# Life Sciences Grade 12 P1 Eastern Cape Mock 2020 Memo (Eng) > Grade 12 Life Sciences Paper 1 memorandum from the Eastern Cape Mock Exam 2020 (English), 12 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/life-sciences-p1-gr-12-memo-sept2020-english/9f1dd245-ec50-46c4-975d-7faf061cbdfd - Updated: 2026-09-27 - Subject: Life Sciences - Grade: Grade 12 - Language: English - Document type: Memorandum - Year: 2020 - Exam period: Eastern Cape Mock Exam - Paper: 1 - Curriculum: CAPS - Pages: 12 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 Eastern Cape Mock 2020 Memo (Eng)](https://www.hlayiso.com/library/life-sciences-p1-gr-12-memo-sept2020-english/9f1dd245-ec50-46c4-975d-7faf061cbdfd) ## About this document Life Sciences · Grade 12 · Eastern Cape Mock Exam · 2020 · English. Memorandum, 12 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 NATIONAL SENIOR CERTIFICATE GRADE 12 SEPTEMBER 2020 LIFE SCIENCES P1 MARKING GUIDELINE MARKS: 150 This marking guideline consists of 12 pages. ### Page 2 Downloaded from hlayiso.com 2 LIFE SCIENCES P1 (EC/SEPTEMBER 2020) PRINCIPLES RELATED TO MARKING LIFE SCIENCES 1. If more information than marks allocated is given Stop marking when maximum marks are reached and put 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 a part of it is required Read all and credit the relevant part. 4. If comparisons are asked for, but descriptions are given Accept if the 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 are incorrect, do not credit. If sequence and links become correct again, resume credit. 9. Non-recognised abbreviations Accept if first defined in answer. If not defined, do not credit the unrecognised abbreviation, but credit the rest of the 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. 12. Spelling errors If recognisable, accept the answer, provided it does not mean something else in Life Sciences or if it is out of context. 13. If common names are given in terminology Accept, provided it was accepted at the national memo discussion meeting. 14. If only the letter is asked for, but only the name is given (and vice versa) Do not credit. Copyright reserved Please turn over ### Page 3 Downloaded from hlayiso.com (EC/SEPTEMBER 2020) LIFE SCIENCES P1 3 15. If units are not given in measurements Candidates will lose marks. Marking guidelines 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, graphs, tables, etc.) must have a caption. 18. Code-switching of official languages (terms and concepts) A single word or two that appear(s) in any official language other than the learner’s 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. Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com 4 LIFE SCIENCES P1 (EC/SEPTEMBER 2020) SECTION A QUESTION 1 1.1 1.1.1 C  1.1.2 B  1.1.3 B  1.1.4 D  1.1.5 B  1.1.6 C  1.1.7 B  1.1.8 D  (8 x 2) (16) 1.2 1.2.1 Vasodilation  1.2.2 Hypothalamus  1.2.3 Negative feedback  1.2.4 Parasympathetic system  1.2.5 Aldosterone  1.2.6 Synapse  1.2.7 Placenta  (7 x 1) (7) 1.3 1.3.1 None  1.3.2 A only  1.3.3 A only  (3 x 2) (6) 1.4 1.4.1 (a) A (1) (b) E (1) (c) B (1) (d) F (1) 1.4.2 Spinal cord  (1) 1.4.3 Reflex action  (1) 1.4.4 Brain  and the spinal cord  (2) 1.4.5 (a) C (1) (b) D (1) Copyright reserved Please turn over ### Page 5 Downloaded from hlayiso.com (EC/SEPTEMBER 2020) LIFE SCIENCES P1 5 1.5 1.5.1 (a) A – Vagina  (1) (b) B – Cervix  (1) (c) F – Uterus  (1) 1.5.2 (a) C  endometrium  (2) (b) D  Ovary  (2) (c) E Fallopian tube  (2) 1.5.3 Sperm will not be able to fertilise the ovum / sperm will not be able to reach ovum and cause fertilisation (1) 1.5.4 Both ovaries release ova  alternately (1) TOTAL SECTION A: 50 Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com 6 LIFE SCIENCES P1 (EC/SEPTEMBER 2020) SECTION B QUESTION 2 2.1 2.1.1 (a) Prophase I  (1) (b) Metaphase I  (1) 2.1.2 (a) A – Centromere  (1) (b) B – Homologous chromosomes  / Chromosomes (1) (c) D – Centriole  (1) 2.1.3 - Homologous chromosomes lie side by side  - Chromatids from the paternal and maternal chromosomes  - Establish contact points called chiasmata  and - Exchange genetic material between chromatids  and - This is known as crossing over  (Any 4) (4) 2.1.4 - Homologous chromosomes randomly arrange themselves  - on either side of the equator  and this - leads to the formation of new combinations of genetically - different  chromosomes - in the daughter cells (gametes) causing variation* in the next generation (1* compulsory point + any 2) (3) 2.2 2.2.1 Altricial  development (1) 2.2.2 - Eyes closed  - no down feathers covering the body  / bodies naked - unable to feed themselves  (Mark first THREE only) (3) 2.2.3 - Complete dependence on parents  until fully developed OR - unable to defend/move  - therefore, they are an easy target for predation  (Any 1) (1) 2.2.4 - The egg yolk that supplies nutrients to the developing embryo is small  therefore, - the hatchlings are unable to develop fully  before hatching (2) Copyright reserved Please turn over ### Page 7 Downloaded from hlayiso.com (EC/SEPTEMBER 2020) LIFE SCIENCES P1 7 2.3 2.3.1 Long/far-sightedness  (Hypermetropia) (1) 2.3.2 - Eye ball is too rounded  - due to the inability of the lens of the eye to become more convex  - therefore, the image of the near object that falls on the retina is blurred while - the most clearly focussed image falls behind the retina  (4) 2.3.3 It can be corrected with a convex lens  (Mark first ONE only) (1) 2.3.4 - The radial muscles of the iris contract  - the circular muscles relax  - the pupil dilates  - the amount of light entering the eye is increased  (4) 2.4 2.4.1 Luteinizing hormone (LH) (1) 2.4.2 The highest level of LH causes ovulation  (1) 2.4.3 13th day of the cycle (1) 2.4.4 - High level of oestrogen / an increase in level of oestrogen causes the endometrium to become more - vascular and spongy/thicker  (2) 2.4.5 Progesterone  (1) 2.4.6 - The maintenance of high levels of progesterone / hormone B after 28 days indicates pregnancy  - hormone B / progesterone is required to maintain pregnancy / maintain the endometrium (2) 2.4.7 - High levels of progesterone inhibit the secretion of FSH in order to stop the development of new follicles  and - cause ovulation  / no new ova produced - during pregnancy / disrupts pregnancy (3) [40] Copyright reserved Please turn over ### Page 8 Downloaded from hlayiso.com 8 LIFE SCIENCES P1 (EC/SEPTEMBER 2020) QUESTION 3 3.1 3.1.1 Thyroid gland  (1) 3.1.2 Treatment of thyroxin  / substance tadpoles were treated with (1) 3.1.3 - Quantity of NaOH and thyroxin treatment  - Time of treatment/ feeding  - Time of collecting data  - Size of tadpoles  - Type of nutrients  - Quantity of nutrients  - Level of activity / area of captivity  - Environmental conditions  - Method of determining the body mass  (Mark first TWO only) (Any 2) (2) 3.1.4 The initial body mass  taken before the treatment (1) 3.1.5 - High levels of thyroxin  in the body - increase the rate of metabolism  - More glucose will be oxidised / more of their fuel reserves are used up - to release more energy / allowing them to be more active - this leads to drop in the body mass (4) 3.1.6 - When the thyroxin level drops below normal limits - pituitary gland / hypophysis is stimulated  - Pituitary gland secretes more TSH  - High TSH level stimulates the thyroid gland  - The thyroid gland secretes more thyroxin  - The thyroxin level thus increases  - Thyroxin level returns to normal (5) Copyright reserved Please turn over ### Page 9 Downloaded from hlayiso.com (EC/SEPTEMBER 2020) LIFE SCIENCES P1 9 3.2 3.2.1 (a) B – Medulla oblongata  (1) (b) C – Corpus callosum  (1) (c) E – Cerebellum  (1) 3.2.2 (a) - It conducts impulses between the brain and the receptors / effectors  - Serves as a reflex centre for actions  such as blinking, sneezing, coughing etc. (Any 1) (1) (Mark first ONE only) (b) - Cerebro-spinal fluid in the central canal supplies nutrients and oxygen for nerve cells / removes CO2 and waste products from the nerve cells / protects the brain and spinal cord against physical injury (Mark first ONE only) (1) 3.2.3 (a) - During a haemorrhage, the blood leaks out of the blood capillaries  - and this disrupts the supply of oxygen and nutrients to the nerve cells / removal of CO2 and metabolic waste causing them to die  / causes excessive pressure (3) (b) - Loss of sensation  / consciousness / unable to process impulses from sense organs - loss of higher intellectual abilities  such as memory, judgement, reasoning. etc. - unable to initiate voluntary muscular actions  (3) 3.3 3.3.1 Auxin  (1) 3.3.2 Auxin is present / produced at the growing tip  of stem or root (1) 3.3.3 To cancel the effect of unilateral light on plumule growth  / to show that the light has no effect on the upward bending of plumule / to exclude a phototropic response (1) Copyright reserved Please turn over ### Page 10 Downloaded from hlayiso.com 10 LIFE SCIENCES P1 (EC/SEPTEMBER 2020) 3.3.4 When a plumule is placed horizontally: - Auxins are attracted by gravity  - There is a high concentration of auxins on the lower side of the plumule  - which stimulates growth / cell elongation / cell division on the lower side  - There is a low concentration of auxins on the upper side of the plumule  - which inhibits growth / cell elongation / cell division on the upper sides - The lower side of the plumule grows faster / uneven growth occurs causing the plumule to grow/ bend upwards  - The plumule grows away from gravity*/ the plumule is negatively geotropic 1* Compulsory mark + (Any 3) (4) 3.3.5 The germinating seed is attached to the disc of rotating clinostat  (1) 3.4 3.4.1 - Has a protective function  - Acts as a climate control system for the testes  / temperature control (Mark first TWO only) (2) 3.4.2 Epididymis  (1) 3.4.3 - Fertility is reduced  - because the temperature is always high  - This will lead to production of abnormal sperms / fewer sperm are formed / proteins in the cells that form the sperm will denature OR - Fertility is reduced  - because the pressure is increased / reducing circulation of the blood - This will lead to the production of abnormal sperm / Fewer sperms are formed (3) 3.4.4 Take regular breaks  while driving long distances (1) [40] TOTAL SECTION B: 80 Copyright reserved Please turn over ### Page 11 Downloaded from hlayiso.com (EC/SEPTEMBER 2020) LIFE SCIENCES P1 11 SECTION C QUESTION 4 The process that led to an increased breathing rate: - The adrenal gland  - secretes more adrenalin into the blood  - An increased level of carbon dioxide  in the surrounding area due to the heavy smoke - causes carbon dioxide levels in the blood to increase above the normal levels  - Receptor cells in the carotid artery in the neck are stimulated  - to send impulses to the medulla oblongata in the brain  - Medulla oblongata stimulates breathing muscles (intercostal muscles and diaphragm)  - and heart  - Breathing muscles contract more actively  - Increases the rate and depth of breathing  - The heart beats faster  - More carbon dioxide is taken to and exhaled from the lungs  - causing the breathing rate to increase Max. 10 (10) Restoring balance Balance is achieved in the following way: - The maculae  - in the utriculus and sacculus  and - the cristae  - in the semi-circular canals are stimulated  - They generate impulses  - which are transmitted through the auditory nerve  - to the cerebellum  - where they are interpreted  - Impulses are transmitted via the motor neuron  - to skeletal muscles  - to restore balance Max. 7 (7) Content (17) Synthesis (3) (20) Copyright reserved Please turn over ### Page 12 Downloaded from hlayiso.com 12 LIFE SCIENCES P1 (EC/SEPTEMBER 2020) ASSESSING THE PRESENTATION OF THE ESSAY Relevance Logical sequence Comprehension All information provided is Ideas arranged in a logical/ Answered all aspects relevant to the question cause-effect sequence required by the essay in sufficient detail All information is relevant to The sequence of events The following must be the: and facts in the: included: - Process that led to an - Process that led to an - Process that led to an increased breathing rate increased breathing rate increased breathing rate - Restoring balance - Restoring balance (B) – (7/10) There is no irrelevant Are in a logical sequence - Restoring balance information (R) – (4/7) 1 mark 1 mark 1 mark TOTAL SECTION C: 20 GRAND TOTAL: 150 Copyright reserved Please turn over ## Related documents - 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