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.
Use PowerPoint to edit and save a pictureFrankAsciutto
This document teaches how to use PowerPoint to crop, resize, apply styles to, and save pictures. It demonstrates how to crop and resize a picture, choose a picture style from the Format tab, select a background style from the Design tab, and save the final image in the .jpg format for use outside of PowerPoint.
Researchers are normally expected to adopt risk minimization strategies. Basic ethical principles stress the need to do well and to do no harm because just one research study may cause a range of harm.
The document discusses challenges faced by firefighters in the Philippines when responding to fire incidents. It describes issues like lack of resources, outdated equipment, and minimal staffing that can delay response times and reduce effectiveness. Interviews were conducted with 10 firefighters who discussed 5 main themes: 1) Scarcity in resources like staff, trucks, and protective gear made responding difficult; 2) Firefighting is arduous work that is physically and mentally taxing; 3) Responders face frustration from these challenges; 4) Cooperation with the public is important for safety and prevention; 5) Responders are motivated to serve the people despite obstacles. The study aims to understand firefighters' perspectives to help address gaps and improve response capabilities.
Mrs. Gruwell is described as an exemplary teacher who was dedicated to motivating her diverse students despite their differences. She handled her class in an outstanding way by fostering peer relations and unity among her students. The students in her class came from various backgrounds and held racist views towards one another when the class began. However, Mrs. Gruwell used various activities like journaling, debates, and trips to help students express themselves and realize they could change their views. Her teaching strategies helped make her class successful by bringing the students together.
This document provides an overview of a qualitative research paper that examines the phenomenon of online sabong (cockfighting) gambling addiction in the Philippines. It begins with an introduction that defines addiction and discusses how online sabong gambling can easily become addictive. The next sections cover the statement of the problem, theoretical framework using social learning theory and genetic theories, conceptual framework showing factors that influence addiction, significance and scope of the study. Relevant literature on the definition of online sabong, history of online gambling in the Philippines, and motivational factors for online gambling are also reviewed.
Composition Theory is metaphorically described as a child grieving for its broken family after the divorce of its parents, Elocution and Linguistics. The document summarizes Composition Theory's journey through the five stages of grief proposed by Elizabeth Kübler-Ross: shock and denial, anger, depression and detachment, bargaining, and acceptance. It provides favorite quotes from the readings illustrating each stage of grief to show how Composition Theory is working to return to a meaningful life after the traumatic news of its origins being disrupted.
The document provides an introduction and overview of formal logic and syllogistic logic. It defines key terms and concepts used in formal logic like categories, individuals, well-formed formulas (WFFs), and the star test for determining validity of syllogisms. It also provides examples of translating statements into syllogistic form and using the star test to evaluate arguments.
Use PowerPoint to edit and save a pictureFrankAsciutto
This document teaches how to use PowerPoint to crop, resize, apply styles to, and save pictures. It demonstrates how to crop and resize a picture, choose a picture style from the Format tab, select a background style from the Design tab, and save the final image in the .jpg format for use outside of PowerPoint.
Researchers are normally expected to adopt risk minimization strategies. Basic ethical principles stress the need to do well and to do no harm because just one research study may cause a range of harm.
The document discusses challenges faced by firefighters in the Philippines when responding to fire incidents. It describes issues like lack of resources, outdated equipment, and minimal staffing that can delay response times and reduce effectiveness. Interviews were conducted with 10 firefighters who discussed 5 main themes: 1) Scarcity in resources like staff, trucks, and protective gear made responding difficult; 2) Firefighting is arduous work that is physically and mentally taxing; 3) Responders face frustration from these challenges; 4) Cooperation with the public is important for safety and prevention; 5) Responders are motivated to serve the people despite obstacles. The study aims to understand firefighters' perspectives to help address gaps and improve response capabilities.
Mrs. Gruwell is described as an exemplary teacher who was dedicated to motivating her diverse students despite their differences. She handled her class in an outstanding way by fostering peer relations and unity among her students. The students in her class came from various backgrounds and held racist views towards one another when the class began. However, Mrs. Gruwell used various activities like journaling, debates, and trips to help students express themselves and realize they could change their views. Her teaching strategies helped make her class successful by bringing the students together.
This document provides an overview of a qualitative research paper that examines the phenomenon of online sabong (cockfighting) gambling addiction in the Philippines. It begins with an introduction that defines addiction and discusses how online sabong gambling can easily become addictive. The next sections cover the statement of the problem, theoretical framework using social learning theory and genetic theories, conceptual framework showing factors that influence addiction, significance and scope of the study. Relevant literature on the definition of online sabong, history of online gambling in the Philippines, and motivational factors for online gambling are also reviewed.
Composition Theory is metaphorically described as a child grieving for its broken family after the divorce of its parents, Elocution and Linguistics. The document summarizes Composition Theory's journey through the five stages of grief proposed by Elizabeth Kübler-Ross: shock and denial, anger, depression and detachment, bargaining, and acceptance. It provides favorite quotes from the readings illustrating each stage of grief to show how Composition Theory is working to return to a meaningful life after the traumatic news of its origins being disrupted.
The document provides an introduction and overview of formal logic and syllogistic logic. It defines key terms and concepts used in formal logic like categories, individuals, well-formed formulas (WFFs), and the star test for determining validity of syllogisms. It also provides examples of translating statements into syllogistic form and using the star test to evaluate arguments.
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 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 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 memorandum provides marking guidelines for Life Sciences Paper 2 for the February/March 2013 examination in South Africa. It consists of 9 pages outlining the principles for marking, answers to questions in Sections A, B and C, and allocation of marks. The memorandum addresses topics related to human reproduction, genetics, ecosystems, population ecology, and endocrine system regulation.
This memorandum 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.
Revision techniques student version 2013David Drake
This document provides several techniques for revising for GCSE and A-Level exams, including:
1) Making videos to summarize key points using a whiteboard or paper in an animated style.
2) Repeatedly reducing notes into smaller and smaller summaries to focus on main points.
3) Writing important concepts on sticky notes to place around your environment for frequent review.
4) Using mind maps to organize information and harness your brain's full creative skills.
The document discusses flood prevention schemes for Boscastle, including an east side scheme, west side scheme, and catchment management. It looks at different approaches to flood prevention on the east and west sides of Boscastle and managing the overall catchment area to reduce flooding risks.
The document provides information about flooding in Bangladesh. It discusses five key reasons for frequent flooding: most land being less than one meter above sea level, monsoon weather, snowmelt from the Himalayas, cyclones in the Bay of Bengal, and two massive rivers flowing into the country. The flooding creates major issues for Bangladesh's large population, destroying homes and affecting livelihoods. Solutions such as flood shelters have been implemented to help manage the frequent flooding.
The document provides guidance on map skills for a geography exam, including how to interpret Ordnance Survey maps, use grid references, measure distances, describe features, and understand different map types. It explains how to analyze maps, aerial photographs, and compare map features. Key skills covered are reading map scales, symbols, relief, land use, settlement patterns, and using maps to describe patterns and distributions.
Additional Language
4.5
Mathematics
4.5
Life Sciences
4
Physical Sciences
4
Social Sciences
4
Economic and Management Sciences
4
Technology
4
Computer Applications Technology (CAT)
2
Creative Arts
2
Life Orientation
2
Physical Education
2
Elective Subjects
(maximum 3 electives can be taken)
2 each
CAPS
7
LIFE SCIENCES GRADES 10-12
SECTION 2
INTRODUCTION TO LIFE SCIENCES
2.1 What is Life
This memorandum consists of 11 pages and provides answers and marking schemes for questions in Life Sciences P2 from February/March 2010. Section A contains multiple choice and short answer questions on topics such as evolution, classification of organisms, geological time periods, and human evolution. Section B involves longer answer questions on natural selection, inheritance of acquired characteristics, environmental issues, and river pollution. Section C contains questions on plant germination, data analysis, human evolution, and fisheries management. The memorandum provides detailed answers and point allocations for each question.
This document provides instructions for 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.
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 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 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.
Mitosis is a process of cell division where one cell splits into two identical daughter cells. It allows for organism growth and repair of damaged tissues. The key stages are interphase, prophase, metaphase, anaphase and telophase. In interphase, the cell grows and its DNA is replicated. The other phases involve the condensing and separating of chromosomes and splitting of the cell contents until two identical daughter cells are formed. Mitosis is important for reproduction, growth, and repair in many organisms.
This document provides the curriculum and assessment policy for geography in grades 10-12 in South Africa. It outlines the key aims of geography which include understanding geographical concepts, developing geographical skills, and fostering certain attitudes and values. It specifies the time allocation and weighting for different topics across the grades. It also describes the continuity in content and skills from grade 4 through to grade 12. Finally, it provides overviews of the content and skills covered in each grade, as well as the assessment requirements for the subject.
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 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 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 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 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 memorandum provides marking guidelines for Life Sciences Paper 2 for the February/March 2013 examination in South Africa. It consists of 9 pages outlining the principles for marking, answers to questions in Sections A, B and C, and allocation of marks. The memorandum addresses topics related to human reproduction, genetics, ecosystems, population ecology, and endocrine system regulation.
This memorandum 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.
Revision techniques student version 2013David Drake
This document provides several techniques for revising for GCSE and A-Level exams, including:
1) Making videos to summarize key points using a whiteboard or paper in an animated style.
2) Repeatedly reducing notes into smaller and smaller summaries to focus on main points.
3) Writing important concepts on sticky notes to place around your environment for frequent review.
4) Using mind maps to organize information and harness your brain's full creative skills.
The document discusses flood prevention schemes for Boscastle, including an east side scheme, west side scheme, and catchment management. It looks at different approaches to flood prevention on the east and west sides of Boscastle and managing the overall catchment area to reduce flooding risks.
The document provides information about flooding in Bangladesh. It discusses five key reasons for frequent flooding: most land being less than one meter above sea level, monsoon weather, snowmelt from the Himalayas, cyclones in the Bay of Bengal, and two massive rivers flowing into the country. The flooding creates major issues for Bangladesh's large population, destroying homes and affecting livelihoods. Solutions such as flood shelters have been implemented to help manage the frequent flooding.
The document provides guidance on map skills for a geography exam, including how to interpret Ordnance Survey maps, use grid references, measure distances, describe features, and understand different map types. It explains how to analyze maps, aerial photographs, and compare map features. Key skills covered are reading map scales, symbols, relief, land use, settlement patterns, and using maps to describe patterns and distributions.
Additional Language
4.5
Mathematics
4.5
Life Sciences
4
Physical Sciences
4
Social Sciences
4
Economic and Management Sciences
4
Technology
4
Computer Applications Technology (CAT)
2
Creative Arts
2
Life Orientation
2
Physical Education
2
Elective Subjects
(maximum 3 electives can be taken)
2 each
CAPS
7
LIFE SCIENCES GRADES 10-12
SECTION 2
INTRODUCTION TO LIFE SCIENCES
2.1 What is Life
This memorandum consists of 11 pages and provides answers and marking schemes for questions in Life Sciences P2 from February/March 2010. Section A contains multiple choice and short answer questions on topics such as evolution, classification of organisms, geological time periods, and human evolution. Section B involves longer answer questions on natural selection, inheritance of acquired characteristics, environmental issues, and river pollution. Section C contains questions on plant germination, data analysis, human evolution, and fisheries management. The memorandum provides detailed answers and point allocations for each question.
This document provides instructions for 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.
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 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 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.
Mitosis is a process of cell division where one cell splits into two identical daughter cells. It allows for organism growth and repair of damaged tissues. The key stages are interphase, prophase, metaphase, anaphase and telophase. In interphase, the cell grows and its DNA is replicated. The other phases involve the condensing and separating of chromosomes and splitting of the cell contents until two identical daughter cells are formed. Mitosis is important for reproduction, growth, and repair in many organisms.
This document provides the curriculum and assessment policy for geography in grades 10-12 in South Africa. It outlines the key aims of geography which include understanding geographical concepts, developing geographical skills, and fostering certain attitudes and values. It specifies the time allocation and weighting for different topics across the grades. It also describes the continuity in content and skills from grade 4 through to grade 12. Finally, it provides overviews of the content and skills covered in each grade, as well as the assessment requirements for the subject.
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 is a 16-page Life Sciences question paper for Grade 12 from the February/March 2013 National Senior Certificate exams in South Africa. It consists of 4 sections with multiple choice, short answer, and longer answer questions testing knowledge of topics like genetics, evolution, and human origins. The instructions state that students have 2.5 hours to complete the paper and must answer all questions, showing their work in the provided answer book.
This document provides instructions for a Life Sciences exam consisting of 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 150 mark, 2.5 hour Life Sciences exam for Grade 12. It outlines:
- The number of questions and pages in the paper
- Instructions that students must answer all questions, write answers in the answer book, and number them correctly
- Information on drawings, diagrams, and materials allowed
- The exam contains 3 sections: Section A with 7 multiple choice and descriptive questions worth 50 marks, Section B with 4 extended response questions worth 30 marks, and Section C with 1 extended response question worth 30 marks.
This document provides 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 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 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.
Heredity is the fascinating study of how traits are passed down from one generation to the next. It forms the foundation for understanding the similarities and differences among living organisms, providing insights into the mechanisms of inheritance. From the color of our eyes to the texture of our hair, heredity influences a wide array of physical and physiological characteristics in all living beings.
For more information, visit-www.vavaclasses.com
Ch 12 gene linkage groups and practice problemsStephanie Beck
1. The document discusses genetics concepts like linkage groups, chromosome mapping, parental and recombinant types. It provides examples of genetic crosses in pea plants and fruit flies to demonstrate these concepts.
2. Recombinant types result from crossovers during meiosis, where alleles switch positions on homologous chromosomes. The frequency of recombinants allows calculation of distance between genes.
3. A sample genetics problem is presented, asking the reader to analyze a dihybrid cross in pea plants and determine the chromosome arrangement and distance between genes.
This document provides instructions for a Life Sciences exam consisting of three sections worth a total of 150 marks over 21⁄2 hours. Section A is worth 50 marks and includes multiple choice, matching, and short answer questions testing concepts in evolution, ecology and microbiology. Section B is worth 30 marks for each of two structured questions on topics like pollution indicators, deforestation, and comparative anatomy. Section C consists of an essay worth 40 marks. Students are instructed to answer all questions, show workings, use diagrams where required, and write neatly.
The document provides study materials for Mrs. Ulry's Biology 202B class, including a review of key concepts from four class units and a 20 question multiple choice exam covering those units. It reviews differences between DNA and RNA, genetic processes like transcription and translation, evolutionary concepts like natural selection and genetic drift, and taxonomy. Sample review questions are provided to help students prepare for the exam.
The document discusses the completion of the Human Genome Project in 2000 and other genome projects for other species such as chicken, cow, pig, and more. It provides background on what a genome is, which is the complete sequence of all the known genes of an organism including their structure and function. It also discusses genetic mapping and how researchers determine the order and arrangement of genes on chromosomes through analyzing recombination frequencies during meiosis.
The document discusses the completion of the Human Genome Project in 2000 and other genome projects for other species such as chicken, cow, pig, and more. It provides background on what a genome is, which is the complete sequence of all the known genes of an organism including their structure and function. It also discusses genetic mapping and how researchers determine the order and arrangement of genes on chromosomes through analyzing recombination frequencies during meiosis.
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 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.
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.
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- 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 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.
The document discusses natural selection and how certain traits or characteristics help organisms better adapt to their environment, while others that are less favorable typically do not survive. It also covers genetics topics like DNA, genes, alleles, dominance, phenotypes, genotypes, and how gene expression and traits are influenced by both an organism's genetic makeup and environmental factors. Evolution occurs as the best adapted organisms with favorable traits are able to survive changes in the environment and pass those traits to offspring.
This document provides information about an additional practice test for Class XII Biology in 2023-24. It contains 33 questions across 5 sections (A-E). Section A has 16 one-mark questions. Section B has 5 two-mark questions. Section C has 7 three-mark questions. Section D has 2 four-mark case-based questions. Section E has 3 five-mark questions. The test covers a range of topics in biology including genetics, evolution, ecology, and human physiology. Students must attempt all questions, which may include multiple choice, short answer, or case-based questions.
Similar to Life sciences p2 gr 12 exemplar 2014 eng (20)
The document summarizes human reproduction. It describes sexual reproduction involving the fusion of egg and sperm cells. The male reproductive system produces sperm in the testes and transfers them through the penis during intercourse. The female reproductive system involves ovaries releasing eggs, fallopian tubes and uterus where fertilization and fetal development occur. The menstrual cycle and process of fertilization are also outlined.
1. The document defines evolution as gradual changes in organisms over generations due to natural selection. It discusses key figures in the development of evolutionary theory like Lamarck, Darwin, and Wallace.
2. Mechanisms of evolution include genetic variation, inheritance of traits, natural selection of advantageous variations, and accumulation of small changes over long periods of time leading to new species.
3. Evidence for evolution comes from fossils that show gradual changes in ancient species over millions of years, as well as anatomical, genetic, and biochemical similarities between living and extinct species, indicating common ancestry.
1) Fossil evidence from sites in South Africa like Sterkfontein provide insight into early hominids that lived over 3 million years ago, including Australopithecus africanus.
2) As hominids evolved, they exhibited skeletal changes associated with bipedalism as well as increases in brain size and cultural adaptations like tool use.
3) Genetic and fossil evidence supports the 'Out of Africa' theory where modern humans evolved in Africa around 200,000 years ago and migrated elsewhere, replacing earlier hominid species like Neanderthals.
Meiosis is a cell division process that produces gametes, or sex cells, with half the normal number of chromosomes. It occurs in two stages: Meiosis I splits homologous chromosome pairs, resulting in haploid cells, and Meiosis II splits the remaining sister chromatids into individual chromosomes, resulting in four haploid cells. This ensures that offspring receive a mixture of maternal and paternal chromosomes and introduces genetic variation through processes like crossing over during prophase I. Meiosis is essential for sexual reproduction, as it maintains the chromosome number between generations and produces genetic diversity in offspring.
This document discusses genetics and inheritance of genetic diseases. It covers Gregor Mendel's experiments with pea plants which laid the foundations of genetics, including genes, alleles, dominant and recessive traits. It also discusses chromosomes, genetic crosses, sex-linked inheritance and examples of genetic disorders like cystic fibrosis and muscular dystrophy. The role of mutations in causing genetic diseases as well as the process of genetic counseling is summarized.
DNA controls cellular activities and protein synthesis. It is found in the cell nucleus as a double-stranded helix made up of nucleotides. DNA replicates itself using DNA polymerase and stores the genetic code in genes that determine protein sequences. During transcription, a complementary mRNA strand is produced from DNA in the nucleus. Translation then occurs on ribosomes in the cytoplasm, where tRNA brings amino acids to the ribosome according to mRNA codons, assembling proteins from the genetic code carried by DNA.
This document discusses speciation and the factors that can lead to the formation of new species. It outlines two main types of speciation: allopatric speciation which is caused by geographic isolation, and sympatric speciation which does not require a large geographic barrier. Factors that can influence speciation include genetic variation due to isolation, inbreeding within small isolated populations, outbreeding between unrelated individuals, founder effects in small groups colonizing new areas, population bottlenecks from catastrophic events, and reproductive isolation through mechanisms like breeding at different times or adapting to different pollinators.
(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 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 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 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 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 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 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
GRAAD 12
NATIONAL
SENIOR CERTIFICATE
GRADE 12
LIFE SCIENCES P2
EXEMPLAR 2014
This question paper consists of 14 pages.
Copyright reserved Please turn over
2. Life Sciences/P2 2 DBE/2014
NSC – Grade 12 Exemplar
INSTRUCTIONS AND INFORMATION
Read the following instructions carefully before answering the questions.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Answer ALL the questions.
Write ALL the answers in the ANSWER BOOK.
Start the answers to EACH question at the top of a NEW page.
Number the answers correctly according to the numbering system used in this
question paper.
Present your answers according to the instructions of each question.
Do ALL drawings in pencil and label them in blue or black ink.
Draw diagrams or flow charts only when asked to do so.
The diagrams in this question paper are NOT necessarily drawn to scale.
Do NOT use graph paper.
You must use a non-programmable calculator, protractor and a compass,
where necessary.
Write neatly and legibly.
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3. Life Sciences/P2 3 DBE/2014
NSC – Grade 12 Exemplar
SECTION A
QUESTION 1
1.1 Various options are provided as possible answers to the following questions.
Choose the correct answer and write only the letter (A to D) next to the
question number (1.1.1 to 1.1.10) in the ANSWER BOOK, for example
1.1.11 D.
1.1.1 Which ONE of the following serves as evidence of cultural
evolution in early Homo species?
A
B
C
D
Drawings and carvings on rocks
Animal remains close to a Homo skeleton
Male and female skeletons in the same area
More than one Homo skeleton in an area
1.1.2 A father has blood type A. He has 4 children with the following
blood types:
Child 1 – A
Child 2 – O
Child 3 – AB
Child 4 – B
What is the blood type of the mother of the above children?
A
B
C
D
A
B
O
AB
1.1.3 New alleles arise in a sexually reproducing population through ...
A
B
C
D
mutations in DNA sequences prior to meiosis.
random fertilisation of gametes during reproduction.
random assortment of homologous chromosomes during
meiosis.
exchange of chromatid segments between homologous
chromosomes during meiosis.
1.1.4 A tall pea plant was crossed repeatedly with a short pea plant. In
each of these crosses, they produced only tall offspring. It is
reasonable to conclude that the …
A
B
C
D
tall pea plant involved in the cross is homozygous.
tall pea plant involved in the cross is heterozygous.
offspring are all heterozygous for height.
short pea plant involved in the cross is heterozygous.
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4. Life Sciences/P2 4 DBE/2014
NSC – Grade 12 Exemplar
1.1.5 The table below shows a section of the mitochondrial DNA
(mtDNA) sequence for a modern human, a chimpanzee and three
hominid species. The letter 'X' in the chimpanzee and the hominid
sequences means that the DNA base was the same as that found
in the modern human sequence.
ORGANISM SECTION OF mtDNA SEQUENCE
Modern human
AAT-TCC-CCG-ACT-GCA-ATT-CAC-CTT
Chimpanzee
XXX-XXX-TXA-TTX-XXX-XAC-TGA-AAA
Hominid species 1
GGX-CTT-TTA-TTC-XTC-TCC-GTA-TAG
Hominid species 2
GGX-XGX-XXA-TTC-XTC-CCC-TGT-AAG
Hominid species 3
XTA-XXX-XXA-TTX-ATC-CXC-TGT-TCC
From the data in the table above it is possible to conclude that …
A
B
C
D
chimpanzees are more closely related to hominid species 3
than they are to modern humans.
hominid species 1 is probably the most recent common
ancestor of chimpanzees and modern humans.
modern humans are more closely related to hominid species 2
than to hominid species 3.
modern humans are more closely related to hominid species 3
than to hominid species 2.
1.1.6 The following data represents a small section of a sequence of
nucleic acid bases taken from an animal cell:
From this data it is reasonable to conclude that …
A
B
C
D
A G C U C G U U
this portion of nucleic acid will code for a chain of eight amino
acids.
the sequence given will be complementary to the sequence
C T C G T G C T T.
the nucleic acid shown contains the sugar ribose.
the nucleic acid shown is DNA.
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5. Life Sciences/P2 5 DBE/2014
NSC – Grade 12 Exemplar
1.1.7 The list below provides information relating to the replication
of DNA:
1. Complementary nucleotides bind to each of the two strands.
2. Sugar phosphate bonds form between the nucleotides.
3. The newly formed DNA molecules are identical to each other.
4. After unwinding, the DNA molecule forms two single strands.
The correct order of these events as they occur in DNA replication
is …
A
B
C
D
1, 2, 3 and 4.
1, 2, 3 and 2.
4, 2, 1 and 3.
4, 1, 2 and 3.
1.1.8 Which ONE of the following accounts for gametes having a single
allele only for a particular characteristic, instead of two?
A
B
C
D
The chromosome number is halved during Meiosis II
Mendel's principle of segregation
Mendel's principle of independent assortment
The 'law' of dominance
1.1.9 In multiple alleles …
A
B
C
D
more than one gene controls a trait or characteristic.
there are more than two different alleles for the same gene.
the different alleles for the same characteristic are at different
positions.
there are only two alleles for a particular gene.
1.1.10 In a situation where a characteristic is expressed more frequently
in males than in females in humans, we can conclude that …
A
B
C
D
one allele is dominant over the other.
the alleles for the characteristic are located on the
X chromosomes.
the alleles for the characteristic are located on the autosomes.
the alleles for the characteristic are located on the
Y chromosomes. (10 x 2)
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(20)
6. Life Sciences/P2 6 DBE/2014
NSC – Grade 12 Exemplar
1.2 Give the correct biological term for each of the following descriptions. Write
only the term next to the question number (1.2.1 to 1.2.6) in the ANSWER
BOOK.
1.2.1
1.2.2
1.2.3
1.2.4
1.2.5
1.2.6
An allele that does not influence the phenotype when found in the
heterozygous condition
The position of a gene on a chromosome
The physical and functional expression of a gene
Chromosomes that are not responsible for sex determination
The process of finding a desirable gene, isolating it and then moving
it into the cells of another organism
The two parts of a chromosome held together by a centromere
(6 x 1)
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(6)
1.3 Indicate whether each of the statements in COLUMN I applies to A only,
B only, both A and B or none of the items in COLUMN II. Write A only,
B only, both A and B, or none next to the question number (1.3.1 to 1.3.8) in
the ANSWER BOOK.
COLUMN I COLUMN II
1.3.1
Discovered the double helical structure
of DNA
A
B
Francis Crick
James Watson
1.3.2
Describes evolution as consisting of
long phases of little change alternating
with short phases of rapid change
A
B
punctuated equilibrium
Darwinism
1.3.3
Variation within a population in which
there is a range of intermediate
phenotypes
A
B
discontinuous variation
continuous variation
1.3.4
Evidence for evolution A
B
mitochondrial DNA
cladogram
1.3.5
Chromosome condition of a cell that
has a single set of chromosomes
A
B
diploid
haploid
1.3.6
Two alleles of a gene that are equally
dominant
A
B
codominance
complete dominance
1.3.7 The full complement of genes present
in an organism
A
B
karyotype
phenotype
1.3.8 Bonds that hold amino acids together
in a protein molecule
A
B
hydrogen bonds
peptide bonds
(8 x 2) (16)
7. Life Sciences/P2 7 DBE/2014
NSC – Grade 12 Exemplar
1.4 In pea plants the allele for round seeds (R) is dominant over the allele for
wrinkled seeds (r). The allele for yellow seeds (Y) is dominant over the allele
for green seeds (y).
Plant A, heterozygous for both seed shape and seed colour, was crossed with
plant B, which had wrinkled, green seeds.
1.4.1
1.4.2
1.4.3
1.4.4
Write down the genotype of:
(a) Plant A
(b) Plant B
Write down ALL the possible genotypes of the gametes of plant A.
State the phenotype of an offspring having the genotype:
(a) rrYy
(b) RrYy
When plant B was crossed with plant C, all the offspring had round
yellow seeds.
Use this information and write down the genotype of plant C.
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(1)
(1)
(2)
(1)
(1)
(2)
(8)
TOTAL SECTION A: 50
8. Life Sciences/P2 8 DBE/2014
NSC – Grade 12 Exemplar
SECTION B
QUESTION 2
2.1 The diagram below shows the process of protein synthesis.
2.1.1 Identify the following:
(a)
(b)
Molecule X
Organelle Y
S
A U G C C A A G A
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(1)
(1)
2.1.2 Identify the nitrogenous base labelled:
(a)
(b)
1
3
(1)
(1)
2.1.3
2.1.4
Describe the role of DNA during transcription.
Describe the part of protein synthesis shown as process W, which
occurs at organelle Y.
(3)
(4)
X
A U G C C A A G A
Y
Z
Process V
Process W 1 2 3
9. Life Sciences/P2 9 DBE/2014
NSC – Grade 12 Exemplar
2.1.5 The table below shows the amino acids that correspond with
different DNA codes.
Write down the correct sequence of amino acids coded for by
structure S in the diagram on the previous page.
Homo heidelbergensis
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(3)
(14)
2.2 The phylogenetic tree below shows one interpretation of the origin of humans.
The dotted lines indicate the possible evolutionary relationships, and the
vertical bars show the period during which the organisms are believed to have
existed on earth.
2.2.1
2.2.2
Use the diagram to identify ONE organism that may have
competed with Homo heidelbergensis for resources.
Identify the common ancestor that gave rise to both Paranthropus
and Homo.
(1)
(1)
AMINO ACID DNA CODE
Arginine TCT
Methionine TAC
Glycine GGT
Homo sapiens
Homo
neanderthalensis
Homo
habilis
Paranthropus
boisei
Paranthropus
robustus
Homo
ergaster
Homo
erectus
Paranthropus
aethiopicus
Australopithecus
africanus
Australopithecus
afarensis
Australopithecus
anamensis
Present
1 MYA
2 MYA
3 MYA
4 MYA
5 MYA
KEY:
MYA = Million Years Ago
10. Life Sciences/P2 10 DBE/2014
NSC – Grade 12 Exemplar
2.2.3 (a)
(b)
For what period of time did A. africanus exist on Earth? Show
all working.
Name ONE piece of evidence that could be used to prove
that A. africanus existed during the time period calculated in
QUESTION 2.2.3(a).
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(3)
(1)
2.2.4 (a)
(b)
Which organism, H. ergaster or H. neanderthalensis, is more
closely related to modern-day humans?
Explain your answer to QUESTION 2.2.4(a) using information
in the diagram.
(1)
(2)
(9)
2.3 The diagram below shows the result of abnormal meiosis, starting with a cell
showing chromosome pair 21.
2.3.1
2.3.2
2.3.3
2.3.4
Explain the number of chromosomes present in sperm R and
sperm T.
How many copies of chromosome 21 would you expect in a normal
gamete?
What genetic disorder will result if sperm U fertilises a normal
ovum?
Describe TWO ways in which meiosis contributes to genetic
variation.
(3)
(1)
(1)
(7)
(12)
Sperm R
Sperm S
Sperm T
Sperm U
11. Life Sciences/P2 11 DBE/2014
NSC – Grade 12 Exemplar
2.4 Study the diagrams below showing structures of different organisms.
Diagram 2 Diagram 3 Diagram 4
Butterfly wing Bat wing
2.4.1
2.4.2
Which diagram represents a structure that is analogous to the
structure in Diagram 4?
Write down the numbers of any TWO diagrams that represent
homologous structures.
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(1)
(2)
2.4.3
What information do analogous and homologous structures provide
about evolution?
(2)
(5)
[40]
Human limb
Whale limb
Diagram 1
12. Life Sciences/P2 12 DBE/2014
NSC – Grade 12 Exemplar
QUESTION 3
3.1
Scientists investigated the resistance of mosquitos to DDT.
The following steps were followed:
They captured a sample of mosquitos from the environment.
The mosquitos were then exposed to a standard dose of DDT (4% DDT
for 1 hour) in the laboratory.
The number of mosquitos that died was counted.
Those that survived were left to reproduce.
A sample was taken from this population every two months and the same
procedure was followed for a period of 16 months.
The results are shown in the table below.
TIME
(IN MONTHS)
MORTALITY OF MOSQUITOES
(%)
0 95
2 87
4 80
6 69
8 60
10 54
12 35
14 27
16 22
3.1.1
3.1.2
3.1.3
3.1.4
3.1.5
3.1.6
Identify the:
(a) Independent variable
(b) Dependent variable
Formulate a hypothesis for this investigation.
Draw a line graph to show how the mortality of mosquitoes
changed over the period of the investigation due to the application
of DDT.
State TWO factors, other than those mentioned, that should be
controlled in this investigation.
State TWO ways in which the scientists could improve the reliability
of their results.
Explain, in terms of natural selection, how mosquitoes may develop
resistance to DDT.
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(1)
(1)
(3)
(6)
(2)
(2)
(8)
(23)
13. Life Sciences/P2 13 DBE/2014
NSC – Grade 12 Exemplar
3.2
Study the table below, which indicates some of the hominid fossils found in
different parts of the world.
SPECIES AREA WHERE IT
WAS FOUND
PERIOD OF EXISTENCE
Australopithecus afarensis Eastern Africa 3,4–2,8 mya
Australopithecus africanus Southern Africa 2,1–2,8 mya
Australopithecus sediba Southern Africa 2,0–1,9 mya
Homo habilis Sub-Saharan (Africa) 2,3–1,4 mya
Homo erectus Africa, Europe, Asia 1,5–0,2 mya
Homo heidelbergensis Europe, China 0,6–0,35 mya
Homo neanderthalensis Europe, Western Asia 0,35–0,03 mya
Homo sapiens Worldwide 0,2 mya–present
[Adapted from The Evolutionary Road, Jamie Shreeve, National Geographic, July 2010]
3.2.1
3.2.2
Explain why the information in the table supports the 'Out of Africa'
hypothesis.
Describe how the analysis of mitochondrial DNA is used to support
the 'Out of Africa' hypothesis.
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(2)
(3)
(5)
3.3 The pedigree diagram below shows the inheritance of Daltonism in
a family. Daltonism (red-green colour-blindness) is sex-linked.
The allele for Daltonism is recessive to the allele for normal
colour vision.
3.3.1
Use the symbols XD, Xd and Y to state the genotype of the
following:
(a)
(b)
Individual 2
Individual 3
(2)
(2)
3.3.2
3.3.3
How many family members not affected by Daltonism are definitely
carriers?
Use a genetic cross to determine the possible genotypes and
phenotypes of the offspring that may be formed by individuals 5
and 6.
(2)
(6)
(12)
TOTAL SECTION B:
[40]
80
KEY:
Normal male
Colour-blind male
Normal female
Colour-blind female
1 2 3 4
5 6
14. Life Sciences/P2 14 DBE/2014
NSC – Grade 12 Exemplar
SECTION C
QUESTION 4
It is thought that modern humans evolved gradually from ape-like beings over millions
of years through speciation.
Describe how a single species can form new species, and explain how the differences
in the skulls and other parts of the skeleton of primitive ape-like beings and modern
humans support the idea that the general trend in human evolution has been towards
bipedalism and a change in diet from raw food to cooked food.
Copyright reserved
Content:
Synthesis:
(17)
(3)
(20)
NOTE: NO marks will be awarded for answers in the form of flow charts or diagrams.
TOTAL SECTION C:
GRAND TOTAL:
20
150