Life Sciences Grade 10 Tutor Material Term 3 - 2024

Western Cape Education Department
LIFE SCIENCES
Grade 10
Term 3
2024
Tutor Material
INDEX
SESSION TOPIC DATE

Session 1 Transport Systems in Animals 20 July 2024
Session 2 History of Life 3 August 2024
Session 3 Biosphere to ecosystems &
17 August 2024
Biodiversity & Classification
Session 4 Scientific Skills 31 August 2024
Grade 10 Life Sciences Term 3 Tutor material 2

SESSION 1: TRANSPORT SYSTEM IN ANIMALS 20 JULY 2024
CORE NOTES
Human circulatory system (Closed, ● Closed:

double) ○ Blood flow is limited to the blood
vessels
● Double:
○ Blood flows through the heart
twice
Two main circulatory systems ● Pulmonary circulatory system

○ The circulation of blood from the
heart to the lungs and back
● Systemic circulatory system
○ The circulation of blood to all parts
of the body
External structure ● Hollow, pear shaped and muscular

organ
● Situated in the thoracic cavity and is
protected by the ribs and sternum
● Enclosed by a double walled mem-
brane called the pericardium
Internal structure ● LEFT - Oxygenated blood

● RIGHT - Deoxygenated blood
Cardiac cycle: ● Atrial systole:

○ Both atria are filled with blood and
Atrial systole, Ventricular systole and contract simultaneously.
General diastole ○ The openings of the vena cavae
and pulmonary veins are closed.

○ The tricuspid and bicuspid valves
open and the blood is pumped to
the ventricles.
● Ventricular systole:
○ The ventricles contract simultane-
ously.
○ The tricuspid and bicuspid valves
close.
○ Deoxygenated blood is pumped
out of the right ventricle into the
pulmonary artery.
○ Oxygenated blood is pumped
from the left ventricle into the
aorta.
● General Diastole:
○ Both the ventricles and atria are re-
laxed.
○ Deoxygenated blood flows from the
two vena cavae into the right
atrium
○ Oxygenated blood flows from the
four pulmonary veins in the left
atrium.
○ Blood in the atria flows to the ventri-
cles.
Blood vessels ● Arteries

○ Transport blood AWAY from the
Heart
● Veins
○ Transport blood BACK TO the heart
● Capillaries
○ A branched network between cells in
the tissue

SECTION A
QUESTION 1
1.1 Various options are provided as possible answers to the following questions.
Choose the answer and write down only the letter (A to D) next to the question
number.
1.1.1 An artery is different from a vein in that it …
A has an endothelial layer.

B always carries oxygenated blood.
C does not contain smooth muscles.
D has a thicker smooth muscle layer
1.1.2 Which ONE of the following blood vessels supplies the heart tissue with oxygen
and glucose?
A Coronary vein
B Pulmonary artery
C Coronary artery
D Aorta
1.1.3 As the level of exercise in a person increases we can expect that …
A the arteries supplying the skeletal muscles will constrict.

B the blood flow to the muscles will decrease.
C the arteries supplying the skeletal muscles will dilate.
D the body temperature will decrease.
(3 X 2) (6)
Answers to 1.1
1.1.1 D ✓✓
1.1.2 C ✓✓
1.1.3 C ✓✓
1.2 Give the correct biological term for each of the following descriptions.
1.2.1 Blood vessel that carries oxygenated blood to the left atrium of the heart
1.2.2 The largest artery in the body which leaves the left ventricle
1.2.3 The chamber in the heart that receives oxygenated blood from the left atrium
1.2.4 The membranes that enclose the heart
1.2.5 The chambers of the heart receiving blood (5×1) (5)

Answers to 1.2
1.2.1 Pulmonary vein ✓

1.2.2 Aorta ✓
1.2.3 Left ventricle ✓
1.2.4 Pericardium ✓
1.2.5 Atria ✓
(5 x 1) (5)
1.3 Indicate whether each of the statements in COLUMN I applies to A ONLY, B

ONLY, BOTH A AND B or NONE of the items in COLUMN II. Write A only, B only,
both A and B, or none next to the question number.
COLUMN I COLUMN II
1.3.1 The blood vessel that transport blood A: Capillary
away from the heart B: Artery
(1 x 2) (2)
ANSWERS TO 1.3
1.3.1 B only ✓✓ (1 x 2) (2)

SECTION B
QUESTION 2
2.1 Study the diagram below showing a section through the heart.
2.1.1 Identify the parts labelled:

(a) A
(b) E
(c) G
(d) I
(e) K (5)
2.1.2 Write down the LETTER only of the part that:

(a) Prevents backflow of blood from the right ventricle into the right atrium.
(b) Transports blood to the lungs.
(c) Receives blood from the superior vena cava.
(d) Transports oxygenated blood into the heart. (4)
2.1.3 Explain why the wall of part G is thicker than that of part H. (2)
(11)
Answers to 2.1
2.1.1 (a) Aorta ✔

(b) Bicuspid valve ✔
(c) Left ventricle ✔
(d) Semi-lunar valves ✔
(e) Inferior vena cava ✔ (5)
2.3.2 (a) J✔
(b) B✔

(c) L✔
(d) C✔ (4)
2.3.3 - Part G pumps blood over a long distance ✔ /to all parts of the body
- whereas part H pumps blood over a short distance ✔/to the lungs only (2)
(11)
QUESTION 3
3.1 The table below shows the percentage incidence of high level of cholesterol
in different population groups in the Western Cape.
Population Group Percentage of individuals having high levels of

cholesterol
A 30%
B 65%
C 10%
D 25%
3.1.1 Draw a bar graph to represent the data in the table. (6)
3.1.2 According to the graph, which population group (A, B, C or D), is least
affected by high cholesterol. (1)
3.1.3 Give TWO possible reasons why the population group named in
QUESTION 3.1.2 is least affected by high cholesterol. (2)
(9)

Answers to 3.1
3.1.1
Criteria for marking graph:
Criteria Mark
allocation
Bar graph is drawn (T) 1
Caption of the graph includes both variables (C) 1
Correct labels on X-axis and Y-axis (L) 1
Correct scale for Y-axis 1

Equal spaces between bars and equal width of bars for X-axis (S)
Plotting: (P)
1-3 co-ordinates plotted correctly 1
All 4 co-ordinates plotted correctly 2
(6)

3.1.2 C✔ (1)
3.1.3 - Awareness of high cholesterol✔
- Use of correct diet✔
- Physical training ✔
(Mark first two only) (2)
(9)
3.2 The diagrams below form part of the cardiac cycle. Study each one and
answer the questions that follow.
3.2.1 Name phases A, B and C respectively. (3)

3.2.2 Describe what happens in the heart during phase B. (4)
3.2.3 How long will the phase, represented by A, last? (1)
3.2.4 The part numbered 1 is known as the septum of the heart.
Explain in your own words what you think will happen if a hole developed
in the septum. (2)
3.2.5 Describe why the wall of the left ventricle is thicker than the wall of the
right ventricle. (2)
(12)
Answers to 3.2
3.2.1 A - General diastole✔
B – Atrial systole✔
C – Ventricular systole✔ (3)
3.2.2 Both atria contract✔ at the same time
Blood flows in from the atria to the ventricles✔
Through the bicuspid✔ and tricuspid valves✔ (4)
3.2.3 0,4 seconds✔ (1)

3.2.4 Blood flow through the heart to the lungs increases✓ OR
Blood pressure increases✓ and this can cause damage to the blood vessels✓
OR
The hole causes oxygenated blood to flow back into the lungs instead of flow-
ing out✓. Oxygenated and deoxygenated blood mixes. ✓ OR increases the
blood pressure in the arteries of the lungs✓ causing the heart to work harder
to pump blood.✓ (2)
3.2.5 Left ventricle's muscle wall is thicker and stronger, because it has to pump
blood to all parts of the body (systemic circulation) except the lungs.✓
The muscle wall of the right ventricle is thinner, because it only pumps blood to
the lungs✓ (pulmonary circulation). (2)
(12)
3.3 The diagram below shows the blood pressure in the aorta during the cardiac
120
cycle. Normal blood pressure is said to be 80 , which is the systolic pressure over
the diastolic pressure. The systolic pressure is the highest pressure that the blood
reaches in the aorta, while the diastolic pressure is the lowest pressure that the
blood drops to in the aorta.
Blood pressure (mm Hg)
Aortic Pressure
3.3.1 Use the information in the above diagram to calculate this person’s
blood pressure. (3)
3.3.2 After deriving the blood pressure, would you say that this person
has low, normal or high blood pressure? Motivate your answer. (2)
3.3.3 Briefly describe what causes a stroke. (2)
(7)

Answers to 3.3
𝟏𝟔𝟎✓
3.3.1 𝟗𝟎✓
= mm Hg✓ (3)
3.3.2 High blood pressure✓, because the person's blood pressure measurements
for high and low blood pressure are too high.✓
𝟏𝟐𝟎
OR the person's blood pressure is higher than 𝟖𝟎
which is a normal blood
pressure measurement.✓ (2)

3.3.4 When the brain / brain cells receive too little oxygen✓ and die. It is caused
by a blood clot / thrombosis, a burst blood vessel or arteriosclerosis.✓ (2)
(7)

SESSION 2: HISTORY OF LIFE 3 AUGUST 2024
CORE NOTES:
Life’s history: Change throughout the • Representations of the history of life on earth
history of life on earth • The relationship to changes in the composi-
tion of the atmosphere (e.g., increases in the
levels of oxygen)
• Changes in the climate (e.g., Ice ages)
• Geological events (e.g., movements of con-
tinents) and their effect on the distribution of
living organisms (biogeography)
Geological timescales • Meaning and use of timescales (details not
to be memorised)
• The three eras: Palaeozoic, Mesozoic and
Coenozoic
• Each era divided into periods (names of peri-
ods not to be memorised)
• Cambrian explosion: Origins of early forms of
all animal groups
• Life-forms have gradually changed to be-
come present life-forms
• In the last four million years significant
changes have occurred in species occurring
in Africa (e.g. Humans)
Mass extinctions • There have been five, two of which are par-
ticularly important:
• 250 MYA (resulted in the extinction of about
90% of all life on earth) and 65 MYA (resulted
in the extinction of many species, including
the dinosaurs)
• The rate of extinction on the earth at present
is higher than at any time in the past
• The present time has been called the sixth
extinction
• Fossil formation and methods of dating, e.g.,
radiometric dating and relative dating

SECTION A
QUESTION 1
1.1 Various options are given as possible answers to the following questions.
Choose the answer and write only the correct letter (A-D) next to the question
number.
1.1.1 Paleontology is a study of …
A the half-life of radioactive substances.

B continental drift.
C fossils.
D changes during the Cambrian explosion.
1.1.2 Which ONE of the following organisms is regarded as a link between fish and
amphibians?
A Trilobite
B Ammonite
C Coelacanth
D Fossil bivalves
1.1.3 Study the following list of characteristics:

(i) Well-developed teeth
(ii) Wings with feathers
(iii) Characteristics of birds and reptiles
(iv) No tail
Which ONE of the following combinations of characteristics applies to

Archaeopteryx?
A (i); (iii) and (iv) only

B (i); (ii) and (iii) only
C (i); (ii) and (iv) only
D (ii); (iii) and (iv) only
1.1.4 Study the list below and answer the question which follows:
(i) Plate tectonics
(ii) Ice ages
(iii) Decrease in carbon dioxide levels
(iv) Fossil tourism
Which of the above changes were an important influence on the

history of life on Earth?
A (i) and (ii)

B (i) and (iii)
C (i), (ii) and (iii)
D All of the above

1.1.5 The following diagram shows different layers of rock labelled A to G. The
symbols represent different fossils.
Which ONE of the following is correct for the TWO layers that have the same
geological age, with an appropriate reason?
LAYERS OF ROCK REASON

A B and E The fossil species are different
B B and G The fossil species are the same
C D and F The fossil species are different
D D and G The fossil species are the same
(5 X 2) (10)
Answers to 1.1
1.1.1 C ✓✓
1.1.2 C ✓✓
1.1.3 B ✓✓
1.1.4 C✓✓
1.1.5 D✓✓
1.2 Give the correct biological term for each of the following terms.
1.2.1 The study of life forms that existed in previous geological periods, as repre-
sented by their fossils.
1.2.2 Evidence of ancient life forms
1.2.3 The breaking up of the original land mass into different continents
1.2.4 The process by which all members of a particular species die out so that not
even a single one exists
1.2.5 The process by which populations change over time due to the changes in
their environment
1.2.6 The study of past and present distribution of biological organisms in the world

1.2.7 Upward movements of the plates
1.2.8 Long periods where earth experienced extremely cold weather.
1.2.9 The timescale used to measure the history of life on Earth
1.2.10 A person who studies fossils
(10)
Answers to 1.2:
1.2.1 Paleontology ✓
1.2.2 Fossils ✓
1.2.3 Continental drift ✓
1.2.4 Extinction ✓
1.2.5 Evolution ✓
1.2.6 Biogeography✓
1.2.7 Plate tectonics✓
1.2.8 Ice-age✓
1.2.9 Geological timescale✓
1.2.10 Paleontologist✓
SECTION B
QUESTION 2
2.1 Study the maps below showing the changes that took place during a
geological event.
2.1.1 Name the giant continent labelled A. (1)

2.1.2 Identify the geological event that is represented in the diagrams
above. (1)
2.1.3 Name the TWO super-continents formed from the continent in

Diagram A. (2)
2.1.4 Identify the eras, corresponding to different stages in the geological

event, labelled:
(a) X (1)
(b) Y (1)
(c) Z (1)
2.1.5 The black bands below the map indicate warm periods and the
white bands show periods of ice ages.
(a) How many warm periods occurred during this geological event? (1)
(b) Which ice age (1, 2, 3 or 4) was of the longest duration? (1)
(c) State ONE possible consequence that these ice ages may have had
on the diversity of life on earth. (1)
(10)
Answers to 2.1
2.1.1 Pangaea✓ (1)

2.1.2 Continental drift✓ (1)
2.1.3 Laurasia✓ and Gondwanaland✓ (2)
2.1.4 (a) X – Paleozoic✓ (1)

(b) Y – Mesozoic✓ (1)
(c) Z – Cenozoic✓ (1)
2.1.5 (a) 4✓ (1)
(b) 2✓ (1)
(c) The ice ages reduced the number of species on earth✓/
reduced the biodiversity on earth (1)
(10)

2.2 Study the geological time scale below and answer the questions that follow:
2.2.1 State what is meant by a ‘geological time scale’. (1)

2.2.2 What does the abbreviation ‘mya’ stand for? (1)
2.2.3 In which period did the first amphibians appear? (1)
2.2.4 Name the periods that occurred during the Coenozoic era. (2)
2.2.5 How long did the Mesozoic era last? Show your working. (2)
2.2.6 During which era did the dinosaurs go extinct? (1)
(8)
Answers to 2.2
2.2.1 The timescale used to measure the history of life on Earth✓ (1)
2.2.2 million year ago ✓ (1)
2.2.3 Carboniferous ✓ (1)

2.2.4 - Quarternary ✓
- Tertiary ✓ (2)
2.2.5 (250-65) ✓ = 185✓ my (2)
2.2.6 Mesozoic ✓ (1)
(8)

2.3 The chart below shows the abundance of different groups of organisms
during the last 600 million years. The width of the shape indicates abundance.
2.3.1 According to the chart, which organisms existed 300 million years ago? (3)
2.3.2 Which group (A or B) is more likely to represent the dinosaurs? (1)
2.3.3 Give a reason for your answer to QUESTION 2.3.2. (1)
2.3.4 Which group of organisms was the most successful in the period 300 to
400 million years ago? (1)
2.3.5 Give a reason for your answer to QUESTION 2.3.4. (1)
2.3.6 According to the chart, which group of animals became extinct
about 250 million years ago? (1)
2.3.7 A scientist estimates a piece of rock containing a trilobite fossil to
be 200 million years old.
Provide one possible explanation for the above. (2)
2.3.8 Suggest TWO reasons why there are gaps in the fossil record. (2)
(12)
Answers to 2.3
2.3.1 - Trilobites ✓
- Corals✓
- Fish✓ (3)
2.3.2 A✓ (1)
2.3.3 They have become extinct✓ (1)
2.3.4 Fish ✓ (1)
2.3.5 The chart is the widest for fish in this period✓ (1)
2.3.6 Trilobites✓ (1)
2.3.7 A possible mistake in dating procedure✓
since trilobites became extinct 50 million years before✓
OR
Extinction date is based on the youngest fossil of species found✓
so maybe the trilobites became extinct 200 million years ago✓ (2)

2.3.8 - Conditions for formation of fossils were not conducive✓
- Soft bodied organisms/invertebrates do not fossilise easily✓
- Not all fossils have yet been found✓
- Mistakes in the dating process✓
- Some fossils wrongly classified✓
- No transitional/intermediate fossils✓ if changes were rapid ANY (2)
(12)
QUESTION 3
3.1 Briefly describe the following three events that was used by scientist to
explain how life began on Earth:
3.1.1 Increase in levels of oxygen (3)
3.1.2 Climate change- e.g. Ice age (3)
3.1.3 Geological events (2)
(8)
Answers to 3.1
3.1.1 - 3,5 years ago there was no Oxygen✓

- fossil records show that the first living organisms, bacteria, were
anaerobic which meant they did not need oxygen to survive.✓
- Cyanobacteria (blue-green bacteria) appeared at the same time as
the anaerobic bacteria. ✓
- These were the first organisms to photosynthesise.✓
- the levels of oxygen in the atmosphere increased. ✓
- new forms of life were able to evolve.✓
- as the percentage of oxygen increased in the atmosphere,
organisms were able to grow in volume and size. ✓ ANY (3)
3.1.2 - Periods of extreme cold were followed by warm and sometimes very
dry periods.✓/ (there have been four ice ages)
- an ice age occurs when a thick layer of ice covers much of the
Earth.✓
- during warm periods, when the ice melts, the level of the ocean will
rise, flooding low lying areas of land.✓
- This change explain why fossils of marine organisms are now found
on high-lying land.✓ ANY (3)
3.1.3 - the Earth is divided into tectonic plates, which move very
slowly. ✓
- the movement of tectonic plates causes continental drift. ✓ (2)
(8)

3.2 Study the following graph showing the decay of Carbon-14 (14C).
3.2.1 What is the half-life of 14C according to the graph? (2)

3.2.2 4% of the original 14C was found in a fossilised snail shell.
Using the information in the graph, determine the age of the fossil. (1)
3.2.3 Explain why a scientist cannot use 14C to determine the age of a
dinosaur fossil. (3)
3.2.4 What is the advantage of radiometric dating over relative dating? (2)
(8)
Answers to 3.2
3.2.1 5 000 years✓✓ (2)

3.2.2 Accept any answer in the range 22500 - 25 000 years✓ (1)
3.2.3 - 14C has a very short half-life✓/decays very quickly
- Since dinosaurs lived millions of years ago✓
- the level of 14C will be insignificant✓/too low to be detected (3)
3.2.4 - Radiometric dating can be used to determine the age of a

fossil✓
- whereas relative dating can only be used to determine the order
of appearance of different organisms✓ (2)
(8)

3.3 Read the passage below and answer the questions which follow.
3.3.1 What do we call the study of the distribution of existing and extinct
plant and animal species in specific areas on Earth? (1)
3.3.2 Name the continent that South America, Africa and Australia formed
part of after it broke away from Pangaea. (1)
3.3.3 Briefly explain the continental drift theory. (3)
3.3.4 Do giant anteaters and armadillo’s belong to the same genus? (1)
3.3.5 Give a reason for your answer in QUESTION 3.3.4. (2)

3.3.6 Write the scientific name for the nine banded armadillo correctly. (2)
(10)

Answers to 3.3
3.3.1 Biogeography✓ (1)

3.3.2 Gondwanaland✓ (1)
3.3.3 - According to the theory all continents were originally one big mass /
super continent ✓ called Pangaea.
- This continent broke up over a period of time into two large masses
(Laurasia and Gondwanaland). ✓
- They broke up into all the continents we have today ✓/Laurasia broke
up into North America, Europe, Middle East, Asia and China and
Gondwanaland broke up into South America, Africa, Madagascar,
Australia, India, and Antarctica.✓ ANY (3)
3.3.4 No ✓ (1)
3.3.5 Giant anteaters belong to the genus Myrmecophaga ✓
and armadillos belong to the genus Dasypus ✓ (2)
3.3.6 Dasypus novemcinctus ✓ (Must be underlined separately) ✓ (2)
(10)

SESSION 3: BIOSPHERE TO ECOSYSTEMS/ BIODIVERSITY &
CLASSIFICATION 17 AUGUST 2024
CORE NOTES
➢ Biosphere and Eco systems The inter-connectedness with and components of the global
ecosystem:
• hydrosphere
• lithosphere
• atmosphere (Links to Grade 8).
➢ Biomes • Terrestrial and aquatic biomes of southern Africa
• how climate, soils and vegetation influence the
organisms found in each.
• The location of the different biomes in South Africa.
➢ Environment • The concept of environment in terms of human
activities in and interactions with the natural
environment.
• Abiotic and biotic factors: effects on the community.
➢ Ecosystems Abiotic factors:
• physiographic factors (aspect, slope, and altitude)
• soil (pH, humus content, texture, water retention
capacity and air content)
• light (day length and seasonal changes)
• temperature (effect of day/night and seasons)
• water (water cycle and the importance of
wetlands)
• atmospheric gases (link to pollution-Grade 11); and
• wind (link to transpiration).
Biotic factors, which include: (Links to Grade 8)

• producers
• consumers
• decomposers.

➢ Energy flow through • Trophic levels: producers, consumers (herbivores
ecosystems and relationship And carnivores and omnivores, decomposers (link
to trophic structure (food with Grade 9 and nutrition in Grade 11);
pyramids): • Flow charts of the following:
o nutrients water, oxygen, carbon and nitrogen cycles
(Names, e.g., nitrates are required but no detail of
chemistry is necessary)
➢ Ecotourism: • Economics
• Ethics
• opportunities
SECTION A
QUESTION 1
1.1 Various options are provided as possible answers to the following questions.
Choose the answer and write down only the letter (A to D) next to the question
number.
1.1.1 The abiotic factor needed by all plants and animals for cellular respiration…
A carbon dioxide
B water vapour
C oxygen
D nitrogen
1.1.2 The part of the biosphere you would generally find rocks, is the…
A hydrosphere
B lithosphere
C biosphere
D troposphere
1.1.3 Which of the following processes takes place during the carbon cycle?
(i) Burning of fossil fuels

(ii) The decay of dead organisms by decomposers
(iii) Respiration by animals
(iv) The conversion of nitrites to nitrates by bacteria
A i, ii and iii only

B ii, iii and iv only
C i, ii, iii and iv
D i and iv only

Questions 1.1.4 and 1.1.5 are based on the diagram below.
Equal volumes of water are poured onto equal volumes of different soil samples sup-
ported in glass funnels with glass wool.
1.1.4 The aim of this investigation is to determine the following in the different soil
samples?
A Water holding capacity

B Air content
C Humus content
D pH
1.1.5 Which funnel contains the soil sample with the greatest amount of clay?
A 1
B 2
C 3
D 4 (5 X 2) (10)
Answers to 1.1:
1.1.1 C ✔✔
1.1.2 B ✔✔
1.1.3 A ✔✔
1.1.4 A ✔✔
1.1.5 A ✔✔ (5 × 2) (10)

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 region characterised by a certain climate, soil and a particular type of
vegetation
1.2.2 Animals that consume only other animals
1.2.3 Abiotic factors that include aspect, slope and altitude
1.2.4 The form in which nitrogen is absorbed by plants through the roots
1.2.5 Feeding levels of different organisms within an ecosystem
(5×1) (5)
Answers to 1.2:
1.2.1 Biome✔
1.2.2 Carnivore✔
1.2.3 Physiographic✔
1.2.4 Nitrates✔
1.2.5 Trophic levels✔ (5×1) (5)
1.3 Indicate whether each of the descriptions in COLUMN I applies to A ONLY, B

ONLY, BOTH A AND B or NONE of the items in COLUMN II. Write A only, B only,
both A and B or none next to the question number.
COLUMN I COLUMN II
1.3.1 An abiotic factor relating to soil. A: Physiographic
B: Edaphic
1.3.2 Organisms that cannot produce their A: Heterotrophic
own food. B: Decomposers
1.3.3 Movement of water from atmosphere A: Precipitation
to ground B: Evaporation
(3 x 2) (6)
Answers to 1.3:
1.3.1 B only✔✔
1.3.2 Both A and B✔✔
1.3.3 A only✔✔ (3 x 2) (6)

1.4 Study the nutrient cycle below and answer the questions that follow.
1.4.1 Name the nitrogen compound found at:
(i) A (1)
(ii) B (1)
1.4.2 Name the process which will cause the changes at:
(i) 5 (1)
(ii) 6 (1)
(iii) 8 (1)
1.4.3 Although there is free nitrogen in the atmosphere, it cannot be used by

plants and animals in this form. It must be converted to a nitrate first.
State TWO ways in which free nitrogen is converted to nitrates. (2)
1.4.4 Nitrogen is required by all organisms since it form part of protein

molecules. Name the monomers of protein. (1)
(8)
Answers to 1.4:
1.4.1 (i) Nitrate✔ (1)

(ii) Ammonia✔ (1)
1.4.2 (i) Nitrification✔ (1)

(ii) Dentrification✔ (1)
(iii) Nitrogen fixation✔ (1)

1.4.3 - Lightning✔
- Nitrogen-fixing bacteria✔ (2)
(Mark first TWO only)
1.4.4 Amino acids✔ (1)

(8)
SECTION B
QUESTION 2
2.1 Three soil samples taken from different regions, were analysed for air content,
permeability to water and humus content. The results obtained are shown in
the table below.
SOIL SAMPLE A B C
Air content (%) 30 10 60
Permeability to water (ml of water passing 20 5 70
through 100g of soil per minute)
Humus content (%) 25 10 5
2.1.1 According to the results above, which soil sample (A, B and C)
would be as follows:
a) Loam? (1)
b) Sand? (1)
2.1.2 Name TWO factors relating to the composition of soil sample B
that resulted in its low permeability to water. (2)
2.1.3 State TWO advantages of a higher percentage of humus for the
soil. (2)
2.1.4 Explain the disadvantages for the plants growing in soil sample B
with regard to permeability to water. (2)
(8)
Answers to 2.1:
2.1.1 (a) A✔ (1)

(b) C✔ (1)
2.1.2 Fine✔soil particles that are closely✔ packed. (2)

2.1.3 - Improves the aeration✔ of the soil
- Increases the water-retaining✔ ability of the soil
- Improves the mineral✔ content of the soil (Any 2) (2)
2.1.4 Soil becomes waterlogged✔; roots of the plants can rot✔. (2)
(8)
2.2 The diagram below illustrates feeding relationships in an ecosystem in a game

reserve.
2.2.1 Give the name of the diagram illustrated above? (1)

2.2.2 Identify the following in the diagram above:
(a) Carnivore (1)
(b) Primary consumer (1)
2.2.3 Give a reason why the Lions and Hyenas would still survive even if all the
impalas in this game reserve were to die out. (2)
2.2.4 Which organism in this ecosystem would be affected the most as a results
of an outbreak of a disease that only kills rabbits? (1)
2.2.5 Give a reason for your answer to QUESTION 2.2.4 above. (1)
2.2.6 Explain how poaching (illegal killing) of Lions would affect the number
of hyenas in this game reserve. (2)
(9)

Answers to 2.2:
2.2.1 Food web✔ (1)

2.2.2 (a) Lion✔/Hyena/hawk (1)
(b) Rabbit✔/Impala/Buffalo (1)
2.2.3 It feeds on Rabbits✔ and Buffalo✔ (2)
2.2.4 Hawk✔ (1)
2.2.5 Feeds only on Rabbits✔/no other food source for hawk in this food web. (1)
2.2.6 Number of Hyenas will increase✔ due to more food available to
them✔/less competition for food from Lions. (1)
(9)
QUESTION 3
3.1 Read the passage below and answer the questions.
The fynbos vegetation is unique to South Africa. Approximately 68% of

the plants are endemic. This vegetation grows in the south-western
parts of the Western Cape Province.
The vegetation of this biome grows in nutrient poor soil. They survive
long dry summer conditions and frequent fires.
Flora of the Cape is threatened by alien vegetation and habitat

destruction by humans. Already many species are extinct from this
biome. Hence, its conservation is a national conservation priority.
3.1.1 Identity the biome in the extract above. (1)

3.1.2 What is threatening the flora of the Cape? (1)
3.1.3 Suggest TWO reasons why humans need to conserve nature. (2)
3.1.4 Why is South Africa’s fynbos vegetation unique? (1)
3.1.5 Give ONE reason for the habitat destruction by humans. (1)
(6)

Answers to 3.1:
3.1.1 Fynbos✔ (1)

3.1.2 - Alien vegetation✔
- Habitat destruction✔
(Mark first ONE only) (Any 1) (1)
3.1.3 - To prevent extinction of species✔
- To preserve natural resources✔
- Economic benefit for humans✔/attraction of tourists
(Mark first TWO only) (Any 2) (2)
3.1.4 Found in South Africa only✔/68% of plants are endemic (1)

3.1.5 - Urban expansion✔
- Agricultural use of land✔
- Harvesting natural resources for industrial use✔
- Building houses✔
(Mark first ONE only) (Any 1) (1)
(6)
3.2 The table below shows the percentage of various biomes that have been
destroyed as well as the percentage conserved. Study the table and answer
the questions below.
BIOME PERCENTAGE DESTROYED PERCENTAGE CONSERVED
TYPE
Grassland 60 10
Forest 44 24
Thicket 44 10
Savanna 43 20
Fynbos 33 6
3.2.1 Name the biome that was the most destroyed? (1)

3.2.2 Using the data given in the table above, draw a bar graph to show the
percentage destroyed and conserved biomes. (6)
3.2.3 Describe what can be done by environmental officials to conserve the
biomes. (2)
(9)
Answers to 3.2:
3.2.1 Grassland✔ (1)
3.2.2
Percentage of biomes destroyed and conserved

Percentage destroyed and
100
conserved (%)
50
0
Grassland Forest Thicket Savanna Fynbos
Biomes
PERCENTAGE DESTROYED PERCENTAGE CONSERVED
Criteria for marking graph:

Criteria Mark allocation
Bar graph is drawn (T) 1
Caption of the graph includes both variables (C) 1
Correct labels on X-axis and Y-axis (L) 1
Correct scale for Y-axis 1
Equal spaces between bars and equal width of bars for
X-axis (S)
Plotting: P
1-4 co-ordinates plotted correctly 1
All 5co-ordinates plotted correctly 2
(6)
3.2.3 - Encourage safe and responsible travel to natural areas in order to conserve
environment✔
- Encourage ecotourism✔
- Educate people on conservation✔
- Create an awareness of the importance of conservation. ✔ (Any 2) (2)

(9)
BIODIVERSITY AND CLASSIFICATION

CORE NOTES
❖ Biodiversity is the variety of all living things on Earth and their interactions.
❖ Biodiversity changes over time as extinction occurs and new species evolve.
❖ Most of the diverse species found in South Africa are endemic or indigenous to
the country.
• Indigenous means that these species originate or occur naturally in South Af-
rica.
• Endemic means that these species occur only in South Africa and nowhere
else.
History of classification
Taxonomy refers to the science of naming and classifying a wide range of living
things.
THE TWO-KINGDOM SYSTEM:
❖ Simple classification systems were based on shared physical characteristics

❖ As information increases classification systems became more complex
❖ A Swedish botanist, Carl Linnaeus, classified living organisms into TWO kingdoms
i.e. Plantae (plants) and Animalia (animals) with seven categories under each
kingdom based on shared characteristics:
Kingdom Phylum/Division Class Order Family Genus Species
❖ A kingdom is divided into phyla in animals but divisions in plants
Table to show the basic classification of two organisms (Lion & Pine tree)
Lion Pine Tree

Kingdom Animalia Plantae
Phyla / Division Chordata (Phylum) Pteridophyta (Division)
Class Mammalia Gymnospermae
Order Carnivora Coniferales
Family Felidae Pinaceae
Genus Panthera Pinus
Species leo ponderosa

THE FIVE-KINGDOM SYSTEM
• The most common classification system, the five-kingdom system was pro-
posed by Robert Whitaker in 1969
• The five-kingdom system is currently one of the accepted classification sys-
tems
Living things can be classified into FIVE major kingdoms:

o Kingdom Animalia
o Kingdom Plantae
o Kingdom Fungi
o Kingdom Protista
o Kingdom Monera (Bacteria)
Naming of Living Organisms
❖ Carl Linnaeus designed a binomial system for naming of living organisms

❖ The first word of the name is the genus and the second word is the species
❖ The genus name is written with a capital letter and the species with a small
letter e.g. Panthero leo
❖ If the name is written by hand, the genus and species names are underlined
e.g. Panthero leo
❖ When typing the name, the whole name is typed in italics e.g. Panthero leo.
❖ Latin was the language to name living organisms in order to prevent
confusion, therefore if you find the same plant again anywhere in the world,
you will still know its name.
❖ A species is a group of organisms which are able to interbreed and produce
fertile offspring
Biological keys
❖ A biological key e.g. a dichotomous key is an instrument used to classify living

organisms in steps from general to more specific differences.
❖ A dichotomous key always gives two choices at each step.
❖ At each step two statements are given based on the characteristics of the or-
ganism
❖ If the right option is chosen at each step it will lead to the name of the organ-
ism.

Example of a dichotomous key:
a. b. Three pairs of legs present Insecta

1
c. d. More than three pairs of legs present Go to 2
a. b. Four pairs of legs present Arachnida
2
c. d. More than four pairs of legs present Go to 3
a. b. Two pairs of antennae present Crustacea
3
c. d. One pair of antennae present Go to 4
a. b. Antennae branched at tip Pauropoda
4
c. d. Antennae unbranched Go to 5
a. b. Two pairs of legs on each body segment Diplopoda
5
c. d. One pair of legs on each body segment Go to 6
a. b. Twelve pairs of legs present, eyes absent Symphyla
6
c. d. More than twelve pairs of legs present Chilopoda
Differences between prokaryotes and eukaryotes (linked to cell structure)
PROKARYOTES EUKARYOTES
1. Organisms have cells with no true 1. Organisms have cells with true
nuclei nuclei
2. Unicellular or multicellular 2. Often (but not always) multicellular
3. Genetic material is not contained 3. Genetic material is contained in a
within a nucleus membrane-bound nucleus
4. No true organelles occur in the 4. True organelles occur in the
cytoplasm cytoplasm
Example: no chloroplast, Examples: Chloroplast, mitochondria,
no mitochondria Golgi bodies

Diagnostic features of main groups of organisms:
KINGDOM
Monera Plantae Animalia
Protista Fungi
(Bacteria) (Plants) (Animals)
• Prokaryotes • Eukaryotes • Eukaryotes • Eukaryotes • Eukaryotes
• Unicellular • Unicellular • Multicellular • Multicellular • Multicellular (do
(Single-celled); (Most); (Most); not have cell
• Most plants
micro-organ- some Mul- some uni- walls)
are auto-
isms ticellular cellular
trophic • Animals are
• Heterotrophic
Characteristics
• Hetero- • Hetero- heterotrophic

& autotrophic • Asexual re-
trophic or trophic,
production
auto- most are • Reproduction is
• Asexual repro- by means
trophic sapro- sometimes
duction of spores or
phytes asexual but
• Asexual re- sexual re-
• Asexual mostly sexual by
produc- production
reproduc- means of gam-
tion; some by means
tion; some etes
reproduce of gametes
reproduce
sexually
sexually
Bacteria Protozoa, al- Yeast, mush- Mosses, ferns, Sponges, jelly-fish,
gae, slime rooms, moulds conifers, flow- flatworms, round
Examples
moulds and ering plants worms, earth-

water worms, snails, star-
moulds fish, insects, spi-
ders, fish, mam-
mals etc.
SECTION A
QUESTION 1
Choose the answer and write only the correct letter (A-D) next to the question
number.
1.1.1 Which of the following in a classification system is the smallest?
A. Kingdoms
B. Species
C. Family
D. Class

1.1.2 Which Swedish botanist and physician named plants and animals in
Latin?
A. Casper Bauhin
B. Aristotle
C. Robert Whittaker
D. Carolus Linnaeus
1.1.3 The following example is the scientific name of a lion: Panthera leo.
The first part of the scientific name represents the...
A. Genus name
B. Kingdom name
C. Species name
D. Family name
1.1.4 The scientist who designed the Five-Kingdom system in 1969 to classify
living organisms
A. Casper Bauhin
B. Aristotle
C. Robert Whittaker
D. Carolus Linnaeus (4 x 2) (8)
Answers to 1.1:
1.1.1 B
1.1.2 D
1.1.3 A
1.1.4 C

1.2 Give the correct biological term for the following descriptions.
1.2.1 Species originate or occur naturally in a specific area
1.2.2 A variety of all living things on Earth
1.2.3 Species occur only in South Africa and nowhere else
1.2.4 The sorting and grouping of things according to similarities and
differences
1.2.5 Highest grouping in a classification system
1.2.6 Group of organisms which are able to interbreed and produce fertile
offspring
1.2.7 Type of system that modifies many of the Latin descriptions to two
words
1.2.8 The science of naming and classifying a wide range of living things
Answers to 1.2:
1.2.1 Indigenous
1.2.2 biodiversity
1.2.3 endemic
1.2.4 classification
1.2.5 kingdom
1.2.6 species
1.2.7 binomial
1.2.8 taxonomy (8 x 1)(8)

1.3 Indicate whether each of the descriptions in COLUMN I apply to A ONLY, B
ONLY, BOTH A and B or NONE of the items in COLUMN II.
Write A only, B only, both A and B or none next to the question numbers
(1.3.1 to 1.3.3).
COLUMN I COLUMN II
1.3.1 The scientist who suggested the A. Whittaker
five-kingdom classification B. Darwin
1.3.2 A tool used to classify organisms
correctly through grouping that involves steps A. Schematic diagram
from general differences to very specific B. Dichotomous key
differences
1.3.3 A group of organisms which are able to inter A. Species
breed and produce fertile offspring B. Population
Answers to 1.3:
1.3.1 A only
1.3.2 B only
1.3.3 A only (3 x 2) (6)

1.4 Read the extract below and answer the questions that follow.
Carolus Linnaeus established a hierarchical classification system of grouping
similar organisms together. He grouped from broad groups called Kingdoms
down to the smallest group called species.
Using his system, a lion is fully classified as follows:
Animalia, Chordata, Mammalia, Carnivores, Felidae, Panthera leo.
1.4.1 According to Linnaeus’ system, which class does the lion belong to? (1)
1.4.2 The lion’s scientific or binomial name, panthera leo, has been written
incorrectly. Rewrite it correctly. (2)
1.4.3 Why is it necessary for organisms to have scientific names? (2)
(5)
Answers to 1.4:
1.4.1 Mammalia  (1)
1.4.2 Panthera leo
Name: Panthera leo  (Must start with capital P)
Underlined  (2)
1.4.3 To avoid confusion  / be accurate
as common names vary from region to region  (2)
(5)
SECTION B
QUESTION 2
2.1 Tabulate THREE differences between Prokaryotes and Eukaryotes. (7)
2.2 Name the five kingdoms according to which living organisms are
classified. (5)

2.3 According to the Five-Kingdom system of classification, each of the
Organisms shown below belong to a different Kingdoms.
Complete the table by filling in the missing words. Write down only the
question number (2.3.1 – 2.3.10) and the answer, for example
2.3.11 Animalia.
Organism
Kingdom 2.3.1 Protista Fungi 2.3.2 Animalia
Genus Paramecium Agaricus Protea Bos
Species caudatum bisporus cynaroides taurus
Prokaryote or 2.3.3 2.3.4 Eukaryote Eukaryote 2.3.5

Eukaryote
Unicellular or 2.3.6 Unicellular or Multicellular 2.3.7 Multicellular
Multicellular Multicellular
Method of Auto- Autotrophic, 2.3.8 2.3.9
feeding trophic Hetero-
and het- trophic and
erotrophic Saprophytic
Scientific 2.3.10
name
Answers to 2:
2.1 Table drawn
PROKARYOTES EUKARYOTES
Small cells Large cells
Genetic material not contained with Genetic material membrane

nucleus bound-usually within nucleus
No true organelles occur in the True organelles occur in the
cytoplasm  cytoplasm 
Unicellular or multicellular Often (but not always) multicellular
First THREE differences only. (7)

2.2 Animalia
Plantae
Fungi
Protista
Monera (5)
2.3
2.3.1 Monera (1)
2.3.2 Plantae (1)
2.3.3 Prokaryote (1)
2.3.4 Eukaryote (1)
2.3.5 Eukaryote (1)
2.3.6 Unicellular (1)
2.3.7 Multicellular (1)
2.3.8 Saprophytic (1)
2.3.9 Autotrophic (1)
2.3.10 Paramecium caudatum (Must be underlined) (1)

QUESTION 3
3.1 Read the following passage and answer the questions that follow.
The picture above shows Petrus rupestris, commonly known as the red steenbrass.
This fish is the largest member of the seabream family (Sparidae) and is endemic
to South Africa.
Adapted from Daily news May 2014
3.1.1 Provide each of the following for the “red steenbrass”.

(a) genus name (1)
(b) species name (1)
3.1.2 Name the scientist who developed the type of naming system used
in the passage above. (1)
3.1.3 What is the specific name given to this type of naming system? (1)
3.1.4 Suggest TWO ways in which the government can assist in protecting
this fish species from becoming endangered. (2)
[6]
Answers to 3.1:
3.1.1 (a) Petrus (1)
(b) rupestris (1)
3.1.2 (Carolus) Linnaeus  (1)
3.1.3 Binomial nomenclature / system (1)
3.1.4 Limit the number of fish that can be caught 
Ban fishing during breeding time 
Implement fines  / Imprisonment 
Monitor coastline fishing Mark first TWO only (2)
(6)

3.2 Kuhle and Bongile found the animal tracks shown below while walking
with their class in a nearby field.
Their teacher gave them the key below to help them identify the footprints.
Track has distinct claw imprints Go to 2

1
Track does not have claw imprints Go to 5
Track has four toepads Go to 3
2
Track has three or five toepads Go to 4
Webbed foot Crocodile
3
Foot not webbed Cheetah
Three toepads African Penguin
4
Five toepads Baboon
Toepad imprints visible Go to 6
5 Toepad imprints are not visibleFour toepad im- Elephant
prints
Four toepad imprints Leopard
6
Three toepad imprints Dassie
Use the key above to identify footprints A, B, C and D. Write down only the
letter (A, B, C or D) and the name of the animal. (4 x 1) (4)

Answers to 3.2
A – Baboon (1)
B – African Penguin  (1)
C – Leopard  (1)
D – Elephant  (1)
(4)
SESSION 4: SCIENTIFIC INVESTIGATION SKILLS 31 AUGUST 2024

CORE NOTES
Definition:
A hypothesis is an attempt to explain some event or observation using whatever in-

formation currently available
How to state a hypothesis
1. There must be two variables.

2. State the relationship between the two variables.
3. It must be testable.
4. Independent variable first (cause) and the dependent variable (effect)
Notes:
• A hypothesis is an idea that a person gets from observation made. It is a sug-

gested solution to a question. The hypothesis needs to be tested before one can
draw any conclusions.
• In planning the investigation you need to test various possibilities (FACTORS) one
at a time so that we can be sure which factor gives us the result.
• Each factor is known as a VARIABLE and each investigation should test only ONE
variable.
• Generally, a scientific investigation has an EXPERIMENT and a CONTROL.
Variables
There are 3 types of variables:
• Independent/manipulated variable – variable that is controlled or changed by the

investigator to determine what effect it has. In graphs it is the variable that is
drawn on the horizontal axis/X-axis

• Dependent /responding variable – variable that is the effect of the independent
variable – this is the response that is measured or monitored during the investiga-
tion. In a graph, it is the variable that is drawn on the vertical axis/Y-axis.
• Fixed/Constant variable – all the factors that must be controlled/fixed when

conducting an investigation.
** Identify the variables of an investigation by using the AIM of the investigation:
Eg: A scientist did an investigation to determine the effect of exercise on pulse

rate per min.
Eg.AIM: to determine the effect of temperature on the enzyme activity of catalase

on livers
WHAT IS RELIABILITY?
• The idea behind reliability is that any significant results of an investigation must be
more than a once-off finding and be repeatable.
• Other researchers must be able to perform exactly the same experiment, under
the same condition and generate the same results.
• This will reinforce the findings of the experiment and ensure that the wider
scientific community accepts the hypothesis.
• In questions which ask learners to state how the reliability of the investigation
could have been improved, the correct answers could generally be the
following:
Common Answers:
- Repeat the experiment/investigation,

- Use a large sample size, e.g. 120 men/ calculate the average
- Take many measurements and calculate the average
- Do random sampling
Possible questions:
1. How did the investigator maintain reliability/ what should the investigator do to
ensure reliability?
2. The question could be asked about why the scientists’ results may not be reliable
They only conducted the investigation once/ did not repeat

They used a small sample
They did not do random sampling

WHAT IS VALIDITY?
• Validity questions how the experiment/investigation was carried out.
• Have all the factors/variables been controlled/fixed except the variable/factor

being tested?
• In questions which ask learners to suggest some factors that might have de
creased the validity of an investigation, the answers should centre around criticism
of the scientific process e.g. some factors/variables that were not fixed/controlled
when carrying out the investigation.
Remember, for the investigation to be valid, there should only be ONE factor that
would change (the independent factor), all other factors must be kept constant.
Possible question:
What did the investigator do to maintain validity?
Refer to all the fixed variable and add the word “the same” to each fixed variable
Eg. Same age

Same amount of time
Same diet etc.
EXPERIMENT AND CONTROL
Both are identical except that one receives the variable (independent) while the
other does not.
The set-up that has the variable to be tested (independent) is the EXPERIMENT while
in a CONTROL the set-up is the same as the experiment except that the variable to
be tested is left out. The purpose of the control group is to see whether the variable
that is being tested in the experiment is indeed the variable that is causing the ef-
fect.

SECTION A
QUESTION 1
Choose the answer and write only the correct letter (A - D) next to the question
number.
1.1.1 QUESTIONS 1.1.1 and 1.1.2 ARE BASED IN THE DATA BELOW
An investigation was conducted by grade 10 learners to determine the

number of endemic species in the savannah biome. They repeated the
investigation a couple of times to….
A Decrease the reliability of the investigation
B Ensure the validity of the investigation
C Minimize errors
D Increase the reliability of the investigation
1.1.2 Some of the following steps were part of the investigation:
(i) Grade 10 learners asked permission for doing their investigation

(ii) Grade 10 learners counted endemic animals in savannah biome
(iii) Grade 10 learners decided on the venue for the investigation
(iv) Grade 10 decided on the tool to record their findings
Which one of the following combinations of steps should be taken before

The investigation is conducted?
A (i), (ii), (iii) and (iv)

B (i), (ii) only
C (i), (iii), (iv) only
D (ii), (iii) (iv) only

1.1.3 Which ONE is the control group in a scientific experiment?
A The group to compare the results with that of the different experimental
groups
B The group where the experiment is conducted multiple times
C The experimental group where the independent variable is omitted
D The group where the independent variable is introduced, to test its effect
Answers to 1.1
1.1.1 D
1.1.2 C
1.1.3 C 
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 This is the variable that the scientists will control or manipulate
1.2.2 A second set up in the investigation that is identical to the experiment except
that it excludes the variable being tested
1.2.3 The investigation is repeated to ensure that the investigation is…
1.2.4 This variable is what reacts or responds to the independent variable
1.2.5 Keeping all other factors constant/identifying the controlled variables help in
making the investigation…..
Answers to 1.2:
1.2.1 Independent variable
1.2.2 Control
1.2.3 Reliability
1.2.4 Dependent variable
1.2.5 Valid

SECTION B
QUESTION 2
2.1 The grade 10 learners performed an investigation to determine the effect of

different pH levels in the soil on the amount of decomposing bacteria found
in the soil.
They represented the results in the following table.
2.1.1 Use the given aim to identify:

(a) The independent variable (1)
(b) The dependent variable (1)
2.1.2 Name any 3 control variables that they needed to apply to the
investigation. (3)
2.1.3 Why is it so important in an investigation to keep control variables? (2)
2.1.4 How would these learners ensure the reliability of this investigation? (2)
2.1.5 How would you ensure the validity of this investigation? (2)
2.1.6 Draw a histogram to show the number of decomposing bacteria

found in soils of different pH levels. (6)
(17)
Answers to 2.1:
2.1.1 (a) different pH levels 
(b) no. of decomposing bacteria (2)

2.1.2 Same amount of soil 
Same way of measuring/counting the bacteria 
Same person counting the bacteria 
(any correct fixed variable) (Mark any three) (3)
2.1.3 To ensure the validity of the investigation , so that the only factor that
affects the investigation is the independent variable  (2)
2.1.4 Repeat the investigation 

Increase the sample size, more samples of soil  (2)
2.1.5 Validity is ensured by only manipulating the independent variable 

and keeping all other variables fixed.  (2)
2.1.6
The effect of pH levels on amount of

decomposing bacteria
50
40
No of bacteria
30
20
10
0
1-2 3-4 5-6 7-8 9-10 11-12 13-14
Soil pH
Criteria Marks
Heading (includes both variables) 1
Type of graph (line) Histogram 1
Labels and units on x and y axis correct, Scale correct on x 1
and y-axis
Bars equal width 1
Plotting (1 – 4 points correct) 1
(5 - 6 points correct) 2
(6)
(17)

2.2 Two students decided to investigate the effect of different concentrations of
sulphur dioxide on the germination of oats seeds. They set up trays of germinat-
ing seeds under a clear plastic cover along with five different concentrations
of sodium disulphate(IV) solution.
Sodium disulphate(IV) breaks down to release sulphur dioxide into the

atmosphere.
The table below shows the results after one week.
2.2.1 Identify the aim for this investigation. (2)

2.2.2 State the independent variable in this investigation. (1)
2.2.3 Name TWO factors which might affect seed germination, and which must
be kept constant. (2)
2.2.4 Why was the investigation repeated five times at each concentration? (2)
2.2.5 Draw a conclusion for this investigation from the results provided. (2)
2.2.6 How would you ensure the validity of this investigation? (2)
(11)
Answers for 2.2:
2.2.1 To investigate the effect of different concentrations of sulphur dioxide

on the germination of oats seeds  (2)
2.2.2 Different concentrations of Sulphur dioxide (1)
2.2.3 The same temperature

The same light intensity
The same apparatus in which germination takes place (any 2) (2)

2.2.4 To ensure reliability
So that anyone who conduct the same investigation will get the same
result (2)
2.2.5 An increase in Sulphur dioxide reduces the germination of oats

seeds (2)
2.2.6 Validity is ensured by manipulating/changing the independent variable

only
And keep all other variables/factors the same (2)
(11)
QUESTION 3:
3.1 A table showing the air temperature over a period of 24 hours.
Time (hours) Temperature (oC)

0 16
5 24
9 28
13 26
17 21
20 19
24 17
3.1.1 Draw line graph to represent the data in the table above. (6)

Answers to 3.1
Criteria Marks
Heading (includes both variables) 1
Type of graph (line) T 1
Labels and units on x and y axis correct 1
Scale correct on x and y-axis 1
Plotting (1 – 4 points correct) 1
(5-6 points correct) 2
3.2.1 Mathew and Lidia read the extract below in a magazine.
They decided to conduct an experiment. They took 4 wooden boxes and

placed 1 cricket in each box. Each box was also fitted with a temperature-
controlled heater. These boxes were labelled A, B, C and D. The heater in box
A was set at 10 °C, box B was set at 15 °C, box C at 20 °C and box D at 25 °C.

Each box was left for 30 minutes for the crickets to get used to the tempera-
ture. They then recorded the number of chirps per minute. These results are
shown in the table below.
3.2.1 Write a suitable aim for the investigation. (2)

3.2.2 Name TWO factors that Mathew and Lidia need to control to (2)
make their investigation more valid.
3.2.3 Draw a line graph to represent the data shown in the table (6)
above.
3.2.4 How could Mathew and Lidia improve the reliability of their inves- (2)
tigation?
3.2.5 In which season would you expect to hear more cricket chirping? (2)
Give a reason for your answer.
3.2.6 Crickets are more active at night. What is the term used for ani- (1)
mals that are active at night?
(15)
Answers to 3.2:
3.2.1 To determine if temperature affects the number of chirps per mi-

nute in crickets  (2)
3.2.2 Size of the boxes

Environmental conditions  (learners may also list an environ-
mental condition but only one mark is awarded regardless of the
number of conditions they list)
Amount of food / water
The person recording the chirps / method of recording the

number of chirps
(Mark first TWO only) (Any 2 x 1)
(2)

3.2.3
(6)
Mark Allocation 
Heading 
Type of graph 
Y-axis label and scale 
X-axis label and scale 
Plotting: 1 – 3 points correct 
4 points correct 
3.2.4 - Repeat the experiment 

- Use a larger sample size  (2)
3.2.5 Summer (2)
The temperatures are higher / crickets chirp more at high
temperatures.
3.2.6 Nocturnal  (1)
(15)

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Western Cape Education Department

SESSION TOPIC DATE

Grade 10 Life Sciences Term 3 Tutor material 2

Human circulatory system (Closed, ● Closed:

Two main circulatory systems ● Pulmonary circulatory system

External structure ● Hollow, pear shaped and muscular

Internal structure ● LEFT - Oxygenated blood

Cardiac cycle: ● Atrial systole:

Grade 10 Life Sciences Term 3 Tutor material 3

Blood vessels ● Arteries

Grade 10 Life Sciences Term 3 Tutor material 4

1.1.1 An artery is different from a vein in that it …

A has an endothelial layer.

1.1.3 As the level of exercise in a person increases we can expect that …

A the arteries supplying the skeletal muscles will constrict.

Grade 10 Life Sciences Term 3 Tutor material 5

1.2.1 Pulmonary vein ✓

1.3 Indicate whether each of the statements in COLUMN I applies to A ONLY, B

1.3.1 B only ✓✓ (1 x 2) (2)

Grade 10 Life Sciences Term 3 Tutor material 6

2.1.1 Identify the parts labelled:

2.1.2 Write down the LETTER only of the part that:

2.1.1 (a) Aorta ✔

Grade 10 Life Sciences Term 3 Tutor material 7

Population Group Percentage of individuals having high levels of

Grade 10 Life Sciences Term 3 Tutor material 8

Criteria for marking graph:

Bar graph is drawn (T) 1

Caption of the graph includes both variables (C) 1

Correct labels on X-axis and Y-axis (L) 1

Correct scale for Y-axis 1

Grade 10 Life Sciences Term 3 Tutor material 9

3.2.1 Name phases A, B and C respectively. (3)

Grade 10 Life Sciences Term 3 Tutor material 10

Grade 10 Life Sciences Term 3 Tutor material 11

pressure measurement.✓ (2)

Grade 10 Life Sciences Term 3 Tutor material 12

Grade 10 Life Sciences Term 3 Tutor material 13

1.1.1 Paleontology is a study of …

A the half-life of radioactive substances.

1.1.3 Study the following list of characteristics:

Which ONE of the following combinations of characteristics applies to

A (i); (iii) and (iv) only

Which of the above changes were an important influence on the

A (i) and (ii)

Grade 10 Life Sciences Term 3 Tutor material 14

LAYERS OF ROCK REASON

Grade 10 Life Sciences Term 3 Tutor material 15

2.1.1 Name the giant continent labelled A. (1)

Grade 10 Life Sciences Term 3 Tutor material 16

2.1.3 Name the TWO super-continents formed from the continent in

2.1.4 Identify the eras, corresponding to different stages in the geological

2.1.1 Pangaea✓ (1)

2.1.4 (a) X – Paleozoic✓ (1)

Grade 10 Life Sciences Term 3 Tutor material 17

2.2.1 State what is meant by a ‘geological time scale’. (1)

2.2.3 Carboniferous ✓ (1)

Grade 10 Life Sciences Term 3 Tutor material 18

Grade 10 Life Sciences Term 3 Tutor material 19