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NATIONAL SENIOR CERTIFICATE

LIFE SCIENCES

JUNE EXAMINATION

JUNE 2015

GRADE 10

MARKS: 150

TIME: 2½ HOURS

This question paper consists of 16 pages

Life Sciences/Grade 10 2 MDE/June 2015 NSC

INSTRUCTIONS AND INFORMATION Read the following instructions carefully before answering the questions. 1. 2. 3. 4.

Answer ALL the questions. Write ALL the answers in the ANSWER BOOK. Start the answer to EACH question at the top of a NEW page. Number the answers correctly according to the numbering system used in this question paper.

5. 6. 7. 8.

Present your answers according to the instructions of each question. Do ALL drawings in pencil and label them in blue or black ink. Draw diagrams or flow charts only when asked to do so. The diagrams in this question paper are NOT necessarily drawn to scale.

9. 10. 11.

Do NOT use graph paper. You must use a non-programmable calculator, protractor and a compass where necessary. Write neatly and legibly.


SECTION A QUESTION 1 1.1 Various possible answers are provided for each question. Indicate the correct answer

by writing only the letter of your choice next to the relevant question number (1.1.1

to 1.1.7) in your ANSWER SHEET, for example 1.1.8 C.

1.1.1 How many chromosomes are present in the diagram shown below?

A 8 B 4 C 2 D 16 1.1.2 Which of the following is used as a test for starch? A Benedict’s solution B Millon’s reagent C Ether D Iodine solution


1.1.3 Which of the following epithelial tissues contain goblet cells:

1. Columnar tissue

2. Squamous tissue

3. Cuboidal tissue

4. Ciliated tissue

A 1, 2 and 4 B 2, 3 and 4 C 1 and 4 D 2 and 3 1.1.4 The disease that is caused by abnormal cell division in the body. A Cancer B Scurvy C Rickets D Goitre 1.1.5 Which of the following is NOT a correct property of enzymes? A They are biological catalysts B They get finished in a reaction C They are not used up in a reaction D They can be denatured 1.1.6 They attach muscles to bone. A Cartilage B Ligaments C Muscles D Tendons


1.1.7 The disease which causes pain and swelling in joints. A Arthritis B Rickets C Osteoporosis D Atherosclerosis (7 x 2) (14)

1.2 Give the biological term for each of the following descriptions. Write only the correct term next to the correct number(1.2.1 to 1.2.9)

1.2.1 The membrane that surrounds the vacuole. 1.2.2 The two cells which control the closing and opening of the stoma of

a leaf.

1.2.3 The type of xylem cells with overlapping ends 1.2.4 The small piece of clear glass for mounting specimens on a light

microscope.

1.2.5 The cells that control the functions of sieve tubes in plants. 1.2.6 The movement of particles from regions of high concentration to low

concentration.

1.2.7 The thickening of stems and roots of dicotyledonous plants as they

grow.

1.2.8 The instrument used to measure the rate of transpiration. 1.2.9 The fibrous connective tissues that hold bones together at a joint. (9x1) (9)


1.3 Indicate whether each of the following statements in COLUMN I applies to A only, B

only, Both A and B or NONE of the terms in COLUMN II. Write A only, B only, Both A

and B, or NONE next to the question number (1.3.1 to 1.3.9) in your answer sheet.

COLUMN I COLUMN II 1.3.1 The basic unit of the nervous

system. A. Neuron

B. Nucleotide

1.3.2 The cells in this type of plant tissue are dead.

A. Xylem

B. Phloem

1.3.3 Type of cancerous tumour. A. Benign

B. Malignant

1.3.4 A waxy layer covering the epidermis of the leaf

A. Cuticle

B. Suberin

1.3.5 Organelle where energy is released during respiration

A. Ribosomes

B. Mitochondria

1.3.6 The building block of a lipid molecule

A. Amino acid

B. Glycerol

1.3.7 When the biceps contracts and the triceps relaxes

A. Forearm is lifted

B. Forearm is lowered

1.3.8 The division of the cytoplasm A. Mitosis

B. Cytokinesis

1.3.9 Loosely packed cells with few chloroplasts

A. Palisade mesophyll

B. Spongy mesophyll

9x2 18


1.4 The diagram below shows some of the stages of a cell division process.

Study the diagram and answer the questions that follow.

1.4.1 Provide labels for parts numbered 3 and 4. (2) 1.4.2 Give ONE function of the part numbered 1. (1) 1.4.3 Arrange the phases into the correct sequence. Use letters only. (3) 1.4.4 Give THREE reasons why this mitosis is biologically important. (3) (9) TOTAL QUESTION 1 [50] TOTAL SECTION A: 50


SECTION B QUESTION 2 2.1 Study the diagram below of a magnified amoeba.

2.1.1 Measure the length of the amoeba shown above in mm. (1) 2.1.2 Measure the length of the scale line in mm. (1) 2.1.3 Calculate the actual length of the amoeba in µm using the formula

( ) ( )

( )

(3)

(5)

2.2 Root hairs are structurally adapted to facilitate water absorption from the soil.

2.2.1 Explain TWO ways in which a root hair is structurally suited for its

functions. (4)

2.2.2 Draw and label a diagram to show the structure of a root hair. (5) (9)


2.3 Study the diagram below of a cell and answer the questions that follow.

2.3.1 Identify the type of cell. (1) 2.3.2 Give THREE visible reasons for your answer in 2.3.1 above. (3) 2.3.3 State a function of parts labeled 1 and 2 (2) (6) 2.4 The table below shows the results of an investigation to determine the

effect of light intensity on the rate of transpiration.

Light intensity (kilolux) Loss of water (g/hour)

0 1

10 15

20 20

30 22

40 22

2.4.1 State a possible hypothesis for the experiment. (2) 2.4.2 Identify TWO fixed variables for the investigation. (2) 2.4.3 Plot a line graph using the data in the table. (9) (13)


2.5 Study the following animal tissues and answer the questions that follow.

2.5.1 Identify the animal tissues A, B and C. (3) 2.5.2 Write down the LETTER of the tissue which stores mineral salts in

the body of an animal.

(1) 2.5.3 Provide labels for the structures numbered 1, 2 and 3 (3) (7) TOTAL QUESTION 2: [40]


QUESTION 3 3.1 The graph below shows the relationship between temperature and

enzyme activity. Study the graph carefully and answer the questions that follow.

3.1.1 What is the optimum temperature for this enzyme activity? (2) 3.1.2 Describe the relationship between the temperature and the enzyme

activity represented by this graph. between 0oC and 400C. (2)

3.1.3 Give a reason for the shape of the graph after 400C. (2) 3.1.4 Explain TWO uses of enzymes in everyday life. (4) (10) .


3.2. The diagram below shows the effect of aging on the body.

3.2.1 State TWO observable effects of aging on the body. (4) 3.2.2 Which mineral deficiency causes these changes? (1) 3.2.3 State TWO effects, of the deficiency you named in 3.2.2 above, on

bone tissue.

(2) 3.2.4 Name the disease which caused the changes in the diagram. (1) (8)


3.3.1 Identify the human limb. (1) 3.3.2 Provide labels for parts numbered 1,3 ,4 ,5 and 8. (5) 3.3.3 Name the joint represented by 9. (1) 3.3.4 Write the number and the name of the long bone of this limb. (2) 3.3.5 List THREE functions of bones. (3) (12)

3.2. The diagram below represents part of the human limb. Study the diagram and

answer the questions that follow.


3.4 Study the diagram of the microscope below and answer the questions

that follow.

3.4.1 Provide the labels for part B , D and F. (3) 3.4.2 Name the LETTER and the NAME of the part which is used to:

(a) Look through at the image on the slide. (b) Place the slides on.

(2) (2)

3.4.3 Name TWO instruments that were used by scientists to view

specimens before the microscope was invented.

(2) 3.4.4 Who was the first person to see and describe bacteria? (1) (10) TOTAL QUESTION 3 [40] TOTAL SECTION B 80


Vaccines, antibiotics and blood transfusions are some examples of medical

biotechnological products and processes that have been used to solve health

problems and improve the quality of life.

What is biotechnology? Describe Vaccines, antibiotics and blood transfusions,

and the impact they have on human life.

NB: No marks are awarded for answers in the form of flow charts or diagrams.

Content: (17) Synthesis: (3) (20) TOTAL SECTION C: 20

GRAND TOTAL: 150

SECTION C QUESTION 4

NATIONAL SENIOR CERTIFICATE

LIFE SCIENCES

JUNE EXAMINATION 2015

GRADE 10

MEMORANDUM

Marks: 150

This memorandum consists of 11 pages

Life Sciences/Grade 10 2 MDE/June 2015 NSC-Memorandum

PRINCIPLES RELATED TO MARKING LIFE SCIENCES 1. If more information than marks allocated is given

Stop marking when maximum marks is reached and put a wavy line and '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 part of it is required

Read all and credit relevant part.

4. If comparisons are asked for and descriptions are given

Accept if 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 is incorrect, do not credit. If sequence and links becomes 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 answer if correct.

10. Wrong numbering

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

11. If language used changes the intended meaning

Do not accept.

12. Spelling errors

If recognisable accept provided it does not mean something else in Life Sciences or if it is out of context.

13. If common names given in terminology

Accept provided it was accepted at the national memo discussion meeting.

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

No 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 appears in any official language other than the learners' assessment language used to the greatest extent in his/her answers should be credited, if it is correct. This is applicable to all official languages.


SECTION A QUESTION 1 1.1

1.1.1 B99

1.1.2 D99

1.1.3 C99

1.1.4 A99

1.1.5 B99

1.1.6 D99

1.1.7 A99 (7x2) (14) 1.2 1.2.1 Tonoplast9

1.2.2 Guard cells9

1.2.3 Tracheids9

1.2.4 Slide9

1.2.5 Companion cells9

1.2.6 Diffusion9

1.2.7 Secondary growth9

1.2.8 Potometer9

1.2.9 Ligaments9 (9)

1.3 1.3.1 A99

1.3.2 A99

1.3.3 Both A and B99

1.3.4 A99

1.3.5 B99

1.3.6 Both A and B99

1.3.7 A99

1.3.8 B99

1.2.9 B99 (9x2) (18)


1.4 1.4.1 3 – Centriole9

4 – Spindle fibres9

(2) 1.4.2 To carry hereditary material from the parents to the offspring 9 (1) 1.4.3 A9, C9, B9 (correct sequence) (3) 1.4.4 - grow body parts9

- develop organs9 - repair damaged tissues9 - replace dead cells9

Mark first THREE

(3)

(9) TOTAL QUESTION 1 [50] TOTAL SECTION A 50

SECTION B QUESTION 2 2.1 2.1.1 24mm9 (1)

2.1.2 15mm9 (1)

2.1.3 actual length = measured length(mm) x length of scale line(um) measured length of scale line(mm)

= 24 x 409

15 = 649um9

(3)

(5)

2.2 2.2.1 -they are elongated9/they are long to increase surface area9

for water absorption. -cell walls are porous9/ have many pores through which water is absorbed9 -cell walls are thin9to promote rapid diffusion9 -its vacuole has high concentration of salts9/solutes and low water potential to facilitate osmosis.9 -has a large vacuole9 to store water and mineral salts9

Any TWO 2x2

(4)


2.2.2 The root hair

Title9 Correct diagram9 Any correct 3 labels999

(5)

(9)

2.3 2.3.1 Plant cell9 (1) 2.3.2 - it has a large vacuole9

- it has chloroplasts9 - it has a cell wall9

(3)

2.3.3 1 - Maintains turgidity9 / carries cell sap

2 – protects9 / covers inner parts of the cell

(2) (6)

2.4 2.4.1 - the loss of water increases9 as the light intensity is

increased.9 OR -the loss of water decreases9 as light intensity is increased.9

(2)

2.4.2 - temperature9/ humidity/wind speed must not be changed.

- the same plant9 must be used at all light intensities. - the same duration9/time must be maintained for all light intensities. - the distance9 between the plant and the light source must not be changed. - the type 9of light must remain the same for all experiments.

any TWO

(2)


2.4.3

Rubric for mark allocation of the graph Type of graph 1 Title of graph 1 Correct label for X-axis and units

1

Correct label for Y-axis and units

1

Correct scale for X-axis 1 Correct scale for Y-axis 1 Plotting of point for the graph

All 5 points correct- 3 4 points plotted correctly – 2 2 points plotted correctly -1

(9)

(13)

2.5 2.5.1 A- Bone9

B-Nerve 9 C-epithelial9

(3)

2.5.2 A9 (1) 2.5.3 1-Harvesian canal9

6-Dendrite9 8- Cilia9

(3)

(7) TOTAL QUESTION 2 [40]

0

5

10

15

20

25

0 10 20 30 40 50

Loss

of w

ater

(g/h

our)

Light intensity (kilolux)

The effect of light intensity on the rate of transpiration


QUESTION 3 3.1 3.1.1 Accept the range 38 to 4090C9 (2) 3.1.2 The enzyme activity increases9 as the temperature

increases9 until it reaches optimum temperature9 and then starts to decrease9 Any 2

(2)

3.1.3 - the enzymes are denatured9 and the enzyme activity

decreases9

(2) 3.1.4 -they are used in washing powders9 to remove

dirty9which is protein/enzymes digest proteins. -they are used in meat tenderizer9 to make meat softer9 -they are used in the brewing9 industry for fermentation9 -they are used in the baking industry9 to digest starch9 and produce carbon dioxide which raises dough.

Any TWO 2x2

(4)

(10)

3.2 3.2.1 -the back/ spine9 is curved9

-height9 decreases9 (4)

3.2.2 calcium9 (1) 3.2.3 -the bone tissue becomes porous9/thin

-the bone tissue loses density9/becomes less dense -the bone tissue can fracture9/break easily

ANY FIRST TWO

(2)

3.2.4 Osteoporosis 9 (1) (8)

3.3 3.3.1 Lower limb9 (1) 3.3.2 1 – Pelvis9

3 – Patella9 4 – Tibia9 5 – Fibula9 8 – Phalanges9

(5)

3.3.3 Hinge9 (1) 3.3.4 No 29- Femur9 (2)


3.3.5 - forms the skeleton9/endoskeleton

- protecting vital organs9 - storage of minerals9 - assist in locomotion9/movement - serves as attachment for muscles9 - long bones make red blood cells9

Mark first THREE

(3)

(12) 3.4 3.4.1 B – Coarse adjustment knob9

D – Objective lens9 F – Light source9

(3)

3.4.2 (a) – A - Eyepiece9

(b) – E - Stage9

(2) 3.4.3 - Magnifying glass9

- Binoculars9 (1)

3.4.4 Anton Van Leeuwenhoek (1)

(10)

TOTAL QUESTION 3 40 TOTAL SECTION B 80


SECTION C QUESTION 4

Biotechnology is - it is the use of living organisms9 and biological

processes9 to make products that are useful to people9 and the

environment MAX TWO

(2)

Vaccines - are prepared using dead9 or weakened organisms which are similar to pathogens/disease-causing microorganisms9. -biotechnologists collect proteins9 from the pathogens and prepare an agent for use in the vaccine. They can also use toxins9 produced by the pathogens to prepare the vaccine. -the vaccine is injected9 into the body of the person who needs to be protected9 from a diseases.

MAX THREE Antibiotics - these are chemicals produced by some microorganisms9/organisms -the chemicals destroy bacteria9 -the chemicals are used to make pills9 -the pills are usually taken orally with water9

MAX THREE Blood transfusions This is the process of receiving blood products into one’s circulation9 intravenously. This is used to replace lost components of blood9 People who lose too much blood9 e.g. in accidents9 are given blood, from blood donors

MAX THREE

(3) (3) (3)

Impact of vaccines on life - The vaccine stimulates9/ improves the immune system of the person, so that it will be able to recognise9 and destroy real pathogens that enter the body. - this prevents9 those who are vaccinated from contracting diseases9 - vaccines improve the health9/ quality of life

MAX THREE

(3)


Impact of antibiotics on life - they are used to treat9 /cure diseases that are caused by bacteria9 - this improves health9/quality of life MAX TWO Impact of Blood transfusions - They save lives9/since loss of blood can cause death. Max ONE

(2)

(1) (17)

Assessing the essay Criterion Relevance

(R) Logical sequence

(L) Comprehensive

(C) Only information

relevant to biotechnology, the three products and their impact in human life are described

Information on biotechnology, the three products and their impact in human life explained in a logical manner

Definition of biotechnology, TWO facts about the three products and ONE impact on each described

Mark 1 1 1

(3)

TOTAL QUESTION 4 TOTAL SECTION C

GRAND TOTAL

[20] 20 150

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