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  • Grade 12 Geography Study Resources Directory

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

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

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)

geography research assignment grade 12

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 assignment grade 12

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

geography research assignment grade 12

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Grade 12 Geography

Geography grade 12 research tasks (topics) and memos (sba).

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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.

  • 1 What Skills are Assessed for Research Tasks in Grade 12
  • 2.0.1 Guideline: Geography Grade 12 Research Tasks
  • 2.1 Geography Research Project Topics for Grade 12 South Africa
  • 3 Step 2: Background information about an area of study
  • 4 Step 3: Mapping
  • 5 Step 4: Methods of data collection
  • 6 Step 5: Analysis and synthesis of data
  • 7 Step 6: Recommendations and possible solutions
  • 8 Step 7: Conclusion – accept or reject the hypothesis
  • 9 Step 8: Bibliography
  • 10 More Geography Grade 12 Resources
  • 11 Mid Latitude Cyclones Notes Grade 12
  • 12 Geography Grade 12 2019 Exam Papers and Memos
  • 13 Geography Grade 12 2020 Past Papers and Memos
  • 14 Geography Grade 12 Research Tasks (Topics) and Memos (SBA)
  • 15 Grade 12 Geography Exam Papers and Memos for 2019 September and November
  • 16 Geography Mind the Gap study guide: Grade 12 Download

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)

geography research assignment grade 12

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 assignment grade 12

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

Mid Latitude Cyclones Notes Grade 12

Mid Latitude Cyclones Notes Grade 12

My Courses Editor

  • March 24, 2021

Geography Grade 12 2019 Exam Papers and Memos

Geography Grade 12 2019 Exam Papers and Memos

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geography research assignment grade 12

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  • September 29, 2020

Geography Mind the Gap study guide: Grade 12 Download

  • August 17, 2020

Read All Posts

Geography Grade 12 2020 Past Papers and Memos for study revision

geography research assignment grade 12

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Geography grade 10, main reasons why is south africa regarded as a developing country.

Reasons why is South Africa regarded as a developing country: South Africa has a great economic infrastructure and natural resources that characterize its economy. In South Africa, there is outstanding progress in the field of industry and manufacturing. South Africa, however, is still characterised as a developing country and not a developed country.

  • 0.1 6 Characteristics of a Developed Country
  • 0.2 5 Reasons why is South Africa regarded as a developing country

6 Characteristics of a Developed Country

1. Has a high income per capita.  Developed countries have high per capita incomes each year. By having a high income per capita, the country’s economic value will be boosted. Therefore, the amount of poverty can be overcome.

2. Security Is Guaranteed.  The level of security of developed countries is more secure compared to developing countries. This is also a side effect of sophisticated technology in developed countries. With the sophisticated technology, security facilities and weapons technology also develop for the better.

3. Guaranteed Health.  In addition to ensuring security, health in a developed country is also guaranteed. This is characterized by a variety of adequate health facilities, such as hospitals and medical staff who are trained and reliable.

4. Low unemployment rate.  In developed countries, the unemployment rate is relatively small because every citizen can get a job and work.

5. Mastering Science and Technology.  The inhabitants of developed countries tend to have mastered science and technology from which new useful products such as the industrial pendant lights were introduced to the market. Therefore, in their daily lives, they have also used sophisticated technology and modern tools to facilitate their daily lives.

6. The level of exports is higher than imports.  The level of exports in developed countries is higher than the level of imports because of the superior human resources and technology possessed.

5 Reasons why is South Africa regarded as a developing country

1. South Africa has a low Income per year.  Annual income in developing countries is not as high as in developed countries due to the high unemployment rate.

2. In South Africa, security is not guaranteed.  Unlike in developed countries, security in developing countries is still very minimal and inappropriate. Therefore, crime rates in developed countries such as South Africa tend to be relatively high.

3. South Africa has a fast-growing population . According to the World Population Review , South Africa’s population will continue to grow until 2082, reaching just over 80 million people before plateauing and slightly declining the rest of the century. South Africa’s population growth rate is currently 1.28% per year. Developing countries have a very large average population compared to developed countries because of uncontrolled population development. This is also a result of the lack of education and health facilities.

4. The unemployment rate in South Africa is high.  South Africa has an unemployment rate of 34.4% in the second quarter  of 2021. In developing countries, the unemployment rate is still relatively high because the available job vacancies are not evenly distributed. In addition, the level of uneven education is also one of the factors causing the large unemployment rate.

5. Imports are higher than exports.  Due to the low management of natural resources and human resources in developing countries, developing countries more often buy goods from abroad. To eliminate the barriers of being a developed country, South Africa must reduce imports and must refine and develop its agricultural sector.

Characteristics of Developed and Developing Countries

Why_is_South_Africa_Still_a_Developing_Country

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Tropical Cyclone Freddy

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.

Table of Contents

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 

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.

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GEOGRAPHY RESEARCH TASK GRADE 12 TERM ONE 2022

INSTRUCTIONS AND INFORMATION

  • This task is to be administered and recorded in the first term.
  • The task is allocated a time frame of 8 weeks in term one.
  • Non-compliance of submissions according to the time frames set CAN result in zero mark for the candidate.
  • The REASERCH TASK in grade 12 is part of the formal assessment programme in 2022
  • All dates stated in Annexure A are stipulated for completion of the step.
  • Candidates must adhere to the due dates stipulated in Annexure A.
  • Candidates must always refer to the Research Rubric to gain more insight on the expectations for each step.
  • What causes the natural event? (include a diagram)
  • Where does it occur? (include a map)
  • How does the natural event impact the environment?
  • How does the natural event impact humans? social, political, economical?
  • How can we prepare, prevent, protect against the natural event?
  • How can communities' benefit from the natural event? Is this natural event a concern in my area?

Topics for Grade 12 Research Choose any ONE of the following topics to do research on Climate and weather

  • An analysis of weather patterns and data over a longer period in your area.
  • Strategies that help prepare for and manage natural weather disasters in the Free State.
  • Local climates in your area and its impact on settlements and farming activities
  • Pay close attention to the following aspects (Social, Economic, Environmental)
  • Effects of Midlatitude/ Tropical cyclones on human activities,
  • How cyclones affect the environment and human lives?

Geomorphology

  • A study of processes and factors influencing flow patterns in local streams/rivers.
  • A study on the human impact on the flow patterns of a river in your area.
  • Catchment river management in the Free State.
  • Choose a specific area where the geographical statement can be made.
  • Where is it?
  • What is it?
  • How it ought to be?
  • Human Impacts?
  • Example: what? where? The pollution along the Vaal River is due to the increase in contaminants created by the human settlements.
  • Provide a map of the area in question.
  • During this stage create a buffer zone around the area of study
  • The map must have a key and be drawn to scale.
  • It should be a most recent map. 
  • Maps can be downloaded from websites
  • 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 the area or climate of the area.
  • Provide media (newspaper internet/magazine) sources
  • Observations
  • Field trips
  • Newspaper articles
  • Government department statistics
  • Internet NB: due to Covid 19 restrictions, learners can only use Secondary data sources to limit contact. But the information used cannot be cut and pasto.
  • 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. 
  • Make recommendations to solve the geographical problem in question
  • Present original and realistic opinions as far possible. 
  • STEP SEVEN Conclusion - ACCEPT OR REJECT the hypothesis. Make a decision to either ACCEPT or REJECT the hypothesis. Provide reasons for either ACCEPTING or REJECTING the hypothesis,
  • List web sites in full.
  • Annexures of questionnaires and interviews conducted should be included.

GEOGRAPHY RESEARCH TASK ANNEXURE A

Geographic question/inquiry To complete this research, we must be willing and have an ability to ask and answer

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Grade 12 Geography Research Project Examples

  • May 13, 2023

Grade 12 Geography Research Project Examples

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 .

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

  join our whatsapp group. click here, geography grade 12 research tasks (topics) and memos for: term 1, term 2, term 3 and term 4.

Geography Grade 12 Research Tasks (Topics) and Memos for: term 1, Term 2, Term 3 and Term 4 Utilizing a variety of assessment methods, assessment is a continual, organized process for locating, compiling, and analyzing data regarding student performance. It entails four steps: creating and gathering evidence of achievement; assessing this evidence; documenting the findings; and using this information to comprehend and support the development of the learners in order to enhance the learning and teaching process. Both informal (evaluation for learning) and formal assessments should be conducted (assessment of learning). In both situations, learners should receive regular feedback to improve the learning process.

School-based assessment (SBA) is a deliberate gathering of student work that narrates the tale of students’ attempts, development, or success in particular areas. The effectiveness of SBA tasks plays a crucial role in learners’ final test preparation.

This brochure provides schools and geography subject teachers with four sample SBA tasks. The teacher formally records SBA grades for certification and advancement needs. All students must complete the SBA component. Students who are unable to meet the conditions outlined by the policy may not be allowed to enter the subject in the final exam.

The formal evaluation activities give the teacher a methodical technique to gauge how well students are developing. There are tests, a project, and a case study in this article. A year-long formal program of assessment includes tasks for formal assessment. It is important to take these activities seriously and to urge students to submit their best work for evaluation.

The evaluation assignments should be appropriate for and relevant to the students being taught, according to the teachers’ expectations. The assignments should be context-bound and tailored to the students’ level of comprehension, but teachers must also be aware of the guidelines outlined 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)

Grade 12 Research tasks Geography

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.

Guide Graph Geography Research Tasks

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

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

    What Skills are Assessed for Research Tasks in Grade 12. Step 1: Formulating a hypothesis/problem statement. Geography Research Project Topics for Grade 12 South Africa. Step 2: Background information about an area of study. Step 3: Mapping. Step 4: Methods of data collection. Step 5: Analysis and synthesis of data.

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

    2.0.1 Guideline: Geography Grade 12 Research Tasks. 2.1 Geography Research Project Topics for Grade 12 South Africa. 3 Step 2: Background information about an area of study. 4 Step 3: Mapping. 5 Step 4: Methods of data collection. 6 Step 5: Analysis and synthesis of data. 7 Step 6: Recommendations and possible solutions.

  3. Research TASK Grade 12 2024

    THE RESEARCH TASK A HYPOTHESIS TESTING APPROACH TO RESEARCH TASKS IN GEOGRAPHY FET Table 1: Research Activity and Due Date Steps Marks Descriptor(s) Term Formulation of the hypothesis Due Date: 1 10 Hypothesis (Must be in the form of a statement including - what, where and impact of geographical issue) Term 1 & 2 2024 Geographical Mapping ...

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    This is a COMMON TASK for Grade 12 Geography in the North West Province Department of Education. The PLANNED TIME FRAME is TERM 2. The RAW TASK TOTAL is 100 marks. This task is INCLUDED IN SBA YEAR MARK. This task has an SBA WEIGHT of 15%. Grade 12. THE RESEARCH TASK. A HYPOTHESIS TESTING APPROACH TO RESEARCH TASKS IN GEOGRAPHY FET. Table 1:

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    The task is allocated a time frame of 8 weeks in term one. Non-compliance of submissions according to the time frames set CAN result in zero mark for the candidate. The REASERCH TASK in grade 12 is part of the formal assessment programme in 2022. All dates stated in Annexure A are stipulated for completion of the step.

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  10. Grade 12 Geography Research Project Examples

    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. ...

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    DBE 6 2018 EXEMPLAR RESEARCH TASK ONE - GRADE 12 CURRICULUM CONTENT: Urban Decay Inner city decay in Pretoria central takes ugly turn TSHWANE - 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 contracted them to administer the properties, and pocket the monthly rentals.

  12. GEOGRAPHY Project

    GEOGRAPHY project - Free download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or read online for free. This document provides guidelines for Grade 12 geography students in South Africa to conduct a research task using the hypothesis testing approach. It outlines the 10 steps for the research process, including formulating a hypothesis, collecting and analyzing data, drawing ...

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

    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.

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    Research Task Grade 12 2024 - Free download as PDF File (.pdf), Text File (.txt) or view presentation slides online.

  15. GEOGRAPHY GRADE 12 RESEARCH TASK 2022.docx.docx

    Choose a topic in any section of Geography grade 12 and conduct a research following the guidelines provided. 2. The task must be completed in term one. 3. The total time allocated to this task is 20 hours. 4. The completion of all three sections of this task should not go beyond the first term. 5. Write clearly and legibly. 6.

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    8. This is a COMMON TASK for Grade 12 Geography in the GDE - Tshwane region 9. The PLANNED TIMEFRAME is TERM 1 AND 2 10. The RAW TASK TOTAL is 100 marks 11. This task is INCLUDED IN SBA YEAR MARK 12. This task has an SBA WEIGHT % of 15 THE RESEARCH TASK A HYPOTHESIS TESTING APPROACH TO RESEARCH TASKS IN GEOGRAPHY FET Table 1: Research ...

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    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

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