GRADE 9 Social Sciences (Geography) Exam Paper

DEPARTMENT OF EDUCATION
CAPRICORN SOUTH DISTRICT
SOCIAL SCIENCES (GEOGRAPHY)

NOVEMBER 2023
GRADE 9
MARKS : 75
DURATION: 2 HOURS
INSTRUCTIONS:
1. Answer ALL question
2. Read question carefully
3. Number your answers correctly
4. Write neatly and legibly
5. Follow instructions for each question carefully
6. This question paper consist of 7 pages (including the cover page)
SECTION A: PHYSICAL GEOGRAPHY
Question1
1. Study the following picture showing an example of weathering process that

shapes the earth.
Source A: An example of weathering process that shapes the earth. There are many
examples of different kinds of weathering
processessuch asoxidation
. Other processes
linked to weathering include erosion and deposition.
Adapted from Google
1.1 Identify the process shown in Source A. (1)

1.2 Explain how the above process occurs (4)
1.3 Define the following concepts:
a) Glaciation
b) Deposition
c) Oxidation (6)
1.4. Differentiate between weathering and erosion (4)
(15)
Question 2
Study figure A below and answer the following questions.
Adapted from Platinum SS, page 65

2.1. Identify the landform in figure A. (1)
2.2. Briefly explain how the landform in figure A forms? (3)
2.3. The landform in source A forms in a floodplain. What is a floodplain? (2)
2.4. Is the lower course of a river suitable for settlements? Motivate your
answer. (2)
2.5. Mention two other features of river deposition that are found in the lower
course of a river? (2)
(10)
(10
Question 3
Read the case study below about sugar cane farming in Kwazulu-Natal and answer
the question that follow.
CASE STUDY: Sugar cane farming
Sugar cane is water loving, and so in many places, wetlands have been cleared to
grow the cane. In order to use much land as possible, farmers have cleared the
indigenous bush along the river courses and planted cane right up to river banks. At
planting time, fields are ploughed up by heavy machines. When the cane is harvested,
it is burnt to remove the leaves and make cutting easier. The cut cane is loaded into
trucks, and taken to the sugar mill for processing. These practices led to massive soil
loss, and so some farmers have begun to change their ways. Here is what one member
of this group of farmers has to say:
“No sugar cane on my farm grows right up the river banks, or in the wetlands. I have
replaced the cane that was once there with thousands of indigenous trees, shrubs and
grasses. We no longer burn the leaves of my crops. Instead, we cut them off by hand,
and spread them over the soil when we harvest. The rows of cane now go along the
contours of the hillsides. We no longer plough deep furrows in the land, but plant
using low-till methods that do not disturb the soil as much. It costs money to farm
this way – but, if there are floods, I know my farm will be okay. The battle is to
convince others. ”
(Oxford Successful - Grade 9, page 118)
3.1. Identify Two practices in the case study that contribute to soil erosion. (4)
3.2. Why have some farmers changed their practices? (2)
3.3. Extract two changes/ practices from the source that farmers used to combat the existing
soil erosion (4)
(10)
/35/
SECTION B: RESOURCE AND SUSTAINABILITY
Question 4
Read the source below and answer the questions that follow
Line fishing: fish caught using a fishing or by using a fishing line.
Recreation: an activity done for relaxation, fun and/or sport.
Geelbeck, red and white steenbras, rockcod, red stumpnose, carpenter,

musselcracker, shell mussel and calamari ... these are some of the widely
consumed line fish species of which stock are at dangerously low levels.
An alarming 67% of our top 27 recreational line fish species (that is, they are
caught in the inshore zone between the depths of 5 metres and 130 metres) have
been classified as ‘collapsed’.
Six out of the ten of our most important commercial line fish species fall well below
critical stock levels in the Western Cape – where the bulk of national line fish
catches are made.
Stocks of kingklip, prawns, sole, shrimps and oysters are heading for depletion,
while snoek, dorado, yellowtail and sardines are still in adequate supply.
In 2004 the South African Sustained Seafood Initiative (SASSI) informed

consumers, by giving fish in large supply: a green status (for example, the dorado),
those fish species that are in danger of being destroyed: the orange status (for
example, kingklip) and those fish species that are almost destroyed, a red status
(for example, red and white steenbras) the consumer can make more responsible
choices.
[Source: Adapted from Via Afrika, Social Sciences, Grade 9]
4.1.1. Explain what is meant by unsustainable fishing. (2)

4.1.2. Mention TWO impacts of overfishing (4)
4.1.3. Refer to the last paragraph of the text above.
Explain how SASSI is trying to help the consumer make wise choices about
the line fish they are eating. (4)
4.1.4. Name and explain any TWO strategies our government could enforce to
ensure that the stock of orange and red status line-fish are not depleted (completely
destroyed). (4)
(14)
Question 5
Study the table of data below showing the world’s top 10 countries according to their
‘carbon footprint’.
Country Emission of CO2 and other

greenhouse gases (millions of tons)
1) USA 303 034
1. Russian Federation 86281
2. China 80 804
3. Germany 71 792
4. UK 54 141
5. Japan 43 662
6. France 27 792
7. India 23 083
8. Ukraine 23 053
9. Canada 22 572
5.1. Define carbon footprint. (2)

5.2. Name one greenhouse gas. (1)
5.3. Which country has the least carbon emission? (1)
5.4. Explain why the USA has the world’s largest ‘carbon footprint’. (2)
5.5. In a paragraph of about eight lines, suggest how the government can reduce
South Africa’s ‘carbon footprint’ (8)
(14)
Question 6
Read the source below and answer the questions that follow.
Views on Genetically Modified Farming.

‘We need to double the amount of food production by 2050 to feed the growing
population. We cannot make land, we can only make more food. We need GM
farming to do this’.
‘The solution is to do with the way that humans manage themselves and the
environment. Climate change, population growth, resource depletion and
environmental degradation are human-made problems that can be solved by
humans if we use resources sustainably’
‘GM crops that are more nutritious can be developed . People will become
healthier.’
‘In GM farming farmers will have to buy new seeds every year. Subsistence
farmers cannot afford that – usually they just collect the seed from their last
season’s crops. This means that only wealthy commercial farmers will benefit.’
Adapted from Viva Social Sciences, page 195
6.1. What is Genetically Modified Farming? (2)

6.2. Describe two problems affecting food production. (4)
6.3. Why is there a need to increase food production in the future? (2)
6.4. List two advantages and disadvantages of GM farming. (4)
(12)
/40/
GRAND TOTAL: 75

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DEPARTMENT OF EDUCATION

CAPRICORN SOUTH DISTRICT

SOCIAL SCIENCES (GEOGRAPHY)

1. Study the following picture showing an example of weathering process that

Adapted from Google

1.1 Identify the process shown in Source A. (1)

Adapted from Platinum SS, page 65

CASE STUDY: Sugar cane farming

(Oxford Successful - Grade 9, page 118)

3.2. Why have some farmers changed their practices? (2)

SECTION B: RESOURCE AND SUSTAINABILITY

Geelbeck, red and white steenbras, rockcod, red stumpnose, carpenter,

In 2004 the South African Sustained Seafood Initiative (SASSI) informed

[Source: Adapted from Via Afrika, Social Sciences, Grade 9]

4.1.1. Explain what is meant by unsustainable fishing. (2)

Country Emission of CO2 and other

5.1. Define carbon footprint. (2)

Views on Genetically Modified Farming.

Adapted from Viva Social Sciences, page 195

6.1. What is Genetically Modified Farming? (2)

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