# Life Sciences Grade 11 P2 Eastern Cape November 2022 Memo > Grade 11 Life Sciences Paper 2 memorandum from the Eastern Cape November 2022 (English), 10 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/life-sciences-p2-gr11-memo-nov2022-english/5e4f2d46-8ff1-4960-8554-4261f7558dec - Updated: 2026-09-27 - Subject: Life Sciences - Grade: Grade 11 - Language: English - Document type: Memorandum - Year: 2022 - Exam period: Eastern Cape November - Paper: 2 - Curriculum: CAPS - Pages: 10 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 11](https://www.hlayiso.com/library/grade-11) › [Life Sciences](https://www.hlayiso.com/library/grade-11/life-sciences) › [Life Sciences Grade 11 P2 Eastern Cape November 2022 Memo](https://www.hlayiso.com/library/life-sciences-p2-gr11-memo-nov2022-english/5e4f2d46-8ff1-4960-8554-4261f7558dec) ## About this document Life Sciences · Grade 11 · Eastern Cape November · 2022 · English. Memorandum, 10 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 11 NOVEMBER 2022 LIFE SCIENCES P2 MARKING GUIDELINE MARKS: 150 This marking guideline consists of 10 pages. ### Page 2 Downloaded from hlayiso.com 2 LIFE SCIENCES P2 (EC/NOVEMBER 2022) 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 provincial marking guideline 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/NOVEMBER 2022) LIFE SCIENCES P2 3 15. If units are not given in measurements Candidates will lose marks. Marking guideline 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 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. Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com 4 LIFE SCIENCES P2 (EC/NOVEMBER 2022) SECTION A QUESTION 1 1.1 1.1.1 D ✓✓ 1.1.2 B ✓✓ 1.1.3 B ✓✓ 1.1.4 D ✓✓ 1.1.5 C ✓✓ 1.1.6 C ✓✓ 1.1.7 D ✓✓ 1.1.8 C ✓✓ 1.1.9 D ✓✓ (9 x 2) (18) 1.2 1.2.1 Asymmetry ✓ 1.2.2 Sporophyte ✓ 1.2.3 (Anopheles) mosquito ✓ 1.2.4 androecium ✓ 1.2.5 Biological control ✓/ Biocontrol 1.2.6 Mutualism ✓ 1.2.7 Poaching ✓ 1.2.8 Monoculture ✓ (8 x 1) (8) 1.3 1.3.1 A ONLY ✓✓ 1.3.2 NONE ✓✓ 1.3.3 BOTH A and B ✓✓ (3 x 2) (6) 1.4 1.4.1 Plantae ✓ (1) 1.4.2 Charophytes, Bryophytes, Pterophytes, Gymnosperms (1–3 correct) ✓ 4 correct ✓✓ (2) 1.4.3 350 ✓ MYA (1) 1.4.4 Bryophytes ✓ (1) 1.4.5 (a) D ✓ (1) (b) A ✓ (1) 1.4.6 Algae ✓ (1) 1.5 1.5.1 Predator-Prey ✓ / Predation (1) 1.5.2 (a) The maximum population size that an ecosystem can support ✓✓ (2) (b) Selectively killing organisms to reduce their population size ✓✓ OR Removal of animals of inferior quality/to old for breeding from a herd/flock. (2) Copyright reserved Please turn over ### Page 5 Downloaded from hlayiso.com (EC/NOVEMBER 2022) LIFE SCIENCES P2 5 1.5.3 A✓ (1) 1.5.4 1990 ✓ and 1995 ✓ (2) 1.5.5 1995 ✓ (1) 1.5.6 Disease ✓ Competition for food ✓/ water/ space (Any 1 x 1) (1) TOTAL SECTION A: 50 Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com 6 LIFE SCIENCES P2 (EC/NOVEMBER 2022) QUESTION 2 2.1 2.1.1 Spermatophytes ✓ / Angiosperms (1) 2.1.2 (a) Anther ✓ (b) Corolla ✓ (c) Stigma ✓ (3) 2.1.3 B, C, F,G (1–3 correct) ✓ (All 4 correct) ✓✓ (2) 2.1.4 1✓ (1) 2.1.5 Their stigmas are large ✓/feathery The stamens are long ✓/protrude out of the flower Anthers are large ✓ to produce lots of pollen (Any 2 x 1) (2) 2.1.6 Fruit ✓ Flowers ✓ (2) 2.2 2.2.1 Myobacterium ✓ (1) 2.2.2 It does not have a (membrane bound) nucleus. ✓ (1) 2.2.3 (a) slime capsule ✓ (b) flagella ✓ (c) nucleoid / DNA ✓ (3) 2.2.4 A person is given a weak strain of the bacteria ✓ the body will produce antibodies to fight the infection ✓ The antibodies will protect them against a new/stronger infection of the same germ ✓ (3) 2.2.5 Virus Bacteria Non-living  Living  Acellular  Prokaryotic  Protein coat  Cell wall/membrane  Table  + (Any 1 x 2) (3) 2.2.6 HIV lowers the body’s immunity ✓ /white blood cell count therefore it cannot defend the body against TB ✓ (2) 2.3 2.3.1 Fungi grow best in dark ✓ and warm places ✓ (2) 2.3.2 Treatment ✓ on bread (1) 2.3.3 It is the control ✓ (1) 2.3.4 Repeat the investigation ✓ / increase the sample size (1) 2.3.5 Sugar provides energy ✓/food for fungi therefore more food will allow fungi to grow faster ✓ (2) Copyright reserved Please turn over ### Page 7 Downloaded from hlayiso.com (EC/NOVEMBER 2022) LIFE SCIENCES P2 7 2.3.6 Use spray bottle to apply treatments evenly ✓ Place bread in zip lock bags ✓ All slices placed in cupboard ✓ All left for one week ✓ /same time Same sizes slices of bread ✓ Same quantity (200 mℓ) of treatment (Any 2 x 1) (2) 2.4 2.4.1 Animalia ✓ (1) 2.4.2 Cnideria ✓ (1) 2.4.3 Bilateral ✓ (1) 2.4.4 (a) Ectoderm ✓ (b) Endoderm ✓ (2) 2.4.5 Earthworms tunnel through the soil ✓ which aerates the soil ✓ / allows water to infiltrate They eat decomposed dead organic material ✓ The faeces of earthworms are rich in nutrients for plants and enrich the soil ✓ (4) 2.4.6 Cnideria: - They are sedentary/sessile animals ✓ therefore radially symmetry allows them to obtain food and ward off danger coming from any directions ✓ - They have nerves located over the entire body surface ✓/ there is no cephalization. This allows them to sense equally all around. ✓ - The jelly like mesoglea ✓ has a network of nerves that enables coordinated movement. ✓ (Max. 2 x 2) Annelids: - They are very active and move into new environments ✓ with new dangers frequently. Therefore, they show cephalization ✓/ need sense organs accumulated in the area that enters the new environment first - Since free-living species move actively from place to place they need muscles ✓ they have developed a mesoderm ✓ from which muscle originate / They are triploblastic. - For muscle to work effectively, the body wall of these organisms needs to work independently from gut walls. ✓ The development of a coelom ✓ separated the body wall from the gut wall. (Max. 2 x 2) (8) [50] Copyright reserved Please turn over ### Page 8 Downloaded from hlayiso.com 8 LIFE SCIENCES P2 (EC/NOVEMBER 2022) QUESTION 3 3.1 3.1.1 It warms up the atmosphere ✓ to sustain life. ✓ (2) 3.1.2 Deforestation ✓ Burning of fossil fuels ✓ / driving cars / production in factories Large scale cattle farming ✓ / rice paddies (Any 2 x 1) (2) 3.1.3 The carbon dioxide concentration in the atmosphere increased ✓ This caused more heat/radiation to be absorbed/trapped by the atmosphere ✓ and less heat/radiation to be reflected ✓ (3) 3.1.4 Food security is decreased ✓* Changes in rainfall pattern cause: - Desertification ✓ - Increased flooding ✓ - and wildfires ✓ - which increases soil erosion ✓ resulting in: o fewer crops to be planted ✓ o lower crop yields ✓ o less food for livestock ✓ - Higher environment temperature negatively affects livestock ✓ / crops - These factors further decrease food availability ✓ - Food becomes more expensive ✓ ✓*Compulsory mark + any 4 (5) 3.2 3.2.1 (a) Geometric ✓/ logarithmic / accelerating growth (1) (b) Decelerating growth ✓ (1) 3.2.2 Logistic ✓ growth form (1) 3.2.3 (a) D ✓ (1) (b) B ✓ (1) 3.2.4 - Rabbit population had reached carrying capacity ✓ - Environmental resistance occurs ✓/density dependant factors prevent population from increasing/ food/ space/water becomes limited - This prevent population from increasing further ✓ (3) 3.2.5 Mark-recapture ✓ method (1) 3.2.6 40 x 25 ✓ = 250 ✓ 4 ✓ (3) 3.2.7 The sample may have been taken from an area the rabbits prefer ✓ / don’t prefer Tags may have fallen off ✓ (Any 1 x 1) (1) Copyright reserved Please turn over ### Page 9 Downloaded from hlayiso.com (EC/NOVEMBER 2022) LIFE SCIENCES P2 9 3.3 3.3.1 A group of organisms of the same species, occupying the same habitat at the same time, and capable of random breeding. ✓✓ (2) 3.3.2 4% ✓ (1) 3.3.3 5–9 years old ✓ (1) 3.3.4 Females ✓ (1) 3.3.5 Nigeria ✓ (1) 3.3.6 - High birth-rate ✓/ High number of younger people in population - High death rate ✓ / Less older people in population /Short life expectancy (2) 3.3.7 - Disease ✓ - Lack of food ✓ - Lack of water ✓ - Lack of space ✓ (Any 1 x 1) (1) 3.3.8 Explanation must be for answer given in QUESTION 3.3.7 Disease – humans have developed medical technology ✓ so there are fewer deaths ✓ Lack of food – mass produce crops ✓ / monoculture / GM foods to increase crop production ✓ Lack of water – building of dams ✓ to store water for when needed ✓ Lack of space – building high rise apartment building and skyscrapers ✓ / creating cities and towns so that people can live in a smaller area of space ✓ (Any 1 x 2) (2) 3.4 3.4.1 Mercury ✓ Asbestos ✓ Brine ✓ Fly ash ✓ Waste oils ✓ Sewage ✓ (Any 2 x 1) (2) 3.4.2 Methane ✓ (1) 3.4.3 10 ✓ x 54 200 000 ✓ = 5 420 000 ✓ tons / 5,42 million tons (3) 100 3.4.4 - Disease carrying animals are attracted to the area by dumpsites ✓ - Dumpsites release dust and unpleasant smells ✓ - Decomposition of pollutants release toxic substances ✓ - Release of methane gas could cause explosions ✓ (Any 2 x 1) (2) Copyright reserved Please turn over ### Page 10 Downloaded from hlayiso.com 10 LIFE SCIENCES P2 (EC/NOVEMBER 2022) 3.4.5 - Dig a hole where solid waste is dumped ✓ and then cover it with soil. ✓ - To prevent the toxic leachate ✓ from reaching the groundwater, a plastic liner ✓ is placed under the dumpsite area. - Covering of the old landfill site with clay soil, ✓ and then it is covered with topsoil. ✓ (Any 2 x 1) (2) 3.4.6 - Re-using ✓ waste products include re-using plastic shopping bags, re-using glass and plastic containers – this helps to reduce the waste produced. ✓ - Recycling ✓ waste provides employment, reduces the use of raw materials and energy pollution. ✓ - Reducing waste ✓ by charging people extra if they generate more waste ✓ - Fines for people that do not separate the waste into different bins ✓ To encourage citizens to manage waste more efficiently ✓ - Partnership with recycling companies ✓ for improved collection of different wastes ✓ - Educate people to use organic waste ✓ for example to make compost ✓ (Any 2 x 2) (4) [50] TOTAL SECTION B: 100 GRAND TOTAL: 150 Copyright reserved Please turn over ## Related documents - [LIFE SCIENCES P2 MEMO GR11 NOV2020 English](https://www.hlayiso.com/library/life-sciences-p2-memo-gr11-nov2020-english/d0646d37-699b-4d0a-b701-c03a5fdbc783) — Life Sciences · Memo · 2020 · Eng - [LIFE SCIENCES P2 GR11 MEMO NOV2018 English](https://www.hlayiso.com/library/life-sciences-p2-gr11-memo-nov2018-english/cc1c4ff4-4d37-47f6-8de3-1ed4d6250dfc) — Life Sciences · Memo · 2018 · Eng - [LIFE SCIENCES P2 GR11 MEMO NOV2017 English](https://www.hlayiso.com/library/life-sciences-p2-gr11-memo-nov2017-english/3cbd2eb3-8449-43c4-ad85-8c7853604bb7) — Life Sciences · Memo · 2017 · Eng - [LIFE SCIENCES P2 QP GR11 NOV2020 English](https://www.hlayiso.com/library/life-sciences-p2-qp-gr11-nov2020-english/93743016-bab0-45e4-9f76-87625dd102ef) — Life Sciences · QP · 2020 · Eng - 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