Study & Master

Life Sciences

Grade 10
Teacher’s Guide

Annemarie Gebhardt • Peter Preethlall

Sagie Pillay • Bridget Farham
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Acknowledgements
Cover photo: Coracias caudatus, commonly known as lilac-breasted roller
© Gaston Piccinetti, FOTOSTOCK
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Wits University: page D110.
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Table of contents

Section Title Contents Page number

A Introduction Introduction to Life Sciences A1
How to use the Learner’s Book and Teacher’s Guide A4
B Assessment Cognitive demand taxonomy and weighting for the
assessment of life sciences content B1
Degrees of difficulty for test/examination items in
Life Sciences B2
Programme of formal assessment B4
Weighting and assessment of topics in Paper 1 and 2 B5
Analysis of Tests and Exams B8
Formal tests and practical examinations B9–B43
Life Sciences examinations: exemplar papers B44–B60
Exemplar paper memoranda of answers B61–B64
C Planning Year planner C1
D Teaching guidelines Formal Assessment Tasks and Prescribed Practical
Activities D1
Teaching notes for the modules in the
Learner’s Book, answers to all activities and
informal assessment suggestions
Strand 1 Molecules to organs D4
Strand 2 Life processes in plants and animals D30
Strand 3 Environmental studies D55
Strand 4 History of life and biodiversity D87
E Photocopiable Photocopiable sheets for use in teaching E1
sheets
F Documents Guidelines to strengthen CAPS F1

CONTENTS iii
 SECTION A
INTRODUCTION

Introduction to Life Sciences A1

The organisation of the Life Sciences curriculum A1
The specific aims of life sciences A2
The relationship between specific aims, skills and
assessment of Life Sciences A2
How to use the Learner’s Book and this Teacher’s Guide A4
Introduction to Life Sciences
Life Sciences could be defined as the scientific study of living things from
molecular level to their interactions with one another and their interactions
with the environment.

Life Sciences is important for the following reasons:

• to provide useful knowledge and skills that are needed in everyday life
• to expose learners to the range and scope of biological studies, to
stimulate interest in and create awareness of possible specialisations,
e.g. medicine, pharmacy, genetics, research, environmental occupations,
botany, zoology, and so on
• to provide sufficient background/foundation for further studies in one or
more of the biological sub-disciplines, e.g. Botany, Zoology, Physiology,
Genetics, Biochemistry, Biotechnology, and so on.

The organisation of the Life Sciences curriculum

Four “Knowledge Strands” are used as organisers of the Life Sciences content
framework. These are developed progressively over the three years of FET.
The four Knowledge Strands and the order in which they should be studied
in Grade 10 are:

1 Molecules to organs (Life at the molecular, cellular and tissue level)

2 Life processes in plants and animals (Processes that sustain life)
3 Environmental Studies (Biosphere to ecosystems)
4 History of life and biodiversity (Diversity, change and continuity)

This is the recommended teaching sequence in Grade 10. However, none of

the Knowledge Strands, nor the topics within each Strand, should be studied
separately or independently. Learners should be able to see the links with
related topics so that they acquire a thorough understanding of the nature
and inter-connectedness of life. These links must also be made across grades.

It is useful therefore to know the content and concept progression of Life

Sciences over the three years of FET.

INTRODUCTION A1
 Table 1 shows the concept and content progression of Life Sciences.

Table 1 The concept and content progression of Life Sciences through Grades 10-12
Strands/grades Molecules to Life processes in Environmental History of life and
organs plants and animals studies biodiversity
10 1 Chemistry of 1 Support and 1 Biosphere to 1 Biodiversity and
life – inorganic transport systems ecosystems classification
and organic in plants 2 History of life and
compounds 2 Support systems Earth
2 Cells: the basic in animals
unit of life 3 Transport systems
3 Cell division in mammals
(mitosis) (humans)
4 Plant and animal
tissues
11 1 Energy 1 Population 1 Biodiversity –
transformations ecology classification of
to support life: 2 Human impact micro-organisms
photosynthesis on environment: 2 Biodiversity –
2 Animal nutrition current crises plants
3 Energy 3 Reproduction –
transformations: plants
respiration 4 Biodiversity -–
4 Gas exchange animals
5 Excretion
12 1 DNA code of life 1 Reproduction in 1 Darwinism and
2 RNA and protein vertebrates natural selection
synthesis 2 Human 2 Human evolution
3 Meiosis reproduction
4 Genetics 3 Nervous system
4 Senses
5 Endocrine system
6 Homeostasis

The specific aims of life sciences

There are three broad subject-specific aims of Life Sciences. These are:
Specific Aim 1: Knowing Life Sciences (theory)
Specific Aim 2: Doing Life Sciences (doing practical work and investigations)
Specific Aim 3: Understanding the applications of Life Sciences in
everyday life, understanding the history of scientific discoveries and the
relationship between indigenous knowledge and science.

The relationship between specific aims, skills and assessment

of Life Sciences
Specific Aim 1: Knowing Life Sciences – concepts, processes, phenomena,
mechanisms, principles, theories, laws, models, etc.
The following cognitive (thinking) skills should be developed in this
specific aim:
• Acquire knowledge.
• Understand, comprehend, make connections between ideas and
concepts to make meaning of Life Sciences.

A2 INTRODUCTION
 • Apply knowledge of Life Sciences in new and unfamiliar contexts.
• Analyse, evaluate and synthesise scientific knowledge, concepts and
ideas.

Specific Aim 2: Doing Life Sciences (doing practical work and investigations).
The following seven skills relate to doing practical work in Life Sciences. All
seven skills will not apply to every activity equally:
• follow instructions
• handle equipment/apparatus
• make observations in the following ways: do measurements, compare
materials before and after treatment, observe results of an
experiment/investigation, group materials or examples based on
observable similarities and/or differences, counting, etc.
• record information/data in the following ways: as drawings,
descriptions, in tables, graphs, etc.
• measure – measure length, volume, temperature, weight, mass,
and count accurately
• interpret/translate – convert information from one form into
another, e.g. converting a table into an appropriate graph
• design/plan investigations/experiments – Grade 10 learners must be
able to plan and design a simple investigation/experiment.
The steps/skills required to design/plan investigations include :
1 Identifying a problem.
2 Stating an hypothesis.
3 Selecting apparatus/equipment/materials.
4 Identifying variables.
5 Suggesting ways of controlling variables.
6 Planning – making all the logistical arrangements.
7 Suggesting ways of recording results.
8 Understanding the need for replication and verification.

Specific Aim 3: Understanding the applications of Life Sciences in everyday

life, understanding the history of scientific discoveries and the relationship
between indigenous knowledge and science, technology and the
environment. The skills that can be developed in the process of achieving
specific aim 3 are mainly cognitive (same skills as for specific aim 1):
• understanding the history and relevance of some scientific discoveries
• relationship of indigenous knowledge to Life Sciences. All knowledge
grows out of a view of how the world works. Science and indigenous
knowledge have their origins in different world views
• the value and application of Life Sciences knowledge in industry, in
respect of career opportunities and in everyday life. Some careers
that can be pursued after doing Life Sciences include: medical
fields, research, genetics, environmental fields (game management,
ecologist, ecotourism, etc.), agricultural fields, education fields.

INTRODUCTION A3
 How to use the Learner’s Book and this Teacher’s Guide
Study and Master Life Sciences is written in a way that should be easy for you
and the learners to understand and help you and the learners to come to
grips with the requirements of the curriculum.

The special features of this book include:

• The activities are structured in a logical way, progressing from simple to
new and complex learning.
• Each strand has strand openers, which clearly explain the key questions
that will be addressed in that strand.
• Each unit has boxes listing the key concepts to assist learners whose
home language may not be English to deal with new terms.
• Each unit includes investigations in which learners solve problems, design
solutions, set up experiments and controls, and record their results.
• Each unit includes assessment activities, ensuring continuous self-, peer
and group assessment.
• Projects are provided that deal with issues related to the real world and
move learners beyond the confines of the classroom.

Advise learners that the best way to use this book is to:
• Carefully read each topic.
• Summarise the information in each topic in point form. Do flow
diagrams to enhance their understanding of concepts. Infuse other
material dealt with in class
• Do the activities under each topic – these are meant to give the learners a
better understanding of concepts and practical skills in the topic.
• Learners need to practise drawing diagrams and adding labels in the
correct way – they can check the accuracy of their diagrams and labels by
comparing them with the diagrams in this book.
• The more the learners practise the skills (cognitive and practical skills),
the better they will understand them and the better you, the teacher, will
be able to assess the learners.
• Learners must test their knowledge during and after each topic.
Encourage them to find examination question papers and work out the
answers first before looking up the answers in the textbook.

A4 INTRODUCTION
SECTION B
ASSESSMENT

 ognitive demand taxonomy and weighting for the

C
assessment of life sciences content B1
Degrees of difficulty for test/examination items in
Life Sciences B2
Programme of formal assessment B4
Weighting and assessment of topics in Paper 1 and Paper 2 B5
Analysis of Tests and Exams B8
Formal tests and practical examinations
Term 1: Practical Task 1 + Scoring sheet B9
Term 1: Test 1 B12
Term 1: Test 1 Memo B16
Term 2: Practical Task 2 B17
Term 2: Practical Task 2 Memo B20
Term 2: Mid-year examination B21
Term 2: Mid-year examination Memo B30
Term 3: Assignment B32
Term 3: Assignment Memo B37
Term 3: Test 2 B38
Term 3: Test 2 Memo B43
Life Sciences Examinations: Exemplar Papers
Paper 1 B44
Paper 2 B50
Exemplar paper memoranda of answers
Memo Paper 1 B61
Memo Paper 2 B63
 COGNITIVE DEMAND TAXONOMY AND WEIGHTING FOR THE ASSESSMENT OF LIFE SCIENCES CONTENT
When setting tasks and tests/examinations in the Life Sciences the “Revised Bloom’s Taxonomy is utilised in order to produce a task/test/examination that is
balanced and which caters for the different abilities of learners.
The table below illustrates the different cognitive levels and describes briefly the action that is required for an appropriate outcome.

Knowing Science Understanding Science Applying Scientific Knowledge Analysing, Evaluating and Synthesising
(Level A) (Level B) (Level C) / Creating Scientific Knowledge
40% 25% 20% (Level D)
15%
This involves remembering/recalling or This involves communicating an This involves using/executing/ Analysing – involves the breaking down of a
recognising information such as, names, labels, understanding of e.g. a Life Science concept, implementing/performing or following complex topic or aspect in to smaller parts so
terminology, definitions, procedures,formulae, procedure, idea, model, theory or an basic/standard/routine procedures/methods/ as to get a better understanding of it.
facts – from memory or from resources (e.g. explanation by: rules/operations to solve a problems. This may be done by organising or re-
diagram) provided. • Interpreting e.g. information in a graphical organising and differentiating data and
representation and transforming this into It also entails the use of or application of the then attributing meaning to it by identifying
another form of representation such as, understanding of Life Sciences facts, concepts, relationships between data.
words, diagrams. processes from a known context to an It involves the use of a variety of strategies
• Classifying or categorising – e.g. by unfamiliar context to solve novel/non-routine/complex/open-
grouping together items that may be similar ended problems. Multistep procedures may be
• Exemplifying or illustrating an a concept or applied.
principle with a specific example
• Comparing – by identifying similarities and Evaluating – involves the critical examination
differences between two objects, concepts or of information. To do this it involves the

A N A LY S I S O F T E S T S / E X A M S A N D E X A M W E I G H T I N G G R I D S
processes analysis of the information in order to make a
• Explaining – e.g. why by creating a cause- judgment about the information.
and-effect model of a system or concept.
• Inferring – by e.g. drawing logical Synthesising/creating – involves the
conclusions form information at hand production of a new product such as a model
• Summarising – by creating a condensed or an essay.
version with the main points of a large It entails the integration of Life Sciences
amount of information concepts, principles, ideas, and facts by
making connections and relating these to
one another and to an overall structure or
function.

B1
B2
DEGREES OF DIFFICULTY FOR TEST/EXAMINATION ITEMS IN LIFE SCIENCES
Questions that assess higher order processes, such as analysis, are usually more difficult than questions that assess lower order processes, such as recognition and
factual recall (simple memory questions).
However, other factors besides the type of cognitive demand affect the degree of difficulty of examination questions.
Questions that align to a particular type of cognitive demand are not always as difficult as other questions that align to the same cognitive demand.
For example:
• a recall question that asks students to recall an abstract theory, or complex content is often much more difficult to accomplish than one which asks candidates
to recall a simple fact (i.e. differences in content difficulty).
• a question that requires recalling an ordered sequence of events and which entails writing a few sentences is generally easier than one which involves the same
type of cognitive demand but entails writing a whole essay (i.e. differences in ‘writing difficulty’).
• literal comprehension of source material comprising a simple contemporary magazine article is generally easier than literal comprehension of a classical work
because of differences in the content, vocabulary, sentence and organisational structure, register, diction, literary techniques, abstractness of ideas and imagery,
and background knowledge required (i.e. differences in ‘reading difficulty’)
• a particular evaluation question may be more difficult for an average Grade 12 learner than for a university graduate
• also a question requiring inferential reasoning may be far more difficult for the average Grade 6 learner than for the average Grade 12 learner
• hence, while the cognitive processing may be the same/similar the level of difficulty for the different groups of learners will differ
• therefore in addition to identifying the type of cognitive demand (level) made in each test/examination question/item, examiners are required to make

A N A LY S I S O F T E S T S / E X A M S A N D E X A M W E I G H T I N G G R I D S
judgments about whether each question/item is EASY, Moderately Difficult, Difficult or Very Difficult for the average learner in the specific grade.
• hence, the teacher’s /examiner’s subject knowledge, experience in teaching, marking, examining and moderation will be applied in making a judgment with
respect to the level of difficulty.

The following weighting for the levels of difficulty will be applicable for Life Sciences:
Easy Moderately difficult Difficult Very Difficult
30% 40% 25% 5%
Question / item must be easy for the Question / item must be moderately Question / item must be difficult for the Question / item must be very difficult for the
average leaner to answer challenging for the average leaner to average leaner to answer average leaner to answer.
answer
The knowledge and skills required to answer
these questions allow for level 7 learners to be
discriminated from other high performing learners.
 • In order to judge the level of difficulty of each test/examination question, one needs to take into consideration both the demands that each question makes on
the cognitive schema of an average learner and the intrinsic difficulty of the question or task.
• To make this judgment, there is a need to identify where the difficulty or ease in a particular question resides.
• A framework for thinking about question or item difficulty comprises the following four general categories of difficulty:
• Content (topic/concept) difficulty;
• Stimulus (question and source material) difficulty;
• Task (process) difficulty; and
• Expected response difficulty.
• The framework gives guidance on where the difficulty in a question might reside.
• This guidance is intended to support teachers/examiners/moderators in making complex decisions about what makes a particular question or item easy,
moderately difficult, difficult or very difficult for learners.

Framework for thinking about question difficulty:

Content/concept difficulty Stimulus difficulty Task difficulty Expected response difficulty
• Involves subject matter, topic or conceptual • Involves linguistic complexity: reading, • Refers to the difficulty that candidates • Difficulty imposed by examiners in a mark
knowledge that is assessed interpreting and understanding the words confront when they try to formulate or scheme and memorandum.
• Judgment is based on academic demands as and phrases in a question produce an answer. • When examiners expect few or no details in
well as grade level boundaries of the various • Reading and understanding the information • To generate a response, candidates have a response, the question is generally easier
elements of the subject knowledge – such or ‘text’ or source material (diagrams, tables to work through the steps of a solution. than one where the mark scheme implies
as, topics, facts, concepts, principles and and graphs, pictures, cartoons, passages, Generally, questions that require more steps that a lot of details are expected.
procedures associated with the subject etc.) that accompanies the question in a solution are more difficult than those • A further aspect of expected response
• Basic content versus advanced content • e.g. Questions that contain words and that require fewer steps. Questions involving difficulty is the clarity of the allocation of
• General everyday knowledge vs specialized phrases that require only simple and only one or two steps in the solution are marks. Questions are generally easier when

A N A LY S I S O F T E S T S / E X A M S A N D E X A M W E I G H T I N G G R I D S
knowledge straightforward comprehension are usually generally easier than those where several the allocation of marks is explicit, straight-
• Contextualised vs decontextualised easier than those that require the candidate operations required for a solution. forward or logical (i.e. 3 marks for listing 3
knowledge to understand subject specific phraseology • May also be mediated by the amount of points) than when the mark allocation is
• Concrete vs abstract knowledge and terminology guidance present in the question indeterminate or implicit..
• Questions that provide guided steps or cues
are generally easier than those that are more
open ended
• Questions that test specific knowledge
are usually less difficult than multi-step,
multiple-concept or operation questions.

B3
PROGRAMME OF FORMAL ASSESSMENT

Composition of SBA component for Grade 10

Term Task Weighting % of % of
% of SBA Reporting Promotion
Mark per term Mark
1 Practical 15 25
Minimum 30 Marks
Test 15 75
Minimum 50 Marks
2 Practical 15 25
Minimum 30 Marks
Mid-Year Exam 25 75
25
One paper – 150 Marks
Duration: 2 ½ hours
3 Project/Assignment* 15 25
Minimum 50 Marks
Test 15 75
Minimum 50 Marks
TOTAL 100
FINAL EXAM (Paper 1 + Paper 2) 300 75
Duration: 2 ½ hours for each paper
150 Marks for each paper

NOTE:
* At least ONE project and ONE assignment must be done over the Grade 10-11 years.

• The project/assignment can be done in any term (1-3) but must be recorded in term 3.
• The final SBA mark is weighted as follows:
• Tests and Examinations: 55%
• Practical Tasks and Assignment/Project: 45%

B4 A N A LY S I S O F T E S T S / E X A M S A N D E X A M W E I G H T I N G G R I D S
Weighting and assessment of topics in Paper 1 and Paper 2

Paper 1
Topic Time Weighting
% Marks
Term 1:
Chemistry of Life 3½ weeks 21 33
Cells: Basic units of life 2 weeks 13 19
Cell division: Mitosis 2 weeks 13 19
Plant and animal tissues 1½ weeks
Term 2: 19 28
Plant and animal tissues 1½ weeks
Plant organs (leaf ) 1 week 6 9
Support and Transport Systems: Plants 2½ weeks 15 23
Support Systems: Animals 2 weeks 13 19
Totals 16 weeks 100 150

Paper 2
Topic Time Weighting
% Marks
Term 3:
Transport Systems in mammals 3 weeks 21 32
Biosphere to ecosystems 5 weeks 36 54
Biodiversity and Classification 2 weeks 14 21
Term 4:
History of Life and Earth 4 weeks 29 43
Totals 14 weeks 100 150

The above weighting per topic serves as a guideline for teachers and examiners; slight deviations
in respect of the number of marks allocated to a topic are acceptable. The purpose of providing
a weighting is to ensure that all topics are covered according to approximately the correct
weighting.

A N A LY S I S O F T E S T S / E X A M S A N D E X A M W E I G H T I N G G R I D S B5
B6
Life Sciences Weighting Grid - Grade 10 PAPER 1
Question Cognitive ability levels Levels of difficulty Chemistry Cells: Basic Cell Plant & Plant Support & Support
number A B C D Easy Mod Diff V.Diff of Life Units of Division: Animal Organs Transport Systems in TOTAL
Life Mitosis Tissues in Plants Animals

A N A LY S I S O F T E S T S / E X A M S A N D E X A M W E I G H T I N G G R I D S
Actual
marks
Norm % 40 25 20 15 30 40 25 5 21 13 13 19 6 15 13
Marks 60 37,5 30 22,5 45 60 37,5 7,5 33 19 19 28 9 23 19 150
A = knowing science   B = understanding science   C = applying scientific knowledge   D = evaluating, analysing, synthesising
 Life Sciences Weighting Grid - Grade 10 PAPER 2
Question Cognitive ability levels Levels of difficulty Transport Biosphere to Biodiversity History of Life
number A B C D Easy Mod Diff V.Diff System in Ecosystems and on Earth TOTAL
Mammals Classification

A N A LY S I S O F T E S T S / E X A M S A N D E X A M W E I G H T I N G G R I D S
Actual
marks
Norm % 40 25 20 15 30 40 25 5 21 36 14 29
Marks 60 37,5 30 22,5 45 60 37,5 7,5 32 54 21 43 150
A = knowing science   B = understanding science   C = applying scientific knowledge   D = evaluating, analysing, synthesising

B7
ANALYSIS OF LEARNER PERFORMANCE IN TESTS/EXAMS
Test: __________________ Teacher:________________________
Grade: __________________

1. STATISTICAL ANALYSIS
Class Class Class Class Class Class
Number wrote
Number passed
Number failed
Median

2. DIAGNOSTIC ANALYSIS
(Identify the questions where learners have performed poorly and indicate the reason/s for the
poor performance. The reason could relate to content difficulty, teaching, learning or a
combination of these or any other.)
Question Description of specific errors Remedial measures/Intervention strategies
number

B8 A N A LY S I S O F T E S T S / E X A M S A N D E X A M W E I G H T I N G G R I D S
 Formal Assessment Task Grade 10

Term 1: Practical Task 1

Marks: 30

ASSESSING BASIC SKILLS OF LIGHT MICROSCOPY

A light microscope usually has two systems, namely, an illuminating system and an imaging
system. In addition, preparation of the specimen and drawing are other skills important during
microscope work.

Learners need to develop competencies in the above skills. The following will assist in
determining the degree of competency in these skills.

1. ILLUMINATING SYSTEM
The illuminating system concentrates light onto the specimen. It usually consists of a light
source in the form of a bulb or mirror, a condenser lens and the iris diaphragm.

To determine whether the microscope is properly illuminated the following must be

adjusted accordingly:
Criteria Suggested mark scheme
None Partial Appropriate
1.1 The light source / mirror: 0 1 2
Is it adjusted to allow light to pass through
the specimen?
1.2 The condenser: 0 1 2
Is it adjusted appropriately to focus light
from the light source to the specimen?
1.3 The diaphragm: 0 1 2
Is it adjusted appropriately to regulate the
amount of light reaching the specimen?
(when the diaphragm is open, the image will
be bright, and when closed it will be dim)

2. IMAGING SYSTEM
The imaging system improves resolution (boldness) and magnifies the image. It consists
of the objectives, ocular (eyepiece) lenses and the coarse and fine adjustment knobs. Each
microscope usually has three objectives with different magnifying powers – a low, medium
and high power, - e.g. 4× , 10×, and 40×. The eyepiece usually magnifies the image 10
times.

To determine the degree of competency of the learner in this system the following criteria
can be used:
Criteria Suggested
mark scheme
2.1 The eyepiece: 1
Is the eyepiece inserted into the body tube?
2.2 Appropriate selection of objectives: 2
Low power: for wider field of vision but lower magnification
High power: for narrower field of vision but higher magnification
2.3 Appropriate use of the adjustment knobs: 1
Coarse: used when low power objectives in place
never used when high power objective is in place
Fine : used to fine focus the image

T E R M 1 • P R A C T I C A L TA S K 1 B9
3. SLIDE PREPARATION (onion epidermis or cheek epithelium)
The following criteria can be used to assess this skill:
Criteria Suggested
mark scheme
3.1 Condition of slide: 1
Is it free of any dirt?
3.2 Thinness/amount of specimen: 1
Can light pass through it?
3.3 Mountant (water or stain): 0–2
None or too little / too much?
3.4 Stain: Correct choice and appropriate amount of stain 1
3.5 Cover-slip:
Used or not used? 1
Correct technique in placing over specimen? Incorrect/partially
correct /correct 0–2
3.6 Air bubbles under cover-slip: 1
Yes / No

4. DRAWING FROM THE SPECIMEN

The following criteria can be used to assess this skill:
Criteria Suggested
mark scheme
4.1 Correct representation: 1
Does the drawing resemble what is under the microscope?
4.2 Caption: 1
Does it have an appropriate heading?
4.3 Magnification/scale: 1
Is this indicated in the caption of the drawing?
4.4 Labels: 4
Are all visible labels included?
Are parts not visible included? (if this is the case then candidates
must be penalised)
4.5 Biological drawing requirements: 4
Are these requirements met? E.g. double line to show thick cell wall,
etc.
Are the correct number of parts drawn?
Are the position of parts correct?
Are the parts drawn in appropriate proportion to one another?

B10 T E R M 1 • P R A C T I C A L TA S K 1
Scoring sheet for assessment on microscopy

Grade/Division: _________________ Teacher: ________________________________________________

No Learner names Lighting Imaging Slide preparation Drawing

Correct representation

Drawing requirements
Quality of specimen
Coarse adjustment
Fine adjustment
Slide condition

Magnification
Air bubbles
Diaphragm
Condenser

Objectives

Mountant

Coverslip
Eyepiece

Caption

Labels

TOTAL
Mirror

Stain
Max mark 2 2 2 1 2 1 1 1 1 2 1 2 1 1 1 1 4 4 30
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35

T E R M 1 • P R A C T I C A L TA S K 1 B11
 Formal Assessment Task Grade 10

Term 1: Test 1

Marks: 60 Time : 1 Hour

Instructions and information

1 Answer ALL the questions.
2 Write ALL the answers in the ANSWER BOOK.
3 Start each question at the top of a NEW page.
4 Number the answers correctly according to the numbering system used in this question paper.
5 Present your answers according to the instructions for each question.
6 ALL drawings should be done in pencil and labelled in blue or black ink.
7 Draw diagrams or flow charts only when asked to do so.
8 The diagrams in this question paper are NOT all drawn to scale.
9 Non-programmable calculators, protractors and compasses may be used.
10 Write neatly and legibly.

Section A

Question 1
1.1 Various options are given as possible answers to the following questions. Choose
the correct answer and write only the letter (a to d) next to the question number for
example 1.1.6 d.

1.1.1 An inorganic constituent of protoplasm is:

a water
b glucose
c amino acids
d vitamins
1.1.2 The most abundant organic compound found in the cell walls of plants is:
a protein
b cellulose
c starch
d lipid
1.1.3 The centrosome:
a attaches two chromatids together
b plays a role in cell division in plant cells
c controls protein synthesis
d plays a role in cell division in animal cells and lower plants only
(3 × 2) [6]

1.2 Give the correct biological term for each of the following descriptions. Write only the
term next to the question number.
1.2.1 The micronutrient that is a component of the hormone thyroxine.
1.2.2 The substance that an enzyme acts on.
1.2.3 The monomers that make up proteins.
1.2.4 An organic nutrient that can serve as an insulating material against cold
[4]

B12 TERM 1 • TEST 1

1.3 Write down the letter of the description in Column 2 that best fits the statement in
Column 1.
Column 1 Column 2
1.3.1 Plays a role in the synthesis of chlorophyll A Iodine
1.3.2 Deficiency may cause rickets B Magnesium
1.3.3 Deficiency may cause muscular cramps C Vitamin D
1.3.4 Plays a role in the clotting of blood D Sodium
1.3.5 Deficiency may cause goitre in adults E Nitrogen
F Vitamin K
G Sulphur
[5]

1.4 Study the diagram below and then indicate which letter represents each of the
following parts:
A
B

C
D
E
F

G
H

1.4.1 objective lens

1.4.2 eyepiece
1.4.3 body tube
1.4.4 stage clips
1.4.5 coarse adjustment knob [5]

Total Question 1: [20]

Total Section A: [20]

TERM 1 • TEST 1 B13

Section B

Question 2
2.1 Study the table below, which shows the results of certain tests on five different food types,
A to E.

Food Name of test and colour change

Type Benedict’s/Fehling’s test Iodine test Biuret/Millon’s test
A Orange Yellow Pale blue/white
B Blue Black Pale blue/white
C Orange Yellow Purple/brick-red
D Blue Black Purple/brick-red
E Orange Black Purple/brick-red
2.1.1 Which food type only contains:
i Starch (1)
ii Sugars? (1)
2.1.2 Which food type contains both starch and sugars? (1)
2.1.3 Which food types contain starch, sugars and proteins? (1)
2.1.4 Rice contains starch and proteins, but no sugars.
Which food type is probably rice? (1)
[5]

2.2 Some washing powders are described as having “biological” action because they contain
enzymes. These powders are particularly useful for removing stains such as blood, egg,
chocolate and gravy. The manufacturers suggest that such washing powders are most
effective in lukewarm water, rather than cold or boiling water.
2.2.1 Why are biological washing powders more effective at removing the stains
mentioned above than ordinary washing powders? (2)
2.2.2 At which temperature in (°C) would you say the lukewarm water must be?
Give a reason for your answer. (2)
2.2.3 Why do manufacturers suggest that biological washing powders are less effective
at high temperatures? (2)
2.2.4 Suggest ONE reason why biological washing powders are more economical than
ordinary washing powders to remove stains as mentioned above. (2)
[8]

2.3 The following graph shows the effect of temperature on enzyme activity.
6
5
Enzyme activity

4
3
2
1
0
10 20 30 40 50
Temperature (°C)

2.3.1 At what temperature does this enzyme act best? (1)

2.3.2 Why does raising the temperature increase enzyme activity? (2)

B14 TERM 1 • TEST 1

 2.3.3 By approximately how many times does the enzyme activity increase
between 20 °C and 30 °C? (2)
2.3.4 Name a substrate that you could add to the enzyme-substrate mixture in order to
stop enzyme activity at 35 °C. Briefly explain. (2)
[7]

Total Question 2: [20]

Question 3
3.1 Study the diagram below and then answer the questions that follow.
1
2
3
4
5
6

7
8
9
10
3.1.1 Is this a plant cell or animal cell? Give two visible reasons for your answer. (3)
3.1.2 Identify the part labelled 1 and state ONE function of it. (2)
3.1.3 Which number represents a ribosome? (1)
3.1.4 Explain one way in which part labelled 4 is structurally suited for its function. (2)
3.1.5 Draw and label an enlarged view of organelle 2 to show its structure. (4)
[12]

3.2 Study the picture, which is a diagram of a cell undergoing a phase of mitosis and answer
the questions that follow.

3.2.1 Write labels for parts A and B. (2)

3.2.2 How many chromosomes would be found in each of the daughter cells? (1)
3.2.3 How many chromosomes would be found in each of the daughter cells if this
was a body cell from a human? (1)
3.2.4 Explain why two daughter cells are identical to each other and identical to the
parent cell from which they were derived. (2)
3.2.5 State ONE difference in telophase between plant cells and animal cells. (2)
[8]

Total Question 3: [20]

Total Section B: [40]

TOTAL: [60]

TERM 1 • TEST 1 B15

 Formal Assessment Task Grade 10 (Memo) 2.3
2.3.1 40 °C (1)
2.3.2 The rate of movement of substrate molecules increases.
Term 1: Test 1 The substrate molecules collides with enzyme molecules
more often. (2)
Marks: 60 Time: 1 Hour 2.3.3  2 times (2)
2.3.4 An acid, because the enzyme involved functions in an
Section A alkaline medium; acid lowers the pH of the medium
QUESTION 1 and at low pH the enzyme becomes denatured. (2)
1.1 [7]
1.1.1 a Total Question 2: [20]
1.1.2 b QUESTION 3
1.1.3 d 3.1
(3 × 2) [6] 3.1.1 Plant cell • possesses cell wall (3)
• and chloroplasts
3.1.2 Cell wall • protects the living contents against damage
1.2 • gives rigidity
1.2.1 iodine • gives strength
1.2.2 substrate • supports the cell max (2)
1.2.3 amino acids 3.1.3 5 (1)
1.2.4 lipid [4] 3.1.4 4 is the mitochondrion
• it consists of a double membrane with the inner one
1.3 folded into cristae
1.3.1 E • the cristae increases the surface area for enzyme activity,
1.3.2 C hence making the process of cellular respiration more
1.3.3 B efficient
1.3.4 F • enzymes are present between the membranes as well
1.3.5 A [5] as in the matrix
• making the process of cellular respiration more efficient
1.4 (2)
1.4.1 F 3.1.5
1.4.2 A stroma oil droplet
1.4.3 B
granal lamellae containing
1.4.4 H
chlorophyll
1.4.5 C [5]
Total Question 1: [20]

Section B
QUESTION 2
2.1
2.1.1 i B (1)
ii A (1)
2.1.2 E (1)
2.1.3 E (1) lamella inner membrane outer membrane
2.1.4 D (1)
[5] (4)
2.2 [12]
2.2.1 Stains contain organic compound such as carbohydrates,
lipids and proteins. Biological washing powder easily 3.2
reacts with these compounds. (2) 3.2.1 A: cell membrane B: centriole C: chromosome (2)
2.2.2 Approximately 37 °C – that is the optimum temperature 3.2.2 6 (1)
for enzyme action. (2) 3.2.3 46 (1)
2.2.3 High temperatures alter the shape of the enzyme 3.2.4 One daughter cell has one half of a chromosome (one
molecules. The enzyme is denatured and loses its shape chromatid) that has an identical half (one chromatid) in
and function. (2) the other daughter cell. (2)
2.2.4 Less washing powder is needed and lukewarm water 3.2.5 During telophase – cytokinesis takes place. In plant cells
requires less energy to heat up. (2) cytokinesis occurs through vesicles which fuse to form
[8] a cell plate between the daughter cells. In animal cells,
cytokinesis occurs through a furrowing process. (2)
[8]
Total Question 3: [20]
TOTAL: [60]

B16 ANSWERS • TEST 1

 Formal Assessment Task Grade 10

Term 2: Practical Task 2

Marks: 35

Investigating the effects of environmental conditions on the rate of

transpiration
This investigation may be done in four groups.
Each group will require the following:
• a potometer • a medicinal dropper • scalpel/sharp knife
• a beaker • a one-holed rubber stopper • water
• a leafy twig • petroleum jelly (Vaseline) • a stop watch
Three of the groups will receive ONE of the following:
• a fan OR a heater OR a plastic bag
The fourth group will be regarded as the normal group.

Procedure:
1. Cut a leafy twig (Helianthus sp. (Sunflower) is good) about 20 cm in length using a scalpel/
knife and place immediately into a bucket of water.

2. Using a cork-borer, carefully insert the leafy twig into the one-holed rubber stopper. This must
be done while plant is under water.

3. While in the water cut the base of the twig at an oblique angle. Why? (2) ________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

4. While still working in the bucket of water now carefully place the stopper with the inserted
twig into the arm of the apparatus – as shown in the diagram below.

leafy twig

tap
markers capillary tube

X Y beaker
containing
air-bubble water

5. Making sure that the apparatus is filled with water, carefully take it out of the bucket and
insert the open end of the capillary tube into a beaker of water.

6. Smear petroleum jelly around the twig and the stopper. Why? (1) ______________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

7. Ensure that the tap of the apparatus is closed and then top up the reservoir with water.

T E R M 2 • P R A C T I C A L TA S K 2 B17
8. Leave the apparatus to stand for approximately 20 minutes. Why? (1) ___________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

9. At the end of 20 minutes each group must simulate an environmental condition with the fan,
heater, plastic bag or none for the normal laboratory condition.

10. Each group must introduce an air bubble into the capillary tube by lifting it out of the beaker
of water.

11. Once the air bubble is introduced the capillary tube must be put back into the beaker of water.

12. Wait for the bubble to reach point Y on the capillary tube and then start the stop watch. Stop
the watch when the bubble reaches point X on the capillary tube. Record the time taken for
the bubble to move from point Y to point X in the table below.

13. Open the tap carefully so that the bubble moves back to point Y.

14. Suggest what may happen if the bubble passes the reservoir. (2)________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

15. Repeat steps 12 and 13 at least another four times and record your times in the table below.

16. Calculate the average time taken for the bubble to move from point Y to point X in your
group. (2)

17. Each group will share their results with other groups in order to make a comparison.

Results:
Conditions
Normal laboratory Windy High temperature High humidity
Reading 1
Reading 2
Reading 3
Reading 4
Reading 5
Average

QUESTIONS:
1. Write an aim for this investigation. (3) ___________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. What process is indicated by the movement of the bubbles from point Y to point X? (2) _____
_________________________________________________________________________

3. The design of this investigation is based on an assumption. State this assumption. (2) ______
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

B18 T E R M 2 • P R A C T I C A L TA S K 2
4. Is this a valid assumption? Explain. (4) ___________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5. Write a brief conclusion from the composite results of your class. (4) ___________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

6. Did this investigation make use of a control? Explain. (3) _____________________________

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

7. Are the composite results reliable to make valid conclusions? Explain by highlighting the
weaknesses in the design of this investigation. (4) ___________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

8. Briefly describe a simpler investigation design and/or apparatus that would be an

improvement on this design/apparatus. (5) _______________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

T E R M 2 • P R A C T I C A L TA S K 2 B19
 Grade 10 Practical Task 2 (Memo)
Term 2: Practical Task 2

Marks: 35

Procedure:
3. – To prevent/remove any air bubbles that would block the
xylem vessels
– To increase the surface area for the absorption of water (2)
6. – To ensure that the apparatus is air-tight (1)
8. – To acclimatise to the laboratory conditions (1)
14. – It may be absorbed by the plant and clog/block the
xylem vessels
– Hence, the investigation will produce inaccurate results (2)
16. Each group will have a different average (2)

Questions:
1. Investigating the effect of different environmental factors on
the rate of transpiration (3)
2. Process of absorption (2)
3. The rate of absorption of water is equal to the rate of
transpiration (2)
4. Invalid:
– some of the water that is absorbed is used for other process
– such as photosynthesis, by the plants. (4)
5. The conclusion is dependent on the results of the entire class
when pooled and then a comparison made. (4)
6. – No
– Each of the different environmental factors would have
served as a control for one another (3)
7. The composite results lack validity for the following reasons:
– different plants were used
– different sets of apparatus were used
– different groups of learners conducted each sub-investigation
– no acclimatisation under different conditions
– the use of fans and heaters provided artificial conditions
– all of the above increased the number of variables (4)
8. – Use a simple potometer – e.g. use of a measuring cylinder
– Each group of learners should be able to conduct this
investigation
– using the same plant and
– the same apparatus
– using the same form of simulation
– allowing for the plant to acclimatise under each condition
before recording results. (5)
TOTAL: [35]

B20 A N S W E R S • P R A C T I C A L TA S K 2
 Formal Assessment Task Grade 10

Term 2: Mid-Year Examination

Marks: 150 Time : 2½ Hours

Instructions and information

1 Answer ALL the questions.
2 Write ALL the answers in the ANSWER BOOK.
3 Start each question at the top of a NEW page.
4 Number the answers correctly according to the numbering system used in this question paper.
5 Present your answers according to the instructions for each question.
6 ALL drawings should be done in pencil and labelled in blue or black ink.
7 Draw diagrams or flow charts only when asked to do so.
8 The diagrams in this question paper are NOT all drawn to scale.
9 Non-programmable calculators, protractors and compasses may be used.
10 Write neatly and legibly.

Section A

Question 1

1.1 Various options are given as possible answers to the following questions. Choose the
correct answer and write only the letter (a to d) next to the question number, for example
1.1.11 d.

1.1.1 The upward movement of water in a plant takes place through the:
a xylem
b phloem
c parenchyma
d endodermis
1.1.2 The Casparian strips are found in the:
a stele of the stem
b endodermis of the root
c pericycle of the root
d epidermis of the root
1.1.3 The bark of a tree is produced by:
a primary phloem
b mature bark cells
c vascular cambium
d cork cambium

T E R M 2 • M I D - Y E A R E X A M I N AT I O N B21
 1.1.4 Study the diagrams below.

cell X

Diagram I Diagram II

Cell X has undergone physical changes from Diagram I to Diagram II.

Which of the following statements are TRUE about cell X in Diagram II?
i Cell X was boiled
ii Cell X was exposed to very hot and dry conditions
iii Cell X was placed in an isotonic solution
iv Exosmosis has taken place in cell X
a i, ii and iv
b ii and iii
c i and iv
d ii and iv
1.1.5 Two statements are provided below.
Statement I Statement II
Stomata are mainly closed at night. Water moves as a result of a higher water
potential in the guard cells to adjacent cells
Which ONE of the following is correct for Statements I and II?
a Statement I is true, Statement II is false
b Statement I is false, Statement II is true
c Statements I and II are true, but Statement II does not explain Statement I
correctly
d Statement I and Statement II are true, and Statement II explains Statement I
correctly
1.1.6 Organic compounds contain :
a sometimes carbon, but always oxygen
b always hydrogen and sometimes nitrogen
c never hydrogen and oxygen
d usually hydrogen, but always carbon
1.1.7 An important component of chlorophyll molecule is:
a phosphorus
b calcium
c magnesium
d iron
1.1.8 Calcium is required by humans to:
a assist in clotting of blood
b control the water balance in blood
c prevent muscular cramps
d produce the hormone thyroxine

B22 T E R M 2 • M I D - Y E A R E X A M I N AT I O N
 1.1.9 Which of the following sets of features is common to both plnt and animal cells?
a cell membrane, cell wall, nucleus
b cytoplasm, nucleus, cell membrane
c chloroplasts, cell membrane, nucleus
d cell membrane, cell wall, chloroplasts
1.1.10 The membrane surrounding the vacuole is known as the:
a cell membrane
b tonoplast
c cell wall
d nuclear membrane
(10 × 2) [20]
1.2 Give the correct biological term for each of the following descriptions. Write only the
term next to the question number.
1.2.1 A plant supporting tissue composed of living cells with unevenly thickened
cell walls.
1.2.2 The inner cavity formed in sclerenchyma fibres after disintegration of the living
contents of the cells.
1.2.3 Modified epidermal cells, which control gaseous exchange in leaves.
1.2.4 The movement of water molecules through a differentially permeable membrane.
1.2.5 The loss of water in vapour form from the aerial parts of a plant.
1.2.6 The most important inorganic solvent in nature.
1.2.7 An organelle in plant cells that stores starch.
1.2.8 The membrane system in a cell on which ribosomes sometimes occur.
1.2.9 The firmness in a plant cell due to the presence of water in this organelle.
1.2.10 Carriers of hereditary charactristics in nuclei.
(10 × 1) [10]

1.3 Write down the letter of the description in Column 2 that best describes the term
in Column 1.
Column I Column 2
1.3.1 ball-and-socket joint A is fused to the breast-bone
1.3.2 disc of cartilage B is found in the wrist
1.3.3 rib C is found in the shoulder
1.3.4 sacrum D is found in the base of the skull
1.3.5 foramen magnum E separates two free vertebrae
F consists of fused vertebrae
G articulates with a transverse process
H consists entirely of non-living material
[5]

T E R M 2 • M I D - Y E A R E X A M I N AT I O N B23
1.4 A Grade 10 learner submitted the following drawings of animal cells and plant cells, which
he viewed under a light microscope. He forgot to label the drawings or to write a caption
for them.

A B
1.4.1 Which of the drawings (A or B) are :
i Plant cells? (1)
ii Animal cells ? (1)
1.4.2 Tabulate two visible differences between cells A and cells B. (5)
1.4.3 State two visible similarities between cells A and cells B. (2)
1.4.4 Why do you think the learner did not draw in structures like chloroplasts and
mitochondria? (1)
[10]

1.5 Study the diagram below and provide labels for the parts numbered: 1, 3, 5, 7 and 9
1
2
3
4

5
6
7
8
9
[5]

Total Question 1: [50]

Total Section A: [50]

B24 T E R M 2 • M I D - Y E A R E X A M I N AT I O N
Section B

Question 2
2.1 The diagram below represents part of a cross section through an angiosperm root.
Answer the questions based on it.

2
1 3 5
4

soil

2.1.1 Identify parts numbered 2, 3, 4 and 5. (4)

2.1.2 Describe how water enters the structure numbered 1 from the soil. (6)
[10]

2.2 A group of students carried out an investigation on osmosis.

They proceeded as follows:
• Thin discs of potato were cut and separated into batches of ten.
• Each batch (A, B, C, D, E and F) was weighed and placed into six different
concentrations of salt solutions.
• Fifteen minutes later the discs of each batch were removed and the surface liquid
wiped off. The discs were then weighed again.

The results are shown in the graph below.

% change in mass of potato discs in
solutions of different concentration

2
% change in mass

-2

-4

0,1 0,2 0,3 0,4 0,5 0,6

Concentration of solution (mol/dm3)

2.2.1 Explain each of the following precautionary procedures:

i Drying the surface of the discs before re-weighing (2)
ii The use of batches of 10 discs instead of a single disc (2)
iii Waiting for 15 minutes before weighing the discs again (2)

T E R M 2 • M I D - Y E A R E X A M I N AT I O N B25
 2.2.2 Explain what has happened to the mass of the discs shown on the graph
in batches:
i A, B and C (1)
ii D, E and F (1)
2.2.3 Explain the change mentioned in question 2.2.2 ii. (3)
2.2.4 Determine from the graph the concentration of salt solution at which there
will be no change in the mass of the potato discs. (2)
2.2.5 Explain why the percentage change in mass, and not the actual change in mass,
is recorded in the graph. (2)
[15]

2.3 The graph shows the effect of temperature on enzyme activity.

6
5
Enzyme activity

4
3
2
1

10 20 30 40 50
Temperature (°C)

2.3.1 At which temperature does this enzyme act best? (1)

2.3.2 i   Why does raising the temperature increase enzyme activity? (1)
ii Why does enzyme activity decrease above 40 °C? (1)
2.3.3 i   What is the enzyme activity at 20 °C and 30 °C? (2)
ii By approximately how many times does the enzyme activity increase
between 20 °C and 30 °C? (2)
[7]

2.4 In an experiment, mice from the same litter and with the same average mass were divided
into two groups: A and B. They were fed on the following diets over a period of time (see
the table below).
Group Day 0 to Day 20 Day 20 to Day 50
A Proteins, glucose, starch, fats, As for day 0 to 20 plus 3 cm3 milk
mineral salts and water a day
B As for Group A from day 0 to day Proteins, glucose, starch, fats,
20 plus 3 cm3 milk a day mineral salts and water
The results of the experiment can be represented graphically as shown in this graph.
90
B
80
70
Average mass (g)

60
50
A
40
30
20
10
0
0 5 10 15 20 25 30 35 40 45 50
Time (days)

2.4.1 Suggest an aim for this investigation. (2)

2.4.2 Why were mice from the same litter used in this experiment? (2)

B26 T E R M 2 • M I D - Y E A R E X A M I N AT I O N
 2.4.3 After how many days did the average mass of Group B start to decrease
drastically? Give a possible reason for this decrease in mass. (3)
2.4.4 On which days were the masses of Group A and B equal? (2)
2.4.5 What was the average mass of mice on day 23 in:
i   Group A? (1)
ii   Group B? (1)
2.4.6 After how many days did the average mass of Group A start to increase
drastically? Give a possible reason for this. (3)
2.4.7 What conclusion can you draw from the results of this experiment? (2)
2.4.8 Which two substances in milk are most likely responsible for the results
obtained in this experiment? (2)
[18]

Total Question 2: [50]

Question 3
3.1 Study the picture below, which shows chromosomes taken from a body cell of a human
male. Answer the questions that follow.

3.1.1 Count and write down the number of chromosomes found in a human cell. (2)
3.1.2 Describe the appearance of each pair of chromosomes. (2)
3.1.3 Name the two strands that make up the chromosome. (1)
3.1.4 What chemical substance is the main constituent of chromatids? (1)
3.1.5 State why the two chromatids are identical to each other. (1)
3.1.6 Define a gene. (1)
3.1.7 Why do you think the chromosomes in the picture appear in pairs? (2)
[10]

3.2 The accompanying diagram shows the surface view of plant tissue as seen under a light
microscope. Study the diagram and answer the questions that follow.

A B C 1
2
3
4

3.2.1 Which plant tissue is illustrated here? (1)

3.2.2 i   In which plant organ is this tissue found? (1)
ii   What are the functions of this tissue? (2)

T E R M 2 • M I D - Y E A R E X A M I N AT I O N B27
 3.2.3 In which numbered part does photosynthesis take place? Give a reason for
your answer. (2)
3.2.4 State one difference between cell numbered 1 and cell numbered 2, other than
size and shape. (2)
[8]

3.3 The following diagram represents a neuron.

2
5 6 7 8
1 3
4

9
10

3.3.1 What type of neuron is shown above? (1)

3.3.2 Give a reason for your answer above. (1)
3.3.3 Identify the parts labelled 3, 5 and 6. (3)
3.3.4 State one function of the following parts:
i   7 (1)
ii   8 (1)
[7]

3.4 List five functions of the human skeleton. [5]

3.5 Complete the following table by writing the missing information next to the
question numbers.
Type of joint Description of movement Example/s
3.5.1 Allow back and forth 3.5.2
movement, like a door
Gliding 3.5.3 Wrists and ankles
3.5.4 Allow rotational movements Shoulders and hips
Pivot 3.5.5 Between first two vertebrae of the neck
[5]

3.6 Study the diagram below and then answer the questions that follow.
1 2
3
4

B
A 5
6

7
3.6.1 Name the muscles A and B respectively and the structure 3. (3)
3.6.2 State one reason why it is important for structure 3 to be non-elastic. (2)
3.6.3 When the arm is in a fully straightened position, name the part that can bring
it Back to the bent position shown in the diagram. (1)
[6]

B28 T E R M 2 • M I D - Y E A R E X A M I N AT I O N
3.7 People with osteoporosis have bones that break easily. In osteoporosis the bones start to
lose calcium phosphate.
3.7.1 Why do osteoporotic bones break more easily? (2)
3.7.2 Why would a woman with osteoporosis become shorter in height? (2)
3.7.3 Would osteoporotic bones float more easily in water? Explain your answer. (2)
3.7.4 Why would a woman with osteoporosis become hunched as she grows older? (3)
[9]

Total Question 3: [50]

Total Section B: [100]

TOTAL: [150]

T E R M 2 • M I D - Y E A R E X A M I N AT I O N B29
 Formal Assessment Task Grade 10 (Memo) Section B
QUESTION 2
2.1
Term 2: Mid-Year Examination 2.1.1 2 – cortex/parenchyma cells 3 – endodermis
4 – pericycle 5 – xylem (4)
Marks: 150 Time: 2½ Hours 2.1.2 • t he water potential of the soil solution is higher than
that of the cell sap of the root hair
Section A • water diffuses along a water potential gradient from
QUESTION 1 the soil solution by osmosis
1.1 • t hrough the permeable cell wall and differentially
1.1.1 a permeable cell membrane and cytoplasm
1.1.2 b • t hrough the tonoplast
1.1.3 d • i nto the vacuole of the root hair
1.1.4 d • w ith lower water potential
1.1.5 d • i ntake of water through the root hairs is by passive
1.1.6 d absorption
1.1.7 c • as water enters, the water potential of cell sap increases
1.1.8 a (6)
1.1.9 b [10]
1.1.10 b 2.2
(10 × 2) [20] 2.2.1 i To remove any water adhering to the potato discs to
1.2 ensure a more accurate measurement of the mass (2)
1.2.1 collenchyma ii Using 10 discs would increase the reliability of the
1.2.2 lumen results rather than using a single one (2)
1.2.3 guard cells iii Allowing enough time for osmosis to take place (2)
1.2.4 osmosis 2.2.2 i It increased (1)
1.2.5 transpiration ii It decreased (1)
1.2.6 water 2.2.3 • The potato discs were placed in a solution that was
1.2.7 leucoplast hypertonic/the solution had a lower water potential
1.2.8 Golgi apparatus than that of the cells.
1.2.9 turgidity • Water moved out of the potato cells through exosmosis
1.2.10 chromosomes [10] • The loss of water led to a decrease in the mass of the
potato discs
1.3 (3)
1.3.1 C 2.2.4 Between 0,3–0,4 mol/dm 3 (2)
1.3.2 E 2.2.5 To provide more accurate results (2)
1.3.3 G [15]
1.3.4 F 2.3
1.3.5 D [5] 2.3.1 40 °C (1)
2.3.2 i • The rate of movement of substrate molecules increases –
1.4 that is, the kinetic energy increases (1)
1.4.1 i A (1) ii • Resulting in the substrate molecules colliding with the
ii B (1) enzyme molecules more often (1)
1.4.2 2.3.3 i 1,7 at 20 °C, 3,3 at 30 °C (2)
Cells A Cells B ii two times (2)
Presence of cell wall as well as cell Only cell membrane – no cell wall [7]
membrane 2.4
2.4.1 To determine the effect of different substances on the
Have a regular shape Have irregular shape
growth of mice (2)
(5) 2.4.2 All the mice had the same genetic make up (2)
1.4.3 • Both types of cells have nuclei 2.4.3 40 days because milk was removed from the diet (3)
• Both have cell membrane 2.4.4 Day 0 and day 47 (2)
• Cytoplasm occurs in both (2) 2.4.5 i 48 g (1)
1.4.4 These are not visible/too small to be seen under light ii 84 g (1)
microscope (1) 2.4.6 20 days – milk was added to the diet (3)
[10] 2.4.7 Milk contains substances that promotes growth (2)
2.4.8 Proteins and milk (2)
1.5 1 clavicle 3 scapula 5 radius 7 carpals 9 phalanges [5] [18]
Total Question 1: [50]
Total Section A: [50] Total Question 2: [50]

B30 A N S W E R S • M I D - Y E A R E X A M I N AT I O N
QUESTION 3
3.1
3.1.1 46 chromosomes (2)
3.1.2 Each of the pairs has a similar structure. The last pair
(23rd) is different – one is larger than the other (2)
3.1.3 chromatids (1)
3.1.4 DNA: Deoxyribonucleic acid (1)
3.1.5 DNA is capable of duplicating itself (1)
3.1.6 A gene is a segment of DNAthat controls one
characteristic of an organism (1)
3.1.7 One of each pair came from the mother (egg cell) and
one from the father (sperm cell) (2)
[10]
3.2
3.2.1 Epidermal tissue (1)
3.2.2 i Leaf (1)
ii Protects underlying tissues; cucle reduces loss of
water vapour; allows sunlight to pass through to
photosynthetic cells; stomata allow exchange of gases
for photosynthesis, respiration; transpiration (2)
3.2.3 4 – Chloroplasts containing chlorophyll are present. (2)
3.2.4 • Epidermal cells around the guard cells have no
chloroplasts; the cell walls are evenly thickened
• Guard cells have chloroplasts and unevenly thickened
cell walls. (2)
[8]
3.3
3.3.1 Motor neuron/multi-polar neuron/efferent neuron (1)
3.3.2 Has many outhrowths from the cell body (1)
3.3.3 3 – cell membrane
5 – Schwann cell
6 – myelin sheath (3)
3.3.4 i 7 – protects the axon (1)
ii 8 – transmits impulses away from the cell body (1)
[7]
3.4 movement/locomotion; protection; support; hearing;
storage of minerals; haemopoiesis (production of blood
cells by red bone marrow) [5]
3.5
3.5.1 hinge (1)
3.5.2 elbows, knee, fingers and toes (1)
3.5.3 allows bones to slide over each other (1)
3.5.4 ball and socket (1)
3.5.5 allows bones to twist against each other (1)
[5]
3.6
3.6.1 A – triceps, B – biceps, 3 – tendon joining biceps to
the scapula (3)
3.6.2 so that the biceps muscle does not pull away from the
scapula when the shoulder joint is moving and to hold
the ball of humerus in the socket of the scapula (2)
3.6.3 biceps muscle (1)
[6]
3.7
3.7.1 Osteoporotic bones are brittle because the structure
of the bone is damaged (2)
3.7.2 Because her vertebrae start to collapse and become
narrower (2)
3.7.3 Yes. Because they are lighter than normal bone (2)
3.7.4 It is likely that her vertebrae have collapsed and become
narrower, so her back would become hunched (3)
[9]

Total Question 3: [50]

Total Section B: [100]
TOTAL: [150]

A N S W E R S • M I D - Y E A R E X A M I N AT I O N B31
 Formal Assessment Task Grade 10

Term 3: Assignment

Marks: 50 Time : 1 Hour

Instructions and information

Answer ALL the questions.

Question 1
1.1 Study the structural differences in the three skulls shown below.
orbital plane (OP) OP OP
foramen
magnum
(FM)
FM

FM

Chimpanzee Australopithecus africanus Homo sapiens

1.1.1 Describe the changes to the position of the foramen magnum (the opening
at the base of the skull where the spinal column passes through) from the
chimpanzee to Homo sapiens. (3)
1.1.2 Explain how these changes may have contributed to bipedalism in hominins. (5)
1.1.3 Chimpanzees have opposable thumbs and also opposable big toes. This means
that there is a wide cleft between the thumb/toe and the remaining four digits.
However, in hominins, the toes are all parallel to one another.
i What may be the possible evolutionary benefits to hominins of
developing non-opposable toes? (4)
ii What may be the evolutionary benefits to humans of retaining the
opposable thumb? (3)
[15]

B32 TERM 3 • ASSIGNMENT

1.2 The following diagrams represent the skull, the upper jaw and the lower jaw of the Taung
child (Australopithecus africanus), a modern human (Homo sapiens) and a chimpanzee (Pan
troglodytes). The arrow indicates the position of the foramen magnum. Study the diagrams
and answer the questions that follow.

A B C

skull skull skull

upper jaw upper jaw upper jaw

lower jaw lower jaw lower jaw

1.2.1 Identify the organisms that are represented in each of A, B and C. (3)
1.2.2 Assuming that the diagrams were drawn to scale, list TWO observable
differences between the skulls of organisms A and B. (2)
1.2.3 Which of A, B or C represents a carnivore? (1)
1.2.4 Explain your answer in 2.2.3 using the features visible in the diagram. (2)
1.2.5 By looking at the position of the foramen magnum (indicated by the arrow)
state which TWO organisms are best adapted for walking on two legs rather
than four. (2)
[10]

Total Question 1: [25]

TERM 3 • ASSIGNMENT B33

Question 2
2.1 Study the pie chart below which shows some geological periods of the three eras and
answer the questions that follow.
Some geological periods of the three eras

0 Ma 542 Ma

488 Ma
65 Ma Caenozoic Cambrian

Ordovician
443 Ma

Cretaceous Silurian
416 Ma

145 Ma
Devonian
Jurassic

Carboniferous 359 Ma

200 Ma Triassic
Permian

245 Ma 299 Ma

Ma= million years ago

KEY: Palaeozoic era

Mesozoic era
Caenozoic era

2.1.1 Which of the three eras had the longest duration? (1)
2.1.2 The biggest mass-extinction took place 250 million years ago.
i State in which era this occurred. (1)
ii State in which period this occurred. (1)
2.1.3 In which era did modern humans first appear on Earth? (1)
2.1.4 Scientists think that “something large” from outer space struck the Earth when
the Cretaceous period ended
i How many years ago did this “something large” strike the Earth? (1)
ii Name a possible structure that hit the Earth at the end of the
Cretaceous period. (1)
iii Describe how this structure named in Question 3.1.4 ii could have
caused the mass extinction of many species. (4)
2.1.5 The half-life of C14 is 5 730 years and the half-life of uranium is 700 million years.
Explain which of C14 or uranium should be used to calculate the age of dinosaur
fossils. (3)
[13]

B34 TERM 3 • ASSIGNMENT

2.2 Study the diagram below, which shows the relative number of species in the five vertebrate
classes (fish, amphibians, reptiles, birds and mammals). The distance between the two lines
in each class gives an indication of the number of species.

ERA Period Time Vertebrate fossils

(million
years
ago)
Quaternary

mammals
birds
CENOZOIC Tertiary
100
Cretaceous
200
MESOZOIC Jurassic

reptiles
Triassic

amphibians
300
Permian
Carboniferous
Devonian 400

fish
PALAEOZOIC A
Silurian
500
Ordovician
Cambrian
Pre-Cambrian 600

2.2.1 During which geological period were the most species of amphibians present? (1)
2.2.2 Describe the changes in the number of reptiles and mammals during the
Cretaceous period. (4)
[5]

TERM 3 • ASSIGNMENT B35

2.3
Some fossils are typical of a particular period of the Earth’s history. Certain fossil
organisms have lived only in that period and it is then possible to tell the age of the rock
in which they are found. Such fossils are called index fossils. A typical index fossil is the
trilobite that lived in the oceans during the Palaeozoic era. At the end of this era they
became extinct. If rock contains trilobites, we can conclude that the rock was formed
during that era.
Three different strata (different layers of soil/rock) from three places in a particular
area are illustrated below.

5 10
1
6 11
2 7 12
3 8 13

4 9 14

Place A Place B Place C

Different layers of soil/rock in three different places

The symbols below are used to indicate the four different index fossils found in
the different strata in places A, B and C.

2.3.1 Explain why layers 1 and 8 are of the same geological age. (2)
2.3.2 Indicate TWO layers, other than layers 1 and 8, that have the same
geological age. (2)
2.3.3 Name a method used to determine the age of a fossil. (1)
2.3.4 State TWO reasons why there are gaps or missing information in the
fossil record. (2)
[7]

Total Question 2: [25]

TOTAL: [50]

B36 TERM 3 • ASSIGNMENT

 Formal Assessment Task Grade 10 (Memo) QUESTION 2
2.1
2.1.1 Paleozoic Era (1)
Term 3: Assignment 2.1.2 i Paleozoic Era (1)
ii Permian (1)
Marks: 50 Time: 1 Hour 2.1.3 Cenozoic (1)
2.1.4 i 65 Ma (1)
ii Comet/star/meteorite/asteroid (1)
QUESTION 1
iii Extraterrestrial object hit the earth, climate change
1.1
occurred:
1.1.1 In chimpanzees the foramen magnum position is
• due to dust clouds
posterior (towards the back) to the skull. In Australopithecus
• sunlight was blocked
africanus there is a major shift of the foramen magnum
• ice age occurred
towards the front of the skull. In Homo sapiens the foramen
• reduction of CO2 in the atmosphere
magnum is also towards the front of the skull. Thus, the
• photosynthesis decreased
angle between the orbital plane and the foramen magnum
• many plants died
is much larger in hominins than in apes. (3)
• many animals died/dinosaurs become extinct max (4)
1.1.2 Bipedal locomotion requires an upright body stance.
2.1.5 Uranium will be used, because dinosaurs lived
To accomplish this, the vertebral column had to shift
approximately 65 million years ago and 14C can only
from the posterior quadrupedal position to a ventral
measure up to 5 730 years ago (3)
(towards the front) position, so that the centre of gravity
[13]
is in line with the head and the legs, both along the
2.2
same axis. (5)
2.2.1 Permian period (1)
1.1.3 i Parallel toes, facing forwards, help bipedal walking
2.2.2 The number of reptile species decreased. The number of
and running by offering extra leverage to the feet.
mammal species increased.
This makes the surface area of the foot that is in contact
OR
with the ground more compact and so less energy is
In the beginning of the Cretaceous period the number
needed for walking and running. (4)
of reptile species was large but towards the end of the
ii A bipedal life-style frees the hands from locomotion and
Cretaceous period the number of reptile species decreased.
the hands can now be used for other functions, such as
In the beginning of the Cretaceous period the number of
carrying food and other objects and making tools. In
mammal species was very small but towards the end of the
humans, the opposable thumb allows skilful manipulation
Cretaceous period the number of mammal species started
of different objects. (3)
to increase. (4)
[15]
[5]
1.2
2.3
1.2.1 A – modern human (Homo sapiens); B – chimpanzee (Pan
2.3.1 They have the same index fossils (2)
troglodytes); C – Taung child (Australopithecus africanus) (3)
2.3.2 5 and 12 (2)
1.2.2 any two of: (2)
2.3.3 Radiometric dating/relative dating/absolute dating/
Organism A Organism B carbon dating/isotope (carbon/uranium/potassium)
Flat face Protruding jaws dating/radioactive dating (1)
2.3.4 Conditions for fossilisation to take place were not always
Chin prominent Chin not prominent favourable:
Foramen magnum occurs towards Foramen magnum towards back All fossils NOT found yet.
middle of skull of skull All organisms are not fossilised/some are eaten by
No central ridge on cranium Central ridge on cranium predators/some decay quickly.
Eye sockets in front of skull Eye sockets on top, front part of Incomplete fossils.
skull Problems in identifying fossil. max (2)
[7]
Less pronounced eye-brow ridge Pronounced eye-brow ridge
Total Question 2: [25]
1.2.3 B (1) TOTAL: [50]
1.2.4 B has the most developed canines. (2)
1.2.5 A and C. (2)
[10]
Total Question 1: [25]

ANSWERS • TERM 3: ASSIGNMENT B37

 Formal Assessment Task Grade 10

Term 3: Test 2

Marks: 60 Time : 1 Hour

Instructions and information

1 Answer ALL the questions.
2 Write ALL the answers in the ANSWER BOOK.
3 Start each question at the top of a NEW page.
4 Number the answers correctly according to the numbering system used in this question paper.
5 Present your answers according to the instructions for each question.
6 ALL drawings should be done in pencil and labelled in blue or black ink.
7 Draw diagrams or flow charts only when asked to do so.
8 The diagrams in this question paper are NOT all drawn to scale.
9 Non-programmable calculators, protractors and compasses may be used.
10 Write neatly and legibly.

Section A

Question 1

1.1 Various options are given as possible answers to the following questions. Choose
the correct answer and write only the letter (a to d) next to the question number, for
example 1.1.6 d.

1.1.1 The entire section of the Earth’s surface that supports life is called the:
a biome
b biosphere
c ecosystem
d community
1.1.2 The following are found in an ecosystem:
i animal population
ii plant population
iii community
iv abiotic environment
v soil

Which of the following pairs make up an ecosystem?

a i and ii
b ii and iii
c iii and iv
d iv and v
1.1.3 Which of the following is a physiographic factor?
a light intensity
b slope of the ecosystem
c pH of the soil
d carbon dioxide concentration in the air
(3 × 2) [6]

B38 TERM 3 • TEST 2

1.2 Give the correct biological term for each of the following descriptions.
Write only the term next to the question number.
1.2.1 A group of individuals of the same species.
1.2.2 Plants that are adapted to live in very dry habitats.
1.2.3 Organisms like bacteria that feed on dead or decaying organisms.
1.2.4 The animal that is caught and eaten by a carnivorous animal.
[5]

1.3 Write down the letter of the description in Column 2 that best describes the term in
Column 1.
Column 1 Column 2
1.3.1 savannah A twilight active
1.3.2 exothermic B shade loving
1.3.3 deciduous forest C body temperature depends on the environment
1.3.4 tropical rain forest D body temperature is constant irrespective of the
1.3.5 temperate grassland environmental temperature
E biome including grass, hyenas, antelopes, zebras and lions
F coniferous forests and relatively infertile acidic soil
G exhibits the greatest diversity of plant species
H the subsoil is permanently frozen
I  agriculture is commonly practiced in a “cut-burn-cultivate-
abandon” mode
J Earth and atmosphere
[5]

1.4 Study the diagrams, which show a cross-section of mammalian blood vessels, and answer
the questions that follow.
1
3

2 4
A B

1.4.1 Identify parts 1 and 4. (2)

1.4.2 Which vessel (A or B) represents an artery?
Give a reason for your answer. (2)
1.4.3 Which vessel carries blood at low pressure? (1)
[5]

Total Question 1: [20]

Total Section A: [20]

TERM 3 • TEST 2 B39

Section B

Question 2
2.1 In an investigation on soils to determine the water content, permeability to water and
humus content, three samples, A, B, and C of soil were taken from different places on a
school ground and analysed. The results are indicated in the table below.
A B C
Water content (%) 25 10 50
Permeability to water (ml of water passing through 20 45 5
100 g soil in 1 minute)
Humus content (%) 15 5 10
2.1.1 Which soil sample would you consider to be the best for plant growth? Suggest
ONE reason for your answer. (2)
2.1.2 Which soil would most easily become waterlogged? Suggest ONE reason for
your answer. (2)
2.1.3 In which of the soils will plants wither the quickest? Suggest ONE reason for
your answer (2)
[6]

2.2 The flow diagram below represents the nitrogen cycle. Answer the questions based on it.

nitrogen in air

denitrifying
bacteria N-fixing bacteria N-fixing bacteria in
in soil root nodules of bean
and pea plants
soil nitrates
nitrifying plant proteins animal proteins
bacteria
excretion
nitrites death death and
egestion
nitrifying ammonium humus
bacteria compounds

2.2.1 How do plants obtain nitrates from the soil? (1)

2.2.2 If soils lack nitrates, farmers may try to improve such soils by adding artificial
fertiliser containing ammonium salts. Suggest how this would improve the soil. (2)
2.2.3 Explain why denitrifying bacteria are regarded as a nuisance to the farmer. (2)
2.2.4 In a natural habitat the amount of nitrate available in the soil for the plants
to use would be approximately the same every growing season. Suggest
how this would change if the natural area was ploughed and used to
grow maize for many years. (2)
2.2.5 Some farmers grow leguminous plants such as peas and beans as an alternative
to maize some years. Suggest TWO ways in which the leguminous plants
can be useful to the farmer. (2)
[9]

B40 TERM 3 • TEST 2

2.3 The graph below shows the effect of pH on the biodiversity of fish species in a
freshwater habitat. Answer the questions based on it.

grayling
pike
salmon

Species of fish
eel
whitefish
trout
char
perch

4 5 6 7
pH of lake water

2.3.1 Identify the species that favours:

i the lowest pH (1)
ii the highest pH (1)
2.3.2 At which pH are the following species found?
i pike (1)
ii perch (1)
iii trout (1)
[5]

Total Question 2: [20]

Question 3
3.1 Read the following extract and then answer the questions which follow.

The Namib Desert stretches for 300 km along the Atlantic Ocean coast of Namibia. Very
little rain falls in the Namib Desert. Most of the moisture needed by the organisms that
live here is blown in over the desert as a thick mist from the sea.
Many organisms live on the sand dunes and in the valleys between the dunes, forming
a desert community. Ants, crickets, beetles, beetle larvae and termites all feed off seeds and
bits of organic matter, which the wind carries inland from the coast. The ants are eaten by
ant lion larvae, which hide in the sand. Spiders feed on the termites. Scorpions eat beetle
larvae and spiders. Sun spiders, which are not true spiders, devour the scorpions as well as
the beetles and beetle larvae. Lizards eat spiders, beetles and sun spiders. The side-winder
feeds on the lizards.

3.1.1 Use the organisms mentioned in the passage to draw a food pyramid with
seven levels. (7)
3.1.2 Explain what would happen to the ecosystem if the number of organisms in
the third trophic level increased drastically. (3)
[10]

TERM 3 • TEST 2 B41

3.2 Study the diagram of the lymphatic system and answer the questions that follow.

2 3
1

5
6

3.2.1 Identify the ducts numbered 2 and 4 (2)

3.2.2 Identify the structures numbered 6 and state their functions. (2)
3.2.3 How would the composition of the lymph in duct 4 differ from that in duct 2?
Suggest a reason for your answer. (2)
[6]

3.3 Briefly explain how blood pressure is generated in the left ventricle. [4]

Total Question 3: [20]

Total Section B: [40]

TOTAL: [60]

B42 TERM 3 • TEST 2

 Formal Assessment Task Grade 10 (Memo) QUESTION 3
3.1
3.1.1
Term 3: Test 2
side-
winders
Marks: 75 Time: 1 Hour
lizards
Section A sun spiders
QUESTION 1
1.1 scorpions
1.1.1 b
1.1.2 c spiders
1.1.3 b (3 × 2) [6]
ants and termites
1.2
1.2.1 population seeds and organic matter
1.2.2 xerophytes
1.2.3 decomposers (7)
1.2.4 prey [4] 3.1.2 The third level consists of spiders.
• an increase in spiders will result in a corresponding
1.3 decrease in ants and termites
1.3.1 E • due to the increase in predators that will require more
1.3.2 C food
1.3.3 F • In addition the scorpion population will also increase
1.3.4 G • Because more spiders are available as food (3)
1.3.5 I [5] [10]
3.2
1.4 3.2.1 2 – right lymphatic duct   4 – thoracic duct (2)
1.4.1 1 – connective tissue 4 – lumen (2) 3.2.2 6 – lymph nodes – filter and remove foreign particles
1.4.2 B – has thick muscular wall to withstand pressure from the lymph and prevent them from spreading
exerted by pumping action of heart throughout the body (2)
lumen is narrow which facilitates faster movement 3.2.3 The lymph in 4 contains a higher concentration of fats
of blood (2) and glucose than the lymph in 1. Fats and glucose are
1.4.3 A – muscular wall is thin (1) derived from the villi of the small intestine and are
[5] transported by the thoracic duct. (2)
Total Question 1 : [20] [6]
3.3 • during ventricular systole the cardiac muscles in the
Section B wall of the left ventricle contract
QUESTION 2 • the wall moves inwards against the blood inside and
2.1 the volume of ventricle is reduced
2.1.1 A • contains adequate water • the mitral valve is closed and ventricular pressure
• high humus content (2) increases [4]
2.1.2 C   • high water content Total Question 3: [20]
• permeability to water is very low (2)
2.1.3 B    • its water holding capacity is very low Total Section B: [40]
• water drains very easily through the soil TOTAL: [60]
and it dries quickly
• its humus content is low (2)
[6]
2.2
2.2.1 in a dissolved form through their roots (1)
2.2.2 the ammonium salts will be changed by nitrifying
bacteria into nitrates (2)
2.2.3 they destroy nitrates and so decrease the levels of
nitrate in the soil (2)
2.2.4 nitrate levels would drop (2)
2.2.5 Any two of: seeds for the crop may form human or
livestock feed, root nodules with nitrogen fixing bacteria,
which increase nitrate levels instead of reducing them (2)
[9]
2.3
2.3.1 i eel (1)
ii trout (1)
2.3.2 i pike – 4,95 (1)
ii perch – 5 (1)
iii trout – 5,90 (1)
[5]
Total Question 2 : [20]

ANSWERS • TEST 2 B43

 Life Sciences Examination: Exemplar Paper 1

Marks: 150 Time: 2½ hours

This question paper consists of 6 pages.

Instructions and information

1 Read the following instructions carefully before answering the questions.
2 Answer ALL the questions.
3 Write ALL the answers in your ANSWER BOOK.
4 Start the answers to each question at the top of a NEW page.
5 Number the answers correctly according to the numbering system used in this question paper.
6 Present your answers according to the instructions of each question.
7 Do ALL drawings in pencil and label them in blue or black ink.
8 Draw diagrams or flow charts only when asked to do so.
9 The diagrams in this question paper are NOT necessarily drawn to scale.
10 Do NOT use graph paper.
11 You may use a non-programmable calculator, protractor and a compass.
12 Write neatly and legibly.

Section A

Question 1
1.1 Various options are provided as possible answers to the following questions. Choose the
correct answer and write only the letter (a to d) next to the question number (1.1.1 to 1.1.5)
in your ANSWER BOOK, for example 1.1.6 d

1.1.1 Which of the following serves as a macronutrient for plants and animals?
a iron
b phosphorus
c iodine
d sodium
1.1.2 The micronutrient that occurs in thyroxin and causes goitre when deficient is:
a magnesium
b iodine
c iron
d sodium
1.1.3 Calcium is required by humans to:
a assist in the clotting of blood
b control the water balance in blood
c prevent muscular cramps
d produce the hormone thyroxin
1.1.4 Proteins differ from carbohydrates in that:
a they all function as enzymes
b some are hormones
c they all supply the main source of food for energy
d they all react negatively with Millon’s reagent

B44 F I N A L E X A M I N AT I O N • PA P E R 1
 1.1.5 The vitamin that prevents scurvy is found in:
a butter, plant oils and milk
b milk, fish liver oil and cheese
c citrus fruit, tomatoes and spinach
d meat, liver and whole-grain bread
1.1.6 All enzymes are:
a proteins
b inorganic compounds
c vitamins
d hormones
(6 × 2) [12]

1.2 Give the correct biological term for each of the following descriptions. Write only the
term next to the question number (1.2.1 to 1.2.7) in your ANSWER BOOK.
1.2.1 The most important inorganic solvent in nature.
1.2.2 An organic nutrient that can serve as an insulating material against cold.
1.2.3 A scale of 1 to 14 that indicates the level of acidity or alkalinity of a solution.
1.2.4 The monomers that make up proteins.
1.2.5 The cell organelle that is concerned with the production of ATP.
1.2.6 An organelle in plant cells that store starch.
1.2.7 The organic compound that forms the main constituent of the cell walls in
flowering plants.
1.2.8 An organelle in the cytoplasm of plant cells that is responsible for the bright colour
in many flowers.
1.2.9 Cells in phloem, which, in addition to companion cells are responsible for the
translocation of dissolved food.
1.2.10 The mutually attractive force that develops between water molecules in the xylem.
[10]

1.3 Indicate whether each of the statements in Column 1 applies to a ONLY, b ONLY, BOTH
a AND b, or NONE of the items in Column 2. Write a only, b only, both a and b, or none
next to the question number (1.3.1–1.3.8) in your ANSWER BOOK.
Column 1 Column 2
1.3.1 Deficiency may cause rickets a Calcium
b Vitamin D
1.3.2 Process(es) in which enzymes are involved a Anabolic
b Catabolic
1.3.3 Essential in hydrolytic reactions a Carbon dioxide
b Water
1.3.4 Used to test for the presence of starch a Fehling’s solution
b Benedict’s solution
1.3.5 Ratio of hydrogen to oxygen is less than 2:1 a Carbohydrates
b Lipids
1.3.6 Plays a role in the synthesis of chlorophyll a Iron
b Magnesium
1.3.7 Deficiency may cause muscular cramps a Sodium
b Calcium
1.3.8 Plays a role in the clotting of blood a Vitamin K
b Calcium
[8]

F I N A L E X A M I N AT I O N • PA P E R 1 B45
1.4 The histograms below show the percentages of carbohydrates, fats, proteins and water in
eight types of food.
% % % %
100 100 100 100
potatoes cheese peanuts apple
50 50 50 50

C F P W C F P W C F P W C F P W

% % % %
100 100 100 100
beans chicken sugar bread
50 50 50 50

C F P W C F P W C F P W C F P W

Key: Carbohydrates (C) Fats (F) Proteins (P) Water (W)

From the histograms name TWO types of food that:

1.4.1 Contain more than 25% of a nutrient that is involved in the formation of an
insulating layer. (2)
1.4.2 Would best help to prevent kwashiorkor (protein – energy malnutrition). (2)
1.4.3 Will form only monosaccharides and amino acids after digestion. (2)
1.4.4 Are not involved in the formation of cell membranes. (2)
1.4.5 Contain more than 50% of a nutrient that is the primary source of energy. (2)
[10]

1.5 Study the diagram below and then answer the questions that follow.
1

2
3

4
5

1.5.1 Provide labels for the parts numbered 1 to 6. (6)

1.5.2 Name the type of joints that form:
i between parts 2 and 3
ii between parts 3 and 4. (2)
1.5.3 List TWO functions of the human skeleton. (2)
[10]

Total Question 1: [50]

Total Section A: [50]

B46 F I N A L E X A M I N AT I O N • PA P E R 1
Section B

Question 2
2.1 Study the diagram of a cell and then answer the questions that follow.
1
2
3
4
5
6

7
8
9
10

2.1.1 Does this diagram represent a plant cell or animal cell? (1)
2.1.2 Give TWO reasons for your answer to Question 2.1.1 (2)
2.1.3 Write down the numbers and names of TWO organelles which are
surrounded by a single unit membrane. (4)
2.1.4 Write down the number and name of ONE organelle which is surrounded
by a double membrane. (2)
2.1.5 State ONE function of organelle 2. (1)
2.1.6 Explain TWO ways in which organelle 2 is structurally suited for its function. (4)
[14]

2.2 Draw and label a diagram to represent a chloroplast. [6]

2.3 The diagram below shows a cell that is about to undergo mitotic division. Answer the
questions based on it.

rod-like structures

2.3.1 What are the rod-like structures in the cell? (1)

2.3.2 Each rod is made up of many small units. What is each unit called? (1)
2.3.3 Name TWO regions in a flowering plant where dividing cells may be found (2)
2.3.4 How many of the rod-like structures will be found in each of the
daughter cells? (1)
2.3.5 How many cells will there be at the end of this cell division? (1)
2.3.6 State THREE ways in which mitosis is biologically important. (3)
[9]

F I N A L E X A M I N AT I O N • PA P E R 1 B47
2.4 Study the following diagrams and then answer the questions which follow.

A B

2.4.1 Which of the drawings (A or B) represent:

i plant cells? (1)
ii animal cells? (1)
2.4.2 Tabulate TWO visible differences between cells A and B. (4)
2.4.3 List TWO visible similarities between cells A and B. (2)
2.4.4 Explain why structure C is said to ‘control all the activities of the cell’ (3)
[11]

2.5 Movement of water from the soil into the plant is across a water potential gradient.
2.5.1 Describe the movement of water from the soil until it reaches the xylem of
the root. (7)
2.5.2 List THREE ways in which the root hair is structurally suitable for the
absorption of water. (3)
[10]

Total Question 2: [50]

Question 3
3.1 Various forces play a role in the upward movement of water in plants. Describe the
upward movement of water from the xylem of the root until it reaches the air cavities
of the leaves. [10]

3.2 Study the diagram of the human heart and then answer the questions based on it.

6
7
8 1
2
9
3
10 4
11
5
A B

3.2.1 State the number and name of the blood vessel that carries oxygenated blood. (2)
3.2.2 Explain why there is a difference in the thickness of the walls of marked
A and B. (2)
3.2.3 Name the following parts: 2, 3, 4 and 11. (4)
3.2.4 Explain how the structure of part 11 makes it suitable for its function. (3)
[11]

B48 F I N A L E X A M I N AT I O N • PA P E R 1
3.3 In the Olympic Games held in Athens in 2004, a long distance athlete had 500 ml of his
own blood removed, stored and returned to his body a few days before he completed
the marathon. This increases the haemoglobin content in the blood. This practice,
called blood doping, is banned by athletics officials. Study the graph below, showing the
haemoglobin content of the blood in the athlete’s body over a period of 35 weeks and
answer the questions that follow.

Changes in the haemoglobin concentration of

the blood of an athlete over time
115

Haemoglobin as a percentage
110 blood

of normal haemoglobin
removed
105
100
95
90
85
0 5 10 15 20 25 30 35
Time in weeks

3.3.1 In which week was the blood removed from the athletes body? (1)
3.3.2 How many weeks did it take for the athlete’s haemoglobin level to go back
to normal after the blood had been removed? (1)
3.3.3 Explain what advantage this athlete would have had, compared to an athlete
who did not undergo blood doping. (2)
3.3.4 Why do you think that officials would find it difficult to detect this form
of blood doping? (2)
3.3.5 Do you consider this act of blood doping to be acceptable or not? (1)
3.3.6 Explain your answer in 3.3.5. (2)
[9]

3.4 An athlete’s heartbeat was recorded before, during and after a race for a total time of
100 minutes. The results are shown in the table below.
Time (minutes) 0 10 20 30 40 50 60 70 80 90 100
Heartbeat per minute 60 60 61 62 84 105 108 100 88 70 64

3.4.1 Use the data from the table and draw a graph. Use the x-axis for time and the y-axis
for heartbeats per minute. (10)
3.4.2 What is the heartbeat at rest? (1)
3.4.3 After how many minutes:
i did the athlete start the race (1)
ii was the athlete’s heartbeat 84 times per minute, and (1)
iii did the athlete stop running? (1)
3.4.4 How long does one complete heartbeat last at:
i rest, and (2)
ii the end of the of the race? Show your calculations. (4)
[20]

Total Question 3: [50]

Total Section B: [100]

TOTAL: [150]

F I N A L E X A M I N AT I O N • PA P E R 1 B49
 Life Sciences Examination: Exemplar Paper 2

Marks: 150 Time: 2½ hours

This question paper consists of 11 pages.

Instructions and information

1 Read the following instructions carefully before answering the questions.
2 Answer ALL the questions.
3 Write ALL the answers in your ANSWER BOOK.
4 Start the answers to each question at the top of a NEW page.
5 Number the answers correctly according to the numbering system used in this question paper.
6 Present your answers according to the instructions of each question.
7 Do ALL drawings in pencil and label them in blue or black ink.
8 Draw diagrams or flow charts only when asked to do so.
9 The diagrams in this question paper are NOT necessarily drawn to scale.
10 Do NOT use graph paper.
11 You may use a non-programmable calculator, protractor and a compass.
12 Write neatly and legibly.

Section A

Question 1
1.1 Various options are provided as possible answers to the following questions. Choose the
correct answer and write only the letter (a to d) next to the question number (1.1.1 to 1.1.5)
in your ANSWER BOOK, for example 1.1.6 d.

1.1.1 The entire section of the Earth’s surface that supports life is called the:
a biome
b biosphere
c ecosystem
d community
1.1.2 Which of the following processes occur during the nitrogen cycle?
i Consumption of dead material by
herbivores
ii The decay of dead organisms by decomposers
iii The conversion of nitrates to nitrites by bacteria
iv The absorption of nitrates by plants
a i, ii and iii
b ii, iii and iv
c i and iv
d i, ii and iv
1.1.3 Organisms that live in water are called:
a aquatic
b buoyant
c terrestrial
d motile

B50 F I N A L E X A M I N AT I O N • PA P E R 2
 1.1.4 Carl Linnaeus was:
a the father of modern taxonomy
b a character in a Shakespeare play
c a politician in 17th century Europe
d a fictional character in a book
1.1.5 Which of the following is not one of the key criteria used to classify organisms into
separate kingdoms:
a body structure
b cell wall composition
c mode of nutrition
d whether the organisms live on land or in water
1.1.6 Algae and fungi are similar in that:
a both are decomposers in the ecosystem
b the plant body is a thallus
c both are autotrophic organisms
d sexual reproduction does not occur
(6 x 2) [12]

1.2 Give the correct biological term for each of the following descriptions. Write only the
term next to the question number (1.2.1 to 1.2.10) in your ANSWER BOOK.
1.2.1 A set of alternative descriptions that help you to identify plant or animal species
1.2.2 A type of diagram that uses branches to show relationships between organisms
1.2.3 A unicellular organism that can exist in coccus, spirillum or bacillus form
1.2.4 Organisms that cause diseases
1.2.5 The gametophyte in ferns
1.2.6 A group of plants that produce flowers and ovules within an ovary
1.2.7 Remains or traces of once living organisms that are preserved in sedimentary rocks
1.2.8 An advanced primate subgroup that included monkeys and apes and shares
anthropoid features with humans
1.2.9 The time at which one-half of the atoms of a radioactive isotope have decayed
1.2.10 A method of chronometric dating based on the decay of carbon 14
[10]

1.3 Choose an item from Column B that matches a description in Column A. Write only the
letter (a to f) next to the question number (1.3.1 to 1.3.5) in your ANSWER BOOK,
for example 1.3.6 g.
Column A Column B
1.3.1 The lowest level in a classification hierarchy A Kingdom
1.3.2 Phylum that includes vertebrates B Genus
1.3.3 Moths, ants and ant-lions belong to the same: C Species
1.3.4 Mosses, ferns and grasses belong to the same: D Chordata
1.3.5 Group name for the most closely related species E Class
F Venn diagram
[5]

F I N A L E X A M I N AT I O N • PA P E R 2 B51
1.4 Choose the most appropriate description from the box below which fits each of the
descriptions 1.4.1 to 1.4.8. Write the question number and next to each the correct term
e.g. 1.4.9 scavengers.
producers primary consumers
secondary consumers omnivores
predators prey
scavengers decomposers
Description
1.4.1 eat both plants and animals – e.g. bears and humans
1.4.2 feed primarily on plant material; they are herbivores, e.g. rabbits, caterpillars, cows,
sheep, and deer
1.4.3 feed on dead and decaying organisms and on the undigested parts of plant and
animal matter in the faeces; they do not ‘eat’ the food like scavengers, as they have no
mouth-parts; instead they break down solid matter into liquids which they can absorb,
e.g. bacteria and some fungi
1.4.4 are the organisms that predators feed on, e.g. fox and rabbit; Cape robin and
caterpillar; wolf and lamb
1.4.5 feed on dead animals, they perform a useful cleaning-up function, e.g. crow, vulture,
buzzard and hyena
1.4.6 green plants; all food chains start with them, because they can make food by
photosynthesis
1.4.7 kill for food; they are either secondary or tertiary consumers, e.g. lions, eagles
1.4.8 feed primarily on animal material; they are carnivores, e.g. cats, dogs and lions
[8]

1.5 Equal volumes of four different types of soil (A, B, C, and D) were analysed for their
mineral and humus content. This was done by shaking each up with 100 ml of distilled
water in a measuring cylinder. Each was allowed to settle. The results after five days
are shown in the diagram below.
humus
water
clay
loam
sand
A B C D Key

1.5.1 If you ignore the humus, which type of soil took the longest to settle, leaving the
water clear? Give a reason for your answer. (2)
1.5.2 Write down the letter of the soil sample that is most likely to come from a:
i well-drained forest (1)
ii vegetable garden with light soil (1)
iii desert (1)
1.5.3 Which sample would:
i recover water best from the subsoil during drought (1)
ii have the fewest earthworms per acre (1)
iii have the highest nitrogen content (1)

B52 F I N A L E X A M I N AT I O N • PA P E R 2
 1.5.4 List two advantages of soil A for crop production. (2)
1.5.5 State two disadvantages of soil A for crop production. (2)
1.5.6 State three reasons why soil should contain sufficient humus. (3)
[15]

Total Question 1: [50]

Total Section A: [50]

Section B

Question 2
2.1 Study the diagram of the nitrogen cycle and then answer the questions that follow.

nitrogen in air

denitrifying
bacteria N-fixing bacteria N-fixing bacteria in
in soil root nodules of bean
and pea plants
soil nitrates
nitrifying plant proteins animal proteins
bacteria
excretion
nitrites death death and
egestion
nitrifying ammonium humus
bacteria compounds

2.1.1 Why do plants need nitrogen? (1)

2.1.2 How do plants obtain their source of nitrogen? (2)
2.1.3 In a natural habitat the amount of nitrate available in the soil for the plants to use
would roughly be the same every growing season.
i How would this change if the habitat was ploughed and used to grow wheat
for several years? (2)
ii Suggest why this change occurs. (3)
2.1.4 A farmer may try to improve his soil for the next crop by applying an artificial
fertiliser containing ammonium salts. How could this improve the soil? (3)
2.1.5 Suggest another method that the farmer could use to get the same effect
without using an artificial fertiliser and explain how this method would
improve his crop. (4)
2.1.6 Explain how the method you have suggested would improve the soil in one
other way. (2)
2.1.7 Why are denitrifying bacteria a problem to farmers? (2)
2.1.8 Name the process that results in the production of humus after death of
an organism. (1)
[20]

F I N A L E X A M I N AT I O N • PA P E R 2 B53
2.2 The information below shows the yields obtained by a gardener from three greenhouses
in which he deliberately maintained different environmental conditions. Each greenhouse
received the same amount of sunlight. The three sets of conditions maintained in the
greenhouse are shown in the table below.
Set of conditions 1 2 3
Carbon dioxide (as a percentage) 0,2 5,0 5,0
Temperature (in ° C) 15 15 20

X Y Z

10 tomatoes 2 tomatoes 6 tomatoes

per bush per bush per bush

2.2.1 Which set of conditions was likely to be found in greenhouse X? (1)

2.2.2 Give an explanation for your answer in 2.1.1 (3)
2.2.3 Suggest a practical way in which the gardener could alter the conditions in the
greenhouse from those indicated for set 1 to those of set 2? (2)
2.2.4 Name two other factors that the gardener must keep as similar as possible
in the three greenhouses in order to make a fair comparison. (2)
[8]

2.3 Two abiotic factors that can affect organisms living in fresh water are oxygen level and
water temperature. An investigation was carried out to study the above phenomenon.
The results of this study are presented in the graphs below.
Graph A: Oxygen uptake of a fish with Graph B: Changes in the level of dissolved
changing water temperature oxygen with changing water temperature
Oxygen uptake (cm3/kg/hour)

50 25
Dissolved oxygen (mg/litre)

40 20
30 15
20 10
10 5
0 0
0 5 10 15 20 25 30 0 5 10 15 20 25 30
Temperature of water (°C) Temperature of water (°C)

2.3.1 Suggest a hypothesis for this investigation. (2)

2.3.2 Identify the:
i dependent variable for graph A (1)
ii independent variable for graph A (1)
iii dependent variable for graph B (1)
iv independent variable for graph B (1)
2.3.3 By how much does the oxygen uptake of fish increase when the temperature
increases from 4,5 °C to 25,5 °C? (1)
2.3.4 A factory situated along the banks of a river used the river water as a coolant
at 4,5 °C. On one occasion the water discharged back into the river at 30 °C.
Calculate the percentage change in the level of dissolved oxygen between
the river at 4,5 °C and the discharge at 30 °C. (3)
2.3.5 Using the data from both graphs, suggest why, after the discharge of hot water,
fish were seen dying lower downstream. (2)
[12]

B54 F I N A L E X A M I N AT I O N • PA P E R 2
2.4 Study the figure below of the water cycle and then answer the questions that follow.
b

a
d
c
e

2.4.1 Name the three phases of water found in nature. (3)

2.4.2 In the diagram, the numbered arrows represent phases (or processes) of the
water cycle in nature. Identify these phases numbered a to e. (5)
2.4.3 Suggest a reason why oceans do not continually increase in size. (2)
[10]

Total Question 2: [50]

Question 3
3.1 The diagram below represents a geological time scale with the distribution of different
organisms. The time axis is NOT drawn to scale.
Flowering plants

Vascular plants

Birds

Mammals

Dinosaurs

Reptiles

Amphibians

Bony fish
Multicellular
organisms
Green algae
Photosynthetic
bacteria
Anaerobic
bacteria
Million
4 500

700

570

500

430

400

350

270

230

180

135

65

1,5

years ago

Period
Carboniferous
Archaeozoic

Quaternary
Cretaceous
Ordovician
Cambrian

Devonian

Permian

Jurassic

Tertiary
Silurian

Triassic

Era Precambrian Palaeozoic Mesozoic Caenozoic

3.1.1 How many million years ago did the mammals first appear? (1)
3.1.2 In which era did the flowering plants first appear? (1)
3.1.3 How many years ago did the dinosaurs become extinct? (2)
3.1.4 Give one reason why anaerobic bacteria appeared before
photosynthetic bacteria. (2)
[6]

F I N A L E X A M I N AT I O N • PA P E R 2 B55
3.2 The diagram below represents a simplified geological time-scale showing how the number
of families (groups of related species) has changed over time.
Simplified geological time scale and number of families
800

700

600
Number of families

500

400

300 Cretaceous
extinction
200
Ordovician
100 extinction
Permian extinction
0
Palaeozoic Mesozoic Cenozoic

600 500 400 300 200 100 0

Millions of years ago

3.2.1 When did the Caenozoic era begin? (2)

3.2.2 Which mass extinction took place towards the end of the Palaeozoic era? (1)
3.2.3 Approximately how many families of species died out at the end of the
Palaeozoic era? Show ALL working. (3)
[6]

B56 F I N A L E X A M I N AT I O N • PA P E R 2
3.3 Study the diagram showing possible evolutionary relationships among some groups of
organisms.

Flowering plants

Invertebrates

Amphibians

Mammals
Conifers
Bacteria

Reptiles
Protista

Algae
Fungi

Ferns

Birds
Fish
0

100

200
Millions of years ago

300

400

500

600

700 Possible evolutionary relationships

among some groups of organisms

3.3.1 According to the diagram:

i How many million years ago did the conifers evolve? (1)
ii Which were the first organisms that lived on Earth? (1)
iii From which group of animals did the reptiles evolve? (1)
iv Which is the most recent group of animals to evolve? (1)
3.3.2 Name two fields of study, other than embryology and biochemistry, that
scientists may have used to propose the evolutionary relationships shown
in the diagram. (2)
3.3.3 Explain why we cannot be sure that the evolutionary relationships displayed
in the diagram in Question 3.3.1 are absolutely correct. (2)
[8]

F I N A L E X A M I N AT I O N • PA P E R 2 B57
3.4 Study the pie chart below, which shows some geological periods of the three eras and
answer the questions that follow.
Some geological periods of the three eras

0 Ma 542 Ma

488 Ma
65 Ma Caenozoic Cambrian

Ordovician
443 Ma

Cretaceous Silurian
416 Ma

145 Ma
Devonian
Jurassic

Carboniferous 359 Ma

200 Ma Triassic
Permian

245 Ma 299 Ma

KEY: Palaeozoic era Ma= million years ago

Mesozoic era
Caenozoic era

3.4.1 Which of the three eras had the longest duration? (1)
3.4.2 The biggest mass-extinction took place 250 million years ago.
i State in which era this occurred. (1)
ii State in which period this occurred. (1)
3.4.3 In which era did modern humans appear on Earth? (1)
3.4.4 Scientists think that “something large” from outer space struck the Earth
when the Cretaceous period ended.
i How many years ago did this “something large” strike the Earth? (1)
ii Name a possible structure that hit the Earth at the end of the Cretaceous
period. (1)
iii Describe how this structure named in Question 3.4.4 ii could have caused
the mass extinction of many species. (4)
[10]

B58 F I N A L E X A M I N AT I O N • PA P E R 2
3.5 The table below contains information on changes that occur in a river, downstream from a
sewage outflow.
Distance Concentration of Number (arbitrary units)
downstream from dissolved oxygen Bacteria Algae Fish
the point of entry (%)
of sewage (m)
0 95 88 20 20
100 30 79 8 6
200 20 74 7 1
300 28 60 21 0
400 42 51 40 0
500 58 48 70 0
600 70 44 83 0
700 80 42 90 0
800 89 39 84 0
900 95 36 68 4
1 000 100 35 55 20

3.5.1 Explain why the number of bacteria was the highest at 0 metres. (2)
3.5.2 Describe the changes in the concentration of oxygen dissolved in the water
downstream from the point of sewage entry. (2)
3.5.3 Explain what might have caused changes in the oxygen concentration
downstream from the point of sewage entry (4)
3.5.4 State two ways in which the degree of water pollution caused by sewage
can be reduced. (2)
[10]

F I N A L E X A M I N AT I O N • PA P E R 2 B59
3.6 The two curves in the graph below show changes in population size of rabbits and lynx
over a period of 80 years. Answer the questions based on it.

rabbit lynx

140
Thousands of animals

120
100
80
60
40
20

1845 1855 1865 1875 1885 1895 1905 1915 1925

Year

3.6.1 How many of the following animals were present in 1985

i Rabbits? (1)
ii Lynx? (1)
3.6.2 Suggest what the following animals eat:
i Rabbits? (1)
ii Lynx? (1)
3.6.3 Name the type of feeding relationship that is displayed in the above graphs. (1)
3.6.4 What happened to the number of lynx as the rabbit population increased?
Explain why this happened? (2)
3.6.5 What effect did the large number of lynx have on the rabbit population? (1)
3.6.6 What effect did the decrease in the rabbit population have on the
lynx population? Explain why this happened. (2)
[10]

Total Question 3: [50]

Total Section B: [100]

TOTAL: [150]

B60 F I N A L E X A M I N AT I O N • PA P E R 2
 Life Sciences Examination: Exemplar Paper 1 2.1.6 Inner membrane is folded to form cristae which
increases the surface area for the process of cellular
Memorandum of answers respiration; enzymes are present in the matrix as well
as between the membranes, thus making the process
Section A of cellular respiration efficient (4)
QUESTION 1 [14]
1.1
1.1.1 b 2.2 Mark for: shape – 1; proportion – 1; (4 labels) – double
1.1.2 b membrane, lamella, granum, stroma [6]
1.1.3 a
1.1.4 b 2.3
1.1.5 c 2.3.1 Chromosomes (1)
1.1.6 a 2.3.2 genes / nucleotides (1)
(6 x 2) [12] 2.3.3 two of: root tip, stem tip, cambium (2)
2.3.4 4 (1)
1.2 2.3.5 2 (1)
1.2.1 Water 2.3.6 Any three of: responsible for growth of an organism;
1.2.2 Fat/lipid repairs and replaces worn out and damaged tissue;
1.2.3 pH produces new individual during asexual reproduction (3)
1.2.4 Amino acids [9]
1.2.5 Mitochondrion
1.2.6 Leucoplasts 2.4
1.2.7 Cellulose 2.4.1 i A (1)
1.2.8 Chromoplasts ii B (1)
1.2.9 Sieve tubes 2.4.2
1.2.10 Cohesion/cohesive Cells A Cells B
[10] In addition to a cell membrane plant Animal cells have no cell wall
cells have a cell wall
1.3
1.3.1 Both a and b Cells have a regular shape Cells have an irregular shape
1.3.2 Both a and b (4)
1.3.3 b only 2.4.3 Any two of : a nucleus is found in both cells; a cell
1.3.4 None membrane is found in both cells; cytoplasm is found in
1.3.5 None both cells (2)
1.3.6 Both a and b 2.4.4 The nucleus controls all the metabolic activities of the
1.3.7 Both a and b cell and transmits genetic information from cell to cell. (3)
1.3.8 Both a and b [11]
[8] 2.5
2.5.1 Movement of water from soil into root xylem:
1.4 • water potential of soil solution is higher than the
1.4.1 Cheese, peanut (2) vacuolar sap of the root hair
1.4.2 Cheese, chicken (2) • therefore diffuses by osmosis from soil solution through
1.4.3 Potatoes, beans (2) the permeable cell wall and selectively permeable cell
1.4.4 Apple, sugar (2) membrane and cytoplasm through tonoplast and vacuole
1.4.5 Sugar, bread (2) of root hair
[10] • turgor pressure of root hair increases
• water potential of root hair is higher than that of cortex
1.5 cells
1.5.1 1 – clavicle; 2 – scapula; 3 – humerus; 4 – radius; • water diffuses down the water potential gradient
5 – ulna; 6 - phalanges (6) mainly through the cell walls of the cortex and also
between the cells of the endodermis into the xylem
1.5.2 i ball and socket of the root (7)
ii hinge (2) 2.5.2 Structural suitability of root hair:
1.5.3 Support and protection (2) • possesses large surface area in contact with water
[10] • large vacuole with lower water potential in cell sap than
Total Section A: [50] in ground water
• thin cell wall without cuticle (3)
[10]
SECTION B

QUESTION 2
Total Question 2: [50]
2.1
QUESTION 3
2.1.1 Animal (1)
3.1 Movement of water along/up the xylem:
2.1.2 no cell wall / no vacuole / presence of centrosome with
• high water potential develops in xylem as a result of root
centrioles (2)
pressure
2.1.3 Any two of: 1– lysosomes; 2 – ER; 10 – Golgi apparatus (4)
• water moves along root xylem to xylem of stem in xylem
2.1.4 2 – mitochondrion (2)
vessels and tracheids to the leaves
2.1.5 mitochondrion – involved with cellular respiration (1)
• vertical movement of water starts at leaves as water
molecules diffuse out of the stomata

F I N A L E X A M I N AT I O N • PA P E R 1 A N S W E R S B61
 • the water potential in the mesophyll air spaces is 3.4
decreased 3.4.1 110
• it is now lower than the water potential in moist cell 105
walls
100
• water molecules diffuse into the air spaces

Heartbeat per minute

• this loss of water from the cell sap of mesophyll cells 95
results in the lowering of their water potential 90
• water molecules diffuse from cell sap to walls of these 85
cells 80
• this loss leads to a water potential gradient across 75
mesophyll to terminal endings of xylem in stele of leaf
70
• columns of water in vessels and tracheids are in a state of
tension known as adhesion and cohesion 65
• this tension extends down from leaves to stem to roots 60
Structural suitability of xylem and tracheids: 55
0 10 20 30 40 50 60 70 80 90 100
• form elongated tubes for rapid movement
• they overlap and water conduction from cell to cell is Time (minutes)
facilitated by pits linking one cell to another (10)
• are made up of a series of tubular vessels with large 3.4.2 60 times per minute (1)
lumen 3.4.3 i after 30 minutes (1)
• thickened secondary walls impregnated with lignin to ii after 10 minutes (40–30) (1)
withstand extreme tension of adhesion and cohesion are iii after 30 minutes (60–30) (1)
non-living and form long hollow conducting tubes 3.4.4 i 60/60 = 1 second (2)
• pits in walls allow for lateral transport of water ii 60/108 = 0,55 second (4)
[10] [20]
3.2
3.2.1 6 – aorta (2) Total Question 3: [50]
3.2.2 The left ventricle wall (B) is thicker than the right Total Section B: [100]
ventricle wall (A) because B has to pump blood to all TOTAL: [150]
parts of the body and therefore it requires a greater force
while A pumps blood a short distance to the lungs (2)
3.2.3 2– pulmonary valve; 3– aortic valve; 4 – mitral valve;
11 – tendon (4)
3.2.4 11 is inelastic thereby preventing the valve from being
pushed inwards and hence preventing the back flow of
blood (3)
[11]

3.3
3.3.1 Fifth week (1)
3.3.2 Five weeks (1)
3.3.3 At the time of the race, the athlete’s haemoglobin level
is higher than normal. The athlete’s blood will be able
to carry more oxygen. More oxygen will be taken to
the athlete’s muscle cells. More energy will be released
during cellular respiration. This will improve the
athlete’s performance, compared to other competitors. (3)
3.3.4 The officials would not be able to detect any foreign
substance in the athlete’s blood since he has returned
his own blood to his own body. (2)
3.3.5 Not acceptable OR acceptable. (1)
3.3.6 All athletes should have the same benefits and no-one
should be able to have an unfair advantage in competition
OR no foreign substances were used to enhance
performance, person is using his own blood. (1)
[9]

B62 F I N A L E X A M I N AT I O N • PA P E R 1 A N S W E R S
 Life Sciences Examination: Exemplar Paper 2 SECTION B
QUESTION 2
Memorandum of answers 2.1
2.1.1 to make proteins (1)
Section A 2.1.2 in the form of nitrates, by active absorption from soil (2)
QUESTION 1 2.1.3 i level of nitrates decreases (2)
1.1 ii plants removed, therefore not all plant material
1.1.1 b decomposes to form humus, therefore reduced nitrates
1.1.2 d returned for use (3)
1.1.3 a 2.1.4 The ammonium salts will be converted to nitrates by
1.1.4 a nitrifying bacteria (3)
1.1.5 d 2.1.5 By adding compost, breakdown by bacteria, through
1.1.6 c ammonium compounds/nitrites, adds nitrates to soil,
(6 x 2) [12] by growing leguminous plants, action of nitrogen
fixing bacteria, in root nodules, adds nitrates to soil (4)
1.2 2.1.6 It could increase the humus content, which could
1.2.1 dichotomous key improve drainage/aeration/water holding capacity (2)
1.2.2 phylogenetic/family 2.1.7 They decrease the nitrate concentration in the soil (2)
1.2.3 bacterium 2.1.8 Decomposition (1)
1.2.4 pathogens [20]
1.2.5 prothallus
1.2.6 angiosperms 2.2
1.2.7 fossils 2.2.1 set 3 (1)
1.2.8 hominins 2.2.2 increased photosynthesis due to increased carbon
1.2.9 half-life dioxide and increased temperature (3)
1.2.10 radiocarbon dating 2.2.3 could burn coal/candle/paraffin/wood to increase
[10] carbon dioxide level (2)
2.2.4 similar soil/soil composition/minerals; same variety
1.3 of tomato; same amount of water; equal number of
1.3.1 c plants per unit area (2)
1.3.2 d [8]
1.3.3 b
1.3.4 a 2.3
1.3.5 e 2.3.1 The uptake of oxygen increases with the increase in the
[5] water temperature, thus decreasing the concentration
of dissolved oxygen in the water. (2)
1.4 2.3.2 i oxygen uptake (1)
1.4.1 omnivores ii temperature of water (1)
1.4.2 primary consumers iii dissolved oxygen (1)
1.4.3 decomposers iv temperature of water (1)
1.4.4 prey 2.3.3 35 cm3/kg/hour (1)
1.4.5 scavengers 2.3.4 Change in level of dissolved O2 = 12,5–2,5 mg/litre
1.4.6 producers = 10 mg/litre
1.4.7 predators 10
1.4.8 secondary consumers % change = × 100
15
[8] = 66,67% (3)
2.3.5 With an increase in water temperature the amount of
15 dissolved oxygen decreases so that there is less oxygen
1.5.1 A – because it has the highest clay content (2) available for the fish downstream. (2)
1.5.2 i A (1) [12]
ii C (1)
iii B (1) 2.4
1.5.3 i B (1) 2.4.1 Gas, liquid and solid (in any sequence) (3)
ii B (1) 2.4.2 a – evaporation ; b – transpiration; c – precipitation;
iii D (1) d- evaporation; e – run off (5)
1.5.4 has a high water holding capacity, has a high mineral 2.4.3 The same amount of water entering the oceans, evaporates
content (2) from these vast surfaces back into the atmosphere (2)
1.5.5 drains slowly and therefore becomes waterlogged, it has [10]
poor aeration (2) Total Question 2: [50]
1.5.6 Humus: acts a sponge to increase the water holding
capacity of the soil, organic material decays and adds
minerals to the soil, and it improves the aeration of
heavy soils. (3)
[15]

Total Section A: [50]

F I N A L E X A M I N AT I O N • PA P E R 2 A N S W E R S B63
QUESTION 3 3.6
3.1 3.6.1 i About 130 (1)
3.1.1 230 million years ago (Ma) (1) ii 65 (1)
3.1.2 Mesozoic (1) 3.6.2 i vegetation (1)
3.1.3 65 Ma (2) ii rabbits (1)
3.1.4 Since O2 levels were low at that time anaerobic bacteria 3.6.3 predator-prey (1)
could survive (2) 3.6.4 it increased – more food was available (2)
[6] 3.6.5 caused it to decrease (1)
3.6.6 caused it to decrease – since the amount of food available
3.2 for the lynx also decreased (2)
3.2.1 55–60 Ma (2) [10]
3.2.2 Permian extinction (1)
3.2.3 400 – 200 = 200 families of species Total Question 3: [50]
OR Total Section B: [100]
400 – (210 to 230) = (190 to 170) families of species (3) TOTAL: [150]
[6]

3.3
3.3.1 i 300 million years ago (1)
ii bacteria (1)
iii amphibians (1)
iv birds (1)
3.3.2 Studying fossils/palaeontology; Anatomy; Taxonomy;
Biogeography (2)
3.3.3 • We cannot observe these changes because they took
place millions of years ago.
• Gaps in the fossil records/comparative anatomy,
biochemistry, embryology (2)
[8]

3.4
3.4.1 Palaeozoic Era (1)
3.4.2 i Palaeozoic Era (1)
ii Permian (1)
3.4.3 Caenozoic (1)
3.4.4 i 65 Ma (1)
ii Comet/star/meteorite/asteroid (1)
iii • Extraterrestrial object hit the Earth
• Climate change occurred due to dust clouds
• Sunlight was blocked
• Ice age occurred
• Reduction of CO2 in the atmosphere
• Photosynthesis decreased
• Many plants died
• Many animals died/dinosaurs became extinct (4)
[10]

3.5
3.5.1 High sewage level makes bacteria reproduce rapidly/
anaerobic bacteria flourish in sewage (2)
3.5.2 The concentration of dissolved oxygen decreased after
the point of entry up to 300 m downstream and then
increased further downstream. (2)
3.5.3 Initially the bacteria population increased resulting in a
decrease of the oxygen level close to the point of entry
of sewage. Eutrophication took place downstream, the
number of algae increased, which released more oxygen
during photosynthesis. Therefore water became
re-oxygenated. 4)
3.5.4 • Proper sanitation.
• Sewage must be purified before it enters the river.
• Education to make people aware of proper waste
disposal measures.
• Research – more efficient ways of treating sewage. (2)
[10]

B64 F I N A L E X A M I N AT I O N • PA P E R 2 A N S W E R S
SECTION C
PLANNING

Year planner C1
Year planner
Year _____________

Week Planned date Completion date Topic for the week

(week ending) (week ending)
TERM 1
Week 1 Inorganic compounds
Organic compounds
Week 2 Organic compounds
Week 3 Cells: molecular make up
Microscopy
Week 4 Cell structure and function
Week 5 Cell structure and function
Week 6 Cell structure and function
Week 7 The cell cycle (including mitosis)
Chromosomes
Week 8 Cancer
Medical biotechnology
Plant and animal tissues
Week 9 Plant and animal tissues
Week 10 Plant and animal tissues
Formal assessment and practical task
TERM 2
Week 1 Applications of indigenous knowledge systems and
biotechnology
Week 2 Organs
Anatomy of dicotyledonous plants
Week 3 Transpiration
Wilting
Guttation
Uptake of water and minerals
Week 4 Transport of water and minerals to leaves
Translocation of manufactured food
Week 5 Skeletons
Week 6 Human skeleton
Functions of skeleton
Week 7 Bones, muscles and joints in locomotion
Week 8 Voluntary skeletal muscle
Diseases that affect the skeleton
Week 9 June exam
Week 10 June exam
TERM 3
Week 1 Mammalian blood circulation system
Week 2 Cardiac cycle
Week 3 Lymphatic system
Diseases of heart and circulatory system
Week 4 Start ecology fieldwork project
Biosphere
Week 5 Biomes
Environment
Week 6 Ecosystems

YEAR PLANNER C1
Week Planned date Completion date Topic for the week
(week ending) (week ending)
Week 7 Ecosystems
Week 8 Energy flow through ecosystems
Trophic structure (food pyramids)
Week 9 Ecotourism
Week 10 Assessment
TERM 4
Week 1 Biodiversity and classification
Week 2 Life’s history
Geological time scale
Week 3 Cambrian explosion
Significant changes in species occurring in Africa
Week 4 Mass extinctions
Fossil formation
Methods of dating
Week 5 Key events in life’s history – evidence from southern
Africa
Week 6 Impact of humans on biodiversity and the natural
environment
Fossil tourism
Week 7 Revision
Week 8 Formal exams and practical exams
Week 9 Formal exams and practical exams
Week 10 Formal exams and practical exams

C2 YEAR PLANNER
 SECTION D
TEACHING GUIDELINES

 his section contains teaching notes for the modules in the

T
Learner’s Book, and answers to all the activities and informal
assessment suggestions.

Formal assessment tasks D1

Strand 1 Molecules to organs D4
  Unit 1 The chemistry of life D4
  Unit 2 Cells: the basic unit of life D8
  Unit 3 Cell division: mitosis D14
  Unit 4 Plant and animal tissues D16
Strand 2 Life processes in plants and animals D30
  Unit 1 Support and transport systems in plants D30
  Unit 2 Support systems in animals D34
  Unit 3 Transport systems in mammals (humans) D39
Strand 3 Environmental studies D55
  Unit 1 Fieldwork D55
  Unit 2 From biosphere to ecosystems D58
  Unit 3 Living and non-living resources D64
  Unit 4 Nutrient cycles and the environment D76
  Unit 5 Energy flow within an ecosystem D79
Strand 4 History of life and biodiversity D87
  Unit 1 Biodiversity and classification D87
  Unit 2 History of life on Earth D101
FORMAL ASSESSMENT TASKS AND PRESCRIBED PRACTICAL ACTIVITIES
This section contains Formal Assessment Tasks and Prescribed Practical Activities in the
Learner’s Book.

Learner’s Book STRAND 1 MOLECULES TO ORGANS

pages 17–122
Duration: 11 weeks

Learner’s Book Unit 1 The chemistry of life

pages 19–45
Duration: 10 hours Term 1, Weeks 1–2,5

Activity Title Learner’s Teacher’s

number Book Page Guide Page
2 Testing for the presence of a carbohydrate (glucose) 26 D4
3 Testing for the presence of starch 27 D4
4 Testing for the presence of fats and oils – the translucent spot 28 D5
test
6 Testing for the presence of proteins (Millon’s reagent test) 33 D5
11 Investigating the effect of temperature on enzyme activity 38 D6
12 Investigating the effect of pH on enzyme activity 39 D6
15 Designing a simple investigation 41 D7

Learner’s Book Unit 2 Cells: the basic unit of life

pages 46–75
Duration: 12 hours Term 1, Weeks 2,5–5,5

Activity Title Learner’s Teacher’s

number Book Page Guide Page
1 Setting up and using a compound light microscope 49 D8
3 Observing plant cells 53 D9
4 Observing animal cells 54 D9
6 Observing diffusion in liquids 60 D11
7 Observing osmosis using potato tissue 62 D11
FAT 11 Understanding organelles 73 D12

Learner’s Book Unit 3 Cell division: mitosis

pages 76–89
Duration: 8 hours Term 1, Weeks 5,5–8,5

Activity Title Learner’s Teacher’s

number Book Page Guide Page
1 Looking at mitosis 82 D14
4 Project: cancer 87 D15

F O R M A L A S S E S S M E N T TA S K S A N D P R E S C R I B E D P R A C T I C A L A C T I V I T I E S D1
 Learner’s Book Unit 4 Plant and animal tissues
pages 90–122
Duration: 14 hours Term 1, Weeks 8,5–9; Term 2, Weeks 1–2

Activity Title Learner’s Teacher’s

number Book Page Guide Page
FAT 3 Permanent tissues 96 D18
7 Investigating biotechnology 118 D21
8 Dicotyledonous leaf 118 D23

Learner’s Book STRAND 2 LIFE PROCESSES IN PLANTS AND ANIMALS

pages 123–194
Duration: 9 weeks

Learner’s Book Unit 1 Support and transport systems in plants

pages 126–147
Duration: 12 hours Term 2, Weeks 2,5–5,5

Activity Title Learner’s Teacher’s

number Book Page Guide Page
1 Examining root and stem structure 131 D30
2 Aging trees 133 D30
3 Demonstration of transpiration through leaves 136 D30
4 I nvestigating the effect of environmental factors on the rate 138 D31
of transpiration
FAT 7 An investigation into transpiration 142 D32
8  emonstrating water uptake by roots and through the xylem
D 144 D32
of the plant

Learner’s Book Unit 2 Support systems in animals

pages 148–171
Duration: 12 hours Term 2, Weeks 5,5–8,5

Activity Title Learner’s Teacher’s

number Book Page Guide Page
2 Identifying bones in the skeleton 152 D34
7 Investigating the structure and function of bones, cartilage, 160 D36
tendons, ligaments and joints
FAT 8 The role of joints in locomotion 163 D37
FAT 10 Biceps and triceps 165 D37

Learner’s Book Unit 3 Transport systems in mammals (humans)

pages 172–194
Duration: 12 hours Term 3, Weeks 1–3

Activity Title Learner’s Teacher’s

number Book Page Guide Page
1 Dissection of the heart 172 D39
4 Blood vessels 182 D40
6 Pulse rates 185 D41

D2 F O R M A L A S S E S S M E N T TA S K S A N D P R E S C R I B E D P R A C T I C A L A C T I V I T I E S
Learner’s Book STRAND 3 ENVIRONMENTAL STUDIES
pages 195–276
Duration: 6 weeks

Learner’s Book Unit 1 Fieldwork

pages 197–209
Duration: 6 weeks Term 3, Weeks 4–9

Activity Learner’s Teacher’s

Book Page Guide Page
In this strand, Unit 1 Fieldwork is the Formal Assessment Task and 199 D55
Prescribed Practical Activity for the Knowledge Strand. This takes place
across one or two terms.

Learner’s Book STRAND 4 HISTORY OF LIFE AND BIODIVERSITY

pages 277–348
Duration: 5 weeks

Learner’s Book Unit 1 Biodiversity and classification

pages 279–303
Duration: 4 hours Term 4, Week 1

Activity Title Learner’s Teacher’s

number Book Page Guide Page
1 Grouping everyday objects 283 D89
2 Using a biological key to identify common invertebrates 284 D91
FAT 3 Exploring animal biodiversity 295 D91

Learner’s Book Unit 2 History of life on Earth

pages 304–348
Duration: 20 hours Term 4, Weeks 2–6

Activity Title Learner’s Teacher’s

number Book Page Guide Page
1 Earth’s time line – from earliest times to modern life forms 310 D102
6 The fish-amphibian connection 331 D108
7 Archaeopteryx – the “missing link” between dinosaurs and 336 D110
birds
FAT 8 Fossil tourism – a source of employment 341 D110

F O R M A L A S S E S S M E N T TA S K S A N D P R E S C R I B E D P R A C T I C A L A C T I V I T I E S D3
 STRAND 1
MOLECULES TO ORGANS

Unit 1: The chemistry of life

Unit 2: Cells: the basic unit of life
Unit 3: Cell division: mitosis
Unit 4: Plant and animal tissues

Learner’s Book UNIT 1 The chemistry of life

pages 19–45
Duration: 10 hours TERM 1

Activity and self assessment question memos

Activity 1 Fertilisers and eutrophication (Specific Aim 1)

Learner’s Book page 24

1 a Leaching – the washing out of minerals from the soil.
b Eutrophication – the process by which mineral nutrients accumulate
in a fresh water body.
2 The rapid growth of algae and other water plants causes oxygen to be
used up rapidly because light is blocked out and less photosynthesis
occurs (photosynthesis releases oxygen). Also fungi and bacteria use and
so deplete oxygen.
3 Oxygen depletion makes animals leave or die because they need oxygen
for cellular respiration.
4 • do not overuse fertilisers
• only use fertilisers during the dry season so that there is no run-off
• do not over irrigate soil
• any other logical reason.

PPA Activity 2 Testing for the presence of a carbohydrate (glucose)

(Specific Aim 2)

Learner’s Book page 26

1 So that heat is evenly distributed.
2 fructose, lactose and maltose

PPA Activity 3 Testing for the presence of starch (Specific Aim 2)

Learner’s Book page 27

1 Bread, rice, mealie meal, pasta, and so on.
2 Chalk, glucose, egg albumin, and so on.
3 Add some starch to the solution. If a blue-black colour is produced, then
iodine is present in the solution.

D4 STRAND 1 • UNITS 1–4

PPA Activity 4 Testing for the presence of fats and oils – the translucent spot
test (Specific Aim 2)

Learner’s Book page 28

1 Light can pass through but it is not transparent so that you can see
through as, for example, in glass.
2 ether/methylated spirits

Activity 5 Fats and heart disease (Specific Aims 1 and 3)

Learner’s Book page 31

1 Saturated fat – Every carbon in the fat molecule is fully bonded to four
other atoms by single bonds. Unsaturated fats – One carbon atom in the
fat molecule has a double bond with another carbon atom (unsaturated);
if two or more double bonds are found in the fat molecule then it is a
polyunsaturated fat.
2 Saturated fat, because this can cause a build up of plaque that can clog
arteries.
3 Explanations of the terms:
• Atheroma – blockage of an artery by fatty deposits.
• Atherosclerosis – the narrowing of the artery wall.
• Coronary thrombosis – blood clot formed as a result of atheroma in a
coronary artery.
• Angina is a condition that occurs when a coronary artery is partially
blocked, which results in pain in the chest during exertion, and, if
severe, during rest.
4 Less oxygen and fuel is supplied to muscles and less carbon dioxide and
wastes are removed. Cells cannot undergo maximum cellular respiration,
therefore less energy is available during vigorous exercise.
5 Poor diet containing high levels of cholesterol or saturated fats. Poor
lifestyle factors such as smoking, lack of exercise, and leading a stressful
existence. Genetic factors, such as a family history of heart disease can
also predispose to the condition.
6 The genetic risk can be modified by modifying lifestyle factors – stop
smoking, take regular exercise and eat a healthy diet.

PPA Activity 6 Testing for the presence of proteins (Millon’s reagent

test) (Specific Aim 2)

Learner’s Book page 33

Learners see that the solution in test tube A becomes a brick-red precipitate
(positive result) and no colour change occurs in test tube B (negative result).

RPA Activity 7 An alternative test for proteins – the Biuret test
(Specific Aim 2)

Learner’s Book page 33

1 albumin
2 milk or any meat

STRAND 1 • UNITS 1–4 D5

 RPA Activity 8 Food composition (Specific Aim 2)

Learner’s Book page 34

1 Cheese, peanuts
2 Cheese, chicken
3 Potatoes, beans
4 Apple, sugar
5 Sugar, bread

Activity 9 Using food tests (Specific Aim 1)

Learner’s Book page 35

1 a B   b A   
2 E   3 E   4 D

RPA Activity 10 Testing the composition of an unknown sample of food

(Specific Aim 2)

Learner’s Book page 35

Answers will differ between groups depending on the types of food that the
groups test. Learners should present their findings in a table.

PPA Activity 11 Investigating the effect of temperature on enzyme activity

(Specific Aim 2)

Learner’s Book page 38

1 To monitor the temperature of each water bath – to maintain the correct
temperature at all times.
2 Pepsin only functions in an acidic medium.
3 37 °C

PPA Activity 12 Investigating the effect of pH on enzyme activity (Specific Aim 2)

Learner’s Book page 39

1 HCl – creates an acidic pH; sodium bicarbonate – creates an alkaline pH;
water – increases the rate of the reaction.
2 It is the optimum temperature for the action of the pepsin.
3 Yes. Changes in pH can denature (change the shape of the active site) the
enzyme.

RPA Activity 13 The properties of enzymes (Specific Aim 2)

Learner’s Book page 40

1

9
Relative enzyme activity

8
7
6
5
4
3
4 5 6 7 8 9
pH

D6 STRAND 1 • UNITS 1–4

 2 Enzymes are sensitive to pH. This enzyme works best at pH 7. Its activity
increases from pH 4 to pH 7. Its activity decreases from pH 7 to pH 9.
3 a 40 ºC
b Enzymes structure is changed/altered – it becomes denatured.
c At 20 °C activity was 1,7–1,8. At 30 °C enzyme activity was 3,3–3,4.
d approximately two times
e An acid – this enzyme works best in an alkaline medium. An acid
would denature the enzyme and it would not function in an alkaline
medium.

RPA Activity 14 Ph and enzyme activity (Specific Aim 2)

Learner’s Book page 40

1 Approximately pH 6
2 pH 3 to pH 8
3 An increase in alkalinity causes a drop in enzyme activity because the
shape of the enzyme molecule is altered, which means that the enzyme is
denatured and at pH 9 enzyme activity stops.

PPA Activity 15 Designing a simple investigation (Specific Aim 2)

Learner’s Book page 41

1 The teacher should provide the materials for the investigation if
necessary. Materials required: pieces of cloth (all of the same size),
biological washing powder, ordinary washing powder, eggs.
2 Make sure that all variables for the experiment and control are the same
except for the difference in the washing powder used.
3 The teacher should reinforce the concept of an experiment and a control.

RPA Activity 16 Making models of molecules (Specific Aim 2)

Learner’s Book page 41

This activity is important because it allows learners to consolidate the
concepts of hydrolysis and the condensation reaction.

Activity 17 The structural differences between DNA and RNA (Specific Aim 1)

Learner’s Book page 43

DNA RNA
Double helical structure Single stranded structure
Made up of A, C, G and T Made up of A, C, G and U
Nitrogenous bases pair off – A with T Limited pairing of bases
and G with C
Has deoxyribose sugar Has ribose sugar
Found in nucleus making up Found in nucleolus and cytoplasm
chromosomes

STRAND 1 • UNITS 1–4 D7

 Self assessment questions

1 The paragraph should include all seven features of living organisms, with
a brief sentence about each feature.
2 Inorganic molecules do not contain chains of carbon atoms. Examples
include water, mineral salts such as salt, calcium salts, magnesium salts
and potassium salts.
3 See pages 36-37 in Learner’s Book.
4 The paragraph should include the full names of DNA and RNA, the fact
that they are nucleic acids, the fact that DNA forms chromosomes and is
made up of four nucleotides (named), and where each is found in the cell.
5 A vitamin is an organic compound that is essential for the maintenance
of many metabolic activities in the body. Mention should be made of
water and fat soluble vitamins. Learners will choose different vitamin
deficiency diseases.

Learner’s Book UNIT 2 Cells: the basic unit of life

pages 46–75
Duration: 12 hours TERM 1

PPA Activity 1 Setting up and using a compound light microscope

(Specific Aim 2)

Learner’s Book page 49

Reviewing the structure of the compound microscope.

2 Eyepiece: magnifies the specimen on the slide.
Objective lens: this lens is movable; it is used to view slides under different
magnifications.
Stage: the platform on which the slide is placed.
Stage-clips: clips that hold the slide in place on the stage.
Coarse adjustment knob: this part moves the body tube to focus the slide
clearly (big movements).
Fine adjustment knob: moves the body tube to focus the slide clearly (small
movements).
Body tube: a structure that moves up or down only, and is used for
focusing.
Arm: the part you use to hold the microscope.
Base: the part that is placed on the work surface.
Mirror: reflects light onto the slide.

Calculating the total magnification of the object.

2 Magnification = 10 × 40
= 400

RPA Activity 2 Determining the size of a mitochondrion (Specific Aim 2)

Learner’s Book page 53

Real length of mitochondrion

length in mm × the length of the scale line in µm
=
the length of the scale-line in mm
84 mm × 2 µm
=
10 mm
= 16,8 µm

D8 STRAND 1 • UNITS 1–4

PPA Activity 3 Observing plant cells (Specific Aim 2)

Learner’s Book page 53

Note: If this is the first time that your learners are making slides, you should
first demonstrate the technique of making a wet mount slide.

1–6 Give instructions to the learners on how to prepare a wet mount of plant
tissue.
7 Cell wall
8 Cell membrane
9 Yes
10 Regular/hexagonal (more or less)
11

nucleus

cytoplasm

cell wall cell membrane

Onion epidermis

12 Iodine makes the cell blue/black.

PPA Activity 4 Observing animal cells (Specific Aim 2)

Learner’s Book page 54

1–9 Give instructions to the learners on how to prepare a wet mount of
animal tissue.
10 Irregular to round.
a No
b No, they do not have a cell wall.
c Cheek cells stick together in clumps. This is because they do not have
a cell wall and the cell contents of the cells are sticky.

11

cell membrane

cytoplasm

nucleus

Epithelial cells from inner cheek

STRAND 1 • UNITS 1–4 D9

 12 a
Differences between plant and animal cells
Plant cells Animal cells
1 In addition to the cell Animal cells have no cell
membrane, plant cells have wall.
a cellulose cell wall.
2 Most cells are regular in Most cells are irregular in
shape. shape.
3 Most cells have chloroplasts. They have no chloroplasts.
4 Most cells have very large The cells have only small
vacuoles, which contain cell vacuoles.
sap.
5 Many cells have stored The cells do not have stored
starch granules. starch granules (although
they may have glycogen
granules).

b Similarities between plant and animal cells

Characteristic Plant cells Animal cells
There is a membrane surrounding ✓ ✓
the cell.
The cell has cytoplasm. ✓ ✓
The cell has a nucleus. ✓ ✓

RPA Activity 5 Comparing plant and animal cells (Specific Aim 2)

Learner’s Book page 56

1 More detail of each cell can be seen now. Organelles that were too small
to be seen with a mirror microscope can now be clearly seen in Figures
2.10 and 2.11.
2 Learners must write down the names of all those organelles/structures
they did not name in Question 1.
Mitochondria
Golgi apparatus
Vacuole
Lysosome
Centrioles
Ribosomes
ER
3 cell
Plant Animal cell
do not have centrioles have centrioles
do not have lysosomes have lysosomes
large vacuole(s) present small vacuole(s) present
presence of cellulose cell wall no cell wall
regular in shape most cells irregular in shape
most cells have chloroplasts have no chloroplasts
many cells have starch granules no starch

D10 STRAND 1 • UNITS 1–4

 4 Both have cell membranes.
Both have nuclei.
Both have mitochondria, ER, ribosomes, vacuoles, Golgi apparatus.

PPA Activity 6 Observing diffusion in liquids (Specific Aim 2)

Learner’s Book page 60

1 It leaves a trail of colour.
2 The crystals are at the bottom of the beaker.
3 Molecules of crystals move from the region of high concentration of
those molecules (bottom of beaker) to a region of low concentration
(rest of beaker) until they are evenly dispersed across the whole beaker.
4 No, molecules still have kinetic energy and move continuously.
5 Substances (oxygen, carbon dioxide, mineral salts, food, and so on) move
from one part of the plant to another by diffusion.

PPA Activity 7 Observing osmosis using potato tissue (Specific Aim 2)

Learner’s Book page 62

1 No
2 Plants absorb water from the soil by osmosis. Also water moves within
the plant by osmosis.
3 Put the limp vegetables into pure cold water. The cells of the vegetables
have a lower concentration of water compared to the pure water. Water
therefore moves by osmosis (endosmosis) into the cells of the vegetables.

RPA Activity 8 Movement of water between cells (Specific Aim 1)

Learner’s Book page 64

1 A to B
2 Water always moves from an area of high concentration of water
molecules to an area of low water molecules through a selectively/
differentially permeable membrane.
3 Osmosis
4 a Water molecules will move out of the cells into the sugar solution by
osmosis, causing them to shrink.
b Water molecules will move into the cells causing them to become
stiff/turgid.

RPA Activity 9 Investigating plastids (Specific Aim 2)

Learner’s Book page 70

The practical part of this activity could be assessed by using the checklist for
the preparation of a wet mount (on page 55 of Learner’s Book).

Chloroplasts
1 Chloroplasts are oval-shaped.
2 Green, chlorophyll.
3 Chloroplasts could move to where the light enters the cell. Another
advantage is that the movement allows for the distribution of substances
to all parts of a cell.
4 Plants with chloroplasts (and chlorophyll) are the only organisms capable
of trapping sunlight to make food and release O2 during the process
of photosynthesis. This food is the basis of all food chains on Earth.
Without plants, there would be no food for all other organisms.
STRAND 1 • UNITS 1–4 D11
 Leucoplasts
1 Oval shaped and colourless.
2 They do not contain thylakoids and chlorophyll.

Activity 10 Plant and animal cells (Specific Aim 1)

Learner’s Book page 72

1 Plant cell
• surrounded by cell wall, 1
• large vacuole, 7, is present
• chloroplasts, 10, occur.
2 nucleoplasm and cell sap
3 a vacuole, 7
b tonoplast, 5
c cell membrane, 8
d nucleus, 4

Activity 11 Understanding organelles (Specific Aim 1) (Formal Assessment Task)

Learner’s Book page 73

1 Organelle 1: chloroplast.
Organelle 2: mitochondrion.
2 Use this checklist to assess the drawing of a chloroplast.

Size 1
Shape 1
Quality of line 1
Correct proportions 1
Labels:
double membrane 1
stroma 1
granum 1
thylakoid 1
Caption 1
Total 9

3 Grana
4 Leaves
5 Mitochondria function in aerobic respiration: where energy is released by
breaking down food in the presence of oxygen.
6 More mitochondria will be found in the muscle cell, because it is the
more active cell and needs more energy.

D12 STRAND 1 • UNITS 1–4

7 Chloroplast Mitochondrion
found only in plant cells found in both plant and animal cells
surrounded by two smooth outer membrane is smooth, inner
membranes membrane is folded to form cristae
has chlorophyll no chlorophyll
has thylakoid membranes arranged no grana
in a stack to form grana
contains enzymes for the process contains enzymes for aerobic
of photosynthesis respiration
photosynthesis takes place here aerobic respiration takes place here
CO2 absorbed O2 absorbed
O2 released CO2 released
Any 5
8 Chromatin network: carriers of hereditary characteristics, which are
a 
passed on from parent to offspring (also from one cell to another in
the same organism).
b Nucleolus: involved in the synthesis of proteins in a cell.
c Ribosomes: the sites of protein synthesis in a cell; it is on the
ribosomes that amino acids are linked together to form proteins.
d Golgi apparatus: a secretory function; many Golgi bodies are found in
gland cells which have a secretory function.
e Vacuole: maintains the turgidity of plant cells; vacuoles also have a
storage function.
f ER: provides surfaces for the attachment of ribosomes; proteins are
synthesised on the ribosomes and transported throughout the cell by
the RER; SER synthesises lipids and steroids.
g Chloroplast: responsible for the process of photosynthesis where food
is produced and O2 is released as a by-product.
h Cell wall: gives shape, strength and rigidity to the plant cell; it is fully
permeable to most substances because of the relatively large spaces
between the cellulose microfibrils.

Activity Self assessment questions

1 a Protoplasm
1 Nucleus
Cytoplasm, cell membrane, cytosol, mitochondria, vacuoles, Golgi
apparatus, ER, ribosomes
b plastids
cell wall
c protoplasm
d It is non-living and is found outside the protoplasm.

2 a Differentially permeable/selectively permeable.

b Learners need to explain the following terms in their account:
bilayer, phospholipid, hydrophilic, hydrophobic

STRAND 1 • UNITS 1–4 D13

 Learner’s Book UNIT 3 Cell division: mitosis
pages 76–89
Duration: 8 hours TERM 2

PPA Activity 1 Looking at mitosis (Specific Aims 1 and 2)

Learner’s Book page 82
1 A: Cell membrane.
B: Centriole.
C: Chromosome.
2 6
3 An animal cell, because no cell wall present (only a cell membrane
is present). Also, centrioles are present, which are found mostly in
animal cells.
4 Metaphase, because chromosomes are arranged along the equator of the
spindle which is characteristic of metaphase.
5 6
6 46
7 One daughter cell has one half of a chromosome (one chromatid) that
has an identical half (one chromatid) in the other daughter cell.

RPA Activity 2 Understanding the process of mitosis (Specific Aims 1 and 2)

Learner’s Book page 82

This activity will help learners to understand exactly how the process of
mitosis takes place. Each pair of learners must follow the instructions given
in the activity.

Activity 3 Cancer (Specific Aim 1)

Learner’s Book page 87
1 Many people are dying of cancer because it is diagnosed when it is too
late for treatment.
2 Nowadays there is more exposure to cancer causing agents, for example
radiation, carcinogenic chemicals, etc. People also make poor lifestyle
choices such as excessive drinking, smoking and drug taking.
3 • Cancer patients should get free treatment at state hospitals.
•  Cancer patients should get subsidised treatment at
state hospitals.

D14 STRAND 1 • UNITS 1–4

PPA Activity 4 Project: cancer (Specific Aims 1, 2 and 3)

Learner’s Book page 87

Use the following checklist to assess the learner’s projects.
The poster Yes No
Contains a detailed sketch of the human body, showing the
exact position of the organ affected by cancer.
Has a few lines clearly describing the normal function of
the organ.
Includes a description of the symptoms of the cancer
affecting that organ.
Gives a description of the carcinogenic agent that could
have caused the cancer.
Lists some measures that could be taken to prevent
contracting the cancer.
Lists the treatment that the patient would undergo in order
to destroy the cancer.
The presentation Yes No
Was interesting and held the attention of the audience.
Was insightful and showed comprehension of the working
and the effects of the disease.
Was well researched and complemented the poster.
Clearly explained the measures that could be taken to
prevent contracting the cancer.
Showed a clear understanding of the treatment that the
patient would undergo in order to destroy the cancer.

Activity Self assessment questions

1 Learners should include information on the types of nuclear division –

mitosis and meiosis, the number of chromosomes in the daughter cells
of each type of division and explain the processes that occur during the
cell cycle.
2 Learners should describe each phase in turn, explaining what happens to
the cell and the chromosomes in each phase.
3 Learners should mention that mitosis is the means by which a zygote
grows into a multicellular organism, that mitosis is responsible for the
replacement of cells and the repair of tissues, and that mitosis produces
new individuals during asexual reproduction.
4 Learners’ answers will differ.
5 Learners should include lifestyle changes for prevention, radiation
therapy, chemotherapy and surgery.

STRAND 1 • UNITS 1–4 D15

 Learner’s Book UNIT 4 Plant and animal tissues
pages 90–122
Duration: 14 hours TERMS 1 and 2

Activity 1 Test yourself: Understanding tissues, organs and

systems (Specific Aim 1)

Learner’s Book page 92

1 lungs: organ
skin: organ
neuron: cell
earthworm: organism
root hair: cell
eye: organ
root: organ
all the bones in your body: tissue
erythrocyte: cell
xylem: tissue
2 The division of labour is when different cells are specialised to carry out
particular functions, for example, muscle cells contract and relax and
cause movement of an organism, skin cells protect the inner part of a
body, and so on.
3 An organelle is the structure found within a cell, for example,
mitochondria and chloroplasts.
An organ consists of many tissues grouped together to make a
structure with a special function, for example, the heart or the eye.
4 Yes, for example, amoeba, bacterium or any other unicellular organism.

Activity 2 Plant tissues (Specific Aim 1)

Learner’s Book page 95

Plant tissue Location Function(s) Structural adaptation to
function
1 Meristematic Apical meristem: at the For growth in length Thin-walled with a large
tips of the main and lateral (primary growth). nucleus so that rapid
shoots and near the tips For growth in width mitosis can take place.
of roots. Lateral meristem: (secondary growth).
found on sides of stem or
root.
2 Parenchyma Occurs in the pith and The large vacuoles fulfil Have large vacuoles for
cortex of stems and roots a storage function. storage of nutrients. Also,
and the mesophyll of the Intercellular air spaces thin walls allow for easy
leaf. store gases for the diffusion of gases and
process of photosynthesis nutrients. Intercellular
and respiration, as well air spaces allow free
as to allow water to pass circulation of oxygen
through. When they and carbon dioxide
contain chloroplasts throughout the tissue.
(chlorenchyma), they
synthesise food.

D16 STRAND 1 • UNITS 1–4

Plant tissue Location Function(s) Structural adaptation to
function
3 Chlorenchyma In green leaves and Photosynthesis Chloroplasts inside these
green stems. thin-walled cells allow
these cells to undergo
photosynthesis. The thin
walls also allow for easy
diffusion of oxygen and
carbon dioxide.
4 Aerenchyma In stems and roots Stores gases for These are parenchyma
growing in water- photosynthesis and tissue that has large
logged soil. respiration. intercellular air spaces to
store gases.
5 Collenchyma In herbaceous stems. Provides mechanical The corners of the cell
support and walls are thickened with
strengthening of the pectin and cellulose. This
organ in which it is strengthens the cell but
present, as well as allows flexibility.
allowing flexibility of the
organ.
6 Sclerenchyma In roots, stems, leaves Thick cell walls (often Possess thick cell walls
and fruit. cemented by lignin) give with lignin, which
strength and support to strengthens the cell wall
the organ in which it is to support the parts
found. of the plant in which
sclerenchyma is found.
7 Xylem In leaves, stems and Rapid transport of water Xylem vessels are
roots in vascular and mineral salts. arranged end to end
bundles. to form long tubes,
which makes the vessels
structurally adapted
to transport water. The
vessels have the cell
walls thickened with
lignin to withstand the
hydrostatic pressure. The
different types of cell
wall thickenings allow
for flexibility of roots and
stems in which xylem
vessels are found. Xylem
tracheid’s cell walls are
also thickened with lignin
for support and strength
for the stem and root.
8 Phloem In leaves, stems and They are adapted for Sieve tube elements
roots in vascular the transport of food are elongated and are
bundles. throughout the plant. arranged end to end to
form tubes for transport
of food in plants. The
cross walls between the
sieve tube elements are
perforated to allow food
to pass through.

STRAND 1 • UNITS 1–4 D17

 Plant tissue Location Function(s) Structural adaptation to
function
9 Epidermis In protective covering Protection of the Epidermal cells are
over roots, stems and underlying tissues. transparent to allow
leaves. Epidermal cells are light to pass through to
transparent, allowing photosynthetic cells. They
light to penetrate into secrete a transparent waxy
the interior tissues layer called the cuticle to
of stem and leaf for reduce water loss through
photosynthesis. evaporation. Some
epidermal cells (especially
on lower epidermis of
leaves) are modified to
form guard cells, which
are structurally adapted
to open and close the
stomata.

PPA Activity 3 Permanent tissues (Specific Aims 1 and 2) (Formal Assessment Task)

Learner’s Book page 96

1 If no slides are available, pictures may be used.
2 and 3 Use the following checklist to assess the drawings:

Size 1
Shape 1
Quality of line 1
Correct proportions 1
Caption 1
Labels: (variable) 4
Total 9

4 • Parenchyma have large vacuoles for storage function, and

intercellular air spaces store gases for the process of photosynthesis
and respiration. These spaces also allow water to pass through. When
they contain chloroplasts (chlorenchyma), they synthesise food.
• The corners of the cell walls of collenchyma are thicker than the rest
of the wall. This is for mechanical support and strengthening of the
organ in which it is present. This structure also allows the organ in
which it is present to be flexible.
• Sclerenchyma cells possess thick cell walls (often cemented by lignin).
This gives strength and support to the organ in which it is found.
• Epidermis contains brick-shaped cells. Most of the epidermal cells in
leaves and stems have thicker outer cell walls for protection of the
underlying tissues. Epidermal cells are transparent, allowing light to
penetrate into interior tissues of stem and leaf for photosynthesis.
• Xylem vessels are long, tubular structures found end to end to form
long tubes. They are adapted for conduction of water. Xylem vessels
have thickened cell walls for strengthening. Xylem tracheids are long,
slender and tapered at the ends and with thickened cell walls. They
have a strengthening and support function as well as the conduction
of water function.

D18 STRAND 1 • UNITS 1–4

 • Phloem sieve tubes consist of a vertical row of elongated sieve tube
elements. They are adapted for the transport of food throughout the
plant.
5 Collenchyma
Sclerenchyma
Xylem vessels
Xylem tracheids
Phloem/xylem fibres
All of them have a supporting and strengthening function.
6 Parenchyma
Companion cells
Sieve tubes
Some epidermal cells
These allow for transport of substances into and out of the cells.
7 Sclerenchyma Collenchyma
Strong, hard and rigid cell walls, Flexible non-lignified cell walls.
which are lignified.
Cells lack protoplasts at maturity, Cells contain living protoplasts and
are more permanent and not capable are capable of cell division by mitosis.
of cell division by mitosis.
Do not have chloroplasts. May have chloroplasts for the
process of photosynthesis

8 Xylem Phloem
Conducts water and mineral salts in Conducts dissolved food in plants.
plants.
Xylem vessels, tracheids and fibres Only phloem fibres have thickened cell
have thickened cell walls. walls.

Made up of vessels, tracheids, fibres Made up of sieve tubes, companion cells,

and parenchyma. fibres and parenchyma
9 Root epidermis lacks a cuticle, has no guard cells and therefore no
stomata and has special outgrowths called root hairs. Leaf epidermis has
a cuticle, has guard cells and therefore has stomata.
10 Xylem vessels are long, tubular structures arranged end to end to form
long tubes for water conduction. They also have thickened cell walls to
withstand the cohesive and adhesive forces of water conduction in the
vessels. Xylem vessels have no living contents and are therefore hollow –
adapted for rapid transport of water and mineral salts.
11 Parenchyma Sieve tubes
Collenchyma Companion cells
Epidermis

STRAND 1 • UNITS 1–4 D19

 Activity 4 Four types of epithelium (Specific Aim 1)

Learner’s Book page 105

Squamous Columnar Ciliated Cuboidal
Location Lines mouth, Lines Lines nasal Lines glands.
oesophagus, intestines. cavities, tracheae
capillaries and and bronchi.
alveoli of lungs.

Structure Single layer of Tall, column- Tall, column-like Cuboidal shape.

flat cells. like cells. cells with cilia.
Function(s) Protects under­ Absorption of Cilia and mucus Secretory
lying tissues. nutrients. from goblet cells function.
Differentially Goblet cells trap dust and
permeable secrete other particles
allowing certain mucus. entering the air
substances to passages.
pass
through.

RPA Activity 5 Altitude and red blood corposcles (Specific Aim 2)

Learner’s Book page 109
1 People at low altitude have fewer red blood corpuscles than those at high
altitude/People at high altitude have more red blood corpuscles than
those at low altitude.
2 a The dependent variable is the number of red blood corpuscles.
b The independent variable is the height above sea level/altitude.
3 a The greater the altitude, the greater is the number of red blood
corpuscles in a person’s blood.
b Air is thin at high altitudes, so a person needs more red blood
corpuscles to carry as much oxygen as possible.
c Lamontville Golden Arrows live and train at low altitude (sea level),
hence have fewer red blood corpuscles. When in Gauteng (high
altitude), less oxygen is available, and so not enough oxygen goes to
the body cells for cellular respiration. Less energy is available and the
Arrows players become very tired.
d The Arrows team need to train and live for a few weeks at high
altitude so that more red blood corpuscles can develop before they
play in Gauteng.
e Table shows the number of red blood corpuscles (in millions per
1 mm3 of blood) at different altitudes.
Altitude (m) Number of red blood corpuscles
(millions/mm3 of blood)
0 5,0
1 000 5,5
2 000 6,1 – 6,2
3 000 6,8 – 6,9
4 000 8,0

f No. The scientist probably took blood from a sample of individuals

and calculated the average result.

D20 STRAND 1 • UNITS 1–4

 Activity 6 Investigation into the discovery of penicillin
(Specific Aims 1 and 3)

Learner’s Book page 114

Answers will vary but learners should show evidence of research from as
many different sources as are available to them.

PPA Activity 7 Investigating biotechnology (Specific Aims 1, 2 and 3)

Learner’s Book page 116

Give learners the following newspaper articles that they can use for research,
but encourage them to find other sources as well if possible.

Tailor-made treatments
Scientists send skin cells back to embryo stage, term and interim step to learning how to
writes Maggie Fox manufacture these cells.
Currently, embryonic stem cells are
US researchers said yesterday that they have either taken from embryos left over from
created a new human embryo stem cell by fertility clinics, or generated using cloning
fusing an embryonic stem cell to an ordinary technology called nuclear transfer. This
skin cell. requires taking the nucleus out of an egg cell
They hope their method could someday and replacing it with the nucleus of an adult
provide a way to create tailor-made medical cell, called a somatic cell, from the person to
treatments without having to start from be treated.
scratch using cloning technology. Done right, this reprograms the egg,
This would mean generating the which starts dividing as if it had been
valuable cells without using a human egg, fertilised by a sperm.
and without creating a human embryo, “On the basis of previous experiments
which some people, including US President with mouse embryonic stem cells we
George Bush, find objectionable. reasoned that human embryonic stem cells
But the team, led by stem cell expert Dr might provide an alternative source of
Douglas Melton, Kevin Eggan and others at material for the reprogramming of human
Harvard Medical School, stress in a report somatic nuclei,” the Harvard team wrote.
to be published in next Friday’s issue of the They fused embryonic stem cells to
journal Science, that their method is not yet human adult skin cells, and managed to
perfect. reprogram them to an embryonic state.
Stem cells are the body’s master cells, The new cells acted like stem cells,
used to regenerate tissues, organs and blood. forming tumours called teratomas when
Those taken from days-old embyros are injected into mice. The cells also appeared
considered the most versatile. They can to be very long-lived, another test of a true
produce any kind of tissue in the body. embryonic stem cell.
Doctors hope to someday use embryonic And when cultured in lab dishes, the
stem cells as a source of perfectly matched cells differentiated, or matured, into the
transplants to treat diseases. three major basic types of cells.
But because some people object to the “In conclusion, these findings show
destruction of or experimentation on a that human embryonic stem cells have
human embryo, US law restricts the use of the capacity to reprogram adult somatic
federal funds for this type of research. cell chromosoms after cell fusion,” the
It is a hot debate in Congress and several researchers wrote.
bills have been offered for consideration But there is a “substantial technical
when the Senate comes back next month. barrier”, they warned. The newly fused cells
Their conclusion would either relax the contain chromosomes from the original
federal restrictions or tighten them. embryonic stem cell. Therefore, it would
Melton has complained about the not be a perfect genetic match to the patient.
restraints and used private funding to Researchers hope that if they can get around
pursue stem cell work. He and other experts this problem, they will have found a way to
say they only want to understand how to generate the valuable cells.
reprogram an ordinary cell and hope the Source: Reuters, reprinted in Daily News,
use of human embryos would be a short- August 23 2005

STRAND 1 • UNITS 1–4 D21

 First stem cell banks for SA
South Africa’s first state-of-the-art of matching the cellular makeup of
human stem cell bank opens in Cape siblings, providing potential relief in
Town early next month. these cases.
Now parents of new-borns will be Unlike embryo stem cell research
able to take out health insurance of a there was no controversy because it had
different sort by storing umbilical stem no detrimental effect on the mother or
cells at the bank which is not only the the baby.
first in the country, but the first and only Stem cells were the primary cells
on the continent. in the body and had the potential to
The stem cells of new-born children, develop into many different types
which are contained in the blood of the of tissues and could be induced in a
umbilical cord, will be frozen and can laboratory environment to become
be used later in the treatment of more cells with special functions, such as
than 45 diseases, should any of these contracting cells of the heart muscle or
be contracted by the child, including a insulin-producing cells of the pancreas.
whole range of cancers, genetic diseases, Barry said, “There is a short window
immune system deficiencies and blood period once the baby is born when a
disorders. small sample of blood is extracted from
The bank, owned by Lazaron the cord before the blood starts to clot.
Biotechnologies, includes a laboratory, After extraction, the storage procedure
a storage facility and offices. It will takes four to five hours.”
be situated at the Tygerberg Hospital The stem cell bank was aiming at
complex. receiving 10 samples a day or 3 600 a
Dr Daniel Barry, a well-known year. Extraction fees would cost about
researcher and Stellenbosch University R6 500 and storage fees R110 a year.
lecturer, who heads the bank, said two Until now it cost South African
pregnant women had already agreed parents between R12 000 to R25 000 for
to the procedure, which involved collection of cord blood, and storage
taking a sample of cord blood within a in various banks abroad, plus annual
15-minute window period after the child storage fees of between R600 and
was born. R1 000 a year.
One of them is Norma Saayman They are in the final stages of
who works for the university. equipping and furbishing the facility
She said when she first heard about and it should be fully operational next
it she immediately thought about month.
cloning and other horror stories. Saayman said that this was a unique
But when she found out more about opportunity for expectant parents to
the bank she realised it would be “a “insure” their children’s future health.
good investment” for the future of her
first child. “This is the best thing I could Source: Melanie Peters, Daily News, August 23
do for my child.” 2005
Barry said cord blood collected from
a new-born had a one in four chance

D22 STRAND 1 • UNITS 1–4

PPA Activity 8 The dicotyledonous leaf (Specific Aim 1 and 2)

Learner’s Book page 116

nucleus vacuole cytoplasm chloroplast

upper cuticle
epidermis
palisade
layer

mesophyll xylem vessel

vein
layer phloem tube
spongy
layer
air space

lower guard cell

epidermis
stoma

4 Learners will find the fnction of each tissue in the Learner’s Book.

Self assessment questions

1 Learners should mention xylem and phloem and explain the function
of each.
2 Meristematic tissues are tissues made up of cells that are actively dividing.
3 Learners should mention epithelia, connective, muscle and nerve tissue.
Blood tissue is a liquid connective tissue.
4 An antibody is a chemical substance that the body produces when it is
invaded by a pathogen. An antigen is a chemical substance that is found
on the surface of pathogens, which is specific to a particular pathogen.
5 A pathogen is an organism or substance that causes harm when it invades
the body.
6 Learners should show that they understand the concept of antibodies,
antigens and memory cells and that the invading pathogen is destroyed
before it can do any damage because the memory cells recognise it.
7 Learners should find the Expanded Programme of Immunisation for
South Africa – EPI-SA.

Age Antigen Route of administration

Birth OPV and BCG Orally and intradermal
6 weeks OPV, DPT-Hib and Hep B Orally and intramuscular
(IMI) x 2 thigh
10 weeks OPV, DPT-Hib and Hep B Orally and IMI x 2 thigh
14 weeks OPV, DPT-Hib and Hep B Orally and IMI x 2 thigh
9 months Measles IMI thigh
18 months OPV, measles and DPT Orally and IMI deltoid
5 years OPV, DT Orally and IMI deltoid
Key: OPV – oral polio vaccine; BCG - Bacille Calmette-Guérin (against
tuberculosis); DPT – diphtheria, pertussis (whooping cough), tetanus;
Hib – Haemophilus influenzae – Type B; Hep B – hepatitis B;
IMI – intramuscular injection

Other vaccines may be added in the private sector, such as chicken pox
(varicella).

STRAND 1 • UNITS 1–4 D23

 8 Learners should mention that the leaf is flattened, the cuticle and
epidermis are transparent, the xylem allows water to move through the
tissues for photosynthesis, the pallisade cells are arranged at right angles
to the epidermis for maximum exposure to light, the mesophyll tissue
is situated between two transparent epidermal layers for maximum
exposure to light, the leaf contains air spaces to allow rapid diffusion
of carbon dioxide to the mesophyll cells, stomata control the intake of
carbon dioxide, the loss of water and the release of oxygen, the phloem
transports the products of photosynthesis away from the leaf, the spongy
mesophyll cells are thin-walled for rapid diffusion of carbon dioxide and
water, and the vacuoles store the products of photosynthesis.

Extension activities
These activities may be done at the discretion of the teacher and if
time allows.

Activity Studying human chromosomes (Specific Aim 1)

Study the figure shown on this page, which shows chromosomes taken from
a body cell of a human male. Answer the questions that follow.

1 Count and write down the number of chromosomes found in a

human cell.
2 Describe the appearance of each pair of chromosomes.
3 Name the two strands that make up the chromosome.
4 What chemical substance is the main constituent of chromatids?
5 State why the two chromatids are identical to each other.
6 Define a gene.
7 Name any three characteristics that are controlled by genes.
8 What do the abbreviations RNA and DNA stand for? State the function
of each substance.
9 Why do you think the chromosomes in the figure appear in pairs?

D24 STRAND 1 • UNITS 1–4

Memo
1 46 chromosomes
2 Each of the pairs has a similar structure. The last pair (23rd) is different:
one is larger than the other.
3 Chromatids
4 DNA: deoxyribonucleic acid.
5 DNA is capable of duplicating itself.
6 A gene is a block of DNA that controls one characteristic of the
organism.
7 Eye colour
Height (how tall)
Shape of nose
Accept any other characteristic.
8 RNA: ribonucleic acid.
Plays an important role in the synthesis of proteins in a cell.
DNA: deoxyribonucleic acid.
Carries and transmits genetic characteristics from one cell to another and
from one organism to another.
9 One of each pair came from the mother (egg cell) and one from the
father (sperm cell).

Activity Looking at X-rays (Specific Aim 1)

Bring X-ray photographs of bones to school. Some of your friends and family
are likely to have had their chests X-rayed if they had been ill, or have had
parts of their limbs X-rayed if they had broken a bone. Try to identify the
bone from the X-ray. Bone is made up of living tissue, since they are able to
repair themselves.

Activity More about the blood (Specific Aim 1)

The function of the erythrocytes is to carry O2 around the body. They can do
this because they are packed with an iron-containing pigment called
haemoglobin. Haemoglobin joins with O2 to form an unstable compound
called oxyhaemoglobin.

haemoglobin + oxygen ↔ oxyhaemoglobin

1 The reversible reaction sign (↔) shows that oxyhaemoglobin splits easily.
What is formed when oxyhaemoglobin splits?
2 Erythrocytes have no nuclei. They lose their nuclei before they go
into the bloodstream. Without a nucleus, erythrocytes have a larger
surface area and contain as much haemoglobin as possible. In terms of
exchanging and carrying oxygen, explain the advantages of having:
a a large surface area
b as much haemoglobin in the cell as possible.
3 Iron in our diet is essential for the synthesis of haemoglobin. If there is a
shortage of iron in our diet, we become anaemic. Anaemic people have
fewer red blood cells and less haemoglobin in each red blood cell. Explain
why people who are anaemic:
a look pale
b often feel tired and cold.

STRAND 1 • UNITS 1–4 D25

 4 Study this graph and answer the questions that follow.

Millions of red blood cells

in 1 mm3 of blood
Height above sea level (metres)

a What is the relationship between the number of red blood corpuscles

and the height above sea level?
b Suggest a reason for this relationship.
c The Natal Sharks rugby team often get very tired in the last quarter
of their matches when they play Gauteng Lions in Gauteng. Explain
why in terms of the information from the graph above.
d Explain how the Natal Sharks team can overcome this problem.
5 Read this passage and then answer the questions that follow.

When fuels, such as petrol and natural gas, burn completely, they
produce CO2 and water. If there isn’t enough oxygen to burn them
completely, some carbon monoxide is produced as well. Industries and
vehicles are the chief producers of carbon monoxide. Carbon monoxide
is a poisonous gas – it cannot be seen or smelt. The symptoms of
carbon monoxide poisoning are headaches and confusion, followed
by difficulty in breathing, then by a coma and finally death. How does
carbon monoxide poison you? The haemoglobin in your red blood
corpuscles absorbs carbon monoxide more easily than it absorbs O2.
Carbon monoxide combines with haemoglobin to form cherry red
carboxyhaemoglobin. This reaction is irreversible. So, this haemoglobin
can no longer carry oxygen. The brain is the first organ to suffer from a
lack of oxygen.

a Write a word equation for the reaction between haemoglobin and

carbon monoxide.
b Explain how this reaction is different from the reaction between
haemoglobin and oxygen.
c Explain the symptoms of carbon monoxide poisoning.

Memo
1 Haemoglobin + O2
2 a More O2 can be carried by the erythrocyte.
b More haemoglobin can combine with O2 to form oxyhaemoglobin.
3 a Blood of an anaemic person has fewer red blood corpuscles and
therefore less haemoglobin. The blood is therefore less red and
anaemic people therefore appear pale.

D26 STRAND 1 • UNITS 1–4

 b Less O2 is carried to body cells by red blood corpuscles. Cells cannot
undergo maximum aerobic respiration, hence less energy is available
for physical activities and less energy is available to generate heat to
keep body warm.
4 a The greater the altitude, the greater is the number of red corpuscles.
b Air is rarified (has less O2) at high altitudes, so a person needs more
red blood corpuscles to carry as much O2 as possible.
c The Sharks live and train at low altitude (sea level), hence have fewer
red blood corpuscles. When they go to Gauteng (high altitude), less
O2 is available, and so not enough O2 goes to body cells for cellular
respiration. Less energy is available, therefore, and the Sharks become
very tired.
d The Sharks need to train at high altitude before a match in Gauteng,
or arrive weeks in advance of a match in Gauteng so that more red
blood corpuscles can develop.
5 a Haemoglobin + carbon monoxide → carboxyhaemoglobin
[dull red] [irreversible] [cherry red]
b The reaction of haemoglobin and oxygen is reversible, so that
haemoglobin is available to carry more O2 after oxygen is used up,
but in the reaction between carbon monoxide and haemoglobin, it is
irreversible, so that haemoglobin is not available to carry O2 at all; no
O2 is available to cells.
c When the brain receives less O2, the person gets confused; brain
cannot function; O2 cannot attach itself to haemoglobin since carbon
monoxide out competes it. Less O2 goes to body cells; cells cannot
undergo aerobic respiration, resulting in death.

Activity Blood groups (Specific Aims 1 and 3)

1 Find out what blood group you belong to. Ask your parents or you may
need to be tested to find out.
2 From which people can you safely receive blood?
3 To which people can you donate your blood?
4 Explain why people with blood group AB are called universal recipients.
5 Explain why people with blood group O are called universal donors.
6 Research the reasons why agglutination takes place if you receive the
wrong blood group. (You will learn more about this in Grade 11).

Memo
1–3 Answers will vary.
4 People with blood group AB can receive blood from any other blood
group.
5 Anyone can receive blood group O in an emergency, so people with
blood group O are called universal donors.
6 Answers will vary, but learners should start to understand the
agglutination process.

STRAND 1 • UNITS 1–4 D27

 Worksheets

Making a model of a cell (Specific Aim 2)

Apparatus:
• 1 m × 1 m card
• waste material, such as paper, plastic, wood, tin, plasticine, polystyrene,
marbles, wood shavings
• glue
• paints
• brushes

In this project learners will build a three-dimensional plant or animal cell,

which will help them to learn more about cell organelles and to distinguish
between plant and animal cells. They need to research one or two organelles
and then use the waste materials, glue and paint to construct their three-
dimensional plant or animal cell. Use the card as a base on which to build
the cell.

The size of the model should be in proportion to the size of the actual cell.
Use this table to calculate the size of the organelle that they are going to
construct.
Organelle Real size Size for model (1 m × 1 m)
Plant cell 50 μm 1m
Animal cell 30 μm 1m
Mitochondrion 2 μm long/1 μm across
Plastid 5 μm long/3 μm across
Cell membrane 7 nm thick
ER 2 μm in diameter
Golgi apparatus 7 nm in diameter
Vacuoles 3 μm in diameter
Ribosomes 20 nm in diameter
Nucleus 7 μm
Nucleolus 3 μm in diameter
Lysosomes 0,1–0,5 μm
Note: 1 micrometre (1 μm) = 1 × 10-6 metres
1 nanometre (1 nm) = 1 × 10-9 metres

The calculation for the size of the ribosome in a plant cell is:
Size of organelle in poster (1 m × 1 m)
real size of organelle
=1m×
size of real cell
1 m × 20 × 10-9
=
50 × 10-6 m
20 × 10-3 m
=
50
= 0,4 × 10-3 m
= 0,4 mm

D28 STRAND 1 • UNITS 1–4

Making a model of areolar tissue (Specific Aim 2)

Refer to the diagram of areolar tissue on page 106 of the Learner’s Book to
make a model of it.

Apparatus
• 50 g gelatine and hot water (to make the matrix)
• elastic bands (yellow elastic fibres)
• fibrous string (white non-elastic fibres)
• broad beans (adipose tissue)
• star-shaped structure, for example aniseed (fibroblasts)
• plasticine (to shape five to ten amoeboid structures and oval mast cells)
• a cardboard plate.

Learners may use any other materials, as long as they have a key that states
what the material represents.

These are the instructions for making the model:

1 Mix 50 g of gelatine in a glass of hot water.
2 Spread about 50 broad beans on the cardboard plate.
3 Pour the liquid gelatine onto the plate.
4 Place the elastic bands so that they criss-cross one another, forming a
network on the plate.
5 Place the fibrous string in the same way.
6 Cut ten amoeboid shapes and ten oval shapes from the plasticine and
spread them on the liquid gelatine.
7 Spread the star-shaped structures on the liquid gelatine.
8 Wait about five to ten minutes for the gelatine to set (you can put the
cardboard plate in the fridge to speed up the process).
9 Draw a key to show what each structure on the cardboard plate
represents.

Learners should answer these questions about their model.

1 What material would you add a lot of if you wanted the model to
represent a tendon? Give a reason for your answer.
2 What material would you add a lot of if you wanted the model to
represent a ligament? Give a reason for your answer.

Memo
1 Fibrous string. It represents white non-elastic fibres. Tendons have a large
number of white non-elastic fibres.
2 Elastic bands. They represent yellow elastic fibres. Ligaments have a large
number of yellow-elastic fibres.

STRAND 1 • UNITS 1–4 D29

 STRAND 2
LIFE PROCESSES IN PLANTS AND
ANIMALS

Unit 1: Support and transport systems in plants

Unit 2: Support systems in animals
Unit 3: Transport systems in mammals (humans)

Learner’s Book UNIT 1 Support and transport systems in plants

pages 126–147
Duration: 12 hours TERM 2

Activities and self assessment question memos

PPA Activity 1 Examining root and stem structure (Specific Aim 2)

Learner’s Book page 131

This activity allows learners to see root and stem structure for themselves
either under the microscope or using photomicrographs.

Refer to Figure 1.3 and Figure 1.6 in the Learner’s Book to check that the
learners’ drawings are correct. Make sure that they have correctly identified
and labelled the xylem vessels.

PPA Activity 2 Aging trees (Specific Aims 1 and 2)

Learner’s Book page 133

1 b
2 a
3 a

PPA Activity 3 Demonstration of transpiration through leaves

(Specific Aim 2)

Learner’s Book page 136

1 A control allows you to state for sure that transpiration takes place
through the leaves.
2 You seal the shoots with a plastic bag to trap water vapour inside the bag.
3 If the underside of the leaf were smeared with petroleum jelly, very little,
if any, water vapour would be transpired because most stomata are on
the underside of the leaf.
4 The liquid is water – you can test this because water turns blue cobalt
paper pink.

D30 STRAND 2 • UNITS 1–3

PPA Activity 4 Investigating the effect of environmental factors on the rate
of transpiration (Specific Aim 2)

Learner’s Book page 138

1 Any four of:
• Cut the leafy twig obliquely to prevent damage to the tissues.
• When leafy twig is cut, insert it immediately into water to prevent air
from entering the xylem vessels.
• Make sure the apparatus is airtight (seal with petroleum jelly).
• Let the twig acclimatise to the various conditions before taking
readings.
• Handle the potometer with care; it breaks easily.
2 Under windy conditions, the bubble took less time to move from one
point to another than it did under any other conditions. This indicates
that transpiration is fastest under windy conditions.
3 Under humid conditions the bubble took a longer time to move from
point to point than it did under any other set of conditions. This shows
that transpiration is slowest under humid conditions.

RPA Activity 5 Rates of transpiration (Specific Aim 2)

Learner’s Book page 140
1 Transpiration is the loss of water in the form of water vapour from the
intercellular spaces of aerial parts of the plant through the stomata.
2 a potometer
3 plant B
4 Thick cuticle with cutin is almost impermeable to water and therefore
reduces transpiration; three layered upper epidermis is present; sunken
stomata reduce rate of transpiration; hairs/trichomes trap water vapour,
which is not easily removed by a breeze.
5 14:00

RPA Activity 6 Water movement in plants (Specific Aim 2)

Learner’s Book page 141
1 To measure the rate of transpiration under different environmental
conditions
2 Any two of: wind speed, temperature, humidity
3 Any one of: fittings must be airtight; leafy twig must be cut under water;
leave entire apparatus 20 minutes for plant to become adjusted to the
factor being investigated; take a number of readings and calculate the
average; use a freshly picked leafy twig; allow only one air bubble to enter
the capillary tube.
4 The water vapour concentration of trapped air will increase. High
humidity decreases the rate of transpiration and rate at which bubble
moves will decrease.
5 Some water is used by the plant for its own physiological processes, for
example in photosynthesis and hydrolysis.

STRAND 2 • UNITS 1–3 D31

 PPA Activity 7 An investigation into transpiration (Specific Aim 2)
(Formal assessment task)

Learner’s Book page 142

1
160

140

120

100
Mass of test tube A (g)
80

60

40

20

0
0 10 20 30 40 50 60
Time (min)

2 Transpiration
3 To act as a control.
4 150 g – 89 g = 61 g
5 Evaporation through cotton wool.

PPA Activity 8 Demonstrating water uptake by roots and through the

xylem of the plant (Specific Aim 2)

Learner’s Book page 144

1 The xylem tissues were dyed red. The learners’ drawings should show
the following:
• Root: a plan drawing of a T/S of the root should show that the
central part and the radiating arms are coloured red.
• Stem: the inner part of each vascular bundle is coloured red.
• Leaf: the upper part of the vascular bundle should be coloured red.
2 a Washing before placing it in eosin removes soil so that the absorption
of the dye is not blocked.
b So that you do not contaminate the other tissues with eosin dye
during the cutting process.
3 Take a plant such as balsam, which is translucent, so that you can see
how fast the dye is absorbed and transported into the xylem from the
roots and the leaves, using a stopwatch to time the process.

Self assessment questions

1 • Root hairs absorb water and mineral salts from the soil.
• Parenchyma cells allow osmosis and diffusion of water from the root
hairs to the central xylem tissue. They also store starch.
• The pericycle forms lateral/side roots.
• The endodermis regulates the amount of water passing into the
xylem tissue and it prevents toxins from passing into the xylem.
• The xylem transports water and mineral salts from the roots to the
stems and leaves. Xylem tissue also strengthens and supports the
plant because it has thick cell walls.

D32 STRAND 2 • UNITS 1–3

 • The phloem transports manufactured food from the leaves to
the roots.
• The vascular cambium forms secondary xylem and secondary
phloem to increase the girth of the dicotyledonous root.
2 • The cuticle found on the epidermis is transparent, allowing light to
pass through so that photosynthesis can take place in chlorenchyma
cells below the epidermis. The cuticle also reduces water loss by
transpiration.
• The stomata found on the epidermis allow for gaseous exchange.
• Sclerenchyma and collenchyma cells strengthen the stem and help to
keep it upright.
• Parenchyma cells store food and the intercellular spaces allow for
gaseous exchange and for transport of water.
• The sclerenchyma cap gives the stem support and strength and helps
to keep it upright.
• Xylem transports water and mineral salts from the roots to the leaves.
Xylem also supports and strengthens the stem.
• Phloem transports manufactured food from the leaf to the roots.
3 Secondary growth is the growth that causes the increase in diameter of
dicotyledonous roots and stems. Every year a new ring of secondary
xylem is formed and is called wood. This forms concentric rings called
annual rings. Each annual ring is made up of a wider, lighter coloured
portion called spring wood and a narrower, darker coloured portion
called autumn wood. Counting these rings allows us to age trees.
4 Transpiration is the loss of water in the form of water vapour through
evaporation. It takes place through the stomata of leaves. Transpiration is
affected by wind (increases the rate), humidity (high humidity decreases
the rate) and temperature (high temperature increases the rate).
5 Learners should mention that in wilting, water is lost through the open
stomata during the day. On a very hot day, enough water may be lost to
cause loss of turgor and so the plant wilts.
Guttation is the presence of drops of xylem sap on the tips or edges of
leaves of plants such as grasses, and is caused by root pressure at night
when the stomata are closed.
6 Learners should mention capillarity, root pressure and transpiration pull.
They should show that they understand that transpiration pull is the
most likely way in which water and minerals move through plants.
7 Translocation

STRAND 2 • UNITS 1–3 D33

 Learner’s Book UNIT 2 Support systems in animals
pages 148–171
Duration: 12 hours TERM 3

Activity 1 Structural support (Specific Aim 1)

Learner’s Book page 150

1 a Vertebrates have a backbone or vertebral column. Invertebrates do
not have a backbone.
b An endoskeleton is a skeleton found inside the body. An exoskeleton
is a skeleton found on the outside of the body, for example the shell
of a crab.
c Bone is made up of living tissue, strengthened with calcium
phosphate. Chitin is a non-living substance, which is hardened with
calcium carbonate.
2 Coelenterates (for example jellyfish), platyhelminthes (for example
tapeworm), molluscs (for example snails and slugs), echinoderms (for
example starfish), annelids (for example earthworms).

PPA Activity 2 Identifying bones in the skeleton (Specific Aim 2)

Learner’s Book page 152

This self-discovery activity should be done in pairs. Learners identify the
bones on the diagrams (or model of a skeleton) in their own bodies.

RPA Activity 3 The skull (Specific Aim 2)

Learner’s Book page 152

1 The skull cannot be rigid during the birth process. The membranous
fontanels enable the skull of newborns to be compressed slightly, helping
the head to squeeze out through the birth canal.
2 The cranium protects the brain.
3 The facial bones protect and support the sense organs (eyes, ears, tongue,
nose). They also form the jaw bones.
4 The lower jaw is movable.
5 32
6 Incisors: 2 Canines: 1 Premolars: 2 Molars: 3

RPA Activity 4 Pectoral girdle (Specific Aim 2)

Learner’s Book page 154

This is a self-discovery activity, where learners match the diagram or model
with their own bodies.
2 The scapula is more or less triangular in shape.
5 You have 14 phalanges in one hand (two in the thumb and three in each
of the fingers). The advantage of the phalanges of the hand being very
long, thin and lightweight is that it can be extremely flexible to be able to
grasp and hold on to objects.

D34 STRAND 2 • UNITS 1–3

RPA Activity 5 Pelvic girdle (Specific Aim 2)

Learner’s Book page 155

This is another self-discovery activity. Learners are required to match the
diagram or model with their own bodies.
6 The knee is a hinge joint because, just like a hinged door, it permits
movement in one direction or on one plane only.
7 The patella is roughly round in shape. It protects the knee joint.
11 There are 14 phalanges in the one foot.
12 The phalanges of the toes are short and sturdy so that they are able to
support the weight of the body.
13 Pectoral girdle Pelvic girdle
Made up of the scapula and clavicle, Made up of two hip bones, and
and connected to the upper limb: connected to the lower limb: femur,
humerus, ulna, radius, carpals, tibia, fibula, tarsals, metatarsals and
metacarpals and phalanges. phalanges.
The pectoral girdle is flexible. The pelvic girdle is sturdy, to be able
to support the body’s weight.
The two shoulder blades are Two hip bones are fused and rigid.
separated and flexible.
The humerus fits into the glenoid The femur fits into a deep socket
cavity of the shoulder blade. called the acetabulum of the hip
bone.
Phalanges are long and thin. Phalanges are short and sturdy.

Any three of the above.

Activity 6 Review (Specific Aim 1)

Learner’s Book page 158

1 Cartilage is smooth, somewhat flexible, and can be slightly compressed.
a The slightly flexible cartilage gives shape to the tip of the nose.
b Cartilage forms the intervertebral discs which can be slightly
compressed and thus absorbs shock and protects the vertebrae from
damage.
c Because cartilage is smooth, it allows bones to connect, join or link
with each other.
d Cartilage rings keep the trachea open and give flexibility to the
trachea.
2 Bones are made up of living cells called osteocytes. Osteocytes need
nutrients and oxygen, and need to have metabolic waste removed from
them. Blood transports nutrients and oxygen to the osteocytes, and also
carries waste away from these cells.
3 Red bone marrow is the site where white blood cells, red blood
corpuscles and blood platelets are made.
4 a In growing children, vitamin D is important for the absorption of
calcium from food. It is the calcium that makes bones hard and
strong. Therefore, a lack of vitamin D leads to poor absorption of
calcium and, in turn, weak bones.
b Radiant energy from sunlight is used to make vitamin D in the skin
of human beings. Vitamin D allows for calcium to be absorbed from
our food, which strengthens our bones.

STRAND 2 • UNITS 1–3 D35

 5 a Calcium phosphate is responsible for the ‘‘hardness’’ of bones.
As calcium phosphate is lost due to osteoporosis, the bone tissue
becomes hollow and brittle and therefore breaks more easily.
b In osteoporosis, the vertebrae of the spine also lose calcium
phosphate. Therefore, the vertebrae become compressed and the
person becomes shorter.
c In osteoporosis, the bone loses density. The density of bone becomes
less than that of water and therefore the person would float more
easily in water.
d The loss of calcium in the vertebrae also causes weakness. This
causes the spine to gradually begin to curve, and the person becomes
hunched.

PPA Activity 7 Investigating the structure and function of bones, cartilage,

tendons, ligaments and joints (Specific Aim 2)

Learner’s Book page 160

A
3

head

nutrient canal into and

shaft from marrow (for blood
vessels and nerves)
contains yellow marrow
compact bone tissue

spongy bone tissue

head

Learners will see the gross features of long bone in cross section.
5 The bones are hard and inflexible, so they cannot be bent.

B
1 Learners will identify the features of the bones they have brought from
the butcher.

C
1 Ligament Tendon
Structural Has a large number of Has a large number of white
yellow elastic fibres. non-elastic fibres.
Functional Joins bone to bone at joints. Attaches muscle to bone.

2 Ligaments need to be elastic so that they can stretch a little to allow

bones to move at joints. Tendons cannot stretch because they have to
be able to transmit the contraction and relaxation of the muscles to the
bones so that movement can take place.

D36 STRAND 2 • UNITS 1–3

 3 Tendons would not be able to transmit the contraction and relaxation of
the muscles to the bones, and so no movement would take place.
4 When a dislocation occurs, ligaments are also damaged, stretched or
torn. Therefore, it becomes easier for bones to move out of position.
5 You would be unable to move your foot because the Achilles tendon
attaches the muscles of the leg to the heel of the foot.

PPA Activity 8 The role of joints in locomotion (Specific Aims 1 and 2) (Formal Assessment Task)

Learner’s Book page 163

1 The synovial membrane secretes synovial fluid, which lubricates the joint
and reduces friction between bones in joints.
2 Two other hinge joints are the knee joint and the joints in the ankle.
3 The hip joint is also a ball and socket joint.

RPA Activity 9 Skeletal muscle (Specific Aims 1 and 2)

Learner’s Book page 164

1–2 Learners draw the example of striated muscle.
3 Yes, because the muscle fibres have alternating dark and light bands,
which gives voluntary/skeletal/striped muscle its characteristic
striped appearance.
4 Yes. Nerve fibres are found attached to the sarcolemma. This nerve fibre
transmits messages from the cerebrum of the brain that stimulates the
contraction and relaxation of the fibres, which in turn, causes movement.

PPA Activity 10 Biceps and triceps (Specific Aim 2) (Formal Assessment Task)

Learner’s Book page 165

At the end of this activity, learners should be able to understand that muscles
work in pairs, in an antagonistic fashion, to bring about movement.

Learners should be able to apply the knowledge acquired in this activity to

explain how their lower leg moves.

When you flex your lower leg (bringing it towards you) the muscle behind
the thigh contracts and the muscle on the front of the thigh relaxes. The
opposite happens when you extend your lower leg away from you.

Activity Self assessment questions

1 A hydrostatic skeleton provides effective support to the body but at the

same time ensures a considerable degree of flexibility of the body for
movement.
The disadvantages of the hydrostatic skeleton:
• Organisms with hydrostatic skeletons cannot grow to be very large.
• They need to be aquatic organisms or live in a moist environment.
• A hydrostatic skeleton does not provide protection to the vulnerable
and soft parts of the body.
• Organisms with a hydrostatic skeleton cannot move very fast.
2 The appendicular skeleton is divided into two sections: the pectoral
(shoulder) girdle and the pelvic (hip) girdle. The upper (anterior) limbs
are attached to the pectoral girdle and the lower (posterior) limbs are
attached to the pelvic girdle.

STRAND 2 • UNITS 1–3 D37

 • The pectoral girdle:
• clavicle (collar bone) and scapula (shoulder blade)
• arm bones: humerus, radius and ulna
• hand bones: carpals, metacarpals and phalanges (fingers).
• The pelvic girdle:
• fused bones at the hip:
• leg bones: femur (thigh bone), patella (knee cap), tibia and fibula.
• foot bones: tarsals, metatarsals and phalanges (toes).
3 The axial skeleton consists of:
• the skull: cranial bones and facial bones
• the rib cage: sternum (breastbone) and ribs (12 pairs)
• the vertebral column: vertebrae (26) and intervertebral discs.
4 The human skeleton provides support, protection, movement, blood cell
formation and mineral storage.
• Support. The skeleton supports and anchors the muscles in the body.
The vertebral column and leg bones are especially important
for support.
• Protection. It protects some of the soft tissues and organs inside the
body. The bones of the skull, the vertebral column and rib cage all
protect soft tissues and organs inside them.
• Movement. The bones give the muscles something to pull on, and so
the skeleton helps the body to move.
• Blood cell formation. Some bones contain regions where red blood
corpuscles and white blood cells are produced. The ribs, skull,
sternum and pelvis contain specific regions for producing blood
components.
• Mineral storage. Bones are a reservoir for calcium and phosphorus,
the deposits and withdrawals of which help maintain ion
concentration in body fluids, especially blood.
5 Learners should mention the head and the shaft of long bones, the
spongy bone tissue.

head

nutrient canal into and

shaft from marrow (for blood
vessels and nerves)
contains yellow marrow
compact bone tissue
Thigh
bone spongy bone tissue
(femur) head

6 Cartilage allows bones to move easily over one another because it is

smooth. Cartilage is found at the end of bones.
7 A ligament is connective tissue that joins bone to bone. A tendon is
connective tissue that attaches muscle to bone.
8 You will find ball and socket joints at the hip and at the shoulder.

D38 STRAND 2 • UNITS 1–3

 9 Learners should mention that antagonistic muscles work together to
bring about movement, for example, when the triceps contracts, the
biceps relaxes and when the biceps contracts, the triceps relaxes. This
allows extension and flexion of the forearm – as an example.
10 Learners should mention that actin and myosin form filaments and that
the myosin filaments lie between actin filaments. These filaments slide
between each other in response to impulses sent by the brain, which
results in contraction of the muscle.
11 Children develop rickets because their bodies cannot metabolise vitamin
D or because they do not take in enough vitamin D in their diet or
because they are not exposed to enough sunshine.

Learner’s Book UNIT 3 Transport systems in mammals (human)

pages 172–194
Duration: 12 hours TERM 3

PPA Activity 1 Dissection of the heart (Specific Aim 2)

Learner’s Book page 172

The purpose of this activity is to get learners to develop manipulative skills
and at the same time to investigate the structure of a mammalian heart.
Make arrangements with your local butcher to provide sheep or pig hearts,
preferably with all the blood vessels intact. Also orientate the heart for the
learners: looking at the front view, the left side of the sheep/pig’s heart is on
the right and vice-versa.
3 The sheep’s heart is very similar to the human heart.
4 Cardiac muscle makes up the heart.
5 Coronary arteries are the blood vessels that branch out over the heart.
They branch from the aorta and deliver oxygenated blood and food to the
cells of the heart itself.
6 The atria need thin walls because they have to produce only enough force
to push blood into the ventricle just below them. The left ventricle has
extra thick muscular walls compared to the right ventricle. The reason for
this is that the left ventricle has to be able to produce a much bigger force
to push blood all around the body. The right ventricle has to push blood
to the lungs only, which are close to the heart.
7–8 Arterial walls are thicker and more muscular than venous walls.
10 The semi-lunar valves in the aorta and pulmonary arteries close when the
ventricles relax, so that blood does not flow back into the ventricles.
12 The right ventricle is smaller than the left ventricle. The left ventricle has
extra thick muscular walls, as discussed above.
13 septum
14 Each sketch should be clearly labelled and have a caption below the
drawing. The semi-lunar valves are half moon-shaped. The bicuspid
valve has two flap-like cusps. The cusps are held in position by tiny white
tendinous chords, called the chordae tendinae.

STRAND 2 • UNITS 1–3 D39

 Activity 2 Heartbeat (Specific Aim 1)

Learner’s Book page 180

Atrial Ventricular General
systole systole diastole
Atrium: contracted or relaxed contracted relaxed relaxed
Valve between atrium and open closed open
ventricle: open or closed
Ventricle: contracted or relaxed relaxed contracted relaxed
Semi-lunar valves: open or closed closed open closed

RPA Activity 3 Investigating the heartbeat (Specific Aim 2)

Learner’s Book page 181
1 The number of times that the heart beats per minute.
2 a 70
b 100
3 aerobic exercise, e.g. skipping, running, cycling, swimming
4 18 – 6 = 12 minutes
5 Place the middle finger of your one hand on the thumb-side of your
other hand’s wrist and locate the pulse. Count the number of pulse beats
in 30 seconds and multiply by two to get the number of heartbeats per
minute.
6 a stethoscope
b lubb, dup
c blood leaving and entering the heart

PPA Activity 4 Blood vessels (Specific Aims 1 and 2)

Learner’s Book page 182

This activity can be used as a formal assessment task.
1 Learners draw labelled diagrams – see diagrams on page 183 in the
Learner’s Book for reference.
2 Structural differences between an artery and a vein
Artery Vein
Relatively narrow lumen. Relatively large lumen.
Walls are thick and strong. Walls are thin.
Walls contain many muscles and Walls contain far fewer muscles
large amounts of elastic fibres. and elastic fibres than arteries.
Arteries rely on the high pressure Veins contain semi-lunar valves
to keep blood flowing in the to keep blood flowing in the
right direction – no semi-lunar right direction.
valves present (except in the
aorta and pulmonary arteries).

3 a Arteries carry blood away from the heart.

b Veins carry blood to the heart.
4 The walls of capillaries are extremely thin, made up of a single layer of
cells, so that they can take blood as close as possible to all cells, allowing
rapid transfer (diffusion) of substances between cells and blood. Also, as
red blood corpuscles carrying oxygen squeeze through a capillary, they
are brought to within as little as 1 micrometer of the cells outside the
capillary that needs the oxygen.

D40 STRAND 2 • UNITS 1–3

 5 Blood leaving the heart is at a very high pressure. To withstand such
high pressures, artery walls must be extremely strong. This is achieved
by the thickness and composition of the artery wall. The presence of
elastic fibres allows the wall to stretch as pulses of blood surge through at
high pressure.
6 By the time blood enters a vein, its pressure has dropped significantly.
This very low pressure means that there is no need for veins to have thick
walls. They have the same three layers as arteries, but the middle layer is
much thinner, and has far fewer elastic fibres and muscle fibres.
7 Because of the low pressure in veins, they have semi-lunar valves in them
to stop the blood flowing backwards.
8 Valves are not needed in the arteries, because the force of the heartbeat
keeps blood moving forwards through them.
9 The pulmonary artery transports deoxygenated blood.
10 The pulmonary vein transports oxygenated blood.
11 The presence of oxygen attached to haemoglobin (in the form of
oxyhaemoglobin) of the red blood corpuscles gives arterial blood its
bright red colour. In veins, red blood corpuscles have very little oxygen
attached to haemoglobin, hence it is dull red.

RPA Activity 5 Investigating the heart (Specific Aim 2)

Learner’s Book page 183
1 The pressure is highest in the arteries.
2 This is because the blood in arteries is forced out of the heart by the
contraction of the ventricles. There is no force pumping blood in the
veins.
3 The arterioles show the greatest drop in pressure.
4 This is because arterioles are very narrow and this slows down the blood
flow so that by the time the blood reaches the capillaries, the red blood
corpuscles are moving in single file under very little pressure.
5 The lowest pressure is in the veins.
6 Semi-lunar valves.

PPA Activity 6 Pulse rates (Specific Aim 2)

Learner’s Book page 185

Use the following checklist to assess the table that the learners design:
Checklist for the construction of a table Mark
Caption 1
Informative column headings 1
Informative row headings 1
First column: independent variable 1
Inclusion of units in headings 1
No units in body of table 1
Neatness 1
Full set of results recorded in table 1
Total 8

STRAND 2 • UNITS 1–3 D41

 Pulse rate Learner 1 (rate per Learner 2 (rate per
minute) minute)
At rest
After exercise
1
2
3
4
5
6
7
8
9
10
From the results in the table, the learner should draw a double line graph,
clearly indicating which line represents learner 1 and which line represents
learner 2.

Use the following checklist to assess the double line graph.

Assessment for two line graphs on the same system of axes
Line graph Mark allocation
Correct type of graph 1
Title of graph 1
Correct label for x-axis 1
including correct units
Correct label for y-axis 1
including correct units
Appropriate scale for 1
x-axis
Appropriate scale for 1
y-axis
Plotting of points for 2: plotted half 1: plotted less 0: no points
graph 1 or more of the than half of the plotted
points correctly points correctly
Plotting of points for 2: plotted half 1: plotted less 0: no points
graph 2 or more of the than half of the plotted
points correctly points correctly
Label for graph 1 1
Label for graph 2 1
All plotted points joined 1
Two sets of axes used: Mark first graph only.
Wrong type of graph drawn: Marks lost for “correct type of graph” as well as for plotting
of points.
Total: ____ out of 13 marks

Expected answers for questions based on table and graph:

1 You should find that your pulse rate increases considerably with exercise.
How much it increases, and how quickly it returns to the normal resting
rate, depends on your level of fitness. The average resting pulse rate is
about 70. If you are fit it can be considerably lower.

D42 STRAND 2 • UNITS 1–3

 2 A faster pulse rate indicates a faster heart rate. During exercise, your
body, especially your skeletal muscles, burns up more glucose. A faster
heart rate meets the demands of an increased respiration rate; the blood
delivers glucose and oxygen to the respiring cells faster and removes CO2
from the respiring cells faster.
3 The learner who is the fitter of the two will be the one whose pulse rate
returns to the resting pulse rate the quickest.

RPA Activity 7 Investigation (Specific Aims 1 and 2)

Learner’s Book page 188

1 The learners’ line graphs should look something like this:

6 000
Cardiac output (ml per minute)

5 000

4 000

0 50 60 70 80 90 100 110 120 130 140 150 160 170 180

Heart rate (beats per minute)

Use the checklist below to assess the graph.

Teacher assessment: Line graphs
Line graph Mark allocation
Correct type of graph 1
Title of graph 1
Correct label for x-axis 1
Correct label for y-axis 1
Correct unit for x-axis 1
Correct unit for y-axis 1
Appropriate scale 1
for x-axis (constant
intervals)
Appropriate scale 1
for y-axis (constant
intervals)
Plotting of points 3: plotted 2: plotted 1: plotted 0: no points
all points half or less than plotted
correctly more of half of the
the points points
correctly correctly
All plotted points joined 1
Transposition of axes: marks will be lost for incorrect labelling of axes but marks will be
awarded for plotting and joining of points if correctly done.
Wrong type of graph drawn: marks lost for ‘‘correct type of graph’’ as well as for plotting
of points but credit will be given for other criteria that have been met.
Total: ____ out of 12 marks

STRAND 2 • UNITS 1–3 D43

 2 5 750 ml per minute
3 6 000 ml of blood pumped out at each beat
6 000 ml/beat
= ___________
120 beats
= 50 ml

4 Efficiency is lower at 160 beats per minute because less blood is being
pumped per minute at 160 beats per minute than at 140 beats per minute.
The heart is pumping at a faster rate at 160 beats per minute but the
amount of blood coming back to the heart from the inferior and superior
vena cavae and from the pulmonary veins is the same.

Self assessment questions

1 Use Figure 3.1 Learner’s Book page 174 for reference.

2 The mammalian circulatory system is closed because the blood remains
within the heart, lungs and blood vessels and does not come into contact
with body tissues.
3 Learners should cover the way in which the atrioventricular valves and
the semi-lunar valves work, stating where these valves are found, and
how the ventricular blood pressure affects the opening and closing of the
valves.
4 Learners should show that they understand the concept of the heart
as two pumps – a right pump (deoxygenated blood) and a left pump
(oxygenated blood) – which work in the same rhythm. They should
describe the way in which the blood circulates through the body,
propelled by these two pumps. They must mention that in one complete
journey around the body, the blood goes through the heart twice.
5 Learners describe measuring the pulse at the radial artery and state that
the pulse rate is increased with exercise.
6 Use the figure on page 187 of the Learner’s Book and the table on page
D37 of the eacher’s Guide as a reference.
7 Learners mention the atrioventricular node, the sino-atrial node and in
their explanation of the control of heart rate, the Purkinje tissue, which
make up the conducting system of the heart. They describe how this
works, using information from the text.
8 Lymphatic fluid is made up of the tissue fluid that is formed when
blood plasma leaks out of the capillaries. The tissue fluid drains into the
lymphatic capillaries and is then called lymph.
Lymph nodes contain large numbers of white blood cells that destroy
bacteria and protect the body against disease.

D44 STRAND 2 • UNITS 1–3

Extension activities and further formal assessment tasks
These activities may be done at the discretion of the teacher and if
time allows.

Activity The effect of blocking a leaf’s surfaces on transpiration

(Specific Aim 1)

This activity can be used as a formal assessment task for individual learners.

Look at the following description of an experiment and answer the questions

that follow.

Four large leaves of similar size were removed from a shrub and treated as
follows:
Leaf A – petroleum jelly was applied to both surfaces
Leaf B – no petroleum jelly applied
Leaf C – petroleum jelly applied to lower surface only
Leaf D – petroleum jelly applied to upper surface only
Each leaf was then attached to a potometer. The four potometers were
kept under identical environmental conditions and the distance travelled
by the bubble was recorded every two minutes for each leaf over a period
of 10 minutes. The results are shown in the table below.

Total distance travelled by bubble (mm)

Time (in min) Leaf A Leaf B Leaf C Leaf D
Start 0 0 0 0
2 1 30 6 20
4 2 80 12 50
6 3 128 16 92
8 3 168 24 130
10 3 200 30 158

1 State two ways in which variables were controlled in this investigation.

2 State an hypothesis for this investigation.
3 State one way in which the investigation could have been improved.
4 Which leaf showed the greatest rate of transpiration? Explain your
answer.
5 Which leaf was not able to lose water by transpiration?
6 What information in the table justifies the claim that the rate of
movement of the bubble is not exactly equal to the rate of transpiration?
7 What does the movement of the bubble in the potometer actually
measure?
8 Which surface of the leaf possesses more stomata? Explain how you
arrived at your answer.

STRAND 2 • UNITS 1–3 D45

 Memo
1 Any two of:
• The leaves were of similar size.
• The leaves were from the same shrub.
• The potometers were kept under identical environmental conditions.
2 The hypothesis is that there are more stomata on the upper surface of
leaves, or there are more stomata found on the lower surface of leaves.
3 An increased number of leaves could have been used under each
condition.
4 Leaf B: because the stomata and the cuticle were not covered with
petroleum jelly so transpiration took place normally.
5 Leaf A.
6 The results from leaf A. Although no transpiration took place, some
water was absorbed by the leaf.
7 It measures the rate of absorption of water.
8 The lower surface, because:
• Results from leaf D (petroleum jelly on the upper surface) show
almost the same results as those from leaf B (no petroleum jelly
applied).
• This shows that most transpiration took place through the lower
surface.
• Also, leaf C (petroleum jelly on the lower surface) showed very little
transpiration, which indicates that more stomata are found on the
lower surface of the leaf.

Activity Investigating the structure of bone (Specific Aim 2)

Learners may work in pairs or larger groups depending on the quantities of

bone available.

1 Bring at least two small, uncooked bones of a chicken, a sheep, a cow or

a pig to school
2 Try bending the bones. Explain why this is difficult to do.
3 Place one bone in a beaker and pour some vinegar (acetic acid) over it
and leave it for a few hours
4 Remove the bone from the vinegar and try to bend it now. Explain why
bending the bone is easier now. (Hint: Acid removes the calcium salts,
leaving behind the organic fibrous connective tissue)
5 Hold the second bone with a pair of forceps and heat it over a Bunsen
burner for five minutes. The heat will burn the organic fibrous connective
tissue away.
6 Allow the bone to cool and try to crush the burnt part with the forceps.
The bone is now brittle and is easily shattered.
Note: The organic fibrous connective tissue and the calcium salts makes
bone hard, strong, inflexible and resilient

Memo
2 The bones are hard and inflexible.
4 Bone becomes flexible because the acid has removed the calcium
salts, which made the bone hard, leaving behind the organic, fibrous
connective tissue.

D46 STRAND 2 • UNITS 1–3

Activity The pathway of blood (Specific Aim 1)

This activity could be used as homework.

Imagine you are a red blood corpuscle in the iliac artery of your leg. Trace
the pathway that you will travel from the time you leave the iliac artery until
you reach the carotid artery. Name all the blood vessels that you will travel
through and state the changes that take place when you are in the lung.

Memo
Expected answer:
The iliac artery divides up into capillaries supplying the cells of the leg with
O2 and nutrients, and receiving CO2 and metabolic wastes (for example urea)
from the cells. The capillaries of the leg join to form the iliac vein in which
is found deoxygenated blood and blood that contains metabolic wastes. The
iliac vein joins up with other veins from the body to form the inferior vena
cava. The inferior vena cava carries deoxygenated blood into the right atrium
of the heart. From here the deoxygenated blood is pumped into the right
ventricle. When the right ventricle contracts, deoxygenated blood is pumped
via the pulmonary arteries to the lungs. The pulmonary artery breaks up into
capillaries, which surround the alveoli in the lungs. Oxygen from the alveoli
diffuses into the capillaries. The oxygen combines with haemoglobin found
on red blood corpuscles to form oxyhaemoglobin. This oxygenated blood is
transported by pulmonary veins to the left atrium of the heart. From the left
atrium, the oxygenated blood is pumped into the left ventricle. When the left
ventricle contracts oxygenated blood is forced into the aorta. From the aorta,
the oxygenated blood is carried to the carotid artery (a branch of the aorta),
which supplies oxygenated blood to the neck and head.

Activity Blood pressure (Specific Aim 1)

The pumping action of the heart produces a pressure that pushes blood
round the circulatory system. As you know, this wave of pressure can be
felt in arteries that are close to your skin. This wave of pressure is called
the pulse.

The graph shows the blood pressure throughout the circulatory system, from
the left ventricle to the right atrium. Note: Arteries divide up into smaller
blood vessels called arterioles.
arterioles

arteries
120
capillaries

90
Pressure (mm Hg)

60

30 veins

0
left ventricle right atrium

Blood pressure throughout the circulatory system, from the left ventricle to the right atrium

STRAND 2 • UNITS 1–3 D47

 1 In which type of blood vessel is the pressure the highest?
2 Suggest a reason for your answer in question 1.
3 In which type of blood vessel is the drop in pressure the greatest?
4 Suggest a reason why this is so.
5 In which type of blood vessel is the pressure the lowest?
6 What structure in the blood vessels ensures that blood flow continues in
one direction?

Memo
1 The pressure is highest in the arteries.
2 This is because blood in arteries is forced out of the heart by the
contraction of the ventricles. There is no force pumping blood in veins.
3 The arterioles show the greatest drop in pressure.
4 This is because arterioles are very narrow and this slows down the blood
flow so that by the time the blood reaches the capillaries, the red blood
corpuscles are moving in single file under very little pressure.
5 The lowest pressure is in the veins.
6 Semi-lunar valves.

Additional information on blood pressure

Measuring blood pressure

• To take someone’s blood pressure, a hollow cuff, connected to a pressure
gauge, is wrapped around the person’s upper arm.
• The cuff is inflated with air to a pressure greater than ventricular systole.
At this high pressure, no sounds can be heard through a stethoscope
positioned below the cuff and above the artery in the arm because no
blood is flowing through the artery.
• Air inside the cuff is released slowly. This allows some blood to flow into
the artery.
• A soft tapping sound is heard through the stethoscope. When this tapping
sound is first heard, this represents the systolic pressure (normally it is
120 mm mercury (Hg) in adults at rest).
• Slowly more air is released from the cuff until the sound heard is dull
and muffled and the tapping sound ends. This also means that blood is
flowing continuously in the artery and it corresponds to diastolic pressure
at the end of a cardiac cycle (normally this reading is about 80 mm Hg).
• Normal blood pressure is thus 120/80 (120 over 80) – 120 is the systolic
pressure and 80 is the diastolic pressure.

Activity Heart disease (Specific Aims 1 and 3)

This activity is a good comprehension exercise. It could be done by individual

learners or by small groups.

Read the following article and answer the questions that follow.

‘‘Heart of Soweto’’ study reveals high rate of heart conditions in the Soweto
population
Cardiovascular diseases, particularly those related to atherosclerosis (fatty
lesions in the blood vessels) and high blood pressure, are often perceived
to be problems unique to the “developed world” or high-income
countries.

D48 STRAND 2 • UNITS 1–3

 However, in many regions of the world, physically active lives have been
replaced with inactive ones with people consuming calories out of
proportion to their daily needs. Modern and commercial ways of processing
food also promote obesity and the development of diabetes, and may be
important contributors to the development of the diseases of affluence.
In 2005 the World Health Organisation re-emphasised the importance
of chronic (noncommunicable) diseases, in particular cardiovascular
disease, as a neglected global health issue.

The ‘‘Heart of Soweto” study’

It is within this context that the Soweto Cardiovascular Research Unit,
part of the Wits Cardiology Unit at the Chris Hani Baragwanath Hospital,
under the leadership of Wits Professor Karen Sliwa-Hanhle and her
team, has over the past few years focused their research activities on heart
conditions almost specific for Africa.
They initiated the unique Heart of Soweto Study that monitors the
‘‘heart health’’ of the one-million strong Soweto population via: 1) an
advanced clinical registry of all patients attending the hospital and 2)
community-based surveillance programmes.
‘‘We selected Soweto as it now represents one of the largest urban
areas on the African continent,’’ says Sliwa-Hanhle. ‘‘As in many other
developing regions, populations move from rural to urban areas and in
that process change their way of living. Soweto is home to more than one
million people and the population has benefited from improved economic
conditions and public health advances in recent years. Unfortunately, the
‘cost’ of these improved conditions has seen an increase in the number
of individuals seeking medical care from the Wits Cardiology Unit at the
Baragwanath Hospital for heart disease or its common precursors.’’
Results of the Heart of Soweto Study were published on the 14th
March 2008 in The Lancet, in collaboration with the Baker Heart Research
Institute in Melbourne, Australia (Professor Simon Stewart) and the
University of Queensland (Professor David Wilkinson).

The failing heart health of Africa

Like many other parts of the globe, Africa is experiencing a transition
towards greater wealth and prosperity. It has been estimated that within
the next 20 years, 1,3 million people per year will be affected by heart
disease in Africa. Says Sliwa-Hanhle: ‘‘Heart disease has the potential
to not only cause disabling symptoms but also to result in premature
death in those who would have otherwise survived to a relatively old
age. Fortunately, many of the causes of heart disease (e.g. high blood
pressure, obesity, diabetes and smoking) are either treatable or completely
preventable.’’
She adds: ‘‘Africa also faces a threat from other forms of heart disease
due to unique conditions like peripartum cardiomyopathy, an often deadly
cardiac condition affecting African women after childbirth. It is vitally
important that the full range of common and African-specific forms of
heart diseases is fully researched on this continent with the intention of
developing effective treatments and health care programmes.’’

STRAND 2 • UNITS 1–3 D49

 Results of the study published in The Lancet on 14 March 2008
‘‘In 2006, we identified 4 162 cases of cardiovascular disease, of which
1 593 were newly diagnosed, presenting to the Cardiology Unit at
Baragwanath Hospital,’’ says Sliwa-Hanhle. ‘‘The major findings from the
largest and most comprehensive study of heart disease in Africa indicated
that most patients had multiple risk factors commonly associated with
affluent heart disease in the developed world. For example, many women
were obese and more than one in two patients had a history of high
blood pressure. Among the 1 593 newly diagnosed cases, heart failure was
the most common primary diagnosis (44% of cases) and many patients
presented with advanced forms of heart disease.’’
She adds: ‘‘These findings suggest that this phenomenon is likely due
to combinations of lack of awareness of this condition, paucity (lack
of ) and (poor) quality of primary care facilities and that there are now
multiple threats to the current and future ‘heart health’ of Soweto,
including a high prevalence of modifiable risk factors for atherosclerotic
disease and a combination of infectious and noncommunicable forms of
heart disease, with late clinical presentations.
‘‘The overall challenge is now how to increase scarce health resources
to the people in developing countries. One of the commonly recurring
themes in studies of health in Africa is the lack of reliable statistics.
The results of this registry, emanating from one of the largest urban
populations of Black Africans, goes a long way to correcting this deficit
for heart disease in Soweto.’’
This ongoing study will be able to provide important insights into the
prevalence of heart disease in the Soweto community, which is the first
step to mitigate the modern global epidemic of cardiovascular disease.
‘‘Reports of changes over time via future reports will be able to
document the velocity and nature of the continuing epidemiological
transition towards more affluent [forms of] heart disease,’’ says Sliwa-
Hahnle. ‘‘Changes in risk factors will be documented and hopefully
improvements in mortality and morbidity from various forms of heart
disease will occur by instituting the preventive strategies and management
programmes that are suggested by this important work.’’

Wits University Communications Department

1 What is atherosclerosis?
2 The study states that most people with heart disease living in Soweto had
multiple risk factors. What are these?
3 Besides lifestyle factors, what other factors can place one at risk of heart
disease?
4 If the population of Soweto is one million, what percentage of that
population were admitted to the Cardiology Unit at Chris Hani
Baragwanath Hospital with heart disease?
5 What percentage of the cases of heart disease were newly diagnosed?
6 According to the article, what were the factors leading to this number of
people presenting with heart disease in Soweto?
7 According to the article, what other forms of heart disease are common
in Soweto?
8 Why do you think that black people in an area such as Soweto are
suffering from increased rates of atherosclerotic heart disease?

D50 STRAND 2 • UNITS 1–3

Memo
1 Atherosclerosis is a hardening of the arteries because fatty substances
(called atheroma) are laid down in the lining of the artery wall.
2 The risk factors are: high blood pressure, obesity, smoking and diabetes.
3 Other factors are: genetic factors and infectious diseases that can lead to
heart disease.
4 0,4%
5 38,3%
6 The factors were multiple risk factors associated with heart disease in the
developed world – specifically obesity, high blood pressure and diabetes.
7 Infectious and noncommunicable forms of heart disease.
8 Learners should comment on the change in lifestyle as people move from
rural to urban areas, leading to modifiable risk factors for heart disease.

Activity Bypass surgery (Specific Aims 1 and 3)

This activity can be used as a comprehension exercise. Learners can work

alone or in small groups.

Read the following passage. Use the information in the passage, and your
own knowledge, to answer the questions that follow.

The benefits of by-pass surgery

The coronary artery supplies the cardiac muscles with oxygenated blood
and nutrients. Several smaller coronary vessels branch off from the
coronary artery. These vessels sometimes become partially blocked. The
narrowing of the coronary vessels reduces blood flow to the cardiac
muscles. One symptom of coronary artery problem is pain in the region
of the heart and the left arm. This pain is a symptom of angina. Patients
with poor coronary circulation are unable to perform vigorous exercise,
because the supply of oxygen to the cardiac muscles is inadequate. They
run a high risk of a heart attack, which could be fatal.
Coronary by-pass surgery can relieve the pain of angina and improve
the quality of life of people with coronary artery disease. During surgery,
a damaged coronary artery can be by-passed. A healthy piece of blood
vessel is taken from another part of the patient’s body, usually from a leg,
and attached to the heart. The new piece of blood vessel carries blood
past the damaged coronary artery to the cardiac muscle. Coronary by-
pass operations have saved many lives. Comparative studies have been
carried out to see what happened to patients who have had this surgery,
or were treated only with drugs. The studies found that five years after
treatment, 92% of patients who had had coronary by-pass surgery were
still alive. Only 83% of those treated only with drugs were still alive.
Twelve years after treatment, 71% of surgery patients and 67% of those
treated with drugs were still alive. This suggests that coronary by-pass
surgery is a better treatment for sufferers from coronary problems
than the use of drugs alone. However, twelve years after treatment, the
difference between the two groups is not very great. This is partly because
the by-pass grafts tend to deteriorate with time. This may mean that a
second by-pass operation is needed, which is much riskier than the first.

STRAND 2 • UNITS 1–3 D51

 The implication of these studies is that mild coronary problems are
probably better treated at first with drugs rather than surgery. This
means that if a bypass operation does turn out to be needed later,
there is less likelihood that a second, risky one will have to be used. But
severe coronary artery disease should be treated with by-pass surgery
immediately.

Adapted from Biology, Jones and Jones, Cambridge University Press

1 Why does coronary artery disease limit a person’s ability to perform

vigorous exercise?
2 Give one symptom of coronary artery disease.
3 Give three factors that may increase a person’s risk of suffering from
coronary artery problems.
4 Describe how coronary artery by-pass surgery is done.
5 In the comparative studies that were done, name any three variables that
needed to be controlled in the group of patients who had by-pass surgery
and those who were treated with drugs.
6 What evidence is there from this study that coronary by-pass surgery is
more successful than the use of drugs in treating coronary artery disease?
7 Explain why it is recommended that mild coronary artery disease should
initially be treated with drugs rather than surgery.
8 Do you agree with the adage that ‘‘prevention is better than cure’’
concerning the above passage? Explain your answer.

Memo
1 Patients with poor coronary circulation are unable to perform vigorous
exercise because the supply of O2 to the heart muscle is inadequate (not
enough).
2 Pain in the region of the heart and left arm. This pain is called angina.
3 The factors contributing to a patient’s risk of coronary artery disease are:
• poor diet
• being overweight
• smoking
• stress
• lack of exercise
• genetic factors.
4 A portion of a blood vessel is removed from the patient’s leg. This vessel
is then used to ‘‘by-pass’’ or replace the blocked part of the coronary
vessel on the heart so that normal blood flow takes place.
5 They must be more or less the same age and weight. They would have
similar diets, be the same sex, and have a similar genetic predisposition.
6 Five years after treatment, 92% of patients who had coronary by-pass
surgery were still alive. Only 83% of those treated with drugs were still
alive.
7 By-pass grafts tend to deteriorate with time. This may mean that a
second by-pass operation is needed, which is much riskier than the first.
It is better to use drugs first and than resort to by-pass surgery later (if
needed).
8 Yes. By controlling the factors that increase a person’s risk of suffering
from coronary artery problems (mentioned in 3 above), the chances of
having by-pass surgery would be lessened.

D52 STRAND 2 • UNITS 1–3

Activity Heart transplants (Specific Aims 1 and 3)

This activity can be used as a comprehension exercise. Learners can work in

groups.

Study the following document and answer the questions that follow.

Heart transplants
A heart transplant is a surgical
procedure in which a diseased heart is
replaced with a healthy heart from a
donor (who has died or is brain dead).
If someone is brain-dead, it means that
the patient’s brain shows no signs of
life while his or her body is being kept
alive by a machine. The first successful
human heart transplant in the world
was done on 3 December 1967. It
was performed by a South African
surgeon, Dr Christiaan Barnard, at
Christiaan Neethling Barnard,
Groote Schuur Hospital in Cape Town. 1922 to 2001
The recipient of the healthy heart
was Mr Louis Washkansky and the donor was a road accident victim,
Denise Darvall. Although Washkansky lived for only 18 days after the
successful transplant, the operation was hailed throughout the world.
Mr Washkansky died of pneumonia because his body was left vulnerable
to opportunistic diseases when he was given large doses of immune-
suppressing drugs. If he had not been given the drugs, his body would
have rejected the new heart. Dr Barnard’s second patient, Philip Blaiberg,
lived for 18 months after a successful operation. Dr Barnard’s longest
surviving patient, Dirk van Zyl, lived with a transplanted heart for 23
years. He died of complications of diabetes, which was one of the reasons
that he had heart disease in the first place. Diabetics are far more likely to
suffer from heart disease than people without diabetes.
Heart transplant surgery has now become a relatively standard
procedure and many successful heart transplants have been done
since 1967.

There are two main obstacles to successful heart transplants:

• The rejection of the donor heart by the patient. Cyclosporin and
other immunosuppressants to prevent rejection of organs have greatly
improved the survival rates of transplant patients.
• The availability of donor hearts. A patient may wait for months or
years for a donor heart and many patients do not live long enough to
undergo transplant surgery.

Discuss the following issues using the document that you have read.
1 Heart transplants are expensive procedures. Should state hospitals
perform these procedures free of charge?
2 What is your group’s view about trying out new technical devices on
human beings?

STRAND 2 • UNITS 1–3 D53

 3 Prevention is better than cure. Discuss how we can take care of our
hearts now, so that we do not end up with cardiovascular diseases later in
our lives.

Memo
Divide learners into groups of four or five. Give learners time to study the
document. Each group could discuss each of the three issues outlined.
Choose one group to report on the first issue. The other groups can fill in
what was missed out by this one group. Then another group can report on
the second issue, and so on.

D54 STRAND 2 • UNITS 1–3

 STRAND 3
ENVIRONMENTAL STUDIES

Unit 1: Fieldwork
Unit 2: From biosphere to ecosystems
Unit 3: Living and non-living resources
Unit 4: Nutrient cycles and the environment
Unit 5: Energy flow within an ecosystem

Learner’s Book UNIT 1 Fieldwork

pages 197–209
Duration: TERM 3
one or two terms

PPA Activity 1 A herbivorous animal (Specific Aim 2)

Learner’s Book page 199
This project will be done over one or two terms. The learners’ work will
undergo group and teacher assessment.

It is suggested that you assess selected skills, procedures and products, for
example, action plans, the scientific quality of field notes, the learners’
competence in microscopy, and so on. The choice of skills to be assessed
will depend on the particular competencies that you need to assess for either
diagnostic, formative, summative or other priorities.

The rest of the assessment may be done by the groups. This may be done
during the presentation session. Parts of work in progress may also take the
form of self-assessment. For group assessment, it is recommended that a
suitable set of assessment criteria be agreed upon, in consultation with the
learners, and that copies of this be issued to each group, so that every group
assesses the team that is giving the presentation.

The dominant code that emerges from this may then be used to indicate the
level of competence attained. If, however, there are wide discrepancies
between the suggested codes from different groups, then it would be wise
to resolve this with a discussion led by yourself, until all parties reach an
agreement. This may be a very useful and powerful formative exercise for
groups that are not yet skilled in peer assessment.

Before starting the practical investigation, a few aspects need to be

considered.
1 This is a substantial investigation, with the purpose of providing
learners with some idea of how scientists operate in the field. It is highly
recommended that at least one section is conducted over a weekend,
with the entire class together in one location. It is also recommended
that colleagues or parents join in to assist you. The concentrated time
generally stimulates learners to greater effectiveness in learning.

STRAND 3 • UNITS 1–5 D55

 If the investigation is to take place over a weekend, away from school, it
is essential to plan the trip in detail, with the cooperation of the learners.
Group leaders or mentors may be assigned to take responsibility for
stocking the kit box with all the equipment, materials and reference
books required.
2 If such an excursion is not possible, then it is recommended that regular
progress monitoring be done over the entire period allocated for the
investigation. Regular classroom time may be set aside for this purpose.
3 Drawing up a group contract, similar to the example below, is
recommended. This helps to encourage the learners to monitor their
own progress and to engage in meta-cognition and self-appraisal. Keep a
copy on file to monitor the learners’ progress.
You may use the grid on page D54 to assess the learners’ projects. The rubric
is partially analytical. It is meant to serve as a guide only, and you may decide
to use only a section or sections of it, to suit your own assessment priorities.

Group work contract

Project title: ...................................................................................................................................
Members’ names: ............................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
Our strategies for success

Action plan and deadlines

Member Responsibilities and tasks Date completed

Task Date
All practical investigations completed.
Data manipulation and conclusions drawn.
Poster and display materials ready.
Presentation done.
I agree to give my full co-operation towards enhancing the quality of this
learning experience.

Signatures:
Group leader: ....................................................................................................................................
Members: ...........................................................................................................................................
...............................................................................................................................................................
................................................................................................................................................................

D56 STRAND 3 • UNITS 1–5

 Ecocology research project
Teacher assessment

Learner’s name ................................................................................................................................................................................

Performance code 7–6 5–3 2–1

Group work Shows a high degree Some degree of Little or no collaboration
of collaboration, collaboration, sharing shown. Not all members
sharing of workload of workload and contributed equally
and knowledge. knowledge. Effective to the tasks at hand.
Effective action plan, action plan but did not Action plan was seldom
carried out well, always meet agreed referred to. Some/all
with highly effective upon deadlines. Fair members tended to
time management. amount of mutual procrastinate, resulting
Continued mutual support. in rushed tasks.
support
Accessing knowledge Highly skilled in Mastered skill of Poor mastery of
accessing information. accessing information accessing information.
Used a variety of but tended to settle Required a great deal
resources and applied for limited resources. of assistance. Tended to
selected information Still requires practice lose focus of relevant
where appropriate. in selecting only the information. Struggled
relevant facts and data. to bring facts into
context.
Following instructions, Quick to grasp and Still requires some Required a great deal
handling apparatus and carry out instructions, assistance in following of assistance and
materials efficiently. Mastered instruc­tions and prompting. Negligent in
skills related to handling handling apparatus. carrying out procedures,
of apparatus and Somewhat negligent in left apparatus in a
materials. carrying out procedures. disorderly state.
Observations and Detailed observations Some vague, Very vague and
recording of data and scientifically incorrect, incomplete inappropriate
recorded data. observations. Data not observations and data.
well ordered.
Data manipulation, Relevant data selected Some difficulty in Data manipulation skills
analysing, synthesising and reworked into critical thinking and are still very under-
and drawing conclusion concise, graphical manipulation of developed. Experienced
or tabulated format. data. Not all aspects/ great difficulty in
Focused and variables considered drawing appropriate
appropriate conclusions. when drawing conclusions. Requires
conclusions. more practice.
Poster and oral Well-ordered poster, Attractive poster, Poster was not well
presentation dis­playing all relevant but not altogether planned. Some
aspects. Enthusiastic scientifically sound. aspects of research
and profes­sional Kept the interest of the were omitted. Did not
verbal rendering of audience but did not display any degree
project components, display any particular of confidence or
highlighting some degree of creativity in enthusiasm for the
aspects of particular the verbal report-back. topic.
interest.

STRAND 3 • UNITS 1–5 D57

 Be a reflective practitioner
At the end of this activity, it may be very useful to have a reflective session
with all the learners who participated. What problems were experienced?
How can this be improved upon? What was particularly useful, enjoyable or
beneficial? This may be further exploited for the next research activity.

Learner’s Book UNIT 2 From bioshphere to ecosystems

pages 210–224
Duration: 6 hours TERM 3

RPA Activity 1 Looking at biomes (Specific Aims 1 and 2)

Learner’s Book page 218
1 The learners work in groups to select a biome from the tables on pages
215–217 of the Learner’s Book.
2 Make a large number of reference books available to the learners, and try
to provide access to the Internet to help the learners with their research
on the biome they have selected. It is a good idea to give the local library
advance notice so that sufficient and appropriate books can be made
available. Learners usually thoroughly enjoy discovering unknown places,
and you should try to exploit this natural curiosity as much as possible.
This is a valuable opportunity to get everyone involved, and to stimulate
“latent researchers” to develop a positive attitude and the required skills
to perform such tasks.
3 and 4 After the learners have made their posters to illustrate the
landscape and dominant plants and animals that make up the biome
they have studied, the posters are displayed on the classroom walls and
one member of each group gives a five-minute talk on the characteristic
features of the biome. Encourage the groups to construct food webs,
using model animals, drawings, plants, and so on, to complement their
poster and presentation.
5 The learners brainstorm a suitable set of criteria for peer assessment, and
use this to assess the poster and the presentation of the other groups.
They may suggest the following:
• Are all the names of the continents, countries and geographic
position clearly indicated?
• Did all members of the group use the resources efficiently?
• Were most of the dominant plants and animals included?
• Were good examples of adaptations of plants and animals displayed?
• Was a logical food chain, characteristic of the biome, displayed?
• Did the group engage in good strategies of labour division to
complete the activity on time?
• Is the poster complete, attractive and eye-catching?
• Is the layout of the poster logical?
• Was the report back concise, well ordered and presented with
confidence?

D58 STRAND 3 • UNITS 1–5

Activity 2 Populations and environment (Specific Aims 1 and 3)

Learner’s Book page 219

1 Before learners write down their response regarding the statement, they
need some time to discuss it.
Animals use oxygen during the process of cellular respiration. This
oxygen is taken (borrowed) from the external atmosphere. During
cellular respiration carbon dioxide is given off as cellular waste product.
This is done either by diffusion or by breathing.
Plants use carbon dioxide during the process of photosynthesis. This
carbon dioxide (mostly exhaled by animals) is taken (borrowed) from
the external atmosphere. Plants as living organisms also respire and use
oxygen from the external atmosphere. During photosynthesis oxygen is
given off as a product. The amount of this oxygen is much more than
what plants used during cellular respiration.
2 Plants help to conserve soil in the following ways:
• The leaves of plants break the impact of raindrops that fall to Earth at
great speed. Compaction of soil is minimised, no or little damage
is done to the crumb structure of the soil at microscopic level, and
degradation of soil is prevented.
• The vegetation cover slows down the flow of rainwater over the
surface of the soil. This allows for water to infiltrate and soil erosion
is reduced.
• The roots of plants bind the soil and help to hold the soil in place.
This will reduce wind erosion.
• The organic matter (humus) formed from decaying vegetation acts
like a sponge. This will not only improve the water-retaining ability
and soil structure, but will also reduce soil erosion. Humus also
increases the population of soil organisms, the rate of decomposition
and the levels of nutrients released into the soil.
3 Cavity-nesting animals such as woodpeckers, wood-hoopoes, screech-
owls, barbets, hornbills and squirrels have very little, if any, shelter
available. The number of these types of animals would be reduced.
Insect populations would increase because of fewer insect-eating birds.
Trees and other plants that enjoy protection from dead trees, could be
negatively affected. The removal of dead wood could have a negative
effect on the diversity of bird and mammal species by removing cover
and nesting material.
4 Rainforests are plundered for the following reasons:
• To sell the timber. Many poor countries borrow lots of money from
rich countries. Selling timber from their rainforests is a way of paying
the interest on their debts. People worldwide use 15 times more
tropical timber today than in 1950.
• To clear land for farming purposes. Forests are cleared mainly for
cattle farming and cultivation of certain crops. Often the forest soil
can support only about two or three seasons of crops before it is
exhausted. This soil is often not suitable for cattle grazing and needs
lots of fertilisers. As a result of this, the soil is abandoned in favour of
new exposed forest soil. In this way the destructive process continues.
• Today it is easier to clear forests. In the past the cutting down of trees
and the clearing of scrub were done by hand. It was an exhausting
and slow-moving process. Today chain saws and bulldozers are used
to do the work much faster.
• The forest wood is used for hut-building and firewood.

STRAND 3 • UNITS 1–5 D59

 5 Forests are of great economic value. The forests of the Garden Route, for
instance, provide employment for many people in the region, and make
up an important part of its economy. The management and exploitation
of the forests provide employment to people who work in conservation,
the curio and tourism industries, and manufacturers.
• Management and conservation personnel. This includes the scientists,
forest officers and labourers who are responsible for the well-being
and maintenance of the forest, as well as the harvesting of small
quantities of wood that are made available to the furniture and curio
industries.
• Furniture and curio industry personnel who manufacture and sell curios.
These include cabinet-makers, saw-operators, sculptors and sales
people who bring the finished product to the public.
• Manufacturing industries. These include equipment and tool
manufacturers, suppliers and maintainers, who provide their goods
and services to the timber and furniture industries.
• Tourism trade personnel. This includes tour guides, hotel staff, transport
personnel and others who are involved in bringing visitors to the
forests, and so on.
6 a Give each learner with blank map of South Africa so that they can
complete this question.
The shaded area on the map below indicates the Cape Floristic
Province (hotspot), which represents the Cape Floral Kingdom. The
Cape Floral Kingdom consists mainly of fynbos.

Namibia

Orange River

Republic of South Africa

AP
C

EF
LO
RIST
IC PROVINCE
Cape Town • • Port Elizabeth

Source: 2002 Conservation International GIS and Mapping Laboratory

b The four main types of vegetation that scientists consider to be

characteristic plants of the fynbos, are the: proteoids (proteas);
ericoids (ericas); restioids (Cape reeds); geophytes (Gladiolus, Disa).
Learners make drawings or collect pictures of these types.

D60 STRAND 3 • UNITS 1–5

 c • Veld fires
• Expansion of agriculture
• Human population growth
• Drought
• Overgrazing in certain areas
• Industrial development
d About 98% of lowland fynbos is on private land. The existence of
lowland fynbos is largely dependent on farmers and landowners.
e Fynbos is of economic value for the following reasons:
• This vegetation uses less water than exotic tree plantations and
agricultural crops under irrigation.
• Well-managed fynbos areas allow more run-off water after rains
to reach the streams and dams than in the case of grassveld.
• Rooibos tea and honey tea are products that come from plants
that are endemic to the fynbos.
• The great variety of plants and the beauty and variety of the
areas in which they grow, make the fynbos an ideal destination for
local and foreign visitors alike.
• Fynbos provides a large fast-growing industry with many species
of plants that can be used in the fresh and dried cut-flower
markets.
(Source: Conservation of our Environment – A.V. Milewski, UCT)
f Landowners can help to conserve fynbos by:
• identifying sensitive areas on their properties that should be
conserved
• declaring these areas as private nature reserves, natural heritage
sites or sites of conservation significance, which will increase the
conservation status of the land
• establishing a conservancy with their neighbours, which will
show that they care, without legally binding them
• identifying the threats to the area and implementing the
necessary steps to ensure their ongoing existence
• contacting their nearest conservation office for advice and
assistance.
(Source: 2000 Cape Nature Conservation)

Activity 3 Biomes and conservation (Specific Aim 1)

Learner’s Book page 221

It is suggested that learners work individually on these questions, preferably
as homework, over a period of a couple of days.

Teacher or group assessment may be used. Oral assessment in the form of a

quiz between two teams may also be considered. In this case, divide the
class into two teams, ask them questions and keep a score of the each team’s
correct answers.

1 a The Free State, the Eastern Cape and the Northern Cape. The
Karoo semi-desert shrubs are gradually replacing the savannah
(tropical grasslands). NASA has kept photographic records of this
alarming trend.
b Learners may suggest pressures such as overgrazing, agricultural use,
urban development.

STRAND 3 • UNITS 1–5 D61

 c Tax deduction and priority access to markets could be examples of
incentives to farmers to maintain pockets of natural ecosystems.
Farmers can advertise their name by placing stickers containing their
logo and the words ‘environmentally friendly’ on their produce.
2 a Wine farming (vineyards): Temperate evergreen woodlands (fynbos).
b Cattle farming: Temperate grasslands or savannah.
c Cereal farming: Savannah, fynbos (Renosterveld), temperate
grassland, forests.
These biomes are usually not farmed in a sustainable manner.
Generally, biodiversity conservation is neglected in favour of
economic gain. The tendency is towards monoculture, thus removing
natural diversity from the land, endangering endemic species in the
process. This, in the long run, may cause the increase of pest species
and a decrease of rainfall leads to the destruction of catchments and
the natural sponge effect.
3 In the fynbos areas (the temperate evergreen woodland), many seeds,
such as various species of Protea require fire to destroy the tough seed
coat before germination can occur. In the grasslands, dead leaves of older
shrubs and grasses are unpalatable to herbivores and also inhibit the
growth of new shoots. Fire removes old plant material to make space for
more palatable young shoots.
4 Open-ended answers can be expected. The quality of the learners’
answers will depend on the level of research they have done, and the
assessment of their answer should be based on this.
5 Yes, a relationship between average rainfall and soil fertility does exist. As
average rainfall increases, so soil fertility increases. This, however, is true
only up to a point. For example, in areas where rainfall exceeds 1 000 mm
per annum, such as in tropical grasslands, the abundant rainfall seeps too
rapidly through soil, leaching the dissolved nutrients deeper into the soil,
beyond the reach of plant roots.
6 Organelle: Smallest organisational units of a cell, for example, chloroplast.
Cell: Organelles, plus cytoplasm, plus cell membrane (and cell wall in
plant cells) make up a cell, for example, blood cells.
Tissue: A collection of cells that perform a collective function, for
example, leaf epidermis.
Organ: A collection of tissues working together to perform a function, for
example, the heart.
System: A number of organs working together to perform a function, for
example, the digestive system.
Organism: An individual plant or animal, made up of systems, for
example, you!
Population: A number of organisms that share similar characteristics and
are able to interbreed, for example, a population of ants.
Community: A collection of populations that occupy the same habitat, for
example, grasses, shrubs, earthworms and locusts in the garden.
Ecosystem: All the communities that interact with each other and with the
non-living (abiotic) factors in a given area, to sustain living processes, for
example, a pond.
Biome: Ecosystems that collectively share similar characteristics and are
found in similar geographic regions of the world, for example, temperate
grasslands (steppes) in Russia and savannah in Africa.
Biosphere: The total sum of all the biomes on Earth.

D62 STRAND 3 • UNITS 1–5

Activity 4 Nature reserves (Specific Aim 3)

Learner’s Book page 222

1 Provide each learner with a copy of the Veld Types map of South Africa.
The sizes of reserves are usually expressed in hectare (ha).
Example: Assegaaibosch Nature Reserve near Stellenbosch in the Western
Cape. (Source: Cape Nature Conservation by J Barrett)
The size of the reserve is 204 ha.
2 The learners’ answers will depend on the area in which they live. The
answers given for questions 2 to 6 are examples of how the questions
could be answered, and refer to the Assegaaibosch Nature Reserve.
The reserve is in the Jonkershoek Valley, 8 km from Stellenbosch. The
access road to Stellenbosch is the R310. From Stellenbosch, take the
Jonkershoek Road, which leads up into the Jonkershoek Valley. The
reserve lies to the right of the road.
3 The vegetation of the Assegaaibosch Nature Reserve is predominantly
mountain (highland) fynbos consisting of ericas, restioids and proteas.
Forest communities are found on stream banks and the banks of the
Eerste River. More than 400 plant species have been recorded.
4 Steenbok, caracal and leopard occur on the reserve and in the
surrounding area, but are seldom seen because of their shy nature.
More than a hundred species of birds have been recorded, including the
African goshawk, forest buzzard, olive woodpecker, paradise flycatcher,
kingfisher, sunbird, sugarbird and various waterfowls.
5 An easy 2 km walk starts in the wildflower garden. It leads up the
mountain and continues along a contour line, from where one has a
panoramic view of the valley below.
Note: If no hiking trails are available in a reserve, one should consider the
reasons for that. In some reserves there are no formal hiking trails, but
hiking is permitted and should be arranged beforehand with the officer
in charge. No hiking is permitted in some reserves, owing to the presence
of potentially dangerous animals.

Activity Self assessment questions

1 Ecology is usually defined as the scientific study of interactions that

determine the distribution and abundance of organisms.
2 A biome is a large community of organisms that form ecosystems with
similar features.
3 All the Earth’s ecosystems together make up the biosphere. The
biosphere is the part of the Earth that contains living organisms. The
biosphere is a thin layer of the Earth’s surface, about 20 km thick.
The biotic components of the biosphere interact with the abiotic
components. The abiotic components include:
• the soil and rocks that are on the Earth’s surface, called the
lithosphere
• the seas, rivers and lakes, called the hydrosphere
• the gases that surround the Earth, called the atmosphere.

STRAND 3 • UNITS 1–5 D63

 4 The objectives of ecotourism are:
• to create a tourist industry that opens up opportunities for job
creation and at the same time helps to relieve poverty
• to create awareness of South Africa’s rich biodiversity and the
importance of conserving this.

Learner’s Book UNIT 3 Living and non-living resources

pages 225–251
Duration: 6 hours TERM 3

RPA Activity 1 Separating the components of soil (Specific Aim 2)

Learner’s Book page 228

1 Soil contains air. Air is replaced by water and given off.
2 Gravel (stones). They are larger and heavier than the rest.
3 That is caused by clay particles suspended in water and too small to
settle down.
4 Organic matter (humus)
5 Learners can measure the thickness of the various layers in two ways:
• direct reading from a measuring cylinder
• by using a ruler graded in mm/cm.
They must record the thickness of each layer either in mm or cm.
6 The teacher assists learners to classify their soil sample either in sand or
loam or clay soil by using the following table of comparison, and then
deduce the properties of their soil concerned.

Properties Sand Loam Clay

1 Particle size 0,02 mm to Mixture of sand Less than
2,0 mm and clay 0,002 mm
2 Texture Coarse – feels Medium – feels Fine – feels
gritty fairly smooth smooth; sticky
when wet
3 Composition 85% sand 50% sand 10% sand
5% silt 30% silt 20% silt
10% clay 20% clay 70% clay
4 Aeration Good Good Poor
(air content)
5 Water-retaining Low Good High
ability (water
capacity)
6 Draining Quick Good Slow
7 Temperature Heats up and Moderate Absorbs and loses
cools down heat slowly
quickly
8 Mineral and Low High High
humus content
9 Cultivation Easily Easily Difficult

D64 STRAND 3 • UNITS 1–5

7 Remind the learners of what is important when trying to produce good
scientific drawings.

measuring organic matter

cylinder

clay particles suspended

in water

silt

fine sand

coarse sand

gravel (stones)

Soil particles separate according to size.

8 Learners discuss and compare their findings with another group.

Activity 2 All about soils (Specific Aim 1)

Learner’s Book page 229

1 a A soil profile is a vertical section cut through soil to show its layers.
b
humus and
rotting leaves

topsoil

sub-soil

parent rock

A soil profile

2 Earthworms, ants, mole-rats, termites, mongooses, ant-eaters

(aardvarks), and so on.
3 366 000 000
Land surface of S.A. (in hectare) = _________________ × 1 hectare
3
             = 122 000 000 hectare
4 Learners may refer back to the answers they gave in Activity 1,
question 6 for answers. The properties of loam soil resemble the
properties of a good quality soil.

STRAND 3 • UNITS 1–5 D65

 5 • Humus improves aeration by causing the soil to form crumbs.
•  Humus acts as a sponge and increases the water-retaining ability of
the soil.
•  Humus is dark in colour and absorbs heat, thus improving the
temperature of the soil.
• As it increases the water-retaining ability of soil, humus prevents the
leaching out of plant nutrients (minerals) and increases the fertility of
the soil.
6 Yes, it is a good-quality soil.
• The growth of the crops is not stunted (dwarfish) but, in fact,
luxurious.
7 Soil temperature does not fluctuate as much as external atmospheric
temperature. The temperature of soil below 30 cm is almost constant
during the day.
8 Nitrogen, phosphate, potassium.
9 Learners should name the constituents of soil but allow for slight
deviation regarding percentages.

organic matter (5%)

silt (10%)

soil air (25%)

clay (10%)

soil water (25%) sand (25%)

Composition of good-quality soil

RPA Activity 3 Measuring physical properties of soil (Specific Aim 2)

Learner’s Book page 230

You must make sure that enough apparatus and materials are available and
that sufficient reference books are at learners’ disposal.
1 Assist learners in selecting the correct apparatus for the particular
experiment. Draw their attention to observe any events that occur and
monitor them continuously while they are conducting their experiments.
2 Learners briefly describe their experiments under the mentioned
headings after conducting the experiments. They must pay special
attention to the results obtained and conclusions reached.
3 They may refer back to question 2 dealing with the comparison of the
various kinds of soil. Example: If a soil retained ±25% of the water used,
you will classify such a soil as a good-quality one – water is needed by
plant roots to grow and for minerals in solution to be absorbed.
4 Remind the learners what is important when trying to produce good
scientific drawings.
5 Allow a learner from each group to display their completed drawing and
to report back. When all the groups have reported back, allow time for
the groups to write down their aims, results and conclusions of the other
experiments and to make the drawings concerned.

D66 STRAND 3 • UNITS 1–5

RPA Activity 4 Measuring the percentage of air in a soil sample (Specific Aim 2)
Learner’s Book page 230
1 The percentage of each soil constituent has to be calculated before a pie
chart can be drawn. The soil sample consists of 25% air. The rest of the
various constituents make up 75% (100 – 25). The percentage of organic
matter is calculated indirectly.

_3 9% organic
clay: 4
3 12 = 9%
matter
_3
silt: 4
3 40 = 30%
_3 25% air
sand: 4
3 12 = 9% 18% water
_3
water: 4
3 24 = 18%

organic matter:
9% clay
100 – (66 + 25) = 9% 9% sand

30% silt

2 a i R = 250 cm3 water

ii 400 – 250 cm3 = 150 cm3 soil
b i Volume of air present
Volume of water absorbed = volume of air displaced
(S – T) = volume of air
(400 – 350 cm3) = 50 cm3
ii Percentage of air present
volume
_________air S–T
× 100% = ____ × 100%
volume soil S–R
400 – 350
= _______ × 100%
400 – 250
50
= ___ × 100%
150
= 33,3%

c i Yes
ii Sandy soil
d • For water to enter the tin from the bottom
• So that air can be driven out

STRAND 3 • UNITS 1–5 D67

 Assignment A family farm (Specific Aims 1 and 3)

Learner’s Book page 232

The learners must first read the information regarding Sandile’s family on
their own before they form groups to answer the questions.
1 Cattle = 10 × 10 = 100 hectare
Sheep = 100 × 3 = 300 hectare
Total = 100 + 300 = 400 hectare
2 __ 10
× 800 = 80 hectare
100
3 a Northern part
b Livestock:  400 hectare
Farmstead:    1
Cash crops:    4
Ecosystem: 80
485 hectare
          80
Maize: 800 – 485 = 315 × __ = 252 hectare
100
4 a • Planting trees (windbreaks) on outside boundaries.
• Increasing or maintaining organic content of soil.
• Preventing overstocking and overgrazing.
Trees serve as windbreaks – they break the impact of the wind,
thus reducing its ability to erode.
Organic matter binds soil particles together (they form crumbs)
and plays an important part in preventing soil from being
blown away.
b • Avoiding cultivation of steep slopes.
• Ploughing across the slope and not up and down the slope.
•  Introducing contour ploughing.
Any method slowing down the flow of water allows time for
water to penetrate into the soil, thus reducing run-off.
5 By building dams.
6 Potatoes, tomatoes, beans, cabbage, carrots.
7 • The best site will be in the vicinity on both sides of the named gully.
•  Construct two dams, one to the northern side of the gully and the
other one lower down.
• Plant indigenous trees and shrubs between the dams on both sides of
the gully.
• This method will assist in reducing soil erosion.
• Parts of the gully can be filled with stones/rocks to prevent/reduce
soil erosion – weirs can even be built.
8 Learners may think about what kind of fertilisers could be used
and the cost involved, and what to plant when. Drought is a normal
phenomenon. Minimise risk by increasing the rest period on each and
every paddock. Reduce stock numbers to fit carrying capacity.

D68 STRAND 3 • UNITS 1–5

9 Trees on northern and western side N

dam

maize eco-system maize

dam

cash crops

farmstead irrigation pipeline from dam

pasture

Proposed demarcated farm of Sandile’s family

10 Learners communicate their recommendations.
11 Groups display their maps to be assessed.

Activity 5 Agricultural practices (Specific Aims 1 and 3)

Learner’s Book page 234
It may be that some learners are not well-acquainted with the mentioned
agricultural practices/concepts. For this reason it is important that the
teacher should see that relevant library/reference books are at the disposal of
such learners.
1 Crop rotation
Rotation means to turn round – it implies the cultivation of different
crops in succession on the same piece of land. It is a good farming
practice.
• It helps to control pests and diseases.
• It helps to maintain soil fertility.
• It prevents the one-sided utilisation of plant nutrients because certain
crops are heavy feeders of a particular plant nutrient.
• Soil can be fully utilised if shallow-rooted crops are rotated with
deep-rooted ones.
• The risk of crop failures is spread across a wider spectrum.
It can be applied on the four hectares of soil where vegetables
are cultivated.
2 Overgrazing
Overgrazing is when too many livestock have to compete for available
food in a limited area. It is a bad farming practice.
• Too much grazing leads to destruction or killing of grass.
• Soil becomes bare and dusty.
• There is no cover for the soil and soil erosion occurs.
• There is no chance for plants to run to seed and young seedlings
cannot establish themselves.
• The soil is trampled and becomes compact.
• The natural habitat is disturbed and unwanted plants such as weeds
and poisonous plants increase. The southern part of the farm suitable
for grazing, is subjected to this phenomenon.

STRAND 3 • UNITS 1–5 D69

 3 Monoculture (overcropping)
Overcropping is more or less the reverse of crop rotation. This is a
practice where the same crop is grown on the same piece of land year
after year. This is a bad farming practice.
• It is difficult to control pests and diseases.
• It causes decline in soil fertility.
• Labour is not fully utilised and slack periods in farm activities
increase. The circumstance under which monoculture would be
preferred to a crop rotation system, is when a high producer price for
a particular crop is fetched. The northern part of the farm allocated
for maize production, is subjected to this bad farming practice.
4 Contour ploughing
Contour means a line on the ground that is level. When ploughing on
the contour (across the slope), the furrows will lie on the level even when
ploughing across the side of a hill. It is a good practice.
• Water loss is reduced – there is less run-off.
• Soil erosion by water is reduced. It can be applied to the part
earmarked for maize production.
5 Windbreaks
A windbreak is a hedge of tall trees planted with the aim of breaking the
force of strong winds. The planting of windbreaks is a good practice.
• Soil erosion by wind is reduced.
• The blowing down of fruit on fruit farms is reduced.
Trees can be planted at the northern and western boundaries of the
farm to reduce the effect of the strong north-west winds
during August.

Activity 6 Conflict around water (Specific Aims 1 and 3)

Learner’s Book page 238
This activity shows the importance of an understanding of Life Sciences in a
social context, using the shortage of water in Darfur as an example of where
shortage of resources has led to conflict.
1 The farmers are the Fur and the Masalit. The nomadic peoples are Arab
nomads – the Zaghawa.
2 Farmers require a constant water supply for their crops and livestock.
3 In areas with seasonal rainfall, a shorter rainy season would be likely to
lead to less rain falling and so less rain available in ponds, dams, rivers and
ground water sources.
4 The amount of land available for farming will decrease as the land
gets drier.
5 The conflict is likely to become worse as the precious resource, water,
becomes more and more scarce.

Activity 7 Availability of water (Specific Aim 1)

Learner’s Book page 241

Provide each learner with a blank map (photocopy) of the province
concerned.
1 The learners should list at least ten daily uses of water, for example:
washing, bathing, showering, brushing teeth, flushing the toilet, drinking,
making coffee/tea, washing dishes, doing laundry, cooking, irrigation,
washing hands.

D70 STRAND 3 • UNITS 1–5

2 a 97%
b 2,97%
c 0,03%
3 Learners should first decide on the names of the major rivers in their
province before drawing them in on a map as accurately as possible.
4 The same as for question 3 but for dams, in this case.
5 a and b Learners must consult their local or nearest municipality or
weather station to obtain the correct data.
6 Learners must consult officials in health and sanitation before answering
this question.
7 The same as for question 5.
8 Chlorine is used to kill pathogens in the water. However, chlorine
may react with certain industrial chemicals to produce chlorinated
compounds, some of which are carcinogens.

Activity 8 Water resources in South Africa (Specific Aims 1 and 3)

Learner’s Book page 242
1 South Africa is a semi-arid country, where water is scarce compared to
most other countries. South Africa’s average rainfall is less than 500 mm
(497 mm), which is well below the world average of 860 mm. The
greatest part of the country receives only about 27% of South Africa’s
total rainfall. Due to hot, dry conditions, South Africa experiences a high
evaporation rate. Evaporation exceeds rainfall, except for small areas
along the coast and on certain escarpments.
2 Yes, we do need dams. About half of South Africa’s annual rainfall is
already stored in about 550 government dams, with a total capacity of
more than 37 000 million m3.
It should be kept in mind that dams have both positive and negative
impacts. They can be beneficial in that they regulate the flow of a river,
reducing flood damage and contributing to perennial rather than seasonal
flow. Water leaving a dam may be cleaner than water entering it. A dam
usually has a negative effect on the riverine ecosystem. Alterations in
flow management (quantity of water and timing of periods of high
and low flow), temperature and water quality may cause reductions in
biodiversity of riverine organisms below dams.
The construction of new dams should continually be considered,
because the capacity of existing dams becomes more and more reduced
by the high silt load of our rivers. It should also be considered to meet the
demands for the growing population. It should be emphasised that South
Africa’s landscape is not well suited to dams.
3 All the following lead to increased water demand, and increasing
degradation of the freshwater resources of the country, which is already
under stress.
• Population growth. Most of the country’s rivers have been dammed
to provide water for the increasing population. By the year 2020 clean
water will be in short supply.
• Increased economic activity. Industrial and domestic effluents are
polluting the ground- and surface-waters, and changes in habitat have
affected the biotic diversity of freshwater ecosystems.
• Intensification of land-use practices. In most areas wetlands have
been converted for other land-use practices, with more than 50% of
South Africa’s wetlands already lost.

STRAND 3 • UNITS 1–5 D71

 4 Good management and sustainable utilisation of our freshwater systems
and resources depend on reliable information. Everybody must help to
save water, even if they live in a part of the country where there seems to
be plenty of it.
• Repair or report leaking taps and toilets.
• Each day, look for ways where you can avoid wasting water.
• Collect rainwater in a water-tank/butt.
• Use “low-flush” toilets.
• Plant indigenous and, where possible, drought-tolerant shrubs
and trees.
• Report any pollution in a stream or a river to your local or nearest
water authority.
• Remove alien vegetation growing close to rivers or streams.

Activity 9 The water phases (Specific Aim 1)

Learner’s Book page 244
1 Gas, liquid and solid (the answer may be in any sequence).
2 a evaporation b transpiration c precipitation
d evaporation e run off
3 a The learners’ drawings should look something like this.

Atmosphere Sun
Condensation and
cloud formation

Transpiration
Precipitation (rain,
snow, hail)

Evaporation from land and oceans

Percolation
Ocean Land

The water cycle

b Hydrogen (H) and oxygen (O).

c Oceans do not increase in size because the water is continuously
evaporating.
4 a A rise in seawater can be caused by melting icebergs, occurring as a
result of global atmospheric warming.
b From rain, snow or hail, as result of precipitation.
c Water returns to the atmosphere by evaporation from the surface of
the oceans, lakes, rivers, and so on, and from the surface of plant
leaves during transpiration.
5 a Pure water vapour, produced by evaporation, condenses and falls
back to the Earth in the form of rain, hail and snow.
b The same amount of water entering the oceans, evaporates from
these vast exposed surfaces back into the atmosphere.
c Sodium chloride; NaCl.

D72 STRAND 3 • UNITS 1–5

 Activity 10 A community water cycle (Specific Aim 3)
Learner’s Book page 245
This activity could be used as a homework exercise.

Many people in South Africa obtain their water from metropolitan or

regional water systems. These systems rely on one or both of two sources:
reservoirs, created by damming up rivers, or from wells. Water in reservoirs
is not pure and must be treated to make it safe for human consumption. After
the water treatment plants purify the water, they send it out to the users.
The distribution system diverts water down different pathways to homes
(and businesses). Once water is used, it leaves your home (or school) as
wastewater. The three parts of a wastewater treatment plant are:
a Collection. Wastewater is collected in large pipes and conveyed to the
treatment plants.
b Treatment. Wastewater is treated as follows:
• primary treatment, where solid wastes are removed by bar screens
and settling tanks
• secondary treatment by aeration and growth of useful bacteria and
settling again
• advanced treatment, where chlorine is added to disinfect water.
c Discharge. Disinfected, cleaned water is discharged into a stream or lake
from where it re-enters the natural water cycle.
Note: Some homes may have a septic system, which has a settling tank
and rain field.

RPA Activity 11 The atmosphere (Specific Aims 1 and 2)

Learner’s Book page 246
This activity could be used as a homework exercise.
1
Nitrogen 78,09%
Argon 0,93%

Oxygen 20,95%

Carbon dioxide 0,03%

Composition of dry atmospheric air

2 Nitrogen dilutes the other gases and is needed for protein synthesis.
Oxygen is used by living organisms during respiration.
Carbon dioxide is used by green plants during photosynthesis to produce
organic food.
3 Helium, neon, argon, ozone and dust particles.

STRAND 3 • UNITS 1–5 D73

 Activity 12 The air in South Africa (Specific Aims 1 and 3)

Learner’s Book page 247

1 Some research work is required. Each learner in the group picks one of
the named gases (SO2, NO, CO), gains information on the disorders or
ailments caused by an excess of this gas and prepares him- or herself to
present it to the group. Time should be allowed for debating this issue.
The group reaches consensus and makes a list of the various disorders
caused by each gas.
• SO2. Irritating lung surfaces, damaging the skin and also the surface
of the eyes.
• NO. This exhaust fume contributes considerably to photochemical
smog. Under conditions of temperature inversion can cause irritation
to eyes and lungs.
• CO. It combines 250 times more readily with our oxygen carrier
molecules, haemoglobin, in the blood. When the concentration is too
high, humans can be suffocated. In lower concentrations it can cause
dizziness and headaches.
2 Pollution is not just restricted to the air we breathe when we go outside.
The atmosphere inside our homes may also be polluted. Some of
the highest concentrations are found in rural, indoor environments.
If water heaters, open fires and cookers using oil, solid fuel or gas
are badly maintained, they will use fuel inefficiently and cause more
pollution. These practices also give off dangerous fumes, such as carbon
monoxide. It is common during winter to keep windows closed and to
block up openings that might cause a draught. There is then insufficient
ventilation in the room and the air becomes stagnant and stale. This
phenomenon is enhanced when someone is smoking or there is an open
fire. This is especially a problem for children of low-income families,
who live mainly in rural areas or informal settlements with inadequate
housing.
This can be rectified by:
• putting into operation an electrification programme to replace the
use of coal and wood as a domestic energy source, and thus
improving indoor air quality
• opening the windows to improve air ventilation
• generally improving housing design and construction, and creating
larger houses with more window space
• stopping smoking in a room where children are present
• paving roads in informal settlements to improve the ambient
air quality
• educating the public on the dangers of open fires inside houses,
especially in poor ventilated ones.
3 Designing a poster is one of the most important things that can be done
to make more people aware of how outdoor air quality in a community
can be improved.
• The heading must grab the attention of the people who see it.
• Design an illustration or symbol, or cut and paste pictures or
illustrations out of magazines that are relevant and essential to the
message of the poster. Remember, too much information or detail is
not good! A common mistake is to create a poster that is too ‘busy’.
• Summarise in about 30 to 40 words some suggestions as to what can
be done to improve outdoor air quality in the community. Colour and
bold print has to be used.

D74 STRAND 3 • UNITS 1–5

 • If there is room, include some other information such as useful
addresses to contact for more information about the suggestions or
problem.
4 The learners present their posters to members of another group.

Activity 13 Biotic and abiotic resources (Specific Aim1)

Learner’s Book page 249

This section deals with living (biotic) resources, namely plants and animals.
They are living resources, since they possess characteristics such as: the need
for food for growth and repair, they obtain energy by the process of cellular
respiration, they grow in size through the process of mitosis, they respond to
environmental stimuli, and so on.
1 The non-living (abiotic) resources dealt with are water, air and soil. These
are non-living resources since they do not possess the properties of living
things.
2 Figure 3.23 – plants (living); huts, soil, air (non-living).
Figure 3.24 – plants (living); windmill, air (non-living).
Figure 3.25 – people, fish (living); boat, water (non-living).
Figure 3.26 – people, shrubs (living); water, rocks (non-living).
Figure 3.27 – goats, trees (living); soil (non-living).
Figure 3.28 – grass, people, (living); vehicles soil (non-living).
3 Movement. Most animals move about, but movement from one place
to another in itself is not diagnostic of life. Most plants and even some
animals do not move about, while many non-living objects, such as
clouds and air (wind), do move. The criterion of movement is thus
neither necessary (possessed by all life) nor sufficient (possessed only
by life).
Complexity. All living things, even bacteria, are complex in structure and
function. However, a computer or a jet engine is also complex, but not
alive. Complexity is a necessary criterion for life, but it is not sufficient in
itself to identify living things, since many complex things are not alive.
4 Refer to question 4 (movement). Clouds do not possess the unique
fundamental properties (the ability to feed, respire, grow, and so on) of
living things.
5 No. It uses up oxygen, but it does not breathe.

Self assessment questions

1a R is the best for plant growth because the soil contains adequate
water and the humus content is high.
b T would most easily become waterlogged, because the water content
is extremely high and the permeability to water is very low.
c S is the soil in which plants will wither quickest, because the humus
content and water-retaining capacity is low and because water drains
easily through and soil dries quickly.
d i It is important for soil to contain sufficient air, because the oxygen
in air is needed by plant roots and soil organisms to breathe, air
prevents poisonous substances from being formed and because it
is needed for seeds to germinate.
ii Soil needs sufficient humus, because it acts as a sponge and
increases the water-retaining ability of soil, it provides minerals to
plants through decay and it improves the aeration of heavy soils.

STRAND 3 • UNITS 1–5 D75

 2 a pH is a measure of the acidity or alkalinity of a solution.
b Sample B. Blue litmus paper will turn red, which indicates that the
pH is less than 7.
c Sample A, because the soil is alkaline.
d When it has a pH of 7.
e Sample B. The lime neutralises and reduces soil acidity.

Learner’s Book UNIT 4 Nutrient cycles and the environment

pages 252–264
Duration: 6 hours TERM 3

Activity 1 The carbon cycle (Specific Aim 1)

Learner’s Book page 255
1 The pictures for the plant/animal gaseous exchange in a circle dance

2 The hyena story: carbon circle dance

Part of buffalo. Carbon is a very important component of living
organisms, because it is an essential part of the organic compounds:
carbohydrates, fats and proteins. These compounds, together with the
inorganic compounds, make up the organism’s body. The meat of buffalo
consists mainly of carbohydrates, fats and proteins containing a lot of
carbon atoms. The carbon atoms in buffalo’s meat provide hyena with
energy, enough so that she could hunt and kill a zebra by herself and
chase away annoying vultures.
Part of hyena: Inside hyena’s body, a carbon atom from buffalo’s meat
had become part of a cell in her hardworking leg muscles. To generate
more energy, carbohydrates in hyena’s muscle had to be metabolised
and the carbon atom was released. When hyena’s blood flowed through
her muscles, this carbon atom combined with oxygen to form a carbon
dioxide molecule. From the lungs the exhausted hyena breathed the
carbon dioxide out into the atmosphere.
Part of acacia: A few minutes later, acacia absorbed the carbon dioxide
molecule from the atmosphere into a leaf. Inside the leaf, photosynthesis
took place and produced food for acacia to grow. In the leaf the carbon
dioxide molecule dissociated. The liberated carbon atom and some
hydrogen were used to produce a sugar molecule (food), and the oxygen
from the carbon dioxide diffused back into the atmosphere.

D76 STRAND 3 • UNITS 1–5

 3 High levels of carbon dioxide in the atmosphere can be reduced by
“fixing” carbon in plant and animal tissues and by returning organic
carbon to the soil. These stores of organic carbon are known as “carbon
sinks”, because they “drain” carbon dioxide from the atmosphere and
hold it for a period in a form that does not contribute to global warming.
Carbon sinks may be relatively temporary or permanent. For instance,
grasslands are more temporary carbon sinks than forests, because the
grazing and burning of grasses cause rapid turnover of organic matter.
Trees, on the other hand, grow more slowly and store organic carbon for
many years in woody tissues. However, they too may one day be burned
as fuel or die and rot, releasing carbon dioxide into the atmosphere.
Soil is the ultimate carbon sink. It contains organic matter derived from
plants, animals, fungi and bacteria. Most organic carbon in the soil
occurs in a form that binds tightly to clay particles and cannot easily be
dislodged. Soil enriched with organic matter is therefore a very stable
carbon sink as it can store large amounts of carbon for a very long time.
(Source: Conservation farming project, National Botanical Institute SA.)
4 Human activities add carbon to the atmosphere by burning fossil fuels,
through deforestation and through the production of cement.
Burning fossil fuels. Humans have been burning huge quantities of fuel,
including fossil fuels, releasing carbon dioxide into the atmosphere.
Mining, transport, industry and farming contribute to that.
Deforestation. Humans have been destroying vast tracks of vegetation,
including tropical rainforests. The rate of photosynthesis is reduced and
less carbon dioxide is removed from the atmosphere.
Production of cement. In the production of cement from limestone, vast
amounts of carbon dioxide are released into the atmosphere.

RPA Activity 2 The nitrogen cycle (Specific Aims 1 and 2)

Learner’s Book page 257
1 Nitrification. The process by which certain soil bacteria convert ammonia
(NH3) and nitrites (NO2) into nitrates (NO3). These nitrates dissolve in
soil water and are absorbed by plant roots.
Denitrification. Denitrifying bacteria change nitrates back into nitrogen
again in a process known as denitrification. This nitrogen escapes as a gas
into the atmosphere.
Ammonification. The process by which certain soil bacteria convert plant
proteins, animal proteins, urea and uric acid into ammonia.
Lightning (electrical fixation). Lightning causes some of the nitrogen gas in
the atmosphere to combine with oxygen, forming nitrogen oxides. These
nitrogen oxides dissolve in rain and are washed into the soil, where they
form nitrates.
2 a 1 – Nitrates   2 – Animal protein   3 – Ammonia
b A – Nitrogen fixation B – Feeding
C – Absorption by roots D – Denitrification
c Legumes such as peas, beans, lupins and clover have root modules
(small swellings) that contain nitrogen-fixing bacteria. These bacteria
(Rhizobium sp.) use nitrogen gas from soil air and change it into
nitrates. The plant uses the nitrates to produce proteins.
d These bacteria are harmful, because valuable and important nitrates
needed by plants are converted into substances that cannot be used
by plants. In fact, nitrates are poisonous to plants.
3 a Lupins are legumes and wheat not. Refer to question 2c.

STRAND 3 • UNITS 1–5 D77

 Lupins are capable of producing their own nitrates. Some roots
b 
absorb additional nitrates from the soil solution. It may happen that
an excess of nitrogen will impede absorption of other elements. The
effect of this will be a decline in plant growth.
4 a
Cheese (2%)
Meat (8%)

Vegetables (55%)
Milk (15%)

Water (20%)

b Some vegetables (for example, beans and peas) can produce their own
nitrates. All plants absorb nitrates from the soil solution. Metabolic
activities in plants are relatively low and the bulk of nitrates
(produced and absorbed) is used for the synthesis of plant proteins.
c Animals are active organisms and require much energy for their
metabolic processes. A lot of nitrates are consumed to satisfy these
processes and less are available to be converted into proteins.
d Farming practices increase with the downward flow of streams.
Farmers use nitrate fertilisers in the cultivation of crops. Nitrates
dissolve in irrigation water and then drain into streams and rivers.
e Invite the official concerned to address the learners regarding all
aspects of municipal water.
5 To solve his nitrogen problem, Sandile could try one or more of the
following ideas, all of which aim to return to the soil the nitrogen that
has been depleted:
• add chemical fertiliser (which he could buy)
• add compost (which he could make himself )
• add manure (which could be provided by his livestock)
• practise crop rotation (alternating a legume crop with the
current crop)
• plough unused parts of the previous crop into the soil (such as
maize stalks).

Activity 3 Climate change (Specific Aim 3)

Learner’s Book page 259
1 The Kyoto Protocol was an agreement that requires industrialised
countries to reduce their greenhouse gas emissions from 1990 levels by
an average of 5% over the period 2008 to 2012. It was part of the United
Nations Convention on Climate Change that requires industrial countries
to stabilise their greenhouse gas emissions to 1990 levels by 2000. The
USA has signed the agreement, but does not intend to ratify it. Note:
Signing is optional, indicating intention to ratify. Ratification is the key
step for a country to formally accept an international treaty.
2 Learners should indicate that they understand that developing countries
such as South Africa, China and India (as examples) are industrialising
rapidly and so are producing greenhouse gases, which will contribute to
climate change.

D78 STRAND 3 • UNITS 1–5

 3 The agreement that replaced the Kyotyo Protocol in 2012 was The Doha
Amendment to the Kyoto Protocol.
4 Answer will vary, but learners should talk about coal-fired power stations,
industries that use fossil fuels and use and produce fossil fuel offshoots,
such as plastics, individual activities such as using cars, burning wood for
fuel, using gas for fuel, failing to recycle. Learners should show evidence
of research into what produces greenhouse gases.
5 Answers will vary, but learners should discuss government measures to
encourage less use of fossil fuels, controls on emissions by industries and
a move towards use of renewable energy resources.
6 Answers will vary. Learners should think about ways of reducing energy
use, such as raising the price of conventionally produced energy and
subsidising the use of renewable energy sources.
7 Learners should list solar energy, geothermal energy, wave energy, wind
energy, and so on.

Self assessment questions

1 a The main source of carbon is the atmosphere. It is used for the

synthesis of organic compounds in the form of carbon dioxide.
b Photosynthesis
c During decomposition and combustion of organic food, during
respiration of living organisms, and during combustion of fossil fuels.
2  1: Free living nitrogen-fixing bacteria/Azotobacter/Clostridium
2: Symbiotic bacteria/Rhizobium
3: Plant protein
4: Animal protein
5: Urea
6: Ammonification
7: Nitrite bacteria
8: Nitrites
9: Nitrate bacteria
10: Denitrification
11: Electrical fixation
12: Absorbed by plants

Learner’s Book UNIT 5 Energy flow within an ecosystem

pages 265–276
Duration: 6 hours TERM 3

RPA Investigation 1 Do animals prefer specific types of plants for food
(Specific Aim 2)
Learner’s Book page 265
The learners of each group are responsible for their group’s jars, leaves and
herbivores. They should read the instructions carefully and follow the
instructions in the correct sequence.

The ability to follow instructions for investigations (and experiments) and to

perform specified procedures during practical work is a fundamental skill.
Assess the groups while observing the learners at work. Assistance should

STRAND 3 • UNITS 1–5 D79

 be given where needed so that laboratory sessions are as instructive and
productive as possible.

Take note that a histogram is quite like a bar graph, but there are no gaps
between the columns. The columns should be of the same width and drawn
with the aid of a ruler.

1 The type of plant is determined by the amount eaten.

2 It may be that the plant (leaf ) does not secrete any repelling scents or
flavours. The taste is palatable. The epidermis of the leaf is soft and not
hairy or waxy.
3 Animals are sensitive to damaged and sick leaves. These leaves secrete
substances with offensive smells.
4 For more effective verification.
5 No, there would be too much confusion in searching for the desirable
leaves for food.
6 One would use a perforated lid so that:
• oxygen, needed for respiration, can enter
• carbon dioxide, as waste product of respiration, can diffuse outwards
• the animals do not suffocate and then investigation can proceed
successfully.

RPA Activity 1 Energy flow through an ecosystem (1) (Specific Aims 1 and 2)
Learner’s Book page 267
1
Hawk Fox

Cat

Sparrow
Mouse

Maize seeds

A simple food web

2 The electricity needed to drive an electric motor is generated in coal-

burning power stations. The coal used is fossil fuel. Coal developed from
the remains of plants that died millions of years ago. These plants used
the radiant energy from the Sun and converted it into chemical potential
energy. This chemical energy is stored in organic compounds making up
plant material which eventually changed into coal.
The petrol needed to drive a motor engine is derived from refined
crude oil. Crude oil is also a fossil fuel. It is derived from microscopic
diatoms (phytoplankton) that lived more than 300 million years ago.
Phytoplankton is tiny plants that are capable of converting the energy
from sunlight into chemical energy. This energy was stored in carbon
compounds that eventually turned into oil droplets under great pressure
and heat millions of years ago.
A racehorse is a herbivore eating plant material to obtain the energy
needed for running. Plants use the radiant energy from the Sun and
convert it into chemical energy. This chemical energy is stored in the
organic compounds that make out the plant material.

D80 STRAND 3 • UNITS 1–5

 3 a i B
ii A
b B   
c C   
d C   
e A   
f C
g B   
h A   
i A
4 a i Increase. If B increases there will be more B (food) to support E.
ii Decrease. If C increases, more B will be eaten so there will be less
B to support E.
iii Increase. If D increases, more C will be eaten so there will be less
C eating B; this will result in more B to support E.
iv Decrease. If F increases, more E will be eaten.
v Increase. If G decreases, less E will be eaten.
b i C and E
ii B
5 If some event interferes with a food web, all the organisms in it are
affected in some way. The learners can mention various possibilities
when goats and cats are introduced, for example:
Goats. Less vegetation will be available as food for rabbits. The owl
population will decrease, as a result. Rats will become a pest and compete
with goats for food.
Cats. Fewer rats will be available as food for foxes and owls. Foxes will
start catching and killing goats for food. Due to the decrease in the
population in owls, the beetle population will increase. Beetles will
become a pest and compete with goats for food.

RPA Activity 2 Energy flow through an ecosystem (2) (Specific Aims 1 and 2)
Learner’s Book page 269
1 a When radiant energy from the Sun falls on grassland, about
• 20% is reflected by the vegetation into the atmosphere
• 39% is used in evaporating water from the leaves during
transpiration
• 40% warms up the soil, the air and the plants
• only about 1% is left to be used in photosynthesis for production
of new organic compounds by the leaves of plants.
b The transfer of energy from grass vegetation (producer) to the cow
(primary consumer – herbivore) is as follows:
• the bulk (about 60%) of the grass eaten, passes through the
alimentary canal undigested
• 30% is used in cellular respiration to provide energy needed for
movement and other life processes
• 10% of the plant material is converted into new animal tissue to
contribute to growth.
2 a Herbivores (primary consumer) – second trophic level
b i The energy content of a cauliflower can be determined from
burning a known mass of this food completely in the presence
of oxygen in an apparatus called a food calorimeter. The heat
given off heats up a known quantity of water. From the rise in
temperature of the water we can calculate the amount of energy
released by the food.

STRAND 3 • UNITS 1–5 D81

 ii Count the individuals per unit area. Do a few counts and calculate
the average.

The SI unit used for measuring energy is the joule. Joules are very small
units in relation to the energy used by a person.
For this reason the energy contained in food is expressed in kilojoules
(kJ). 4.18 kJ is the energy required to raise the temperature of 1 kg (1 000
cm3) of water through 1 0C (more precisely, from 14,5 0C to 15,5 0C). The
joule values of most human foods are already determined. Different food
substances have different joule values, i.e. they provide different quantities
of energy.

c Table 5.2
Organism Number per Biomass/g per Energy content/kJ
square metre square metre per square metre
Cauliflower 10 900 15
Aphids 400 20 200
Ladybirds 20 2 40

Ladybirds:

Aphids:

Cauliflower:

Pyramid of numbers Pyramid of biomass Pyramid of energy

i In the pyramid of numbers there is a large number of primary

e
consumers (herbivores/aphids) feeding on a few but large
producers (cauliflower). The secondary consumers (ladybirds)
are far less than the herbivores. In this “upside down” or “wrong
shape” pyramid, a few producers support a large number of
consumers. This pyramid is not a very accurate representation of
feeding relationships.
The pyramid of biomass reflects the decrease in biomass at
each trophic level in a food chain. The total mass of each level
is smaller than that of the level below. This pyramid is a typical
pyramid shape with a broad base. This is because it takes account
of the relative size of organisms involved. The bar for the
producers is always at the bottom of the diagram.
ii In the case of the pyramid of biomass, the shape is in the form
of a pyramid because energy is lost at each trophic level, so it
gets narrower towards the top. In the pyramid of energy, the
producers (cauliflower) store less energy. The primary consumers
are capable of storing more chemical energy in their body tissues
due to their large numbers. The energy transfer from the primary
to the secondary consumers is accompanied by a decrease due to
the conversion of potential energy into kinetic energy and heat
energy.

D82 STRAND 3 • UNITS 1–5

 3 • Ladybirds as predators will kill the pests.
• They are highly selective and host-specific.
• They do not cause harm to other organisms or accumulate in food
chains.
• The predators will breed in the environment and repeated follow-up
operations are minimised.
• Pests do not become resistant to the predators.
• They do not harm humans.

RPA Investgation 2 Leaf decomposition (Specific Aim 2)

Learner’s Book page 271
1a Decomposers are organisms (for example, earthworms, bacteria and
fungi) that break down the bodies and remains of dead plants and
animals. They obtain their energy from dead and decaying matter
of producers and consumers. During decay, chemical elements are
released and can be absorbed (recycled) back from the soil by plants.
b In bag A, with mesh size of 8,0 mm.
c Bag C
d Invertebrates, for example, earthworms.
e Temperature, water, gases (O2 and CO2)
f i 70%
ii 25%
g pH. Most organisms require a neutral pH or slightly acidic
environment. Extremes in pH limit the metabolic activities of
organisms and, therefore, the decomposition of organic matter.
Oxygen. Aerobic decomposing bacteria are more effective in the
presence of oxygen needed for cellular respiration.

Activity 3 Food chains (Specific Aim 1)

Learner’s Book page 272
1 The pyramid of numbers A represents food chain 2.
The pyramid of numbers B represents food chain 4.
The pyramid of numbers C represents food chain 1.
The pyramid of numbers D represents food chain 3.
2 The primary source is the Sun.
3 Pyramids of biomass and pyramids of energy.

Assignment An aquatic ecosystem (Specific Aim 1)

Learner’s Book page 272
1 October/November
2 a Ecosystem
b Habitat
3 Aquatic
4 Organisms interact with one another.
One organism serves as food for another.
5 Bacteria, decomposers.
6 Soil, water, gases, mineral salts, temperature, sunlight.
7 Photosynthesis
8 a Water plants
b tadpoles
c fish
9 Oxygen, for animals to breathe.
Carbon dioxide, for water plants to photosynthesise.

STRAND 3 • UNITS 1–5 D83

 Self assessment questions (Specific Aim 1)

1 a Herbivore-predator food chain, for example:

green plants → mouse → snake → eagle
b With the transfer of energy from one organism to another,
• a large amount of potential energy is lost as heat energy
• a small amount of energy-rich organic compounds will be
available to support the next trophic level
• the longer the chain, the less energy is available
• shorter chains have larger amounts of available energy.
In a food chain each consumer has only one source of food, because
if one of the consumer species is destroyed all the consumers further
on in the chain will die.
c In a food web each consumer may have several different sources of
food. If one of the consumer species is destroyed the other
consumers can still survive.
2 a 9
b 2, 3, 5, 6
c 1, 4, 6, 7, 8
d 2, 3, 5
e 5
f 9
g
Producers Primary Secondary Tertiary
consumers consumers consumers

Caterpillar Chameleon

Locust Mouse
Grass
Antelope Lynx

Hare Owl

3a An ecosystem is a demarcated and self-maintaining, stable area of

all the different populations that interact with one another and with
their non-living physical environment.
b Number 4, because herbivores are plant-eaters, such as antelopes.
c i Number 1
ii Number 4
iii Number 1
d A producer, because green plants produce food also for other living
organisms, food is produced by the process of photosynthesis, leaves
contain chlorophyll, which converts radiant energy into chemical
energy, and this energy is stored in organic food, which is available for
the plant and herbivores.
e i Number 3
ii Number 3. An omnivore is a secondary consumer, like humans.
They feed on both primary consumers (animals) and producers
(plants).
f The antelope, which is number 4, is the source of food for the lion,
which is number 1. The lion will need to find another source of food
or will face extinction. Vegetation (plants), which is the source of
food for the antelope, will increase.

D84 STRAND 3 • UNITS 1–5

Extension activities
The activities may be done at the discretion of the teacher and if time allows.

More on ecosystems (Specific Aim 1)

1 Use the information in the diagram below to answer the questions that
follow.
snail eagle

water rat grass dassie

jackal

a What does this diagram represent?

b If the number of dassies increases, name the animals that might:
i increase
ii decrease.
Suggest a reason for your answer in each case.
c Who are the producers in this diagram?
2 Study the following table and answer the questions that follow.
Nutrition in animals Fate of food
% not digested % used for % used for
growth respiration
Sheep eating dry grass 70 X 20
Lion eating zebra 30 Y 60
a According to the table, who is the:
i predator?
ii herbivore?
iii carnivore?
iv producer?
b What is the value of
i X?
ii Y?
Show your calculations.
c What total percentage of the first-order consumer’s food is digested
and used? Why is this percentage smaller than the value for the
second-order consumer?
d i If a sheep eats 50 kg of dry grass, how much of this is converted
into mutton?
ii If a lion eats 250 kg of zebra, how much of this will be used for
growth?
Show your calculations.

STRAND 3 • UNITS 1–5 D85

 Memo
1 a A food web.
b i Eagles and jackals might increase, because more food will be
available for secondary consumers.
ii Snails and water-rats will decrease, because more grass will be
consumed by the dassies, therefore less food will be available to
other herbivores.
c Grass

2 a i Lion
ii Sheep
iii Lion
iv Grass
b i X = 100 – (70 + 20) = 10%
ii Y = 100 – (30 + 60) = 10%
c 100 – 70 = 30%
For the second-order consumer, the lion, it is 100 – 30 = 70%.
The first-order consumer’s (sheep’s) diet consists mainly of cellulose.
Cellulose is indigestible and dry grass is a low quality food.
d i 50
10
__ × ___ = 5 kg
1 100
250
ii 10
___ × ___ = 25 kg
 1 100

D86 STRAND 3 • UNITS 1–5

 STRAND 4
HISTORY OF LIFE AND
BIODIVERSITY

Unit 1: Biodiversity and classification

Unit 2: History of life on Earth

Learner’s Book UNIT 1 Biodiversity and classification

pages 277–303
Duration: 4 hours TERM 4

Activity and self assessment question memos

Important note to teachers:

• According to the CAPS document, this entire unit needs to be completed
in one week.
• To achieve this, you need to be totally confident, well prepared and
organised so that you convey the key ideas to learners in a condensed,
highly efficient manner, instead of relying on the learners to discover the
content on their own.
• Thus, good old fashioned purposeful “teaching” is required to pace the
rate of learning over a short time.
• If, however, despite all efforts, this unit takes longer to complete, bear in
mind that you need to budget this into Unit 2’s prescribed time allocation
of five weeks.
• Please resist the temptation of avoiding keys! Learners always enjoy this
as they do all games. More important, this is real science in action and an
essential life skill. This, however, only applies if you “teach the rules” in a
confident, enthusiastic and well prepared manner.

These are a few general points that need to be noted when considering
this topic:
1 The singular and plural forms of the word species are the same. There is
no such thing as a biological “specie”.
2 The widely-used species definition given in the Learner’s Book is far
from definite and in fact there is still no universally accepted definition
for species that applies across the whole spectrum of living and extinct
organisms. Here are some additional points:
• Artificial hybridization between closely related species (and even
genera) which is normally isolated in the wild may take place in
laboratory/captivity (e.g. horse crossed with donkey → mule, which
is sterile; lion crossed with tiger → tiglon or liger). This process has
played an important role in agriculture (e.g. artificial selection of
maize, corn).
• Many wild plant species, especially in temperate regions, are natural
hybrids of closely related species, as can be shown by genetic analysis.
This applies to many wind-pollinated forms, e.g. oaks, pines (wind

STRAND 4 • UNITS 1–2 D87

 is a less specific pollinating agent than animals such as insects).
Hybrids between South African Protea species commonly occur in
botanical gardens.
• In practice most living species are defined by morphological
characters that are considered to be significant by taxonomists who
work with the group of organisms involved, rather than on breeding
behaviour. Not all taxonomists will agree on what constitutes a valid
species. This is a good example of the contested nature of science.
• Obviously the breeding behaviour of extinct organisms – such as
most fossil “species” – cannot be tested. These are defined on the
basis of morphology alone. The subdivision of evolutionary lineages
of extinct organisms into successive “chronospecies” is a particular
problem. In fact, it is mainly because of evolution – genetically
determined morphological change through time – that discrete
species cannot be universally defined and recognised. Groups that are
currently evolving rapidly, such as the vygies (Family Aizoaceae), are
a particular headache for taxonomists because clearly defined species
and higher taxa (e.g. genera) are often difficult to recognise – they are
still diverging and stabilising.

Changing formal names

Standardised binomial names give a high degree of stability to scientific
nomenclature. However, even the formal names of organisms may
occasionally be changed (which can be very annoying!). The main reasons for
such changes include:
• An earlier formal name for the same plant exists elsewhere in the world
but another name is given by scientists who are not aware of this name.
This happened during the “apartheid years” when South Africa was
isolated from the International Botanical Society. Keen gardeners are very
aware of the numerous name changes that have occurred since 1994.
• When taxonomists transfer a species to another genus because the
species is now considered more closely related to other species within
that genus.
• When a genus is split up into two or more new genera, or two or more
genera are combined into one

Formal names changes and disagreements between experts are regulated

by internationally agreed sets of rules such as the International Code
of Botanical Nomenclature and International Code of Zoological
Nomenclature.

A recent, highly controversial, decision made in 2005 was to change the

generic name of most African acacias (thorn trees) from Acacia to Senegalia.
So, for example, Acacia karroo now becomes Senegalia karroo. The genus
Acacia was first established in 1754 for a species of thorny tree in the pea
family from Africa and Asia (A. nilotica). However, some 1 350 Acacia species
have since been described worldwide. The great majority (955 spp.) grow
in Australia. These are the famous thornless wattles that form the basis of
a huge international timber industry. Several wattles are now important
invasive aliens in South Africa. An Acacia species is Australia’s official floral
emblem and this single genus makes up some 18.5% of the entire Australian

D88 STRAND 4 • UNITS 1–2

 flora. The huge old genus Acacia has now been split into several newly
defined genera (including Senegalia) and it was decided to keep the genus
name Acacia for Australian wattles because this would involve far fewer name
changes overall. Naturally, many African botanists are not at all pleased.

PPA Activity 1 Grouping everyday objects (Specific Aim 2)

Learner’s Book page 283

1 Solution: Substitute the last row of classification of vehicles as follows:

LAND WATER AEROSPACE

2 WHEELS MANY WHEELS WITHOUT WITHOUT

bicycle electric train ENGINE ENGINE
motorbike sailing boat glider

4 WHEELS WITH ENGINE WITH ENGINE

car cruise ship jet plane
submarine space rocket

2
VEHICLES

engine
LAND cruise ship WATER
4 wheels nuclear
2 wheels submarine
car
bicycle no engine
motorbike sailing boat
many wheels
electric train

engine
jet plane
space rocket no engine
glider
AEROSPACE

These are some ideas for expanded exercises if learners require more
experience in understanding and designing classification systems.

1 Large collections of books, journals and other printed literature are

stored in schools, universities, municipal and state libraries and some
private homes. In order to quickly find a particular book, or put one
away, the books have to be arranged according to key features or
characters. Suggest some obvious characters that might be used to
classify and arrange books in a large public library. What other characters
might be used for a small private library at home? Find out how books
are classified in your local library (school/town, etc).
Possible answer:
• subject (biology/poetry/politics/sport/cookery)
• cover or binding (paperback/hardback)
• author
• publisher
• date of publication
• language (English/Afrikaans/Zulu)

STRAND 4 • UNITS 1–2 D89

 • format (size and shape) of book
• Less useful: colour/smell/order of acquisition or reading/cost/good
or bad/favourites/number of pages/popularity/type and number
of illustrations
Note: Think about the Dewey-decimal system.
2 Visit a local supermarket or large store and discover how the large range
of objects on sale are classified and arranged for the convenience of
shoppers (and the store owner). Draw a plan.
3 Suggest practical classifications for (a) utensils in a kitchen, (b) items
of clothing, (c) meals on a restaurant menu, (d) rocks and minerals, (e)
weapons (f ) pack of playing cards.
Note that the orientation of the branching classification is not significant.
The tree can branch upwards, downwards or sideways without changing
the classification.
It is also important to note that:
• Formal names of all taxa are capitalised but not italicised (informal
versions are written with small initial letter: plants, spermatophytes,
fabaceans, mammals, elephants).
• The category “division” used by botanists is broadly equivalent to the
“phylum” used by zoologists. However, increasingly the term phylum
is used by all biologists.
• In practice, many further taxonomic levels or categories are employed
by taxonomists (e.g. subphyla, superorders, subfamilies, etc). Only
the most important ones are given here. The Vertebrata (= Craniata)
are a subphylum within the phylum Chordata, for example.
• As discussed, there is no final consensus among scientists about how
organisms should be classified (e.g. the number, names and scope of
the higher taxa). The taxa listed here are widely used, but there are
other, perhaps more valid, alternatives.
Remember, biological classifications are evidence-based scientific
hypotheses and are therefore testable.

Biological keys
A good key is practical, short and clear. Keys that involve either/or
alternatives throughout are called dichotomous keys (dichotomous = two-
branched). However, as long as the system is clear, three or more choices are
equally valid (as occasionally used in our example). Each choice may include
a single character (e.g. wings present/absent) or several characters (e.g.
compound eyes plus a waist). A single choice is simpler, several characters
give more confidence. Keys that are illustrated with annotated explanatory
pictures are often easier to use than those that are expressed entirely in
words. Humans are visual animals and, as is so often the case, “a picture is
worth a thousand words”.

Because all the invertebrate groups involved in the key are very large in terms
of number of species as well as diverse in their adaptations to different ways
of life, it is difficult to construct a simple key that is infallible. There are
nearly always exceptions. For example:
• Some slugs do have a small external or internal shell (vestigial).
• The key only works for mature adults (e.g. not for larvae, pupae of
insects).
• It does not apply to all castes in social insects such as ants and termites
(where, for example, the sexual reproductive castes, queens/kings/
drones, have two pairs of well-developed wings).

D90 STRAND 4 • UNITS 1–2

 • Many beetles (a huge group) cannot fly and have lost the second pair of
wings entirely (e.g. toktokkies or tenebrionids).
These exceptions can usually be handled by making the key more complex or
explicit.

PPA Activity 2 Using a biological key to identify common

invertebrates (Specific Aim 2)
Learner’s Book page 284
It is suggested that you circulate frequently among the pairs of working
groups to guide where necessary. If, after Part 2 of this activity, you think that
learners require more practice in using biological keys, then it is important
to look for or adapt simple keys from available field guides and give these
to the learners so that they can refine their skills in using keys correctly and
systematically to identify the biological characteristics that are used in keys.

Note: A user-friendly key, a bit different to that of Activity 2, can be found in a

field guide to trees: Common Trees, Struik Pocket-Guide for Southern Africa, by
Eugene Moll, Glen Moll and Mici Page. ISBN 1-86825-001-6. Learners enjoy
using this book and the key at the back of the guide.

PPA Activity 3 Exploring animal diversity (Specific Aims 1 and 2) (Formal Assessment Task)
Learner’s Book page 295
1 a Platyhelminthes
b Annelida
c Arachnida
d Diptera
e Smaller insect order (Siphonaptera)
2 a Mammals
b Hymenoptera
c Cnidaria
d Arachnida
e Mollusca
f Echinodermata
3 a Mammalia
b Minor Phyla
c Mammalia
d Lepidoptera
e and f Other chordates
4 a Most abundant group = Coleoptera with 290 000 out of a total of
1 032 000 species. Thus:
290 000 × 100 (for %) = 28,1%
1 032 000
b Most abundant, most diverse insect Order, vary a great deal in size,
structure, colour and habits. One pair of leathery protective
wings usually cover delicate flying wings. About 18 000 species in
South Africa, e.g. ground beetles, tiger beetles, water beetles, fruit
chafer beetles, dung beetles, jewel beetles, click beetles, fire-flies,
maize beetles, ladybird beetles, tortoise beetles, toktokkie beetles,
mealworm beetles, blister beetles, CMR beetles, longhorn beetles,
tree borers, weevils.

STRAND 4 • UNITS 1–2 D91

 c Success probably due to their ability to adapt to changing
environments, as shown by their wide range of habits, habitats, food
preferences, ecological roles and structures. The strong exoskeleton
must also play an important role in their survival.
5 a List of rank order from largest (Coleoptera) to smallest (Mammalia)
groups.
b The two median groups are: Molluscs at 50 000 and Other Chordates
at 38 000.
6 Research on SA Amphibian Red Data species should include: the Fynbos
Micro Frog and the Grassland Giant Bullfrog. The Desert Rain Frog from
the Succulent Karoo could also be considered but bear in mind that its
numbers are still unknown, thus its Red Data Status is still unknown.
OR
IKS stories or statements should be backed by explanations and
references.

Possible criteria for assessment:

4 3 2 1
High level of Satisfactory level Somewhat Little or no
competence in of competence competent in competence in
manipulating in manipulating manipulating manipulating
statistical data. statistical data. statistical data. statistical data.
Skilled in Fairly skilled Somewhat skilled Not yet skilled
accessing in accessing in accessing in accessing
information from information from information from information from
field guides and field guide, etc. field guide, etc. field guide, etc.
other resources.
Competent in Fairly competent Some competence Not yet competent
evaluating the in evaluating the in evaluating the in evaluating the
impact of modern impact of modern impact of modern impact of modern
society on natural society on natural society on natural society on natural
resources. resources. resources. resources.

Self assessment questions

1 Over time, with the advent of microscopy, scientists discovered micro-

organisms such as bacteria, fungi, algae and protozoans. These had more
common characteristics among members of their own kind than they
had with plants or animals. Thus, the necessity to expand the kingdoms,
to accommodate bacteria, protists and fungi in addition to plants and
animals.
2 a Prokaryotes do not have a distinct nucleus (no membrane around
chromosomes).
Eukaryotes have a distinct nucleus with chromosomes enclosed in a
nuclear membrane.
b  Prokaryotes = bacteria. Eukaryotes = Protista, Plantae, Fungi
and Animalia.
3 Endemic refers to species of plants and animals that are found in
relatively small or restricted areas in the country and nowhere else.
Examples include the Table Mountain Ghost Frog which occurs only on
the slopes of Table Mountain and the Cape Grysbok, which occurs only
in Fynbos habitats in the Western- and Eastern Cape.

D92 STRAND 4 • UNITS 1–2

4 1 C
2 D
3 E
4 F
5 G
6 B
7 A
5 a Animalia and Plantae.
b Birds (Aves)
c i 18 625 = 7,489 = 7,5%
248 693
ii 77 500 × 100 = 1 409 090 species
5,5
d The numbers of species described in South Africa are more than 2%
of the number of species described globally for all taxa,
except amphibians. This suggests that South Africa has very
high biodiversity.
e i The presence of mammary glands.
ii Chloroplasts in their cells.
f Many species have not as yet been discovered or described; species
might be duplicated in some countries so that the same species is
classified under different names; scientists sometimes have difficulty
in distinguishing between closely related species and subspecies.
6 a Cape Floristic Region and Succulent Karoo.
b 1 – a region with an exceptional high biodiversity of indigenous
species.
2 – a region that also contains a large proportion of endemic species.
3 – a region that is threatened by human impact, e.g. habitat loss.
c Conservation International
d i 400 × 100 = 12,5%
3 200
ii 2 × 100 = 8%
25
e Educate the land users, e.g. farmers, to understand and appreciate the
unique ecosystem in which they live; encourage land-owners to
conserve the natural ecosystems on their properties, e.g. by creating
private reserves or by switching to game farming; propagate
threatened indigenous and endemic species in plant nurseries to
rehabilitate damaged habitats.
7 a Seven levels of taxa.
b Kingdom, phylum, class, order, family, genus and species.
c Kingdom Plantae and kingdom Animalia.
d Linnaeus used a two-kingdom system. Today we use a five-kingdom
system.
e This is a system that gives two names to each organism, a generic
name as well as a specific name. Thus each organism can be identified
by its genus and species.
f i Arrow A shows the order of decreasing diversity.
ii Arrow B shows the order of increasing diversity.
g i Kingdom
ii Species
h A taxon is a group of organisms with similar characteristics;
taxonomy is the science of classification.

STRAND 4 • UNITS 1–2 D93

 i Genus
j Family
k New technology, e.g. electron microscopy, allows scientists to
discover features in organisms that were not previously visible. There
are still many living organisms that have not yet been discovered or
described by scientists and the addition of these may require changes
in existing classification systems.
8 X = Go to 5; Y = tortoise
a Because every key has only two alternative statements.
b It provides a guide for the identification of an unknown organism.
9 a A pie chart.
b Arthropoda. Their species occur in such large numbers that it
occupies more than three-quarters of the space within this pie chart.
c 4 000 mammals + 38 300 other chordates = 42 300 chordate species
∴ 42 300 × 100 = 4,1%
   1 032 00
d Mammalia: humans, elephants
Coleoptera: dung beetle, ladybird beetle
Annelida: earthworm, leeches
10 a Kingdom, phylum and class.
b The purpose is to classify organisms into groups on the basis of
shared characteristics in each group. It also shows the hierarchy of
a classification system from the broadest level of a kingdom into
smaller groups that have more specific shared characteristics.
c Kingdom: Animalia
|
Phylum: Arthropoda
|
Classes:
|
Insecta Arachnida Crustacea Chilopoda Diplopoda
d i Insects:
kingdom: Animalia
phylum: Arthropoda
class: Insecta

Birds:
kingdom: Animalia
phylum: Chordata
class: Aves
ii
insects
reptiles
arachnids
birds

D94 STRAND 4 • UNITS 1–2

 Extension activities and worksheets
Because of the time constraint conferred by CAPS (teaching this unit in one
week), only three activities were given in the Learner’s Book. Three additional
(optional) activities are also included in this guide. Four additional (optional)
activities are also included in this guide. Also find a note on the latest
classification system developments.

Activity Complexity of classification systems – expanded (Specific Aim 2)

1 Study the organisms that are commonly found in a wetland ecosystem in

South Africa, as shown in the figure below.

duckweed

pied kingfisher
swamp reed
bulrush
African spoonbill
whitebreasted cormorant

dabchick
pondweed
bacteria
yellowbilled duck
redknobbed coot
sedge
frogs/toads
Egyptian goose

hippopotamus

catfish
heron

water mongoose African fish eagle purple swamphen

Follow the steps (a–d) to classify the organisms shown.

a Use an A4 sheet placed sideways to construct either a branching tree
diagram or a Venn diagram to show the classification.
b Clearly indicate the highest ranking (largest) order. In this case it will
be “Common Wetland Organisms”.
c Now select the organisms that fit best into the following groups:
i microbes (microscopic organisms)
ii plants
iii fish
iv amphibians
v birds
vi mammals.
Create new sub-groups for each.
d Finally, subdivide the largest group (birds) into the following sub-
groups: A carnivores B herbivores and C filter-feeders. Work out the
way that they feed by studying the beak and other structures. If you
are still unsure, consult field guides on birds to find out how each
type of bird feeds.
Compare your classification systems with that of neighbouring groups.

STRAND 4 • UNITS 1–2 D95

 Memo
Common Wetland Organisms

Microbes Plants Fish Amphibians Birds Mammals

Bacteria Duckweed Catfish Frog Hippo

Swamp weed Toad Mongoose
Bullrush
Pond weed
Sedge

Carnivores Herbivores Omnivores

Kingfisher Yellow billed duck Redknobbed coot

Spoonbill Egyptian goose
Dabchick Purple swamphen
Cormorant
Heron

Activity Invertebrates (Specific Aims 1 and 2)

You will need a cool head and an adventurous scientific spirit to complete the
following tasks. You will also need good general references or field guides on
invertebrates.

1 Convert the invertebrate key of Activity 2 on page 284 of the Learner’s

Book into:
a a branching tree diagram
b a set or Venn diagram.
Which of the three systems (which includes the key) do you find quickest
and easiest to use?
2 Look at the alternative tree diagram on the next page, which is designed
to distinguish between and identify the same set of twelve invertebrate
groups. Which YES/NO (for presence/absence) or other character
choices or questions might be placed in the numbered empty boxes?
Terrestrial invertebrates

No Yes

2 3

Yes No 6 legs 8 legs many legs

snails slugs
4 8 9

sucking chewing Yes No short, long,

scorpions spiders broad thin
5 6 woodlice
10
2 wings 4 wings Yes No
flies bugs beetles 2 4
7 centipedes millipedes

No Yes
termites ants

3 Once you have filled in all the boxes in this diagram, proceed to convert
the tree diagram to a written key like the one given on page 284 of the
Learner’s Book in Activity 2.
D96 STRAND 4 • UNITS 1–2
Memo
2 Suggested “key phrases” for inserting into blocks 1–10 of the tree
diagram above (accept any alternative phrases, provided they fit and are
logical):
1 Segmented walking legs present?
2 Shell present?
3 Number of walking legs per body?
4 Chewing or sucking mouthparts?
5 Number of delicate wings present?
6 Wings present ?
7 Compound eyes present?
8 Sting in tail present?
9 Similar segments throughout body.
10 Number of legs per body segment.
3 Accept any logical variation along this theme – remember, it is the
process skill rather than the product that is important in this activity.
1 Segmented walking legs present? Go to 3
Segmented walking legs absent? Go to 2
2 Calcareous shell present? Snails
Calcareous shell absent? Slugs
3 Six walking legs present per body? Go to 4
Eight walking legs present per body? Go to 8
More than eight legs per body? Go to 9
4 Sucking mouthparts present? Go to 5
Chewing mouthparts present? Go to 6
5 One pair of delicate wings present? Flies
Two pairs of delicate wings present? True bugs
6 Wings absent Go to 7
One pair of wings are tough and leathery Beetles
7 Compound eyes present? Ants
Compound eyes absent? Termites
8 Tail ends in a poisonous sting Scorpions
No tail, poisonous fangs instead Spiders
9 Short, broad body with similar segments Woodlice
Long, thin body with similar segments Go to 10
10 Two walking legs per body segment Centipedes
Four walking legs per body segment Millipedes
Or, an alternative simpler, shorter version of terrestrial invertebrate key
shown above:
1 One large slimy foot present Slugs and snails
Segmented walking legs present Go to 2
2 Six pair of walking legs per body Go to 3
More than six pairs of walking legs present Go to 4
3 Sucking mouthparts and delicate wings Go to 5
Chewing mouthparts and tough, leathery wings Beetles
Chewing mouthparts but without wings Ants and termites
4 Single pair of segmented walking legs Scorpions and
spiders
More than eight pair of legs Go to 6
5 Only a single pair of delicate wings Flies
Two pairs of delicate wings True bugs
6 Body is short and broad Woodlouse
Body is long and thin Go to 7
7 One pair of legs per body segment Centipede
Two pairs of legs per body segment Millipede
STRAND 4 • UNITS 1–2 D97
 Additional information

About recent classification systems

The latest CAPS policy statement requires that we follow the five-kingdom
system. It is however, important to note that more advanced systems are
used at higher education colleges and universities. This could be brought
to the attention of learners who may proceed to follow studies in the Life
Sciences at HE level.
For your interest, the classification system that has replaced the five-
kingdom system, is shown in the figure below:

LIVING ORGANISMS

DOMAIN BACTERIA ARCHAEA EUKARYOTA

KINGDOM Eubacteria Archaea Protista Plantae Fungi Animalia

The six-kingdom system, developed by Carl Woese, based on new discoveries of nucleic acid
sequences (DNA and RNA) and macromolecules such as proteins.

The three-domain system, also developed by Carl Woese. More recent

microbiological discoveries, particularly on bacteria, revealed that organisms
are best grouped into three domains, as shown above. Research on bacteria
such as extremophiles contributed largely to the domain grouping of
kingdoms.
As the diagram on the three domains of life shows, prokaryotic
organisms (Monera) do not form a natural group, although you might
encounter the term in older textbooks. The term was used for an artificial
grouping of bacteria, based on shared primitive features such as the absence
of a nucleus.
Prokaryotes

Kingdom: Bacteria
Pathogenic bacteria always crop up in classroom discussions, so, for your
interest, here are some of the better known examples:
Disease Bacteria species Common host Shape
Tuberculosis (TB) Mycobacterium humans filamentous
tuberculosis
Anthrax Bacillus anthracis antelope (buck) rod shape
Tetanus Clostridium tetani humans rod shape
Cholera Vibrio cholerae humans vibrio (bent rod)
Sore throats Most common are humans coccus, chain of
(pharyngitis) Streptococcus spp. spheres

Although bacteria multiply, by mitosis, on average, every 20 minutes or so,

their population numbers are kept in check because ideal living conditions
for reproduction such as optimal temperature, sufficient food and enough
moisture and darkness are limited in host bodies or elsewhere in the
environment. In addition to limited life-supporting conditions, the toxins
given off as metabolic waste by the bacteria also become too concentrated
and can kill off bacteria.

D98 STRAND 4 • UNITS 1–2

Worksheet
Activity Amazing life forms in a drop of water (Specific Aims 1 and 2)

The following activity is time-consuming if done as a formal exercise in class,

hence given here as an optional activity. Alternatively, slides or a DVD may be
used to show the diversity of micro-organisms.

Apparatus:
• pond water
• a compound microscope
• apparatus to make wet mounts
• reference books to identify protists found in the wet mounts.

PART 1: Practical investigation

1 Scoop a thin layer of pond scum from the bottom of a fairly shallow
pond. Also scoop some drifting bits of scum from the upper surface of
the pond water.
2 Prepare a wet mount from a drop of pond water. Lower the cover slip
very gently and slowly so that you do not shock the tiny creatures. Shock
makes them contract into motionless “blobs” or may kill them. This can
make it very difficult for you to identify the creature.
(Precaution: Do not use the artificial light of microscopes – this will kill
species like Amoeba. Use natural light instead.)
3 Mount the slide on the microscope stage and view under low power. Scan
across the slide sideways as well as up and down until you find something
that moves. If you find a creature, carefully switch to medium and high
power if necessary.
4 Identify the species that you find, using suitable references.
5 If you find a protist, record it by means of a labelled drawing. Give your
drawing a title and state the magnification used.
Remember, you are looking for protozoans such as amoebae,
zooflagellates, ciliates, euglenoids, Paramaecium, Vorticella, and so on;
algae such as Chlorella, Spirogyra, Volvox, Scenedesmus, etc; and also
possible slime moulds or even bacteria.

PART 2: Questions
1 The following sporozoans, e.g. Plasmodium and Trypanosoma, are human
parasites. Name the disease caused by each sporozoan.
2 Where will you find members of multicellular algae? What important
role do they perform in the ecosystem that you mentioned?
3 When fish die, their bodies become covered in a white mat of growing
slime mould. What important role do slime moulds play in an aquatic
ecosystem?
4 Do bacteria play a role in the life cycles of organisms in pond water?
Explain your answer.

Memo
PART 1: Practical investigation
It is seriously recommended that you test the sample of water for the
presence of living organisms – to avoid a period of useless search by the
learners. There is also an alternative source:
• A few weeks before the activity is scheduled, a hay infusion can be
prepared by adding hay and a few grains of corn, rice or wheat to a litre
of water in an empty glass bowl or fish tank. Boil the mixture first, then

STRAND 4 • UNITS 1–2 D99

 placed the cooled mixture in the container, ensuring that the depth of
water is about 5 cm. Now add some sediment from the bottom of a dam
or pond. This culture will remain viable for a month or so, topping up the
water to compensate for evaporation.
• Since this activity requires patience, it will be a good idea to run the
session over two periods or over a period that includes a break-time.
• It is assumed that all learners have mastered the skill of preparing wet
mounts.
• It is also advisable to reinforce the precautions included in the
instructions of this activity.
• Photocopied and laminated illustrations from reference sources are
recommended so that these are available for years to come, as part of the
classroom resource base.
• Protozoans such as amoebae, zooflagellates, ciliates, euglenoids,
Paramaecium, Vorticella, and algae such as Chlorella, Spirogyra, Volvox and
Scenedesmus are usually abundant in hay infusions.

PART 2: Questions
1 Plasmodium causes malaria and Trypanosoma causes sleeping sickness.
2 Mostly in the oceans, especially along sea shores and reefs. A few species
of fresh water algae can also be found in rivers and wetland areas. They
are the essential producers in aquatic ecosystems.
3 The slime moulds decompose the dead corpses of animals (and algae) so
that the nutrients from their tissues can be recycled in the ecosystem.
4 Many different answers are possible – look out for the ecological links
and evaluate these as being valid or not.

D100 STRAND 4 • UNITS 1–2

Learner’s Book UNIT 2 History of life on Earth
pages 304–348
Duration: 20 hours TERM 4

Activity and self assessment question memos and additional

learning material
This unit contains a number of new and potentially difficult new terms that
may make it more difficult for learners to understand the concepts contained
in this unit. It is recommended that you make sure that learners understand
these terms as you progress through the sections.

It is also imperative that the school’s media centre, and you as educator,
invest in appropriate references on South Africa palaeontology. With this
in mind, a number of known references are given below. This list is not
complete, thus continue to search for more and especially new books that
might soon appear in bookshops.

Some recommended media centre and teacher references:

Title Author / Editor Publisher Year
Field Guide to the Cradle of
1  Brett Hilton-Barber Struik 2004
Humankind & Dr Lee Berger
Langebaanweg. A record of past life.
2  QB Hendey SA Museum C.Town, now Iziko 1982
Fossil Reptiles of the SA Karoo
3  MA Cluver SA Museum C.Town, now Iziko 1978
Famous Dinosaurs of Africa
4  Anusuya Chinsamy- Struik 2008
Turan
5 Fossils for Africa Anusuya Chinsamy- Cambridge University Press 2014
Turan
The Story of Life on Earth
6  Terence McCarthy Struik, Kumba Resources 2005
and Bruce Rubidge
7 T he Story of Life & the Environment – van As, Du Preez, Struik Nature 2012
an African perspective Brown & Smit

STRAND 4 • UNITS 1–2 D101

 PPA Activity 1 Earth’s time line – from earliest times to modern life
forms (Specific Aims 1 and 2)

Learner’s Book page 310

Learners will find much of the required information in different formats in
the text but it is also a good idea to have additional references available for
them to consult.

TEMPLATE with example of a Geological Time Scale

ERA Ma Period History of Life – Key events in Southern Africa
0 Quaternary 6th Extinction underway.
CAENOZOIC

Homo sapiens dominate life on Earth

1.75 Neogene West Coast Fossil Park Animals
Australopithecines become extinct
24 Paleogene Primates and early hominids diversify and spread.
65 Cretaceous Mass extinction. End of dinosaurs and ammonites. Rise of small mammals to
MESOSOIC

evolve into all sizes, including megafauna. First flowering plants.

125 Jurassic Gondwana begins to split about 140 Ma.
Kirkwood dinosaur lived in Eastern Cape.
Several other species of dinosaurs in South Africa.
203 Triassic Massospondylus flourished in the Free State.
Lystrosaurus survived mass extinction in the Karoo.
Ammonites flourish in shallow oceans.
251 Permian Mass extinction wipes out the long reign of therapsids in the Karoo, as well
PALAEOZOIC

as trilobites and many other invertebrates. Glossopteris and other primitive

plants in swamp forests lay down leaf litter for coal deposits to form in the
Karoo Basin.
295 Carboniferous Ice Age over Gondwana, positioned over the South Pole, covered with ice
sheets and glaciers.
355 Devonian Primitive plants colonise land surfaces. Fishes dominate the oceans, followed
by land invasion of amphibians and later reptiles.
410 Silurian Aquatic plants evolve mechanisms that protect them from drying out. Marine
invertebrate and vertebrate biodiversity expands.
440 Ordovician Trilobites, starfish, brittle stars, brachiopods and bivalve molluscs were
common invertebrates in oceans. Jawless fishes evolve as vertebrates.
500 Cambrian Cambrian explosion which gave rise to many of the ancestors of phyla that are
still around today e.g many molluscs, coral reefs, echinoderms, arthropods e.g.
trilobites, primitive vertebrates.
Stromatolite colonies decline as grazing molluscs feed on them.
545 Soft bodied animals in Namibia and the Northern Cape. Stromatolites
Precambrian widespread and producing O2 in shallow seas. Prokaryotes dominated the
oceans but early Eukaryotes started to emerge.

Note: Learners are only required to memorise the three Eras, but the more
familiar they become with the Periods (ten for our purpose), the easier
it becomes for them to “anchor” Earth and biological events in context
with time.

The questions that follow in this activity may be staggered so that each is
done as soon as the relevant information has been dealt with in the text.
They may even be given as homework tasks.

D102 STRAND 4 • UNITS 1–2

Question memo
1 a Cyanobacteria and archaebacteria.
b The encrusted mounds formed by these bacteria are called
stromatolites.
c These ancient bacteria lived in the shallow shorelines of ancient seas.
They extracted CO2 from dissolved carbon compounds in the
water. With time, layers of bacteria were buried in layers of calcium
carbonate. These deposits built up into large mounds of bacteria
alternating with layers of chalk or calcite, now hardened and
compacted into fossils.
d Precambrian
e The type of ecosystem that supported these organisms comprised
shallow sea-beds with established but very primitive food webs.
Nutrients were recycled via herbivores, e.g. molluscs that fed on the
algae, decomposers such as bacteria and fungi that fed on decaying
matter and filter feeders that fed on small particles of matter from
all these organisms. Algae and photosynthetic bacteria were the
producers that formed the base of the food webs, as well as increasing
the concentration of oxygen in the water and atmosphere, whilst
reducing the carbon dioxide concentration through photosynthesis.
2 During the Cambrian Explosion (an interval of only 10–20 million years),
multicellular animals of different lineages evolved rapidly into a variety
of species. When compared to the rate of adaptive radiation of other
time intervals, this particular phase shows a remarkably fast rate of
evolution into new species – hence the term “explosion”.
Note: When one species evolves into several new species, we call this
adaptive radiation.
3 The rapid increase of O2 in the oceans and atmosphere to sustain more
life forms.
4 Laurasia was experiencing warm tropical climates since it was positioned
across the equator at the time. These warmer climates could sustain
a large variety of species. Gondwana, on the other hand, was moving
across the icy South Polar Region at the time. Only hardy species able to
survive extremely cold conditions were found in this region.

Plants and animals invade the land

Emphasise the reason why ancient fossils from tropical forests are far more
abundant in Europe, Asia and North America than in Africa.

The first land plants

Relate this to the plant kingdoms dealt with in Unit 1. Obtain some examples
of horse tail, liverwort, lycopods, Selaginella (primitive club-moss fern-moss
link), etc. Take them to class and explain that their ancestors were almost
as large as tree ferns in the tropical swamp forests of the ancient northern
hemisphere. Also mention that the well known ancient gymnosperm
produced spores, not seeds like modern gymnosperms, and that is proof
of the evolution of gymnosperms from the adaptive radiation of ferns.
Artistic impressions of these swamp forests are also readily available to use
as illustrations. Local museums are good sources of illustrations. Ask why
the descendants of the plants are now so reduced in size and distribution
(reinforce the concept of adaptations to changing environments).

STRAND 4 • UNITS 1–2 D103

 Mass extinctions
Exploit the natural curiosity of learners for these events. Plenty of BBC and
National Geographic videos/DVDs exist, especially on the two extinctions
highlighted in the text. Consider showing at least one, followed by a brief
classroom discussion.

Activity 2 What caused the cretaceous extinction? (Specific Aim 1)

Learner’s Book page 317

It is recommended that you do the necessary research independently. Unless
this is done, a fair assessment of the learner’s work is not possible. Scientific
evidence of this extinction is readily available on the Internet and in many
journals and reference books.

Use the summary in Table 2.1 and the supporting text in this unit as a
departure point but keep in mind that this information is not cast in stone.
Since ongoing new research brings new insights, the latest hypotheses may
change from time to time.

Construct a skeleton memo of the key points required for each of the three
questions, to assess learners’ comprehension. This task also provides perfect
opportunities to identify and assist or guide any learners who are still
struggling to select relevant information and appropriate sources; struggle to
remain focused on the required task; are still unable to analyse and evaluate
data or still unable to express their findings in a logical, scientific manner.
Since this task is to be done individually, these potential problems ought to
be easy to identify and solve before these learners move on to Grades 11 and
12, when there will be little, if any time to address the development of such
fundamental cognitive skills.

The sixth mass extinction is upon us – human influences on

biodiversity
The statistics shown in Table 2.2 are alarming. Equally alarming are
comparisons of similar tables at ten year intervals in the recent past. The
rapid rates of increase of the number of species that are threatened,
endangered or extinct are shockingly evident in such comparisons. You might
want to source a few of these tables from the past three or four decades as
the basis for a data-response question for a test or examination paper. Link
this section with relevant sections from Strand 3, e.g. habitat destruction,
hunting, global warming, etc.

What are fossils?

Various museums in the country have taken the initiative to sell plaster casts
of well known fossils, for use at schools and colleges. It will be a good
idea to build up such a collection. Again, a reminder that the collecting of
authentic fossils is a legal offence, and it should be so to protect our amazing
natural heritage.

D104 STRAND 4 • UNITS 1–2

 RPA Activity 3 How are fossils formed? (Specific Aim 2)

Learner’s Book page 321

PART 1: Orientation exercise (10 min) “My body as a future possible fossil?”
Here are some key ideas that are expected to be part of the learners findings:
1 Burial must be rapid, under layers of fine mud, sand and clay, in an
area with little or no microbial activity, nor any plant growth. The best
location will be the sediment found in shallow seas. (Definitely not a
burial in a coffin or cremation!)
2 Bony parts of skeleton and teeth.
3 a Sedimentary rock
b  Igneous rocks solidify from moulten magma or lava at 750–1 200 °C.
At this temperature, all parts of the fossil will be incinerated.
Metamorphic rock forms under high pressure and extreme pressure
conditions that also destroy fossil remains.

PART 2: Comparative table of fossil formation

Learners are to refer to the text to provide summary notes on the key
concepts shown in the bullet points. Make sure that each bullet point is fully
covered in their notes.

Final result of questions 1 and 3 – the table may be similar to this:

Category of fossil Conditions required for formation Distinguishing features
1 Unaltered Usually no undue temperature or Resemble original structure most
pressure changes, Also usually in closely.
younger fossil remains.
2 Permineralisation Minerals in soil solution seep into In some fossils the cell structure can
porous parts of fossil and harden into still be identified.
rock.
3 Replacement (also Some original material is removed and Original fine structures are still visible,
called petrification) replaced by new minerals that harden e.g. annual growth rings in petrified
into rock. tree trunks.
4 Compression Extreme pressure and high Flattened fossils, e.g. plant leaves that
(also called temperatures to cook off moisture and remain as black deposits amongst
carbonisation) change organic material into a carbon layers of sedimentary rock.
layer.
5 Moulds and casts Internal tissue is removed by acid Mould – if the space is not filled with
ground water and the spaces are sediments.
refilled with sedimentary mud. Casts – if the space is filled with
sediments.
6 Trace fossils Quick solidification of, e.g. footprints Does not resemble organism but
in mud, burrows or animal droppings gives valuable information on animal
(faeces) or depressions on exposed behaviour, diet, habitats, etc.
ancient ocean beds of, e.g. sea life.
May also include micro-fossils, e.g. plankton, spores, pollen grains, etc.

STRAND 4 • UNITS 1–2 D105

 RPA Activity 4 Identifying fossils (Specific Aim 2)

Learner’s Book page 322

Educators should perhaps approach this as a rather informal activity. It is the
reasoning, while applying their insight that is of significance here.
Fossil identified as: Type (category) of fossil
A Trilobite Cast
B Skeleton of Lystrosaurus (a dicynodont) Permineralised bones
C Fossil tree trunk Petrified wood
D Ammonite Shell
E Starfish depressions Trace fossil
F Dendrites (mineral growth) Pseudofossil

Fossils and geological time

The popular approach among geologists and palaeontologists is to use both
biostratigraphic correlation and radiometric dating since the one approach
may confirm the findings of the other. In some places, e.g. the Cradle of
Humankind, relative dating techniques are very unreliable because of
the reshuffling of sedimentary layers during Earth crust upliftment or
subsidence. This means that the top layers may not be the youngest layers,
because older layers have been moved to the top during this reshuffling
process. In this case, scientists from the Cradle of Humankind usually
compare their fossil finds with fossils from areas where sedimentary layers
experienced less disturbance, e.g. in the African Rift valley in Ethiopia, Kenya
and Tanzania.

Also note that archeologists use the carbon-dating as a form of radiometric

dating. Carbon-14 dating is useful but since 14C has a short half-life of only
5 730 years, there is almost no parent isotope left after 40–50 000 years. This
method is therefore not suitable for dating most rocks which are usually
millions of years old.

Note: Consider starting the time-consuming Activity 8 that is found at the end
of this unit now rather than later in the term. For further detail, refer to the
recommendations given at this activity in this Teacher’s Guide. This is an
important Formal Assessment Task.

RPA Activity 5 About determining the age of fossils (Specific Aims 1 and 2)

Learner’s Book page 324

1 Zone fossils usually represent well known species that are selected by
palaeontologists and geologists to indicate the relative age of rocks in
which they are found. The most useful zone fossils represent species that
were relatively short lived (few million years or so) but widespread, e.g.
the many species of Trilobites and Ammonites.
2 a Ammonite-Cretaceous Period (203–125 Ma) but in other areas, e.g.
on the shores of Lake St. Lucia, another species lived during the late
Triassic and Jurassic (280–145 Ma).
b Lycopsids – Late Devonian – Carboniferous Periods (410–350 Ma)
c Spores from Glossopteris – Early Permian – Early Triassic (280 Ma)

D106 STRAND 4 • UNITS 1–2

3 Relative dating Biometric dating
Relative dating of fossils or rocks Absolute dating of fossils or rocks
in relation to other similar fossils, based on known half-life of selected
rocks and rock strata (layers) found isotopes present. Can be measured
elsewhere on Earth. by calculations done on the
percentage of radioactive isotope still
present in the rock or fossil.
• Biometric dating is more accurate since it can be measured by calculations
based on known data (half-life of isotopes). The results of such calculations
are considered accurate to the nearest million years or so. (In geological
terms, this is very accurate).
• Relative biostratigraphic dating may be out by several million years since it
is based on comparisons with similar rocks and fossils. This can be, at best,
only an estimate of age.
• In practice, geologists and palaeontologists tend to use both these, as well
as other techniques to establish the age of rocks and fossils.

4 a A wet marine or lake environment.

b This must be dry land, the natural habitat of dinosaurs and terrestrial
plants
c Layer A
d Layer G
e Hot lava from volcanoes may have formed these solid rock layers. No
multicellular life can withstand the temperature of molten lava.
f Dinosaur, plant and bird
g Layer B
h Layers A, D and E. They were probably removed by soil erosion.
i Layer Y
5 a 700 million years
b 1 400 million years
c 2 100 million years
d 2 800 million years
A note about dating zircon crystals:
When igneous rocks such as granites weather on land, zircon crystals
within them are released. The zircons are transported away by water,
wind or ice and are eventually deposited within new sedimentary
rocks such as sandstones elsewhere. Radiometric dating of the
zircons (provided that they have not been chemically altered) gives a
crystallisation age of the parent granite as well as a maximum age for the
sediment (since the sediment was formed after the granite).

Key fossil areas in South Africa

Learners should appreciate the fact that in South Africa, in the Barberton
Mountains, there are rocks that contain some of the oldest Precambrian
fossils on Earth – fossil bacteria that contributed to the Earth’s oxygen supply.
The only other places on Earth that can boast a small patch of bacterial
fossils that are a bit older than the Barberton fossils is a tiny region in
Greenland and some other isolated very small samples elsewhere.

Also find out whether there are any stromatolites nearby for a possible
excursion.

Note: The richest fossil records of Gondwana are found in the drier parts of
the subcontinent. This is mainly because:

STRAND 4 • UNITS 1–2 D107

 • The lack of water prevented excessive weathering so that the fossils
are not covered by thick soil or dense vegetation and hence more
easily exposed.
• The African continent has been repeatedly uplifted by several hundred
metres in the recent geological past. This uplift has rejuvenated river
systems that eroded deeply into the bedrock to expose ancient fossil-
bearing rocks.

These advantages are not shared to the same extent by other Gondwana
continents. For example, fossil rich rocks in Antarctica are hidden beneath
thick ice sheets, Australia is mostly very flat and lacks good rock exposures,
while much of India and South America have experienced deep subtropical
to tropical weathering, which destroys fossils.

Primitive forests and coal deposits

It is recommended that you find good outline maps to show the size and
position of the Ecca Karoo inland Sea, as well as the major rivers that flowed
from it to the oceans. This will help learners to understand why, e.g. fish
fossils are found near Makhanda (Grahamstown), and so many lampshell
(Brachiopods) and Trilobites are found in the Little Karoo.

From the first tetrapods to the much later evolution of birds

The animals discussed in the following section are mostly foreign to the
learners and their complicated names do not make it easy to get to know
them. In North America and Europe, children will rattle off the names
of most of their dinosaurs. Sadly, some of our South African youngsters
also know these exotic dinosaurs (e.g T. rex) but are clueless about our
own equivalent species. Let us rectify this by posting diagrams of our own
prehistoric animals and plants on the classroom walls, with their names and
the period in which they lived added to each. This will help to make learning
more relevant and fun. Also, stress that while Eurasia and North America
boast the larger diversity of dinosaurs, we in South Africa can boast in the
same way about our therapsids. We even have a dinosaur with an isiXhosa-
derived name: Ngwebasaurus! In learner-speak, how “cool” is that?

A recently published, beautifully illustrated and not expensive source of

reference is highly recommended:
Famous Dinosaurs of Africa by Anusuya Chinsamy-Turan, (2008), Struik.
It even includes a stunning poster that shows the distribution of fossil finds
across Africa and Madagascar.

PPA Activity 6 The fish-amphibian connection (Specific Aim 2)

Learner’s Book page 331

The discovery of Tiktaalik, the “fishapod” is of great significance to

palaeontologists and zoologists because it represents the perfect “missing
link” between a group of fishes at the time and early tetrapods like Tiktaalik.
Tiktaalik still had fish characteristics, such as scales and gills, but it also shows
tetrapod features such as a rib cage. A flexible neck and moveable wrist joints
are present. Hence Tiktaalik’s nickname ”fishapod”, meaning fish with legs.

Please note: The coelacanth is not the “missing link” between fish and
amphibians. This misconception that is still so popular must be corrected
with the information on Tiktaalik.

D108 STRAND 4 • UNITS 1–2

Mammals and their therapsid ancestors in the ancient Karoo
Because of space constraints in the Learner’s Book, well known predatory
therapsids such as the fearsome gorgons were not discussed. This may
leave the impression that all therapsids were placid herbivores, but this
is not the case. In addition to predators and herbivores, some therapsids
were also insectivores. Large plant-eating tetrapods – the megaherbivores
– first appeared in the Late Permian Period. Before then, land plants were
mainly eaten by arthropods such as insects, mites and millipedes. The most
important group of therapsid megaherbivores in the ancient Karoo Basin
was the dicynodonts (or “two-tuskers”). Instead of normal front and cheek
teeth, they had a sharp-edged horny beak like a tortoise as well as two large
canine tusks in the upper jaw. They were stocky animals, with a barrel-shaped
trunk, slightly splayed-out front legs, more erect back legs and a short tail.
Dicynodonts ranged in size from small, rodent-like species to monsters up to
three metres long, and included browsers and grazers as well as underground
foragers. Dicynodonts ate leaves and twigs, roots, tubers, nutritious seeds
and fruit-like reproductive structures of trees like Glossopteris. Powerful jaw
muscles were attached to the sides of the very large temporal openings at the
back of the skull to facilitate the chewing of tough plant material. The large
tusks were used for defence against predators, also for digging burrows, bulbs
and roots.

Well-preserved fossil trackways of several dicynodonts were recently

discovered in the Great Karoo near Graaff-Reinet. They were made by a
small herd of dicynodonts moving in the same direction. They walked with
a slightly waddling gait because the front legs were held out slightly to the
side of the body. The trackways were probably made by a species called
Aulacephalodon, while moving through a muddy area around a water hole.
Fossil remains of Aulacephalodon were found nearby.

STRAND 4 • UNITS 1–2 D109

 PPA Activity 7 Archaeopteryx – the “missing link” between dinosaurs and
birds (Specific Aim 2)

Learner’s Book page 336

This is a prescribed activity.

Guidelines for the comparison:

Dinosaur Archaeopteryx Pigeon
Sharp serrated teeth in jaws Spiky, blade-like teeth in jaws Toothless – horny beak instead of
teeth
Fused hip girdle Fused hip girdle Fused hip girdle
Pubic bone slopes forwards Pubic bone slopes downwards Pubic bone slopes backwards
Very long bony tail Bony tail of intermediate length Very short bony tail fused into
“parson’s nose”.
Collar bones fused into “wishbone” Collar bones fused into “wishbone” Collar bones fused into “wishbone”
Sternum (breastbone) without Sternum without strong keel Sternum enlarged into a deep
strong keel ventral keel for attachment of
powerful flight muscles
Long hind limbs with fused bones to Long hind limbs with fused bones to Long hind limbs with fused bones to
give extra strength give extra strength give extra strength
Three toes forward and one elevated Three toes forward and one elevated Three toes forward and one
reversed toe reversed toe reversed toe on the ground
Ankle has a hinge joint Ankle has a hinge joint Ankle has a hinge joint
Forelimbs are grasping arms Forelimbs are intermediate between Forelimbs are fully developed wings
arms and wings
Wrist bones are flexible and not Wrist bones are reduced and more Wrist bones are totally fused
fused compact
Three clawed hand with flexible, Three very elongated, flexible fingers Three fused digits at the tips of
long fingers (digits) wings
Elongated trunk with several Elongated trunk with several Short trunk with only a few
vertebrae vertebrae vertebrae
Elongated skull; cranium not highly Skull intermediate between dinosaur Large rounded skull (swollen
swollen and bird cranium)

PPA Activity 8 F
 ossil tourism – a source of employment?
(Specific Aims 1, 2 and 3) (Formal Assessment Task)
Learner’s Book page 341

Learners are required to research the economic potential of a fossil site in

their province.

This is a very important task for assessment and will be very time-
consuming. It is thus recommended that you consider giving the task to
learners half-way through this unit so that they have sufficient time to
complete it.

An in depth revision of all the necessary steps regarding hypothesis testing

will be essential to ensure that learners approach this task in a scientific
manner.

It is suggested that the assessment be done in stages so that learners can

benefit from constructive formative assessment feedback. Such assessment is
recommended at the end of each of the following stages:

D110 STRAND 4 • UNITS 1–2

• Collect background information required for the investigation and
formulate a hypothesis on the viability of this fossil site as an income
generator.
• Consider the possible variables and plan the investigation and research
instruments.
• Carry out the investigation and collect all relevant data.
• Organise and manipulate the data.
• Analyse the processed data and draw conclusions.
• Summarise the investigation (all the steps) in a concise scientific report
that includes an explanation of findings, with some ideas to refine the
investigation towards more reliable data.

Self assessment questions

1 Palaeozoic: 488–251 Ma; Mesozoic: 251–65 Ma; Caenozoic: 65 Ma–

present
2 Palaeontologists and geologists divide the millions of years of Earth’s
time into smaller units for easy reference. These are called geological
time units and each lasted tens or hundreds of millions of years. These
geological time units are used to track the history of life on Earth.
3 Most groups (phyla) of multicellular animals first appear in the fossil
record during the early part of the Cambrian Period. Abundant fossils
of many different animal groups, such as arthropods, molluscs and
echinoderms, suddenly appeared with most of their characteristic
features already fully developed within a time interval lasting as little as
ten to fifteen million years. Remember this event followed over three
billion years of nothing except microbes. This really busy period of
multicellular (metazoan) evolution from 542 Ma onwards is called the
Cambrian Explosion. This marks the beginning of the Phanerozoic Eon,
which means in Ancient Greek the “Period of obvious life”.
4 Learners should list all of the five mass extinctions that are known as “the
big five” and write a sentence on the most probable causes of each of
these – drawing on Table 2.1 in the text.
5 Learners describe fossils as the remains of extinct plants and animals
and write a short paragraph on the formation of fossils within beds of
mud that were later subjected to enormous pressures to form solid rock
and explain that the organic remains were gradually altered by physical
processes, resulting in fossils becoming enclosed in sedimentary rocks.
6 A therapsid is a mammal-like reptile.
7 Learners refer to the text in the unit and Australopithecine species and
Homo species.
8 a C
b B
c C
d D
e C
9 a A
b B
c C
10 a D
b A
c D

STRAND 4 • UNITS 1–2 D111

 11 a i Radiometric dating
ii Because radioactive isotopes are used to determine the age of
rocks.
iii 5 730 years/the time it takes for 50% of C14 to decay.
b i Years from present.
ii Percentage of original carbon remaining/number of half-lives
elapsed.
c i X = 28 650
ii Y = 3,125%
d Decay of carbon
100
% of original carbon remaining

80

60

40

20

5000 10000 15000 20000 25000 30000 35000

Time (years)

e75%
fBy the time the fossil reaches an age of 80 million years, all the C14
isotopes would have decayed a long time ago.
g Scientists can estimate the age of different rock strata by comparing
the age of a known layer of rocks with certain fossils with another
location that contains the same kind of fossils. They also make use of
the fact that the age of sedimentary rock layers increase with depth.
This allows them to estimate the age of different kinds of fossils in
the same type of location. The youngest fossils will be closer to the
surface and the older fossils in the deeper layers of rock.
12 a i A is Pangaea.
ii B is Laurasia.
iii C is Gondwana.
b i X is the Palaeozoic era.
ii Y is the Mesozoic era.
iii Z is the Cenozoic era.
c Four ice ages.
These were the phases when the Earth’s average temperature was less
d 
than 20 °C, shown as “ice houses” on the figure.
The second ice age, which lasted from the latter half of the
e 
Carboniferous period to the start of the Permian period, a much
longer period of time than the remaining ice ages.
f Ice sheets and glaciers.
The ice ages reduced the number of species on Earth and may have
g 
been the cause of some mass extinctions.
h i During the Carboniferous period South Africa was too close to
the South Pole for large swamps to exist. Later during the
Permian period Gondwana moved northwards towards the
equator and it became warm enough for swamp forests to
flourish.
ii Glossopteris
iii Escourt and Mooi Rivier

D112 STRAND 4 • UNITS 1–2

13 a About 60 million years ago.
b The Cretaceous extinction.
c The dinosaurs.
d The Permian extinction.
e The therapsids/mammal-like reptiles.
f 400 – 200 = 200 families of species
g The extinction of a large number of families of species left many
available empty niches. The families that survived the extinction were
now able to diversify into new species to invade the unoccupied niches.
h At the start of the Palaeozoic era, species diversity was low but it
increased gradually until the Ordovician extinction. This extinction
reduced the biodiversity by about 100 families of species. Species
diversity increased again to its former level and, except for another
brief extinction event, this level increased gradually to about 420
families at the end of the Palaeozoic era. During the Mesozoic
era species diversity increased sharply and, except for minor mass
extinction about 200 million years ago, it reached a peak of about 600
families. After the Permian extinction, species diversity reached the
highest level of about 725 families in the current Cenozoic era.
i A massive asteroid struck Earth in the Gulf of Mexico. This caused
extensive clouds of dust that blocked the sun and reduced
photosynthesis. It also caused global wildfires and acid rain. This was
followed by an ice age.
And/or
Extensive and ongoing volcanic eruptions in India. Volcanic ash and
dust blocked the sun’s rays for long periods so that photosynthesis
could not occur. Chemicals released by the volcanoes caused acid
rain. This resulted in global cooling and an ice age, followed by
intense global warming due to the added CO2 from the volcanic
eruption.
j It is the current mass extinction underway/the current increase in the
rate of species extinction. Human influences on the environment
that are depleting the Earth’s natural resources; causing habitat
destruction due to agriculture, settlements and industry; also causing
climate change due to increased use of fossil fuels and deforestation.
14 a Thecodonts
b During the late Cretaceous period.
c The ancestral thecodonts gave rise to toothed birds that became
extinct. However, some toothed birds survived to evolved into
modern birds.
15 Australopithecines: Australopithecus africanus – the Taung Child, found
in Northwest province and Mrs Ples, found in Sterkfontein Cave in the
Cradle of Humankind. “Little Foot” was also found in the Sterkfontein
Cave. Australopithecus sediba is the most recent fossil find in the Cradle of
Humankind.
Homo erectus, found in several caves in the Cradle of Humankind, e.g.
Swartkrans and Drimolen. Also found in Saldanha and Bloemfontein
(Florisbad man).
Homo sapiens, Border Cave in KwaZulu-Natal, Klasies River Mouth near
Humansdorp, Eastern Cape and Springbok Flats, Northern province.
Footprints at Nahoon near East London and Langebaan Lagoon, West
Coast. Other evidence of early modern humans at Blombos (southern Cape
coast), Elands Bay (West Coast), Wonderwerk Cave (Northern Cape) and
Apollo XI Cave in southern Namibia.

STRAND 4 • UNITS 1–2 D113

 Additional questions
Here are some additional questions that learners can tackle as homework
exercises if time allows.

1 Which major biological event marks the start of each one of the eras
mentioned in the answer to Question 1 above? Name each era again and
next to each, write down the name of the event that changed the nature
of biodiversity at the start of that era.
Answer:
Palaeozoic – Cambrian explosion
Mesozoic – Permian mass extinction
Caenozoic – Cretaceous mass extinction
2 Name the three super continents that were present during ancient
times and explain why these do not resemble the continents that we are
familiar with today. Also state the approximate interval of time when
they existed.
Answer:
• Pangaea – approximately 237 Ma (Early Triassic Period), during
Mesozoic Era
• Laurasia (northern hemisphere) – Late Triassic, approximately 200 Ma
• Gondwana (southern hemisphere) – Late Cretaceous/Early Tertiary,
start of Caenozoic Era, approximately 65 Ma.
The continents look different now because the tectonic plates have shifted.
3 Adaptive radiation of many multicellular organisms occurred between
550 and 530 Ma.
a What possible change in climate may have initiated this adaptive
radiation?
b What atmospheric condition may have contributed?
c What ecological changes in the oceans may have encouraged it?
d What physiological break-through in the mode of nutrition,
especially amongst animals, may have contributed?
Answer:
a Global Ice Age with extensive glaciation across the globe
b Increase in oxygen concentration and decrease in carbon dioxide
c Increase in plankton, nekton and other organic remains of organisms
(detritus = humus in the oceans) provided more food sources than
before
d Macrophagy – the ability to engulf whole particles of food, to then
be digested inside cells
4 Where in southern Africa will you go to see Precambrian fossils? What
may you find there?
Answer:
Barberton Mountains – cyanobacteria and stromatolites
Northern Cape – soft bodied multicellular animals (Vendobionts)
Namibia – also soft bodied multicellular animals (Vendobionts)
 Note: These soft bodied organisms were weird, yet unclassified creatures
and scientists are still not sure whether they were plants or animals! They
are also referred to as Ediacaran biota in some reference books. (Research
you might want to tackle if you become a Palaeontologist.)
5 Why are late Palaeozoic and early Mesozoic fossils more abundant in
Europe, the United States of America, Canada, Greenland and Asian
countries than in South Africa? Provide a brief explanation, with
reference to climate and geographical locations.

D114 STRAND 4 • UNITS 1–2

 Answer:
During this time interval the current northern hemisphere (Laurasian
part of Pangaea) was positioned in the tropics, i.e. on or close to the
equator, thus environmental conditions were conducive to sustaining
energy rich ecosystems with abundant life forms.
South Africa, on the other hand, being more or less in the centre of the
Gondwana part of Pangaea, was gliding across the South Pole region, in
the grips of icy, glacial conditions and thus could only sustain the most
hardy and very limited range of organisms.
6 State the time interval when:
a Fish evolved in the oceans
b Tetrapods invaded land (terrestrial habitats)
c Primitive plants established ecosystems on land
d Therapsids became extinct in the Great Karoo
e Dinosaurs ruled the Earth as the dominant animal group of animals
f Mammals evolved
g Glossopteris was abundant across the continents in the southern
hemisphere
h Coal formation started in Europe
i Coal formation started in South Africa
Answer:
a Devonian: 417–354 Ma
b Late Devonian: approximately 350–354 Ma
c Devonian: 417–354 Ma
d Late Triassic: approximately 200 Ma
e Triassic, Jurassic and Cretaceous: 248–65 Ma
f Jurassic: approximately 206 Ma
g Permian: 290 Ma
h Carboniferous: 354 Ma
i Permian: 290 Ma
7 Study the graph (Figure 2.21) that shows the radio-active decay of
uranium to lead shown earlier in the text of this unit.
a What does the term “half-life” of a radioactive element mean?
b How long is the half life of uranium?
c How long does it take for uranium 235 (an isotope with atomic mass
of 235) to totally decay into lead?
d How does the characteristic decay of this isotope help geologists to
determine the age of rocks?
e Is this a reliable scientific method to age rocks? Explain your answer.
f If there is 25% uranium and 75% lead found in a sample of rock,
how old is the rock?
g Carbon dating is a popular form used by anthropologists to date, e.g.
the age of Late Stone Age ostrich shell beads found near prehistoric
caves. The half life of the 14C is approximately 5 730 years and it takes
roughly 40 000 years for this C isotope to decay completely. Can
palaeontologists use this carbon isotope instead of uranium to date
the strata in which Therapsids are found in the Great Karoo? Explain
your answer.
h Memorise, in detail, the graph showing the radioactive decay of
uranium. Now close your textbook and draw it. Are all the details
shown in your version? Is it perfectly correct? If not, repeat until you
can do it. This will help you to gain the required insight for possible
future questions on radiometric dating.

STRAND 4 • UNITS 1–2 D115

 Note to teachers: Uranium-dating is a very expensive and highly
complicated method and most suitable for oldest rock. It is also quite
a dangerous technique due to the radioactive nature of uranium.
For dating younger (but still very old rocks) scientists often use the
more economical element potassium, which decays into argon (an
inert element that poses no danger). Thus, the percentage potassium
compared to the percentage argon found in relatively younger rocks can
tell their age.
Answer:
a This is the time (or rate) that it takes for half of the mass of the
unstable isotope of an element to decay into a more stable element.
b In the case of uranium, a radioactive element, it takes 700 million
years for half of the isotope uranium-235 to decay into lead-207. Thus
the half-life of 235U is 700 million years. Another uranium isotope,
238
U, has a half life of 4.5 billion years! It also breaks down into lead.
c 4 200 million years
d By determining the percentage of 235U to the percentage of its
daughter element, lead, that formed from the decay of the uranium
isotope, scientists can use this difference in ratio to tell the age of a
rock or fossil.
e By palaeontological standards, it is regarded to be a very reliable
method since the time error may, at the most, be only one million
years.
f 1 400 million years. (Add another 700 million years to the first half-life
time period.)
g No. The 14C isotope has a half-life of only 5 729 years. Therapsids
lived during the Permian period, i.e. 290 – 248 million years ago.
h If you did this as told, you will not have to waste time during tests to
analyse, e.g. a new format of graph – you will recognise the data
much more quickly.
8 Is radiometric dating the only way in which geologists and
palaeontologists can determine the age of fossils? Explain your answer.
Answer:
No. Long before radiometric techniques became known, scientists had to
rely on relative dating, also called biostratigraphic correlation. In this
technique, scientists compare the nature of a sedimentary layer and
its fossils with that of a similar layer found elsewhere. If the new layer
shows the same physical, chemical and biological characteristics of
the rock of a known age, then it can be assumed that the two sets of
sedimentary layers are the same age. This method is much less reliable
than radiometric dating.
9 Summarise the step-by step formation of a Massospondylus dinosaur fossil
that probably died in a flash flood in a river bed in the Golden Gate area
of the Free State.
Answer:
Step 1. After Massospondylus died, its body was rapidly covered by the
flood waters bearing loads of mud and silt. This sediment settled out on
the corpse and rapidly coated it so that scavengers could not have access
and decomposers could not decompose the bony parts once the mud
dried up.
Step 2. The sediments that buried the carcass and the minerals in the
carcass changed gradually due to chemical processes and physical
processes such as pressure from overlying sediment. This took thousands
of years.

D116 STRAND 4 • UNITS 1–2

 Step 3. Slowly the skeleton and the mudstone in which it was buried
turned into hard rock.
10 Provide the most appropriate scientific term for each one of the
following:
a A geological event that often lasts for thousands of years, causing the
demise of a large number of species
b A collective term for mammal-like reptiles
c A collective term used to refer to all four-legged terrestrial animals
d The large inland body of water that spanned across much of South
Africa, surrounded by dense swamp forests that transformed into
underground coal seams
e Scientists who study the nature, origin and all other facts related
to fossils
f The phenomena in which a large number of new species evolved over
a relatively short time, following an intense ice age
g The large continental land mass that stretched from pole to pole
around 400 Ma
h The genus to which early bipedal hominins, often called the
“Southern Apes” belong
i The genus and species name for early modern humans
j Early humans who left Africa to populate the rest of the world
Answer:
a Mass extinction
b Therapsids
c Tetrapods
d Ecca Karoo Sea
e Palaeontologists
f Cambrian explosion
g Pangaea
h Australopithecus
i Homo sapiens
j Homo erectus

11 Match the ancestors in Column A with the descendants that evolved from
them in Column B.
A B
1 Therapsids a Reptiles
2 Fish b Therapsids and dinosaurs
3 Amphibians c Mammals, including humans
4 Reptiles d Birds
5 Dinosaurs e Amphibians
Answer:
1 c   2 e   3 a   4 b   5 d
12 Mention two popular hypotheses that are attempting to explain the
cause(s) of the mass extinction around 65 Ma.
Answer:
• The massive volcanic eruptions in India caused long and severe
environmental changes that caused mass extinction of numerous
species across the globe.
• A massive asteroid impact at Chicxulub in the region of Mexico
caused long and severe environmental changes that caused mass
extinction of numerous species across the globe.

STRAND 4 • UNITS 1–2 D117

 • Or a combination of these two, which is currently the most popular
hypothesis.
13 Explain why coal often shows distinct lighter bands and some types emit
sulphur smells when burnt.
Answer:
The black to brown alternating layers represent compressed organic matter
(dead plants and animals) layered with brown compressed sediments of silt or
clay. The sulphur smell comes from the burning organic remains that contain
traces of sulphur compounds left behind by ancient anaerobic bacteria.
14 Mention the provinces in South Africa where coal is mined. State the
palaeo-geological reason for this distribution of coal. (palaeo = ancient;
geological = earth surface)
Answer:
Free State, Gauteng, KwaZulu-Natal and Mpumalanga Provinces. During
the late Carboniferous Period and especially during the early Permian
Period, glaciers from the recent Ice Age melted and filled up the Karoo
Basin, so that a shallow sea resulted, more or less stretching over the
central part of South Africa. Several large rivers flowed from the shallow
Ecca Sea towards the ocean either side of the southern part of Africa.
Along these rivers and around the basin, a large number of deltas existed,
with dense swamp forests of primitive mosses, ferns and gymnosperms.
Plant litter accumulated in thick layers on the forest floor. This was
continuously flooded with mud and silt to form a bog-like peat. Over
several thousands of years such layers became compressed and buried
deep below the soil surface, compacting into the black rock seams that
we now call the Ecca Coal Measures, stretching over several kilometres
where the ancient Gondwana swamp forests existed.
15 Explain why the coelacanth:
a is often referred to as a living fossil
b cannot be regarded as the missing link between fishes and amphibians
c is often nick-named a “fishapod” or “old four legs”.
Answer:
a Because the currently living coelacanth closely resembles the
coelacanth ancestors that are recorded in the fossil record and lived in
large numbers all over the oceans during the Devonian Period, some
300 Ma. Before their discovery, they were all thought to have vanished
during the fifth mass extinction.
b They were not the direct ancestors of tetrapods such as amphibians
because their features are not sufficiently intermediate in structure.
It is Tiktaalik, recently discovered, that best fits the intermediate
structures to be considered the ancestral missing link.
c This is due to its pelvic and pectoral fins that evolved into lobes,
resembling “legs” and “arms” (pods or poda).
16 Briefly summarise the main historical events regarding the discovery of
the modern coelacanth in the late 1930s. Use the cartoons that you drew
for homework during Activity 8 as a basis for your summary.
Answer:
• In December 1938, off the Chalumna River Mouth near East London,
the first coelacanth was caught by a local fisherman.
• Up to this time, scientists assumed that coelacanths were all extinct,
due to the discovery of 70 000 year old fossils of Coelacanths species
in the Grahamstown area (and elsewhere).
• The curator of the East London Museum, Marjory Courtney-
Latimer, spotted the fish with the fisherman and instantly realised
this was a unique find. She preserved it, with great difficulty, until

D118 STRAND 4 • UNITS 1–2

 Professor JLB Smith arrived days later, to identify it as a coelacanth.
She was rewarded for her natural scientific curiosity and her pivotal
role in securing such an important part of our prehistoric heritage, by
scientists giving the newly found species the name of Latimeria.
• A lengthy search for more coelacanths followed until finally, another
was discovered at the Comores Islands, north of Madagascar,
fourteen years later. Now Professor Smith was able to confirm his
previous evaluations and analytical research on a fresh specimen.
• Since then, many specimens have been seen in additional places in the
Indian Ocean, such as in the Mozambique Channel, at Sodwana Bay
near Lake St. Lucia and also around Indonesia.
• Coelacanth research is still ongoing. Because these fish live in very
deep parts of the ocean, researchers have gained a great deal of
knowledge and insight regarding deep marine ecosystems by diving
and researching at depths where no one has gone before.
• The world famous Dr Hans Fricke, with his team of scientists and the
submersible called Jago, have been pioneers in the study of such
ecosystems and this is now proving valuable in current attempts to
manage the looming disaster of dwindling marine fish resources.
17 The answers to this task are easy. All you need to do is to read all the text
again from the start of the section on The South African Fossil Record.
Question: Where in southern and East Africa were the following fossils found?
a Precambrian cyanobacteria that added oxygen to the oceans and
atmosphere.
b Soft bodied Precambrian organisms collectively called Vendobionts
c Petrified lycopods, a fern relative that grew into medium-sized trees.
d Archaeopteris, a petrified gymnosperm.
e Placoderms, i.e. primitive fishes with armour-plates on their skulls.
f Glossopteris
g Devonian fossilised coelacanths
h Permian fossilised coelacanths
i Mounted specimen of a modern coelacanth (think!)
j Examples of the missing link between reptiles and mammals
k Cynodonts e.g. the “dog-toothed” or “sabre-toothed” therapsids
l Thrinaxodon, the small mongoose-like cynodont that lived in burrows
m Lystrosaurus, a herbivorous dicynodont (therapsid) that survived the
Permian extinction event
n Megazostrodon, a tiny shrew-like mammal
o Dinosaur teeth and scattered dinosaur bones
p Massospondylus (dinosaur) eggs still in their nest
q Euskelosaurus skeletons with dried skin still attached
r Taung child [Australopithecus africanus]
s Mrs Ples’s skull [Australopithecus africanus]
t Little Foot (still an unidentified Australopithecus species)
u Australopithecus sediba
v Homo erectus (several fossils in the same region)
w Turkana Boy [Homo erectus]
x Saldanha Man [Homo erectus]
y Florisbad Man [Homo erectus]
z Early modern humans [Homo sapiens]
Answer:
a Barberton mountains
b Namibia
c Grahamstown
d Grahamstown
e Grahamstown

STRAND 4 • UNITS 1–2 D119

 f Escourt and Mooi River (and other scattered places across
the country)
g Grahamstown
h Great Karoo
i East London Museum
j Great Karoo
k Great Karoo
l Great Karoo
m Great Karoo
n Great Karoo
o Drakensberg and Lesotho
p Golden Gate Highlands National Park, Free State
q Ladybrand, Free State
r Taung, North West Province
s Sterkfontein Caves, Cradle of Humankind, Gauteng
t Sterkfontein Caves, Cradle of Humankind, Gauteng
u Gladysvale, Cradle of Humankind, Gauteng
v Swartkrans and Drimolen, Cradle of Humankind, Gauteng
w Great African Rift Valley, Kenya
x Saldanha, Cape West Coast
y Florisbad, near Bloemfontein, Free State
z Border Cave in KZN, Klasies River Mouth near Humansdorp;
Springbok Flats, Limpopo
18 Where do the following two traces of early Homo sapiens existence occur?
a Trace fossils of footprints (two places in South Africa)
b Caves that contain artefacts of Middle Stone Age Culture
(several places)
Answer: (any two of)
a Nahoon near East London, E. Cape; Langebaan, W. Cape
b Blombos near Still Bay (Western Cape); Diepkloof near Elands Bay
(W. Cape); Wonderwerk Cave (Northern Cape); Apollo 11 Cave in
Namibia.

D120 STRAND 4 • UNITS 1–2

SECTION E
PHOTOCOPIABLE SHEETS

 he assessment grids on the following pages may be

T
photocopied for use with the Life Sciences Grade 10
Learner’s Book.
Teacher assessment
Diagnostic assessment
Grids A
Name:________________________________________________ Date:________________________________

Specific Aim(s)/ Skills successfully Skills needing Follow-up

Criteria achieved attention comments

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Grids B
Summative assessment
Teacher assessment

Name:________________________________________________________________________________________

Activity:________________________________________________ Date:________________________________

(Please tick 3 the appropriate column)

Specific Aim(s)/ Exceptional Progress is fast Progress is Progress is Unable to

Criteria competence consistent slow do task

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Teacher assessment
Summative/formative assessment
Grids C
Name:________________________________________________ Date:________________________________

Date Activity Criteria Observations and comments

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Grids D Teacher assessment (class list)
Summative assessment
Activity:________________________________________________ Date:_______________________________

Specific Aim(s):_______________________________________________________________________________

(Please tick 3 the appropriate column)

Learner’s name Exceptional Progress Progress is Progress Unable to

competence is fast consistent is slow do task

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Teacher assessment Grids E
Baseline assessment
Name:________________________________________________ Date:________________________________

Specific Aim(s)/ Exceptionally More than Adequate Needs Struggles Not dealt
Criteria well adequate assisstance with this with yet

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Grids F Teacher assessment

Formative assessment Key

4. exceeded the requirements
Learner’s name:___________________________________________
3. satisfied the requirements
Date:____________________________________________________ 2. partially satisfied the requirements
1. not satisfied the requirements

Research-based Assignment-based Project-based Case study-based Test-based

assessment assessment assessment assessment assessment

Specific Aim(s)/ 4 3 2 1 Comments

Criteria

E6 © CAMBRIDGE UNIVERSITY PRESS Y O U M AY P H O T O C O P Y T H I S PA G E F O R U S E W I T H T H E G R A D E 1 0 L E A R N E R ’ S B O O K

Self-assessment Grids G
Name:________________________________________________________________________________________

Activity:________________________________________________ Date:________________________________

(Please tick 3 the column that describes how you worked)

Criteria Yes No Reasons

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Grids H Teacher’s assessment of the
individual in a group
Learner’s Name:_______________________________________________________________________________

Activity:________________________________________________ Date:________________________________

Task skills Yes No Comments

Stays focused on task

Understands instructions

Can organise information

Suggests good ideas

Communication skills Yes No Comments

Speaks in turn

Listens to others

Uses appropriate vocabulary

Social skills Yes No Comments

Explains or shares ideas

Encourages others

Participates actively

E8 © CAMBRIDGE UNIVERSITY PRESS Y O U M AY P H O T O C O P Y T H I S PA G E F O R U S E W I T H T H E G R A D E 1 0 L E A R N E R ’ S B O O K

Self-assessment/Peer assessment/
Group assessment
Grids I
Name:_______________________________________________________________________________________

Activity:________________________________________________ Date:________________________________

Remember this is an opportunity for you to: Key

A be honest about what you know 4. exceeded the requirements
A think about what you need help with 3. satisfied the requirements
A watch and record your progress 2. partially satisfied the requirements
A feel confident about your learning.
1. not satisfied the requirements

Criteria 4 3 2 1 What I think

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Grids J Self-assessment
My name:_____________________________________________________________________________________

Activity:________________________________________________ Date:________________________________

I could do this:

I found this difficult:

E10 © CAMBRIDGE UNIVERSITY PRESS Y O U M AY P H O T O C O P Y T H I S PA G E F O R U S E W I T H T H E G R A D E 1 0 L E A R N E R ’ S B O O K

Self-assessment on group work Grids K
My name: ____________________________________________ Key
4. exceeded the requirements
Activity:_______________________________________________
3. satisfied the requirements
Date:_________________________________________________ 2. partially satisfied the requirements
1. not satisfied the requirements

(Please tick 3 the column that describes how well you worked in your group)

Criteria 4 3 2 1 Comments

I worked well in my group

I listened to the other group

members

I contributed some of my
own ideas

I thought about solutions to

the problem

I asked questions

I learnt from the other

group members

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Grids L Peer assessment
First discuss what criteria you are going to assess with your teacher and your partner.

Name:________________________________________________________________________________________

Activity:________________________________________________ Date:________________________________

What my partner did well:

What my partner could do better:

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Peer and self-assessment Grids M
My name:_____________________________________________________________________________________

My partner’s name:____________________________________________________________________________

Activity:________________________________________________ Date:________________________________

(Please tick 3 the appropriate column)

Yes No

Did I complete the task?

Did my partner complete the task?

What I could do well:

What my partner could

do well:

What I need to practise:

What my partner needs

to practise:

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Grids N Group assessment
Names of group members:______________________________________________________________________

Activity:________________________________________________ Date:________________________________

(Please tick 3 the appropriate column)

Yes No

We worked well together

We helped each other

We took turns

We completed the activity

We enjoyed the activity, because:

We did not enjoy the activity, because:

E14 © CAMBRIDGE UNIVERSITY PRESS Y O U M AY P H O T O C O P Y T H I S PA G E F O R U S E W I T H T H E G R A D E 1 0 L E A R N E R ’ S B O O K

Parent/Guardian assessment Grids O
I am assessing the work of:_______________________________ Date:________________________________

(Please tick 3 the appropriate column)

Good Fair Needs

attention

Understanding of the work

Presentation of the work

Accuracy

Attitude towards the work

Any other comments:

Signature: ______________________________________

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E16
Report card
[Name of school]

School School Name:______________________________________________________

closing date:____________________ opening date:________________

© CAMBRIDGE UNIVERSITY PRESS

Principal’s
signature:______________________ Date:_______________________ Grade:______________________________________________________

Teacher’s
signature:______________________ Date:_______________________ Date of birth:________________________________________________

Parent’s/
Guardian’s
signature:______________________ Date:_______________________ Year:___________________ Term:______________________________

Attendance: ______________ out of ___________________ school days

[School stamp]

Y O U M AY P H O T O C O P Y T H I S PA G E F O R U S E W I T H T H E G R A D E 1 0 L E A R N E R ’ S B O O K
 Subject Learning achieved Learner’s competencies/strengths (description) Support needed (description)
(code)
Languages: Home language

Languages:
First Additional Language
Languages: (Optional)
Second Additional Language
Mathematics

© CAMBRIDGE UNIVERSITY PRESS

Life Orientation

Group B Subject 1:

Group B Subject 2:

Group B Subject 3:

General comments:__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________

Y O U M AY P H O T O C O P Y T H I S PA G E F O R U S E W I T H T H E G R A D E 1 0 L E A R N E R ’ S B O O K
Description of national codes
7 Outstanding 6 Meritorious 5 Substantial 4 Adequate
3 Moderate 2 Elementary 1 Not achieved

E17
SECTION F
DOCUMENTS

This section is for you to file the Curriculum and Assessment

Policy Statement (CAPS) for Life Sciences. You may add
any other documents you receive in this section and list them
here for easy reference.
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