LIFE SCIENCES

GRADE 10

REMOTE LEARNING WORKBOOK

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TERM 1

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Week Topic Page
1 How science works 4

2 Biosphere and Biomes 12

3 Environment and Ecosystems 23

4 Abiotic and biotic factors 26

5 Energy flow 32

6 Water and Oxygen cycles 38

7 Carbon and Nitrogen cycles 44

8&9 Classification schemes and Main groupings 49

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 WEEK 1: TOPIC: Orientation to Life Sciences

SUB-TOPIC: How science works

NOTES & EXAM TIPS

GRAPHS

Graphs are a way of recording the relationship between two things / factors that
can change in picture form. These factors that change in relation to each other
are called variables.
Graphs are therefore a way of recording large amounts of information in a simple
form that can easily be understood. Graphs make it easier to interpret trends.

Depending on the information we want to record, we can use different types of

graphs. The most common graph is the (jagged) line graph; we will also deal
with bar graphs, histograms and pie graphs.

Before we start, we need to learn the terminology linked to graphs. The following
terms are common to most graphs:

Axis (pl. axes): The vertical axis is the y-axis

The horizontal axis is the x-axis

Origin: The point where the x- and y-axis cross meet.

THERE MUST BE A ZERO AT THE ORIGIN.

Independent variable: always goes on the x-axis.

This is the variable that we can control / change so
that we can see what happens.

Dependent variable: always goes on the y-axis.

This is the variable that depends on the independent
variable i.e. it changes as we change the independent
variable / the variable that is measured.

Scale: This is the way we determine how to plot the

information on the graph and we have to take readings
from the graph and carefully consider it before we start
the graph. We need to make sure that our scale covers

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 all the figures that we have to plot. The scale starts at
0 and must be kept constant e.g. 5, 10, 15, 20 or 10,
20, 30 etc. The scale must also be clearly marked on
the axes.

Heading: All graphs must have a heading that includes the

information on both axes i.e. both variables. The
question will guide you to write the heading. The
heading must say what type of graph it is. The heading
must not have the units. The heading must be
underlined.

Labels: Each axis must be correctly labelled – always include

units (if there are any)

Plotting points: Plot the points and clearly mark them on the graph with
a dot.
Use a ruler to join the plotted points.
2. BAR GRAPHS:

Bar graphs are used when one of the variables is given in numbers.
Remember:

• Bar graphs have separate bars like the bars in a prison

• Bars are always the same size (width) – measure and draw with a ruler
• Spaces between the bars are always the same size
• Do not draw bars against the y-axis
• Scale must be clearly marked and the number written next to the mark
• It is strongly advised that a key be used. e.g. A, B, C or 1, 2, 3.
• Do not write in the bars.

3. HISTOGRAMS:

Histograms are used when information is presented in continuous groups.

These are similar
to bar graphs BUT THERE ARE NO SPACES BETWEEN THE BARS.

Remember:

• Bars are always the same size (width) – measure and draw with a ruler
• Scale must be clearly marked and the number written next to the mark
• It is strongly advised that a key be used. e.g. A, B, C or 1, 2, 3.
• Do not write in the bars.

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4. PIE CHARTS:

How to draw a pie chart:

1. Add the numbers to get a total. OR 1. Add the numbers to get a total
2. Convert to %. 2. Divide the value of the portion
by the total
3. Convert % to degrees. 3. Multiply the answer with 360o

Example.

Convert the following table to a pie chart.

Different food types No. of portions

Lipids 10

Proteins 20

carbohydrates 40

Step 1 – Add number of portions together to get a total

10 + 20 + 40 = 70

Step 2 – Convert each food type to %.

Lipids: 10 x 100 = 14%

70
Proteins: 20 x 100 = 29%
70

Carbohydrates: 40 x 100 = 57%

70

14 + 29 + 57 = 100%

Make sure you round off correctly till you get 100% then proceed to the next
step.

Step 3 - Convert the % to degrees by multiplying by 3.6 OR 360/100.

Lipids - 14 % x 3.6 = 50o

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Proteins – 29 % x 3.6 = 105o

Carbohydrates – 57 x 3.6 = 205o

50 + 105 + 205 = 360o

Add all degrees and once you have 360 degrees then you may proceed to
draw the circle.

Remember to use a key for the pie chart.

Do not write any numbers in the pie chart.

SCIENTIFIC DIAGRAMS:
Remember:
1. Diagrams must be drawn with a pencil.
2. Draw sharp, clear and solid lines.
3. No shading or colour.
4. Diagrams must be 10 lines big or a third of the page big.
5. Labels should be printed in lowercase unless a structure is the name of a
person e.g. Golgi apparatus.
6. Labels must be one below each other.
7. Label lines should be drawn with a ruler and should be parallel.
8. Heading should include: Drawing of ………… what it is …………. which
view i.e. L/S or a C/S ………….. fresh material / seen under a microscope
……………. with magnification e.g. A line diagram of a cross section of a
dicot root as seen under a microscope X200. (Section of diagram and
magnification must be include only if relevant to diagram)
9. Heading must be underlined.
10. You may be asked to draw annotated diagrams. These are diagrams with
labels and functions or labels and descriptions of the structures.

TABLES

1. A table must have a heading which includes the variables that are in the
table
.i.e.. A table of ….
2. The heading must be underlined.
3. A table must have columns and rows. (Horizontal and vertical lines)
4. Each column must have a heading and units. (if applicable).
5. Table must have a frame or border (drawn in pencil and with a ruler)

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 THE SCIENTIFIC METHOD
Steps of the scientific method

Ask a question: The scientific method starts with a question about something
that you observe:
How, Why, When, What or Where?

Construct a hypothesis: A hypothesis is an educated guess about the outcome

of the experiment:
If ____________________ (I do this) ______, then _____(this) ____will happen.
You must state your hypothesis in a way that you can easily measure or test. Include
both the dependent and independent variable and the relationship between the
variables in the hypothesis.
Test your hypothesis by doing an experiment: your experiment tests whether your
hypothesis is true or false. It is important for your experiment to be a fair test. You
conduct a fair test by making sure that you change only one factor at a time while
keeping all the other conditions the same.
You should also repeat your experiments several times to make sure that the first
results were not just an accident (if possible).

Variables

Independent variable: a variable/factor that you choose to control in the

experiment.

Dependent variable: a variable/factor that you measure in an experiment.

Fixed variables: Variables/factors that stay the same throughout the experiment.
Begin with the word same…

Aim
To determine / To investigate …. . The aim must include the 2 variables.

Apparatus
List all apparatus/ chemicals/equipment you will use in the experiment. You may
be asked to draw the apparatus as it should be set up.

Method
The method is written in steps and is numbered. It is short and simple and written
in third person, as a set of instructions.

Results/Observation

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A table is best used to record results. The observation can include what you have
seen, heard or smelt. You may be asked to draw a graph in the results.

Discussion
State the results. Discuss the results. Why it happened and what caused it to
occur? Was the hypothesis true or false? Was it a fair test? How could you have
improved the experiment?

Conclusion
Refer back to aim. It is a short statement.

RELIABILITY

• Repeat the investigation.

• Increase the sample size.

VALIDITY
Validity questions how the investigation or experiment or method was carried out.
It is important to be sure that all the factors or variables have been controlled
except the one variable that is being tested.
To ensure validity the samples must be chosen randomly.

CALCULATIONS
(1) AVERAGES
To calculate the average: Add together the set of quantities and then divide by the
number of
quantities that were added.

Example. The average of 2, 4, 6 and 8

2+4+6+8 = 20
20 ÷ 4 = 5 is the average.

(2) PERCENTAGE INCREASE AND DECREASE

% increase or decrease = difference X 100
first

You must know and write the formula in any problem.

(3) RATIOS
Simplify the numbers to its simplest form.
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Remember the order of the ratio is given in the question.

1. MAGNIFICATION: Using a microscope

Total magnification = eyepiece magnification x objective lens magnification

= 10 x 40

= 400X

Actual length of specimen = measured length of specimen x length on scale

measured length on scale

ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS

1.1. Draw two graphs on the same set of axes showing the changes in heart
rate of two boys, John and Thabo, as they run over a certain distance.

Distance run (m) John’s heart rate Thabo’s heart rate

(beats per minute) (beats per minute)
0 60 70
100 75 80
200 85 90
400 100 110
800 120 115
1500 120 130

1.2 . What is the relationship between exercise (running further and further)
and heart rate (heart beats per minute)?

2.1. Translate the information in the table below showing the number of
learners in a class of 35 who like different types of sports, into a bar
graph.
Types of sports Number of learners
who like the sport
Soccer 8

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 Rugby 5
Basketball 6
Netball 10
Volleyball 2
Cricket 4

2.2. Which sport is liked the least?

2.3. Which sport is liked the most?

3.1. Translate the information showing the number of learners who like different
type of fruits into a pie graph. Show all workings.
Types of fruits No. of learners who like
the fruits
Kiwi 10
Apples 5
Pears 15
Oranges 10

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 WEEK 2: TOPIC: Biosphere to ecosystems

SUB-TOPIC: Biosphere & Biomes

NOTES & EXAM TIPS

BIOSPHERE
Biosphere : bio=life sphere=ball
• Is a global ecosystem composed of living organisms (biota) and the
nonliving factors (abiotic) from which they derive energy and nutrients.
• Therefore its referred to as a global ecosystem because all living
organisms on Earth live in it.
• The biosphere is made up of three components
• Atmosphere
• Lithosphere
• Hydrosphere

THE ATMOSPHERE:
• Is the layer of gases surrounding the earth.
• The atmosphere’s ability to absorb the ultraviolet rays of the sun is what
allows life on earth to survive.

THE LITHOSPHERE:
• Is the rocky outer part of the Earth. It is made up of the brittle crust and the
top part of the upper mantle. The lithosphere is the coolest and most rigid
part of the Earth.
• The lithosphere shields living organisms from the heat of the Earth’s core .
• It also contains ionic compounds which allow plant and animal life to exist.

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THE HYDROSPHERE:
• Is the combined mass of water found on, under and above the surface of the
earth.
• Example: lakes, rivers and springs, oceans (freshwater and salt water).
• It is a home to a wide diversity of aquatic, plant and animal life.

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 How does the biosphere interact with other spheres?

• The disturbances in one sphere affects the other spheres.

• Example, deforestation (biosphere) results in increased erosion of soil (the
upper layer of the lithosphere) into rivers (hydrosphere).
• Deforestation also results in an increase in atmospheric carbon dioxide
(atmosphere).
• This is an example of how disturbances in one sphere produces effects in
other spheres eg hydrosphere, upper lithosphere and the atmosphere.
• These spheres are closely connected.
• For example, many birds (biosphere) fly through the air (atmosphere), while
water (hydrosphere) often flows through the soil (lithosphere).
• This means a change in the atmosphere can cause a change in the
hydrosphere, and vice versa as seen below.

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 BIOMES
• The biosphere is divided up into a number of biomes.
• A biome is a collection of plants and animals that have common
characteristics for the environment they exist in.
• These biomes have distinct biological communities that have formed in
response to a shared physical climate.
• Temperature range, soil type, and the amount of light and water are unique to
a particular place. This is what is used to define a biome.

TYPES OF BIOMES.

Biomes are grouped into two categories (types)

1. TERRESTRIAL BIOMES
• is an area of land with a similar climate that includes similar communities of
plants as trees, shrubs, grasses and animals.

2. AQUATIC BIOMES
• is divided into freshwater and marine regions.
•

SOUTH AFRICAN TERRESTRIAL BIOMES

South Africa has nine biomes, based on vegetation types that share similar
ecological characteristics.
Each biome has a characteristic climate envelope, or a range and pattern of
temperature and rainfall patterns, within which it occurs.

1) Grassland.
2) Savannah.
3) Arid Savannah
4) Succulent Karoo.
5) Nama Karoo.
6) Forest.
7) Fynbos.
8) Desert.
9) Thicket.

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Nama Karoo

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How Climate, Soils and vegetation influence organisms?
• The key factors determining climate are average annual precipitation (rainfall)
and temperature.

• The specific conditions of biomes determine the communities

of plants, animals and soil organisms in a particular biome.

• The climate affects the soil. Example soil can be dried out and rearranged
during droughty or windy weather.
Thicket
Fynbos
• As the soil dries out, plant growth is reduced, which reduces the stability of
the surface layer and causes more erosion.

• Vegetation can affect climate and weather patterns due to the release
of water vapour during photosynthesis. The release of vapour into
the air alters the surface energy fluxes and leads to potential cloud
formation/rain.

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 AQUATIC BIOMES
Water covers a major portion of the Earth’s surface, so aquatic biomes
contain a rich diversity of plants and animals.
ITS DIVIDED INTO TWO SUB BIOMES
Freshwater (low salt content), example ponds, lakes, streams, rivers and
wetlands.

And
Marine (high salt content), example oceans, coral reefs and estuaries.

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 ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS

QUESTION 1

1.1 Various options are provided as possible answers to the following questions.
Choose the correct answer and write ONLY the letter (A to D) next to the question
number (1.1.1 to 1.1.7) in your answer book, for example 1.1.8 B.

1.1.1 All parts of the Earth where life exists is called the …
A biomass.
B biosphere.
C biotic factors.
D abiotic factors.

1.1.2 The layer of air that surrounds the Earth is called the …
A lithosphere.
B hydrosphere.
C atmosphere.
D biosphere.

1.1.3 The Biosphere consists of . . .

A the lithosphere.
B the atmosphere.
C the hydrosphere.
D all the above.

1.1.4 Which component of the biosphere is related to soil?

A Lithosphere
B Hydrosphere
C Atmosphere
D Hemisphere

1.1.5 Which two spheres are represented in the image?

A.The biosphere and the lithosphere

B.The atmosphere and the biosphere

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 C.The hydrosphere and the atmosphere
D.The lithosphere and the hydrosphere

1.1.6 Which sequence of events shows the hydrosphere effecting the

biosphere, then the biosphere effecting another part of the biosphere?

A
A: a tornado forms
B: the tornado rips up trees
C: trees are in the air
B
A: people breathe in oxygen
B: people breathe out carbon dioxide
C: the air is full of carbon dioxide
C
A: rain clouds form
B: rain washes trash into the sewers
C: people have to clean it up
D
A: it rains
B: animals drink water
C: animals get eaten by people

1.1.7 Ponds and rivers are two types of:

A. Marine biomes
B. Rain forest biomes
C. Freshwater biomes
D. Estuary biomes
(14)

1.2 Give the biological term for each of the following descriptions.
Write ONLY the term next to the question number (1.2.1 to 1.2.5) in your
answer book.

1.2.1. A biome that is characterised by having large trees and shade - loving
shrubs in the undergrowth.
1.2.2. Part of the earth water and atmosphere which inhabits living organisms.
1.2.3. The upper, rigid layer of the Earth.
1.2.4. Region of the earth that encompasses all living organisms: plants,
animals and bacteria.

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1.2.5. The major climatic regions of the world, classified according to their
predominant vegetation and characterised by adaptations of organisms
to that particular environment. (5)

QUESTION 2
2.1 Study the map below where South Africa’s terrestrial biomes are
indicated with the letters A to G and answer the questions that follow.

2.1.1Define the term biome. (2)

2.1.2 Name the TWO main types of biomes. (2)
2.1.3 Identify the biomes A - G. (7)
2. 1.4 Name the biome which is a main tourist attraction during spring, when the
whole area is covered with flowers? (1)
2.1.5
a) Name the biome that includes one of the world’s richest floral kingdoms.
b) Give the biome that attracts tourists to its many game farms.
c) State the largest biome. (3)

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2.2 Study the map below and answer the questions that follow.

2.2.1 Name the biomes 1 to 5 on the map. (5)

2.2.2 Write down the number ONLY of the biome that:
a) Has the greatest number of succulent plant species in the world
b) Is made up of indigenous forest (2)
Total =40marks

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 WEEK 3: TOPIC: Biosphere to ecosystems

SUB-TOPIC: Environment and Ecosystems

NOTES & EXAM TIPS

Environment

The environment is the natural world, encompassing the interaction of all living
species, climate, weather and natural resources that affect human survival and
economic activity.

Over the years, humans have been both detrimental and beneficial to the
environment. Humans have for the most part tried to preserve and look after our
natural resources which are important to us. Human activities have been detrimental
to our environment in the forms of atmospheric pollution, global warming and
destruction of biodiversity. There are currently many uncertainties regarding the
future of our environment. These complex problems will need complex solutions and
will need the participation of all.

Ecosystem

An ecosystem is a community of biotic (living) and abiotic (non-living) factors in an

area that interact with each other. Some examples of ecosystems are a river, a
grassland or even a fallen rock.

Biotic factors are living organisms such as plants, animals and microorganisms.
Abiotic factors are non-living such as soil, water, temperature and sunlight.
Biotic and abiotic factors interact amongst themselves and with each other in a way
that helps to balance the energy flow of the ecosystem.

The study of all the relationships in an ecosystem is called ecology.

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 Fig. 1 An example of an ecosystem

ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS

QUESTION 1

Various options are provided as possible answers to the following questions.

Choose the correct answer and write only the letter (A to D) next to the question
number (1.1 to 1.2) in your ANSWER BOOK, for example 1.3 D.

1.1 In an ecosystem, the producers get their energy from the…

A consumers.
B decomposers.
C rotting leaves.
D sunlight.

1.2 Which of the following is not an abiotic factor in an ecosystem?

A Light
B Micro-organisms
C pH
D Temperature 2x2 (4)

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QUESTION 2

Give the correct biological term for each of the following descriptions. Write
only the term next to the question number (2.1 to 2.3) in your ANSWER BOOK.

2.1 The study of the interaction between different living organisms,

and between them and their environment.
2.2 The non-living factors in an ecosystem.
2.3 An area in which there exists relationships between biotic and
abiotic factors. (3)

QUESTION 3

Study the diagram of an ecosystem and answer the questions.

3.1 Label TWO abiotic factors and THREE biotic factors in the (5)
diagram.

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 WEEK 4: TOPIC: Biosphere to ecosystems

SUB-TOPIC: Biotic and Abiotic factors

NOTES & EXAM TIPS

ABIOTIC FACTORS
PHYSIOGRAPHIC FACTORS
Physiographic factors are the physical geography of an area, including aspect,
slope and altitude.
Aspect
Aspect is the direction in which an area faces in relation to the direction of the sun.
In south africa, the sun shines from the north. This means that north-facing
slopes are exposed to the direct rays of the sun for longer periods than south-
facing slopes. North-facing slopes will be hotter and drier. South-facing slopes
will be moist and cooler and will have lusher vegetation.
Slope
The slope of the land is how steep or gentle the gradient is. Water flows faster
on steep slopes, which means that more erosion takes place. The soil on steep
slopes tends to be thin and infertile, and can only support smaller plants. There is
less erosion on more gradual slopes.
Altitude
Altitude is the height above sea level. At higher altitudes, there is a decrease in
atmospheric pressure, oxygen content and tmeperature. Rainfall and wind speeds
are greater and frost and snow occur.
SOIL (EDAPHIC) FACTORS
Soil is important for plant growth as it provides water and minerals, and holds
plants firmly in the ground. The type of soil in anarea will determine the kinds of
plants that will grow there.
Characteristics of soil:
 pH: Soil pH is a measure of how acidic or alkaline the water in the soil is.

Most plants grow best in neutral pH conditions.

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  Humus content: Humus is the organic component of soils formed by the
breakdown of dead pants and animals in the soil by bacteria and fungi.
These nutrients can be taken up by plants and seperates the soil particles,
allowing air and water to enter. High humus content = fertile soil.
 Texture: The texture of the soil is determined by the size of the soil paricles.
 Sand: Large particles. Feels coarse even when wet.
 Loam: Mixture of sand and clay. Particles stick together when wet. High
humus content.
 Clay: Small particles. Soft, smooth and sticky when wet.
 Air content: Air is found in the spaces between the soil particles. Plant roots
need oxygen for healthy growth.
 Sand: Big airspaces
 Loam: Mixture of big and small air spaces.
 Clay: Small airspaces.
 Water retention capacity: The amount of water the soil can hold. Water and
dissolved mineral satls are found between the spaces in the soil particles.
 Sandy soil: Low water retention
 Loamy soils: Water retention is moderate
 Clay soils: Water retention is high.

Light
Plants grow only where there is enough light for photosynthesis. Some plants are
adapted to grow in full sun (sun plants) and others prefer less light and grow best
in the shade (shade plants).
Temperature
Temperature is a measure of how hot or cold an area is. The distribution of types
changes from the equator to the poles. This is due to the decrease in temperature
and rainfall further away from the equator.
Water
Water makes up about 70% by weight of most living things, therefore, they cannot
survive without it. Many chemical reactions essential for life occur in water. Water
transports various dissolved substances inside and between cells and it maintains
a stable body temperature.

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Wetlands: Is an area of land that is mostly covered with water. Wetlands are
essential ecosystems because:
 They act as natural filters trapping nutrients, soil, disease-causing bacteria
and pollutants.
 They slow down floodwaters, as they act like a sponge and store water.
This reduces erosion and flood damage. It also maintains a steady flow of
water during the year.
 Wetlands are rich in plant life and provide food and shelter for many
organisms.
Atmospheric gases
Composition of the atmosphere: 78% Nitrogen, 21% Oxygen, 0,04% Carbon
dioxide and some water vapour.
Oxygen is needed by plants and animals for respiration. Carbon dioxide is needed
for photosynthesis.
The atmosphere traps some of the sun’s heat, preventing it from escaping back
into space. This is called the greenhouse effect. Water vapour, carbon dioxide and
methane are the main greenhouse gases. These gases allow the sun’s energy to
pass through the atmosphere and warm the Earth’s surface. The earth radiates
some of the heat energy back into space. Some of the heat energy is absorbed by
the greenhouse gases. This warms up the air to keep the atmosphere at a
temperature that allows life to exist.
Wind
Moving air is called wind. Wind is greater at high altitudes and this can effect the
growth of trees.

BIOTIC FACTORS
 The biotic components are the plants and animals.
 It also includes organisms such as the fungi and lichens as well as the very
small organisms like bacteria.
 The bacteria are so small that it can be seen only with a microscope.
 Such organisms that are invisible to the naked eye are called micro-
organisms.
 Some algae and fungi are also examples of micro-organisms.
Producers:
These are biotic factors that have the ability to make their own food.
They are able to do this by absorbing energy from the sun.
The process by which they are able to manufacture their own food by using the
radiant energy is called photosynthesis

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Consumers:
These are organisms that are unable to manufacture their own food.
There are 3 categories of consumers.

Carnivores: these are the organisms that feed on animal matter only.
Herbivores: these are organisms that obtain their food from plant matter.
Omnivores: these are organisms that feed on both plant and animal matter.

Decomposers:
 These are organisms that feed on dead organic matter.
 They are usually micro-organisms .
 But some decomposers can be macroscopic e.g. worms.
 As they break down the bodies of the dead organic matter they release
important substances back into the environment.
 These substances then can be used by green plants.
 Water, carbon dioxide, mineral salts and energy in the form of heat are
some of the substances that are released by decomposers.

ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS

Question 1
An investigation was carried out using 50 g of each of three soil types: sand,
loam and clay placed on filter paper in a funnel. 80 ml of water was run
through each soil. A measuring cylinder was placed below each set of
apparatus to collect the water.
An incomplete set of results for the investigation is given in the table below:

1.1 How much of water was retained by soil C? (1)

1.2 Which soil type (A, B or C) was sand? Give a reason for your
answer. (2)
1.3 Identify TWO factors that should be kept constant in this
investigation. (2)
(5)

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Question 2
The table below shows the results of a study that investigated the effect of
temperature and light on the yield of tomatoes in two greenhouses on a farm.

2.1 State TWO steps the investigator may have taken into consideration
during the planning stage of the investigation. (2)
2.2 Identify the:
(a) Independent variables (2)
(b) Dependent variable (1)
2.3 Plot bar graphs on the same system of axes showing the results of
the average yield of the tomatoes from 200oC to 300oC for both light
levels. (6)
2.4 State ONE way in which the scientists could have improved the
reliability of the investigation. (1)
(12)

Question 3

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3.1 For the food web, label each organism: (Some may have more
than one label)

P = producer

1 = Primary Consumer

2= Secondary Consumer

3 = Tertiary Consumer

4 = Quartenary Consumer

3.2 Now label each animal as either a:

H = herbivore

C = carnivore

O = omnivore

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 WEEK 5: BIOSPHERE TO ECOSYSTEMS

SUB-TOPIC: ENERGY FLOW

NOTES & EXAM TIPS

Energy Flow in Ecosystems

The flow of energy in ecosystems is important to the life on Earth.

Nearly all of the energy in Earth's ecosystems originates from the Sun.
The energy is distributed in the ecosystem through the food chains and food webs.
Living organisms occur at different feeding levels in an ecosystem (food chains or
food webs). These feeding levels are called trophic levels.

Producers Living organisms that (green plants) produce their own food and
form the first trophic level. They have the greatest amount of energy.
(Autotrophs)

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Consumers Living organisms that cannot produce their own food, they feed on
other organisms
(Heterotrophs)
Primary consumers: Herbivores, occupy the 2nd trophic level

Secondary consumers: Carnivores or omnivores, occupy the 3rd

trophic level

Tertiary consumers: Carnivores or Omnivores, occupy the 4th

trophic level

Herbivores: Animals that feed on plants only

Carnivores: Animals that feed on other animals(meat) only

Omnivores: Animals that feed on both plants and animals

Decomposers Organisms that break down dead organic material and wastes
(Saprophytes)
Bacteria and fungi are decomposers

Energy is used by the organisms at each trophic level. These organisms use some of
the energy for growth or some of the energy is lost as heat energy through respiration
or some of the energy is lost in urine and faeces. This energy is therefore not available
for the next trophic level.

An ecological pyramid is a diagram

that shows the relative amounts of
energy or matter contained within each
trophic level in a food chain or food web.
Types of ecological pyramids are
• energy pyramid: shows relative
amounts of energy available at
different trophic levels
• biomass pyramid: shows the
total mass of the organisms at
each trophic level.
• number pyramid: shows total
number of organisms at each
trophic level

33
 ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS

QUESTION 1 (Questions taken from various sources)

1.1 Various options are provided as possible answers to the following questions.
Choose the correct answer and write only the letter (A to D) next to the question
number (1.1 to 1.5 in your ANSWER BOOK, for example 1.6 D.

1.1.1 In a food web, what do the arrows represent?

A Flow of carbon.
B Flow of energy.
C Flow of nitrogen.
D Flow of water.

1.1.2 Organisms that make their own food:

A Herbivores
B Carnivores
C Autotrophs
D Heterotrophs

1.1.3 As part of an ecological study, the biomass of organisms in a

community was estimated. The table below shows the biomass

ORGANISM BIOMASS (kg)

R 50
S 10
T 250
U 200
V 3000
W 75

From the data above, which ONE of the following would be a probable food
chain?

34
 A S → W → U→ V
B T→V→R→S
C U→T→W→R
D V→T→W→S

1.1.4 Which of the following organisms are likely to be found in the third
trophic level of a food chain?

A Algae
B Frog
C Grasshopper
D Hawk

1.1.5 In a food pyramid:

A as the trophic level decreases, the number of organisms

supported by the ecosystem decreases
B as the trophic level increases, the number of organisms
supported by the ecosystem increases
C as the trophic level increases, the number of organisms
supported by the ecosystem decreases as the trophic
D level decreases, the number of organisms supported by
the ecosystem increases 5x2
(10)

1.2 Give the correct biological term for each of the following descriptions.
Write only the term next to the question number (1.1 to 1.5) in your
ANSWER BOOK.

1.2.1 They capture the sunlight and produce food through the process of
photosynthesis.
1.2.2 A series of linked food chains in an ecosystem.
1.2.3 Different feeding levels in the in the food chain.
1.2.4 It shows the relative amounts of energy available at the trophic levels
of a food chain or food web.
1.2.5 Organisms that break down dead organisms in the environment (5)

35
QUESTION 2

The paragraph below is about an interaction of organisms in an ecosystem. Read

the paragraph and answer the questions that follow

A group of learners studied an ecosystem of a local environment next to

the dam. It has a grass field with many grasshoppers. In the long grass
field lived some birds called finches. The finches fed on the grass seeds.
There were other birds called shrikes that preyed on the grasshoppers
and any young finches they could catch. A family of mongoose lived in
the field and they preyed on all the other animals.
(Adapted from: Top Class Grade 8)

2.1 What is the main source of energy for the ecosystem above? (1)

2.2 From the paragraph above, give ONE example of the

following
(a) Producer
(b) Primary consumer
(c) Secondary consumer (3)

2.3 Draw a food chain to show the interaction of four organisms

mentioned in the paragraph. (3)
(7)

QUESTION 3

Study the diagram below which represents a food web in an ecosystem and
answer the questions.

36
3.1 What do the arrows in the food web indicate? (1)

3.2 Identify the tertiary consumer in this food web. (1)

3.3 Explain what would happen if all the blue jays were removed from
the ecosystem? (3)

3.4 Describe the role that decomposers play in any ecosystem. (2)

3.5 Consider the energy flow in the food chain shown below

Grass → grasshopper → blue jay → owl

97 000kJ 7000kJ 600kJ 50kJ

Calculate the percentage of the energy that is passed on from the

grasshopper to the blue jay. Show ALL working (3)

3.6 Draw the energy pyramid of the food chain shown in QUESTION
3.5 above. (5)
(15)

37
 WEEK 6: TOPIC: Biosphere to ecosystems

SUB-TOPIC: CYCLES (Water and Oxygen)

NOTES & EXAM TIPS

The water and oxygen cycle

The following is a list of terms provided to help you understand cycles. Both water
and oxygen cycles are available for re-use over and over again.

Terminology
Term Definition
Condensation The change of water from gaseous into liquid form.
Precipitation Water moves from the atmosphere to earth in the form of rain,
mist, hail, dew, and snow.
Infiltration Water infiltrates deep into the soil and comes to rest on solid
rock formation to create the water-table
Evaporation The process of turning from liquid into vapor.
Transpiration Loss of water vapor through the stomata of the leaves.
Atmosphere The air surrounding the earth’s surface.
Respiration The chemical process whereby energy-rich molecules,
example, glucose, is chemically broken down to release
energy.
Photosynthesis The process whereby plants absorb CO2 and in turn release O2
in the atmosphere as a by-product.
Combustion Reaction of a substance with oxygen as in burning.

The water-cycle
Water is an inorganic compound with two hydrogen atoms and one oxygen atom. It
can exist in three phases in the environment, i.e. solid, liquid and phase.
The water-cycle plays an important role in moving water through the organisms and
in the environment. The water-cycle may be studied in two broad steps:
Firstly, the precipitation, distribution, and absorption.
Secondly, evaporation and condensation.
The water cycle shows the continuous movement of water within the Earth and
atmosphere. It is a complex system that includes many different processes. Liquid
water evaporates into water vapor, condenses to form clouds, and precipitates back
to earth in the form of rain and snow.

38
Below is an example of the water cycle.

The Oxygen-cycle
Oxygen is essential for cellular respiration. It is used in the breakdown of glucose to
release energy. Energy is required for growth and metabolic activities in living
organisms.
The normal concentration of O2 in the atmosphere is approximately 21%. Some of
this O2 dissolves in the waters of ponds, lakes, dams, rivers and the oceans.

Below is an example of oxygen cycle:

39
 ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS

QUESTION 1 (Questions taken from various sources)

Various options are provided as possible answers to the following questions.

Choose the correct answer and write only the letter (A to D) next to the question
number (1.1 to 1.3) in your ANSWER BOOK, for example 1.4 D.

1.1 Organisms that live in water are called…

A terrestrial.
B xerophytes.
C buoyant.
D acquatic.

1.3 During cellular respiration plants and animals use . . . from the
atmosphere or from the water.

A oxygen
B energy
C carbon dioxide
D water

1.3 Which of the following processes removes water from the atmosphere?

A Evaporation
B Precipitation
C Respiration
D Photosynthesis (2x3) = (6)

QUESTION 2 (Questions taken from various sources)

Give the correct biological term for each of the following descriptions. Write
only the term next to the question number (2.1 to 2.3) in your ANSWER BOOK.

2.1 The process that causes the precipitation of water vapor into the
atmosphere.
2.2 The release of water vapor from the aerial parts of a plant mainly
through the stomata of the leaves.
2.3 A gas that is released during combustion. (3)

40
QUESTION 3 (Questions taken from various sources)

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

ONLY, BOTH A AND B or NONE of the items in COLUMN II. Write A only, B
only, both A and B, or none next to the question number (3.1 to 3.3) in the
ANSWER BOOK.

COLUMN I COLUMN II

3.1 The gas that is released in the A Oxygen

atmosphere as the by-product B Carbon dioxide
of photosynthesis

3.2 The process that increases A Respiration

oxygen in the atmosphere B Photosynthesis

3.3 It is a process where water A Precipitation

vapor falls from the B Condensation
atmosphere to the ground as
rain, hail, dew.

(3 x 2) (6)

QUESTION 4

Study the following diagram and answer the questions that follows:

41
4.1 Name the process labeled A – D. (4)

4.2 Name one human activity which can affect the water cycle. (1)

4.3 What is the most important factor that affects the rate of the
process labelled B? (1)
(6)

QUESTION 5

Read the following paragraph and answer the questions that follows:

Although water is a sustainable resource, we must take care not to

use it in an unsustainable way. Most water on earth is not suitable for
human or animal consumption, as it occurs in the ocean (96,5%) or in
the form of snow or ice (2,95). It is only a small % that remains
available for domestic use, agriculture, industries, etc.

5.1 What % of water on earth is unavailable for human and animal

consumption? (1)

5.2 What % of water on earth is available for use in homes, mines,

factories and on farms? (1)

5.3 Use the table below to construct two pie charts which show
domestic and total use of water in S.A. respectively.
Table 1
DOMESTIC use in litres
Out of 100
litres
Washing 10
Sewerage 30
Drink/ food preparation 5
Personal hygiene 15
Gardens 40

Table 2
TOTAL use in litres
Out of 100
litres
Nature conservation 8
Manucipal/domestic 200
Factories 100
Mining 35

42
Hydroelectricity 45
Irrigation 600
Drinking water for 12 (12)
livestock (14)

43
 WEEK 7: TOPIC: Biosphere to ecosystems

SUB-TOPIC: CYCLES (Carbon and Nitrogen)

NOTES & EXAM TIPS

CARBON CYCLE

The carbon cycle involves the following processes:

1. Photosynthesis: Carbon is absorbed by plants and turned into
carbohydrates, proteins and fats.
2. Feeding: Carbon passes from plants to animals during feeding, and is
turned into carbohydrates, proteins and fats in the animal’s body.
3. Death and decay: Carbon passes from plants and animals to decompose
organisms and turn the carbon into decomposer carbohydrates, proteins
and fats.
4. Respiration: when plants and animals die, the decomposers breakdown
these bodies and release carbon in the form of carbon dioxide back into the
atmosphere, water or soil.

44
 5. Compaction: sometimes the dead plants and animals do not break down
and the carbon becomes locked in for long period.
NITROGEN CYCLE

Schematic representation of the flow of nitrogen through the ecosystem. The

importance of bacteria in the cycle is immediately recognized as being a key element
in the cycle, providing different forms of nitrogen compounds able to be assimilated
by higher organisms.

Nitrogen cycle, circulation of nitrogen in various forms through nature. Nitrogen, a

component of proteins and nucleic acids, is essential to life on Earth. Although 78
percent by volume of the atmosphere is nitrogen gas, this abundant reservoir
exists in a form unusable by most organisms. Through a series of microbial
transformations, however, nitrogen is made available to plants, which in turn
ultimately sustain all animal life. The steps, which are not altogether sequential, fall
into the following classifications: nitrogen fixation, nitrogen assimilation,
ammonification, nitrification, and denitrification.

45
 ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS

QUESTION 1
Various options are provided as possible answers to the following questions.
Choose the correct answer and write only the letter (A to D) next to the question
number (1.1 to 1.5) in your ANSWER BOOK, for example 1.6 D.

1.1 Which of the following processes absorb carbon?

A Photosynthesis B Respiration
C Combustion D Decomposition

1.2 In which process do plants and animals return CO2 to the atmosphere?
A Combustion C Photosynthesis
B Respiration D Decomposition
1.3 One of the main ways CO2 is removed from the atmosphere is:
A Photosynthesis C Combustion
B Respiration D Decomposition
1.4 The source of carbon to plants in the carbon cycle is . . .
A fossil fuels. C carbonate rocks
B carbon dioxide D all of the above

46
1.5 The role of bacteria in the carbon cycle is:
A Breakdown of organic compounds C Photosynthesis
B Assimilation of nitrogen compounds D Chemosynthesis (10)

QUESTION 2
Study the diagram and answer the questions.

2.1. Name the above nutrient cycle. (1)

2.2. What is the name of the process labelled A? (1)
2.3. What type of organism is represented by B? (1)
2.4. Describe how fossil fuels are formed. (3)
2.5. What is the form in which this element is found in the atmosphere as indicated
by C? (1)
(7)
QUESTION 3
Give the correct biological terminology for each of the following statements:
3.1 The process in which ammonia is converted into nitrates.
3.2 Bacteria that convert free nitrogen into nitrates.

47
3.3 A decomposition process by which certain bacteria breakdown urea and
uric acid into ammonia.
3.4 The process in which nitrogen gas is returned back to the atmospheric
nitrogen pool. (4)

QUESTION 4

4.1 Why do living organisms need nitrogen? (2)

4.2 In what form do plants absorb nitrogen? (2)
4.3 How do animals get nitrogen? (2)
4.4 Describe the role of the following types of bacteria in the nitrogen cycle:
I. Nitrogen- fixing bacteria
II. Nitrifying bacteria
III. Denitrifying bacteria (6)
(12)
QUESTION 5

Complete the following diagram of the nitrogen cycle in nature by writing down the
missing word(s) next the corresponding numbers.

Nitrogen in the atmosphere 1 Proteins of bacteria

2
11 10 Plant food

Nitrates 3
12

Bacteria Animal food

9

4
8

Bactria 7 Deamination

Ammonia 5
6

(12)

48
 WEEK 8 & 9: TOPIC: Biodiversity and classification

SUB-TOPIC: Classification schemes: a way of organizing biodiversity

Main groupings

NOTES & EXAM TIPS

• There are a great variety of organisms which co-inhabit the earth. These
organisms occur in many different forms and sizes. Some of them are
invisible to the naked eye. These different species can live in a variety of
different habitats.
• Classification refers to the grouping and sorting of things according to
similarities and differences.
• Life forms are put into groups as a result of classification. This makes it
easier for the scientist to study these life forms.
• Taxonomy refers to the science of naming and classifying a wide range of
living things.
Living things were classified into two groups: plants and animals.
This became known as the two-kingdom system.

The following characteristics are used to classify organisms as plant or animals:

The more scientists came to know about life the more advanced the classification
systems became:

The Five Kingdom system

Developed by Robert H. Whittaker in 1969.

All living organisms were placed into 5 kingdoms based on certain characteristics.

Terminology:

➢ Eukaryotes: A true nucleus is a nucleus that is surrounded by a nuclear

membrane. Organisms that possess true nuclei are called eukaryotes. The
organelles in eukaryotes are all bound by membranes.
➢ Prokaryotes: All organisms with nuclear material not enclosed by
membranes are called prokaryotes. All the organelles found in prokaryotes
do not have membranes.
➢ Autotrophic organisms: are those that can manufacture their own food by
photosynthesis.

49
 ➢ Heterotrophic organisms: are those organisms that are unable to
manufacture their own food.
➢ Saprophytes: organisms that feed on dead and decaying matter.
➢ Unicellular: Organisms that are made up of one cell only.
➢ Multicellular: Organisms that are made up of many cells.

The Five Kingdom

classification system

Monera
Protista Fungi Plantae Animalia

Taxonomy

• Taxonomy is the branch of biology that classifies all living things. It was
developed by the Swedish botanist Carolus Linnaeus, who lived during the
18th Century, and his system of classification is still used today.

• Linnaeus and other scientists used Latin because it was a dead language-
meaning nobody spoke it anymore. Hence, it is a neutral language, and the
scientific name can be used to avoid confusion with common names.

• Linnaeus invented binomial nomenclature, the system of giving each type of

organism a genus and species name.
• He also developed a classification system called the taxonomic hierarchy, which
has seven ranks from general to specific: kingdom, phylum, class, order,
family, genus, and species.
• Genus and species are always typed in italics and underlined when it is
handwritten.
• The Genus name will be written with a capital letter while the species name is
written with a small letter.

50
Example of taxonomic classification:

Remember this sentence: “King Philip Came Over For Good Spaghetti”.

The two types of taxonomic keys:

1. Pictorial
o These keys have illustrations.
o These illustrations maybe in the form of pictures, photographs or a
combination of these.
o Organisms are identified by comparing them to the illustrations.

Pictorial key to the five Sabateria species: a praedoatrix, b. armata, c. pulchra, d.

celtica, e. ornate (source: Platt, British Natural Museum)

2. Verbal
o Clues are in the form of statements or questions of characteristics.
o By answering the questions or following the statements and looking at the
specimen the correct taxon can be identified to which the specimen
belongs.
For example:
Key to the five kingdoms of living organisms
1. Do the organisms have a definite nucleus?

YES. Go to question 2. If NO then its Kingdom Monera.

2. Is the organism multicellular or unicellular?

51
 If it is unicellular then Kingdom Protista. If it is multicellular then go to
question 3.
3. Is the organism autotrophic?

YES then its Kingdom Plantae. If NO then go to question 4.

4. Does the organism digests food outside its body and then take it in?

YES then its Kingdom Fungi. If NO then its Kingdom Animalia.

ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS

QUESTION 1

Various options are provided as possible answers to the following questions.

Choose the correct answer and write only the letter (A to D) next to the question
number (1.1 to 1.3) in your ANSWER BOOK, for example 1.4 D.

1.1 A classification system where every organism has a dual name.

A Binomial system
B Taxonomy
C Hierarchical system
D Two-domain system.

1.2 What is the correct order for classifying an organism?

A Kingdom, phylum, class, order, family, genus, species
B Kingdom, phylum, genus, class, order, family, species
C Kingdom, order, family, phylum, class, genus, species
D Phylum, kingdom, class, order, family, genus, species
1.3 The five-kingdom system proposed by Whittaker uses the following
taxa to classify organisms:

A Eubacteria, Protista, Fungi, Plantae, Animalia

B Bacteria, Archae, Eukaryotes, Plantae, Animalia
C Archaebacteria, Protista, Eukaryotes, Plantae, Animalia
D Monera, Protista, Fungi, Plantae, Animalia (6)

52
 QUESTION 2
Give the correct biological term for each of the following descriptions. Write
only the term next to the question number (2.1 to 2.3) in your ANSWER BOOK.

2.1 An organism that lacks a true nucleus.

2.2 Organisms that feed on dead and decaying matter.
2.3 Organisms that manufacture their own food. (3)

QUESTION 3 (Questions taken from various sources)

Indicate whether each of the statements in COLUMN I applies to A ONLY, B
ONLY, BOTH A AND B or NONE of the items in COLUMN II. Write A only, B
only, both A and B, or none next to the question number (3.1 to 3.2) in the
ANSWER BOOK.

COLUMN I COLUMN II

3.1 The genus name of Homo sapiens A Homo

B sapiens
3.2 The specie name of the cat A Felis
(Felis catus). B catus

(2 x 2) (4)

QUESTION 4
According to the five –kingdom system of classification, each of the organisms
shown below belongs to a different kingdom. Complete the table by filling in the
missing words next to the numbers.

53
QUESTION 5
Identify the following birds using the verbal dichotomous key below:
Write the bird number and name next to it.

Dichotomous key to representative birds

1 a. The beak is relatively long and slender Certhidea

b. The beak is relatively stout and heavy go to 2
2. a. The bottom surface of the lower beak is flat and straight Geospiza
b. The bottom surface to the lower beak is curved go to 3
3. a. The lower edge of the upper beak has a distinct bend Camarhynchus
b. The lower edge of the upper beak is mostly flat Platyspiza

QUESTION 6

Organism A Organism B Organism C

6.1 Use the pictorial key below to name the three organisms above.

6.2 Give the genus name of organism C.

54
 The pictorial key to identify the type of cats in the photographs above:

QUESTION 7
Use the pictorial key to identify the bird in the photo, write only the name of the bird.

55
 LIFE SCIENCES

GRADE 10

ANSWERS TO THE REMOTE

LEARNING WORKBOOK

1
TERM 1

2
Week Topic Page
1 How science works 4

2 Biosphere and Biomes 6

3 Environment and Ecosystems 8

4 Abiotic and biotic factors 9

5 Energy flow 11

6 Water and Oxygen cycles 13

7 Carbon and Nitrogen cycles 16

8&9 Classification schemes and Main groupings 18

3
 WEEK 1: TOPIC: Orientation to Life Sciences

SUB-TOPIC: How science works

ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS

1.1 Line graph showing the changes in heart rate of two boys, John and Thabo, as
they ran over a certain distance.

Note: Discuss with leaners the typical assessment criteria:

• The caption of the graph (both variables to be included)
• Scale and labelling of the X-axis
• Scale and labelling of the Y-axis
• The plotting of the points
• A key – because there are 2 lines
1.2 The heart rate increases over distance until it reaches a maximum. It then stays
constant.

4
2.1. Bar graph to show the number of learners in a class of 35 who like
different types of sports.

Discuss the assessment criteria with the learners:

• Heading of the graph (both variables to be included)
• The bars must have the same width
• The spaces between the bard must be the same
• There must be a key
• The axes must be labelled
• The scale of the Y-axis must be correct

2.2. Volleyball
2.3. Netball

3.1. Pie chart to show the number of learners who like different type of fruits

Total: 10 + 5 + 15 + 10 = 40

Kiwi: 10 x 360o
40
Kiwi
= 90o
Apples
Pears Apples: 5 x 360o
Oranges 40
= 45o

Pears: 15 x 360o
40
= 135o

Oranges: 10 x 360o
40
= 90o
5
 WEEK 2: TOPIC: Biosphere to ecosystems

SUB-TOPIC: Biosphere & Biomes

ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS

QUESTION 1

1.1.1 B ✓✓
1.1.2 C ✓✓
1.1.3 D ✓✓
1.1.4 A ✓✓
1.1.5 C ✓✓
1.1.6 D ✓✓
1.1.7 C ✓✓ (14)

BIOLOGICAL TERMS

1.2.1. Forest ✓
1.2.2. Biosphere ✓
1.2.3. Lithosphere ✓
1.2.4. Biosphere ✓
1.2.5. Biomes ✓ (5)

QUESTION 2
QUESTION 2.1
2.1.1 A BIOME is a collection of plants and animals that have common
characteristics✓ for the environment they exist in✓ (2)

2.1.2 Aquatic Biome ✓ , Terrestrial Biome ✓ (2)

2.1.3

A Savannah✓

B Grassland✓

C Nama Karoo✓

D Succulent Karoo✓

E Fynbos✓

6
F Thicket✓

G Forest✓ (7)

2. 1.4 Fynbos✓ (1)

2.1.5

a) Fynbos Biome✓

b) Savana biome✓

c) Savanna Biome✓ (3)

QUESTION 2.2

2.2.1
1 – Fynbos ✓
2 – Succulent Karoo ✓
3 – Forest ✓
4 – Grasslands ✓
5 – Savanna ✓ (5)

2.2.2
a) 2✓
b) 4 ✓ (2)

Total =40marks

7
 WEEK 3: TOPIC: Biosphere to ecosystems

SUB-TOPIC: Environment and Ecosystems

ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS

Question 1

1.1 D 
1.2 B  (4)

Question 2

2.1 ecology 
2.2 abiotic 
2.3 ecosystem  (3)

Question 3

Any TWO abiotic 

Any THREE biotic  (5)

8
 WEEK 4: TOPIC: Biosphere to ecosystems

SUB-TOPIC: Biotic and Abiotic factors

ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS

Question 1
1.1 55 ml  (80 -25 = 55ml) (1)
1.2 - Soil B
- Had the lowest water holding capacity/Retained the least amount
of water (2)
1.3 - Identical apparatus/funnel/measuring cylinder
- Same type/shape/size of filter paper
- Duration of the investigation/amount of time allowed for water to
run through
- Same investigator
- Tomato plants of the same type/size/species
(MARK FIRST TWO ONLY) (Any 2) (2)
(5)

Question 2
2.1 - Ask permission from the owner of the farm
- Deciding on the venue
- Deciding on the duration
- Deciding how to vary the temperature in the greenhouses
- Deciding how to vary the light in the greenhouses
- Deciding on the species of tomato plant
- Deciding on the measuring techniques
- Deciding on the measuring apparatus
- Deciding on recording method
(MARK FIRST TWO ONLY) (Any 2) (2)
2.2 (a) Light Temperature
(b) Yield of tomatoes  (2)
(1)

9
2.3

(6)

2.4 - Set up more plants in each greenhouse

- Repeat the investigation
(Mark first ONE only) (Any 1) (1)
(12)

Question 3

10
 WEEK 5: BIOSPHERE TO ECOSYSTEMS

SUB-TOPIC: ENERGY FLOW

ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS

QUESTION 1
1.1
1.1.1 B ✓✓
1.1.2 C ✓✓
1.1.3 D ✓✓
1.1.4 B ✓✓
1.1.5 A ✓✓ (10)

1.2

1.2.1 producers ✓
1.2.2 food web ✓
1.2.3 trophic levels ✓
1.2.4 energy pyramid ✓
1.2.5 decomposers ✓ (5)

QUESTION 2
2.1 The sun ✓ (1)
2.2 (a) grass✓ (mark grass-field or grass seeds) (1)
(b) grasshoppers, ✓/finches (Mark Any ONE) (1)
(c) shrikes✓ (1)

2.3 grass grasshoppers shrike mongoose

s
OR
grass finches shrikes mongoose

Marking grid:
Arrows used correctly 1 mark
Order of organisms:
- All FOUR used correctly 2 marks (3)
(7)

11
QUESTION 3

3.1 Flow of energy ✓ (1)

3.2 Owl ✓ (1)

3.3 The number of grasshoppers would increase 

Leading to a decrease in grass
And a decrease in the number of snakes, because the owls will only have
snakes to feed on (3)

3.4 They break down the dead bodies of plants and animals and return the
nutrients back to the soil and atmosphere (2)

3.5 (600kJ ÷ 7000kJ) ×100 = 8,6 % (3)

3.6 Energy pyramid

Owl 50kJ

Blue jay 600 kJ

Grasshopper 7000 kJ

Grass 97 000 kJ

Marking criteria:
Caption (H) Correct 1 mark

Pyramid shape (P) Correctly drawn 1 mark

Organisms with energy (O) All 4 levels 2 mark

Without energy labelled 1 mark
Correct sequence (S) All 4 correct 1 mark

(5)
(15)

12
 WEEK 6: TOPIC: Biosphere to ecosystems

SUB-TOPIC: CYCLES (Water and Oxygen)

ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS

QUESTION 1

1.1 D 
1.2 A 
1.3 D  (2x3) = (6)

QUESTION 2

2.1 Evaporation 
2.2 Transpiration 
2.3 Carbon dioxide  (3)

QUESTION 3

3.1 A 
3.2 B 
3.3 A 

QUESTION 4

4.1 A – Transpiration 
B – Evaporation 
C – Condensation 
D – Precipitation  (4x1) = (4)

4.2 Agriculture/ Farming 

Industry/ Manufacturing
Building dams  (any 1 mark first ONE only) (1)

4.3 Temperature  (1)

QUESTION 5

5.1 99.45%  (1)

5.2 0.55%  (100% - 99.45%) (1)

5.4 Domestic use (litre/100 litre)

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 Calculations:
Washing: 10/100 x 3600 = 360
Sewerage: 30/100 x 3600 = 1080
Drinks: 5/100 x 3600 = 180
Personal hygiene: 15/100 x 3600 = 540
Gardens: 40/100 x 3600 = 1440

Domestic use of water in SA (litre/100 litre)

Washing Sewerage Drinks P.Hygiene Garden

Assessment criteria
Type of graph (T) 1
Caption (H) 1
Calculations (C) 1: (1 – 4 calculations correct)
2: (All 5 calculations correct)
Correct proportion for each labelled slice (P) 1. 1 – 4 slices correct
2. 5 slices correct
Total 6

Total use of water (litre/1000 litre)

Calculations:
Nature conservation: 8/1000 x 3600 = 2.90
Municipal/domestic: 200/1000 x 3600 = 720
Factories: 100/1000 x 3600 = 360
Mining: 35/1000 x 3600 = 12.60
Hydro-electricity: 45/1000 x 3600= 16.20
Irrigation: 600/1000 x 3600 = 2160
Drinking water for livestock: 12/1000 x 3600 = 4.30

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 Total use of water in SA (litre/1000 litre)

N.cons Man/dom Factories Mining

H.elec. Irrigation Drinking.

Assessment criteria
Type of graph (T) 1
Caption (H) 1
Calculations (C) 1: 1 – 6 calculations correct
2: All 7 calculations correct
Correct proportion for each labelled slice (P) 1. 1 – 6 slices correct
2. All 7 slices correct
Total 6

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 WEEK 7: TOPIC: Biosphere to ecosystems

SUB-TOPIC: CYCLES (Carbon and Nitrogen)

ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS

QUESTION 1
1.1 A 
1.2 B
1.3 B
1.4 B
1.5 A (10)

QUESTION 2
2.1 Carbon cycle  (1)
2.2 Respiration  (1)
2.3 Animal  (1)
2.4 Fossil fuel are formed when dead plant and animal matter  is compacted
or forced together under extremely high pressure  under layers of rocks
over thousands of years  (3)
2.5 Carbon dioxide gas  (1)
(7)
QUESTION 3
3.1 Nitrification
3.2 Nitrogen-fixing bacteria
3.3 Ammonification
3.4 Denitrification (4)

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QUESTION 4

4.1 Living organisms need nitrogen to make protein (2)

4.2 Nitrate salts and ammonium salt (2)
4.3 They absorbed nitrogen from the food they eat (2)
4.4
I. Nitrogen-fixing bacteria turn nitrogen gas in the atmosphere into nitrate salts
and ammonium salts in the soil
II. Nitrifying bacteria turn ammonium salts into nitrate salts
III. Denitrifying bacteria turn nitrate salts into nitrogen gas (6)
(12)
QUESTION 5

1. Nitrogen-fixing bacteria
2. Symbiotic bacteria
3. Plant protein
4. Animal protein
5. Urea
6. Ammonification
7. Nitrate bacteria
8. Nitrates
9. Nitrate bacteria
10. Denitrification
11. Electrical fixation
12. Absorbed by plants (12)

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 WEEK 8 & 9: TOPIC: Biodiversity and classification

SUB-TOPIC: Classification schemes: a way of organizing biodiversity

Main groupings

ACTIVITIES/WORKSHEETS/EXAM TYPE QUESTIONS

Question 1
1.1 A
1.2 A
1.3 D (6)
Question 2
2.1 Prokaryote
2.2 Saprophyte
2.3 Autotrophic organism (3)
Question 3
1.1 A
1.2 B (4)
Question 4
1. Eukaryote
2. Multi cellular
3. Multi cellular
4. Mielie/corn
5. Dog
6. Plantae
7. Animalia
Question 5
Answers should be underlined
Bird Y = Geospiza
Bird X= Platyspiza
Bird y = Certhidea
Bird Z= Camarhynchus
Question 6
6.1. Organism A = Serval
Organism B = cheetah
Organism C= sand cat
6.2 Felis
Question 7
Geospiza

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