EC Geography Grade 10 November 2018 P1 and Memo

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NATIONAL
SENIOR CERTIFICATE
GRADE 10
NOVEMBER 2018
GEOGRAPHY P1
MARKS: 225
TIME: 3 hours
This question paper consists of 16 pages and an addendum of 12 pages.

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GEOGRAPHY P1 (EC/NOVEMBER 2018)
INSTRUCTIONS AND INFORMATION
1. This question paper consists of FOUR questions.
2. Answer ANY THREE questions of 75 marks each.
3. All diagrams are included in the ADDENDUM.
4. Leave a line between subsections of questions answered.
5. Start EACH question on a NEW page.
6. Number the answers correctly according to the numbering system used in

this question paper.
7. Number the answers in the centre of the line.
8. Do NOT write in the margins of the ANSWER BOOK.
9. Draw fully labelled diagrams when instructed to do so.
10. Answer in FULL SENTENCES, except where you have to state, name,
identify or list.
11. Write neatly and legibly.
Copyright reserved Please turn over

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(EC/NOVEMBER 2018) GEOGRAPHY P1 3
SECTION A: THE ATMOSPHERE AND GEOMORPHOLOGY
Answer at least ONE question in this section. If you answer ONE question in
SECTION A, you MUST answer TWO questions in SECTION B.
QUESTION 1
1.1 Study the following weather station model of Butterworth FIGURE 1.1 and
answer the questions below.
FIGURE 1.1
Use the weather station model to write the script for the television weather
presenter’s program. In your script outline the following weather properties:
1.1.1 Dew point temperature
1.1.2 Air temperature
1.1.3 Cloud cover
1.1.4 Wind direction
1.1.5 Wind speed in knots
1.1.6 Precipitation
1.1.7 Is the atmosphere unsaturated or saturated with water vapour?

(7 x 1) (7)

1.2 Match the terms in COLUMN B with the descriptions in COLUMN A. Write
only the correct letter (A–I) next to the corresponding question number
(1.2.1–1.2.8) in your ANSWER BOOK, for example 1.2.8 K.
COLUMN A COLUMN B
1.2.1 The study of Earth’s physical A sediments
features and processes that formed
them
1.2.2 Large cracks which form as a result B Crust

of continuous tension and
compression forces
1.2.3 Solid outer layer of the Earth, C Fossil

5–70 km thick
1.2.4 Pieces of rock, clay and other D Geomorphology

substances from eroded rocks
which accumulate at the bottom of a
lake or sea
1.2.5 The remains of dead plants or E Fault

animals that have been preserved in
rock
1.2.6 A bending of rocks into folds due to F Mantle

strong compressional forces from
the inside
1.2.7 The layer of molten material around G Quartzite

the Earth’s core
1.2.8 A metamorphic rock formed from H Folding

sandstone, quite resistant to erosion
I Batholith
(8 x 1) (8)

1.3 Refer to FIGURE 1.3 showing ozone depletion.
1.3.1 Define the term ozone depletion. (1 x 1) (1)
1.3.2 In which layer of the atmosphere is ozone concentrated? (1 x 1) (1)
1.3.3 What does the acronym CFC stand for? (1 x 1) (1)
1.3.4 Identify THREE causes of ozone depletion in FIGURE 1.3. (3 x 1) (3)
1.3.5 Describe ONE way in which the depletion of the ozone layer will
affect humans. (1 x 2) (2)
1.3.6 In a paragraph of approximately EIGHT lines, discuss sustainable

strategies (ways) to reduce ozone depletion. (4 x 2) (8)
1.4 Refer to FIGURE 1.4 showing a cloud type.
1.4.1 Label A and B on the diagram as warm air and cold air respectively.
(2 x 1) (2)
1.4.2 Identify the type of cloud in FIGURE 1.4. (1 x 1) (1)
1.4.3 (a) Is this cloud type associated with snow or lighting? (1 x 1) (1)
(b) Justify your answer in QUESTION 1.4.3(a) by providing TWO

reasons. (2 x 2) (4)
1.4.4 Thunderstorm is another form of precipitation. Discuss ONE positive

and TWO negative impacts of thunderstorms on people and the
environment. (3 x 2) (6)
1.5 Carefully read the extract in FIGURE 1.5 on earthquakes.
1.5.1 Provide a geographical term for the following:
(a) The vibration in the Earth’s crust due to sudden movements

of the crust along a fault
(b) The point on the Earth’s surface immediately above the focus
of an earthquake (2 x 1) (2)
1.5.2 Give the magnitude of this earthquake and the number of people
who died respectively. (2 x 1) (2)
1.5.3 Which instrument is used to measure the magnitude of an

earthquake? (1 x 1) (1)
1.5.4 Explain why most earthquakes happen close to plate boundaries.

(1 x 2) (2)

1.5.5 Briefly describe the negative results or damage caused by the

earthquake in Kashmir. (2 x 2) (4)
1.5.6 Discuss why less developed countries are unable to cope with
earthquakes than more developed countries. (2 x 2) (4)
1.6 Refer to FIGURE 1.6 showing the structure of the Earth.
1.6.1 Name the layers labelled X, Y and Z. (3 x 1) (3)
1.6.2 Copy the table below and fill in the following thicknesses for each
layer to complete it. 1200 km, 5 to 90 km and 1 200 km.
LAYER THICKNESS
(3 x 1) (3)
1.6.3 Is the temperature change decreasing or increasing as one moves

from layer Y to layer Z? (1 x 1) (1)
1.6.4 Layer Z consists of TWO layers. Name these TWO layers. (2 x 1) (2)
1.6.5 Explain how layer X results in volcanic activity. (1 x 2) (2)
1.6.6 Describe TWO ways in which the layer labelled Z is important to

humans. (2 x 2) (4)
[75]

QUESTION 2
2.1 Various options are provided as possible answers to the following questions.
Choose the correct answer and write only the letter (A–D) next to the question
number (2.1.1–2.1.8) in the ANSWER BOOK, for example 2.1.9 D.
2.1.1 Which of the following is not a greenhouse gas?
A Methane
B CFC
C Carbon dioxide
D Oxygen
2.1.2 Incoming solar radiation is called …
A convection.
B insolation.
C reflection.
D conduction.
2.1.3 The warm ocean current found along the east coast of South Africa
is the … current.
A Indian
B Benguela
C Mozambique
D Kuroshio
2.1.4 Clouds of great vertical extension are …
A cumulo-stratus.
B cumulo-nimbus.
C cirrus.
D strato-cumulus.
2.1.5 Lines joining places of the same pressure:
A Isotherms
B Isobars
C Longitudinal lines
D Latitudinal

2.1.6 The layers of the atmosphere where there is inversion of

temperature increase are the …
A troposphere and thermosphere.

B mesosphere and stratosphere.
C stratosphere and thermosphere.
D troposphere and mesosphere.
2.1.7 Convectional rain is the type of rainfall that is common in the …

Province during summer.
A Free State
B Western Cape
C Eastern Cape
D Gauteng
2.1.8 Water vapour is moisture in the atmosphere in its … state.
A liquid
B gaseous
C solid
D condensation (8 x 1) (8)
2.2 Refer to FIGURE 2.2 which shows various igneous intrusions.
2.2.1 Label the igneous intrusions indicated by letters A, B, C and D as

dyke, sill, batholith and laccolith. (4)
2.2.2 Name the process that is responsible for the exposure of intrusive
igneous features on the Earth surface. (1)
2.2.3 Which letter indicates a volcanic pipe? (1)
2.2.4 Name ONE intrusive igneous feature that is associated with granite. (1)
2.3 Refer to FIGURE 2.3 which shows a rainfall type.
2.3.1 Is the type of rainfall depicted by FIGURE 2.3, a convectional rainfall

or a frontal rainfall? (1 x 1) (1)
2.3.2 Give the name of the boundary between warm air and cold air.
(1 x 1) (1)
2.3.3 Identify warm air and cold air in FIGURE 2.3 as sinking or rising air
respectively. (2 x 1) (2)

2.3.4 (a) Are clouds likely to form in X or Y? (1 x 1) (1)
(b) Justify your answer in QUESTION 2.3.4 (a) by providing ONE

reason. (1 x 2) (2)
2.3.5 In a paragraph of approximately EIGHT lines, discuss the positive

and negative impact of the rainfall type mentioned in
QUESTION 2.3.1 in the Western Cape Province. (4 x 2) (8)
2.4 Carefully read the case study in FIGURE 2.4 about drought in Ethiopia as a
result of climate change.
2.4.1 Define the term drought. (1 x 1) (1)
2.4.2 Mention TWO human causes of droughts in the case study. (2 x 1) (2)
2.4.3 Provide TWO effects of drought on the people of Ethiopia. (2 x 2) (4)
2.4.4 Drought is a threat to the environment. Discuss TWO point of

evidence from the case study to support this statement. (2 x 2) (4)
2.4.5 Describe TWO sustainable strategies that can be put in place to

manage drought. (2 x 2) (4)
2.5 Study the extract in FIGURE 2.5 about tsunamis.
2.5.1 Differentiate between tsunami and an earthquake. (2 x 1) (2)
2.5.2 Excluding South Africa, list TWO countries affected by this tsunami.
(2 x 1) (2)
2.5.3 Give the total number of people killed in South Africa. (1 x 1) (1)
2.5.4 Explain why South Africa had few deaths as compared to other
countries affected by this tsunami. (1 x 2) (2)
2.5.5 Discuss the main dangers (threats) to the survivors of the tsunami in
Sumatra. (2 x 2) (4)
2.5.6 Suggest TWO methods that can be used in these countries to reduce
the impact of a tsunami. (2 x 2) (4)

2.6 Refer to FIGURE 2.6 which shows Laurasia and Gondwanaland 200 million
years ago.
2.6.1 All the continents and adjacent water masses are divided into
tectonic plates. What is plate tectonics? (1 x 1) (1)
2.6.2 Which theory is illustrated in FIGURE 2.6? (1 x 1) (1)
2.6.3 Which continent in Gondwanaland is part of both the Southern and

Northern hemisphere? (1 x 1) (1)
2.6.4 (a) Name TWO continents that formed Laurasia. (2 x 1) (2)
(b) Name THREE continents that formed Gondwanaland. (3 x 1) (3)
2.6.5 What was the name of the single continent that existed before
Laurasia and Gondwanaland? (1 x 1) (1)
2.6.6 Provide THREE points of evidence that suggest that continents were
once all joined in a single landmass. (3 x 2) (6)
[75]

SECTION B: POPULATION AND WATER RESOURCES

ANSWER at least ONE question from this section. If you answer ONE question from
SECTION B, you must answer TWO questions from SECTION A.
QUESTION 3
3.1 Choose the correct word(s) between brackets to make the statements true. Write
ONLY the word(s) next to the question number (3.1.1–3.1.7) in your ANSWER BOOK.
3.1.1 (Water distribution / Rainfall distribution) is the spread of rainfall across an
area.
3.1.2 The process where liquid changes into ice is called (freezing / melting).
3.1.3 (Desalination / Sublimation) is the process of turning salty water into fresh
water.
3.1.4 The process of absorption of water by plants, the transfer of the water through
the plant and release to the atmosphere is (transpiration / evaporation).
3.1.5 (Infiltration / Run-off) is the process where water seeps into the soil.
3.1.6 Most precipitation happens over the (rivers / oceans).
3.1.7 (Marine pollution / Land pollution) is the pollution of the oceans (7 x 1) (7)
3.2 Match the term/concept in COLUMN A with the correct relevant descriptions in
COLUMN B. Write only the correct letter (A–I) next to the corresponding number
(3.2.1–3.2.8) in your ANSWER BOOK, for example 3.2.9 K.
COLUMN A COLUMN B
3.2.1 Birth rate A The way people are spread out over an area
3.2.2 Population density B The number of deaths per 1 000 population per
year
3.2.3 Death rate C Number of children who die before they reach
age 5
3.2.4 Life expectancy D The number of babies born per 1 000
population per year
3.2.5 Infant mortality rate E The number of people per square km
3.2.6 Growth rate F A person who moves to a foreign country
3.2.7 Population distribution G Calculated by finding the difference between
birth rate and death rate
3.2.8 Fertility rate H Average number of years a person can be

expected to live
I Average number of children per woman
(8 x 1) (8)

3.3 Study the ARTICLE in FIGURE 3.3 on the population of South Africa.
3.3.1 Define the term population. (1 x 1) (1)
3.3.2 What was South Africa’s population in 2001 and 2015 respectively?
(2 x 1) (2)
3.3.3 Name the province with the lowest population and the number of
people living in this province. (2 x 1) (2)
3.3.4 Comment on the trend from 2001 to 2016 in the article regarding the
population of South Africa. (1 x 2) (2)
3.3.5 Discuss TWO negative impacts that the increased population growth
has shown on the natural resources of the country. (2 x 2) (4)
3.3.6 Suggest any TWO strategies that can be put in place to manage the
population growth in South Africa. (2 x 2) (4)
3.4 Refer to FIGURE 3.4 which illustrates HIV/Aids infection rate per province.
3.4.1 Write the acronym Aids in full. (1 x 1) (1)
3.4.2 Name TWO symptoms that might be experienced by people who

have contracted HIV/Aids. (2 x 1) (2)
3.4.3 List provinces with the highest and lowest infection rate respectively.
(2 x 1) (2)
3.4.4 South Africa is one of the countries with the highest HIV/Aids infection
rate. Explain ONE factor that contributes to high infection rate in a
country like South Africa. (1 x 2) (2)
3.4.5 Suggest TWO ways in which HIV is passed from one person to
another. (2 x 2) (4)
3.4.6 Suggest the best strategies to decrease the humiliation (shame) that
people with HIV/Aids experience. (2 x 2) (4)
3.5 Carefully study FIGURE 3.5 illustrating inter-basin water transfer.
3.5.1 Explain what is meant by water transfer. (1 x 1) (1)
3.5.2 Mention ONE municipality and the province that benefits from this
water transfer. (2 x 1) (2)
3.5.3 Give TWO activities that water is used for in this municipality.
(2 x 1) (2)

3.5.4 Explain the way water is transferred from the Great Fish River basin
to the Sundays River basin. (2 x 2) (4)
3.5.5 There is an increased demand for water in South Africa, but the
supply of usable water is decreasing.
Discuss THREE human and physical factors influencing the
availability of water in South Africa. (3 x 2) (6)
3.6 Refer to FIGURE 3.6 and answer the questions that follow.
3.6.1 Give a suitable term that describes electricity generated from water.
(1 x 1) (1)
3.6.2 Is water a renewable or non-renewable resource? (1 x 1) (1)
3.6.3 What is water used for in FIGURE 3.6. (1 x 1) (1)
3.6.4 Provide TWO other examples of how rural communities use their
water resources excluding the one illustrated in FIGURE 3.6. .
(2 x 1) (2)
3.6.5 Briefly explain how groundwater contributes to the availability of water

in South Africa. (1 x 2) (2)
3.6.6 In a paragraph of approximately EIGHT lines suggest how

individuals can sustainably save water at home, garden and in the
community. (4 x 2) (8)
[75]

QUESTION 4
4.1 Select the correct answer from the list provided below to match the
statements (4.1.1–4.1.7). Write only the correct word next to each question
number, for example 4.1.8 pyramid.
Immigration; emigration; voluntary migration; push factor; pull factor;

refugees; xenophobia
4.1.1 This encourages people to move away from a specific area.
4.1.2 Movement of people from one place to another by choice.
4.1.3 When people move to a new country.
4.1.4 People leave their homes and flee to another country out of fear for
their lives.
4.1.5 Unreasonable fear, distrust and hatred of foreign nationals.
4.1.6 When people move out of a country.
4.1.7 This attracts people to an area. (7 x 1) (7)
4.2 Describe the hydrological cycle by choosing correct word(s) in brackets in the
following paragraph. Write the number (4.2.1–4.2.8) and correct word next to
it.
Most water evaporates from 4.2.1 (oceans / rivers) to form moist air. Moist
air is pushed over the land from 4.2.2 (high pressure / low pressure) over
the sea to the 4.2.3 (high pressure / low pressure) over the land. When the
4.2.4 (dry / moist) air is forced up it condenses and 4.2.5 (clouds / run-off)
will form. 4.2.6 (Precipitation / Percolation) takes place and the water lands
on the earth’s surface. Water drains into rivers and this is called
4.2.7 (surface run-off / base flow). As the water infiltrates, the water table
will 4.2.8 (rise / subside). (8 x 1) (8)

4.3 Read the case study in FIGURE 4.3 carefully before you answer the questions
that follow.
4.3.1 Give the geographical term that best describes the movement of the
Tsitsa family from one place to another. (1 x 1) (1)
4.3.2 Choose the correct word in relation to the Tsitsa family’s relocation
from South Africa to England.
(a) Regional / International
(b) Voluntary / Forced
(c) Permanent / Temporary (3 x 1) (3)
4.3.3 Explain why the Tsitsa family moved from South Africa to England.
(1 x 1) (1)
4.3.4 Discuss TWO pull factors that attracted the Tsitsa family to England.
(2 x 2) (4)
4.3.5 Suggest THREE negative impacts of the voluntary migration on the

Tsitsa’s place of origin (South Africa). (3 x 2) (6)
4.4 Read the case study in FIGURE 4.4 carefully before you answer the questions
that follow.
4.4.1 Define demographic transition model. (1 x 1) (1)
4.4.2 Identify the stage where birth rate is high and death rate falls rapidly.
(1 x 1) (1)
4.4.3 Indicate the stage where both death rate and birth rate are low.
(1 x 1) (1)
4.4.4 Compare the level of birth rate and level of death rate in stage 1.
(1 x 2) (2)
4.4.5 In stage 2 the death rate is starting to drop rapidly. Suggest TWO
reasons why this is the case. (2 x 2) (4)
4.4.6 In stage 3 the birth rate starts to level out as the population growth rate
decreases. Discuss THREE factors that affect birth rates.
. (3 x 2) (6)

4.5 Carefully study FIGURE 4.5.
4.5.1 Define the term over-fishing. (1 x 1) (1)
4.5.2 Give TWO reasons that cause over-fishing. (2 x 1) (2)
4.5.3 Provide TWO negative effects of over-fishing on people and the

environment. (2 x 2) (4)
4.5.4 ‘The oceans are one of our greatest resources for life.’
In a paragraph of approximately EIGHT lines, discuss the
importance of the oceans in people’s lives. (4 x 2) (8)
4.6 Read the extract in FIGURE 4.6 carefully before you answer the questions
that follow.
4.6.1 Name the country affected by flooding in the extract. (1 x 1) (1)
4.6.2 Which country was called upon to assist the affected country?
(1 x 1) (1)
4.6.3 Mention the organisation that was deployed to the flooded area to
provide relief to people. (1 x 1) (1)
4.6.4 Explain why the houses illustrated in FIGURE 4.6 are referred to as
‘informal’. (1 x 2) (2)
4.6.5 Provide TWO examples of poor infrastructure that led to

inaccessibility in the area affected by flooding. (2 x 2) (4)
4.6.6 Suggest THREE strategies to reduce the impact of flooding in the

informal settlement. (3 x 2) (6)
[75]
GRAND TOTAL: 225

NATIONAL
SENIOR CERTIFICATE
GRADE 10
NOVEMBER 2018
GEOGRAPHY P1
ADDENDUM
This addendum consists of 12 pages.

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GEOGRAPHY P1 (ANNEXURE) (EC/NOVEMBER 2018)
FIGURE 1.3: OZONE DEPLETION
[Source: Google Images]
FIGURE 1.4: CLOUD TYPE

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FIGURE 1.5: EARTHQUAKE
On 8 October 2015, an earthquake measuring 7,6 on the Richer scale hit the Kashmir
region of Pakistan. The earthquake was the result of collision between the Indian and
Eurasian plates.
Many buildings in the region collapsed. 79 000 people were killed. Landslides, and large
cracks appeared in the ground. Brocken sewerage pipes contaminated water supplies and
spread diseases.
[Adapted from Google]
FIGURE 1.6: STRUCTURE OF THE EARTH

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FIGURE 2.2: FEATURES OF IGNEOUS INTRUSION
FIGURE 2.3: RAINFALL TYPE

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FIGURE 2.4: DROUGHT IN ETHIOPIA
ETHIOPIA DROUGHT
10 million people are in need of emergency food right now. 1,5 million children, pregnant
and breast feeding women are in need of supplementary feeding. 400 000 children need
treatment for acute to severe malnutrition. Two million people are in need of emergency
water, sanitation and hygiene.
Droughts may happen naturally or are caused by humans. The natural causes of drought
include high temperatures, low rainfall, areas that receive winds from inland etc. Human
causes of drought include the removal of vegetation, overgrazing of livestock, burning of
fossil fuels.

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FIGURE 2.5: TSUNAMI
INDIAN OCEAN TSUNAMI 2004
Primary effects of the tsunami

 The wave killed people in 14 different countries around the Indian Ocean totalling over
250 000.
 The highest death toll was on the Indonesian island of Sumatra where over 130 000
were killed and over 30 000 remain missing.
 In Sumatra over 500 000 people were made homeless, over 80 000 houses were
destroyed as well as serious damage was caused to any ports, boats, roads, bridges,
hospitals, forests and crops within 1 km of the shore.
 8 people were killed in South Africa which is over 8000 km from the epicentre.
 In Sri Lanka, a train was derailed by the force of the wave killing over 1 000.
[Source: htttp/www.4w.tagplus.com]

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FIGURE 2.6: LAURASIA AND GONDWANALAND
[Source: http//www.zmescience.com/geology/fossilized]

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FIGURE 3.3: POPULATION INCREASE IN SOUTH AFRICA
There are 800 000 more people in South Africa in 2016
July McLennon, July 1, 2016
South Africa had a population growth of 800 000 people according to Statistics South
Africa. This means that the population has grown with more than 15 million people from
1996.
Statistics South Africa released a community study in 2016 where it was shown that the
country’s population reached a total of 55,7 million people. This growth from 2001 took
place as follows:
 2002 – 44,8 million

 2011 – 51,8 million
 2015 – 54,9 million
Gauteng with 13,4 million people has the highest population and KwaZulu-Natal with 11,1
million people came second. Then the Eastern Cape with 7 million people and lastly the
Western Cape with 6,3 million people.
The greatest increase in the population was the age group between 5–9 years old with a
growth from 4,8 million in 2016.

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FIGURE 3.4: HIV/AIDS INFECTION RATE PER PROVINCE
FIGURE 3.5: INTER-BASIN WATER TRANSFER
THE GARIEP-ORANGE-FISH-SUNDAYS INTER BASIN TRANSFERS
A complicated canal and tunnel system takes water from the Gariep Dam to the Nelson
Mandela Metropolitan area via the Fish and Sundays Rivers. This system transfers water
from the Gariep-Orange river basin to the Fish and Sundays River basins. The extra water
is used for irrigation in the rural areas as well as supplying the urban centres in the Nelson
Mandela Metropolitan area.
1. Water is piped from the Gariep Dam into the Great Fish River basin.
2. A weir, Elandsdrift, diverts water from the Great Fish River into a canal and
through a tunnel into the Little Fish River.
3. A pipeline pipes water into a canal and into Darlington Dam on the Sundays
River.
4. A pipeline pipes water from the Sundays River to the Nelson Mandela
Metropolitan area.

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FIGURE 3.6
FIGURE 4.3: POPULATION MOVEMENT
Mandla Tsitsa (pseudonym) with his wife (Violet) and their two children (Phokie and Lazie)
in 2016 moved to England. The following are his reasons for their move:
I was twice overlooked for promotion because the company where I worked followed a
policy of affirmative action. After two armed robberies took place at our house and our car
was hijacked, it made me realise that there are no prospects for me and my family and as
I did not feel safe, I began to look for other options.
After I started finding out about other possibilities, I saw that there were many opportunities
for me in England, as an electrical engineer. England needs more skilled people like me.
It did not take long for me to find an excellent job in London and they were willing to carry
our relocation costs (even for our pets). All necessary documentation was also handled
by the firm in England.
Our children can now safely roller-skate, ride on their bikes, and can make use of an
excellent public transport system. The weather is not the same as in Butterworth and we
miss our relatives a lot, but if I consider everything, I feel that England has a better future
for us.

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FIGURE 4.4: DEMOGRAPHIC TRANSITION MODEL
FIGURE 4.5

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FIGURE 4.6: FLOODING
MOZAMBIQUE REQUESTS AID FROM SOUTH AFRICA
High rainfall filled up rivers and marshes and a large area was flooded. The consequences
of the disaster were so extensive that the army was summoned to evacuate people in
some of the affected areas.
A cry of distress from the Mozambican government was issued to South Africa to come
and lend a hand. Captain Jaco Theunissen confirmed that the Mocuba area was the worst
hit by flooding. The poor road junctions and low water bridges were flashed away which
made the area unreachable. This made it necessary to deploy two Oryx-helicopters, a
Hercules C-130 freight airplane and medical staff from the SA Military Health Services to
help relieve the distress experienced by the people in this area.
Approximately more than 8 000 people were left homeless after extensive flooding. People
living in the informal settlement were affected the most as their building structures can’t
withstand such weather phenomena.

NATIONAL
SENIOR CERTIFICATE
GRADE 10
NOVEMBER 2018
GEOGRAPHY P1
MARKING GUIDELINE
MARKS: 225
This marking guideline consists of 14 pages.

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SECTION A: CLIMATE, WEATHER AND GEOMORPHOLOGY
QUESTION 1
1.1 1.1.1 15
1.1.2 17
1.1.3 Over-cast
1.1.4 North-East
1.1.5 25 knots
1.1.6 Rain
1.1.7 Saturated with water vapour (7 x 1) (7)
1.2 1.2.1 D (geomorphology)
1.2.2 E (fault)
1.2.3 B (crust)
1.2.4 G (quartzite)
1.2.5 C (fossil)
1.2.6 H (folding)
1.2.7 F (mantle)
1.2.8 A (sediments) (8 x 1) (8)
1.3 1.3.1 Ozone depletion is the destruction of ozone so that holes form
in the ozone layer
(Concept) (1 x 1) (1)
1.3.2 Stratosphere (1 x 1) (1)
1.3.3 Chlorofluorocarbon (1 x 1) (1)
1.3.4  Cars
 Coal
 Factories
 Industrial activities
 CFCs (Any 3 x 1) (3)

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(EC/NOVEMBER 2018) from Stanmorephysics.com
GEOGRAPHY P1 3
1.3.5  It may cause skin cancer

 Eye cataracts
 Lowering of immune systems, resulting in increased illness
in people and animals
 Increase in the incidence of malaria (Any 1 x 2) (2)
1.3.6  People should try to use products which are labelled ‘ozone
friendly’
 The Montreal Protocol is seen as one of the most successful
attempts at reducing the effects of ozone depletion
 All CFCs should be replaced
 Plant more trees
 Use public transport
 Internationally, people should keep high altitude flights to a
minimum as combustion in aeroplane engines reduces the
amount of oxygen in the atmosphere (Any 4 x 2) (8)
1.4 1.4.1 A – Cold air

B – Warm air (2 x 1) (2)
1.4.2 Cumulonimbus cloud (1 x 1) (1)
1.4.3 (a) Lightning (1 x 1) (1)
(b) Convectional currents within the cloud cause lightening.

The particles in the cloud become charged.
Positive charges move up by warm air and negative
charges move down by cold air (Any 2 x 2) (4)
1.4.4 Positive impacts

 Thunderstorm is accompanied by rainfall
 There will be enough water for crops and animals
 There will be enough water for domestic use
Negative impact
 Heavy rainfalls can cause flash floods which may lead to the
destruction of infrastructure and houses
 The impact thunderstorms have on people can be very
harmful e.g. electrocution, shock and even deaths
 Thunder can destroy the environment
 It can hurt animals
 It can burn vegetation (Any 3 x 2) (6)

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1.5 1.5.1 (a) Earthquake
(b) Epicentre (2 x 1) (2)
1.5.2 7,6 Richter scale

79 000 people were killed (2 x 1) (2)
1.5.3 Seismograph (1 x 1) (1)
1.5.4  Earthquakes happen close to plate boundaries where plates

move towards each other. (1 x 2) (2)
1.5.5  Many buildings collapsed

 79 000 people were killed
 Broken sewerage pipes
 Spread of diseases (Any 2 x 2) (4)
1.5.6  There is a lack of early warning systems in less developed

countries
 Buildings are poorly built and collapse easily
 Often there are few plans that inform people of what to do
when an earthquake strikes
 People rely on outside help, which can take a long time to
arrive
 These countries have lower standards of living (Any 2 x 2) (4)
1.6.1 X – Mantle
Y – Inner core
Z – Crust (3 x 1) (3)
1.6.2 LAYER THICKNESS

X 2 900 km
Y 1 200 km
Z 5 to 90 km
(3 x 1) (3)
1.6.3 Decreasing (1 x 1) (1)
1.6.4 (a) Oceanic crust
(b) Continental crust (2 x 1) (2)
1.6.5  Layer X is formed of rocks that are in a hot, thick molten state.
 Magma has a plastic consistency that allows it to move and
flow slowly. (Any 1 x 2) (2)
1.6.6  It is suitable for buildings

 It is suitable for agricultural activities (2 x 2) (4)
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GEOGRAPHY P1 5
QUESTION 2
2.1.1 D (Oxygen)
2.1.2 B (Insolation)
2.1.3 C (Mozambique)
2.1.4 B (Cumulonimbus)
2.1.5 B (Isobars)
2.1.6 C (Stratosphere and thermosphere)
2.1.7 D (Gauteng)
2.1.8 B (gaseous) (8 x 1) (8)
2.2.1 A – Batholith
B – Laccolith
C – Dyke
D – Sill (4 x 1) (4)
2.2.2 Erosion of top soil (1)
2.2.3 E (1)
2.2.4 (A) Batholith (1 x 1) (1)
2.3.1 Frontal rain (1 x 1) (1)
2.3.2 Front (1 x 1) (1)
2.3.3 Warm air – rising (1 x 1) (1)

Cold air – sinking (1 x 1) (1)
2.3.4 (a) Y (1 x 1) (1)
(b)  Rising air that results in condensation and forms

clouds
 Warm air for evaporation (Any 1 x 2) (2)
2.3.5 Positive impact

 More water will be available for domestic use
 Farming will benefit
Negative impact
 Low temperatures
 High risk of flooding
 Poor visibility that will result in accidents
 Availability of snow
 Effect on the economy of the province (Any 4 x 2) (8)

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2.4.1 Drought is a long period with little rainfall (Concept) (1 x 1) (1)
2.4.2  Removal of vegetation

 Overgrazing
 Burning of fossil fuels (Any 2 x 1) (2)
2.4.3  Shortage of food

 Malnutrition
 Shortage of water
 Outbreak of diseases (Any 2 x 2) (4)
2.4.4  Shortage of water for animals

 Shortage of water for plants
 Reduction in soil quality
 Disruption of the natural ecosystem (Any 2 x 2) (4)
2.4.5  Building dams to store water

 Cloud seeding to artificially increase rainfall
 Desalination of sea water
 Crop rotation to protect soil to store water
 Water restrictions
 Recycling
 Redirecting water to provide for irrigation in areas prone to
drought
 Harvesting rain water from rooftops
 Development of sustainable agricultural practices
 Educating people to change their attitude towards water
usage
 Increase price of water to reduce usage (Any 2 x 2) (4)
2.5.1 Tsunami is a wave of water produced when an earthquake

occurs under the ocean. (Concept)
Earthquake is a violent shaking of the earth’s crust caused by
movement along a fault. (Concept) (2 x 1) (2)
2.5.2 Sri Lanka

Indonesia (2 x 1) (2)
2.5.3 8 people (1 x 1) (1)
2.5.4 South Africa is far away from the epicentre (8 000 km away)
(1 x 2) (2)
2.5.5  Survivors were left homeless as the houses were destroyed

 Crops were destroyed that resulted in food shortages
 Poor infrastructure as roads and bridges collapsed
 No health care facilities
 Businesses were affected as many survivors may have lost
their jobs. (Any 2 x 2) (4)

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GEOGRAPHY P1 7
2.5.6  Build specially strengthened buildings

 Educate people
 Having disaster supplies on hand
 Early warnings must be issued (Any 2 x 2) (4)
2.6.1 Plate tectonics is the theory of formation and motion of the

plates that make up the Earth’s crust (Concept) (1 x 1) (1)
2.6.2 continental drift (1 x 1) (1)
2.6.3 Africa (1 x 1) (1)
2.6.4 (a) Europe

North America (2 x 1) (2)
(b) South America

Africa
Antarctica
Asia (Any 3 x 1) (3)
2.6.5 Pangea (1 x 1) (1)
2.6.6  Rocks of similar type

 The continents fit together like a jigsaw puzzle
 Fossils of similar reptiles were also found
 Fold mountain systems
 The Rift Valley
 Glaciers that covered large parts of the continents (3 x 2) (6)
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SECTION B: POPULATION AND WATER RESOURCES
QUESTION 3
3.1 3.1.1 Rainfall distribution
3.1.2 freezing
3.1.3 Desalination
3.1.4 transpiration
3.1.5 Infiltration
3.1.6 oceans
3.1.7 Marine pollution (7 x 1) (7)
3.2 3.2.1 D
3.2.2 E
3.2.3 B
3.2.4 H
3.2.5 C
3.2.6 G
3.2.7 A
3.2.8 I (8 x 1) (8)
3.3 3.3.1 Population is the total number of people within a given area
. (1 x 1) (1)
3.3.2 2002 = 44,8 million

2016 = 54,9 million (2 x 1) (2)
3.3.3 Lowest – Western Cape (6,3 million)

Highest – Gauteng (13,4 million) (2 x 1) (2)
3.3.4 From 2002 to 2016 the population of South Africa increased

(1 x 2) (2)
3.3.5  Demand for water increases with a growing population

 As population increases, so available cropland decreases
 Original forests have disappeared
 Shortage of food (Any 2 x 2) (4)

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GEOGRAPHY P1 9
3.3.6  Practise birth control

 Availability of contraception
 Sterilisation
 Family planning
 People can be educated about the problems of population
growth
 Encourage abortion (Any 2 x 2) (4)
3.4 3.4.1 Acquired Immune Deficiency Syndrome (1 x 1) (1)
3.4.2 Highest – KwaZulu Natal (14,9%)

Lowest – Western Cape (5,1%) (2 x 1) (2)
3.4.3  Frequent fevers and sweats

 Lack of energy
 Swollen lymph nodes
 Persistent skin rashes or flaky skin
 Persistent or frequent yeast infections (oral or vaginal)
 Pelvic inflammatory disease in women that does not get
better with treatment (Any 2 x 1) (2)
3.4.4  South Africa has more people living with HIV than any other
country in the world.
 The number of HIV-positive people in 2009 was estimated to
be 5,6 million (Any 1 x 2) (2)
3.4.5  HIV is spread through body fluids such as blood, semen,

vaginal fluids and breast feeding
 Through unprotected sex
 During pregnancy
 During birth
 Reusing and sharing needles (Any 2 x 2) (4)
3.4.6  Motivate people to change their negative attitude, ideas and

behaviour towards people with HIV and Aids
 Make people more aware of what a stigma is and provide
them with the knowledge and skills to reduce it
 Address the fears and misconceptions about HIV
transmission
 Discuss taboo topics such as gender, violence, sexuality,
sex and drug use
 Provide skills to challenge the stigma and change people’s
behaviour (Any 2 x 2) (4)
3.5 3.5.1 Water transfer is moving water from one area to another
(1 x 1) (1)
3.5.2 Nelson Mandela Metropolitan Municipality

Eastern Cape (2 x 2) (2)

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3.5.3  Water is used for irrigation

 Supplying urban centres in the Nelson Mandela Metropolitan
area (2 x 1) (2)
3.5.4  Water is piped from the Gariep Dam to the Great Fish River
basin
 A weir, Elandsdrift, diverts water from the Great Fish River
into a canal and through a tunnel into the Little Fish River
 A pipeline pipes water into a canal and to the Darlington Dam
on the Sundays River. (2 x 2) (4)
3.5.5 Human factors

 The population is increasing
 Commercial farmers are using more water for irrigation
 Urbanisation
 Untreated waste water
 Mines and factories use a lot of water
 Pollution of water sources
Physical factors
 Rainfall is not evenly distributed in South Africa
 Alien vegetation consumes more water
 Climate change (Any 3 x 2) (6)
3.6 3.6.1 Hydro-electricity (1 x 1) (1)
3.6.2 Renewable (1 x 1) (1)
3.6.3 It is used to generate electricity (1 x 1) (1)
3.6.4  Domestic use (an example of any domestic use is accepted)

 Used for agricultural activities (2 x 1) (2)
3.6.5  The availability of groundwater helps to make up for high

evaporation rates
 People can tap into this groundwater supply through wells
and boreholes
 At present, over 2 000 m³ of water is removed from the
ground through boreholes everyday (Any 1 x 2) (2)

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GEOGRAPHY P1 11
3.6.6 In the home:

 Close taps when not using the water
 Fix dripping taps and leaks
 Use water-saving showerheads
 Flush toilets less often
 Take showers and fewer baths
 Re-use dirty water for cleaning e.g. washing cars or floors
In the garden
 Use a watering can instead of a hose pipe
 Collect rainwater from the roof
 Use bath water to water vegetables
 Water plants in the evening
In the community
 Report leaking pipes to the municipality
 Remove invasive alien plants
 Educate others about using water sustainably
(Any 4 x 2) (8)
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QUESTION 4
4.1 4.1.1 Push factor
4.1.2 Voluntary
4.1.3 Immigrant
4.1.4 Refugee
4.1.5 Xenophobia
4.1.6 Emigration
4.1.7 Pull factor (7 x 1) (7)
4.2 4.2.1 Oceans
4.2.2 Low pressure
4.2.3 High pressure
4.2.4 Moist
4.2.5 Clouds
4.2.6 Precipitation
4.2.7 Surface runoff
4.2.8 Rise (8 x 1) (8)
4.3 4.3.1 Migration (1)
4.3.2 (a) International
(b) Voluntary
(c) Temporal (3 x 1) (3)
4.3.3  He is looking for better job opportunities

 He is not feeling safe in South Africa (Any 1 x 1) (1)
4.3.4  Better job opportunities

 Better standard of living
 Safety (Any 2 x 2) (4)

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GEOGRAPHY P1 13
4.3.5  Migration increase skills shortages in South Africa

 Brain drain
 It leaves older people only in South Africa
 There is less money to support local businesses because
many people leave the country
 Population shrinks so local authorities find it too expensive
to maintain schools, clinics and other services (Any 3 x 2) (6)
4.4 4.4.1 Demographic transition model is a model explaining how

country’s population changes over time (Concept) (1 x 1) (1)
4.4.2 Stage 2 (1 x 1) (1)
4.4.3 Stage 4 (1 x 1) (1)
4.4.4 Birth rate and death rate in stage 1 are high (1 x 2) (2)
4.4.5  Improved medical services

 Better diet
 Better services and infrastructure
 Fewer wars
 Better quality of life (Any 2 x 2) (4)
4.4.6  The availability of contraception

 The status of women
 Education
 Job opportunities
 Medical care
 Culture and tradition
 Religion
 The age of marrying
 Polygamy
 Political system (Any 3 x 2) (6)
4.5 4.5.1 Overfishing is catching fish faster than they can reproduce,
thereby gradually reducing the fish resources. (Concept)
(1 x 1) (1)
4.5.2  More people and companies are fishing in the world’s

oceans
 The lack of other jobs in coastal communities, forces people
to survive by fishing
 Fishing technology has greatly improved, which results in
more fish being caught
 Lack of laws to control the quantity of fish which can be
removed from the world’s oceans (Any 2 x 2) (2)

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4.5.3  Overfishing reduces the amount of food available for people

to eat
 Overfishing one species affects many other species
 A decline in fish stocks leads to job losses and hardship
(Any 2 x 2) (4)
4.5.4  The oceans contain vast stores of oxygen

 Sea weed is used by people as food
 There are oil and gas fields in many oceans
 Ocean can provide tidal and wave energy
 Ocean transport is one of the most affordable forms of
transport
 Human use oceans for tourism and holidays
 They moderate our climate and temperature (Any 4 x 2) (8)
4.6 4.6.1 Mozambique (1 x 1) (1)
4.6.2 South Africa (1 x 1) (1)
4.6.3 SA Military Health Services (1 x 1) (1)
4.6.4  Houses are built out of plastic, wood, zinc, etc.

 Very dense housing with unplanned street patterns
(Any 1 x 2) (2)
4.6.5  Poor road junctions were washed away

 Low bridges were washed away which made the area
unreachable (inaccessible) (2 x 2) (4)
4.6.6  Providing of formal housing in other areas

 Relocating buildings within settlements
 Preventing people from building houses in areas at high risk
of flooding
 Improving the design of houses
 Installing and maintaining drains
 Designing disaster plans to handle a flood situation when it
happens
 Educating people about flood dangers (Any 3 x 2) (6)
[75]
TOTAL: 225

EC Geography Grade 10 November 2018 P1 and Memo

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This question paper consists of 16 pages and an addendum of 12 pages.

INSTRUCTIONS AND INFORMATION

1. This question paper consists of FOUR questions.

2. Answer ANY THREE questions of 75 marks each.

3. All diagrams are included in the ADDENDUM.

4. Leave a line between subsections of questions answered.

5. Start EACH question on a NEW page.

6. Number the answers correctly according to the numbering system used in

7. Number the answers in the centre of the line.

8. Do NOT write in the margins of the ANSWER BOOK.

9. Draw fully labelled diagrams when instructed to do so.

11. Write neatly and legibly.

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SECTION A: THE ATMOSPHERE AND GEOMORPHOLOGY

1.1.1 Dew point temperature

1.1.2 Air temperature

1.1.3 Cloud cover

1.1.4 Wind direction

1.1.5 Wind speed in knots

1.1.7 Is the atmosphere unsaturated or saturated with water vapour?

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1.2.2 Large cracks which form as a result B Crust

1.2.3 Solid outer layer of the Earth, C Fossil

1.2.4 Pieces of rock, clay and other D Geomorphology

1.2.5 The remains of dead plants or E Fault

1.2.6 A bending of rocks into folds due to F Mantle

1.2.7 The layer of molten material around G Quartzite

1.2.8 A metamorphic rock formed from H Folding

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1.3 Refer to FIGURE 1.3 showing ozone depletion.

1.3.1 Define the term ozone depletion. (1 x 1) (1)

1.3.2 In which layer of the atmosphere is ozone concentrated? (1 x 1) (1)

1.3.3 What does the acronym CFC stand for? (1 x 1) (1)

1.3.4 Identify THREE causes of ozone depletion in FIGURE 1.3. (3 x 1) (3)

1.3.6 In a paragraph of approximately EIGHT lines, discuss sustainable

1.4 Refer to FIGURE 1.4 showing a cloud type.

1.4.2 Identify the type of cloud in FIGURE 1.4. (1 x 1) (1)

(b) Justify your answer in QUESTION 1.4.3(a) by providing TWO

1.4.4 Thunderstorm is another form of precipitation. Discuss ONE positive

1.5 Carefully read the extract in FIGURE 1.5 on earthquakes.

1.5.1 Provide a geographical term for the following:

(a) The vibration in the Earth’s crust due to sudden movements

1.5.3 Which instrument is used to measure the magnitude of an

1.5.4 Explain why most earthquakes happen close to plate boundaries.

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1.5.5 Briefly describe the negative results or damage caused by the

1.6 Refer to FIGURE 1.6 showing the structure of the Earth.

1.6.1 Name the layers labelled X, Y and Z. (3 x 1) (3)

1.6.3 Is the temperature change decreasing or increasing as one moves

1.6.5 Explain how layer X results in volcanic activity. (1 x 2) (2)

1.6.6 Describe TWO ways in which the layer labelled Z is important to

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2.1.1 Which of the following is not a greenhouse gas?

2.1.2 Incoming solar radiation is called …

2.1.4 Clouds of great vertical extension are …

2.1.5 Lines joining places of the same pressure:

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2.1.6 The layers of the atmosphere where there is inversion of

A troposphere and thermosphere.