Grade 12 Life Sciences Paper I Page 1 of 16

ENJABULWENI INDEPENDENT SCHOOL

LIFE SCIENCES PAPER I

GRADE 12

PRELIMINARY EXAMINATIONS
TEACHER: MR G. CHISHALA TIME: 3 Hours

TOTAL MARKS: 200 DATE: 15 SEPTEMBER 2020

MODERATOR: Mr R. WAIRE

INSTRUCTIONS

1. This question paper consists of 13 pages, a graph paper and an Answer Booklet of 8
pages (i – ix). Please check that your question paper is complete.
2. This question paper consists of four questions.
3. Question 1 must be answered in the yellow Answer Booklet provided. Questions 2, 3, and
4 must be answered in your Answer Book.

4. Answer all questions in this paper

5. Marks for the question or part marks are shown in brackets at the end of each or
part question. Use the marks allocated to the question or part question as a guide
for your answer

6. All drawings must be in pencil and labelled in ink

Learning outcomes

AIM 1 Knowing Life Sciences

AIM 2 Scientific inquiry and problem solving

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AIM 3 Life Sciences, Technology. Environment and Society

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QUESTION 2

2.1 The diagram below shows the key steps for making proteins.

https://www.researchgate.net/figure/A-Key-steps-of-protein-synthesis-The-two-key-processes

2.1.1 Name the process that is represented by B on the diagram. (1)

2.1.2 What do we call a section of DNA molecule that is responsible for making a specific
protein? (1)

2.1.3 What is the monomer for nucleotides? (1)

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2.2 Study the figure below showing the steps during the synthesis of a polypeptide chain:

https://www.researchgate.net/figure/A-Key-steps-of-protein-synthesis-The-two-key-processes

2.2.1 What is a polypeptide chain? (1)

2.2.2 Provide labels for the numbers 1 to 5. (5)

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2.2.3 Which letters refer to the events of:

a) transcription?

b) translation? (2)

2.2.4 If a strand of DNA has the base sequence CAG CGG TAT, what will the base
sequence be on the transcribed mRNA strand?
(3)

2.2.5 What numbered part in the diagram above ultimately provides the correct code
regarding the order in which amino acids are arranged in a polypeptide chain?
(1)

2.2.6 If the codons for three amino acids are ACU, GAG and CAU, what are their
anticodons?
(3)

2.2.7 If it is known that the anticodons of three tRNA molecules are CUU that carries the
amino acid glutamate, AGA that carries the amino acid serine, and CAU that carries
valine, arrange the three amino acids in the order according to the mRNA code UCU
GUA GAA. (3)

2.3 Read the story below and answer questions that follow

On hearing a loud cry within the neighborhood, neighbors ran toward the direction of the
cry. When they arrived at house, the gate was locked. Some neighbors banged the gate
anticipating that it would open. The moment the three men inside the house heard that
people were trying to open the gate, they all jumped over the dura wall and tried to
escape but some men from the group of neighbors by the gate followed them. Other
neighbors went inside the gate and found a lady lying on the floor with her hands tied
together. The lady had been raped. The matter was reported to police and the three
men were apprehended. None of the three men admitted to have committed a crime. A
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DNA analysis was done on semen found on the lady and the DNA finger printing below
shows the results of the analysis.
https://sciencemusicvideos.com/ap-biology/ genetic-engineering-and-biotechnology/dna-
fingerprinting/

2.3.1 From the diagram, who raped the lady? Explain your answer (2)

2.3.2 South Africa keeps copies of fingerprints of all citizens on record. Do you feel that

it would be contravening human rights issues if a copy of each person’s DNA is

kept on record in order for DNA fingerprinting to be made when needed? Justify

your answer. (3)

2.3.3 If semen was not left on the victim, was it possible for the forensic pathologists

to still use DNA fingerprinting. Motivate your answer. (2)

2.3.4 Suggest two weaknesses in the use of DNA fingerprinting in solving criminal

cases. (2)
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2.4 Read the following extract regarding colour-blindness and answer the questions that follow

Colour blindness is a disease caused by a recessive sex-linked gene on the X

chromosome. John’s mother and one of her sisters were carriers for colour blindness.
Her other sister was normal for this allele. John’s father had normal colour vision.
In January 2009, a three year old boy, John, started learning his colours. He was unable
to tell the difference between red and green. His parents were worried about him and
took him to have extensive eye and brain scans and blood tests.
The doctor told his parents that John had a genetic disease called colour-blindness.
Red-green colour-blindness is rare in females since two recessive alleles must be
inherited. It is more common in males where only one is needed. The normal allele
means that the individual can differentiate between the colours red and green.

2.4.1. What is meant by a sex linked gene? (1)

2.4.2 In what two ways can a genetic counselor be of help in case genetic testing has
confirmed the occurrence or a risk of a genetic disorder in the family? (2)

2.4.3 Suppose you are a genetic counselor and John’s mother and father wanted to have
another child. Draw a punnet square to help you illustrate to the family the chances of
this child having colour-blindness if it is a boy and if it is a girl. (7)

[40]
Grade 12 Life Sciences Paper I Page 8 of 16

QUESTION 3

3.1 Study the diagrams below and answer the questions that follow

[evodevo.com]

3.1.1 Organism A and B both belong to the order primate. Give three visible reasons for
this statement. (3)

3.1.2 Which organism A or B belong to the hominin group? Support your answer (2)

3.1.3 What does bipedal mean? (1)

3.1.4 For humans to become bipedal and walk upright, their skeleton had to change
considerably. Write down TWO of these changes, as observed in the accompanying
representations as well as the advantage it holds for bipedalism (4)

3.1.5 Name TWO advantages for bipedalism (2)

3.1.6 What method of walking is indicated by an X, in organism A (1)

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3.1.7 Arrange the following from the most ancient to modern: Home Habilis, Australopithecus
Africanus, Home sapiens and Homo Erectus. (4)

3.2 Study the representation of two theories of evolution, marked A and B below and

answer questions that follow.

Figure 1.6 showing evolution of the giraffe species

diagram adapted from Sterrenberg Let al(2014) answer series life sciences p2.44

3.2.1 Name the scientist responsible for the views as represented in A and B (2)

3.2.2 State the argument of each Scientist regarding the necks of the giraffe (4)

Wading birds do not swim and need to keep their feathers out of the water.

They search for food in shallow water and have long legs to keep their bodies dry.

3.2.3 How would Charles Darwin and Jean-Baptiste Lamarck have explained the

development of the wading birds’ legs. (4)

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3.3 Read the information provided below and answer the associated questions that follow.

Modern humans belong to the species Homo sapiens. Many people think that modern humans
evolved from more primitive species. Three of these more primitive species were
Australopithecus africanus, Homo habilis and Homo erectus. These three species are now
extinct.

The graph below shows the brain size of several specimens of each species.
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[Adapted from: Grade 12 Midyear Examination; Michael House; June 2013]

3.3.1 Estimate the mean brain size of Homo habilis. (1)

3.3.2 Describe the evident trend on the graph. (1)

3.3.3 Suggest how scientists know about the brain size of Australopithecus. (3)

3.3.4 Suggest an explanation, in terms of natural selection, for the change in brain size
during the evolution of Homo sapiens. (3)

3.3.5 Evidence suggests that hominid evolution has roots in Southern Africa. With
reference to the graph which species was the first to migrate north? Explain what
enabled them to pioneer this route into Europe. (5)

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QUESTION 4

4.1 Read the article below and answer the questions that follow.

An alien species of field mouse was introduced inadvertently into South African
wheat fields in the 1960s in bags of imported seed that contained hibernating mice.
These alien mice quickly spread into grasslands around farms and caused severe
damage, mostly to wheat plants, but also natural indigenous vegetation.

A population study was conducted to understand the impact of these alien pests.
The table below shows the estimated population size of these field mice in a small
sample area (2 hectares) on a big farm, every two months, starting in March 1967.
The sample area included wheat fields and natural grassland.
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March May July Sept Nov Jan Mar May July Sept
Date
‘67 ‘67 ‘67 ‘67 ‘67 ‘68 ‘68 ‘68 ‘68 ‘68
Pop size
(individuals) 29 37 51 73 101 107 99 112 94 106

[Adapted from: Stanford Lake College February 2013 – LS Network]

4.1.1 List THREE factors that could have resulted in the exponential growth period of the
population. (3)

4.1.2 Estimate the carrying capacity of the area surveyed, for these mice. (2)

The indigenous rodent population that occupied the area before the arrival of the aliens had been
controlled naturally by predation, mostly by birds of prey. The alien mice were smaller and better
camouflaged than the indigenous rodents.
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Populations of indigenous mice and other rodents dropped dramatically after the alien mice arrived.
The indigenous birds did not prey on the alien mice and began to emigrate from the area. In an
attempt to encourage predation by owls, a scientist and her students from a university conducted an
experiment.

They caught alien mice and marked them with yellow luminous paint, then released them into the
environment.

4.1.3 Why did the populations of indigenous mice and rodents decrease? (2)

4.1.4 Why did birds of prey leave the area? (2)

4.1.5 The innovative experiment in which the mice were painted was a complete failure.
What were the scientists trying to achieve, and why do you think the experiment
failed?
(3)

4.1.6 Under normal circumstances (in their indigenous habitat), which survival curve
(A, B or C) relates to the field mice? Give a reason for your answer. (3)
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4.2 Study the two population pyramids shown below and answer the associated questions that
follow.

Male
Female Male Female

Population (in thousands)

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Population (in millions)

[Adapted from St Mary’s DSG; Assessment 2011]

4.2.1 Define the term population. (3)

4.2.2 Compare the population demographics of Egypt and Greece. (4)

4.2.3 How many 10 year old males were there in Egypt in 2010? (1)

4.3 Study the graph below and answer the questions that follow.

The graph illustrates a predator-prey relationship; with E. sexamaculatus being represented

by and T. occidentalis is represented by .

4.3.1 Describe the general relationship illustrated by the graph between E. sexamaculatus
and T. occidentalis. (3)
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4.3.2 Identify the type of growth exhibited by the E. sexamaculatus population between
weeks 10 – 22.
(2)

4.3.3 Estimate the carrying capacity of the ecosystem for both the E. sexamaculatus
and T. occidentalis species. (2)

4.3.4 State two possible reasons that, you think, could have caused the extinction of
theT. occidentalis in week 60? (2)

4.4 A researcher wanted to know how many fish were in a dam. He caught 20 fish and marked
them by clipping out a small section of their tail fins. He then released them back into the
dam. A few days later he caught 25 fish and found that 8 had been marked.

Estimate the total number of fish in the dam by using the Mark recapture technique.
Remember to show all calculations. (5)

4.5 A population of 2000 seals produces 950 young in one year. In the same period of time,
150 seals die. If 50 seals leave the population to join another population, and 30 seals join
the population under study, what is the “population change” of the population under study? (3)

[40]

[Total 200 marks]