TYPE OF TASK: RESEARCH - Mondeor High School
TYPE OF M:TWOEXAMINER:SEDIBENG WESTMODERATOR:JOHANNESBURG EASTTIME PERIOD ALLOCATED:PHASE ONE:Term 1PHASE TWO:Term 2CAPS WEIGHTING %:20TERM WEIGHTING %:50DATE OF IMPLEMENTATION:
Research/Grade 122GDE/2020INSTRUCTIONS AND INFORMATION:NOTE TO THE EDUCATOR:GUIDELINES ON CONDUCTING A RESEARCH TASK IN GRADE 121. The Requirements of the Program of Assessment must be adhered to in terms oftime frames as stated in the Table 1.2. Each research activity within the Research Task must be allocated a time frame forcompletion within the phase. A guideline of due dates is provided in Table 1.3. Non-compliance of submissions according to the time frame set CAN result in azero mark for the candidate for the research activity. (Exceptional cases can beconsidered at the discretion of the Head of Department and Educator). –Table 1 must be mediated to all Grade 12 Geography candidates who MUSTpresent a research task as part of the formal program of assessment.RECOMMENDATIONS FROM IMPLEMENTATION IN 2018 and 2019:4. The formulation of the HYPOTHESIS will determine the nature and scope of thetype of research the candidate will complete. (It is useful to dedicate more time witheach candidate in the formulation of the HYPOTHESIS at the beginning so as toeliminate vagaries and poor methodology during the phases and activities within theresearch – refer to Table 1).5. Every attempt must be made to ensure candidates formulate their HYPOTHESISwithin their local environments. (It is recommended that candidates be given anopportunity to consider their approaches and accessibility/availability of informationbefore finalising the Hypothesis).SASAMS6. The TERM allocated to this task is Term 2.7. The TASK DESCRIPTION allocated to this task is TASK 3 (Research) – Formal8. This is a COMMON TASK for Grade 12 Geography in the GDE9. The ACTIVITY COUNT is 110. The PLANNED DATE is 20 May 2020 (i.e. date of final submission)11. The RAW TASK TOTAL is 100 marks12. This task is INCLUDED IN SBA YEAR MARK13. This task has an SBA WEIGHT % of 20.00
Research/Grade 123GDE/2020INSTRUCTIONS AND INFORMATION:NOTE TO THE CANDIDATE1. The RESEARCH TASK in Grade 12 is part of the formal assessment program in2020.2. The RESEARCH TASK is implemented at the beginning of TERM ONE (Start date– 15 January 2019) and ends in TERM TWO (End date – 20 May 2019)3. All dates stated in Table 1 are stipulated for completion of the step and/or phase.(Only under exceptional circumstances will the educator consider a late submission)4. Each step MUST be documented with evidence in the LEARNER PORTFOLIO OFEVIDENCE.5A copy of the RESEARCH RUBRIC must be made available at all times in theLEARNER PORTFOLIO OF EVIDENCE from the date of implementation.
Research/Grade 124GDE/2020THE RESEARCH TASKA HYPOTHESIS TESTING APPROACH TO RESEARCH TASKS IN GEOGRAPHY FETTable 1:Research ActivitySteps MarksDescriptor(s)and Due DateFormulation of theHypothesishypothesis110(Must be in the form of a statement including –what, where and impact of geographical issue)Due Date: 31.01.2020GeographicalA4 size or smallerMapping of research(A map with specific coordinates of the study210area drawn to scale with appropriateareareferences)Due Date: 07.02.2020BackgroundA paragraph of EIGHT linesinformation to(A description of the location of the area you310have chosen with historical and geographicalHypothesisscope of the problem)Due Date: 14.02.2020Data collectionDue Date: 20.03.2020Analysis andsynthesis includingrepresentation of dataDue Date: 03.04.2020Recommendationsand possiblesolutionsDue Date: 17.04.2020Conclusion –ACCEPT/REJECTthe hypothesisDue Date: 24.04.2020BibliographyDue Date: 08.05.2020Cover pageDue Date: 08.05,2020PresentationDue Date: 08.05.2020Final SubmissionDue Date: 20.05.2020TotalTerm er 520(Graphs/Tables/Written responsesdemonstrating nature and scope of datacollected)610Structured paragraph(s) of approximatelyEIGHT lines75Statement of REJECT/ACCEPT85(All references used must be sourced95105100Term(In a paragraph of EIGHT lines)according to the Harvard referencing system)Design a cover page with an appropriatecontext for the research with the statedhypothesisCan be but not limited to A verbal presentation orA PowerPoint presentationTerm 2
Research/Grade 12 5GDE/2020Read the Research Activity and a brief summary of a summary of the requirementsfor the level descriptor.Read Table 1 in conjunction with the Research Rubric to gain more insight on theexpectations for each activity/stepGEOGRAPHY RESEARCHGUIDELINES FOR CONDUCTING A HYPOTHESIS TESTChoosing a geographical perspective towards a Hypothesis:To complete a geographical research consideration MUST be given to an analysisand/or interpretation of a geographical phenomenon with a geographical perspective.A geographical perspective takes into account the CAUSES, EFFECTS andSOLUTIONS to a geographical phenomenon or a geographical problem (refer toFIGURE ONE)To research with a geographical perspective, an area of geographical interest MUSTbe identified.As Geographers we seek to understand and explain the interactions between humans,and between humans and the environment in space and time. This is achieved byasking questions or making informed geographical decisions on causes, effects andsolutions/recommendations to various phenomena around us.As a grade 12 Geography candidate you should: have an interest in geographical information from a Geographical Perspective.i.e. analysis of the information in terms of FIGURE 1 – A GEOGRAPHICAL PERSPECTIVE
Research/Grade 126GDE/2020CausesEffects/ ImpactsSolutions/RecommendationsEXAMPLES OF TOPICS FOR GRADE 12 RESEARCHA Geographical Perspective can include:Climate and Weather:An analysis of weather patterns and data over a longerperiod in the Pretoria CBDAn analysis of a section of the Johannesburg CBD andtrends/patterns/relationships on Urban development andurban climatesStrategies that help prepare for and manage naturalweather disasters in Gauteng e.g. Floods/DroughtsLocal climates in Gauteng and its impact on settlementsand farming activitiesGeomorphology:A study of processes and factors influencing flowpatterns in local stream/rivers – Vaal RiverA study of the human impact on flow patterns of theJukskei river in AlexandraCatchment and river management in GautengChallenges created by the Department of Water andSanitation regarding provision of water to localcommunitiesSettlement Geography:A study of transport patterns in the local community.Urbanisation trends and patterns in Sandton CBD.Lack of planning by local municipalities in the provisionof basic services e.g. housing/education/electricityInfrastructure failure – roads/railways/electricity/waterThe rapid rise of informal settlements and related issuesin my local communityConsider areas of environmental, economic and socialjustice issuesEconomic Geography:The 4th Industrial Revolution and its impact on
Research/Grade 127GDE/2020employment in my local community/ municipality/Gauteng.Foreign Investment is for profits of big business and notbuilding a stronger community in A study of the local informal sector and its impact on thelocal economy/employment. after thinking about various issues affecting the citizens of Gauteng, think about yourlocal community and challenges that are faced on a daily basis(Refer to a local/regional/national NEWSPAPER and determine howmany of the articles relate to a geographical perspective) Let's begin STEP ONEFormulating a hypothesis or a geographical statementDevelopment of Hypothesis testing in the Geography FET: Choose a specific area of study where a geographical statement can bemade.During this stage a geographical statement MUST ask the following:WHERE IS ITWHAT IS ITHOW OUGHT IT TO BE HUMAN IMPACTS THE BIG IDEAS OF CAPS (Empirical Analytical Approach) Follow the steps of research to ensure that the geographical statement iswell defined.A possible hypothesis in Settlement geography:How does the geographical problem impacton spatial pattern?Rural–Urban Migration.Where is the area of research i.e.spatial location?An analysis of weather patterns and climatic data over a longer period in thePretoria CBD demonstrate the negative impact of Climate ChangeWhat is the geographical problem i.e. spatialprocess?
Research/Grade 128GDE/2020A possible hypothesis in Geomorphology: Catchment and river management.How does the geographical problem impacton spatial pattern?Where is the area of research i.e.spatial location?The pollution on/in/along the Vaal River is due to the increase in contaminantscreated by the Vaal Colliery in the underground water.Where is the area of research i.e.spatial location?What is the geographical problem i.e. spatialprocess?STEP TWOMapping Provide a map of the area in question.During this stage create a buffer zone around the area where thegeographical problem exists.The map should have a clear legend/key and must be drawn to scale.The scale must be indicated on the map.If the map used covers a wider area, buffer zones around the area ofstudy should be created.The map used should be the most recent map of the study area.STEP THREEBackground information about an area of study. Identify on the map where in South Africa the study area is located.(This can be indicated on the map)A description of the study area in terms of its exact position (degrees,minutes and seconds).Provide relevant information about the area, for example population of thearea or climate of the area.Provide media (newspaper/internet/magazine) sources.STEP FOURMethods of data collection(a)PRIMARY DATA SOURCES
Research/Grade 129 (b)GDE/2020The use of questionnairesInterviewsObservationsField tripsSECONDARY DATA SOURCES Newspaper articles Government department statistics Books InternetSTEP FIVEAnalysis and synthesis of data (Data Representation) Collected data should now be used to formulate adiscussion around the existing geographical problem.Represent information graphically (creatively) wherenecessary, for example graphs, sketches, photographs etc.Graphic information must be analysed during this stage.STEP SIXRecommendations and possible solutions Make recommendations to solve the geographical problemin question.Present original and realistic opinions as far possibleSTEP SEVENConclusion – ACCEPT OR REJECT the hypothesis. Make a decision to eitherACCEPT or REJECT the hypothesis.Provide reasons for either ACCEPTING or REJECTING thehypothesis.STEP EIGHTBibliography A comprehensive bibliography should be included.(You can use a Harvard referencing system)List web sites in full.Annexures of questionnaires and interviews conductedshould be included.
Research/Grade 1210GDE/2020STEP NINESubmission For submission, ensure that a suitable cover page isincluded that represents the HYPOTHESIS.EXEMPLAR RESEARCH TASK ONE - GRADE 12CURRICULUM CONTENT:Urban DecayInner city decay in Pretoria central takes ugly turnTSHWANE - The ongoing decay regarding inner city in Pretoria central, took another turn,with rental agencies placing the blame at the door of the property owners who contractedthem to administer the properties, and pocket the monthly rentals. The agencies areaccused by tenants of prioritizing the collection of rentals but turning a blind eye to thederelict structures which many families call home in the city centre. “We manage propertyon behalf of owners, who pay us a commission on the rent received”. Huurkor Agency hasa maintenance department which handles all maintenance issues reported by residents,””However, there are individuals [apartment owners] who do not renovate their propertywhen faults are brought under their attention.South African cities attract thousands of new residents every year in search of work and abetter life. The housing shortage, along with a shortage of housing subsidies, means thatfor many South Africans there is no alternative but to live in informal housing and shacksettlements. The rapid increase of informal settlements around the cities in South Africahas resulted in an increase in crime rates in the inner city. The inner city is a part of theurban settlement that is found in the commercial zone. Inner city problems are acharacteristic of old, established cities. In the case of South Africa, cities likeJohannesburg, Pretoria, Cape Town, Durban and Port Elizabeth are good examples ofurban settlements that experience problems in the inner city.
Research/Grade 1211GDE/2020Source:ENCACompile your research by completing the following activities outlined below:Step 1: Formulate the hypothesisFormulate your own hypothesis based on a problem you have identified, e.g. from anewspaper article/observation/discussion etc.The lack of INTERVENTION by city authorities on Urban Decay in the PretoriaCBD has resulted in poor service delivery within the inner city.Step 2: Mapping Provide a map showing the position of the informal settlementin relation to the city that you have identified for your researchtask. (It is easier to choose your local area as an area of study.The map should clearly indicate buffer zones where informalsettlements are located.The map should include areas of the city that are regarded ascrime “hotspots”The map must have a clear legend/ key.The scale should be indicated on the map.Step 3: Background information about the study area Step 4: Data collectionProvide a brief introduction and description (backgroundinformation) of the city (study area) you have selected in termsof:Historical backgroundPopulation.Climate.Describe the location of informal settlements in relation to theinner city.Other relevant statistical information.
Research/Grade 1212(a)GDE/2020Collect data using at least THREE methods e.g. questionnairesinterviewsfield tripsphotographs and mapsLiterature research (newspapers, magazines, books e.t.c.)internet researchStep 5: Analysis and synthesis of data Analyse the data that you have collected, and formulate areport onyour findings. Support your findings with graphs, photos,etc. Briefly discuss how the existence of informal settlementscontributes to crime in the inner city. Briefly discuss the contribution of high unemployment rate intheinformal settlements to crime in the inner city.Step 6: Recommendations and solutions Provide suitable recommendations and solutions to theproblemStep 7: Conclusion – ACCEPT/REJECT the hypothesis Based on your findings in activity five you may either ACCEPTorREJECT the hypothesis.Step 8: Bibliography Provide a bibliography for your research. If you have done anyinternet research, you must provide the website that you haveused in full.Step 9: Submission Collate all your information. Include a table of contents. Ensure that you include a copy of the questionnaire and/orquestions asked in your interviews as annexures. Design a suitable cover sheet. Submit your research.
Research/Grade 1213GDE/2020EXEMPLAR RESEARCH TASK 2 - GRADE 12Curriculum content:Catchment and River ManagementTHE IMPACT OF HUMAN ACTIVITIES ONRIVERSRivers obtain their water from surface run off and ground water of their drainage basin.Activities that take place in the drainage basin affect the quality of water in the river.Humans impact rivers in many ways. The often flow of harmful substances produced byhumans cause many kinds of changes in rivers and aquatic environment. Often humanactions also change the river flow or the shape of the river bed. When human settle in theriver’s catchment area they usually modify the land surface and even the river itself, thesemodifications can impact on the drainage basin in different ways. The amount of waterreaching the river may be considerably reduced.NB:yourChoose the river/stream closest to your school as an area of study AND conductresearch by following the steps outlined below:Step 1: Formulate the hypothesis:Human activities impact negatively on the quality of water and the flow pattern inthe section of the Vaal River passing the town of Parys.Step 2: Mapping Provide a map showing the river being studied and the adjacentsettlements.Create a clear buffer zone at the part of the river that is being studied.The map should have a clear key/legend.
Research/Grade 12 14GDE/2020The scale should be indicated on the map.Step 3: Background information about the river under study Describe the provincial location of the river.Climate – particularly the amount of rainfall that is received.VegetationRelief and TopographyUnderlying rock structureSpecify the river type: (permanent, periodic, etc.)Describe the river stage (youth, mature or old age) at your study area.Step 4: Data collectionCollect data using at least THREE methods e.g. questionnairesinterviewsfield tripsphotographs and mapsliterature research (newspapers, magazines, books etc.)internet researchStep 5: Analysis and synthesis of data Analyse the data that you have collected, and formulate areport on your findings. Support your findings with graphs,photos, etc.Using the above sets of data collected determine the extent towhich the river is affected by human activities.Explain in detail how the identified human activities impact onthe quality of water and the flow pattern of the river.Step 6: Recommendations and solutions In your opinion as a researcher what would be the possiblesolution(s) to the negative impact caused by human activities inthe river?Make the long term recommendations to the Governmentdepartment(s) leading to the legislature that protects the rivers.Step 7: Conclusion – ACCEPT/REJECT the hypothesis Based on your findings in activity five you may either ACCEPTor REJECT the hypothesis.Provide reasons for your conclusion.
Research/Grade 1215GDE/2020Step 8: Bibliography Provide a bibliography for your research. If you have done anyinternet research, you must provide the website that you haveused in full. Collate all your information.Include a table of contents.Ensure that you include a copy of the questionnaire and/orquestions asked in your interviews as annexures.Design a suitable cover sheet.Submit your research.Step 9: Submission
Research/Grade 1216GDE/2020RUBRIC FOR RESEARCH TASKNAME OF CANDIDATE:HYPOTHEIS:GRADE:MARKStep 1:Formulation ofhypothesisMARK1Learner has not understoodthe formulation of ahypothesis and has merelystated a topic.1Irrelevant mapLimited to no information.Step 2:MapMARK1Unable to give a description orbackground information of thearea being studied in aparagraphStep 3:Backgroundinformation2-4Learner has formulated thehypothesisNot a research topic specific toGeography EnquirySpecific area not identifiedNo specific problem.No specific impact.2-4Relevant map of Research areaincluded.Limited informationNo legend.No ScaleNo Buffer Zones created2-4Some description of an area isprovided in a paragraph withlimited background informationgiven.5-7Learner has formulated thehypothesisDescribes a topic specific toGeography EnquiryGeographical area is notspecific.Problem not specific.Impact not specific.8 -9Learner has formulated thehypothesisDescribes a topic specific toGeography Curriculum.Geographical area is specific.Problem is specific.Impact is deratorMarkEducatorMarkModeratorMarkLearner has formulated thehypothesisDescribes a topic specific toGeography Curriculum.Geographical area isspecific.Problem is specific.Impact is specific.5-78-910Relevant map of Research areaincluded with appropriatelegend and limited detail.Relevant research area identifiedon a map with an appropriatelegend, appropriate labels anduse of scale.Accurate map used withappropriate detail showingaccurate details of bufferingand delineation of researchareas with appropriateinformation including alegend and a scale.5-78-910Relevant description of an withmost of the backgroundinformation provided in aparagraphStudy area is well motivated andforms part of the localcommunity and a relatedgeographical issue.Learner has fully described thestudy area in a paragraph andhas provided the appropriatebackground information relevantto the Hypothesis.Study area is well motivatedand forms part of the localcommunity and a relatedgeographical issueLearner has fully describedthe study area in aparagraph of exactly EIGHTlines and has provided thesuitable backgroundinformation relevant to theHypothesis.
Research/Grade 12MARK1-3Only one primary or onesecondary source of data isused.Step 4:Data collectionMARK4-8Primary and secondary sourcesof data collected whichinadequately informs researchmethodology.17GDE/20209 - 1213 - 1617 - 20Primary and secondary datasources that mostly enable anunderstanding of the researcharea studied.A variety of primary andsecondary data sourcescollected, that accurately definethe hypothesis.Specific primary andsecondary sources collectedthat accurately define theHypothesis.Relevant communicationfrom related authorities inthe form of letters/emailsetc.1-34-89 - 1213 - 1617 - 20The learner shows littleunderstanding of the topic andis unable to identify, interpretor show the effects from thesources used.Less than 300 words withoutappropriate graphicalrepresentationThe learner is able to identifysome of the problems from thesources but shows limitedunderstanding of interpretationand effects.Between 300 and 400 words.Graphical information notrelevant to Hypothesis.The learner is able to identifyand interpret the sources inmost case, but shows limitedability to show the effects.Between 300 and 400 words.Graphical Information relevantbut not interpreted accordingto the Hypothesis.The learner is able to identify theproblems and interpret all thesources and is able to show someinsight of the effects.Between 300 and 400 wordsGraphical Information relevantand interpreted according to theHypothesisThe learner is able toidentify the problems andinterpret all the sources andis able to provide clearinsight of the effects.Between 300 and 400 wordsused.Variety of GraphicalInformation used relevantto Hypothesis.MARK12-45-78-910Step 6:Recommendationsand solutionsThe learner is unable toprovide relevantrecommendations andsolutions to the problem in aparagraph formatThe learner could only providesome recommendations andsolutions to the problem in aparagraph formatThe learner is able to providemeaningful recommendationsand solutions to the problemin a paragraph format.The learner provides clear insightinto all relevantrecommendations and possiblesolutions to the problem in aparagraph formatThe learner provides clearinsight into all relevantrecommendations andpossible solutions to theproblem in a paragraphformat of EIGHT linesMARK01-2345No conclusion provided withno ACCEPT or REJECTstatementConclusion provided butresearch conducted does notaccept or reject the hypothesisConclusion provided with anacceptation or rejection of thehypothesis.Conclusion provided with anacceptation or rejection of thehypothesis. The researchconducted provides a frameworkfor the ACCEPT/REJECTstatementClear Research methodologyusing Hypothesis testingtechniques. Is able to seethe ACCEPT/REJECTstatement with a variety ofsources and findingsStep 5:Analysis andsynthesis of dataStep arkEducatorMarkModeratorMark
Research/Grade 12MARK1-2345No bibliography provided.Bibliography provided isincompleteLimited Bibliography providedbut is correctly formattedBibliography provided in correctformatExtensive researchconducted and bibliographyshows insight into researcharea.01-2345Cover page contains all therequired details.Creative cover page used thatcontains elements of researchcaptured and most of therelevant information.Cover Page with all relevantinformation including statedhypothesis and creativeexpression of selected areaof study1-2345Learner is unable to present theprocess followed in identifyingthe hypothesis and conductingthe research and reaches a stateof ACCEPT/REJECT phaseLearner is able to presentprocess in identifying thehypothesis and conducting theresearch to reach a state ofACCEPT/REJECT phase.Is not able to show howresearch area is able to benefitthe natural and/or socialenvironment.Learner is able to presentprocess in identifying thehypothesis and conducting theresearch to reach a state ofACCEPT/REJECT phase.Is able to show how researcharea is able to benefit the naturaland/or social environment.Learner is able to presentHypothesis related to theGeography Curriculum.Traces steps of researchprocesses and is able tomake a logicalACCEPT/REJECT statement.Research is centred aroundadding value to natural andsocial environment and isdirectly related to theGEOGRAPHY CURRICULUMNo cover page is provided.Step 9Cover pageMARKStep 10Presentation0Learner does not presenthimself on the due day of thepresentation (No propermedical certificate/reason)for absence givenCover page is provided withincomplete details.TOTAL MARK – 100COMMENTSGDE/20200Step torMarkModeratorMark
Research/Grade 1219GDE/2020
6. The TERM allocated to this task is Term 2. 7. The TASK DESCRIPTION allocated to this task is TASK 3 (Research) – Formal 8. This is a COMMON TASK for Grade 12 Geography in the GDE 9. The ACTIVITY COUNT is 1 10. The PLANNED DATE is 20 May 2020 (i.e. date of final submission) 11. The RAW TASK TOTAL is 10
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WORKED EXAMPLES Task 1: Sum of the digits Task 2: Decimal number line Task 3: Rounding money Task 4: Rounding puzzles Task 5: Negatives on a number line Task 6: Number sequences Task 7: More, less, equal Task 8: Four number sentences Task 9: Subtraction number sentences Task 10: Missing digits addition Task 11: Missing digits subtraction
Task 3C: Long writing task: Composition Description 25 A description of your favourite place Task 4A: Short writing task: Proofreading and editing 26 Task 4B: Short writing task: Planning 28 Task 4C: Long writing task: Composition Recount 30 The most memorable day of your life Summer term: Task 5A: Short writing
Task Updates: Right now, each team has a flow running every hour to check for updates and update the tasks list excel Manual Task Creation: Runs when Task is created manually in planner, removes task content and sends email to the creator to use forms for task creation Task Completion: Runs when task is completed to update
Nov 29, 2016 · Starting A New Committee, Task Force or Work Group. Once the recommendations of the task force have been received, the task force is foregone. RTC task forces include: Advising Policy Task Force Program Revisions Task Force . NOTE: In the future, work groups and task forces should u
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Dr. Barbara Keesling Introduction Daniel and Allison have been making love on a rainy Sunday morning, and they are both totally turned on. It started in the shower with a slow massage and moved to the bedroom, where they have been having intercourse for the past ten minutes. Daniel knows that Allison needs at
