# Life Sciences Grade 12 P1 Gauteng Mock 2015 Memo (English) > Grade 12 Life Sciences Paper 1 memorandum from the Gauteng Mock Exam 2015 (English), 11 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/grade-12-nsc-life-sciences-p1-english-2015-preparatory-examination-possible-answers/24aa9f7c-ad32-4e65-867e-44d7ede5cba6 - Updated: 2026-09-27 - Subject: Life Sciences - Grade: Grade 12 - Language: English - Document type: Memorandum - Year: 2015 - Exam period: Gauteng Mock Exam - Paper: 1 - Curriculum: CAPS - Pages: 11 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 12](https://www.hlayiso.com/library/grade-12) › [Life Sciences](https://www.hlayiso.com/library/grade-12/life-sciences) › [Life Sciences Grade 12 P1 Gauteng Mock 2015 Memo (English)](https://www.hlayiso.com/library/grade-12-nsc-life-sciences-p1-english-2015-preparatory-examination-possible-answers/24aa9f7c-ad32-4e65-867e-44d7ede5cba6) ## About this document Life Sciences · Grade 12 · Gauteng Mock Exam · 2015 · English. Memorandum, 11 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Downloaded from hlayiso.com PREPARATORY EXAMINATION 2015 MEMORANDUM SUBJECT: LIFE SCIENCES P1 (10831) ### Page 2 Downloaded from hlayiso.com 10831/15 GAUTENG DEPARTMENT OF EDUCATION PREPARATORY EXAMINATION – 2015 LIFE SCIENCES (First Paper) MEMORANDUM PRINCIPLES RELATED TO MARKING LIFE SCIENCES – PREPARATORY EXAMS 2015 1. If more information than marks allocated is given Stop marking when maximum mark is reached and insert a wavy line and ‘max’ in the right hand margin. 2. If, for example, three reasons are required and five are given Mark the first three irrespective of whether all or some are correct/incorrect. 3. If whole process is given when only part of it is required Read all and credit relevant part. 4. If comparisons are asked for and descriptions are given Accept if differences / similarities are clear. 5. If tabulation is required but paragraphs are given Candidates will lose marks for not tabulating. 6. If diagrams are given with annotations when descriptions are required Candidates will lose marks 7. If flow charts are given instead of descriptions Candidates will lose marks. 8. If sequence is muddled and links do not make sense Where sequence and links are correct, credit. Where sequence and links is incorrect, do not credit. If sequence and links becomes correct again, resume credit. 9. Non-recognized abbreviations Accept if first defined in answer. If not defined, do not credit the unrecognised abbreviation but credit the rest of answer if correct. 10. Wrong numbering If answer fits into the correct sequence of questions but the wrong number is given, it is acceptable. 11. If language used changes the intended meaning Do not accept. 1 ### Page 3 Downloaded from hlayiso.com 10831/15 12. Spelling errors If recognizable accept provided it does not mean something else in Life Sciences or if it is out of context. 13. If common names given in terminology Accept provided it was accepted at the National memo discussion meeting. 14. If only letter is asked for and only name is given (and vice versa) No credit 15. If units are not given in measurements Candidates will lose marks. Memorandum will allocate marks for units separately 16. Be sensitive to the sense of an answer, which may be stated in a different way. 17. Caption All illustrations (diagrams, drawings, graphs, tables, etc.) must have a caption 18. Code-switching of official languages (terms and concepts) A single word or two that appears in any official language other than the learners’ assessment language used to the greatest extent in his/her answers should be credited, if it is correct. A marker that is proficient in the relevant official language should be consulted. This is applicable to all official languages. 19. No changes must be made to the marking memoranda without consulting the subject advisors 2 ### Page 4 Downloaded from hlayiso.com 10831/15 SECTION A QUESTION 1 1.1 1.1.1 D 1.1.2 C 1.1.3 A 1.1.4 B 1.1.5 A 1.1.6 B 1.1.7 C 1.1.8 D (8 x 2) (16) 1.2 1.2.1 Meninges 1.2.2 Conjunctiva 1.2.3 Hypothalamus 1.2.4 Ovum/egg cell 1.2.5 Myelin sheath 1.2.6 Gibberellins 1.2.7 LH/ Luteinising Hormone 1.2.8 Monoculture (8) 1.3 1.3.1 Both A and B 1.3.2 A only 1.3.3 A only 1.3.4 Both A and B  1.3.5 Both A and B  1.3.6 A only 1.3.7 None 1.3.8 None (8 x 2) (16) 1.4 1.4.1 (a)- Long-sightedness/ Hyperopia/ Hypermetropia (1) (b)- Short-sightedness/ Myopia/Metropia (1) 1.4.2 (a) C (1) (b) F (1) (c) B  (1) 1.4.3 (a) circular  (1) (b) radial  (1) (c) ciliary (1) 1.4.4 Vitreous humour (1) 1.4.5 Accommodation  (1) ( (10) TOTAL SECTION A: 50 3 ### Page 5 Downloaded from hlayiso.com 10831/15 SECTION B QUESTION 2 2.1 2.1.1 Sweat gland (1) 2.1.2 (a) The sweat gland/ part A secretes more sweat which evaporates to cause cooling of the body Any 2 (2) (b) The blood vessels/ part B constrict/vasoconstriction occurs, causing less blood to flow to the skin. Therefore less heat flows to the skin surface. Heat is conserved Any 2 (2) (5) 2.2 2.2.1 Regulates the metabolic rate/the energy production Controls the normal functioning of the heart Controls the normal functioning of the nervous system Mark first TWO only Any 2 (2) 2.2.2 (a) Pituitary/Hypophysis  (1) (b) TSH/ Thyroid Stimulating Hormone (1) 2.2.3 -The pituitary gland/gland X will continue secreting TSH /hormone A - because the signal for the pituitary gland/gland X to stop secreting TSH - is when there are high levels of thyroxin OR -Levels of hormone A/TSH will continue to increase -because low levels of thyroxin  -stimulate gland X  -to secrete more of hormone A  (4) (8) 4 ### Page 6 Downloaded from hlayiso.com 10831/15 2.3 2.3.1 NPH insulin is effective for a longer/shorter period of time in controlling glucose absorption levels/above 0,4 mg/kg/min than LANTUS insulin OR LANTUS insulin is effective for a longer/shorter period of time in controlling glucose absorption levels/ above 0,4 mg/kg/min  than NPH insulin Mark first ONE only Any 1 (2) 2.3.2 Diabetes mellitus (1) 2.3.3 Health /age / gender/ diet/ fitness levels/ blood glucose levels/ same amount of insulin Mark first TWO only Any 2 (2) 2.3.4 Total/add the glucose uptake for the 10 patients, then divide this value by 10 (2) 2.3.5 21,5/ 22 hours (accept any decimal between the two) (1) 2.3.6 NPH (1) 2.3.7 LANTUS (1) 2.3.8 The LANTUS controls the blood glucose levels for longer  periods (1) of time 2.3.9 Insulin increases cellular respiration/metabolism, thereby increasing the glucose absorption by cells (2) (13) 5 ### Page 7 Downloaded from hlayiso.com 10831/15 2.4 2.4.1 (a) B C D H Mark first THREE only Any 3 (3) 2.4.2 Stores sperm  till maturation (1) 2.4.3 The secretions of gland C cause the semen to be alkaline/allow the sperm to survive in an acidic medium. In its absence, the sperm will become damaged/die  and therefore reduce fertility OR The secretions of gland C causes the motility of the sperm. In its absence, the sperm will not be able to travel to the ovum  and therefore reduce fertility (Mark first ONE only) (1 x 2) (2) 2.4.4 The sperm would not be transported to the penis/ Semen would not have any sperm present, Without the sperm, fertilisation cannot take place and therefore a pregnancy cannot occur (2) 2.4.5 No (1) 2.4.6 The pathogen can still be passed through the secretions of the accessory glands and can be passed on during sexual intercourse (1) 2.4.7 The penis  enters the body of the female to deposit the male gametes (2) 2.4.8 Since the gametes/embryo are contained within the body of the female, they are protected  (2) (14) [40] 6 ### Page 8 Downloaded from hlayiso.com 10831/15 QUESTION 3 3.1 3.1.1 (a) Hammer/Malleus (1) (b) Cochlea (1) 3.1.2 - The pinna is large/funnel-shaped /has grooves and ridges which - serve to trap and direct the sound waves. - Auditory canal is elongated and cylindrical  - to convey sound waves  (4) 3.1.3 The impulse on head position/direction and speed will not be conveyed to the cerebellum and therefore the person’s posture and balance would be affected. (2) (8) 3.2 3.2.1 Phototropism  (1) 3.2.2 A,  D, and E (3) 3.2.3 These tips are exposed to the light, the auxins will then move to the darker side causing more cell division/growth/elongation, thereby causing the stem to bend towards the light (3) 3.2.4 It acts as a control (1) 3.2.5 Auxinsare located in the stem tips. OR Auxins cause phototropism (2) (10) 3.3 3.3.1 By implementing better farming techniques irrigation the application of fertiliser.  (Any 2) (2) 3.3.2 Drought / Erratic weather patterns (Any 1) (1) 3.3.3 Irrigation is costly/irrigation is not practised there is a lack of large river systems (Mark first ONE only) (Any 1) (1) 3.3.4 Fertilisers may be washed into streams/rivers etc. - resulting in excess nitrates/phosphates / eutrophication. - causing an algal bloom - which prevents light from reaching the deeper layers of the river. - This causes the plants to die due to decreased photosynthesis. - An increase in decomposition results in less oxygen  in the water. - As a result the animals die as well. (Any 4) (4) (8) 7 ### Page 9 Downloaded from hlayiso.com 10831/15 3.4 3.4.1 Mass of materials recycled for the years 2004 and 2010 3,5 3 Mass (in millions of tons) 3 2,5 2,5 2 1,7 1,5 1 1 0,8 0,9 2004 0,6 0,4 2010 0,5 0 Paper Glass Plastic Wood Type of material RUBRIC FOR THE ASSESSMENT OF THE GRAPH Criterion Elaboration Mark Correct type of graph -Two bar graphs drawn -on one system of axes 1 Caption Include both variables, “materials” and “years/2004 and 2010” 1 X-axis -Correct label -Correct width and interval of bars 1 Y-axis -Correct label and units 1 -Correct scale Key Correct key indicating 2004 and 2010 1 Plotting of bars 1 mark: 1 to 6 bars plotted correctly 2 marks: all 8 bars plotted correctly 2 (7) NOTE: -If the wrong type of graph is drawn, marks will be lost for 'correct type of graph'. -If graphs are not drawn on the same system of axes, mark the first graph only using the given criteria 8 ### Page 10 Downloaded from hlayiso.com 10831/15 3.4.2 3,0 – 2,5 x 100 OR 0.5 x 100 2,5 1  2,5 1 = 20 %  (2) 3.4.3 Plastic  (1) 3.4.4 - People are more conscious about trying to conserve the environment  - There are financial  benefits to recycling, so people recycle more - More material is being produced and hence proportionately, more is recycled  (Mark first TWO only) (Any 2 x 2 ) (4) (14) [40] TOTAL SECTION B: 80 9 ### Page 11 Downloaded from hlayiso.com 10831/15 SECTION C QUESTION 4 - The endometrium lining is vascular/richly supplied with blood vessels - allowing for the nourishment of the blastula - The uterine wall  serves to protect the developing embryo - The uterine cavity allows room for development of the foetus - The chorion and amnion/amniotic membranes surround and thus offer protection for the foetus - The amniotic fluidserves to protect the foetus from: mechanical injury, temperature fluctuations and dehydration and - also acts as a shock absorber  - The chorionic villi prevent the blood of the mother and that of the foetus from mixing  - Which grow into the tissue of the uterus to form the placenta - The placenta acts as a physical barrier between the mother and the foetuspreventing the passage of most harmful substances from mother to foetus - The placenta allows for the passage of nutrients and gases to the foetus and removes waste products from the foetus - The placenta gives rise to the umbilical cordwhich - contains an (umbilical) artery that transports nutrients/ oxygen to the foetus and - a (umbilical) veinthat removes waste substances from the foetus (Any 17) Content (17) Synthesis (3) ASSESSING THE PRESENTATION OF THE ESSAY (Synthesis) Criterion Relevance (R) Logical sequence (L) Comprehensive (C) Generally All information provided is Ideas are arranged in a All aspects required by the relevant to the topic logical/cause-effect sequence essay have been addressed In this essay Only information on uterine Each structure is linked to its Structures related to both (Q 4.1) structures and their roles in appropriate function for protection AND nourishment the protection and protection and nourishment are covered. nourishment of the embryo At least 6 structures and their and foetus. associated functions are No irrelevant information included Mark 1 1 1 10 ## Related documents - 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