Province of the

EASTERN CAPE
EDUCATION

NATIONAL
SENIOR CERTIFICATE

GRADE 11

NOVEMBER 2012

LIFE SCIENCES P2
MEMORANDUM

MARKS: 150

This memorandum consists of 7 pages.

2 LIFE SCIENCES P2 (Memo) (NOVEMBER 2012)

SECTION A

QUESTION 1

1.1 1.1.1 A 
1.1.2 A 
1.1.3 B 
1.1.4 C 
1.1.5 A 
1.1.6 A 
1.1.7 C 
1.1.8 D 
1.1.9 D 
1.1.10 B  (10x2) (20)

1.2 1.2.1 Immunity 

1.2.2 Thallus 
1.2.3 Eukaryotes 
1.2.4 Mycelium 
1.2.5 Bacteria 
1.2.6 Biodiversity 
1.2.7 Vector 
1.2.8 Plasmodium 
1.2.9 Virus  (9x1) (9)

1.3 1.3.1 None 

1.3.2 A only 
1.3.3 Both A and B 
1.3.4 None 
1.3.5 B only 
1.3.6 B only 
1.3.7 None 
1.3.8 A only  (8x2) (16)

1.4 1.4.1 2003  (1)

1.4.2 88 559  (1)
1.4.3 The number of TB cases increased from 1997 to 2003  and
decrease slightly in 2004.  (2)
1.4.4 Probably due to an increase in the population. /More people living
in poor conditions  (Any 1) (1)

TOTAL SECTION A: 50
(NOVEMBER 2012) LIFE SCIENCES P2 (Memo) 3

SECTION B

QUESTION 2

2.1 2.1.1 A Sporangium 

B Sporangiophore 
C Rhizoid  (3)

2.1.2 Sexually  and Asexually  (2)

2.1.3  They plays a role as decomposers 

 Serves as food for humans. 
 Have medical value /used to produce antibiotics
 Use in the baking and brewing industries. 
(Mark first THREE answers only) (3)

2.1.4  rust/blight 
 ergot 
 black rot 
 scab  (Any 2) (2)

2.2 2.2.1 130  (120 - 140) mg/unit dry mass (2)

2.2.2  Some of these nitrogen-fixing bacteria may live inside the

roots of soya beans 
 They would absorb free-nitrogen  from the air in the soil
and convert it into nitrates 
 The soya bean plant would then use these nitrates to make
other nitrogen compounds 
 Thus increasing the level of nitrogen inside the plant. 
(Any 3) (3)

2.2.3 Mutualism 
Not commensalism since both organism  benefit whereas in
commensalism only one benefits./Plant benefits by getting
nitrates from bacteria  whilst bacteria get carbohydrates from the
plant  1+(Any 2) (3)

2.2.4  When soya bean plants die 

 nitrifying bacteria will convert the nitrogen compounds in
them to nitrates 
 Nitrates will be converted to free nitrogen 
 by denitrifying bacteria in the soil. (Any 3) (3)
4 LIFE SCIENCES P2 (Memo) (NOVEMBER 2012)

2.3 2.3.1 It is a chemical substance  that reduces the growth  of bacteria

by killing them/preventing them from reproducing (2)

2.3.2 They provide the bacteria with nutrients for growth.  (1)

2.3.3  To make sure that the agar plates are set up in sterile
conditions.
 To make sure that the agar plates are not contaminated
with other bacteria and fungi. (Any 1) (1)

2.3.4  Kept all plates at the same temperature. 

 Ensured that the plates had the same amount of nutrients 
in the same concentration  (Any 2x1) (2)

2.3.5  Antibiotic 3 was the most effective in destroying the bacteria. 

 Antibiotic 2 was ineffective against the bacteria. 
 Antibiotic 1 was fairly effective  (3)
[30]

QUESTION 3

3.1 3.1.1 A Bryophytes 

B Pteridophytes 
C Gymnosperms 
D Angiosperms  (4)

3.1.2 (a) Bryophytes /moss/A and Pteridophytes /ferns/B (2)

(b) Gymnosperms/C and Angiosperms /D (2)

3.1.3  No true root, stem or leaves 

 No conducting tissue 
 No stomata 
 Have rhizoids 
 No cuticle  (Any 3x1) (3)

3.2 3.2.1 Protista  (1)

3.2.2 9 (1)

3.2.3 (a) Porifera  (1)

(b) Cnidaria  (1)

3.2.4 (a) Porifera  (1)

(b) Platyhelminthes  (1)

3.2.5  Annelida 
 Arthropoda 
 Chordata  (3)
(NOVEMBER 2012) LIFE SCIENCES P2 (Memo) 5

3.3 3.3.1  The issuing of a licence is one way of controlling the

number 
 of fishermen that will be catching fish 
 in obtaining a licence the fishermen are acknowledging that
they are aware of the conditions 
 relating to size restrictions and catch limits. 
 This increases the chances of fishermen abiding by the
regulations  (Any 2x1) (2)

3.3.2 Not more than four per day  (1)

3.3.3  To ensure that the shad population is not eliminated 

ensures that a fair number of shad remain 
 To reproduce  and increase the population once again.
 This would allow for more sustainable use  of the shad as
a food source. (Any 3x1) (3)

3.3.4  Confiscation of catch 

 Payment of a sum of money for each shad over the limit 
 Cancelling their licence 
 Imprisonment  (Any 1x1) (1)

3.3.5  Catching small fish would prevent them from reaching a

reproductive age 
 at which they would be able to contribute to a population
increase. 
 Restricting the capture of smaller fish is therefore in the best
interests of a sustainable use of this resource.  (3)
[30]

TOTAL SECTION B: 60
6 LIFE SCIENCES P2 (Memo) (NOVEMBER 2012)

SECTION C

QUESTION 4

4.1 4.1.1 Limpopo  (1)

4.1.2 North West  (1)

4.1.3  South Africa is rich in species diversity 

 Higher species diversity in plants than in animals 
 The highest species diversity of plants is in the Western
Cape
 The lowest species diversity of plants is in the North West 
 Bird species are the highest amongst the animal species. 
(Any 3x1) (3)

4.1.4

Total number of plant species in provinces

10 000
9 000
8 000
Number of species

7 000
6 000
5 000
4 000
3 000
2 000
1 000
0
EC FS GP KZN LIM MP NC NW WC
Provinces

Guideline for the assessing of the graph

Correct type of graph 1
Title of graph 1
Correct label of x-axes 1
Correct scale of x-axes, same width of bars 1
Correct label of y-axes 1
Correct scale of y-axes 1
Plotting of points 1 : 1 to 3 points plotted correctly
2 : 4 to 6 points plotted correctly
3 : 7 to 9 points plotted correctly

NOTE:
If the wrong type of graph is drawn, 4 marks will be lost for:
 Correct type of graph
 Plotting of points’
If labels of the axes are transposed then 4 marks will be lost for:
 Correct label and scale for X and Y axes (9)
(NOVEMBER 2012) LIFE SCIENCES P2 (Memo) 7

4.2 4.2.1  Cycads have tall stems, 

 palm like leaves, 
 cones and 
 separate male and female plants  (Any 2x1) (2)
4.2.2 Police  who enforce conservation laws.
OR
Police who identify stolen cycads  and trace the owners of these
cycads  (2)
4.2.3  Microchips are implanted into the trunk of the cycads 
 DNA technology is also used  (2)
4.3 The Bat
 The forelimbs have become wings 
 for flying. 
 The first digit is hook-like to hang from trees ,
 while the last four digits have become elongated to make up the wing 
max 3
The monkey
 The forelimbs are very long 
 to allow it to grasp trees while it is climbing 
 and swinging  max 2
The mole
 Has a pair of short, spade-like forelimbs 
 that are modified for digging  max 2
The seal
 The forelimbs have become flippers 
 for steering  and
 maintaining equilibrium during swimming.  max 3
The horse
 The forelimbs are adapted for support  and
 running 
 with the third digit being very elongated ending in a hoof  max 3
Charles Darwin’s explanation:
 Forelimbs of mammals arose from a common ancestor  in which the
forelimb had the same pattern. 
 The forelimbs of the five mammals show variations  because of
having been modified  to perform different functions  max 4 (17)
Marks Descriptions
3 Well structured – demonstrates insight and understanding of
question
2 Minor gaps in the answer
1 Attempted but with significant gaps in the answer
0 Not attempted/nothing written other than question number
Synthesis (3)
TOTAL SECTION C: 40
GRAND TOTAL: 150