GRADE 11 NOVEMBER 2014 LIFE SCIENCES P2 - Best Educationresources.besteducation.co.za/English/Grade-11/Exam-and-Memos/Nov-2014/... · NATIONAL SENIOR CERTIFICATE GRADE 11 NOVEMBER

NATIONAL SENIOR CERTIFICATE

GRADE 11

NOVEMBER 2014

LIFE SCIENCES P2

MARKS: 150 TIME: 2½ hours

This question paper consists of 14 pages.

*ILFSCE2*

2 LIFE SCIENCES P2 (NOVEMBER 2014)

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INSTRUCTIONS AND INFORMATION Read the following instructions carefully before answering the questions. 1. Answer ALL the questions. 2. Write ALL the answers in your ANSWER BOOK. 3. Start EACH question on a NEW page. 4. Number the answers correctly according to the numbering system used in

this question paper.

5. If answers are NOT presented according to the instructions of each

question, then candidates will lose marks.

6. All drawings should be done in pencil and labelled in blue or black ink. 7. Draw diagrams and flow charts ONLY when requested to do so. 8. The diagrams in this question paper may NOT necessarily be drawn to

scale.

9. The use of graph paper is NOT permitted. 10. You may use a non-programmable calculator, protractor, and compass. 11. Write neatly and legibly.

(NOVEMBER 2014) LIFE SCIENCES P2 3


SECTION A QUESTION 1 1.1 Various options are provided as possible answers to the following

questions. Choose the correct answer and write only the letter (A–D) next to the question number (1.1.1–1.1.10) in the ANSWER BOOK, for example 1.1.11 D.

1.1.1 Name the microorganism that is not classified in a kingdom. A Virus B Fungus C Bacterium D Protozoa 1.1.2 The short-lived immunity that mothers pass to their babies is

called …immunity. A passive B maternal C innate D active 1.1.3 Using natural resources so that they are not depleted. A Conservation B Sustainable use C Poaching D Deforestation 1.1.4 Which of the following is present in the Bryophytes? A Seeds B Xylem C Spores D Flowers 1.1.5 Which of the following is NOT a feature of wind-pollinated flowers? A Petals are large and brightly coloured. B Large anthers with long filaments. C Small, light and smooth pollen. D Stigmas are large and feathery. 1.1.6 The carpel (pistil) of a flower consists of the … A anther, style and ovary. B stigma, filament and ovary. C anther, filament and ovary. D stigma, style and ovary.



1.1.7 Fertilisation in Angiosperms occurs when … A the pollen tube grows down the style. B pollen moves from the anther to the stigma. C a sperm unites with an egg cell. D the ovary enlarges into a fruit. 1.1.8 Vertebrates exhibit the following features except … A an endoskeleton of cartilage and/or bone. B a brain enclosed in a protective case called the cranium. C two pairs of appendages attached to girdles. D a notochord in the adult form. 1.1.9 Which two of these gases is the main cause of global warming? A CFCs and carbon dioxide B Carbon dioxide and sulphur dioxide C Nitrous oxide and carbon dioxide D Carbon dioxide and methane 1.1.10 Which of the following is not a toxic heavy metal? A Lead B Methane C Cadmium D Mercury (10 x 2) (20) 1.2 Give the correct biological term for each of the following descriptions.

Write only the term next to the question number (1.2.1–1.2.10) in the ANSWER BOOK.

1.2.1 An organism without a true nucleus 1.2.2 The type of alimentary canal which stretches from the mouth to the

anus 1.2.3 A group of plants that have seeds enclosed in an ovary 1.2.4 Substances used to stimulate the production of antibodies and

provide immunity against one or several diseases 1.2.5 A process in biotechnology that is used to convert sugar into

alcohol and CO2 1.2.6 The increase in the concentration of nutrients in an aquatic

ecosystem, which leads to an increase in primary producers such as algae

1.2.7 A fluid-filled cavity lined with mesoderm



1.2.8 The group of organisms such as bacteria and fungi that recycle

nutrients in dead plants and animals 1.2.9 Cultivation of plant populations of a single species 1.2.10 The control of alien invaders by using their natural enemies from

their native country (10) 1.3 Indicate whether each of the statements in COLUMN Ι, applies to A only, B

only, both A and B, or none of the items in COLUMN ΙΙ. Write A only, B only, both A and B, or none next to the question number (1.3.1–1.3.10) in the ANSWER BOOK.

COLUMN Ι COLUMN ΙΙ 1.3.1 Requires water to undergo sexual

reproduction A B

Angiosperms Pteridophytes

1.3.2 Formation of seeds A B

Angiosperms Gymnosperms

1.3.3 White blood cells that produce antibodies in response to pathogens

A B

Phagocytes Lymphocytes

1.3.4 Cephalisation is found in … A B

Platyhelminthes Chordata

1.3.5 The process of inserting foreign genes into an organism

A B

Genetic engineering Genetic modification

1.3.6 The part that is formed from a fertilised ovule

A B

Seed Fruit

1.3.7 Yeast is a unicellular fungus used in traditional technology to make …

A B

Cheese Yogurt

1.3.8 A natural resource that cannot be replaced by natural means

A. B

Non-renewable Conserved

1.3.9 When biological productivity is reduced and conditions become desert-like

A B

Desertification Deforestation

1.3.10 The plant(s) where the gametophyte

is dominant A B

Fern Gymnosperm

(10 x 2) (20) TOTAL SECTION A: 50



SECTION B QUESTION 2 2.1 The table below shows the number of cases of tuberculosis (TB) and the

number of deaths from TB around the world in 2009. Study the table and answer the questions that follow.

Region Number of cases Number of deaths Africa 3 900 430 America 350 20 Europe 560 62 South-East Asia 4 900 480 Western Pacific 2 900 240 Eastern Mediterranean 1 000 99 Global Total 14 000 1 300 2.1.1 Draw a bar graph using the data for each region in the table to show

the number of deaths from TB in 2009. (6) 2.1.2 Calculate the percentage of cases in the Eastern Mediterranean. (2) 2.1.3 Why do you think that Europe and America have such a small

number of cases of TB compared to the other countries in the table? Give ONE reason. (2)



2.2 A type of bacterium called Escherichia coli (E.coli) normally lives in the

large intestine of humans. To determine whether E.coli is present in water, a chemical indicator is used. If the chemical indicator changes from a clear red colour to a cloudy yellow colour, this indicates that E.coli is present. In an investigation conducted by a group of grade 11 learners, samples taken from three rivers (X, Y, and Z) were investigated for the presence of E.coli. Samples were taken from each river and put into glass bottles, which contained the clear red indicator solution. The bottles were then incubated at 37 °C for two days. Only river Y showed presence of E.coli.

2.2.1 Explain TWO safety precautions that the learners should take

when conducting this investigation. (2 x 2) (4) 2.2.2 Suggest ONE reason for incubating the sample at 37 °C. (2) 2.2.3 Explain how E. coli could have got into river Y. (2) 2.3 Study the diagram, which shows alternation of generations and answer the

questions that follow.

2.3.1 Complete the missing terms on the diagram. (4) 2.3.2 Which process in plant cells will: (a) increase and (1) (b) decrease the chromosome number? (1) 2.3.3 Name the structure represented by number 1 in: (a) mosses and (1) (b) ferns respectively. (1)

The amount of Nitrogen in plants over a number of days



2.4 Answer the following questions on Annelida. 2.4.1 Between which two phyla on the evolutionary line would you find

the Annelida? (2) 2.4.2 What is the significance of the coelom? (1) 2.4.3 What type of symmetry is found in Annelids? (1) 2.5 Study the diagram of a flower of an Angiosperm and answer the questions

that follow.

2.5.1 Write down the number of the part where the female gametes

would be produced. (1) 2.5.2 Which number represents the whorl that is important for insect

pollination? (1) 2.5.3 On this flower, both male and female organs mature at the same

time. Mention ONE obvious feature that can prevent self-pollination. (1)

2.5.4 State ONE way in which the Angiosperm is better adapted to a

terrestrial life than the Bryophytes. (2)



2.6 Study the following diagram and answer the questions that follow.

[Source: Adapted from Volksblad, 27 November 2010] 2.6.1 Formulate a hypothesis that will be accepted for the above data. (3) 2.6.2 List the dependant variable. (1) 2.6.3 List the independent variable. (1) [40]



QUESTION 3 3.1 The diagrams below show the body plans of three types of animals. Study

the diagrams and answer the questions that follow.

3.1.1 Write only the letter(s) of the diagram(s) that represents the

following: (a) Pseudo-coelomate (b) Acoelomate (c) Triploblastic (d) Chordate (5)

3.1.2 Mention ONE advantage and ONE disadvantage of an exoskeleton in arthropods. (2)

3.1.3 Describe ONE advantage of a through gut in the Annelida. (2) 3.1.4 From which embryonic layer does the tissue-filled layer develop? (1)



3.2 Some areas in South Africa receive dangerously high levels of UV-B

radiation, for example in De Aar, in the Northern Cape, as shown in the diagram below. Study the diagram and answer the questions that follow.

3.2.1 In which year were, complete records kept? How do you know this? (2)

3.2.2 During which FOUR months of the year 1997 were the UV-B radiation the most dangerous? (1)

3.2.3 Name TWO harmful ozone-depleting substances. (2) 3.2.4 List and briefly explain TWO effects of ozone depletion on the

ecosystem. (4) 3.2.5 Does ozone depletion contribute to desertification? Explain. (2)



3.3 In Africa where the population is increasing, production per capita (average

production per person) is low, compared to continents such as Asia and Latin America. This is because of limited use of agricultural technologies, which could increase production. Production is also affected by possible disasters.

Study the graph below and answer the questions that follow.

3.3.1 What was the yield of cereal in 1982 and in 2000? (2) 3.3.2 Explain what happened to the yields between 1982 and 1986. (2) 3.3.3 Describe in detail, the trend shown in all the data on the graph. (2) 3.3.4 Based on your answer to QUESTION 3.3.3, comment on future

food security in Africa. (3)



3.4 The environmental impact of the amount of carbon dioxide emitted during

the life span of the use of a product, or a service by a person from a developed country, is shown in the pie chart below.

Study the chart and answer the questions that follow.

3.4.1 Distinguish between primary and secondary carbon footprint. (2) 3.4.2 Which TWO activities contribute the most to the carbon footprint? (2) 3.4.3 Name TWO activities that contribute the least to our carbon

footprint. (2) 3.4.4 The use of gas, oil, coal, and electricity make up 29% of a person’s

carbon footprint. Suggest FOUR ways in which you could reduce your carbon footprint. (4)

[40] TOTAL SECTION B: 80

Home - gas, oil and coal

16%

Home - electricity 13%

Private transport 11%

Public transport 3%

Holiday flights 7% Food and drink

5%

Clothes and personal effects

4%

House buildings and furnishings

10%

Recreation and leisure

15%

Finacial services 3%

Share of public services

13%

Carbon footprint of a person from the developed world



SECTION C QUESTION 4 4.1 “Solid waste has become a great cause for concern in South Africa. Each

person in South Africa generates between 0,5 kg to 2 kg of waste every day. This equates to about 15 million tons of domestic waste each year.” If you were appointed as the head of the waste disposal division of your town/city, explain FOUR strategies you would use to manage the waste.

Content (17) Synthesis (3) NOTE: NO marks will be awarded for answers in the form of flow charts

or diagrams. TOTAL SECTION C: 20 GRAND TOTAL: 150

NATIONAL SENIOR CERTIFICATE

GRADE 11

NOVEMBER 2014

LIFE SCIENCES P2 MEMORANDUM

MARKS: 150

This memorandum consists of 10 pages.



SECTION A QUESTION 1 1.1 1.1.1 A 33 1.1.2 A 33 1.1.3 B 33 1.1.4 C 33 1.1.5 A 33 1.1.6 D 33 1.1.7 C 33 1.1.8 D 33 1.1.9 D 33 1.1.10 B 33 (10 x 2) (20) 1.2 1.2.1 Prokaryote 3 1.2.2 Through gut 3 1.2.3 Angiosperms 3 1.2.4 Antigens 3/ vaccines 1.2.5 Fermentation 3 1.2.6 Eutrophication 3 1.2.7 Coelom 3 1.2.8 Decomposers 3 1.2.9 Monoculture 3 1.2.10 Biological control 3 (10 x 1) (10)



1.3 1.3.1 B only 33 1.3.2 Both A and B 33 1.3.3 B only 33 1.3.4 Both A and B 33 1.3.5 Both A and B 33 1.3.6 A only 33 1.3.7 None 33 1.3.8 A only 33 1.3.9 A only 33 1.3.10 None 33 (10 x 2) (20) TOTAL SECTION A: 50



SECTION B QUESTION 2 2.1 2.1.1

Guideline for the assessing of the graph Correct type of graph 1 Title of graph 1 Correct label and scale of x-

axes 1

Correct label and scale of y-

axes 1

Plotting of points 1: 1 to 3 points plotted correctly

2: all 6 points plotted correctly NOTE:

If the wrong type of graph is drawn, 3 marks will be lost for: x ‘Correct type of graph x ‘Plotting of points’

If labels of the axes are transposed then 2 marks will be lost for: x ‘Correct label and scale for X-axis and Y-axis’ (6)

2.1.2 astern e iterranean

3

= 7,1% 3 (2)

430

20 62

480

240

99

0 0

100

200

300

400

500

600Nu

mbe

r of d

eath

s

Regions

Number of deaths due to TB in different regions of the world 3 3

33

3

3(T)



2.1.3 They are developed countries 3 with low levels of poverty3/ good

health and social infrastructure. / Most people are well- nourished 3 and do not live in crowded / dirty / unhygienic conditions. 3 (Any 1 x 2) (2)

2.2 2.2.1 x Wear rubber gloves 3 when taking the samples so as not to get

contaminated with germs. 3 x Samples should be taken using a container/bottle attached to a

string 3 to avoid stepping too close to the river bank 3 / prevent drowning / prevent falling into the river / prevent contamination.

(2 x 2) (4) 2.2.2 Temperature of the human body 3 at which bacteria normally

lives 3 / E. coli normally lives in large intestine of humans / to allow bacteria to reproduce. (2)

2.2.3 Lack / absence of proper sewage system 3 / poor hygiene results

in faeces getting into the water. 3 (2) 2.3 2.3.1 1 – Gametophyte 3

2 – Gametes 3 3 – Zygote 3 4 – Sporophyte 3 (4)

2.3.2 (a) fertilisation 3

(2) (b) meiosis 3 2.3.3 (a) Protonema 3 (b) Prothallus 3 (2) 2.4 2.4.1 Platyhelminthes 3 and

Arthropods3

(2) 2.4.2 x Provides an efficient hydrostatic skeleton 3/ provides support

x Provides space for the extensive growth of organs. 3(Any 1 x 1) (1) 2.4.3 Bilateral symmetry 3 (1) 2.5 2.5.1 4 3 (1) 2.5.2 7 3 (1) 2.5.3 Stigma is higher than the anther. 3 (1)



2.5.4 x It has a well-developed vascular system. 33

x Sexual reproduction is independent of water. 33 x Fertilisation occurs by means of pollinators. 33 x Have true roots stem and leaves 33 x Sporophyte is the dominant generation. 33 x Produce seeds. 33 (Any 1 x 2) (2)

2.6 2.6.1 As years go by, 3 rhinoceros hunting 3 is increasing. 3 (3) 2.6.2 Number of rhinos hunted. 3 (1) 2.6.3 The year in which rhinos are hunted. 3 (1) [40] QUESTION 3 3.1 3.1.1 (a) C 3 (b) A 3 (c) A 3and B 3 and C 3 (Any 2 x 1) (d) B 3 (5) 3.1.2 Advantage:

Since it is hard, it protects the animal against mechanical injury. 3 It provides points of attachment for muscles. 3 (Any 1 x 1) Disadvantages: Since it is impermeable, no gas exchange can occur. 3 Cannot stretch to accommodate growth of the body. 3 New soft exoskeleton does not offer much protection. 3(Any 1 x 1) (2)

3.1.3 x No mixing of food 3 because it moves in one direction. 3

x It allows digestion to take place 3 continuously. 3 x The gut is specialised 3where different regions become

adapted for specific functions. 3 (Any 1 x 2) (2) 3.1.4 Mesoderm 3 (1) 3.2 3.2.1 1997/2001, 3 12 months of records are shown on the graph. 3 (2) 3.2.2 January/February/November/December 3/ summer months (1) 3.2.3 CFC (Chlorofluorocarbon) 3

HFC (Hydro fluorocarbon) 3 (2)



3.2.4 x Ozone reacts with UV-B rays to make them harmless, 3 thus

a reduction in stratospheric ozone will increase the quantity of UV-B rays. 3

x thus reducing the effectiveness of producers in food chains. 3

x A reduction in producers leads to a reduction in consumers. 3

x Its depletion in the stratosphere causes more harmful UV-B rays to reach the earth. 3 which will destroy enzymes essential for photosynthetic pathways. 3 (Any 2 x 2) (4)

3.2.5 Yes 3 It damages all forms of life and also grasslands and

succulent-Karoo which are dry areas and particularly prone to desertification. 3 (2)

3.3 3.3.1 1982: 150 kg/year 3 2000: 138 – 145 kg/year 3 (2) 3.3.2 The yield decreased 3 and then came back to the former

production. 3 (2) 3.3.3 The production has remained low 3 between 125 kg/year and

175 kg/year 3 for 20 years. 3 It has not changed very much. 3 (Any 2 x 1) (2)

3.3.4 The data shows that even though the population in Africa has

grown, 3 the food production has not increased in line with the growth. 3 This makes food security unsure for the future. 3 (3)

3.4 3.4.1 Primary carbon footprint is the carbon emitted by the direct

involvement 3/ activity of a person while secondary carbon footprint is the emissions due to indirect involvement 3/ consumption /services. (2)

3.4.2 Home – gas, oil, and coal. 3

Recreation and leisure 3 (2) 3.4.3 Public transport 3and financial services. 3 (2)



3.4.4 x R – Reduce heating cost 3/ use blankets and warm clothes /

hot water bottles. x U – Use public transport. 3/ use bicycles. x N – Never leave electrical appliances switched on that are

not being used. 3 x B – Buy products that have less packaging to reduce

waste. 3 x T – Turn off the geyser when not in use. 3 x Use light bulbs that are carbon friendly. 3 x Buy local products 3/ fresh products x Use unleaded petrol 3 x Educate people about the impact of the carbon footprint. x Reduce the use of paraffin and coal (Any 4 x 1)

(Accept any reasonable answer) (4) [40] TOTAL SECTION B: 80



SECTION C QUESTION 4 4.1 Waste management strategies: 1. Landfill management and recovery of energy from burning it. 3 x Utilise the heat generated from the burning of landfill sites 3 x to generate electricity thus saving on the electricity bill 3for heating

and cooking. x Investigate methods to collect and utilise methane gas as a fuel. 3 x Place plastic liners under landfill sites during construction. 3 x to prevent leaching from waste into groundwater 3/ rivers/oceans. x Rehabilitate old landfill sites to prevent pollution. 3/

phytoremediation. 2. Recovery and recycling 3 x Encourage citizens of the city to put different types of waste into

different waste containers/bins of different colours. 3 x Partnership with recycling companies for improved collection of

different waste. 3 x Fines for people that do not separate the waste into different bins. 3 x This could generate income and reduce transport costs. 3 x Educate people on how to use organic waste 3 x for example to make compost which could fertilise soil, so they can

plant vegetables. 3 x New products can be made from recycled materials. 3 x which benefits the economy by creating employment 3/ alleviate

poverty. x Clean up dumping sites and build useful facilities like sports fields. 3

3. Educate citizens and companies to reuse waste. 3 x Glass containers for milk, cold drinks and alcohol etc. 3 x This will reduce the need to produce more of these items 3 x thus saving energy and money. 3 4. Reducing waste3 x Charge/penalise people extra if they generate more waste. 3 x Encourage citizens to manage waste more efficiently/renewable. 3

x Reward those who manage efficiently. 3 x Recycle, re-use and reduce waste. 3

(Maximum 4 marks per strategy) (17)



Relevance (R) Logical Sequence (L) Comprehension (C) All information

provided is relevant to the essay

Ideas are arranged in a logical manner by answering the question under different headings.

In the body of the essay, minimum 12 relevant points out of the 17 maximum points are stated.

Synthesis (3) TOTAL SECTION C: 20 GRAND TOTAL: 150

Documents

GRADE 11 NOVEMBER 2014 LIFE SCIENCES P2 - Best Educationresources.besteducation.co.za/English/Grade-11/Exam-and-Memos/Nov-2014/... · NATIONAL SENIOR CERTIFICATE GRADE 11 NOVEMBER