(1) This document provides instructions for a Life Sciences exam consisting of 3 sections with multiple choice, matching, and short answer questions. It gives the time allotted, 150 marks, and details that all answers must be written in the answer book and drawings done in pencil.
(2) Section A includes 7 multiple choice questions testing content knowledge, 7 short answer questions requiring biological terms, and 6 matching questions. Section B has short answer questions on evolution, adaptations, natural selection, and speciation. Section C addresses disease transmission, resource use, and human evolution.
This document is a 16-page Life Sciences question paper for Grade 12 students taking a test. It consists of various multiple choice and short answer questions testing knowledge of topics like sexual reproduction, population ecology, human physiology, and more. The questions are formatted in numbered sections and subsections, with space provided to write answers directly in the test booklet.
This memorandum provides marking guidelines for Life Sciences Paper 2. It consists of 20 pages detailing the answers and marks allocated for each question. Principles for marking include stopping when maximum marks are reached, marking the first answer if more than required are given, and crediting relevant parts of longer answers. Abbreviations must be defined to receive marks. Diagrams or flow charts lose marks if descriptions are required.
This memorandum provides marking guidelines for Life Sciences Paper 2 for the February/March 2013 examination in South Africa. It consists of 9 pages outlining the principles for marking, answers to questions in Sections A, B and C, and allocation of marks. The memorandum addresses topics related to human reproduction, genetics, ecosystems, population ecology, and endocrine system regulation.
This document provides instructions for a Life Sciences exam. It consists of 15 pages and students have 2.5 hours to complete it. The instructions state that students must answer all questions, write answers in the answer book provided, number answers according to the question paper, present drawings according to instructions, and write neatly. It also provides information about the number of marks allocated, use of calculators and drawing tools, and copyright notice.
This document provides instructions for a Life Sciences exam consisting of 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 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 memorandum consists of 11 pages and provides answers and marking schemes for questions in Life Sciences P2 from February/March 2010. Section A contains multiple choice and short answer questions on topics such as evolution, classification of organisms, geological time periods, and human evolution. Section B involves longer answer questions on natural selection, inheritance of acquired characteristics, environmental issues, and river pollution. Section C contains questions on plant germination, data analysis, human evolution, and fisheries management. The memorandum provides detailed answers and point allocations for each question.
This document provides principles for marking the Life Sciences memorandum for the 2011 National Senior Certificate Grade 12 examination. It outlines 20 principles related to marking, including how to mark answers that provide extra information, partial processes, diagrams instead of descriptions, non-recognized abbreviations, and spelling errors. It also provides guidance on marking different language responses and adhering only to approved marking memoranda.
This document is a 16-page Life Sciences question paper for Grade 12 students taking a test. It consists of various multiple choice and short answer questions testing knowledge of topics like sexual reproduction, population ecology, human physiology, and more. The questions are formatted in numbered sections and subsections, with space provided to write answers directly in the test booklet.
This memorandum provides marking guidelines for Life Sciences Paper 2. It consists of 20 pages detailing the answers and marks allocated for each question. Principles for marking include stopping when maximum marks are reached, marking the first answer if more than required are given, and crediting relevant parts of longer answers. Abbreviations must be defined to receive marks. Diagrams or flow charts lose marks if descriptions are required.
This memorandum provides marking guidelines for Life Sciences Paper 2 for the February/March 2013 examination in South Africa. It consists of 9 pages outlining the principles for marking, answers to questions in Sections A, B and C, and allocation of marks. The memorandum addresses topics related to human reproduction, genetics, ecosystems, population ecology, and endocrine system regulation.
This document provides instructions for a Life Sciences exam. It consists of 15 pages and students have 2.5 hours to complete it. The instructions state that students must answer all questions, write answers in the answer book provided, number answers according to the question paper, present drawings according to instructions, and write neatly. It also provides information about the number of marks allocated, use of calculators and drawing tools, and copyright notice.
This document provides instructions for a Life Sciences exam consisting of 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 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 memorandum consists of 11 pages and provides answers and marking schemes for questions in Life Sciences P2 from February/March 2010. Section A contains multiple choice and short answer questions on topics such as evolution, classification of organisms, geological time periods, and human evolution. Section B involves longer answer questions on natural selection, inheritance of acquired characteristics, environmental issues, and river pollution. Section C contains questions on plant germination, data analysis, human evolution, and fisheries management. The memorandum provides detailed answers and point allocations for each question.
This document provides principles for marking the Life Sciences memorandum for the 2011 National Senior Certificate Grade 12 examination. It outlines 20 principles related to marking, including how to mark answers that provide extra information, partial processes, diagrams instead of descriptions, non-recognized abbreviations, and spelling errors. It also provides guidance on marking different language responses and adhering only to approved marking memoranda.
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.
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 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 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.
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 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 P1 exam consisting of 150 marks and taken by full-time candidates in February/March 2013. It outlines 20 principles related to marking, including how to mark answers that provide more or less information than required or have incorrect sequencing. The memorandum also provides answer keys and mark allocations for 4 sections worth a total of 150 marks. Section A covers multiple choice, terminology, and genetics inheritance questions. Section B addresses DNA structure, sex-linked inheritance, protein synthesis, and meiosis. Section C involves human evolution topics and a graphing activity. Section D covers genetics principles like phenotypes and genotypes.
This document 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 a 10 page memorandum for a Life Sciences exam consisting of 4 sections and 15 questions. It provides the answers and explanations for each question, along with the number of marks allocated to each part. The memorandum also includes rubrics for marking diagrams and explanations. In total, there are 150 marks available for the exam.
This document is the cover page for a Life Sciences exam consisting of 16 pages. It provides instructions for candidates taking the exam, including answering all questions, writing answers in the answer book, numbering answers correctly, presenting answers as instructed, using pencil for drawings, only drawing diagrams when asked, and writing neatly. It also allows for the use of a calculator, protractor, and compass where necessary.
This document provides the marking guidelines for the 2008 Life Sciences P1 National Senior Certificate examination in South Africa. It consists of 13 pages outlining 20 key principles for marking the exam. Some of the main points include:
- Stop marking a question once the maximum marks have been reached.
- Credit all relevant parts of an answer, even if more information is provided than was asked.
- Accept answers if they are recognizable and in the correct sequence, even if spelling or language differs slightly from the guidelines.
- Credit diagrams, flow charts or tabulations if they provide the required information, even if not in the format specified.
- Be sensitive to alternative interpretations or explanations provided in answers.
This 10-page memorandum provides 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 memorandum provides answers and guidance for grading a Life Sciences exam consisting of 12 pages. It includes answers to multiple choice questions, short answer questions, and longer essay questions on topics relating to human reproduction, genetics, and biotechnology. Scoring rubrics are provided for questions involving diagrams, graphs, and experimental designs. The memorandum also notes common student errors to avoid for certain questions.
This document provides instructions for a Life Sciences exam consisting of 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 3 sections worth 150 marks over 21⁄2 hours. Section A is worth 50 marks and contains multiple choice, matching, and short answer questions testing various concepts in Life Sciences. Section B is worth 30 marks and contains diagram labeling, sequencing, and longer answer questions on topics like meiosis and protein synthesis. Section C is worth 9 marks and contains labeling and short answer questions testing knowledge of the female reproductive system. The exam paper consists of 14 pages and students are instructed to answer all questions, show their work, and draw diagrams as required. Calculators and drawing tools are permitted.
This document provides instructions for a Life Sciences exam consisting of 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 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 17 pages. It outlines that students must answer all questions, writing answers in the answer book and numbering them correctly. Diagrams should be drawn in pencil with labels in ink. Calculators and other equipment may be used. Students should write neatly and legibly. The exam is worth 150 marks and must be completed in 2.5 hours.
This document is a 16-page 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 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 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.
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 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 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.
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 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 P1 exam consisting of 150 marks and taken by full-time candidates in February/March 2013. It outlines 20 principles related to marking, including how to mark answers that provide more or less information than required or have incorrect sequencing. The memorandum also provides answer keys and mark allocations for 4 sections worth a total of 150 marks. Section A covers multiple choice, terminology, and genetics inheritance questions. Section B addresses DNA structure, sex-linked inheritance, protein synthesis, and meiosis. Section C involves human evolution topics and a graphing activity. Section D covers genetics principles like phenotypes and genotypes.
This document 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 a 10 page memorandum for a Life Sciences exam consisting of 4 sections and 15 questions. It provides the answers and explanations for each question, along with the number of marks allocated to each part. The memorandum also includes rubrics for marking diagrams and explanations. In total, there are 150 marks available for the exam.
This document is the cover page for a Life Sciences exam consisting of 16 pages. It provides instructions for candidates taking the exam, including answering all questions, writing answers in the answer book, numbering answers correctly, presenting answers as instructed, using pencil for drawings, only drawing diagrams when asked, and writing neatly. It also allows for the use of a calculator, protractor, and compass where necessary.
This document provides the marking guidelines for the 2008 Life Sciences P1 National Senior Certificate examination in South Africa. It consists of 13 pages outlining 20 key principles for marking the exam. Some of the main points include:
- Stop marking a question once the maximum marks have been reached.
- Credit all relevant parts of an answer, even if more information is provided than was asked.
- Accept answers if they are recognizable and in the correct sequence, even if spelling or language differs slightly from the guidelines.
- Credit diagrams, flow charts or tabulations if they provide the required information, even if not in the format specified.
- Be sensitive to alternative interpretations or explanations provided in answers.
This 10-page memorandum provides 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 memorandum provides answers and guidance for grading a Life Sciences exam consisting of 12 pages. It includes answers to multiple choice questions, short answer questions, and longer essay questions on topics relating to human reproduction, genetics, and biotechnology. Scoring rubrics are provided for questions involving diagrams, graphs, and experimental designs. The memorandum also notes common student errors to avoid for certain questions.
This document provides instructions for a Life Sciences exam consisting of 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 3 sections worth 150 marks over 21⁄2 hours. Section A is worth 50 marks and contains multiple choice, matching, and short answer questions testing various concepts in Life Sciences. Section B is worth 30 marks and contains diagram labeling, sequencing, and longer answer questions on topics like meiosis and protein synthesis. Section C is worth 9 marks and contains labeling and short answer questions testing knowledge of the female reproductive system. The exam paper consists of 14 pages and students are instructed to answer all questions, show their work, and draw diagrams as required. Calculators and drawing tools are permitted.
This document provides instructions for a Life Sciences exam consisting of 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 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 17 pages. It outlines that students must answer all questions, writing answers in the answer book and numbering them correctly. Diagrams should be drawn in pencil with labels in ink. Calculators and other equipment may be used. Students should write neatly and legibly. The exam is worth 150 marks and must be completed in 2.5 hours.
This document is a 16-page 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 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 an authentic learning task in Life Sciences for grade 10 students on the topic of environmental studies and ecology. The task aims to help students draw food chains and food webs, explain biological cycles, distinguish between biotic and abiotic factors, and explain the impact of humans on the environment. It contains 6 multiple choice and short answer questions addressing these concepts and asks students to interpret food webs and diagrams, explain ecosystem dynamics, and analyze how human activities and environmental changes can impact ecosystems.
This document consists of an exam for the International General Certificate of Secondary Education (IGCSE) Biology exam. It contains 6 sections with multiple choice and written response questions covering a range of biology topics including:
1. Fish identification and adaptations of cichlid fish colors.
2. The role of skin structures in thermoregulation.
3. Enzyme function and the effects of pH on enzyme activity.
The exam continues with additional questions on population growth, deforestation, root hair cell structure and function, hormone regulation of the menstrual cycle, and the use of fertility drugs.
This document is a grade 11 life sciences term 4 assignment from Hector Peterson Secondary School. It consists of 4 questions covering various topics related to human impact on the environment. Question 1 contains 4 short paragraph questions on topics like the greenhouse effect, global warming, food security, and invasive species control methods. Question 2 involves interpreting data from a study on different fertilizer treatments. Questions 3 and 4 both contain multiple short questions testing understanding of concepts like biodiversity, wildlife poaching, recycling, landfills, and their impacts on the environment. The assignment aims to test students' knowledge of life science topics as well as their ability to apply scientific skills like experimental design, data interpretation, and explaining environmental impacts.
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.
CBSE XII BIOLOGY SAMPLE PAPER BY KENDRIYA VIDYALAYA Gautham Rajesh
This document provides a sample question paper format for Class 12 Biology exam. It includes the exam structure, marking scheme, unit-wise weightage and distribution of questions. The paper will be of 70 marks and 3 hours duration. It will have questions in 4 sections - very short answer (8 marks), short answer I (20 marks), short answer II (27 marks) and long answer (15 marks). The topics covered are Reproduction, Genetics and Evolution, Biology in human welfare, Biotechnology and Ecology. The question paper aims to include 3-5 marks worth of value based questions to test various ethical and social issues. A blue print provides the breakdown of number and type of questions from each unit across the sections.
This document 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 theory -_i_imso_08_-_problem_with_answer_finaljudithtaepodong
The document provides instructions for a theoretical examination consisting of multiple choice questions, matching questions, and short answer questions. It includes examples of different types of questions about biology, physics, and chemistry concepts. For multiple choice questions, students must select the single best answer or multiple correct answers depending on the question. The matching questions require connecting items from two lists. Short answer questions require brief explanations. Students must write their answers on an answer sheet, which is the only thing that will be graded.
LAB NAME3Lab Number ____Your NameProfe.docxsmile790243
LAB NAME 3
Lab Number ____
Your Name
Professor’s Name
SNHU
Date
Lab Procedure (1–3 pages)
This section is for documenting the steps that were performed in order to complete the lab questions. Specific command entries can be entered here as well as screenshots.
/usr/local/bin/snort -c /usr/local/snort.conf
(Example entry using Courier 10 pt font)
Figure 1 – Label the tables and screenshots with figure numbers
Figure 2 – Screenshot picture example
Lab Questions (1–2 pages)
1. Lab Question 1
What is the specific command line for using a Linux operating system?
Answers to the questions should be formatted with APA style citations if necessary.
2. Lab Question 2
Example question 2
Answer to the example question
3. Lab Question 3
Example question 3
Answer to the example question
References
Anything that requires referencing can be added here in an APA formatted reference page.
CLIMATE CHANGE
Body shrinkage due to Arctic
warming reduces red knot fitness in
tropical wintering range
Jan A. van Gils,1* Simeon Lisovski,2 Tamar Lok,3,4 Włodzimierz Meissner,5
Agnieszka Ożarowska,5 Jimmy de Fouw,1 Eldar Rakhimberdiev,1,6 Mikhail Y. Soloviev,6
Theunis Piersma,1,3 Marcel Klaassen2
Reductions in body size are increasingly being identified as a response to climate
warming. Here we present evidence for a case of such body shrinkage, potentially due
to malnutrition in early life. We show that an avian long-distance migrant (red knot,
Calidris canutus canutus), which is experiencing globally unrivaled warming rates at its
high-Arctic breeding grounds, produces smaller offspring with shorter bills during
summers with early snowmelt. This has consequences half a world away at their tropical
wintering grounds, where shorter-billed individuals have reduced survival rates. This is
associated with these molluscivores eating fewer deeply buried bivalve prey and more
shallowly buried seagrass rhizomes. We suggest that seasonal migrants can experience
reduced fitness at one end of their range as a result of a changing climate at the
other end.
P
henological changes andgeographicalrange
shifts are well-known responses to climate
change(1).Athirdbroadlyobservedresponse
to global warming appears to be shrinkage
of bodies (2–5). It has been hypothesized
that body shrinkage is a geneticmicroevolutionary
response to warming, due to smaller individuals
being better able to dissipate body heat because
of the larger surface/volume ratio of their bodies
[e.g., Bergmann’s rule (2)]. Alternatively, ithas been
putforwardthatclimatechangemaydisrupttroph-
ic interactions, potentially leading to malnutrition
during an organism’s juvenile life stage (6, 7). Be-
cause poor growth may not be compensated for
later in life (8), this would lead to smaller bodies
(i.e., shrinkage as a phenotypically plastic response).
Under climate change, some regions are warm-
ing faster than others. Especially in the Arctic,
warminghas been observedat unprecedentedr ...
This document is a 19-page exam for the International General Certificate of Secondary Education (IGCSE) Biology exam. It contains 10 multiple choice and short answer questions covering topics like the respiratory system, photosynthesis, nutrient cycling, food webs, cell structure, genetics, and inherited conditions. Students are instructed to answer all questions directly on the exam paper and work is to be completed in 1 hour and 15 minutes.
This document is an exam paper for the International General Certificate of Secondary Education (IGCSE) Biology exam. It consists of several multiple choice and written response questions covering topics in biology like the structure and function of the eye, plant respiration, tomato plant growth in glasshouses vs open fields, human reproduction, acid rain, yoghurt production, food shortages, and selective breeding. Students are asked to define terms, describe processes, interpret graphs and diagrams, calculate percentages, and suggest explanations.
This document contains information about changes to exam question papers and related materials for a Cambridge International Examination. Specifically:
1) There are now two variants of question papers, mark schemes, and examiner reports for one exam component, where previously there was only one.
2) The content and type of questions have not changed - the standard of assessment remains equal between variants.
3) For any given country, only one variant will be used in an exam session.
4) This provides centers with access to more past exam materials than usual for preparation purposes.
The document discusses the use of a genetically engineered virus to control the population of invasive cane toads in Australia. The virus would introduce modified genetic material that prevents the toads from maturing, leading to their death. Cane toads were originally introduced to control scarab beetles, a pest of sugar cane plants. While some are concerned about unintended effects on other species, scientists believe this approach can selectively target only cane toads.
This document discusses changes made by the Cambridge International Examinations (CIE) to some of their question papers for popular assessments. CIE now uses two similar but distinct variants of some question papers to provide more past examination material to students. The content and standards assessed remain the same between variants. Teachers should contact CIE for more information on these changes.
Class 12 Cbse Biology Sample Paper 2012-13Sunaina Rawat
- Develop extensive root systems to absorb water from deeper soil layers.
du
- Have thick cuticle and sunken stomata to reduce transpiration.
- Possess water storage tissues like succulents.
.e
- Droop or shed leaves during drought.
w
w
Animals:
- Migrate to areas with available water.
w
- Enter state of aestivation or hibernation during drought.
- Concentrate urine to reduce water loss.
- Obtain water from metabolic processes like respiration.
28. (a) Labelled diagram of sectional view of human ovary showing:
- Ovarian surface
This document 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 consists of an exam for the International General Certificate of Secondary Education in Biology. The exam contains 14 printed pages with questions about various biology topics, including:
- Characteristics of living organisms and matching descriptions
- Reasons for and effects of deforestation
- Identifying structures of the male reproductive and urinary systems
- Inheritance of flower color in pea plants through a genetic cross
- The water cycle and plant water use
- Nutritional requirements for different individuals
- Identifying structures in the digestive system and their functions
This document is a 19-page exam for the International General Certificate of Secondary Education (IGCSE) Biology exam. It contains 6 exam questions testing students' knowledge of various biology topics, including cicadas, kidneys, mycoprotein production, anaerobic respiration, fertilizers, and sickle cell anemia. The exam consists mainly of short answer and essay questions requiring students to label diagrams, define terms, describe processes, and explain concepts.
The document summarizes human reproduction. It describes sexual reproduction involving the fusion of egg and sperm cells. The male reproductive system produces sperm in the testes and transfers them through the penis during intercourse. The female reproductive system involves ovaries releasing eggs, fallopian tubes and uterus where fertilization and fetal development occur. The menstrual cycle and process of fertilization are also outlined.
This document provides examination guidelines for the Grade 12 Life Sciences exam in South Africa. It consists of 19 pages covering: the format and weighting of the exam papers; the formal assessment program and sequence of topics; and an elaboration of the content to be assessed for each topic, including DNA, meiosis, reproduction, genetics and inheritance. The topics will be assessed across two question papers that contain short answers, structured questions and an essay. The guidelines are intended to clarify the scope of the exam and assist teachers in preparing learners.
1. The document defines evolution as gradual changes in organisms over generations due to natural selection. It discusses key figures in the development of evolutionary theory like Lamarck, Darwin, and Wallace.
2. Mechanisms of evolution include genetic variation, inheritance of traits, natural selection of advantageous variations, and accumulation of small changes over long periods of time leading to new species.
3. Evidence for evolution comes from fossils that show gradual changes in ancient species over millions of years, as well as anatomical, genetic, and biochemical similarities between living and extinct species, indicating common ancestry.
1) Fossil evidence from sites in South Africa like Sterkfontein provide insight into early hominids that lived over 3 million years ago, including Australopithecus africanus.
2) As hominids evolved, they exhibited skeletal changes associated with bipedalism as well as increases in brain size and cultural adaptations like tool use.
3) Genetic and fossil evidence supports the 'Out of Africa' theory where modern humans evolved in Africa around 200,000 years ago and migrated elsewhere, replacing earlier hominid species like Neanderthals.
Meiosis is a cell division process that produces gametes, or sex cells, with half the normal number of chromosomes. It occurs in two stages: Meiosis I splits homologous chromosome pairs, resulting in haploid cells, and Meiosis II splits the remaining sister chromatids into individual chromosomes, resulting in four haploid cells. This ensures that offspring receive a mixture of maternal and paternal chromosomes and introduces genetic variation through processes like crossing over during prophase I. Meiosis is essential for sexual reproduction, as it maintains the chromosome number between generations and produces genetic diversity in offspring.
This document discusses genetics and inheritance of genetic diseases. It covers Gregor Mendel's experiments with pea plants which laid the foundations of genetics, including genes, alleles, dominant and recessive traits. It also discusses chromosomes, genetic crosses, sex-linked inheritance and examples of genetic disorders like cystic fibrosis and muscular dystrophy. The role of mutations in causing genetic diseases as well as the process of genetic counseling is summarized.
DNA controls cellular activities and protein synthesis. It is found in the cell nucleus as a double-stranded helix made up of nucleotides. DNA replicates itself using DNA polymerase and stores the genetic code in genes that determine protein sequences. During transcription, a complementary mRNA strand is produced from DNA in the nucleus. Translation then occurs on ribosomes in the cytoplasm, where tRNA brings amino acids to the ribosome according to mRNA codons, assembling proteins from the genetic code carried by DNA.
This document discusses speciation and the factors that can lead to the formation of new species. It outlines two main types of speciation: allopatric speciation which is caused by geographic isolation, and sympatric speciation which does not require a large geographic barrier. Factors that can influence speciation include genetic variation due to isolation, inbreeding within small isolated populations, outbreeding between unrelated individuals, founder effects in small groups colonizing new areas, population bottlenecks from catastrophic events, and reproductive isolation through mechanisms like breeding at different times or adapting to different pollinators.
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.
1. MARKS: 150
TIME: 2½ hours
NATIONAL
SENIOR CERTIFICATE
GRADE 12
LIFE SCIENCES P2
NOVEMBER 2008
This question paper consists of 16 pages.
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2. Life Sciences/P2 2 DoE/November 2008
NSC
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 answer to EACH question at the top of a NEW page.
Number the answers according to the numbering system used in this question
paper.
Present your answers according to the instructions of each question.
ALL drawings should be done in pencil and labelled in blue or black ink.
Draw diagrams or flow charts ONLY when asked to do so.
The diagrams in this question paper are NOT all drawn to scale.
Do NOT use graph paper.
Non-programmable calculators, protractors and compasses may be used.
Write neatly and legibly.
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3. Life Sciences/P2 3 DoE/November 2008
NSC
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 – D)
next to the question number (1.1.1 – 1.1.7), for example 1.1.8 D.
1.1.1 Small changes that occur within a single species can be
called …
A
B
C
D
micro-evolution.
ecological succession.
out-breeding.
selective breeding.
1.1.2 An investigation was undertaken to determine a relationship
between asthma and pollution from an oil refinery. Which of
the following factors would least affect the investigation?
A
Age of the learners
B
Distance from the oil refinery
C
Gender of the learners
D
Allergy to different food types
1.1.3 The following are all sources of pollution:
(i)
(ii)
(iii)
(iv)
Solid waste
Pesticides
Sewage
Fertilisers
Which of the following combinations contains sources of soil
pollution?
A
(i), (ii) and (iii)
B
(ii), (iii) and (iv)
C
(i), (ii), (iii) and (iv)
D
(ii) and (iv)
1.1.4 Which of the following factors could lead to the extinction of a
species?
(i)
(ii)
(iii)
(iv)
Rapid environmental degradation
Competition with other species
Natality (birth rate)
Disease
A
B
C
D
(i), (ii) and (iv)
(i), (ii), (iii) and (iv)
(ii), (iii) and (iv)
(i) and (iv)
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4. Life Sciences/P2 4 DoE/November 2008
NSC
QUESTIONS 1.1.5 and 1.1.6 refer to the graph below, taken from the
United Nation's Food and Agriculture Organisation (FAO) report.
The relationship between age, mass and population size in a
commercially harvested fish population
Population size
Average mass
0 1 2 3 4 5 6 7 8 9 10 11
Age (years)
Number of fish
20
15
10
5
0
700
600
500
400
300
200
100
0
Average mass of fish (kg)
[Adapted from: United Nation's Food & Agriculture Organisation (year unknown)]
1.1.5 Which of the following represents the age range during which
the fish mortality (death) was the greatest?
A
1 to 3 years
B
3 to 5 years
C
5 to 7 years
D
7 to 9 years
1.1.6 To prevent over-exploitation of the fish population, fish
should only be harvested after they have reached an
average mass of 10 kg. From which age should the fish be
harvested?
A
3,5 years
B
4,5 years
C
5,5 years
D
6,5 years
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5. Life Sciences/P2 5 DoE/November 2008
NSC
1.1.7 Which of the following illnesses may be caused by pollution?
(i)
(ii)
(iii)
(iv)
Allergies
Asthma
Cancer
Polio
A
B
C
D
(i), (ii) and (iv)
(i), (ii) and (iii)
(ii), (iii) and (iv)
(i) and (iv) (7 x 2) (14)
1.2 Give the correct biological term for each of the following descriptions. Write
only the term next to the question number (1.2.1 – 1.2.7).
1.2.1
1.2.2
1.2.3
1.2.4
1.2.5
1.2.6
1.2.7
The theory that includes the idea that all continents were originally
one big super continent called Pangaea
The non-living factors of an ecosystem
Method of dating fossils by radioactive decay
The study of fossils
The regulation of a pest or a weed by using another organism
Numerous interacting food chains that show the feeding
relationships in an ecosystem
Chemical energy from organisms that lived in the past (7)
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6. Life Sciences/P2 6 DoE/November 2008
NSC
1.3 Choose an item from COLUMN II that matches a description in COLUMN I.
Write only the letter (A – J) next to the question number (1.3.1 – 1.3.6), for
example 1.3.7 K.
COLUMN I COLUMN II
1.3.1
1.3.2
1.3.3
1.3.4
1.3.5
1.3.6
Walking on two legs
Reproduction between organisms
from two populations with different
gene pools
Genes possessed by all members of a
population
A possible explanation to a problem
being investigated
The use of resources in such a way
that they are still available for future
generations
The ability of a substance to be
broken down into simpler substances
by biological processes
A
B
C
D
E
F
G
H
I
J
genome
biodegradable
biodiversity
hypothesis
bipedal
gene pool
sustainability
outbreeding
fragmentation
quadrupedal
(6 x 1 ) (6)
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NSC
Number of organisms in different water conditions
River
organisms
Condition of River Water
A B C D E
Very clean Clean Fairly clean Dirty Very Dirty
Green algae Scarce Moderate Many Abundant Abundant
Fish (trout) Many Scarce Absent Absent Absent
Water weeds Scarce Many Many Many Scarce
1.4.2
1.4.3
1.4.4
1.4.5
Describe the relationship between the number of green algae and
the condition of the river water.
Give a reason for the relationship indicated in QUESTION 1.4.2.
Write down the letters only of the places in the river where trout
were found.
Why were trout only found in the places named in
QUESTION 1.4.4?
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(2)
(2)
(2)
(2)
1.4 The table below shows the results of an investigation carried out by learners
at five different places (A, B, C, D and E) along a river.
1.4.1 State the hypothesis that the learners set out to investigate. (2)
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1.5 Small organisms called lichens, are affected by pollution in the air. In an
investigation, the number of different species of lichen growing on the trunks
of trees was counted at different distances from the centre of a city and from
the centre of a village. The results obtained are shown in the graph below.
City
Village
70
60
50
40
30
20
10
1.5.1 How many lichen species were found:
(a)
(b)
5 km from the centre of the city?
10 km from the centre of the village?
Key:
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(1)
(1)
1.5.2
1.5.3
1.5.4
State the dependent variable for this investigation.
Describe the relationship between the number of lichen species
counted and the distance from the city.
Explain your answer to QUESTION 1.5.3.
(1)
(2)
(2)
Number of lichen species found at different distances from
a city centre and a village centre
0
0 5 10 15
Kilometres
Number of lichen species
Distance from centre of city/village (kilometres)
9. Life Sciences/P2 9 DoE/November 2008
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1.6 The diagram below represents a simplified geological time-scale showing how
the number of families (groups of related species) has changed over a period
of time.
600 500 400 300 200 100 0
1.6.1
1.6.2
1.6.3
Simplified geological time-scale and number of families
Ordovician
extinction Permian extinction
Cretaceous
extinction
Paleozoic Mesozoic Cenozoic
When did the Cenozoic era begin?
Which mass extinction took place towards the end of the Paleozoic
era?
Approximately how many families of species died out at the end of
the Paleozoic era? Show ALL working.
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(2)
(1)
(3)
TOTAL SECTION A: 50
Millions of years ago
800
700
600
500
400
300
200
100
0
Number of families
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SECTION B
QUESTION 2
2.1 Tens of thousands of years ago, the animals that evolved into giraffes were
not as tall as modern giraffes. Over a long period of time, the necks of
giraffes became longer. They could reach leaves high in the trees and reach
down for water.
Ancestral giraffe Modern giraffe
Ancestral and modern giraffes feeding
2.1.1 Describe how the long necks of modern giraffes would have been
explained by the following:
(a)
Darwin
(b)
Lamarck
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(4)
(4)
2.1.2 Explain why Lamarck's theory is not accepted. (2)
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2.2 The diagrams below represent the evolution of the horse, compiled from fossil
records.
Species of horse Front leg
2.2.1
2.2.2
2.2.3
Toe
Toes
How many times is the modern horse taller than its earliest
ancestor? Show your working.
What happened to the appearance of the feet of the horse over
time?
Palaeontologists suggest that ancient horses lived in forests, but
modern horses live in open grassland. Explain ONE way in which
the modern horse is adapted to open grassland.
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(3)
(2)
(2)
1,6 m
1,0 m
0,6 m
0,4 m
Modern horse
(Equus)
Merychippus
Mesohippus
Hyracotherium
Evolution of the horse compiled from fossil records
Toes
Toes
Height
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2.3 Study the diagram below that shows the change in numbers of black and
white mice living in an environment with light-coloured sand.
White
mouse
Black
mouse
2.3.1
2.3.2
2.3.3
What phenomenon is illustrated in the diagram?
Describe how the sequence of events labelled A, B and C
represents the phenomenon named in QUESTION 2.3.1.
Will the next generation of mouse population more likely be all white
or all black?
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(1)
(5)
(1)
2.4 Define the following terms:
2.4.1
2.4.2
Population
Species
(3)
(3)
[30]
A B C
January February March
A mouse population in an environment with light-coloured sand
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QUESTION 3
3.1 The following two questions refer to the characteristics of Homo sapiens and
other primates.
3.1.1
3.1.2
State FOUR structural characteristics of Homo sapiens that are
similar to other primates.
Tabulate FOUR structural differences between the skull of Homo
sapiens and that of other primates.
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(4)
(9)
3.2 State TWO characteristics shown by embryos of different vertebrates that
scientists use as evidence that these animals might have a common ancestor. (2)
3.3 Scientists believe that variation in populations can lead to the formation of
new species.
3.3.1
3.3.2
List FOUR sources of variation in populations.
Explain how speciation occurs if a population becomes separated
into two groups by a geographical barrier such as a mountain.
(4)
(6)
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NSC
3.4 Study the basic plans of three different vertebrate limbs shown below.
Humerus
Radius
Ulna
Carpals
Digits
3.4.1
3.4.2
3.4.3
Ulna
Are the above examples of homologous or analogous structures?
Explain your answer to QUESTION 3.4.1.
State ONE way in which the forelimbs of the:
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(1)
(2)
(a)
(b)
Bat are adapted for flying
Mole are adapted for digging holes
(1)
(1)
[30]
TOTAL SECTION B: 60
Generalised forelimb
of a mammal Mole
Bat
Thin membrane
Humerus
Humerus
Radius
Radius
Ulna
Carpals
Digits
Digits
Basic plans of the different vertebrate limbs
Claws
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SECTION C
QUESTION 4
4.1 Typhoid only affects humans and is a severe illness that is caused by
swallowing water that is contaminated by the bacterium Salmonella typhli.
When human waste disposal (sewage) systems are inadequate and human
faeces contaminate drinking water, it creates perfect conditions for the spread
of typhoid.
An investigation was carried out to determine the number of cases of typhoid
in a province. The average rainfall per month during the year was also
recorded.
The results of the above-mentioned investigation are shown in the table
below.
The average rainfall and the number of typhoid cases in one year
Month Average rainfall (mm) Number of cases of typhoid
January 166 22
February 180 27
March 39 13
April 35 12
May 9 10
June 3 5
July 5 2
August 16 4
September 24 10
October 49 13
November 114 15
December 116 16
4.1.1
4.1.2
4.1.3
4.1.4
4.1.5
In which month was typhoid most common in this province?
Give ONE reason why you think typhoid is a common bacterial
disease in South Africa.
What is the relationship between the number of cases of typhoid
and the average rainfall in the province during the year?
Draw a bar graph to show the number of typhoid cases from
January to July.
Name THREE strategies that can be used to reduce water pollution
in our country.
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(1)
(2)
(2)
(9)
(3)
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NSC
4.2 The following questions refer to exploitation of resources.
4.2.1
4.2.2
4.2.3
There are many research projects in South Africa which use indigenous plants
to reduce poverty. These projects create new ways of generating income.
As long as these projects continue without a plan that promotes sustainable
use of resources, there is a high risk that indigenous plants may be over-exploited
African potato is an example of a threat to indigenous plants.
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State THREE ways in which improved technology has led to over-exploitation
of resources in the sea.
Name THREE management strategies that can be employed to
reduce over-exploitation of the resources mentioned in
QUESTION 4.2.1.
Why should society be concerned about over-exploitation of
resources in the sea?
(3)
(3)
(2)
4.3 Study the passage below and answer the questions that follow.
Exploitation of indigenous plants
for medicinal and nutritional purposes. The over-harvesting of the
TOTAL SECTION C:
GRAND TOTAL:
40
150
Write a mini-essay in which you describe at least FOUR ways in which over-exploitation
of indigenous plants impacts on the environment. Explain FOUR
appropriate management strategies that can reduce such over-exploitation.
Synthesis:
(12)
(3)
NOTE: NO marks will be awarded for answers in the form of flow
charts or diagrams.