Exemplars tests, practicals & projects

Life Sciences/Grade 10 NCS
1
Assessment
exemplars for
Life Sciences
FET Band
Grade 10
January 2009
DIRECTORATE:CURRICULUMDEVELOPMENT

2
Contents
Introduction 3
Control Test (Term 1): Biosphere to Ecosystems 9
Memorandum to Control Test: Biosphere to Ecosystems 15
Research Project (Term 2): Mass extinctions 19
Teacher Guidelines 19
Research Task for learners 21
Assessment Rubrics 22
The Sixth Extinction article by Niles Eldridge 24
Practical Task Exemplar (Term 3): Animal tissue 27
Practical Worksheets for learners 30
Assessment Rubrics 32
Control Test (Term 3): Molecules to organs 34
Memorandum to Control Test: Molecules to organs 43
Practical Task (Term 4): Anaerobic respiration 47
Practical Worksheet for learners 50

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Introduction
This booklet contains exemplars for a Programme of Assessment in the Life
Sciences for Grade 10, in accordance with the new Content Framework (January
2009).
The exemplars are arranged in the sequence they could reasonably be used
through the year. We have made some assumptions in deciding on the
sequence.
Firstly, we have assumed that the year plan for the grade will follow the
sequence of topics as laid out in the new Content Framework document.
Secondly, we have assumed that the two control tests will be written in about
March and September and test the content covered during the first and third
terms respectively, that the practical work will link to work done in the third and
fourth terms and that the research project extends from work done in the second
term.
The Schools Development Unit at the University of Cape Town has prepared
these exemplars for the Western Cape Education Department. The Unit supports
schools in the effective delivery of the curriculum through its work in materials
development, courses, school-based work and research in language, life skills,
mathematics and science education.
The assessment purposes of these exemplars
The assessment guidelines are quite intentional in their description of the
purpose of the assessment tasks. The exemplars are all to be used for
continuous assessment, that is, assessment done during the learning
experience.
The tests are summative and memos are provided. Total scores will provide
teachers and learners with a measure of the extent to which the content has
been mastered (LO 2). Scores on certain items measure mastery of scientific
process skills such as formulating hypotheses, interpreting graphs and drawing
conclusions (LO 1). Some questions measure learner engagement with science
and society (LO 3).

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The tests have been balanced in terms of the use of cognitive levels (e.g.
Bloom’s taxonomy) and Learning Outcomes and Assessment Standards.
Question
number
Cognitive ability levels Learning Outcomes
A B C D LO 1 LO 2 LO 3
Total of
actual
marks
Norm % 20 40 30 10 40 40 20
Norm
marks
Cognitive levels:
A Knowledge
B Comprehension
C Application
D HOT* skills including Analysis, Synthesis and Evaluation
* HOT = higher order thinking
The practical tasks range in type from basic skills to investigations in support of
LOs 1 and 2. Criterion assessment of groups is usually by rubric, although
answers provided to questions could be scored. Assessment of practical work
can be more formative or more summative, depending on the placing of the
practical work in the learning programme relative to the learning of the theoretical
aspects of the topic.
The research project is assessed using the criteria provided in the rubric, with an
emphasis on LOs 2 and 3. Although meant to be summative, assessment of this
task can be made more formative by providing feedback on plans and drafts.
Where learners are working in groups, the teacher could ask them to weight each
contribution and distribute scores accordingly. There should be multiple chances
to formatively assess learners’ work throughout the project. Teachers could
develop rubrics for Process, Presentation, Criteria, Research, Teamwork,
Persuasiveness, and Analysis and give them to learners.
Rubrics help make your expectations clear to learners. They help the teacher
assess a variety of qualities and behaviors by clearly defining or describing the
levels of skills from high to low.

5
Preparing to use the research project exemplars
1. General preparation
• Contact your school/community library specialist for help locating relevant
resources, scheduling time, and any other project assistance you feel you
need.
• Gather books and other resources that will be used by learners in their
research activities.
• Check all links for internet resources before beginning the project and
download relevant resources and make them available to learners. Those
who have access to the Internet can go directly to the website to do the
search.
• Create a checklist to track learner progress and completion of the project
elements. See the example below:
Team Name Note Sheet Decision Sheet Process Rubric
Team 1
Team 2
2. Design Standards
A few points to consider when planning projects include
• Focus on big ideas.
• Frame the big idea around an essential question that provokes or sustains
interest.
• Use valid, reliable and sufficient measures of the desired results or
outcomes.
• Select an effective and engaging problem or topic.
• Ensure coherence, with outcomes, assessment and activities aligned.
3. Thinking Strategies
Include the following thinking strategies as a part of the lessons:
• Scanning and looking for key words
• Determining the importance of information
• Determining into which category the information fits
• Defining necessary vocabulary words
• Attending to features like headings, sub-headings, table of contents,
bibliography, index and glossary
• Analysing, interpreting, synthesising information and ideas.

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4. Technology Tips
Work closely with the information technology teacher while doing the research
project. They can schedule time where learners will work in the computer lab and
do their project
Skills: learners will need modeling, examples, and support to accomplish the
gathering of information. They will need to know how to:
• use the task bar at the bottom of the screen
• minimise screens
• navigate within a website
• scroll down
• copy and paste phrases and keywords (establish your rules about
referencing and plagiarism beforehand).
Saving Work: learners may be asked to save their work on note pad or other
project templates.
Work with your IT teacher to formulate a plan for saving student documents
before you begin. You may need to create a folder on a common drive where
teams can save and access their files throughout the project. Demonstrate this to
learners.
Classroom management
The practical activities are written for group or pair work. Most of the learning
requires discussion and we are mindful that many schools will not have enough
equipment and other resources to keep groups very small. Suggestions for
improvised apparatus can be used to improve the situation.
Some activities lend themselves to allocating roles to specific learners in the
group. However, we have not been prescriptive in this area as different teachers
develop different ways of doing group work in their classes.
Assign 2-4 members to each team. Establish guidelines for teamwork through
discussion of the following:
• Decide what jobs/tasks need to be done. (finding web sites, reading aloud
from resources, typing and saving documents)
• Decide how to share tasks (taking turns, how long does a turn last? does
everyone have a task?)
• What skills are needed to be successful? (good listener, patience, support
others, how to help without doing someone else’s job)
• How does a team come to agreement? Must everyone agree?
• Who do the teams consult if they are having problems working together or
finding information?

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Co-operative learning role functions for group tasks
1. Principal Investigator (Initiator)
Manages the task within the activity.
Ensures that all the group members understand the goal and content of the
task or activity.
Reads instructions and procedures.
Checks results.
Asks questions of the teacher to clarify tasks or points.
Acts as facilitator during the group discussions.
2. Materials Manager
Responsible for gathering, assembling and distributing materials and
equipment needed.
Responsible for assembling and operating the equipment as well as checking
the results of the activity.
Carries out the investigation or assigns members of the group to carry out the
procedure.
Responsible for ensuring that all the equipment is cleaned and returned to its
proper place.
3. Data Collector (Evaluator)
Checks to see whether the group is focused on the task.
Responsible for gathering, recording and organizing the data.
Develops tables, charts and graphs where needed.
Certifies the data amongst all group members.
Reports the results of an Activity either in writing or orally to the class or to the
teacher.
4. Harmonizer/timekeeper
Responsible for keeping track of time, safety and for monitoring noise level.
Observes and records the group’s social interactions.
Encourages group members to interact and to discuss the activity.
Checks the results.

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Acknowledgements
Author: Andrew Petersen
Consultant: Dr. Neil Teubes
Reader: Nomvuyo Mgoqi
Editor: Susan Brundrit
Translation: Pauline Hanekom
Artwork: Natalie and Tamsin Hinrichson
Enquiries to:
Schools Development Unit
School of Education
University of Cape Town
Private Bag
7700 Rondebosch
www.sdu.uct.ac.za
Tel: 021-650-3368/3276
Fax: 021-650-5330
January 2008
Hierdie boek is ook in Afrikaans beskikbaar

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CONTROL TEST – GRADE 10
LIFE SCIENCES
CONTENT AREA
BIOSPHERE TO ECOSYSTEMS
Total: 60 marks
Time: 1 Hour
INSTRUCTIONS AND INFORMATION
Read the following instructions carefully before answering the questions.
1. Answer ALL the questions in this control test, writing the answers on the
paper provided.
2. Number the answers correctly according to the numbering system used in
this question paper.
3. If answers are not presented according to the instructions of each
question, you will lose marks.
4. All drawings should be done in pencil and labeled in blue or black ink.
5. Draw diagrams or flow charts ONLY when requested to do so.
6 The diagrams in this question paper may NOT necessarily be drawn to
scale.
7. Non-programmable calculators, protractors and compasses MAY be used.

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SECTION A
QUESTION 1
1.1 Various possible options are provided as answers to the following
questions. Choose the correct answer and write only the letter (A –
D) next to the question (1.1.1 – 1.1.5). For example 1.1.5 D.
1.1.1 The basic functional unit of the environment is the…
A. biosphere.
B. ecosystem.
C. population.
D. lithosphere.
1.1.2 All organisms around the world that live in the same climate share the
same…
A. population.
B. ecosystem.
C. biome.
D. community.
1.1.3 Which of the following processes occur during the nitrogen cycle?
(i) Consumption of plant protein 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)
1.1.4 When a jackal kills and eats a rabbit, the jackal is the…
A. Producer.
B. Prey.
C. Predator.
D. Saprophyte.
1.1.5 Which one of the following is not an abiotic factor?
A. Height above sea level.
B. Oxygen in the atmosphere.
C. Water vapour in the atmosphere.
D. Bacteria in the soil. (2 x 5) (10)

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1.2 Each of the following statements can be replaced by a Biological
term. Write only the term beside the appropriate number on the
answer sheet.
1.2.1 The place in which an organism lives.
1.2.2 Species that is not indigenous to an area.
1.2.3 Factors which include aspect, slope and altitude.
1.2.4 The type of interaction among two or more organisms for limited resources.
1.2.5 The variety of living organisms of various kinds of species on earth.
(1 X 5) (5)
1.3 Choose an item from COLUMN B that matches a description in
COLUMN A. Write only the letter (A – L) next to the question number
(1.3.1 –1.3.10), for example 1.3.6 J.
COLUMN A COLUMN B
1.3.1 Recycle nutrients for a community.
1.3.2 Humus, pH and water capacity.
1.3.3 A product that causes acid rain.
1.3.4 Species that no longer exist.
1.3.5 Plants adapted to live in water.
1.3.6 The gas released during combustion of fossil
fuels.
1.3.7 Rising carbon dioxide levels.
1.3.8 Removes carbon dioxide from the atmosphere.
1.3.9 Replaces nitrogen in the atmosphere.
1.3.10 A by-product of photosynthesis.
A. global warming
B. photosynthesis
C. edaphic factors
D. decomposers
E. carbon dioxide
F. protozoa
G. decomposition
H. oxygen
I. extinct
J. hydrophytes
K. sulphur dioxide
L. denitrifying bacteria
(1 X 10) (10)
[25]

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SECTION B
QUESTION 2
2.1 Study the map showing the Biomes of South Africa below and answer the
questions that follow:
2.1.1 Explain the difference between the terms Biosphere and Biome. (2)
2.1.2 You have been tasked to plan a 5-day Eco-tour for foreign visitors. They
would like to visit 5 different Biomes on their trip. You have to supply them
with information, in tabular form, regarding the climate and flora
(vegetation) of 5 different Biomes. Draw up the table that you will be
supplying to your visitors on arrival.
Climate = (1 X 5) (5)
Flora = (1 X 5) (5)
[12]

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QUESTION 3
3.1 Study the diagram below and answer the questions that follow:
3.1.1 Explain the difference between a food chain and a food web. (2)
3.1.2 In a pyramid of numbers, there is an increase in numbers towards the
base of the pyramid. Explain the Biological importance of this concept. (2)
3.1.3 Explain the impact of removal of all snakes from this food web. (2)
[6]

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QUESTION 4
4.1 Read the following extract from a case study on the critically endangered
Blue Crane species and answer the questions that follow:
The Blue Crane lives in dry mountain grasslands. They make their nests on the
ground. They eat seeds, shoots and animals such as insects and reptiles, frogs
and fish found in or near grasslands. In the winter, they move from the mountains
to the grasslands at lower altitudes where it is warmer. Grasslands are important
agricultural land. Grasslands are often replaced by crops, pastures or plantations
of trees. Grasslands are also popular for the development of small farms. The Blue
Crane can no longer live and breed in the areas where people’s activities have
removed its habitat.
(www.ewt.org.za/cranes/)
4.1.1 What is the most important part of the Blue Crane habitat? (1)
4.1.2 Explain your answer in QUESTION 4.1.1. (1)
4.1.3 List THREE ways in which the Blue Crane habitat is being lost or
reduced. (3)
4.1.4 Why is the Blue Crane listed as a critically endangered species? (1)
4.1.5 Explain how habitat loss, and the reduction in the number of the Blue
Cranes can change the energy flow and energy relationships in the
ecosystem. (3)
4.1.6 You have been tasked to come up with a strategy to save the Blue Crane
from extinction? Outline two of your ideas. (2)
4.1.7 Write a mini-essay outlining THREE reasons why we should conserve
biodiversity in South Africa? (6)
[17]
TOTAL 60 MARKS

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LIFE SCIENCES
CONTENT AREA
BIOSPHERE TO ECOSYSTEMS
Total: 60 marks
Time: 1 Hour
MEMO
Question 1.1
1.1.1 B√
1.1.2 C√
1.1.3 D√
1.1.4 C√
1.1.5 D√
(2 X 5 = 10)
Question 1.2
1.2.1 Habitat√
1.2.2 Alien/exotic√
1.2.3 Physiographic/Abiotic√
1.2.4 Competition√
1.2.5 Biodiversity√ (1 X 5 = 5)

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Question 1.3
1.3.1 D√
1.3.2 C√
1.3.3 K√
1.3.4 I√
1.3.5 J√
1.3.6 E√
1.3.7 A√
1.3.8 B√
1.3.9 L√
1.3.10 H√ (1 X 10 = 10)
[25]
SECTION B
Question 2
2.1 Biosphere=the earth's relatively thin zone of air, soil, and water that is
capable of supporting life, ranging from about 10 km into the atmosphere
to the deepest ocean floor.√
Biome= A biome is characterized by its plant life, the types of which are
determined by a location’s climatic conditions, latitude, and altitude.√
(2)

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2.2
CLIMATE FLORA (PLANTS)
FORESTS Winter rainfall region. Cool
moist environment, good
rainfall. High transpiration
rate. Microclimates exist. √
Stratification of various trees
including, yellow woods,
stinkwood. Various fern
species at ground level. √
GRASSLANDS Summer rainfall region. Hail
storms and winter frost.
Rainfall higher than Savanna
and lower transpiration rate
leads to higher moisture
content. √
Variety of grass species.
Scarcity of tree species. Frost
restricts tree growth.√
SAVANNA
(Bushveld)
Drier part – Kalahari. Moist
eastern area. Summer rainfall
region. √
Thorn trees and Boabab. √
FYNBOS Winter rainfall, summers are
dry with strong winds and
winters are cold with lots of
rain and snow. √
Ericoids (small flowers),
Restoids (reed species) and
Proteoids (protea species). √
SUCCULENT
KAROO
Winter rainfall but scarce. Hot
dry climate. √
Acacia trees, Namaqualand
spring flowers. Small
succulent trees, Nama Karoo
plants. √
NAMA KAROO Arid Hardy bushes and grasses.
THICKET Low rainfall, previously
forested areas
Low impenetrable forest of
evergreen, succulent and
spiny trees
(10)
[12]
Question 3
3.1.1 Food chain= Shows only a portion of a food web highlighting only one
example at each trophic level.√
Food web= A series of linked food chains showing the inter-connectivity. √
(2)
3.1.2 Energy is lost as one move up the pyramid. √ The trophic level below must
be large enough to sustain the level above it. √ (2)
3.1.3 The primary consumer numbers (herbivores) will increase, which in turn will
result in exploitaion of the primary producers (i.e the plants will be
eradicated). √ The tertiary consumers numbers may reduce as a food
source is removed. √ (2)
[6]

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Question 4
4.1.1 Grasslands√ (1)
4.1.2 They live in the grassland region in both winter and summer. √ (1)
4.1.3 For agricultural land, √ replaced by crops, √ pastures/plantations of trees√,
development of small farms. √ (any three) (3)
4.1.4 Only very few are alive. √ (1)
4.1.5 Insects, reptiles, frogs and fish are eaten by the Blue Crane.√ They would
therefore increase in numbers√because there are fewer Blue Cranes
feeding on
them. √ (3)
4.1.6 Place them in a protected environment where they are allowed to breed. √
Highlight the plight of the Blue Crane through a public awareness
campaign. √ (2)
4.1.7 Maintenance of ecological processes: √ oxygen we breathe, the food we
eat, decomposition, recycling of nutrients that we obtain from the
biodiversity in balanced ecosystems√
Medical resources: √ medical researchers regularly discover new plant
sources to cure diseases. √
Economic resources: √ making products for the tourist market, such as
grass mats, baskets, shells, wood, and so on. √
or
Ethical reasons: √ do we have the right to overexploit to the point of
extinction?
Humans, with their superior brain capacity, are considered custodians of
remaining
living organisms. √
(6)
TOTAL 60 MARKS

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Learning Outcomes and Assessment Standards
LO1: AS 2, AS 3; LO 2: AS 1, AS 2 & AS 3; LO 3: AS 1, AS2 & AS3
Aim
The aim of the research project is for learners to investigate mass extinctions and
the history of life on Earth.
Prior learning
It would be useful if learners have been introduced to the History of life on Earth
and the main eras over the past 4.5 billion years
Instructions for teacher
Learners should read the article on their own. Each learner will also need a copy
of the questions and rubrics. All the tasks are suitable for group work, but Task 3
should be completed individually following group discussion. The group or
individual’s work on the Tasks needs to be submitted to the teacher in the form of
a project. In addition, groups are asked to present their work to the class in the
form of a PowerPoint presentation.
Article Source: http://www.actionbioscience.org/newfrontiers/eldredge2.html
Conditions of Learning
This activity is suitable for individuals or groups of 2-3 learners.
Language for learning
Through the activities in this task, learners will be able to understand, use and
spell correctly the following terms: species; extinctions; biotic; dinosaurs and
mammals; fossil record; geological-time scale and bolide impact;
GRADE 10 Life Sciences
Research Project Exemplar
Topic: Mass Extinctions
Teacher guidelines

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Resources and out of school learning
Contact your school/community librarian for help locating relevant resources.
Work closely with the information technology teacher to schedule time for the
learners to be in the computer lab to do their project. Check internet links before
beginning the project and download relevant resources and make them available
to learners.
Project Assessment
The project will be assessed according to the rubrics at the end of the learner
worksheet. It would be useful to prepare a timeline for learners with deadlines to
complete at different stages of the project.

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Aim: The aim of the research project is to research mass extinction and to
evaluate the evidence for the various proposed hypotheses about what caused
the mass extinctions.
Task 1 Extinction Chart
Niles Eldredge describes the five major extinctions of the past in his article titled
“The Sixth Extinction”. Create a visual representation such as a chart, mindmap
or learning diagram, to represent the information in the article, using a geological-
time scale.
Task 2 A closer Examination
Select one of the past five major extinctions and describe the suggested causes
and evidence scientists have gathered.
Task 3 Content questions you should cover in your research
1. Describe the pattern of causes for earlier mass extinctions.
2. Which mass extinction was the most devastating?
3. Which mass extinction is the most famous and why?
4. What is the possible cause of dinosaur extinction?
6. Why is the current extinction different from other major extinctions?
7. How did humans cause large animals to go extinct?
Your final presentation should take the form of a power point presentation
and include the answers to the tasks above.
Research task for learners

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Assessment rubrics
1. Research project rubric
The project is assessed according to the criteria below and points are awarded
as follows:
2 points if the criteria are fully met.
1 point is awarded for partial fulfilment.
0 points awarded if criteria are not met.
Criteria for project evaluation Points
awarded
2 1 0
Title page and organisation
1 Project is well organised with correct headings. Project title
and names of the author and a contents page are provided.
Introduction
2. The introduction includes a statement that makes the
purpose of the project clear and background.
Presentation
3. A detailed time line with the five extinctions clearly
indicated.
4. Project outlines one of the extinctions in detail.
5. Content questions answered
Research and report writing
6. Evidence of research
7. Demonstrates clear, logical thinking and is insightful.
8. Project is written in clear legible sentences and includes a
valid conclusion.
9. There was evidence of effort and there was evidence that
the authors used insight when writing it up. The project was
also handed in on time.
Bibliography
10
.
Is there evidence of literature research?
Comments :
________________________________________________________________
________________________________________________________________

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2. Presentation rubric
1 2 3 4
Organisation
Presentation
is not
organised.
Presents
findings and
conclusions
with some
organization.
Presents
findings and
recommend-
ations in an
organised
manner.
Uses support
to presents
findings,
conclusions,
and
recommend-
ations
convincingly.
Persuasive-
ness
Is not
persuasive in
presentation.
Shows little
evidence of
persuasion
Argument
shows
evidence of
persuasion.
Makes a
dramatic and
compelling
argument.
Teamwork
Does not
work together
to make
presentation.
Works
together to
make the
presentation.
Works as a
group to
make the
presentation.
Works as a
cohesive unit
to make the
presentation.
Use of
technology
Does not use
the
technology
effectively to
present the
message.
More
emphasis on
use of
graphics and
animation
than on
presenting the
message.
Use of
technology
enhances the
message.
Uses
technology as
a highly
effective tool.
Graphics give
strength to a
powerfully
presented
message.

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The Sixth Extinction
Based on the article by Niles Eldredge
There is little doubt left in the minds of professional biologists that Earth is
currently faced with a mounting loss of species that threatens to rival the five
great mass extinctions of the geological past. In 1993, it was estimated that Earth
is currently losing around 30,000 species per year. Some biologists have begun
to feel that this biodiversity crisis — this “Sixth Extinction” — is even more
severe.
Extinction in the past
The major global extinctions were all caused by physical events that lay outside
the normal climatic and other physical disturbances which species, and entire
ecosystems, experience and survive. What caused them?
The previous mass extinctions were due to natural causes.
• First major extinction (c. 440 mya): Climate change (relatively severe
and sudden global cooling) seems to have been at work at the first of these-the
end-Ordovician mass extinction that caused such pronounced change in marine
life (little or no life existed on land at that time). 25% of families lost (a family
may consist of a few to thousands of species).
• Second major extinction (c. 370 mya): The next such event, near the
end of the Devonian Period, may or may not have been the result of global
climate change. 19% of families lost.
• Third major Extinction (c. 245 mya): Scenarios explaining what
happened at the greatest mass extinction event of them all (so far, at least!) at
the end of the Permian Period have been complex amalgams of climate change
perhaps rooted in plate tectonics movements. Very recently, however, evidence
suggests that a bolide impact similar to the end-Cretaceous event may have
been the cause. 54% of families lost.
• Fourth major extinction (c. 210 mya): The event at the end of the
Triassic Period, shortly after dinosaurs and mammals had first evolved, also
remains difficult to pin down in terms of precise causes. 23% of families lost.

25
• Fifth major extinction (c. 65 mya): Most famous, perhaps, was the most
recent of these events at the end-Cretaceous. It wiped out the remaining
terrestrial dinosaurs and marine ammonites, as well as many other species
across the phylogenetic spectrum, in all habitats sampled from the fossil record.
Consensus has emerged in the past decade that this event was caused by one
(possibly multiple) collisions between Earth and an extraterrestrial bolide
(probably cometary). Some geologists, however, point to a great volcanic event,
17% of families lost.
How is the Sixth Extinction different from previous events?
At first glance, the physically caused extinction events of the past might seem to
have little or nothing to tell us about the current Sixth Extinction, which is a
patently human-caused event through such activities as:
• transformation of the landscape
• overexploitation of species
• pollution
• the introduction of alien species
However, the results of these activities are to cause vast physical changes to the
planet, as with the other extinctions.
Only 10% of the world’s species survived the third mass extinction. Will
any survive this one?
What is the Sixth Extinction?
We can divide the Sixth Extinction into two discrete phases:
• Phase One began when the first modern humans began to disperse out
of Africa to different parts of the world about 100,000 years ago.
• Phase Two began about 10,000 years ago when humans turned to
agriculture.
Everywhere, shortly after modern humans arrived, many native species typically
became extinct. The fossil record attests to human destruction of ecosystems.

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Why does the Sixth Extinction continue?
The invention of agriculture accelerated the pace of the Sixth Extinction.
Agriculture represents the single most profound ecological change in the entire
3.5 billion-year history of life. With its invention:
• humans did not have to interact with other species for survival, and learnt
to manipulate other species for their own use
• humans did not have to adhere to the ecosystem’s carrying capacity, and
so could overpopulate
Humans do not live with nature but outside it.
There are now over 6 billion people on earth. The numbers continue to increase
logarithmically, so that there will be 8 billion by 2020.
Overpopulation, invasive species, and overexploitation are fueling the
extinction.
This explosion of human population coupled with the unequal distribution and
consumption of wealth on the planet, is the underlying cause of the Sixth
Extinction.
© 2005, American Institute of Biological Sciences. Educators have permission
to reprint articles for classroom use

27
Exemplar of a Practical Task
Topic : Animal Tissue
Teacher guidelines
Learning Outcomes and assessment standards
Activity 1: Dissection of a Chicken wing (LO 1: AS 1; AS 2; AS 3)
Activity 2: Identify and label the different muscles of the forelimb of a chicken.
(LO1: AS 2, AS 3; LO 2: AS 1, AS 2 & AS 3).
Extension Activity: Research topic on Salmoneliosis
(LO 2: AS 1, AS 2 & AS 3; LO 3: AS 1, AS2 & AS3)
Prior Learning
It is helpful if learners can:
1. recognize and label the front limb
2. recognize different tissue types.
3. have had some background to microorganisms and disease
Health and Safety
Risk assessments are required for any hazardous activity. In this practical
learners dissect and explore the wings of a chicken.
• Instruct learners to take care when using a scalpel or sharp knife and when
handling raw poultry meat.
• Ensure that appropriate cleaning materials are provided in order to clean up
spills, including paper towelling, plastic bags and disinfectant solution and
disposable gloves.
• Cleaning staff should be alerted to the type of waste material that has been
added to the waste bin and the need for appropriate disposal.
• A First Aid kit should be readily available.
This activity is suitable for group-work or as a demonstration. Refer to the
guidelines about co-operative learning and classroom management.

28
Through the activities in this task learners will be able to:
• identify and describe different tissue types including muscles and connective
tissue (including adipose tissue, cartilage, bone ,tendons and ligaments),
nerves and blood vessels and their functions
• discuss disease causing microbes
Resources
• Secondary sources providing data about different tissues types (e.g. a table
showing the different tissues types and their constituents)
• Newspaper or other articles about salmoneliosis
• The following websites my be useful:
http://www.cdc.gov/nczved/dfbmd/disease_listing/salmonellosis_gi.html
http://www.capetown.gov.za/en/CityHealth/EnviroHealth/
Extension Activity
Learners could use leaflets, newspapers, books and the internet to find out about
Salmonella food poisoning and other diseases
Answers to questions and additional info for the teacher
Activity 1:
Pulling on the triceps group of muscles causes the wing to extend. Pulling on the
biceps causes the wing to flex.
Tendons are made of very strong but flexible connective
tissue and attach muscle to bone. Tendons cannot stretch.
Ligaments are more elastic than tendons and are able to stretch.
Note: Emphasis should be placed on the structural suitability of the skeletal
component for the function it carries out.
Memo for Activity 2:
Award marks for neatness and labelling. The drawing should clearly show the
insertion of the biceps and triceps tendons on the humerus, radius and/or ulna
and shoulder .

29
Memo for Extension Activity: Refer to the website:
http://www.cdc.gov/nczved/dfbmd/disease_listing/salmonellosis_gi.html

30
Practical Worksheet for Learners
Activity 1: Dissection of a chicken wing
Aim: The aim of this activity is to dissect a chicken wing and to investigate the
external and internal tissue structure.
Materials required
Paper plate
Sharp knife or 1 small pair of scissors
1 chicken wing
Disposable gloves
Safety precautions
Please observe the laboratory rules and take care when using a sharp knife or
scissors.
If you are working in groups you will be assigned tasks as per your role in the
group. However, you will each need to complete the worksheet independently in
your books.
Instructions
1. Study the diagram of a chicken wing. Use the diagram to help you locate
certain bones and muscles.
2. Put on protective gloves if possible.

31
3. Your teacher will give you a chicken wing. Rinse it well with cool water, dry it
with paper towels, and place it in a dissecting tray.
4. Carefully extend the wing to find out how many major parts it has. Using the
scissors, cut the skin from the wing tip to the shoulder joint. Try not to cut
through the muscles below the skin. Do this by piercing the skin and then
slipping the scissors between the skin layer and the muscle.
CAUTION: Cut away from your body and your classmates.
5. Take your time peeling the skin back so as not to damage the tissues
underlying it. The thin membrane that holds the muscles together is areolar
(loose) connective tissue.
6. Look for yellowish tissue that is clumped together beneath the skin. This tissue
feels greasy and is adipose tissue, made of fat cells.
7. Examine the bundles of pink skeletal muscle tissue around the bones. Find
the two groups of muscles in the upper arm. Hold the arm down at the shoulder,
and alternately pull on each muscle group. Observe what happens.
Show the teacher that you did this. Teacher initials: _____________
8. Find the two groups of muscles in the lower arm. Hold down the arm at the
elbow, and alternately pull on each muscle group.
9. Find the tendons--shiny white tissue at the ends of the muscles. Notice which
parts are connected by the tendons. Gently pull on a tendon. Can you stretch it?
Show the teacher that you did this. Teacher initials: _____________
10. Remove the muscles and tendons. Find the ligaments, the whitish ribbon-
like structures between bones at the joint of the wing. They are strong, white
bands of connective tissue that connect bones.
Pull gently on a ligament. Does it stretch?
11. Look for cartilage. It is white in colour, and is found at the end of long bones.
Describe how the cartilage feels. Is it flexible (i.e. can you bend it)?
12. Cut away the membrane (connective tissue) around the muscle. The muscle
is made up of many bundles of muscle fibres. Use the tip of your scissors or a
needle to separate the bundles of fibres.
13. Look for nerves, which are very thin, white threads. They are often found next
to blood vessels but may be difficult to see.
CLEAN UP: Dispose the chicken parts according to your teacher's instructions.
To prevent salmonella contamination, wash your hands and instruments well with
soap and water.

32
Activity 2:
Draw and label the bicep and tricep muscles showing where they attach (to
bones) with the tendons. Draw tendons in red, muscles in grey.
Out of School Extension Activity: Research Task on Salmoneliosis
Use information from leaflets, newspapers, books and the internet to find out the
following:
• What is salmoneliosis?
• How do people catch Salmonella?
• What can a person do to prevent this illness?
Assessment rubrics
Activity 1: Assessment Rubric for group work
CRITERIA PERFORMANCE LEVELS
0 1 2 COMMENTS
1. Ability to
follow
instructions
Unable to
follow
Instructions
even with
help.
Instructions
followed with
regular
supervision.
Able to work
completely on
their own.
2. Ability to
observe safety
precautions
Unable to
observe
safety
precautions
more than
twice.
Observe safety
precautions but
made one error.
Follows safety
precautions
completely.
3. Group work Were unable
to work as a
group.
Attempted to
work as a group
but were unable
to deal with
conflict and/or
did not share
tasks in the
group.
Cooperated well
as a group – each
member of the
group knows their
roles.
4. Ability to
work tidily,
organised and
used time
efficiently
Activity fails
because of
disorganisati
on.
Work at times
tidily/organised
but dissection
rushed.
Works tidily and
organised
throughout and
completed task in
good time.
TOTAL: 10

33
Activity 2: Assessment Rubric for drawing
CRITERIA PERFORMANCE LEVELS
0 1 2 COMMENTS
1. Layout No heading
provided and
drawing too
small.
Heading
provided but not
at top of page
and/or drawing
too small.
Drawing
provided with
a clear neat
heading and
size at least
one third of
the page.
2. Accuracy Inaccurate
sketch.
Partially correct
but lacks detail.
A detailed
accurate
biological
drawing.
3. Labelling No labels
provided.
Labels untidy
and or some
labels are
incorrect.
Labels correct
and label lines
are evenly
spaced, drawn
clearly and do
not cross.
4. Use of line Untidy
sketch.
Good
resemblance to
actual structure
but used a blunt
pencil and/or
used excessive
shading.
Used a sharp
pencil and did
not use
excessive
shading.
TOTAL: 10

34
LIFE SCIENCES
CONTENT AREA
MOLECULES TO ORGANS
Total: 60 marks
Time: 1 Hour
INSTRUCTIONS AND INFORMATION
Read the following instructions carefully before answering the questions.
1. Answer ALL the questions in this control test, writing the answers
on the paper provided.
2. Number the answers correctly according to the numbering system
used in this question paper.
3. If answers are not presented according to the instructions of each
question, you will lose marks.
4. All drawings should be done in pencil and labeled in blue or black
ink.
5. Draw diagrams or flow charts ONLY when requested to do so.
6 The diagrams in this question paper may NOT necessarily be
drawn to scale.
7. Non-programmable calculators, protractors and compasses MAY
be used.

35
SECTION A
QUESTION 1
1.1 Various possible options are provided as answers to the following
questions. Choose the correct answer and write only the letter (A –
D) next to the question (1.1.1 – 1.1.5). For example 1.1.5 D.
1.1.1 The part of a microscope that controls the amount of light from the light
source is the …
A. diaphragm.
B. objective.
C. occular.
D. condensor.
1.1.2 Replication of chromosomes occurs during …
A. metaphase.
B. anaphase.
C. fertilisation.
D. interphase.
1.1.3 To obtain food from a plant, an aphid would pierce into which of the
following tissues?
A. Phloem.
B. Xylem.
C. Schlerenchyma.
D. Meristematic.
1.1.4 Which of the following is not needed for photosynthesis to take place?
A. Water.
B. Oxygen.
C. Chlorophyll.
D. Carbon Dioxide.
1.1.5 Which of the following is not a by-product of cellular respiration in plants?
A. Oxygen.
B. Water.
C. Ethanol.
D. Carbon dioxide.
(2 x 5) (10)

36
1.2 Each of the following statements can be replaced by a Biological
term. Write only the term beside the appropriate number on the
answer sheet.
1.2.1. The monomers (building blocks) of protein.
1.2.2. Organelles primarly involved in protein synthesis.
1.2.3. The cell cycle during which the cytoplasm is split.
1.2.4. The waxy layer covering the epidermis of a leaf.
1.2.5. Microscopic, finger-like projections found in the small intestine.
(1 x 5) (5)
1.3 State whether the following statements are True or False.
1.3.1 Glucose made during photosynthesis in plants, is converted and stored as
starch, because starch is osmotically inactive.
1.3.2 Fibre stimulates the digestive tract to perform peristalsis.
1.3.3 Aerobic respiration in plants results in alcoholic fermentation.
1.3.4 Deamination of excess amino acids is performed by the pancreas.
1.3.5 A leaf that turns blue-black during a starch test is regarded as a positive
indicator for the presence of starch.
(1 x 5) (5)

37
1.4 Choose a description from COLUMN B that matches an item in
COLUMN A. Write only the letter (A – P) next to the question number
(1.4.1 – 1.4.10), for example 1.4.6 J.
COLUMN A COLUMN B
1.4.1 Glucagon A. Produced during anaerobic
conditions in muscles.
1.4.2 Cardiac sphincter B. Dependant on green plants for
energy needs.
1.4.3 Lactic acid C. A hormone that converts glycogen
back into glucose.
1.4.4 Heterotrophic organisms D. The sphincter that controls the
entrance into the stomach.
1.4.5 Cambium E. Produced during aerobic conditions
in muscles.
1.4.6 Mitosis F. Produce organic food from inorganic
components.
1.4.7 Mitochondria G. Region with the greatest number of
chloroplasts.
1.4.8 Fluid mosaic model H. Meristem resulting in secondary
growth that increases the girth of
stems and roots.
1.4.9 Disaccharides I. Results in the formation of two
identical daughter cells.
1.4.10 Palisade parenchyma J. Organelles responsible for cellular
respiration and production of ATP.
K. Sucrose and maltose.
L. The sphincter that controls the
enterance into the small intestine.
M. A hormone that converts glucose
into glycogen.
N. Explains the structure of the cell
membrane.
O. Results in sexual reduction division.
P. Glucose and fructose.
(10)
[30]

38
SECTION B
QUESTION 2
2.1 Study the micrograph below and answer the questions that follow.
2.1.1 Identify the biological process occuring in the cells. (1)
2.1.2 State three reasons why this process is important to living organisms. (3)
2.1.3 The image was captured with an electron-microscope. State two ways in
which improvement in microscope technology has been beneficial to man. (2)
2.2 Advances in Biotechnology have stimulated debate on ethical issues
regarding cloning. Read the extract from an article below:
Before cloning is considered permissible medicine for human infertility, society needs to
resolve many questions, including:
• Is cloning unnatural self-engineering?
• Will failures, such as deformed offspring, be acceptable?
• Will cloning lead to designer babies who are denied an open future?
• Who is socially responsible for cloned humans?
• Do clones have rights and legal protection?
Glenn McGee An article in ActionBioscience.org

39
2.2.1 Explain how cloning could be a solution to human infertility. (1)
2.2.2 A number of questions are raised in the article. Write a paragraph outlining
your OWN thoughts whether cloning is a solution to human infertility. (3)
2.3 Read the article below and then answer the questions that follow:
2.3.1 Supply your own definition for cancer. Use your own words. (1)
2.3.2 List two of the main side-effects of cancer treatment. (2)
2.3.3 Cancer also affects family members. Explain the role that family members
could play to help the cancer patient. (2)
[15]
CANCER AS A DISABILITY
Cancer is often called uncontrolled cell growth and results when a
tumour arises as a result of abnormal growth of tissue. Cancer can occur in
all different parts of the body and there are many different kinds of cancer
cells. But luckily there are ways of treating cancer nowadays. If cancer is
found early, it can often be cured completely. If however, cancer is not
found early enough; the cancer can only be slowed down, so patients live
much longer than they would have without treatment.
Cancer is a long term illness which can be seen as a ‘disability’. The
person has to have regular treatments, and the treatments have side effects
that make people tired and sick and may cause their hair to fall out.
Patients with cancer are often anxious and afraid about whether they
will live or die. They often become depressed. Families of patients with
cancer need to be understanding and supportive towards people who have
cancer.
Adapted from Life Sciences for all, J. de Fontaine et al.

40
QUESTION 3
3.1 A researcher carried out an experiment to determine the effect of the
concentration of carbon dioxide on food production. The researcher planted
the same number of bean seedlings in seven different greenhouses. The
bean seedlings were similar in age and size. Watering, temperature and the
type of soil was standardized. The researcher varied the amount of carbon
dioxide in the air in each greenhouse. After 30 days the bean seedlings
were collected, dried and weighed. The results are represented in the graph
below.
Graph showing the dry mass of bean
seedlings grown in different carbon
dioxide concentrations
0
5
10
15
20
25
0 0.03 0.06 0.09 0.12 0.15 0.18 0.21
Percentage of carbon dioxide in the
air (%)
Drymass(kg)
3.1.1 Formulate a hypothesis for the researcher’s investigation. (1)
3.1.2 Identify the following:
(a) Dependent variable
(b) Independent variable (2)
3.1.3 At what concentration of carbon dioxide was food production the best? (1)
3.1.4 Why did the learner measure the dry mass of the bean seedlings? (1)
3.1.5 Explain from the graph, the relationship between the percentages of
carbon dioxide in the air and the dry mass of the bean seedlings. (2)
3.1.6 Explain how the results of such an investigation are of value to society. (1)

41
3.1.7 Technologically advanced nations are able to produce more food than
they need. Suggest what could be done with the excess food produced. (2)

42
3.2 Malnutrition is a world-wide phenomenon. The Progress of Nations (1996)
published a League Table for Malnutrition. Study an extract thereof below
and answer the questions that follow:
League Table of Malnutrition
Percentage of under-fives malnourished
SUB-SAHARAN
AFRICA
MIDDLE EAST and
NORTH AFRICA
ASIA AND
PACIFIC
AMERICAS
South Africa 9 Algeria 9 Mongolia 12 Chile 1
Cameroon 14 Egypt 9 China 16 Paraguay 4
Zimbabwe* 16 Jordan 9 Malaysia 23 Panama 7
Senegal 20 Morocco 9 Philippines 30 Dominican
Rep.
10
Lesotho 21 Turkey 10 Myanmar 31 Jamaica 10
Kenya 23 Iraq 12 Sri Lanka 38 El Salvador 11
Zambia 25 Oman 12 Cambodia 40 Peru 11
Namibia 26 Syria 12 Lao Rep. 40 Nicaragua 12
Ghana* 27 Iran 16 Pakistan 40 Bolivia* 16
Malawi 27 Yemen 30 Viet Nam 45 Honduras 18
Rwanda 29 Sudan 34 Nepal* 49 Haiti 27
Sierra Leone 29 India 53
Tanzania 29 Bangladesh 67
Ethiopia 48
Mauritania 48

43
3.2.1 Which of the four areas have the highest average malnutrition statistics? (1)
3.2.2 Name the country with the greatest percentage of under-fives that suffer
from malnutrition? (1)
3.2.3 State a medical condition that infants may suffer from due to a lack of
protein in their diet. (1)
3.2.4 Suggest a suitable strategy that your school could adopt in order to
make a meaningfull contribution to the fight against malnutrition. (2)
[15]
TOTAL 60 MARKS

44
LIFE SCIENCES
CONTENT AREA
MOLECULES TO ORGANS
Total: 60 marks
Time: 1 Hour
MEMO
Question 1.1
1.1.1 A√
1.1.2 D√
1.1.3 A√
1.1.4 B√
1.1.5 A√
(2 X 5 = 10)
Question 1.2
1.2.1 Amino acids√
1.2.2 Ribosomes√
1.2.3 Cytokinesis√
1.2.4 Cuticle√
1.2.5 Villi√ (1 X 5 = 5)
Question 1.3
1.3.1 True√
1.3.2 True√
1.3.3 False√
1.3.4 False√
1.3.5 True √ (1 X 5 = 5)

45
Question 1.4
1.4.1 C√
1.4.2 D√
1.4.3 A√
1.4.4 B√
1.4.5 H√
1.4.6 I√
1.4.7 J√
1.4.8 N√
1.4.9 K√
1.4.10 G√
(1 X 10 = 10)
[30]
SECTION B
QUESTION 2
2.1.1 Mitosis.√ (1)
2.1.2 Growth√ Repair√ Replacement of cells.√ (3)
2.1.3 Specimens can be examined in great detail to make identification
possible. Based on identification a variety of applications are possible,
e.g. a medical condition can be diagnosed and treated. √
It also allows for work to be done in genetic engineering.√ (2)
2.2.1 Infertile parents could become parents by cloning their own DNA. Their
offspring will thus be an exact replica of themselves. (1)
2.2.2 It could be regarded as a solution to infertility, as the parents had
previously been unable to conceive naturally. √
It makes use of advances in the medical field and is thus progressive. √
It allows for ‘manipulation’ of both pheno-and genotypic traits. √
or

46
It is an unnatural process; it is playing ‘God’. √
It may lead to abuse of the advances made in the medical field. √
It may lead to exploitation by large medical firms. √ (3)
(Use your own discretion and award marks if argument is well motivated.)
2.3.1 When normal cell division is disrupted. The cell division becomes
uncontrolled and no longer result in duplicate copies of the original mother
cell. √ (1)
2.3.2 Tiredness,√ nausea (vomitting) √ and/or hair-loss. √ (2)
2.3.3 Family members must be supportive, understanding and informed. √ The
family must show empathy and provide guidance. √ (2)
[15]
QUESTION 3
3.1.1 The higher the carbon dioxide concentration in the air, the higher the food
production/the lower the food production. √
or
The lower the carbon dioxide concentration in the air the lower the food
production/the higher the food production. √ (1)
3.1.2 a) Dry mass of the seedlings/food production. √
b) Amount of carbon dioxide in the air in the greenhouse. √ (2)
3.1.3 0.12%√ (1)
3.1.4 Dry mass excludes water, therfore it shows the actual amount of food
produced by the plant. It is more accurate. √ (1)
3.1.5 As the amount of carbon dioxide increases, the dry mass/ food production
also increases up to a certain point. √
After which further increase in the carbon dioxide concentration no longer
increases the food production. √ (2)
3.1.6 Such information is useful in large scale crop production to improve
yield.√ (1)
3.1.7 - Donated to poorer nations that cannot afford to feed their populations. √
- Used to make other non - perishable products that can last longer. √ (2)

47
3.2.1. Asia and the Pacific.√ (1)
3.2.2. Bangladesh. √ (1)
3.2.3 Kwashiorkor√ or Marasmus. √ (1)
3.2.4 Supporting a school feeding programme in your area. √
Start an awareness campaign, highligting the plight of those in need. √.
or
Start sandwich-collection days at school; proceeds to go to a needy
school. √
Donation of tuckshop profits could go towards a feeding programme. √ (2)
(Use your own discretion and award marks if argument is well motivated.)
[15]
TOTAL 60 MARKS

48
Learning Outcomes and Assessment Standards
Task 1: To investigate how different temperatures affect the rising of bread
(LO 1: AS 1, 2, 3)
Task 2: The use of microorganisms in industry
(LO 2: AS 1, AS 2 & AS 3; LO 3: AS 1, AS2 & AS3)
Prior Learning
During aerobic respiration, glucose is completely broken down to produce
energy. In the absence of oxygen, glucose is partially broken down into carbon
dioxide and ethanol. Since alcohol is produced, this process is also known as
alcoholic fermentation. In humans the end product of the anaerobic respiration
process (that occurs in the cytoplasm of cells) is lactic acid, often associated with
cramping in muscles.
It is helpful if learners know the equation:
C6 H12O6 2C2H5OH + 2CO2 + Energy
Glucose Ethanol Carbon dioxide
Learners should also be familiar with the following ideas:
• Where and how glucose is broken down in the cell,
• Basic structure of organic molecules
Conditions of learning
These activities are suitable for group-work.
Through the activities in this task, learners will be able to:
• describe anaerobic respiration as a chemical reaction
• identify the effects of variables like temperature and moisture on enzyme
action
• identify the effect of excess temperature on enzyme activity (denaturation)
Practical Task Exemplar
Topic: Anaerobic Respiration
Teacher guidelines

49
Classroom management
• Learners should be assigned to clear roles within groups.
• After conducting their experiment and recording the results, each group
will need time to discuss and draw conclusions.
Extension Activity
Learners can also experiment by putting samples in boiling water, in an oven or a
freezer.
Out of school learning
The following support activities are suggested:
• Complete the questions to consolidate knowledge
• Visit websites that will provide additional information and interactive
exercises on cellular respiration. Here is a useful website:
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/enzymes/enzymes1.
shtml
Task 1: Memo
The following marks can be awarded for the graph:
• Complete heading 1 mark
• Correct dependent variable (height of dough in mm) 2 marks
• Correct independent variable (sample A, B and C) 2 marks
• Accurate line graphs plotted 2 marks
Answers to questions
1. The dough mixture used, the measuring cylinder or jar size.
2. The dough kept in a cool place may bit rise at all. The dough kept at room
temperature may rise.
3. Clearly since all the other variables were kept constant the only possible
explanation is that the warmer temperature was more suitable for yeasts
to be activated and produce carbon dioxide.
Note : The enzymes will be denatured at very high temperature (e.g. boiling
water @ 100°C or an oven which is at 180 °C) but inactivated at very low
temperature (e.g. in a fridge at -15 °C).

50
Task 2: Research Task
The use of microorganisms in industry
Research the use of yeast and other organisms in industry. Various industries
make use of the process of anaerobic respiration. Learners can investigate the
use of bacteria in the production of yoghurt and in biogas production. Yeasts are
also used extensively in the wine and beer industry and to make bread and
cheese.
Traditional beer brewing
This is a great opportunity to include Indigenous Knowledge Systems as part of
an LO3 investigation. Learners can investigate the history of traditional beer
brewing, how the beer is brewed and how it was stored.
Extension Activity
Design an investigation to determine the effect of yeast on a dough mixture.

51
Task 1: To investigate how different temperatures affect the rising of bread
Material required for each experiment
• 3 equally sized measuring cylinders or glass jars
• marking pen
• safety goggles
• A dough mixture needs to be prepared: Mix 3 ½ cups flour with 2
teaspoons of instant active dry yeast, then add 1 ¼ cups warm (not hot)
water and knead.
Method
1. Press down equal amounts of dough into the bottom of three measuring
cylinders or jars to a height of about 5 cm and label the containers A, B
and C.
2. The level of the dough must be marked on the side of each cylinder or jar.
3 Put cylinder or jar A in a cool place, keep B at room temperature, and
place C in a warm place.
4 Write down the level of the dough in each cylinder or jar immediately and
note the time on the clock and record these readings.
5. At 5 minute intervals over the next 30 minutes, measure the levels of the
dough for A, B and C. Record the heights and times in a suitable table on
the results sheet below.
Practical worksheet for learners

52
Results sheet
Name: _______________________________
Names of others in group: ________________________________________
Results of experiment:
Draw a table of your results
On the grid below, plot the data recorded for samples A, B and C as three
curves on one set of axes.

53
Questions
1 Give one controlled variable …………………………………… (1)
2. Compare the heights of dough samples A and B. Suggest an explanation
for this difference.
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.............................................................................................................................. (2)
3. Compare the volume of the test tubes from sample A and sample C.
Suggest an explanation for this difference.
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.............................................................................................................................. (2)

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