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This document must be read in conjunction with the IEB Manual for the Moderation of
School Based Assessment (Updated September 2015)
A. MEANS OF ASSESSMENT
400 marks
B. REQUIREMENTS
1. EXAMINATIONS
Note:
The one strand assessed in Paper II will rotate annually. Based on this, the remaining
three strands will be assessed in Paper I in that year.
Structure of the paper: The paper comprises case studies and a source based essay. There will
be two questions on case studies (30 marks each) and a source based
essay counting 40 marks.
All questions are compulsory.
Question Paper III: Life Sciences Paper III
Title or description Practical Paper III
Time: 1,5 hours Total Marks: 50
A context is given in the preamble to the task which includes all the
Content to be covered:
relevant content knowledge that is required for the examination.
This paper assesses AIM 2. It will be conducted under examination
conditions by all learners on the same day before the start of the main
block of examinations. It will be administered by teachers and marked
by a national panel.
Candidates are expected to demonstrate a variety of skills such as their
ability to design an experiment, evaluate an existing experiment (given
Additional comments: to them), as well as perform a simple experimental procedure by
collecting, graphing, analysing and interpreting data. The Practical
Examination will test all 8 skill areas as detailed in Appendix A. The
Practical Examination will not necessarily relate to the Grade 12 content
areas. The context is supplied and it is the testing of the skills that is
important. This particular examination does not assess AIM 1 and 3; the
focus of the assessment is on AIM 2.
The following SBA requirements, and their later elaboration in this document, apply to
schools that have chosen the conventional option for SBA. Those schools that have
chosen the One Research Task Option must refer to the IEB Manual for the One
Research Task Option for the relevant SBA requirements.
Standardised test #1 10
Standardised test #2 10
TOTAL 100
C. INTERPRETATION OF REQUIREMENTS
1. EXAMINATIONS
The content described under AIM 1, Knowing Life Sciences, outlines what
should be taught, and broadly what will be assessed in Grade 12. Teachers
should consider the activities listed under AIM 2 to be necessary for
candidates' understanding of that section of the syllabus. Teachers are
encouraged to design further activities to develop candidates' competence in
skills concerned with investigating phenomena in Life Sciences. The
information under AIM 3 informs ways in which the knowledge in AIM 1 can
be applied in society. Teachers are free to use other appropriate applications
for AIM 3.
IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/5
This component must come from the last major Summative Assessment to
have taken place before the Final NSC Examination period. The examination
should mimic the external examination in its design, rigour and format.
Whilst all of the content may not have been covered by the date of the
Preliminary Examination, there should be three papers that are set to the
time and rigour of the Final Examination.
Controlled tests are written by the entire grade (preferably at the same time).
These should count at least 50 marks each and must assess deeply within one
Topic or across Topics. 60% of the marks should relate to lower order
thinking skills (knowledge, comprehension and application) and 40% to
higher order thinking skills (analysis, synthesis and evaluation).
2.3 Tasks
This task must follow the format of the Paper III Practical
Examination in that it must count at least 50 marks and have a
duration of 1,5 hours. The practical task should enable candidates to
demonstrate a variety of skills such as their ability to design an
experiment, evaluate an existing experiment (given to them), as well
as perform a simple experimental procedure by collecting,
graphing, analysing and interpreting data.
Each Summative Practical Task must cover all eight skill areas as
detailed in Appendix A. In order to provide evidence of a particular
skill area being covered, a mark must be allocated to that particular
skill area in the design grid.
Establish links between Natural Sciences (GET) and Life Sciences (FET). Define life, its scope, and its continuity. Life on earth is dynamic, with
homeostasis maintaining balance at every level of organisation. Life is characterised by change over billions of years. Living systems exhibit levels of
organisation from molecules to biomes.
GRADE 10
AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS OF
IN LIFE SCIENCES
LIFE SCIENCES IN SOCIETY
Biosphere to ecosystems
Choose an ecosystem within a local Biosphere Choose at least ONE example of human influence within the
biome for special study Concept of the biosphere. Inter-connectedness of components of global ecosystem chosen for study in LO 1
ecosystem. Describe the selected human influence and the reasons for it
Identify the abiotic and biotic factors having a positive and/or a negative impact on the ecosystem
operating and describe the interactions Biomes
between them Terrestrial and aquatic biomes of southern Africa: describe in terms of [This serves as an introduction/link to human influences on
climate, soils and vegetation the environment in Grade 11]
Explain the trophic relationships present
Ecosystems Ecotourism: economics, ethics and opportunities
If possible, record and describe seasonal Theoretical understanding of ecosystems.
changes
Abiotic and biotic factors: effects on community structure and
Use keys and field guides to learn about ecosystem function
biodiversity within the biome
Energy flow through ecosystems and relationship to trophic structure
Trophic levels: producers, consumers (herbivores and carnivores),
decomposers
Food chains, food webs and food pyramids
Nutrient cycles: water, oxygen, carbon and nitrogen Link the nutrient cycles to current environmental issues,
[Names, e.g. nitrates are required but no detail of chemistry is example the threat of global warming and how it is affecting
necessary] the Earth.
Learners should be able to use the knowledge gained in this section to demonstrate skills in unfamiliar/unrehearsed contexts and to solve problems.
IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:
IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/11
AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS OF
IN LIFE SCIENCES
LIFE SCIENCES IN SOCIETY
Biodiversity and classification
Demonstrate classification principles by Enormous biodiversity on Earth at present emphasising the extent of History of classification: Scientists attempt to classify
grouping everyday objects on the basis of biodiversity and endemism in southern Africa organisms based on shared features. As information increases
shared similarities and construct a simple classification changes.
nested hierarchy Classification schemes as a way of organising biodiversity.
Some examples of classification systems are:
Classify organisms into groups based on Main groupings of living organisms are bacteria, protists, fungi, plants Two-kingdom system: plants and animals (no longer used)
evidence. and animals. (NB: These should not be taught in a systematic way but Five-kingdom system: Plantae, Animalia, Fungi, Protista
[Links to use of keys and identification integrated into other sections, e.g. nutrient cycling and anaerobic and Monera (Bacteria)
guides] respiration. They can also be used as a vehicle for exploring AIM 2 Three-domain system: Eubacteria, Archaea, Eukarya, with
and AIM 3.) kingdoms in each domain, e.g. Plantae, Animalia, Fungi,
Protista in the Eukarya
Bacteria: simple single-celled organisms with no nucleus
Protists: Very diverse group including single-celled or simple Naming things in science: why do we use Latin?
multicellular organisms, some obtain energy by photosynthesis (algae),
some ingest other organisms, some absorb molecules through the cell Linnaeus and his role in classification systems
membrane.
Fungi: Single-celled (e.g. yeasts) to multicellular organisms; body
composed of very fine threads; saprotrophic nutrition.
Plants: Multicellular terrestrial organisms; cells have cell walls; obtain
energy through photosynthesis
Animals: Multicellular aquatic and terrestrial organisms; cells have no
cell walls; feed on other organisms.
Construct a timeline showing the history Life's history: Interpret different representations of life's history and The role of South African scientists in the discovery of the first
of life on Earth and major events in life's its relationship to climatic (e.g. increase in oxygen levels, ice ages) and living coelacanth.
history as you progress through this geological events (e.g. movement of continents) [extension of GET
section. The timeline should emphasise work] The rate of extinction on the Earth at present is higher than at
the long history of life. any time in the past. The present time has been called the sixth
Cambrian explosion origins of early forms of all animal groups extinction. [Links to Grades 11 and 12]
Find out what the earliest amphibians Mass extinctions there have been five, two of which are particularly
looked like important: 250 mya (resulted in the extinction of about 90% of all life Debate the impact of humans on biodiversity and the natural
[Links to coelacanth] on Earth) and 65 mya (resulted in the extinction of many species, environment.
including the dinosaurs)
Various hypotheses have been proposed Fossil tourism is a source of income and employment in some
for the extinction, 65 million years ago, Key events in life's history for which there is evidence from southern fossil localities.
such as the meteorite impact theory and Africa (locations should be identified on a map)
the volcanic eruptions in India theory. Origins of the earliest forms of life (fossilised bacteria from the
Select at least ONE of these hypotheses Barberton district, Mpumalanga)
and describe the evidence scientist have Soft-bodied animals in Namibia
gathered in supporting it. [Nature of Early land plants in the Grahamstown area
science] Forests of primitive plants such as Glossopteris (near Mooi River
and Estcourt) and which form most of the coal deposits in
southern Africa
The coelacanth as a 'living fossil', of the group that is ancestral to
amphibians.
Mammal-like reptiles in Karoo
Dinosaurs (Drakensberg and Maluti mountains, Euskylosaurus
from Lady Grey in the Eastern Cape) and cone-bearing plants
First mammals (Eastern Cape and Lesotho)
Humans (Gauteng, Free State, KwaZulu-Natal, Western Cape)
AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS OF
IN LIFE SCIENCES
LIFE SCIENCES IN SOCIETY
The chemistry of life
Activities that involve models of Molecules for life: Organic molecules made up of C, H, O & some Unsaturated and saturated fats. Heart disease. Cholesterol in
molecules which learners can use to also contain other elements, e.g. N and P foods.
construct simple and more complex Carbohydrates monosaccharides (single sugars), e.g. glucose,
molecules and to show that enzymes fructose; disaccharides (double sugars), e.g. sucrose, maltose; Enzymes in industry, e.g. washing powders.
break up or synthesise more complex polysaccharides (many sugars), e.g. starch, cellulose, glycogen
molecules. Lipids (fats & oils) glycerol and fatty acids Need for fertilisers in overutilised soils, e.g. where crops are
Proteins amino acids. grown and regularly harvested, problem of fertilisers washed
Investigations of the organic content of Role of enzymes in breaking down/synthesising molecules. into rivers, eutrophication. [Links to ecology]
some foods: food tests for starch, Influence of temperature and pH on enzyme action.
glucose, lipids and proteins. Nucleic acids
Vitamins
Simple investigations of enzyme action. Inorganic substances
Water
Mineral salts (e.g. Na, K, Ca, P, Fe, I, nitrates, phosphates)
[Use simple diagrams representing molecules. Review briefly why
these substances are needed in plants and animals i.e. build on GET
prior knowledge. No detail of structure or function here- functions will
be dealt with in later sections where appropriate. This is a brief
introduction to the molecules making up organisms]
AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
IN LIFE SCIENCES
OF LIFE SCIENCES IN SOCIETY
Energy transformations sustain life
Investigations of photosynthesis and Photosynthesis The role of carbon dioxide enrichment, optimum light and
respiration. Definition of and description of process in words and symbols: intake of optimum temperatures in greenhouse systems
[Emphasise principles and design of raw materials, trapping and storing of energy, formation of food in [Links to Grade 10 &11 environmental issues.]
scientific experiments.] chloroplasts and its storage.
[No biochemical detail of light dependent and light independent phases Discuss the impact of large scale removal of vegetation such
Learners should carry out the required.] as deforestation on environment and society?(link to grade 11
investigations below; Environmental studies.
Starch is produced during The effects of variable amounts of light, carbon dioxide and
photosynthesis temperature on the rate of photosynthesis
Light is necessary for
photosynthesis
Animal nutrition
Interpretation of dietary information on Food intake vs energy growth and health requirements balanced diet Different diets: Cultural, religious, personal and health choices
food packaging and how this changes with age, sex and activity of an animal of diet, e.g. vegan, vegetarian, halal, kosher.
Calculating the nutritional value of a Processes of ingestion, digestion, absorption, assimilation and egestion Dietary supplements: for health, sport, beauty, anti-ageing.
meal/diet and the significance of each
Malnutrition: reason for and the effects of malnutrition with
Comparison of a herbivorous, a carnivorous and an omnivorous respect to unbalanced diets (e.g. kwashiorkor), starvation (e.g.
Dissection of an animal (obtained by lifestyle in terms of the processes above, different structures and energy marasmus and anorexia), coronary heart disease, diabetes and
ethical and legitimate means) to observe relationships. obesity.
alimentary canal and/or gaseous
exchange surfaces or video or Internet. Human nutrition Effects of alcohol and drug abuse and the dangers associated
Identification of the macro-structure of the alimentary canal and with their misuse.
Data analysis of available data from associated organs and the functions of the different parts
popular press or other sources with Tooth decay related to diet
respect to malnutrition. Mechanical/physical breakdown: types and functions of different kinds
of teeth, tooth decay; processes of chewing and peristalsis Fluoride in water supplies and its effect on teeth
Gaseous exchange
Distinguish between cellular respiration, breathing and gaseous Respiratory disorders: origins, symptoms and treatment of TB
exchange in South Africa. Other disorders, e.g. asthma, hay fever,
bronchitis, emphysema and lung cancer
GRADE 11
AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
IN LIFE SCIENCES
OF LIFE SCIENCES IN SOCIETY
Support and transport in plants
Interpretation of microscope slides and/or Anatomy of dicotyledonous plants Economic uses of plants related to their anatomy, e.g. fibres
electron micrographs of sections through Root and stem [leaf done in Grade 10] including the distribution of the (xylem and sclerenchyma) used to make paper, fabric, for
roots and stems different tissues epidermis, xylem, phloem, sclerenchyma, weaving, baskets, etc. and secondary growth wood for
collenchyma, parenchyma. furniture, building and containers
Aging a tree by counting annual rings
Secondary growth
Demonstrations of NB: Not the process, only as a phenomenon used to calculate age of
water movement through xylem trees and indicate climate change
transpiration of water through leaves
effect of environment on rate of Uptake of water and mineral salts into a root and their transport to
transpiration leaves
Transport in animals
NB: The following is optional
[Many animal groups have transport systems which include blood,
blood vessels and heart arranged as circulatory systems
Basic design of open circulatory systems, closed circulatory systems]
Excretion
Define excretion Diseases leading to kidney failure, e.g. kidney stones, kidney
infections, bilharzia
Excretion in humans
Dissection of a mammalian kidney The role of each of the following: lungs, kidney, liver, gut, bladder, Injuries to kidneys and protective measures
skin indicating the substance each excretes and the origin(s) of those
Interpretation of data related to substances. Dialysis and how it works with respect to kidney machines
composition of fluids in different parts of
the nephron and collecting duct. The urinary system in humans position of kidneys, ureters, bladder Discuss the advantages and disadvantages of kidney
and urethra. transplants, compared with dialysis
Structure and function of the kidney in terms of the removal of urea and
excess water and salts and the reabsorption of glucose and some salts
Observations of the response of some Enables humans to react to stimuli and react to their surroundings Any ONE disease or disorder of the nervous system (e.g.
invertebrates, e.g. wood lice, to light and Alzheimer's disease, depression) in terms of causes,
humidity Central nervous system - position and functions of cerebrum, symptoms, treatment.
cerebellum, hypothalamus, medulla oblongata and spinal cord
Effects of certain drugs: dagga, heroin, ecstasy and tik on the
Peripheral nervous system - position and functions only central nervous system
Observe and draw nervous tissue using Nervous tissue: structure of a motor neuron including: nucleus, cell
microscope slides or micrographs. body, cytoplasm, myelin sheath, axon and dendrons or dendrites.
Receptors
Receptors detect a variety of different stimuli: light , sound, touch,
temperature, pressure, pain and chemicals (taste and smell). No
structure and names necessary except for eye and ear.
AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
IN LIFE SCIENCES
OF LIFE SCIENCES IN SOCIETY
Viruses, bacteria, protists and fungi
Research using other resources, e.g. Biodiversity of these organisms. [Link with grade 10] Historical developments
books, health pamphlets: Investigate a Discovery of viruses and bacteria
disease caused by ONE of the Basic structures and general characteristics Debates about classifying these organisms, e.g.
microorganisms and common in a classifying viruses as living organisms
community, e.g. HIV/AIDS, malaria, Important role in maintaining balance in the environment/in web of life.
cholera, TB, influenza. Select data on [Links to grade 10 & 12] IKS and biotechnology
occurrence, effects on body, resistance to Traditional technology, e.g. beer, mahewu amasi (link
drugs and suitable treatment. Roles in symbiotic relationships, e.g. nitrogen-fixing bacteria in plants; to Grade 10)
E. coli in human intestines. [Links to grade 10] Micro-organisms and biotechnology in the food
Practical investigation: Look for industry, e.g. cheese, wine; and in other industries
evidence of viral, bacterial or fungal Effects and management of at least ONE disease from each of the four
diseases on plants, e.g. in the school groups Economic use of bacteria, protists and fungi, e.g.
garden, learners' garden, amongst their viruses e.g. rabies, HIV/AIDS, influenza mushrooms, seaweeds
vegetables or crops. Identify ONE of bacteria e.g. blight, cholera, tuberculosis, anthrax
these diseases and describe the effect on protists e.g. malaria Medical biotechnology, e.g. immunity, antibiotics
the plant. Find out about at least TWO fungi e.g. rusts, thrush, ringworm
ways of treating this disease, and conduct Beliefs, attitudes and values concerning causes of and
a scientific investigation to compare the NB: The following is optional cure of at least ONE disease, e.g. HIV/AIDS, malaria. TB,
effectiveness of these treatments, e.g. [Immunity] cholera.
different chemicals and natural remedies, Immune response by plants or animals against infecting micro-
etc. organisms
Use of drugs, e.g. antibiotics and response of infecting micro-
organisms]
AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
IN LIFE SCIENCES
OF LIFE SCIENCES IN SOCIETY
Plant and animal diversity in South Africa
Illustrate through diagrams, charts and Enormous diversity of life in southern Africa, and the number of Threats to biodiversity in South Africa: Consider the impact
graphs, the numbers of species of each endemic species. of agriculture, industry, human population growth, cities and
major group represented in South Africa. roads on biodiversity.
Read and interpret distribution maps of Value of retaining biodiversity: tourism potential, aesthetic
species. value of retaining biodiversity for its own sake.
Plant diversity
Learners should be able to identify South Plants can be grouped according to the presence or absence of: Ancient and unique plant groups in southern Africa: cycads
African examples of each of these groups vascular tissue (xylem and phloem) and Welwitschia. Ecotourism and theft of cycads,
of plants. true leaves and roots conservation efforts.
Bryophytes (mosses and liverworts). seeds or spores
Pterophytes (ferns) fruit, as well as the dependence on water for reproduction Angiosperms include many agriculturally important plants,
Gymnosperms (yellowwoods, such as fruit trees, and crops such as maize, wheat, oats and
cycads) These groups include the: sorghum.
Angiosperms (flowering plants) Bryophytes: no vascular tissue, no true leaves and roots, spores,
depend on water for fertilisation Forestry economic importance and impact on ecosystems
Compare the external morphology of a Pterophytes: vascular tissue, true leaves and roots, spores, depend [Link to environmental issues.]
local monocotyledonous and a on water for fertilisation.
dicotyledonous plant, including the Gymnosperms and angiosperms: vascular tissue, true leaves and
flowers. roots, seeds, fertilisation independent of water. Gymnosperms
produce cones which bear seeds with no protective covering.
Angiosperms produce flowers, the seed is enclosed in a fruit.
NB: No details of life cycles required
Animal diversity
Interpret a phylogenetic tree representing NB: The following section is optional Any ONE of the parasitic worms found in South
the evolutionary history of animals. Africa: distribution, prevalence, life cycle, effects on
[Concept of phylum as illustrated by a body plan.]
host, treatment, and ways of reducing the spread.
Identify Southern African representatives (Select a local parasitic worm that is problematic for
of each of the phyla listed below, through humans or other animals).
photographs, appropriate books, or during The Animal kingdom contains about 30 phyla, but we will focus on only six,
i.e. Porifera, Cnidaria, Platyhelminthes, Annelida, Arthropoda, Chordata, with
visits to museums or on field trips and by Role of arthropods as ectoparasites and vectors of
using field guides. respect to the following body plans. pathogens that cause disease, e.g. flies and cholera,
Porifera (sponges) Symmetry (asymmetry, bilateral symmetry, radial symmetry) ticks and tick bite fever, mosquitoes and malaria,
Cnidaria (jelly fish, blue bottles, Number of tissue layers developing from the embryo (two or three). tsetse flies and sleeping sickness.
corals, sea anemones) Absence or presence of a coelom (a cavity within the mesoderm).
Platyhelminthes (Planaria, flukes, Presence or absence of a through-gut Role of invertebrates in agriculture and ecosystems
e.g. bilharzia worm, tapeworm) (e.g. pollinators, decomposition, aerating the soil).
Annelida (earthworm, polychaetes,
leeches) Relate body plans to mode of life. Sustainable use of animals in South Africa, e.g.
Nematoda (roundworms, Phylum Porifera: asymmetrical, no tissues and no coelom; simple but perlemoen/fishing/game farming: economic and
hookworms, threadworms) highly specialised for filter-feeding employment opportunities. Problems with poaching.
Arthropoda (insects, arachnids, Phylum Cnidaria: radially symmetrical, two tissue layers, no coelom,
crustaceans, myriapods) single opening to the gastrointestinal cavity. Simple, but possess highly
Mollusca (snails, oysters, limpets, specialised nematocysts.
octopus and squid) Phylum Platyhelminthes: bilaterally symmetrical, three tissue layers, no
Echinoderms (sea urchins, starfish) coelom, and a single opening to the gut.
Chordata (fish, amphibians, reptiles, Phylum Annelida: bilaterally symmetrical, three tissue layers, a coelom, a
birds, mammals). through-gut.
Phylum Arthropoda: bilaterally symmetrical, three tissue layers, coelom,
Choose ONE phylum or class from the through-gut, an exoskeleton made of chitin
list above and illustrate its biodiversity in Phylum Chordata: bilaterally symmetrical, three tissue layers, coelom,
South Africa on a poster. (Individuals or through-gut. Internal skeleton made of cartilage and bone.
small groups each select a different A very brief comparative analysis of the body plans of the different phyla is
animal group) required. It should be explained in the context of evolution.]
AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
IN LIFE SCIENCES
OF LIFE SCIENCES IN SOCIETY
Human influences on the environment
Conduct a practical investigation on ONE Air, land and water pollution: causes, impact on the environment and on Historical developments:
example of human influences on the human health, and possible solutions. the ozone story a success story?
environment in your local area, e.g. global warming, climate change, the Kyoto protocol,
impact of alien species or overgrazing on Local, national and global issues: politics and economics - future scenarios
biodiversity, river pollution on a river ozone depletion introduction and control of invasive alien species
ecosystem, oil refinery waste on a local greenhouse effect and its importance for sustaining life on earth;
community, or smoke from burning coal enhanced greenhouse effect leading to global warming Management, use and abuse of resources, e.g. fossil fuel
on a local community. desertification, deforestation usage
Identify the problem effects of overgrazing, crops and commercial forests on
Collect and analyse data biodiversity. Ecotourism
Make decisions concerning ways to deposits of poisonous substances in rivers and the water table.
solve the problem. Rehabilitation of the environment
Present the findings in a suitable Use food pyramids and food webs to interpret environmental changes
way, e.g. a poster, newspaper article, caused by humans, e.g. destruction of fauna and flora by pollutants in Pollution and political, legal, economic, ethical, and other
flyer, written assignment or streams, rivers, or the sea; eutrophication of rivers; impact of acid rain influences with regard to environmental issues
illustrated talk. Propose solutions to on ecosystems, deforestation on producers and consumers, insecticides
the environmental problem. and culling on consumers, and overpopulation on producers and Environmental lobbying and the importance of evidence.
Take action to solve the problem and consumers. Briefly discuss the case study of St Lucia.
report on that action.
Introduction of invasive alien species into South Africa, impact on
biodiversity, and mechanisms of control.
AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
IN LIFE SCIENCES
OF LIFE SCIENCES IN SOCIETY
Population Ecology
Opportunity to demonstrate Research Learners should know: Debate decision to intervene and control community
Skills structure, e.g. culling of elephants.
1. the definition of individual, population, community and ecosystem.
Investigative Research 2. that the size of a population is affected by immigration, emigration,
Ecosystem Study or Study of a Local mortality and births. Population size fluctuates seasonally and Environmental impact assessments: Role of population
Environmental issue annually, depending on resource availability. studies in these assessments, e.g. indicator species
Investigate community structure within a 3. the effects of limiting factors on population growth i.e. density
habitat and changes to this structure as dependant/independent factors and environmental resistance; the
habitat changes. concept of carrying capacity and its implication for a species.
These research skills could include the 4. sampling methods:
following activities/steps: Mark-recapture method, precautions, calculation of population
Observation/Identification (using keys) size
and recording of data in an Quadrats method, precautions, calculation of population size
appropriate manner Census method, limitations
Sampling/collection of data 5. the importance of random sampling.
Analysis and Interpretation of data 6. the definition of predator-prey relationships.
Written Report of findings with Study TWO examples of predator-prey relationships from the
possible solutions (if a problem is South African context to show how these operate as a
encountered) mechanism for regulating populations, e.g. lion zebra;
aphid ladybird; shark fish.
7. the impact of food webs and social organisation on populations
Use of field guides for identifying 8. that species compete with each other for resources, e.g. light, space,
species. water, shelter, food, and that this results in specialisation for
particular modes of life.
Interspecific and intraspecific competition for food, space,
IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:
IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/30
Sampling methods shelter, water, access to mates. Discuss these concepts in terms of populations (including
Mark-recapture as a technique for Survival is determined by successful access to resources. human) and the consequences for ecosystems/the
determining population movements Ecological niche defines resources and conditions necessary for environment.
and demographics. A simulation survival of each species.
exercise may be used to assess 9. ways of reducing competition:
understanding of this technique. ONE strategy among plants, e.g. resource partitioning as in a Debate human influences on succession, e.g. fire
Interpret data on population size and forest ecosystem
fluctuations. ONE strategy among animals, e.g. coexisting shorebirds;
coexisting large herbivores in African savanna; coexisting Human demands versus conservation of natural
Use at least ONE other sampling predators, e.g. lions and leopards environment: Tensions and issues for debate
method, e.g. quadrats, transects, traps, 10. the concept of ecological succession: the sequence of organisms that Choose at least ONE current debate, e.g. human
direct observation. occupy a new habitat (primary succession) or a disturbed habitat requirements for land versus conservation of the natural
(secondary succession). Pioneers are replaced by a succession of environment; the hunting industry; sustainable harvesting of
species; numerous possible end points, depending on environmental natural resources; creation and management of game
fluctuations; variety and number of species determined by reserves.
constraints of succession.
11. that social organization enhances survival: Reflect on the aesthetic value placed on South Africa's
benefits of herds or flocks as a predator avoidance strategy as in biodiversity by South Africans.
zebra
packs as a successful hunting strategy as in wild dogs
animals with a dominant breeding pair as in wild dogs
Population Graphs division of tasks among castes as in termites
(Age/Sex graphs) 12. the application of population dynamics to human populations.
The candidate must understand how these Reasons for exponential human population growth. Implications of further human population growth for the
are used but not have to draw these from Forecasts of human population growth in South Africa over the
natural environment:
raw data given. next twenty years. Ecological footprint of people in 'developed world' vs
people in 'developing world'.
[Link to Grade 11].
Learners should be able to use the knowledge gained in this section to demonstrate skills in unfamiliar/unrehearsed contexts and to solve problems.
AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
IN LIFE SCIENCES
OF LIFE SCIENCES IN SOCIETY
Human Endocrine System
The nervous system and hormones enable animals to respond to
external changes and to control conditions inside their bodies
1. the location of the endocrine glands listed below and the role of
Interpretation of given data: the hormones in body functions. These should be learnt in their Debate current uses of hormones in, e.g. sports medicine,
Observation/Interpretation of graphs, context in the FET phase. infertility and diabetes control.
tables, drawings, micrographs, microscope
slides, bioviewers, etc. Hypothalamus (ADH), pituitary gland (TSH, FSH, LH, Growth
hormone), thyroid gland (thyroxin), pancreas (insulin & glucagon),
Pancreatic tissue: Identify and label/draw adrenal gland (adrenalin), gonads (testosterone & oestrogen,
(exocrine vs. endocrine cells/tissues) progesterone). Other reproductive hormones (oxytocin and
prolactin)
Investigate:
Cortisol/Adrenalin related to Sports 2. the disorders of the endocrine system: diabetes, thyroid disorders,
Science; steroids; stress growth disorders, infertility.
3. the concept of homeostasis as a means of maintaining a stable
internal environment. [Link to Grades 10 and 11]
4. the general role of negative feedback in homeostasis, drawing on
glucose and reproductive hormones.
Compare the reproductive strategies and Learners should know how reproductive strategies maximise reproductive
analyse how effective these are to the success in different environments. [Link to population dynamics]
survival of an r-strategy, e.g. turtle and a Study appropriate South African examples to illustrate each of the
k-strategy, e.g. lion, elephant. Candidates following;
should be familiar with a variety of Courtship (one example)
survivorship curves. External fertilisation vs internal fertilisation (one example of each)
Ovipary, ovovivipary and vivipary (one example of each)
Amniotic egg (one example - no details of structures)
Parental care (one example)
Human reproduction
Opportunity to demonstrate Research Learners should know: Contraception. Discuss attitudes and beliefs of different
Skills cultures on the use of contraceptives.
1.
the structure and function of human male and female reproductive
Evaluate the effectiveness of a variety of systems. Sexually transmitted diseases; the effect of multiple
different methods of Contraception 2. the male reproductive parts and their functions: testes, scrotum, partners.
(minimum of three) germinal epithelium and seminiferous tubules, epididymis, sperm duct,
Choose from: Condom, femdom, penis, prostate gland ,seminal vesicle, foreskin. Foetal Alcohol Syndrome and HIV as issues related to
diaphragm (Dutch Cap), IUD (Copper 'T' 3. the distinction between sperm/semen and erection/ejaculation. human reproductive system.
or Loop), rhythm method, vasectomy, 4. the female reproductive parts and their functions: ovary including
tubal ligation follicles and corpus luteum, oviduct, uterus, endometrium, cervix, Infertility treatment for males and females. A discussion
This research may be carried out using vagina, clitoris. of the possibilities
Internet-based, book-based and/or 5. the changes in the structures mentioned above and other physiological
questionnaire-based research. This type of changes that occur during puberty. Surrogacy
research could involve: 6. that sperm and egg cells are produced in the germinal epithelium by
Accurate data collection meiosis. This is controlled by hormones (no further details). Circumcision: health, cultural and religious issues
Recording of data in an appropriate way 7. the structure of a sperm and functions of the parts. related to this procedure
Analysis and Interpretation of data 8. the menstrual cycle emphasising the roles of FSH, LH, oestrogen and
Report summarising findings and progesterone and the negative feedback mechanisms. [Link to endocrine
commenting on findings system]
9. the development of primary follicle into Graafian follicle and ovulation,
subsequent events and hormonal changes, and implantation.
10. the concept of fertilisation: where it occurs, that the zygote becomes an
embryo and then a foetus by mitosis (no further details).
11. the structure and functions of the placenta, umbilical cord, amnion and
amniotic fluid.
12. the initiation of labour and birth by changing hormones and other
factors. The role of the mammary gland.
13. the following contraceptive methods: condom, diaphragm, contraceptive
pill, hormone injections, IUD and rhythm methods and features of
each.
Learners should be able to use the knowledge gained in this section to demonstrate skills in unfamiliar/unrehearsed contexts and to solve problems.
AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
IN LIFE SCIENCES
OF LIFE SCIENCES IN SOCIETY
DNA the code of life; and RNA
Modelling nucleic acids and Learners should know: How and why Watson and Crick cracked the code.
commenting on accuracy Competition over scientific ideas
Pen-and-paper or modelling of DNA structure and coding How DNA has become an everyday concept
protein synthesis 1. how the work done by many scientists allowed Watson and Crick How pharmacological drugs interfere with protein
Compare two methods of DNA to unravel the genetic code (1953) and, in the 1960s, the synthesis to act as antibiotics, etc.
extraction and justify which is better. mechanism of protein synthesis and DNA replication.
Interpret bar graphs and numerical 2. the structure and location of DNA and RNA (mRNA, tRNA only)
data based on nucleotide frequencies. in a cell.
3. the simple structure of nucleotides, including the names of the
[Refer to Nature of Science Grade 10] four nitrogenous bases of DNA (adenine [A], thymine [T],
cytosine [C] and guanine [G]) and that uracil replaces thymine in
RNA, and which bases are complementary.
4. that mitochondrial DNA also exists, and remains unaltered from
mother to child. That this is used to determined relatedness. How did DNA manage to get into mitochondria and why is it
there?
Protein synthesis
5. the process of transcription of mRNA from DNA and where it
takes place in a cell. Refer to role of polymerase.
6. the translation of mRNA (including the role of tRNA and amino
acids) into specific proteins and where this takes place in a cell.
Reference to other types of RNA is not required. The terms 'codon'
and 'anticodon' should be familiar.
7. how aberrations occur: the definition and effect of point
mutations:
Refer only to insertion, deletion and substitution mutations.
Mutations can be caused by mutagens and chance.
IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:
IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/35
How 'fingerprints'/DNA profiles are Application of DNA technology Evaluate how efficient the code is.
interpreted 8. that highly variable, non-coding DNA is used for 'fingerprinting'
and the significance of 'fingerprinting'. The role of PCR How DNA 'fingerprints' are used to determine familial
(Polymerase Chain Reaction) in making this possible from small relatedness, in criminal forensics, to identify human
DNA samples. remains, fight illegal trading by identifying origin of
Interpretation and importance of a DNA 'fingerprint' is required timber, etc.
but not detail of the process. Reliability of DNA 'fingerprinting' vs other techniques
Ethics of obtaining DNA samples
Meiosis
Model replication and meiosis and 1. the location of chromosomes in cells and their structure. Consider case studies of chromosomal abnormalities range
comment on accuracy 2. the significance of chromosomes in cell division. of XY conditions (Klinefelter's syndrome, etc.). Debate: What
Look at microscope slides of phases 3. the difference between haploid and diploid number and understand is male/female.
of division the significance of each
Draw other phases from a reference 4. where, when and why meiosis takes place in animals and Distinguish cause from effect, diagnosis, prognosis. Interview
diagram flowering plants speakers from involved organisations.
Use karyotypes to deduce 5. the process of DNA replication as part of interphase. (suggest
information covering here to avoid confusion with protein synthesis)
Meiosis in flow diagrams and life 6. the process and terminology of meiosis. Only names of basic
cycles phases (e.g. Prophase I) are required.
7. about chromosomal mutations that can arise as a result of
abnormal meiosis,(use Down syndrome as an example).
8. how to work with karyotypes.
Inheritance
How Mendel experimented and made 1. of Mendel, the gene as a unit of inheritance, how it relates to How knowledge is accepted or rejected based on
deductions from experiments. chromosomes and the terms allele and locus, and gene pool. preconceived ideas. Mendel's work first rejected
The relationship between accuracy of 2. the terms, genome, filial generations, gametes, phenotype, genotype, then later shaped scientific knowledge.
data and sample size homozygous, heterozygous, dominant and recessive, hybrid. How modern insights (e.g. Short Nucleotide
Do worked examples of monohybrid 3. how monohybrid crosses occur, and how expected and actual Polymorphisms) are changing understanding of
crosses and predict expected ratios. phenotypic/genotypic ratios are derived. Monohybrid crosses in terms of inheritance
Interpret family pedigrees complete dominance only (no partial dominance), but including Case studies in HGP with ethical impacts
inheritance of sex (using X and Y chromosomes) and sex-linked traits Cultural/historical beliefs about, and attitudes
(use haemophilia or red-green colour blindness). The mechanism for sex- towards, people suffering from conditions. How
linkage should be understood. The terms gonosomes (X and Y) and scientific thinking should shape these.
autosomes should be familiar. What is male/female?
4. that continuous characteristics tend to be polygenic in origin and are Role of genetic counselling for sufferers/carriers of
controlled by a few alleles and/or one locus. conditions. How knowledge affects our decisions
5. how gene mutation may lead to speciation by producing variation: These of marriage, child-bearing, etc.
can be harmful, beneficial and neutral gene mutations what these
mutations are, how they are caused and what their impact is.
6. what the Human Genome Project (HGP) is and its impact.
7. how pedigrees (family trees) work.
Genetic Engineering
1. the meaning of the terms genetic engineering, recombinant DNA Debate whether genetic engineering and
technology, transgenic, Genetically Modified Organisms (GMOs), biotechnology are modern developments or based
biotechnology. on Indigenous Knowledge.
2. that modifications take place using restriction and ligase enzymes by Investigate the trials process for human drugs and
adding, modifying and deleting genetic material (refer to mutations). success rates.
3. how bacterial plasmids for instance, are used in medical applications The GMO issues: influence on
such as artificial hormone production. traditional/indigenous methods/culture, increasing
4. about gene therapy as a means of correcting the cause of disorders. The reliance on monocultures and multinationals.
use of bacterial/viral vectors in this process. Human rights and safety labelling, bio-security.
5. about GMO crops and the process/terminology of plant tissue Are proponents/opponents in the debate credible,
culture/cloning. Impacts/uses thereof. The use and impact of polyploidy objective, etc.
in plant biology. Research environmental watchdogs such as
Biowatch, SafeAge. Whose role is this?
6. what transgenic organisms are; the process by which they are made and Ethics and legislation of advancements.
their use. How advancing technology solves one problem to
7. what clones are and the process of animal cloning. Terms to include create another, e.g. questions of guardianship in
donor, surrogate, somatic cell, embryo, SCNT (somatic cell nuclear surrogacy, affordability and equal access.
transfer). How plant cloning compares to animal cloning. (No reference
to organs is needed).
8. about artificial selection, selective breeding and hybrid vigour and their
impact.
Learners should be able to use the knowledge gained in this section to demonstrate skills in unfamiliar/unrehearsed contexts and to solve problems.
AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
IN LIFE SCIENCES
OF LIFE SCIENCES IN SOCIETY
Origin of an idea about origins
Learners should know: Discuss how new scientific evidence is introduced,
Skills of developing an opinion by presented, and accepted by society and how it impacts on
investigating and discussing cultural and 1. that the scientific theory of evolution emerges from different lines society. Consider
religious explanations for the origin and of evidence, e.g. fossil record (grade 10), modification by descent, the acceptance of scientific theory by society in relation
development of life on earth. and the evidence from biogeography (grade 11), genetics (grade to belief systems;
12) as well as other forms of evidence. the historical time at which it is presented;
[Refer to Nature of Science Grade 10] 2. the role of Erasmus Darwin, Lamarck, Charles Darwin and Alfred the manner in which it is presented; and
Wallace in the development of the theory of evolution. to whom it is presented.
Hominid Studies
Be able to compare and sequence Learners should know: African fossils have made a huge contribution to
pictures based on anatomical features. understanding hominid evolution, e.g. Cradle of
Match pictures to descriptions. 1. that the science of hominid study depends on fossilised remains, genetic Humankind at Sterkfontein; Great Rift Valley.
Identify bones evidence (especially mitochondrial DNA passed only through mother's
line) and archaeology. The classification of hominids remains a matter of How new evidence causes revisions in scientific
scientific debate. interpretation, e.g. Laetoli footprints and Little
2. that hominids are (in this context) bipedal animals in the fossil record Foot by Ron Clarke
showing a mixture of ape-like and human-like features.
3. the hominid sequence proposed by scientists, rough dates, trend in How physical constraints affect cultural
physical features (skull: brow ridge, optical plane, foramen magnum, development.
teeth and jaws, cranial capacity; skeleton: overall size and posture, arm
length, features of feet and hands), trend in habits, and fossil locations
of the following only:
Australopithecus afarensis As examples 'Lucy' from Awash Valley,
(Ethiopia),
Australopithecus africanus As examples: Taung child discovered by
Raymond Dart, Mrs Ples from Sterkfontein Caves in Cradle of
Humankind, Australopithecus sediba as latest find, placed between
Australopithecus and Homo species.
Homo habilis The 'handy man' or first tool maker. From Lake
Turkana (Kenya) and Olduvai gorge (Tanzania)
Homo erectus the disputed ancestor of humans and Homo
neanderthalensis found in Europe
Homo sapiens Examples from Border cave in KZN, Klasies river
mouth. Earliest use of fire to make ochre artefacts at Blombos cave
and Pinnacle Point cave (Mossel Bay).
San as the world's oldest extant peoples.
4. how bipedalism, fire-making, tool-making, language and culture can be
seen as interdependent.
5. the out of Africa hypothesis and evidence for African origins of all
modern humans (wave of Homo erectus that led to dead end in
Homo neanderthalensis followed by 2nd wave of Homo sapiens from
Africa) vs Multiregional model (Homo erectus developed into Homo
sapiens in various locations, including independently in SA.)
6. that all modern humans are genetically very closely related to each other
and to primates.
2. APPENDICES
2.4 Appendix D: Life Sciences Examination Papers I and II: Question 5 Rubric
1.1 TEA
ACHER'S SBA
A COVER SH
HEET
NA
ATIONAL SENIOR CERTIFIC
C CATE EXA
AMINATIO
ON
LIF
FE SCIENC
CES
COVE
ER SHEET
T FOR TEA
ACHER'S FILE
School:
Teacher'ss Name:
4 Evvidence of School
S (or External
E if oone person department)
d Moderationn
5 Evvidence of Cluster
C Mod
deration Acttivities
6 Evvidence of Regional
R Mo
oderation (F
Feedback Fo
orm to Scho
ool)
EVIDENC
CE OF SBA
A ITEMS
This Section must contain:
All assesssments done by learners. If learners havve been alloweed to select theeir best evidennce, the full raange of
assessmeents done by all
a learners muust be providees.
Design ggrids for the Summative
S Praactical Task/s,, exams and teests
Markingg Guidelines for
fo each assesssment (Memorranda, Rubriccs, Rating Scalles, etc.)
1.2 CAN
NDIDATE'S SBA COVER
R SHEET
NA
ATIONAL SENIOR CERTIFIC
C CATE EXA
AMINATIO
ON
LIF
FE SCIENC
CES
COVE
ER SHEET
T FOR LEA
ARNER'S FILE
Centre Num
mber Candidatee's Examinaation numbeer
Raw Weighted
Topic/Head
ding Date
Score Mark
Paper I
Paper II
Preliminary
Examinatiion
Paper III
Controlled
d
/100
Test 1
Controlled
d
/100
Test 2
Controlled
d
/155
Writing Piece
Research T
Task /200
Summativve
/200
Practical T
Task
T
TOTAL
ouut of 100
1.3 TEACHER'S R
RECORD OF SBA MARKS
NATIIONAL SENIOR
R CERTIFICA
ATE EXAMINA
ATION
L
LIFE SCIENCE
ES
TEACHER'S
S RECORD OF SBA MARKS
EX
XAM NO. NAME SUMMMATIVE
PRE
ELIMINARY CONTROLLED
D CONTROOLLED EARCH
RESE
PRACCTICAL TAL
TOT
EXA
AMINATION TESTS WRITING
G PIECE TASK
TASK
T
25 10 10
0 15
5 20 20 10
00
NA
ATIONAL SENIOR CERTIFIC
C CATE EXA
AMINATIO
ON
LIF
FE SCIENC
CES
SBA RA
ANK ORDE
ER LIST
CENTRE
E NO
CANDIDA
ATES LIST
TED IN RA
ANK ORDE
ER OF MA
ARKS (HIG
GHEST TO
O LOWEST
T)
EXAM
MINATION
N NUMBER
R MAR
RK 100
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
NATIIONAL SENIOR
R CERTIFICA
ATE EXAMINA
ATION
L
LIFE SCIENCE
ES
REGIIONAL AND N
NATIONAL MO
ODERATION TOOL
T
SCH
HOOL DATE
TEA
ACHER'S NAME
E CENTRE NO:
MO
ODERATOR
Com
mments
feedback to learners
marking guidelines
assessment against
Completed Grid to
Clear instructions/
of
Task of required
Appropriate and
Comments with regards to compliance with SAGs
question papers
clear Marking
justify design
Constructive
Guidelines
Consistent
provided
rigour
Preliminary
Examination
Controlled
Quality
Test 1
Controlled
Test 2
Controlled
Writing Piece
Research
Task
Summative
Practical
1.6 FIN
NAL MODERA
ATION FEED
DBACK FOR
RM TO IEB
NA
ATIONAL SENIOR CERTIFIC
C CATE EXA
AMINATIO
ON
LIF
FE SCIENC
CES
FINAL
L MODERA
ATION FEEDBACK FORM
To be completed
d and retain
ned by the IIEB
Commentss:
Recommen
ndations:
SBA MAR
RKS SHOU ULD BE ACCEPTED W
WITHOUT ALTERAT
TION Yees No
Change reccommendedd by moderaator:
Change to be implemeented:
1.7 LET
TTER OF AU
UTHENTICITY
Y
NA
ATIONAL SENIOR CERTIFIC
C CATE EXA
AMINATIO
ON
LIF
FE SCIENC
CES
L
LETTER OF
O AUTHE
ENTICITY
Y
Schoool Letterrhead
DECLARA
ATION BY
Y THE CANDIDATE
E
_____________________________
________ _____________
___________
LEARNER R NAME DA
ATE
_____________________________
________ _____________
___________
LEARNER R NAME DAATE
DECLARA
ATION BY
Y THE CANDIDATE
E'S TEACH
HER
_____________________________
________ _____________
___________
TEACHER R DAATE
1.8 DEC
CLARATION
N OF OMISSIIONS
NA
ATIONAL SENIOR CERTIFIC
C CATE EXA
AMINATIO
ON
LIF
FE SCIENC
CES
DE
ECLARAT
TION OF OMISSION
O NS
To be in
ncluded in place
p of a missing SBA ppiece
SC
CHOOL
L LETTE
ERHEA
AD
LIF
FE SCIENC
CES
SBA
A OMISSIO
ONS
Learner N
Name: ______________
____________________
_____ Grad
de: ________________
SBA Task
k: __________________
____________________
__________
_______________
Illness.
Doctorr's note atta
ached.
Absentteeism.
I herebby acknowleedge the facct that I havve failed to report
r on ann alternate date
d to
compleete my Life Sciences
S SBBA Task. Th his means I will
w receivee 0% for thee task. I am
compleetely to blam
me for my oown failure to t completee the task onn time or noot at all.
Other:
______________________________________
____ ________
___________
Learner's S
Signature DATE
IEB Copyright 20114 2016 NATION
ONAL SENIOR CERTIF
FICATE HANDBOOK
IMPLEMENTA
TATION DATE: GRADE
E 12, JANUARY 2016
24/522
2.1 APP
PENDIX A: SKILL
S AREAS FOR AIM 2
NA
ATIONAL SENIOR CERTIFIC
C CATE EXA
AMINATIO
ON
LIF
FE SCIENC
CES
APPEN
NDIX A: SKILL
S ARE
EAS FOR A
AIM 2
(It is expected that thhe teaching of these skkills, see beelow, will have
h startedd in Grade 10 or evenn
earlier, so that by Graade 12 learn
ners will bee familiar with
w them an nd will not need to develop them
m
from scratcch.)
2.2 APP
PENDIX B: RUBRIC
R FOR
R THE ASSES
SSMENT OF THE
T CONTR
ROLLED WRIITING TASK
K
MAXIMUM
M M TOTAL M
MARK [30
0 MARKS]
2.3 A
APPENDIX C: EXA
AMPLES OF DESIIGN GRIDS
NATIIONAL SENIOR
R CERTIFICA
ATE EXAMINA
ATION
EXAMPLE OF LIFE S
SCIENCES PAP
PER III: DESIG
GN GRID
QUES
STION SKILL A AREAS COG
GNITIVE LEVEL L
NUM
MBER (insert m
mark) (insert mark)
1 2 3 4 5 6 7 8 Know Comp A
App Ana Syn Eva
TOTALS
%
60% at least
NATION
NAL SENIOR CERTIFICATE EXAMINAT
TION
E
EXAMPLE OF DESIGN GRID
D FOR PAPER
RI
Asssessment outcom
mes Conttent focus Cognitive leevel
Q# Content/Skill description AIM 1 AIM 2 A AIM 3 K
Know Comp App Ana
A Syn Eval
120 40 40 60 40 20 20 30 30
markss marks m
marks m
marks marks marks marks
m marks marks
Total
%
NATIO
ONAL SENIOR
R CERTIFICAT
TE EXAMINAT
TION: LIFE SC
CIENCE
AP
PPENDIX D: L
LIFE SCIENCES EXAMINATION PAPERS
S I AND II: QU
UESTION 5 RU
UBRIC
Possible
1 mark 2 markss 3 mark
ks 4 mark
ks
mark (40)
Key points present Key points developped Key points develooped
Plann
ning 2 Source referencess identified (e.g. 6
Source A/ own information)
Vague Clear decision madde
Deccision 2
Changed position within
w essay
Use of k
knowledge Up to of potentiall detail in Up to of potentiaal detail in Up to of potenttial detail in Source detail verry close to full
8
from soources 2 sources used sources used sources used potential used
Some facts given beeyond the Many facts given bbeyond the Some facts given beyond the Many facts givenn beyond the
Use oof own
source source source source
knowled
dge beyond 4
sou
urces Facts integrated in
nto the Facts integrated into the
argument argument
Repetition mostly av
voided Repetition negligibble
Some minor digresssion No digression
Contentt relevance Argument relevant Argument relevantt 2
Quality of source eextracts
acknowledged
Writing consists of facts with Maximum if no cllear decision Supports the posittion Strongly supportts a clear
little linkage or reassoning in support Reasoning is clearr position
Quality oof argument Reasoning incorrectt Reasoning correct,, but hard to Minor errors in flo
ow Reasoning is verry clear and
supporting decision follow Linkage sometimees missed succinct 8
2 Ordinary: some linnkage evident Flow is logical
Compelling with h regular linkage
Well integrated argument
a
Fairnesss-counter One to two counter opinion Three to four counnter opinions Integration of onee to two counter Integration of thrree to four
4
opinions to decision given given opinions into arguument counter opinionss into argument
Writing is almost unnintelligible Tone, language, terrminology Tone is consistentt and suited to Tone is mature and
a suited to
Tone, language, term minology weak scientific languag
ge scientific languagge
unscientific and verry weak Introduction and cconclusion Good and approprriate language Excellent and appropriate
Preseentation Introduction and/orr conclusion present and terminology language and term minology
4
not present Mostly appropriatte paragraphing Correct paragrap phing with good
Introduction and conclusion
c have transitions
merit duction,
Interesting introd
satisfying concluusion
Scientiific merit Essaay shows academic riigour, accurate reasooning, insight and coohesiveness. 2
IEB Copyright 2014 2016 NAT
TIONAL SENIOR CERTIFICAT
TE HANDBOOK:
IMPLEME
ENTATION DATE: GRADE 12, JANUARY 2016
24/59
2.5 APPE
ENDIX E: GENER
RIC RUBRIC AS A MINIMUM FOR
R THE RESEARCH
H PROJECT
NATIONAL
L SENIOR CERTIFICATE EXAMINATION
E N: LIFE SCIEN
NCES
AP
PPENDIX E: G
GENERIC RUB
BRIC AS A MIN
NIMUM FOR THE
T RESEARC
CH