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 10-page memorandum provides guidance for grading South African Grade 12 Life Sciences students' answers. It covers Sections A, B, and C, with Section A including multiple-choice and matching questions on topics like meiosis, genetics, and reproduction. Section B involves labelling diagrams and short questions on subjects like the male reproductive system and the menstrual cycle. Section C consists of longer essay questions on genetics, forensics, and genetically modified organisms.
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 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 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 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 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 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 memorandum provides answers and guidance for grading a Life Sciences exam consisting of 12 pages. It includes answers to multiple choice questions, short answer questions, and longer essay questions on topics relating to human reproduction, genetics, and biotechnology. Scoring rubrics are provided for questions involving diagrams, graphs, and experimental designs. The memorandum also notes common student errors to avoid for certain questions.
This 10-page memorandum provides guidance for grading South African Grade 12 Life Sciences students' answers. It covers Sections A, B, and C, with Section A including multiple-choice and matching questions on topics like meiosis, genetics, and reproduction. Section B involves labelling diagrams and short questions on subjects like the male reproductive system and the menstrual cycle. Section C consists of longer essay questions on genetics, forensics, and genetically modified organisms.
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 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 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 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 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 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 memorandum provides answers and guidance for grading a Life Sciences exam consisting of 12 pages. It includes answers to multiple choice questions, short answer questions, and longer essay questions on topics relating to human reproduction, genetics, and biotechnology. Scoring rubrics are provided for questions involving diagrams, graphs, and experimental designs. The memorandum also notes common student errors to avoid for certain 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 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 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.
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.
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.
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.
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 is an exam paper for the International General Certificate of Secondary Education (IGCSE) Biology exam. It consists of several multiple choice and written response questions covering topics in biology like the structure and function of the eye, plant respiration, tomato plant growth in glasshouses vs open fields, human reproduction, acid rain, yoghurt production, food shortages, and selective breeding. Students are asked to define terms, describe processes, interpret graphs and diagrams, calculate percentages, and suggest explanations.
This document provides the mark scheme for the May/June 2014 Cambridge International Examinations IGCSE Physics exam. It explains the marking criteria and conventions that examiners will use to award marks for students' answers. Key points include:
- Marks are awarded for correct physics principles (M marks), accurate calculations (A marks), and compensation for understanding shown even if a step is missing (C marks).
- Conventions like significant figures, units, the treatment of fractions, and how errors are handled are clearly defined.
- The mark scheme then provides example questions and shows how marks would be awarded for different possible answers under the criteria.
- Notes at the start and throughout explain symbols used in the
This document contains mark schemes for biology exams from June 2003. The first section provides the answers and marks for a 40 question multiple choice exam. The second section details the expected answers and marking points for a 50 mark theory exam. The third section similarly outlines the key for a 25 question practical exam.
Matthew Chahine received a Bachelor of Science degree in Civil Engineering from the University of Massachusetts Dartmouth in 2015 with a GPA of 3.663 magna cum laude. Over his undergraduate career, he took 123 credit hours and earned a cumulative GPA of 3.663. His transcript shows consistent Dean's List and Chancellor's List honors with a variety of civil engineering and general education courses completed.
This document consists of a 12-page mathematics exam from the University of Cambridge International Examinations. The exam contains 9 questions testing a variety of math skills, including algebra, geometry, statistics, and probability. It provides instructions for candidates, notifies them that the exam is out of 130 total marks, and consists of printed pages and blank pages for working.
Erlan O'Brian, a 16-year-old, served as the equipment manager for a football event. Though challenging, he and his peers made the event possible with help from each other. In acknowledgment, Erlan thanks God for the weather, his teacher, classmates, principal, and players for their assistance in hosting the event, which helped fulfill a class requirement and encourage community among players.
This document contains exam results for a student for the period of 2013-2016. The student was enrolled in a BSC in Financial Mathematics program and completed 36 modules. For most modules the student received distinctions or passed, with a few modules where the student only passed on the second attempt or did not initially qualify. Overall the student successfully completed the degree program.
The document summarizes a physical education SBA project that involved organizing an inter-form football competition at a school. The competition was used to select school football teams based on performance. Results of games from group stages through semifinals and finals are provided, along with top goal scorers. The author concludes the competition was a success and provides recommendations for physical education teachers to help with future competitions.
This document provides a report on the performance of candidates who sat exams for the Caribbean Examinations Council's Advanced Proficiency Examination in Chemistry in May/June 2010. It summarizes the exam structure, number of candidates, and provides analysis of candidate performance on each exam paper and module. Overall, candidate performance was adequate, though some weaknesses were observed, particularly in calculations, writing equations, and practical skills. The report makes recommendations to teachers on strategies to help students improve.
This document contains a 15-page physics exam for the International General Certificate of Secondary Education (IGCSE). The exam consists of 11 multiple choice questions testing concepts in mechanics, energy, electricity, waves, and magnetism. Students are asked to show working, make calculations, draw diagrams, and explain physical phenomena. They must answer all questions and attach their work. The exam is designed to test students' understanding of core physics concepts and their ability to apply mathematical and problem-solving skills.
The document summarizes changes made by the Cambridge International Examinations (CIE) to some of their question papers for popular assessments with large numbers of candidates. CIE now uses two similar but distinct variants for some question papers, mark schemes, and examiner reports where previously there was only one. This allows for more past exam material to be available to candidates while maintaining the same standard of assessment across variants. The variants have established relationships to one another through CIE's assessment expertise. Centres will use only one variant for a given administration, but the document provides access to both so candidates have even more practice material.
- The writer is inviting a friend to accompany them on a summer vacation trip to Disney World in Florida from August 12-18, 2014.
- They plan to purchase 5-day park passes for $289 each, totaling $1538.95 with taxes.
- The luxury resort they will stay at is located on 20 private acres with an outdoor pool, and is just a 10 minute drive from the Disney theme parks. It features deluxe suites with kitchens, washers/dryers, and whirlpools.
This document provides instructions and questions for a chemistry exam, including answering questions on the periodic table, chemical reactions, compounds, and acids and bases. Students are provided a periodic table and instructed to show all work, write in pen, and securely fasten all pages together at the end of the exam. The exam consists of 12 printed pages and covers topics like cobalt, sulfur dioxide, antimony extraction, alcohol properties, and salt preparations.
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 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 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 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 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.
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.
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.
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.
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 is an exam paper for the International General Certificate of Secondary Education (IGCSE) Biology exam. It consists of several multiple choice and written response questions covering topics in biology like the structure and function of the eye, plant respiration, tomato plant growth in glasshouses vs open fields, human reproduction, acid rain, yoghurt production, food shortages, and selective breeding. Students are asked to define terms, describe processes, interpret graphs and diagrams, calculate percentages, and suggest explanations.
This document provides the mark scheme for the May/June 2014 Cambridge International Examinations IGCSE Physics exam. It explains the marking criteria and conventions that examiners will use to award marks for students' answers. Key points include:
- Marks are awarded for correct physics principles (M marks), accurate calculations (A marks), and compensation for understanding shown even if a step is missing (C marks).
- Conventions like significant figures, units, the treatment of fractions, and how errors are handled are clearly defined.
- The mark scheme then provides example questions and shows how marks would be awarded for different possible answers under the criteria.
- Notes at the start and throughout explain symbols used in the
This document contains mark schemes for biology exams from June 2003. The first section provides the answers and marks for a 40 question multiple choice exam. The second section details the expected answers and marking points for a 50 mark theory exam. The third section similarly outlines the key for a 25 question practical exam.
Matthew Chahine received a Bachelor of Science degree in Civil Engineering from the University of Massachusetts Dartmouth in 2015 with a GPA of 3.663 magna cum laude. Over his undergraduate career, he took 123 credit hours and earned a cumulative GPA of 3.663. His transcript shows consistent Dean's List and Chancellor's List honors with a variety of civil engineering and general education courses completed.
This document consists of a 12-page mathematics exam from the University of Cambridge International Examinations. The exam contains 9 questions testing a variety of math skills, including algebra, geometry, statistics, and probability. It provides instructions for candidates, notifies them that the exam is out of 130 total marks, and consists of printed pages and blank pages for working.
Erlan O'Brian, a 16-year-old, served as the equipment manager for a football event. Though challenging, he and his peers made the event possible with help from each other. In acknowledgment, Erlan thanks God for the weather, his teacher, classmates, principal, and players for their assistance in hosting the event, which helped fulfill a class requirement and encourage community among players.
This document contains exam results for a student for the period of 2013-2016. The student was enrolled in a BSC in Financial Mathematics program and completed 36 modules. For most modules the student received distinctions or passed, with a few modules where the student only passed on the second attempt or did not initially qualify. Overall the student successfully completed the degree program.
The document summarizes a physical education SBA project that involved organizing an inter-form football competition at a school. The competition was used to select school football teams based on performance. Results of games from group stages through semifinals and finals are provided, along with top goal scorers. The author concludes the competition was a success and provides recommendations for physical education teachers to help with future competitions.
This document provides a report on the performance of candidates who sat exams for the Caribbean Examinations Council's Advanced Proficiency Examination in Chemistry in May/June 2010. It summarizes the exam structure, number of candidates, and provides analysis of candidate performance on each exam paper and module. Overall, candidate performance was adequate, though some weaknesses were observed, particularly in calculations, writing equations, and practical skills. The report makes recommendations to teachers on strategies to help students improve.
This document contains a 15-page physics exam for the International General Certificate of Secondary Education (IGCSE). The exam consists of 11 multiple choice questions testing concepts in mechanics, energy, electricity, waves, and magnetism. Students are asked to show working, make calculations, draw diagrams, and explain physical phenomena. They must answer all questions and attach their work. The exam is designed to test students' understanding of core physics concepts and their ability to apply mathematical and problem-solving skills.
The document summarizes changes made by the Cambridge International Examinations (CIE) to some of their question papers for popular assessments with large numbers of candidates. CIE now uses two similar but distinct variants for some question papers, mark schemes, and examiner reports where previously there was only one. This allows for more past exam material to be available to candidates while maintaining the same standard of assessment across variants. The variants have established relationships to one another through CIE's assessment expertise. Centres will use only one variant for a given administration, but the document provides access to both so candidates have even more practice material.
- The writer is inviting a friend to accompany them on a summer vacation trip to Disney World in Florida from August 12-18, 2014.
- They plan to purchase 5-day park passes for $289 each, totaling $1538.95 with taxes.
- The luxury resort they will stay at is located on 20 private acres with an outdoor pool, and is just a 10 minute drive from the Disney theme parks. It features deluxe suites with kitchens, washers/dryers, and whirlpools.
This document provides instructions and questions for a chemistry exam, including answering questions on the periodic table, chemical reactions, compounds, and acids and bases. Students are provided a periodic table and instructed to show all work, write in pen, and securely fasten all pages together at the end of the exam. The exam consists of 12 printed pages and covers topics like cobalt, sulfur dioxide, antimony extraction, alcohol properties, and salt preparations.
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 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 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 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 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
The memorandum provides principles for marking Life Sciences papers in 2012. It details 20 marking principles, including crediting relevant parts of answers even if extra information is provided, marking the first few reasons or examples given, and being sensitive to answers stated differently but conveying the same meaning. The memorandum also addresses aspects like spelling, abbreviations, diagrams, flow charts, and language.
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.
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.
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 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.
Powerpoint on viruses, bacteria, protists and Fungi. Intended for the SA Grade 11 Life Sciences syllabus. Includes information on HIV, virus reproduction, malaria, TB, thrush, characteristics of microbes etc. Hope it helps!
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.
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.
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.
(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 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 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 document provides a summary of the key points from a biology exam marking scheme:
1. The marking scheme provides guidance for examiners on how to award marks to student responses on a biology exam covering topics like digestion, genetics, and ecosystems.
2. Detailed answers and notes are provided for multiple choice and longer answer questions testing understanding of concepts such as cell division, heart disease risk factors, and genetic inheritance of traits.
3. Mark allocations are given for each sub-part of longer questions to help examiners accurately assess and score different aspects of student answers.
This document provides a summary of the key points from the given text:
1. The document is a mark scheme that evaluates exam questions on biology and science subjects. It provides sample answers and notes for multiple choice and structured questions.
2. The mark scheme covers topics related to biology, such as digestion, cell division, genetics, ecosystems and human physiology.
3. Detailed answers are given marks based on how well they address the learning points or processes outlined in the exam questions. Partial or incomplete responses receive fewer marks.
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.
The document provides example responses from candidates for the Cambridge O Level Biology exam. It includes sample answers and examiner comments for Questions 1-4 from Paper 2 (Theory). For Question 1, the examiner comments indicate that a grade A response scored 10/12 by making minor errors. A grade C response scored 6/12 due to some incomplete answers. A grade E response scored 4/12, demonstrating a lack of understanding. The document aims to exemplify different performance levels and show what is required to improve grades.
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 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 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 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 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.
The document provides instructions for the National Entrance Screening Test (NEST) to be held on 2014. It details that the test will be 3 hours long and contain 5 sections worth 50 marks each. One of the sections is general and students must attempt it along with 3 of the 4 subject sections. Calculators and electronic devices are not allowed. Answers must be marked on an optical mark recognition (OMR) sheet using the provided code. The document also provides some useful physical constants and the atomic masses of some elements as reference.
This document provides the mark scheme for a GCE Biology exam. [1] It outlines the general principles for how marks will be awarded, including symbols used and policies on spelling and clarity. [2] Sample exam questions and answers are provided with the maximum number of marks indicated for each part. [3] Detailed explanations are given for how marks would be allocated for students' responses.
This document provides information about fractions including:
- Examples of fractions like 1/2, 1/4, 1/3 that represent portions of a whole divided into equal parts.
- Proper fractions have numerators less than denominators while improper fractions have numerators greater than or equal to denominators.
- Mixed numbers represent improper fractions written as a whole number and proper fraction like 1 1/2.
- Unit fractions have a numerator of 1.
- Fractions can be like or unlike depending on if they share the same denominator.
- Examples are provided of dividing shapes and quantities into fractional parts.
The document provides instructions for a biology exam that is 3 hours long and contains 180 questions. It instructs students to fill out personal information on the answer sheet carefully with a blue or black pen. Each correct answer receives 4 marks, while incorrect answers deduct 1 mark. Students should only write in the designated areas and not fold or mark the answer sheet. The exam code should match that on the answer sheet.
Similar to Life sciences p1 nov 2010 memo eng (15)
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 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.
1. MARKS: 150
NATIONAL
SENIOR CERTIFICATE
GRADE 12
LIFE SCIENCES P1
NOVEMBER 2010
FINAL MEMORANDUM
This memorandum consists of 12 pages.
Copyright reserved Please turn over
2. Life Sciences/P1 DBE/November 2010
2
NSC – Final Memorandum
PRINCIPLES RELATED TO MARKING LIFE SCIENCES 2010
1.
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3.
4.
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6.
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12.
13.
If more information than marks allocated is given
Stop marking when maximum marks is reached and put a wavy line and ‘max’
in the right hand margin.
If, for example, three reasons are required and five are given
Mark the first three irrespective of whether all or some are correct/incorrect.
If whole process is given when only part of it is required
Read all and credit relevant part.
If comparisons are asked for and descriptions are given
Accept if differences/similarities are clear.
If tabulation is required but paragraphs are given
Candidates will lose marks for not tabulating.
If diagrams are given with annotations when descriptions are required
Candidates will lose marks.
If flow charts are given instead of descriptions
Candidates will lose marks.
If sequence is muddled and links do not make sense
Where sequence and links are correct, credit. Where sequence and links is
incorrect, do not credit. If sequence and links becomes correct again, resume
credit.
Non-recognized abbreviations
Accept if first defined in answer. If not defined, do not credit the unrecognised
abbreviation but credit the rest of answer if correct.
Wrong numbering
If answer fits into the correct sequence of questions but the wrong number is
given, it is acceptable. Indicate that the candidate’s numbering is wrong.
If language used changes the intended meaning
Do not accept.
Spelling errors
If recognizable accept provided it does not mean something else in Life
Sciences or if it is out of context.
If common names given in terminology
Accept, provided it was accepted at the National memo discussion meeting.
Copyright reserved Please turn over
3. Life Sciences/P1 DBE/November 2010
3
NSC – Final Memorandum
14.
15.
16.
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18.
19.
20.
If only letter is asked for and only name is given (and vice versa)
No credit.
If units are not given in measurements
Memorandum will allocate marks for units separately, except where it is
already given in the question.
Be sensitive to the sense of an answer, which may be stated in a different
way.
Caption
Credit will be given for captions to all illustrations (diagrams, graphs, tables,
etc.) except where it is already given in the question.
Code-switching of official languages (terms and concepts)
A single word or two that appears in any official language other than the
learners’ assessment language used to the greatest extent in his/her answers
should be credited, if it is correct. A marker that is proficient in the relevant
official language should be consulted. This is applicable to all official
languages.
No changes must be made to the marking memoranda. In exceptional cases,
the Provincial Internal Moderator will consult with the National Internal
Moderator (and the External moderators if necessary).
Only memoranda bearing the signatures of the National Internal Moderator
and the UMALUSI moderators and distributed by the National Department of
Basic Education via the Provinces must be used in the training of markers
and in the marking.
Copyright reserved Please turn over
4. Life Sciences/P1 DBE/November 2010
4
NSC – Final Memorandum
SECTION A
QUESTION 1
1.1 1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
C33
C33
B33
D33
A33 (5 x 2) (10)
1.2 1.2.1 Phenotype3
1.2.2 Cancer3
1.2.3 Chromatids3/daughter chromosomes
1.2.4 Gametogenesis 3
1.2.5 Homologous3/bivalent/tetrad/homologues
1.2.6 Replication3
1.2.7 Haemophilia3 (7)
1.3 1.3.1
1.3.2
1.3.3
1.3.4
1.3.5
B3
G3
A3
F3
E3 (5)
1.4 1.4.1
1.4.2
(a) B3
(b) b3
13 23 83
(Mark first THREE only)
Copyright reserved Please turn over
(1)
(1)
(3)
(5)
1.5 1.5.1
1.5.2
33
ATG3
(1)
(1)
1.5.3 It determines the codes3 for the sequence of amino acids3
which determines the type of protein3 max (2)
1.5.4 (a) AUG3
(b) - tRNA picks up specific amino acids3
- its anticodon3 matches up with the codon of mRNA
- therefore the amino acids are arranged in a
particular sequence3
- to form particular polypeptides3/proteins
(If any examples of anticodons and codons are given,
consult the Senior Marker) any
(1)
(3)
(8)
5. Life Sciences/P1 DBE/November 2010
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NSC – Final Memorandum
1.6 1.6.1 36.73 0C3 (2)
1.6.2 0.33 (1)
1.6.3 The woman is fertile from day 123/ 14/ovulation occurs
because the temperature3rises3 (3)
Copyright reserved Please turn over
(6)
1.7.1 Accept any ONE value between 13.5 to143 years (1)
1.7.2 Most girls3 reach puberty before3 boys/
Boys3 reach puberty after3 girls
OR
Most girls reach puberty at age 12 -133 years and boys at
age 14 -153 years/ Most boys reach puberty at age 14 -153
years and girls at age 12 – 133 years (2)
1.7.3
1.7.4
Some girls3 reach puberty at a later stage3
OR
Not all girls3of 16 have reached puberty3/any correct
physiological reason e.g. hormonal imbalance, diet, strenuous
training programme
- Emotionally immature3not easy to change from being a
teenager to a parent3/not responsible yet
- Not yet financially independent3and the
costs3/medical/clothes/food of raising a baby is high
- Need education3/qualifications to get a good job3
- To raise a baby needs time3/effort and no freedom3for the
teenager/cannot keep baby
- Teenager’s body not physically ready3and pregnancy
may lead to complications3
- Girls will be stigmatised3and chances of finding a
partner are reduced3
(Do not accept STD’s in answer) any 2 x 2
(Mark first TWO only)
(2)
(4)
(9)
TOTAL SECTION A: 50
6. Life Sciences/P1 DBE/November 2010
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NSC – Final Memorandum
SECTION B
QUESTION 2
2.1
2.2
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
2.1.6
2.2.1
2.2.2
C – spindle threads3/spindle fibres
D – homologous chromosomes3/bivalent/tetrad/homologues
(a) Metaphase 13
(b) Chromosomes are aligned at the equator3 in homologous
pairs3/bivalent/tetrad/homologues
Crossing over3
Homologous chromosomes/bivalent/tetrad line up 3at the equator
Chromatids from homologous chromosomes overlap3/cross
Part/s of one chromatid become exchanged3/genetic material
for part/s of its homologous partner3 max
Promotes genetic variation3 in the gametes/offspring
will be different from the parents
(a) 23
(b) 23
The gene for curly hair is dominant3 and the dominant
condition shows up3 in either the homozygous or
heterozygous condition
Man Woman
P1 Phenotype Curly hair X Curly hair3
Genotype Hh X Hh3
Meiosis
Gametes/G H, h X H, h3
Fertilisation OR
F1 Genotype HH Hh Hh hh3
Gametes H h
H HH Hh
h Hh hh
Phenotype Curly hair Straight hair3
1 mark for stating P1 and F1
1 mark for stating meiosis and fertilisation
If another letter is used, candidates will lose marks for P1
F1 genotypes any
Copyright reserved Please turn over
(2)
(1)
(2)
(1)
(3)
(1)
(1)
(1)
(12)
(2)
(6)
(8)
1 mark for correct gametes
1 mark for correct genotypes
7. Life Sciences/P1 DBE/November 2010
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NSC – Final Memorandum
DNA RNA
1. Double3stranded molecule/
paired bases
Single3 stranded molecule/
unpaired bases
2. Contains deoxyribose3 sugar Contains ribose3 sugar
3. Contains the nitrogenous base
thymine3
Contains the nitrogenous base
uracil3
4. A is proportional to T and G is
proportional to C3
Different relative numbers of A, T,
C, G3
5. Longer3 Shorter3
6. Helix shape3 No Helix3
(Mark first THREE only)
2.4 2.4.1
2.4.2
Test tube 23
Percentage of A does not equal T and percentage of C does not
equal G3 in test tube 2 therefore no base pairing3
OR
The percentages of A is equal to T and C is equal to G3 in test
tube 1 therefore base pairing3
Therefore test tube 2 contains the single stranded virus
DNA molecule
Copyright reserved Please turn over
(1)
(2)
(3)
[30]
2.3
Any 3 x 2
+ 1 for presenting a table (7)
8. Life Sciences/P1 DBE/November 2010
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NSC – Final Memorandum
QUESTION 3
3.1 3.1.1 C - Endometrium3/placenta /uterus/uterine wall/myometrium
D - Ovary3 (2)
3.1.2
3.1.3
1 - Ovulation3
2 - Fertilisation3
3 - Mitosis3/ cell division/growth/cleavage
(a) 233
(b) 463/23 pairs
Tail / flagellum
Mitochondrion Neck
Copyright reserved Please turn over
(3)
(1)
(1)
3.1.4
A sperm cell/spermatozoon
Caption: 1 mark
Label: any 4 correct labels: 4 marks (5)
3.2
3.1.5
3.1.6
Shock absorber3/prevents physical or mechanical damage
Protects the foetus from drying out3
Insulates the foetus against temperature fluctuations3
Allows foetal movement for growth and development3
(Mark first TWO only) any
(a) Oxygen3
(Dissolved) food3 (examples e.g. glucose, amino acids, water)
Antibodies3
(Mark first ONE only) any
(b) Metabolic waste3
Carbon dioxide3
Nitrogenous waste/(examples e.g. urea, ammonia, uric acid)
Water 3 any
(Mark first ONE only)
Non-identical3/fraternal/dizygotic twins
are produced when(two egg cells)3are (fertilised by two
sperms)3
Identical3/monozygotic twins/(Siamese/conjoined)
are formed when (one sperm)3 fuses with (one egg cell)3
to form a zygote which then splits up into two (incomplete split)
(2)
(1)
(1)
(16)
(1)
(2)
(1)
(2)
(6)
Acrosome
Nucleus
Head
Middle piece
9. Life Sciences/P1 DBE/November 2010
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NSC – Final Memorandum
3.3 3.3.1
3.3.2
3.3.3
3.3.4
3.3.5
3.3.6
183
Honey bees3
Very little nectar3/food available/bats go off to sleep/nocturnal
Attracts pollinators3/for pollination
Pollination occurs over more days3 ensures that most flowers3
get pollinated/increases the chances of pollination/not to
attract too many pollinators at once to prevent damage to the
flowers
(a) Seed3
(b) Fruit3
Copyright reserved Please turn over
(1)
(1)
(1)
(1)
(2)
(1)
(1)
(8)
[30]
TOTAL SECTION B: 60
10. Life Sciences/P1 DBE/November 2010
10
NSC – Final Memorandum
SECTION C
QUESTION 4
4.1 4.1.1 Female3 (1)
4.1.2
4.1.3
4.1.4
Has two X chromosomes3/XX/chromosomes number 23 are
similar/ no Y chromosome
Down’s3 Syndrome/trisomy 21
Carries 33/extra chromosome(s) on number 213
OR
473 chromosomes (allocate 1 mark)
Results of the number of different colour/phenotypes of
offspring per breeding pair
3 D 999
0 1 2 3 4 5 6 7 8 9
3 T3
1 2 3 4
Breeding pairs
3
Number of offspring
Key:
Black -
Brown -
3
3
Copyright reserved Please turn over
(1)
(1)
(2)
(5)
4.2 4.2.1 24 : 83(accept different correct working) = 3 : 13 (2)
4.2.2 To increase the reliability of theresults33
OR
Reduces chances of errors33 any (2)
4.2.3
NOTE:
If the wrong type of graph is drawn:
- Marks are forfeited for ‘correct type of graph’ ; ‘drawing of graph’
If graphs are not drawn on the same system of axes:
- Mark the first graph only using the given criteria –
Candidates will lose 2 marks for the incorrect drawing of the pair of bars
11. Life Sciences/P1 DBE/November 2010
11
NSC – Final Memorandum
Mark allocation of the graph
Correct type of graph (T) 1
Caption for graph 1
Correct label for X-axis 1
Graphs labelled/key provided for 2
1
graphs
Correct label for Y-axis 1
Appropriate scale for Y-axis 1
Drawing of bars (D) 1 mark if 1 pair of bars plotted correctly
2 marks if 2 to 3 pairs of bars plotted correctly
3 marks if all 4 pairs of bars are plotted correctly
Copyright reserved Please turn over
(9)
(13)
4.3 4.3.1 Communicate to learners/parents/school/education department
about purpose, procedures and safety3
Permission from education department3/parent/learner/school
Determine what sample size is appropriate3
Random sample must be taken (not gender and age)
Arrange all logistics such as:
- necessary equipment3
- venue3
- trained personnel3/coordinator at school
- budget available3
- storage needed3
- transport of equipment3
- Inform school of the day and time3 that the research
will take place
- draw up a table3/recording sheet to record information
Ensure confidentiality3 any
(Accept any correct answer with PLANNING before drawing blood)
(Mark first FOUR only)
(4)
4.3.2 Personnel should wear gloves3
Sterilise the learner’s arm3/finger
Use new/sterile syringes3/lancets/cotton wool etc. for every
learner tested
Apply pressure to stop bleeding3
Monitor learners while and after drawing blood3
Avoid injury to learners3/draw blood from vein not artery
Safe disposal of waste3
(Mark first THREE only) any (3)
(7)
12. Life Sciences/P1 DBE/November 2010
NSC – Final Memorandum
Copyright reserved
12
4.4 Possible answer
Stem cells are (actively) dividing9 cells that are not yet differentiated9/
not yet mature could give rise to different types of cells
Source: Embryo9
Blood in umbilical cord9/cord blood
Placenta9
Bone marrow9 any
(Mark first TWO only)
• Arguments for use of stem cells
- Provide replacements for tissues9S /organs damaged by
age9R/trauma/disease/improve quality of life
- Used for research9S to see whether it can cure different
diseases9R e.g. cancer/more reliable results when human stem
cells are used
- Stem cells from e.g. the blood from the umbilical cord
can be stored9S when needed in future because it would
not be rejected9R by the body’s immune system any 2 x 2
(Mark first TWO only)
• Arguments against use of stem cells
- Expensive9S research money could be used for other needs9R
- Only rich people9S /expensive can afford to store9R stem cells
for later use
- Interfere with religion 9S/culture/creation because it is immoral3R
/unethical/we cannot play God
- Moral9S /ethical objection because we are destroying a human
life3R
- The dangers3S of using stem cells are unknown and may be a
risk3R
- Can lead to illegal trade9Sin embryos /the placentas of new-born
babies/ to make money9R
- Embryos conceived and then aborted9S /abandoned/
to use9R the stem cells from the placenta any 2 x 2
(Mark first TWO only)
(2)
(2)
(4)
(4)
ASSESSING THE PRESENTATION OF THE ESSAY
Marks Description
3 Explains 2 valid arguments for and 2 against the use of stem cells
2 Explains 1 valid argument for and 1 argument against the use of stem cells OR
Explains 2 valid arguments for and 1 against the use of stem cells OR
Explains 1valid argument for and 2 against the use of stem cells
1 Describe at least 1 statement for and 1 statement against the use of stem cells OR
explains 1 valid argument for OR 1argument against the use of stem cells
0 Has not attempted/has not written anything other than question number/no correct
information
Synthesis (3)
TOTAL SECTION C:
(15)
40
GRAND TOTAL: 150