Geography Grade 12 Hypothesis Testing

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Research/Grade 12 1 GDE/2024
TYPE OF TASK: RESEARCH

SUBJECT : GEOGRAPHY
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CODE : GEOG
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GRADE : 12
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TERM : TWO
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TIME PERIOD ALLOCATED : Term 2

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CAPS WEIGHTING % : 15
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DATE OF IMPLEMENTATION : MARCH 2024

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TOTAL : 100
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INSTRUCTIONS AND INFORMATION:

NOTE TO THE EDUCATOR:
GUIDELINES ON CONDUCTING A RESEARCH TASK IN GRADE 12
1. The Requirements of the Program of Assessment must be adhered to in terms of time

frames as stated in the Table 1.
2. Each research activity within the Research Task must be allocated a time frame for
completion within the phase. A guideline of due dates is provided in Table 1.
3. Non-compliance of submissions according to the time frame set CAN result in a zero mark
for the candidate for the research activity. (Exceptional cases can be considered at the
discretion of the DH and Educator at school). –
Table 1 must be mediated to all Grade 12 Geography candidates who MUST present a
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research task as part of the formal program of assessment.

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RECOMMENDATIONS FROM IMPLEMENTATION IN 2024:

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4. The formulation of the HYPOTHESIS will determine the nature and scope of the type of
research the candidate will complete. (It is useful to dedicate more time with each candidate
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in the formulation of the HYPOTHESIS at the beginning so as to eliminate vagaries and poor
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methodology during the phases and activities within the research – refer to Table 1).
5. Every attempt must be made to ensure candidates formulate their HYPOTHESIS within their
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local environments. (It is recommended that candidates be given an opportunity to consider

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their approaches and accessibility/availability of information before finalising the Hypothesis).

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SASAMS (12.3.1)
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6. The TERM allocated to this task is Term 2.

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7. The TASK DESCRIPTION allocated to this task is TASK 2 (Research) – Formal

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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
INSTRUCTIONS AND INFORMATION:
NOTE TO THE CANDIDATE

1. The RESEARCH TASK in Grade 12 is part of the formal assessment program in 2024.
2. The RESEARCH TASK is implemented during TERM TWO starting at the end of TERM
ONE.
3. All dates stated in Table 1 are stipulated for completion of the step and/or phase.
(Only under exceptional circumstances will the educator consider a late submission)
4. Each step MUST be documented with evidence in the LEARNER PORTFOLIO OF

EVIDENCE.
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5 A copy of the RESEARCH RUBRIC must be always made available in the LEARNER
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PORTFOLIO OF EVIDENCE from the date of implementation.

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6 Learners are required to do field work for primary data and use already existing data to
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conduct this research.

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7, Plagiarism is a type of cheating that involves the use of another person's ideas, words,
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design, art, music, etc., as one's own in whole or in part without acknowledging the author or
obtaining his or her permission – any evidence of PLAGIARISM will be the result of 0/100.
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THE RESEARCH TASK
A HYPOTHESIS TESTING APPROACH TO RESEARCH TASKS IN GEOGRAPHY FET
Table 1:
Research Activity Steps Marks Descriptor(s) Term

and Due Date
Formulation of the
hypothesis
Hypothesis
Due Date: 1 10 (Must be in the form of a statement including –
what, where and impact of geographical issue)
____________
Geographical
Mapping of research
A4 size or smaller
(A map with specific coordinates of the study
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area and background area drawn to scale with appropriate

information to references)
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hypothesis
2 20
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A paragraph of EIGHT lines

Due Date: (A description of the location of the area you
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______________ have chosen with historical and geographical

scope of the problem)
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Primary or Secondary data collection

Data collection, analysis (Photographs/Questionnaires (online) ,
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and synthesis including Telephonic conversations/ Test messages,

40 Social media (WHATSAPP)/Correspondence
representation of data
3 newspaper articles/diagrams/photographs/
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periodicals/text, Internet)
Due Date: (Graphs/Tables/Written responses
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_______________ demonstrating nature and scope of data Term 1 & 2

collected)
2024
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Recommendations,
possible solutions and
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conclusion – Structured paragraph(s) of approximately

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(accept/reject the EIGHT lines

hypothesis) 4 20 Statement of REJECT/ACCEPT
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(In a paragraph of EIGHT lines)

Due Date:
_______________
Bibliography
Cover page Design a cover page with an appropriate
Presentation context for the research with the stated
hypothesis
5 10 Can be … but not limited to …
Due Date: A verbal presentation or
A PowerPoint presentation
_______________
Final Submission
Total 100
Due Date:
________________
• Read the Research Activity and a summary of a summary of the requirements for the level
descriptor.
• Read Table 1 in conjunction with the Research Rubric to gain more insight on the
expectations for each activity/step.
PRIMARY RESEARCH AND SECONDARY RESEARCH
Primary research is data which is obtained first hand. This means that the researcher conducts the
research themselves or commissions the data to be collected on their behalf. Primary research
means going directly to the source, rather than relying on pre-existing data samples.
Secondary research or desk research is a research method that involves using already existing
data. Existing data is summarized and collated to increase the overall effectiveness of research. ...
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These documents can be made available by public libraries, websites, data obtained from already
filled in surveys etc.
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Choose a geographical problem related to the content in grade 12 in your local area. Use your
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exam guidelines to assist you.

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GEOGRAPHY RESEARCH
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GUIDELINES FOR CONDUCTING A HYPOTHESIS TEST

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To determine the purpose of your research:

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• Determine the purpose of your research by looking at your surroundings, what

geographical problems can you identify. For example, every day you travel pass Menlyn
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shopping centre where you observe the informal sector.

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• Go on TikTok and look for the latest news in your area.

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• Visit the newspaper online, for example the Record:
[Source: https://www.citizen.co.za/rekord/]
Choosing a geographical perspective towards a Hypothesis:
To complete a geographical research consideration MUST be given to an analysis

and/or interpretation of a geographical phenomenon with a geographical perspective.
A geographical perspective considers the CAUSES, EFFECTS and

SOLUTIONS to a geographical phenomenon or a geographical problem
To research with a geographical perspective, an area of geographical interest MUST

be identified.
As Geographers, we seek to understand and explain the interactions between humans, and
between humans and the environment in space and time. This is achieved by asking questions or
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making informed geographical decisions on causes, effects, and solutions/recommendations to

various phenomena around us.
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As a grade 12 Geography candidate you should:

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… have an interest in geographical information from a Geographical Perspective.

i.e. analysis of the information in terms of …
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FIGURE 1 – A GEOGRAPHICAL PERSPECTIVE
Causes
Effects/ Impacts
Solutions/Recommendations
EXAMPLES OF TOPICS FOR GRADE 12 RESEARCH
A Geographical Perspective MAY include:
Climate and Weather: An analysis of weather patterns and data over a longer
period in the Pretoria CBD
An analysis of a section of the Johannesburg CBD and
trends/patterns/relationships on Urban development and
urban climates
Strategies that help prepare for and manage natural
weather disasters in Gauteng e.g. Floods/Droughts
Local climates in Gauteng and its impact on settlements
and farming activities
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Geomorphology: A study of processes and factors influencing flow

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patterns in local stream/rivers – Vaal River

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A study of the human impact on flow patterns of the

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Jukskei river in Alexandra

Catchment and river management in Gauteng
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Challenges created by the Department of Water and

Sanitation regarding provision of water to local communities
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Settlement Geography: A study of transport patterns in the local community.

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Urbanisation trends and patterns in Pretoria CBD.

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Lack of planning by local municipalities in the provision

of basic services e.g. housing/education/electricity
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Infrastructure failure – roads/railways/electricity/water

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The rapid rise of informal settlements and related issues

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in my local community
Consider areas of environmental, economic and social
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justice issues
Economic Geography: The 4th Industrial Revolution and its impact on

employment in my local community/ municipality/
Gauteng.
Foreign Investment is for profits of big business and not
building a stronger community in …
A study of the local informal sector and its impact on the
local economy/employment.
NB: Learners may choose any other current/contemporary relevant

geographical issue as a research topic.
… after thinking about various issues affecting the citizens of Gauteng, think
about your local community and challenges that are faced on a daily basis
(Refer to a local/regional/national NEWSPAPER and determine how many of the

articles relate to a geographical perspective) …
Let's begin …
STEP ONE
Formulating a hypothesis or a geographical statement
Development of Hypothesis testing in the Geography FET:
• Choose a specific area of study where a geographical statement can be made.

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• During this stage a geographical statement MUST ask the following:

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WHERE IS IT?
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WHAT IS IT?
HOW OUGHT IT TO BE?…

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HUMAN IMPACTS …
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…THE BIG IDEAS OF CAPS (Empirical Analytical Approach)

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Follow the steps of research to ensure that the geographical statement is well defined.
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A possible hypothesis in Settlement geography: Rural–Urban Migration.
How does the geographical problem impact Where is the area of research i.e.
on spatial pattern? spatial location?
An analysis of weather patterns and climatic data over a longer period in the Pretoria CBD
demonstrate the negative impact of Climate Change
What is the geographical problem i.e. spatial

process?
A possible hypothesis in Geomorphology: Catchment and river management.
How does the geographical problem impact Where is the area of research i.e.
on spatial pattern? spatial location?
The pollution on/in/along the Vaal River is due to the increase in contaminants created by the
Vaal Colliery in the underground water.
Where is the area of research i.e. What is the geographical problem i.e. spatial
spatial location? process?
With a probing question, you must determine the geographical problem that was identified in step 1.
What do I need to ask to get to the answer?
Do not simply rewrite the purpose as a question sentence!
For example, what will be the impact of severe hail and thunderstorms on the runoff in Pretoria.
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Mapping
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• Provide a map of the area in question.

• During this stage create a buffer zone around the area where the geographical
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problem exists.
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• The map should have a clear legend/key and must be drawn to scale. The scale
must be indicated on the map.
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• If the map used covers a wider area, buffer zones around the area of study should
be created.
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• The map used should be the most recent map of the study area.
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Example:
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Step 1: Hypothesis
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Traffic out of Thatchfield Estates on the Brakfontein road in the mornings affect the residents
negatively in terms of time management, stress levels and economical levels.
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Mapping:
1cm on the map represents 750m in reality
1:75000
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1cm on the map represents 375meters in reality 1:37500
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Area buffered
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STEP TWO
Background information about an area of study.
Identify on the map where in South Africa the study area is located
(This can be indicated on the map)
Give a brief introduction and description (background information) of the city (study area) you
have selected in terms of:
Ø Historical background
Ø Co-Ordinates
Ø Population
Ø Description of the location of informal settlements in relation to the inner city.
Ø Other relevant statistical information.
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Example:
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Suburb: Thatchfield-Centurion
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City: Pretoria
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Province: Gauteng
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Exact co-ordinates:
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25053’39.01’’S 28007’10.05’’ E
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Population: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.662.3097&rep=rep1&type=pdf
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History
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News Articles
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Methods of data collection

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(a) PRIMARY DATA SOURCES:
• The use of ONLINE questionnaires (Google Forms etc.) or paper questionaires

• Interviews conducted TELEPHONICALLY (WhatsApp, Text messages, text
messaging, conversation etc.)
• REMOTE observations (Google Earth, Google Maps etc.)
• Taking pictures using cellphones.
(b) SECONDARY DATA SOURCES

• Newspaper articles
• Government department statistics
• Books
• Internet
Example of questionnaires send out on paper:
RESEARCH ON TRAFFIC CONGESTION IN THATCHFIELD:
CONDUCTED BY __________________
SCHOOL: ____________
RESEARCH TASK
PLEASE TICK THE SUPPLIED CHOICES:

MALE: _____ FEMALE: _______
1. IF YOU LEAVE YOUR HOUSE IN THE MORNING, WHAT IS YOUR PURPOSE FOR
LEAVING ?
GOING TO WORK
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DROPPING CHILDERN OFF AT SCHOOL, THEN BACK HOME

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DROPPING CHILDREN OFF AT SCHOOL, THEN TO WORK

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OTHER REASON:
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2. WHAT TIME DO YOU LEAVE YOUR DWELLING IN THE MORNING?

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5:30
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6:30
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7:00
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OTHER TIME:
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ETC.
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STEP THREE
Analysis and synthesis of data (Data Representation)
• Collected data should now be used to formulate a discussion around the existing
geographical problem.
• Represent information graphically (creatively) where necessary, for example graphs,
sketches, photographs etc.
• Graphic information must be analysed during this stage.
Example:
Purpose For People Leaving Home
RESULTS OBTAINED FROM 10 INTERVIEWEES
0
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Going to work Drop kids and Drop kids and Other

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back home go to work

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ANALYSIS AND SYNTHESIS OF DATA:

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From the results collected above from 10 residents of the Thatchfield vicinity we can
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conclude:
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5/10 people left home in the mornings to make their way to work;
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1/10 people left their homes in the morning to drop their children off to school and went back
home;
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that 3/10 people left in the mornings to drop their children off at school and then made their
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way to work
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1/10 people left home in the morning for a different reason.

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According to my previous calculations, the current population living in Thatchfield is 21713.

Therefore from research collected above we can conclude that:
Number of People going to work: 21713 x 5/10 =10856.5. rounded off=10857
people leave home in the morning to go to work.
Number of People dropping kids off at school then back home:
21713 x 1/10 =2171.3. rounded off=2171 people leave home in the morning to drop kids
off at school and then go back home.
STEP FOUR
Recommendations and possible solutions
• Make recommendations to solve the geographical problem in question.

• Present original and realistic opinions as far possible
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.
Example:
The results above indicate that people have had to adjust sleeping habits and wake up earlier to
get to their destination.
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We understand that Thatchfield is a highly populated area that does not have the sufficient road
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infrastructure to accommodate the people so the people have taken this upon themselves to
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overcome this.
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They sleep late and wake up earlier, causing very tiredsome people travelling very early in the
morning where alot of people are also travelling at the same time, possibly endangering lives.
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Lack of sleep causes your brain to not function at its average rate , therefore stress levels are
immediately increased and cause a steady decrease in amounts of energy being able to be
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produced by your body, affecting work and school once again. We see that time management is
scrutinized because there is no time.
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All of it is done to try get a pathway out of Thatchfield in the mornings.

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I recommend that many new solutions be put to task:

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That the poor town planning and road development be made a major priority.
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Town planners need to make prior development plans that allow for a certain length of road be
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added to Thatchfield for every 100 people increase in the vacinity.

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The need to ensure that development around roads that capacitys are full need to be stopped
unless the construction of more double or triple lane main roads.
STEP FIVE
Bibliography
• A comprehensive bibliography should be included.
(Use a Harvard referencing system: refer to the following website for the a referencing
generator: https://www.scribbr.co.uk/referencing/generator/harvard/)
Pears, R. and Shields, G. (2019) Cite them right: The essential referencing guide. 11th edn.
London: MacMillan.
• List web sites in full.

• Annexures of questionnaires and interviews conducted should be included.
Submission
• For submission, ensure that a suitable cover page is included that represents the
HYPOTHESIS
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RUBRIC FOR RESEARCH TASK

NAME OF CANDIDATE: ____________________________________________________________ GRADE: ________________
HYPOTHESIS : ____________________________________________________________________________________________
____________________________________________________________________________________________
MARK 1-2 3-4 5-6 7-8 9-10 Educator Moderator
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Mark Mark
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• Learner has not understood • Learner has formulated the • Learner has formulated the • Learner has formulated the • Learner has formulated
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the formulation of a hypothesis hypothesis hypothesis the hypothesis
hypothesis and has merely • Not a research topic specific • Describes a topic specific to • Describes a topic specific to • Describes a topic specific
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STEP 1: stated a topic. to Geography Enquiry Geography Enquiry Geography Curriculum. to Geography Curriculum.
FORMULATION OF • Specific area not identified • Geographical area is not • Geographical area is specific. • Geographical area is
HYPOTHESIS • No specific problem. specific. • Problem is specific. specific.
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• No specific impact. • Problem not specific. • Impact is specific. • Problem is specific.
• Impact not specific. • Impact is specific.
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MARK 1-4 5-9 10-14 15-17 18-20 Educator
Mark
Moderator
Mark
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• Irrelevant map. • Relevant map of Research • Relevant map of Research • Relevant research area • Accurate map used with
• Limited to no area included. area included with identified on a map with an appropriate detail
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information. • Limited information. appropriate legend and appropriate legend, showing accurate details
• Unable to give a • No legend. limited detail. appropriate labels and use of of buffering and
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description or • No Scale. • Relevant description of an scale. delineation of research
background information • No Buffer Zones created. area with most of the • Study area is well motivated areas with appropriate
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of the area being studied • Some description of an area background information and forms part of the local information including a
in a paragraph. is provided in a paragraph provided in a paragraph. community and a related legend and a scale.
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STEP 2: with limited background geographical issue. • Study area is well
information given. • Learner has fully described motivated and forms part
MAP AND BACKGROUND
INFORMATION the study area in a paragraph of the local community
and has provided the and a related
appropriate background geographical issue.
information relevant to the • Learner has fully
Hypothesis. described the study area
in a paragraph of exactly
EIGHT lines and has
provided the suitable
background. information
relevant to the
Hypothesis.
MARK 1-8 9-18 19-28 29-34 36 - 40 Educator

Mark
Moderator
Mark
• Only one primary or one • Primary and secondary • Primary and secondary • A variety of primary and • The learner provides clear
secondary source of data sources of data collected data sources that mostly secondary data sources insight into all relevant
is used. which inadequately informs enable an understanding collected, that accurately recommendations and
• The learner shows little research methodology. of the research area define the hypothesis. possible solutions to the
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understanding of the • The learner is able to studied. • The learner is able to identify problem in a paragraph
topic and is unable to identify some of the • The learner is able to the problems and interpret format of EIGHT lines
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identify, interpret or problems from the sources identify and interpret the all the sources and is able to • Specific primary and
show the effects from the but shows limited sources in most case, but show some insight of the secondary sources
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sources used. understanding of shows limited ability to effects. collected that accurately
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• Less than 300 words interpretation and effects. show the effects. • Between 300 and 400 words define the Hypothesis.
without appropriate • Between 300 and 400 • Between 300 and 400 • Graphical Information • Relevant communication
STEP 3: graphical representation words. words. relevant and interpreted from related authorities
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COLLECTION, ANALYSIS • Graphical information not • Graphical Information according to the Hypothesis in the form of
AND REPRESENTATION relevant to Hypothesis. relevant but not letters/emails etc.
OF DATA
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interpreted according to • The learner is able to
the Hypothesis. identify the problems and
interpret all the sources
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and is able to provide
clear insight of the
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effects.
• Between 300 and 400
words used.
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• Variety of Graphical
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Information used relevant
to Hypothesis.
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MARK 1-4 5-9 10-14 15-19 20 Educator
Mark
Moderator
Mark
• The learner is unable to • The learner could only • The learner is able to • The learner provides clear • The learner provides
STEP 4: provide relevant provide some provide meaningful insight into all relevant clear insight into all
relevant
RECOMMENDATIONS, recommendations and recommendations and recommendations and recommendations and
recommendations and
SOLUTIONS AND solutions to the problem in solutions to the problem in a solutions to the problem in possible solutions to the
possible solutions to the
CONCLUSION a paragraph format. paragraph format. a paragraph format. problem in a paragraph problem in a paragraph
(ACCEPT/REJECT). • No conclusion provided • Conclusion provided but • Conclusion provided with format. format Of EIGHT lines.
with no ACCEPT or REJECT research conducted does not an acceptation or rejection • Clear Research
• Conclusion provided with an
statement accept or reject the of the hypothesis. methodology using
acceptation or rejection of
hypothesis Hypothesis testing
the hypothesis. The research techniques. Is able to
conducted provides a see the ACCEPT/REJECT

framework for the statement with a
ACCEPT/REJECT statement variety of sources and
findings
MARK 1 2-4 5-7 8-9 10 Educator

Mark
Moderator
Mark
• No bibliography provided. • Bibliography provided is • Limited Bibliography • Bibliography provided in • Extensive research
STEP 5: • No cover page is provided. incomplete provided but is correctly correct format conducted and
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• Learner does not present • Cover page is provided with formatted • Creative cover page used bibliography shows
BIBLIOGRAPHY, COVER
himself on the due day of incomplete details. • Cover page contains all that contains elements of insight into research
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PAGE AND
PRESENTATION the presentation (No • Learner is unable to present the required details. research captured and area.
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proper medical the process followed in • Learner is able to present most of the relevant • Cover Page with all
certificate/reason) for identifying the hypothesis process in identifying the information. relevant information
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absence given and conducting the research hypothesis and conducting • Learner is able to present including stated
and reaches a state of the research to reach a process in identifying the hypothesis and creative
ACCEPT/REJECT phase state of ACCEPT/REJECT hypothesis and conducting expression of selected
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phase. the research to reach a area of study
• Is not able to show how state of ACCEPT/REJECT • Learner is able to present
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research area is able to phase. Hypothesis related to the
benefit the natural and/or • Is able to show how Geography Curriculum.
social environment. research area is able to • Traces steps of research
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benefit the natural and/or processes and is able to
social environment. make a logical
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ACCEPT/REJECT
statement.
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• Research is centred
around adding value to
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natural and social
environment and is
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directly related to the
GEOGRAPHY
CURRICULUM
Educator Moderator
Mark Mark
TOTAL MARK – 100

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TYPE OF TASK: RESEARCH

TIME PERIOD ALLOCATED : Term 2

DATE OF IMPLEMENTATION : MARCH 2024

INSTRUCTIONS AND INFORMATION:

1. The Requirements of the Program of Assessment must be adhered to in terms of time

research task as part of the formal program of assessment.

RECOMMENDATIONS FROM IMPLEMENTATION IN 2024:

local environments. (It is recommended that candidates be given an opportunity to consider

their approaches and accessibility/availability of information before finalising the Hypothesis).

6. The TERM allocated to this task is Term 2.

7. The TASK DESCRIPTION allocated to this task is TASK 2 (Research) – Formal

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

INSTRUCTIONS AND INFORMATION:

NOTE TO THE CANDIDATE

4. Each step MUST be documented with evidence in the LEARNER PORTFOLIO OF

PORTFOLIO OF EVIDENCE from the date of implementation.

conduct this research.

THE RESEARCH TASK

A HYPOTHESIS TESTING APPROACH TO RESEARCH TASKS IN GEOGRAPHY FET

Research Activity Steps Marks Descriptor(s) Term

area and background area drawn to scale with appropriate

A paragraph of EIGHT lines

______________ have chosen with historical and geographical

Primary or Secondary data collection

and synthesis including Telephonic conversations/ Test messages,

_______________ demonstrating nature and scope of data Term 1 & 2

conclusion – Structured paragraph(s) of approximately

(accept/reject the EIGHT lines

(In a paragraph of EIGHT lines)

PRIMARY RESEARCH AND SECONDARY RESEARCH

exam guidelines to assist you.

GUIDELINES FOR CONDUCTING A HYPOTHESIS TEST

To determine the purpose of your research:

• Determine the purpose of your research by looking at your surroundings, what

shopping centre where you observe the informal sector.

• Go on TikTok and look for the latest news in your area.

• Visit the newspaper online, for example the Record:

Choosing a geographical perspective towards a Hypothesis:

To complete a geographical research consideration MUST be given to an analysis

A geographical perspective considers the CAUSES, EFFECTS and

To research with a geographical perspective, an area of geographical interest MUST

making informed geographical decisions on causes, effects, and solutions/recommendations to

As a grade 12 Geography candidate you should:

… have an interest in geographical information from a Geographical Perspective.

FIGURE 1 – A GEOGRAPHICAL PERSPECTIVE

EXAMPLES OF TOPICS FOR GRADE 12 RESEARCH

A Geographical Perspective MAY include:

Geomorphology: A study of processes and factors influencing flow

patterns in local stream/rivers – Vaal River

A study of the human impact on flow patterns of the

Jukskei river in Alexandra

Challenges created by the Department of Water and

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

Urbanisation trends and patterns in Pretoria CBD.

Lack of planning by local municipalities in the provision

Infrastructure failure – roads/railways/electricity/water