific question. Was the
question well answered or poorly answered?
Question 5 has declined in comparison with 2020 where it was performed at 50%, the section
declined to 50% which is 18,7% diminish. The sub-questions that dropped the performance in
question 5 were: 5.1.1 (Name of a cation - 0%), 5.1.2 (Name of an anion-3%), 5.2.1 and 5.2.2
(which electrode is an anode and which is a cathode- 20%).
Table 7: Question 5 Electrolytic Cell average performance

Sub-question Topic Ave. performance %

5.1 Definition of electrolyte 21
5.2 Energy conversions 66
5.3 Predicting Spontaneous/
nonspontaneous reaction 45
5.4.1 Type of reaction occurring at iron
bar 26
5.4.2 Half reaction occurring at electrode
X 14
5.5 Reasons why iron bar is electroplated
with silver 37
5.6 Advantages of using biodiesel 39

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 QUESTION 5 ELECTROLYTIC CELL
70 66
AVERAGE PERFOMANCE (%) 60
50 45
37 39
40
30 26
21
20 14
10
0
5.1 Definition 5.2 Energy 5.3 5.4.1 Type of 5.4.2 Half rxn 5.5 Reasons 5.6 Advantages
of electrolyte conversions Spontaneous / reaction occuring at why iron bar is of using
non occuring at iron electrode X electroplated biodiesel
spontaneous bar with Ag

Figure 8
Question 5 was performed between 14% and 66% which means the question is mostly
underperformed at anaverage of 36% which is serial underperformance. There is a slight
improvement of 2% in this question though it has been underperformed.

(b) Why was the question poorly answered? Also provide specific examples, indicate
common errors committed by learners in this question, and any misconceptions.
In Q 5.1, 5.4.1, 5. 4.2, 5.5 and 5.6 Candidates struggled to:
Q5.1: define an electrolyte.
Q5.4.1 type of reaction occurring on the iron bar,
Q5.4. write the reasons for electroplating iron bar.
Q5.6 write advantages of using biodiesel.
(c) Provide suggestions for improvement in relation to Teaching and Learning
The National setting panel should kindly provide an official document which will serve as a
source for candidates, teachers, and subject advisors to extract advantages of using biodiesel
to help have a relevant scope to answer questions in this section.
Teachers should stress the importance of studying definitions especially from exam guidelines
and CAPS and assess them frequently. In this chapter there are certain definitions that are
always examined, and teachers should point them out to the learners.
Teachers should clearly explain the difference between the electrolytic cell and the galvanic
cell and the processes occurring in these cells.
Teachers should do the electrolysis of copper (II)chloride experiment with the learners for them
to observe the Cl2 gas bubbles formed at the anode and the red brown deposit formed on
the cathode. Names and symbols of ions should be clearly taught and practised by learners.
The table of standard reduction potentials should be clearly explained to the learners and
teachers should train the learners on how to use the table. Informal and formal assessments
should be done to train the learners on how to answer this question.
Learners should be taught to draw and label the components of an electrolytic cell.
(d) Describe any other specific observations relating to responses of learners and comments

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 that are useful to teachers, subject advisors, teacher development etc.
The table of reduction potentials should be thoroughly practised on writing of half and net
reactions.
Emphasis on the following cell should be made:
Use of the voltmeter, cell /battery/power source / globe in an electrolytic
Power source provides energy in an electrolytic cell
Clear differences between an electrolytic cell and galvanic cell should be tabulated.
Proper use of policy documents should be maintained.
Question 6
The overall performance of the question is 59, % which is 25 % improvement compared to 2022
where the percentage was 34%. This question was one of the most well performed questions in
the entire question paper but is not a good performance when measured on the
performance scales.
6.1 (Definition of Oxidation) was performed at 77% and was the best performance in the entire
question however, it is not a very good performance for this section.
6.2 (identifying negative electrode) was underperformed at 37%.
6.3 (flow of electrons) was performed at 74% which is a very pleasing performance.
6.4 (Observation at silver electrode) was performed at a glaring percentage of 7%.
6.5 (Cell notation) was performed at an average of 46%.
6.6 (Use of calculations to determine whether bulb will glow)was performed at 50%.
The underperformance in these questions severely affected the overall performance of
learners in Tech Sciences P2.

Table 8: Question 6 Galvanic Cell average performance

Sub-question Topic Ave. performance %

6.1 Definition of oxidation 77
6.2 Identifying negative electrode 37
6.3 Flow of electrons 74
6.4 Observation at silver electrode 7
6.5 Cell notation 46
6.6 Use of calculations to determine
whether bulb will glow 50

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 QUESTION 6 GALVANIC CELL
90 77
Average perfomance (%) 80 74
70
60 50
46
50 37
40
30
20 7
10
0
6.1 Definition of 6.2 Identifying 6.3 Flow of 6.4 Observation 6.5 Cell notation 6.6 Use of
oxidation negative electrons at Ag electrode calculations to
electrode determine
whether bulb
willl glow

Figure 9

(b) Why was the question poorly answered? Also provide specific examples, indicate
common errors committed by learners in this question, and any misconceptions.
In 6.2 (identifying negative electrode) was underperformed at 37% because candidates were
unable to reason properly using the given information as to which electrode will be anode or
cathode.

Question 6.4 (Observation at silver electrode) was performed at a glaring percentage of 7%

because learners used information From PAT 3 where silver become shinier. Most candidates
wrote “shinier” and not options give in the marking guide.

6.5 (Cell notation) was performed at an average of 46% and most candidates wrote the net
reaction instead of cell notation. Some learners omitted the charges in ions.

6.6 (Use of calculations to determine whether bulb will glow) was performed at 50%. Most
learners wrote wrong formula, some substituted incorrectly, some did not write the SI units in
the final answer. and a few calculated correctly but did not conclude after calculating.

(c) Provide suggestions for improvement in relation to Teaching and Learning

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 • Teachers should emphas
•
• ize the differences between the electrolytic and galvanic cell and show the learners
what the two cells look like as well as pointing out by means of the diagrams what the
differences are.
• More time should be spent on explaining to the learners how to use the table of
standard reduction potentials, identifying the anode, oxidation half reactions,
cathode, reduction half reactions and writing of net reactions with their cell notations.
Learners must be taught correct use of formulae for emf and how to substitute in an
equation.
• Learners should also be exposed to marking criteria so that they picture how marks are
allocated in calculations.
• Informal and formal assessments should be done to train learners on how to answer
questions on various sets of Galvanic cells.
• Teachers should take time to develop learners’ problem- solving skills which will help
learners in solving calculations in this section.
(d) Describe any other specific observations relating to responses of learners and comments
that are useful to teachers, subject advisors, teacher development etc.
Learners in this section should be exposed to the following in this chapter:
✓ Drawing of galvanic cell
✓ Labelling galvanic cell
✓ Proper use of table of reduction potentials
✓ Identification of anode and cathode
✓ Names and formulae of ions, electrolytes
✓ Correct writing of formulae for emf as they are in the formula book
✓ Energy conversions in a galvanic cell
✓ Standard conditions for setting up an electrochemical cell
The succeeding aspects mentioned will assist learners to understand the scientific
phenomena:
➢ Scientific language in teaching and learning
➢ Scientific diagrams in examples and assessment,
➢ Practical work other than prescribed PAT, videos,
➢ and simulations on galvanic cells
➢ Copies of examination guidelines available to learners,
➢ Policy documents
➢ Question banks generated from previous question papers for assessment readiness.

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