grade 12 life sciences assignment term 3 2019

• No category

Grade 12 Life Sciences Assignment 2019 (TERM 3)

Related documents

Add this document to collection(s)

You can add this document to your study collection(s)

Add this document to saved

You can add this document to your saved list

Suggest us how to improve StudyLib

(For complaints, use another form )

Input it if you want to receive answer

LIFE SCIENCES Grade 12 Past Exam Papers

Welcome to the GRADE 12 LIFE SCIENCES Past Exam Paper Page . Here, you’ll find a comprehensive range of grade 12 past year exam papers and memos, ranging from 2024 to as far back as 2009. 

Our collection will help you prepare for your upcoming exams by familiarizing yourself with the exam format and identifying areas for improvement.

We have a vast collection of CAPS DBE NSC and Common Test Papers from National, Western Cape (WC), Kwa-Zulu Natal (KZN), Gauteng (GP), Eastern Cape (EC), Mpumalanga (MP), North West (NW) and Free State (FS). 

Life Sciences Question Paper 1 and Paper 2, as well the Memorandum can easily be found on this page and We have it grouped by Year and Exam Semester.

View or Download our available content. Please share this Website with your school Colleagues, Friends and Teachers.

Donation Drive

Please Support our Team

SA Exam Papers intends on being the Number ONE Resource, Go-To Website, for all your PAST EXAM PAPER CONTENT. Help us keep our Awesome Service running by Donating to our Worthy Cause.

More details on our HOME  page on how to Donate.

Subjects Menu Guide:

Language subjects, non-language subjects, 2023: november, life sciences nsc p1 qp nov 2023 - eng, life sciences memo coming soon, life sciences nsc p1 qp nov 2023 - afr, life sciences nsc p2 qp nov 2023 - eng, life sciences nsc p2 qp nov 2023 - afr, 2023: september, life sciences nsc p1 qp sept 2023 - eng - eastern cape, life sciences nsc p1 memo sept 2023 - eng - eastern cape, life sciences nsc p1 qp sept 2023 - afr - eastern cape, life sciences nsc p1 memo sept 2023 - afr - eastern cape, life sciences nsc p2 qp sept 2023 - eng - eastern cape, life sciences nsc p2 memo sept 2023 - eng - eastern cape, life sciences nsc p2 qp sept 2023 - afr - eastern cape, life sciences nsc p2 memo sept 2023 - afr - eastern cape, life sciences nsc p1 qp sept 2023 - eng - gauteng, life sciences nsc p1 memo sept 2023 - eng - gauteng, life sciences nsc p1 qp sept 2023 - afr - gauteng, life sciences nsc p1 memo sept 2023 - afr - gauteng, life sciences nsc p2 qp sept 2023 - eng - gauteng, life sciences nsc p2 memo sept 2023 - eng - gauteng, life sciences nsc p2 qp sept 2023 - afr - gauteng, life sciences nsc p1 qp sept 2023 - kzn, life sciences nsc p1 memo sept 2023 - kzn, life sciences nsc p2 qp sept 2023 - kzn, life sciences nsc p2 memo sept 2023 - kzn, life sciences nsc p2 qp sept 2023 - free state, life sciences nsc p2 memo sept 2023 - free state, life sciences nsc p2 qp sept 2023 - north west, life sciences nsc p2 memo sept 2023 - north west, life sciences nsc p1 qp sept 2023 - x05 - gauteng, 2023: may - june, life sciences nsc p1 qp may-june 2023 - eng, life sciences nsc p1 memo may-june 2023 - eng, life sciences nsc p1 qp may-june 2023 - afr, life sciences nsc p2 memo may-june 2023 - eng, life sciences nsc p2 qp may-june 2023 - eng, life sciences nsc p2 qp may-june 2023 - afr, life sciences nsc p2 memo may-june 2023 - afr, life sciences nsc qp may-june 2023 - eng - eastern cape, life sciences nsc memo may-june 2023 - eng - eastern cape, life sciences nsc qp may-june 2023 - afr - eastern cape, life sciences nsc memo may-june 2023 - afr - eastern cape, life sciences nsc qp may-june 2023 - eng - kzn, life sciences nsc memo may-june 2023 - eng - kzn, life sciences nsc qp may-june 2023 - eng - limpopo, life sciences nsc memo may-june 2023 - eng - limpopo, life sciences nsc p1 qp may-june 2023 eng, life sciences nsc p2 qp may-june 2023 eng, 2023: march, life sciences nsc qp march 2023 - kzn, life sciences nsc memo march 2023 - kzn, 2022: november, life sciences nsc p1 qp nov 2022 - eng, life sciences nsc p1 memo nov 2022 - eng, life sciences nsc p1 qp nov 2022 - afr, life sciences nsc p1 memo nov 2022 - afr, life sciences nsc p2 qp nov 2022 - eng, life sciences nsc p2 memo nov 2022 - eng, life sciences nsc p2 qp nov 2022 - afr, life sciences nsc p2 memo nov 2022 - afr, 2022: september, life sciences nsc p1 qp sept 2022 - eng, life sciences nsc p1 memo sept 2022 - eng, life sciences nsc p1 qp sept 2022 - afr, life sciences nsc p1 memo sept 2022 - afr, life sciences nsc p2 memo sept 2022 - eng, life sciences nsc p2 qp sept 2022 - afr, life sciences nsc p2 memo sept 2022 - afr, life sciences nsc p1 qp sept 2022 - eng (gauteng), life sciences nsc p1 qp sept 2022 - afr (gauteng), life sciences nsc p1 mg sept 2022 - afr (gauteng), life sciences nsc p2 qp sept 2022 - eng (gauteng), life sciences nsc p2 mg sept 2022 - eng (gauteng), life sciences nsc p2 qp sept 2022 - afr (gauteng), life sciences nsc p1 qp sept 2022 - eng (free state), life sciences nsc p1 mg sept 2022 - eng (free state), life sciences nsc p2 qp sept 2022 - eng (free state), life sciences nsc p2 mg sept 2022 - eng (free state), life sciences nsc p1 qp sept 2022 - eng (kzn), life sciences nsc p1 mg sept 2022 - eng (kzn), life sciences nsc p2 qp sept 2022 - eng (kzn), life sciences nsc p2 mg sept 2022 - eng (kzn), life sciences nsc p1 qp sept 2022 - eng (limpopo), life sciences nsc p1 mg sept 2022 - eng (limpopo), life sciences nsc p2 qp sept 2022 - eng (limpopo), life sciences nsc p2 mg sept 2022 - eng (limpopo), life sciences nsc p1 qp sept 2022 - eng (mpumalanga), life sciences nsc p1 mg sept 2022 - eng (mpumalanga), life sciences nsc p2 qp sept 2022 - eng (mpumalanga), life sciences nsc p2 mg sept 2022 - eng (mpumalanga), 2022: may - june, life sciences p1 may-june 2022 eng, life sciences p1 may-june 2022 mg eng, life sciences p1 may-june 2022 afr, life sciences p2 may-june 2022 mg eng, life sciences p2 may-june 2022 eng, life sciences p2 may-june 2022 afr, life sciences p2 may-june 2022 mg afr, life sciences qp june 2022 eng - eastern cape, life sciences memo june 2022 eng - eastern cape, life sciences qp june 2022 afr - eastern cape, life sciences memo june 2022 afr - eastern cape, 2022: march, life sciences qp march 2022 - kzn, life sciences mg march 2022 - kzn, 2021: november, life sciences p1 nov 2021 eng, life sciences p1 nov 2021 mg eng, life sciences p1 nov 2021 afr, life sciences p1 nov 2021 mg afr, life sciences p2 nov 2021 eng, life sciences p2 nov 2021 mg eng, life sciences p2 nov 2021 afr, life sciences p2 nov 2021 mg afr, 2021: september, life sciences nsc p1 qp sept 2021 - afr, life sciences nsc p1 memo sept 2021 - afr, life sciences nsc p1 qp sept 2021 - eng, life sciences nsc p1 memo sept 2021 - eng, life sciences nsc p1 qp sept 2021 - isixhosa, life sciences nsc p1 memo sept 2021 - isixhosa, life sciences nsc p1 qp sept 2021 - sesotho, life sciences nsc p1 memo sept 2021 - sesotho, life sciences nsc p2 qp sept 2021 - afr, life sciences nsc p2 memo sept 2021 - afr, life sciences nsc p2 qp sept 2021 - eng, life sciences nsc p2 memo sept 2021 - eng, life sciences nsc p2 qp sept 2021 - isixhosa, life sciences nsc p2 memo sept 2021 - isixhosa, life sciences nsc p2 qp sept 2021 - sesotho, life sciences nsc p2 memo sept 2021 - sesotho, life sciences nsc p1 qp sept 2021, life sciences nsc p1 memo sept 2021, life sciences nsc p2 qp sept 2021, 2021: may - june, life sciences nsc p1 may-june 2021 eng, life sciences nsc p1 may-june 2021 mg eng, life sciences nsc p1 may-june 2021 afr, life sciences nsc p1 may-june 2021 mg afr, life sciences nsc p2 may-june 2021 eng, life sciences nsc p2 may-june 2021 mg eng, life sciences nsc p2 may-june 2021 afr, life sciences nsc p2 may-june 2021 mg afr, life sciences nsc p1 qp june 2021 eng, life sciences nsc p2 qp june 2021 eng, life sciences p1 qp june 2021 eng, life sciences p1 memo june 2021 eng, life sciences p1 qp june 2021 afr, life sciences p1 memo june 2021 afr, life sciences common test qp june 2021 eng, life sciences common test memo june 2021 eng, 2021: april, life sciences common test qp april 2021 eng, life sciences common test memo april 2021 eng, 2020: november, life sciences p1 nov 2020 eng, life sciences p1 nov 2020 memo eng, life sciences p1 nov 2020 afr, life sciences p1 nov 2020 memo afr, life sciences p2 nov 2020 eng, life sciences p2 nov 2020 memo eng, life sciences p2 nov 2020 afr, life sciences p2 nov 2020 memo afr, 2020: september, life sciences p1 qp sept 2020 eng, life sciences p1 memo sept 2020 eng, life sciences p1 qp sept 2020 afr, life sciences p1 memo sept 2020 afr, life sciences p1 qp sept 2020 sesotho, life sciences p1 qp sept 2020 xhosa, life sciences p2 qp sept 2020 eng, life sciences p2 memo sept 2020 eng, life sciences p2 qp sept 2020 afr, life sciences p2 memo sept 2020 afr, life sciences p2 qp sept 2020 sesotho, life sciences p2 qp sept 2020 xhosa, 2019: november, life sciences p1 nov 2019 eng, life sciences p1 nov 2019 memo eng, life sciences p1 nov 2019 afr, life sciences p1 nov 2019 memo afr, life sciences p2 nov 2019 eng, life sciences p2 nov 2019 memo eng, life sciences p2 nov 2019 afr, life sciences p2 nov 2019 memo afr, 2019: may - june, life sciences p1 may-june 2019 eng, life sciences p1 may-june 2019 memo eng, life sciences p1 may-june 2019 afr, life sciences p1 may-june 2019 memo afr, life sciences p2 may-june 2019 eng, life sciences p2 may-june 2019 memo eng, life sciences p2 may-june 2019 afr, life sciences p2 may-june 2019 memo afr, 2018: november, life sciences p1 nov 2018 eng, life sciences p1 nov 2018 memo eng, life sciences p1 nov 2018 afr, life sciences p1 nov 2018 memo afr, life sciences p2 nov 2018 eng, life sciences p2 nov 2018 memo eng, life sciences p2 nov 2018 afr, life sciences p2 nov 2018 memo afr, 2018: may - june, life sciences p1 may-june 2018 eng, life sciences p1 may-june 2018 memo eng, life sciences p1 may-june 2018 afr, life sciences p1 may-june 2018 memo afr, life sciences p2 may-june 2018 eng, life sciences p2 may-june 2018 memo eng, life sciences p2 may-june 2018 afr, life sciences p2 may-june 2018 memo afr, 2018: feb - march, life sciences p1 feb-march 2018 eng, life sciences p1 feb-march 2018 memo eng, life sciences p1 feb-march 2018 afr, life sciences p1 feb-march 2018 memo afr, life sciences p2 feb-march 2018 eng, life sciences p2 feb-march 2018 memo eng, life sciences p2 feb-march 2018 afr, life sciences p2 feb-march 2018 memo afr, the vital role of life sciences in grade 12: a gateway to understanding life itself seo meta description: explore the importance of life sciences in grade 12, uncovering its critical role in shaping future scientists, informed citizens, and pioneers in biological research and environmental conservation.life sciences in grade 12 serve as the pinnacle of biological education in high school, offering students a comprehensive understanding of the natural world, from the microscopic level of cells and genes to the complex systems that govern ecosystems and human health. this academic journey equips students with the knowledge, skills, and perspectives needed to navigate and contribute to the world responsibly. this article sheds light on the multifaceted importance of life sciences in grade 12, highlighting its impact on students' academic growth, career paths, and societal contributions.introduction to life sciences in grade 12 the final year of high school biology represents a critical phase in the educational journey, bridging the gap between basic biological concepts and more complex theories and applications. grade 12 life sciences curriculum is designed to deepen students' understanding of life at all levels, preparing them for higher education and future careers in various fields.the building blocks of life a fundamental area of focus in grade 12 life sciences is cellular biology and genetics. understanding dna, the blueprint of life, and the mechanisms of genetic inheritance are pivotal for students, as these concepts form the basis of modern biology and medicine.human biology and health this section delves into the structure and function of the human body, including the study of major organ systems, diseases, and the body's immune responses. it lays the groundwork for careers in health and wellness, medical research, and biotechnology.ecology and environmental science students explore the interdependence of living organisms and their environments, emphasizing the importance of biodiversity, conservation efforts, and the human impact on the planet. this knowledge is crucial for future environmental scientists, policy-makers, and informed citizens.evolution and the history of life on earth grade 12 life sciences provide a comprehensive overview of evolutionary biology, offering insights into the origins of life, natural selection, and the evolutionary history of earth's organisms. this helps students appreciate the complexity and diversity of life.biotechnology and its applications the curriculum introduces the principles of biotechnology, including genetic engineering and its applications in medicine, agriculture, and industry. this section underscores the potential of biotechnology to solve some of humanity's most pressing challenges.the scientific method and critical thinking life sciences in grade 12 emphasize the importance of the scientific method, research techniques, and critical thinking skills. these are essential for conducting experiments, analyzing data, and making informed decisions in both academic and everyday contexts.life sciences and future careers exploring the vast array of careers stemming from life sciences, this section highlights how grade 12 biology can pave the way for future scientists, healthcare professionals, environmentalists, and biotechnologists.challenges and opportunities in life sciences students are introduced to the current challenges and future directions in biological research, encouraging them to think about their potential contributions to science and society.the role of life sciences in society life sciences play a crucial role in shaping societal values and ethical considerations, from debates on genetic engineering to the importance of conservation. this section explores how biology influences our daily lives and ethical decision-making.conclusion: the lifelong impact of life sciences in conclusion, life sciences in grade 12 not only prepare students for academic and career success but also instill a sense of responsibility towards our planet and its inhabitants. by fostering an understanding of the biological world, grade 12 life sciences inspire students to continue exploring, questioning, and contributing to the field throughout their lives., older life sciences past exam papers.

We have more older Life Sciences Past Exam Papers from 2017 to 2009. Click the link below to access them.

Need More Study material

Check out our Additional Resources Section. We have a large collection of Videos and Study Notes available for you

Use of our Resources:

All content available on our Website is completely free! You are allowed to view or Download Any content however the Leaching of our Links are Strictly Prohibited! All Past Exam Papers are obtained from Valid Sources! Some content may contain errors.

All content hosted are free of Malware or Viruses. If you are found breaching our T&C’s, you will be blocked from our services.  We reserve the right to take Further Action against those Breaching our T&C’s.

Connect with us:

• About SA Exam Papers
• Contact us:

[email protected]

Other Grades:

• Gauteng,South Africa
• Mon - Sat 8.00 - 18.00

• Life Sciences Grade 12 All Previous Exam Papers and Memos for All Years All Terms
• Grade 12 Exam Papers and Memos
• 9 September 2022
• 4,032 Views

Find all Life Sciences Grade 12 previous exam question papers and memorandums (memos) for all the years (2022, 2020, 2021, 2020 – 2015) in pdf downloadable format. At My Courses, we have collected almost every paper ever written for Life Sciences Grade 12  per school terms: Term 1 Papers, Term 2, Papers, Term 3 Papers, and Term 4 Papers. The Life Sciences Grade 12 examination papers collection is for NSC and Common Test Papers from National, Western Cape (WC), Kwa-Zulu Natal (KZN), Gauteng (GP), Eastern Cape (EC), Mpumalanga (MP), North West (NW), Limpopo (LP), and Free State (FS).

Previous examination papers help students to practice for the exam using real questions. there is no better way to do a proper revision than using previous question papers. Using Life Sciences Grade 12 previous exam papers on this page, will enable learner to:

• Practice time management skills for the exams
• Discover the syllabus sections which still need more focus and attention
• Discover the most common exam questions for Life Sciences Grade 12 subject (which are usually repeated
• Discover different ways of answering various exam questions

Previous exam papers listed below can also aid Life Sciences Grade 12 teachers to pull out random questions for class tests and assignments. This is a perfect question bank for Life Sciences Grade 12.

2022 Life Sciences Grade 12 Exam Papers and Memos

Below are the 2022 Life Sciences Grade 12 Exam Papers and Memos in pdf format:

Term 1: Feb/March:

Term 2: May/June:

Term 3: August/ September

Term 4: November

2021 Life Sciences Grade 12 Exam Papers and Memos

Below are the 2021 Life Sciences Grade 12 Exam Papers and Memos in pdf format:

2020 Life Sciences Grade 12 Exam Papers and Memos

Below are the 2020 Life Sciences Grade 12 Exam Papers and Memos in pdf format:

2019 Life Sciences Grade 12 Exam Papers and Memos

Below are the 2019 Life Sciences Grade 12 Exam Papers and Memos in pdf format:

2018 Life Sciences Grade 12 Exam Papers and Memos

Below are the 2018 Life Sciences Grade 12 Exam Papers and Memos in pdf format:

2017 Life Sciences Grade 12 Exam Papers and Memos

Below are the 2017 Life Sciences Grade 12 Exam Papers and Memos in pdf format:

2016 Life Sciences Grade 12 Exam Papers and Memos

Below are the 2016 Life Sciences Grade 12 Exam Papers and Memos in pdf format:

2015 Life Sciences Grade 12 Exam Papers and Memos

Below are the 2015 Life Sciences Grade 12 Exam Papers and Memos in pdf format:

• Stanmore Physics
• SA Exam Papers
• Department of Basic Education
• Share: Facebook Twitter LinkedIn Pinterest

Related Posts

English FAL Grade 12 All Previous Exam Papers and Memos for All Years All Terms

• 14 September 2022
• 34,379 Views

IsiZulu First Additional Language FAL Grade 12 All Previous Exam Papers and Memos for All Years All Terms

• 2,137 Views

Mathematics Grade 12 All Previous Exam Papers and Memos for All Years All Terms

• 8,675 Views

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Gauteng: Pretoria, Johannesburg, Vaal

Quick Links

• Primary Schools
• Secondary Schools

Get in touch!

© 2022 Gauteng Schooling All Rights Reserved by site

• Privacy Policy
• Terms of Use

Insert/edit link

Enter the destination URL

Or link to existing content

Latest Life Sciences Grade 12 Past Papers, Memos, and Study Guides for 2021, 2020, 2019 and more

[vc_row][vc_column][vc_column_text]Latest Life Sciences Grade 12 Past Papers , Memos, and Study Guides for 2021, 2020, 2019 and more: On this page, you will find learning materials ( Previous Papers, Notes, Lessons Practicals, Assessments – SBA,  Assignment questions and answer memos , Tests and Research Task s)  for CAPS and  IEB ( The Independent Examinations Board, or IEB, is a South African independent assessment agency which offers examinations for various client schools , mostly private schools. It is most prominent in setting examinations for the school-leaving National Senior Certificate, or NSC for its client schools ). The IEB offers support in terms of the CAPS curriculum examinations and sets tests and exams according to the CAPS guidelines, as well as memorandums and assessments, moderations and marking groups. It is therefore, a private examination setting and support agency.

On this page, you will also find exemplars preparatory previous exam papers and memos for: Gauteng , Limpopo , Western Cape , Eastern Cape , Northern Cape , Kwazulu Natal , Mpumalanga , Free State , and North West Province. Learning material are in Both English and Afrikans where possible (Term 1, Term 2, Term 3, and Term 4).

Requirements to pass Grade 12 | Matric in 2021

Hey, Grade 12 Learner! Do you know what it takes to obtain your Grade 12 Certificate?  All matric students in South Africa are required to register to write at least 7 subjects and they may not fail more than one subject. Failing more than one subject means you have failed matric. Thus, in order to pass you need to meet the following requirements:

• Obtain at least 40% for your Home Language
• Pass two other subjects with 40%, an
• Get 30% for three other subjects

Useful Tip: Manage your time properly. Don’t waste time on questions you are unsure of. Move on and come back if time allows.

Hey,  Grade 12  Learner! Do you know what it takes to obtain your Grade 12 Certificate?  All matric students in South Africa are required to register to write at least 7 subjects and they may not fail more than one subject. Failing more than one subject means you have failed matric. Thus, in order to pass you need to meet the following requirements:

• Pass two other subjects with 40%, and

Useful Tip:  Manage your time properly. Don’t waste time on questions you are unsure of. Move on and come back if time allows List of Life Sciences Grade 12 Past Papers, Memos, and Study Guides for 2021, 2020, 2019 and more

[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][grve_blog blog_style=”masonry” columns=”2″ categories=”800″][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]

Browse other Grade 12 Past Exam Papers and Memos per subjects

Accounting Grade 12 past papers and revision notes

Economics Grade 12 past papers and revision notes

Mathematics Grade 12 past papers and revision notes

Technical Mathematics Grade 12 past papers and revision notes

Physical Science Grade 12 past papers and revision notes

Life Sciences Grade 12 past papers and revision notes

Technical Sciences Grade 12 past papers and revision notes

Mathematics Literacy Grade 12 past papers and revision notes

Biology Grade 12 past papers and revision notes

Life Orientation Grade 12 past papers and revision notes

Religion Studies Grade 12 past papers and revision notes

Business Studies Grade 12 past papers and revision notes

Consumer Studies Grade 12 past papers and revision notes

Tshivenda Home Language Grade 12 past papers and revision notes

IsiXhosa Home Language Grade 12 past papers and revision notes

IsiZulu Home Language Grade 12 past papers and revision notes

Sepedi Home Language Grade 12 past papers and revision notes

Sesotho Home Language Grade 12 past papers and revision notes

Setswana Home Language Grade 12 past papers and revision notes

Seswati Home Language Grade 12 past papers and revision notes

Afrikaans Home Language Grade 12 past papers and revision notes

English Home Language Grade 12 past papers and revision notes

Xitsonga Home Language Grade 12 past papers and revision notes

Tourism and Hospitality Studies Grade 12 past papers and revision notes

Computer Applications Technology Grade 12 past papers and revision notes

Civil Technology Grade 12 past papers and revision notes

Electrical Technology Grade 12 past papers and revision notes

Engineering Graphics and Designs Grade 12 past papers and revision notes

Information Technology Grade 12 past papers and revision notes

Mechanical Technology Grade 12 past papers and revision notes

Agricultural Sciences Grade 12 past papers and revision notes

Agricultural Technology Grade 12 past papers and revision notes

Agricultural Management Practices Grade 12 past papers and revision notes

Dance Studies Grade 12 past papers and revision notes

Design Grade 12 past papers and revision notes

Dramatic Arts Grade 12 past papers and revision notes

Music Visual Arts Grade 12 past papers and revision notes

[/vc_column_text][/vc_column][/vc_row]

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Life Sciences Grade 12 Past Exam Papers and Memos

Access all the latest grade 12 life sciences past exam papers and memos..

Life Sciences past papers with answer books or addendum are available with the memos included. 

We have them grouped by year and exam semester.

Need Study Guides

Videos are great.

Life Sciences grade 12 past papers

Life Science grade 12 past papers

LS grade 12 past papers

Life Sciences grade 12 memo

Life Sciences grade 12 answer book

Life Sciences grade 12 exam papers

Life Sciences grade 12 free resources

Life Sciences grade 12 study guides

Life Sciences grade 12 revision notes

Life Sciences grade 12 practice tests

Life Sciences grade 12 online courses

Life Sciences grade 12 biology past papers

Life Sciences grade 12 chemistry past papers

Life Sciences grade 12 physics past papers

Life Sciences grade 12 ecology past papers

Life Sciences grade 12 human biology past papers

Grade 12 Life Sciences past papers

Life Sciences past papers with memos

Life Sciences exam papers

Life Sciences study materials

Life Sciences practice papers

Life Sciences revision resources

Life Sciences exam preparation

Life Sciences sample papers

STANMORE SECONDARY

Exam Papers and Study Notes for grade 10 ,11 and 12

Life Sciences(Grade 12)

Past year exam papers.

(updated 2024/03/25)

 KZN   March  2024   QP and Memo   below

advertisement

KZN  March  QP and Memo

March  QP and Memo

NSC May/June  P1 and Memo

NSC May/June  P2 and Memo

LP Pre June QP and Memo

KZN  Pre June QP and Memo

FS SEPT  P2  and Memo

NW  SEPT P2  and Memo

KZN  SEPT  P1 and Memo

KZN  SEPT  P2 and Memo

GP SEPT P1 only

NSC NOV  P1 only

March QP and Memo  

NSC May/June P1 and Memo

NSC May/June P2 and Memo

June QP and Memo  

FS  SEPT  P1 and Memo

FS SEPT   P2 and Memo  

KZN SEPT  P1 and Memo  

KZN SEPT  P2 and Memo

EC SEPT  P1 and Memo

EC SEPT P2 and Memo

LP  SEPT   P1 and Memo

LP SEPT  P2 and Memo

GP  SEPT   P1 and Memo

GP  SEPT P2 and Memo

MP SEPT P1 and Memo

MP SEPT  P2 and Memo

WC SEPT  P2 and Memo

NSC NOV P1 and Memo

NSC NOV P2 and Memo

April  QP and memo  

June Supp NSC  P1 and MEMO

June  Supp NSC P2 and MEMO

June QP and Memo 

EC Exemplar June  QP and Memo

KZN Trial P1 and Memo

 KZN Trial P2 and Memo  

GAUTENG  Trial P1 and Memo

LIMPOPO Trial P2 and Memo

March QP and Memo

June  QP and Memo    

SEPT   P1 and Memo    

SEPT  P2  and Memo

NOV  P2  and Memo

Mpumalanga    Pre Trial P1  & Memo

MPumalanga   Pre Trial  P2  &Memo

  March   QP + MEMO

June QP only

Trial Exam  P1 only    

Trial Exam P1  MEMO

Trial Exam  P2 only

Trial Exam P2 MEMO

NSC NOV  P1  QP- only

NSC NOV  P1   Memo

NSC Nov P2 -QP-only

NSC Nov P2 Memo

NSC Suppl  P2   only

NSC Suppl  P2_Memo

  NSC Suppl  P1  – only

NSC Suppl   P1_Memo

NSC Feb-March   P2 + MEMO

MARCH – QP+MEMO

JUNE – QP+MEMO

SEPT – P1 – QP+MEMO

SEPT – P2 – QP+MEMO

NOV – P1 – QP ONLY

NOV – P2 – QP ONLY

JUNE  QP + MEMO

SEPT  P1  +MEMO

SEPT   P2  +MEMO

NOV   P1 only

NOV  P2  only

 Nov P1  Memo

 Nov  P2  Memo

MAR – QP + MEMO

JUNE – QP + MEMO

SEPT  P1  + MEMO

 SEPT   P2   + MEMO

NOV  P1 – QP

 NOV  P2 – QP

 MARCH  QP + MEMO

 JUNE  QP + MEMO

TRIALS  P1   + MEMO

TRIALS  P2  + MEMO

 NOV  P1   ONLY

 NOV  P2  ONLY

NOV  P1  MEMO

NOV  P2  MEMO

STUDY NOTES

Life Sciences Essay(Gr 10-12)

Life Sc. Revision(Gr 12)

Life Science Resource

Click on  button below to download Zip File.

(d.o.e  papers from 2012 to 2017 supplementary and final exam),   doe exam papers 2012 to 2017.

Life Sciences Gr 12 Term 3 2019 Practical Task

R 13.00

• Description

Related products

Life sciences gr 12 term 2 2018 test.

Life Sciences Gr 11 2017 Revision E-Book

Life sciences gr 12 term 3 2018 preparatory exam p1, life sciences gr 12 term 1 2018 practical task, product categories.

• iSoftWe Store
• Learner911 Previous Teacher911 Assessments
• Pre-School Resources
• Revision Ebooks/Hersiening Eboeke

Product tags

Pin it on pinterest.

LIFE SCIENCES SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS GRADE 12 TEACHER'S GUIDE

LIFE SCIENCES SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS GRADE 12 TEACHER GUIDE

1. Introduction  Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance  of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement,  evaluating this evidence, recording the findings and using this information to understand and assist in the learners’  development to improve the process of learning and teaching. Assessment should be both informal (Assessment for  Learning) and formal (Assessment of Learning). In both cases regular feedback should be provided to learners to  enhance the learning experience.  School-based assessment (SBA) forms part of the formal assessment component. It is a purposive collection of learners’  work that tells the story of the learners’ efforts, progress or achievement in attaining knowledge (content, concepts and  skills) in the subject. The advantages of school-based assessment can be summarised as follows: 

• It provides a more balanced and trustworthy assessment system, increasing the range and diversity of assessment  tasks. 
• It improves the reliability of assessment because judgements are based on many observations of the learner over  an extended period of time. 
• It empowers teachers to become part of the assessment process and enhances collaboration and sharing of  expertise within and across schools. 
• It has a professional development function, building up practical skills in teacher assessment which can then be  transferred to other areas of the curriculum. 

School-based assessment forms part of a year-long formal Programme of Assessment in each grade and subject. The  assessment tasks should be carefully designed to cover the content of the subject as well as the range of skills and  cognitive levels that have been identified in specific aims. Tests, practical tasks, assignments and projects make up the  SBA component in Life Sciences.  Teachers should ensure learners understand the assessment criteria and have extensive experience using it for self- and  peer assessment in informal situations before conducting a planned formal assessment activity. Teachers should also  have used these criteria for informal assessment and teaching purposes before they conduct any formal assessment so  that learners are familiar with the criteria and the assessment process. 

2. Aims of the project  Through this publication it is envisaged that TEACHER capacity will be increased in respect of each of the following: 

• Differentiating among the nature of the different types of assessment tasks (assignments, projects, practical  tasks, tests and examinations)  
• Developing assessment tasks that are balanced in terms of cognitive levels, topics and skills 
• Is appropriate to the task 
• Clearly shows mark allocation and distribution 
• Includes alternative answers 
• Developing tasks that contain a variety of question types 

Through this publication it is also envisaged that LEARNERS will benefit by: 

• Developing an understanding of the differences amongst the nature of the various types of assessment tasks 
• Being exposed to assessment tasks that are of the same standard as those that they are exposed to during the  course of the year

3. Programme of formal assessment in Life Sciences 

• This includes all assessment tasks that make up the formal programme of assessment for the year.
• Formal assessment tasks are marked and recorded by the teacher for promotion and certification purposes. 
• All tasks must be subjected to pre- and post-moderation to ensure that appropriate standards are maintained.
• The table that follows shows the number and types of assessment tasks required in the Grade 12 year. 

NOTE: The SBA mark must be converted to 25% and the external examination counts 75% of the final mark. A description of the requirements for each of the different types of assessment tasks follows below.

3.1 Practical tasks  When designing the practical tasks, the Life Sciences teacher must ensure that: 

• Follow instructions 
• Handle equipment or apparatus
• Make observations 
• Record information or data 
• Measure accurately 
• Interpret information
• Design/Plan an investigation
• At least ONE of the practical tasks includes manipulation of apparatus and/or collection of data. 
• Any ONE practical task assesses at least 3 of the 7 skills and must include skill 6 and/or 7. 
• 20–40 marks are allocated to a practical task.  

3.2 Research Project  At least ONE of the tasks across Grades 10–12 must be a research project.  When designing the research project, the Life Sciences teacher must ensure that it: 

• Is a long-term task (at least 3 weeks of non-contact time) 
• Has a maximum mark of 100  
• covers Specific Aims 1, 2 and 3 
• Is recorded in Term 3 even if it is given and assessed in Term 1 or Term 2 
• Is an investigative task 
• Focuses on accessing knowledge through literature research as well as through primary sources such as people 
• Formulating investigative questions and hypotheses 
• Gathering information from a variety of sources
• Manipulating and processing information
• Analysing information
• Identifying patterns 
• Evaluating data
• Drawing valid conclusions
• Communicating findings

3.3 Assignment At least ONE of the tasks across Grades 10–12 must be an assignment.  When designing an assignment, the Life Sciences teacher must ensure that it: 

• Is a short-term task (1½-2 hours under controlled conditions) 
• Covers Specific Aims 1, 2 and 3 
• Is completed at school and not at home 
• Covers a variety of topics 
• Analysing and interpreting data
• Making drawings
• Plotting graphs
• Drawing tables
• Performing calculations
• Justifying conclusions 

3.4 Tests and Examinations  When designing the tests as well as the mid-year and trial examinations, the Life Sciences teacher must ensure that: 

• The test is a minimum of 50 marks. 
• The test in Term 1 covers all work done in that term. 
• The tests in Term 2 and Term 3 cover at least half of the work covered in the respective terms. 
• The mid-year examinations cover work completed in Term 1 and Term 2. 
• The trial examinations cover all work completed in Terms 1, 2 and 3, and must include the section on ‘Human  Impact’ from Grade 11. 
• Mainly Specific Aims 1 and 3 are covered. 
• Specific Aim 2 (knowledge and understanding of investigations and practical work) is also included, but in a  smaller proportion compared to Specific Aims 1 and 3. 
• Tests and examinations are balanced in terms of cognitive levels and topic weightings. In this regard weighting  grids must be used. 
• Tests and examinations are analysed diagnostically and appropriate remedial and intervention strategies are  instituted. 
• Tests and examinations follow the external examination in its design, rigour and format.

4. Scope of the project   This publication includes the following: 

• Requirements for the Grade 12 Programme of Assessment for the Life Sciences CAPS curriculum
• A description of the various types of assessment tasks (assignment, project, practical task and test) 
• Exemplar assessment tasks (assignment, practical task and test) 
• Marking Guidelines for each assessment task 

The following exemplars together with their marking guidelines have been included in this publication: 

5. Quality assurance process followed  A team of experts comprised of teachers and subject advisors from provinces was appointed by the DBE to develop  and compile assessment tasks. They were required to extract excellent examples of learner tasks from their respective  schools and districts. The panel of experts spent a period of four days at the DBE, developing tasks based on guidelines  and policies. Moderation and quality assurance of the tasks were undertaken by national and provincial examiners and  moderators. The assessment tasks were further refined by the national internal moderators to ensure that they were in  line with the CAPS document.

6. Assessment tasks  6.1 Practical Task 1 – Surveying human characteristics 

Task  Conduct a survey of the occurrence/frequency of dominant and recessive phenotypes for each of three traits/ characteristics (as shown in the pictures below) among the learners in your school. 

• This task must be done individually. 
• This practical must be completed at school. 
• Select 20 learners that will form part of your sample. 
• For every learner selected, record the phenotype for each characteristic. 
• Record the information for each learner in a table. At the end of the table, include the percentage of learners  displaying each phenotype for each of the three characteristics. 
• Answer the questions set. 
• List any FOUR planning steps for this investigation.  (4)
• In terms of the investigation about the type of earlobe (free or attached), name the following: 2.1 The dependent variable  (1) 2.2 The independent variable  (1)
• Formulate a hypothesis for the frequency of tongue-rollers as compared to non-rollers in your school.    (3)
• Construct a table to show the results obtained in this investigation.   (4)
• According to the results obtained, would you accept or reject the hypothesis formulated in QUESTION 3?  (1)
• State TWO ways in which you could make the results of this investigation more reliable. (2)
• Using the same system of axes, draw a bar graph to represent the percentage of learners displaying each phenotype for each of the three characteristics.  (8)
• Use the symbols R (tongue-roller) and r (non-roller) to represent the phenotypes and genotypes of  offspring resulting from a cross between two heterozygous individuals.   (6) 

6.2 Practical Task 2 – Simulating natural selection   

Task  Simulate ‘natural selection’ using a paper model. 

• This task must be done in pairs but the questions must be answered individually. 

Background information  A simulation allows one to demonstrate something that might sometimes be dangerous or that might sometimes require  a lot of time, quickly and in a simple and safe way, using models.   The different parts that comprise the paper model in this task represent different components in nature. The sheet of  newspaper and the sheet of white paper represent two different environmental conditions. The circles cut from white  paper and from newspaper represent the different appearances/phenotypes of different individuals of the same species. 

Aim  You are required to investigate the survival of the organisms with the two different phenotypes under different  environmental conditions.   Materials required 

• A sheet of white paper (preferably A3 size) to use as background 
• A sheet of newspaper (cut to A3 size) to use as background 
• Forceps/tweezers 
• Clock with a second hand/stopwatch 
• 30 x 2 cm diameter circles cut from another sheet of newspaper 
• 30 x 2 cm diameter circles cut from another sheet of white paper 
• Place the sheet of white paper on the table. 
• Spread 30 white paper circles and 30 newspaper circles randomly over the surface of the white paper. 
• Ask your partner to use a pair of forceps/tweezers to pick up as many circles as he/she can in a period of 15  seconds.
• Count the number of each type of circle that has been picked up. Record this in the table provided.
• Now repeat steps 1–4 using the sheet of newspaper instead of the sheet of white paper.

Question 1. 

• Formulate a hypothesis for the above investigation when using the sheet of white paper as  background.  (3)
• For this investigation, name: 2.1 The dependent variable  (1) 2.2 The independent variable  (1) 2.3 Any TWO fixed variables  (2)

Draw a bar graph on the same system of axes to represent the results of your investigation. (8) 

Explain the difference in results obtained for the two types of circles when using the sheet of white  paper. (3) 

State ONE way in which you could improve the reliability of the results.  (1) 

• State a conclusion for the above investigation when the newspaper was used as a background. (3)
• Based on the results obtained, will you accept or reject the hypothesis you formulated in QUESTION  1?   (1)

6.3 Assignment 1 – Response to the environment 

Instructions and information  

• Answer ALL questions.
• Number the answers correctly according to the numbering system used in this question paper.
• Draw diagrams and flow charts ONLY when requested to do so.
• This assignment is to be done under controlled conditions and must be handed in at the end of the session. 

NOTE: If it is not possible to schedule a single 90-minute session for this assignment, then SECTION A can be  done on one day in a 45-minute session and SECTION B the following day in another 45-minute session. 

________________________________________________________________________ 

SECTION A  QUESTION 1  An investigation was conducted to study apical dominance in bean plants. Four groups of plants were used. The  diagram below illustrates the process. 

The results are shown in the table below.

1.1 For this investigation, state the: (1) 

1.1.1 Independent variable (1)  1.1.2 Dependent variable (2)  1.1.3 Any TWO fixed variables (3)  

1.2 Formulate a possible hypothesis for the above investigation. (4)   1.3 Explain the difference in results for Groups 3 and 4.  (1)  1.4 Do the results allow you to accept or reject the hypothesis you formulated in QUESTION 1.2? [12]

QUESTION 3  Read the passage below and answer the questions that follow. 

The normal plasma glucose level is 100 mg/100 ml. The glucose tolerance test was conducted for three adults and the  plasma glucose level (mg/100 ml) was recorded for two hours at 30-minute intervals. The results are shown below. 

3.1 State how the glucose tolerance response test above is used to decide if a person is suffering from  diabetes.   (2)  3.2 Adult 1 is not diabetic.  

3.2.1 Describe the changes expected in insulin secretion in Adult 1 during the period 30 minutes to  90 minutes after the glucose drink.  3.2.2 Explain your answer to QUESTION 3.2.1.   (2)  

3.3 Draw two line graphs on the same set of axes to show the glucose tolerance of Adults 1 and 2. (9)  3.4 What was the percentage increase in glucose level when the glucose was at its maximum in Adult  2? Show all working.   (3) 3.5 Write down the plasma glucose level of the three adults after two hours as a ratio in simple whole  numbers. Show all working.  (2)  3.6 Suggest, with reasons, what would happen to insulin secretion for Adult 2: 

3.6.1 If the condition was IDDM (2)  3.6.2 If the condition was NIDDM  (2) 

[24]  TOTAL SECTION A: 50

SECTION B  QUESTION 4  Read the passage and information below and answer the questions that follow. 

Two learners conducted an investigation in the following way to determine which sense organ sends the message  fastest to the brain: the eye, the ear or the skin (sight, hearing, or touch): 

• Vusi held a meter stick between his thumb and index finger just above the 100 cm mark, while Mary placed her  thumb and forefinger at the 0 mark on both sides of the stick with just the thumb touching it.
• As Vusi dropped the meter stick Mary attempted to catch it by closing her thumb and forefinger. The distance on  the meter stick that the stick fell before Mary caught it was recorded and the procedure was repeated three times. 
• They repeated the investigation to determine hearing and skin responses. For the hearing response, Mary was  blindfolded and reacted to Vusi shouting ‘DROP’ when he let go of the stick. For the skin response, Mary was  blindfolded again. Vusi tapped Mary’s free hand when he let go of the stick.  

The results they obtained are shown in the following table: 

4.1 Name the path that is described in the passage. (2)  4.2 In relation to this path, what term is used to describe each of the following in terms of the role they  play? 

4.2.1 The muscles  (1)  4.2.2 Skin sensors  (1) 

4.3 Why should you advise the two learners to repeat the procedure more than three times for each  investigation? (2) 4.4 Identify the following in their investigation: 

4.4.1 The dependent variable  (1)  4.4.2 The independent variable   (1) 

4.6.1 The actual reaction time if the meter stick dropped 9 centimetres (2)  4.6.2 The distance the ruler will drop for a reaction time of 400 milliseconds  (2) 

QUESTION 5  The graph shows the speed of a nerve impulse along neurons with different diameters, measured in micrometres  (μm). 

5.1 Describe the relationship between the diameter of a neuron and the speed of an impulse travelling  along the neuron.  (2)  5.2 Use the graph to estimate how fast an impulse would travel along a neuron with a diameter of 5  μm. (2)  5.3 Name the functional gap found between two neurons across which impulses are transmitted.  (1)  5.4 Explain the significance of the myelin sheath that covers the neurons. (2)  5.5 Draw a diagram to illustrate the structure of a motor neuron. Indicate the direction of the impulse by  means of an arrow in the diagram.  (7) 

QUESTION 6  A person sitting in a darkened room covers one eye. A dim electric bulb, positioned at varying distances from the  person, is switched on at one-minute intervals for a period of 9 seconds. During this period the diameter of the pupil of  the eye is measured. The results obtained are shown in the table below. Study the table and answer the questions that  follow.

6.1 Name the structure in the eye that controls the size of the pupil.  (1) 6.2 Between which TWO time intervals did the following changes in the diameter of the pupil occur? 

6.2.1 Smallest increase   (2) 6.2.2 Biggest decrease   (2)

6.3 State why the size of the pupil changes from interval 8 to interval 9.  (2) 6.4 Describe how the size of the pupil changes from interval 8 to interval 9.  (4) 6.5 Why is the response in QUESTION 6.3 referred to as a ‘reflex’?  (1) 6.6 What is the significance of this reflex?  (1) 6.7 At which time interval was the bulb the furthest from the eye?   (1) 6.8 Explain your answer to QUESTION 6.7.   (2) 6.9 State TWO ways in which the investigator could ensure that the results of this investigation are  reliable.   (2) 6.10 State THREE things that must be kept constant in this investigation to ensure that it is valid.  (3)

[21] TOTAL SECTION B:  50 GRAND TOTAL: 100

6.4 Assignment 2 – Reproduction 

Instructions and information

NOTE: If it is not possible to schedule a single 90-minute session for this assignment, then SECTION A can be  done on one day in a 45-minute session and SECTION B the following day in another 45-minute session.  ________________________________________________________________________

SECTION A  QUESTION 1  Read the text below and then answer the questions that follow. 

1.1 State the type of fertilisation (external or internal) that occurs in bullfrogs and describe how it occurs.  State whether reproduction in bullfrogs is viviparous, oviparous or ovoviviparous.(3) 1.2 Explain your answer to QUESTION 1.2.  (1) 1.3 Describe TWO characteristics of a frog’s egg.   (2) 1.4 Give TWO reasons suggested in the article for bullfrog eggs to be laid in water.    (2) 1.5 Frog eggs are vulnerable to predators, since there is little or no parental protection.   (2) 1.6   Explain THREE strategies that ensure a good survival rate of tadpoles. 

QUESTION 2  The electron micrograph below is that of the human sperm. Study the micrograph and answer the questions that follow.  

2.1 Draw a labelled line diagram of the human sperm represented in the electron micrograph.   (6)  2.2  Use the scale line provided to calculate the width of the sperm at its widest point. (4)  2.3  Explain THREE ways in which the sperm is structurally suited for its role in fertilisation.   (6)    

QUESTION 3  Records of human fertility for the period 1941 to 1990 have shown changes in the sperm counts of normal men. The  table below summarises the changing percentages of men with high or low sperm counts over a period of 50 years. 

3.1  During which time period was there: 

3.1.1 The highest percentage of men with low sperm counts?  (1)  3.1.2 The lowest percentage of men with high sperm counts?   (1)  3.1.3 The greatest difference between men with high sperm counts and men with low sperm counts?  (1) 

3.2 Describe the trend for men with low sperm counts, and compare it with those with high sperm counts  over the period of 50 years.   (2)   3.3  Calculate the percentage increase in men with low sperm counts from 1971 to 1990. (2)  3.4  Suggest TWO reasons for the trend described in QUESTION 3.2.  (2) 

QUESTION 4  The table below shows the results of a survey on the use of contraceptives by a sample of women in a rural area. 

Draw a pie chart to show the results of the survey. Show all working. [9]

TOTAL SECTION A: 50

SECTION B  QUESTION 5  The diagram below shows the changes in the ovary, uterus and level of hormones during a 28-day menstrual cycle.  Study the diagram and answer the questions that follow. 

5.1 Which hormone is responsible for: 

5.1.1 Ovulation (1)  5.1.2 Primary (first) thickening of the endometrium (1) 

5.2 According to the graph, on which day(s) does each of the following occur: 

5.2.1 Menstruation  (1)  5.2.2 Ovulation (1) 

5.3 Two structures in the ovaries are responsible for the secretion of two female hormones.

5.3.1 Name the TWO structures and the hormones they secrete. (4)  5.3.2 Give evidence from the graph to support your answer to QUESTION 5.3.1. 4) 

5.4 Explain the interaction that occurs between the hormones FSH and progesterone and why it is  necessary. (3)  5.5 Is the female, whose cycle is represented in the diagram, pregnant?  (1)  5.6 Give TWO reasons from the graph for your answer to QUESTION 5.5.  (2) 

QUESTION 6  The table below shows the average human foetal length of males and females over a 40-week gestation period.  

6.1 Draw TWO sets of bar graphs on the same system of axes to compare male and female foetal  length over time.  (9)  6.2 State TWO conclusions that could be drawn from the results in the graph.  (4) 

[19]  TOTAL SECTION B: 50 

6.5 Test – Nucleic acids and meiosis 

• Draw diagrams and flow charts ONLY when requested to do so. 
• This test is to be done under controlled conditions and must be handed in at the end of the session. 

SECTION A  QUESTION 1  1.1 Various possible options are provided as answers to the following questions. Choose the answer  and write only the letter (A–D) next to the question number (1.1.1–1.1.5) in the ANSWER BOOK, for  example 1.1.6 D. 

1.1.1 All nucleic acids are made up of … 

• deoxyribose sugars, nitrogenous bases and phosphates.
• sugars, nitrogenous bases and phosphates.
• ribose sugars, nitrogenous bases and phosphates
• sugars, nitrogenous bases and sulphates. 

1.1.2 If a DNA molecule contains 20 000 base molecules, of which 20% are cytosine, how  many adenine molecules will be present? 

1.1.3 DNA replication ensures that all daughter cells formed as a result of … 

• mitosis, have identical genetic material.
• meiosis, have identical genetic material.
• mitosis, have half the number of chromosomes as the parent cell.
• meiosis, have half the number of chromosomes as the parent cell.

1.1.4 In individuals with normal haemoglobin, the mRNA for haemoglobin includes the codon  GAA. This sequence is changed in individuals with sickle cell anaemia so that their mRNA  has a codon GUA at the same location. This suggests that the DNA has undergone a  mutation involving a change of base sequence from ... 

Related Items

• PHYSICAL SCIENCES SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS GRADE 12 LEARNER'S GUIDE
• PHYSICAL SCIENCES SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS GRADE 12 TEACHER'S GUIDE
• ACCOUNTING SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS GRADE 12 LEARNER'S GUIDE
• ACCOUNTING SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS GRADE 12 TEACHER'S GUIDE
• ENGLISH FIRST ADDITIONAL LANGUAGE SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS GRADE 12 TEACHER'S GUIDE
• ENGLISH FIRST ADDITIONAL LANGUAGE SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS GRADE 12 LEARNER'S GUIDE
• GRADE 12 MATHEMATICS SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS LEARNER'S GUIDE
• LIFE SCIENCES SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS GRADE 12 TEACHER'S GUIDE
• LIFE SCIENCES SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS GRADE 12 LEARNER'S GUIDE
• GEOGRAPHY SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS GRADE 12 LEARNER'S GUIDE
• CAA to TAA.
• CTT to CAT.
• CUU to CAT.
• CTT to CTA. 
• Only suspect X was involved.
• Only suspect Y was involved.
• Suspects X and Y were both involved.
• Neither suspect X nor suspect Y was involved. (5 x 2) (10) 

1.2 Give the correct biological term for each of the following descriptions. Write only the term next to the  question number (1.2.1–1.2.4) in the ANSWER BOOK. 

1.2.1 Specific lengths of DNA which carry codes for specific characteristics of organisms 1.2.2 The part of protein synthesis taking place in the nucleus  1.2.3 The bonds between the two strands of a DNA molecule  1.2.4 The chromosome condition/ploidy of a somatic cell (4) 

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 (1.3.1–1.3.3) in the ANSWER BOOK.

(3 x 2) (6)  TOTAL SECTION A: 20

Identify the amino acids which will be brought to organelle G according to the code provided by the  mRNA found on G. (3)  2.6 Write down the triplet of DNA bases that correspond to each of the molecules B, F and H, respectively. (3) 

[15]  TOTAL SECTION B:  30  GRAND TOTAL:  50

7. Marking guidelines  7.1 Practical Task 1 – Surveying human characteristics 

• Seek permission✓ to conduct the investigation. 
• Decide how the learners are to be selected✓ for your sample. 
• Identify the 20 learners✓ who will form a part of the sample.
• Arrange a date✓/time/venue for surveying the different characteristics. 
•  Design a table✓ for recording information. 
• Study the different phenotypes for each characteristic✓ in order to correctly identify them.  (4) (any 4) 
•             2.1 Number of learners ✓ that have free or attached ear lobes   (1) 2.2 Characteristic✓/type of ear lobe/attached or unattached earlobes   (1)
• There are more✓ learners✓ in the school that are tongue rollers than non-rollers✓
• There are more✓ learners✓ in the school that are non-rollers than tongue rollers✓ 
• The number of learners✓ in the school that are tongue rollers is equal✓ to the number of  non-rollers✓ (any 1 x 3) (3)
• Support✓(if the results obtained are in line with the hypothesis stated by the learner in Question 3) OR Reject✓ (if the results obtained contradict the hypothesis stated by the learner in (Question 3) (1)
• Increase the sample size✓ 
• Repeat the investigation✓   (2)

7.2 Practical Task 2 – Simulating natural selection 

• More✔ white circles✔ than newspaper circles✔ will be picked up from the white sheet OR More✔ newspaper circles✔ than white circles✔ will be picked up from the white sheet OR An equal number✔ of newspaper circles✔ and white circles✔ will be picked up from the white sheet 2.  (3) 
• Same size of newspaper and white paper used as a background✔
• Same size of white and newspaper circles✔
• Same number of white and newspaper circles at the start✔
• Same amount of time allowed for picking up the circles✔
• Same forceps/tweezers used throughout the investigation✔
• Same person used to pick up circles throughout the investigation✔ 
• Same hand used to pick up circles throughout the investigation✔ (any 2)   (2)
• Fewer✔ white circles✔ were picked up from the white paper, because white circles are not easily  seen against the white paper✔  OR More✔ newspaper circles✔ were picked up from the white paper, because newspaper circles are easily seen against the white paper✔    (3) 
• Increase number of attempts✔ and work out the average number picked  
• Repeat the investigation ✔ (any 1)    (1)
• More✔ white circles✔ than newspaper circles✔ were picked up from the newspaper background (3) 
• Support✓ (if the results obtained are in line with the hypothesis stated by the learner in Question 1) OR  Reject✓ (if the results obtained contradict the hypothesis stated by the learner in Question 1)   (1) 
• The white sheet represents the light tree✓
• and the newspaper sheet represents the dark tree✓. 
•  The circles represent the moths.✓
• Picking up the circles represents birds feeding on the moths✓.
• More circles of one type rather than the other type being picked up✓ represents natural selection✓ (any 5) (5) 

7.3 Assignment 1 – Response to the environment QUESTION 1  1.1 

1.1.1 Presence/absence of auxins✔  (1)  1.1.2 Growth of lateral buds✔  (1)  1.1.3

• Use bean plants of the same species✔ 
• Conduct investigation under same environmental conditions✔ 
• Use bean plants of the same height/age✔ (any 2)   (2)

1.2 Auxins✔ at the growing tip of the stem stimulate✔ the growth of lateral buds✔  OR  Auxins✔ at the growing tip of the stem inhibit✔ the growth of lateral buds✔  OR  Auxins✔ at the growing tip of the stem have no effect✔ on the growth of lateral buds✔  (3)  

• Auxin present✔ in Group 3 as it was applied to the tip and therefore it inhibited✔ the growth  of the lateral buds 
• Auxins not present✔ in rest of stem in Group 4 due to the barrier so lateral buds grew✔/  growth of lateral buds was not inhibited  (4)  

1.4 Support✓ (if the results obtained are in line with the hypothesis stated by the learner in   Question 1.2)  OR  Reject✓ (if the results obtained contradict the hypothesis stated by the learner in  Question 1.2)   (1) 

QUESTION 2  2.1  Gravity✔   (1)  2.2   

• Due to gravity, auxins accumulate✔ 
• on the lower side of the root✔. 
• A high concentration of auxins in the lower part of the root inhibits✔ growth.
• Cells on the upper part of the root grow faster✔ 
• where the auxin concentration is lower✔. 
• The root curves downwards✔.
• It is said to be positively geotropic✔. (any 6)    (6) 

2.3 Cell division ✔; cell elongation✔; the development of fruit✔; the abscission of leaves and fruit✔; the development of adventitious roots in stem cuttings ✔ (any 2)  (2)   2.4  Yes ✔ (1)   2.5  The growth is in response to gravity✔ and not light✔  (2)  2.6  Moisture is essential✔ for germination✔.  (2) 

QUESTION 3  3.1 Patient is diabetic if blood glucose level is above 200 mg/100 ml✔ for up to two hours after the  glucose test drink✔.   (2)  3.2 

3.2.1 Insulin level will increase between 30 and 60 minutes✔ and then  decrease✔. (2)   3.2.2 The level would initially increase when glucose level is higher than  normal✔then decrease when the level of glucose decreases✔.  (2) 

(260 mg/100 ml – 130 mg/100 ml) = 130 ✔   130/130 X 100✔  = 100%✔     (3) 

3.5   Adult 1: Adult 2: Adult 3 = 80 :240 :160✔ = 1 :3 :2✔   

3.6.1 IDDM - no insulin is produced✔  because the pancreatic cells responsible for insulin secretion are not functioning✔/do not produce insulin. (2)  3.6.2 NIDDM – insulin secretion will increase✔  since the pancreas is not affected✔/cells that normally respond become less sensitive to insulin (2) 

SECTION B QUESTION 4  4.1 Reflex arc ✓ ✓   (2) 4.2   

4.2.1 Effectors✓  (1) 4.2.2 Receptors✓   (1)

4.3 To improve ✓the reliability✓ of the investigation  (2) 4.1

4.4.1 Distance on meter stick/reaction time ✓ (1) 4.4.2 Different senses (sight/hearing/touch) ✓ (1)

5 cm + 6 cm + 6 cm = 17 cm ✓  17 cm = 5,7 cm ✓    3 ✓                                                     (3)

4.6.1 475 ✓ milliseconds ✓  (2)  4.6.2 3 ✓ cm✓  

QUESTION 6  6.1  Iris✔  (1)  6.2 

6.2.1 2✔to 3✔  (2)  6.2.2 6✔ to 7✔   (2) 

6.3 Dim light conditions✔ causes pupil to adjust  so that more light can enter✔ the eye (2)  6.4     

• Radial muscles✔ of iris contract✔
• Circular muscles✔of iris relax✔ 
• Pupil dilates✔ (any 4)  (4) 

6.5  It occurs automatically✔/involuntarily/without the control of the will (1)  6.6  It protects✔ the eye from damage in bright conditions  (1)  6.7  Interval 5✔ (1)  6.8  Diameter of the pupil✔ was at its widest✔  (2)  6.9 

• Repeat the investigation✔
• Take more than one reading at each time interval✔  
• Increase the time of exposure to light at each time interval✔ (any 2)  (2) 
• Use the same light bulb✔
• Same eye must be covered✔ throughout the entire investigation  
• Same person must be used✔ for the entire investigation  (3) 

[21]  TOTAL SECTION B:  50  GRAND TOTAL:   100

7.4 Assignment 2 – Reproduction SECTION A  QUESTION 1  1.1 Fertilisation occurs externally ✔ (1)        Eggs are released into the water and then male releases sperms✔ which fertilise eggs in the water✔ (2)  (3)  1.2  Oviparous✔ (1)  1.3 

• Eggs are laid✔
• and the embryos develop outside the mother’s body within the eggs✔ (2) 
• Eggs are small ✔
• Eggs are protected by a gelatinous mass and membranes✔ (2) 
• Prevents drying out✔ 
• Easier for frog sperm to reach the eggs✔  (2) 
• Large numbers of eggs are produced✔  because many are eaten✔
• Eggs hatch into tadpoles within 3-5 days✔  which ensures that they can swim away from predators✔
• Nearby plant matter shelters hatching tadpoles✔  preventing them from being eaten✔  (6) 

1 µm = 4 mm✔  Width of sperm = 12 mm✔ = X µm   1 µm = 4 mm  X µm = 12 mm ✔  X = 3 µm ✔                            (4)  

• The acrosome produces enzymes ✔  which help the sperm to penetrate the ovum ✔
• The middle piece of the sperm contains mitochondria ✔  that supply the energy for the sperm’s activity✔
• A tail is present✔  to move the sperm through the seminal fluid✔    (6)  

QUESTION 3  3.1 

3.1.1 1981–1990 ✔   (1)  3.1.2 1981–1990 ✔   (1)  3.1.3 1941–1950 ✔   (1) 

3.2 Men with low sperm counts have increased ✔ while  men with high sperm counts have decreased ✔  (2)   3.3  

% increase = 18- 14 ✔   = 4 ✔ %                             (2)  

• Changed diets✔/eating more processed foods by men have caused the change
• Increased stress✔/changed lifestyle has caused the change  (2) 

QUESTION 4  CALCULATIONS: 

[9]  TOTAL SECTION A: 50

SECTION B QUESTION 5  5.1 

5.1.1 LH ✔  (1)  5.1.2 Oestrogen ✔   (1) 

5.2.1 0–7 days ✔ (1)  5.2.2 Day 14 ✔      (1) 

• Graafian follicle ✔ - oestrogen ✔ 
• Corpus luteum ✔ - progesterone ✔   (4) 
• When Graafian follicle is formed ✔ 
• there is an increase in oestrogen ✔ 
• When corpus luteum is formed ✔
• there is an increase in progesterone✔  (4) 
• An increase in progesterone level ✔ 
• inhibits the release of FSH✔ 
• to prevent FSH from stimulating the development of an ovum✔ 
• since no further ova are required if pregnancy results✔ (any 3)  (3) 

5.5  No ✔ (1)  5.6 

Corpus luteum has degenerated ✔ Progesterone has decreased✔  FSH started to increase at the end of the cycle✔ (any 2)      (2) 

• Average foetal length of both males and females✓ are the same from 8 to 13 weeks✓ (9)
• Average foetal length of males is greater✓ than the average foetal length of females from 16  to 40 weeks✓ 
• Average foetal length increases for males and females✓ over the 40-week period ✓  (any 2 x 2)    (4) 

QUESTION 7  7.1 

Allocate marks for the following labels:   P1/parents and F1/offspring✓  Meiosis and fertilisation✓ (1 compulsory* + 6 others)   (7)  7.2 

(1 compulsory* + 6 others) 

(5)  [19]  TOTAL SECTION B: 50  GRAND TOTAL:  100

7.5 Test – Nucleic acids and meiosis SECTION A  QUESTION 1  1.1

1.1.1 B✓✓  1.1.2 C✓✓  1.1.3 A✓✓  1.1.4 B✓✓  1.1.5 D✓✓ (5 x 2) (10) 

1.2.1 Genes✓  1.2.2 Transcription✓  1.2.3 Weak hydrogen bonds✓ 1.2.4 Diploid✓ (4) 

1.3.1 B only✓✓  1.3.2 A only✓✓  1.3.3 A only✓✓  (3 x 2) (6)

TOTAL SECTION A: 20

SECTION B QUESTION 2  2.1 Protein synthesis✔ (1)  2.2  Translation✔ (1)  2.3 

• According to the mRNA codons✓
• tRNA with matching anticodons✓ 
• bring the required amino acids✓ to the ribosome 
• The amino acids become attached by peptide bonds✓ 
• to form the required protein✓ (any 5) (5) 
• Both are single-stranded 
•  Both are made up of ribose sugar 
• Presence of cytosine, guanine, adenine and uracil (any 2) (2) 

2.5 Histidine ✔ cysteine ✔ serine ✔ (3)  2.6 GTT ✔ GGT ✔ AGC ✔ (3) 

B – centromere✔ (2)  E – homologous chromosomes✔/bivalent 

• They allow for attachment of chromosomes✔ (2)
• They contract to pull the chromosomes/chromatids to the poles✔ 

3.3 Crossing over✔ takes place Chromatids overlap✔  Segments of chromatids are exchanged✔ (any 2)  (2) 

 Table ✔  (5)  3.5  Two✔  (1)  3.6 

• Chromosome number 21 fails to separate✔ 
• during anaphase 1✔
• Gametes will be formed with 24 chromosomes/one extra copy of chromosome number  21✔ 
• If such a gamete fuses with a normal gamete with 23 chromosomes✔
• The resulting zygote will have 47 chromosomes✔ (any 3)   (3) 

 [15]  TOTAL SECTION B:   30 GRAND TOTAL:   50

Related items

• Mathematics Grade 12 Investigation 2023 Term 1
• TECHNICAL SCIENCES PAPER 2 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS JUNE 2022
• TECHNICAL SCIENCES PAPER 1 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS JUNE 2022
• MATHEMATICS LITERACY PAPER 2 GRADE 12 MEMORANDUM - NSC PAST PAPERS AND MEMOS JUNE 2022
• MATHEMATICS LITERACY PAPER 2 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS JUNE 2022

Life Orientation Grade 12 Tasks with Memos for Previous Years

Download Life Orientation Grade 12 Tasks with Memos for Previous Years Task 1, Task 2, Task 3, for 2023, 2022, 2021, 2020, and 2019.

Life Orientation (LO) is a compulsory subject for Grade 12 learners in South Africa, following the Curriculum and Assessment Policy Statement (CAPS) guidelines. Here are some of the tasks that Grade 12 learners may be expected to complete in LO:

• Critical analysis of current events: Learners may be asked to select a current event from the media and critically analyze it. They may be required to identify the underlying issues, stakeholders, and possible solutions. They may also be asked to reflect on the implications of the event for individuals, society, and the environment.
• Community service project: Learners may be required to design and implement a community service project. This project should aim to address a social or environmental issue in the community. The project should be well-planned, executed, and evaluated. Learners will need to reflect on what they learned and the impact their project had on the community.
• Health education: Learners may be asked to conduct research on a health-related issue and develop an educational resource to raise awareness about the issue. The resource may take the form of a pamphlet, poster, or video. Learners will need to explain why the issue is important, what the risks and benefits are, and how to prevent or manage the issue.
• Personal development: Learners may be required to reflect on their personal development and set goals for their future. They may be asked to assess their strengths and weaknesses, interests, and values. They will need to develop a plan for achieving their goals and consider the resources and support they will need to succeed.
• Career exploration: Learners may be asked to research different career options and evaluate their suitability for a particular career. They will need to consider their skills, interests, and values and match them with the requirements of the career. They will also need to explore the educational and training requirements and the job outlook for the career.

These are just some of the tasks that learners may be expected to complete in LO. The specific tasks will depend on the school and the teacher. It is important for learners to actively engage in the subject, participate in class, and take responsibility for their learning.

Table of Contents

Task 1 – Term 1

Life orientation grade 12 source based task 2024 pdf guide.

Relevant Articles:

• Defining The Concept of Initiating Positive Relationships For Collaboration In School Work
• Eight Reasons Why Positive Relationships Between Grade 12 Learners Is Important When They Engage On Assessment Tasks
• 15 Differences Between Effective Communication And Ineffective Communication
• The 9 Educational Benefits Of An Ability To Effectively Communicate Your Feelings About Challenges In Your School Work With Your Teachers
• How Different Personality Types Could Negatively Impact Communication Between Grade 12 Learners When They Work On Group Assignments
• The 14 Values Of An Ability To Accommodate Others’ Views When Completing Assessment Projects
• 11 Ways On How Grade 12 Learners Could Use Positive Relationships To Enhance Effective Communication Among Learners At The School
• How The Inability To Effectively Manage Intrapersonal Conflict Could Affect Your Relationship With Your Peers
• Evaluating The Impact Of Peer Pressure, As A Social Factor, On The Ability Of A Grade 12 Learner To Do Their School Activities
• 7 Ways How Grade 12 Learners Could Use Communication To Study Effectively
• Defining The Term, Innovative Entrepreneur In South African Context
• How Living In An Environment Populated By Successful Entrepreneurs Could Influence Young People To Consider Entrepreneurship
• 8 Ways On How Entrepreneurs Could Identify Niche Markets In The South African Economy, In Order To Successfully Run Their Businesses
• The 15 Personal Benefits Of Entrepreneurship In South Africa
• 12 Ways On How Understanding The South African Economy Could Be Beneficial For A Young Entrepreneur
• Critical Discussion The Value Of Not Giving Up, As An Entrepreneur, For The Sustenance Of Business
• Evaluating How Reliance On The Government For Your Business May Impact It
• Recommend Strategies To Be Considered By Young Entrepreneurs To Run Their Businesses Successfully In South Africa

Life-Orientation-September-2019-Afr Download Life-Orientation-September-2019-Eng Download

Life-Orientation-September-2019-Memo-Afr Download Life-Orientation-September-2019-Memo-Eng Download

Did You See These?

• Six Factors that Influence Effective Communication
• Life Orientation Grade 12 Controlled Test 2022 Term 3 Memorandum
• 9 Ways How Emotional Factors Could Negatively Impact Your Personal Lifestyle Choices
• Life Orientation: How Relationships Can Impact Negatively on the Achievement of Goals
• What are the Advantages of Having Positive self-esteem as a Teenager
• Evaluating the Negative Impact of Gender Differences in Sports Participation Locally
• Life Orientation Grade 12 Question Papers and Memos pdf
• How has the Fees Must Fall Campaign of 2016 Benefited Students up to 2023

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

You are using an outdated browser. Please upgrade your browser or activate Google Chrome Frame to improve your experience.

Gr. 12 T3 Life Sciences Revision material 2023

Life Sciences Grade 12 Revision material term 3 2023

Do you have an educational app, video, ebook, course or eResource?

Contribute to the Western Cape Education Department's ePortal to make a difference.

Home Contact us Terms of Use Privacy Policy Western Cape Government © 2024. All rights reserved.

• TEACHA! INSPIRE

• Resource Collections
• Snapplify Engage
• Teacha! Inspire

PDF: GRADE 12 LIFE SCIENCES TERM 3 CONTROL TEST 3 – 2017

Share this resource

Use, by you or one client, in a single end product which end users are not charged for. The total price includes the item price and a buyer fee.

Resource Description

GRADE 12 LIFE SCIENCES CONTROL TEST 3 2017

Total: 75 Time: 75 minutes

For editable Word doc and Memo: https://teachingresources.co.za/product/word-question-paper-memo-grade-12-life-sciences-term-3-control-test-3-2017/

Resource Reviews

Store reviews: ( 13 ratings )

Related Resources

TERM 1 – MATHEMATICS – GR 12 – CONTROL TEST (2019)

iSoftWe - Teacher 911

Gr12 BStudies Informal Test: Human Resources function

Handels Onnie

2018 Term 3 Grade 12 MATHEMATICS Paper 2

2019 Mathematical Literacy Gr 12 Term 2 Exam Paper 2

Desna Assessments - Teacher 911

2017 Life Orientation Gr 12 Term 2 Exam

2020 Accounting Gr 12 Control Test 2

More from this seller

LS\Gr11\Task 4 Control Test

WISKUNDE\Gr12\Kontrole Toets 3

Business Studies\Gr11\Task 5

2019Life OrientationGr 103_SBA TasksTerm 1Task 5 PET Afrikaans

2022 Grade 11 Life Orientation Task 2 Mid-Year Exam

2019\Mathematics\Grade 11\03_SBA Tasks\Term 4\Control Test 4