NATIONAL

SENIOR CERTIFICATE

GRADE 10

NOVEMBER 2017

LIFE SCIENCES P1
MARKING GUIDELINE

MARKS: 150

This marking guideline consists of 9 pages.

2 LIFE SCIENCES P1 (EC/NOVEMBER 2017)

PRINCIPLES RELATED TO MARKING LIFE SCIENCES

1. If more information than marks allocated is given

Stop marking when maximum marks are reached and put a wavy line and
write ‘max.’ in the right-hand margin.

2. If, for example, three reasons are required and five are given

Mark the first three irrespective of whether all or some are

correct/incorrect.

3. If whole process is given when only a part of it is required

Read all and credit the relevant parts.

4. If comparisons are asked for but descriptions are given

Accept if the differences/similarities are clear.

5. If tabulation is required but paragraphs are given

Candidates will lose marks for not tabulating.

6. If diagrams are given with annotations when descriptions are required

Candidates will lose marks.

7. If flow charts are given instead of descriptions

Candidates will lose marks.

8. If sequence is muddled and links do not make sense

Where sequence and links are correct, credit. Where sequence and links
are incorrect, do not credit. If sequence and links become correct again,
resume credit.

9. Non-recognised abbreviations

Accept if first defined in answer. If not defined, do not credit the

unrecognised abbreviation, but credit the rest of the answer if correct.

10. Wrong numbering

If answer fits into the correct sequence of questions but the wrong number
is given, it is acceptable.

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(EC/NOVEMBER 2017) LIFE SCIENCES P1 3

11. If language used changes the intended meaning

Do not accept.

12. Spelling errors

If recognisable, accept the answer, provided it does not mean something

else in Life Sciences or if it is out of context.

13. If common names are given in terminology

Accept, provided it was accepted at the provincial memo discussion

meeting.

14. If only the letter is asked for, but only the name is given (and vice versa)

Do not credit.

15. If units are not given in measurements

Candidates will lose marks. Memorandum will allocate marks for units
separately.

16. Be sensitive to the sense of an answer, which may be stated in a

different way.

17. Caption

All illustrations (diagrams, graphs, tables, etc.) must have a caption.

18. Code-switching of official languages (terms and concepts)

A single word or two that appear(s) in any official language other than the
learner's assessment language used to the greatest extent in his/her
answers should be credited, if it is correct. A marker that is proficient in the
relevant official language should be consulted. This is applicable to all official
languages.

19. Changes to the memorandum

No changes must be made to the memoranda without consulting the

provincial internal moderator.

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4 LIFE SCIENCES P1 (EC/NOVEMBER 2017)

SECTION A

QUESTION 1

1.1 1.1.1 B 
1.1.2 C 
1.1.3 B 
1.1.4 C 
1.1.5 D 
1.1.6 A 
1.1.7 A 
1.1.8 A  (8 x 2) (16)

1.2 1.2.1 Sodium 

1.2.2 Denaturation 
1.2.3 Protoplasm 
1.2.4 Leucoplasts 
1.2.5 Epidermal / Epidermis 
1.2.6 Immunity 
1.2.7 Guttation  (7 x 2) (14)

1.3 1.3.1 B only 

1.3.2 None 
1.3.3 B only 
1.3.4 B only 
1.3.5 None 
1.3.6 A only 
1.3.7 Both A and B  (7 x 2) (14)

1.4 1.4.1 Speed up chemical reactions  without being used up in the

reaction.  (2)

1.4.2 - Proteases are enzymes that break down proteins. 

- Helps to work on breaking down blood, egg and gravy stains
that are protein in nature.  (2)

1.4.3 5: glucose 
6: glucose  (2)

TOTAL SECTION A: 50

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(EC/NOVEMBER 2017) LIFE SCIENCES P1 5

SECTION B

QUESTION 2

2.1 2.1.1 B: cytoplasm 

E: nucleoplasm  (2)

2.1.2 (a) D

(b) A

(c) H/I (3)

2.1.3 - Rod shaped 

- Surrounded by a double membrane 
- Inner membranous projections called cristae  (Any 2 x 1) (2)

2.1.5 
Plant cell Animal Cell
1. Cell wall present  1. No cell wall present 
2. Plastids present  2. No plastids present 
3. Large vacuoles 3. Small or no vacuoles

Any 2 reasons (2 x 2)
1 mark for table (5)

2.2 2.2.1 A: Interphase 

B: Prophase 
C: Metaphase 
D: Anaphase  (4 x 1) (4)

2.2.2 - Spindle fibres contract 

- Two chromatids pull apart 
- to opposite sides of the cell (poles) 
- Chromosomes split at the centromere  (Any 3 x 1) (3)

2.2.3 - Growth: Increase in size of the organism 

- Replacement of dead cells 
- Responsible for asexual reproduction in certain plants and
animals 
- Repairs damaged tissues  (Any 2 x 1) (2)

2.2.4 Animal cell Plant cell

Cytokinesis occurs through a Cytokinesis occurs through
constriction / invagination  of the formation of a cell plate 
the cell membrane, and two cells from the centre of a cell and
are formed divides the cell into two (2)

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6 LIFE SCIENCES P1 (EC/NOVEMBER 2017)

2.2.5 (a) - Smoking 

- Radiation 
- Hormonal imbalances 
- Viruses 
- Exposure to certain chemicals and pollutants 
(Any reasonable answer) (Any 3 x 1) (3)

(b) Chemotherapy / Surgery / Radiotherapy  (2)

2.3 2.3.1 1 – Cuticle  (1)

2.3.2 - Transparent, allows light to enter 

- Prevents water loss  (Any 1 x 1) (1)

2.3.3 - Cells are cylindrical 

- Thick walls impregnated with lignin 
- Large lumen 
- Long tubes with bores 
- No cell contents (dead cells) 
- - Cross walls are perforated / absent  (Any 3 x 1) (3)

2.4 2.4.1 7,8 g  (1)

2.4.2 - Storage of energy 

- Make up part of cell membranes 
- Component of chromosomes 
- Enzymes are proteins, control chemical reactions in organisms 
- Hormones are proteins that control growth and development 
(Any 2 x 1) (2)

2.4.3 Yes.  Low level of saturated fat in relation to total fat content.  (2)

2.4.3 Amount of sodium in one sausage = 380 mg (0,38 g)

Amount of sodium in three sausages = 3 x 380 mg / (3 x 0,38)

= 1 140  mg / (1,14 g) (2)
[40]

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(EC/NOVEMBER 2017) LIFE SCIENCES P1 7

QUESTION 3

3.1 3.1.1 - Movement: Skeleton with attached muscles allows for

movement 
- Protection: Protects internal organs of the body 
- Storage of minerals: Various minerals such as calcium stored
by the bones 
- Framework: Gives body shape  (Any 2 x 1) (2)

3.1.2 A  and B  (2)

3.1.3
1 mark diagram
1 mark caption
3 marks labels

Synovial joint (5)

3.1.4 G (1)

3.1.5 (a) Biceps  and triceps  (2)

(b) Protein  (2)

(c) - Muscles work in opposition  to each other (antagonistic)

- When one contracts  the other relaxes  OR
(biceps contract, triceps relax)  (3)

(d) It will prevent the straightening  of the arm. (1)

3.1.6 Osteoporosis,  Rickets  of Arthritis  (Any 2 x 1) (2)

3.2 3.2.1 Potometer  (1)

3.2.2 - Ensure that twig fits securely into rubber stopper.  Seal with
Vaseline 
- Cut the stem underwater  to prevent air bubbles forming in
xylem. 
- Cut stem at an angle  to ensure no damage to xylem. 
(Any 1 x 2) (2)

3.2.3 The speed of movement of the air bubble will be greatly

reduced.  Vaseline prevents transpiration at the ventral
surfaces  by blocking the stomata.  (3)

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8 LIFE SCIENCES P1 (EC/NOVEMBER 2017)

3.2.4 To allow it to acclimatise  to the environment. (1)

3.2.5 As the temperature increases  the transpiration rate will

increase 

OR
As the temperature increases  the transpiration rate will
decrease 

OR
Change of temperature will have NO effect  on the rate of
transpiration  (2)

3.2.6 (a) Transpiration rate  (1)

(b) Temperature  (1)

3.2.7
Graph to illustrate the effect of temperature on
transpiration rate
5
4.5
Rate of Transpiration

4
3.5
3
2.5
2
1.5
1
0.5
0
22 23 24 25 26 27 28 29 30
0
Temperature C

Rubric: graph
Type of graph 1
Heading for graph 1
Correct scale X-axis and Y-axis 1
Correct label X and Y-axis 1
Plotting of values 2 
Joining of points 1 (7)

3.2.8 - As the temperature increases the rate of transpiration

increases  to an optimum temperature
- The transpiration rate then starts to decrease.  (2)
[40]

TOTAL SECTION B: 80

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(EC/NOVEMBER 2017) LIFE SCIENCES P1 9

SECTION C

QUESTION 4

4.1 What stem cells are

- Undifferentiated cells  that have the ability  to form any cell or tissue 
in the body (Max. 3) (3)

Where stem cells are harvested from

- Stems cells from embryonic tissue 
- Stems cells from foetal tissue  (Max. 2) (2)

Uses of stem cells

- Replace neurons  damaged by injuries to the spinal cord 
- Produce insulin  that could treat people with diabetes 
- Replace heart muscle cells  that could repair damage after a
heart attack 
- Portion of bone marrow collected Bone marrow transplants  (Any 2 x 2) (4)

Arguments for stem cell research

- Embryos only small amounts of undifferentiated  tissue
- Embryos will be destroyed anyway 
- Stems cells harvested from cord blood  does not destroy the embryo 
(Max. 4) (4)

Arguments against stem cell research

- Using stem cells for research, embryos are living organisms 
unacceptable to destroy them 
- Destruction of embryos  is immoral.  Against moral and religious
Beliefs. (Max. 4) (4)

Content: (17)
Synthesis: (3)
ASSESSING THE PRESENTATION OF ESSAY

Criterion Relevance (R) Logical sequence (L) Comprehensive

(C)
All information provided is Ideas arranged in a Answered all
relevant to the topic logical/cause-effect aspects required
sequence by the essay
In this Only information relating to Logical sequence of Includes sufficient
essay the definition of stem cells, events in description information on all
how they are harvested, of stem cells, how aspects
uses and ethical issues they are harvested,
(There is no irrelevant and the ethical issues
information.) associated with them
Mark 1 1 1

TOTAL SECTION C: 20
GRAND TOTAL: 150

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