Life Sciences Grade 12 P2 Eastern Cape Mock 2013 Memo (Eng)

Downloaded from hlayiso.com Province of the EASTERN CAPE EDUCATION NATIONAL SENIOR CERTIFICATE GRADE 12 SEPTEMBER 2013 LIFE SCIENCES P2 MEMORANDUM MARKS: 150 This memorandum consists of 7 pages.

Downloaded from hlayiso.com 2 LIFE SCIENCES P2 (SEPTEMBER 2013) SECTION A QUESTION 1 1.1 1.1.1 A  1.1.2 A  1.1.3 B  1.1.4 C  1.1.5 A  1.1.6 A  1.1.7 C  1.1.8 D  1.1.9 D  1.1.10 C  (10 x 2) (20) 1.2 1.2.1 Courtship  behaviour (1) 1.2.6 Metamorphosis  (1) 1.2.2 Immigration  (1) 1.2.7 Vitreous Humour  (1) 1.2.3 Precocial  (1) 1.2.8 Eustachian  tube (1) 1.2.4 Succession  (1) 1.2.9 Sustainable  (1) 1.2.5 Amniocentesis  (1) 1.2.10 Geometric /Log- / Logarithmic phase (1) (10) 1.3 1.3.1 None  (2) 1.3.5 Both A and B  (2) 1.3.2 A only  (2) 1.3.6 None  (2) 1.3.3 Both A and B  (2) 1.3.7 B only  (2) (14) 1.3.4 A only  (2) 1.4 1.4.1 A Epidermis  C Erector / hair muscle (2) 1.4.2 Dilation / will become bigger / increased blood flow (1) 1.4.3 More blood flow to the surface  More heat reaches the surface  More heat is lost to the environment  Causing the body to cool down  (Any 3 x 1) (3) TOTAL SECTION A: 50

Downloaded from hlayiso.com (SEPTEMBER 2013) LIFE SCIENCES P2 3 SECTION B QUESTION 2 2.1 2.1.1 Mrs Abrahams:  Feels the pinprick thus able to receive information from the receptor.   Sensory neuron from the fingertip was working correctly.   Motor neurons carrying instructions to the muscles were not working correctly.  Mr Abrahams:  Could not feel the pinprick thus unable to receive information from the receptor.   Sensory neuron from fingertip was not working correctly.   He could move his hand meaning that he could get instructions to the muscles.  (6) 2.1.2  They would have been unable   to sense the pinprick / to move their hand  No information could have travelled to or from the brain  (3) 2.1.3  Holds head and spinal cord in the correct position   there might be damage to the spinal cord due to the impact of accident and a brace prevents a worsening of the situation.   This might result in paralysis.  (3) 2.2 2.2.1 12,5 % (1) 2.2.2 Memory loss  (1) 2.2.3  had abnormal clumps  and  tangled bundles of nerve fibres  (2) 2.2.4 organ failure /infections (1)

Downloaded from hlayiso.com 4 LIFE SCIENCES P2 (SEPTEMBER 2013) 2.2.5 Guideline for the assessing of the graph: Correct type of graph and the drawing of bars. 1 Title of graph 1 Correct label X and Y-axes 1 Correct scale X and Y-axes 1 Plotting of points 1 mark for plotting 1 to 3 points correctly 1 2 marks for plotting all 5 points correctly 2 (6) Percentage of patients with AD over different age groups 25 20 Percentage (%) 15 23.6 10 5 11.1 6.6 1.4 2.8 0 65-69 70-74 75-79 80-84 85+ Age groups (years) NOTE: If the wrong type of graph is drawn, 1 mark will be lost for:  ‘Correct type of graph and joining of points’ If labels of the axes are transpose then 2 marks will be lost for:  ‘Correct label and scale for X- and Y-axes 2.3 2.3.1 A; Iris  B: Pupil  C: Sclera  (3) 2.3.2 A decrease in light intensity / dim light conditions (1) 2.3.3  The circular muscles of the iris relax   The radial muscles of the iris contract   This causes the pupil to dilate  (3) [30]

Downloaded from hlayiso.com (SEPTEMBER 2013) LIFE SCIENCES P2 5 QUESTION 3 3.1 3.1.1 Dispersal The movement  of individuals, or the part responsible for reproduction, (such as seeds, spores, larvae) into or out of a population area.  (3) 3.1.2  Emigration   Immigration   Migration  (3) 3.2 3.2.1 (a) Habitat: is the place  where plants and animals  live. (2) (b) Conservation: is the wise management of the earth’s resources  so that it yields the greatest sustainable benefit for current and future generations  while maintaining its potential to meet the needs of future generations. (2) 3.2.2 The animals have a reputation for attacking livestock.  (1) 3.2.3  road accidents   incidental snaring /use of trapping devices  competition with other larger carnivores  predation  with other larger carnivores Mark first TWO only (2) 3.2.4 Education  (1) 3.2.5 “the killing of livestock by wild dogs rarely occurs in practice”  (1) 3.3 3.3.1 7,3  billion  (7,2 – 7,4) (2) 3.3.2  Developing countries: Geometric /J-shape  Developed countries: Logistic /S-shape/Sigmoid (2) 3.3.3  Since 1950  there is  a dramatic increase  in the population size of developing countries  showing an increase in fertility rate  (3) 3.4 3.4.1 Secondary succession   In the first year the ground is colonised by species 1   and by new species in year 2.   This is typical of secondary succession where soil already exists  (3) 3.4.2 Species 3  and 4  (2) 3.4.3 Species 1  (1) 3.4.4 Year 2  (1) 3.4.5  It is most probably a slow-growing tree.   Species 4 could not compete successfully with species 2 in year 2.  Species 4 needed more time to acclimatise (Any 1 x 1) (1) [30] TOTAL SECTION B: 60

Downloaded from hlayiso.com 6 LIFE SCIENCES P2 (SEPTEMBER 2013) SECTION C QUESTION 4 4.1 4.1.1 Gametophyte  (1) 4.1.2 Yes  (1) 4.1.3 (a) haploid /n (1) (b) haploid /n (1) (c) haploid /n (1) (d) diploid /2n (1) 4.1.4 sexually  (1) 4.1.5 water  (1) 4.2 4.2.1 Predation  (2) 4.2.2 (a) Rabbits ±135  (134 – 136) (1) (b) Lynx ±75  (74 – 76) (1) 4.2.3 lynx population increased  (1) 4.2.4 More food available  for the young one to grow  and less competition for food  max. (2) 4.2.5 rabbit population decreased  (1) 4.2.6 An animal that hunts, catches and kills another animal for its food.  (2) 4.2.7 Secondary consumer / Carnivore (1) 4.2.8 1865  (1)

Downloaded from hlayiso.com (SEPTEMBER 2013) LIFE SCIENCES P2 7 4.3 - Under the influence of Follicle Stimulating Hormone (FSH)  - produced by the hypophysis/pituitary gland - the follicle of the ovary  matures  - to become a Graafian follicle  - The Graafian follicle produces the hormone oestrogen  - which starts the preparation of the uterus for attachment  - of the fertilised egg by making the endometrium:  : - Thicker/more vascular / more glandular  - After the ovum is released  by ovulation  - the Lutenising hormone (LH) helps convert the ruptured follicle into the corpus luteum - The corpus luteum  produces the hormone progesterone  - which continues the preparation of the uterus  - just in case fertilisation takes place  - If fertilisation takes place the embryo is implanted in the uterus  - The corpus luteum remains active and continue producing progesterone  - Which maintains the endometrium during pregnancy  - Later the placenta  also produces progesterone to maintain the endometrium - The high levels of progesterone inhibit the secretion of FSH  - And thus further egg production is stopped  - If fertilisation does not take place then the corpus luteum disintegrates  - and stop producing progesterone  - FSH inhibition stops  - Egg production begins once more  - The endometrial lining of the uterus is removed through menstruation  (Any 17 x 1) (17) ASSESSING THE PRESENTATION OF THE ESSAY Marks Descriptions 3 Well structured – demonstrates insight and understanding of question 2 Minor gaps in the answer 1 Attempted but with significant gaps in the answer 0 Not attempted/nothing written other than question number Synthesis (3) TOTAL SECTION C: 40 GRAND TOTAL: 150

Downloaded from hlayiso.com