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LIFE SCIENCES P2

FEBRUARY/MARCH 2016

NATIONAL SENIOR CERTIFICATE

GRADE 12

Life Sciences/P2 2 DBE/Feb.–Mar. 2016 NSC


INSTRUCTIONS AND INFORMATION Read the following instructions carefully before answering the questions. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Answer ALL the questions. Write ALL the answers in the ANSWER BOOK. Start the answers to EACH question at the top of a NEW page. Number the answers correctly according to the numbering system used in this question paper. Present your answers according to the instructions of each question. ALL drawings must be done in pencil and labelled in blue or black ink. Draw diagrams, tables or flow charts only when asked to do so. The diagrams in this question paper are NOT necessarily drawn to scale. Do NOT use graph paper. You must use a non-programmable calculator, protractor and a compass, where necessary. Write neatly and legibly.



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 to D) next to the question number (1.1.1 to 1.1.10) in the ANSWER BOOK, for example 1.1.11 D.

1.1.1 Which ONE of the following combinations results in genetic

variation in organisms?

A

B C D

Mitosis; sexual reproduction; mutations Meiosis; asexual reproduction; mutations Mitosis; meiosis; sexual reproduction Meiosis; sexual reproduction; mutations

1.1.2 The inheritance of one trait does not depend on the inheritance of

another trait. This represents …

A

B C D

Mendel's law of dominance. the law of codominance. the principle of variation. Mendel's principle of independent assortment.

1.1.3 In bees, females are diploid and males are haploid. Females and

males produce haploid gametes. This means that …

A B C D

females produce gametes by mitosis. males produce gametes by meiosis. males produce gametes by mitosis. females have half the number of chromosomes that males have.

A

B C D

1 : 1 1 : 3 2 : 1 3 : 1

1.1.4 In mice, the genotype yy produces grey fur and Yy produces yellow fur. The genotype YY results in death during the early embryonic stages. A yellow female mouse is mated with a yellow male mouse. Which of the following shows the correct ratio of yellow to grey offspring that could be born alive?



A

B C D

Aart abrT ABRt ABRT

1.1.6 The diagram below shows the blood types of two parents.

1.1.7 The structure of DNA was determined by using X-ray pictures

produced by …

A

B C D

Watson and Crick. Franklin and Wilkins. Watson and Franklin. Crick and Franklin.

1.1.5 The diagram below shows crossing over.

Which ONE of the following combinations of alleles would be present in chromatid C after crossing over occurred at point P?

The only possible blood type(s) of the offspring of the first generation (F1) is/are …

A B C D

AB and O. A and O. A only. A and B.

R R

A

D

C

D

C

A B

R R

b B A

t

r

D

A a b

R

T

r RB

tB

t

P

O A



A

B C D

the man is not the true father of the children. the man is heterozygous for eye colour. eye colour is sex-linked. both parents are homozygous for eye colour.

A

B C D

fact. law. theory. hypothesis.

1.1.8 Brown eye colour in humans is dominant over blue eye colour. A man with brown eyes marries a woman with blue eyes. They have a son with brown eyes and a daughter with blue eyes.

We can conclude that …

1.1.9 A possible explanation for an observation that can be tested is known as a ...

1.1.10 Common structural characteristics between groups of dinosaurs were used to construct the phylogenetic tree below.

The two groups of dinosaurs with the most characteristics in common are …

A B C D

Triceratops and Pachycephalosaurus. Parasaurolophus and Triceratops. Stegosaurus and Parasaurolophus. Plateosaurus and Stegosaurus. (10 x 2)

(20)

Plateosaurus Stegosaurus Parasaurolophus Triceratops Pachycephalosaurus



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 to 1.2.10) in the ANSWER BOOK.

1.2.1

1.2.2 1.2.3 1.2.4 1.2.5 1.2.6 1.2.7 1.2.8 1.2.9 1.2.10

The type of inheritance where the dominant allele masks the expression of the recessive allele in the heterozygous condition The process by which genetically identical organisms are formed using biotechnology A group of organisms of the same species in a specific habitat The type of vision shared by apes and humans that allows for depth perception The family to which humans belong A human disorder caused by non-disjunction of chromosome pair 21 The stage of protein synthesis during which mRNA forms from DNA Structures in different organisms that have a similar basic plan which suggests that they share a common ancestor The position of a gene on a chromosome The type of variation in a population with no intermediate phenotypes (10 x 1)

(10)

1.3 Indicate whether each of the statements in COLUMN I applies to A ONLY,

B ONLY, BOTH A AND B or NONE of the items in COLUMN II. Write A only, B only, both A and B, or none next to the question number (1.3.1 to 1.3.3) in the ANSWER BOOK.

COLUMN I COLUMN II 1.3.1 Reproductive isolating

mechanisms in plants A: B:

Flowering at different times of the year Adaptation to different pollinators

1.3.2 Evidence for evolution A: B:

Biogeography Fossil record

1.3.3 Found in African apes and humans

A: B:

Claws instead of nails An opposable thumb

(3 x 2) (6)



1.4 The size and colour of unripe fruit in a plant species is genetically controlled.

The allele for small fruit (b) is recessive to the allele for big fruit (B). The allele for yellow fruit colour (g) is recessive to the allele for green fruit (G).

1.4.1 State:

(a) (b)

The phenotype of the plant with the genotype BbGg ALL possible genotypes of the gametes produced by the plant mentioned in QUESTION 1.4.1(a)

(2) (2)

1.4.2 In a cross between two plants with genotypes BBGG and bbgg

what percentage of the offspring will be homozygous for both characteristics?

(2) (6)

1.5 The diagrams below show different phases in meiosis.

1.5.1

1.5.2

Label structures W and X. How many chromosomes are present in each cell in:

(2)

(a)

(b)

Phase A Phase C

(1) (1)

1.5.3

1.5.4 1.5.5

Give only the LETTER of the diagram that represents anaphase II. State the function of structure Y and structure Z. Identify phase C.

(1) (2) (1) (8)

TOTAL SECTION A: 50

W

X Y

Z

A B C D



SECTION B QUESTION 2

2.1 Scientists wanted to determine which type of inheritance accounted for most

of the selected genetic disorders in dogs. To do this they sequenced the genomes of a large number of dogs of the same breed that suffered from the genetic disorders. The results of the investigation are shown below.

[Source: http://www.instituteofcaninebiology.org]

2.1.1

2.1.2 2.1.3 2.1.4 2.1.5

If 2 000 dogs were studied in this investigation, how many dogs had disorders that were caused by autosomal dominant inheritance? Show ALL calculations. State TWO ways in which the scientists could improve the reliability of their results. State ONE factor that was kept constant in this investigation. Explain why there is no need to keep the age of the dogs constant in this type of investigation. Provide a conclusion for this investigation.

(3) (2) (1) (2) (2) (10)

Sex-linked 10%

Other 8%

Autosomal dominant

11%

Autosomal recessive

71%

Pie chart showing the type of inheritance for genetic disorders in dogs



2.3 The diagram below represents two stages of protein synthesis.

2.3.1 Provide labels for: (a)

(b)

Molecule 1 Organelle 6

(1) (1)

2.3.2

Give only the NUMBER of the part which represents a:

(a) (b) (c)

DNA template strand Monomer of proteins Codon

(1) (1) (1)

2.3.3 2.3.4

Describe translation as it occurs at organelle 6. Provide the:

(4)

(a) (b)

DNA sequence that codes for glycine Codon for proline

(2) (2)

2.3.5

State TWO differences between a DNA nucleotide and an RNA nucleotide.

(4) (17)

2.2 In dogs rough hair (H) is dominant to smooth hair (h). A heterozygous rough-haired dog is mated with a smooth-haired dog. Represent a genetic cross to show the phenotypic ratio of the puppies.

(6)

mRNA 3 2

4 5

6 1

7

G G A C A A A G G C C U C C U G U U U C C G G A

Proline Valine Serine Glycine

http://www.k-state.edu/biology/pob/genetics/defin.htm#dom

http://www.k-state.edu/biology/pob/genetics/defin.htm#hom



2.4

Read the passage below and answer the questions that follow.

2.4.1 2.4.2 2.4.3

Name ONE source of stem cells. Explain why the characteristics of stem cells make them useful in treating some disorders. Explain ONE possible advantage of creating an ovary-like structure.

(1) (3) (3) (7) [40]

USE OF STEM CELLS

Dr Orly Lachan-Kaplan of Monash Immunology and Stem Cell Laboratories has used stem cell manipulation to create an ovary-like structure containing ova. Although it is not yet clear if the cells of this ovary-like structure are functional, she hopes that this method can be used to develop functional human ova.

[Source: http//monash.edu/news/releases/308]



QUESTION 3

3.1 Errors that occur during DNA replication may sometimes lead to mutations. 3.1.1

3.1.2

Describe DNA replication. Describe how an error in DNA replication may lead to a gene mutation.

(5) (2) (7)

3.2 The passage below refers to human evolution.

3.2.1 3.2.2 3.2.3 3.2.4

Name the hypothesis on human evolution that is described in the passage. Name the type of DNA outside the nucleus that is analysed in support of the hypothesis named in QUESTION 3.2.1. Explain how the type of DNA named in QUESTION 3.2.2 is used to provide evidence for the hypothesis named in QUESTION 3.2.1. Apart from DNA evidence, state ONE other line of evidence that may be used to support the hypothesis mentioned in QUESTION 3.2.1.

(1) (1) (3) (1) (6)

3.3 Describe how a new species is formed through geographic isolation. (6)

Research, using DNA evidence, suggests that all modern humans arose from a single group of Homo sapiens that migrated from Africa 2 000 generations ago and spread throughout Europe and Asia over thousands of years.

[Source: http://images.sciencedaily.com]



3.4 The diagram below represents the fossilised skulls of three different species

of primates. They were either bipedal or quadrupedal (organisms that habitually walk on all four limbs).

3.4.1 3.4.2 3.4.3

Label part X and the type of teeth at Y. Explain the significance of the location of structure X in organism C. Which of the skulls (A, B or C) belongs to:

(2) (3)

(a) (b)

An Australopithecine A quadrupedal primate

(1) (1)

3.4.4 3.4.5

Explain how the change in the skull from B to C could indicate a change in intelligence. Tabulate TWO observable differences, other than those mentioned in QUESTIONS 3.4.2 and 3.4.4, between skulls B and C that represent trends in human evolution.

(3) (5) (15)

A

B

C

X

Y

B



3.5 The pedigree diagram below shows the pattern of inheritance of a certain

genetic disorder controlled by a recessive allele. The dominant allele is represented by N and the recessive allele by n.

3.5.1 3.5.2

Explain why both parents must be heterozygous for this characteristic. Give the possible genotype(s) of the normal children.

(2) (2)

3.5.3

Provide evidence from the pedigree diagram to show that this characteristic is not sex-linked.

(2) (6) [40]

TOTAL SECTION B: 80

Father Mother

Normal male

Affected male

KEY:

Normal female

Affected female


Copyright reserved

SECTION C QUESTION 4

An ancestor of the elephant, Phiomia, had a long nose-like structure called a proboscis which evolved into the trunk of the elephant. The proboscis was used to gather leaves as food. The proboscis of Phiomia and the trunk of the elephant are shown below. The diagrams have been drawn to scale. Explain the evolution of the elephant's trunk in terms of Lamarckism and Darwinism as well as the way in which an increase in the length of the trunk of the elephant could be achieved through artificial selection.

Content: Synthesis:

(17) (3) (20)

NOTE: NO marks will be awarded for answers in the form of flow charts, tables or

diagrams.

TOTAL SECTION C:

GRAND TOTAL: 20

150

Ancestor of elephant (Phiomia) Elephant

proboscis trunk


MARKS: 150

This memorandum consists of 9 pages.

LIFE SCIENCES P2

FEBRUARY/MARCH 2016

MEMORANDUM

NATIONAL SENIOR CERTIFICATE

GRADE 12

Life Sciences/P2 2 DBE/Feb.–Mar. 2016 NSC – Memorandum


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 or diagrams are given instead of descriptions

Candidates will lose marks. 8. If sequence is muddled and links do not make sense

Where the 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.



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 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. Changes to the memorandum No changes must be made to the memoranda without consulting the provincial internal moderator who in turn will consult with the national internal moderator (and the Umalusi moderators where necessary).

20. Official memoranda

Only memoranda bearing the signatures of the national internal moderator and the Umalusi moderators and distributed by the national Department of Basic Education via the provinces must be used.



SECTION A QUESTION 1 1.1 1.1.1

1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 1.1.10

D33 D33 C33 C33 D33 B33 B33 B33 D33 A33 (10 x 2)

(20)

1.2 1.2.1 Complete dominance3 1.2.2 Cloning3 1.2.3 Population3 1.2.4 Stereoscopic3/Binocular 1.2.5

1.2.6 1.2.7 1.2.8 1.2.9 1.2.10

Hominidae3/Hominids Down syndrome3/ trisomy 21 Transcription3 Homologous3 Locus3 Discontinuous variation3 (10 x 1)

(10)

1.3 1.3.1

1.3.2 1.3.3

Both A and B33 Both A and B33 B only33 (3 x 2)

(6)

1.4 1.4.1

1.4.2

(a) Big3 and green3 fruit (b) BG, Bg, bG, bg33 03 %3

(2) (2) (2) (6)

1.5 1.5.1

1.5.2 1.5.3 1.5.4 1.5.5

W Cell membrane 3/ Plasmalemma X Homologous chromosomes3/Bivalent (a) 43 (b) 2 3 D3 Y Holds the sister chromatids together3 Z Pulls chromosomes/chromatids to the poles3 Telophase II3

TOTAL SECTION A:

(1) (1) (1) (1) (1) (2) (1) (8) [50]



SECTION B QUESTION 2

2.1

2.1.1 2.1.2 2.1.3 2.1.4 2.1.5

(11/100) 3 x 20003 = 2203 - Repeat3the investigation - Use a larger sample size3/more dogs (Mark first TWO only) Any 2 The breed of the dogs3 (Mark first ONE only)

- The disorders are inherited 3 - and therefore does not change with age3 Autosomal recessive inheritance causes most of the genetic disorders in dogs33

(3) (2) (1) (2) (2) (10)

2.2.

P1 Phenotype Rough hair x Smooth hair3 Genotype Hh x hh3 Meiosis G/gametes H h x h h3

Fertilisation

F1 Genotype Hh Hh hh hh 3 Phenotypic

ratio 1 rough hair : 1 smooth hair 3

P1 and F13 Meiosis and fertilisation3 Any 6

OR

P1 Phenotype Rough hair x Smooth hair3 Genotype Hh x hh3 Meiosis

Gametes H h h Hh hh h Hh hh

1 mark for correct gametes 1 mark for correct genotypes

Fertilisation

F1 Phenotypic

ratio 1 rough hair : 1 smooth hair 3

P1 and F13

Meiosis and fertilisation3 Any 6

(6)



2.4.1 2.4.2 2.4.3

Embryos9/Blastocysts Umbilical cord9/ Placenta Bone marrow9 (Mark first ONE only) Any 1 - Stem cells are undifferentiated 9 - and have the potential to develop into any type of cell9 - to replace the affected/defective cells9causing the disorder - To produce ova9 which could be used - in cases where females do not have functional ovaries9 - and are therefore infertile9 and thereby - allowing them to have children9 Any 3

(1) (3) (3) (7) [40]

2.3

2.3.1 2.3.2 2.3.3 2.3.4 2.3.5

(a) DNA3

(b) Ribosome3 (a) 23 (b) 53

(c) 73 - The mRNA attaches to the ribosome3 - When each codon3 of the mRNA - matches with the anticodon 3on the tRNA - the tRNA brings the required amino acid to the ribosome3 - When the different amino acids are brought in sequence3 - adjacent amino acids are linked by peptide bonds3 - to form the required protein3/polypeptide Any 4 (a) CCT33 (b) CCU33

DNA RNA Has deoxyribose3 sugar Has ribose3 sugar Has nitrogen base thymine (T)3/ A, C, G and T

Has nitrogen base uracil(U)3/ A, C, G and U

(Mark first TWO only) (2 x 2) TABLE NOT REQUIRED

(1) (1) (1) (1) (1) (4) (2) (2) (4) (17)



3.1

3.1.1 3.1.2

- The DNA molecule unwinds3 - Hydrogen bonds between the two strands break3/ the molecule

unzips - Each strand serves as a template3 - Free nucleotides3 attach to the individual strands - with complementary nitrogen bases3 pairing - Two identical DNA molecules3 are formed - Process is controlled by enzymes3 Any 5 - If the incorrect nitrogen base3 attaches to the original strand/if

a nitrogen base is added or deleted - the sequence3/order of the bases changes on the new DNA

molecule - resulting in a change in the gene structure3 Any 2

(5) (2) (7)

3.2

3.2.1 3.2.2 3.2.3 3.2.4

‘Out of Africa’ hypothesis9 Mitochondrial DNA3/mtDNA - The mitochondrial DNA is only inherited from the mother9 - Any mutation9on this DNA - can be traced9 along the maternal line only Fossil evidence9 Archaeological evidence9 Any 1 (Mark first ONE only)

(1) (1) (3) (1) (6)

3.3

- A population of a species becomes separated3 by a geographical barrier - then the population splits into different populations3 - There is no gene flow3 between the populations - Each population may be exposed to different environmental conditions3 - Natural selection occurs independently3 in each population - The individuals of each population become different from each other3

over time - genotypically and phenotypically3 - Even if the two populations were to mix again3 - they would not be able to reproduce with each other3and are thus

different species Any 6

(6)

QUESTION 3



3.4.1 3.4.2 3.4.3 3.4.4

X - Foramen magnum9 Y - Canine9

- The foramen magnum is located in a more forward position9below the skull

- showing that organism C is bipedal9 - This allows for the vertebral column/spine to extend

vertically9from the base of the skull - to balance the body weight in upright walking9 Any 3

(a) B9

(b) A9

- There is an increase9 - in the cranium size9 from organism B to organism C - This will allow it to house a larger brain9/cerebrum which

suggests greater intelligence

(1) (1) (3) (1) (1) (3)

3.4.5

(Mark first TWO only) Table1 + (2 x 2)

Skull B Skull C

Brow ridges pronounced3 Brow ridges are not as pronounced3

More protruding jaws3/larger jaws

Less protruding jaws3/ smaller jaws

(5) (15)

3.5

3.5.1 3.5.2 3.5.3

- Because they were normal they must each have one dominant allele9

- and in order for their children to be affected each parent must have one recessive allele9

NN9 or Nn9

- The father would have been affected9 if it was sex-linked - in order for the daughter to be affected9 TOTAL SECTION B:

(2) (2) (2) (6) [40] 80


Copyright reserved

SECTION C QUESTION 4 Lamarckism - The ancestral elephant stretched its proboscis9 - to get leaves9 in trees/further from the body - The more it used the proboscis9, - the longer it became9 - The offspring then inherited the acquired longer proboscis 9 - Over many generations the length of the proboscis increased9 - until it became a trunk9 as in the modern elephant Any 5 Darwinism - There was a great deal of genetic variation9 amongst the offspring - Some had long proboscis9 - and some had short proboscis9 - There was a change in environmental conditions9/competition amongst the

animals for food - They had to reach higher in the trees to get leaves9 - The animals with shorter proboscis died9 - Those individuals with the longer proboscis survived9 - They then reproduced9 - and passed on this characteristic to their offspring9 - The next generation of animals had a greater proportion9 of animals with longer proboscis Any 9 Artificial selection - Humans9 select the elephants with - desirable characteristics9/long trunk - and mate them to produce offspring with longer trunks9 - Those that are pure breeding9 for long trunks - are further selected to mate to produce offspring with further longer trunks9 Any 3

(5) (9) (3)

Content: Synthesis:

(17) (3) (20)

ASSESSING THE PRESENTATION OF THE ESSAY

Criterion Relevance (R) Logical sequence (L) Comprehensive (C) Generally All information provided is

relevant to the question Ideas are arranged in a logical/cause-effect sequence

All aspects required by the essay have been sufficiently addressed

In this essay in Q4

Only information relevant to the explanations in terms of Lamarckism, Darwinism and artificial selection are provided

Explanations in terms of Lamarckism, Darwinism and artificial selection are provided in a logical and sequential manner.

At least 3 correct points for the explanation using Lamarckism, 6 correct points for the explanation using Darwinism and 2 correct points using artificial selection

Mark 1 1 1

TOTAL SECTION C: 20 GRAND TOTAL: 150

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NATIONAL SENIOR CERTIFICATE GRADE 12 - Best …resources.besteducation.co.za/English/Grade-12/Exams-and-Memos/F… · Draw diagrams, tables or flow ... Choose the correct answer and