Research Task Grade 12 2024
Research Task Grade 12 2024
CODE : GEOG
GRADE : 12
TERM : TWO
CAPS WEIGHTING % : 15
TOTAL : 100
Research/Grade 12 2 GDE/2024
2. Each research activity within the Research Task must be allocated a time frame for
completion 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 a zero mark
for the candidate for the research activity. (Exceptional cases can be considered at the
discretion of the DH and Educator at school). –
Table 1 must be mediated to all Grade 12 Geography candidates who MUST present a
research task as part of the formal program of assessment.
4. The formulation of the HYPOTHESIS will determine the nature and scope of the type of
research the candidate will complete. (It is useful to dedicate more time with each candidate
in the formulation of the HYPOTHESIS at the beginning so as to eliminate vagaries and poor
methodology during the phases and activities within the research – refer to Table 1).
5. Every attempt must be made to ensure candidates formulate their HYPOTHESIS within their
local environments. (It is recommended that candidates be given an opportunity to consider
their approaches and accessibility/availability of information before finalising the Hypothesis).
SASAMS (12.3.1)
6. The TERM allocated to this task is Term 2.
8. This is a COMMON TASK for Grade 12 Geography in the GDE – Tshwane region
2. The RESEARCH TASK is implemented during TERM TWO starting at the end of TERM
ONE.
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)
5 A copy of the RESEARCH RUBRIC must be always made available in the LEARNER
PORTFOLIO OF EVIDENCE from the date of implementation.
6 Learners are required to do field work for primary data and use already existing data to
conduct this research.
7, Plagiarism is a type of cheating that involves the use of another person's ideas, words,
design, art, music, etc., as one's own in whole or in part without acknowledging the author or
obtaining his or her permission – any evidence of PLAGIARISM will be the result of 0/100.
Research/Grade 12 4 GDE/2024
Table 1:
Geographical
Mapping of research
A4 size or smaller
(A map with specific coordinates of the study
area and background area drawn to scale with appropriate
information to references)
hypothesis
2 20
A paragraph of EIGHT lines
Due Date: (A description of the location of the area you
______________ have chosen with historical and geographical
scope of the problem)
Final Submission
Total 100
Due Date:
________________
Research/Grade 12 5 GDE/2024
Read the Research Activity and a summary of a summary of the requirements for the level
descriptor.
Read Table 1 in conjunction with the Research Rubric to gain more insight on the
expectations for each activity/step.
Primary research is data which is obtained first hand. This means that the researcher conducts the
research themselves or commissions the data to be collected on their behalf. Primary research
means going directly to the source, rather than relying on pre-existing data samples.
Secondary research or desk research is a research method that involves using already existing
data. Existing data is summarized and collated to increase the overall effectiveness of research. ...
These documents can be made available by public libraries, websites, data obtained from already
filled in surveys etc.
Choose a geographical problem related to the content in grade 12 in your local area. Use your
exam guidelines to assist you.
GEOGRAPHY RESEARCH
[Source: https://www.citizen.co.za/rekord/]
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 by asking questions or
making informed geographical decisions on causes, effects, and solutions/recommendations to
various phenomena around us.
Causes
Effects/ Impacts
Solutions/Recommendations
Research/Grade 12 7 GDE/2024
Climate and Weather: An analysis of weather patterns and data over a longer
period in the Pretoria CBD
An analysis of a section of the Johannesburg CBD and
trends/patterns/relationships on Urban development and
urban climates
Strategies that help prepare for and manage natural
weather disasters in Gauteng e.g. Floods/Droughts
Local climates in Gauteng and its impact on settlements
and farming activities
… after thinking about various issues affecting the citizens of Gauteng, think
about your local community and challenges that are faced on a daily basis
Let's begin …
STEP ONE
Formulating a hypothesis or a geographical statement
WHERE IS IT?
WHAT IS IT?
HUMAN IMPACTS …
Follow the steps of research to ensure that the geographical statement is well defined.
How does the geographical problem impact Where is the area of research i.e.
on spatial pattern? spatial location?
An analysis of weather patterns and climatic data over a longer period in the Pretoria CBD
demonstrate the negative impact of Climate Change
How does the geographical problem impact Where is the area of research i.e.
on spatial pattern? spatial location?
Research/Grade 12 9 GDE/2024
The pollution on/in/along the Vaal River is due to the increase in contaminants created by the
Vaal Colliery in the underground water.
Where is the area of research i.e. What is the geographical problem i.e. spatial
spatial location? process?
With a probing question, you must determine the geographical problem that was identified in step 1.
What do I need to ask to get to the answer?
Do not simply rewrite the purpose as a question sentence!
For example, what will be the impact of severe hail and thunderstorms on the runoff in Pretoria.
Mapping
Example:
Step 1: Hypothesis
Traffic out of Thatchfield Estates on the Brakfontein road in the mornings affect the residents
negatively in terms of time management, stress levels and economical levels.
Mapping:
1:75000
Research/Grade 12 10 GDE/2024
Area buffered
Research/Grade 12 12 GDE/2024
STEP TWO
Background information about an area of study.
Identify on the map where in South Africa the study area is located
Give a brief introduction and description (background information) of the city (study area) you
have selected in terms of:
Historical background
Co-Ordinates
Population
Description of the location of informal settlements in relation to the inner city.
Other relevant statistical information.
Example:
Suburb: Thatchfield-Centurion
City: Pretoria
Province: Gauteng
Exact co-ordinates:
25053’39.01’’S 28007’10.05’’ E
Population: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.662.3097&rep=rep1&type=pdf
History
News Articles
CONDUCTED BY __________________
SCHOOL: ____________
RESEARCH TASK
1. IF YOU LEAVE YOUR HOUSE IN THE MORNING, WHAT IS YOUR PURPOSE FOR
LEAVING ?
GOING TO WORK
OTHER REASON:
5:30
6:30
7:00
OTHER TIME:
ETC.
STEP THREE
Analysis and synthesis of data (Data Representation)
Collected data should now be used to formulate a discussion around the existing
geographical problem.
Represent information graphically (creatively) where necessary, for example graphs,
sketches, photographs etc.
Graphic information must be analysed during this stage.
Example:
0
Going to work Drop kids and Drop kids and Other
back home go to work
From the results collected above from 10 residents of the Thatchfield vicinity we can
conclude:
5/10 people left home in the mornings to make their way to work;
1/10 people left their homes in the morning to drop their children off to school and went back
home;
that 3/10 people left in the mornings to drop their children off at school and then made their
way to work
21713 x 1/10 =2171.3. rounded off=2171 people leave home in the morning to drop kids
off at school and then go back home.
STEP FOUR
Research/Grade 12 15 GDE/2024
Example:
The results above indicate that people have had to adjust sleeping habits and wake up earlier to
get to their destination.
We understand that Thatchfield is a highly populated area that does not have the sufficient road
infrastructure to accommodate the people so the people have taken this upon themselves to
overcome this.
They sleep late and wake up earlier, causing very tiredsome people travelling very early in the
morning where alot of people are also travelling at the same time, possibly endangering lives.
Lack of sleep causes your brain to not function at its average rate , therefore stress levels are
immediately increased and cause a steady decrease in amounts of energy being able to be
produced by your body, affecting work and school once again. We see that time management is
scrutinized because there is no time.
All of it is done to try get a pathway out of Thatchfield in the mornings.
STEP FIVE
Bibliography
A comprehensive bibliography should be included.
(Use a Harvard referencing system: refer to the following website for the a referencing
generator: https://www.scribbr.co.uk/referencing/generator/harvard/)
Pears, R. and Shields, G. (2019) Cite them right: The essential referencing guide. 11th edn.
London: MacMillan.
Submission
Research/Grade 12 16 GDE/2024
For submission, ensure that a suitable cover page is included that represents the
HYPOTHESIS
Research/Grade 12 17 GDE/2024
HYPOTHESIS : ____________________________________________________________________________________________
____________________________________________________________________________________________
Educator Moderator
MARK 1-2 3-4 5-6 7-8 9-10 Mark Mark
Learner has not understood Learner has formulated the Learner has formulated the Learner has formulated the Learner has formulated
the formulation of a hypothesis hypothesis hypothesis the hypothesis
hypothesis and has merely Not a research topic specific Describes a topic specific to Describes a topic specific to Describes a topic specific
STEP 1: stated a topic. to Geography Enquiry Geography Enquiry Geography Curriculum. to Geography Curriculum.
FORMULATION OF Specific area not identified Geographical area is not Geographical area is specific. Geographical area is
HYPOTHESIS No specific problem. specific. Problem is specific. specific.
No specific impact. Problem not specific. Impact is specific. Problem is specific.
Impact not specific. Impact is specific.
Educator Moderator
MARK 1-4 5-9 10-14 15-17 18-20 Mark Mark
Irrelevant map. Relevant map of Research Relevant map of Research Relevant research area Accurate map used with
STEP 2: Limited to no area included. area included with identified on a map with an appropriate detail
MAP AND BACKGROUND
INFORMATION information. Limited information. appropriate legend and appropriate legend, showing accurate details
Unable to give a No legend. limited detail. appropriate labels and use of of buffering and
description or No Scale. Relevant description of an scale. delineation of research
background information No Buffer Zones created. area with most of the Study area is well motivated areas with appropriate
of the area being studied Some description of an area background information and forms part of the local information including a
in a paragraph. is provided in a paragraph provided in a paragraph. community and a related legend and a scale.
with limited background geographical issue. Study area is well
information given. Learner has fully described motivated and forms part
the study area in a paragraph of the local community
and has provided the and a related
appropriate background geographical issue.
information relevant to the Learner has fully
Hypothesis. described the study area
in a paragraph of exactly
EIGHT lines and has
provided the suitable
background. information
relevant to the
Research/Grade 12 18 GDE/2024
Hypothesis.
Educator Moderator
MARK 1-8 9-18 19-28 29-34 36 - 40 Mark Mark
Only one primary or one Primary and secondary Primary and secondary A variety of primary and The learner provides clear
secondary source of data sources of data collected data sources that mostly secondary data sources insight into all relevant
is used. which inadequately informs enable an understanding collected, that accurately recommendations and
The learner shows little research methodology. of the research area define the hypothesis. possible solutions to the
understanding of the The learner is able to studied. The learner is able to identify problem in a paragraph
topic and is unable to identify some of the The learner is able to the problems and interpret format of EIGHT lines
identify, interpret or problems from the sources identify and interpret the all the sources and is able to Specific primary and
show the effects from the but shows limited sources in most case, but show some insight of the secondary sources
sources used. understanding of shows limited ability to effects. collected that accurately
Less than 300 words interpretation and effects. show the effects. Between 300 and 400 words define the Hypothesis.
without appropriate Between 300 and 400 Between 300 and 400 Graphical Information Relevant communication
STEP 3: graphical representation words. words. relevant and interpreted from related authorities
COLLECTION, ANALYSIS Graphical information not Graphical Information according to the Hypothesis in the form of
AND REPRESENTATION relevant to Hypothesis. relevant but not letters/emails etc.
OF DATA interpreted according to The learner is able to
the Hypothesis. identify the problems and
interpret all the sources
and is able to provide
clear insight of the
effects.
Between 300 and 400
words used.
Variety of Graphical
Information used relevant
to Hypothesis.
Educator Moderator
MARK 1-4 5-9 10-14 15-19 20 Mark Mark
The learner is unable to The learner could only The learner is able to The learner provides clear The learner provides
STEP 4: provide relevant provide some provide meaningful insight into all relevant clear insight into all
relevant
recommendations and recommendations and recommendations and recommendations and
RECOMMENDATIONS, recommendations and
SOLUTIONS AND solutions to the problem in solutions to the problem in a solutions to the problem in possible solutions to the
possible solutions to the
CONCLUSION a paragraph format. paragraph format. a paragraph format. problem in a paragraph problem in a paragraph
(ACCEPT/REJECT). Conclusion provided but Conclusion provided with format. format Of EIGHT lines.
No conclusion provided
research conducted does not an acceptation or rejection Clear Research
with no ACCEPT or REJECT Conclusion provided with an
accept or reject the of the hypothesis. methodology using
statement acceptation or rejection of
hypothesis Hypothesis testing
the hypothesis. The research techniques. Is able to
conducted provides a see the ACCEPT/REJECT
Research/Grade 12 19 GDE/2024
Educator Moderator
Mark Mark
TOTAL MARK – 100