CAPS

CurriCulum and assessment PoliCy statement

Grades 10-12

life sCienCes

LIFE SCIENCES GRADES 10-12

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

department of Basic education

222 Struben Street

Private Bag X895

Pretoria 0001

South Africa

Tel: +27 12 357 3000

Fax: +27 12 323 0601

120 Plein Street Private Bag X9023

Cape Town 8000

South Africa

Tel: +27 21 465 1701

Fax: +27 21 461 8110

Website: http://www.education.gov.za

© 2011 department of Basic education

isBn: 978-1-4315-0578-4

Design and Layout by: Ndabase Printing Solution

Printed by: Government Printing Works


CAPS

FOREWORD by thE ministER

Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). the Preamble to the Constitution states that the aims of the Constitution are to:

• heal thedivisionsof thepastandestablishasocietybasedondemocraticvalues, social justice and fundamental human rights;

• improvethequalityoflifeofallcitizensandfreethepotentialofeachperson;

• laythefoundationsforademocraticandopensocietyinwhichgovernmentisbasedonthewillofthepeopleandeverycitizenisequallyprotectedbylaw;and

• buildaunitedanddemocraticSouthAfricaabletotakeitsrightfulplaceasasovereignstateinthefamilyofnations.

Education and the curriculum have an important role to play in realising these aims.

in 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience ofimplementationpromptedareviewin2000.Thisledtothefirstcurriculumrevision:theRevised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).

Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document.

From 2012 the two national Curriculum statements, for Grades R-9 and Grades 10-12 respectively, are combined inasingledocumentandwillsimplybeknownastheNational Curriculum Statement Grades R-12. the National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearerspecificationofwhatistobetaughtandlearntonaterm-by-termbasis.

the National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in south African schools and comprises of the following:

(a) Curriculum and Assessment Policy statements (CAPs) for all approved subjects listed in this document;

(b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and

(c) National Protocol for Assessment Grades R-12.

MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION


CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)


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CONTENTS

seCtion 1: introduCtion to tHe CurriCulum and assessment PoliCy statements .. 3

1.1 Background .....................................................................................................................................................3

1.2 overview ..........................................................................................................................................................3

1.3 General aims of the south african Curriculum ............................................................................................4

1.4 time allocation ................................................................................................................................................6

1.4.1 Foundation Phase ...................................................................................................................................6

1.4.2 Intermediate Phase .................................................................................................................................6

1.4.3 Senior Phase...........................................................................................................................................7

1.4.4 Grades 10-12 ..........................................................................................................................................7

seCtion 2: introduCtion to life sCienCes .........................................................................................8

2.1 What is life sciences? ...................................................................................................................................8

2.2 life sciences as a school subject ................................................................................................................9

2.3 the organisation of the life sciences Curriculum ......................................................................................9

2.4 the Purpose of studying life sciences ......................................................................................................12

2.5 SpecificAims .................................................................................................................................................13

2.5.1 Specific Aim 1: Knowing Life Sciences .................................................................................................13

2.5.2 Specific Aim 2: Investigating Phenomena in Life Sciences ..................................................................15

2.5.3 Specific Aim 3: Appreciating and Understanding the History, Importance and Applications of Life

Sciences in Society ...............................................................................................................................17

2.5.4 Developing Language Skills: Reading and Writing ...............................................................................19

2.6 time ...............................................................................................................................................................19

2.7 resources .....................................................................................................................................................19

seCtion 3: Content ........................................................................................................................... 22

3.1 life sciences for Grade 10: Content ...........................................................................................................22

3.2 life sciences for Grade 11: Content............................................................................................................39

3.3 life sciences for Grade 12: Content ...........................................................................................................54

seCtion 4: assessment in life sCienCes ...........................................................................................66

4.1 introduction ...................................................................................................................................................66

4.2 informal and daily assessment ..................................................................................................................66

4.3 formal assessment ......................................................................................................................................67


2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

4.4 assessment requirements for life sciences: Grades 10-12....................................................................68

4.4.1 Grade 10: Programme of Formal Assessment ......................................................................................68



4.5 end-of-year examinations ............................................................................................................................71

4.5.1 Grade 10 ...............................................................................................................................................71

4.5.2 Grade 11 ...............................................................................................................................................72

4.5.3 Grade 12 ...............................................................................................................................................73

4.6 recording and reporting ............................................................................................................................74

4.7 moderation of assessment ..........................................................................................................................74

4.7.1 Grades 10 and 11 ..................................................................................................................................74

4.7.2 Grade 12 ...............................................................................................................................................75

4.7.2.1 Formal assessment (school-based assessment - SBA)......................................................................75

4.8 General ..........................................................................................................................................................76


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SECTION 1

introduCtion to tHe CurriCulum and assessment PoliCy statements for life

sCienCes Grades 10-12

1.1 Background

The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the

schooling sector.

To improve implementation, the National Curriculum Statement was amended, with the amendments coming into

effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for

each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines

in Grades R-12.

1.2 overview

(a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning

and teaching in South African schools and comprises the following:

(i) Curriculum and Assessment Policy Statements for each approved school subject;

(ii) The policy document, National policy pertaining to the programme and promotion requirements of the

National Curriculum Statement Grades R-12; and

(iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012).

(b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula

statements, namely the

(i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002,

and

(ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and

No. 27594 of 17 May 2005.

(c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy

documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January

2012) during the period 2012-2014:

(i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment

Guidelines for Grades R-9 and Grades 10-12;

(ii) The policy document, National Policy on assessment and qualifications for schools in the General

Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No.

29626 of 12 February 2007;

(iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National

QualificationsFramework(NQF),promulgatedinGovernmentGazetteNo.27819of20July2005;



(iv) The policy document, An addendum to the policy document, the National Senior Certificate: A

qualificationatLevel4ontheNationalQualificationsFramework(NQF),regardinglearnerswithspecial

needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy

document, National policy pertaining to the programme and promotion requirements of the National

Curriculum Statement Grades R-12; and

(v) The policy document, An addendum to the policy document, the National Senior Certificate: A

qualificationatLevel4ontheNationalQualificationsFramework(NQF),regardingtheNationalProtocol

for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette

No. 29467 of 11 December 2006.

(d) The policy document, National policy pertaining to the programme and promotion requirements of the

National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as

contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National

Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act,

1996(ActNo.84of1996,) form the basis for the Minister of Basic Education to determine minimum outcomes

and standards, as well as the processes and procedures for the assessment of learner achievement to be

applicable to public and independent schools.

1.3 General aims of the south african Curriculum

(a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth

learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge

and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in

local contexts, while being sensitive to global imperatives.

(b) The National Curriculum Statement Grades R-12 serves the purposes of:

• equipping learners, irrespective of their socio-economic background, race, gender, physical ability or

intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful

participation in society as citizens of a free country;

• providing access to higher education;

• facilitating the transition of learners from education institutions to the workplace; and

• providing employers with a sufficient profile of a learner’s competences.

(c) The National Curriculum Statement Grades R-12 is based on the following principles:

• Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal

educational opportunities are provided for all sections of the population;

• Active and critical learning: encouraging an active and critical approach to learning, rather than rote and

uncritical learning of given truths;

• High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each

grade are specified and set high, achievable standards in all subjects;

• Progression: content and context of each grade shows progression from simple to complex;


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• Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and

environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The

National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality,

race, gender, language, age, disability and other factors;

• Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as

important contributors to nurturing the values contained in the Constitution; and

• Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to

those of other countries.

(d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to:

• identify and solve problems and make decisions using critical and creative thinking;

• work effectively as individuals and with others as members of a team;

• organise and manage themselves and their activities responsibly and effectively;

• collect, analyse, organise and critically evaluate information;

• communicate effectively using visual, symbolic and/or language skills in various modes;

• use science and technology effectively and critically showing responsibility towards the environment and

the health of others; and

• demonstrate an understanding of the world as a set of related systems by recognising that problem solving

contexts do not exist in isolation.

(e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can

only happen if all teachers have a sound understanding of how to recognise and address barriers to learning,

and how to plan for diversity.

The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support

structures within the school community, including teachers, District-Based Support Teams, Institutional-Level

Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom,

teachers should use various curriculum differentiation strategies such as those included in the Department of

Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).



1.4 time allocation

1.4.1 foundation Phase

(a) The instructional time in the Foundation Phase is as follows:

suBJeCtGrade r

(Hours)

Grades 1-2

(Hours)

Grade 3

(Hours)

Home Language 10 8/7 8/7

First Additional Language 2/3 3/4

Mathematics 7 7 7

Life Skills

Beginning Knowledge

Creative Arts

Physical Education

Personal and Social Well-being

6

(1)

(2)

(2)

(1)

6

(1)

(2)

(2)

(1)

7

(2)

(2)

(2)

(1)

total 23 23 25

(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.

(c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a

minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for

Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated

for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language.

(d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R-2 and 2 hours as indicated by the hours in

brackets for Grade 3.

1.4.2 intermediate Phase

(a) The instructional time in the Intermediate Phase is as follows:

suBJeCt Hours

Home Language 6

First Additional Language 5

Mathematics 6

Natural Sciences and Technology 3,5

Social Sciences 3

Life Skills

Creative Arts

Physical Education

Personal and Social Well-being

4

(1,5)

(1)

(1,5)

total 27,5


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1.4.3 senior Phase

(a) The instructional time in the Senior Phase is as follows:

suBJeCt Hours

Home Language 5

First Additional Language 4

Mathematics 4,5

Natural Sciences 3

Social Sciences 3

Technology 2

Economic Management Sciences 2

Life Orientation 2

Creative Arts 2

total 27,5

1.4.4 Grades 10-12

(a) The instructional time in Grades 10-12 is as follows:

suBJeCt time alloCation Per Week (Hours)

Home Language 4.5

First Additional Language 4.5

Mathematics 4.5

Life Orientation 2

A minimum of any three subjects selected from Group B Annexure

B, Tables B1-B8 of the policy document, National policy pertaining

to the programme and promotion requirements of the National

Curriculum Statement Grades R-12, subject to the provisos

stipulated in paragraph 28 of the said policy document.

12 (3x4h)

total 27,5

The allocated time per week may be utilised only for the minimum required NCS subjects as specified above,

and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish

to offer additional subjects, additional time must be allocated for the offering of these subjects.



SECTION 2

aPProaCHinG life sCienCes

2.1 What is life sciences?

‘Life Sciences’ is the scientific study of living things from molecular level to their interactions with one another and

their environments. To be accepted as a science, it is necessary to use certain methods for broadening existing

knowledge, or discovering new things. These methods must lend themselves to replication and a systematic approach

to scientific inquiry. The methods include formulating hypotheses and carrying out investigations and experiments as

objectively as possible to test these hypotheses. Repeated investigations are carried out and adapted. The methods

and results are analysed, evaluated and debated before the community of scientists accepts them as valid.

Knowledge production in science is an ongoing endeavour that usually happens gradually but, occasionally, knowledge

and insights take a leap forward as new knowledge, or a new theory, replaces what was previously accepted. As

with all knowledge, scientific knowledge changes over time as scientists improve their knowledge and understanding

and as people change their views of the world around them. Scientific investigations are mostly about things that

are poorly understood or not understood at all. Scientists are frequently involved in debates and disagreements. As

more people take on such investigations, they tend to reach consensus about the ways in which the world works. The

science theory that is taught in schools has been tested and is generally accepted. A good teacher will inform learners

of debates and arguments among the scientists who were the first to investigate a phenomenon.

Scientists continue to explore the unknown. They tackle questions to which no-one has definite answers, such as:

‘Why is the climate changing?’; ‘What is causing the universe to expand?’; ‘What causes the Earth’s magnetic field

to change?’; and ‘What, exactly, is the human mind?’. No one knows for sure

By studying and learning about Life Sciences, learners will develop:

• their knowledge of key biological concepts, processes, systems and theories;

• an ability to critically evaluate and debate scientific issues and processes;

• greater awareness of the ways in which biotechnology and knowledge of Life Sciences have benefited

humankind;

• an understanding of the ways in which humans have impacted negatively on the environment and organisms

living in it;

• a deep appreciation of the unique diversity of past and present biomes in Southern Africa and the importance

of conservation;

• an awareness of what it means to be a responsible citizen in terms of the environment and life-style choices

that they make;

• an awareness of South African scientists’ contributions;

• scientific skills and ways of thinking scientifically that enable them to see the flaws in pseudo-science in

popular media; and


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• a level of academic and scientific literacy that enables them to read, talk about, write and think about biological

processes, concepts and investigations.

2.2 life sciences as a school subject

Life Sciences is the study of life at various levels of organisation and comprises a variety of sub-disciplines, or

specialisations, such as:

• Biochemistry;

• Biotechnology;

• Microbiology;

• Genetics;

• Zoology;

• Botany;

• Entomology;

• Physiology (plant and animal);

• Anatomy (plant and animal);

• Morphology (plant and animal);

• Taxonomy (plant and animal);

• Environmental Studies; and

• Sociobiology (animal behaviour).

At school level, all of these sub-disciplines are introduced, to varying degrees, to provide a broad overview of the

subject, Life Sciences. The three main reasons for taking Life Sciences are:

• to provide useful knowledge and skills that are needed in everyday life

• to expose learners to the scope of biological studies to stimulate interest in and create awareness of possible

specialisations; and

• to provide a sufficient background for further studies in one or more of the biological sub-disciplines.

2.3 the organisation of the life sciences Curriculum

The Life Sciences content framework is organised according to four ‘knowledge strands’. Knowledge strands are

developed progressively over the three years of FET. These knowledge strands are:

• Knowledge Strand 1: Life at the Molecular, Cellular and Tissue Level;

• Knowledge Strand 2:Life Processes in Plants and Animals



• Knowledge Strand 3: Environmental Studies;

• Knowledge Strand 4: Diversity, Change and Continuity.

These Knowledge Strands and the topics within each knowledge strand should not be studied separately or

independently. The Knowledge Strands do not need to be taught in the same sequence each year, nor do all four

Knowledge Strands have to be covered in each year. This categorisation is simply a tool for organising the subject

content and they are also not weighted equally. When teaching Life Sciences, it is very important to help learners

to recognise the links between related topics so that they acquire a thorough understanding of the nature and inter-

connectedness of life. These links must also be made across grades.

life sciences: Concept and Content Progression

strandslife at molecular,

cellular, and tissue level

life processes in plants

and animals

diversity, change and

continuityenvironmental studies

Grade

10

• Chemistry of life

- Inorganic

compounds

- Organic

compounds

• Cell - unit of life

• Cell division (mitosis)

• Plant and animal

tissues

• Support and transport

systems in plants

• Support systems in

animals

• Transport system in

mammals

• Biodiversity and

classification

• History of life on Earth

• Biosphere to

ecosystems

Grade

11

• Energy

transformations

to support life:

photosynthesis

• Animal nutrition

• Energy

transformations:

respiration

• Gas exchange

• Excretion

• Biodiversity -

classification of

microorganisms

• Biodiversity - plants

• Reproduction - plants

• Biodiversity - animals

• Population ecology

• Human impact on

environment: current

crises

Grade

12

• DNA code of Life

• RNA and protein

synthesis

• Meiosis

• Reproduction in

vertebrates

• Human reproduction

• Nervous system

• Senses

• Endocrine system

• Homeostasis

• Darwinism and

Natural Selection

• Human evolution

• Human impact on

environment: current

crises Grade 11

The content framework focuses on ideas, skills and concepts as well as connections between them, rather than on

listing the facts and procedures that need to be learned. It also does not prescribe particular instructional strategies

or methodologies. Instead, educators have the freedom to expand concepts and to design and organise learning

experiences according to their local circumstances, including the availability of resources.


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in Grade 10, all four Knowledge Strands are addressed and serve to introduce learners to the four strands.

The recommended Grade 10 teaching sequence for the four Knowledge Strands is:

1. Life at Molecular, Cellular and Tissue level (Molecules to organs)

2. Life Processes in Plants and Animals (Processes that sustain life)

3. Environmental Studies (Biosphere to Ecosystems)

4. Diversity, Change and Continuity (History of Life on Earth)

The rationale for this order In Grade 10 is that some areas of South Africa are best suited for an environmental study

during early spring and also because seasonal comparisons in a chosen ecosystem are required where possible.

Some teachers may elect to deal with the Environmental Study at the beginning of the year. However it is important to

retain the sequence of Knowledge Strand 1 before Knowledge Strand 2 and Knowledge Strand 3 before Knowledge

Strand 4. Decisions regarding the sequence (starting the year with Knowledge Strands 1 and 2 or starting the year

with Knowledge Strands 3 and 4) must be made by teachers.

The first section in Grade 10, called “Subject Orientation”, is designed to prepare learners for the FET phase, and is

intended to:

• connect what learners learned in the GET (Natural Sciences) with what they will be learning in the FET (Life

Sciences). The Life Sciences subject builds on knowledge and skills acquired from the Life Sciences knowledge

areas in GET.

• describe how knowledge is built/constructed in science, and introduces the scientific approach that both

teachers and learners are required to use when teaching and learning Life Sciences.

• introduce learners to some basic principles related to science.

• familiarise learners with the range of skills that they will need to develop.

The orientation should be done in the first lessons as an introduction but is not part of the assessable curriculum

although the principles and skills will be assessed in the context of specific content during the year. Learners will

have been exposed to similar orientations at the start of the Senior Phase (Grade 7) and at the start of High School

(Grade 8). The orientation on Grade 10 should then simply remind learners of what is expected of them and expand

on some of the aspects.

in Grade 11, three of the four Knowledge Strands are addressed and serve to ensure progression. The content

described in Life at Molecular, Cellular and Tissue level in Grade 10 is used to understand Life Processes in Plant

and Animals in Grade 11 but it is not taught as a separate strand in Grade 11.

The recommended Grade 11 teaching sequence for the three Knowledge Strands is:

1. Diversity, Change and Continuity (Microorganisms, Plants and Animals)


3. Environmental Studies (Population Ecology and Human Impact)



in Grade 12, three of the four Knowledge Strands are addressed and serve to ensure progression. The content

described in Environmental Studies: Human Impacts (Current Crises) is dealt with in Grade 11 in order to lessen the

pressure in Grade 12 but this Knowledge Strand will be examined in the National Senior Certificate examination at

the end of Grade 12.

The recommended Grade 12 teaching sequence for the four Knowledge Strands is:

1. Life at Molecular, Cellular and Tissue level (DNA and protein synthesis)


3. Diversity, Change and Continuity (Darwinsim and Human Evolution)

4. Environmental Studies (Human Impact, taught and assessed in Grade 11)

The identified range of cognitive and practical skills must be taught, and assessed, in an integrated way in the context

provided by the topics in the four Knowledge Strands in each year in the FET band.

2.4 the Purpose of studying life sciences

• ThedevelopmentofScientificKnowledgeandUnderstanding

Scientific knowledge and understanding can be used to answer questions about the nature of the living world

around us. It can prepare learners for economic activity and self-expression and it lays the basis of further

studies in science and prepares learners for active participation in a democratic society that values human

rights and promotes acting responsibly towards the environment.

• TheDevelopmentofScienceProcessSkills(ScientificInvestigations)

The teaching and learning of science involves the development of a range of process skills that may be used

in everyday life, in the community and in the workplace. Learners can gain these skills in an environment that

supports creativity, responsibility and growing confidence. Learners develop the ability to think objectively

and use different types of reasoning while they use process skills to investigate, reflect, synthesise and

communicate.

• TheDevelopmentofanUnderstandingofScience’sRolesinsociety

Both science and technology have made a major impact, both positive and negative, on our world. A careful

selection of scientific content and the use of a variety of methods to teach and learn science should promote

the understanding of science as a human activity as well as the history of science and the relationship between

Life Sciences and other subjects. It also helps learners to understand the contribution of science to social

justice and societal development as well as the need for using scientific knowledge responsibly in the interest

of ourselves, society and the environment. Moreover, understanding science also helps us to understand the

consequences of decisions that involve ethical issues.


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2.5 SpecificAims

There are three broad subject-specific aims in Life Sciences which relate to the purposes of learning science. These

are:

1. Specific Aim 1, which relates to knowing the subject content (‘theory’);

2. Specific Aim 2, which relates to doing science or practical work and investigations; and

3. Specific Aim 3, which relates to understanding the applications of Life Sciences in everyday life, as well as

understanding the history of scientific discoveries and the relationship between indigenous knowledge and

science.

WHat do tHe tHree aims mean and HoW do tHey relate to assessment?

2.5.1SpecificAim1:KnowingLifeSciences

(life sciences concepts, processes, phenomena, mechanisms, principles, theories, laws, models, etcetera).

Specific Aim 1 involves knowing, understanding, and making meaning of sciences, thereby enabling learners to make

many connections between the ideas and concepts. Making such connections makes it possible for learners to apply

their knowledge in new and unfamiliar contexts. The process of acquiring a deep understanding of science is about

more than just knowing a lot of facts. The scope of knowledge that learners should acquire includes knowledge of the

process skills related to carrying out investigations.

The following cognitive (thinking) skills comprise the range of skills that all learners should develop by working

through the curriculum in a school year. These skills indicate what should be assessed at the appropriate grade

level in a variety of different kinds of assessments. Note that not every skill is assessed in every assessment, but

that teachers must ensure that, by the end of the year, the assessments provide evidence that the range of different

skills have been assessed for each learner.

2.5.1.1 acquire knowledge

In the process of acquiring knowledge learners must:

• access information from a variety of sources (teachers, reference books, textbooks, internet, experts, peers,

parents, etc.);

• select key ideas;

• recall facts; and

• describe concepts, processes, phenomena, mechanisms, principles, theories, laws and models in Life

Sciences.

assessment

In order to assess these competences (or cognitive skills), teachers should use the following verbs in the tasks or

assessments that they set: state, name, label, list, define, describe and any other verbs that indicate that learners’

knowledge of the subject is being assessed.



2.5.1.2 understand and make Connections Between ideas and Concepts to make meaning of life sciences

In the process of making meaning and achieving understanding learners must:

• build a conceptual framework of science ideas;

• organise or reorganise knowledge to derive new meaning;

• write summaries;

• develop flow charts, diagrams and mind maps; and

• recognise patterns and trends.

assessment

In order to assess these competencies (cognitive skills), teachers should use the following verbs in the tasks or

assessments they set: explain, compare, rearrange, give an example of, illustrate, calculate, interpret, suggest a

reason, make a generalisation, interpret information or data, predict, select, differentiate or any other suitable verbs

that indicate that learners’ understanding of the subject is being assessed.

2.5.1.3 apply knowledge on life sciences in new and unfamiliar Contexts

learners must be able to:

• use information in a new way; and

• apply knowledge to new and unfamiliar contexts.

assessment


assessments that they set: demonstrate, interpret, predict, compare, differentiate, illustrate, solve and select as well

as any other appropriate verbs that assess a learner’s ability to apply knowledge. The key is that learners must be

able to apply knowledge in a context or situation for which they have not yet acquired specific knowledge, or use the

knowledge in a new way.

2.5.1.4 Analyse,EvaluateandSynthesiseScientificKnowledge,ConceptsandIdeas

In the process of learning science, learners must be able to:

• analyse information/data;

• recognise relationships between existing knowledge and new ideas;

• critically evaluate scientific information;

• identify assumptions; and

• categorise information.


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assessment


assessments that they set: appraise, argue, judge, select, evaluate, defend (a point of view), compare, contrast,

criticise (an argument or assumption) differentiate, distinguish, discuss or any other suitable verbs that indicate that

analysis, evaluation and synthesis are being assessed.

2.5.2 SpecificAim2:InvestigatingPhenomenainLifeSciences

Learners must be able to plan and carry out investigations as well as solve problems that require some practical

ability. This ability is underpinned by an attitude of curiosity and an interest in wanting to find out how the natural world

and living things in it work.

The following range of skills relates to doing practical work in Life Sciences. All seven skills will not apply to every

activity equally. The skills are aligned to what learners would be doing in the normal course of carrying out an

investigation. Teachers must select those skills that apply to and can be assessed in the context of specific activities.

By the end of the Grade 10 year, all seven skills must have been assessed at a grade-appropriate level.

note: While doing practical investigations involves a specific range of skills, learners’ knowledge on and understanding

of science can, and should, be assessed within the context of the cognitive domains of Specific Aim 1.

Learners must be able to:

2.5.2.1 follow instructions

This is essential, especially in the lower grades and in large classes. Teachers cannot expect all learners to use

unfamiliar equipment and to do so independently without giving them a clear set of instructions to follow. The amount

of assistance required would indicate the level of performance in this regard. Adherence to safety rules should be

part of this.

2.5.2.2 Handle equipment or apparatus

This should include having knowledge of the apparatus, that is, being able to name it and knowing what it is used

for. The learner should be able to use different kinds of equipment. ‘Handling equipment’ is a generic skill and

applies to any equipment used for many different kinds of investigations. Handling improvised equipment requires the

same skills as would be required for handling standard laboratory equipment. The emphasis is on using equipment

appropriately and safely (and not on only memorising the names of apparatus).

2.5.2.3 make observations

A variety of observations are possible and observations can be recorded in different ways, such as:

• drawings;

• descriptions;

• grouping of materials or examples based on observable similarities and/or differences;

• measurements;

• comparing materials before and after treatment;



• observing results of an experimental investigation which will involve recording information in an appropriate

way; and

• counting.

2.5.2.4 record information or data

This should include recording observations or information as drawings, descriptions, in simple table format, as simple

graphs, etc. The skill of ‘recording’ is transferable across a range of different scientific activities.

2.5.2.5 measure

Learners should know what to measure, how to measure it and have a sense of the degree of accuracy that is

required. A variety of things could be measured including (but not limited to) length, volume, temperature, weight or

mass and numbers (counting). Measuring is a way of quantifying observations and in this process learners should

learn to make estimations.

2.5.2.6 interpret

Learners should be able to convert information from one form, in which it was recorded, into another, for instance

converting a table into an appropriate graph.

Learners should be able to perform appropriate simple calculations, to analyse and extract information from tables

and graphs, apply knowledge of theory to practical situations, recognise patterns and/or trends, appreciate the

limitations of experimental procedures as well as make deductions based on evidence.

2.5.2.7 design/Plan investigations or experiments

Not all investigations are based on the ‘classic’ dependent-independent variables and controls. For example, an

investigation could involve observing soil profiles or counting populations.

Designing an investigation is a different process to planning an investigation. In the design process options need to

be considered in terms of the hypothesis and variables may have to be identified.

Skills include:

• identifying a problem;

• hypothesising;

• selecting apparatus or equipment and/or materials;

• identifying variables;

• suggesting ways of controlling variables;

• planning an experiment;

• suggesting ways of recording results; and

• understanding the need for replication or verification.

In Grades 10, 11 and 12, learners must be able to plan and/or design a simple investigation or experiment.


17CAPS

note: Skills 2.5.2.1-2.5.2.6 (following instructions, handling equipment, making observations, recording information,

measuring and interpreting information) are all required, in one form or another, to carry out an experiment or

investigation. By separating seven different kinds of skills (2.5.2.1-2.5.2.7), these skills can apply to the variety of

practical work that is appropriate for a particular grade in Life Sciences, including simple investigations or experiments.

This approach makes it easier to assess learners in a range of different circumstances and it enables a teacher to

judge a learner’s ability to do science. The skills are based on what learners will be doing actions during the normal

course of doing practical work. However, there are some circumstances in which only some of these skills would

apply and not every skill can be assessed in every practical task.

2.5.3 SpecificAim 3:Appreciating and Understanding the History, Importance andApplications of Life

sciences in society

The third aim of Life Sciences is to enable learners to understand that school science can be relevant to their lives

outside of the school and that it enriches their lives.

Learners must be exposed to the history of science and indigenous knowledge systems from other times and other

cultures. Scientific knowledge and understanding have been developed over time by people who were curious and

who persevered with their quest for knowledge. Our present understanding of science will change and improve as

modern scientists make new discoveries.

The skills that can be developed in the process of achieving Specific Aim 3 are cognitive rather than practical. These

are the same cognitive skills as the ones identified for Specific Aim1.

Since the knowledge that will be acquired in respect of Specific Aim 3 always relates to specific subject content, the

content provides the context for learning about various aspects of science in society. Science should therefore be

taught in an integrated way in order to both enhance the subject and to clarify the relationship between the subject

and society i.e. indigenous knowledge systems that relate to a specific topic, related history of scientific discoveries

and the applications of science in everyday life.

2.5.3.1 UnderstandingtheHistoryandRelevanceofSomeScientificDiscoveries

The subject content provides the context for learning about the history of scientific discoveries and their relevance for

society. These aspects, the history and relevance, should be linked to and taught in conjunction with the topics and

content that are related to a particular discovery or a particular scientist.

2.5.3.2 the relationship Between indigenous knowledge and life sciences

All knowledge stems from views on how the world works. One of the differences between modern science (and

technology) and traditional, indigenous knowledge systems is that they have their origins in different world views.

Learners should understand the different cultural contexts in which indigenous knowledge systems were developed.

The examples of indigenous knowledge that are selected for study should, as far as possible, reflect different South

African cultural groups. They should also link directly to specific areas in the Life Sciences subject content.

2.5.3.3 the Value and application of life sciences knowledge in the industry in respect of Career

opportunities and in everyday life

Knowledge of Life Sciences is applied in and relevant to various aspects of society. Examples should be relevant to

the subject content that learners are dealing with at a particular time. There are career opportunities in the field of

socio-biology and animal behaviour, plant pathology, game management, environmental impact studies, preservation



of biodiversity, palaeontology, palaeoanthropology, agriculture, horticulture, environmental law, science journalism,

biotechnology, genetic engineering, and many others. Moreover, although learners should be made aware of career

choices, it is not necessary to discuss or teach these in great detail.

skills

Whilst the kind of knowledge is different for Specific Aims 1 and 3, the content should be taught in an integrated way

in order for learners to understand the history, relevance and applications of science more easily. Importantly, the

skills that must be developed and assessed for Specific Aim 3 are the same as those of Specific Aim 1 (under 2.5).

Learners must be able to:

• access information;

• select key ideas;

• recall information;

• describe knowledge of natural sciences;

• build a conceptual framework;

• organise or reorganise knowledge;

• write summaries;

• develop flow charts and mind maps;

• recognise patterns and trends;

• apply knowledge in new contexts;

• use knowledge in a new way;

• analyse information/data;

• critically evaluate scientific information;

• recognise relationships between existing;

knowledge and new ideas;

• identify assumptions; and

• categorise information.

The three aims are aligned with the three learning outcomes with which teachers are familiar. Within each of these

aims, specific skills or competences have been identified. It is not advisable to try to assess each of the skills

separately, nor is it possible to report on individual skills separately. However, well designed assessments must

show evidence that, by the end of the year, all of the skills have been assessed at a grade-appropriate level.

There must be a clear link between the aims and the outcomes of learning. The processes of teaching, learning and

assessment will provide the links between the specific aims and the achievement of the outcomes.

Specific Aim 1.1

Specific Aim 1.2

Specific Aim 1.3

Specific Aim 1.4


19CAPS

2.5.4 developing language skills: reading and Writing

Teachers of Life Sciences should be aware that they are also engaged in teaching language across the curriculum.

This is particularly important for learners for whom the Language of Learning and Teaching (LoLT) is not their home

language. It is important to provide learners with opportunities to develop and improve their language skills in the

context of learning Life Sciences. It will therefore be critical to afford learners opportunities to read scientific texts and

to write reports, paragraphs and short essays as part of the assessment, especially in (but not limited to) the informal

assessments for learning.

2.6 time

The time allocation for Life Sciences is 4 hours per week in Grades 10 to 12.

The curriculum for Grade 10 has been designed to be completed within 32 weeks out of 40 weeks in the school year.

This leaves 8 weeks in the year for examinations, tests and disruptions due to other school activities.

The curriculum for Grade 11 has been designed to be completed within 32 weeks out of 40 weeks in the school year.

This leaves 8 weeks in the year for examinations, tests and disruptions due to other school activities.

The curriculum for Grade 12 has been designed to be completed within 27½ weeks out of 40 weeks in the school

year. This leaves 12½ weeks in the year for examinations, tests and disruptions due to other school activities.

In Grades 10, 11 and 12 the time allocated for the teaching of the content includes the practical tasks and

investigations. these are an integral part of the teaching and learning process.

2.7 resources

The resources needed for teaching Life Sciences are listed next to each topic in order to assist teachers with planning

and preparation.

Every learner must have his or her own textbook. Teachers should ensure that a system is in place for recovering

textbooks at the end of every year. Schools must provide secure storage space where textbooks and other equipment

can be stored safely.

Ideally, every learner should have access to sufficient workspace and equipment to carry out investigations. For safety

reasons, no more than three learners may share space and equipment in instances where space and equipment are

limited due to large classes. With regard to equipment, schools must make every effort to ensure that the essential

equipment is provided.

While it is acknowledged that it is not ideal to use improvised equipment, teachers should remember that it is more

important for learners to have the experience of carrying out a variety of investigations than to depend on the

availability of standard laboratory equipment. If equipment is limited, teachers should be encouraged to improvise.

The same skills can be developed using improvised equipment. Moreover, if there are no alternatives, it is more

effective for teachers to demonstrate an investigation than to not do investigations at all due to a lack of equipment.

Secure storage for equipment and chemicals must be provided by the school.

Teachers should ensure that learners are familiar with rules regarding the safe use of equipment and chemicals. The

Life Sciences classroom or laboratory should be equipped with charts, Bunsen burners or spirit lamps, hand lenses,

bioviewers and relevant biostrips, microscopes, a set of prepared slides, glass slides and cover slips, reference



books, blades or scalpels, models, field guides, identification keys, thermometers, glass beakers, test tubes and

chemicals, and, if at all possible, access to appropriate DVDs and a DVD player.

Fresh plant material can be obtained from the surroundings and teachers should ensure that appropriate plants (e.g.,

Impatiens) are planted on the school grounds. Fresh animal material can very often be obtained at reasonable prices

from local butchers.

Teachers must be qualified to teach the subject and must familiarise themselves with the equipment and how it is

used.


21CAPS

SECTION 3

3.1 life sCienCes for Grade 10: Content

The first part of the curriculum in Grade 10, called ‘Subject Orientation’, is included to prepare learners for Life

Sciences in the FET band. Its purpose is to:

• familiarise learners with the way in which the teacher will organise learning activities;

• familiarise learners with the behaviour that will be required and rules of safety;

• connect what learners have learnt in the Senior Phase with what they will learn and the range of skills that they

must develop in FET;

• describe how knowledge is constructed in Life Sciences and to confirm a scientific approach that both teachers

and learners will be required to use when teaching and learning Life Sciences; and

• introduce learners to some basic principles related to Life Sciences



Gr

ad

e 1

0

te

rm

1

tim

eo

rien

tati

on

to

lif

e s

cien

ces:

su

bje

ct o

rien

tati

on

½ w

eek

(2 h

ou

rs)

Est

ablis

h lin

ks b

etw

een

Nat

ural

Sci

ence

s (G

ET

) and

Life

Sci

ence

s (F

ET

). D

efine

life

, its

sco

pe, a

nd it

s co

ntin

uity

. Life

on

Ear

th is

dyn

amic

, with

hom

eost

asis

mai

ntai

ning

bala

nce

at e

very

leve

l of

orga

nisa

tion.

Life

is c

hara

cter

ised

by

chan

ges

over

bill

ions

of

year

s. L

ivin

g sy

stem

s ex

hibi

t le

vels

of

orga

nisa

tion

from

mol

ecul

es t

o bi

omes

.

The

nat

ure

of s

cien

ce: s

cien

ce in

volv

es c

onte

sted

kno

wle

dge,

and

non

-dog

mat

ic in

fere

nces

bas

ed o

n ev

iden

ce a

nd p

eer

revi

ew.

Ho

w s

cien

ce W

ork

s: S

cien

ce is

bas

ed o

n:

•fu

ndam

enta

l kno

wle

dge

built

on

scie

ntifi

c ev

iden

ce a

nd v

erifi

ed fi

ndin

gs (

artic

les

that

are

pub

lishe

d in

jour

nals

or

at c

onfe

renc

es: p

eer

revi

ew);

•ob

serv

ing;

•in

vest

igat

ing;

•m

akin

g m

easu

rem

ents

and

und

erst

andi

ng th

e im

port

ance

of s

calin

g;

•co

llect

ing

and

pres

entin

g da

ta in

the

form

of d

raw

ings

, writ

ten

desc

riptio

ns, t

able

s an

d gr

aphs

;

•un

ders

tand

ing

the

limita

tions

of s

cien

tific

evid

ence

;

•id

entif

ying

pat

tern

s an

d re

latio

nshi

ps in

dat

a;

•co

mm

unic

atin

g fin

ding

s; a

nd

•ta

king

soc

ieta

l asp

ects

of s

cien

tific

evid

ence

into

acc

ount

.

Sci

entifi

c sk

ills

invo

lve:

•im

port

ance

of b

iolo

gica

l prin

cipl

es s

uch

as r

elat

ions

hip

betw

een

surf

ace

area

and

vol

ume/

size

, the

rel

atio

nshi

p be

twee

n st

ruct

ure

and

func

tion

•bi

olog

ical

dra

win

gs: p

rinci

ples

that

app

ly

•tr

ansl

atin

g 3

dim

ensi

onal

obj

ects

or

spec

imen

s in

to 2

dim

ensi

onal

dra

win

gs a

nd p

hoto

grap

hs a

nd in

terp

retin

g 2

dim

ensi

onal

dra

win

gs a

nd p

hoto

grap

hs: t

rans

vers

e an

d lo

ngitu

dina

l sec

tions

•ge

nera

l int

rodu

ctio

n to

the

rang

e of

ski

lls li

sted

und

er th

e S

peci

fic A

ims

that

mus

t be

deve

lope

d

•in

trod

uctio

n to

gra

phs:

diff

eren

t kin

ds o

f gra

phs

and

whe

n to

use

them

; int

erpr

etin

g gr

aphs

.

•ca

lcul

atin

g

Org

anis

atio

n of

lear

ning

and

rul

es in

clud

e:

•us

ing

equi

pmen

t and

oth

er r

esou

rces

;

•un

ders

tand

ing

proc

edur

es a

nd h

ow to

saf

ely

use

appa

ratu

s in

labo

rato

ries

and

clas

sroo

ms;

•w

orki

ng in

gro

ups;

•un

ders

tand

ing

asse

ssm

ent r

equi

rem

ents

; and

•a

very

brie

f men

tion

of c

aree

rs a

nd s

ubje

ct c

ombi

natio

ns fo

r en

tran

ce to

hig

her

educ

atio

n.

no

te:

Thi

s in

trod

uctio

n is

not

ass

essa

ble.

How

ever

, the

rel

evan

t asp

ects

mus

t be

inco

rpor

ated

into

in th

e co

ntex

t of t

he s

peci

fic c

onte

nt w

here

they

app

ly, a

nd w

ill th

en

be a

sses

sed.


23CAPS

te

rm

1

str

and

1:

lif

e at

th

e m

ole

cula

r, C

ellu

lar

and

tis

sue

lev

el

All

livin

g or

gani

sms

are

mad

e of

ato

ms

whi

ch c

ombi

ne t

o fo

rm m

olec

ules

. In

tur

n, t

hese

mol

ecul

es m

ake

up t

he b

asic

uni

ts o

f lif

e i.e

. ce

lls.

Pla

nt a

nd a

nim

al c

ells

hav

e a

com

plex

orga

nisa

tion

whi

ch e

nabl

es t

hem

to c

arry

out

the

basi

c pr

oces

ses

of li

fe, i

.e. m

ovem

ent (

mov

emen

t in

and

arou

nd t

he c

ells

and

som

e ce

lls m

ove)

, nut

ritio

n (c

ells

pro

duce

food

or

obta

in

food

fro

m e

lsew

here

), r

espi

ratio

n, e

xcre

tion,

gro

wth

, re

prod

uctio

n an

d re

spon

ding

to

stim

uli.

Cel

ls a

re s

peci

alis

ed a

nd f

orm

tis

sues

whi

ch p

erfo

rm p

artic

ular

fun

ctio

ns.

The

tis

sues

are

arra

nged

into

org

ans

whi

ch a

re a

lso

spec

ialis

ed to

car

ry o

ut p

artic

ular

func

tions

. Thi

s st

rand

intr

oduc

es le

arne

rs to

life

at t

he m

olec

ular

, cel

lula

r, tis

sue

and

orga

n le

vel (

links

to G

rade

9).

tim

e to

pic

Co

nte

nt

inve

stig

atio

ns

res

ou

rces

2½ w

eeks

(10

ho

urs

)

th

e C

hem

istr

y

of

lif

e

mo

lecu

les

fo

r l

ife

Org

anic

mol

ecul

es a

re m

ade

up o

f C, H

, and

O, a

nd

som

e co

ntai

n ot

her

elem

ents

, suc

h as

N a

nd P

. Cel

ls a

re

mad

e up

of p

rote

ins,

car

bohy

drat

es, l

ipid

s, n

ucle

ic a

cids

and

vita

min

s.

(Onl

y ba

sic

stru

ctur

al d

etai

l req

uire

d.)

ino

rgan

ic C

om

po

un

ds

• T

he m

ain

func

tions

of:

-

wat

er: 2

H a

nd 1

O;

-

min

eral

s: e

.g.,

Na,

K, C

a, P

, Fe,

I, n

itrat

es,

phos

phat

es; m

acro

and

mic

ro e

lem

ents

; mai

n

func

tions

and

defi

cien

cy d

isea

ses (linktonutrition

and

Gra

de 9

).

• T

he n

eed

for

fert

ilise

rs in

ove

r ut

ilise

d so

ils, e

.g.,

whe

re c

rops

are

gro

wn

and

regu

larly

har

vest

ed,

fert

ilize

rs a

re w

ashe

d aw

ay in

to r

iver

s, a

nd

eutr

ophi

catio

n ca

n ta

ke p

lace(linktoecology).

op

tio

nal

:

• C

onst

ruct

mod

els

of s

impl

e an

d m

ore

com

plex

mol

ecul

es u

sing

bea

ds o

r pl

astic

ine.

• A

naly

se n

utrit

iona

l con

tent

indi

cate

d on

food

pack

agin

g: v

itam

ins,

min

eral

s an

d ot

her

nutr

ition

al

cont

ent.

• Te

xtbo

oks

• C

hart

s

• E

quip

men

t

• Te

st tu

bes

• A

sel

ectio

n of

fo

od p

acka

ging

sho

win

g

nutr

ition

al c

onte

nt



te

rm

1

org

anic

Co

mp

ou

nd

s

• ca

rboh

ydra

tes

- m

onos

acch

arai

des

(sin

gle

suga

rs),

e.g.

, glu

cose

and

fruc

tose

; dis

acch

arid

es, (

doub

le

suga

rs),

e.g

., su

cros

e an

d m

alto

se; p

olys

acch

arid

es

(man

y su

gars

), e

.g.,

star

ch, c

ellu

lose

and

gly

coge

n;

• lip

ids

(fat

s an

d oi

ls)

- 1

glyc

erol

and

3 fa

tty a

cids

:

unsa

tura

ted

and

satu

rate

d fa

ts; c

hole

ster

ol in

food

s;

and

hear

t dis

ease

(linktoGrade9);

• pr

otei

ns -

am

ino

acid

s (C

,H, O

and

N a

nd s

ome

have

P, S

, Fe)

- a

re s

ensi

tive

to te

mpe

ratu

re a

nd p

H:

loss

of s

truc

ture

and

func

tion;

the

role

of e

nzym

es in

brea

king

dow

n/sy

nthe

sisi

ng m

olec

ules

; the

influ

ence

of te

mpe

ratu

re a

nd p

H o

n en

zym

e ac

tion;

the

Lock

and

Key

Mod

el o

f how

enz

ymes

wor

k; e

nzym

es in

ever

yday

life

(fo

r in

stan

ce u

sing

was

hing

pow

ders

);

• M

entio

n of

nuc

leic

aci

ds -

DN

A a

nd R

NA

- c

onsi

stin

g

of C

, H, O

, N a

nd P

(no

deta

ils o

f str

uctu

re r

equi

red)

; and

• vi

tam

ins

- e.

g., A

, one

of t

he B

vita

min

s, C

, D a

nd E

.

(Simplediagramstorepresentmolecules.R

eviewbriefly

whythesesubstancesareneededinplantsandanimals

i.e.buildonpriorknow

ledge.Donotgivedetailof

structureorfunction-functionswillbedealtw

ithinlater

sectionswhereappropriate.Thisisabriefintroductionto

themolecularmake-upoforganisms.)

ess

enti

al:

• F

ood

test

s fo

r st

arch

, glu

cose

, lip

ids

and

prot

eins

.

• In

vest

igat

e th

e w

orki

ng o

f a ‘b

iolo

gica

l’ w

ashi

ng

pow

der

(con

tain

ing

enzy

mes

).

OR

• H

ydro

gen

Per

oxid

e an

d ch

icke

n liv

er to

dem

onst

rate

the

effe

ct o

f enz

ymes

.

OR

• F

resh

pin

eapp

le ju

ice

and

solid

egg

whi

te in

a p

last

ic

drin

king

str

aw.

AN

D

• O

bser

ve, m

easu

re a

nd r

ecor

d re

sults

of t

he

expe

rimen

t don

e at

diff

eren

t tem

pera

ture

s.

• C

ompa

re th

e R

ecom

men

ded

Dai

ly A

llow

ance

(R

DA

)

with

usu

al d

iet o

f ind

ivid

ual l

earn

ers.

Dra

w a

pie

cha

rt

of th

e fo

od ty

pes

and

disc

uss

impl

icat

ions

of t

he

usua

l die

t of l

earn

ers.

• C

hem

ical

s

• B

unse

n bu

rner

s

• T

herm

omet

ers

• W

ashi

ng p

owde

r

• H

2O2

and

chic

ken

liver

or • P

inea

pple

juic

e, e

gg

whi

te a

nd p

last

ic d

rinki

ng

stra

ws


25CAPS

te

rm

1

3 w

eeks

(12

ho

urs

)

Cel

ls:

th

e

Bas

ic u

nit

s o

f

lif

e

mo

lecu

lar

mak

e-u

p

Cel

ls a

re m

ostly

mad

e up

of p

rote

ins,

car

bohy

drat

es,

lipid

s, n

ucle

ic a

cids

and

wat

er.

Brie

f ove

rvie

w o

f the

his

tory

of m

icro

scop

y: fr

om le

ns

and

light

mic

rosc

opes

and

to e

lect

ron

mic

rosc

opes

. How

thes

e in

stru

men

ts e

nabl

ed p

eopl

e to

see

cel

ls a

nd th

en

stru

ctur

es w

ithin

cel

ls w

hich

led

to c

ell t

heor

y.

(BrieflyreviseGrade9workonthecell.)

Cel

l str

uct

ure

an

d f

un

ctio

n:

th

e r

ole

s o

f o

rgan

elle

s

• ce

ll w

all -

sup

port

str

uctu

re in

pla

nt c

ells

onl

y;

• ce

ll m

embr

ane

- flu

id m

osai

c m

odel

, bou

ndar

ies

and

tran

spor

t: m

ovem

ent a

cros

s m

embr

anes

: di

ffusi

on,

osm

osis

and

act

ive

tran

spor

t;

• nu

cleu

s, c

hrom

atin

mat

eria

l, nu

clea

r m

embr

ane,

nucl

eopo

res,

nuc

leol

us: t

he c

ontr

ol c

entr

e, h

ered

ity;

• cy

topl

asm

- s

tora

ge a

nd c

ircul

atio

n of

mat

eria

ls;

• m

itoch

ondr

ia -

rel

ease

ene

rgy

durin

g ce

ll re

spira

tion;

• rib

osom

es -

pro

tein

syn

thes

is;

• en

dopl

asm

ic r

etic

ulum

(ro

ugh

and

smoo

th)

- tr

ansp

ort

syst

ems;

• G

olgi

bod

y -

asse

mbl

es s

ecre

tions

;

• pl

astid

s -

prod

uctio

n an

d st

orag

e of

food

and

pigm

ents

; and

• va

cuol

e, ly

soso

mes

, ves

icle

s -

stor

age,

dig

estio

n an

d

osm

oreg

ulat

ion.

Rel

ate

stru

ctur

e an

d lo

catio

n of

org

anel

les

to th

eir

func

tions

.

(Thisisanintroduction;som

eorganellefunctionswillbe

expl

ored

in m

ore

deta

il in

oth

er s

ectio

ns.)

Cel

ls d

iffe

r in

siz

e, s

hape

and

str

uctu

re in

ord

er to

car

ry

out s

peci

alis

ed fu

nctio

ns [linktotissues].

The

diff

eren

ces

betw

een

plan

t and

ani

mal

cel

ls (linkto

Gra

de 9

).

• E

xpla

in a

nd d

emon

stra

te h

ow a

ligh

t mic

rosc

ope

wor

ks.

Use

a li

ght m

icro

scop

e to

obs

erve

and

rec

ord

(dra

w)

the

stru

ctur

e of

a:

- pl

ant c

ell (

wet

mou

nt o

f oni

on e

pide

rmis

) an

d an

- an

imal

cel

l (ch

eek

cells

)

If m

icro

scop

es a

re n

ot a

vaila

ble,

use

mic

rogr

aphs

.

- C

alcu

late

mag

nific

atio

n of

dra

win

g by

mea

surin

g

the

field

of v

iew

und

er a

mic

rosc

ope.

OR

• C

alcu

late

the

size

of s

peci

men

on

a m

icro

grap

h us

ing

the

scal

e lin

e pr

ovid

ed.

• In

vest

igat

e di

ffusi

on.

• In

vest

igat

e os

mos

is.

• Te

xtbo

oks

• C

hart

s

• M

icro

grap

hs

• M

icro

scop

e sl

ides

• C

hem

ical

s

• E

lect

ron

mic

rogr

aphs

(in

text

boo

ks)

• T

rans

pare

nt r

uler

s

• Li

ght m

icro

scop

es

• B

iovi

ewer

s an

d bi

ostr

ips

• B

eake

rs

• S

alt,

• P

otat

oes

or e

ggs



te

rm

1

2 w

eeks

(8 h

ou

rs)

Cel

l div

isio

n:

mit

osi

s

th

e C

ell C

ycle

incl

ud

ing

mit

osi

s:

inte

rpha

se, m

itosi

s (w

ith n

ames

of p

hase

s), c

ytok

ines

is

and

grow

th.

The

Con

tinuo

us P

roce

ss o

f Mito

sis:

The

div

isio

n of

a c

ell

to fo

rm tw

o id

entic

al c

ells

.

(Simpledescriptionwithdiagram

stoshowchrom

osom

e

chan

ges

so th

at o

ne p

aren

t cel

l for

ms

two

iden

tica

l

daug

hter

cel

ls.)

• T

he d

iffer

ence

in te

loph

ase

betw

een

plan

t and

ani

mal

cells

.

Ch

rom

oso

mes

: ar

e fo

und

in n

ucle

i of a

ll ce

lls; t

wo

chro

mat

ids

and

cent

rom

ere.

ro

le o

f m

ito

sis:

gro

wth

and

rep

air;

Rep

rodu

ctio

n in

som

e si

mpl

e or

gani

sms.

Can

cer:

Unc

ontr

olle

d ce

ll di

visi

on a

nd g

row

th

• ca

uses

of c

ance

r;

• be

liefs

and

atti

tude

s co

ncer

ning

can

cer

(dis

cuss

brie

fly);

• tr

eatm

ents

of c

ance

r; a

nd

• m

edic

al b

iote

chno

logy

, e.g

., ra

diot

hera

py a

nd

chem

othe

rapy

(no

det

ail r

equi

red)

.

• U

se s

uita

ble

reso

urce

s to

exa

min

e ce

ll di

visi

on, e

.g.,

mic

rosc

ope

slid

es, m

icro

grap

hs, p

oste

rs a

nd m

odel

s.

Rec

ord

obse

rvat

ions

as

draw

ings

.

• R

esea

rch

and

pres

ent i

nfor

mat

ion

on O

NE

of t

he

canc

ers.

Thi

s m

ust i

nclu

de c

ause

s, p

reva

lenc

e an

d

trea

tmen

t. In

form

atio

n ca

n be

pre

sent

ed v

erba

lly o

r

as a

writ

ten

repo

rt.

• Te

xtbo

oks

• C

hart

s

• M

icro

grap

hs/m

icro

-sco

pe

slid

es

• M

icro

scop

es

• R

efer

ence

boo

ks

1 w

eek

(4 h

ou

rs)

tota

l

9 w

eeks

(36

ho

urs

)

Pla

nt

and

an

imal

tis

sues

intr

od

uct

ion

to

tis

sues

Intr

oduc

e th

e co

ncep

t of a

tiss

ue a

s a

grou

p of

sim

ilar

cells

ada

pted

for

a pa

rtic

ular

func

tion;

cel

l diff

eren

tiatio

n.

Em

phas

ise

the

rela

tions

hip

betw

een

thei

r ba

sic

stru

ctur

e

and

func

tion.

Pla

nt

tis

sues

Xyl

em, p

hloe

m, p

aren

chym

a, c

olle

nchy

ma,

scle

renc

hym

a, e

pide

rmis

and

mer

iste

mat

ic ti

ssue

s.

• E

xam

ine

and

iden

tify

som

e pl

ant t

issu

es u

sing

mic

rosc

ope,

bio

strip

s, m

icro

grap

hs o

r po

ster

s. D

raw

cells

that

mak

e up

thes

e tis

sues

to s

how

spe

cial

ised

stru

ctur

e.

• Te

xtbo

oks

• C

hart

s

• M

icro

scop

e sl

ides

• M

icro

grap

hs

• M

icro

scop

es


27CAPS

te

rm

1

ass

essm

ent

• O

ne fo

rmal

, rec

orde

d cl

ass

test

.

• A

sses

smen

t for

lear

ning

(in

form

al)

usin

g a

varie

ty

of s

trat

egie

s an

d ap

prop

riate

form

s of

ass

essm

ent

in te

sts,

hom

ewor

k ex

erci

ses,

wor

kshe

ets,

rep

orts

,

sum

mar

ies,

ess

ays,

etc

.

Ref

er to

the

rang

e of

ski

lls li

sted

und

er S

peci

fic A

ims

1 an

d 3.

Not

e th

at k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

and

pra

ctic

al w

ork

shou

ld a

lso

be

asse

ssed

in w

ritte

n w

orks

heet

s, r

epor

ts, h

omew

ork

exer

cise

s an

d te

sts.

The

cog

nitiv

e sk

ills

liste

d un

der

Spe

cific

Aim

s 1

and

3 w

ill a

lso

appl

y to

kno

wle

dge

and

unde

rsta

ndin

g of

inve

stig

atio

ns.

• O

ne p

ract

ical

task

.

• R

efer

to th

e ra

nge

of s

kills

spe

cifie

d un

der

Spe

cific

Aim

2.

te

rm

1

2 w

eeks

(8 h

ou

rs)

Cel

l div

isio

n:

mit

osi

s

th

e C

ell C

ycle

incl

ud

ing

mit

osi

s:

inte

rpha

se, m

itosi

s (w

ith n

ames

of p

hase

s), c

ytok

ines

is

and

grow

th.

The

Con

tinuo

us P

roce

ss o

f Mito

sis:

The

div

isio

n of

a c

ell

to fo

rm tw

o id

entic

al c

ells

.

(Simpledescriptionwithdiagram

stoshowchrom

osom

e

chan

ges

so th

at o

ne p

aren

t cel

l for

ms

two

iden

tica

l

daug

hter

cel

ls.)

• T

he d

iffer

ence

in te

loph

ase

betw

een

plan

t and

ani

mal

cells

.

Ch

rom

oso

mes

: ar

e fo

und

in n

ucle

i of a

ll ce

lls; t

wo

chro

mat

ids

and

cent

rom

ere.

ro

le o

f m

ito

sis:

gro

wth

and

rep

air;

Rep

rodu

ctio

n in

som

e si

mpl

e or

gani

sms.

Can

cer:

Unc

ontr

olle

d ce

ll di

visi

on a

nd g

row

th

• ca

uses

of c

ance

r;

• be

liefs

and

atti

tude

s co

ncer

ning

can

cer

(dis

cuss

brie

fly);

• tr

eatm

ents

of c

ance

r; a

nd

• m

edic

al b

iote

chno

logy

, e.g

., ra

diot

hera

py a

nd

chem

othe

rapy

(no

det

ail r

equi

red)

.

• U

se s

uita

ble

reso

urce

s to

exa

min

e ce

ll di

visi

on, e

.g.,

mic

rosc

ope

slid

es, m

icro

grap

hs, p

oste

rs a

nd m

odel

s.

Rec

ord

obse

rvat

ions

as

draw

ings

.

• R

esea

rch

and

pres

ent i

nfor

mat

ion

on O

NE

of t

he

canc

ers.

Thi

s m

ust i

nclu

de c

ause

s, p

reva

lenc

e an

d

trea

tmen

t. In

form

atio

n ca

n be

pre

sent

ed v

erba

lly o

r

as a

writ

ten

repo

rt.

• Te

xtbo

oks

• C

hart

s

• M

icro

grap

hs/m

icro

-sco

pe

slid

es

• M

icro

scop

es

• R

efer

ence

boo

ks

1 w

eek

(4 h

ou

rs)

tota

l

9 w

eeks

(36

ho

urs

)

Pla

nt

and

an

imal

tis

sues

intr

od

uct

ion

to

tis

sues

Intr

oduc

e th

e co

ncep

t of a

tiss

ue a

s a

grou

p of

sim

ilar

cells

ada

pted

for

a pa

rtic

ular

func

tion;

cel

l diff

eren

tiatio

n.

Em

phas

ise

the

rela

tions

hip

betw

een

thei

r ba

sic

stru

ctur

e

and

func

tion.

Pla

nt

tis

sues

Xyl

em, p

hloe

m, p

aren

chym

a, c

olle

nchy

ma,

scle

renc

hym

a, e

pide

rmis

and

mer

iste

mat

ic ti

ssue

s.

• E

xam

ine

and

iden

tify

som

e pl

ant t

issu

es u

sing

mic

rosc

ope,

bio

strip

s, m

icro

grap

hs o

r po

ster

s. D

raw

cells

that

mak

e up

thes

e tis

sues

to s

how

spe

cial

ised

stru

ctur

e.

• Te

xtbo

oks

• C

hart

s

• M

icro

scop

e sl

ides

• M

icro

grap

hs

• M

icro

scop

es



te

rm

2

str

and

1:

lif

e at

mo

lecu

lar,

Cel

lula

r an

d t

issu

e l

evel

(co

nti

nu

ed)

tim

eto

pic

Co

nte

nt

inve

stig

atio

ns

res

ou

rces

2 w

eeks

(8

ho

urs

)

Pla

nt

and

an

imal

tis

sues

(co

nti

nu

ed)

an

imal

tis

sues

The

Fou

r ba

sic

type

s w

ith s

ome

exam

ples

:

• ep

ithel

ial;

• co

nnec

tive;

• m

uscl

e; a

nd

• ne

rve

tissu

es

The

rel

atio

nshi

p be

twee

n st

ruct

ure

and

func

tion.

(No

deta

il re

quire

d -

som

e tis

sues

, e.g

., bl

ood

and

nerv

es

in t

he r

eflex

arc

, w

ill b

e co

vere

d in

mor

e de

tail

in r

elev

ant

sect

ions

.)

ap

plic

atio

ns

of

ind

igen

ou

s k

no

wle

dg

e s

yste

ms

and

Bio

tech

no

log

y

• tr

aditi

onal

tec

hnol

ogy,

e.g

., tr

aditi

onal

med

icin

es a

nd

heal

ers;

• m

edic

al

biot

echn

olog

y,

e.g.

, im

mun

ity,

vacc

ines

,

antib

iotic

s an

d bl

ood

tran

sfus

ions

; and

• th

e cl

onin

g of

pla

nt a

nd a

nim

al t

issu

es a

nd s

tem

cel

l

rese

arch

(et

hics

and

legi

slat

ion)

.

• E

xam

ine

and

iden

tify

som

e an

imal

tis

sues

us

ing

mic

rosc

ope,

bi

ostr

ips,

m

icro

grap

hs

or

post

ers.

Dra

w t

he c

ells

tha

t m

ake

up t

hese

tis

sues

to

show

spec

ialis

ed s

truc

ture

.

• C

olle

ct

info

rmat

ion

on

ON

E

field

of

bi

otec

hnol

ogy

rela

ted

to p

lant

or

anim

al t

issu

es e

.g.,

clon

ing,

ste

m

cell

rese

arch

or

in v

itro

fert

ilisa

tion.

• Te

xtbo

ok

• C

hart

s

• M

icro

scop

e sl

ides

/

mic

rogr

aphs

• M

icro

scop

es

• R

efer

ence

boo

ks

½ w

eek

(2 h

ou

rs)

org

ans

Org

ans

cons

ist

of a

num

ber

of t

issu

es.

Leaf

str

uctu

re w

ill

be u

sed

as a

n ex

ampl

e of

an

orga

n. O

ther

org

ans

will

be

deal

t with

in th

eir

rele

vant

sec

tions

in li

fe p

roce

sses

.

lea

f s

tru

ctu

re

A c

ross

-sec

tion

of a

dic

otyl

edon

ous

leaf

to

dem

onst

rate

and

expl

ain

its s

truc

ture

in

term

s of

its

fun

ctio

ns,

i.e.

phot

osyn

thes

is,

gas

exch

ange

and

tra

nspo

rt.

Link

thi

s

with

pla

nt t

issu

es,

appr

opria

te c

ell o

rgan

elle

s, m

ovem

ent

acro

ss

mem

bran

es

and

mov

emen

t of

m

olec

ules

in

to,

thro

ugh

and

out o

f the

leaf

.

• O

bser

ve a

nd d

raw

a s

ectio

n of

a d

icot

yled

onou

s le

af.

op

tio

ns:

• O

bser

ve p

repa

red

slid

es o

f a c

ross

sec

tion

of a

leaf

.

OR

• O

bser

ve m

icro

grap

hs.

OR

• O

bser

ve b

iovi

ewer

slid

e st

rips

• Te

xtbo

oks

• C

hart

s

• M

icro

grap

hs/b

iovi

ewer

s

• M

icro

scop

es

• M

icro

grap

hs/b

iovi

ewer

s


29CAPS

te

rm

2

str

and

2:

lif

e P

roce

sses

in P

lan

ts a

nd

an

imal

s

Lear

ners

exp

lore

the

ana

tom

y of

pla

nts

and

anim

als

in r

espe

ct o

f su

ppor

t an

d tr

ansp

ort

syst

ems.

In

anim

als,

the

diff

eren

t su

ppor

t sy

stem

s ar

e co

mpa

red,

with

a f

ocus

on

the

hum

an

supp

ort s

yste

m a

nd lo

com

otio

n.

3 w

eeks

(12

ho

urs

)

su

pp

ort

an

d

tran

spo

rt

sys

tem

s in

Pla

nts

an

ato

my

of

dic

oty

led

on

ou

s P

lan

ts (linktoGrade7)

• R

oot a

nd s

tem

: the

dis

trib

utio

n of

diff

eren

t tis

sues

;

• th

e st

ruct

ure

of c

ells

in

diffe

rent

tis

sues

(linktoplant

tissu

es)

• S

econ

dary

gro

wth

(linktocelldivision);

the

ann

ual

rings

in a

tree

trun

k to

ass

ess

age

and

to in

fer

clim

ate

chan

ge.

tran

spir

atio

n

The

rel

atio

nshi

p be

twee

n w

ater

los

s an

d le

af s

truc

ture

(linktoTerm1).

Fac

tors

that

affe

ct th

e ra

te o

f tra

nspi

ratio

n ar

e:

• te

mpe

ratu

re;

• lig

ht in

tens

ity;

• w

ind;

• hu

mid

ity.

• W

iltin

g an

d G

utta

tion

• th

e in

take

of

wat

er a

nd m

iner

als

into

the

xyl

em i

n

root

s;

- th

e tr

ansp

ort o

f wat

er a

nd m

iner

als

to le

aves

;

- T

he

tran

sloc

atio

n of

m

anuf

actu

red

food

fr

om

leav

es to

oth

er p

arts

of p

lant

• U

se a

mic

rosc

ope

or m

icro

grap

hs t

o ob

serv

e an

d

draw

cro

ss s

ectio

ns o

f roo

t and

ste

m (

plan

onl

y).

• If

mic

rosc

opes

are

ava

ilabl

e m

ake

mou

nts

of,

and

draw

, w

hole

xyl

em v

esse

ls f

rom

cel

ery

or p

umpk

in

stal

ks to

see

sec

onda

ry th

icke

ning

pat

tern

s.

• O

bser

ve a

nnua

l rin

gs in

a c

ut t

ree

to a

sses

s ag

e an

d

clim

atic

con

ditio

ns .

• D

esig

n an

in

vest

igat

ion

to

disc

over

th

e ef

fect

of

tem

pera

ture

, lig

ht in

tens

ity o

r hum

idity

on

tran

spira

tion

rate

(us

ing

a si

mpl

e po

tom

eter

). Id

entif

y va

riabl

es a

nd

cont

rol v

aria

bles

.

• In

vest

igat

e w

ater

upt

ake

thro

ugh

the

root

s

• In

vest

igat

e w

ater

m

ovem

ent

thro

ugh

xyle

m

(use

Impa

tiens

if p

ossi

ble)

.

• Te

xtbo

ok

• M

icro

scop

es

• P

repa

red

slid

es

• G

lass

slid

es

• C

over

slip

s

• P

umpk

in o

r ce

lery

ste

ms

• B

lade

s or

sca

lpel

s

• C

olou

red

ink/

food

colo

urin

g

• P

otom

eter

• B

eake

rs

• Le

afy

twig

s

• S

oft p

lant

e.g

., B

usy

Lizz

ie/Im

patie

ns

• E

osin

• G

lass

con

tain

ers



te

rm

2

3 w

eeks

(12

ho

urs

)

su

pp

ort

sys

tem

s in

an

imal

s

ske

leto

ns

• E

xam

ples

of a

nim

als

with

:

- a

hydr

osta

tic s

kele

ton,

- an

end

oske

leto

n an

d

- an

exo

skel

eton

Adv

anta

ges

and

disa

dvan

tage

s of

eac

h.

• E

mph

asis

e de

velo

pmen

tal p

rogr

essi

on a

nd r

elat

e it

to

the

need

for

supp

ort l

inke

d to

a te

rres

tria

l life

styl

e.

Hu

man

ske

leto

n

• th

e ax

ial

skel

eton

: m

entio

n of

fac

ial

bone

s, c

rani

um,

fora

men

mag

num

, pal

ate

and

jaw

s (tolinkwithhum

an

evol

utio

n in

Gra

de 1

2); a

nd

• th

e ap

pend

icul

ar s

kele

ton.

fu

nct

ion

s o

f th

e s

kele

ton

• M

ovem

ent

• P

rote

ctio

n

• S

uppo

rt

• S

tora

ge o

f min

eral

s

• H

earin

g

• S

truc

ture

of a

long

bon

e;

• th

e re

latio

nshi

p be

twee

n th

e st

ruct

ure

and

func

tion

of

the

follo

win

g tis

sues

:

- bo

ne;

- ca

rtila

ge;

- te

ndon

s;

- lig

amen

ts.

• O

bser

ve th

e hu

man

ske

leto

n (m

odel

or

phot

ogra

phs)

.

• O

bser

ve a

nd d

raw

a t

ypic

al l

ongb

one:

lon

gitu

dina

l

sect

ion

• O

bser

ve a

s m

any

of t

hese

tis

sues

as

poss

ible

: fr

esh

mat

eria

l fro

m a

but

cher

• Te

xtbo

oks

• M

odel

s

• P

hoto

grap

hs

• S

elec

tion

of

cut

long

bone

s (f

rom

but

cher

y)

• O

btai

n m

ater

ial

from

a

butc

her:

Joi

nt w

ith b

one,

cart

ilage

liga

men

ts

OR


31CAPS

te

rm

2

tota

l

8½ w

eeks

(34

ho

urs

)

Join

ts

• F

ixed

join

ts

• P

artly

mov

able

join

ts

• F

reel

y m

ovab

le (

syno

vial

) jo

ints

. S

truc

ture

of

syno

vial

join

ts: b

all a

nd s

ocke

t, hi

nge,

piv

ot a

nd g

lidin

g.

th

e ro

les

of

the

follo

win

g in

hu

man

loco

mo

tio

n:

• bo

nes;

• jo

ints

;

• lig

amen

ts;

• te

ndon

s;

• an

tago

nist

ic m

uscl

es (

e.g.

, bic

eps/

tric

eps)

.

• T

he S

truc

ture

of v

olun

tary

ske

leta

l mus

cles

: Myo

fibril

s

and

mus

cle

cont

ract

ion.

• D

isea

ses

that

affe

ct t

he s

kele

ton:

Ric

kets

in c

hild

ren,

oste

opor

osis

, art

hriti

s, e

tc.

• O

bser

ve a

nd d

escr

ibe

the

mov

emen

t w

hich

occ

urs

at

each

of

thes

e ty

pes

of j

oint

s. I

f po

ssib

le,

obse

rve

an

X-r

ay o

f bal

l and

soc

ket a

nd h

inge

join

ts

• M

icro

scop

e pr

epar

ed

slid

es

OR

• M

icro

grap

hs

• X

-ray

s if

poss

ible

ass

essm

ent

• O

ne fo

rmal

, rec

orde

d cl

ass

test

.

• M

id-y

ear

exam

inat

ion

(2½

hrs

).

Ref

er t

o th

e ra

nge

of s

kills

spe

cifie

d in

Spe

cific

Aim

s 1

and

3. A

sses

smen

t fo

r le

arni

ng (

info

rmal

) us

ing

a va

riety

of

stra

tegi

es

and

appr

opria

te

form

s of

as

sess

men

t

in

hom

ewor

k ex

erci

ses,

w

ritte

n w

orks

heet

s,

repo

rts,

sum

mar

ies,

ess

ays,

test

s, e

tc.

Not

e th

at k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

and

prac

tical

wor

k sh

ould

als

o be

ass

esse

d in

writ

ten

wor

kshe

ets,

hom

ewor

k ex

erci

ses,

rep

orts

, te

sts,

ess

ays

and

exam

inat

ions

. T

he

cogn

itive

sk

ills

liste

d un

der

Spe

cific

Aim

s 1

and

3 w

ill a

lso

appl

y to

kno

wle

dge

and

unde

rsta

ndin

g of

inve

stig

atio

ns.

One

pra

ctic

al ta

sk.

Ref

er to

the

rang

e of

ski

lls s

peci

fied

in S

peci

fic A

im 2

.



te

rm

3

str

and

2:

lif

e P

roce

sses

in P

lan

ts a

nd

an

imal

s (C

on

tin

ued

))

Lear

ners

stu

dy th

e tr

ansp

ort s

yste

ms

of th

e hu

man

bod

y.

tim

eto

pic

Co

nte

nt

inve

stig

atio

ns

res

ou

rces

3 w

eeks

(12

ho

urs

)

tran

spo

rt

sys

tem

s in

mam

mal

s

(Hu

man

)

Cir

cula

tory

sys

tem

• T

he b

lood

circ

ulat

ion

syst

em: p

ulm

onar

y an

d sy

stem

ic

(dou

ble,

clo

sed)

circ

ulat

ory

syst

ems,

incl

udin

g th

e:

- he

art a

nd a

ssoc

iate

d bl

ood

vess

els;

- he

art

inte

rnal

an

d ex

tern

al

stru

ctur

e re

late

d to

func

tioni

ng; a

nd

- ca

rdia

c cy

cle

(the

flow

of b

lood

thro

ugh

the

hear

t)

• T

he d

irect

ion

of b

lood

flow

: th

e di

ffere

nce

betw

een

oxyg

enat

ed a

nd d

eoxy

gena

ted

bloo

d in

diff

eren

t par

ts

of th

e sy

stem

(di

agra

m o

r sc

hem

atic

dra

win

g):

- lu

ngs

and

pulm

onar

y sy

stem

an

d as

soci

ated

bloo

d ve

ssel

s;

- m

ajor

org

ans

and

syst

emic

sys

tem

; the

ass

ocia

ted

maj

or b

lood

ves

sels

of

the

brai

n, s

mal

l in

test

ine,

liver

and

kid

neys

.

• T

he m

echa

nism

s fo

r co

ntro

lling

the

card

iac

cycl

e an

d

hear

t rat

e (p

ulse

).

• T

he

bloo

d ve

ssel

s,

incl

udin

g th

e st

ruct

ure

and

func

tioni

ng

of

arte

ries,

ve

ins

with

va

lves

an

d

capi

llarie

s.

• l

ymp

h:

the

rela

tions

hip

betw

een

the

bloo

d sy

stem

and

lym

phat

ic s

yste

m. F

unct

ions

of l

ymph

atic

sys

tem

.

• D

isea

ses

of t

he h

eart

and

circ

ulat

ory

syst

em,

e.g.

,

high

an

d lo

w

bloo

d pr

essu

re,

hear

t at

tack

s an

d

stro

kes,

the

trea

tmen

ts o

f hea

rt d

isea

ses,

e.g

., st

ents

,

valv

e re

plac

emen

ts,

bypa

ss

surg

ery,

pa

cem

aker

s,

and

hear

t tra

nspl

ants

(m

entio

n on

ly).

• D

isse

ctio

n of

m

amm

al

hear

t (s

heep

, co

w

or

pig)

obta

ined

fro

m a

but

cher

y. I

dent

ify c

ham

bers

, va

lves

,

mus

cle,

and

blo

od v

esse

ls.

• In

pai

rs, m

easu

re th

e pu

lse

of o

ne le

arne

r be

fore

and

afte

r ex

erci

se.

Rec

ord,

inte

rpre

t an

d ex

plai

n th

e da

ta

pres

ente

d as

a g

raph

.

• O

bser

ve

and

draw

pr

epar

ed

mic

rosc

ope

slid

es

or

mic

rogr

aphs

of b

lood

cel

ls a

nd b

lood

ves

sels

as

seen

in c

ross

sec

tion.

• D

raw

a

tabl

e of

th

e di

ffere

nces

be

twee

n di

ffere

nt

type

s of

blo

od v

esse

ls.

• Te

xtbo

oks

• C

hart

s

• S

heep

, cow

or

pig

hear

t

obta

ined

from

a b

utch

ery.

• S

calp

els

or b

lade

s

• S

top

wat

ch o

r ce

ll ph

one

cloc

ks

• M

icro

scop

es

• P

repa

red

slid

es o

r

mic

rogr

aphs


33CAPS

te

rm

3

str

and

3:

en

viro

nm

enta

l stu

die

s

Org

anis

ms

inte

ract

with

oth

er o

rgan

ism

s an

d w

ith t

he e

nviro

nmen

ts in

whi

ch t

hey

live

in o

rder

to

surv

ive

and

prod

uce

offs

prin

g. T

he s

tudy

of

thes

e in

tera

ctio

ns is

cal

led

ecol

ogy.

Thi

s

sect

ion

is s

truc

ture

d to

exp

ose

lear

ners

to

som

e of

the

int

erac

tions

tha

t oc

cur

in n

atur

e an

d to

the

ter

min

olog

y an

d co

ncep

ts t

hat

desc

ribe

them

. F

or t

he G

rade

11

curr

icul

um,

the

term

inol

ogy

and

conc

epts

sel

ecte

d he

re w

ill b

e us

ed a

cros

s al

l str

ands

, whe

re a

ppro

pria

te. T

his

will

ena

ble

lear

ners

to c

onte

xtua

lise

the

mea

ning

of t

hese

term

s an

d co

ncep

ts w

ithin

the

fam

iliar

con

text

s of

thei

r lo

cal a

rea

as w

ell a

s S

outh

ern

Afr

ica

as a

who

le. T

he lo

cal a

rea

cont

ext i

s al

so u

sed

to in

trod

uce

how

hum

ans

influ

ence

the

envi

ronm

ents

in w

hich

they

and

oth

er

orga

nism

s liv

e. T

he e

ffect

man

has

had

on

the

envi

ronm

ent

- bo

th lo

cally

and

glo

bally

- w

ill b

e ex

amin

ed in

mor

e de

tail

in G

rade

11.

Thi

s se

ctio

n al

so b

uild

s on

the

kno

wle

dge

that

has

been

acq

uire

d du

ring

the

Sen

ior

Pha

se.

tim

eto

pic

Co

nte

nt

inve

stig

atio

ns

res

ou

rces

6 w

eeks

(24

ho

urs

)

Bio

sph

ere

to

eco

syst

ems

Bio

sph

ere

• T

he c

once

pt o

f the

bio

sphe

re.

• T

he in

ter-

conn

ecte

dnes

s w

ith a

nd c

ompo

nent

s of

the

glob

al e

cosy

stem

: the

hyd

rosp

here

, lith

osph

ere

and

atm

osph

ere (LinkstoGrade8).

Bio

mes

• Te

rres

tria

l and

aqu

atic

bio

mes

of s

outh

ern

Afr

ica

and

how

clim

ate,

soi

ls a

nd v

eget

atio

n in

fluen

ce th

e

orga

nism

s fo

und

in e

ach.

• T

he lo

catio

n of

the

diffe

rent

bio

mes

in S

outh

Afr

ica.

en

viro

nm

ent

The

con

cept

of e

nviro

nmen

t in

term

s of

hum

an a

ctiv

ities

in a

nd in

tera

ctio

ns w

ith th

e na

tura

l env

ironm

ent.

Abi

otic

and

biot

ic fa

ctor

s: e

ffect

s on

the

com

mun

ity.

eco

syst

ems

The

con

cept

of e

cosy

stem

, str

uctu

re a

nd e

cosy

stem

func

tioni

ng:

• a

bio

tic

fact

ors

:

- ph

ysio

grap

hic

fact

ors

(asp

ect,

slop

e, a

nd a

ltitu

de)

- so

il (p

H, h

umus

con

tent

, tex

ture

, wat

er r

eten

tion

capa

city

and

air

cont

ent)

- lig

ht (

day

leng

th a

nd s

easo

nal c

hang

es)

- te

mpe

ratu

re (

effe

ct o

f day

/nig

ht a

nd s

easo

ns)

- w

ater

(w

ater

cyc

le a

nd th

e im

port

ance

of

wet

land

s)

fie

ldw

ork

Cho

ose

ON

E e

cosy

stem

(cl

ose

to t

he s

choo

l) w

ithin

a

loca

l bio

me

for

spec

ial s

tudy

. The

stu

dy m

ust:

• de

al w

ith a

biot

ic a

nd b

iotic

fact

ors

and

the

inte

ract

ions

betw

een

them

;

• th

e tr

ophi

c re

latio

nshi

ps in

an

ecos

yste

m;

• re

cord

and

des

crib

e se

ason

al c

hang

es o

ver t

wo

term

s

eith

er T

erm

s 1

and

2 or

Ter

ms

3 an

d 4

• bi

odiv

ersi

ty w

ithin

the

eco

syst

em u

sing

fiel

d gu

ides

and

keys

• po

sitiv

e an

d/or

ne

gativ

e hu

man

im

pact

on

th

e

ecos

yste

m

• Te

xtbo

oks

• Id

entifi

catio

n gu

ides

and

keys

to g

roup

s of

orga

nism

s

• A

cces

s to

an

ecos

yste

m

• M

ap o

f Sou

th A

fric

a

• D

VD

s

• T

he in

tern

et

• N

atur

e pr

ogra

mm

es o

n

TV

• Lo

cal i

nfor

mat

ion

• A

ppro

pria

te in

stru

men

ts

for

mea

surin

g ab

iotic

fact

ors.



te

rm

3

tota

l: 9

wee

ks

(36

ho

urs

)

- at

mos

pher

ic g

ases

(linktopollution-Grade12);

and

- w

ind

(linktotranspiration)

.

- B

ioti

c fa

cto

rs, w

hich

incl

ude:

(LinkstoGrade8)

- pr

oduc

ers

- co

nsum

ers

- de

com

pose

rs.

• E

nerg

y flo

w t

hrou

gh e

cosy

stem

s an

d re

latio

nshi

p to

trop

hic

stru

ctur

e (f

ood

pyra

mid

s):

- T

roph

ic le

vels

: pr

oduc

ers,

con

sum

ers

(her

bivo

res

and

carn

ivor

es a

nd o

mni

vore

s , d

ecom

pose

rs (link

withGrade9andnutritioninGrade11);

- F

low

ch

arts

of

th

e fo

llow

ing:

nu

trie

nts

wat

er,

oxyg

en, c

arbo

n an

d ni

trog

en c

ycle

s

(Nam

es,

e.g.

, ni

trat

es a

re r

equi

red

but

no d

etai

l of

chem

istr

y is

nec

essa

ry)

• E

coto

uris

m:

- ec

onom

ics

- et

hics

- op

port

uniti

es

Diff

eren

t gro

ups

shou

ld in

vest

igat

e di

ffere

nt fa

ctor

s.

Eac

h gr

oup

mus

t pl

an,

colle

ct,

reco

rd

and

pres

ent,

anal

yse

and

eval

uate

dat

a.

(Thisservesasanintroduction/linktohum

aninfluences

on th

e en

viro

nmen

t in

Gra

de 1

1.)

ass

essm

ent

• O

ne fo

rmal

, rec

orde

d cl

ass

test

.

• A

sses

smen

t fo

r le

arni

ng (

info

rmal

) us

ing

a va

riety

of

stra

tegi

es a

nd a

ppro

pria

te f

orm

s of

ass

essm

ent

in

writ

ten

wor

kshe

ets,

hom

ewor

k ex

erci

ses,

sum

mar

ies,

repo

rts,

ess

ays,

etc

. R

efer

to

rang

e of

ski

lls s

peci

fied

in S

peci

fic A

ims1

and

3.

Not

e th

at k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

and

prac

tical

wor

k sh

ould

als

o be

ass

esse

d in

writ

ten

wor

kshe

ets,

re

port

s,

hom

ewor

k ex

erci

ses

and

test

s.

The

cog

nitiv

e sk

ills

liste

d un

der

Spe

cific

Aim

s 1

and

3

will

als

o ap

ply

to t

he k

now

ledg

e an

d un

ders

tand

ing

of

inve

stig

atio

ns.

One

pra

ctic

al ta

sk

Ref

er to

the

rang

e of

ski

lls s

peci

fied

unde

r S

peci

fic A

im 2

.


35CAPS

te

rm

4

str

and

4: d

iver

sity

, Ch

ang

e an

d C

on

tin

uit

y

Life

exi

sts

in a

hug

e ar

ray

of fo

rms

and

mod

es o

f life

whi

ch s

cien

tists

org

anis

e ac

cord

ing

to m

an-m

ade

clas

sific

atio

n sy

stem

s. M

oder

n lif

e fo

rms

have

a lo

ng h

isto

ry, e

xten

ding

from

the

first

bac

teria

, aro

und

3,5

billi

on y

ears

ago

. Sou

th A

fric

a ha

s a

rich

foss

il re

cord

of s

ome

key

even

ts in

the

hist

ory

of li

fe. C

hang

es in

life

form

s ar

e re

late

d to

clim

ate

chan

ges

as w

ell a

s

mov

emen

ts o

f con

tinen

ts a

nd o

cean

s ov

er lo

ng p

erio

ds o

f tim

e.

tim

eto

pic

Co

nte

nt

inve

stig

atio

ns

res

ou

rces

1 w

eek

(4 h

ou

rs)

Bio

div

ersi

ty

and

Classification

Bio

div

ersi

ty

Eno

rmou

s bi

odiv

ersi

ty o

n E

arth

(la

rge

varie

ty o

f spe

cies

,

diffe

rent

eco

syst

ems

and

gene

tic d

iffer

ence

s) w

ith a

n

emph

asis

on

the

exte

nt o

f bio

dive

rsity

and

end

emis

m in

sout

hern

Afr

ica:

indi

geno

us a

nd e

ndem

ic s

peci

es.

• ClassificationSchem

es

Cla

ssifi

catio

n sc

hem

es a

re a

way

of o

rgan

isin

g

biod

iver

sity

• B

rief h

isto

ry o

f cla

ssifi

catio

n: S

cien

tists

atte

mpt

to

clas

sify

org

anis

ms

base

d on

sha

red

feat

ures

. As

info

rmat

ion

incr

ease

s cl

assi

ficat

ion

chan

ges.

O

ne o

f the

cur

rent

ly a

ccep

ted

clas

sific

atio

n sy

stem

s

is th

e fiv

e-ki

ngdo

m s

yste

m: A

nim

alia

, Pla

ntae

, Fun

gi,

Pro

tista

and

Mon

era

(Bac

teria

).

• T

he n

amin

g of

thin

gs in

sci

ence

: spe

cies

con

cept

and

bino

mia

l sys

tem

. Foc

us o

n Li

nnae

us (

Car

l von

Linn

e) a

nd h

is r

ole

in c

lass

ifica

tion

syst

ems:

Why

do

we

use

Latin

?

• D

iffer

ence

s be

twee

n pr

okar

yote

s an

d eu

kary

otes

(linktocellstructure).

• T

he m

ain

grou

ping

s of

livi

ng o

rgan

ism

s, d

iagn

ostic

feat

ures

of e

ach:

- B

acte

ria

- P

rotis

ta

- F

ungi

- P

lant

s

- A

nim

als

• P

rinci

ples

of c

lass

ifica

tion

by g

roup

ing

ever

yday

obje

cts

on th

e ba

sis

of s

hare

d si

mila

ritie

s in

to a

sim

ple

nest

ed h

iera

rchy

.

• C

lass

ify a

sel

ectio

n of

fam

iliar

org

anis

ms

into

grou

ps b

ased

on

visi

ble

evid

ence

. Use

key

s an

d

iden

tifica

tion

guid

es.

• Te

xtbo

oks

• P

hoto

grap

hs

• M

icro

grap

hs

• A

sel

ectio

n of

eve

ryda

y

obje

cts

• Id

entifi

catio

n gu

ides

• K

eys

to g

roup

s of

orga

nism

s

• Id

entifi

catio

n gu

ides

• K

eys

• P

hoto

grap

hs



te

rm

4

5 w

eeks

(20

ho

urs

)

His

tory

of

lif

e

on

ear

th

lif

e’s

His

tory

:Ch

ang

e th

rou

gh

tou

t th

e h

isto

ry o

f lif

e

on

ear

th

• C

hang

es in

the

com

posi

tion

of th

e at

mos

pher

e (e

g.

incr

ease

s in

the

leve

ls o

f oxy

gen)

• ch

ange

s in

clim

ate

(eg.

ice

ages

)

• ge

olog

ical

eve

nts

(eg.

mov

emen

ts o

f con

tinen

ts)

and

thei

r ef

fect

on

the

dist

ribut

ion

of li

ving

org

anis

ms

(bio

geog

raph

y)

Evi

denc

e fo

r ch

angi

ng s

ea le

vel a

nd r

ise

and

fall

of

the

land

(eg

. biv

alve

s an

d am

mon

ites

foun

d on

the

Mak

hatin

i Fla

ts in

Nor

ther

n K

ZN

, wha

le fo

ssils

in th

e

Sah

ara,

trilo

bite

s in

the

Kar

oo

• T

he th

ree

eras

: Pal

eozo

ic, M

esoz

oic

and

Coe

nozo

ic

perio

ds a

re e

ach

divi

ded

into

per

iods

(N

ames

of

perio

ds n

ot to

be

mem

oris

ed):

• G

eolo

gic

al t

imes

cale

The

mea

ning

and

use

of t

imes

cale

s (d

etai

ls n

ot to

be

mem

oris

ed).

• C

amb

rian

exp

losi

on

The

Cam

bria

n E

xplo

sion

, whi

ch g

ives

us

insi

ghts

into

the

orig

ins

of th

e m

ajor

form

s of

all

anim

al g

roup

s.

In th

e la

st fo

ur m

illio

n ye

ars,

sig

nific

ant c

hang

es h

ave

occu

rred

in s

peci

es o

ccur

ring

in A

fric

a (e

.g.,

hum

ans)

(LinkwithGrade12).

• m

ass

ext

inct

ion

s

The

re h

ave

been

five

mas

s ex

tinct

ions

thro

ugho

ut

hist

ory,

two

of w

hich

are

par

ticul

arly

impo

rtan

t: 25

0 m

ya

(the

ext

inct

ion

of a

bout

90%

of a

ll lif

e on

Ear

th)

and

65 M

ya (

the

extin

ctio

n of

man

y sp

ecie

s, in

clud

ing

the

dino

saur

s).

The

rat

e of

ext

inct

ion

on th

e E

arth

at p

rese

nt is

hig

her

than

at a

ny ti

me

in th

e pa

st. T

he p

rese

nt ti

me

has

been

calle

d th

e si

xth

extin

ctio

n (LinkstoGrades11and12).

• C

onst

ruct

a ti

mel

ine

show

ing

the

hist

ory

of li

fe o

n

Ear

th. T

he ti

mel

ine

shou

ld s

how

key

eve

nts

from

the

emer

genc

e of

the

earli

est l

ife fo

rms

to th

e pr

esen

t

day

to e

mph

asis

e th

e lo

ng h

isto

ry o

f life

.

• R

esea

rch

‘mis

sing

link

’ bet

wee

n di

nosa

urs

and

bird

s

eg. A

rcha

eopt

eryx

Coe

laca

nth

as a

n ex

ampl

e of

a "

livin

g" fo

ssil

foun

d of

f

the

coas

t of S

outh

Afr

ica

Pre

sent

a v

erba

l or

writ

ten

repo

rt.

• V

ario

us h

ypot

hese

s ha

ve b

een

prop

osed

for

the

extin

ctio

n, 6

5 m

illio

n ye

ars

ago,

suc

h as

the

met

eorit

e im

pact

theo

ry a

nd th

e vo

lcan

ism

evi

denc

e

(in In

dia)

theo

ry. S

elec

t ON

E o

f the

se h

ypot

hese

s

and

desc

ribe

the

evid

ence

sci

entis

ts h

ave

gath

ered

in s

uppo

rt o

f it.

(Nat

ure

of s

cien

ce)


37CAPS

te

rm

4

tota

l: 6

wee

ks

(24

ho

urs

)

• f

oss

il f

orm

atio

n a

nd

met

ho

ds

of

dat

ing

th

em

Fos

sil f

orm

atio

n an

d m

etho

ds o

f dat

ing

them

, e.g

.,

radi

omet

ric d

atin

g an

d re

lativ

e da

ting.

• k

ey e

ven

ts

The

re is

evi

denc

e fr

om S

outh

Afr

ica

of c

erta

in k

ey

even

ts in

life

’s h

isto

ry:

• or

igin

s of

the

earli

est f

orm

s of

life

: evi

denc

e of

sin

gle-

celle

d fo

ssili

sed

bact

eria

(st

rom

atol

ites)

from

man

y

part

s of

Sou

th A

fric

a;

• so

ft-bo

died

ani

mal

s in

Nam

ibia

, Nor

ther

n C

ape;

• ea

rly la

nd p

lant

s in

the

Gra

ham

stow

n ar

ea;

• fo

rest

s of

prim

itive

pla

nts

such

as

Glo

ssop

teris

nea

r

Moo

i Riv

er a

nd E

stco

urt;

• lo

catio

n of

coa

l dep

osits

in S

outh

Afr

ica

(map

onl

y);

• th

e co

elac

anth

as

a ‘li

ving

foss

il’ fo

und

on th

e

Nor

ther

n K

waZ

ulu-

Nat

al c

oast

;

• m

amm

al-li

ke r

eptil

es fo

und

in th

e K

aroo

(e.

g.

Lyst

rosa

urus

and

Thr

inax

odon

);

• di

nosa

urs

(in th

e fo

othi

lls o

f Dra

kens

berg

and

Mal

uti

mou

ntai

ns),

as

wel

l as

cone

-bea

ring

plan

ts;

• ea

rly m

amm

als

(Eas

tern

Cap

e an

d Le

soth

o);

• hu

man

s an

d pr

e-hu

man

s (e

g G

aute

ng, (

Cra

dle

of

Hum

anki

nd)

Nam

ibia

, Nor

th W

est (

Taun

g), F

ree

Sta

te (

Flo

risba

d), K

waZ

ulu-

Nat

al (

Bor

der

Cav

e) a

nd,

Lim

popo

(M

akap

ansg

at))

.

un

der

stan

din

g f

oss

ils

• S

cien

tists

use

ded

uctiv

e re

ason

ing

(infe

renc

e) to

unde

rsta

nd fo

ssils

and

the

hist

ory

of li

fe o

n E

arth

.

The

impa

ct o

f hum

ans

on b

iodi

vers

ity a

nd th

e na

tura

l

envi

ronm

ent.

fo

ssil

tou

rism

Fos

sil t

ouris

m is

a s

ourc

e of

inco

me

and

empl

oym

ent i

n

som

e lo

calit

ies.

• E

xam

ine

foss

ils a

t a m

useu

m o

r fo

ssil

site

or

stud

y

phot

ogra

phs

of fo

ssils

.

• O

ptio

nal:

Use

pla

ster

of P

aris

to c

onst

ruct

a ‘f

ossi

l’.

• M

ap th

e K

ey fo

ssil

site

s on

a m

ap o

f Sou

th A

fric

a

te

rm

4

5 w

eeks

(20

ho

urs

)

His

tory

of

lif

e

on

ear

th

lif

e’s

His

tory

:Ch

ang

e th

rou

gh

tou

t th

e h

isto

ry o

f lif

e

on

ear

th

• C

hang

es in

the

com

posi

tion

of th

e at

mos

pher

e (e

g.

incr

ease

s in

the

leve

ls o

f oxy

gen)

• ch

ange

s in

clim

ate

(eg.

ice

ages

)

• ge

olog

ical

eve

nts

(eg.

mov

emen

ts o

f con

tinen

ts)

and

thei

r ef

fect

on

the

dist

ribut

ion

of li

ving

org

anis

ms

(bio

geog

raph

y)

Evi

denc

e fo

r ch

angi

ng s

ea le

vel a

nd r

ise

and

fall

of

the

land

(eg

. biv

alve

s an

d am

mon

ites

foun

d on

the

Mak

hatin

i Fla

ts in

Nor

ther

n K

ZN

, wha

le fo

ssils

in th

e

Sah

ara,

trilo

bite

s in

the

Kar

oo

• T

he th

ree

eras

: Pal

eozo

ic, M

esoz

oic

and

Coe

nozo

ic

perio

ds a

re e

ach

divi

ded

into

per

iods

(N

ames

of

perio

ds n

ot to

be

mem

oris

ed):

• G

eolo

gic

al t

imes

cale

The

mea

ning

and

use

of t

imes

cale

s (d

etai

ls n

ot to

be

mem

oris

ed).

• C

amb

rian

exp

losi

on

The

Cam

bria

n E

xplo

sion

, whi

ch g

ives

us

insi

ghts

into

the

orig

ins

of th

e m

ajor

form

s of

all

anim

al g

roup

s.

In th

e la

st fo

ur m

illio

n ye

ars,

sig

nific

ant c

hang

es h

ave

occu

rred

in s

peci

es o

ccur

ring

in A

fric

a (e

.g.,

hum

ans)

(LinkwithGrade12).

• m

ass

ext

inct

ion

s

The

re h

ave

been

five

mas

s ex

tinct

ions

thro

ugho

ut

hist

ory,

two

of w

hich

are

par

ticul

arly

impo

rtan

t: 25

0 m

ya

(the

ext

inct

ion

of a

bout

90%

of a

ll lif

e on

Ear

th)

and

65 M

ya (

the

extin

ctio

n of

man

y sp

ecie

s, in

clud

ing

the

dino

saur

s).

The

rat

e of

ext

inct

ion

on th

e E

arth

at p

rese

nt is

hig

her

than

at a

ny ti

me

in th

e pa

st. T

he p

rese

nt ti

me

has

been

calle

d th

e si

xth

extin

ctio

n (LinkstoGrades11and12).

• C

onst

ruct

a ti

mel

ine

show

ing

the

hist

ory

of li

fe o

n

Ear

th. T

he ti

mel

ine

shou

ld s

how

key

eve

nts

from

the

emer

genc

e of

the

earli

est l

ife fo

rms

to th

e pr

esen

t

day

to e

mph

asis

e th

e lo

ng h

isto

ry o

f life

.

• R

esea

rch

‘mis

sing

link

’ bet

wee

n di

nosa

urs

and

bird

s

eg. A

rcha

eopt

eryx

Coe

laca

nth

as a

n ex

ampl

e of

a "

livin

g" fo

ssil

foun

d of

f

the

coas

t of S

outh

Afr

ica

Pre

sent

a v

erba

l or

writ

ten

repo

rt.

• V

ario

us h

ypot

hese

s ha

ve b

een

prop

osed

for

the

extin

ctio

n, 6

5 m

illio

n ye

ars

ago,

suc

h as

the

met

eorit

e im

pact

theo

ry a

nd th

e vo

lcan

ism

evi

denc

e

(in In

dia)

theo

ry. S

elec

t ON

E o

f the

se h

ypot

hese

s

and

desc

ribe

the

evid

ence

sci

entis

ts h

ave

gath

ered

in s

uppo

rt o

f it.

(Nat

ure

of s

cien

ce)



te

rm

4

ass

essm

ent

• O

ne fo

rmal

rec

orde

d cl

ass

test

• O

ne p

roje

ct/a

ssig

nmen

t

• E

nd-o

f-ye

ar e

xam

inat

ion

(2 x

2½

hou

rs)

Ass

essm

ent f

or le

arni

ng (

info

rmal

) us

ing

a va

riety

of

stra

tegi

es a

nd a

ppro

pria

te fo

rms

of a

sses

smen

t in

exer

cise

s, s

umm

arie

s, e

ssay

s, te

sts,

etc

.

Ref

er to

ran

ge o

f ski

lls s

peci

fied

in S

peci

fic A

ims

1 an

d

3. Not

e th

at k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

and

prac

tical

wor

k sh

ould

als

o be

ass

esse

d in

writ

ten

wor

kshe

ets,

rep

orts

, hom

ewor

k ex

erci

ses

and

test

s.

The

cog

nitiv

e sk

ills

liste

d un

der

Spe

cific

Aim

s 1

and

3 w

ill a

lso

appl

y to

kno

wle

dge

and

unde

rsta

ndin

g of

inve

stig

atio

ns.

Pra

ctic

al e

xam

inat

ion

(1 h

ou

r)

Not

e: T

he p

ract

ical

wor

k do

ne d

urin

g th

e ye

ar m

ust d

evel

op th

e ra

nge

of s

kills

des

crib

ed

in S

peci

fic A

im 2

. The

pra

ctic

al e

xam

inat

ion

will

ass

ess

som

e of

thes

e sk

ills.


39CAPS

3.2

G

ra

de

11:

Co

nt

en

t

te

rm

1

str

and

1:

div

ersi

ty, C

han

ge

and

Co

nti

nu

ity

Life

exi

sts

in a

wid

e va

riety

of

form

s w

hich

liv

e in

diff

eren

t ni

ches

. T

his

sect

ion

enab

les

lear

ners

to

be e

xpos

ed t

o an

arr

ay o

f lif

e fo

rms

from

mic

roor

gani

sms

to m

acro

scop

ic p

lant

s

and

anim

als.

The

se a

re o

rgan

ised

acc

ordi

ng t

o a

man

-mad

e sy

stem

of

clas

sific

atio

n ba

sed

on o

bser

vabl

e fe

atur

es.

Lear

ners

exp

lore

the

rol

es o

f or

gani

sms

in a

n ec

osys

tem

incl

udin

g

mic

roor

gani

sms

that

are

a m

ajor

cau

se o

f dis

ease

s. T

his

stra

nd a

lso

incl

udes

som

e ev

olut

iona

ry d

evel

opm

ent i

n pl

ant a

nd a

nim

al p

hyla

.

tim

eto

pic

Co

nte

nt

inve

stig

atio

ns

res

ou

rces

3 w

eeks

(12

ho

urs

)B

iod

iver

sity

an

d

Classification

of

mic

roo

rgai

sms

Bio

div

ersi

ty

• M

icro

orga

nism

s: b

asic

str

uctu

re a

nd g

ener

al

char

acte

ristic

s of

the

follo

win

g gr

oups

(linkswith

Grade9and10):

- vi

ruse

s-

bact

eria

- pr

otis

ta-

fung

i.(M

acro

scop

ic o

rgan

ism

s in

the

prot

ista

and

fung

i sho

uld

only

be

men

tione

d -

not s

tudi

ed in

any

det

ail)

• M

entio

n of

the

role

s th

at th

ese

grou

ps p

lay

in

mai

ntai

ning

bal

ance

in th

e en

viro

nmen

t and

web

of

life.

• S

ymbi

otic

rel

atio

nshi

ps, i

nclu

ding

, nitr

ogen

fixi

ng

bact

eria

in p

lant

s an

d E

.Col

i in

the

hum

an in

test

ine

(linkwithGrade10).

• T

he e

ffect

and

man

agem

ent o

f on

e di

seas

e fr

om

each

of t

he fo

ur g

roup

s:-

viru

ses

(rab

ies,

HIV

/AID

S, i

nflue

nza)

- ba

cter

ia (

blig

ht, c

hole

ra, t

uber

culo

sis,

ant

hrax

)-

prot

ists

(m

alar

ia)

- fu

ngi (

rust

s, th

rush

, rin

gwor

m, a

thle

te’s

foot

).

• W

here

po

ssib

le,

the

prev

alen

ce

of

bact

eria

/fung

i sh

ould

be

dem

onst

rate

d by

gro

win

g cu

lture

s on

aga

r pl

ates

, or

brea

d m

ould

(fu

ngus

) on

bre

ad.

• Lo

ok

for

evid

ence

of

ba

cter

ial/f

unga

l di

seas

es

on

plan

ts (

scho

ol a

nd h

ome)

. M

ap t

he d

istr

iutio

n of

one

di

seas

e in

the

stud

y ar

ea.

• Te

xtbo

oks

• R

efer

ence

boo

ks•

Cha

rts

• A

gar

• P

etri

dish

es•

Han

d le

nses

• Im

mun

ity, i

nclu

ding

pla

nts

and

anim

als’

imm

une

resp

onse

s of

aga

inst

the

infe

ctin

g m

icro

orga

nism

V

acci

natio

ns (

brie

fly).

• T

he u

se o

f dru

gs, e

.g.,

antib

iotic

s; e

ffect

on

mic

roor

gani

sms

• T

he u

se o

f mic

roor

gani

sms

to p

rodu

ce m

edic

ines

(e

.g.,

insu

lin a

nd a

ntib

iotic

s).

• T

radi

tiona

l tec

hnol

ogy

to p

rodu

ce, e

.g.,

beer

, win

e an

d ch

eese

.



te

rm

1

3 w

eeks

(12

ho

urs

)

Bio

div

ersi

ty o

f P

lan

ts

(fo

cus

on

th

e

dev

elo

pm

enta

l

lin

es a

nd

no

t

on

in-d

epth

stu

die

s o

f

lif

e C

ycle

s.

lea

rner

s

sho

uld

hav

e

a b

asic

un

der

stan

din

g

of

Ph

ylo

gen

etic

tree

s as

reco

nst

ruct

ion

s

of

evo

luti

on

ary

pat

hw

ays)

an

d

clad

og

ram

s

rep

rod

uct

ion

in P

lan

ts

• G

roup

ing

of b

ryop

hyte

s, p

terid

ophy

tes,

gym

nosp

erm

s an

d an

gios

perm

s ac

cord

ing

to th

e

pres

ence

/abs

ence

of:

- va

scul

ar ti

ssue

(xy

lem

and

phl

oem

)

- tr

ue le

aves

and

roo

ts

- se

eds

or s

pore

s

- fr

uit.

Dec

reas

ing

depe

nden

ce o

n w

ater

for

repr

oduc

tion

from

B

ryop

hyte

s to

Ang

iosp

erm

s

• a

sexu

al a

nd

sex

ual

rep

rod

uct

ion

, nam

e ad

vant

ages

and

dis

adva

ntag

es o

f eac

h.

• f

low

ers

as r

epro

du

ctiv

e st

ruct

ure

s

A

dapt

atio

ns fo

r po

llina

tion

thro

ugh

(dif

fere

nt

polli

nato

rs)

win

d, in

sect

s an

d bi

rds

(Sou

th A

fric

an

exam

ples

on

ly)

diffe

renc

es a

nd s

imila

ritie

s.

• TheSignificanceofSeeds

- se

ed b

anks

;

- se

eds

as a

food

sou

rce;

and

- en

dem

ic s

peci

es in

Sou

th A

fric

a.

• O

bser

ve a

nd d

raw

rel

evan

t mac

rosc

opic

par

ts to

prov

ide

exam

ples

of e

ach

of th

e fo

llow

ing

divi

sion

s:

- br

yoph

ytes

: mos

s pl

ant

- pt

erid

ophy

tes:

rhi

zom

e, fr

ond

with

sor

i

- gy

mno

sper

ms:

nee

dles

, con

es a

nd s

eeds

; and

- an

gios

perm

s: fl

ower

, fru

it an

d se

eds.

• D

raw

a p

hylo

gene

tic tr

ee s

how

ing

the

evol

utio

nary

hist

ory

of th

e fo

ur p

lant

gro

ups

and

maj

or s

truc

tura

l

chan

ges

in th

eir

hist

ory

of d

evel

opm

ent.

• D

isse

ct a

n ex

ampl

e of

eac

h of

the

follo

win

g ty

pes

of

flow

ers:

- w

ind

polli

nate

d

- in

sect

pol

linat

ed

- bi

rd p

ollin

ated

.

Rec

ord

obse

rvat

ions

in a

com

para

tive

tabl

e.

Opt

iona

l: G

erm

inat

e se

eds:

rec

ord

proc

ess.

• Te

xt b

ooks

• P

lant

spe

cim

ens

• Id

entifi

catio

n gu

ides

/key

s

• H

and

lens

• M

icro

grap

hs

• C

hart

s

• M

odel

s

• M

icro

scop

es

• P

repa

red

slid

es

Var

ious

flow

ers

Sca

lpel

s or

bla

des

Han

d le

nses

Mic

rogr

aphs

See

ds


41CAPS

te

rm

1

2 w

eeks

(8 h

ou

rs)

tota

l

8 w

eeks

(32

ho

urs

)

Bio

div

ersi

ty o

f

an

imal

s w

ith

a

focu

s o

n s

ix o

f

the

maj

or

ph

yla

(fo

cus

on

th

e

dev

elo

pm

enta

l

lin

es a

nd

Ph

ylo

gen

etic

tree

s. n

o

fu

rth

er d

etai

ls

are

req

uir

ed

reg

ard

ing

th

e

mo

rph

olo

gy

of

the

six

Ph

yla)

.

• T

he r

elat

ions

hip

betw

een

the

body

pla

n an

d gr

oupi

ng

of a

nim

als

in p

hyla

. The

con

cept

of a

phy

lum

.

• S

ix p

hyla

(ou

t of a

bout

30

in th

e an

imal

kin

gdom

):

- P

orife

ra

- C

nida

ria

- P

laty

helm

inth

es

- A

nnel

ida

- A

rthr

opod

a

- C

hord

ata.

• K

ey fe

atur

es in

res

pect

of b

ody

plan

s:

- sy

mm

etry

and

cep

halis

atio

n;

- th

e nu

mbe

r of

tis

sue

laye

rs

deve

lope

d fr

om

embr

yo;

- th

e nu

mbe

r of

ope

ning

s in

the

gut;

- co

elom

and

blo

od s

yste

ms.

• T

he

rela

tions

hip

betw

een

body

pl

ans

and

mod

es

of l

ivin

g fo

r ea

ch o

f th

e si

x ph

yla;

sim

ilarit

ies

and

diffe

renc

es.

• T

he ro

le o

f inv

erte

brat

es in

agr

icul

ture

and

eco

syst

ems

(e.g

., po

llina

tion,

dec

ompo

sitio

n, s

oil a

erat

ion

etc.

)

• C

alcu

late

app

roxi

mat

e su

rfac

e ar

ea t

o vo

lum

e ra

tios

of s

elec

ted

exam

ples

.

• O

bser

ve e

xam

ples

fro

m a

s m

any

phyl

a as

pos

sibl

e

(pho

togr

aphs

/DV

Ds)

.

• S

elec

t on

e ph

ylum

an

d de

sign

a

post

er

to

show

dive

rsity

in th

at p

hylu

m in

Sou

th A

fric

a.

• C

onst

ruct

a

com

para

tive

tabl

e of

th

ese

four

ke

y

feat

ures

in th

e si

x se

lect

ed p

hyla

.

• Te

xtbo

oks

• R

efer

ence

boo

ks

• P

hoto

grap

hs

• D

VD

s if

poss

ible

.

ass

essm

ent

• O

ne fo

rmal

rec

orde

d cl

ass

test

.

• A

sses

s le

arni

ng

(info

rmal

) us

ing

a va

riety

of

stra

tegi

es a

nd a

ppro

pria

te f

orm

s of

ass

essm

ent

in

test

s,

hom

ewor

k ex

erci

ses,

w

orks

heet

s,

repo

rts,

sum

mar

ies,

ess

ays,

etc

.

Ref

er t

o th

e ra

nge

of s

kills

lis

ted

unde

r S

peci

fic A

ims

1 an

d 3.

N

ote

that

kn

owle

dge

and

unde

rsta

ndin

g to

inve

stig

atio

ns a

nd p

ract

ical

wor

k sh

ould

als

o be

ass

esse

d

in w

ritte

n w

orks

heet

s, r

epor

ts,

hom

ewor

k ex

erci

ses

and

test

s. T

he c

ogni

tive

skill

s lis

ted

unde

r S

peci

fic A

ims

1 an

d

3 w

ill a

lso

appl

y to

the

kno

wle

dge

and

unde

rsta

ndin

g of

inve

stig

atio

ns.

• O

ne p

ract

ical

task

.

• R

efer

to th

e ra

nge

of s

kills

spe

cifie

d un

der

Spe

cific

Aim

2.



te

rm

2

str

and

2:

lif

e P

roce

sses

in P

lan

ts a

nd

an

imal

s

Org

anis

ms

requ

ire e

nerg

y to

sta

y al

ive.

The

y ge

t thi

s in

one

of t

wo

way

s: b

y ha

rnes

sing

rad

iant

ene

rgy

from

the

sun

and

tran

sfor

min

g it

into

che

mic

al e

nerg

y w

hich

they

can

use

(aut

otro

phs)

or

(if th

ey c

anno

t do

this

them

selv

es),

by

eatin

g ot

her

orga

nism

s (h

eter

otro

phs)

. The

ene

rgy

tran

sfor

mat

ions

that

sus

tain

life

are

incl

ude

phot

osyn

thes

is, (

whe

re e

nerg

y is

inco

rpor

ated

in to

food

), a

nim

al n

utrit

ion

(whe

re th

e fo

od is

pro

cess

ed s

o th

at it

can

get

to th

e ce

lls),

and

cel

lula

r re

spira

tion

(how

this

ene

rgy

is m

ade

avai

labl

e to

org

anis

ms

in o

rder

to s

tay

aliv

e). G

aseo

us e

xcha

nge

betw

een

an o

rgan

ism

and

its

envi

ronm

ent i

s ne

cess

ary

for

phot

osyn

thes

is a

nd c

ellu

lar

resp

iratio

n. L

ife p

roce

sses

als

o in

volv

e th

e re

mov

al o

f car

bon

diox

ide

and

late

r th

e re

mov

al o

f nitr

ogen

ous

was

tes

from

the

body

thro

ugh

the

kidn

ey.

tim

e to

pic

Co

nte

nt

inve

stig

atio

ns

res

ou

rces

3 w

eeks

(12

ho

urs

)

en

erg

y

tran

sfo

rmat

ion

s

to s

ust

ain

lif

e

Ph

oto

syn

thes

is

• pr

oces

s of

pho

tosy

nthe

sis

usin

g w

ords

and

sym

bols

:

the

inta

ke o

f raw

mat

eria

ls, t

rapp

ing

and

stor

ing

of e

nerg

y, fo

rmat

ion

of fo

od in

chl

orop

last

s an

d its

stor

age.

The

rel

ease

of o

xyge

n. M

entio

n on

ly o

f lig

ht

and

dark

pha

ses

(no

bioc

hem

ical

det

ails

of l

ight

and

darkphasesarerequired);

• im

port

ance

of p

hoto

synt

hesi

s: r

elea

se o

f oxy

gen,

upta

ke o

f car

bon

diox

ide

from

atm

osph

ere,

food

prod

uctio

n (t

rapp

ing

ener

gy);

• ef

fect

s of

var

iabl

e am

ount

s of

ligh

t, ca

rbon

dio

xide

and

tem

pera

ture

on

the

rate

of p

hoto

synt

hesi

s (b

rief

disc

ussi

on to

geth

er w

ith g

raph

s).

• T

he r

ole

of c

arbo

n di

oxid

e en

richm

ent,

optim

um li

ght

and

optim

um te

mpe

ratu

res

in g

reen

hous

e sy

stem

s

to im

prov

e cr

op y

ield

s (linktoenvironm

entalissues

disc

usse

d la

ter)

.

• R

ole

of A

TP

as

an im

port

ant e

nerg

y ca

rrie

r in

the

cell.

ess

enti

al

• In

vest

igat

e ph

otos

ynth

esis

by

show

ing

that

- st

arch

is p

rodu

ced

durin

g ph

otos

ynth

esis

; and

- lig

ht is

nec

essa

ry fo

r ph

otos

ynth

esis

.

• Thefollowinginvestigationscanbedone(by

learners)asexperimentsorasdem

onstrations:

- ca

rbon

dio

xide

is n

eces

sary

for

phot

osyn

thes

is;

- ch

loro

phyl

l is

nece

ssar

y fo

r ph

otos

ynth

esis

- ox

ygen

is p

rodu

ced

durin

g ph

otos

ynth

esis

;

or

- da

ta c

an b

e pr

ovid

ed a

nd in

terp

rete

d by

lear

ners

.

• Te

xtbo

oks

• Li

ving

pla

nts

• S

uita

ble

equi

pmen

t

• C

hem

ical

s


43CAPS

te

rm

2

3 w

eeks

(12

ho

urs

)

an

imal

nu

trit

ion

(mam

mal

s)

• T

he d

iffer

ence

s in

den

titio

n fo

r he

rbiv

orou

s,

carn

ivor

ous

and

omni

voro

us li

fest

yles

in te

rms

of

nutr

ition

al r

equi

rem

ents

and

ene

rgy

rela

tions

hips

(linkwithecology-foodchains).

• H

um

an n

utr

itio

n

The

mac

ro-s

truc

ture

of t

he a

limen

tary

can

al a

nd

asso

ciat

ed o

rgan

s an

d th

e fu

nctio

ns o

f the

diff

eren

t

part

s.

• T

he P

roce

sses

of i

nges

tion,

dig

estio

n, a

bsor

ptio

n,

assi

mila

tion

and

eges

tion

and

the

sign

ifica

nce

of

each

:

- m

ech

anic

al o

r p

hys

ical

dig

esti

on

: ty

pes

and

func

tions

of d

iffer

ent k

inds

of t

eeth

, pro

cess

es o

f

chew

ing.

Per

ista

lsis

- C

hem

ical

dig

esti

on

: e

nzy

mes

: fu

nctio

ns o

f

carb

ohyd

rase

s, p

rote

ases

and

lipa

ses:

whe

re

prod

uced

; sub

stra

te, p

H a

nd e

nd-p

rodu

cts

(Specificenzym

esneednotbenamed-linkto

enzy

me

activ

ity.)

- a

bso

rpti

on

: sm

all i

ntes

tine

as a

reg

ion

of m

ost

abso

rptio

n of

dig

este

d fo

od; a

dapt

atio

ns to

incr

ease

sur

face

are

a. S

truc

ture

(to

tiss

ue le

vel)

and

sign

ifica

nce

of v

illi.

Impo

rtan

ce o

f hep

atic

port

al s

yste

m in

the

tran

spor

t of a

bsor

bed

food

to

the

liver

and

then

thro

ugh

hepa

tic v

ein

to th

e re

st

of th

e bo

dy

- a

ssim

ilati

on

: in

corp

orat

ion

of g

luco

se a

nd

amin

o ac

ids

into

cel

ls, t

he r

ole

of th

e liv

er:

gluc

ose

met

abol

ism

, dea

min

atio

n of

exc

ess

amin

o ac

ids,

and

the

brea

kdow

n of

alc

ohol

, dru

gs

and

horm

ones

.

• H

om

eost

atic

Co

ntr

ol

Hor

mon

al c

ontr

ol o

f blo

od s

ugar

leve

ls.In

crea

se in

the

num

ber

of p

eopl

e af

fect

ed b

y di

abet

es in

rec

ent

year

s an

d br

ief e

xpla

natio

n of

dia

bete

s.

• O

btai

n in

test

ines

of a

she

ep fr

om a

but

cher

and

trac

e

the

pass

age

that

food

will

take

.

• C

ut o

pen

the

stom

ach,

por

tion

of th

e sm

all i

ntes

tine

and

a po

rtio

n of

the

larg

e in

test

ine

to c

ompa

re th

e

stru

ctur

e of

the

wal

l in

each

.

• Te

xtbo

oks

• N

ewsp

aper

s

• P

opul

ar m

agaz

ines

• S

heep

inte

stin

es

obta

ined

from

a b

utch

ery.

• S

calp

els

or s

harp

kni

ves

• H

and

lens

es

• D

VD

/vid

eo to

sho

w

diss

ectio

n of

a m

amm

al

in p

rogr

ess



te

rm

2

• T

he r

elat

ions

hips

bet

wee

n fo

od in

take

, ene

rgy,

grow

th a

nd h

ealth

. The

impo

rtan

ce o

f a b

alan

ced

diet

and

chan

ging

req

uire

men

ts d

ue to

age

, gen

der

and

activ

ity le

vels

.

- D

iffer

ent d

iets

due

to c

ultu

ral,

relig

ious

, per

sona

l

and

heal

th c

hoic

es, e

.g.,

vega

n, v

eget

aria

n,

hala

al, k

oshe

r

- In

terp

ret d

ieta

ry in

form

atio

n on

food

pac

kagi

ng;

- D

ieta

ry s

uppl

emen

ts: f

or h

ealth

, spo

rt, b

eaut

y

and

anti-

agei

ng (linktoorganicandinorganic

subs

tanc

es)

- M

alnu

triti

on: t

he r

easo

n fo

r an

d th

e ef

fect

s of

mal

nutr

ition

with

res

pect

to u

nbal

ance

d di

ets

(e.g

., kw

ashi

orko

r), s

tarv

atio

n (e

.g.,

mar

asm

us

and

anor

exia

), b

ulim

ia, f

ood

alle

rgie

s, c

oron

ary

hear

t dis

ease

, dia

bete

s an

d ob

esity

.

• A

naly

sis

of in

form

atio

n in

the

popu

lar

pres

s, o

r an

y

othe

r so

urce

s, w

ith r

espe

ct to

mal

nutr

ition

.

• To

oth

deca

y re

late

d to

die

t and

fluo

ride

in w

ater

supp

lies

and

its e

ffect

on

teet

h.

• T

he e

ffect

s of

alc

ohol

and

dru

g ab

use

and

the

dang

ers

asso

ciat

ed w

ith th

eir

mis

use.

• C

alcu

late

the

nutr

ition

al v

alue

of a

mea

l/die

t. U

se

diet

ary

info

rmat

ion

or fo

od p

acka

ging

.

• S

elec

tion

of fo

od

pack

agin

g

• P

hoto

grap

hs o

f the

effe

cts

of k

was

hior

kor,

mar

asm

us, a

nore

xia,

obes

ity

Mag

azin

es, n

ewsp

aper

artic

les

etc.


45CAPS

te

rm

2

1½ w

eeks

(6 h

ou

rs)

en

erg

y

tran

sfo

rmat

ion

s

to s

ust

ain

lif

e.

• C

ellu

lar

res

pir

atio

n

T

he p

roce

ss o

f res

pira

tion

and

uses

of e

nerg

y fo

r

livin

g ce

lls:

- a

ero

bic

res

pir

atio

n:

in c

ytop

lasm

and

mito

chon

dria

;

use

wor

ds a

nd s

ymbo

ls: g

lyco

lysi

s, K

rebs

cyc

le a

nd

oxid

ativ

e ph

osph

oryl

atio

n

(no

bioc

hem

ical

det

ail i

s re

quire

d);

- a

nae

rob

ic r

esp

irat

ion

: pr

oduc

tion

of la

ctic

aci

d in

mus

cles

dur

ing

exer

cise

; wor

ds a

nd s

ymbo

ls (

no

bioc

hem

ical

det

ail o

f pro

cess

is r

equi

red)

;

- T

he r

ole

of a

naer

obic

res

pira

tion

in th

e in

dust

ry, e

.g

beer

bre

win

g an

d br

ead

mak

ing.

• D

esig

n an

inve

stig

atio

n or

dem

onst

ratio

n to

sho

w

that

:

- ox

ygen

is u

sed

by li

ving

org

anis

ms

durin

g

resp

iratio

n.

- ca

rbon

dio

xide

is p

rodu

ced

by li

ving

org

anis

ms

durin

g re

spira

tion

or

- pr

ovid

e re

leva

nt d

ata

that

can

be

inte

rpre

ted

by

lear

ners

. Ide

ntify

var

iabl

es, s

ugge

st c

ontr

ols

for

varia

bles

and

rec

ord

obse

rvat

ions

• Te

xtbo

oks

• S

nails

or

• se

edlin

gs

• C

hem

ical

s

• A

ppro

pria

te

equi

pmen

t

tota

l

7½ w

eeks

(34

ho

urs

)

A c

om

par

iso

n b

etw

een

aero

bic

resp

iratio

n an

d

anae

robi

c re

spira

tion

in te

rms

of r

aw m

ater

ials

req

uire

d,

prod

ucts

and

rel

ativ

e am

ount

s of

ene

rgy

rele

ased

.

ass

essm

ent

• O

ne fo

rmal

rec

orde

d cl

ass

test

.

• M

id-y

ear

exam

inat

ion

(2½

hou

rs)

• A

sses

smen

t for

lear

ning

(in

form

al)

usin

g a

varie

ty

of s

trat

egie

s an

d ap

prop

riate

form

s of

ass

essm

ent

in te

sts,

hom

ewor

k ex

erci

ses,

wor

kshe

ets,

rep

orts

,

sum

mar

ies,

ess

ays,

etc

.

Ref

er to

the

rang

e of

ski

lls li

sted

und

er S

peci

fic A

ims

1 an

d 3.

Not

e th

at k

now

ledg

e an

d un

ders

tand

ing

to in

vest

igat

ions

and

pra

ctic

al w

ork

shou

ld a

lso

be

asse

ssed

in w

ritte

n w

orks

heet

s, r

epor

ts, h

omew

ork

exer

cise

s an

d te

sts.

The

cog

nitiv

e sk

ills

liste

d un

der

Spe

cific

Aim

s 1

and

3 w

ill a

lso

appl

y to

kno

wle

dge

and

unde

rsta

ndin

g of

inve

stig

atio

ns.

• O

ne p

ract

ical

task

• R

efer

to th

e ra

nge

of s

kills

spe

cifie

d un

der

Spe

cific

Aim

2



te

rm

3

str

and

2:

lif

e P

roce

sses

in P

lan

ts a

nd

an

imal

s (c

on

tin

ued

)

tim

eto

pic

Co

nte

nt

inve

stig

atio

ns

res

ou

rces

2½ w

eeks

(10

ho

urs

)

Gas

eou

s

exc

han

ge

Dis

tingu

ish

betw

een

cellu

lar

resp

iratio

n, b

reat

hing

and

gas

exch

ange

. The

nee

d fo

r ga

s ex

chan

ge.

• Requirem

entsofefficientGasExchangeOrgans:

- la

rge

surf

ace

area

- th

in

- m

oist

- w

ell v

entil

ated

- p

rote

cted

- tr

ansp

ort s

yste

m.

The

se r

equi

rem

ents

are

met

in d

iffer

ent

way

s in

diff

eren

t

envi

ronm

ents

, e.

g.,

com

pare

aq

uatic

an

d te

rres

tria

l

anim

als

and

plan

ts.

Brie

f m

entio

n of

ho

w

thes

e

requ

irem

ents

are

met

in:

- di

coty

ledo

nous

pla

nt

- ea

rthw

orm

- in

sect

- b

ony

fish

- m

amm

al.

• H

um

an G

as e

xch

ang

e:

T

he

stru

ctur

e (m

acro

an

d tis

sue

leve

l),

loca

tion,

adap

tatio

ns a

nd fu

nctio

ning

of t

he v

entil

atio

n sy

stem

:

- tr

ache

a

- e

pigl

ottis

- b

ronc

hi

- b

ronc

hiol

es

• U

se b

ooks

end

on

end

and

one

on t

op o

f an

othe

r

to i

llust

rate

and

cal

cula

te t

he d

iffer

ence

s in

res

pect

of

surf

ace

area

to

vo

lum

e ra

tio

whi

ch

is

caus

ed

by

diffe

rent

sh

apes

: e.

g.,

flatw

orm

(P

lana

ria)

and

eart

hwor

m.

• O

bser

ve a

nd i

nves

tigat

e th

e st

ruct

ure

of t

he l

ungs

,

diap

hrag

m,

asso

ciat

ed p

ulm

onar

y bl

ood

vess

els

and

the

hear

t of a

pig

or

a sh

eep

obta

ined

from

a b

utch

er.

• C

onst

ruct

a m

odel

of

the

hum

an b

reat

hing

sys

tem

.

Exp

lain

the

limita

tions

of t

he m

odel

.

• D

emon

stra

te th

at e

xpire

d ai

r co

ntai

ns c

arbo

n di

oxid

e.

• Te

xtbo

oks

• M

odel

s

• C

hart

s

• D

isse

ctio

n bo

ard

and

inst

rum

ents

• D

VD

s/vi

deos

• H

and

lens

es


47CAPS

te

rm

3

- lu

ngs

- rib

s

- in

terc

osta

l mus

cles

- di

aphr

agm

- al

veol

i.

Ven

tilat

ion

of th

e lu

ngs:

- ga

seou

s ex

chan

ge in

alv

eoli;

- th

e tr

ansp

ort o

f gas

es a

roun

d th

e bo

dy;

- ga

seou

s ex

chan

ge in

tiss

ues;

and

- co

mpo

sitio

n of

ins

pire

d ai

r vs

. ex

pire

d ai

r- a

naly

se

data

.

Brie

f men

tion

of th

e ho

meo

stat

ic c

ontr

ol o

f bre

athi

ng.

• D

isea

ses

and

abno

rmal

ities

: ca

uses

sym

ptom

s an

d

trea

tmen

t of

TB

in S

outh

Afr

ica.

(Linktobiodiversity-

mic

roor

gani

sms)

Brie

f stu

dy o

f oth

er r

espi

rato

ry d

isea

ses:

- as

thm

a

- ha

y fe

ver

- br

onch

itis

- em

phys

ema

- lu

ng c

ance

r.

The

effe

cts

of s

mok

ing

on g

aseo

us e

xcha

nge.

Sm

okin

g

legi

slat

ion

in S

outh

Afr

ica.

• B

rief

men

tion

of a

rtifi

cial

res

pira

tion

and

the

effe

ct o

f

mou

th to

mou

th r

esus

cita

tion.

• T

he e

ffect

s of

alti

tude

on

gase

ous

exch

ange

, e.

g.,

the

perf

orm

ance

of

athl

etes

in

Joha

nnes

burg

ver

sus

Dur

ban

or C

ape

Tow

n.

• M

easu

re

and

com

pare

th

e de

pth

of

brea

thin

g of

two

or m

ore

lear

ners

and

the

effe

ct o

f ex

erci

se o

n

brea

thin

g/pu

lse

rate

. In

terp

ret

data

on

dept

h an

d ra

te

of b

reat

hing

.

• A

naly

se

and

inte

rpre

t da

ta

show

ing

the

effe

cts

of

altit

ude

on t

he n

umbe

r of

red

blo

od c

ells

and

the

cons

eque

nt e

ffect

on

athl

etes

at

diffe

rent

alti

tude

s

(LinkstoGrade10.)

te

rm

3

str

and

2:

lif

e P

roce

sses

in P

lan

ts a

nd

an

imal

s (c

on

tin

ued

)

tim

eto

pic

Co

nte

nt

inve

stig

atio

ns

res

ou

rces

2½ w

eeks

(10

ho

urs

)

Gas

eou

s

exc

han

ge

Dis

tingu

ish

betw

een

cellu

lar

resp

iratio

n, b

reat

hing

and

gas

exch

ange

. The

nee

d fo

r ga

s ex

chan

ge.

• Requirem

entsofefficientGasExchangeOrgans:

- la

rge

surf

ace

area

- th

in

- m

oist

- w

ell v

entil

ated

- p

rote

cted

- tr

ansp

ort s

yste

m.

The

se r

equi

rem

ents

are

met

in d

iffer

ent

way

s in

diff

eren

t

envi

ronm

ents

, e.

g.,

com

pare

aq

uatic

an

d te

rres

tria

l

anim

als

and

plan

ts.

Brie

f m

entio

n of

ho

w

thes

e

requ

irem

ents

are

met

in:

- di

coty

ledo

nous

pla

nt

- ea

rthw

orm

- in

sect

- b

ony

fish

- m

amm

al.

• H

um

an G

as e

xch

ang

e:

T

he

stru

ctur

e (m

acro

an

d tis

sue

leve

l),

loca

tion,

adap

tatio

ns a

nd fu

nctio

ning

of t

he v

entil

atio

n sy

stem

:

- tr

ache

a

- e

pigl

ottis

- b

ronc

hi

- b

ronc

hiol

es

• U

se b

ooks

end

on

end

and

one

on t

op o

f an

othe

r

to i

llust

rate

and

cal

cula

te t

he d

iffer

ence

s in

res

pect

of

surf

ace

area

to

vo

lum

e ra

tio

whi

ch

is

caus

ed

by

diffe

rent

sh

apes

: e.

g.,

flatw

orm

(P

lana

ria)

and

eart

hwor

m.

• O

bser

ve a

nd i

nves

tigat

e th

e st

ruct

ure

of t

he l

ungs

,

diap

hrag

m,

asso

ciat

ed p

ulm

onar

y bl

ood

vess

els

and

the

hear

t of a

pig

or

a sh

eep

obta

ined

from

a b

utch

er.

• C

onst

ruct

a m

odel

of

the

hum

an b

reat

hing

sys

tem

.

Exp

lain

the

limita

tions

of t

he m

odel

.

• D

emon

stra

te th

at e

xpire

d ai

r co

ntai

ns c

arbo

n di

oxid

e.

• Te

xtbo

oks

• M

odel

s

• C

hart

s

• D

isse

ctio

n bo

ard

and

inst

rum

ents

• D

VD

s/vi

deos

• H

and

lens

es



te

rm

3

2 ½

wee

ks

(10

ho

urs

)

exc

reti

on

in

Hu

man

s

• e

xcre

tio

n

in

Var

iou

s o

rgan

s:

Brie

f ro

le

of

the

follo

win

g:

- th

e lu

ngs;

- th

e ki

dney

s an

d bl

adde

r;

- th

e liv

er;

- th

e al

imen

tary

can

al (

gut)

; and

- th

e sk

in.

The

sub

stan

ces

excr

eted

by

each

and

the

orig

ins

of

thes

e su

bsta

nces

.

•Urinarysystem

The

str

uctu

re o

f the

:

- ur

inar

y sy

stem

: po

sitio

n of

kid

neys

, ur

eter

s, b

ladd

er,

uret

hra.

- ki

dney

: st

ruct

ure

and

func

tioni

ng,

rem

oval

of

urea

and

exce

ss w

ater

and

sal

ts, r

e-ab

sorp

tion

of g

luco

se

and

som

e sa

lts.

- ne

phro

n: s

truc

ture

and

func

tioni

ng; u

ltra-

filtr

atio

n, r

e-

abso

rptio

n, tu

bula

r ex

cret

ion,

pH

con

trol

, for

mat

ion

of

urin

e

• H

omeo

stat

ic c

ontr

ol o

f wat

er a

nd s

alts

: rol

e of

AD

H a

nd

aldo

ster

one:

Dia

lysi

s an

d ki

dney

tran

spla

nts.

• M

entio

n of

di

seas

es

affe

ctin

g ki

dney

fu

nctio

n,

e.g.

kidn

ey s

tone

s, k

idne

y fa

ilure

due

to

over

use

of s

ome

pain

kille

rs, e

ffect

of b

ilhar

zia

infe

ctio

n.

• D

isse

ctio

n of

a s

heep

’s o

r pi

g’s

kidn

ey (

obta

ined

fro

m

butc

hery

). U

se a

wor

kshe

et t

o id

entif

y th

e fo

llow

ing:

caps

ule,

co

rtex

, m

edul

la,

pyra

mid

s,

bloo

d ve

ssel

s,

pelv

is, u

rete

r an

d hi

lum

.

D

raw

and

labe

l the

dis

sect

ed k

idne

y

• Te

xtbo

oks

• C

hart

s

• M

odel

s

• H

and

lens

es

• S

heep

or

pig

kidn

ey (

from

butc

hery

)

• S

calp

el/b

lade

• D

isse

ctin

g bo

ards

• S

ciss

ors

Not

e: A

pig

’s k

idne

y m

ore

clos

ely

rese

mbl

es th

at o

f a

hum

an.


49CAPS

te

rm

3

str

and

3:

en

viro

nm

enta

l stu

die

s

Org

anis

ms

inte

ract

with

oth

er o

rgan

ism

s an

d w

ith th

e en

viro

nmen

ts in

whi

ch th

ey li

ve. T

his

sect

ion

is s

truc

ture

d so

that

lear

ners

mus

t exp

lore

the

impa

ct o

f peo

ple

on th

eir

envi

ronm

ents

(glo

bal,

inte

rnat

iona

l and

loca

l). L

earn

ers

are

enco

urag

ed to

look

for

and

sugg

est s

olut

ions

to lo

cal e

nviro

nmen

tal p

robl

ems.

The

inte

ntio

n is

that

lear

ners

will

bec

ome

mor

e in

form

ed a

nd

mor

e se

nsiti

ve to

env

ironm

enta

l iss

ues

and

will

mod

ify th

eir

beha

viou

r to

less

en th

eir

impa

ct o

n th

e en

viro

nmen

t.

tim

eto

pic

Co

nte

nt

inve

stig

atio

ns

res

ou

rces

4 w

eeks

(24

ho

urs

)

Po

pu

lati

on

eco

log

y

• P

op

ula

tio

n s

ize

Im

mig

ratio

n, e

mig

ratio

n, m

orta

lity,

birt

hs.

Flu

ctua

tions

.

Lim

iting

fact

ors

and

carr

ying

cap

acity

.

Lo

gist

ic a

nd g

eom

etric

gro

wth

cur

ves

with

pha

ses.

• in

tera

ctio

ns

in t

he

en

viro

nm

ent

- p

red

atio

n: t

wo

Sou

th A

fric

an e

xam

ples

of p

reda

tor-

prey

rel

atio

nshi

ps: g

raph

s;

- co

mp

etit

ion

:

interspecific:

for

lig

ht,

spac

e, w

ater

, sh

elte

r an

d

food

;

intraspecific:

for

foo

d, a

cces

s to

mat

es,

wat

er,

spac

e,

and

shel

ter;

su

rviv

al

is

dete

rmin

ed

by

acce

ss to

the

abov

e, e

colo

gica

l nic

hes;

- sp

ecia

lisat

ion

: com

petit

ive

excl

usio

n an

d re

sour

ce

part

ition

ing;

dis

cuss

one

exa

mpl

e of

coe

xist

ence

in

anim

als

and

one

exam

ple

in p

lant

s;

• D

eter

min

e th

e si

ze o

f a

popu

latio

n by

qua

dran

t or

sim

ple

sam

plin

g e.

g., s

imul

ated

mar

k/re

capt

ure.

C

olle

ct a

nd r

ecor

d da

ta,

In

terp

ret d

ata

C

alcu

late

/est

imat

e th

e po

pula

tion

size

.

• C

ase

stu

dy:

Rat

iona

le fo

r cu

lling

, e.g

. ele

phan

ts in

the

Kru

ger

Nat

iona

l Par

k as

an

exam

ple

of a

n ap

plic

atio

n

of

estim

atin

g po

pula

tion

size

(li

nk

to

rese

arch

ed

reas

ons

for

culli

ng).

• D

raw

up

a pu

blic

sur

vey

form

to te

st th

e pu

blic

opi

nion

abou

t cul

ling.

Sho

w r

esul

ts in

a p

ie g

raph

.

• Te

xtbo

oks

• R

efer

ence

boo

ks

• P

oste

rs

• C

hart

s

• B

roch

ures

• D

VD

s

• N

ewsp

aper

s

• M

agaz

ines

• W

atch

ing

natu

re

prog

ram

mes

on

TV



te

rm

3

tota

l

9½ W

eeks

(38

Ho

urs

)

- p

aras

itis

m:

two

exam

ples

fro

m S

outh

Afr

ica;

one

spec

ies

bene

fits

- m

utu

alis

m:

two

exam

ples

fro

m S

outh

Afr

ica;

bot

h

spec

ies

bene

fit;

- co

mm

ensa

lism

: tw

o ex

ampl

es fr

om S

outh

Afr

ica.

• s

oci

al

org

anis

atio

n:

The

be

nefit

s of

he

rds/

flock

s

(avo

idan

ce);

pa

cks

(hun

ting)

; do

min

ance

; an

d th

e

divi

sion

of t

asks

(ca

stes

) (m

entio

n on

ly).

• C

om

mu

nit

y ch

ang

e o

ver

tim

e: s

ucc

essi

on

Prim

ary

and

seco

ndar

y su

cces

sion

and

pos

sibl

e en

dpoi

nts

depe

ndin

g on

en

viro

nmen

tal

fluct

uatio

ns

(men

tion

only

).

• H

um

an P

op

ula

tio

n

Rea

sons

for

expo

nent

ial g

row

th:

- ag

e an

d ge

nder

dis

trib

utio

ns fo

r di

ffere

nt c

ount

ries,

incl

udin

g S

outh

Afr

ica;

- fo

reca

st

of

Sou

th

Afr

ica’

s po

pula

tion

grow

th

over

the

nex

t tw

enty

yea

rs a

nd p

redi

ct p

ossi

ble

cons

eque

nces

for

the

envi

ronm

ent.

• D

raw

a li

fe c

ycle

of

the

bilh

arzi

a pa

rasi

te o

r ta

pew

orm

(sim

plify

larv

al s

tage

s). (

Link

s to

ani

mal

bio

dive

rsity

)

• Id

entif

y an

are

a in

or c

lose

to th

e sc

hool

gro

unds

whe

re

succ

essi

on is

tak

ing/

has

take

n pl

ace.

(e.

g.,

in t

he g

oal

area

on

the

spor

ts fi

eld

at t

he e

nd o

f a

seas

on o

r a

road

side

that

has

bee

n sc

rape

d).

ass

essm

ent

• O

ne fo

rmal

rec

orde

d cl

ass

test

.

• A

sses

smen

t fo

r le

arni

ng

(info

rmal

) us

ing

a va

riety

of

stra

tegi

es

and

appr

opria

te

form

s of

as

sess

men

t

in

test

s,

hom

ewor

k ex

erci

ses,

w

orks

heet

s,

repo

rts,

sum

mar

ies,

ess

ays,

etc

.

Ref

er to

the

rang

e of

ski

lls li

sted

und

er S

peci

fic A

ims

1 an

d

3. N

ote

that

kno

wle

dge

and

unde

rsta

ndin

g to

inve

stig

atio

ns

and

prac

tical

wor

k sh

ould

als

o be

ass

esse

d in

writ

ten

wor

kshe

ets,

rep

orts

, ho

mew

ork

exer

cise

s an

d te

sts.

The

cogn

itive

ski

lls li

sted

und

er S

peci

fic A

ims

1 an

d 3

will

als

o

appl

y to

kno

wle

dge

and

unde

rsta

ndin

g of

inve

stig

atio

ns.

• O

ne p

ract

ical

task

.

• R

efer

to th

e ra

nge

of s

kills

spe

cifie

d in

Spe

cific

Aim

1.


51CAPS

te

rm

4

sta

nd

3 e

nvi

ron

men

tal s

tud

ies

(Co

nti

nu

ed):

Hu

man

imp

act

on

th

e e

nvi

ron

men

t

Not

e: H

uman

Impa

ct o

n th

e E

nviro

nmen

t mus

t be

com

plet

ed in

Gra

de 1

1, b

ut th

is to

pic

will

be

exam

ined

in b

oth

Gra

de 1

1 an

d in

the

Nat

iona

l Sen

ior

Cer

tifica

te a

t the

end

of G

rade

12.

In th

is k

now

ledg

e st

rand

, it i

s im

port

ant t

o em

phas

ise

the

inte

rrel

ated

ness

and

inte

rdep

ende

nce

of th

e hu

man

impa

cts

and

the

envi

ronm

ent.

tim

eto

pic

Co

nte

nt

inve

stig

atio

ns

res

ou

rces

7 w

eeks

(28

ho

urs

)

Hu

man

imp

act

on

th

e

en

viro

nm

ent:

Cu

rren

t C

rise

s

for

Hu

man

su

rviv

al:

Pro

ble

ms

to

be

so

lved

Wit

hin

th

e n

ext

Gen

erat

ion

Cau

ses

and

cons

eque

nces

of

the

follo

win

g (r

elat

e to

cond

ition

s an

d ci

rcum

stan

ces

in S

outh

Afr

ica)

:

• t

he

atm

osp

her

e an

d c

limat

e ch

ang

e

- ca

rbon

dio

xide

em

issi

ons;

- co

ncep

t of

‘c

arbo

n fo

otpr

int’

and

the

need

to

redu

ce th

e ca

rbon

foot

prin

t;

- de

fore

stat

ion;

- gr

eenh

ouse

ef

fect

an

d gl

obal

w

arm

ing:

dese

rtifi

catio

n, d

roug

ht a

nd fl

oods

;

- m

etha

ne e

mis

sion

s;

- oz

one

depl

etio

n.

• W

ater

• A

vaila

bilit

y:

- C

onst

ruct

ion

of d

ams

- D

estr

uctio

n of

wet

land

s

- P

oor

farm

ing

prac

tices

- D

roug

hts

and

flood

s

- E

xotic

pla

ntat

ions

and

dep

letio

n of

wat

er ta

ble

- B

oreh

oles

and

effe

cts

on a

quife

rs

- W

asta

ge

- C

ost o

f wat

er

• Q

ualit

y:

- W

ater

for

dom

estic

use

, in

dust

ry,

agric

ultu

re a

nd

min

ing:

po

llutio

n,

dise

ases

, eu

trop

hica

tion

and

alga

l blo

om.

- T

he e

ffect

of m

inin

g on

qua

lity

of w

ater

- T

herm

al p

ollu

tion

• P

ract

ical

ob

serv

atio

n of

O

NE

ex

ampl

e of

hu

man

influ

ence

on

the

envi

ronm

ent

in t

he l

oca

l ar

ea (

e.g.

,

the

impa

ct o

f al

ien

spec

ies

on b

iodi

vers

ity).

Writ

ten

repo

rt o

n th

e ch

osen

exa

mpl

e.

• Te

xtbo

oks

• R

efer

ence

boo

ks

• R

epor

ts in

the

med

ia

• S

hare

- N

et b

ookl

ets



te

rm

4

tota

l

7 w

eeks

(28

ho

urs

)

- T

he n

eed

for

wat

er p

urifi

catio

n an

d re

cycl

ing

- A

lien

plan

ts, e

.g.,

Eic

horn

ia

• f

oo

d s

ecu

rity

(linkwithpopulationecologydynamics)

- hu

man

exp

onen

tial p

opul

atio

n gr

owth

;

- dr

ough

ts a

nd fl

oods

(cl

imat

e ch

ange

);

- po

or f

arm

ing

prac

tices

: m

onoc

ultu

re;

pest

con

trol

,

loss

of t

opso

il an

d th

e ne

ed fo

r fe

rtili

sers

;

- al

ien

plan

ts a

nd r

educ

tion

of a

gric

ultu

ral l

and;

- th

e lo

ss o

f wild

var

ietie

s: im

pact

on

gene

poo

ls;

- ge

netic

ally

eng

inee

red

food

s;

- w

asta

ge.

• l

oss

of

Bio

div

ersi

ty (

the

sixt

h ex

tinct

ion)

- ha

bita

t de

stru

ctio

n:

farm

ing

met

hods

, e.

g.,

over

graz

ing

and

mon

ocul

ture

, gol

f est

ates

, min

ing,

urba

nisa

tion,

def

ores

tatio

n; l

oss

of w

etla

nds

and

gras

slan

ds;

- po

achi

ng,

e.g.

, fo

r rh

ino

horn

, iv

ory

and

‘bus

h

mea

t’;

- al

ien

plan

t in

vasi

ons:

con

trol

usi

ng m

echa

nica

l,

chem

ical

and

bio

logi

cal m

etho

ds; a

nd

- in

dige

nous

kn

owle

dge

syst

ems

and

the

sust

aina

ble

use

of t

he e

nviro

nmen

t e.

g.,

devi

ls’

claw

, roo

ibos

, fyn

bos,

the

Afr

ican

pot

ato

(Hyp

oxis

)

and

Hoo

dia.

• s

olid

Was

te d

isp

osa

l

- m

anag

ing

dum

psite

s fo

r re

habi

litat

ion

and

prev

entio

n of

soi

l and

wat

er p

ollu

tion;

- th

e ne

ed fo

r re

cycl

ing;

- us

ing

met

hane

fro

m d

umps

ites

for

dom

estic

use

:

heat

ing

and

light

ing;

and

- sa

fe d

ispo

sal o

f nuc

lear

was

te.

• R

hino

po

achi

ng

in S

outh

Afr

ica:

rea

d ar

ticle

s an

d

mak

e su

gges

tions

on

how

it c

an b

e pr

even

ted.

• A

naly

se t

he s

olid

was

te g

ener

ated

in

the

hous

ehol

d

in

one

wee

k,

incl

udin

g pa

per,

met

als

and

plas

tic.

Est

imat

e th

e pe

rcen

tage

tha

t co

uld

be r

ecyc

led

or

reus

ed.

• V

isit

a m

unic

ipal

lan

dfill

site

, or

a l

ocal

ref

use

dum

p.

Obs

erve

reh

abili

tatio

n (o

r la

ck th

ereo

f) in

pra

ctic

e.

• A

sses

s th

e ef

fect

iven

ess

of w

aste

man

agem

ent.


53CAPS

te

rm

4

ass

essm

ent

• O

ne fo

rmal

rec

orde

d cl

ass

test

.

• O

ne p

roje

ct/a

ssig

nmen

t.

• E

nd-o

f-ye

ar e

xam

inat

ion:

2 x

2 ½

hou

rs.

• A

sses

smen

t fo

r le

arni

ng (

info

rmal

) us

ing

a va

riety

of s

trat

egie

s an

d ap

prop

riate

for

ms

of a

sses

smen

t

in t

ests

, ho

mew

ork

exer

cise

s, w

orks

heet

s, r

epor

ts,

sum

mar

ies,

ess

ays,

etc

.

Ref

er t

o th

e ra

nge

of s

kills

lis

ted

unde

r S

peci

fic A

ims

1 an

d 3.

N

ote

that

kn

owle

dge

and

unde

rsta

ndin

g to

inve

stig

atio

ns a

nd p

ract

ical

wor

k sh

ould

als

o be

ass

esse

d

in w

ritte

n w

orks

heet

s, r

epor

ts,

hom

ewor

k ex

erci

ses

and

test

s.

The

co

gniti

ve

skill

s lis

ted

unde

r S

peci

fic A

ims

1 an

d

3 w

ill

also

ap

ply

to

know

ledg

e an

d un

ders

tand

ing

of

inve

stig

atio

ns.

One

pra

ctic

al e

xam

(1

hour

)

Not

e: R

efer

to th

e ra

nge

of s

kills

spe

cifie

d in

Spe

cific

Aim

2.



3.3

Gr

ad

e 1

2: C

on

te

nt

te

rm

1

str

and

1:

lif

e at

mo

lecu

lar,

Cel

lula

r an

d t

issu

e l

evel

All

livin

g or

gani

sms

are

mad

e of

ato

ms

whi

ch c

ombi

ne to

form

mol

ecul

es. O

f the

se, D

NA

(or

Deo

xyrib

onuc

leic

Aci

d) c

arrie

s th

e ge

netic

cod

e fo

r ce

ll sp

ecia

lisat

ion

and

cell

func

tioni

ng a

nd

DN

A p

acka

ges,

as

gene

s, d

eter

min

e w

hat a

n or

gani

sm w

ill lo

ok li

ke a

nd h

ow it

will

func

tion.

Pla

nt a

nd a

nim

al c

ells

hav

e a

com

plex

org

anis

atio

n w

hich

ena

bles

them

to c

arry

out

the

basi

c

proc

esse

s of

life

, i.e

. mov

emen

t, nu

triti

on, r

espi

ratio

n, e

xcre

tion,

gro

wth

, rep

rodu

ctio

n an

d re

spon

ding

to s

timul

i. C

ells

are

spe

cial

ised

and

form

tiss

ues

whi

ch p

erfo

rm p

artic

ular

func

tions

.

Tis

sues

are

arr

ange

d in

to o

rgan

s w

hich

are

als

o sp

ecia

lised

to c

arry

out

par

ticul

ar fu

nctio

ns.

In o

rder

to u

nder

stan

d sp

ecie

s, s

peci

atio

n, b

iodi

vers

ity a

nd c

hang

e, it

is e

ssen

tial t

o un

ders

tand

how

DN

A a

nd c

hrom

osom

es e

nabl

e co

ntin

uity

and

cha

nge.

tim

eto

pic

Co

nte

nt

inve

stig

atio

ns

res

ou

rces

2½w

eeks

(10

ho

urs

)

dn

a:

th

e C

od

e

of

lif

e

• d

eoxy

rib

on

ucl

eic

acid

(d

na

)

- Lo

catio

n in

the

cel

l; ch

rom

osom

es,

gene

s an

d

extr

anuc

lear

DN

A;

- D

isco

very

of

the

stru

ctur

e D

NA

by

Wat

son,

Cric

k,

Fra

nklin

and

Wilk

ins;

- S

truc

ture

of D

NA

;

- R

ole

of D

NA

: gen

es a

nd n

on-c

odin

g D

NA

;

- R

eplic

atio

n: c

ell c

ycle

(linktoGrade10):n

eces

sity

for

exac

t cop

y.

rib

on

ucl

eic

aci

d (

rn

a)

- Ty

pes

and

loca

tion

in c

ells

;

- S

truc

ture

of R

NA

;

- T

rans

crip

tion

from

DN

A;

- T

rans

latio

n of

RN

A in

to p

rote

ins

(pro

tein

syn

thes

is)

(mR

NA

, tR

NA

): s

eque

nce

of e

vent

s; a

nd

- G

enet

ic c

ode

(bas

ic u

nder

stan

ding

).

If po

ssib

le:

• P

erfo

rm a

sim

ple

proc

ess

to e

xtra

ct D

NA

and

exa

min

e

the

thre

ads

If po

ssib

le:

• D

NA

‘fing

er p

rintin

g’/D

NA

pro

filin

g: (

case

stu

dy o

nly)

• Te

xtbo

oks

• M

icro

grap

hs

• E

quip

men

t

• C

hem

ical

s


55CAPS

te

rm

1

2 w

eeks

(8 h

ou

rs)

mei

osi

s•

mei

osi

s: th

e pr

oces

s of

red

uctio

n di

visi

on

- pu

rpos

es o

f red

uctio

n di

visi

on (

gam

etog

enes

is

and

exce

ptio

ns: m

osse

s, fe

rns)

;

- im

port

ance

of m

eios

is: d

iplo

id to

hap

loid

:

prod

uctio

n of

gam

etes

;

- in

trod

uctio

n of

gen

etic

var

iatio

n (r

ando

m

segr

egat

ion,

cro

ssin

g ov

er);

- co

nseq

uenc

es o

f abn

orm

al m

eios

is, e

.g.,

Dow

n’s

synd

rom

e

• m

ito

sis

and

mei

osi

s

Sim

ilarit

ies

and

diffe

renc

es b

etw

een

mito

sis

and

mei

osis

(linktoGrade10)

• O

bser

ve

and

draw

pr

epar

ed

mic

rosc

ope

slid

es,

mic

rogr

aphs

or

mod

els

of c

ells

in

sele

cted

sta

ges

of

mei

otic

cel

l div

isio

n, e

.g.,

cros

sing

ove

r in

met

apha

se

I; an

apha

se I,

met

apha

se II

, tel

opha

se II

.

• Te

xtbo

oks

• P

oste

rs

• M

odel

s

• M

icro

scop

es

• P

repa

red

mic

rosc

ope

slid

es o

r m

icro

grap

hs

str

and

2:

lif

e P

roce

sses

in P

lan

ts a

nd

an

imal

s

Thi

s kn

owle

dge

stra

nd d

eals

with

the

way

s in

whi

ch a

nim

als

are

able

to

resp

ond

to t

heir

envi

ronm

ents

in

orde

r to

ens

ure

surv

ival

. Le

arne

rs e

xplo

re d

iffer

ent

repr

oduc

tive

stra

tegi

es

in a

nim

als.

Rep

rodu

ctio

n in

hum

ans

is d

ealt

with

in

mor

e de

tail

as a

spe

cific

exa

mpl

e of

ani

mal

rep

rodu

ctio

n. T

his

expa

nds

on t

he b

asic

kno

wle

dge

of h

uman

rep

rodu

ctio

n th

at w

as

intr

oduc

ed in

Gra

des

7 an

d 9.

tim

eto

pic

Co

nte

nt

inve

stig

atio

ns

res

ou

rces

½ w

eek

(2 h

ou

rs)

rep

rod

uct

ion

in V

erte

bra

tes

• d

iver

sity

of

rep

rod

uct

ive

stra

teg

ies

App

ropr

iate

exa

mpl

es o

f diff

eren

t gro

ups

in th

e an

imal

king

dom

to il

lust

rate

max

imis

ing

repr

oduc

tive

succ

ess

in

diffe

rent

env

ironm

ents

:

- ex

tern

al o

r in

tern

al fe

rtili

satio

n

- ov

ipar

y, o

vovi

vipa

ry, v

ivip

ary

- am

niot

ic e

gg

- pr

ecoc

ial a

nd a

ltric

ial d

evel

opm

ent

- pa

rent

al c

are.

• Te

xtbo

oks

• C

hart

s

• R

efer

ence

boo

ks

• D

VD

s (if

pos

sibl

e)



te

rm

1

3 w

eeks

(12

ho

urs

)

tota

l

8 w

eeks

(32

ho

urs

)

Hu

man

rep

rod

uct

ion

• T

he

stru

ctur

e of

m

ale

and

fem

ale

repr

oduc

tive

syst

ems;

(linktoGrade7and9)

• T

he u

niqu

e hu

man

cha

ract

eris

tics

of s

ome

aspe

cts

of

repr

oduc

tion

(linkwithGrade9):

- pu

bert

y: m

ain

chan

ges;

- ga

met

ogen

esis

: re

late

br

iefly

to

m

eios

is

(no

indi

vidu

al n

ames

of s

tage

s);

- m

enst

rual

cyc

le: e

mph

asis

on

horm

onal

con

trol

;

- fe

rtili

satio

n an

d de

velo

pmen

t of

zy

gote

to

blas

tocy

st;

- ge

stat

ion (mentionbriefly);

- im

plan

tatio

n an

d de

velo

pmen

t: th

e ro

le

of

plac

enta

.

• P

repa

red

mic

rosc

ope

slid

es o

f an

ova

ry,

test

es a

nd a

sect

ion

thro

ugh

a pe

nis.

Ide

ntify

tis

sues

and

diff

eren

t

stru

ctur

es

• O

bser

ve a

nd d

escr

ibe

prep

ared

mic

rosc

ope

slid

es

or m

icro

grap

hs o

r ul

tras

ound

pic

ture

s of

em

bryo

nic

deve

lopm

ent.

• If

poss

ible

obs

erve

sta

ges

of p

regn

ancy

by

wat

chin

g

D

VD

s of

the

dev

elop

men

t of

an

embr

yo a

nd t

he b

irth

proc

ess.

• O

bser

ve c

ontr

acep

tive

devi

ces

• Te

xtbo

oks

• C

hart

s

• M

icro

grap

hs

• M

icro

scop

e

• P

repa

red

mic

rosc

ope

slid

es

• U

ltras

ound

pi

ctur

es

of

embr

yoni

c de

velo

pmen

t

• D

VD

s

ass

essm

ent

• O

ne fo

rmal

, rec

orde

d cl

ass

test

.

• A

sses

smen

t fo

r le

arni

ng (

info

rmal

) us

ing

a va

riety

of s

trat

egie

s an

d ap

prop

riate

for

ms

of a

sses

smen

t

in h

omew

ork

exer

cise

s, w

ritte

n w

orks

heet

s, r

epor

ts,

sum

mar

ies,

ess

ays,

test

s, e

tc.

Ref

er to

ran

ge o

f ski

lls s

peci

fied

in S

peci

fic A

ims

1 an

d 3.

Not

e th

at k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

and

prac

tical

wor

k sh

ould

als

o be

ass

esse

d in

writ

ten

wor

kshe

ets,

hom

ewor

k ex

erci

ses

and

test

s. T

he c

ogni

tive

skill

s lis

ted

unde

r S

peci

fic A

ims

1 an

d 3

will

als

o ap

ply

to

know

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

.

• O

ne p

ract

ical

task

• R

efer

to th

e ra

nge

of s

kills

spe

cifie

d in

Spe

cific

aim

2.


57CAPS

te

rm

2

str

and

1:

lif

e at

mo

lecu

lar,

Cel

lula

r an

d t

issu

e l

evel

(co

nti

nu

ed);

an

d

str

and

4:

div

ersi

ty, C

han

ge

and

Co

nti

nu

ity

Life

exi

sts

in a

var

iety

of l

ife fo

rms

and

it is

in th

e st

udy

of D

NA

, gen

etic

s an

d in

herit

ed c

hara

cter

istic

s th

at li

fe a

t mol

ecul

ar le

vel i

nter

sect

s w

ith S

tran

d 4:

Div

ersi

ty, C

hang

e an

d C

ontin

uity

.

In o

rder

to u

nder

stan

d sp

ecie

s, s

peci

atio

n, b

iodi

vers

ity a

nd c

hang

e, it

is e

ssen

tial t

o un

ders

tand

how

DN

A a

nd c

hrom

osom

es e

nabl

e co

ntin

uity

and

cha

nge

tim

eto

pic

Co

nte

nt

inve

stig

atio

ns

res

ou

rces

4 w

eeks

(16

ho

urs

)

Gen

etic

s an

d

inh

erit

ance

• G

enes

: D

omin

ant a

nd r

eces

sive

gen

es a

nd a

llele

s

Men

tion

of M

ende

l, fa

ther

of g

enet

ics

• in

her

itan

ce a

nd

var

iati

on

- m

on

oh

ybri

d

cro

sses

: ph

enot

ype

and

geno

type

,

hom

ozyg

ous

and

hete

rozy

gous

(p

ure

bred

an

d

hybr

id);

ex

ampl

es

of

com

plet

e,

inco

mpl

ete/

part

ial

dom

inan

ce a

nd c

odom

inan

ce;

- d

ihyb

rid

cro

sses

: phe

noty

pes

and

geno

type

s.

• s

ex c

hro

mo

som

es

Sex

-link

ed a

llele

s; s

ex-li

nked

dis

ease

s

• m

uta

tio

ns

- ha

rmle

ss

and

harm

ful

mut

atio

ns:

exam

ples

of

dise

ases

, di

sord

ers;

ge

ne

mut

atio

ns

and

chro

mos

omal

abe

rrat

ions

; and

- us

eful

mut

atio

ns, l

ink

with

nat

ural

sel

ectio

n

• G

enet

ic e

ngin

eerin

g: S

tem

cel

l re

sear

ch,

gene

tical

ly

mod

ified

org

anis

ms,

bio

tech

nolo

gy a

nd c

loni

ng.

• M

entio

n m

itoch

ondr

ial

DN

A a

nd t

he t

raci

ng o

f ge

netic

links

• P

ater

nity

test

ing

and

DN

A fi

nger

prin

ting

(for

ensi

cs)

so

lvin

g g

enet

ic p

rob

lem

s

• M

onoh

ybrid

cro

sses

• D

ihyb

rid c

ross

es

• C

ompl

ete

and

inco

mpl

ete

dom

inan

ce

• B

lood

gro

ups

• S

ex c

hrom

osom

es a

nd s

exua

lly l

inke

d di

seas

es e

.g.,

haem

ophi

lia a

nd c

olou

r bl

indn

ess

• G

enet

ic li

neag

es

• Te

xtbo

oks

• R

efer

ence

boo

ks



te

rm

2

str

and

2:

lif

e P

roce

sses

in P

lan

ts a

nd

an

imal

s (c

on

tin

ued

)

Thi

s co

ntin

ues

inve

stig

atin

g th

e w

ays

in w

hich

ani

mal

s an

d pl

ants

are

abl

e to

res

pond

to th

eir

envi

ronm

ents

in o

rder

to e

nsur

e th

eir

surv

ival

.

tim

eto

pic

Co

nte

nt

inve

stig

atio

ns

res

ou

rces

4 w

eeks

(16

ho

urs

)

res

po

nd

ing

to t

he

en

viro

nm

ent:

Hu

man

s

• H

um

ans

hav

e tw

o s

yste

ms:

ner

ves

and

ho

rmo

nes

th

at e

nabl

e th

em to

res

pond

to th

e

envi

ronm

ent.

• H

um

an n

ervo

us

syst

em

Rea

ctio

ns to

stim

uli i

n th

e su

rrou

ndin

gs.

- C

entr

al n

ervo

us

sys

tem

: Bra

in: M

enin

ges

for

prot

ectio

n, lo

catio

n an

d fu

nctio

ns o

f cer

ebru

m,

cere

bellu

m, c

orpu

s ca

llosu

m, m

edul

la o

blon

gata

,

spin

al c

ord

- P

erip

her

al n

ervo

us

sys

tem

: lo

catio

n an

d

func

tions

onl

y

- a

uto

no

mic

ner

vou

s s

yste

m:

loca

tion

and

func

tions

onl

y

- n

erve

s: s

tru

ctu

re o

f a

ner

ve :

Ner

ve ti

ssue

:

stru

ctur

e of

sen

sory

neu

rons

and

mot

or n

euro

ns

- Reflexarc:

Str

uctu

re, f

unct

ion

and

sign

ifica

nce

of a

sim

ple

refle

x ar

c. S

igni

fican

ce o

f syn

apse

s

• d

iso

rder

s: A

lzhe

imer

’s d

isea

se a

nd m

ultip

le

scle

rosi

s

• in

juri

es:

Bra

in a

nd s

pina

l dam

age.

Men

tion

stem

cel

l

rese

arch

and

the

poss

ibili

ty o

f rep

airin

g in

jurie

s.

• e

ffec

ts o

f d

rug

s: D

agga

, her

oin,

ecs

tasy

, tik

, etc

.

(LinkstoGrade11)

• M

odel

of t

he b

rain

or

a sh

eep’

s br

ain

in o

rder

to

obse

rve

regi

ons

of b

rain

.

Id

entif

y th

e ce

rebr

um, c

ereb

ellu

m a

nd s

pina

l cor

d

• E

xam

ine

a cr

oss-

sect

ion

of s

pina

l cor

d to

obs

erve

the

whi

te a

nd g

rey

mat

ter.

• D

esig

n an

inve

stig

atio

n to

det

erm

ine

the

reac

tion

time

of d

iffer

ent l

earn

ers

to a

stim

ulus

. Rec

ord

the

resu

lts a

nd c

alcu

late

the

aver

age

time.

Cal

cula

te

the

dist

ance

that

will

be

trav

elle

d by

a c

ar tr

avel

ling

at 1

00 k

m p

er h

our

with

in th

e av

erag

e re

actio

n

time.

App

ly th

is k

now

ledg

e to

saf

e dr

ivin

g: fo

llow

ing

dist

ance

s..

• Te

xtbo

oks

• W

all c

hart

s

• S

calp

el o

r bl

ade

• M

odel

s:

ey

e

ea

r

br

ain

• S

heep

’s s

kull

saw

n

in h

alf t

o ex

pose

the

brai

n (o

btai

ned

from

the

butc

hery

)

• O

btai

n sa

wn

thro

ugh

vert

ebra

e fr

om b

utch

er to

show

spi

nal c

ord.


59CAPS

te

rm

2

tota

l

8 w

eeks

(32

ho

urs

)

• r

ecep

tors

Det

ectio

n of

a r

ange

of s

timul

i: lig

ht, s

ound

, tou

ch,

tem

pera

ture

, pre

ssur

e, p

ain

and

chem

ical

s (t

aste

and

smel

l). D

etai

ls o

f the

str

uctu

re o

f the

eye

and

ear

(onl

y)

- H

um

an e

ye: s

truc

ture

and

func

tioni

ng, b

inoc

ular

visi

on, a

ccom

mod

atio

n, p

upil

refle

x

- S

hort

-sig

hted

ness

, lon

g-si

ghte

dnes

s,

astig

mat

ism

, cat

arac

ts (

brie

f exp

lana

tions

usi

ng

diag

ram

s)

- H

um

an e

ar: s

truc

ture

and

func

tioni

ng: h

earin

g

and

bala

nce

- H

earin

g de

fect

s: d

eafn

ess,

mid

dle

ear

infe

ctio

ns,

grom

met

s

• D

isse

ct th

e ey

e of

a s

heep

or

pig.

Obs

erve

the

diffe

rent

reg

ions

. Wor

kshe

et to

be

used

to fo

llow

inst

ruct

ions

for

diss

ectin

g an

d ob

serv

ing

the

sign

ifica

nt p

arts

.

• E

ye o

f she

ep o

r pi

g

obta

ined

from

but

cher

y

ass

essm

ent

• O

ne fo

rmal

, rec

orde

d cl

ass

test

.

• M

id-y

ear

exam

inat

ion

(2½

hou

rs)

or c

ontr

ol te

st

• A

sses

smen

t for

lear

ning

(in

form

al)

usin

g a

varie

ty

of s

trat

egie

s an

d ap

prop

riate

form

s of

ass

essm

ent

in h

omew

ork

exer

cise

s, fl

ow d

iagr

ams,

writ

ten

wor

kshe

ets,

rep

orts

, sum

mar

ies,

ess

ays,

test

s, e

tc.

Ref

er to

ran

ge o

f ski

lls s

peci

fied

in S

peci

fic A

ims

1 an

d 3.

Not

e th

at k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

and

pra

ctic

al w

ork

shou

ld a

lso

be

asse

ssed

in w

ritte

n w

orks

heet

s, h

omew

ork

exer

cise

s

repo

rts,

ess

ays

etc.

The

cog

nitiv

e sk

ills

liste

d un

der

Spe

cific

Aim

s 1

and

3 w

ill a

lso

appl

y to

kno

wle

dge

and

unde

rsta

ndin

g of

inve

stig

atio

ns.

• O

ne p

ract

ical

task

• R

efer

to th

e ra

nge

of s

kills

spe

cifie

d in

Spe

cific

Aim

2



te

rm

3

str

and

2:l

ife

Pro

cess

es in

Pla

nts

an

d a

nim

als

(Co

nti

nu

ed)

Thi

s co

ntin

ues

inve

stig

atin

g th

e w

ays

in w

hich

ani

mal

s an

d pl

ants

are

abl

e to

res

pond

to th

eir

envi

ronm

ents

in o

rder

to e

nsur

e th

eir

surv

ival

.

tim

eto

pic

Co

nte

nt

inve

stig

atio

ns

res

ou

rces

1½ w

eeks

(6 h

ou

rs)

Hu

man

en

do

crin

e

sys

tem

• e

nd

ocr

ine

gla

nd

s

Loca

tion

in

the

body

, ho

rmon

es

secr

eted

, ro

les

of

horm

ones

of t

he fo

llow

ing

glan

ds:

- H

ypot

hala

mus

: A

DH

- P

ituita

ry

glan

d :

TS

H,

FS

H,L

H,

prol

actin

, gr

owth

horm

one

(linktoreproduction)

- T

hyro

id g

land

: thy

roxi

n

- P

ancr

eas:

insu

lin, g

luca

gon

- A

dren

al g

land

: adr

enal

in, a

ldos

tero

ne

- G

onad

s: o

estr

ogen

, pr

oges

tero

ne a

nd t

esto

ster

one

(linktoreproduction)

Exa

mpl

es o

f ne

gativ

e fe

edba

ck m

echa

nism

s: T

SH

and

thyr

oxin

; ins

ulin

and

glu

cago

n; d

iabe

tes

• R

esea

rch

diso

rder

s ca

used

by

un

der-

and

over

secr

etio

n of

at

leas

t on

e ho

rmon

e. D

iffer

ent

lear

ners

shou

ld

rese

arch

di

ffere

nt

horm

ones

. B

rief

writ

ten

repo

rt.

• Te

xtbo

oks

• C

hart

s

• P

hoto

grap

hs o

f gia

ntis

m,

dwar

fism

, and

pers

ons

suffe

ring

from

:

hypo

thyr

oidi

sm

and

hype

rthy

roid

ism

1 w

eek

(4 h

ou

rs)

Ho

meo

stas

is in

Hu

man

s

• H

om

eost

asis

The

pro

cess

of m

aint

aini

ng a

con

stan

t, op

timal

inte

rnal

envi

ronm

ent:

- n

egat

ive

feed

bac

k: g

luco

se,

carb

on d

ioxi

de;

wat

er

and

salts

;

- th

erm

ore

gu

lati

on

: ad

apta

tions

of

hu

man

sk

in;

swea

ting,

vas

odila

tatio

n, v

asoc

onst

rictio

n.

• O

bser

ve

prep

ared

m

icro

scop

e sl

ides

of

a

sect

ion

thro

ugh

hum

an s

kin

or u

se a

mic

rogr

aph

or m

odel

.

Iden

tify

mai

n fe

atur

es.

• Te

xtbo

oks

• M

icro

scop

e pr

epar

ed

slid

es

or

M

icro

grap

hs

or

mod

el


61CAPS

te

rm

3

1 w

eek

(4 h

ou

rs)

res

po

nd

ing

to t

he

en

viro

nm

ent:

Pla

nts

•

Pla

nt

ho

rmo

nes

The

gen

eral

fun

ctio

ns o

f au

xins

,

gibb

erel

lins,

abs

cisi

c ac

id.

Wee

d co

ntro

l by

usin

g gr

owth

hor

mon

es.

•

Geo

tro

pis

m a

nd

ph

oto

tro

pis

m

Gro

wth

reg

ulat

ion

by a

uxin

s.

•

Pla

nt

def

ence

mec

han

ism

s

Che

mic

als,

thor

ns.

• D

esig

n in

vest

igat

ions

to

sh

ow

geot

ropi

sm

and

phot

otro

pism

. Id

entif

y th

e va

riabl

es a

nd r

ecom

men

d

way

s to

con

trol

the

varia

bles

. Rec

ord

and

inte

rpre

t the

resu

lts.

• Te

xtbo

oks

• S

uita

ble

equi

pmen

t:

geot

ropi

sm a

nd

phot

otro

pism

exp

erim

ents

• If

avai

labl

e, a

klin

osta

t

shou

ld b

e us

ed

• S

eedl

ings

str

and

4:

div

ersi

ty, C

han

ge

and

Co

nti

nu

ity

(co

nti

nu

ed):

It is

nec

essa

ry to

hav

e a

firm

gra

sp o

n th

e w

ork

done

ear

lier

in th

e ye

ar o

n D

NA

, gen

etic

s an

d he

redi

ty in

ord

er to

und

erst

and

the

conc

ept o

f cha

nge,

nat

ural

sel

ectio

n an

d ev

olut

ion.

Thi

s

know

ledg

e st

rand

is e

xpan

ded

on b

y ex

plor

ing

the

mec

hani

sms

of e

volu

tion

and

spec

ifica

lly h

uman

evo

lutio

n in

Afr

ica.

.

tim

eto

pic

Co

nte

nt

inve

stig

atio

ns

res

ou

rces

2 w

eeks

(8 h

ou

rs)

evo

luti

on

by

nat

ura

l

sel

ecti

on

• o

rig

in o

f id

eas

abo

ut

ori

gin

s

Diff

eren

t ki

nds

of e

vide

nce:

fos

sil

reco

rd (linktoG

rade

10),

mod

ifica

tion

by d

esce

nt, b

ioge

ogra

phy (linktoGrade

10),

gen

etic

s (G

rade

12)

and

oth

er fo

rms

of e

vide

nce:

- di

ffere

nce

betw

een

hypo

thes

is a

nd th

eory

; and

- br

ief

over

view

of

hi

stor

y of

di

ffere

nt

theo

ries

of

deve

lopm

ent:

Lam

arck

ism

, D

arw

inis

m,

and

Pun

ctua

ted

Equ

ilibr

ium

.

• Artificialselection

: O

NE

exa

mpl

e of

a d

omes

ticat

ed

anim

al a

nd

ON

E e

xam

ple

of a

cro

p sp

ecie

s.

• d

arw

in’s

th

eory

of

evo

luti

on

by

nat

ura

l sel

ecti

on

• E

volu

tion

(cha

nge)

thr

ough

nat

ura

l se

lect

ion

(linkto

Gen

etic

s): d

epen

ds o

n va

riatio

n/ge

ne p

ool o

f inh

erite

d

char

acte

ristic

s, a

nd t

he p

rodu

ctio

n of

mor

e of

fspr

ing

than

is

re

quire

d.

Cha

nges

in

th

e en

viro

nmen

t.

Pre

ssur

e le

ads

to e

xtin

ctio

n or

suc

cess

ful

adap

tion.

Con

tinuo

us a

nd d

isco

ntin

uous

var

iatio

n.

• C

lass

deb

ate

and

disc

ussi

on.

• D

emon

stra

te n

atur

al s

elec

tion

thro

ugh

gam

es,

e.g.

,

cam

oufla

ge

• R

esea

rch

one

exam

ple

of a

rtifi

cial

sel

ectio

n. P

rese

nt

findi

ngs

in a

rep

ort

• Te

xtbo

oks

• R

efer

ence

boo

ks.

• B

iogr

aphy

of

D

arw

in

(if

poss

ible

an

d if

lear

ner

show

s in

tere

st)



te

rm

3

• f

orm

atio

n/e

mer

gen

ce o

f n

ew s

pec

ies

Spe

ciat

ion;

biol

ogic

al s

peci

es c

once

pt. I

nter

bree

ding

pro

duce

s

viab

le o

ffspr

ing

in a

spe

cies

.

O

NE

exa

mpl

e of

spe

ciat

ion

due

to g

eogr

aphi

c

isol

atio

n (G

alap

agos

finc

hes,

Gal

apag

os to

rtoi

ses,

mam

mal

s or

pla

nts

on d

iffer

ent l

andm

asse

s, e

.g.,

baob

abs

in A

fric

a an

d M

adag

asca

r, pr

otea

s in

Sou

th

Afr

ica

and

Aus

tral

ia).

• m

ech

anis

ms

for

rep

rod

uct

ive

iso

lati

on

:

Intr

oduc

tion

to s

ome

exam

ples

:

- br

eedi

ng a

t diff

eren

t tim

es o

f the

yea

r;

- sp

ecie

s-sp

ecifi

c co

urts

hip

beha

viou

r;

- ad

apta

tion

to d

iffer

ent p

ollin

ator

s (p

lant

s);

- pr

even

tion

of fe

rtili

satio

n;

- in

fert

ile o

ffspr

ing

in c

ross

-spe

cies

hyb

rids.

• e

volu

tio

n in

pre

sen

t ti

mes

Exa

mpl

es o

f

natu

ral s

elec

tion

and

evol

utio

n, e

.g.,

resi

stan

ce

to in

sect

icid

es in

inse

cts,

bill

and

bod

y si

ze o

f

Gal

apag

os fi

nche

s, r

esis

tanc

e to

ant

ibio

tics

in

vario

us b

acte

ria (

TB

), H

IV r

esis

tanc

e to

ant

i-

retr

ovira

ls.


63CAPS

te

rm

3

2 w

eeks

(8 h

ou

rs)

tota

l

7½ w

eeks

(30

ho

urs

)

Hu

man

evo

luti

on

• e

vid

ence

of c

om

mo

n a

nce

sto

rs fo

r liv

ing

ho

min

ids

incl

ud

ing

h

um

ans:

A

nato

mic

al

diffe

renc

es

and

sim

ilarit

ies

betw

een

Afr

ican

ape

s an

d hu

man

s:

- F

ossi

l ev

iden

ce:

key

feat

ures

: bi

peda

lism

(sp

ine

and

pelv

ic

gird

le),

br

ain

size

, te

eth

(den

titio

n),

prog

nath

ism

and

pal

ate

shap

e, c

rani

al a

nd b

row

ridge

s.

The

nu

mbe

r of

fo

ssils

th

at

have

be

en

foun

d (it

is

impo

rtan

t to

kno

w t

hat

thou

sand

s of

foss

il fr

agm

ents

hav

e be

en fo

und)

.

- G

enet

ic e

vide

nce:

mito

chon

dria

l DN

A

- C

ultu

ral e

vide

nce

tool

-mak

ing.

• o

ut

of

afr

ica

hyp

oth

esis

E

vide

nce

Afr

ican

or

igin

s fo

r al

l m

oder

n hu

man

s:

gene

tic li

nks,

mito

chon

dria

l DN

A:

- R

ift

valle

y fo

ssil

site

s in

E

ast

Afr

ica

(Ken

ya

and

Tanz

ania

) an

d in

E

thio

pia.

S

cien

tists

e.

g.,

Joha

nsen

and

Whi

te, t

he L

eaky

fam

ily

- F

ossi

ls d

isco

vere

d at

the

se s

ites:

Ard

ipith

ecus

,

Aus

tral

opith

ecus

, Hom

o

- F

ossi

ls s

ites

in S

outh

Afr

ica:

Fos

sils

dis

cove

red

at

thes

e si

tes:

Aus

tral

opith

ecus

and

Hom

o

• P

ost

er p

rese

nta

tio

n

Map

out

the

thre

e m

ajor

pha

ses

in h

omin

id e

volu

tion

from

6 m

ya u

p to

the

pres

ent:

- A

rdip

ithec

us (

Eth

iopi

a)

- A

ustr

alop

ithec

us (

Eas

t and

Sou

th A

fric

a)

- H

omo

(var

ious

site

s)

The

map

/tim

elin

e sh

ould

sho

w t

he d

iagn

ostic

fea

ture

s

and

the

appr

oxim

ate

times

tha

t ex

ampl

es o

f th

e th

ree

maj

or g

ener

a ex

iste

d. I

t is

not

nec

essa

ry t

o sh

ow t

he

rela

tions

hips

bet

wee

n ge

nera

. (S

cien

tists

may

int

erpr

et

rela

tions

hips

diff

eren

tly a

s ne

w e

vide

nce

is fo

und)

or

(see

Ter

m 4

)

• Te

xtbo

oks

• N

ewsp

aper

art

icle

s (e

.g.,

the

disc

over

y of

Sed

iba)

• D

VD

s if

poss

ible

• M

aps,

pic

ture

s an

d

phot

ogra

phs



te

rm

3

ass

essm

ent

• O

ne fo

rmal

, rec

orde

d te

st.

• T

rial e

xam

inat

ion:

2 x

2½

hou

rs.

• O

ne p

roje

ct/a

ssig

nmen

t.

• A

sses

smen

t fo

r le

arni

ng (

info

rmal

) us

ing

a va

riety

of s

trat

egie

s an

d ap

prop

riate

for

ms

of a

sses

smen

t

in

test

s,

hom

ewor

k ex

erci

se,

writ

ten

wor

kshe

ets,

repo

rts,

sum

mar

ies,

ess

ays,

etc

.

Ref

er to

the

rang

e sk

ills

spec

ified

in S

peci

fic A

ims

1 an

d 3

Not

e th

at k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

and

prac

tical

wor

k sh

ould

als

o be

ass

esse

d in

writ

ten

wor

kshe

ets,

hom

ewor

k, s

umm

arie

s, r

epor

ts a

nd e

ssay

s

and

test

s. T

he c

ogni

tive

skill

s lis

ted

unde

r S

peci

fic A

ims

1 an

d 3

will

als

o ap

ply

to k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

.

• O

ne p

ract

ical

task

.

• R

efer

to th

e ra

nge

of s

kills

spe

cifie

d in

Spe

cific

Aim

2.


65CAPS

te

rm

4

str

and

4:

div

ersi

ty, C

han

ge

and

Co

nti

nu

ity

(co

nti

nu

ed)

tim

eto

pic

Co

nte

nt

inve

stig

atio

ns

res

ou

rces

2 w

eeks

(8 h

ou

rs)

2 w

eeks

(8 h

ou

rs)

tota

l

4 w

eeks

(16

ho

urs

)

Hu

man

evo

luti

on

:

con

tin

ued

• im

po

rtan

ce o

f th

e C

rad

le o

f H

um

anki

nd

:

- m

ain

fo

ssil

site

s in

so

uth

afr

ica,

e.g

., Ta

ung,

Ste

rkfo

ntei

n, K

rom

draa

i, S

war

tkra

ns, M

alap

a,

Plo

vers

Lak

e, G

lady

sval

e, M

akap

ansg

at,

Flo

risba

d, B

orde

r C

ave,

Blo

mbo

s: E

vide

nce

and

evol

utio

nary

tren

ds fr

om th

ese

site

s (r

efer

to

datin

g of

foss

ils G

rade

10)

. At l

east

two

exam

ples

shou

ld b

e st

udie

d to

see

evo

lutio

nary

tren

ds.

M

entio

n sc

ient

ists

suc

h as

Dar

t, B

room

e, T

obia

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SECTION 4

assessment

4.1 introduction

Assessment is a continuous planned process of identifying, gathering and interpreting information on learners’

performance, using various forms of assessment. It involves four steps: generating and collecting evidence of

achievement; evaluating this evidence, recording the findings and using this information to understand and thereby

assist the learners’ development in order to improve the process of learning and teaching.

Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases,

regular feedback should be provided to learners to enhance their learning experience.

Assessment is a process that measures individual learners’ attainment of knowledge (content, concepts and skills) in

a subject by collecting, analysing and interpreting the data and information obtained from this process to:

• enable the teacher to make reliable judgements about a learner’s progress;

• inform learners about their strengths, weaknesses and progress; and

• assist teachers, parents and other stakeholders in making decisions about the learning process and the

progress of the learners.

Assessment should be mapped against the content and intended aims specified for Life Sciences and in informal and

formal assessments it is important to ensure that in the course of the year:

• all of the subject content is covered;

• the full range of skills is included; and

• different forms of assessment are used.

4.2 informal assessment or daily assessment

Assessment for learning has the purpose of continuously collecting information on learners’ achievement that can

be used to improve their learning.

Informal assessment is daily monitoring of learners’ progress. This is done through observations, discussions,

practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment

may be as simple as stopping during the lesson to observe learners or to discuss how their learning is progressing.

Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but

it need not be recorded. It should not be seen as separate from learning activities taking place in the classroom.

Learners or teachers can mark these assessment tasks.

Self-assessment and peer assessment actively involve the learners being assessed. This is important as it allows

learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are

not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into

account for promotion or certification purposes.


67CAPS

Informal, ongoing assessments should be used to structure the acquisition of knowledge and skills and should be a

precursor to formal tasks in the Programme of Assessment.

4.3 formal assessment

Grades formal school-based assessments end-of-year examinations

R - 3 100% n/a

4 - 6 75% 25%

7 - 9 40% 60%

10 and 11 25% including a mid-year examination 75%

12 25% including mid-year and trial

examinations

External examination: 75%

All assessment tasks that make up a formal programme of assessment for the year are regarded as formal assessment.

Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes.

All formal assessment tasks are subject to moderation to ensure that appropriate standards are maintained.

Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in

a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks,

projects, oral presentations, demonstrations and performances. Formal assessment tasks form part of a year-long

formal Programme of Assessment in each grade and subject.

The cognitive demands in assessment should be appropriate for the age and developmental level of the learners

in the grade. Assessment in Life Sciences must cater for a range of cognitive levels and abilities of learners. The

assessment tasks should be carefully designed to cover the content of the subject as well as the range of skills and

the cognitive levels that have been identified in the specific aims. The design of assessments should therefore ensure

that a full range of content and skills are assessed within each Grade in the Phase. The specific aims, topics, content

and range of skills in the subject should be used to inform the planning and development of assessments.

Weighting of Cognitive demands for the assessment of content in Grades 10, 11 and 12

knowing scienceunderstanding

science

Applyingscientific

knowledge

evaluating,

analysing and

synthesising

scientificknowledge

% 40% 25% 20% 15%

examples of useful

Verbs

• State

• Name

• Label

• List

• Define

• Describe

and others

• Explain

• Compare

• Rearrange

• Give an example of

• Illustrate

• Calculate

• Make a

generalisation

and others

• Predict

• Apply

• Use knowledge

• Demonstrate

• Solve

• Implement

• Judge

and others

• Select

• Differentiate

• Analyse

• Infer

• Suggest a reason

• Discuss

• Categorise

and others



note: A single, formal class test per term will not necessarily provide the most accurate and reliable evidence of

every learner’s performance. As far as possible, teachers should try to let learners write more than one test per term

in order to get a better picture of their abilities. One formal class test per term is the minimum number that must be

recorded.

The requirements (number and nature of tasks) for Life Sciences are indicated below:

4.4 assessment requirements for life sciences:

4.4.1 Grade 10

The programme of assessment is designed to spread formal assessment tasks in all subjects in a school throughout

a term.

Grade 10

ProGramme of formal assessment

formal, reCorded, sCHool-Based assessmentsend-of-year internal

eXamination 75%

Content Practical

two Written

examinations

(2½ Hours + 2½

Hours)

Practical

examination

(1 Hour)

• Four tests (minimum of 50 marks

each)

• One midyear examination (2½

hours 150 marks)

• One project/assignment (can be

done in any term: 100 marks in the

fourth term)

• Skills are listed under Specific Aims

1 and 3

A selection of three representative

practical tasks, which cover the

range of skills, must be marked and

recorded. (The marks allocated for a

practical task should range from 20 to

40.)

The range of skills is described in

Specific Aim 2.

This exam tests

knowledge on

content, concepts

and skills across

all topics.

Knowledge of

practical work as

well as some of

the skills related

to practical work

must be assessed

in the written

examination.

80% = 60 marks

This exam

tests practical

knowledge and

skills

This should be set

by each teacher

taking into account

the resources

that are available

for practical

examination.

20% = 15 marks

school-based assessment (during the year) 75

term 1 term 2 term 3 term 4

• One test

• One selected

practical task

• One test

• One selected

practical task

• Mid-year

examination

• One test

• One selected

practical task

* Environmental

studies:

fieldwork

• One test

• One project/

assignment

25% 25% 25% 25%

Convert to 25% 75%

* This is an example of a project/assignment.


69CAPS

4.4.2 Grade 11


formal, reCorded, sCHool-Based assessments end-of-year internal

eXamination 75%

Content Practical two Written

examinations

(2½ hours + 2½

hours)

Practical

examination(1

hour)

• Four tests (minimum of 50 marks

each)

• One mid-year examination (2½

hours, 150 marks)

• One project/assignment (can be

done in any term: 100 marks in Term

4)

• Skills are listed under Specific Aims

1 and 3

A selection of three representative

practical tasks, which cover the

range of skills, must be marked and

recorded. (The marks allocated for a

practical task should range from 20 to

40).

The range of skills is described in

Specific Aim 2.

These exams

test knowledge

on content,

concepts and

skills across all

topics. Knowledge

of practical work

as well as some of

the skills related

to practical work

must be assessed

in the written

examination.

80% = 60 marks

This exam

tests practical

knowledge and

skills

This should be set

by each teacher

taking into account

the resources

that are available

for practical

examination.

20% = 15 marks

school-based assessment (during the year) 75

term 1 term 2 term 3 term 4

• One test

• One selected

practical task

• One test

• One selected

practical task

• Mid-year

examination

• One test

• One selected

practical task

* Environmental

studies:

fieldwork

• One test

• One project/

assignment

25% 25% 25% 25%

75%

*This is an example of a project/assignment.



The requirements (number and nature of tasks) for Life Sciences are indicated below:

4.4.3 Grade 12


formal, reCorded, sCHool-Based assessments

trial: end-of-year

internal eXamination

50%

Content Practicaltwo written examinations

(2½ hours + 2½ hours)

• Four tests (minimum of 50 marks each)

• *One mid-year examination (2½ hours, 150 marks) or

control test

• One trial examination (2 x 2½ hours, 300 marks)

• One project/assignment (can be done in any term: 100

marks in term 3).

• Skills are listed under Specific Aims 1 and 3

A selection of three

representative practical

tasks, which cover the

range of skills, must be

marked and recorded.

(The marks allocated for a

practical task should range

from 20 to 40).

The range of skills is

described in Specific Aim 2.

These exams test knowledge

of content, concepts and

skills across all topics.

Knowledge of practical work

as well as some of the skills

related to practical work

must be assessed in the

written examination

The trial (preliminary)

examination should be set

on the work completed in

Terms 1, 2 and 3.

school-based assessment (during the year)

term 1 term 2 term 3 and term 4

• One test

• One selected practical

task

• One test


task

* Mid-year examination or

control test

• One test


task (will not be included

in year mark)

project/assignment

* Environmental studies:

fieldwork

33% 33% 33%

Convert to 50% 50%

* note: Schools that are performing well (above an 80% pass rate in the previous year) may elect not to write the

mid-year examination.

note: The year mark will be converted to 25% and the external examination will count 75% of the final mark.


71CAPS

4.5 tHe end-of-year eXaminations:

4.5.1 Grade 10

The examination will consist of two examination papers of 2½ hours and 150 marks each.

The weighting and assessment of topics in Paper 1 and Paper 2 will be as follows:

Paper 1

topic timeWeighting

% marks

t1:

• Chemistry of Life

• Cells: Basic Units of Life

• Cell Division: Mitosis

• Plant and Animal Tissues

t2:

• Plant and Animal Tissues

• Plant Organs (Leaf)

• Support and Transport Systems: Plants

• Support Systems: Animals

2½ weeks

3 weeks

2 weeks

1 week

2 weeks

½ week

3 weeks

3 weeks

16

17

12

5 (50)

13

3

17

17 (50)

23

25

18

9

20

5

25

25

totals 17 weeks 100% 150

Paper 2

topic timeWeighting

% marks

t3:

• Transport Systems in mammals

• Biosphere to Ecosystems

t 4:

• Biodiversity and Classification

• History of Life and Earth

3 weeks

6 weeks

1 week

5 weeks

20

40 (60)

7

33 (40)

30

60

10

50


The weighting per topic must serve as a guideline for teachers; slight deviations in respect of the number of marks

allocated to a topic are acceptable. The purpose of providing the weighting is to ensure that all topics are covered

according to approximately the correct weighting.



4.5.2 Grade 11

The examination will consist of two examination papers of 2½ hours and 150 marks each. The weighting and

assessment of topics in Paper 1 and Paper 2 will be as follows:

Paper 1

topic timeWeighting

% marks

t2

• Energy transformations to sustain Life: Photosynthesis

• Animal Nutrition

• Energy transformation: Respiration

t3

• Gas exchange

• Excretion in humans

• Population Ecology

3 weeks

3 weeks

1½ weeks

2½ weeks

2½ weeks

4 weeks

18

18

10

15

15

24

27

27

15

22

23

36

totals 16½ weeks 100% 150

Paper 2

topic timeWeighting

% marks

t 1

• Biodiversity and classification of micro-organisms

• Biodiversity in plants and reproduction

• Biodiversity of animals

t4

• Human impact on the environment:

• current crises

3 weeks

3 weeks

2 weeks

7 weeks

20

20

13

47

30

30

20

70



73CAPS

The weighting per topic must serve as a guideline for teachers; slight deviations in respect of the number of marks

allocated to a topic are acceptable. The purpose of providing the weighting is to ensure that all topics are covered in

approximately the correct weighting.

4.5.3 Grade 12

The examination will consist of two examination papers of 2½ hours and 150 marks each. The weighting and

assessment of topics in Paper 1 and Paper 2 will be as follows:

Paper 1

topic time Weighting

% marks

t 1

• Meiosis

• Reproduction in Vertebrates

• Human Reproduction

t2

• Responding to be environment (humans)

t3

• Human endocrine system

• Homeostasis in humans

• Responding to the Environment (plants)

t4

• Human impact (Grade 11)

1 week

½ week

3 weeks

4 weeks

1½ weeks

1 week

1 week

‘2½ weeks’

7

4

21

27

10

7

7

17

11

6

31

40

15

11

11

25

totals 14½weeks 100% 150

Paper 2

topic time Weighting

% marks

t 1

• DNA: Code of Life

• Meiosis

t 2

• Genetics and Inheritance

t3

• Evolution through Natural Selection

t 3/t4

• Human evolution

2½ weeks

1 week

4 weeks

2 weeks

4 weeks

19

7

30

15

29

27

12

45

23

43

totals 13½ weeks 100% 150

The weighting per topic must serve only as a guideline to teachers and examiners and is included to ensure that

all topics are adequately covered in examinations. The number of marks per topic is not expected to be exactly

according to this weighting in the examination papers.



4.6 reCordinG and rePortinG

Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment

task. It indicates learner progress towards the achievement of knowledge as prescribed in the Curriculum and

Assessment Policy Statement. Records of learner performance should provide evidence of the learner’s conceptual

progression within a grade and her or his readiness to progress or be promoted to the next grade. Records of learner

performance should also be used to verify the progress made by teachers and learners during the teaching and

learning process.

Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders.

Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school

visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. For all grades,

teachers report learners’ achievements in percentages next to the appropriate subject. The various achievement

levels and their corresponding percentage bands are as shown in the table below.

Note: The seven-point scale should have clear descriptions that give detailed information for each level. Teachers

will record actual marks against the task by suing a record sheet; and report percentages against the subject on the

learners’ report cards.

Codes and Percentages for reporting in Grades r-12

rating code description of competence Percentage

7 Outstanding achievement 80- 100

6 Meritorious achievement 70 - 79

5 Substantial achievement 60 - 69

4 Adequate achievement 50 - 59

3 Moderate achievement 40 - 49

2 Elementary achievement 30 - 39

1 Not achieved 0 - 29

Schools are required to provide quarterly feedback to parents on the Programme of Assessment using a formal

reporting tool such as a report card. The schedule and the report card should indicate the overall level of a learners’

performance.

4.7 moderation of assessment

Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation

should be implemented at school and district level and if necessary also at provincial level. Comprehensive and

appropriate moderation practices must be in place for the quality assurance of all subject assessments.

4.7.1 Grades 10 and 11

In Grades 10 and 11 Formal School-based Assessment and the Practical Assessment Tasks should be moderated

by the relevant subject specialists at district and, if necessary, provincial levels in consultation with the moderators at

the school. Moderation serves five purposes:


75CAPS

• Firstly, it should ascertain whether the subject-specific content and skills are sufficiently covered.

• Secondly, the moderator must ensure that the various levels of cognitive demand are reflected in the

assessments.

• Thirdly, that the assessments and marking are of an acceptable standard and consistency.

• Fourthly, to ensure that assessment in different schools are more or less comparable whilst recognising that

different teachers have different standards.

• Finally, to identify areas in which the teacher may need further support and development and to provide such

necessary support

In Grades 10 and 11 there is no compulsory national moderation. Moderation is therefore an ongoing process and

not a once-off end-of-year event.

4.7.2 Grade 12

Moderation refers to the process which ensures that the assessment tasks are fair, valid and reliable. Moderation

should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation

practices must be in place for the quality assurance of all subject assessments.

4.7.2.1 formal assessment (school-based assessment - sBa)

In Grade 12, moderation must take place at four levels:

• School-basedmoderationandverificationoflearnerperformance

This is intended to ensure that the assessments meet the requirements in terms of content, cognitive demands

and skills; that the marking has been consistent and fair and that the marks are a true reflection of learners’

performance in the assessments. This will enable the school to easily identify problems related to the pacing,

standard and reliability of assessment and to ensure that appropriate interventions are put in place early. This

is an ongoing process.

• Moderation by the subject advisor

This is also an ongoing process. Subject advisors should moderate assessments, to ascertain whether:

- Subject-specific content and skills have been covered adequately;

- The prescribed number of assessments have been complied with;

- the appropriate cognitive demands are reflected in the assessments;

- the marking is of an acceptable standard and is consistent;

- the assessments in different schools are comparable whilst recognising that different teachers teach

and assess differently.



Subject advisors should provide teachers with the necessary guidance and support should any shortcomings be

identified. Early identification of shortcomings and early interventions are essential. It is therefore necessary that

moderation at this level should be ongoing and not a once-off end-of-year event.

• Moderation by the province

Moderation of SBA at this level is once-off and is related to the quality assurance processes that are necessary

developed jointly by the Department of Basic Education and Umalusi in terms of National Policy.

• At a national level

Statistical moderation of learner performance in the School Based Assessment is necessary to ensure comparability

across schools, districts, and provinces.

Note that, in Grade 12, the assessment of Practical work is incorporated into the SBA (per term) and that there is no

practical examination. This is because schools are not all equally resourced and some learners may be disadvantaged

because of this.

4.8 General

This document should be read in conjunction with:

4.8.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement

Grades R-12; and

4.8.2 The policy document, National Protocol for Assessment Grades R-12.

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