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PROVINCIAL ASSESSMENT

GRADE 10

GEOGRAPHY P1
NOVEMBER 2019
MARKING GUIDELINE
FEBRUARY 2019

MARKS: 225

This marking guideline consists of 13 pages.

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Geography/P1 2 NW/November 2019
NSC – Grade 10 – Marking Guideline

QUESTION 1:
1.1.1 B
1.1.2 D
1.1.3 C
1.1.4 C
1.1.5 A
1.1.6 D
1.1.7 A
1.1.8 C (8 x 1) (8)

1.2.1 Conduction
1.2.2 Dew point temperature 
1.2.3 Leeward side 
1.2.4 Magma 
1.2.5 Exosphere/Thermosphere 
1.2.6 Sedimentary
1.2.7 Syncline  (7 x 1) (7)

1.3.1 2,5 km  (1 x 1) (1)

1.3.2 The more humid the air the higher the condensation level  (1 x 1) (1)
1.3.3 8°C  (1 x 1) (1)
1.3.4 Cirrus  (1 x 1) (1)
1.3.5 Convectional rain  (1 x 2) (2)
1.3.6 Climate conditions: Areas with high temperatures and moist air 
Area: Interior of South Africa /
Summer rainfall regions in South Africa  (2 x 2) (4)
1.3.7 A – Cirrus 
B – Cumulus 
C – Stratus 
D – Stratocumulus 
E - Altocumulus  (5 x 1) (5)

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Geography/P1 3 NW/November 2019
NSC – Grade 10 – Marking Guideline

1.4.1 The area on the surface of the earth immediately above the focus is called the
epicenter. (1 x 1) (1)
1.4.2 7.1 magnitude  (1 x 1) (1)
1.4.3 Richter scale  (1 x 1) (1)
1.4.4 Locate active fault zones 
Identify high risk areas 
Predict where earthquakes might strike 
Make sure emergency services are in place 
Build dams along fault lines to absorb the shocks 
Strengthen existing infrastructure and houses 
Build strong breakwaters to protect coastal areas 
Built earthquake resistant buildings 
Early warning systems for tsunami’s  (any two) (2 x 2) (4)

1.4.5 A lot of people died 

Buildings collapsed 
Debris injured people and landed in the streets 
Fires could have broken out 
People are homeless 
Water pipes and infrastructure broken 
Broken gas and fuel lines cause danger 
Collapsed bridges and highways made emergency services difficult 
Windows shattered and injured people  (any four) (4 x 2) (8)

1.5.1 Insolation is incoming short-wave radiation from the sun.  (1 x 1) (1)

1.5.2 Reflection  (1 x 1) (1)
1.5.3 Upward  (1 x 1) (1)
1.5.4 Absorption  Scattering  Reflection  (3 x 1) (3)

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Geography/P1 4 NW/November 2019
NSC – Grade 10 – Marking Guideline

1.5.5 Carbon dioxide; 

methane; 
CFCs; 
nitrous oxide; 
water vapour  (Any two) (2 x 2) (4)
1.5.6 Increasing occurrence of skin cancer 
Leather-like skin 
Eye diseases such as cataracts 
Weakened immune systems  (Any two) (2 x 2) (4)

1.6.1 South Atlantic High Pressure cell  (1 x 1) (1)

1.6.2 1032 hPa  (1 x 1) (1)
1.6.3 Cold front  (1 x 1) (1)
1.6.4 Winter   (1 x 2) (2)
1.6.5 a) 16 ° C 
b) South West 
c) Fully overcast/ 8/8 
d) 20 knots (kt) 
e) none  (5 x 2) (10)
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Geography/P1 5 NW/November 2019
NSC – Grade 10 – Marking Guideline

QUESTION 2:

2.1.1 Troposphere 
2.1.2 Stratosphere 
2.1.3 Mesosphere 
2.1.4 Water vapour 
2.1.5 Ultra violet 
2.1.6 Stratosphere 
2.1.7 Temperature inversion 
2.1.8 Albedo  (8 x 1) (8)

2.2.1 Mantle 
2.2.2 Iron 
2.2.3 Humans live on the surface of the earth and grow food in the soil. 
2.2.4 Mohorovicic discontinuity/Moho-level 
2.2.5 Plates 
2.2.6 5 000 ° C 
2.2.7 Mantle  (7 x 1) (7)

2.3.1 The gradual warming of the earth’s atmosphere by the addition of

greenhouse gasses.  (1 x 1) (1)
2.3.2 Livestock/cattle  (1 x 2) (2)
2.3.3 “warms the world 20 times faster than carbon dioxide”  (1 x 2) (2)
2.3.4 They indirectly cause acid rain, 
alien species, 
desertification, 
dead zones in oceans 
poisonous water.  (any one) (1 x 2) (2)

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Geography/P1 6 NW/November 2019
NSC – Grade 10 – Marking Guideline

2.3.5 Save electricity 

Use higher standard of electrical appliences 
Carbon tax 
Energy tax 
Expand transport system 
Set carbon emission limits 
Set speed limits on roads 
Use electric vehicles 
Reduce the use of fertilisers 
Expand methane extraction 
Reduce CFC production (Any four)  (4 x 2) (8)

2.4.1 Alfred Wegener  (1 x 1) (1)

2.4.2 A move away  from one another
B move toward  one another (2 x 1) (2)
2.4.3 A Divergent boundary 
B Convergent boundary  (2 x 2) (4)
2.4.4 The plates float on the molten mantle 
The crust of the earth is broken in several large pieces that constantly move in
different directions. 
The crust of the earth had broken into seven plates which move around on the
molten outer mantle. 
The different plates can move away and towards one another on the molten mantle
of the earth. 
The plates are not fixed and can move because it slides around on the liquid and
molten outer mantle of the earth.  (Any two) (2 x 2) (4)
2.4.5 Plant and animal life are similar 
Glacial deposits in Brazil and West Africa match 
Fossil remains are the same 
Rock formations line up on the two continents  (any two) (2 x 2) (4)

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Geography/P1 7 NW/November 2019
NSC – Grade 10 – Marking Guideline

2.5.1 When changes in the earth’s climate system result in new weather patterns that
last for a few decades.  (1 x 1) (1)
2.5.2 Global warming  (1 x 2) (2)
2.5.3 Fish species might die because of the temperature change in the water. 
Marine life might become extinct when their habitat changes and they do not have
enough food. 
The fish will not be able to live in warmer water. 
The change of temperature in the marine ecosystem will lead to species to
become extinct.  (Any one) (1 x 2) (2)
2.5.4 3 000 years  (1 x 2) (2)
2.5.5 Expanding oceans lead to the rising of sea level which may lead to flooding of
coastlines. 
Changing of precipitation patterns
Change in weather patterns leads to an increase of extreme weather
Changes in soil quality and vegetation 
Changes in ecosystems and loss in biodiversity.  (any four) (4 x 2) (8)

2.6.1 3 500 people  (1 x 1) (1)

2.6.2 The blanket of ash left thousands of animals without pasture and water.  (1 x 2) (2)
2.6.3 Composite  (1 x 2) (2)
2.6.4 Active – still erupts constantly 
Dormant – shows no sign of activity, but can still erupt again.  (1 x 2) (2)
2.6.5 South America and Australia (2 x 2) (4)
2.6.6 A Pipe/central vent 
C Dyke 
D Sill 
E Magma chamber/Batholith  (4 x 1) (4)
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Geography/P1 8 NW/November 2019
NSC – Grade 10 – Marking Guideline

QUESTION 3:

3.1.1 Life expectancy 

3.1.2 Emigration 
3.1.3 Marti culture 
3.1.4 Pull factors 
3.1.5 Population density 
3.1.6 Literacy rate 
3.1.7 Depopulation 
3.1.8 Population distribution  (8 x 1) (8)

3.2.1 I 
3.2.2 J 
3.2.3 E 
3.2.4 D 
3.2.5 C 
3.2.6 G 
3.2.7 F  (7 x 1) (7)

3.3.1 A bar chart, arranged vertically, that shows the distribution of a population by a
category such as age/sex.  (1 x 1) (1)
3.3.2 5 years  (1 x 1) (1)
3.3.3 Concave profile  (1 x 1) (1)
3.3.4 wide  (1 x 2) (2)
3.3.5 Very large young population/
high birth rate 
Very few elderly/
High death rate  (2 x 2) (4)

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Geography/P1 9 NW/November 2019
NSC – Grade 10 – Marking Guideline

3.3.6 A – Dependents/youth 
B – Economically active/ adult 
C – Dependents/elderly  (3 x 2) (6)

3.4.1 Water demand is outstripping supply.  (1 x 1) (1)

3.4.2 Tugela-Vaal 
Orange river project 
Berg river scheme 
Lesotho highlands water project 
uThukela-uMahlatuze Scheme 
Mooi-Umgeni scheme  (any two) (2 x 1) (2)
3.4.3 It reduces water for downstream users. 
Rotting vegetation in the dams releases greenhouse gasses. 
Dam wall blocks fish migration 
Disturbs ecosystems  (any two) (2 x 2) (4)
3.4.4 Make sure that research is conducted into alternative water supplies 
Encourage recycling of water 
Enforce laws that prevent pollution of water sources 
Restore wetlands 
Remove alien vegetation 
Educate people about conservation of water  (any four) (4 x 2) (8)

3.5.1 Decreasing birth rates.  (1 x 1) (1)

3.5.2 The population becomes less.  (1 x 2) (2)
3.5.3 The foreigners immigrating into Norway make up for the low birth rate.  (1 x 2) (2)
3.5.4 A low to negative birth rate
A low death rate (any one) (1 x 2) (2)
3.5.5 There will be less people in the economically active age group 
The economy might suffer as a result of fewer people in the work force.  (2 x 2) (4)
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Geography/P1 10 NW/November 2019
NSC – Grade 10 – Marking Guideline

3.5.6 Negative Cultural differences might cause strain. 

Xenophobia might be a problem. 
Positive Foreigners bring new knowledge with them. 
Foreigners might have new skills 
(one positive and one negative) (2 x 2) (4)

3.6.1 57 percent  (1 x 1) (1)

3.6.2 57 percent  (1 x 2) (2)
3.6.3 Piped water is safe to drink 
Piped water is easy to come by. 
Piped water is available most of the time. 
People could contract water borne diseases if they drink unimproved water  (2 x 2) (4)
3.6.4 People cloud contract diarrhea 
People could get other water borne diseases and could die as a result.  (2 x 2) (4)
3.6.5 Strict regulations and fines for industries that pollute the rivers. 
Restricting access to the dams 
Making sure that people do not dump rubbish in the water. 
Make more money available for research  (any two) (2 x 2) (4)
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Geography/P1 11 NW/November 2019
NSC – Grade 10 – Marking Guideline

QUESTION 4:

4.1.1 A 
4.1.2 C 
4.1.3 B 
4.1.4 A 
4.1.5 D 
4.1.6 C 
4.1.7 B 
4.1.8 C  (8 x 1) (8)

4.2.1 Evapotranspiration 
4.2.2 Condensation
4.2.3 Precipitation
4.2.4 Infiltration
4.2.5 Run off/sheet wash
4.2.6 Groundwater 
4.2.7 Evaporation (7 x 1) (7)

4.3.1 A person who moves from one place to another, especially to find work and better
living conditions. (1 x 1) (1)
4.3.2 Brain drain is when skilled and educated people leave a country to live elsewhere.  (1 x 1) (1)
4.3.3 When skilled people leave the country, they leave the job market or close their
businesses down leading to their unskilled workers being unemployed.  (1 x 1) (1)
4.3.4 Lack of skilled people to educate others; job losses as result of companies closing
down.  (1 x 2) (2)
4.3.5 The drop in standard of living 
Drop in standard of education 
Drop in standard of health services, 
The high crime rate 
The falling value of the rand.  (any two) (2 x 2) (4)
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Geography/P1 12 NW/November 2019
NSC – Grade 10 – Marking Guideline

4.3.6 (a) The seasonal movement  of people with their livestock over a short
distance to higher pastures in Summer and lower valleys in winter.  (2 x 2) (4)
(b) India 
Scotland 
Switzerland 
Greece 
Lesotho  (any one) (1 x 2) (2)

4.4.1 Seawater can be processed to remove the salt from it and turn it into fresh water
that humans can drink and use.  (1 x 1) (1)
4.4.2 Israel  (1 x 1) (1)
4.4.3 It is very expensive 
Uses a lot of electricity  (any one) (1 x 1) (1)
4.4.4 The extreme drought in the Western Cape  (1 x 2) (2)
4.4.5 Reverse osmosis  (1 x 2) (2)
4.4.6 Orange river  (1 x 2) (2)
4.4.7 The demand in Gauteng exceeds the availability.  (1 x 2) (2)
4.4.8 South Africa is a dry country with little rainfall. 
South Africa has few perennial rivers 
People do not use water sparingly in South Africa  (any two) (2 x 2) (4)

4.5.1 a) Human Immunodeficiency Virus 

b) Acquired Immune Deficiency Syndrome  (2 x 1) (2)
4.5.2 Negatively  (1 x 1) (1)
4.5.3 3,2  (1 x 2) (2)
4.5.4 Swaziland  (1 x 2) (2)
4.5.5 Destabilisation of families 
Health facilities struggle to cope with the volume of patients 
Insurance companies suffer 
Production and labour supply are less 
People are more often absent from work. 
Economy suffers as result of people being sick/die.  (any four) (4 x 2) (8)
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Geography/P1 13 NW/November 2019
NSC – Grade 10 – Marking Guideline

4.6.1 The amount of fish people are allowed to catch by law.  (1 x 1) (1)
4.6.2 24 percent  (1 x 1) (1)
4.6.3 Fish stocks in the ocean are very low and people who depend on income from
fishing will have no income.  (1 x 2) (2)

4.6.4 a) South African Sustainable Seafood Initiative  (1 x 2) (2)

b) They have made a pocket size card telling people which fish species have

good stock levels. 

They educate people about stock levels of fish.  (2 x 2) (4)

4.6.5 a) 15 mm 

b) 15h30 to 16h00 

c) 100 cumegs 

d) 18h00 to 18h30 

e) 15h30 to 18h00 = 2 and a half hours  (5 x 1) (5)

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GRAND TOTAL: 225

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