hypothesis geography grade 12

• Afrikaans Grade 8
• Creative Arts Grade 8
• Dance studies Grade 8
• Dramatic Arts Grade 8
• EMS Grade 8
• English Grade 8
• Geography Grade 8
• Grade 8 Natural Science
• IsiZulu Grade 8
• IsiNdebele Grade 8
• Free Teaching Resources
• Universities
• Public Colleges
• Private Colleges
• N6 Question Papers and Memorandums with Study Guides
• N5 Question Papers and Memorandums with Study Guides
• N4 Question Papers and Memorandums with Study Guides
• N3 Question Papers and Memorandums with Study Guides
• N2 Question Papers and Memorandums with Study Guides
• N1 Question Papers and Memorandums with Study Guides
• Latest Updates
• Learning Content
• Search for: Search Button

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.

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

More Geography Grade 12 Resources

• Geography 2020 Past Papers
• Geography 2019 Past Papers
• Grade 12 Geography Exam Papers and Memos for 2019 September and November
• Geography Grade 12 Research Tasks (Topics) and Memos

Looking for something specific?

Related posts.

Geography Grade 12 June 2019 Past exam papers gathered for student use

The Path of the Tropical Cyclone Eloise: Satellite Image Map

Tropical Cyclone Nivar – Geography Grade 12 Research Task

Tropical Cyclone Freddy – Geography Grade 12 Research Task

Tropical Cyclone Hagibis – Geography Grade 12 Research Task

Geography Grade 12 Term 2 2024 Research Tasks

Previous Story

Dance Studies Grade 11 June 2023 exam question papers with the memorandums pdf download

How does the bill of rights affect you as a young person in south africa.

GEOGRAPHY GRADE 12 RESEARCH TASK 2018

• Download HTML
• Download PDF

• Health & Fitness

• Current Events

• Uncategorized

• Hobbies & Interests

• Government & Politics

• IT & Technique

• Cars & Machinery

• Home & Garden

• World Around

• Arts & Entertainment

Grade 12 Geography Research Project Examples

• May 13, 2023

Grade 12 Geography research projects provide an opportunity for students to apply their knowledge and skills in investigating and analyzing various geographical phenomena. The projects involve the use of different data sources, research methods, and analytical tools to explore different aspects of the physical and human geography of specific regions or locations. In this article, we will look at Grade 12 Geography research project examples, including their objectives, research questions, and methodologies .

Climate and Weather: An analysis of weather patterns and data over a longer period in the Pretoria CBD

The aim of this project is to analyze the weather patterns and data over a longer period in the Pretoria CBD. The research question is: What are the trends and patterns in weather conditions in Pretoria over the past decade? The methodology involves the collection and analysis of weather data from different sources, including weather stations, weather forecasts, and climate models.

An analysis of a section of the Johannesburg CBD and trends/patterns/relationships on Urban development and urban climates

This project seeks to explore the relationships between urban development and urban climates in a section of the Johannesburg CBD. The research question is: How has urban development impacted the climate of a section of the Johannesburg CBD over the past decade? The methodology involves the collection and analysis of weather and urban development data from different sources, including satellite imagery, urban planning documents, and climate models.

Strategies that help prepare for and manage natural weather disasters in Gauteng e.g. Floods/Droughts

The objective of this project is to identify and evaluate strategies that help prepare for and manage natural weather disasters in Gauteng, such as floods and droughts . The research question is: What are the most effective strategies for preparing for and managing natural weather disasters in Gauteng? The methodology involves the collection and analysis of data from different sources, including disaster management plans, climate change , and stakeholder interviews.

Local climates in Gauteng and their impact on settlements and farming activities

This project aims to investigate the impact of local climates in Gauteng on settlements and farming activities. The research question is: How do local climates in Gauteng impact settlements and farming activities? The methodology involves the collection and analysis of weather and agricultural data from different sources, including weather stations, crop yield data, and stakeholder interviews.

Geomorphology: A study of processes and factors influencing flow patterns in local stream/rivers – Vaal River

The objective of this project is to investigate the processes and factors influencing flow patterns in the Vaal River. The research question is: What are the processes and factors that influence flow patterns in the Vaal River? The methodology involves the collection and analysis of hydrological data from different sources, including river gauging stations, rainfall data, and sediment samples.

A study of the human impact on flow patterns of the Jukskei River in Alexandra

This project seeks to investigate the human impact on flow patterns of the Jukskei River in Alexandra. The research question is: How has human activity impacted the flow patterns of the Jukskei River in Alexandra? The methodology involves the collection and analysis of data from different sources, including river gauging stations, land-use maps, and stakeholder interviews.

Catchment and river management in Gauteng

The objective of this project is to evaluate the effectiveness of catchment and river management in Gauteng. The research question is: How effective is catchment and river management in Gauteng in ensuring sustainable water resources management? The methodology involves the collection and analysis of data from different sources, including water management plans, water quality data, and stakeholder interviews.

Challenges created by the Department of Water and Sanitation regarding provision of water to local communities

This project aims to investigate the challenges created by the Department of Water and Sanitation regarding the provision of water to local communities. The research question is: What are the challenges created by the Department of Water and Sanitation regarding the provision of water to local communities, and how can these challenges be addressed? The methodology involves the collection and analysis of data from different sources, including water supply and demand data, stakeholder interviews, and policy documents.

Settlement Geography: A study of transport patterns in the local community

The objective of this project is to investigate transport patterns in the local community. The research question is: What are the transport patterns in the local community, and how do these patterns impact settlement patterns and economic development? The methodology involves the collection and analysis of transport data from different sources, including traffic volume data, public transport schedules, and stakeholder interviews.

Urbanization Trends and Patterns in Sandton CBD

This project seeks to explore the trends and patterns of urbanization in the Sandton CBD. The research question is: What are the trends and patterns of urbanization in the Sandton CBD, and how have these patterns impacted the social and economic development of the area? The methodology involves the collection and analysis of data from different sources, including land-use maps, demographic data, and stakeholder interviews.

Lack of planning by local municipalities in the provision of basic services e.g. housing/education/electricity

The objective of this project is to investigate the lack of planning by local municipalities in the provision of basic services, such as housing, education, and electricity. The research question is: What are the causes and impacts of the lack of planning by local municipalities in the provision of basic services, and how can these issues be addressed? The methodology involves the collection and analysis of data from different sources, including municipal budgets, policy documents, and stakeholder interviews.

Infrastructure failure: roads/railways/electricity/water

This project aims to investigate infrastructure failure in Gauteng, specifically related to roads, railways, electricity, and water. The research question is: What are the causes and impacts of infrastructure failure in Gauteng, and how can these issues be addressed? The methodology involves the collection and analysis of data from different sources, including infrastructure reports, stakeholder interviews, and policy documents.

The rapid rise of informal settlements and related issues in my local community

The objective of this project is to investigate the rapid rise of informal settlements and related issues in the local community. The research question is: What are the causes and impacts of the rapid rise of informal settlements in the local community, and how can these issues be addressed? The methodology involves the collection and analysis of data from different sources, including demographic data, land-use maps, and stakeholder interviews.

Environmental, Economic, and Social Justice Issues

This project aims to investigate environmental, economic, and social justice issues in Gauteng. The research question is: What are the environmental, economic, and social justice issues in Gauteng, and how can these issues be addressed? The methodology involves the collection and analysis of data from different sources, including policy documents, stakeholder interviews, and environmental impact assessments.

Economic Geography The 4th Industrial Revolution and its impact on..

This project seeks to investigate the impacts of the 4th Industrial Revolution on Gauteng’s economy. The research question is: What are the impacts of the 4th Industrial Revolution on Gauteng’s economy, and how can these impacts be managed to ensure sustainable economic development? The methodology involves the collection and analysis of data from different sources, including economic data, technological innovation reports, and stakeholder interviews.

This project aims to investigate the causes of economic disparities in Gauteng. The research question is: What are the causes of economic disparities in Gauteng, and how can these disparities be addressed? The methodology involves the collection and analysis of data from different sources, including income and employment data, and policy documents.

Effects/Impacts

This project aims to investigate the effects and impacts of economic disparities on the people and communities of Gauteng. The research question is: What are the effects and impacts of economic disparities on the people and communities of Gauteng, and how can these issues be addressed? The methodology involves the collection and analysis of data from different sources, including demographic data, health and education indicators, and stakeholder interviews.

Solutions/Recommendations

This project seeks to identify and recommend solutions to economic disparities in Gauteng. The research question is: What are the solutions to economic disparities in Gauteng, and how can these solutions be implemented to ensure sustainable economic development? The methodology involves the collection and analysis of data from different sources, including policy documents, best practice case studies, and stakeholder interviews.

Research/Grade 12 employment in my local community/municipality

The objective of this project is to investigate Grade 12 employment in the local community/municipality. The research question is: What are the employment opportunities for Grade 12 graduates in the local community/municipality, and how can these opportunities be enhanced? The methodology involves the collection and analysis of data from different sources, including employment data, stakeholder interviews, and policy documents.

Foreign Investment is for the profits of big business and not building a stronger community in…

This project aims to investigate the impacts of foreign investment on community development in Gauteng. The research question is: What are the impacts of foreign investment on community development in Gauteng, and how can these impacts be managed to ensure sustainable development? The methodology involves the collection and analysis of data from different sources, including foreign investment data, stakeholder interviews, and policy documents.

A study of the local informal sector and its impact on the local economy/employment

The objective of this project is to investigate the impact of the local informal sector on the local economy and employment. The research question is: What is the impact of the local informal sector on the local economy and employment, and how can this sector be better supported and integrated into the formal economy? The methodology involves the collection and analysis of data from different sources, including informal sector data, stakeholder interviews, and policy documents.

The Grade 12 Geography research project examples presented in this paper cover a range of topics that are relevant to Gauteng’s economic, social, and environmental development. The projects address issues such as climate and weather, geomorphology, settlement geography, infrastructure failure, economic disparities, and community development. The research questions and methodologies used in each project are designed to provide insight into the challenges and opportunities associated with these issues and to propose solutions and recommendations for sustainable development.

It is important to note that the Grade 12 geography research project examples presented in this paper are only a small selection of the possible research topics that students can explore. Students are encouraged to select topics that are relevant to their local communities and to use methodologies that are appropriate to the research question. By doing so, students can develop critical thinking, research, and communication skills that will serve them well in their future studies and careers .

The Advancement in Mobile Digital Resources and How They Offer Learners a Flexible Platform for Learning

Importance of minimum wage in south africa, four strategies to overcome unemployment in south africa.

• Mar 03, 2024

Two Possible Psychological Stressors and Two Social Stressors in a New Environment Which May Hinder Growth by Affecting Well-being

• Feb 29, 2024

Two Socio-Economic Factors That Could Sustain the Cycle of Poverty Among the Youth

• Feb 25, 2024
• Privacy Policy

GEOGRAPHY SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS GRADE 12 LEARNER'S GUIDE

GEOGRAPHY SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS GRADE 12 LEARNER GUIDE

1. Introduction  The purpose of this document is to provide learners with a set of benchmarked school- based assessment tasks (SBAs).  It contains useful information and guidelines in the form of exemplars on the following aspects of the curriculum: 

• How to do a research task 
• Working with sources and source-based questions 
• Data handling  
• Marking rubrics as guidelines to completing research tasks 

2. Objectives/Aims of the project  It is envisaged that this SBA document will provide learners with examples of SBA tasks that are of high quality and a  high standard. 

• A common standard is set as prescribed by the Curriculum and Assessment Policy Statement (CAPS) document. 
• Quality teaching and learning of FET – Grade 12 Geography is promoted throughout all schools in South Africa. 

3. Assessment tasks as outlined by CAPS

4. Assessment tasks  4.1 Term 1 – Data-handling task  Two examples of typical data-handling tasks are provided below. 

4.1.1 Exemplar: Data-handling task 1 

• Curriculum content: Physical Geography (tropical cyclones, subtropical anti-cyclones and drainage basins) •  Compliant with CAPS. 
• May be tested in the CAPS final external examination. 
• One (1) data-handling task must be done. 

GRADE 12 SBA (CAPS 2014)  DATA-HANDLING TASK  PHYSICAL GEOGRAPHY 

TIME: 1 hour (60 minutes)  MARKS: 60  QUESTION 1  1.1 Refer to FIGURE 1A showing a synoptic weather map of Tropical Cyclone Irina. 

1.1.1 Determine the number of tropical cyclones, including Irina, that has occurred during this tropical cyclone  season. (1 x 2) (2)  1.1.2 Give a reason to support your answer to QUESTION 1.1.1. (1 x 2) (2) 1.1.3 Describe the surface air circulation within Tropical Cyclone Irina. (1 x 2) (2) 

1.2 Refer to FIGURE 1B showing a satellite image of Tropical Cyclone Irina and FIGURE 1C showing the projected path  of Tropical Cyclone Irina. 

1.2.1 Using the satellite image, determine in which stage of development Tropical Cyclone Irina is. (1 x 2) (2)  1.2.2 Give evidence from the satellite image to support your answer to QUESTION 1.2.1   (1 x 2) (2)  1.2.3 Discuss TWO socio-economic impacts of Tropical Cyclone Irina on areas along the east coast of southern  Africa. (2 x 2) (4)  1.2.4 Draw a labelled cross-section of Tropical Cyclone Irina as depicted on the satellite image from X to Y.  Clearly indicate the position of the eye and the cumulonimbus clouds on your cross-section. (2 x 2) (4)  1.2.5 State the reason for the use of the words, ‘projected path’ when describing the path of Tropical Cyclone  Irina. (1 x 2) (2)

1.3 Refer to FIGURE 1A. 

1.3.1 Identify the high-pressure cells labelled P and Q. (2 x 2) (4) 1.3.2 Use evidence from the map to explain whether wind speed will be greater in area P or area Q. (3 x 2) (6)

QUESTION 2  2.1 Refer to FIGURE 2A showing cross-sections of the Tugela River along its course in its drainage basin shown in  FIGURE 2B. 

2.1.1 Define the term drainage basin. (1 x 2) (2)  2.1.2 Which of FIGURE 2A and FIGURE 2B shows a longitudinal and transverse profile respectively? (2 x 2) (4)  2.1.3 Match each of cross-sections A, B and C (FIGURE 2A) with positions (i), (ii) and (iii) (FIGURE 2B).  (3 x 2) (6)  2.1.4 Briefly explain the difference in the width of the river channel at A and C. (2 x 2) (4)

2.2 Refer to FIGURE 2B showing the drainage basin of the Tugela River from its upper to the middle to the lower course.

2.2.1 Determine the stream order of the Tugela River at point X along its course. 1 x 2) (2) 2.2.2 Identify and explain ONE of the stream channel patterns of the Tugela River at (ii) along its course. (3 x 2) (6)  2.2.3 Draw a labelled free-hand cross-section through the river channel along line T–S, showing the position of  and the difference in shape between a slip-off slope and an undercut slope. (2 x 2) (4)  2.2.4 Give ONE reason why the Tugela River is more likely to flood in the vicinity of (iii). (1 x 2) (2)

[30] GRAND TOTAL: 60

4.1.2 Exemplar: Data-handling task 2 

• Curriculum content: People and their needs (gross domestic product, industrial areas, industrial development  zones [IDZ]) 
• Compliant with CAPS. 
• May be tested in the NCS and CAPS final external examination. 

GRADE 12 SBA (CAPS 2014)  DATA-HANDLING TASK  PEOPLE AND THEIR NEEDS 

TIME: 1 hour (60 minutes)   MARKS: 60  QUESTION 1  1.1 Refer to FIGURES 1A and 1B and answer the questions that follow. 

1.1.1 Define the following terms: 

• Gross domestic product (1 x 2) (2)
• Balance of trade (1 x 2) (2)

1.2 Identify the largest and the smallest contributor to the South African GDP. (2 x 2) (4) 1.3 Use FIGURE 1B to describe the trend of the South African GDP from 2010 to 2012. (1 x 2) (2) 1.4 How will the trend mentioned in QUESTION 1.3 affect South Africa’s Balance of Trade? (1 x 2) (2)  1.5 Which economic activity (primary, secondary or tertiary) in FIGURE 1A accounts for the existing trend mentioned in  QUESTION 1.3? (1 x 2) (2)  1.6 Discuss the relationship between the percentage contributed by agriculture to the South African GDP and food security  in the country. (2 x 2) (4)  1.7 FIGURE 1A indicates that the agricultural sector contributes a very small percentage to the GDP. Write a short paragraph  (approximately 12 lines) in which you account for the small contribution of the agricultural sector to the South African  GDP. (6 x 2) (12) 

2.3 Explain any TWO factors that have led to the growth and development of the industrial area referred to in QUESTION  2.2. (2 x 2) (4) 

QUESTION 3  Refer to FIGURE 3 before answering the questions below.  3.1 What is an IDZ? (1 x 2) (2) 3.2 Name the province in which the Coega IDZ is located. (1 x 2) (2) 3.3 Briefly describe TWO aims for the development of the Coega IDZ. (2 x 2) (4)  3.4 As a manufacturer of heavy earth-moving equipment for sale in Asia, explain what would encourage you to open a  factory in the Coega IDZ. (2 x 2) (4)  3.5 Suppose you are a South African government official responsible for economic development. State FOUR incen tives you would use to attract foreign investors to the Coega IDZ. (4 x 2) (8) 

[20]  GRAND TOTAL: 60

FIGURE 3: COEGA IDZ

4.2 Term 3 – Research task  Two examples of typical research tasks are provided below.  4.2.1 Learner guidelines for conducting research  Research framework for assessment (Guideline on administration of research task) 

In choosing a topic for research, isolate topics in specific areas in the Geography CAPS content that you have studied  in Grade 12. 

4.2.2 Guidelines for research  Research Task   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.  

Other possible hypothesis-type research examples: 

• 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 

• The use of questionnaires
• Observations
• Field trips
• Newspaper articles
• Government department statistics

Step 5: Analysis and synthesis of data 

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

Step 6: Recommendations and possible solutions 

• You should now make recommendations to solve the geographical problem in question. 
• You should present your original and realistic opinions as far as you possibly can.  

Step 7: Conclusion – accept or reject the hypothesis 

• You should now take a decision to either ACCEPT or REJECT the hypothesis. 
• Give reasons for either ACCEPTING or REJECTING the hypothesis.

Step 8: Bibliography 

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

Step 9: Submission 

• You must include graphs, tables, diagrams and pictures where necessary. 
• On submission, ensure that a suitable cover page is included. 

4.2.3 Compiling a bibliography for a research task 

• For a book: Author (last name, initials). Title of Book (Publishers, Date of publication). Example: Dahl, R. The BFG. (Farrar, Straus & Giroux, 1982). 
• For an encyclopaedia: Encyclopaedia Title , Edition date. Volume number, ˈArticle Titleˈ, page number(s). Example: Encyclopaedia Britannica , 1997. Volume 7, ˈGorillasˈ, pp. 50–51. 
• For a magazine: Author (last name first), ˈArticle Titleˈ. Name of Magazine . Volume number, (Date): page number(s). Example: Jordan, Jennifer, ˈFilming at the Top of the Worldˈ. Museum of Science Magazine . Volume 47, No. 1, (Winter 1998): p. 11. 
• For a newspaper:  Author (last name first), ˈArticle Titleˈ. Name of Newspaper. City, state publication. (Date): Edition if available, Section,  page number(s). Example: Powers, Ann, ˈNew Tune for the Material Girlˈ. The New York Times . New York, NY.  (3/1/98): Atlantic Region, Section 2, p. 34. 
• For a website: Quote the name of the website in full and underline. Example:  http://www.sahistory.org.za/topic/womens-struggle-1900-1994
• For a person:  Full name (last name first). Occupation, date of interview. Example: Smeckleburg, Sweets. Bus driver. 1 April 1996. 
• For a film/documentary:  Title, Director, Distribution, Year. Example: Braveheart, Director Mel Gibson, Icon Productions, 1995. 

4.2.4 Proposed cover page for a research task 

STATEMENT OF AUTHENTICITY  I hereby declare that ALL pieces of writing contained in this research task are my own original work and that if  I made use of any source, I have duly acknowledged it.  

Learner’s signature: __________________________________ Date: _____________

4.2.5 Exemplar: Research task 1 

• Curriculum content: Key human-environment interactions in urban areas: People and places – inner-city problems 
• One (1) research task must be done. 

Compile your research by completing the activities outlined below. 

Step 1: Formulate the hypothesis/problem statement 

• Formulate your own hypothesis based on a problem you have identified, for example: The increasing number of informal settlements (choose localised informal settlement) in and around urban areas in  South Africa has resulted in higher crime rates within the inner city due to higher unemployment. (Focus: More people  in surrounding informal settlements result in unemployment causing people to turn to crime.)  

Step 2: Background information about the study area  Give a brief introduction and description (background information) of the city (study area) you have selected in terms of: 

• Historical background 
• Population 
• Description of the location of informal settlements in relation to the inner city 
• Other relevant statistical information 
• Provide a map showing the position of the informal settlement in relation to the city that you have identified for  your research task. (It is easier to choose your local area as an area of study.) 
• The map should clearly indicate buffer zones where informal settlements are located.
• The map should include areas of the city that are regarded as crime ˈhotspotsˈ. 
• The map must have a clear legend/key. 
• The scale of the map must be indicated.

Step 4: Data collection  Collect data using at least THREE methods, for example: 

• Questionnaires 
• Interviews 
• Field trips 
• Photographs and maps 
• Literature research (newspapers, magazines, books, et cetera) 
• Internet research 
• Analyse the data that you have collected, and formulate a report on your findings. Support your findings with  graphs, photos, et cetera. 
• Briefly discuss how the existence of informal settlements contributes to crime in the inner city. 
• Briefly discuss the contribution of high unemployment rates in the informal settlement to crime in the inner city. 

Step 6: Recommendations and solutions 

• Provide suitable recommendations and solutions to the problem. 

Step 7: Conclusion – accept or reject the hypothesis  

• Based on your findings in Step 5, you may either ACCEPT or REJECT the hypothesis. 
• Give reasons for your conclusion. 
• Compile a bibliography for your research. If you have done any Internet research, you must provide the website(s)  that you have used in full. 
• Collate all your information.  
• Include a table of contents. 
• Ensure that you include a copy of the questionnaire and/or questions asked in your interviews as annexures. 
• Design a suitable cover sheet. 
• Submit your research.

4.2.6 Exemplar: Research task 2 

• Curriculum content: Physical Geography (fluvial processes) 

Choose a river close to your school or where you live as an area of study, and conduct your research by following the  steps outlined below.  Step 1: Formulate the hypothesis/problem statement 

• Formulate your own hypothesis based on a problem you have identified, for example: 

Step 2: Background information about the river under study 

• Describe the provincial location of the river. 
• Climate – particularly the amount of rainfall that is received. 
• Vegetation 
• Relief and topography 
• Underlying rock structure 
• Specify the river type, for example permanent, periodic. 
• Describe the river stage (youth, mature or old age) at your study area.  
• Provide a map showing the river being studied and the adjacent settlements.  
• Create a clear buffer zone at the part of the river that is being studied. 
• The map should have a clear key/legend. 
• Indicate the scale of the map.
• Use the above sets of data collected to determine the extent to which the river is affected by human activities. 
• Explain in detail how the identified human activities impact on the 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 possible solution(s) to the negative impact caused by human  activities in the river? 
• Make long-term recommendations to the government department(s) leading to legislature to protect the river.

Step 7: Conclusion – accept or reject the hypothesis

• Submit your research. 

4.2.7 Proposed marking rubric for a research task 

NAME OF LEARNER: _________________________________________________________GRADE: __________

CURRICULUM TOPIC: __________________________________________________________________________

RESEARCH TOPIC: __________________________________________________________________________

EDUCATOR NAME: ______________________________DATE OF ASSESSMENT: __________________

MODERATOR NAME: ______________________________DATE OF MODERATION: __________________

5. CONCLUSION  This document provides you with a framework to develop your own research task. It also provides you with a framework  of expectancy for data-handling tasks. The framework for data-handling tasks can also be used to prepare for external  examinations where data-handling-type questions can be asked.  A clear guideline has been developed on how to conduct research. This guideline can be applied to any topic within the  CAPS in which you wish to conduct research. The marking rubric that has been included will also provide you with a  clear guide on the time that should be spent on the various phases of doing research.  The high standard of these tasks will provide a platform for you to develop skills such as research, interpretation of  resources, integration of resources and graphs, all skills required for the final external Geography examination. These  are also skills that can be put to use at a later stage in your life.

Related items

• Mathematics Grade 12 Investigation 2023 Term 1
• TECHNICAL SCIENCES PAPER 2 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS JUNE 2022
• TECHNICAL SCIENCES PAPER 1 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS JUNE 2022
• MATHEMATICS LITERACY PAPER 2 GRADE 12 MEMORANDUM - NSC PAST PAPERS AND MEMOS JUNE 2022
• MATHEMATICS LITERACY PAPER 2 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS JUNE 2022

• Latest Learning Content
• South African School Papers

Tropical Cyclone Freddy – Geography Grade 12 Research Task

On this page, we have compiled a general guide for Grade 12 Geography Students who are doing their research on Tropical Cyclone Freddy.

In this educational article, we will delve into the complex dynamics of Tropical Cyclone Freddy , a powerful weather system that posed significant threats and caused substantial impacts across various regions, notably Madagascar, Mozambique, and Malawi. This task will explore the formation, path, and consequences of Freddy, offering insights into the broader subject of tropical cyclones.

Tropical Cyclone Freddy

Tropical Cyclone Freddy stands as a significant weather event in the 2023 cyclone season , illustrating the potent force and extensive impact tropical cyclones can have on regions. Initially developing in the Indian Ocean, Freddy quickly intensified, showcasing the rapid and formidable growth capability of such storms. It made its mark by impacting multiple countries, with notable effects on Madagascar , Mozambique , and Malawi .

In Madagascar , Freddy made landfall on 21 February , near Mananjary, bringing with it powerful winds of up to 130 km/h and gusts of 180 km/h , causing widespread damage, including a storm surge and significant structural damage to homes and infrastructure. The cyclone’s arrival compounded challenges in regions already vulnerable from previous cyclonic activities and ongoing recovery efforts, exacerbating flood risks in areas with saturated soils from Cyclone Cheneso.

The cyclone’s path then took it across the Mozambique Channel, where it made a second landfall in Mozambique on 11 March , particularly affecting the Zambezia Province. Despite weakening to a tropical depression, Freddy continued to unleash heavy rains and strong winds, leading to extensive flooding, displacement of thousands, and destruction of homes and infrastructure. The cumulative rainfall in some areas reached more than what is typically expected in a month, stressing the critical situation in regions already dealing with the aftermath of previous weather-related disasters.

Freddy ‘s impact extended to Malawi , where it has been associated with severe weather conditions, including intense rainfall leading to mudslides and floods, particularly in the southern region. The cyclone’s effects have been devastating, with significant loss of life, displacement of communities, and damage to property and livelihoods. The government’s declaration of a State of Disaster in affected districts underscores the severity of the situation.

The trajectory and effects of Tropical Cyclone Freddy underline the complex challenges posed by such natural disasters in the context of global warming , which is believed to influence the frequency and intensity of tropical cyclones. Freddy exemplifies the urgent need for robust disaster preparedness, response mechanisms, and long-term strategies to mitigate the impact of similar future events on vulnerable communities.

Map indicating the path of the tropical cyclone Freddy 

Why do tropical cyclones such as Freddy develop in late summer?

Tropical cyclones like Freddy tend to develop in late summer due to the optimal conditions present during this time—warm sea temperatures and high humidity levels. These conditions are crucial for cyclone formation, providing the energy necessary for these systems to intensify.

What is the impact of coriolis force and latent heat on the development of tropical cyclone Freddy?

The development of Tropical Cyclone Freddy was significantly influenced by the Coriolis force and latent heat . The Coriolis force, resulting from the Earth’s rotation, imparts a spinning motion to the storm, while the release of latent heat during condensation provides the energy that fuels the cyclone’s intensification.

Discussing the stage of development of the tropical cyclone Freddy.

Tropical Cyclone Freddy exhibited rapid intensification as it moved across the Indian Ocean. It reached its peak intensity just before making landfall, characterized by sustained winds and heavy rainfall. Freddy’s development showcased the dynamic and powerful nature of tropical cyclones under conducive environmental conditions.

Why can category 1 tropical cyclones be more destructive (damaging) than category 5 tropical cyclones?

Category 1 tropical cyclones can be more destructive than their Category 5 counterparts under certain circumstances. Factors such as slow movement over populated areas, leading to prolonged wind and rain exposure, and the specific vulnerability of the impacted regions can amplify the damage caused by lower-category cyclones.

How did tropical cyclone Freddy impact the following?

Environment.

Tropical Cyclone Freddy caused widespread environmental destruction, including flooding and landslides. These impacts were exacerbated in Madagascar, where soils were already saturated from previous cyclones, leading to significant flood risks.

The economies of the affected regions suffered greatly due to Tropical Cyclone Freddy . Infrastructure damage, agricultural losses, and the disruption of commerce and tourism were notable economic consequences of the cyclone.

People/Communities

The human toll was significant, with fatalities, displacements, and extensive damage to homes and communities. In Madagascar, Mozambique, and Malawi, thousands were left homeless or displaced, highlighting the devastating impact of Freddy on local populations.

What precautions can be implemented/ or has been implemented to reduce the impact of the tropical cyclone.

The local government/government of the country.

Governments implemented early warning systems, evacuation plans, and post-disaster relief efforts. In anticipation of Freddy, preemptive evacuations and the suspension of schools and public transport were notable measures taken to mitigate the cyclone’s impact.

The local residents

Residents were advised to secure property, stock emergency supplies, and adhere to evacuation orders. Community awareness and preparedness initiatives were crucial in minimizing the cyclone’s human and material toll.

Evaluating the impact of Global Warming on the frequency (regularity) of tropical cyclones such as Freddy.

Global warming is believed to influence the frequency and intensity of tropical cyclones. Warmer sea temperatures can lead to more frequent and more potent cyclones, as seen with Tropical Cyclone Freddy . The increasing regularity and severity of such weather events highlight the urgent need for climate action.

The Path of Tropical Cyclone Freddy

Formation and initial intensification.

Tropical Cyclone Freddy formed in the Indian Ocean in early February 2023. Displaying rapid intensification, it became a major concern for meteorologists and disaster preparedness officials due to its trajectory towards populated landmasses. This phase of Freddy’s path was marked by the accumulation of immense energy, fueled by warm ocean waters and conducive atmospheric conditions.

First Landfall in Madagascar

On 21 February , Freddy made its initial landfall on the eastern coast of Madagascar , near Mananjary. By this time, Freddy had achieved significant strength, with sustained average winds of 130 km/h and gusts of up to 180 km/h . This initial landfall was particularly devastating due to the pre-existing conditions in the region; soils were already saturated from the recent Cyclone Cheneso, exacerbating the flood risk and leading to widespread environmental and infrastructural damage.

Movement Across the Mozambique Channel

After crossing Madagascar, Freddy continued its path across the Mozambique Channel. During this phase, it maintained considerable strength, posing an imminent threat to mainland Africa. The cyclone’s trajectory through the channel was closely monitored as it aimed for a second landfall on the continent.

Second Landfall in Mozambique

Tropical Cyclone Freddy made its second landfall in Mozambique on 11 March , particularly affecting the Zambezia Province. Despite weakening to a tropical depression by the time of landfall, Freddy continued to generate intense rainfall across the region. This resulted in severe flooding, displacement of communities, and extensive damage to property and infrastructure. The impact in Mozambique highlighted the cyclone’s enduring power and the challenges of managing cyclone-related disasters in vulnerable regions.

Impact Beyond Landfall

The influence of Tropical Cyclone Freddy extended beyond its landfall points, affecting regions in southern Malawi with heavy rains and strong winds. The widespread nature of Freddy’s impacts underlines the extensive reach of tropical cyclones, capable of affecting areas far from the initial landfall site through associated weather patterns and rainfall.

Conclusion/Summary

Tropical Cyclone Freddy serves as a stark reminder of the destructive potential of tropical cyclones and the importance of preparedness and mitigation strategies. Its journey through Madagascar, Mozambique, and Malawi underscores the challenges posed by such natural disasters in the era of global warming. Personal reflections on the impact of tropical cyclones reveal a blend of awe for nature’s power and a resolve for better resilience and adaptive measures in the face of future storms.

Related Posts

What Are the 6 Effects of Desertification?

What Are the 6 Effects of Desertification? The six effects of desertification are: What Are the 6 Effects of Desertification? Desertification is a significant...

Easy Ways to Calculate Magnetic Declination

Easy Ways to Calculate Magnetic Declination: Magnetic declination, also known as magnetic variation, is the angle between magnetic north (the direction the north end...

Grade 12 Geography Research Project about informal sector memo pdf

Grade 12 Geography Research Project about informal sector memo pdf Welcome to Grade 12 Geography Research Project: The Informal Sector in Thohoyandou Example Discover...

Name the plate on either side of the plate boundary that runs along the west coast of South America

The name of the plate on either side of the plate boundary that runs along the west coast of South America The plate boundary...

What is the Highest Mountain in Gauteng

What is the Highest Mountain in Gauteng: The highest mountain in Gauteng is Magaliesberg. This mountain range stretches approximately 120 kilometers from Pretoria through...

Why are fold mountains found along the west coast of many continents?

Why are fold mountains found along the west coast of many continents? Fold mountains are typically found along the west coasts of many continents...

Previous Story

How to Write an Obituary - Examples for Grade 12 & Grade 11

44 unique english oral speech topics for grade 12 students.