1: Orientation to Life Sciences

Annual Teaching Plan (Term 1) Ratios

Careers and Subject combinations in Life Activity 6: Ratios
Sciences Magnification
Activity 1: Careers Activity 7: Magnification
List of Universities in South Africa: Actual size of cells
The Nature of science Activity 8 Magnification
How does Science work Scientific Method
Example of Scientific skills Some common concepts in
Relationship between structure and investigations
function Investigation question
Biological drawings Formulating a hypothesis
Presentation of data Identification of variables
Tables Aim
Graphs Planning Steps
line graph Prediction
bar graph Trend
histogram Relationship
pie charts Apparatus
Activity 2: Graphs Method
Calculations: Control
Average Designing a control
Activity 3: Average Results/Observation
Percentage Discussion
Activity 4: Percentage
Conclusion
Percentage increase/ decrease Reliability
Activity 5: Percentage change Validity
Activity 9
 Annual Teaching Plan - TERM ONE
TERM 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11
(51 days) (3 days) (5 days) (5 days) (5 days) (5 days) (5 days) (5 days) (5 days) (5 days) (3 days) (5 days)
18-20 Jan 23-27 Jan 30 Jan – 03 Feb 06-10 Feb 13-17 Feb 20-24 Feb 27 Feb – 03 Mar 06-10 Mar 13-17 Mar 22-24 Mar 27-31 Mar
CAPS Orientation to Life (CAPS p 23) The Chemistry of Life (CAPS p25) Cells: basic unit of life (CAPS p26) Cell division:
Topics Sciences mitosis
How science Scientific Molecules for Life Organic Compounds Organic Compounds Cell structure Cell structure and Cell structure Chromosomes Cancer:
works based method Organic Molecular function: roles of and function: In nuclei of all (Only a brief
on Planning steps, molecules made Carbohydrates: Proteins: Amino acids make-up: Cells organelles roles of cells, two description
knowledge up of C, H, O, and Monosaccharide’s (C,H,O and N and are mostly organelles chromatids, required)
identification of
and scientific some contain N (single sugars) glucose some have P, Se, Fe) – made of Nucleus, centromere
skills, careers variables, and P. Cells are and fructose proteins, chromatin Plastids –
are sensitive to Uncontrolled
and subject ensuring made up of Disaccharides (double carbohydrates, material, nuclear production and Cell division
temperature and pH: cell division and
combinations validity and proteins, sugars) sucrose + lipids, nucleic membrane, storage of food, mitosis growth
Loss of structure and
reliability. carbohydrates, maltose function; the role of acids and water nuclear pores, pigments Causes of
Graphs, Brief overview lipids, nucleic Polysaccharides (many enzymes in breaking nucleolus: The cell cycle
cancer
Calculations: of the history of acids and sugars) starch, down/synthesising Cell structure the control centre, Vacuole, including
Treatments of
Percentage, vitamins. (Only cellulose and glycogen molecules; the and function: heredity. lysosomes, mitosis:
microscopy: cancer
Percentage basic structural influence of roles of Differences vesicles – Interphase,
increase/ Light and details required.) Lipids: organelles between storage, mitosis (with

Consolidation and revision

temperature and pH Medical
Core Concepts, Skills and Values

decrease, Electron (Fats and oils) 1 Cell wall – prokaryotes and digestion, names of
on enzyme action; the biotechnology
Average microscope Inorganic glycerol and 3 fatty Lock and Key Model of support eukaryotes osmoregulation phases),
Scientific Compounds acids: Unsaturated structure in . cytokinesis and e.g.,
how enzymes work; radiotherapy,
diagrams Water: 2 H and 1 and saturated fats; enzymes in everyday plant cells only. Cytoplasm– growth.
O cholesterol in foods; storage, chemotherapy
Calculations: life (for instance using (no detail
Minerals: e.g., Na, and heart disease. washing powders) : Cell membrane circulation of Relate structure Role of mitosis:
Actual size required
K, Ca, P, Fe, I, boundaries and materials and location of Growth and
Magnification nitrates, transport: organelles to repair.
Nucleic acids: DNA
phosphates; and RNA consisting of Movement Mitochondria – their functions. Reproduction in
macro and micro C, H, O, N and P. (No across release of energy some simple
elements: main detail of structure membranes: during cell Cells differ in organisms
functions and required.) diffusion, respiration size, shape and
deficiency Vitamins: A, one of osmosis and structure in The continuous
diseases the B vitamins, C, D active Ribosomes – order to carry process of
and E. transport. protein synthesis out specialised mitosis: The
functions [link division of a cell
Endoplasmic to tissues] to form two
reticulum (rough identical cells
and smooth) - Differences (Simple
transport systems between plant description with
and animal cells diagrams to
-Golgi body – show
assemble chromosome
secretions changes so that
one parent cell
 forms two
identical
daughter cells)

Difference in
telophase
between plant
and animal cells

Pre- SCIENTIFIC SKILLS LINKED TO MOLECULES FROM NATURAL SCIENCES GRADES 8 AND 9 ORGANIC AND INORGANIC COMPOUNDS GR 10 CELL STRUCTURE FROM GRADE 9
Knowledge GRADE 9 AND 10
Activity Activity Activity Activity Activity Activity Activity Activity Activity Activity
Draw , line Identification of Table – minerals Construct/ draw Using data and Explain and Tabulate the Compare the Use Research and
graph ,bar variables models of simple and interpreting graphs demonstrate how different structure of micrographs to present
graph, Activity more complex a light microscope organelles plant and observe and information on
showing the influence
histogram Activity Construct/ draw molecules (organic works using a indicating the animal cells by draw the ONE of the
of temperature and pH diagram with
and pie Differentiate models of water compounds) using structure using any visible different phases cancers. This
on enzyme action. labels and
charts between the using coloured coloured paper. (diagrams), example (e.g., a with must include
Diagram explaining the functions.
planning and paper, and (Learners need to function and model, descriptions of causes,
lock-and-key model
Activity conducting functions of water know only basic Activity location diagrams or each phase. prevalence and
steps of the and the role of structural details.) Calculate poster including Indicate the treatment.
Interpretatio investigation. fertilisers in Activity organelles). difference in
magnification of
n of graphs, eutrophication. Tabulate the different drawing by Draw a table to telophase
identify Activity vitamins, their measuring the indicate the between plant
Examples of informal/daily activities

trends/ Explain and functions, source and field of view under differences and animal
relationships demonstrate deficiency diseases. a microscope between these cells.
between how a light OR cells
variables. microscope Calculate the size
Activity
works using a of specimen on a
Compare micrograph using
diagram with
Recommended Daily the scale line
labels and
functions
Allowance (RDA) with provided.
usual diet of individual
learners for one week.
Draw a pie chart of the
food types listed in
learners’ diet and
discuss implications of
the usual diet of
learners.

Activity
Analyse nutritional
content indicated on
food packaging:
vitamins, minerals and
other nutritional
content.
 INVESTIGATION INVESTIGATION INVESTIGATION . INVESTIGATION
Food test for glucose Food test for proteins. Use a Investigate
microscope or diffusion and
INVESTIGATION INVESTIGATION micrographs to osmosis.
Food test for starch Investigation to test
observe and
the working of a
draw the
INVESTIGATION “biological” washing
structure of a:
Investigations/Experiments

Food test for lipids powder with enzymes.

plant cell (wet
OR
mount of onion
Hydrogen Peroxide
epidermis), and
and chicken liver to animal cell
demonstrate effect of (cheek cells
enzyme.
OR
Fresh pineapple juice,
egg white in plastic
drinking straw.
Observe, measure and
record the results of
the above experiment
done at different
temperatures.
Informal Informal test Informal test
Informal test
Tests
SBA (Formal TASK 1: PRACTICAL TASK (minimum 30 marks) - SBA Weighting: 10% TASK 2: FORMAL TEST (minimum 50 marks) - SBA Weighting: 20%
Assessment) TERM WEIGHTING: 25% TERM WEIGHTING: 75%
Careers and Subject combinations in Life Sciences
Ever wondered what you can do with Life Sciences after school? Below is list of some
careers which you could study:

Agronomist Animal scientist Biochemist

Botanist Developmental biologist Ecologist
Food Scientist Geneticist Horticulturalist
Marine biologist Medical doctor or nurse Medical illustrator
Microbiologist Nutritionist Palaeontologist
Pharmacologist Physiologist Life Science teacher
Science writer Veterinarian Zoologist
Forensic scientist Haematologist Pathologist
Conservation scientist Anthropologist Game ranger
Dendrochronologist Taxidermist Taxonomist

Activity 1: Careers
Choose a career name from the list above and write it in Column A next to its correct
description from Column B.
COLUMN A COLUMN B
(Career) (Description)
A biologist that groups organisms into categories.
A person whose job is to prepare the skins of dead animals and birds
and fill them with a special material to make them look as if they are
alive.
A scientist who studies the rings that appear each year in tree trunks,
used as a way of calculating the dates of particular events
A person who is primarily responsible for the management of wildlife
reserves or national parks, as well as ensuring the safety of protected
areas under their management
People who take a broad approach to understanding the many
different aspects of the human experience, which we call holism.
They consider the past, through archaeology, to see how human
groups lived hundreds or thousands of years ago and what was
important to them.
Someone who manage the overall land quality of forests, parks,
rangelands, and other natural resources.
A medical healthcare provider who examines bodies and body
tissues.
Sometimes called criminalists or crime scene investigators, collect
evidence at the scene of a crime and perform scientific and technical
analysis in laboratories or offices
A doctor whose field of expertise encompasses all diseases and
disorders related to blood and bone marrow
someone who works to improve the quality and production of crops.
a researcher in selecting, breeding, feeding and managing of
domestic animals, such as cows, sheep and pigs.
someone who investigates the chemical composition and behaviour
of the molecules that make up living things and uses this knowledge
to try understand the causes of diseases and find cures.
someone who studies plants and their interaction with the
environment.
studies the development of an animal from the fertilised egg through
to birth.
a person who looks at the relationships between organisms and their
environment.
someone who studies the biological, chemical and physical nature of
food to ensure it is safely produced, preserved and stored, and they
also investigate how to make food more nutritious and flavourful.
a researcher who studies inheritance and conducts experiments to
investigate the causes and possible cures of inherited genetic
disorders and how traits are passed on from one generation to the
next.
a person who works in orchards and with garden plants and they aim
to improve growing and culturing methods for home owners,
communities and public areas.
a researcher who studies the relationships between plants and
animals in the ocean and how they function and develop. They also
investigate ways to minimise human impact on the ocean and its
effects, such as over fishing and pollution.
someone who uses the current latest understanding of the causes
and treatments for disease to treat people who are ill or improve a
person’s well-being.
someone who illustrates and draws parts of the human body to be
used in textbooks, publications and presentations.
a researcher who studies microscopic organisms such as bacteria,
viruses, algae and yeast and investigates how these organisms affect
animals and plants.
someone who gives advice to individuals or groups on good
nutritional practices to either maintain or improve their health and to
live a healthy lifestyle.
a researcher who studies fossils of plants and animals to trace and
reconstruct evolution, prehistoric environments and past life.
a scientist who develops new or improved drugs or medicines and
conducts experiments to test the effects of drugs and any undesirable
side effects.
a researcher who studies the internal functions animals and plants
during normal and abnormal conditions.
someone who helps students in different areas of science, whether it
is at primary school, high school or university.
someone who writes and reports about scientific issues, new
discoveries or researcher, or health concerns for newspapers,
magazines, books, television and radio.
someone who looks after the health and wellbeing of pets, domestic
animals, animals in game parks and zoos.
a researcher who studies the behaviour, interactions, origins and life
processes of different animal groups.
The subject combinations that you need to take at high school to be allowed to study for
careers in the above fields differ from university to university. Also, universities change
their entrance requirements from time to time.
Your Life Orientation teacher should be able to provide you with more information with
regard to the entrance requirements for your chosen career at the different universities.
South Africa has 26 Public Universities spread across 9 provinces. Here is the full list of
Universities in South Africa:

Western Cape
1. University of Cape Town
2. University of Stellenbosch
3. University of the Western Cape
4. Cape Peninsula University of Technology
Gauteng
1. University of Pretoria
2. Sefako Makgatho Health Sciences University
3. University of the Witwatersrand
4. University of Johannesburg
5. Tshwane University of Technology
6. Vaal University of Technology
7. The University of South Africa
KwaZulu-Natal
1. University of KwaZulu-Natal
2. University of Zululand
3. Durban University of Technology.
4. Mangosuthu University of Technology.
Eastern Cape
1. University of Fort Hare
2. Rhodes University
3. Nelson Mandela Metropolitan University
4. Walter Sisulu University
Free State
1. University of the Free State
2. Central University of Technology
Limpopo
1. University of Limpopo
2. University of Venda
North-West
1. North-West University
Mpumalanga
1. University of Mpumalanga
Northern Cape
1. Sol Plaatje University.
The nature of science:

• Science involves contested knowledge, and non-dogmatic inferences based on

evidence and peer review.
How does science work?
Science is based on:

• fundamental knowledge built on scientific evidence and verified findings (articles

that are published in journals or at conferences: peer review);
• observing;
• investigating;
• making measurements and understanding the importance of scaling;
• collecting and presenting data in the form of drawings, written descriptions, tables
and graphs;
• understanding the limitations of scientific evidence;
• identifying patterns and relationships in data;
• communicating findings; and
• taking societal aspects of scientific evidence into account.

Examples of scientific skills:

(a) Relationship between structure and function:
Different structures (cells, tissues, organs and systems) perform specific functions
e.g. the epidermal cells of a leaf allow gaseous exchange to occur in a leaf. These
cells are bean-shaped and contain chloroplasts.
(b) Biological drawings:
You will be expected to make drawings of your observations and interpretations in
Life Sciences.

Use the following basic guidelines when you make drawings:

o Do all drawings in pencil and label them in blue or black ink.
o Draw sharp, clear and solid lines.
o No shading or colour (unless required)
o Drawings must be an appropriate size so that all labelled parts are clearly
visible
o Labels should be printed in lowercase unless a structure is the name of a
person e.g. Golgi apparatus.
o Label lines must be drawn with a ruler and they must not cross each other
o Label lines must point to the exact labelled part
o A drawing must have an appropriate heading (underlined)
o You may be asked to draw annotated diagrams. These are diagrams with
labels and functions or labels and descriptions of the structures.
(c) Presentation of data
Scientific data can be presented in various ways e.g. in the form of a table or a
graph.
Tables:

• Tables are used to record the results of an investigation

• A table must have an appropriate heading which includes the variables that are
in the table
• The heading must be underlined.
• A table is divided into rows and columns
• Each column and row may have its own heading with units if applicable.
• Rows run from left to right across the table.
 • Columns are the vertical blocks of a table.
• The independent variable is normally in the left-hand column
• The dependent variable is normally in the right-hand column
• Table must have a frame or border (drawn in pencil and with a ruler)

Number of children born with sickle cell disease in some regions in a

particular year

REGION NUMBER OF CHILDREN BORN

WITH SICKLE CELL DISEASE
Democratic Republic of Congo 39 746
USA 90 128
Nigeria 91 011

GRAPHS
Graphs are a way of recording the relationship between two things / factors that can
change in picture form. These factors that change in relation to each other are called
variables.
Graphs are therefore a way of recording large amounts of information in a simple form
that can easily be understood. Graphs make it easier to interpret trends.
Depending on the information we want to record, we can use different types of graphs.
The most common graph is the (jagged) line graph; we will also deal with bar graphs,
histograms and pie graphs.
Before we start, we need to learn the terminology linked to graphs. The following terms
are common to most graphs:
Axis (pl. axes): The vertical axis is the y-axis
The horizontal axis is the x-axis

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

THERE MUST BE A ZERO AT THE ORIGIN.

Independent variable: always goes on the x-axis.

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

Dependent variable: always goes on the y-axis.

This is the variable that depends on the independent variable i.e. it changes as we
change the independent variable / the variable that is measured.
 Scale This is the way we determine how to plot the information on the
graph and we have to take readings from the graph and carefully
consider it before we start the graph. We need to make sure that
our scale covers all the figures that we have to plot. The scale
starts at 0 and must be kept constant e.g. 5, 10, 15, 20 or 10, 20,
30 etc. The scale must also be clearly marked on the axes.
Heading All graphs must have a heading that includes the information on
both axes i.e. both variables. The question will guide you to write the
heading. The heading must say what type of graph it is. The
heading must not have the units. The heading must be underlined.
Labels Each axis must be correctly labelled – always include units (if there
are any)
Plotting Points Plot the points and clearly mark them on the graph with a dot.
Use a ruler to join the plotted points.

Types of graphs:
1. LINE GRAPHS
Line graphs show the relationship between two types of information where the independent
variable is continuous. Line graphs are useful in showing trends over time and are often
used for biological data.

2. BAR GRAPHS:
Bar graphs are used when one of the variables is given in numbers.
Bar graphs show different categories of data and are used when the independent variable
is not a set of continuous numbers or continuous groups (discontinuous data). They are
best used to compare values across categories.

Remember:

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

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

3. HISTOGRAMS:

Histograms are used when information is presented in continuous groups.

These are similar to bar graphs BUT THERE ARE NO SPACES BETWEEN THE
BARS.
They have connected bars displaying continuous data.
They are used when the values of the independent variables are continuous but fit into
categories or groups that follow on after each other.

Remember:
• Bars are always the same size (width) – measure and draw with a ruler
• Scale must be clearly marked and the number written next to the mark
• It is strongly advised that a key be used. e.g. A, B, C or 1, 2, 3.
• Do not write in the bars.
4. PIE CHARTS:
Pie charts are circular charts used to compare parts of the whole. They are divided
into sectors that are equal in size to the quantity represented. They are used for
discontinuous data.

How to draw a pie chart:

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

Example.
Convert the following table to a pie chart.

Different food types No. of portions

Lipids 10
Proteins 20
carbohydrates 40

Step 1:
Add number of portions together to get a total 10 + 20 + 40 = 70
Step 2:
Convert each food type to %. 10 𝑥 100
Lipids: 70
= 14%
20 𝑥 100
Proteins: = 29%
70
40 𝑥 100
Carbohydrate: 70 = 57%
14 + 29 + 57 = 100%
Make sure you round off correctly till you get 100% then proceed to the next step.
Step 3: Lipids - 14 % x 3.6 = 50o
Convert the % to degrees by multiplying by 3.6 OR Proteins – 29 % x 3.6 = 105o
360/100. Carbohydrates – 57 x 3.6 = 205o
50 + 105 + 205 = 360o
Add all degrees and once you have 360 degrees then you may proceed to draw the circle.
Remember to use a key for the pie chart.
Do not write any numbers in the pie chart.
Activity 2: Graphs
1.1. Draw two graphs on the same set of axes showing the changes in heart rate
of two boys, John and Thabo, as they run over a certain distance.

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

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

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

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

Types of sports Number of learners

who like the sport
Soccer 8
Rugby 5
Basketball 6
Netball 10
Volleyball 2
Cricket 4

2.2. Which sport is liked the least?

2.3. Which sport is liked the most?

3.1. Translate the information showing the number of learners who like different
type of fruits into a pie graph. Show all workings.

Types of fruits No. of learners who like

the fruits
Kiwi 10
Apples 5
Pears 15
Oranges 10
 CALCULATIONS
1. AVERAGES

To calculate the average: Add together the set of quantities and then divide by the
number of quantities that were added.
Example. The average of 2, 4, 6 and 8
20
2 + 4 + 6 + 8 = 20 = = 5 𝑖𝑠 𝑡ℎ𝑒 𝑎𝑣𝑒𝑟𝑎𝑔𝑒
4
Activity 3: Averages
3.1 The table gives information on the numbers of mitochondria in different types of
mammalian cells

Complete the table by calculating the average number of mitochondria per cell in
skin epithelium

3.2 Ions move in and out of cells by passive and active processes. The table shows
the concentration of three ions outside and inside a human cell.

Calculate how many times greater the concentration of chloride ions is outside the
cell compared to inside the cell.
2. PERCENTAGE

Percents are all calculated with the same basic formula using the amount of the "part"
and the amount of the "whole". Note that the percent will always be less than or equal
to 100% because the "part" must be less than or equal to the "whole". The basic
percent equation is shown here.

𝑝𝑎𝑟𝑡
Percentage = 𝑤ℎ𝑜𝑙𝑒 𝑥 100

Activity 4

Consider the energy flow in the food chain shown below:

Grass (97 000kJ) → grasshopper (7000kJ) → blue jay (600kJ) → owl (50kJ)

Calculate the percentage of the energy that is passed on from the grasshopper to the
blue jay. Show ALL working

3. PERCENTAGE INCREASE AND DECREASE

𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒
% 𝑖𝑛𝑐𝑟𝑒𝑎𝑠𝑒 𝑜𝑟 𝑑𝑒𝑐𝑟𝑒𝑎𝑠𝑒 = 𝑥 100
𝑓𝑖𝑟𝑠𝑡

You must know and write the formula in any problem.

Activity 5: Percentage change
As part of a study into the health of a group of learners, blood glucose readings were
taken over a period of time.
The graph shows the readings for one of the learners.

Calculate the percentage decrease in blood glucose between 09h00 and 11h00 hours.
4. RATIOS

Understand ration allows us to easily compare separate quantities. We can then

examine patterns, comment on the relationship, or use ratios to help us solve equations

Remember:
1. You must divide all numbers involved by the same common denominator (a number
which can divide evenly into all the numbers involved, without leaving any
remainder).
Write Ratios in their simplest form

𝟐 𝟏
2:8 = = = 𝟏: 𝟒
𝟖 𝟒
2. The order of the ratio is given in the question.
3. They must all be whole numbers i.e. no decimals.
Eg. 35:21:14 all these numbers divide by 7 so the simple whole number ratio is.
5:3:2

Activity 6: Ratio
An experiment was carried out to investigate stem height in pea plants.
The parent plants were both homozygous. When they were crossed the F1 generation
were all tall. These plants were crossed with each other to produce the F 2 generation.
The results obtained in the F2 generation differed from the expected results.
The actual results were 90 tall and 36 dwarf plants.
Calculate the simplest whole number ratio for these results.
_____________ : _______________
tall dwarf
4. MAGNIFICATION
(i) Magnification of the microscope when viewing an object

• Microscopes magnify an image using a lens found in the eye-piece, which is also
known as the ocular lens. The image is further magnified by the objective lens.
• The magnification of a microscope is: magnification power of the eye-piece x the
power of the objective lens

Examples:
If the magnification of the eyepiece is 10x and the objective lens 40x, then the total
magnification is 10 x 40 = 400. The specimen is therefore magnified 400 times.

Total magnification = eyepiece magnification x objective lens magnification

= 10 x 40
= 400X

If the magnification power of the microscope is 600x and the magnification of the
eyepiece is 10x, then the magnification of the objective lens must be 600x = 10 x 60

Total magnification = eyepiece magnification x objective lens magnification

600x = 10 x ?
= 60x

(ii) Calculating magnification of an image (drawing)

• Magnification of an image is calculated using the following equation:

𝐷𝑟𝑎𝑤𝑖𝑛𝑔 𝑠𝑖𝑧𝑒
Magnification =
𝐴𝑐𝑡𝑢𝑎𝑙 𝑠𝑖𝑧𝑒

• A better way to remember the equation is using an equation triangle:

 • Rearranging the equation to find things other than the magnification becomes
easy when you remember the triangle – whatever you are trying to find, place
your finger over it and whatever is left is what you do, so:
o Magnification = image size / actual size
o Actual size = image size / magnification
o Image size = magnification x actual size
• Remember magnification does not have any units and is just written as ‘X 10’ or
‘X 5000’

Example:
An image of an animal cell is 30 mm in size and it has been magnified by a factor of X
3000. What is the actual size of the cell?

To find the actual size of the cell:

Activity 7: Magnification
Complete the table

E O M A I
Magnification of Magnification of Total Actual size of Apparent size
eyepiece lens the objective Magnification object being of object being
lens (E x O = M) observed observed
I ÷𝑀 =A (M x A = I)
5x 20x 0,01mm 1,0mm
10x 50x 5,0mm
20x 800x 0,02mm
30x 900x 0,001mm
10x 400x 0,04mm
5. MEASURING THE SIZE OF CELLS (DRAWINGS) – USING A SCALE LINE

• Cells are very small and their size is normally measured in micrometres (µm)
• The magnification of a cell or organelle is often indicated on a micrograph.
• A scale can also be indicated on the micrograph.

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

measured length on scale
Example:
Calculate the actual length of AB from the image shown in the micrograph given with the
scale bar given below.
(Image: Electron micrograph showing rough endoplasmic reticulum with a scale bar
given)

• Measure the length of AB with your ruler i.e. ± 20 mm

• Measure the length of the scale bar i.e. ± 5 mm
Use the following formula:
𝑚𝑒𝑎𝑠𝑢𝑟𝑒𝑑 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝐴𝐵 𝑜𝑛 𝑑𝑖𝑎𝑔𝑟𝑎𝑚 𝑥 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑛 𝑠𝑐𝑎𝑙𝑒 𝑏𝑎𝑟
Actual length = 𝑚𝑒𝑎𝑠𝑢𝑟𝑒𝑑 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑠𝑐𝑎𝑙𝑒 𝑏𝑎𝑟

20 𝑚𝑚 𝑥 500 𝑚𝑚
= 5 𝑚𝑚

= 2000 mm or 2 µm
Converting Units

• You may be given a question in your exam where the measurements for a
magnification calculation have different units. You need to ensure that
you convert them both into the same unit before proceeding with the
calculation (usually to calculate the magnification)

The following to help you convert between mm and µm:

• For example:

• Remember that 1mm =

1000µm
• 2000 / 1000 = 2, so the actual
thickness of the leaf is 2 mm
and the drawing thickness is
50 mm
• Magnification = image size /
actual size = 50 / 2 = 25
• So, the magnification is x 25
Activity 8: Magnification

8.1 The figure below shows a plant cell drawn to scale. Calculate how many times
longer the cell length is compared to the chloroplast length.

8.2 The figure below shows liver cell which measures 60mm. Calculate the
magnification of the liver.

8.3 A learner set up a light microscope to observe a specimen. The magnification of

the eyepiece lens was 10x and the magnification of the objective lens was 20X.
(a) What was the overall magnification of the light microscope?
(b) Give one rule the learner which would observe when creating a biological
drawing of one cell
 THE SCIENTIFIC METHOD
• Practical tasks are related to SA2 (Refer to pages 15 – 16 of CAPS).
• Learners’ practical abilities are supposed to be assessed by their teachers
throughout the FET Phase for Life Sciences as part of SBA.
• SA2 involves – “investigating phenomena in Life Sciences” and further states that
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 SBA ought to cover various areas of practical work, including ‘hands-on’
requiring the following of recipes with different levels of guidance from grades 10 to
12 to ‘hypothesis –testing’ or open –ended investigations with limited or no teacher
guidance at the grade 12 level.
• The following range of skills relate to DOING practical work in Life Sciences:
o Follow instructions
o Handle equipment and apparatus
o Make observations
o Record information or data
o Measure
o Interpret
o Design/Plan investigations or Experiments

• The nature of the inquiry activities will determine the complexity of the investigations.
• Learners are either provided with data to interpret and manipulate/transform – or to
collect their own data/evidence and manipulate these [AUTHENTIC DATA]
• Closed – ended activities – involve:
o a single pathway and a single answer,
o teacher–led and teacher-directed (teacher ask questions or pose problem)
o structured guidance at all stages
• Open–ended activities – involve:
o many possible routes and solutions,
o led by learners (learners ask questions with no restrictions) and with no
direction, no structure
o no guidance and no constraints from the teacher.
• The amount of information to be provided is dependent on the level of understanding
by learners
• Each investigation is been assessed on the quality of :
o The design and method of investigation
o Recording of results
o Presentation of results
o Interpretation of the results
o Validity of conclusions.
SOME COMMON CONCEPTS IN INVESTIGATIONS
Investigation Question:

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

• Definition: A tentative explanation for a phenomenon / observation or an investigation

question
• Generation or formulation of hypotheses is only necessary / relevant if the question in
an investigation asks for an explanation – eg. Why or how something happens.
• A HYPOTHESIS IS NOT THE SAME AS A PREDICTION
• While the process of generating and testing hypotheses is an important aspect of
scientific inquiry many of the practical investigations in the Life Sciences however, do
not require the formulation of a hypothesis.
• Most are concerned with making observations or determining relationships between
phenomena – e.g. studying the effects of light intensity on the rate of photosynthesis
• NOT EVERY INVESTIGATION REQUIRES A HYPOTHESIS
• Theories are hypotheses that have stood the test of time
• However, like hypotheses – they can be revised or rejected with new evidence

Purpose of a hypothesis:

• It must ACCOUNT for all the known facts / data relating to the specific problem
• It should lead to the PREDICTION of new information – i.e. it is testable
o If the hypothesis predicts some new facts and that prediction is confirmed
through experimentation or observation then the hypothesis is acceptable and
gains support
Construct a hypothesis:
If ____________________ (I do this) ______, then _____(this) ____will happen.

• You must state your hypothesis in a way that you can easily measure or test.
• Include both the dependent and independent variable
• state the independent variable first (cause) and then the dependent variable
(effect).
• State the relationship between the variables in the hypothesis.
• Test your hypothesis by doing an experiment: your experiment tests whether your
hypothesis is true or false. It is important for your experiment to be a fair test. You
conduct a fair test by making sure that you change only one factor at a time while
keeping all the other conditions the same.
• You should also repeat your experiments several times to make sure that the first
results were not just an accident (if possible).`
Study the following example of a hypothesis question:
A scientist conducted an investigation to determine the effect of sulphur dioxide on the
growth of young roots of bean seeds. He took three gas jars and placed a germinating
bean seed in each jar. A different number of sulphur dioxide bubbles were passed
through each jar. Each jar was sealed with a cover glass. The increase in length of each
young root was measured after 5 days.
Formulate a hypothesis for the above investigation.
If germinating bean seeds are exposed to sulphur dioxide the growth of the roots of
beans will slow down ✓✓
OR
If germinating bean seeds are exposed to sulphur dioxide the growth of the roots of
beans will increase✓✓
OR
If germinating bean seeds are exposed to sulphur dioxide there will be no growth of the
roots of beans✓✓
Variables
Independent variable: a variable/factor that you choose to control (manipulate) in the
experiment. The factor that is being investigated (CAUSE). The independent variable
appears on the X-axis of a graph.
Dependent variable: a variable/factor that you measure in an experiment. The EFFECT
of the independent variable. This effect is usually measured in some way and appears on
the Y-axis of a graph.
Controlled/Fixed variables: Variables/factors that stay the same throughout the
experiment.
Begin with the word same…
Aim
To determine / To investigate …. The aim must include the 2 variables.
Planning steps for an investigation
What will be followed / done to ensure the research investigation reaches its intended
purpose.
General steps include (steps need to be in context of investigations parameters):
o Determine the sample size
o Find volunteers
o Find a comparable group to act as control
o Decide on the equipment for measuring
o Decide on the duration
 o Obtain consent/permission
o Design a way of recording the data

Prediction:
A guess of the expected results of an experiment
Trend:
When you are looking for relationships between variables, what you are really doing is
interpreting graphs or data by looking for patterns and trends.
Statement (prediction) of the progression of results in the possible future.
● Can also be described as the major changes that occur on the dependent variable
in relation to the independent variable.
● They key changes are stated and sometimes the values that represent a major
change can be included in the description of the trend of the data.
Example:

The graph below shows the number of rhinoceros killed by an illegal activity.

Calculate the percentage increase in

the killing of rhinoceros in South
Africa, from 2011 to 2012.

668 – 448 = 220

220
𝑥 100 = 49.10%
448
or
668−448
448
𝑥 100 = 49.10%

State the general trend shown in the

graph from 2010 – 2012.
A steady increase in poaching of the
rhinoceros’ population of South Africa
since 2010.

Relationship
In scientific research, we often want to study the effect of one variable on another one.
• When both the independent and dependent variables increase together and at the
same time and
• when both the independent and dependent variables decrease together and at the
same time and
• When one of the variables increases at the same time that the other variable
decreases.
Example:
An investigation was done to test the relationship between the thickness of the lens and
the focal length of the lens. The data in the table gives the focal length of six lenses
which have the same diameter but different thickness.

Draw a line graph to illustrate the data in the table above

State the relationship between lens thickness and focal length.

- As the thickness of the lens increases the focal length decreases

The following format is one procedure used when writing a statement of relationship
between two variables:

Apparatus
List all apparatus/ chemicals/equipment you will use in the experiment. You may be
asked to draw the apparatus as it should be set up.
Method
The method is written in steps and is numbered. It is short and simple and written in third
person, as a set of instructions.
Control:
Allows the experimenter to minimize the effects of factors other than the one being
tested. It is used as a benchmark or a point of comparison against which other test
results are measured. The inclusion of a control in an investigation is important for
generating conclusions from the results/data. A study with control/s is designed to ensure
that the effects are due to the one variable that is being tested. That is, it ensures validity
of results and conclusions.
Designing a control:
This is always dependent on the stated aim of the experiment.
Results/Observation
A table is best used to record results. The observation can include what you have seen,
heard or smelt. You may be asked to draw a graph in the results.
Discussion
State the results. Discuss the results. Why it happened and what caused it to occur?
Was the hypothesis true or false? Was it a fair test? How could you have improved the
experiment?
Conclusion
Refer back to aim. It is a short statement.
RELIABILITY
• The idea behind reliability is that any significant results of an investigation must be
more than a once-off finding and be repeatable.

• Other researchers must be able to perform exactly the same experiment, under
the same conditions, and generate the same results.

• This would reinforce the findings of the experiment and ensure that the wider
scientific community accepts the hypothesis.

• If you are asked how the reliability of an investigation could have been improved,
the following answers apply:
o Repeat the investigation
o Take many readings and use the average
o Select a sample randomly
o Increase the sample size
o Increase the period of the investigation
VALIDITY
Validity questions show how the investigation or experiment or method was carried out.
It is important to be sure that all the factors or variables have been controlled/fixed
except the one variable/factor that is being tested.
To ensure validity the samples must be chosen randomly.
In questions which require you to suggest some factors that might have decreased the
validity of an investigation, your answers should centre on the criticism of the scientific
process; for example, some factors/variables that were not fixed/controlled when carrying
out the investigation.
ACTIVITY 9: Scientific Method
9.1 An investigation was carried out to study the effect of light intensity on the rate of
water loss from the leaves of a plant.

• Apparatus X (shown in the diagram below) was used to measure the rate of
water loss from the leaves at several light intensities.
• At each light intensity, the apparatus was left for 15 minutes before starting
measurements.
• The water loss was recorded in the dark and at four different light intensities.

9.1.1 Formulate a hypothesis for this investigation.

The results of this investigation are shown in the table below.

9.1.2 State the dependent variable in the above investigation.

9.1.3 Draw a line graph to represent the results in the investigation
9.1.4 Describe ONE way in which the reliability of the results obtained at each
light intensity could have been improved.
9.2 A scientist knew that as one moves to higher altitudes (height above sea-level),
the air has less oxygen. She therefore wanted to investigate the relationship
between altitude and the number of red blood corpuscles in a person's blood.

9.2.1 Formulate a hypothesis for the scientist’s investigation.

9.2.2 State the dependent variable.
9.2.3 State the independent variable.

9.3 An investigation was done to determine the effect of temperature on the growth of
grapevines in South Africa. The table below shows the data on the mass of grapes
produced by the vines at different temperatures.
Study the results in the table and then answer the questions that follow:

Temperature (ºC) Mass of grapes produced (kg)

10 0,5
15 1,0
20 1,5
25 2,5
30 2,0

9.3.1 Name the dependent variable for this investigation.

9.3.2 Name the independent variable for this investigation.
9.3.3 Use the data given to explain the relationship between temperature and the
mass of grapes produced.
9.3.4 Draw a bar graph to represent the results of this investigation.

9.4 A group of learners noticed that some areas of the sports fields were covered in
standing water, some areas were damp but not saturated; while other areas
appeared to be relatively dry. Puzzled by this observation, they set out to
investigate why this was so. When the areas had dried out, they took soil samples
from the different areas (A, B and C) and performed an experiment. The results of
their investigation are shown in the table.

Soil samples A B C
Mass of soil sample 50 g 50 g 50 g
Volume of water added 100 ml 100 ml 100 ml
Volume of water retained 30 ml 82 ml 59 ml

9.4.1 Formulate a possible hypothesis for the above investigation.

9.4.2 What logical deduction could be made from the results of their investigation with
respect to the different soil samples (A, B and C) found on their sports fields?
9.4.3 State THREE ways in which the validity of this investigation could be increased.