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LIFE SCIENCES FACILITATOR’S GUIDE
Grade 12
A member of the FUTURELEARN group
Life Sciences Facilitator’s guide
1812-E-LIS-FG01
Í2,È-E-LIS-FG017Î
Grade 12
CAPS aligned
ANSWER GUIDE
AUTHORS Jen Grogan Ruth Suter
LIFE SCIENCES GRADE 12 NCAPS ANSWER GUIDE
ALL RIGHTS RESERVED ŠCOPYRIGHT BY THE AUTHOR The whole or any part of this publication may not be reproduced or transmitted in any form or by any means without permission in writing from the publisher. This includes electronic or mechanical, including photocopying, recording, or any information storage and retrieval system. Every effort has been made to obtain copyright of all printed aspects of this publication. However, if material requiring copyright has unwittingly been used, the copyrighter is requested to bring the matter to the attention of the publisher so that the due acknowledgement can be made by the author.
Life Sciences Answer Guide Grade 12 NCAPS ISBN-13:
978-18692-1-882-9
Product Code:
LFS 73
Authors:
Jen Grogan Ruth Suter
First Edition:
August 2015 (Revisions based on Examination Guidelines - Grade 12, from 2014)
Second Edition:
May 2016 (Minor revisions, includes addendum)
PUBLISHERS ALLCOPY PUBLISHERS P.O. Box 963 Sanlamhof, 7532
Tel: (021) 945 4111, Fax: (021) 945 4118 Email: info@allcopypublishers.co.za Website: www.allcopypublishers.co.za
i
LIFE SCIENCES ANSWER GUIDE GRADE 12 NCAPS CONTENTS
Page no.
1.1
DNA: Code of life
20
1.2
Meiosis
22
1.3
Genetics and Inheritance
25
2.1
Diversity of vertebrate reproductive strategies
32
2.2
Human reproduction
33
2.3.1 Human nervous system
36
2.3.2 Receptors
40
2.4
Human endocrine system
45
2.5
Human homeostasis
48
2.6
Plant responses to environment
50
3
Human impact on environment
52
4.1
Evolution
61
4.2
Evolution of humans
66
4.3
Hominin fossil sites
71
4.4
Alternatives to evolution
75
ii
To the educator The emphasis of the Mind Action Series Life Science 12 Textbook is to present the work simply in a clearly laid out format. There are many learning activities of different types to help the learner understand the work and to consolidate what has been taught. Each learner will develop his/her own way of creating learning diagrams, mind maps, flow charts etc and it is very important that the you encourage them to do these activities. Some of these involve assessment by peers which allows learners to learn from each other and reflect on their own performance.
The Educator’s Guide and Answers The Educator’s Guide and Answers is an invaluable supplement to the textbook in that it will assist you, the educator, to effectively complete all the requirements of the new curriculum as put forward in the Curriculum and Assessment Policy Statement (CAPS). You will find the following useful features in this guide: A. Organisation of the life science curriculum p2 B. The specific aims of Life Sciences
p3
C. What the learners will need
p3
D. Work schedule
p4
Term 4
Grade 11
p 4
Term 1
Grade 12
p 6
Term 2
Grade 12
p 9
Term 3
Grade 12
p 12
E. Short introduction to each strand and module p 14 Strand 1
p 14
2.5 Homeostasis
1.1 DNA; the code of life
p 15
2.6 Response by plants to environment p 17
1.2 Meiosis
p 15
Strand 3
p 18
1.3 Genetics and inheritance
p 15
Environmental Studies
p 18
Strand 2
p16
Strand 4
p 18
2.1 Vertebrate reproductive strategies
p 16
4.1 Evolution by natural selection
p 18
2.2 Human reproduction
p 17
4.2 Evolution of humankind
p 18
2.3 Human responses to the environment p 17
4.3 Hominin fossil sites
p 19
2.4 Endocrine system
p 17
4.4 Alternatives to evolution
p 19
F. Answers
p 20
1.1 DNA: code of life
p 20
2.5 Homeostasis in humans
p 48
1.2 Meiosis
p 22
2.6 Plant responses to environment
p 50
1.3 Genetics & Inheritance
p 25
3
p 52
2.1 Vertebrate reproductive strategies
p 32
4.1 Evolution
p 61
2.2 Human reproduction
p 33
4.2 Evolution of humankind
p 66
2.3 Human responses to environment
p 36
4.3 Fossil sites in Africa
p 71
2.4 Human endocrine system
p 45
4.4 Alternatives to evolution
p 75
1
Human impact on environment
p 17
G. Assessment plan
How are learners assessed?
p 77
What are the assessment requirements?
p 79
Mark distribution information
p 80
A. Organization of the Life Science curriculum Four Knowledge Strands are used to organize the Life Sciences content framework. These knowledge strands are developed progressively over the three years of the FET. They are: 1. 2. 3. 4.
Life at the Molecular, Cellular and Tissue Level Life Processes in Plants and Animals Environmental Studies Diversity, Change and Continuity
The knowledge strands and the topics within each knowledge strand cannot be studied separately and in isolation. It is important that learners understand that topics are related and that biological systems do not function independently or in isolation. The educators in all the three grades should be aware of this continuity. Knowledge
Life at molecular,
Life processes in
Environmental
Diversity, change &
strands
cellular & tissue level
plants & animals
studies
continuity
Chemistry of life –
Support and
Biosphere to
Biodiversity and
Inorganic and organic compounds
Grade 10
Cell – unit of life Cell division – mitosis Plant tissues
transport systems in
ecosystems
classification History of life and
plants Support systems in
Earth
animals Transport systems in mammals (human)
Animal tissues Energy
Population ecology
transformations to
Grade 11
Human impact on
Biodiversity – classification of
support life:
environment: current
micro-organisms
Photosynthesis
crises Information for
Biodiversity – plants
Animal nutrition
this is in this
Reproduction –
Energy
educator’s guide
plants Biodiversity –
transformations: Respiration
animals
Gas exchange Excretion DNA – code of life RNA and protein synthesis
Grade 12
Meiosis
Reproductive
Human impact on
Darwinism and
strategies in
environment: current
Natural Selection
vertebrates
crises To be done in
Human Evolution
Human reproduction Nervous system Senses Endocrine system Homeostasis
2
Grade 11
B. What are the specific aims of Life Sciences? 1. The first aim is that learners should:
understand what they are being taught
understand certain scientific terms and ideas
learn what they have been taught; not off by heart, but through a number of exercises such as drawing mind maps, diagrams, making tables etc, as well as by testing their knowledge and understanding as they go along. These are all provided for in this text book.
2. The second aim is that learners:
should develop the curiosity to want to know how and why certain changes happen.
have practical experience in investigating and discovering answers to these questions. They must have this practical experience for both assessment and examination purposes. The textbook explains what skills are required for an investigation or an experiment and also gives alternative suggestions regarding equipment, so that if you do not have the resources, it is possible to use everyday articles, which are easily available. In these practical investigations the learners have an opportunity:
to apply the knowledge they have gained
to develop skills, particularly those of: observing recording interpreting data.
3. The third aim is that learners should:
be able to understand the role and application of Life Sciences in everyday life
appreciate the importance of indigenous knowledge in this respect.
know a certain amount of the history of science.
C. What will the learners need? They will need: a file
foolscap paper
plastic sleeves (optional)
The files are very important as they will ensure that the learner’s work is kept intact, which will include: answers to all the informal tests (Learning activities)
learning diagrams/flow charts/mind maps
extra notes, graphs, etc from in class.
3
D. Work schedule The work schedule provides: an outline as to what topics should be covered during each week of all four terms; the order of which is the same as the prescribed order from the DOE. page numbers of the various topics to help complete the syllabus in the prescribed time. SBA = School Based Assessment
Grade 11 NB This work should be done in the final term in Grade 11. Term 4 Week
Module
Content
Investigation/Practical
Assessment Informal/formal Informal – Learning activities in text book
Formal – see below Can be used for SBA
1
3
Human impact on the environment (217 – 264)
LA 1, p 218
LA 2 , p 219
Carbon footprint
The effects of
A. Atmosphere & climate change,
LA 3 , p 221
p 217
Greenhouse effect
deforestation LA 4, p 222
1.
CO2 emissions, p 217
Pie graph to show
2.
Carbon footprint, p 218
greenhouse gases
3.
Deforestation, p 219
4.
Greenhouse effect/global warming, p 220
5.
Methane emissions, p 221
6.
Ozone depletion, p 222
LA 5, p 223 Ozone depletion
LA 6, p 224 Short questions
2
3
B. Water availability, p 225
LA 1, p 227
LA 2, p 229
1.
Construction of dams, p 226
Draw a map of a local
Essay on scarcity of
2.
Destruction of wetlands, p 226
wetland. List fauna and
water in South Africa
3.
Poor farming practices, p 227
flora,
4.
Droughts & floods, p 227
5.
Exotic plantations/depletion of water table, p 228
3
3
6.
Boreholes/ effects on aquifers, p 228
7.
Wastage of water, p 229
8.
Cost of water, p 229
C. Water quality, p 230
LA 4, p 232
LA 3, p 230
1. How using water affects its quality, p 230
Flow chart to illustrate
Water consumption
2. Effect of mining on water quality, p 232
eutrophication
3. Thermal pollution, p 233
LA 5, p 235 Factors affecting water
4. Water purification/recycling, p 234
quality
5. Alien plants, eg Eichornia, p 235
LA 6, p 236 Short questions
4
4
3
D. Food security, p 237
LA 1, p 239
Factors affecting food security, p 238
Poor farming practices
1.
Human population growth, p 238
2.
Droughts and floods, p 238
3.
Poor farming practices, p 238
4.
Alien plants and reduction of
LA 2, p 241 Loss of wild varieties
agricultural land, p 239
5
3
5.
Loss of wild varieties, p 240
6.
Genetically engineered foods, p 241
LA 3, p 242
LA 4, p 242
7.
Wastage, p 242
Class debate on
Short questions
genetically engineered foods
6
3
E. Loss of biodiversity, p 243
LA 1, p 245
LA 2, p 246
1.
Habitat destruction, p 244
Habitat destruction
Rhino poaching
2.
Poaching , p 245
3.
Alien plant invasion, p 248
4.
Indigenous knowledge systems, p 250
5.
Sustainable use of environment -
LA 3, p 249 Control of alien invasives
Devil’s claw, rooibos, fynbos, African
LA 4, p 252
Potato, Hoodia , p 250
Test on indigenous knowledge and medicinal plants
LA 5, p 253 Rooibos
LA 6, p 254 Fynbos
LA 7, p 255 Short questions
7
3
F. Solid waste disposal, p 257
LA 1, p 259
LA 4, p 261
1.
Managing dumpsites for rehabilitation,
Visit a landfill site or
Recycling - methane
p 257
refuse dump
from dumpsites
LA 2, p 259
LA 5, p 263
Rehabilitation of
Disposal of nuclear
dumpsites
waste
LA 3, p 260
LA 6, p 263
Solid waste analysis
Human influence on
2.
Need for recycling, p 260
3.
Methane from dumpsites for domestic use, p 261
4.
Disposal of nuclear waste, p 262
environment. A written report on subject chosen
LA 7, p 264 Short questions
5
DBE Examination guidelines to be used with following schedule Grade 12 Term 1 Week
Module
Content
Investigation/Practical
Assessment Informal/formal Informal – Learning activities in text book Formal – see below Can be used for SBA
1
1.1
Deoxyribonucleic acid (DNA)
LA 3, p 5
LA 1, p 2
(1 – 18)
Extraction of DNA molecules from onion skins
DNA; its discovery and location
Location in cell, p 1
LA 2, p 4
Discovery of DNA – Watson, Crick, Franklin and Wilkens, p 2
Structure and importance of DNA
Structure of DNA, p 3 Role of DNA: genes & non-coding DNA, p 4
1.1
Replication p 7-8
LA 4, p 8
Ribonucleic acid
Replication
Structure of RNA, p 11
LA 5, p 10
Protein synthesis, p 12
DNA profiling & forensics
A. Process in nucleus
LA 6, p 12
B. Process at ribosomes, p 13
Differences between DNA & RNA LA 7, p 13 Protein synthesis LA 8, p 14
Genetic code, p 15
2
General questions LA 9, p 16
1.2
Short questions
Meiosis (19 – 34)
LA,1, p 19
Background information, p 17
Chromosomes
Meiosis 1, p 20 Meiosis 2, p 21
LA 3, p 22
LA,2, p 21
Purposes of reduction division, p 25
Meiosis
Importance of meiosis, p 25
LA 5, p 24
Meiosis 2 – a copying division
Identifying micrographs
LA 4, p 23 Meiosis and crossing over LA 6, p 25 Cell divisions & chromosome numbers
3
Genetic variation, p 26
LA 7, p 28
LA 8, p 28
Consequences of abnormal meiosis, p 26
Class debate on abortion
Chromosome mutations
Similarities and differences between Mitosis and Meiosis, p 30
LA 9, p 31 Diagrams to illustrate differences between
6
meiosis and mitosis LA 10, p 32 Short questions
3
2.1
Vertebrate reproductive strategies (73 – 82)
LA 1, p 74 Internal vs external fertilisation
External or internal fertilisation, p 73
LA 2, p 75 Ovipary
Ovipary, ovovivipary, vivipary, p 74 Amniotic egg, p 76
LA 3, p 78 Precocial and altricial
Precocial & altricial development, p 76 Parental care, p 78
LA 4, p 80 Reproductive strategies LA 5, p 82 Short questions
4
2.2
Human reproduction (83 – 115) Structure male and female reproductive systems (link to grade 7 and 9), p 83 -88 1. Puberty, p 89
Identify tissues and different structures of ovary, testis and penis using prepared slides or micrographs from the internet and/or textbook LA 2, p 85 Male reproductive organs
LA 1, p 84 Testis structure LA 3, p 87 Fallopian tubes LA 4, p 88 Structure and functioning of the female reproductive system LA 5, p 90 Physical changes during puberty
5
2.2
2. Gametogenesis: relate briefly to meiosis (no individual names of stages), p 90 3. Menstrual cycle; emphasis on hormonal control, p 94 4. Fertilisation and development of zygote to blastocyst, p 99
LA 11, p 100 Blastocyst formation
LA 6, p 91 Summary of spermatogenesis LA 7, p 92 Spermatogenesis LA 8, p 95 Ovary structure, Gametogenesis and Differences between gametes LA 9, p 97 The menstrual cycle LA 10, p 100 Fertilisation LA 12, p 101 Embryonic development and implantation
7
6
2.2
5. Gestation; brief mention, p 99 6. Implantation and development; role of placenta, p 100
LA 13, p 103 Development during foetal stage
LA 14, p 106 Placenta functions
Observe stages of pregnancy, p 107
LA 15, p 106 Functions of amniotic fluid
LA 16, p 107 Gestation
LA 17, p 110 Stages of childbirth
It is strongly advised that the learners watch National Geographic’s DVD, In the Womb. With the latest technology one is able to see in amazing detail the foetus as it develops.
LA 19, p 113 Short questions
There are many DVD’s of development of embryo and birth process, these should be used. Observe contraceptive devices, p 110 LA 18, p 112 Contraception
7
1.3
Genetics & inheritance (35 – 72)
Solving genetic problems:
Mendel; ‘the father of genetics’ p 35
LA 2, p 40 Complete dominance
Concepts of inheritance, 35 - 43
Genes/alleles, p 35 – 37
Dominant and recessive, p 37
Phenotypes and genotypes, p 37
Homozygous and heterozygous, p 37
LA 3, p 41 Test crosses
Monohybrid crosses/Types of dominance, p 40 - 45
8
1.3
Genetic diagrams, p 40
Complete dominance, p 40
Test crosses, p 41
Incomplete dominance, p 42
Co-dominance, p 42
LA 6, p 43 Monohybrid crosses
LA 7, p 44 Inheritance of sex
Blood grouping, p 45 - 46 Mutations, p 46 – 51 Harmful, harmless & useful mutations, p 47 - 48
Genetic disorders, 48 - 52
Albinism, p 50
Cystic fibrosis, p 51
LA 4, p 42 Incomplete dominance LA 5, p 42 Co-dominance/blood groups
Sex determination, p 43 – 45
LA 1, p 38 Genetic terms
LA 8, p 46 Blood grouping LA 9, p 49 Haemophilia LA 10, p 50 Red-green colour blindness
Sex inheritance p 48 - 50 Chromosome aberrations, p 48
8
LA 11, p 51 Mutations, albinism, cystic fibrosis
Sex-linked characteristics, p 48 Sex-linked diseases, 48 - 50 1.
Haemophilia, 48 - 49
2.
Colour blindness, p 49 - 50
Term 2 Week
Module
Content
Investigation/Practical
Assessment Informal/formal
1
1.3
Genetic lineages, p 52 – 53 Genetic testing and counselling, p 52
LA 12, p 52 Family trees
Genetic engineering, p 53 – 65 1.
Stem cell research, p 53 - 54
2.
Genetic modification, p 55 - 59
3.
Cloning, p 59 – 61
LA 14, p 57 Recombinant DNA technology LA 17, p 61 Class discussion on controversial topics
Paternity testing, p 62 - 65
LA 18, p 62 Class debate on the hazards of genetic engineering LA 20, p 63 Paternity testing
2
3
1.3
2.3.1
Genetic links, p 64 - 65 Dihybrid crosses, p65 - 67
Human responses to the environment (117 – 178) Human nervous system A. Central nervous system
Cerebrum, p 120 Cerebellum, p 121 Medulla oblongata, p 122 2. Spinal cord, p 124 B. Peripheral nervous system, 126 1. Somatic nervous system, p 126 2. Autonomic nervous system, p 127 Nerves, p 130
2.3.1
Nervous tissue, p 131 – 138 Neurons, p 131
Reaction time, p 136 Synapses, p 137 Disorders of nervous system, p 138
9
LA 16, p 61 Cloning LA 19, p 62 Essay on genetic engineering LA 21, p 65
Dihybrid crosses
Genetic links/mDNA
LA 23, p 67 Black rhino case study
LA 24, p 68 Short questions
LA 3, p 121 Learning diagram functions of the cerebellum
LA 1, p 117 Co-ordination
LA 5, p 122 Practical investigation to identify parts of a sheep’s brain LA 7, p 125 Learning diagram – functions of the spinal cord
LA 8, p 125 Practical investigation to show structure of spinal cord
Reflex arc, p 134
LA 15, p 59 Genetically modified organisms
LA 22, p 66
LA 4, p 122 Learning diagram -functions of the medulla
1. Brain, p 119 – 123
4
LA 13, p 54 Stem cells
LA 13, p 136 Investigating reaction times
LA 2, p 120 Functions of cerebrum LA 6, p 123 General questions brain LA 9, p 126 General questions on nervous system LA 10, p 130 Autonomic nervous system LA 11, p 133 Neurons LA 12, p 135 Reflex arc and actions LA 14, p 138 Synapses
Injuries, p 140
Effects of drugs on CNS, p 142
LA 17, p 146 Effects of drugs
LA 15, p 139 Disorders of N/S LA 16, p 141 Injuries to N/S LA 18, p 147 Short questions
5
2.3.2
Receptors – detection of stimuli, 151 Human Eye, p 152 – 166 Structure and functioning,152 Binocular vision, p 160 Accommodation, p 160
LA 20, p 157 Dissection of a sheep’s eye
LA 19, p 156 Pupillary mechanism
LA 21, p 158 Functions of parts of the eye
LA 23, p 160 Functioning of the eye
LA 22, p 159 Photoreceptors
Visual defects, p 162
LA 24, p 161 Design a diagram to illustrate viewing distant objects
LA 25, p 161 Accommodation LA 26, p 163 Visual defects 1
LA 27, p 165 Visual defects 2
2.3.2
Human ear, 167 - 173 Structure & functioning; hearing & balance Hearing defects, p174
LA 28, p 168 Structure & functions of the middle ear LA 29, p 170 Cochlear LA 30, p 171 Vestibular apparatus LA 31, p 172 Hearing and balance LA 32, p 175 Hearing defects LA 33, p 176 Short questions
6
2.4
Human endocrine system (179 – 195) Position of glands, hormone secreted, role of hormones of the following: 1.
Hypothalamus: ADH, p 179
2.
Pituitary gland: TSH, FSH, LH, prolactin, growth hormone (link to reproduction), p 179
3.
Thyroid gland: thyroxin, p 181
4.
Pancreas: insulin, glucagon; diabetes, p 183
LA 1, p 181 Hypothalamus and pituitary hormones LA 2, p 182 Thyroid gland and its functioning LA 3, p 185 Homeostatic control of glucose LA 4, p 188 Diabetes
10
5.
Adrenal glands: aldosterone, adrenalin, p 188
6.
Gonads: oestrogen, progesterone and testosterone (link to reproduction), p 191
LA 7, p 191 Hormones of the reproductive system
TSH, p 182
LA 9, p 193 Short questions
Insulin and glucagon p 186 and 184
2.5
LA 6, p 191 Oestrogen functions LA 8, p 192 General endocrine questions
Examples of negative feedback mechanisms:
7
LA 5, p 189 Adrenalin
Homeostasis (197 – 206)
LA 1, p 198 Homeostatic control of carbon dioxide
Negative feedback: Glucose – see above
LA 2, p 199 Homeostatic control of water by ADH
Carbon dioxide, p 197 Water and salts, p 198 Thermoregulation:
LA 3, p 199 Homeostatic control of salts
Adaptations of human skin, p 201 Vasoconstriction, Vasodilatation, Sweating, p 202
LA 4, p 200 Heat loss and heat gain LA 5, p 203 Thermoregulation in humans LA 6, p 204 Class discussion LA 7, p 205 Short questions
8
2.6
Plant responses to environment (207 – 216)
LA 3, p 210 Geotropism investigation
LA 1, p 208 Auxins
Plant hormones: general functions,
LA 4, p 211 Geotropism investigation
LA 2, p 209 Phototropism
1. Auxins, p207
LA 5, p 213 Functions of gibberellins and abscisic acid
Tropisms and auxins, p 208 Phototropism, p 208 Geotropisms, p 208 2. Gibberellins, p 212
LA 6, p 215 Plant defences
3. Abscisic acid, p 212 Plant defence mechanisms p 213
LA 7, p 215 Short questions
Chemical, p 213 Physical, p 214
11