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 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 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 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 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 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 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) 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 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 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 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 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 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 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) 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 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 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 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 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 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 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 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 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 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.
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 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 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.
Genome–Wide Analysis and Expression Pattern of the AP2/ERF Gene Family in Kiw...Agriculture Journal IJOEAR
—APETALA2/ethylene response factor (AP2/ERF) transcription factors play important roles in the response to abiotic stresses. It is now possible to identify all of the AP2/ERF genes in the kiwifruit genome because the kiwifruit genome project has been completed. 183 AP2/ERF genes were identified and compared with AP2/ERF genes from Arabidopsis in this study. The 183 AP2/ERF kiwifruit genes were classified into four subfamilies: DREB (64), ERF (94), AP2 (19) and RAV (5), as well as one soloist. RNA-sequence and Quantitative RT-PCR (qRT-PCR) analysis results showed that 20 genes were responsive to waterlogging stress, suggesting that AP2/ERF transcription factors play important roles in the response to waterlogging stress in kiwifruit
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 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 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 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 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 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 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 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 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 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 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 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 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 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 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.
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 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 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.
Genome–Wide Analysis and Expression Pattern of the AP2/ERF Gene Family in Kiw...Agriculture Journal IJOEAR
—APETALA2/ethylene response factor (AP2/ERF) transcription factors play important roles in the response to abiotic stresses. It is now possible to identify all of the AP2/ERF genes in the kiwifruit genome because the kiwifruit genome project has been completed. 183 AP2/ERF genes were identified and compared with AP2/ERF genes from Arabidopsis in this study. The 183 AP2/ERF kiwifruit genes were classified into four subfamilies: DREB (64), ERF (94), AP2 (19) and RAV (5), as well as one soloist. RNA-sequence and Quantitative RT-PCR (qRT-PCR) analysis results showed that 20 genes were responsive to waterlogging stress, suggesting that AP2/ERF transcription factors play important roles in the response to waterlogging stress in kiwifruit
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 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 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 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 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 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.
Class 12 Cbse Biology Sample Paper 2012-13Sunaina Rawat
- Develop extensive root systems to absorb water from deeper soil layers.
du
- Have thick cuticle and sunken stomata to reduce transpiration.
- Possess water storage tissues like succulents.
.e
- Droop or shed leaves during drought.
w
w
Animals:
- Migrate to areas with available water.
w
- Enter state of aestivation or hibernation during drought.
- Concentrate urine to reduce water loss.
- Obtain water from metabolic processes like respiration.
28. (a) Labelled diagram of sectional view of human ovary showing:
- Ovarian surface
This document is a grade 11 life sciences term 4 assignment from Hector Peterson Secondary School. It consists of 4 questions covering various topics related to human impact on the environment. Question 1 contains 4 short paragraph questions on topics like the greenhouse effect, global warming, food security, and invasive species control methods. Question 2 involves interpreting data from a study on different fertilizer treatments. Questions 3 and 4 both contain multiple short questions testing understanding of concepts like biodiversity, wildlife poaching, recycling, landfills, and their impacts on the environment. The assignment aims to test students' knowledge of life science topics as well as their ability to apply scientific skills like experimental design, data interpretation, and explaining environmental impacts.
CBSE XII BIOLOGY SAMPLE PAPER BY KENDRIYA VIDYALAYA Gautham Rajesh
This document provides a sample question paper format for Class 12 Biology exam. It includes the exam structure, marking scheme, unit-wise weightage and distribution of questions. The paper will be of 70 marks and 3 hours duration. It will have questions in 4 sections - very short answer (8 marks), short answer I (20 marks), short answer II (27 marks) and long answer (15 marks). The topics covered are Reproduction, Genetics and Evolution, Biology in human welfare, Biotechnology and Ecology. The question paper aims to include 3-5 marks worth of value based questions to test various ethical and social issues. A blue print provides the breakdown of number and type of questions from each unit across the sections.
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.
Test Bank For Campbell Biology 12th Edition Urry Cain All Chapters Questions ...Passing Grades
Download Test Bank For Campbell Biology 12th Edition Urry Cain All Chapters Questions & Answers https://www.pasinggrades.com/item/test-bank-for-campbell-biology-12th-edition-by-urry/2724
The document appears to be a syllabus outline for Class IX science covering the second term. It includes:
1. An outline of the units, topics, and marks allocated to each for the term. Motion, force and work receives the most marks at 36.
2. Information about value-based questions being included and a problem solving assessment being part of the exams.
3. Sample questions in various formats like MCQ, VSA, SA, and LA to provide examples of question types and topics that could be covered.
4. Details of the practical exams to be conducted, listing several experiments to be done by students.
So in summary, the document provides an overview of the science
This study examined the impact of microhabitats on soil invertebrate communities in a 7.7 hectare woodland on the Isle of Wight. Samples from 11 microhabitats including logs, moss, paths, and stumps showed microhabitat-specific species assemblages, with dead wood habitats hosting distinct leaf litter communities. The study also found that samples from the plantation area of the woodland had less diverse invertebrate communities than those from the deciduous area, demonstrating the local impact of land-use change on soil biodiversity. Future work aims to build a global database of studies comparing sites with different land uses to estimate average effects of human impacts on soil communities.
1. The document discusses the key levels of biological organization from cells to the biosphere.
2. It explores characteristics of living things like metabolism, heredity, evolution, and biodiversity.
3. Researchers conduct both basic and applied studies using the scientific method to test hypotheses and advance understanding of life.
This document provides the content outline for a biology class covering the continuity of life and flowering plants. It includes 5 sections that will be covered in the second trimester of senior year biology, including: 1) a genetics problem involving nail-patella syndrome inheritance; 2) defining biological terms; 3) analyzing a graph of seedling growth rates; 4) diagramming and explaining the functions of leaf structures and photosynthesis; and 5) comparing insect-pollinated and wind-pollinated flowers.
LAB NAME3Lab Number ____Your NameProfe.docxsmile790243
LAB NAME 3
Lab Number ____
Your Name
Professor’s Name
SNHU
Date
Lab Procedure (1–3 pages)
This section is for documenting the steps that were performed in order to complete the lab questions. Specific command entries can be entered here as well as screenshots.
/usr/local/bin/snort -c /usr/local/snort.conf
(Example entry using Courier 10 pt font)
Figure 1 – Label the tables and screenshots with figure numbers
Figure 2 – Screenshot picture example
Lab Questions (1–2 pages)
1. Lab Question 1
What is the specific command line for using a Linux operating system?
Answers to the questions should be formatted with APA style citations if necessary.
2. Lab Question 2
Example question 2
Answer to the example question
3. Lab Question 3
Example question 3
Answer to the example question
References
Anything that requires referencing can be added here in an APA formatted reference page.
CLIMATE CHANGE
Body shrinkage due to Arctic
warming reduces red knot fitness in
tropical wintering range
Jan A. van Gils,1* Simeon Lisovski,2 Tamar Lok,3,4 Włodzimierz Meissner,5
Agnieszka Ożarowska,5 Jimmy de Fouw,1 Eldar Rakhimberdiev,1,6 Mikhail Y. Soloviev,6
Theunis Piersma,1,3 Marcel Klaassen2
Reductions in body size are increasingly being identified as a response to climate
warming. Here we present evidence for a case of such body shrinkage, potentially due
to malnutrition in early life. We show that an avian long-distance migrant (red knot,
Calidris canutus canutus), which is experiencing globally unrivaled warming rates at its
high-Arctic breeding grounds, produces smaller offspring with shorter bills during
summers with early snowmelt. This has consequences half a world away at their tropical
wintering grounds, where shorter-billed individuals have reduced survival rates. This is
associated with these molluscivores eating fewer deeply buried bivalve prey and more
shallowly buried seagrass rhizomes. We suggest that seasonal migrants can experience
reduced fitness at one end of their range as a result of a changing climate at the
other end.
P
henological changes andgeographicalrange
shifts are well-known responses to climate
change(1).Athirdbroadlyobservedresponse
to global warming appears to be shrinkage
of bodies (2–5). It has been hypothesized
that body shrinkage is a geneticmicroevolutionary
response to warming, due to smaller individuals
being better able to dissipate body heat because
of the larger surface/volume ratio of their bodies
[e.g., Bergmann’s rule (2)]. Alternatively, ithas been
putforwardthatclimatechangemaydisrupttroph-
ic interactions, potentially leading to malnutrition
during an organism’s juvenile life stage (6, 7). Be-
cause poor growth may not be compensated for
later in life (8), this would lead to smaller bodies
(i.e., shrinkage as a phenotypically plastic response).
Under climate change, some regions are warm-
ing faster than others. Especially in the Arctic,
warminghas been observedat unprecedentedr ...
Fossil records, comparative anatomy, and genetic information provide evidence for evolution by showing how species have changed over time. Fossils show how ancient species were different from modern species, while homologous and analogous structures in different species indicate common ancestry or adaptation to similar environments. Comparisons of DNA and protein sequences also reveal how closely related species are, supporting the idea that all life on Earth descended from common ancestors through the process of natural selection.
Similar to Life sciences p2 feb march 2011 eng (19)
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 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.
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.
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 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.
1. MARKS: 150
TIME: 2½ hours
NATIONAL
SENIOR CERTIFICATE
GRADE 12
LIFE SCIENCES P2
FEBRUARY/MARCH 2011
This question paper consists of 12 pages.
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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 at 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 all drawn to scale.
Do NOT use graph paper.
You may use a non-programmable calculator, a protractor and a compass.
Write neatly and legibly.
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SECTION A
QUESTION 1
1.1 Various options are given as possible answers to the following questions.
Choose the correct answer and write only the letter (A – D) next to the
question number (1.1.1 – 1.1.5) in the ANSWER BOOK, for example
1.1.6 D.
1.1.1 The super-continent, that broke up into smaller land masses, is
called ...
A
B
C
D
Pangaea.
Gondwanaland.
continental drift.
Laurasia.
1.1.2 Which of the following are possible causes of extinction?
1. Diseases
2. Ice ages
3. Meteorite striking the Earth
4. Plate tectonics
A
1, 2 and 3 only
B
1, 2 and 4 only
C
1, 3 and 4 only
D
1, 2, 3 and 4
1.1.3 Two individuals are most likely members of the same species
if they …
A
B
C
D
have a different number of chromosomes.
can mate and produce fertile offspring.
breed at the same time.
are phenotypically different.
1.1.4 Macroevolution is a term that describes …
A
B
C
D
an increase in the size of individuals of a population over a
long period of time.
the process leading to the formation of new genera and
families of organisms.
a gradual change in the number of species found in the fossil
record.
changes that can be seen without the need of a microscope.
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1.1.5 The following steps occur during eutrophication:
1. Aquatic algae grow rapidly
2. Bacteria use up oxygen
3. Excess nitrate and phosphate discharged into the river
4. Dead algae decomposed by bacteria
5. Fish die of suffocation
The correct order in which eutrophication occurs is …
A
B
C
D
3 4 1 5 2
5 3 2 4 1
5 2 3 1 4
3 1 4 2 5 (5 x 2) (10)
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 – 1.2.8) 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
Waste that cannot be broken down by decomposers
The study of fossils
A branched diagram showing the evolutionary relationships
between species
The study of the distribution of living organisms found in different
regions
Species that are no longer found on Earth
The era in which the genus Homo evolved
Structures inherited from the ancestor that are small, poorly
developed and have no useful function
The variety of different species living in an area (8 x 1) (8)
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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 – 1.3.5) in
the ANSWER BOOK.
COLUMN I COLUMN II
1.3.1 Organisms have an inherent/internal drive to
change
A: Lamarck
B: Darwin
1.3.2 Mutation(s) that lead to the death of the
organism
A: Neutral mutation
B: Lethal mutation
1.3.3 Australopithecines that were found in South
Africa
A: Little Foot
B: Mrs Ples
1.3.4 Dating of fossils by comparing the age of one
fossil to another
A: Relative dating
B: Radiometric dating
1.3.5 Evidence for evolution using comparative
biochemistry
A: Different metabolic pathways
B: Identical protein synthesis
(5 x 2) (10)
1.4 The diagram below represents the evolution of three different species
(O, P and R) in two different environments (1 and 2) from an ancestral
species Z.
1.4.1
1.4.2
1.4.3
O P
Migration
Z
1 2
Which species is/are now extinct?
Give ONE possible reason for the dying-out of the small population
of species P which migrated to environment 1 as indicated in the
diagram above.
Name a process that resulted in the speciation of P from
species R.
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Environment
Present
Time
Past
R
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1.5 A type of bacterium, called Escherichia coli (E. coli), normally lives in the large
intestine of humans. To determine whether E. coli is present in water, a
chemical indicator is used.
If the chemical indicator changes from a clear red colour to a cloudy yellow
colour, this indicates that E. coli is present.
In an investigation conducted by a group of Grade 12 learners, samples taken
from THREE rivers (X, Y and Z) were investigated for the presence of E. coli.
Samples were taken from each river and put into a glass bottle which
contained the clear red indicator solution. The bottle was then incubated at
37 °C for 2 days.
The results of the investigation are shown in the table below.
Colour of chemical indicator River X River Y River Z
Before incubation Clear red Clear red Clear red
After incubation Clear red Cloudy
yellow
Clear red
1.5.1
1.5.2
1.5.3
1.5.4
1.5.5
Explain TWO safety precautions that the learners should take
when conducting this investigation.
Give ONE reason for incubating the sample at 37 °C.
Which river(s) (X, Y or Z) showed the presence of E. coli?
Give a reason for your answer to QUESTION 1.5.3 above.
Explain ONE way that E. coli could have gotten into the river(s)
stated in QUESTION 1.5.3.
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1.6 Differentiate between:
1.6.1
1.6.2
Homologous and analogous structures
Inbreeding and outbreeding
(3)
(3)
(6)
TOTAL SECTION A: 50
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SECTION B
QUESTION 2
2.1 Lichens are small organisms that can be used as pollution indicators. Lichens
generally flourish in rural areas but do not appear in industrial areas which are
normally near a city centre. The graph below shows the number of white and
dark moths as well as the number of lichens at various distances from a city
centre.
Number of moths and lichens versus distance from city centre
100
90
80
70
60
50
40
30
20
10
0
20 40 60 80 100 120
Distance from city centre (km)
Number of organisms
Lichens
White moths
Dark moths
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
At what distance from the city centre was the number of white and
dark moths and lichens the same?
Describe the relationship between the distribution of lichens, dark
moths and white moths and distance from the city centre.
Explain why lichens do not grow in industrial areas.
Predict how the population of white and black moths will change
when pollution is reduced in the industrial area.
Explain your answer to QUESTION 2.1.4.
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2.2 Deforestation is the destruction of forests by the removal of trees in large
numbers. The table below shows statistics related to deforestation in different
regions from 1990 to 2000.
Region Total land
area (ha)
Total
forest
cover
(ha)
Forest
cover
(%)
Deforestation
rate
1990 – 2000 (%)
Africa 2 978 394 649 866 21,8 0,8
Asia 3 084 746 547 793 X 0,1
North and
2 136 966 549 304 25,7 0,1
Central America
Oceania and
Australia
849 096 197 623 23,3 0,2
2.2.1
2.2.2
2.2.3
2.2.4
2.2.5
Which region had the highest rate of deforestation in the
10-year period?
Calculate the forest cover (%) of Asia indicated as X. Show ALL
working.
Give any TWO reasons for deforestation.
Describe TWO consequences of deforestation for the ecosystem.
Explain THREE management strategies to reduce deforestation.
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(3)
(2)
(4)
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(16)
[30]
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QUESTION 3
3.1 Darwin noticed different species of tortoises on the Galapagos Islands. Two of
these tortoises, which are drawn to scale, are shown below.
3.1.1
3.1.2
3.1.3
Tabulate TWO visible differences between the two species of
tortoises.
Suggest what tortoise 2 may eat that tortoise 1 will not be able to
eat.
The two species of tortoises shown above lived on different
islands. Darwin suggested that they might have evolved from a
common ancestor. Explain how this could have occurred.
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Tortoise 1 Tortoise 2
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3.2 The diagrams below represent the skulls of two organisms, namely a modern
human and a gorilla. Each arrow indicates the position of the foramen
magnum. Study the diagrams and answer the questions that follow.
3.2.1
3.2.2
3.2.3
3.2.4
3.2.5
Identify each of the organisms that are represented by A and B.
Tabulate FOUR observable differences between the skulls of
organisms A and B.
Which organism is bipedal for most of its adult life?
Explain TWO possible advantages of bipedalism to the organism
referred to in QUESTION 3.2.3.
Name any TWO similarities between organisms A and B.
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TOTAL SECTION B:
[30]
60
Organism A Organism B
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SECTION C
QUESTION 4
4.1 The table below shows the annual catches of TWO species of fish, namely
herring and cod, over a period of eight years.
Catch (thousands of tons)
Year Herring Cod
1 370 145
2 150 120
3 110 80
4 105 60
5 85 50
6 70 45
7 65 50
8 70 60
4.1.1
4.1.2
4.1.3
Plot line graphs, on the same set of axes, using the information in
the table above.
Describe how the catch size of the herring population changed
over the eight years.
State any TWO management strategies which can prevent the
over-exploitation of herring and cod.
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4.2 Study the passage below and answer the questions that follow.
HOODIA
Hoodia gordonii is a spiny succulent plant (cactus) indigenous to the semi-desert
of South Africa, Botswana, Namibia and Angola. It grows in extremely
high temperatures and takes many years to reach maturity. Hoodia has been
used by indigenous populations in southern Africa for centuries to treat
indigestion and minor infections. However, the plant has become well known
and is in big demand because of the discovery that indigenous people have
always used the flesh of the plant to suppress their appetite while on long
hunting trips in the desert. The South African Council for Scientific and
Industrial Research has isolated the ingredient responsible for the plant’s
appetite-suppressant quality and it is now marketed as a slimming tablet.
4.2.1
4.2.2
4.2.3
What is the habitat of Hoodia?
Name TWO medical conditions that can be treated with Hoodia.
Explain why indigenous people must be compensated for the
selling of the slimming tablets mentioned in the passage.
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TOTAL SECTION C:
GRAND TOTAL:
40
150
4.3 Explain, with reasons, FOUR strategies you would use to manage solid waste
if you were appointed as the head of the waste disposal division of your
town/city.
NOTE: NO marks will be awarded for answers in the form of flow charts or
diagrams. (15)