Exemplars tests, practicals & projects

Life Sciences/Grade 10 NCS

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Assessment exemplars for Life Sciences FET Band Grade 10 January 2009

DIRECTORATE: CURRICULUM DEVELOPMENT


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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 Teacher Guidelines 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 Teacher Guidelines 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.


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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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CONTROL TEST – GRADE 10

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.


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• 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


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GRADE 10 Life Sciences 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. Conditions of Learning This activity is suitable for group-work or as a demonstration. Refer to the guidelines about co-operative learning and classroom management.


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Language for learning 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 .


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


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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. Conditions of Learning 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.


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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.


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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 disorganisation.

Work at times tidily/organised but dissection rushed.

Works tidily and organised throughout and completed task in good time.

TOTAL: 10


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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


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CONTENT AREA

MOLECULES TO ORGANS


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 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)


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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 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)


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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]


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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


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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.


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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 (%)

Dry m

ass (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)


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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)


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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


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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


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CONTENT AREA

MOLECULES TO ORGANS


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)


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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


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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)


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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


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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. Language for learning 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)

GRADE 10 Life Sciences 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).


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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.


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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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