This document contains instructions for a Grade 12 Life Sciences exam. It consists of 17 pages and students have 2.5 hours to complete it. The exam contains multiple choice questions, terminology questions, matching questions and short answer questions testing knowledge of human anatomy and physiology, genetics, ecology and other topics. Students must answer all questions in the answer book provided and show all working where required. Diagrams should be drawn in pencil. Calculators and other aids are permitted.
Chapter 9 Transport in Plants Lesson 3 - The 3 mechanisms in water transport_...j3di79
There are three main mechanisms by which plants transport water and nutrients upwards against gravity: 1) Root pressure, 2) Capillary action, and 3) Transpiration pull. Capillary action is caused by the properties of adhesion and cohesion in water molecules. Transpiration pull is the suction force created by evaporation of water from leaves that pulls water up through the xylem vessels. Factors like humidity, temperature, wind, and leaf size affect the transpiration rate.
The document discusses plant nutrition and photosynthesis. It explains that photosynthesis is the process by which plants produce their own food, using carbon dioxide, water and sunlight to produce glucose and oxygen. The key parts of photosynthesis including the raw materials, products, and factors that affect its rate like light, carbon dioxide and temperature. It also discusses the importance of minerals for plant growth and describes deficiencies that can occur when plants do not get enough nitrogen, phosphorus, potassium or magnesium.
The document discusses an experiment that shows how the plant hormone auxin causes shoots to grow towards light. Auxin is produced at the shoot tip and causes the cells on the shaded side of the shoot to grow faster, bending the shoot towards the light source. The experiment shows that removing the shoot tip causes straight growth, while covering the tip with a transparent cap and gelatin block mimics the effects of auxin and causes growth towards the light. Auxin is a chemical that can diffuse through gelatin but not mica, and causes shoot cells to grow faster on the shaded side when light is present.
Tropisms refer to directional growth responses in plants. These include phototropism, the growth response to light, and geotropism, the growth response to gravity. In phototropism, shoots grow towards light (positive phototropism) while roots grow away from light (negative phototropism). In geotropism, shoots grow away from gravity (negative geotropism) while roots grow towards gravity (positive geotropism). These directional growth responses are regulated by the plant hormone auxin.
This document discusses regeneration in various organisms including salamanders, hydra, and planaria. It describes two main types of regeneration - epimorphosis and morphallaxis. Epimorphosis involves cellular proliferation, dedifferentiation, and blastema formation while morphallaxis involves tissue remodeling without proliferation. Salamanders undergo epimorphic regeneration of limbs through formation of a regeneration blastema. Hydra regenerate through morphallaxis and some epimorphosis, regulated by Wnt signaling and head/foot activation gradients that determine where new structures form.
Inside a seed is an embryo containing small leaves, roots, and stem. The seed also contains endosperm which stores nutrients. The seed coat protects the embryo and prevents germination until conditions are right. For germination to begin, the seed must absorb water which activates enzymes. These enzymes break down starches into sugars providing energy for growth and cell division of the embryonic plant parts.
This document provides information on flower structure and function. It begins with introducing the objectives of understanding flower structure, function of floral parts, and comparing monocot and dicot flowers. It then discusses that flowers serve to carry out sexual reproduction in plants. It describes the life cycle of an angiosperm and the roles of mitosis and meiosis. It details the structures of a complete flower, including the calyx, corolla, androecium, and gynoecium. It also compares monocot and dicot flowers and provides activities for students to identify floral parts and virtually dissect flowers.
This document discusses plant transport mechanisms including passive and active transport. It describes the key plant tissues involved - xylem and phloem. Xylem transports water and minerals from roots to shoots, while phloem transports sugars from leaves to other plant parts. Water potential, determined by solute concentration and pressure, drives the movement of water and solutes within plant cells and tissues.
Chapter 9 Transport in Plants Lesson 3 - The 3 mechanisms in water transport_...j3di79
There are three main mechanisms by which plants transport water and nutrients upwards against gravity: 1) Root pressure, 2) Capillary action, and 3) Transpiration pull. Capillary action is caused by the properties of adhesion and cohesion in water molecules. Transpiration pull is the suction force created by evaporation of water from leaves that pulls water up through the xylem vessels. Factors like humidity, temperature, wind, and leaf size affect the transpiration rate.
The document discusses plant nutrition and photosynthesis. It explains that photosynthesis is the process by which plants produce their own food, using carbon dioxide, water and sunlight to produce glucose and oxygen. The key parts of photosynthesis including the raw materials, products, and factors that affect its rate like light, carbon dioxide and temperature. It also discusses the importance of minerals for plant growth and describes deficiencies that can occur when plants do not get enough nitrogen, phosphorus, potassium or magnesium.
The document discusses an experiment that shows how the plant hormone auxin causes shoots to grow towards light. Auxin is produced at the shoot tip and causes the cells on the shaded side of the shoot to grow faster, bending the shoot towards the light source. The experiment shows that removing the shoot tip causes straight growth, while covering the tip with a transparent cap and gelatin block mimics the effects of auxin and causes growth towards the light. Auxin is a chemical that can diffuse through gelatin but not mica, and causes shoot cells to grow faster on the shaded side when light is present.
Tropisms refer to directional growth responses in plants. These include phototropism, the growth response to light, and geotropism, the growth response to gravity. In phototropism, shoots grow towards light (positive phototropism) while roots grow away from light (negative phototropism). In geotropism, shoots grow away from gravity (negative geotropism) while roots grow towards gravity (positive geotropism). These directional growth responses are regulated by the plant hormone auxin.
This document discusses regeneration in various organisms including salamanders, hydra, and planaria. It describes two main types of regeneration - epimorphosis and morphallaxis. Epimorphosis involves cellular proliferation, dedifferentiation, and blastema formation while morphallaxis involves tissue remodeling without proliferation. Salamanders undergo epimorphic regeneration of limbs through formation of a regeneration blastema. Hydra regenerate through morphallaxis and some epimorphosis, regulated by Wnt signaling and head/foot activation gradients that determine where new structures form.
Inside a seed is an embryo containing small leaves, roots, and stem. The seed also contains endosperm which stores nutrients. The seed coat protects the embryo and prevents germination until conditions are right. For germination to begin, the seed must absorb water which activates enzymes. These enzymes break down starches into sugars providing energy for growth and cell division of the embryonic plant parts.
This document provides information on flower structure and function. It begins with introducing the objectives of understanding flower structure, function of floral parts, and comparing monocot and dicot flowers. It then discusses that flowers serve to carry out sexual reproduction in plants. It describes the life cycle of an angiosperm and the roles of mitosis and meiosis. It details the structures of a complete flower, including the calyx, corolla, androecium, and gynoecium. It also compares monocot and dicot flowers and provides activities for students to identify floral parts and virtually dissect flowers.
This document discusses plant transport mechanisms including passive and active transport. It describes the key plant tissues involved - xylem and phloem. Xylem transports water and minerals from roots to shoots, while phloem transports sugars from leaves to other plant parts. Water potential, determined by solute concentration and pressure, drives the movement of water and solutes within plant cells and tissues.
This document contains assessment exemplars for Life Sciences for Grade 10, including control tests, a research project, and practical tasks. It provides teacher guidelines, assessment rubrics, and worksheets for learners for each assessment. The introductions explain that the exemplars are meant to be used for continuous assessment throughout the year. They assess the three learning outcomes, with the tests and project assessing mastery of content and skills, and the practical tasks assessing skills. Guidelines are provided for implementing the research project and practical activities, including classroom management, technology use, and thinking strategies.
This memorandum consists of 11 pages and provides grading guidelines for answering questions about Life Sciences. It includes 20 principles for marking answers, such as crediting parts of responses even if the whole process isn't described. The memorandum also provides the answers to sample questions on topics like human reproduction, genetics, ecology and the human nervous and endocrine systems.
This document provides examination guidelines for the Grade 12 Life Sciences exam in South Africa. It consists of 19 pages covering: the format and weighting of the exam papers; the formal assessment program and sequence of topics; and an elaboration of the content to be assessed for each topic, including DNA, meiosis, reproduction, genetics and inheritance. The topics will be assessed across two question papers that contain short answers, structured questions and an essay. The guidelines are intended to clarify the scope of the exam and assist teachers in preparing learners.
This document shows demonstration of a heart dissection, if the teacher wishes to this practical he/she should moderate the learners so that they don't hurt themselves
This memorandum provides marking guidelines for Life Sciences Paper 2 for the February/March 2013 examination in South Africa. It consists of 9 pages outlining the principles for marking, answers to questions in Sections A, B and C, and allocation of marks. The memorandum addresses topics related to human reproduction, genetics, ecosystems, population ecology, and endocrine system regulation.
This document is a 10 page memorandum for a Life Sciences exam consisting of 4 sections and 15 questions. It provides the answers and explanations for each question, along with the number of marks allocated to each part. The memorandum also includes rubrics for marking diagrams and explanations. In total, there are 150 marks available for the exam.
This document provides the curriculum and assessment policy for geography in grades 10-12 in South Africa. It outlines the key aims of geography which include understanding geographical concepts, developing geographical skills, and fostering certain attitudes and values. It specifies the time allocation and weighting for different topics across the grades. It also describes the continuity in content and skills from grade 4 through to grade 12. Finally, it provides overviews of the content and skills covered in each grade, as well as the assessment requirements for the subject.
The document is an 11-page memorandum for a Life Sciences exam consisting of principles for marking, answers to exam questions, and a section on marking criteria. It provides concise summaries and the essential information needed to mark exam responses in 3 sentences or less.
This document provides marking guidelines for grading Life Sciences papers in South Africa. It details 20 principles for markers to follow, such as marking the first three reasons given if more than three are provided. It also notes that abbreviations must be defined and that changes to memoranda require moderator approval. The document is signed, showing moderator consensus on the policies.
Mitosis is the process of cell division into two identical daughter cells. It is divided into five phases: interphase, prophase, metaphase, anaphase, and telophase. During interphase the chromosomes condense and the centrioles move to opposite poles. In prophase the chromosomes attach to the spindle by their kinetochores. Metaphase aligns the chromosomes in the center. Anaphase separates the sister chromatids and moves them to opposite poles. Telophase reforms the nuclei around the separated chromosomes.
2014 National Senior Certificate Examination Diagnostic reportRene Kotze
The National Diagnostic Report on Learner Performance,
which presents a comprehensive, qualitative analysis of the subject performance of the Class of 2014.
This document provides the marking guidelines for the 2008 Life Sciences P1 National Senior Certificate examination in South Africa. It consists of 13 pages outlining 20 key principles for marking the exam. Some of the main points include:
- Stop marking a question once the maximum marks have been reached.
- Credit all relevant parts of an answer, even if more information is provided than was asked.
- Accept answers if they are recognizable and in the correct sequence, even if spelling or language differs slightly from the guidelines.
- Credit diagrams, flow charts or tabulations if they provide the required information, even if not in the format specified.
- Be sensitive to alternative interpretations or explanations provided in answers.
This 10-page memorandum provides marking guidelines for a Life Sciences P2 examination consisting of 150 marks. It details 20 marking principles, including how to mark answers that provide more information than required or have sequencing and language issues. The memorandum then provides answer keys for 50 marks of section A multiple choice and structured questions, 60 marks of section B short answer and diagram labeling questions, and 40 marks of section C essay questions on topics like population growth and endocrine system function.
Mitosis is a process of cell division where one cell splits into two identical daughter cells. It allows for organism growth and repair of damaged tissues. The key stages are interphase, prophase, metaphase, anaphase and telophase. In interphase, the cell grows and its DNA is replicated. The other phases involve the condensing and separating of chromosomes and splitting of the cell contents until two identical daughter cells are formed. Mitosis is important for reproduction, growth, and repair in many organisms.
The document provides details of the 2011 Grade 12 awards ceremony in Limpopo province, South Africa. It summarizes the key results including an overall pass rate of 63.9% compared to 57.9% the previous year. The top 3 districts by pass rate are listed as Vhembe at 70.3%, Capricorn at 66.8%, and Sekhukhune at 60.8%. The top circuit in each district that had over 600 candidates is also recognized. The top 30 schools by pass percentage are listed, with the highest being Bokamoso Senior Secondary in Capricorn at 96.6%.
This 10-page memorandum provides marking guidelines for a Life Sciences P1 exam consisting of 150 marks and taken by full-time candidates in February/March 2013. It outlines 20 principles related to marking, including how to mark answers that provide more or less information than required or have incorrect sequencing. The memorandum also provides answer keys and mark allocations for 4 sections worth a total of 150 marks. Section A covers multiple choice, terminology, and genetics inheritance questions. Section B addresses DNA structure, sex-linked inheritance, protein synthesis, and meiosis. Section C involves human evolution topics and a graphing activity. Section D covers genetics principles like phenotypes and genotypes.
This document provides instructions for a Life Sciences exam consisting of 15 pages with 150 marks over 2.5 hours. It instructs students to answer all questions, write answers in the answer book, number answers correctly, and do all drawings in pencil with labels in ink. Diagrams are not necessarily to scale. Students must use a non-programmable calculator, protractor, and compass where needed. The exam consists of two sections. Section A contains multiple choice, matching, and short answer questions. Section B involves labeling diagrams and short answer questions related to DNA, RNA, protein synthesis, and meiosis.
This document provides the memorandum for marking Life Sciences Paper 1 from November 2010 for the National Senior Certificate in South Africa. It outlines 20 principles for marking, including how to allocate marks for partial or incorrect answers. The memorandum then provides the answers and marking schemes for questions in Sections A, B and C of the paper. It gives the correct responses and number of marks awarded for each answer line or part. In total 150 marks were available for the paper.
This document contains instructions for a 150 mark, 2.5 hour Life Sciences exam for Grade 12. It outlines:
- The number of questions and pages in the paper
- Instructions that students must answer all questions, write answers in the answer book, and number them correctly
- Information on drawings, diagrams, and materials allowed
- The exam contains 3 sections: Section A with 7 multiple choice and descriptive questions worth 50 marks, Section B with 4 extended response questions worth 30 marks, and Section C with 1 extended response question worth 30 marks.
This lesson plan sheet outlines a life sciences lesson for a specific grade, with sections for the topic and subtopic, specific learning aims, skills, prior knowledge required, planned teacher and learner activities, resources needed, assessment, time allocation, opportunities for enrichment and reflection on the lesson.
This document is a 16-page Life Sciences question paper for Grade 12 students taking a test. It consists of various multiple choice and short answer questions testing knowledge of topics like sexual reproduction, population ecology, human physiology, and more. The questions are formatted in numbered sections and subsections, with space provided to write answers directly in the test booklet.
This document provides instructions for a Life Sciences exam consisting of 3 sections worth 150 marks over 21⁄2 hours. Section A is worth 50 marks and contains multiple choice, matching, and short answer questions testing various concepts in Life Sciences. Section B is worth 30 marks and contains diagram labeling, sequencing, and longer answer questions on topics like meiosis and protein synthesis. Section C is worth 9 marks and contains labeling and short answer questions testing knowledge of the female reproductive system. The exam paper consists of 14 pages and students are instructed to answer all questions, show their work, and draw diagrams as required. Calculators and drawing tools are permitted.
This document contains assessment exemplars for Life Sciences for Grade 10, including control tests, a research project, and practical tasks. It provides teacher guidelines, assessment rubrics, and worksheets for learners for each assessment. The introductions explain that the exemplars are meant to be used for continuous assessment throughout the year. They assess the three learning outcomes, with the tests and project assessing mastery of content and skills, and the practical tasks assessing skills. Guidelines are provided for implementing the research project and practical activities, including classroom management, technology use, and thinking strategies.
This memorandum consists of 11 pages and provides grading guidelines for answering questions about Life Sciences. It includes 20 principles for marking answers, such as crediting parts of responses even if the whole process isn't described. The memorandum also provides the answers to sample questions on topics like human reproduction, genetics, ecology and the human nervous and endocrine systems.
This document provides examination guidelines for the Grade 12 Life Sciences exam in South Africa. It consists of 19 pages covering: the format and weighting of the exam papers; the formal assessment program and sequence of topics; and an elaboration of the content to be assessed for each topic, including DNA, meiosis, reproduction, genetics and inheritance. The topics will be assessed across two question papers that contain short answers, structured questions and an essay. The guidelines are intended to clarify the scope of the exam and assist teachers in preparing learners.
This document shows demonstration of a heart dissection, if the teacher wishes to this practical he/she should moderate the learners so that they don't hurt themselves
This memorandum provides marking guidelines for Life Sciences Paper 2 for the February/March 2013 examination in South Africa. It consists of 9 pages outlining the principles for marking, answers to questions in Sections A, B and C, and allocation of marks. The memorandum addresses topics related to human reproduction, genetics, ecosystems, population ecology, and endocrine system regulation.
This document is a 10 page memorandum for a Life Sciences exam consisting of 4 sections and 15 questions. It provides the answers and explanations for each question, along with the number of marks allocated to each part. The memorandum also includes rubrics for marking diagrams and explanations. In total, there are 150 marks available for the exam.
This document provides the curriculum and assessment policy for geography in grades 10-12 in South Africa. It outlines the key aims of geography which include understanding geographical concepts, developing geographical skills, and fostering certain attitudes and values. It specifies the time allocation and weighting for different topics across the grades. It also describes the continuity in content and skills from grade 4 through to grade 12. Finally, it provides overviews of the content and skills covered in each grade, as well as the assessment requirements for the subject.
The document is an 11-page memorandum for a Life Sciences exam consisting of principles for marking, answers to exam questions, and a section on marking criteria. It provides concise summaries and the essential information needed to mark exam responses in 3 sentences or less.
This document provides marking guidelines for grading Life Sciences papers in South Africa. It details 20 principles for markers to follow, such as marking the first three reasons given if more than three are provided. It also notes that abbreviations must be defined and that changes to memoranda require moderator approval. The document is signed, showing moderator consensus on the policies.
Mitosis is the process of cell division into two identical daughter cells. It is divided into five phases: interphase, prophase, metaphase, anaphase, and telophase. During interphase the chromosomes condense and the centrioles move to opposite poles. In prophase the chromosomes attach to the spindle by their kinetochores. Metaphase aligns the chromosomes in the center. Anaphase separates the sister chromatids and moves them to opposite poles. Telophase reforms the nuclei around the separated chromosomes.
2014 National Senior Certificate Examination Diagnostic reportRene Kotze
The National Diagnostic Report on Learner Performance,
which presents a comprehensive, qualitative analysis of the subject performance of the Class of 2014.
This document provides the marking guidelines for the 2008 Life Sciences P1 National Senior Certificate examination in South Africa. It consists of 13 pages outlining 20 key principles for marking the exam. Some of the main points include:
- Stop marking a question once the maximum marks have been reached.
- Credit all relevant parts of an answer, even if more information is provided than was asked.
- Accept answers if they are recognizable and in the correct sequence, even if spelling or language differs slightly from the guidelines.
- Credit diagrams, flow charts or tabulations if they provide the required information, even if not in the format specified.
- Be sensitive to alternative interpretations or explanations provided in answers.
This 10-page memorandum provides marking guidelines for a Life Sciences P2 examination consisting of 150 marks. It details 20 marking principles, including how to mark answers that provide more information than required or have sequencing and language issues. The memorandum then provides answer keys for 50 marks of section A multiple choice and structured questions, 60 marks of section B short answer and diagram labeling questions, and 40 marks of section C essay questions on topics like population growth and endocrine system function.
Mitosis is a process of cell division where one cell splits into two identical daughter cells. It allows for organism growth and repair of damaged tissues. The key stages are interphase, prophase, metaphase, anaphase and telophase. In interphase, the cell grows and its DNA is replicated. The other phases involve the condensing and separating of chromosomes and splitting of the cell contents until two identical daughter cells are formed. Mitosis is important for reproduction, growth, and repair in many organisms.
The document provides details of the 2011 Grade 12 awards ceremony in Limpopo province, South Africa. It summarizes the key results including an overall pass rate of 63.9% compared to 57.9% the previous year. The top 3 districts by pass rate are listed as Vhembe at 70.3%, Capricorn at 66.8%, and Sekhukhune at 60.8%. The top circuit in each district that had over 600 candidates is also recognized. The top 30 schools by pass percentage are listed, with the highest being Bokamoso Senior Secondary in Capricorn at 96.6%.
This 10-page memorandum provides marking guidelines for a Life Sciences P1 exam consisting of 150 marks and taken by full-time candidates in February/March 2013. It outlines 20 principles related to marking, including how to mark answers that provide more or less information than required or have incorrect sequencing. The memorandum also provides answer keys and mark allocations for 4 sections worth a total of 150 marks. Section A covers multiple choice, terminology, and genetics inheritance questions. Section B addresses DNA structure, sex-linked inheritance, protein synthesis, and meiosis. Section C involves human evolution topics and a graphing activity. Section D covers genetics principles like phenotypes and genotypes.
This document provides instructions for a Life Sciences exam consisting of 15 pages with 150 marks over 2.5 hours. It instructs students to answer all questions, write answers in the answer book, number answers correctly, and do all drawings in pencil with labels in ink. Diagrams are not necessarily to scale. Students must use a non-programmable calculator, protractor, and compass where needed. The exam consists of two sections. Section A contains multiple choice, matching, and short answer questions. Section B involves labeling diagrams and short answer questions related to DNA, RNA, protein synthesis, and meiosis.
This document provides the memorandum for marking Life Sciences Paper 1 from November 2010 for the National Senior Certificate in South Africa. It outlines 20 principles for marking, including how to allocate marks for partial or incorrect answers. The memorandum then provides the answers and marking schemes for questions in Sections A, B and C of the paper. It gives the correct responses and number of marks awarded for each answer line or part. In total 150 marks were available for the paper.
This document contains instructions for a 150 mark, 2.5 hour Life Sciences exam for Grade 12. It outlines:
- The number of questions and pages in the paper
- Instructions that students must answer all questions, write answers in the answer book, and number them correctly
- Information on drawings, diagrams, and materials allowed
- The exam contains 3 sections: Section A with 7 multiple choice and descriptive questions worth 50 marks, Section B with 4 extended response questions worth 30 marks, and Section C with 1 extended response question worth 30 marks.
This lesson plan sheet outlines a life sciences lesson for a specific grade, with sections for the topic and subtopic, specific learning aims, skills, prior knowledge required, planned teacher and learner activities, resources needed, assessment, time allocation, opportunities for enrichment and reflection on the lesson.
This document is a 16-page Life Sciences question paper for Grade 12 students taking a test. It consists of various multiple choice and short answer questions testing knowledge of topics like sexual reproduction, population ecology, human physiology, and more. The questions are formatted in numbered sections and subsections, with space provided to write answers directly in the test booklet.
This document provides instructions for a Life Sciences exam consisting of 3 sections worth 150 marks over 21⁄2 hours. Section A is worth 50 marks and contains multiple choice, matching, and short answer questions testing various concepts in Life Sciences. Section B is worth 30 marks and contains diagram labeling, sequencing, and longer answer questions on topics like meiosis and protein synthesis. Section C is worth 9 marks and contains labeling and short answer questions testing knowledge of the female reproductive system. The exam paper consists of 14 pages and students are instructed to answer all questions, show their work, and draw diagrams as required. Calculators and drawing tools are permitted.
This document provides instructions for a Life Sciences exam. It consists of 15 pages and students have 2.5 hours to complete it. The instructions state that students must answer all questions, write answers in the answer book provided, number answers according to the question paper, present drawings according to instructions, and write neatly. It also provides information about the number of marks allocated, use of calculators and drawing tools, and copyright notice.
This document provides instructions for a Life Sciences exam consisting of 150 marks over 2.5 hours. It is divided into three sections: Section A with 50 marks, Section B with 60 marks, and Section C with 40 marks. The paper contains various types of questions including multiple choice, matching columns, labeling diagrams, short answers and longer explanations. Students are instructed to answer all questions in their answer book and show all working where necessary. They are permitted to use a calculator, protractor and compass during the exam.
This document is a 14-page question paper for the Life Sciences P1 exam with the following details:
- Marks: 150
- Time: 2.5 hours
- Consists of 7 sections with multiple choice, matching, short answer and long answer questions testing knowledge of topics like meiosis, genetics, the menstrual cycle, protein synthesis and DNA profiling. Instructions are provided on how to answer the questions and various diagrams accompany some questions.
This document provides instructions for a Life Sciences exam consisting of 17 pages. It outlines that students must answer all questions, writing answers in the answer book and numbering them correctly. Diagrams should be drawn in pencil with labels in ink. Calculators and other equipment may be used. Students should write neatly and legibly. The exam is worth 150 marks and must be completed in 2.5 hours.
This document provides instructions for a Life Sciences exam that will take place over 150 minutes. It consists of 15 pages and covers topics related to human anatomy and genetics. The exam is divided into 3 sections. Section A contains multiple choice and short answer questions. Section B focuses on human reproduction and inheritance. Section C addresses genetics concepts like inheritance patterns, genetic crosses and co-dominance. Students are instructed to answer all questions, show their work, and label diagrams clearly. Calculators and drawing tools are permitted.
This document provides instructions for students taking the Grade 12 Life Sciences exam. It consists of three sections with a total of 150 marks over 21⁄2 hours. Students must answer all questions, writing their answers in the answer book and numbering them correctly. Diagrams should be drawn in pencil and labeled in ink. Calculators, protractors, and compasses may be used.
This document provides instructions for a Life Sciences exam consisting of 13 pages and 150 marks over 2.5 hours. It is divided into 3 sections. Section A contains multiple choice and matching questions about topics in evolution, genetics, human origins, and inheritance patterns. Section B asks students to represent genetic crosses, discuss advantages and disadvantages of genetic engineering, and interpret data on human height. Section C contains diagrams of skulls and asks students to identify species, compare evolutionary trends, and describe evidence for the African origin of humans.
This document is a 16-page Life Sciences question paper for Grade 12 from the February/March 2013 National Senior Certificate exams in South Africa. It consists of 4 sections with multiple choice, short answer, and longer answer questions testing knowledge of topics like genetics, evolution, and human origins. The instructions state that students have 2.5 hours to complete the paper and must answer all questions, showing their work in the provided answer book.
This document provides instructions for a Life Sciences exam consisting of three sections worth a total of 150 marks over 21⁄2 hours. Section A is worth 50 marks and includes multiple choice, matching, and short answer questions testing concepts in evolution, ecology and microbiology. Section B is worth 30 marks for each of two structured questions on topics like pollution indicators, deforestation, and comparative anatomy. Section C consists of an essay worth 40 marks. Students are instructed to answer all questions, show workings, use diagrams where required, and write neatly.
This document is the cover page for a Life Sciences exam consisting of 16 pages. It provides instructions for candidates taking the exam, including answering all questions, writing answers in the answer book, numbering answers correctly, presenting answers as instructed, using pencil for drawings, only drawing diagrams when asked, and writing neatly. It also allows for the use of a calculator, protractor, and compass where necessary.
(1) This document provides instructions for a Life Sciences exam consisting of 3 sections with multiple choice, matching, and short answer questions. It gives the time allotted, 150 marks, and details that all answers must be written in the answer book and drawings done in pencil.
(2) Section A includes 7 multiple choice questions testing content knowledge, 7 short answer questions requiring biological terms, and 6 matching questions. Section B has short answer questions on evolution, adaptations, natural selection, and speciation. Section C addresses disease transmission, resource use, and human evolution.
This document is a 16-page exam paper for Life Sciences P2 from February/March 2010. It contains instructions for the exam, which is divided into two sections worth a total of 150 marks and takes 2.5 hours. Section A contains multiple choice and short answer questions testing concepts related to evolution, ecology, genetics and the timeline of life on Earth. Section B includes several longer answer questions requiring explanations and descriptions related to topics like natural selection, Lamarckism, water pollution and plant uses.
This document provides information about the format and structure of the Biology paper for the SPM examination in Malaysia. It includes three papers that assess different skills:
Paper 1 is objective testing with multiple choice questions. It has 50 questions worth 50 marks in 1 hour 15 minutes.
Paper 2 involves subjective questions including structured and essay questions. It is worth 100 marks over 2 hours 30 minutes and tests a range of skills.
Paper 3 also uses subjective questions like structured response and essays. It focuses on scientific process skills and is worth 50 marks over 1 hour 30 minutes.
This document provides information about the format and structure of the Biology paper for the SPM examination in Malaysia.
It describes the three papers: Paper 1 is objective type questions with multiple choice and multiple combinations. Paper 2 contains structured and essay questions. Paper 3 focuses on scientific process skills and includes structured and extended response items.
The document also provides sample exam questions in multiple choice format covering various biology topics like cell structure, transport, ecosystems and human physiology. It analyzes the papers in terms of difficulty level and distribution of topics.
This document provides information about the format and structure of the Biology paper for the SPM examination in Malaysia.
It describes the three papers: Paper 1 is objective type questions with multiple choice and multiple combinations. Paper 2 contains structured and essay questions. Paper 3 focuses on scientific process skills and includes structured and extended response items.
The document also provides sample exam questions in a multiple choice format covering various biology topics like cells, transport, ecosystems and human physiology. Suggested answers or explanations are provided for some questions.
This document provides instructions and questions for a semester test in Life Science 1A FET at the APK Campus. It includes 8 multiple choice questions worth 1 mark each, 10 short answer questions worth 2 marks each defining biological terms, 8 short answer questions worth 1 mark each providing definitions or short descriptions, 18 marks worth of questions distinguishing between glucose and glycogen, identifying and describing properties of saturated fat, naming components of nucleotides and describing DNA, 8 marks describing properties of water important for life, and 22 marks involving identifying and labeling structures in animal and plant cells, describing cellular processes, and explaining mitosis and cancer.
The document contains regulations for marking Biology paper 2 for the Form 5 mid-year examination in 2011. It provides the marking schemes for Section A multiple choice questions and Section B structured questions. The marking schemes include the point allocation for each part of the question and sample answers. The document aims to ensure consistency among examiners when marking student responses. It contains detailed guidelines to award marks based on the criteria and level of understanding demonstrated in the answers.
This document provides instructions for a Grade 12 Life Sciences exam. It consists of 14 pages and students have 2.5 hours to complete it. The exam contains 3 sections. Section A has 10 multiple choice questions worth 1 or 2 marks each, and short answer questions worth 1-8 marks. Section B contains diagram and graph interpretation questions worth 1-14 marks. Section C involves investigating the resistance of mosquitoes to DDT over time, with associated graphing and analysis questions worth 1-6 marks. Students are instructed to show all working, use scientific terms correctly, and answer all questions in full sentences in the answer book provided.
Similar to Life sciences p1 gr 12 exemplar 2014 eng (1) (20)
The document summarizes human reproduction. It describes sexual reproduction involving the fusion of egg and sperm cells. The male reproductive system produces sperm in the testes and transfers them through the penis during intercourse. The female reproductive system involves ovaries releasing eggs, fallopian tubes and uterus where fertilization and fetal development occur. The menstrual cycle and process of fertilization are also outlined.
1. The document defines evolution as gradual changes in organisms over generations due to natural selection. It discusses key figures in the development of evolutionary theory like Lamarck, Darwin, and Wallace.
2. Mechanisms of evolution include genetic variation, inheritance of traits, natural selection of advantageous variations, and accumulation of small changes over long periods of time leading to new species.
3. Evidence for evolution comes from fossils that show gradual changes in ancient species over millions of years, as well as anatomical, genetic, and biochemical similarities between living and extinct species, indicating common ancestry.
1) Fossil evidence from sites in South Africa like Sterkfontein provide insight into early hominids that lived over 3 million years ago, including Australopithecus africanus.
2) As hominids evolved, they exhibited skeletal changes associated with bipedalism as well as increases in brain size and cultural adaptations like tool use.
3) Genetic and fossil evidence supports the 'Out of Africa' theory where modern humans evolved in Africa around 200,000 years ago and migrated elsewhere, replacing earlier hominid species like Neanderthals.
Meiosis is a cell division process that produces gametes, or sex cells, with half the normal number of chromosomes. It occurs in two stages: Meiosis I splits homologous chromosome pairs, resulting in haploid cells, and Meiosis II splits the remaining sister chromatids into individual chromosomes, resulting in four haploid cells. This ensures that offspring receive a mixture of maternal and paternal chromosomes and introduces genetic variation through processes like crossing over during prophase I. Meiosis is essential for sexual reproduction, as it maintains the chromosome number between generations and produces genetic diversity in offspring.
This document discusses genetics and inheritance of genetic diseases. It covers Gregor Mendel's experiments with pea plants which laid the foundations of genetics, including genes, alleles, dominant and recessive traits. It also discusses chromosomes, genetic crosses, sex-linked inheritance and examples of genetic disorders like cystic fibrosis and muscular dystrophy. The role of mutations in causing genetic diseases as well as the process of genetic counseling is summarized.
DNA controls cellular activities and protein synthesis. It is found in the cell nucleus as a double-stranded helix made up of nucleotides. DNA replicates itself using DNA polymerase and stores the genetic code in genes that determine protein sequences. During transcription, a complementary mRNA strand is produced from DNA in the nucleus. Translation then occurs on ribosomes in the cytoplasm, where tRNA brings amino acids to the ribosome according to mRNA codons, assembling proteins from the genetic code carried by DNA.
This document discusses speciation and the factors that can lead to the formation of new species. It outlines two main types of speciation: allopatric speciation which is caused by geographic isolation, and sympatric speciation which does not require a large geographic barrier. Factors that can influence speciation include genetic variation due to isolation, inbreeding within small isolated populations, outbreeding between unrelated individuals, founder effects in small groups colonizing new areas, population bottlenecks from catastrophic events, and reproductive isolation through mechanisms like breeding at different times or adapting to different pollinators.
This memorandum provides marking guidelines for Life Sciences Paper 2. It consists of 20 pages detailing the answers and marks allocated for each question. Principles for marking include stopping when maximum marks are reached, marking the first answer if more than required are given, and crediting relevant parts of longer answers. Abbreviations must be defined to receive marks. Diagrams or flow charts lose marks if descriptions are required.
This memorandum provides guidelines for marking the 2011 Life Sciences Paper 2 for the National Senior Certificate in South Africa. It consists of 20 principles to ensure consistent and fair marking. Some key principles include: awarding marks for the first few reasons/examples provided, even if incorrect; accepting answers that demonstrate understanding despite differences in format; and not penalizing for spelling errors if the word is recognizable. The memorandum also provides mark allocations for each question and sub-question.
This memorandum consists of 11 pages and provides answers and marking schemes for questions in Life Sciences P2 from February/March 2010. Section A contains multiple choice and short answer questions on topics such as evolution, classification of organisms, geological time periods, and human evolution. Section B involves longer answer questions on natural selection, inheritance of acquired characteristics, environmental issues, and river pollution. Section C contains questions on plant germination, data analysis, human evolution, and fisheries management. The memorandum provides detailed answers and point allocations for each question.
This document provides principles for marking the Life Sciences memorandum for the 2011 National Senior Certificate Grade 12 examination. It outlines 20 principles related to marking, including how to mark answers that provide extra information, partial processes, diagrams instead of descriptions, non-recognized abbreviations, and spelling errors. It also provides guidance on marking different language responses and adhering only to approved marking memoranda.
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MARKS: 150
TIME: 2½ hours
This question paper consists of 17 pages.
GRAAD 12
LIFE SCIENCES P1
EXEMPLAR 2014
NATIONAL
SENIOR CERTIFICATE
GRADE 12
2. Life Sciences/P1 2 DBE/2014
NSC – Grade 12 Exemplar
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INSTRUCTIONS AND INFORMATION
Read the following instructions carefully before answering the questions.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Answer ALL the questions.
Write ALL the answers in the ANSWER BOOK.
Start the answers to EACH question at the top of a NEW page.
Number the answers correctly according to the numbering system used in this question paper.
Present your answers according to the instructions of each question.
Do ALL drawings in pencil and label them in blue or black ink.
Draw diagrams or flow charts only when asked to do so.
The diagrams in this question paper are NOT necessarily drawn to scale.
Do NOT use graph paper.
You must use a non-programmable calculator, protractor and a compass, where necessary.
Write neatly and legibly.
3. Life Sciences/P1 3 DBE/2014
NSC – Grade 12 Exemplar
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SECTION A
QUESTION 1
1.1
Various options are provided as possible answers to the following questions. Choose the correct answer and write only the letter (A to D) next to the question number (1.1.1 to 1.1.9) in the ANSWER BOOK, for example 1.1.10 D.
QUESTIONS 1.1.1 AND 1.1.2 REFER TO THE DIAGRAM BELOW SHOWING THE STRUCTURE OF THE HUMAN EAR.
1.1.1
Which part sends vibrations to the ossicles?
A
B
C
D
3
1
4
5
A
B
C
D
4
3
2
1
1.1.2
Which part maintains equal pressure on either side of the tympanic membrane?
1
2
3
4
5
4. Life Sciences/P1 4 DBE/2014
NSC – Grade 12 Exemplar
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1.1.3
Below is a set of events following fertilisation in humans.
1. The embryo is embedded in the uterine wall in humans.
2. A zygote is formed in the Fallopian tube.
3. Cell division occurs to form a ball of several hundred cells.
4. The blastocyst remains free for several days in the uterus.
Which ONE of the following represents the correct order in which the above events occur?
A
B
C
D
2, 3, 4, 1
2, 1, 3, 4
3, 2, 4, 1
1, 3, 2, 4
1.1.4
The following are effects of the secretion of different hormones:
1. An increase in the blood glucose level
2. An increase in the heart rate
3. An increase in the amount of digestive enzymes
4. An increase in blood flow to the skeletal muscles
Which ONE of the following combinations of the above effects is due to adrenalin?
A
B
C
D
1, 3 and 4
2, 3 and 4
1, 2 and 4
1, 2, 3 and 4
1.1.5
The control centre in the body that will be activated when an athlete is dehydrated is the …
A
B
C
D
cerebellum.
cerebrum.
corpus callosum.
pituitary gland.
1.1.6
The following blood vessels carry blood to or from the placenta in humans:
1. Mother's artery
2. Mother's vein
3. Umbilical artery
4. Umbilical vein
Which blood vessels contain blood with a larger amount of oxygen and nutrients?
A
B
C
D
1 and 3 as compared to 2 and 4
1 and 4 as compared to 2 and 3
2 and 3 as compared to 1 and 4
2 and 4 as compared to 1 and 3
5. Life Sciences/P1 5 DBE/2014
NSC – Grade 12 Exemplar
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1.1.7
Which ONE of the following is an advantage of the testes being held in the scrotum, outside the body cavity?
A
B
C
D
More sperm can be stored in the scrotum.
Sperm formation is more efficient at temperatures below the normal body temperature.
The testes are better protected in the scrotum than in the body cavity.
There is more time for prostate secretions to be added to the sperm.
1.1.8
Meiosis in a diploid cell results in …
A
B
C
D
four identical gametes.
four haploid gametes.
two different diploid gametes.
four gametes having the same chromosome number as the parent cell.
1.1.9
The list below gives some of the stages involved in gamete and zygote formation.
1. Prophase I
2. Prophase II
3. Metaphase I
4. Fertilisation
Which ONE of the following combinations of the above stages contributes to genetic variation?
A
B
C
D
1, 2 and 3
1, 3 and 4
2 and 3
3 and 4 (9 x 2)
(18)
6. Life Sciences/P1 6 DBE/2014
NSC – Grade 12 Exemplar
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1.2
Give the correct biological term for each of the following descriptions. Write only the term next to the question number (1.2.1 to 1.2.9) in the ANSWER BOOK.
1.2.1
1.2.2
1.2.3
1.2.4
1.2.5
1.2.6
1.2.7
1.2.8
1.2.9
The period of development of an embryo in the uterus between fertilisation and birth
Disease characterised by a lack of insulin production
Tube that connects the pharynx and the middle ear
A process by which nutrients become highly concentrated in a body of water, leading to increased growth of organisms such as algae
A stage in the development of humans in which the embryo consists of a layer of cells surrounding a cavity
The structure at the tip of a sperm cell containing enzymes and which makes contact with the egg cell during fertilisation
The gland in the male reproductive system of humans that produces an alkaline fluid to counteract the acid environment of the vagina
The duct leading from the testis to the urethra in human males
The process by which the ovum is formed through meiosis in the ovary (9 x 1)
(9)
7. Life Sciences/P1 7 DBE/2014
NSC – Grade 12 Exemplar
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1.3
Indicate whether each of the statements in COLUMN I applies to A only, B only, both A and B or none of the items in COLUMN II. Write A only, B only, both A and B, or none next to the question number (1.3.1 to 1.3.6) in the ANSWER BOOK.
COLUMN I
COLUMN II
1.3.1
Type of development resulting in offspring that are capable of moving around soon after hatching
A
B
Precocial
Altricial
1.3.2
Converts glucose to glycogen
A
B
Glucagon
Adrenalin
1.3.3
Factors affecting water availability
A
B
Destruction of wetlands
Poor farming practices
1.3.4
Provides greater chances for the fusion of sperm and egg
A
B
External fertilisation
Internal fertilisation
1.3.5
Characteristic of vivipary
A
B
Placenta is formed
Live offspring is born
1.3.6
Examples of greenhouse gases
A
B
Carbon dioxide
Methane
(6 x 2)
(12)
8. Life Sciences/P1 8 DBE/2014
NSC – Grade 12 Exemplar
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1.4
The diagram below represents a portion of the central nervous system of humans.
Write down the LETTER ONLY of the part which:
1.4.1
1.4.2
1.4.3
1.4.4
1.4.5
Regulates heartbeat and breathing rate
Coordinates movement while walking
Interprets what you see
Has its hemispheres connected by the corpus callosum
Controls balance and equilibrium
(1)
(1)
(1)
(1)
(1)
(5)
Portion of the central nervous system of a human
A
C
B
9. Life Sciences/P1 9 DBE/2014
NSC – Grade 12 Exemplar
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1.5.1
1.5.2
1.5.3
1.5.4
State the chromosome number of the cells represented by A, B and C.
Name the structure at Stage 3.
Between which two consecutive stages does meiosis occur in the life cycle?
Between which two consecutive stages does mitosis occur in the life cycle?
TOTAL SECTION A:
(3)
(1)
(1)
(1)
(6)
50
1.5
The diagram below shows the various stages in the life cycle of a human.
MALE
FEMALE
A
B
C
D
Stage 1
Body Cells
Stage 2
Gametes
Stage 3
Stage 4
Body Cells
10. Life Sciences/P1 10 DBE/2014
NSC – Grade 12 Exemplar
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SECTION B
QUESTION 2
2.1
Study the diagram below, which shows a reflex arc.
2.1.1
Give labels for each of the following:
(a)
(b)
Region D
Neuron E
(1)
(1)
2.1.2
Write down the LETTER of the part which:
(a)
(b)
Transmits impulses to the central nervous system
Contains cerebrospinal fluid
(1)
(1)
2.1.3
2.1.4
2.1.5
Explain the effect on the reflex action if part B was damaged.
The nerve pathway in the above response is about 1,5 metres in length. A nerve impulse travels at 75 m s-1.
Use this information to calculate the time taken for this reflex action to occur. Show all working.
Explain the significance of a reflex action.
(2)
(3)
(2)
(11)
A
B
C
D
E
11. Life Sciences/P1 11 DBE/2014
NSC – Grade 12 Exemplar
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2.2
A learner carried out an investigation to measure the reaction time of two people (A and B). Each person had to ring a bell when a light flashed on. The time taken for each person to react was recorded and plotted on the bar graph below. The test was carried out 10 times.
2.2.1
2.2.2
2.2.3
2.2.4
2.2.5
What was the slowest reaction time?
Describe how the reaction time of Person B changed over the 10 attempts.
Suggest a possible reason for the trend described in QUESTION 2.2.2.
What was the stimulus in this investigation?
How would the reaction time of Person A have differed if he/she had been under the influence of drugs during the experiment?
(1)
(3)
(2)
(1)
(1)
(8)
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
0.45
1
2
3
4
5
6
7
8
9
10
Reaction Time (seconds)
Attempt Number
Reaction Time of Person A and Person B
KEY:
Person A
Person B
12. Life Sciences/P1 12 DBE/2014
NSC – Grade 12 Exemplar
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2.3
The diagram shows two eyes (X and Y) focused on objects (represented by arrows) at different distances from the eye. Objects A and C were 2 metres away from the eye. Objects B and D were 7 metres away from the eye.
2.3.1
Write down the LETTER ONLY of the object that:
(a)
(b)
Eye X is focused on
Eye Y is focused on
(2)
(2)
2.3.2
Name and describe the process that allows eye Y to form a clear image on the retina.
(5)
(9)
2 m away from eye
7 m away from eye
A
B
C
D
X
Y
13. Life Sciences/P1 13 DBE/2014
NSC – Grade 12 Exemplar
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2.4
A Grade 12 learner performed an investigation to determine the effect of light on the growth of plant shoots. The learner divided the plants that were used into three groups as follows:
Group A – The tip of the shoot was intact.
Group B – The tip of the shoot was removed.
Group C – The tip of the shoot was covered by a cap that does not allow light to pass through.
The diagram below shows each shoot at the start of the investigation and next to each, the same shoot at the end of the investigation.
The arrows indicate the direction of light in each investigation.
2.4.1
2.4.2
2.4.3
2.4.4
2.4.5
Name the dependent variable in this investigation.
State TWO factors that must be kept constant in this investigation.
The influence of which plant hormone is being investigated?
Explain the results observed in investigations A and C, as illustrated in the diagram above.
State TWO ways in which the learner could improve the reliability of this investigation.
(1)
(2)
(1)
(6)
(2)
(12)
[40]
Start End
A
Start End
B
Start End
C
14. Life Sciences/P1 14 DBE/2014
NSC – Grade 12 Exemplar
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QUESTION 3
3.1
The diagram below represents the interaction between two important endocrine glands. The gland labelled A is found at the base of the brain, while the gland labelled C is present towards the front of the neck.
3.1.1
3.1.2
3.1.3
3.1.4
Give a label for gland A.
Name hormone B.
State TWO functions of hormone D.
Describe the negative feedback mechanism that operates when the level of hormone D is higher than normal in the blood.
(1)
(1)
(2)
(5)
(9)
B
C
D
A
15. Life Sciences/P1 15 DBE/2014
NSC – Grade 12 Exemplar
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3.2
The diagram below shows a section through the mammalian skin.
3.2.1
3.2.2
Give labels for parts A, B and C.
Describe how parts B and C play a role in reducing the body temperature back to normal when it increases above the normal level.
(3)
(6)
(9)
A
B
C
16. Life Sciences/P1 16 DBE/2014
NSC – Grade 12 Exemplar
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3.3
The Human Sciences Research Council (HSRC) conducted a survey on food security across the provinces. The results showed that the overall percentage of food-secure households in South Africa is 45,6% as opposed to 48% in 2008.
The results, indicating the percentage of food-insecure households in each province according to the latest survey, are shown in the table below.
PROVINCE
FOOD-INSECURE HOUSEHOLDS
(%)
Eastern Cape
36
Limpopo
31
Mpumalanga
30
Free State
29
KwaZulu-Natal
28
Northern Cape
21
Gauteng
19
Western Cape
16
3.3.1
3.3.2
3.3.3
What is meant by food security?
Use the data in the table to draw a bar graph for the four provinces that have the highest percentage of food-insecure households.
State how the use of fertilisers by farmers can:
(2)
(7)
(a)
(b)
Increase food security for a country
Decrease food security for a country
(1)
(1)
3.3.4
State how the use of pesticides by farmers can:
(a)
(b)
Increase food security for a country
Decrease food security for a country
(1)
(1)
3.3.5
State TWO factors, other than the use of fertilisers and pesticides, which may have led to a decrease in the percentage of food-secure households in South Africa since 2008.
(2)
(15)
17. Life Sciences/P1 17 DBE/2014
NSC – Grade 12 Exemplar
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3.4
The carbon dioxide concentration in the atmosphere was recorded at 400 parts per million (ppm) in May 2013 compared to 316 parts per million (ppm) in 1958. This change is due to an increase in the use of fossil fuels as well as an increase in deforestation.
3.4.1
3.4.2
3.4.3
3.4.4
Describe how deforestation contributes to the high carbon dioxide concentration in the atmosphere.
State ONE other impact of deforestation on the environment.
Explain why we should be concerned about the rising carbon dioxide levels.
Suggest ONE way in which the government can reduce carbon emissions caused by the generation of electricity.
(2)
(1)
(3)
(1)
(7)
[40]
TOTAL SECTION B:
80
SECTION C
QUESTION 4
Name the hormones produced by the testes and ovaries and describe the role of each hormone in human reproduction.
Content:
Synthesis:
(17)
(3)
(20)
NOTE:
NO marks will be awarded for answers in the form of flow charts or diagrams.
TOTAL SECTION C:
GRAND TOTAL:
20
150