NW NSC GR 11 Life Sciences P2 Eng Nov 2019

PROVINCIAL ASSESSMENT
GRADE 11
RADEGRADE 11
LIFE SCIENCES P2
NOVEMBER 2019
NOVEMBER 2015
MARKS: 150
TIME: 2½ hours
This question paper consists of 16 pages.
Copyright reserved Please turn over

Life Sciences/P2 2 NW/November 2019
NSC – Grade 11
INSTRUCTIONS AND INFORMATION
Read the following instructions carefully before answering the questions.
1. Answer ALL the questions.
2. Write ALL the answers in your ANSWER BOOK.
3. Start the answers to EACH question at the top of a NEW page.
4. Number the answers correctly according to the numbering system used in this this
question paper.
5. Present your answers according to the instructions of each question.
6. Make ALL drawings in pencil and label them in blue or black ink.
7. Draw diagrams, flow charts or tables only when asked to do so.
8. The diagrams in this question paper are NOT necessarily drawn to scale.
9. Do NOT use graph paper.
10. You may use a non-programmable calculator, protractor and a compass,

where necessary.
11. Write neatly and legibly.

NSC – Grade 11
SECTION A
QUESTION 1
1.1 Various options are provided as possible answers to the following questions.
Choose the answer and write only the letter (A to D) next to the question
number (1.1.1 to 1.1.9) in your ANSWER BOOK, for example
1.1.10 D.
1.1.1 How does a vaccine work?
A It prevents the disease-causing agent from entering the body

B It attacks the disease-causing agent as soon as it enters the
body
C It triggers the immune system to produce antibodies to
fight the disease-causing agent
D It allows the blood to filter out the disease-causing agent
1.1.2 An investigation was carried out to test the effectiveness of four

antifungal treatments on preventing the growth of yeast. The results
are shown in the diagram below.
Mycoban
Fungisan
Fungiclear
KEY
Mycocide Yeast growth
No yeast growth
Antifungal treatment
Which ONE of the following conclusions can be made from the results?
A All the antifungal treatments are equally effective
B All the antifungal treatments are ineffective
C Mycocide is most effective and Fungisan is least effective
D Fungisan is most effective and Mycocide is least effective

NSC – Grade 11
1.1.3 Which of the following conditions will allow bread mould to flourish?
A Bright, moist and cold conditions

B Bright, dry and warm conditions
C Dark, moist and cold conditions
D Dark, moist and warm conditions
1.1.4 Which of the following is a characteristic feature of mosses?
A Xylem
B Spores
C Phloem
D Seeds
1.1.5 During the dominant stage of their life cycle, ferns are …
A haploid gametophytes.
B haploid sporophytes.
C diploid gametophytes.
D diploid sporophytes.
1.1.6 A pistil consists of the …
A stigma, style and ovary.

B stigma, petals and ovary.
C style, perigone and stamen.
D style, petals and stamen.
1.1.7 The statements below are applicable to sexual reproduction in plants.
(i) It generates variation in unstable environments

(ii) Seeds facilitate dispersal of offspring to more distant locations
(iii) Dormancy of seeds allow growth to be suspended until
unfavourable environmental conditions are reversed
(iv) Offspring can be rapidly reproduced
Which statements are advantageous of sexual reproduction in plants?
A (i), (ii), (iii) and (iv)

B (i) and (iv)
C (ii), (iii) and (iv)
D (i), (ii) and (iii)

NSC – Grade 11
1.1.8 The phylum to which the organism below, belongs:
A Cnidaria
B Arthropoda
C Platyhelminthes
D Annelida
1.1.9 Which factor is NOT a threat to biodiversity?
A Agriculture
B Genetically modified crops
C Botanical gardens and nature reserves
D Global warming (9 x 2) (18)

NSC – Grade 11
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 1.2.9) in your ANSWER
BOOK.
1.2.1 Micro-organisms that lives on and obtains nutrients from

dead organic material
1.2.2 The swelling at the tip of a vertical hyphae of Rhizopus in which

spores develop
1.2.3 A collective name for animals without a backbone
1.2.4 The body plan of organisms, in which parts of matching

size and shape are arranged on either side or around an
axis
1.2.5 Animals that remain attached to a substrate for most of their

lives
1.2.6 The concentration of nerve cells or sense organs at the anterior

end of the body
1.2.7 The gradual change of a productive land into an increasingly

barren one, losing all its vegetation and wildlife
1.2.8 The sensible and careful use of resources so that they will be
available to future generations
1.2.9 Substances that can be broken down naturally by micro-

organisms (9)
1.3 Indicate whether each of the descriptions 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 your ANSWER BOOK.
COLUMN I COLUMN II
1.3.1 The division of the body into a series of A: Cephalisation

similar units B: Segmentation
1.3.2 Animals with a true body cavity A: Coelomates
B: Acoelomates
1.3.3 A site constructed to dispose of waste A: Reservoir
B: Landfill
(3 x 2) (6)

NSC – Grade 11
1.4 Study the diagrams of the four types of microbes below.
A B
C D
1.4.1 Give the LETTER of the diagram (A – D) that represents each of the
following micro-organisms:
(a) a virus (1)
(b) a bacterium (1)
(c) a protist (1)
(d) a fungus (1)
1.4.2 Give a structural reason for your answer in:
(a) QUESTION 1.4.1. (a) (1)
(b) QUESTION 1.4.1. (b) (1)
(c) QUESTION 1.4.1. (c) (1)
(d) QUESTION 1.4.1. (d) (1)

(8)

NSC – Grade 11
1.5 The diagram below shows a phylogenetic tree of plants and their algal
ancestors.
Angiosperms
Gymnosperms
Seedless vascular plants
Non-vascular plants
Algal ancestors
1.5.1 Name the most important adaptation that evolved at each of the
following positions:
(a) A (1)
(b) B (1)
(c) C (1)
1.5.2 Which division of plants is represented as nonvascular plants
in the diagram? (1)
1.5.3 Explain why the seedless vascular plants are able to grow taller than
the nonvascular plants. (2)
1.5.4 In what way are the seeds of gymnosperms different to seeds of
angiosperms? (2)
1.5.5 Under what division of plants is seed-bearing plants classified? (1)
(9)
TOTAL SECTION A: 50

NSC – Grade 11
SECTION B
QUESTION 2
2.1 Learners wanted to investigate the growth of bacteria on culture plates. The
culture plates contained different nutrients as shown in the table below.
Culture plate Number Nutrient A Nutrient B Nutrient C

1 √ √
2 √ √
3 √ √ √
4 √ √
They used a sterile needle to place the bacteria on each plate. After a few
days they counted the number of colonies on each culture plate. The results
are shown in the table below.
Culture plate number Number of bacterial colonies

1 10
2 9
3 50
4 2
2.1.1 Draw a bar-graph to show the learners’ results. (6)
2.1.2 (a) In which plate were the most colonies found? (1)
(b) Suggest a reason for this result. (1)
2.1.3 What is the most important nutrient for bacterial growth according to
these results? (1)
2.1.4 Give a positive hypothesis for the investigation. (2)
2.1.5 Name TWO variables that the learners had to keep constant in the
investigation. (2)
2.1.6 How could the learners increase the reliability of the investigation? (1)
(14)

NSC – Grade 11
2.2 Study the diagrams below that show the structure of two flowers as well as
a pinecone. The magnification of each flower is indicated between brackets.
D
E
Flower A (x 20) Flower B (x 0,5) Pinecone
2.2.1 Label parts C, D and E. (3)
2.2.2 (a) Which flower (A or B) is probably pollinated by insects? (1)
(b) Give ONE observable reason for your answer to QUESTION

2.2.2. (a). (1)
2.2.3 Which flower (A or B) is larger? (1)

(6)
2.3 Angiosperms is a group of plants that produce seeds by means of sexual

reproduction.
2.3.1 Explain how each of the following features of seeds is important for
the plants’ survival:
(a) Seed can remain dormant for long periods of time (1)
(b) Some seeds contain endosperm tissue (1)
2.3.2 A seed bank in Norway has been storing seeds of a rare and
endangered plant. To keep the seeds fresh, 120 of the seeds of this
plant were selected to be grown. Out of these 120 seeds, only 90
germinated.
What percentage of the seeds was not fertile? Show all your
calculations. (2)
(4)
2.4. Plants use a great amount of energy to produce flowers.
Explain why it is still an evolutionary advantage to produce flowers in

plants. (3)

NSC – Grade 11
2.5 There is a great animal diversity on earth.
2.5.1 Name a phylum which is acoelomate and has a

triploblastic body plan. (1)
2.5.2 Describe ONE way in which the coeloms of annelids and

arthropods differ from each other. (2)
(3)
2.6.1 Ozone is found at low concentrations 15 – 50 km above the Earth’s surface in

the stratosphere. Measurements showed that there is a significant decrease
in the amount of ozone. It has been observed that there are holes in the
ozone layer which get bigger each year.
The main chemical responsible for the depletion of the ozone layer is chlorine,
which comes from the breakdown of CFC’s (chlorofluorocarbons). The CFC’s
are broken down by sunlight into chlorine atoms which then react with the
ozone. Ozone is destroyed in this reaction. The problem is worse in the polar
regions because of the low temperatures.
An investigation to measure the ozone concentration and the chlorine levels

have been done in Antarctica since 1950 and the results are shown in the
graph below.
[Adapted from Ecology and Conservation, Cambridge University Press]
2.6.1 What is the relationship between the levels of chlorine and the
concentration of ozone? (2)
2.6.2 Name the dependent variable(s) in the investigation. (2)
2.6.3 In which 10-year period was the ozone depletion the greatest? (1)

NSC – Grade 11
2.6.4 In 1987 the Montreal Protocol was signed to lay down targets to
reduce the use of CFC’s by countries.
Give TWO reasons why, despite a reduction in the use of CFC’s,

there was a decline in the ozone layer. (2)
2.6.5 Name ONE item that humans were using which contained CFC’s. (1)
2.6.6 Explain why the ozone layer is important for humans. (2)
(10)
[40]
QUESTION 3
3.1 The diagrams below show different animals.
3.1.1 Identify the phylum to which these organisms belong. (1)
3.1.2 Name the kind of symmetry shown in these organisms. (1)
3.1.3 Explain the advantage this symmetry has for the mode of living of
these organisms. (2)
3.1.4 Name ONE phylum that you have studied, which have a coelom. (1)
(5)
3.2 State ONE disadvantage of an exoskeleton in Arthropoda and explain how

they overcome this disadvantage. (2)

NSC – Grade 11
3.3 Read the passage and study the table below.
An environmental health officer from a local municipality received complaints

from residents living along a river that dead fish were floating in the river. The
officer noticed a waste water treatment work/plant and a mine nearby and that
both released their waste into the same section of the river. The officer took
SAMPLE A of the river water from a point before the waste is released into the
water and SAMPLE B from a point after the waste is released into the river.
The water samples were analysed in a laboratory. The table shows the results
of the analysis.
TABLE: RESULTS OF ANALYSIS OF WATER
Substances/factors SAMPLE A SAMPLE B

found in samples (Taken before waste (Taken after waste
was released into was released into
river) river)
Faecal coliforms 500 130 000
(count/100ml)
Nitrate (mg/l) 1,6 5,2
Phosphate (mg/l) 0,1 0,9
Sodium (mg/l) 25 175
Chlorides (mg/l) 15 180
pH 6,7 3,5
3.3.1 Which THREE of the substances are most likely from the waste water
treatment works? (3)
3.3.2 Comparing the levels of faecal coliforms in sample A and sample B,

how well do you think the waste water treatment works is functioning?
Give a reason for your answer. (3)
3.3.3 Name TWO waterborne diseases that are spread by untreated waste
water. (2)
3.3.4 Is the water in sample B more acidic, or more alkaline than the water in
sample A? (1)
3.3.5 Explain what is meant by acid mine drainage. (2)
3.3.6 Give TWO possible causes for the fish deaths in the river based on the
data in the table. (2)
(13)

NSC – Grade 11
3.4 Study the diagram below about invasive alien plants in South Africa. It is
estimated that they cover 10 million hectares (ha) in South Africa. Every
year they use approximately 3,3 billion cubic meters (m3) of water more
than the amount used by indigenous plants.
INVASIVE ALIEN PLANTS
in South Africa
Cover
10 000 000 ha
And use
3,3 billion m3
of water
[Source http://www.capenature.co.za/conserving-water-factories-western-cape/]
3.4.1 Differentiate between alien plants and indigenous plants. (2)
3.4.2 Describe the impact on water quality and water availability if alien
plants cover such a large area of South Africa as shown in the
diagram above. (5)
3.4.3 Differentiate between biological, chemical and mechanical control

of invasive alien plants. (6)
(13)

NSC – Grade 11
3.5 The diagram below shows the movement of carbon dioxide into and out of
the atmosphere.
MOVEMENT OF CO2 IN THE ATMOSPHERE
Carbon dioxide in atmosphere
Carbon dioxide source Carbon dioxide ‘sink’
3.5.1 Name a life process that:
(a) Takes in carbon dioxide (1)
(b) Releases carbon dioxide (1)
3.5.2 (a) What effect do increased levels of carbon dioxide in the

atmosphere have on the temperature of the atmosphere? (1)
(b) Name the effect mentioned in QUESTION 3.5.2 (a). (1)
3.5.2 (a) What is a carbon sink? (1)
(b) Give an example of a carbon sink. (1)
(c) What would happen to the levels of carbon dioxide in the

atmosphere if carbon sinks were reduced? (1)
(7)
[40]
TOTAL SECTION B: 80

NSC – Grade 11
SECTION C
QUESTION 4
Food security has a great impact on the wellness, development and progress of a
country.
Explain what is meant by food security. Explain how poor farming practices pose a
threat to food security in South Africa and how genetically modified food may help to
address the problem of food shortage.
Content: (17)
Synthesis: (3)
(20)
NOTE: NO marks will be awarded for answers in die form of flow charts, diagrams
or tables.
TOTAL SECTION C: 20
GRAND TOTAL: 150

NW NSC GR 11 Life Sciences P2 Eng Nov 2019

Uploaded by

Copyright:

Available Formats

NW NSC GR 11 Life Sciences P2 Eng Nov 2019

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

NW NSC GR 11 Life Sciences P2 Eng Nov 2019

Uploaded by

Copyright:

Available Formats

PROVINCIAL ASSESSMENT

This question paper consists of 16 pages.

Copyright reserved Please turn over

INSTRUCTIONS AND INFORMATION

Read the following instructions carefully before answering the questions.

1. Answer ALL the questions.

2. Write ALL the answers in your ANSWER BOOK.

3. Start the answers to EACH question at the top of a NEW page.

5. Present your answers according to the instructions of each question.

7. Draw diagrams, flow charts or tables only when asked to do so.

9. Do NOT use graph paper.

10. You may use a non-programmable calculator, protractor and a compass,

11. Write neatly and legibly.

Copyright reserved Please turn over

1.1.1 How does a vaccine work?

A It prevents the disease-causing agent from entering the body

1.1.2 An investigation was carried out to test the effectiveness of four

Mycocide Yeast growth

Copyright reserved Please turn over

A Bright, moist and cold conditions

1.1.4 Which of the following is a characteristic feature of mosses?

1.1.6 A pistil consists of the …

A stigma, style and ovary.

1.1.7 The statements below are applicable to sexual reproduction in plants.

(i) It generates variation in unstable environments

Which statements are advantageous of sexual reproduction in plants?

A (i), (ii), (iii) and (iv)

Copyright reserved Please turn over

1.1.8 The phylum to which the organism below, belongs:

1.1.9 Which factor is NOT a threat to biodiversity?

Copyright reserved Please turn over

1.2.1 Micro-organisms that lives on and obtains nutrients from

1.2.2 The swelling at the tip of a vertical hyphae of Rhizopus in which

1.2.3 A collective name for animals without a backbone

1.2.4 The body plan of organisms, in which parts of matching

1.2.5 Animals that remain attached to a substrate for most of their

1.2.6 The concentration of nerve cells or sense organs at the anterior

1.2.7 The gradual change of a productive land into an increasingly

1.2.9 Substances that can be broken down naturally by micro-

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

1.3.1 The division of the body into a series of A: Cephalisation

Copyright reserved Please turn over

1.4 Study the diagrams of the four types of microbes below.

(a) a virus (1)

(b) a bacterium (1)

(c) a protist (1)

(d) a fungus (1)

1.4.2 Give a structural reason for your answer in:

(a) QUESTION 1.4.1. (a) (1)

(b) QUESTION 1.4.1. (b) (1)

(c) QUESTION 1.4.1. (c) (1)

(d) QUESTION 1.4.1. (d) (1)

Copyright reserved Please turn over

Seedless vascular plants

Copyright reserved Please turn over

Culture plate Number Nutrient A Nutrient B Nutrient C

Culture plate number Number of bacterial colonies

2.1.1 Draw a bar-graph to show the learners’ results. (6)

(b) Suggest a reason for this result. (1)