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 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 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 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 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 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. 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 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 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 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 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 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. 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 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 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 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 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.
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 instructions for a Life Sciences exam consisting of three sections worth a total of 150 marks over 21⁄2 hours. Section A is worth 50 marks and includes multiple choice, matching, and short answer questions testing concepts in evolution, ecology and microbiology. Section B is worth 30 marks for each of two structured questions on topics like pollution indicators, deforestation, and comparative anatomy. Section C consists of an essay worth 40 marks. Students are instructed to answer all questions, show workings, use diagrams where required, and write neatly.
This document is 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.
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 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.
(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 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 is a 14-page question paper for the Life Sciences P1 exam with the following details:
- Marks: 150
- Time: 2.5 hours
- Consists of 7 sections with multiple choice, matching, short answer and long answer questions testing knowledge of topics like meiosis, genetics, the menstrual cycle, protein synthesis and DNA profiling. Instructions are provided on how to answer the questions and various diagrams accompany some questions.
This memorandum consists of 11 pages and provides grading guidelines for answering questions about Life Sciences. It includes 20 principles for marking answers, such as crediting parts of responses even if the whole process isn't described. The memorandum also provides the answers to sample questions on topics like human reproduction, genetics, ecology and the human nervous and endocrine systems.
This document is a 16-page exam paper for Life Sciences P2 from February/March 2010. It contains instructions for the exam, which is divided into two sections worth a total of 150 marks and takes 2.5 hours. Section A contains multiple choice and short answer questions testing concepts related to evolution, ecology, genetics and the timeline of life on Earth. Section B includes several longer answer questions requiring explanations and descriptions related to topics like natural selection, Lamarckism, water pollution and plant uses.
This document provides 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 memorandum for marking Life Sciences Paper 1 from November 2010 for the National Senior Certificate in South Africa. It outlines 20 principles for marking, including how to allocate marks for partial or incorrect answers. The memorandum then provides the answers and marking schemes for questions in Sections A, B and C of the paper. It gives the correct responses and number of marks awarded for each answer line or part. In total 150 marks were available for the paper.
This document 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 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 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 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 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 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 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 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.
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 instructions for a Life Sciences exam consisting of three sections worth a total of 150 marks over 21⁄2 hours. Section A is worth 50 marks and includes multiple choice, matching, and short answer questions testing concepts in evolution, ecology and microbiology. Section B is worth 30 marks for each of two structured questions on topics like pollution indicators, deforestation, and comparative anatomy. Section C consists of an essay worth 40 marks. Students are instructed to answer all questions, show workings, use diagrams where required, and write neatly.
This document is 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.
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 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.
(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 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 is a 14-page question paper for the Life Sciences P1 exam with the following details:
- Marks: 150
- Time: 2.5 hours
- Consists of 7 sections with multiple choice, matching, short answer and long answer questions testing knowledge of topics like meiosis, genetics, the menstrual cycle, protein synthesis and DNA profiling. Instructions are provided on how to answer the questions and various diagrams accompany some questions.
This memorandum consists of 11 pages and provides grading guidelines for answering questions about Life Sciences. It includes 20 principles for marking answers, such as crediting parts of responses even if the whole process isn't described. The memorandum also provides the answers to sample questions on topics like human reproduction, genetics, ecology and the human nervous and endocrine systems.
This document is a 16-page exam paper for Life Sciences P2 from February/March 2010. It contains instructions for the exam, which is divided into two sections worth a total of 150 marks and takes 2.5 hours. Section A contains multiple choice and short answer questions testing concepts related to evolution, ecology, genetics and the timeline of life on Earth. Section B includes several longer answer questions requiring explanations and descriptions related to topics like natural selection, Lamarckism, water pollution and plant uses.
This document provides 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 memorandum for marking Life Sciences Paper 1 from November 2010 for the National Senior Certificate in South Africa. It outlines 20 principles for marking, including how to allocate marks for partial or incorrect answers. The memorandum then provides the answers and marking schemes for questions in Sections A, B and C of the paper. It gives the correct responses and number of marks awarded for each answer line or part. In total 150 marks were available for the paper.
This document 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 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 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 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 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 document provides examination guidelines for the Grade 12 Life Sciences exam in South Africa. It consists of 19 pages covering: the format and weighting of the exam papers; the formal assessment program and sequence of topics; and an elaboration of the content to be assessed for each topic, including DNA, meiosis, reproduction, genetics and inheritance. The topics will be assessed across two question papers that contain short answers, structured questions and an essay. The guidelines are intended to clarify the scope of the exam and assist teachers in preparing learners.
This document shows demonstration of a heart dissection, if the teacher wishes to this practical he/she should moderate the learners so that they don't hurt themselves
2014 National Senior Certificate Examination Diagnostic reportRene Kotze
The National Diagnostic Report on Learner Performance,
which presents a comprehensive, qualitative analysis of the subject performance of the Class of 2014.
This document is the Economics P2 exam paper from September 2014 for Grade 12 in South Africa. It consists of four sections: Section A with 30 multiple choice questions, Section B with 2 long-form questions to choose from, Section C with 2 essay questions to choose from, and instructions for completing the paper. The questions cover topics like market structures, inflation, economic indicators, and government intervention in markets. Students have 1 hour and 30 minutes to complete the paper.
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 the Curriculum and Assessment Policy Statement for Business Studies for grades 10-12 in South Africa. It outlines the background and purpose of CAPS and the National Curriculum Statement. It describes the general aims of the South African curriculum and the time allocation for Business Studies. It also provides an introduction to the subject of Business Studies and overviews of the topics covered per grade per term, along with annual teaching plans for grades 10-12.
This document outlines the curriculum and assessment policy for Life Sciences in grades 10-12 in South African schools. It aims to heal divisions of the past and establish a society based on democratic values of social justice, human rights, and improved quality of life. The curriculum covers core content in Life Sciences including cell biology, genetics, evolution, ecology, and human impacts. It emphasizes developing scientific knowledge and skills through investigation of phenomena. Time and resources are allocated for teaching Life Sciences and formal assessments are outlined for each grade to measure learning outcomes.
The document summarizes human reproduction. It describes sexual reproduction involving the fusion of egg and sperm cells. The male reproductive system produces sperm in the testes and transfers them through the penis during intercourse. The female reproductive system involves ovaries releasing eggs, fallopian tubes and uterus where fertilization and fetal development occur. The menstrual cycle and process of fertilization are also outlined.
1. The document defines evolution as gradual changes in organisms over generations due to natural selection. It discusses key figures in the development of evolutionary theory like Lamarck, Darwin, and Wallace.
2. Mechanisms of evolution include genetic variation, inheritance of traits, natural selection of advantageous variations, and accumulation of small changes over long periods of time leading to new species.
3. Evidence for evolution comes from fossils that show gradual changes in ancient species over millions of years, as well as anatomical, genetic, and biochemical similarities between living and extinct species, indicating common ancestry.
1) Fossil evidence from sites in South Africa like Sterkfontein provide insight into early hominids that lived over 3 million years ago, including Australopithecus africanus.
2) As hominids evolved, they exhibited skeletal changes associated with bipedalism as well as increases in brain size and cultural adaptations like tool use.
3) Genetic and fossil evidence supports the 'Out of Africa' theory where modern humans evolved in Africa around 200,000 years ago and migrated elsewhere, replacing earlier hominid species like Neanderthals.
Meiosis is a cell division process that produces gametes, or sex cells, with half the normal number of chromosomes. It occurs in two stages: Meiosis I splits homologous chromosome pairs, resulting in haploid cells, and Meiosis II splits the remaining sister chromatids into individual chromosomes, resulting in four haploid cells. This ensures that offspring receive a mixture of maternal and paternal chromosomes and introduces genetic variation through processes like crossing over during prophase I. Meiosis is essential for sexual reproduction, as it maintains the chromosome number between generations and produces genetic diversity in offspring.
This document discusses genetics and inheritance of genetic diseases. It covers Gregor Mendel's experiments with pea plants which laid the foundations of genetics, including genes, alleles, dominant and recessive traits. It also discusses chromosomes, genetic crosses, sex-linked inheritance and examples of genetic disorders like cystic fibrosis and muscular dystrophy. The role of mutations in causing genetic diseases as well as the process of genetic counseling is summarized.
DNA controls cellular activities and protein synthesis. It is found in the cell nucleus as a double-stranded helix made up of nucleotides. DNA replicates itself using DNA polymerase and stores the genetic code in genes that determine protein sequences. During transcription, a complementary mRNA strand is produced from DNA in the nucleus. Translation then occurs on ribosomes in the cytoplasm, where tRNA brings amino acids to the ribosome according to mRNA codons, assembling proteins from the genetic code carried by DNA.
This document discusses speciation and the factors that can lead to the formation of new species. It outlines two main types of speciation: allopatric speciation which is caused by geographic isolation, and sympatric speciation which does not require a large geographic barrier. Factors that can influence speciation include genetic variation due to isolation, inbreeding within small isolated populations, outbreeding between unrelated individuals, founder effects in small groups colonizing new areas, population bottlenecks from catastrophic events, and reproductive isolation through mechanisms like breeding at different times or adapting to different pollinators.
This 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 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 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.
1. MARKS: 150
NATIONAL
SENIOR CERTIFICATE
GRADE 12
LIFE SCIENCES P2
FEBRUARY/MARCH 2011
MEMORANDUM
This memorandum consists of 12 pages.
Copyright reserved Please turn over
2. Life Sciences/P2 2 DBE/Feb. – Mar. 2011
NSC – Memorandum
PRINCIPLES RELATED TO MARKING LIFE SCIENCES 2011
1.
2.
3.
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.
4.
5.
6.
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.
7.
8.
9.
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 are
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.
10.
11.
12.
Wrong numbering
If answer fits into the correct sequence of questions but the wrong number is
given, it is acceptable.
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.
13. 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/P2 3 DBE/Feb. – Mar. 2011
NSC – Memorandum
14.
15.
16.
17.
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/P2 4 DBE/Feb. – Mar. 2011
NSC – Memorandum
SECTION A
QUESTION 1
1.1 1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
A33
D33
B33
B33
D33 (5 x 2) (10)
1.2 1.2.1 Non-biodegradable3
1.2.2 Palaeontology3
1.2.3 Phylogenetic tree3/cladogram/phylogeny
1.2.4 Biogeography3
1.2.5 Extinct3
1.2.6 Caenozoic3
1.2.7 Vestigial3/vestige
1.2.8 Biodiversity3 (8)
1.3 1.3.1
1.3.2
1.3.3
1.3.4
1.3.5
A only33/A
B only33/B
Both A and B33/A and B/Both
A only33/A
Both A and B33/A and B/Both (5 x 2) (10)
1.4 1.4.1 Z 3and R3 (2)
1.4.2 P did not have the favourable characteristics3/traits to survive in
the new environment 3/unable to adapt to the new environment (2)
1.4.3 Natural selection3/genetic changes/mutation (1)
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(5)
1.5 1.5.1
1.5.2
1.5.3
1.5.4
1.5.5
- Wear rubber gloves when taking the samples3 so as not to get
contaminated with germs3
- Samples should be taken by using a container/bottle attached to
a string 3 to avoid stepping too close to the river bank/prevent
drowning/falling into water/contamination
- To avoid falling into river 3 to prevent contamination by germs 3
(Mark first TWO only)
Temperature of the human body3 at which the bacterium normally
lives3/E Coli normally lives in large intestinal of humans/human
body temperature is 37 °C/to allow bacteria to reproduce33
River Y3
The chemical indicator changed to a cloudy yellow colour 3which
indicates the presence of E.Coli3/which is a positive test for E.Coli
Lack /Absence of proper sewage systems3/poor hygiene
faeces getting into water/bacteria in water 3
(4)
(2)
(1)
(2)
(2)
(11)
5. Life Sciences/P2 5 DBE/Feb. – Mar. 2011
NSC – Memorandum
1.6 1.6.1 Similar structures3
Homologous – that evolved from a common ancestor3
Analogous – that evolved from different ancestors3
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(1)
(1)
(1)
1.6.2 Reproduction between organisms3
Inbreeding – that are closely related3
Outbreeding – are not closely related3 (3)
(6)
TOTAL SECTION A: 50
6. Life Sciences/P2 6 DBE/Feb. – Mar. 2011
NSC – Memorandum
SECTION B
QUESTION 2
2.1 2.1.1 803km3 (2)
2.1.2 As we move away3 from the city centre the numbers of lichens3
and white moths increases3while the numbers of dark moths
decreases3
OR
As we move towards3 the city centre the numbers of lichens3
and white moths decreases3while the numbers of dark moths
increases3 (4)
2.1.3 Since industrial areas are more polluted3and lichens grow in
unpolluted areas3/are sensitive to pollution. (2)
2.1.4
2.1.5
The number of white moths will increase3 and the number of black
moths will decrease3
- Less pollutants will be released3 more lichens will grow and the
tree trunks/roofs will be lighter/less dark and therefore3
The light moths are less visible3/while the dark moths will be
more visible to predators
- And will suffer a lower/higher mortality3
- White moths are better camouflaged3/dark moths are not
camouflaged any
547 793 3 x
100 3
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(2)
(4)
(14)
2.2 2.2.1 Africa3 (1)
2.2.2
3 084 746
1
= 17,83 accept (17,7 – 17,8) (3)
2.2.3 Trees used for:
- fuel3/fire
- building houses3
- space for human settlements3/farming/livelihood
- furniture3
- medicinal purposes 3 any
(Mark first TWO only)
(2)
2.2.4 - Loss of habitat3results in death3of organisms/extinction of
species/migration of species
- The balance of gases3/carbon dioxide/oxygen will be
disturbed because of the loss of plants for photosynthesis3
- Disturb food chains3/species migrate3/dying out
- Habitat degradation3 which will result in increased
soil erosion3reduces fertility of soil (any 2 x 2)
(Mark first TWO only)
(4)
7. Life Sciences/P2 7 DBE/Feb. – Mar. 2011
NSC – Memorandum
2.2.5 - Introduce legislation3 to prevent the removing of trees3
- Impose heavy fines3/penalties to discourage repeated
acts3of deforestation
- Educate people3 about the negative effects3 of the
deforestation/ about the importance of trees
- Research3 new technologies to find other material for
building3/furniture/fuel (any 3 x 2)
(Mark first THREE only)
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(6)
(16)
[30]
8. Life Sciences/P2 8 DBE/Feb. – Mar. 2011
NSC – Memorandum
QUESTION 3
3.1 3.1.1
TORTOISE 1 TORTOISE 2
- Short neck3 - Long neck3
- More rounded shell3 - More elongated shell3
- No notch3 - A notch3
- (Shorter legs3) - (Longer legs3)
(Mark first TWO only) (2 x 2 + 1 for table) (5)
3.1.2
3.1.3
Tall plants3/shrubs/small trees
- On each island there was variation3 (long and short) in the
population of tortoises lived under different environmental
conditions3 different sources of food
- After a period of time each group of tortoises underwent
natural selection3 independently
- On each island only those tortoises with the
characteristics3 (long or short neck) favourable for its own
conditions survived3
- Continued natural selection resulted3 in each island having
tortoises that are very different from each other3/ they
differed genotypically and phenotypically
- Reproductive isolating mechanisms prevented them from
interbreeding3 even if they are allowed to mix i.e. each
is a separate species
(3 + any 3)
GORILLA/A MODERN HUMAN/B
1. Canines well developed3/form fangs 1. Canines not well developed 3
2. Sloping face3 2. Flat face3
3. Brow-ridge well developed3 3. Brow-ridge less developed3
4. Proportionally smaller cranium3/brain 4. Proportionally large cranium3/brain
5. Proportionally wider cheek bone3 5. Proportionally narrower cheek bone3
6. Sagittal crest3 on top of the skull 6. No sagittal crest3
7. Foramen magnum towards the back3
7. Foramen magnum towards the
of the skull
centre3of the skull/more forward
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(1)
(6)
(12)
3.2 3.2.1 A – Gorilla3
B – Modern human3 (2)
3.2.2
(Mark first FOUR only) (any 4 x 2)
(1 mark for table) (9)
8. Chin not well developed3 8. Chin well developed3
9. No pronounced forehead 9. pronounced forehead
Compulsory
Any 3
9. Life Sciences/P2 9 DBE/Feb. – Mar. 2011
NSC – Memorandum
3.2.3
3.2.4
3.2.5
B3
- Allows total awareness3 of the environment in sensing
danger3/looking for food
- Enables hands to be free3 to use implements3/carry objects or
offspring/throw/protect
- Exposes a large surface area3 for thermo-regulation3/lose
body heat to surroundings in hot conditions/reduce overheating
therefore reduce need for water
- Display of male/female sex organs3 as part of courtship
behaviour3
(any 2 x 2)
(Mark first TWO only)
- Capable of upright posture3
- Long upper arms3
- Freely rotating arms3
- Elbow joints allowing rotation of forearm3
- Rotate hands at least 180º3
- Flat nails instead of claws3/bare finger tips
- Opposable thumbs3/which work in opposite direction to their
fingers
- Large brains/cranium compared to their body mass3
- Eyes in front3/binocular vision/stereoscopic vision
- Eyes with cones3/colour vision
- Sexual dimorphism3/distinct differences between male and
female
- Olfactory brain centres reduced3/reduced sense of smell
- Parts of the brain that process information from the hands and
eyes are enlarged3
- Two mammary glands only3
(Mark first TWO only)
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(1)
(2)
(4)
(2)
(18)
[30]
TOTAL SECTION B: 60
10. Life Sciences/P2 10 DBE/Feb. – Mar. 2011
NSC – Memorandum
SECTION C
QUESTION 4
4.1 4.1.1
Annual catches of herring and cod over 8 years
400
350
300
250
200
150
100
50
0
1 2 3 4 5 6 7 8 9
Year
(thousands of tons)
Catch
Rubric for the mark allocation of the graph
Correct type of graph 1
Title of graph (both variables) 1
Correct label for X-axis 1
Graphs labelled/key provided for 2
1
graphs
Herring
Cod
Correct label for Y-axis including unit 1
All points joined for graph A 1
All points joined for graph B 1
Appropriate scale for X-axis 1
Appropriate scale for Y-axis 1
Drawing of the graphs 1 – 1 to 8 points plotted correctly
2 – 9 to 15 points plotted correctly
3 – all 16 points plotted accurately
(12)
NOTE:
If the wrong type of graph is drawn:
− marks will be lost for 'correct type of graph'
− marks will be lost for joining of points
If graphs are not drawn on the same system of axes
− mark the first graph only using the given criteria
If axes are transposed:
− marks will be lost for labelling of X-axis and Y-axis
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11. Life Sciences/P2 11 DBE/Feb. – Mar. 2011
NSC – Memorandum
4.1.2
4.1.3
Herring population shows a sharp decline3 from year 1 to 23
and then a steady decline3 until year 7 3and then small
increase3 any
- Limit the size of fish caught3
- Limit the number/quotas of fish caught3
- Limit the fishing area3
- Licence to fish3
- Develop legislation3to regulate fishing
- Heavy penalties for flouting the legislation3
- Scientific research3 to inform legislation
- Minimal or no fishing during breeding season3/limited
fishing season
- Education and awareness of endangered species3
- Encourage mariculture3/sea farming
- Discouraging illegal market by government selling it at lower
price3
- Stricter monitoring3
(Mark first TWO answers only) any
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(4)
(2)
(18)
4.2 4.2.1
4.2.2
4.2.3
Semi-desert3
To treat
- indigestion3
- minor infections3
- obesity3 any
(Mark first TWO only)
Indigenous people were the first3 to use the plant for
suppressing appetite3
Royalty must be paid3 for their intellectual property3
(1)
(2)
(4)
(7)
12. Life Sciences?P2 12 DBE/Feb. – Mar. 2011
NSC – Memorandum
4.3 Possible answer
Management strategies to manage solid waste
Landfill and burning with energy recovery3
- Utilise the heat generated 3from the burning of landfill sites to
generate electricity3 thus saving on the electricity bill3
- Investigate methods to collect and utilise methane gas as a fuel3 any
Recovery and recycling3
- Encourage citizens of the city to put different types of waste3 into
different waste containers3/bins of different colours
- Partnership with recycling companies for improved collection of
different wastes3
- Fines3 for people that do not separate the waste into different bins
- This could generate income3 and reduce the transport cost 3
- Educate people to use organic waste3 for example to
make compost3 which could fertilise soil, they can plant vegetables any
Educate citizens and companies to reuse3 waste
- Glass3 containers for milk, cold drinks and alcohol etc.
- This will reduce the need to produce more of these items3
- thus saving energy and money3 any
Reducing waste3
- Charge/penalties people extra if they generate more waste3
to encourage citizens to manage waste more efficiently3/renewable any
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(1)
(2)
(1)
(2)
(1)
(2)
(1)
(2)
(any 4 x 3) (12)
ASSESSING THE PRESENTATION OF THE ESSAY
Marks Description
3 Discussed all 4 strategies with no irrelevant information
2 Discussed 2 or 3 strategies or contains some irrelevant information
1 Discussed 1 or 2 strategies or contains much irrelevant information
Synthesis (3)
(15)
[40]
GRAND TOTAL: 150