Life Sciences Page 1 Of 18 Limpopo DoE / 2023

Examination Guidelines

LIFE SCIENCES

EXAMINATION GUIDELINES 2023

GRADE 11

These guidelines consist of 18 pages.

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Life Sciences Page 2 Of 18 Limpopo DoE / 2023
Examination Guidelines

TABLE OF CONTENT

NO. CONTENT PAGE

1. INTRODUCTION 3

2. SPECIFIC AIMS FOR GRADE 11 4

3. ASSESSMENT IN GRADE 11

3.1.1. WIEGHTING OF COGNITIVE LEVELS FOR GRADE 11 (CAPS) 4

3.1.2. DEGREE OF DIFFICULT 5

3.2. SEQUENCE OF FORMAL ASSESSMENT FOR GRADE 11 (CAPS) 5

3.3. PROGRAMME OF FORMAL ASSESSMENT FOR GRADE 11 (CAPS) 6

3.4. FORMAT OF THE QUESTION PAPER 6

4. ELABORATION OF CONTENT FOR GRADE 11 (CAPS) 7-17

5. CONCLUSION 18

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Examination Guidelines

1. INTRODUCTION

The Curriculum and Assessment Policy Statement (CAPS) for Life Sciences outlines
the nature and purpose of the subject Life Sciences. This guides the philosophy
underlying the teaching and assessment of the subject in Grade 11.
The purpose of these Examination Guidelines is to:
 Provide clarity on the depth and scope of the content to be assessed in
Grade 11, National Senior Certificate (NSC) Examination in Life Sciences.
 Assist teachers to adequately prepare learners for the examinations.
The document deals with the final Grade 11 internal examination. It does not deal in
any depth with the School-Based Assessment (SBA).
These Examination Guidelines Should be read in conjunction with:
 The National Curriculum Statement (NCS) Curriculum and Assessment
Policy Statement (CAPS): Life Sciences
 The National Protocol of Assessment: An addendum to the policy
document, the National Senior Certificate: A qualification at Level 4 on the
National Qualification framework (NQF), regarding the National Protocol
for Assessment (Grade R-12.)
 The national policy pertaining to the programme and promotion
requirements of the National Curriculum Statement, Grade R-12.
 Circular S5 of 2013 which amend the Programme of Assessment
contained in the CAPS policy document (page 70).

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Examination Guidelines

2. SPECIFIC AIMS FOR GRADE 11 (CAPS)

There are three broad subject-specific aims in Life Sciences which relate to the
purposes of learning science as shown below.
SPECIFIC AIM ELABORATION
Specific Aim 1 Relates to knowing the subject content
Specific Aim 2 Relates to doing science or practical work and
investigations
Specific Aim 3 Relates to understanding the applications of
Life Sciences in everyday life, as well as
understanding the history of scientific
discoveries and the relationship between
indigenous knowledge
and science

These specific aims are described in greater detail in the CAPS document (pages
13–18). It is important that these specific aims are addressed in both teaching and
assessing.

3. ASSESSMENT IN GRADE 11

3.1.1. WIEGHTING OF COGNITIVE LEVELS FOR GRADE11 (CAPS)

CATEGORY COGNITIVE LEVELS PERCENTAGE

A Knowing science 40
B Understanding sciences 25
C Applying scientific knowledge 20
D Evaluating, analysing and 15
synthesising scientific
knowledge

3.1.2. DEGREES OF DIFFICULTY FOR EXAMINATION/TEST QUESTIONS

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Examination Guidelines

30% 40% 25% 5%

Easy for the Moderately Difficult for Very difficult for average
average learner challenging for the the average learner to answer. The skills
to answer average learner to learner to and knowledge required to
answer answer. answer the question allows
for level 7 learners (
extremely high-achieving/
ability learners) to be
discriminated from other
high ability/ proficiency
learners.

3.2. SEQUENCE OF TOPICS FOR GRADE 11 (CAPS)

The following sequence of topics is recommended for Grade 11 based on the

progressive development of concepts through the different topics:

1. Biodiversity and classification of Microorganisms

2. Biodiversity of plants
3. Biodiversity of Animals
4. Energy transformation to sustain life
5. Animal nutrition
6. Energy transformation to sustain life
7. Gaseous exchange
8. Excretion
9. Population ecology
10. Human impact on Environment

The question paper that assesses each topic and the weighting of each topic in the
relevant paper is addressed in the CAPS document (page 72).

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Examination Guidelines

3.3. PROGRAMME OF FORMAL ASSESSMENT FOR GRADE 11 (CAPS)

Some changes have been made to the Programme of Assessment for Grade 11
from that which is specified on page 69 of the CAPS document. Refer to Abridged
Section 4: Grade 10-11.

3.4. FORMAT OF THE QUESTION PAPER

The examination will consist of two question of 2½ hours and 150 marks each. Each
question paper will have the following format:

SECTION TYPES OF QUESTIONS MARKS

A A variety of short answer: object 50
questions such as multiple-choice
questions, terminology, matching
items
B A variety questions types: 2 x 50
questions of 50 marks each,
divided into 2-4 subsections

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4. ELABORATION OF CONTENT FOR GRADE 11 (CAPS)

A topic-wise elaboration follows, which merely outlines the basic content that needs
to be covered. This content can be assessed at all four cognitive levels.

Biodiversity and Term 1 3 weeks

Classification of
Microorganisms
Paper 2: 29 marks
Content: Elaboration
Biodiversity and  Basic structure and general characteristics of : viruses, bacteria,
Classification of Protista and fungi as well as the role that these groups play in
Microorganisms maintaining balance in the environment and web of life
 Symbiotic relationships including nitrogen fixing bacteria in plant
and E. coli in the human intestine
 Effect and management of one disease of each groups
- Viruses (rabies, HIV/AIDS, influenza)
- Bacteria (blight, cholera, tuberculosis, anthrax)
- Protists (Malaria
- Fungi (rusts, thrush, ringworm, athlete’s foot)
 Immunity, including plant and animals’ immune responses of
against the infecting microorganism and vaccination
 Use of drugs e.g. antibiotics, effect on microorganisms
 The use of microorganisms to produce medicines e.g. insulin and
antibiotics
 Traditional technology to produce, e.g. beer, wine and cheese.

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Biodiversity in Term 1 3 Weeks

plants and
reproduction
Paper 2: 29 Marks
Content: Elaborations
Biodiversity in plants  Grouping of bryophytes, pteridophytes, gymnosperms and
and reproduction angiosperms according to the presence/absence of:
- Vascular tissue (xylem and phloem)
- True leave and roots
- Seeds or spores
- Fruit
Decreasing dependence on water for reproduction from Bryophytes to
Angiosperms
 Asexual and sexual reproduction: name advantages and
disadvantages of each.
 Flowers as reproductive structures: Adaptations for pollination
through (different pollinators) wind, insects and birds (South
African examples only)differences and similarities
 The significance of seeds:
- Seed banks
- Seeds as a food source and
- Endemic species in South Africa
Biodiversity in Term 1 2 Weeks
Animals
Paper 2: 18 Marks
Content: Elaborations
Biodiversity in  The relationship between the body plan and grouping of animals
Animals with a focus in phyla. The concept of a phylum.
on six of the major  Six phyla (out of about 30 in the animal kingdom):
phyla - Porifera
- Cnidarian

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- Platyhelminthes
- Annelida
- Arthropoda
- Chordate
 Key features in respect of body plan:
- Symmetry and cephalisation;
- The number of tissue layers developed from embryo;
- The number of openings in the gut;
- Coelom and blood systems
 The relationship between body plans and modes of living for each
six phyla; similarities and differences
 The role of invertebrates in agriculture and ecosystems e.g.
pollination, decomposition, soil aeration, etc.

Energy Term 1 & 2 3 Weeks

Transformations to
Sustain Life
Paper 1: 31 Marks
Content Elaborations
Photosynthesis  Process of photosynthesis using words and symbols: the intake
of raw materials, trapping and storing of energy, formation of food
in chloroplasts and its storage. The release of Oxygen, Mention
only of light and dark phases(no biochemical details of light and
dark phases are required)
 Importance of photosynthesis: release of Oxygen, uptake of
carbon dioxide from atmosphere, food production (trapping
energy)
 Effects of variable amounts of light, carbon dioxide, and
temperature on the rate photosynthesis (brief and discussion
together with graphs).

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 The role of carbon dioxide enrichment, optimum light and

optimum temperature in greenhouse system to improve crop
yield.
 Role of ATP as an important energy carrier in the cell.
Animal Nutrition Term 2 3 Weeks
Paper 1: 31 Marks
Content Elaborations
Mammals  The differences in dentition for herbivorous, carnivorous and
omnivorous lifestyles in terms of nutritional requirements and
energy relationship
 Human Nutrition: the macro-structure of the alimentary canal and
associated organs and functions of the different parts
 The processes of ingestion, digestion, absorption, assimilation
and the significance of each:
- Mechanical or physical digestion: types and functions of
different kinds of teeth, processes of chewing, peristalsis
- Chemical digestion: Enzymes: functions of carbohydrases,
proteases, and lipases: where produced ; substrate, pH and
end-products ( specific enzymes name not needed)
- Absorption: small intestine as a region of most absorption of
digested food; adaptations to increase surface area. Structure
and importance of villi. Importance of hepatic portal system in
the transport of absorbed food to the liver and then through
hepatic vein to the rest of the body.
- Assimilation: incorporation of glucose and amino acids into
cells, the role of the liver: glucose metabolism, deamination of
excess amino acids, and breakdown of alcohol, drugs and
hormones
- Homeostasis control: Hormonal control of blood sugar levels
increase in the number of people affected by diabetes in
recent years and brief explanation of diabetes.

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 The relationships between food intake, energy growth and health.

The importance of balance diet and changing requirements due
to age, gender, and activity levels.
- Different diets due to cultural, religious, personal and health
choices, e.g. vegan, vegetarian, halaal, kosher.
- Interpret dietary information on food packaging;
- Dietary supplements: for health, sport, beauty and anti-ageing.
- Malnutrition: the reason for and the effects of malnutrition with
respect to unbalanced diet e.g. kwashiorkor, starvation e.g.
marasmus, and anorexia; bulimia, food allergies, coronary
heart disease, diabetes and obesity.
 Analysis of information in the popular press, or any other sources,
with respect to malnutrition.
 Tooth decay related to diet and fluoride in water supplies and its
effect on teeth.
 The effects of alcohol and drug abuse and the dangers
associated with thier misuse.
Energy Term 2 2 Weeks
Transformations to
Sustain Life
Paper 1: 22 Marks
Content Elaborations
Respiration  The process of respiration and uses of energy for living cells:
- Aerobic respiration: in cytoplasm and mitochondria; use words
and symbols: glycolysis, krebs cycle and oxidative
phosphorylation
- Anaerobic respiration: production of lactic acid in muscles
during exercise; words and symbols.
- The role of anaerobic respiration in the industry e.g. beer
brewing and bread making

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A comparison between aerobic respiration and anaerobic respiration in

terms of raw materials required, products and relative amounts energy
released.
Gas exchange Term 3 3 Weeks
Paper 1: 31 Marks
Content Elaboration
Gaseous Exchange  Distinguish between cellular respiration, breathing and gas
exchange. The need for gas exchange
 Requirements of efficient Gas Exchange Organs:
- Large surface area.
- Thin
- Moist
- Well ventilated
- Protected
- Transport system
 These requirements are met in different way in different
environments e.g. compare aquatic and terrestrial animals and
plants. Brief mention of how these requirements are met in:
- Dicotyledonous plant
- Earthworm
- Insects
- Bony fish
- Mammal
 Human Gas Exchange:
- The structure (macro and tissue level), location, adaptation
and functioning of the ventilation system:
 Trachea
 Epiglottis
 Bronchi
 Bronchioles
 Lungs
 Ribs

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 Intercostal muscles
 Diaphragm
 Alveoli
- Ventilation of the lungs:
 Gaseous exchange in alveoli;
 The transport of gases around the body;
 Gaseous exchange in tissues; and composition of
inspired air vs expired air – analyse data
 Brief mention of the homeostasis control of breathing.
 Diseases and abnormalities :
- Cause of symptoms and treatment of TB in South Africa
 Brief study of other respiratory disease:
- Asthma
- Hay fever
- Bronchitis
- Emphysema
- Lung cancer
 The effects of smoking on gaseous exchange. Smoking
legislation in South Africa
 Brief mention of artificial respiration and the effect of mouth to
resuscitation.
 The effect of altitude on gaseous exchange, e.g. the performance
of athletes in Johannesburg versus Durban or Cape Town.
Excretion in Term 3 3 Weeks
humans
Paper 1: 31 Marks
Content Elaborations
Excretion in humans  Excretion in various Organs as follows:
- The lungs;
- The kidneys and bladder;
- The liver;

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- The alimentary canal (gut) and

- The skin.
 The substances excreted by each and the origins of these
substances
 Urinary system:
The structures of the:
- Unary system: position of the kidneys, ureters, bladder,
urethra.
- Kidney: structure and the functioning, removal of urea and
excess water and salts, re-absorption of glucose and some
salts.
- Nephron: structure and functioning: ultra-filtration, re-
absorption, tubular excretion, pH control, formation of urine.
 Homeostatic control of water and salts: role of ADH and
Aldosterone: Dialysis and kidney transplants
 Mention of diseases affecting kidney function, e.g. kidney stones,
kidney failure due to overuse of some pain-killers, effect of
bilharzia infection.

Population Ecology Term 3 4 Weeks

Paper 2: 37 Marks
Content Elaborations
Population Ecology  Population size:
- Immigration
- Emigration
- Mortality

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- Births
- Fluctuations
- Limiting factors and carrying capacity
- Logistic and geometric growth curves with phases.
 Interactions in the environment:
- Predation: two South Africa examples of predator- prey
relationship: graphs;
- Competition: interspecific: for light, space, water, shelter
and food;
Intraspecific: for food, access to mates, water, space, and
shelter. Survival is determined by access to the above,
ecological niches;
Specialisation: competitive exclusion and resource
partitioning; discuss one example of coexistence in animals
and one example in plants.
Parasitism: two examples from South Africa; one species
benefit.
Mutualism: two examples from South Africa; both species
benefit;
Commensalism: two examples from South Africa.
 Social Organisation: the benefit of herds/ flocks(avoidance);
packs (hunting); dominance; and the division of task (castes)
(Mention only)
 Community change over time: Succession
- Primary and secondary succession and possible endpoints
depending on environmental fluctuation(mention only)
 Human population:
Reasons for exponential growth:
- Age and gender distributions for different countries, including
South Africa;

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- Forecast of South Africa’s population growth over the next

twenty years and predict possible consequences for the
environment.
Human impact on Term 4 4 Weeks
the environment
Paper 2: 37 Marks
Content Elaborations
Human impact on the  Causes and consequences of the following ( related to conditions
environment and circumstances of South Africa)
 The atmosphere and climate change:
- Carbon dioxide emission;
- Concept of ‘ carbon footprint’ and the need to reduce the
carbon footprint;
- Deforestation;
- Greenhouse effect and global warming: desertification,
drought and floods;
- Methane emissions;
- Ozone depletion.
 water
 availability:
- construction of dams
- destruction of wetlands
- poor farming practices
- droughts and floods
- exotic plantation and depletion of water table
- boreholes and effects on aquifers
- wastage
- cost water

 Quality:
- Water for domestic use, industry, agriculture and mining:
pollution, diseases, eutrophication and algal bloom.

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- The effect of mining on quality of water

- Thermal pollution
- The need for water purification and recycling
- Alien plants, Eichomia
 Food security:
- Human exponential growth;
- Drought and floods (Climate change)
- Poor farming practices: monoculture; pest control, loss of
topsoil and the need for fertilisers
- Alien plants and reduction of agricultural land;
- The loss of wild varieties: impact on gene pools;
- Genetically engineered food;
- Wastage
 Loss of biodiversity (the sixth extinction).
- Habitat destruction: farming methods e.g. overgrazing and
monoculture, golf estates, mining, urbanisation, deforestation;
loss of wetlands and grasslands;
- Poaching e.g. for rhino horn, ivory and bush meat;
- Alien plant invasions: control using mechanical, chemical and
biological methods; and
- Indigenous knowledge systems and the sustainable use of the
environment e.g. devils’ claw, rooibos, fynbos, the African
potato (hypoxis) and Hoodia
 Solid Waste and Disposal
- Managing dumping sites for rehabilitation and prevention of
soil and water pollution
- The need for recycling
- Using methane from dumping sites for domestic use: heating
and lighting; and
- Safe disposal of nuclear waste.

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5. CONCLUSION
This Examination Guidelines document is meant to articulate the assessment
aspirations espoused in the CAPS document. It is therefore not a substitute for the
CAPS document which teachers should teach to.
Qualitative curriculum coverage as enunciated in the CAPS cannot be over-
emphasised.
(Note: Kindly observe the temporary exclusion of content and/or elaborations based
on 2023/2024 annual teaching plan and other documents provided as deviation to
CAPS policy document.)

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