Life Sciences Grade 11 P1 Eastern Cape November 2019 Memo

Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE GRADE 11 NOVEMBER 2019 LIFE SCIENCES P1 MARKING GUIDELINE MARKS: 150 This marking guideline consists of 9 pages.

Downloaded from hlayiso.com 2 LIFE SCIENCES P1 (ECNOVEMBER 2019) PRINCIPLES RELATED TO MARKING LIFE SCIENCES 1. If more information than marks allocated is given Stop marking when maximum marks is 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

Downloaded from hlayiso.com (EC/NOVEMBER 2019) LIFE SCIENCES P1 3 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, 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

Downloaded from hlayiso.com 4 LIFE SCIENCES P1 (ECNOVEMBER 2019) SECTION A QUESTION 1 1.1 1.1.1 C  1.1.2 B  1.1.3 D  1.1.4 C  1.1.5 A  1.1.6 B  1.1.7 D  1.1.8 B  1.1.9 C  1.1.10 B  (10 x 2) (20) 1.2 1.2.1 Kidney failure  1.2.2 Predator  1.2.3 Glucose  1.2.4 Glucagon  1.2.5 Emigration  1.2.6 Emulsification  1.2.7 Epiglottis  1.2.8 Mastication  1.2.9 Oxygen  (9 x 1) (9) 1.3 1.3.1 B only  1.3.2 None  1.3.3 A only  1.3.4 Both A and B  (4 x 2) (8) 1.4 1.4.1 Logistic growth curve  (1) 1.4.2 a) C (1) b) A (1) c) D (1) d) B (1) [5] 1.5 1.5.1 Sodium hydroxide / Soda lime / Potassium hydroxide (1) 1.5.2 Removes carbon dioxide from the air in the jar.  (1) 1.5.3 The leaf turns blue-black  (1) 1.5.4 - As the leaf was outside the jar, it was exposed to carbon dioxide  - and could photosynthesise  / produce starch (2) 1.5.5 Dark phase  / Light independent phase (1) 1.5.6 In the stroma  of the chloroplast (1) 1.5.7 To ensure that the starch present at the end of the investigation was produced during the investigation  (1) [8] TOTAL SECTION A: 50 Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/NOVEMBER 2019) LIFE SCIENCES P1 5 SECTION B QUESTION 2 2.1 2.1.1 Japan  (1) 2.1.2 The population pyramid shows a population with declining numbers  (1) 2.1.3 - Most of the population is between the ages of 0 to 19  - which is an indication of an increasing population  (2) 2.1.4 - Diseases  like HIV - Immigration  - Emigration  - A lowered birth rate  because of a crisis e.g. economic crisis (Any 3) (3) 2.1.5 - The government needs to know how many children there are  - to know how many schools to build.  - They need to know what the housing needs are.  - They need to know how many people of working class there is  to be able to create employment if need be.  - They need to know how many hospitals the country needs.  (Any 3) (3) [10] 2.2 2.2.1 a) Stomach  (1) b) Colon  / Large intestine (1) c) Anus  (1) d) Small intestine  / Duodenum (1) 2.2.2 a) B (1) b) A (1) c) C (1) 2.2.3 Columnar epithelium Lacteal Capillary blood vessel The villus Correct diagram 1 Caption 1 Any TWO correct labels 2 (4) Copyright reserved Please turn over

Downloaded from hlayiso.com 6 LIFE SCIENCES P1 (ECNOVEMBER 2019) 2.2.4 - The stomach can tear  because of repeated vomiting  - This can cause bleeding  and eventual death  - The continuous use of laxatives can cause dehydration  (Any 3) (3) [14] 2.3 2.3.1 Parasitism  (1) 2.3.2 - This plant has no leaves  and therefore - no photosynthesis is able to take place  (2) 2.3.3 - The grapes from grape vines are used for export  and - to make wine  - If the grape vines are damaged by the parasite, the farmers will suffer financial losses,  and - the economy of the country will decrease */ negatively affected * compulsory + any 2 (3) [6] 2.4 2.4.1 Oxygen  (1) 2.4.2 - Take a glowing wooden splint  and insert it in the mouth of the test tube - If it ignites,  the gas is oxygen (2) 2.4.3 - To release carbon dioxide  into the water - for photosynthesis to take place.  (2) 2.4.4 - To see the oxygen which is a colourless gas  (1) 2.4.5 - Increase the light intensity  - so that the plant absorbs more light energy  to increase the rate of photosynthesis - Increase the temperature to optimum  - will increase the rate of photosynthesis  and therefore the rate of this experiment (4) (10) [40] Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/NOVEMBER 2019) LIFE SCIENCES P1 7 QUESTION 3 3.1 3.1.1 a) The rate of cellular respiration  (1) b) Sucrose concentration  (1) 3.1.2 Carbon dioxide  (1) 3.1.3 If clear lime water  turns milky  it will prove that the gas is carbon dioxide (2) 3.1.4 - Make sure all four test tubes were at the same temperature  - Make sure all four test tubes have the same oxygen concentration  - Add the same amount of yeast to each test tube  - Add the same amount of salt to each test tube  (Any 2) (2) (Mark first TWO only) 3.1.5 - As a control  - to ensure that the results obtained are due to changing sucrose concentration  (2) 3.1.6 The higher the sucrose concentration, the higher the rate of cellular respiration.  (2) 3.1.7 - In the absence of oxygen  - yeast cells will undergo alcoholic fermentation  - to produce alcohol  and carbon dioxide  (Any 3) (3) [14] 3.2 3.2.1 The volume inhaled air over 70 seconds (30 - 100 seconds) 6 Volume of inhaled air (litres) 5 5 5 5 4,5 4 4 3,5 3,5 3,5 3 2 1 0 30 40 50 60 70 80 90 100 Time (seconds) Copyright reserved Please turn over

Downloaded from hlayiso.com 8 LIFE SCIENCES P1 (ECNOVEMBER 2019) Mark allocation for the graph: Line graph is drawn 1 Title of the graph 1 Correct scale for x-axis and y-axis 1 Correct labels and units for the x-axis and the y-axis 1 Plotting of the points: 0 points correct 0 1 - 4 points correct 1 5 - 7 points correct 2 Only 30 to 100 seconds are drawn 1 (7) 3.2.2 20  seconds  (2) 3.2.3 - The volume of air increased  from 60 to 80 seconds - to supply the muscles with enough oxygen  and - remove the excess carbon dioxide  (Any 2) (2) 3.2.4 - The volume of air inhaled will be less from the beginning  - because of the narrowing of the air passages.  (2) [13] 3.3 3.3.1 The evolutionary process where species that live in the same habitat divide resources  in such a way that different niches are created.  (2) 3.3.2 Inter-specific competition  (1) 3.3.3 To investigate resource partitioning  amongst different species in the Serengeti  (2) 3.3.4 Different plants developed roots of different sizes  in order to absorb water  from different levels in the soil  and in this way all plants can get water  to survive (Any 3) (3) [8] 3.4 3.4.1 Primary succession  (1) 3.4.2 There was no disturbance when the development of plants took place  (1) 3.4.3 Pioneer species  (1) 3.4.4 - Rainfall  – if the annual rainfall is too high or too low it can influence the type of organisms that develop in the area  - Climate change  - This can change the temperatures and rainfall patterns of an area and therefore influence the development of vegetation  - Alien invasive plants  – This can influence the indigenous plants’ development  (Any 1 x 2) (2) (Mark first ONE only) [5] TOTAL SECTION B 80 Copyright reserved Please turn over

Downloaded from hlayiso.com (EC/NOVEMBER 2019) LIFE SCIENCES P1 9 SECTION C QUESTION 4 When there is too little water in the blood * - The receptors in the hypothalamus will be stimulated  - to secrete more ADH  - ADH will be transported to the kidneys  - by the blood  - to increase the permeability  of the - collecting ducts in the kidneys  - More water will be absorbed  - back into the bloodstream  - and less water will be excreted in the urine.  - The amount of water in the bloodstream will increase  - back to normal  * + any 8 (9) When there is too much salt in the blood * - Receptors in the blood vessels  - note the increase in the salt concentration in the blood  - This will stimulate the adrenal glands  - to secrete less  - aldosterone  - Less salts (sodium) will be re-absorbed  into the bloodstream. - More salts will be excreted in the urine  - The salt concentration in the bloodstream will decrease  - back to normal  * + any 7 (8) ASSESSING THE PRESENTATION OF THE ESSAY Criterion Relevance (R) Logical sequence Comprehensive (C) (L) Generally All information Ideas are arranged in All aspects required by provided is relevant a logical sequence the essay have been to the topic sufficiently addressed. In this Only provided Information on: At least the following essay Q4 information relevant - Water regulation marks should be to: and salt obtained: - Low water regulation is - water regulation concentration presented in a (6/9) - High salt logical sequence - salt regulation (6/8) concentration There is no irrelevant information MARK 1 1 1 Content: (17) Synthesis: (3) TOTAL SECTION C: 20 GRAND TOTAL: 150 Copyright reserved Please turn over