geography grade 11 research project term 3

Geography Grade 11 Research Task 2021 – 2020 Memorandum

Geography Grade 11 Research Task 2019 – 2020

Geography Grade 11 Research Task March 2020 – June 2020

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The Impact of Drought in South Africa: Research Grade 11

• May 12, 2023

South Africa is a country that is susceptible to drought due to its semi-arid climate, which makes it vulnerable to the effects of climate variability and change. Drought has significant impacts on the country’s social, economic, and environmental systems. This research task aims to equip Grade 11 learners with skills in research, analysis, interpretation, and communication. This paper will explore the possible subtopics and questions that learners can explore, the importance of the research memorandum, and how learners can prepare for their exams.

Causes of Drought

Drought is a natural disaster that occurs when there is a shortage of rainfall over an extended period. The first subtopic that learners can explore is the causes of drought . This section aims to provide an understanding of what drought is and the different types of drought. The research task should explain the physical and human causes of drought. Physical causes may include climate variability, while human causes may include deforestation, over-extraction of groundwater, and poor water management practices. Climate change is also a crucial factor that impacts drought, and learners can investigate how climate change exacerbates drought conditions.

To explore the causes of drought, learners can ask the following questions:

• What is drought, and what are the different types of drought?
• How does climate variability contribute to drought?
• What are the human causes of drought, and how do they contribute to the occurrence of drought?
• How does climate change impact drought conditions?

Impacts of Drought

Drought has significant impacts on society, the economy, and the environment. The second subtopic that learners can explore is the impacts of drought . This section should provide an understanding of the social, economic, and environmental impacts of drought. Learners can investigate how different regions and communities experience drought differently, as well as the short-term and long-term effects of drought. The research task should describe the loss of vegetation, soil erosion, and the depletion of water resources. Learners can also investigate how drought affects wildlife and biodiversity.

To explore the impacts of drought, learners can ask the following questions:

• What are the social impacts of drought, and how do they affect communities?
• How does drought affect the economy, and what are the economic impacts of drought?
• How does drought affect the environment, and what are the environmental impacts of drought?
• What are the short-term and long-term effects of drought on communities and ecosystems?

Management Strategies for Drought

Drought management strategies are crucial in mitigating the impacts of drought. The third subtopic that learners can explore is management strategies for drought. This section should provide an understanding of the different drought management strategies used in different regions. Learners can investigate the effectiveness of these strategies and the challenges and limitations of drought management. They can also explore the strategies used to mitigate the impacts of drought, including water conservation, drought-resistant crops, and alternative water sources. The research task can also discuss how communities can adapt to drought and manage water resources more sustainably.

To explore the management strategies for drought, learners can ask the following questions:

• What are the different drought management strategies used in different regions?
• How effective are these strategies, and what are the challenges and limitations of drought management?
• What are the strategies used to mitigate the impacts of drought, and how successful are they?
• How can communities adapt to drought and manage water resources more sustainably?

The Importance of the Research Memorandum

The Geography Grade 11 Research about Drought Memorandum is an essential resource for learners preparing for the Geography Grade 11 research task on drought. It provides a clear guideline on what is expected from the learners and how to approach the research task. Learners can gain insight into the research question, methodology, and requirements for the final report. The memorandum can also provide a clear understanding of the scope of the research task and the subtopics that learners should explore. By carefully reading and following the memorandum, learners can ensure that they meet the requirements of the research task and produce a high-quality report. Additionally, the memorandum can also help learners develop important skills such as critical thinking, research, and communication skills. These skills are not only essential for the research task but also for future academic and professional endeavors. Therefore, it is important for learners to take the memorandum seriously and use it as a tool for success.

In conclusion, the Geography Grade 11 research task on drought provides learners with an opportunity to develop their research, analysis, interpretation, and communication skills. By exploring the causes, impacts, and management strategies for drought, learners can gain a deeper understanding of the complex social, economic, and environmental challenges that arise from drought conditions in South Africa. By preparing for the research task and exam, learners can also develop critical thinking skills and improve their ability to communicate their findings effectively. Ultimately, this research task can help learners become more engaged and informed citizens, capable of addressing the complex challenges facing their communities and the world.

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Grade 11 Term 3 2022 - Teacher's Project Notes

Projects for assessments for Term 3

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Geography Term 3 Project and Memo

Includes a project with 30 marks graph drawing – must find data on internet and 20 marks population growth and change open book / closed book test / task. I usually do it in groups of 2. If they have access to a computer they can use it to do the project. 50 marks total. Includes memo.

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Geography Grade 12 Research Tasks (Topics) and Memos (SBA)

Geography Grade 12 Research Tasks (Topics) and Memos for: term 1, Term 2, Term 3 and Term 4

Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and assist with the learners’ development to improve the process of learning and teaching. Assessment should be both informal (assessment for learning) and formal (assessment of learning). In both cases regular feedback should be provided to learners to enhance the learning experience.

School-based assessment (SBA) is a purposive collection of learners’ work that tells the story of learners’ efforts, progress or achievement in given areas. The quality of SBA tasks is integral to learners’ preparation for the final examinations.

This booklet serves as a resource of four exemplar SBA tasks to schools and subject teachers of Geography. SBA marks are formally recorded by the teacher for progression and certification purposes. The SBA component is compulsory for all learners. Learners who cannot comply with the requirements specified according to the policy may not be eligible to enter for the subject in the final examination.

The formal assessment tasks provide the teacher with a systematic way of evaluating how well learners are progressing. This publication includes tests, a project and a case study. Formal assessment tasks form part of a year-long formal programme of assessment. These tasks should not be taken lightly and learners should be encouraged to submit their best possible efforts for final assessment.

The teachers are expected to ensure that assessment tasks are relevant to and suitable for the learners being taught. Teachers should adapt the tasks to suit learners’ level of understanding and should be context-bound; however, they should also take cognisance of the requirements as set out in the Curriculum and Assessment Policy Statement (CAPS) document.

Table of Contents

Geography Grade 12 Research Tasks

Term 2 2024 research tasks.

• Geography Grade 12 Term 2 2024 Research Tasks

Term 2 2023 Research Tasks

• Geography Grade 12 Research Task Term 2 Project 2023 Answer Guide: Limpopo

Video Guide

What Skills are Assessed for Research Tasks in Grade 12

The following skills are assessed. Some/All of these skills may be tested in any external examination:

• Gathering data
• Interpreting data
• Analysing data
• Comparing different sets of data
• Representing data in written, graphic or mapped format
• Problem-solving
• Drawing conclusions
• Hypothesis statements

Research framework for assessment (Guideline on administration of research task)

Step 1: Formulating a hypothesis/problem statement.

Guideline: geography grade 12 research tasks.

Step 1: Formulating a hypothesis/problem statement. As Geographers we seek to understand and explain the interactions amongst humans, and between humans and the environment in space and time. This is achieved by asking questions or making informed geographical decisions. This entails the development of a hypothesis or a problem statement to be tested.

• You have to choose a specific area of study where a geographical problem exists.
• During this stage, a geographical question showing a problem is asked.
• Identify the problem from a local area.
• Formulate a hypothesis or a problem statement. (Hypothesis research is used to prove that certain variables are dependent on or independent of each other. Problem statement research is only to highlight that a specific problem exists in a specific community.)
• You should then follow the steps of research to ensure that the geographical question is answered.

Geography Research Project Topics for Grade 12 South Africa

• The value of property along north-facing slopes is higher than the value of property along south-facing slopes in Meyersdal, Gauteng (choose local area).
• The cause of rural-urban migration in Ndwedwe, KwaZulu-Natal (choose local area), is the lack of service delivery in the health sector.
• Climate change will impact negatively on grape farming and related industries in the Western Cape.
• The closing down of many primary schools in Lusikisiki (Eastern Cape) (choose a local area) is due to a decline of the population in the age group 7 to 15 years.
• The poor condition of roads (specify the names of the roads) leading to/in Harrismith, Free State (choose local area), is due to the lack of proper planning by the local municipality.
• The impact of building a dam along the Jukskei River in Gauteng (choose local area) upstream of Alexandra will reduce flooding and the subsequent loss of life in Alexandra.
• The e-toll system will impact negatively on the economic position of people using private transport in Gauteng.
• The e-toll system will impact positively on traffic flow to the major urban centres in Gauteng.
• Informal settlements in the Vhembe district of Limpopo have low levels of development due to the lack of provision of basic needs (choose ONE informal settlement in your local area.)
• Overcrowding of informal settlements is due to the lack of proper planning by the local government (choose local area).

Step 2: Background information about an area of study

• You must explain where in South Africa the study area is located. (This can be indicated on the map.)
• Describe the study area in terms of its exact position (degrees, minutes and seconds).
• Provide relevant information about the area, for example population of the area or climate of the area.

Step 3: Mapping

• You must provide a map of the area in question.
• During this stage you must create a buffer zone around the area where the geographical 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 of study should be created.
• The map used should be the most recent map of the study area

Step 4: Methods of data collection

(a) PRIMARY DATA SOURCES

• The use of questionnaires
• Observations
• Field trips

(b) SECONDARY DATA SOURCES

• Newspaper articles
• Government department statistics

Step 5: Analysis and synthesis of data

• Learners must use collected data now to formulate a discussion around the existing geographical problem. • At this stage learners should represent some of the information graphically where necessary, for example graphs and sketches. • Learners must analyse graphic information during this stage.

Step 6: Recommendations and possible solutions

• Learners should now make recommendations to solve the geographical problem in question. • Learners should present their original and realistic opinions as far as they possibly can.

Step 7: Conclusion – accept or reject the hypothesis

• Learners should now take a decision to either ACCEPT or REJECT the hypothesis.
• Learners must give reasons for either ACCEPTING or REJECTING the hypothesis

Step 8: Bibliography

• Learners must include a comprehensive bibliography.
• Learners must list websites in full.
• Learners must include annexures of questionnaires and interviews conducted

View all # Geography-Grade 12 Study Resources

We have compiled great resources for Geography Grade 12 students in one place. Find all Question Papers, Notes, Previous Tests, Annual Teaching Plans, and CAPS Documents.

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